Академический Документы
Профессиональный Документы
Культура Документы
2
Course: Foundations of Education (6500)
Semester: Spring, 2015
Level: MA/M.Ed.
Q.No.1
Differentiate between "Essentialism" and "Reconstructionism". Also discuss
their application in educational process.
Ans
Many philosophers have identified at least three broad philosophies of education:
Essentialism, Perennials, and Experimentalism. Essentialism has sometimes been further
divided into Idealism and Realism, and Experimentalism has been divided into
Progressivism and Reconstructionism. Additionally, some philosophers of education
recognize an Existentialist approach to education as well.
Now, just because philosophers of education have formulated a few categories of
educational philosophies does not mean that one or more of these philosophies can be
said to "the" philosophy of education which prevails in American schools.
Essentialism (rooted in idealism and realism)
Aim: To educate the useful and competent person
Curriculum: Basic education: reading, writing, arithmetic, history, English, science,
foreign languages
Educational Implications: Emphasis on skills and subjects that transmit the cultural
heritage and contribute to socioeconomic efficiency
Proponents: Bagley, Bestor, Conant, Morrison
1
"back-to-basics" movement
The "back-to-basics" movement derives from essentialist principles. Back-to-basics
proponents contend that social experimentation and untested innovations have lowered
academic standards. They charge that many children in elementary schools have not
mastered basic literary and computational skills and those academic weaknesses in high
schools result from the absence of a prescribed curriculum. The back-to-basics position
is that schools should concentrate on the essential skills and subjects that contribute to
literacy and to social and intellectual efficiency. Back-to-basics proponents want teachers
restored as educational authorities. Teachers must be well prepared and accountable for
children's learning. Regular assignments, homework, recitations, and frequent testing
and evaluation should be standard practices.
In the 1980s and 1990s, a series of national reports on the condition of American
education generated a period of ne-oessentialist educational reforms. The term
neoessentialist indicates that this movement reiterated themes from earlier essentialists.
These essentialist themes were prescribed as remedies for certain economic and social
problems facing the US, such as lowered productivity and increasing violence.
Neoessentialism was clearly evident in the 1983 report A NATION AT RISK, which
recommended a high school curriculum of "five new basics": English, mathematics,
science, social studies, and computer science.
Reconstructionism as an Educational Philosophy
Theodore Brameld (1904-1987) was the founder of social Reconstructionism, in reaction
against the realities of World War II. He recognized the potential for either human
annihilation through technology and human cruelty or the capacity to create a beneficent
society using technolog and human compassion. George Counts (1889-1974) recognized
that education was the means of preparing people for creating this new social order.
Social-Reconstructionist education is based on the theory that society can be
reconstructed through the complete control of education. The objective is to change
2
society to conform to the basic ideals of the political party or government in power or to
create a utopian society through education.
Communist education is probably the most pervasive version of operational socialreconstructionism in the world today. Originally based on the philosophy of Karl Marx
and institutionalized in the Soviet Union, it now reaches a large proportion of the world's
youth. From the 1950s onward, much attention has been paid to the ideal of
"polytechnization." Man, so the argument runs, is not simply Homo sapiens but rather
Homo faber, the constructor and builder. He attains full mental, moral, and spiritual
development
through
entering
into
social
relations
with
others,
particularly
in
cooperative efforts to produce material, artistic, and spiritual goods and achievements.
The school should prepare pupils for such productive activities--for instance, by studying
and, if possible, sharing in the work done in field, farm, or factory. A different socialreconstructionist movement is that of the kibbutzim (collective farms) of Israel. The
most striking feature of kibbutz education is that the parents forgo rearing and
educating their offspring themselves and instead hand the children over to professional
educators, sometimes immediately after birth. The kibbutzim type of education
developed
for
both
practical
and
economic
reasons,
but
gradually
educational
as in serious disrepair. Much of the basis of their thought is found in the Great
Depression of the 1930's, although some modern exponents also find a basis for it in
what they consider to the "exploitation of the Third World" by the powerful industrial
nations. At any rate, the Reconstructionists see education as the means by which a new
social order is to be devised, with the schools serving as the means by which the coming
generation is to be "educated" to function in this order. Despite its seeming
authoritarianism, Reconstructionists insist that the development of this new order must
come about democratically.
