BA2 Education - Paper 1

Section 'A'
(Short Answer Questions)
Question 1. “Education is a three-way process.” Explain?
Answer: Raivarn has considered education as a tripolar i.e. a three-pronged process. Raivanam started education
Three poles have been mentioned:-
Teachers, learners and curriculum. Even 20 years ago, these three parts or poles of education were considered to
be the same, this is explained as follows.
1. learner
2. Teacher
3. Curriculum
Educational evaluation experts have divided the educational process into three parts: educational goals, teaching-
learning conditions to achieve them and evaluation methods. According to educational evaluation experts, the
process of education goes on between these three. This has been explained as follows-
Education - educational goals
During this period, educational technicians have done the most work in this field. According to educational
technology experts, there are three parts or poles of education but they have expressed them in a different form and
they are - teacher, learner and the circumstances of teaching and learning. This has been explained as follows-
1. learner
2. Teacher
3. teaching-learning situations
We should also understand to see the education process in these three parts or poles. There will definitely be
learners in the area where education will be used. Apart from this, there must be someone to teach whatever is
being learned. It can be any person, thing, natural environment, social environment etc.
The process of learning is not possible in a vacuum but we can keep it in the teacher class. A learner can learn
anything when he is ready to learn or something makes him ready to learn. What the learner is learning is called
curriculum and how he is learning or how he can be taught is called teaching methods and the tools that are being
used in the learning process are called pedagogy.
The natural environment in which the learner learns something and the impact it has on him is called his natural
environment. Similarly, the social area in which the learner is is called his social environment and all these are called
conditions of teaching and learning in educational technology. All these have been described as parts, components or
facts of education.
Now the question is about the concept of education, it has been made clear that education and philosophy
There are two sides of a coin.
Question 2. Throw light on the relationship between education and philosophy?
Answer- Relationship between education and philosophy..
Understanding education and philosophy differently. It becomes clear from this that education enriches the internal
development of a person and creates a multidimensional background for external development. Only then does the
internal development of a person happen. When education teaches a person good knowledge, experience and skills.
The theoretical background of knowledge, experience and skills is obtained from philosophy only. From this it
becomes clear that the process of education cannot be conducted properly without the help of philosophy. If
philosophy reveals the theory then education gives it practical form and conveys it to the learnerPhilosophy is the
theoretical aspect and education is the practical aspect. Education plays an important role in propagating philosophy.
Education becomes non-existent without philosophy. Therefore, education and philosophy complement each other
or are like two sides of a coin. There is a close relationship between education and philosophy. Shiksha Raas has
rightly said that “Education and philosophy are two sides of the same coin."
Adams says that - "Education is the dynamic aspect of philosophy. Education is the active aspect of philosophical
belief and a practical means to achieve the objectives of life."
"Philosophy solves all the problems of human life and helps him in determining goal-directed approach, philosophical
thoughts, beliefs, values and standards." Education is an essential part of human life. Philosophy was an important
help in solving various problems of education. Does. Ultimately, philosophy also protects its existence by taking the
shelter of education and becomes a developing philosophy. For this reason, seeing the closeness of education and
philosophy, John Dewey has said - "In its simplest form, the theory of education is philosophy itself."
Fichte says that "without the help of philosophy the aim of education can never be achieved completely."
In fact, without the help of philosophy, the objectives of education, curriculum and form of discipline cannot be
decided. Philosophy also makes the art of teaching excellent by giving concrete form to mature thinking and clear
thoughts.
Pointing towards the mutual closeness of education and philosophy, GE Pratridge has rightly written that "In a
serious sense, it would be very appropriate to say that just as education is based on philosophy, in the same way
philosophy is based on education." Butler's view is that- "Philosophy is principled and contemplative and education is
practical."
What is meant by this is that philosophy formulates theory through thinking ability, whereas education provides
practicality to it. What is philosophy? If it answers 'how' then education answers 'how'. In conclusion, it is said that
there is a very close relationship between education and philosophy. If the entire success of education depends on
philosophy, then philosophy cannot materialize without education. Therefore, education and philosophy are related
and interconnected with each other. Philosophy influences education.

Question 3. Discuss the broader meaning of the concept of education philosophy?

Answer. Broad meaning of post-philosophy - Generally, there is no separate class of philosophers and all those people
are philosophers, who, if observed carefully, are searching for truth in some form or the other. But it is clear that
every person experiences many new experiences every day in the long journey of his life, on the basis of which he
acquires the latest knowledge. Not only this, he always has the desire to know what is the difference between good
or bad, fair or unfair, true or false, beautiful or ugly and justice and injustice. As a person experiences new
experiences, why does something happen in his brain? And how? Other questions keep arising. As a result he
mobilizes all his mental powers to discover the truth. Thus it is clear that every person keeps searching for truth in
some form or the other. Since the search for truth is philosophy, in the words of Shapan Haver of broad perspective –
“Every person in the world is a born philosopher.
It becomes clear from the above description that every person in the world is eager to discover the truth in a
philosophical form. Therefore, one becomes successful in understanding the true nature of each and every thing. By
searching for the truth and understanding its real nature, every person, whether a scholar or an idiot, forms his own
ideologies and principles and starts believing in some ideals and values of life. Huxley also has the same opinion -
"Human beings live their lives according to their philosophy of life and their own beliefs about the world. This is true
even for the most thoughtless people. Living life without philosophy It's impossible to do."

Question 4. What is the field of philosophy of education? Explain.

Answer – Field of philosophy of education – mainly considers all aspects of philosophy of education. What should be
the objective of education, what curriculum should be made to achieve that objective and what should be the
method of teaching to achieve that objective? The philosophy of education reflects on all these things. Teaching
methods are mainly considered in education science, but education science is also influenced by education
philosophy. When we were considering philosophy and science, we saw that there is a lot of similarity between the
two. In fact, initially science was a part of philosophy. Initially knowledge was not divided into different branches. At
that time all the branches of knowledge were philosophy only. Thales was the father of Western philosophy, but he
adopted the scientific method. Aristotle was a philosopher of high order, but he is considered the father of science.
mathematics has the most First separated myself from darshan. There is certainty in mathematics. Its questions are
definite and so are the answers. After this, astronomy separated itself from philosophy. Gradually other sciences also
separated and formed their own separate existence in the form of Physics, Chemistry, Biology etc. All sciences
ultimately take recourse to mathematics. The method of mathematics is different from the method of science. In
science, observations and tests are done in laboratories, in mathematics no laboratory is required. In mathematics
class, blackboard and chalk also work. Why is it like this? This is because in mathematics, relationships are studied,
not substances. All sciences take refuge in the certainty of mathematics and also try to see the relationships of
substances ultimately. Whatever knowledge is inclined towards becoming a science, first of all it takes recourse to
mathematics and what does mathematics take recourse to? Mathematics is based on the thinking method of
philosophy. The methodology of philosophy and mathematics is the same. The only difference is that mathematics
assumes some axioms, which it does not need to prove, philosophy does not accept any such axioms. In mathematics
we assume that some concepts are self-evident. We assume that if 'A' and 'B' are both equal to 'C' then they are
equal to each other. We cannot prove this assumption. Philosophy does not follow any such assumption. That is why
mathematics separated itself from philosophy. All sciences ultimately take refuge in mathematics and all artistic
subjects ultimately take refuge in philosophy. Mathematics also takes refuge in philosophy in the end. That is why
philosophy has been called the science of sciences. Not only does science contribute to the field of pedagogy, the
contribution of educational philosophy is also no less. There is no formula in teaching or mathematics, by which it
can be said that this step will be taken after this step. This will be influenced by the educational objective, curriculum
and learner, that is why teaching method is also made the field of educational philosophy. As far as educational
objectives are concerned, it is definitely a matter of philosophy of education. Determining educational objectives is
necessary for every educational activity. The goal cannot be achieved by moving without knowing the direction, and
if you move in the wrong direction, the goal will move further away. Therefore, knowledge of educational objectives
is essential. John Dewey also looked towards pedagogy for educational resources.
Indicate, there only philosophy is given for determining the educational objectives.
Determining the curriculum is also the field of educational philosophy. The philosopher does not view any knowledge
with disrespect. Plato has given the definition of a philosopher that a person who is interested in every type of
knowledge and is always eager to learn but is never satisfied with learning, can be called a philosopher. Nowadays we
are giving more emphasis on intellectual development. Our curriculum becomes one-sided. We only know how to
appreciate emotions. Human beings are becoming emotionless. According to one scholar, "Today we need a rich
emotional life so that real relationships can be established between the individual and the community. In this way,
the scope of educational philosophy can be shown to cover most of the education field.

