CONTENTS: PREFACE UNIT I EDUCATIONAL PSYCHOLOGY AS THE FOUNDATION OF EDUCATION 1. Meaning, Definition and Significance of Educational Psychology Meaning and Definition of Educational Psychology / 1; Nature of Educational Psychology / 2; Scope of Educational Psychology / 2; Significance of Educational Psychology to Teachers / 4; Importance of Educational Psychology to Different Sections / 7; Importance of Educational Psychology to Parents / 7 2. Human Growth and Development: Significance, Characteristics and Principles/Stages-Educational Implications Significance of Child Development / 9; Some Prominent Educators and Thinkers on the Development and Education of Children / 10; Meaning of Human Development / 11; Distinction Between Growth and Development / 11; Characteristics and Principles of Development / 13; Educational Implications of the Principles of Development / 15; Interrelationships and Interdependence of various Patterns of Development / 16; Different Stages of Development and Implications / 18 3. Heredity (Nature) and Environment (Nurture): Development and Educational Implications Introduction / 21; Meaning of Heredity / 21; Principles of Heredity: How Heredity Operates / 21; Chart Showing the Contribution of Heredity On Personality Development / 22; Environment / 23; Hereditarians' Arguments and Studies / 23; Criticism of Hereditarians' Point of View / 24; Environmentalists' Point of view / 24; Some Studies on Environment / 25; Relative Contribution of Heredity and Environment on Growth and Development / 26; Influence of Heredity and Environment / 27; Educational Implications of the Role of Heredity and Environment / 28 4. Individual Differences: Types and Educational Implications Significance of Individual Differences Among Children / 29; Types of Individual Differences / 30; Individual Differences: Readiness / 30; Educational Implications of Individual Differences / 31; Meeting Needs of Individual Differences: Teaching Strategies and Class-room Measures / 32; General Guidelines for Meeting Individual Differences / 32; Summing up / 33 5. Physical Development Pattern and Educational Implications General Physical Development Pattern / 34; Characteristics of Physical Development Pattern and Needs of Children / 36; Growth and Development Rate, Growth and Development Curve: Characteristics and Stages / 37; Common Causes of Delayed Motor and Physical Development / 38; Factors Affecting The Pattern of Physical Growth and Development / 39; Summary: Important Characteristics of Physical Development Pattern / 39; Educational Implications of the Physical Development of the Children for the Teacher / 40; Organisation of Physical Development Programme / 40 6. Social Development Pattern and Educational Implications Meaning of Social Development Pattern / 41; Characteristics of Social Development Pattern / 41; Social Development Pattern at various stages / 42; Factors Affecting the Social Development of the Child / 43; Hindrances in the Social Development of the Child / 44; Role of the School in the Social Development of the Child / 44; Teacher's Role in the Social Development of the Child / 45; Concluding Observations / 46 7. Emotional Development Pattern and Educational Implications Significance of Emotional Development Pattern / 47; Meaning of Emotional development / 47; Chief Characteristics of Emotions / 48; Positive and Negative Effects of Emotions / 49; Understanding Emotions of Anger, Fear, Love and Jealousy / 50; Emotional Behaviour Pattern at Different Stages / 52; Classification of Emotional Pattern / 53; Comparison Between the Emotional Pattern of Childhood and Adulthood / 54; Factors at Home and School which Disturb the Emotional Development of Children / 54; Training, Sublimating and Modifying Emotions / 54; Role of the School and the Teacher in the Emotional Development of the Child / 55 8. Cognitive Development Pattern and Educational Implications: Piaget's Theory Meaning of Cognitive or Mental or Intellectual Development / 58; Process of Cognitive Development Pattern / 58; Factors Affecting Cognitive Development Pattern / 60; Cognitive Development Curve / 61; Jean Piaget's Theory of Cognitive Development Pattern (Mental or Intellectual Development) / 63; Educational Implications of Piaget's Theory of Cognitive Development and the Role of the School and Teacher / 66 9. Adolescence: Meaning, Characteristics, Problems and 68 Educational Implications Meaning