The idea of social-reconstructionist education rests on a 19th-century belief in the power
of education to change society. In the last quarter of the 20th century there has been
considerable pessimism, but the idea that schooling can influence either society or the
individual is widely held, affecting the growth of tertiary-level alternatives, management
4
maintaining that agents are not blank slates predetermined by their environment;
scientific research provides evidence that people are shaped by both social influences
and genes. Genetic studies have shown that a person's environment interacts with his or
her genotype to influence behavioral outcome.
Primary socialization for a child is very important because it sets the ground work for
all future socialization. Primary Socialization occurs when a child learns the attitudes,
values, and actions appropriate to individuals as members of a particular culture. It is
mainly influenced by the immediate family and friends. For example if a child saw
his/her mother expressing a discriminatory opinion about a minority group, then that
child may think this behavior is acceptable and could continue to have this opinion about
minority groups.
Secondary socialization Secondary socialization refers to the process of learning what
is the appropriate behavior as a member of a smaller group within the larger society.
Basically, it is the behavioral patterns reinforced by socializing agents of society.
Secondary socialization takes place outside the home. It is where children and adults
learn how to act in a way that is appropriate for the situations they are in. Schools
require very different behavior from the home, and Children must act according to new
rules. New teachers have to act in a way that is different from pupils and learn the new
rules from people around them. Secondary Socialization is usually associated with
teenagers and adults, and involves smaller changes than those occurring in primary
socialization. Such examples of Secondary Socialization are entering a new profession or
relocating to a new environment or society.
Anticipatory socialization Anticipatory socialization refers to the processes of
socialization in which a person "rehearses" for future positions, occupations, and social
relationships. For example, a couple might move in together before getting married in
order to try out, or anticipate, what living together will be like. Research by Kenneth J.
Levine and Cynthia A. Hoffner suggests that parents are the main source of anticipatory
socialization in regards to jobs and careers.
Re-socialization Re-socialization refers to the process of discarding former behavior
patterns and reflexes, accepting new ones as part of a transition in one's life. This occurs
throughout the human life cycle. Re-socialization can be an intense experience, with the
individual experiencing a sharp break with his or her past, as well as a need to learn and
be exposed to radically different norms and values. One common example involves resocialization through a total institution, or "a setting in which people are isolated from
the rest of society and manipulated by an administrative staff". Re-socialization via total
institutions involves a two step process: 1) the staff work to root out a new inmate's
individual identity & 2) the staff attempt to create for the inmate a new identity. Other
examples of this are the experience of a young man or woman leaving home to join the
military, or a religious convert internalizing the beliefs and rituals of a new faith. An
extreme example would be the process by which a transsexual learns to function socially
in a dramatically altered gender role.
Stratification
Social stratification is a society's categorization of people into socioeconomic strata,
based upon their occupation and income, wealth and social status, or derived power
(social and political). As such, stratification is the relative social position of persons
within a social group, category, geographic region, or social unit. In modern Western
societies, social stratification typically is distinguished as three social classes:
(i) The upper class,
(ii) The middle class,
(iii) The lower class; in turn, each class can be subdivided into strata, e.g. the upperstratum, the middle-stratum, and the lower stratum. Moreover, a social stratum can be
formed upon the bases of kinship or caste, or both.
The categorization of people by social strata occurs in all societies, ranging from the
complex, state-based societies to tribal and feudal societies, which are based upon
socio-economic relations among classes of nobility and classes of peasants. Historically,
whether or not hunter-gatherer societies can be defined as socially stratified or if social
stratification began with agriculture and common acts of social exchange, remains a
debated matter in the social sciences. Determining the structures of social stratification
arises from inequalities of status among persons, therefore, the degree of social
inequality determines a person's social stratum. Generally, the greater the social
complexity of a society, the more social strata exist, by way of social differentiation.