Question 5. What is the nature of educational philosophy? Discuss.

Answer- nature of educational philosophy..
We have made it clear in the beginning that there is a fundamental difference between Indian philosophy and
Western philosophy. Indian philosophy is inclined towards the search for ultimate reality and in this search, it
considers creation-creator, soul-God, living beings-world and birth-death and considers human life as a whole. Yes, it
is true that the opinions of some philosophers are based on their self-discovery and personal experiences and some
are based only on logic. But western philosophy is based only on the foundation of logic. that's absolutely It is a logic
based science and since the philosophy of education has developed in western countries, it is natural for it to also be
logic based. Today we try to develop the philosophy of education also in the background of Indian philosophies Have
been.
But there are two obstacles in our path - firstly, that some of these philosophies are based on the self-discovery and
direct experiences of our sages and some stand only on the basis of logic, and secondly, we are unable to realize the
knowledge directly experienced by our sages. Are incapable. Although today many elements of knowledge
experienced by our sages have been found to be true to the test of physical sciences, but we are accepting the
remaining knowledge only in the form of self-knowledge. Then it goes without saying that the content of education
philosophy that is being developed on the basis of Indian philosophies is more logic-oriented and less experiment-
oriented. All this discussion reveals the following facts about the nature of educational philosophy-
(1) Philosophy of education is the product of joint thinking of two subjects, philosophy and pedagogy.
(2) It is an inter-discipline which tends towards the search for philosophical solutions to the problems of education.
(3) It is a logical science, not an empirical science.
(4) Even in logic, it is a subjective science, not an objective science.
(5) It thinks about any educational problem on the basis of different philosophical thoughts and suggests different
solutions on that basis.
(6) It searches for possible solutions to any educational problem and does not give definitive solutions.
(7) This is a directive scripture, not a definitive scripture.

Question 6. 6. “Education and philosophy are two sides of a coin.” Discuss.

Answer: There is an unbreakable relationship between philosophy and education, they are dependent on each other.
far vision this universe and explains human life in it. , In it only the means to achieve the ultimate goal of human life
are considered. Now how can these objectives be achieved? Only education helps us in this field. We know that
education is the main means to achieve the objectives of human life. In this way, philosophy provides curriculum
along with objectives for education, which takes the process of education forward. In this way, our intellectual,
physical, mental, economic, political,Religious, cultural and social development happens through education.
Philosophy and education as two sides of a coin - Prof. Ras has said that "Philosophy and education are like two sides
of a coin. They present two different views of the same thing and are inspired by each other." " Therefore, the first is
an ideological relationship between philosophy and education and the second is a practical relationship. Philosophy
determines the ultimate goal of life and the means to achieve that ultimate goal.
The active means is education. Education itself is the practical aspect of philosophical ideas. Ultimately education
through this we accept experiences and test the principles of philosophy through analytical and critical method and
then philosophy moves towards its new creation. Having compiled new facts, he again submits his ideas to education
in an excellent form. This sequence continues. For this reason philosophy and education are considered like two sides
of a coin. Throwing light on the relationship between the two, Ras Sir has written that "Philosophy and education are
like two sides of a coin. One contains the other; philosophy is the ideological side of life and education is called the
practical side."
Regarding the interdependence of philosophy and education, G.E. Patridge has written - "In a very serious sense, it is
absolutely right to say that just as education is based on philosophy, in the same way philosophy is based on
education.
Question 7. Education according to idealism. Mention the main features.
Answer - Characteristics of Idealism - The main characteristics of Idealism can be briefly expressed as follows -
(1) Idealism considers mind as supreme rather than matter. Mind is the basis of the world. It is on the basis of this
that the physical world or matter exists.
(2) The mind is conscious, active it is not mechanical nor inanimate.
(3) The power of the mind is independent. It is not only a part of the body and brain, but itself exists.
(4) the activity of the Mun that creates nature. Nature does not exist by itself.
(5) The world is the ultimate manifestation of the universal mind. It is a combination of nature and mind.
(6) Mental creation is more sufficient than physical creation. mental creation full of morality. This happens due to
which values get real importance. On the basis of this, the physical creation (matter, power, motion) 1) acquires a
meaningful form.
(7) The universe has been created with some purpose in mind. All the activities of creation are definitely related to
the fulfillment of some purpose or the other.
(8) Thought is more important, principal eternal and eternal than root object.
(9) Spirituality is the essence of life.
(10) Man is the best creation of the world. Its creation has also been done to fulfill some purpose.
(11) Man attains the ultimate goal of upgradation and reproduction of all qualities through self-realization can do the
job.
(12) Satyam, Shivam, Sundaram are the three eternal values of human life to absorb them
Only that person is complete.
(13) The state is a rational institution. It is based on morality. It is manufactured to fulfill the desires of humans. It
gives a sense of unity, which is a major function of the mind. Unity in the state emerges from consciousness.
(14) Material wealth, mortal body, all are to be renounced. The only heart-warming value, Virtue, morality, ideal and
soul.
(15) Only by assimilating faith in religion, belief in God, freedom of will. A person can choose liberation by living a real
life.
Question 8. What is the metaphysics of Prakritibad? Any three of Naturalism? Write the names of the followers and
each of their creations. or | Please throw light on the metaphysics, epistemology and ethics of naturalism.
Metaphysics of Naturalism-After a comprehensive analysis of the various forms of naturalism, it becomes clear that it
rejects God, soul, being, world, illusion, salvation and considers nature as the all-pervading. The basic view of
atomistic naturalism, scientific naturalism, mechanistic naturalism, historical naturalism is also based on the origin of
nature, ivy in some way. Therefore, the metaphysics of naturalism can only be understood in the light of its various
forms.
Epistemology of Naturalism – Naturalism gives importance to the senses in acquiring knowledge. Naturalism accepts
only the knowledge obtained through senses as true, because it is based on experiences. Experience is very helpful in
providing direct knowledge. Hence it is clear that naturalism is an advocate of direct knowledge acquired through the
senses. Rousseau was also a supporter of direct knowledge, he also recommended giving direct knowledge at all
levels of education.
Naturalism leans towards the views of empiricist thinkers like Locke, Verkle, Hume by emphasizing on the attainment
of direct knowledge based on experience. The basic idea of empiricism is that when the senses are active, they
encourage work. Due to which our mind and brain become ready to get acquainted with the things found around us,
and we get to know and understand various things through our senses. The knowledge which is not obtained through
the senses, which does not meet our standards, is useless and meaningless. Only sense knowledge based on
experience is valuable, hence naturalism supports the method of empiricist knowledge.
Rationalist thinkers like Descartes, Spinoza and Leibniz emphasize on knowledge and perception of external things
through intellect and conscience. Whereas thinkers like Kant established harmony between empirical and rationalist
viewpoints. Emphasizes on the fact that it is true that we acquire knowledge through the senses but the mind gives
them an excellent form by weighing them on the criteria of right and wrong. In this way, in the attainment of
knowledge, both the senses and the mind have great importance and cooperation. This view of Kant is known as
criticalism.
While organizing the method of acquiring knowledge of empiricists, rationalists and critics, Bacon has said very
succinctly - "Empiricists collect knowledge material for themselves from outside like ants, rationalists collect
knowledge material from within themselves like spiders, while critics They are like bees which collect nectar from
outside and use them for their personal purposes.
The viewpoints regarding the method of attainment are diverse.
Through action (knowledge), it is converted into honey." Hence, it is clear that the knowledge of Naturalism, Ethics of
Naturalism - Naturalism helps man.
One's nature inspires one to behave and behave in accordance with nature. Man is an integral part of nature, he also
has his own nature. If he is given freedom to work and behave according to his nature, then he is happy and if his
natural nature is suppressed, or is kept in chains. When it gets caught in the will, then that energy becomes very
agitated and starts vocalizing the rebellious voice, that is, man is a creature full of natural morality. He cannot be kept
in a suffocating, pressurized environment due to any restrictions, pressure, social traditions, religious beliefs, beliefs
or educational environment. Man should be allowed to do those personal activities which give him joy and
happiness, if he commits excesses, abuses or tampers with nature, then nature itself will punish him. Therefore, it is
clear that Naturalism encourages natural morality to establish natural behavior and contiguity with nature and to live
in harmony with humans.
Question 1. Pragmatism is an intermediate philosophy between idealism and naturalism." Discuss this L statement. -
Answer –
6. To achieve self-satisfaction and self-preservation – The aim of education is to develop the basic tendencies and
natural impulses of the child. Apart from this, the aim of education is to help the child in achieving self-preservation
and self-satisfaction.

