Why now a days education based on bookish knowledge and vocational knowledge , do not promoting the composite national culture ??
So far I have been good in my studies but had to face many problems time to time as
well. Specially during secondary education. as i was in a government school so teachers
usually didn't take stress over our problems. We were like a cramming parrot.Were just
aimed at passing the standard. Knowledge was far away but when really knew about it
then I tried to be an anti guru n started heading for the real knowledge. Never guided
by anyone for the best selection of books whatever got just went for it.Even in higher
education no attention was there for us by the teachers. schools were so nominally.
However had not to look back so kept going well facing all this.on Reaching graduation
level have become like water. But Here at this level too I faced the real challenge of
reservation as belong to general category.
Educationists face two main problems.
There are multiple faiths and languages in India. Reading, writing and counting is not
the only atom of education. It's primary aim is to mold personalities. Students profess
different religious and faiths. Only physical and intellectual education will not do.
Spiritual needs of students have to be satisfied. Mutual respect , understanding and
cooperation among different communities must be promoted. Students should be
trained to speak more languages and respect different religious. Impositions will be
futile. No single way of life or worship should be promoted. The need of the hour is to
evolve a national composite culture.r
There are two problems whisecularreat worry to uor educationists the problem of
religious and moral instruction in a land of love one another to be kind and helpful to
allot be tender to the lower animals and to observe and think right the tasr of teaching
them how to read and write and to count and calculate is important but it should not
make us lose sight ofw the primary aim of moulding personality in the right way for
this it is necessary to call into aid culture tradition and religion but in our company we
have in the same school of look after boy's aid girls born in different faiths and
belonging to families that live diverse ways of life and follow different form s of
worship associated with different denominations of religion it will not to trend the easy
path of everything the difficulty by attending solidly to physical culture and intellectual
education we have to evading different faiths we should thereby promote an
atmosphere of mutual respect, a fuller understanding and helpful co-operation among
the different communities in our society. Again we must remain one people and we
have therefore to give basic training in our schools to speak and understand more
languages than one and to appreciate and respect the different religious prevailing in
India. It is not right for us in India to be dissuaded from this by considerations as to
overtaking the young mind. What is necessary must be done. And is not in fact too
great a burden. Any attempt to do away with or steamroll the differences through
governmental coercion and indirect pressure would be as futile as it would be unwise.
Any imposition of a single w way of life and form of worship on all children or neglect
of a section of the pupils in this respect or barren secularization will lead to conflict
between school and home life which is harmful. On the other hand if we give side
recognition to the different prevailing faiths in the educational institutions by
organizing suitable facilities for religious teaching for boys and gals of communities
this may itself serve as a broadening influence of great national values.
Curriculum changed in direction of achievement for students . why ??
Vijaya murthy has done it this time a big she has has the headlines with an award from
the national council for educational research and training (N.C.E.R.T) for her innovative
techniques to improve the personalities of teachers. It all began in 1981, when vijaya
took over as director of the S.I.E.S institute of pre primary education. She noticed that
in spite of scoring well in theory , most of the trainee teachers were nowhere when it
came to classroom teaching. She remembers how she talked to them in the class. "You
will be teaching two to eight year olds. Their attention span is very short. Tho keep alive
their interest in the topic or the subject you must let your speech and action speak
aloud. Be active in class and dance and play with children". however much to her
chagrin many of them did not listen to her. ", there was this woman singing." Twinkle
twinkle little star and at up above the world so high, her hands hardly went above her
ears.
Another teacher was so shy that she perspired profusely in class. Teachers should
developed innovative workshops designed to help them. As the students take part in
debates, singing dancing, plays and other activities, they interact and their personalities
begin to unfold. The teachers too learn more about the students and after completion
of the course, the individuals emerge as superior human beings. some teachers while
teaching lose temper and short art their children. After the workshop on sensitivity , I
have become sensitive to the needs of the children and have grown more tolerant.
some teachers who are shy in nature, can now speak to strangers without hesitation
because of workshops ,some teachers after very emotional often used to break down
in tears. Now she is confident enough to run her own nursery school. Many innovative
ideas were discussed in schools regarding N.C.E.R.T syllabus.
More than the physical weight of the school bag, educators are worried by "the load of
non-comprehension." The report had found that "a lot is taught , but little is learnt or
understood. This is because the curriculum is heavy, the syllabus wide, textbooks
densely packed with facts and generally written in convoluted adult language that
hampers communication. Besides, teachers rush though tropics at a whirlwind pace as
the aim of education today has crassly become merely to "cover" the course. Studies
on children's mind have revealed that it takes time for recognition to occur in all that
the child best understands and enjoys learning at its own terms. As children fail to
comprehend concepts presented too fast and in topic after topic, they end up by
memorising information which after reproduced parrot like in examinations. Thus
learning is far from being a joyful experience. The important thing in children's
education ought to be concept formation and growth of capacity for theory building,
rather than possession of vast amounts of information. But understanding is confused
with acquisition of facts " and information with knowledge. So great is the neglect of
understanding in education today that a child can pass any examination without having
to understand a phenomenon but simply by cramming facts. Middle school geography
for instance covers the world's continents in such great detail ( land, mineral, human
and natural resources, vegetation, trade, physical features etc) that specialists
would take at least a year to comfortably study perhaps just one third of the course.
But school children must study all this at a breathless pace in just a couple of periods.
A grade system would allowed by the teachers to mark the skills of the students.
Teacher sometimes do not explain the big words. Mathematics, history, science,
languages-all subjects are taught with such speed that lessons on which at least two
months should be spent are completed within two days. It four experiments are
essential for comprehension, just one is hurriedly done. In grammar too lessons are
orally explained and the children after immediately tested, marked and graded. The
important thing in children's education ought to be concept formation and growth of
capacity for theory building., rather than possession of vast amounts of information.
But understanding is confused with acquisition of facts and information with
knowledge. Curriculum should reviewing the syllabus and textbook for all schools for
deciding the minimum number of topics that need to be taught, the minimum number
of concepts to newer introduced within the topic and the total time needed for
teaching this minimum number of concepts comfortably. It also stressed the need for
experimentation's and for linking topics to activities to be performed by pupils and
teachers.however, activity based education that makes learning a not needs more time
allotment peer topic. This means the syllabus must be slashed and more room made
for discussion, experimentation's, questioning and finding solutions in class exercises,
rather than asking children to mug up lessons at home. This means children should be
allowed to stay with a topic for a much longer time for better understanding of
problems and phenomena.
Recent studies have indicated that there brain develops in an interesting environment
,not when bored.but children today spend ten to eleven hours studying and have little
time for anything else. A total change in our approach to education and redefining the
aim. This means according importance to "understanding" and devaluing the
importance of marks. If this is not made the priority and focus for education, no
committee will be able to reduce the school load. The first step in this direction would
be tho review the existing textbooks and see how they can be made reader friendly and
concept based.
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