Social stratification is a term used in the social sciences to describe the relative social
position of persons in a given social group, category, geographical region or other social
unit. It derives from the Latin strtum (plural strata; parallel, horizontal layers) referring
to a given societys categorization of its people into rankings of socioeconomic tiers
based on factors like wealth, income, social status, occupation and power. In modern
Western societies, stratification is often broadly classified into three major divisions of
social class: upper class, middle class, and lower class. Each of these classes can be
further subdivided into smaller classes (e.g. "upper middle").Social strata may also be
delineated on the basis of kinship ties or caste relations.
The concept of social stratification is often used and interpreted differently within specific
theories. In sociology, for example, proponents of action theory have suggested that
since social stratification is commonly found in developed societies, wherein a
dominance hierarchy may be necessary in order to maintain social order and provide a
stable social structure. So-called conflict theories, such as Marxism, point to the
inaccessibility of resources and lack of social mobility found in stratified societies. Many
8
sociological theorists have criticized the extent to which the working classes are unlikely
to advance socioeconomically while the wealthy tend to hold political power which they
use to exploit the proletariat (laboring class). Talcott Parsons, an American sociologist,
asserted that stability and social order are regulated, in part, by universal values. Such
values are not identical with "consensus" but can as well be an impetus for ardent social
conflict as it has been multiple times through history. Parsons never claimed that
universal values, in and by themselves, "satisfied" the functional prerequisites of a
society. Indeed, the constitution of society is a much more complicated codification of
emerging historical factors. Theorists such as Ralf Dahrendorf alternately note the
tendency toward an enlarged middle-class in modern Western societies due to the
necessity of an educated workforce in technological economies. Various social and
political perspectives concerning globalization, such as dependency theory, suggest that
these effects are due to change in the status of workers to the third world.
Q.No.3
Discuss the concept of curriculum. Elaborte the principles of curriculum
development in a Muslim society.
Ans
Concept of curriculum
The concept of the curriculum as subjects and subject matter has been reflected in a
plethora of theories relating to principles for selection, sequence, and grade placement
of subject matter. Comprehensive state merits of the theory underlying curriculum
planning for a subject curriculum are of relatively recent origin, perhaps because the
process was so long unchallenged and in a general sense is well known. Curriculum
planning for a subject curriculum follows a fairly common formula:
1.
2.
Use some criterion (difficulty, interest sequence, for example) to select the subject
matter for particular populations (grouped, for example, by state district age, or
grade.
3.
relationship to the learning process not in a reportorial relationship, after the tact. It
deals with expectations or intentions, and more specifically, with the learning outcomes
intended to be achieved through instruction, that is through the experiences provided
through what happens end what learners do.
In order to develop a design for a curriculum it is necessary to identify its basic
elements. Tyler, for example, points out that it is important as a part of a
comprehensive theory of organization to indicate just what kinds of elements will serve
satisfactorily as organizing elements. And in a given curriculum it is important to identify
the particular elements that shall be used.
But even among the meager statements about these elements, there is no consensus as
to how to categorize them. Tyler identifies three, which seem to be pertinent mostly to
establishing a sequence of learning experiences and are rather similar to the threads of
integration discussed. These are the concepts which recur in the sequence of learning
experiences, skills which take a long time to master, and values and ideas.
Perhaps one way of identifying these elements is to consider the major points about
which decisions need to be made in the process of curriculum development, including
such considerations as the principles of learning and ideas about the nature of learners
and of knowledge. The points of these decisions the aims and objectives, the content
and learning experiences, and evaluation then become macroscopic elements of the
curriculum.