7. Independent development of personality – The main objective of education is the independent development of
human personality. The education which helps in the independent development of a person is the real education.

8. Conservation of ethnic heritage – The main objective of education is to preserve the culture received as social or
ethnic heritage by passing it on from one generation to the next.

9. Man working like an efficient machine - According to mechanistic naturalists, the world is a huge machine and man
is a part of it and is also complete in itself. The aim of education is to develop human behavior in such a way that he
can function like a controller.

An efficient question 14. According to naturalism, what should be the teaching methods? discussion

Do L.

Answer-

teaching methods

There are two main aspects of naturalism. According to the first aspect, naturalism is a philosophical ideology which
has refuted spiritual authority and propounded the authority of nature. The objectives of education have been
formed from this aspect of naturalism. The second aspect of naturalism is psychological, the study of man's nature
and belief in his basic powers. This reach of naturalists is of great importance in the field of education. This aspect
has given us many suitable methods of teaching. The basis of these new useful methods comes from the ideas of
Rousseau and Herbert Spencer.

Rousseau's first slogan was 'Return to nature.' Rousseau described four stages of development-

He described the nature of children of different stages by describing infant, child, adolescent and youth and chose
different activities and teaching subjects for different levels, but he was against bookish education.

According to Rousseau, children should learn by experiencing themselves. In his own words - 'Don't give verbal
lessons to your student, he should be allowed to learn through experience. Whenever you get the opportunity, let
him learn by doing and think of teaching through words only when it is impossible to learn by doing. Thus, learning
by doing oneself was the second slogan of Rousseau.

Rousseau considered the senses to be the gateway to knowledge. According to them, initially the senses should be
developed. Education through the senses, this was Rousseau's third slogan.
Rousseau did not like to keep children under any kind of control, he was in favor of leaving children completely free
for their natural development. Freedom in education was Rousseau's fourth slogan.

Before Rousseau, the child was considered a small adult. Rousseau opposed this and

Told that a child's interest, inclination, ability and need are always different from the interest, inclination, ability and
needs of an adult, hence one should give him education as per his interest, inclination, ability and need. This was his
fifth slogan.

Rousseau called the education which is given to children directly in the form of orders or through books and by which
they are forced to act like adults, called positive education. According to them, the knowledge given in this way is not
permanent. On the contrary, the knowledge or action that children learn through their own experiences is
permanent. Rousseau called this negative education. According to Rousseau, negative education is the only true
education.

Herbert Spencer has discussed in detail the sequence in which a teacher should follow while teaching. According to
them, the teacher should move from simple to complex.
One should move towards the unknown, from the concrete to the abstract, from the uncertain to the definite, from
the direct to the indirect and from the experienced to the logical. Spencer said it automatically. According to them,
the teaching system should be interesting and entertaining. also emphasized on learning

Naturalism hasThis is called social development in one's natural 'self' ((basic instinctual behavior); this is today called
social development. Idealists believe in this. The specialty is its culture: culture: is: way of life. And man's food habits,
customs, culture, music and values. These are the ones that move him from the natural 'self' to the social 'self', the
biggest being language and literature. Therefore, through education, they From human and social 'self' we move
towards spiritual 'self'. England Sir T.P. emphasizes on the preservation and development of human culture and
makes it an objective of education. So he considered it as the main objective. Of education

Moral and character development of the band - Swami is an idealistic man and gives the highest explanation for his
moral and character development. When Vikas has faith in romantic rules and follows them diligently, then we
ensure his moral development. And when someone is there, we say that his character has been developed because
from this point of view, morality was considered essential. Under all circumstances he remains firm on the right path.
Plato, individual, society and state, German educationist Herbert considered only moral development.

Believed to be the ultimate objective. 14. Creation of experts for the state - We know that man has developed his
civilization and

In the development of culture, a high social life has developed and for its proper management, the state has
developed. Of the existence and operation of this synthetic society or state. Every society or state needs experts for
protection. According to Plato, the state needs soldiers, traders, rulers and servants etc. Therefore, one objective of
education should be to create experts for various fields. For this, he has made provisions for military education for
people with low intellectual level but physically strong people, production and industry education for people with
higher intellectual level, and administrative education for people with higher intellectual level.

