NATIONAL DEVELOPMENT

NATIONAL DEVELOPMENT

(Meaning, Scope & Indicators, Role of Education in National Development)

“National development refers to the ability of a country or countries to improve the social welfare of the
people, for example, by providing social amenities like good education, infrastructure, medical care and
social services.”

Braddell

“ The foundation of National Development is the development-especially development in social, political,

economic, emotional, linguistic and cultural fields”

H.G Johnson

When all the forces and factors endeavor to provide a unity in the integration of national actions and challenges
which encourages the people to meet their aspirations and goals related to their personal and social benefits
which willingly or unknowingly geared to the national progress is known as National Development.

According to Kothari Commission (1964-66) National Development lies in

a) Confidence in nation

b) Continuous rise in standard of living of masses

c) Reduction of unemployment

d) Equal opportunities for social, political and economic development

e) Good and impartial administration

f) Mutual understanding and sense of co-operation amongst masses

Scope & Indicators of National Development

Scope refers to the range of perceptions, thoughts, or actions and Breadth or opportunity to function.

Education

Political Development

Moral Development

Cultural Development Indicators and Scope

Religious Development

Economical Development

Technological Development
BARRIERS in National Development

1. Casteism:

Caste is an imported part of our social fabric. This was developed in the past on the basis
of division of labour in the society. But now casteism has segregated the society. Unity and
integrity has become a dream in a caste ridden society. The feeling of socially neglected
scheduled castes under the suppression of upper caste ruined the sense of we feeling and
unity. It becomes a problem for nationalDevelopment.

2. Communalism:

Religions antagonism has posed a serious challenge to national Development . Political

manipulation has projected one religion against the other which resulted in communal
riot, bloodbath, mutual, distrust and disintegration of the country. Large scale illiteracy
and superstition are responsible along with other causes for raise communalism in the
country. It is very difficult to promote nationalDevelopment under these situations.

3. Linguistic Fanaticism:

Multi-linguism is one of the important characters .e.g. in India it has fifteen officially
recognized languages. There are about 1652 languages are spoken in India which shows its
diversities. There is conflict and riots on the languages issue. People of one language try to
establish their language over others. When Hindi was declared as the national language
people of South India resented against this decision supporting English language.
Language issue became a barrier on the way of national Development

4. Regionalism:

Each regional differs from the other in one or other ways which leads to disintegration of
the country. People of one region compete with the person of other regions which leads to
conflict and riots. Land dispute, language problem are some of the reasons which pose
hurdle on the way of national Development

5. Social Disparity:

Social disparity among the people of different communities, castes and sometime within
the community and caste causes tension and imbalance among the people. Social
disparity poses great challenge to national Development

6. Economic Inequalities:

Economic standard of people in a state depends on the fertility of land, resources available
and manpower management. All the states are not equal in the above matter which leads
to economic backwardness of the people. Even in a state distribution of wealth is not
properly done. Day by day poor becoming poorer and rich become richest this causes
tension and conflict. It is a problem for nationalDevelopment
7. Unemployement

8. Illiteracy

9. Poverty

10. Educational Disparaties

11. Ignorance

12. Religious Fanaticism

13. Racism

14. Frustrated Youth

15. Economic Differences

16. Lack of National Character

Role Of Education in National Development

Modern and ancient Philosophers have supported the notion of national development and advocated that
education is the most powerful force in developing national development.

1. HRD

2. Emotional Integration

3. Technological Advancements

4. Technical Education

5. Fostering Positive attitude

6. Employment

7. Job oriented Education

8. Removing Illiteracy

9. Educated Elite

10. National Outlook

11. Inculcate Cooperative Responsibility

12. Practical use of Knowledge

13. Strengthen Democratic Principles

14. Acquaintance with one’s talents and virtues

Nature of Development
Edit 4 19…

The Nature of Development

View of Human Nature
Operating according to a contextualist worldview, modern-day followers of Vygotsky, known as socioculturalists,
believe that human nature is created in the medium of culture and thus can only be understood within a cultural
context. Humans are not independent entities that engage their environment; they are a part of it - a
person-in-context. This differs from many other conceptualizations in which the person and environment are seen
as separate entities. According to sociocultural theory, the child and environment comprise a single unit, and
mutually create each other. In fact, socioculturalists assert that the child-in-context participating in some cultural
event/practice is the smallest meaningful unit of study.

A child's context consists not only of the larger culture in which she lives, but also the various sub-cultures and the
immediate settings in which she finds herself. Various levels of cultural settings form a system in which changes at
one level affect other levels, and the child is an active, inherently social organism in this broad system. In other
words, children and their contexts exert a bi-directional influence on each other. While culture organizes children's
everyday experiences and nurtures development, children actively seek out and respond to a variety of social and
physical contexts. Much of development revolves around changes in how children participate in the activities
offered by a culture. They contribute to and select from their participation in cultural practices, and these
developmental changes in participation in turn lead to changes in cognition. Ultimately, humans thus create their
own intellectual functioning through participation in cultural activities and the use of their culture's psychological and
technical tools.

Qualitative vs. Quantitative Development

In Vygotsky's view, development is both quantitative and qualitative, with periods of calm alternating with periods of
crisis/turning points. Within a dialectical framework, two elements (the thesis and antithesis) may develop in a
quantitative way, but then as a result of the synthesis process, a qualitatively new form emerges. Examples of
such qualitative changes include: the acquisition of //inner speech//, moving from intuitive concepts to scientific
concepts, and progressing from concrete perceptual categories to abstract categories. During such qualitative
changes, the psychological system reorganizes itself.

Nature vs. Nurture

Socioculturalists see nature and nurture as intertwined, with biological and cultural forces coinciding and mingling
with one another. The question is thus not how much culture affects development, but rather: "By what process do
biology and culture co-construct development?" In many ways, culture mediates biological influences. For example,
the impact of a newborn's sex on subsequent development depends on a culture's social construction of the
meaning of sex. Cultural attitudes about males/females constrain and organize a child's experiences and may even
create self-fulfilling prophecies. While acknowledging the importance of biology, the main focus is thus on the
bi-directional influences of culture and the child. Specifically, culture influences: (1) what children think about and
acquire skills in, (2) how they acquire information and skills, (3) when in development children are allowed to
participate in certain activities, and (4) who is allowed to participate in certain activities. At the same time, indviduals
also influence their environments through the use of technical and psychological tools, as well as their selection of
and participation in cultural activities.

What Develops
Vygotsky held a very broad view of development, with the active-child-in-cultural-context as the central unit of what
develops. Within this unit, a variety of cognitive skills are constructed. Among these are language skills (e.g., private
and inner speech), intiutive and scientific concepts, and concrete as well as abstract categories of thought.
Vygotsky placed all of these skills under the overarching development of a culturally constructed system of
knowledge, which encompasses a culture's system of meaning and its psychological tools. Goals, values, and
motivation are inseparable from cognitive activity, and thus follow a parallel developmental course. According to
Vygotsky, development has no universal ideal endpoint; what constitutes an ideal endpoint depends on the goals of
a particular culture.