Most curriculum designs contain these elements, but many have them in defective
balanced, mostly because these elements are poorly identified or have an inadequate
theoretical rationale. For example, the subject design usually pays relatively little
attention to objectives, or defines them in too narrow a scope. The core curricula stress
learning experiences but are often defective in describing their content, or else the scope
of the content is defective. Many curriculum designs eventuate in a program which is
inappropriate to the students for whom it is intended, either because it is based on an
inadequate concept of the learning process or because a greater uniformity of learning is
assumed than is warranted. Few curriculum designs postulate and provide for the upper
12
and lower limits in achieving objectives according to student backgrounds or for different
qualities of depth according to differences in ability. Such defects in design usually pose
difficulties in implementation.
Principles of curriculum development in a Muslim society
Islamic education is not to cram the pupils head with facts but to prepare them for a life
of purity and sincerity. This total commitment to character building based on the ideals
of Islamic ethics is the highest goal of Islamic education. Here he stressed on character
building that needs to be molded together in an educational curriculum which he
considers as the highest objective of Islamic education. A more comprehensive definition
of Islamic education was composed at the First World Conference on Muslim Education in
Makkah in 1977, the following words:
Education should aim at the balanced growth of the total personality of man through the
training of mans spirit, intellect, his rational self, feelings and bodily senses. Education
should cater therefore for the growth of man in all its aspects: spiritual, intellectual,
imaginative, physical, scientific, linguistic, both individually and collectively and motivate
all aspects towards goodness and the attainment of perfection. The ultimate aim of
Muslim education lies in the realization of complete submission to Allah on the level of
the individual, the community and humanity at large.
Therefore, as agreed by Muslim scholars in the Mecca Declaration above, it is clear that
in order to develop the Islamic system and society, an educational system and its
curriculum must be planned according to Islamic
Islamization of curriculum is to place the curriculum and its four components i.e. aims
and objectives,
Islamic worldview.
The first period is the period of development which started with the resurgence of the
Prophet Muhammad (P.B.U.H) in Makkah until the end of Umayyad period. The main
characteristics of religious curriculum of this period are:
Purely Arabic in nature
strengthening the basis of Islamic religion and spreading its teaching
13
Q.No.4
Critically discuss the functions of school and role of teachers in social
development of students.
Ans
The effective educator must be ever mindful of the simple fact that children go to school
for a living. School is their job, their livelihood, their identity. Therefore, the critical role
that school plays in the child's social development and self-concept must be recognized.
Even if a child is enjoying academic success in the classroom, his attitude about school
will be determined by the degree of social success that he experiences.
There is much that the teacher can do to foster and promote social development in the
student. Children tend to fall into four basic social categories in the school setting:
14
The teacher can assist the child by making him aware of the traits that are widelyaccepted and admired by his peers. Among these traits are:
smiles/laughs
greets others
extends invitations
converses
shares
gives compliments
It is important that the teacher recognize the crucial role that the child's
parents and siblings can play in the development of social competence. Ask his
parents to visit school for a conference to discuss the child's social status and needs.
School and home must work in concert to ensure that target skills are reinforced and
monitored. Social goals should be listed and prioritized. It is important to focus upon a
small group of skills such as sharing and taking turns, rather than attempting to deal
simultaneously with the entire inventory of social ski
Assign the troubled child to work in pairs with a high-status child who will be
accepting and supportive. Cooperative education activities can be particularly effective in
this effort to include the rejected child in the classroom. These activities enable the child
to use his academic strengths while simultaneously developing his social skills.
The teacher must constantly search for opportunities to promote and encourage
appropriate social interactions for the socially inept child (e.g., "Andrew, would you
please go over to Sally's desk and tell her that I would like her to bring me her math
folder?"). Have students work in pairs to complete experiments, bulletin boards and peer
tutoring.
The student with social skill deficits invariably experiences rejection in any activity that
requires students to select classmates for teams or groups. This selection process
16
generally finds the rejected child in the painful position of being the "last one picked."