5. Creation of great citizens - Many idealistic philosophers like Plato, Hegel and Fichte have considered the state as
the supreme authority. In his view, one objective of education should be to create better citizens for the state. What
he meant by good citizens was those people who are dedicated to the state, are always ready for the upliftment of
the state and sacrifice their own interests before the interests of the state. This is the situation when a person rises
above his selfishness and moves towards altruism. It is clearly evident that the social 'self' of such people develops. 6.
Development of intelligence and discriminating power – attainment of spiritual perfection increases. third step of

That is- development of intellectual 'self'. This is the situation when man's behavior is not controlled by social
approval-disapproval or the rules of the state, but according to Plato, it is controlled by his intelligence and
conscience. Man's intelligence and conscience are the basis of all his ideals, actions and spiritual efforts. His
argument is that without intelligence there cannot be knowledge and without knowledge there cannot be wisdom
and without wisdom one cannot differentiate between true and false, Shiva and non-Shiv and beautiful and ugly and
the attainment of Sundamu of Satyam, Shivam, Sundam. cannot be done; Therefore, man's intelligence and rational
power should be developed through education. German philosopher Kant laid maximum emphasis on the intellectual
development of man. 7. Development of spiritual consciousness – the fourth and final step on the path to attainment
of spiritual perfection.

The last step is the development of the spiritual 'self'. The idealists strongly believe that when man realizes his
natural self and his social self, he gradually rises above the self and becomes controlled by his intellectual self and
enters the realm of the spiritual self. Seems like Plato explained that man's tendency is inclined towards Satyam,
Shivam and Sundaram, he always strives to discover the truth
1. Social change is found universally and omnipresently in every society. It moves with time.

2. Social change is not a natural phenomenon. This is an eternal and inevitable event. In fact, when nature changes,
man changes, which brings about social change. 3. The level of social change is not found equally in every society.

Sometimes it is high and sometimes it is low. Its level in tribal society is often low

It happens. 4. The nature, status, etc. of social change cannot be predicted and predicted.

5. Social change is related to scientific awareness.

6. Social change is a complex process. It takes time to develop. 7. Some reasons are definitely found behind social
change. Like social,

Educational, geographical, biological, cultural reasons etc.

8. Social change affects every community of the society. 9. Social change is not permanent but is constantly dynamic.

10. The nature of social change is so complicated that many changes in the society are not directly visible or even
felt. It happens.

Γ Question 26. Discuss the role of education in bringing social change.

Answer: Education for social change – Education is a social process. It has a close relationship with the society.
Therefore, according to some scholars, education plays an important role in social change. Society depends on
education to fulfill its needs and aspirations. It is only through education that the behavior and thoughts of the
members of the society change. Sociologists give the details of these functions of education as follows-

1. Protection of eternal values – Every society has some permanent values which provide stability to the society.
Whenever members of the society lose faith in these values, it is education that protects these values.

2. Acceptance of new ideas – Due to inventions and educational progress in the society, new ideas are born which
provide the basis for social change. Education tries to popularize these new ideas by spreading them. Education
creates a favorable environment for accepting social changes and enables individuals to

Mentally prepares the child to accept these changes. new changes occur

3. Social mobility-Society is automatically dynamic. New people live in them. Education tries to maintain this mobility
in the society.

4. Social reform- New movements for reform of the society are started only through education. By starting campaigns
related to social reforms, education brings public awareness towards them and by making them popular in the
society, prepares people to accept these reforms.

5. Review of changes - By reviewing the changes through education, the desirable ones are preserved and the
undesirable ones are cancelled. Criteria are prepared by education to review these changes. By examining the
changes against the criteria prepared for review, desirable changes are accepted and undesirable ones are discarded.
6. Leadership of social change- Skillful leadership is required to bring new changes in the society. After new changes
are accepted by some people, they make them popular among the general public. Education enables individuals to
provide leadership in this field.
Can education bring social change? School is a formal agency of education. education of both school and society

The blood is given through. The school imparts knowledge about new skills and techniques. Ta is. A person can also
learn techniques informally from the society. Thus, technical culture is the result of formal or informal education. But
this is not the only function of education. Education bridges the gap between technical culture and value culture.
There is a need to change the value culture at a more rapid pace. How can this change be intensified? According to
some people, legislation can be an effective means of this change. But it is not so. Legislation cannot do anything in
this regard because according to technical culture, both individual and social minds should be trained. If something in
technical culture

Change occurs. If so, change in value culture is essential. But the pace of this change
10) Education has given various dimensions to life. Today we can adopt the business of our interest among millions of
businesses.

(11) In olden times the level of teachers was very high. Even today it is very high but the society respects only those
teachers who are dedicated, hardworking and honest.

(12) People who are engaged in research work are given high respect in the society. The more educational
achievement a person has, the more social mobility he will be considered.

Question 31. 1. In education

Describe the concept of futurology. Answer: To achieve success in life, every human being must understand the past,
present and future.

One has to keep the future in mind. On the basis of past experiences, we make the present happy and plan for the
future. , Man has always been worried about his future and has made many plans for it. Many arrangements have
been made. These schemes have been related to different areas of life. These have been mainly related to life and
material needs. In ancient India, more concern was given to the next world instead of this world, whereas in the
West, the concern for this world remained prominent. Today, in the modern societies of the West, concern about the
future is increasing rapidly. At its core is the rapidly changing science and craft-science based society, changes are
coming at a rapid pace in various spheres of life. In societies where the pace of change is slow, there is relatively less
concern regarding the future. But in those societies where the pace of change is very rapid, dire dilemmas have
arisen regarding the future. , These concerns have inspired and compelled the people of these societies to conduct
systematic studies regarding the future. , As a result, a science was born which came to be known as the science of
studying the future or Futurology.

The basic concept of futurology is that the future does not happen automatically. Let's create it and we can use it.
The shapes of tomorrow's values, family structures, technology, etc. can be imagined. This means that futurology is
actually a science in which the future is studied through certain methods and through this study we create a picture
of the future which is not just imaginary but is possible. Its basis is the present value. On the basis of the present, in
order to progress, we develop and trace the events of the coming years only. According to this form of future, we can
prepare and plan in different areas of life.

Future science is a new subject which is under construction. Vanden Bell, while expressing his views regarding the
future of this science, said that the main form of study is neither description nor explanation, it is innovation and
guidance. Evaluation is primarily a prediction of the trends of the future, clarification and description of values and
goals, and presentation of alternative futures and description of current sequences of interdependencies.

Future science is a science based on scientific observation, experimental knowledge and research related to the
future. This is the science of the future.

In the words of Malcolm Adishasiah, "For me, forecasting is not the science of prediction, it is a tool for planning in
the present. Its test is not whether its prediction will prove true 20 or 30 years from now, or whether it will be
compared to more prudent decisions of the present time." It is not a one-sided or uni-linear predictive process, it is a
continuous process which makes us alert and emotional about the good and bad things around us. Thus all
educational schemes Like agricultural and industrial plans, it is a future process.”
In the words of Billy Rojas, "The future does not happen. But it has to be made. It can be used. It is the feeling by
which we can foresee the changes that will come in the future. Or it is also possible That is, we can pre-conceive
about the values, structure of family, industries, school, city etc. of the near future."

In the words of J.L. Bardin, "Forecasting is the process of studying voluntary changes and the processes of reaction to
them."

TQuestion 2. Define education philosophy. Explain some universal • points of philosophy of education in the context
of Indian philosophy. Or

Throw light on the subject area, need and objective of philosophy of education.