Avoid these humiliating and destructive situations by pre-selecting the teams or drawing
names from a hat.
Q.No.5
Write notes on the following:
(i)
their
chances
of
exploring
ways
and
means
for
development.
The relationship between education and development is a two-way process, that is,
quality education leads to development and development can pave the way for quality
education.
In recent times, the term 'knowledge economy' has become a currency concept. In most
developing countries, the state of education in quantitative and qualitative terms is
questionable. Recognizing the significant role education can play, rulers in developing
countries should invest more in education as this investment may ensure a bright future
for them.
Pakistan was at the lowest rung of the ladder as its allocation for education was only 2.2
per cent of GDP. This amount was less than the amount allocated by the Maldives (8.1),
Iran (5.4), Malaysia (5.1), South Korea (4.2), Thailand (4.0), India (3.7), Sri Lanka
(3.1), Nepal (2.9), Afghanistan (2.3) and Bangladesh (2.3). These figures suggest the
lack of priority given to education by Pakistan's decision-makers. Is it because we do not
have enough financial resources that we cannot allocate more funds for education?
17
Before we hasten to answer this question let us see what the military expenditure was
as a percentage of GDP in 2006. Here Pakistan is on the top rung with 3.2 per cent
followed by Sri Lanka (2.6), India (2.5), Nepal (1.6), Bangladesh (1.5) and Bhutan (one
per cent). This suggests that it is more an issue of priority than that of financial
resources.
According to the CIA Fact Book, "Pakistan's proposed defense budget for financial year
2006-07 accounts for about one-fifth of the total budget and is 20 times more than what
the country plans to spend on education and health. The country's percentage rise in the
defense budget was more than 15 per cent in 2005-06. Pakistan's defense budget as a
percentage of GDP is 4.5 per cent (2006) and Rs4.26bn in total (ranked 39th)."
The size of the defense budget is normally not fully visible. Some interesting strategies
have been evolved to downplay the impact. For instance, in 2001 the amount spent on
the pensions of armed personnel was not shown as a part of the defense budget; it was
mentioned under civil expenditure.
The second dimension is quite disturbing. This is the actual expenditure. In defense,
more money is spent than the estimated amount. But in education, a large amount of
money remains unspent because of various reasons. Either the promised money is not
released on time, or money is re-appropriated, or the process of the release of money is
so complex that the heads of educational institutions give up.
There could be any reason but the fact is that in almost all plans a large amount remains
unspent. A couple of examples should suffice to give an idea of the problem. For
instance, in the Second Five-Year Plan (1960-65) Rs78m was allocated for primary
education whereas only Rs18m was actually spent. Similarly, in the Seventh Five-Year
Plan
(1988-93)
Rs10128m
was
allocated
for
primary
education
whereas
only
Rs6399.17m was actually spent. These are just two examples which show the overall
trend in spending on education. Contrary to this, spending on defense is more than the
estimated figures given in the budget.
18
The third dimension which is equally important is the appropriateness of the spent
money. The post-9/11 scenario saw the inflow of massive foreign aid for 'better
education' in Pakistan. This was a great opportunity to utilize financial resources in an
appropriate manner. For instance, in the Parha Likha Punjab (literate Punjab)
programmed for which a large sum of money was available, nothing concrete could be
achieved because much was spent on political appointments and image-building
advertisements in the print and electronic media. Crash teacher education courses were
organised without any meaningful change in the education system.
The perennial problem in the domain of education in Pakistan is that each government
comes up with attractive slogans without the required political will. The result is that we
are still grappling with the issues of quality at a very basic level.
The fourth dimension in financing education is lack of monitoring and accountability that
has encouraged people to experiment, mess up and get away with their errors. What
happened to some good educational initiatives, for instance, the Nai Roshni schools?
Where did the funds collected in the name of Iqra go? Why did projects with huge
foreign funds fail? We may never know the answers to these questions as there is no
strong tradition of accountability in Pakistan.
Thus low allocation, under-spending, inappropriate spending and lack of accountability
have done untold damage to the education sector in the country. What is happening is
linked to socio-political practices in the wider sphere of society. For instance, for a long
period of Pakistan's history the army has overtly and covertly dominated politics. That is
why the tendency has been to spend more on defence. Educational initiatives were not
given due importance.
We see glaring inconsistencies in the policies of different governments resulting in halfbaked ideas and practices. What is required is a new perspective. By understanding the
significance of education, allocating more funding for it and spending the money in a
more appropriate manner, we can hope to bring about a positive change.
Change in the educational sphere is linked to the bigger societal sphere whose sociopolitical practices impact on education. Does that mean that we must wait until societal
19
practices change and then start working for improvement in education? An alternative
route is to improve our education in terms of its quality for societal development - a
concept of development which is not confined to economic well-being alone but that
ensures emancipation and individual freedom as well.
The World financial crisis of 2008 2010, exposed the weaknesses in the several of the
first world economies, which were earlier considered to be the paradigm of economic
success. Failure of the banking system, collapse of sub-prime mortgage business,
ascending debt-to-GDP ratio, unpredictable unemployment and bankruptcies declared by
several established businesses, raised serious doubts regarding the foundations of those
economies.
Pakistan and most of the Middle Eastern economies have remained safe from the domino
effect of the world financial crises, both for entirely separate reasons. The problems
confronting Pakistans economy are due to economic mismanagement, living in quandary
regarding
policies,
misplacement
of
priorities
and
corruption
not
worldwide
recession.While the first world countries continue to have the resources and finances to
deficit finance their economies out of recession, to push start the cycle and to increase
the aggregate demand third world and smaller economies like Pakistan have few viable
options to exercise, these options being more functional and realistic.
Over the years, the first world or developed countries have converted their economies
into well-documented ones, bringing an end to leakages and corruption. This
documentation along-with the checks & balances of financial institutions, helps them to
measure and record, the consequences of various modes of quantitative ease or deficit
financing. Although the outcome may not be as perfect, however, it allows the economy
some breathing space and the government to implement long term structural reforms.
Ans part ii
Process of Logical Reasoning in Education
20
Formal or logical approaches to reasoning specify the syntactic form of valid inferences
(i.e., those that do not lead to logical contradictions). In contrast, psychological
approaches to reasoning explain cognitive performance or how people actually reason.
Inferences that are syntactically valid from a logical perspective may be practically
uninformative.
From a psychological perspective, reasoning may be defined as the set of mental
processes used to derive inferences or conclusions from premises. Reasoning helps to
generate new knowledge and to organize existing knowledge, rendering it more usable
for future mental work. Reasoning is therefore central to many forms of thought such as
scientific, critical, and creative thinking, argumentation, problem solving, and decision
making. Each of these more complex forms of thought can employ inductive, deductive,
and abductive reasoning which are described below.
Induction. Inductive reasoning is ampliative; it generates new knowledge. Inductive
reasoning supports inferences but does not guarantee that the inferences are true.
Vickers (2006) characterizes inductive reasoning as contingent (i.e., dependent on
past experiences and observations). There are many forms of inductive reasoning such
as enumerative induction and analogical reasoning. The best known form is enumerative
induction in which the general properties of a class are inferred from a specific set of
empirical observations. For example, upon observing that all the birds in the
neighborhood have wings and fly, a person infers that all birds have wings and fly.
Generalizations of this kind, though commonplace in human reasoning, are clearly
fallible (ostriches and penguins are birds and have wings, but do not fly). The preceding
example illustrates a general epistemic problem with inductive inferences, which
philosophers refer to as the problem of underdetermination.
Analogical reasoning is another form of inductive reasoning that is important in
generating new knowledge. Analogical reasoning involves the transfer of knowledge
elements and relationships among knowledge elements (e.g., object properties and
21
23