Answer-

Education philosophy meaning and definition

Philosophy of education is a subject area of pedagogy and philosophy. Shikshadarshan is made up of two word pairs
– Shikshadarshan. In this, education is the process which enriches the internal development of the individual and
creates a multidimensional background for external development. Whereas philosophy formulates goal-directed
viewpoints, thoughts, beliefs, values and standards to solve all the problems of human life. From this point of view,
philosophy of education can be explained in simple words and it can be said that "Philosophy of education is that
concept which formulates goal-directed approach, thoughts, beliefs and standards for solving the problems of
education necessary for the internal and external development of human life." Is."

Often various problems arise in the field of education. These problems can be related to teacher, learner,
administrator, parent, curriculum, teaching method, discipline etc. To solve the innumerable problems prevalent in
education, philosophy propounds a goal-directed approach (principle), the application of which helps in quick
resolution. Therefore, it can be said that philosophy of education applies philosophical principles to solve the
problems of education. Some thinkers have explained 'Philosophy of Education' as follows - The manifestation of

Henderson-"Philosophy of education is the application of philosophy to the study of the problems of education." J. F.
Neller - "Apart from its own concerns, philosophy also considers the fundamental hypotheses of various branches of
knowledge... When it considers education, we call it philosophy of education."

Cunningham "Philosophy of education uses the principles propounded by various philosophical schools and takes
direction from these schools to investigate many problems." By following the opinions of the above mentioned
thinkers, the following facts are known regarding the nature of the philosophy of education -

(1) Education philosophy presents solutions to various problems of education.

(2) Education philosophy reveals principles to solve the problems of education. (3) Educational philosophy, like
education, has dynamism. That is, it remains continuously related to education.

(4) Education philosophy provides guidance to the people involved in education work due to which they become
alert towards future problems.

(5) Education philosophy protects the people engaged in education from conflict and helps in adjustment by
providing a coordination approach.

(6) Education philosophy provides the basis for establishing an educational system consisting of philosophical
viewpoint and tendency.

(7) Education is helpful in developing understanding inspired by philosophy, humanism and the spirit of public
welfare.
(8) Philosophy of education is a critical study of education and life.

) Philosophy of education is an integral subject area of pedagogy and philosophy.

(9 (10) The nature of educational philosophy is normative, because it determines various principles, rules and ideals
related to the educational process.

Field of philosophy of education (subject-expansion)

Education philosophy considers all the aspects and problems of education in detail and suggests ways to solve them.
Therefore, the scope of educational philosophy is as wide as the scope of education is. In the context of education
system, objectives of education, curriculum, teaching method,Teachers, students, discipline, administration, various
problems etc. cannot be successful without the help of education philosophy. Therefore, it is clearly evident that the
critical, regulatory and decisive study of all the most esoteric elements and problems of education is the propounded
subject area of philosophy of education. Taking this as the basis, some thinkers have ex
9. Philosophical solutions to other problems of education - In the absence of philosophy, the teacher cannot find real
solutions. Only after studying the philosophy of education and the problems related to educational problems and
various scholars, a teacher can be successful in understanding the viewpoints towards the problems related to
education and can find the real solution by looking closely at the various viewpoints on the basis of his own
experience. Is. Unless we are familiar with the concept of education, its objectives, its curriculum and its teaching
methods etc. and their gradual development and results, we will not be able to find solutions to our educational
problems.

10. Something else – The world is changing and dynamic and nowadays this change is happening very fast. Our social,
religious, political and economic situation is changing rapidly. Great inventions in science have completely changed
our lives. Education has to keep pace with this, otherwise we will not be able to keep ourselves safe in the future. But
how much we have to change and how much we have to change, why that and how much and how much we don't
have to change, why that, all these can only be answered by the one who has studied the philosophy of education.
After this another problem arises. And that is, what changes will have to be made in education to achieve all this,
only a teacher who has studied the philosophy of education can answer this. Therefore, a teacher must study the
philosophy of education. But yes, he should keep testing its content on the test of his experiences and keep adding
new experiences and decisions to it. Only by doing this is development of educational philosophy possible.

(UNIT-II)

Question 4. Define naturalism. Write the names of any two naturalists in education. Or

Explain the principles and characteristics of naturalism.

meaning of naturalism

Answer: In the term naturalism, the word 'nature' has been used in two meanings - physical nature and human
nature. Physical nature has been considered as reality in the naturalistic theory of philosophy. Psychology explains
human nature. Under the influence of naturalism in the field of education, nature mostly means human nature.

Naturalistic philosophy, as its name suggests, considers nature as the ultimate reality.

Believes. Thus, naturalism believes in science, because only with the help of science we can

Can explore the secrets of nature. Nature is the creator and sustainer of the entire world.

Is staying.

Nature is the rule and the controller, Nature is the means and the end is also, Nature is the
Give and nature is also the end. Prominent among the supporters of naturalism are Aristotle, Comte, Hobbes, Bacon,
Darwin, Lamarck, Huxley, Herbert Spencer, Bernard Shaw, Samuel Butler and Rousseau.

Etcetera

Definitions of Naturalism

We can understand the definition of naturalism as follows - according to Thomas and Lang - "Naturalism, in contrast
to idealism, considers the mind to be subordinate to matter and believes that the ultimate reality is physical, not
spiritual."

According to Perry, “Naturalism is not science, but a claim about science. More precisely, it is the claim that scientific
knowledge is final, with no place for knowledge outside science or for philosophical knowledge."

According to James Ward - "Naturalism is the doctrine which separates nature from God, subordinates the soul to
matter and gives supremacy to immutable laws." According to Hawking, “Naturalism is that form of metaphysics,
which considers nature as absolute reality, that is, it keeps the para-natural or other world out of its scope.”
According to Grice, "Naturalism is a system and its main characteristic is the exclusion of all that is spiritual."

naturalistic philosophy

We can know the philosophical nature of naturalism under the following headings.

can-

The elemental mysticism of naturalism

We can describe the metaphysics of naturalism in the following way-

1. Matter is the basis of the world.

2. This philosophy explains matter, mind or life through p

According to Carter B. Good - "Realism is the theory according to which objective reality or the physical world exists
independently of the conscious mind. Its nature and its qualities are known through its knowledge." According to
Roans - "Whatever we experience directly and what we get from it -

The world is a real world of similar things." Basic principles of realism

Following are the basic elements of realism-

(1) Metaphysics of realism - Realists consider matter and the world as the ultimate existence, but the world and
things have been discussed in different ways. That is why it is also called pluralistic philosophy.

(2) Epistemology of realist - Realists give importance to both the consciousness of things. They also give importance
to the knower and the known in the process of knowledge. The sources of knowledge are the senses and the senses.
Only the knowledge obtained from them is considered true.

(3) Values of realism-Realists consider only this material world as true. According to them, the aim of man is to
protect his life and live happily. A man should do only those things which make him feel happy.

forms of realism

Four forms of realistic ideology can be seen-

(1) Humanistic realism (

2) Social Realism
(3) Sensory realism

(4) Neo-realism

(1) Humanistic realism- According to humanistic realism, man can achieve happiness and prosperity in life. To achieve
this objective, study of ancient Roman and Greek literature is necessary, because all the knowledge to make life
successful is contained in this literature. Latin and Greek literature has thrown light on every problem of life. The
following representatives have shed special light on the development of this ideology-

(i)Erasmus (1446-1536)-Erasmus, a resident of Holland, propounded liberal education. He was a staunch opponent of
narrow outlook and education unrelated to life. He laid emphasis on the teaching of natural things, but he did not
completely ignore verbal knowledge. Erasmus's two books 'System of Studies' and 'Ciceronianism' are particularly
famous.

(ii) Rabelais (1483-1553) – France resident Rabelais brought a revolution in the world of education with his new
ideas. Rabelais old. education system

Rendered. He opposed religious, social and physical education and emphasized on liberal education and physical
education. According to him, children's education should be such that it can help in solving the problems of life.
According to him, the knowledge obtained through experience is used to solve the problems obtained from the
permanent environment. He said directness is important. He laid emphasis on life useful education. (iii) Milton (1608-
1674)-Milton was a high class poet. Also they are a

He was also a litterateur, philosopher and educationist. In his book 'Tracts on Education' he has expressed his views
related to education. Milton has presented a new definition of education. According to him, complete and liberal
education is the same which makes a person capable of doing all the public and personal work during wartime in
peace and with cleverness, propriety and generosity. Milton considered it more important to make children know the
real objects of verbal education. Physical education was considered important for the physical condition of children.
Milton made the curriculum of education for the students of class 12 in the following manner for physical
development from 2 years to 21 years:
First Year-Knowledge of Latin, Grammar, Mathematics and Geometry.

Knowledge of agriculture, physics, crafts, geography, economics and astronomy for the next four years.

For the academic years - Bible, Hebrew, Greek, Romano and Saxon Constitutions, Economics, Political Science,
History, Logic and Poetry.

(2) Social realism

Social realism gives more importance to self-experience in education. The aim of this type of education is to make life
successful and happy. Ross has written - Social realists consider bookish education useless and emphasize on direct
study of humans and things. Its main support was given by the following idea
JiiSocratic method or method of intuition – Existentialists give emphasis on the use of Socratic method. This is one
such. It is a method which tests the internal nature of the child. To clarify any theory, it is tested and an attempt is
made to explain it through logic. Existentialists emphasize on the use of content, teaching material and method of
teaching which can influence the inner life of the child and creative development theory.

can do. (V) Problem with assimilation - Existential thinkers say that the problem should be solved through method-
discussion and assimilation. Therefore, existentialists emphasize problem-method along with assimilation.

L Question 10. What are the objectives of education according to pragmatism? Discuss. Answer – Pragmatism and
objectives of education – Objectives of education according to pragmatism

are the following-

(1) Formation of new values – According to experimentalists, the child should be the creator of his own values and
ideals. Thus, the aim of pragmatist education should be to make the child competent. According to Ross, "The most
general educational objective of pragmatism is to create new values. The main duty of the teacher is to keep the
learner in such an environment in which new values can develop in him."

The aim of making the child capable is in Indian education as well as in western countries also the aim of education is
to make the child capable.

(2) Social skills - According to pragmatism, one of the objectives of education is to provide social skills to the
individual. It means that education should be such that as a result of it, a person's powers and abilities develop and
he becomes a socially efficient citizen. Socially skilled people are aware of their basic needs and are successful in
fulfilling them. The development of social skills in children is the main objective of Indian education, as well as the
emphasis of Western countries on social skills.

Emphasis is also given on education. (3) Development of the child - According to pragmatism, one of the objectives of
education is the all-round development of the child. According to pragmatists, this process of development continues
forever. Even in Indian education, special attention is given to the all-round development of the child.

(4) Development of a dynamic and flexible mind - According to pragmatism, Ross has expressed another objective of
education in these words - "The development of a dynamic and flexible mind should be done in a resourceful and
adventurous situation and in which values for an unknown future can be developed." Have the power to create."

According to pragmatism, the importance of the child's needs, desires, intentions and interests is accepted. This
important objective of education is accepted in Indian education as well as in the education of western countries.

(5) Progressives of social system – Pragmatists consider education as human or society centric. Are. He is of the
opinion that the aim of education should be human welfare i.e. progress of social system. In this regard, Butler has
written - "The social objective of education can be considered to mean creating a well-organized environment of the
world."

The objective of advancement of social system is the main objective of Indian education. This objective of education
is also respected in western countries.

(6) Dynamic guidance - One of the objectives of education accepted by the pragmatists is to provide dynamic
guidance, but the pragmatists have not presented any proper explanation of dynamic guidance. Motion direction is
considered important even in western countries
(7) The child himself is the creator of values and ideals - Pragmatist ideology - According to the pragmatist ideology,
one of the objectives of education is that as a result of education the child should develop such capability that the
child can create values and ideals for himself. . New and different values are required in different changed
circumstances. According to Ross, "The most general objective of pragma
If he conducts himself well, that person gets the same respect and position. For example, if a lecturer or teacher
behaves well with his students and listens to their problems and tries to solve them, then that teacher becomes
more popular among the students and social mobility increases. On the contrary, if a teacher's behavior is not good
towards his students, then the students change their viewpoint and his popularity decreases.

The above are some of the major elements which affect the social mobility of a person. When a person's social
mobility is favorable to the above mentioned principles, it increases and when it is unfavorable, it decreases.
Relationship between education and social mobility: Education is very helpful in raising the status of individuals.
education is actually many

It affects the life of the individual and the society in various ways, one of the important effects of which is that the
social mobility of a person increases after getting education. His position in the society increases. That is why
education has been accepted as an important basis of social mobility. This relationship between education and social
mobility has been considered very important in America because the chances of getting good professions for
educated people in America increases a lot. There was a time when education was considered desirable but not
essential, but now education is considered essential in all progressive societies. In fact, education has become a
symbol of social respect. It is believed that only through education a person can rise up and attain economic and
political power. education and social

There is a very deep connection in mobility. We will describe it in two parts- Impact of education on social mobility,

2. Impact of social mobility on education.

Impact of education on social mobility

Nowadays, examples of social mobility are found in abundance in social settings in all countries.

The trend of individual mobility and mass mobility is increasing rapidly, hence it is having an impact on education
also. Every caste, group and community wants to increase or progress in its social, political and economic level but it
cannot do so until maximum education facilities are available to its members but such are limited. Therefore most of
the people of that community do not get its benefits. Therefore, it is often seen that rich people of that caste or
community start educational institutions, hostels, scholarships etc. by donating on their own behalf. This was also
visible. It is not that trusts or organizations are formed and educational institutions are run through collective
donations. Institutions are opened. Religious organizations also make every effort in education and spreading
education. Even after sacrificing their lives, middle class people run schools and colleges and contribute to its
expansion.

It is clear that the increase in social mobility in India in the last several years has contributed a lot to the expansion of
educational facilities. People from villages have started settling in cities, hence many such people have come forward
who have opened educational institutions with their own resources and enthusiasm. Such private institutions are
seen everywhere in towns, cities and villages and they are increasing day by day. m

Thus the spread of education greatly affects social mobility. Spread of education increases the speed of social
mobility of a person and helps him in attaining a higher position in the society.

Social mobility has increased the social level of vocational education and its social progress and there are good
professions. Special contribution has been made in spreading good business. The main basis of a person's well-being
is his strong financial condition. In order for both attainment and good economic condition to be possible only
through education, it is necessary to have good The possibility of getting a job depends on education. Thus,
education is the main basis of social mobility. Education has a greater impact on a person. Is. It has been found that
business an
KlOr if we talk about stratification, then the arrangement of groups or categories of people in descending order.

Refers to. The process of defining such categories is social stratification and the categories formed as a result are
called "stratification structure". The categories or groups are themselves called "levels". Some definitions According
to Gisbert, "Social stratification is related to high and low relation to each other."

Is the division of permanent groups or categories of society associated with. According to Murray "the higher and
higher classes of society. Linear division is stratification." And the following units: According to Dworth, "Stratification
is the Sutherland and Budworth process of differentiation, by which some people are ranked higher than others." A
simple

Young and Others: "In most societies, people classify themselves into certain classes. The process of defining such
classes is called social stratification."

need for social stratification

Some kind of social stratification or classification is found in every society. Each such category is called strata or class.
These classes create inequality in the society. In definite words we can say that "the basis of social classification is
social inequality. All societies, to some extent or the other, encourage social inequality by classifying their members."

Some sociologists call this classification a practical necessity of the society because in the society, high level work is
allotted to the upper class and low level work is allotted to the people of the lower class because they are considered
to be more capable from the intellectual point of view. Are. But when this classification becomes innate, it becomes
rigid and the social development of the lower class people gets blocked. Social classification in Indian society,
especially among Hindus, is based on caste system.

Or do you know?

But it is innate and rigid, hence in such a situation the process of social development gets hampered. Such societies
in which social classification is rigid are called closed societies because the path of development is closed in them. On
the contrary, those societies in which there is no rigidity of classification and social development is possible on the
basis of merit, are called free or open societies. In today's scientific and democratic era, closed societies have lost
their usefulness due to social inequality. Now, with the promotion and spread of education, even underdeveloped
and developing societies are transforming into free societies. In India too, the role of education is becoming
important in building such a society. There have been three bases of social classification in India - (1) Caste system (2)
Religion or sect and (3) Economic or occupational. This inequality can be removed by accelerating the process of
social change through education.

Generally there are following two types of societies-

(i) Closed Society – In closed societies, the basic bases of social stratification are caste, age, gender and occupation.
Conservative societies based on caste and religion are called closed societies. As education spreads, these closed
societies come to an end. This process is accelerating in India.

(ii) Open societies – The basis of open societies are education, ability, skill and position. All these bases are based on
education. Thus, education is the basis of today's modern societies. Progressive societies are being created through
education. This education is also science

And should be based on technology. Today, according to the provisions of the Constitution of our country, equal
opportunities for education are available to all persons without any discrimination on the basis of caste, gender,
religion, language, region etc. so" so any By getting education, a person can achieve a high position in the society on
the basis of his ability and capability. In today's era, education is becoming the basis of social stratification.

Education and social stratification

Every person in the society can receive education according to his capaci
5. Helping in cultural change – As age increases, the child learns the customs, rules, etc. of his culture. He learns all
these things from his parents, family members, society people, teachers and community. Therefore his behavior
keeps changing. This work of change happens consciously as well as unconsciously. It is clear that education also
helps in the change of culture.

6. Inclusion of culture in education – Art and other cultural forms of human expressions should be included in
education. The meaning of education is to awaken the inherent powers of the child and bring them out. This is the
reason why at present it is generally believed that art is not an object of decoration, but an essential element for the
educational development of children.

Impact of culture on education

The following effect of culture on education is visible-

1. Effect of personality-Culture includes both ways of thinking and behavior. Different aspects of the person are
aware of this. This awareness of a person leads to all-round development of his personality.

2. Impact on the child – The child is a part of the society. When he goes to school, he becomes familiar with the
culture of his family. School and teachers help him/her in the society.

Work to adapt to the culture.

3. Impact on the teacher- Like the child, the teacher is also a member of the society, hence he also develops in the
society. Society and culture affect behavior and conduct. Only those teachers are considered good in the society,
which respects cultural heritage, because only such a teacher can give right guidance to the students. A teacher who
ignores his own culture is not helpful in the cultural development of the students.

4. Impact on curriculum – There is a clear impact of the objectives of education in determining the curriculum. The
curriculum is prepared according to the objectives of education that are set. If these objectives are based on cultural
factors, then the curriculum is compatible with the culture. If the objectives are based on social elements, then the
curriculum is compatible with the society. The values and needs of the society are achieved through the curriculum in
education.

5. Impact on school – All activities/activities and programs etc. of the school are based on cultural ideals, values and
traditions, etc. Therefore, it is natural that school helps in the development and improvement of culture. Schools
promote their culture based on different cultural values. Muslim schools promote Islamic culture, Christian schools
promote Christian culture and Saraswati Shishu Mandir promotes Hindu culture.

6. Impact on teaching methods – Culture also affects the teaching methods. In ancient Indian culture, 'Guru'
(teacher) had the highest position, hence the then teaching method was 'teacher centric'. In the present times, the
method of education has become 'child centric', because today due to the influence of educational psychology, the
main center of education has become the child himself. Nowadays the education system is based on the interests,
attitudes, abilities and capabilities of the child.

An attempt is made to conform.

7. Impact on educational objectives – Some objectives of education in the society are eternal and some are social.

Are there. The objectives of education are influenced by the ideals, values and forms of culture. Eternal values like
altruism, human service, spirituality found in Indian culture have also been given a place in the present education
system. Some social values are also included in education, which we can also call social values. These values change
according to the society.

8. Impact on text books – Culture also affects the cultural values of the society. Textbooks are prepared according to
the curriculum of education. of educationCurriculum is based on objectives and objectives are based on values of
society and culture. Therefore, textbooks are approved at the national level, which help in the development of
cultural ideals and values.

9. Effect(1) The knowledge that a person acquires becomes useless by the time he attains half his life. (2) One-third of
the goods that are available in the markets today were not available in the markets ten years ago.
I was not. (3) Half of the workers who are engaged in industries today were not present in the country (America) in
the beginning.
(4) Mathematics has developed the most since 1900.
(5) Part of the knowledge that a graduate engineer (in America) is acquiring today will become useless in the next ten
years. No one knows the hope that is needed.
If the conjecture presented by the above study is correct, then one has to think about what kind of outline the future
will have as a result of these changes and accordingly what kind of education should be today. In the field of
education, parents and students are becoming more aware about what kind of changes will happen in their future
and how they will affect their business, their independence, their children and their families.
Today, this awareness of the future is not only filled with some vague hopes and aspirations, but the entire humanity
is trying to plan every process comprehensively and effectively in the context of the future. Some thinkers are of the
opinion that in today's era, every person should accept that whatever happens in the future will be the result of his
actions. It will have nothing to do with fate or unknown powers.
In this context, it can be said that thinking about the future, studying the future, predicting the future and 'planning'
in the perspective of the future is becoming very important. Hence, in order to give a 'noun' to all these activities of
mankind, thinkers and educationists have included them under 'futurology'. In this way, 'futurology' has assumed the
form of a world and has addressed various problems of education by realizing its existence with new contexts on the
horizon of human civilization. Under 'futurology', objective study of education is done seriously.
Question 19. 9. Explain the effects of education on modernization and Indian society. In the modernization of. What
is the contribution of education?
Impact of post-modernization on education – In the process of modernization, modernity and progressiveness comes
in the form, objectives, curriculum, teachers, learners, schools, teaching methods of education. Traditional
characteristics go away and characteristics of the present era take their place. It is important to think deeply about
these elements.
(1) Impact on the form of education – Modernization is the contribution of foreign countries. Hence, its foreign
influence is found in our country. In modern times, the nature of education is processual and educationists consider
it to be a process of development and progress, a process of adjustment and adaptation, a two-way or three-way
process. The situation has arisen due to modernization. On the other hand, education has become a science or
discipline and it is being studied with such techniques that it has become a science-level subject. It is called social
science because nowadays almost all the study subjects are scientific sciences. Due to this, a cause and effect
relationship has been maintained in imparting education. Such viewpoint is also found in India.
ii) Impact on the objective of education - Modernization has affected the objective of education (due to which the
objective of education has become industrial development, development of urbanization, development of technical
scientific knowledge and skills which we find in the thoughts of Dr. Lerner. India Even today, the objective of
education is to increase production, industrial progress and cultural upliftment.
is also. The aim of education is to make humans a civilized and productive person. It is considered to be the effect of
modernization.
(iii) Impact on the curriculum of education- Modernization has also had an impact on the curriculum of education. In
a country like America, the knowledge of latest knowledge-science-art-literature has been kept in the curriculum.
This is known when compared wit
Question 21. Discuss the components of social mobility.
components of social mobility
Answer: Social mobility is found in different amounts in different societies. There are several reasons for this.
Sociologists have seen the reasons under the following headings. These reasons can be placed under different views -
Under all those
1. Nature of society - There are as many types of societies as there are, but broadly they have been divided into two
categories - closed societies and open societies. Closed societies include those societies which are mostly based on
caste and religion. They do not want to deviate from the traditions that follow them. Therefore, they are also called
traditional traditional societies. There is very little social mobility in these societies. Take our Indian rural societies for
example. Even today they still come under the category of traditional society. In the villages, people belonging to the
untouchable class, even after reaching high positions, are not able to get equal respect from the upper castes, there
is no difference in their social status.
Open societies are those societies which are free from the constraints of caste, religious traditions etc. Among these,
no person is considered high or low by birth. Individuals and groups have full opportunities for their own
development. Social mobility is very high in these societies. Take our Indian urban societies for example. These
societies now come under the category of open societies. In these, a person gets respect in terms of his position and
financial prosperity. Not on the basis of caste and religion. It is another matter that even today some urban societies
are bound by traditions, but their bonds are gradually diminishing. A society in which caste, religion and traditions
The fewer the restrictions, the more social mobility is found among them. 2. Polity of the society: There are many
types of polity but these too can be broadly divided into three categories – autocracy, oligarchy and democracy. first
two first two types
In autocracies, the ruling class pays more attention to protecting its interests. , In such societies, the ruling class gets
full opportunities for its development but the ruled class does not get free opportunities for its development and is
unable to raise its social level. In third class societies, the entire public is the ruler, hence it takes care of its own
interests. In these, the personality of every person is respected, he is provided equal opportunities for his
development and he is given a place in the society according to his ability and potential. As a result, individuals or
groups achieve social position according to their efforts. in such societies
Social mobility is found more. 3. Economic system of society- economic system from the point of view of means of
earning.
There are three types – agricultural based, commercial based and industrial based. It is a well-known fact that social
mobility is less in societies with agrarian economy, relatively more in commercial societies and highest in industrial
societies. The reason is clear and that is that as industries develop in an industrialized economy, there is a need for
more trained workers, administrators and managers with higher education and engineers with technical education
etc. As a result, people develop their abilities and capabilities and attain higher and higher positions. Due to lack of
ability and capability, they get transferred from higher position to lower position. This changes their social status.
From the point of view of economic structure, there are three types of economic systems – capitalist, socialist and
mixed. It is also a well-known fact that social mobility is lowest in a capitalist economy, higher in a mixed economy
and highest in a socialist one. The reason is clear and that is that in a capitalist economy, capital remains in the hands
of a handful, the rest of the people are exploited, they do not get free and equal opportunities to raise their social
status. On the contrary, in a socialist economy the nation has the r
5) Family and kinship mobility – Marriage or remarriage, adoption of a child or divorce increases family and kinship
mobility. This type of mobility is more common in polygamous families than in monogamous families.

(6) Regional mobility – Entry of people from one area or community to another area or community is called regional
mobility. For example, people living in villages move to industrial areas or cities in search of livelihood depending on
the season. Thus, regional mobility is generally found more in cities than in villages, more in men than in women and
more in youth than in the old.

(7) International mobility – usually motivated by obtaining higher education, for one's own economic benefits and for
many other reasons. People from one nation keep coming and going to other nations. Social mobility is greatly
affected by this. This type of mobility also increases when due to the small population of a nation, that nation
welcomes people from other nations.

(11) Upward mobility-The social status of every social class is not the same. Some classes are higher in terms of
prestige and some are lower. If a person moves from a higher class to a lower class in terms of prestige, he attains a
lower social status. Similarly, if a person enters a higher class from a lower class, his status becomes higher. In short,
movement from high to low or from low to high social status or prestige classes is called upward mobility. According
to P. Sorokin, "By upward mobility I mean the movement of a person (or a social object) through a social

Sorokin has also discussed the following forms of upward mobility:

(1) Ascending mobility-Ascending means moving from bottom to top. Therefore, upward mobility means moving
from classes of lower social status to groups of higher social status or respect. A Babu becoming a Superintendent, a
teacher becoming a Professor or a Member of Parliament becoming the Prime Minister are examples of upward
mobility.

(2) Descending mobility – Descending means moving from upward to downwards. From this point of view, downward
mobility means moving from a higher social status to a lower social status. From being a departmental head to being
merely a spokesperson or from being a Chief Minister to being merely a minister or voter are examples of downward
mobility.

-- Question 24. Future -

Explain the utility of science.

Answer-

utility of futurology

Today changes are happening very rapidly. These changes have made our education system useless. It is failing to
provide adequate solutions to the challenges arising from changes. The programs we want to implement do not
prove fruitful. By the time they are implemented, circumstances change rapidly. Our programs can be meaningful
only when the programs are prepared well in advance. Information about the future is necessary to prepare
programs in advance. This should be an objective study of the future for this information. Only through scientific
techniques can correct conclusions be obtained and on their basis success can be achieved in determining the policy
of education. The decisions taken today will prove to be the deciding factor for tomorrow. The present, the past and
the future is a golden land. In order for the future to assume its luminous form, it keeps looking towards the present
with hopeful eyes. Therefore in the field of education
It can be useful in the following ways - (1) Helping in choosing an alternative future - On the basis of the present,
outlines of various futures are visible. We have to choose that future which is more Be attractive and pleasant. At the
same time, it should also be capable of becoming real. This election is essential to determine the direction of
education. We can take 'centralization of population' as an example. Big cities are being built rapidly. Is. This
centralization has led to greater development of exchange of ideas and inter-relationships. This strengthens the spirit
of society. New dimensions of civilization and culture develop. Another form of this is that due to centralization,
problems like