and Definition of Adolescence / 68; General Characteristics of the Period of Adolescence / 69; Specific Needs of Adolescence with Special Reference to Indian Adolescents / 71; Physical Needs of the Adolescents and their Satisfaction / 72; Emotional Developmental Needs and their Satisfaction / 74; Educational Implications of Satisfying the Emotional and Psychological Needs of the Adolescents / 75; Social Development Needs of the Adolescents and their Satisfaction / 76; Intellectual/Mental Needs of the Adolescents and their Satisfaction / 78; Moral Development or Satisfaction of the Moral Needs of the Adolescents / 79; Major Interests, Goals and Values of Indian Adolescents / 80; Important Problems and Issues Involved in the Proper Development of Indian Adolescents / 81; Suggestive Measures for Meeting the Needs of Indian Adolescents / 83 10. Learning: Types and Factors of Learning Meaning of Learning: Definition, Characteristics and Goals / 84; Major Domains of Learning / 85; Learning Process / 86; General Principles of Effective Learning / 90; Elements in the Teaching-Learning Process: Implications of Learning for the Classroom Teacher / 90; Kinds/Types of Learning: Prime and Concomitant Learning / 91; Making Learning effective: Role of the school and the teachers / 92 11. Motivation Meaning of Motivation / 94; Process and Importance of Motivation / 97; Maslow's Need-Theory of Motivation / 98; Techniques of Enhancing Learner's Motivation / 102 12. Memory and Forgetting Significance of Memory / 104; Meaning of Memory / 104; Definitions of Memory / 104; Memory System / 105; Kinds and types of memory / 106; Factors Contributing to Good Memory / 107; Signs of Good Memory / 108; Methods of Measurement of Retention / 109; General Characteristics of Children's Memory and Adult's Memory / 109; Economical Methods of Memorising / 110; The Whole Method and Part Method / 110; Forgetting / 114; Nature and Characteristics of Forgetting / 114; Curves of Forgetting / 114; Types of Forgetting / 115; Causes and Minimising Forgetfulness / 116 13. Intelligence Meaning of Intelligence / 117; Operational Definition and Meaning of Intelligence / 119; Intelligence and Scholars of Ancient India / 119; Kinds of Intelligence and a Few Generalisations / 120; Development of Intelligence and Mental Testing / 120; Measurement of Intelligence / 122; Basic Concepts Involved in Intelligence and Intelligence Testing / 122; Classification of Individual on the Basis of I.Q. / 123; Important Uses of Intelligence Tests in Evaluation / 124 14. Personality Complex Nature of Personality and Definitions of Personality / 127; Characteristics and Nature of Personality / 128; Behavioural Patterns of Personality / 129; Marks of Balanced Development of Personality / 129; Development of Personality: Biological and Socio-cultural Determinants / 130; Barriers in the Development of Integrated Personality / 133; Integration of Personality and the Role of the School / 133 15. Suggestive Guidelines for Teachers for the Optimum Development and Education of the Students A to Z of Teaching Competencies and Skills Which Make Teaching-Learning Effective / 139 UNIT II PHILOSOPHICAL FOUNDATION OF EDUCATION 16. Basic Ideas in Education Significance of Education / 140; Divergent Views on the Meaning of Education / 141; Etymological Meaning of Education / 141; Great Indian and Western thinkers on the Meaning of Education / 142; Analysis of Some Definitions of Education / 144; Functional and Operational Definition and Meaning of Education / 146; Sarcastic and Negative View of Education / 146; Nature of Education / 147; Retrospective and Prospective Nature of Education / 147; Chief Characteristics of the Nature of Education / 148; Broad and Narrow Meaning of Education / 148; What Education is Not and What Education is / 150; Functions of Education / 151; Characteristics of the Process of Education / 151; Why, Whom, Who, Where, What, How and When of Education / 152; Scope of Education / 153 17. Types of Education Three Types of Education / 154; Formal Education / 154; Informal Education / 154; Non-Formal Education / 155; Non-Formal Education and National Policy on Education-NPE (1986 and Revised Policy 1992) / 156; Broad Comparison Between Formal and Non-Formal Education / 157; Comparison of Formal and Informal Education / 159; Comparison Among Formal, Informal and Non-Formal Education / 160; Examples of Different Types of Education / 162; Narrowing Down the Gap Between Different Types of Education / 162; A Balanced View / 162; Traditional education and modern education at a glance / 163; Emerging Concerns And Modern Education / 164; Child-Centred Education and Teacher-Centred Education / 164 18. Aims and Objectives of Education Aims of education related to society / 166; Individual Aim and Social Aim in Education / 168; Priorities of Aims of Education in India / 170; Functions and Directions of Education in India / 172 19. Educational Philosophy Significance of Philosophy / 175; Meaning and Definition of Philosophy / 175; Chief Characteristics of Philosophy / 177; Why Do We Need Philosophy? / 177; Scope of Philosophy: Different Areas of Philosophy / 178; Relationship Between Philosophy and Education: Their Interdependence / 178; All Great Philosophers as Great Educators / 179; Dependence of Philosophy on Education / 180; Dependence of Education on Philosophy / 180; Significance of Studying Philosophy in Understanding Educational Practices and Trends: Contribution of Philosophy to Education / 181; Significance of Philosophy to the Teacher / 184 20. Major Philosophies and Their Impact on Education Idealism in Education: Idealism as the Oldest Philosophy / 186; Fundamental Principles of Idealism / 187; Idealism on Various Dimensions of Education / 188; Limitations and Weaknesses of Idealism / 191; Contribution of Idealism to Educational Theory and Practice / 191; Philosophy of Naturalism in Education: Meaning of Naturalism / 192; Chief Characteristics of Naturalism / 193; Naturalism and Its Various Dimensions of Education (Implications of Naturalism in Education) / 193; Limitations of Naturalism in Education / 196; Contribution of Naturalism to Education / 196; Pragmatism / 197; Broad Features of Pragmatism in Education / 199; Limitations of Pragmatism / 202; Contribution of Pragmatism to Education / 203; Comparative Impact of Idealism, Naturalism and Pragmatism on Educational Theory and Practice / 204 21. Rousseau (1712-1778) A Brief Life Sketch / 207; Publications of Rousseau and Essence of His Writings / 207; Rousseau's Views on Educational Theory and Practices / 207; 'Emile': An Important Treatise on Education / 212; An Analysis of Rousseau's Views on Education / 212; Rousseau's Contribution to Education / 213 22. Dewey, John (1852-1959) Brief Life Sketch of John Dewey / 214; Publications of John Dewey / 214; Philosophy of Pragmatism of Dewey / 215; Dewey's Views on Various Aspects of Education / 215; Functions of the School: School Related to Social Life / 219; Laboratory School, University of Chicago / 220; Essence of John Dewey's Work: Contribution to Education / 220; Evaluation of Dewey's Work / 221 23. Philosophical Thought in India and Its Contribution to Education Rich Philosophical Heritage / 223; Chief Sources of Indian Philosophical Thought / 224; The Vedic Philosophical Thought / 224; Educational Implications of the Vedic Thought / 226; Philosophic Thought as Contained in the Upanishads / 227; Philosophical Thought of the Bhagwad Gita / 229; Educational Implications of Philosophic Thought of Gita / 231; Systems of Philosophy and Their Educational Implications / 232; Salient Features of Indian Thought and Implications / 236 24. Swami Vivekananda's Philosophy and Its Impact on Education Brief Life Sketch of Swami Vivekananda / 240; Major Publications of Swami Vivekananda / 241; Principal Features of Swami Vivekananda's Philosophy / 241; Swami Vivekananda's Philosophy of Education / 241; Swami Vivekananda on Various Aspects of Education / 242; Contribution of Swami Vivekananda to Education: Relevance of His Views Today / 244 25. Rabindranath Tagore (1869-1941): Educational Philosophy and Its Impact Brief Life Sketch / 245; Tagore's Publications / 245; Factors Influencing Tagore's Philosophy of Education / 246; Tagore's Views on Various Aspects of Education in his own words / 247; Concept of an Ideal School / 248; Visvabharati at Shantiniketan in Natural Surroundings / 249; Tagore's Contribution to Education / 251 26. Philosophical Thought of Gandhiji (1869-1948) Brief Life Sketch of Gandhiji / 252; Gandhiji's Publications on Education / 252; Principal Features of Gandhiji's Philosophy of Life / 253; Factors that Influenced Gandhiji's Philosophy of Life and Philosophy of Education / 253; Thoughts of Gandhiji on Various Dimensions of Education in His Own Words / 254; Gandhiji's Dissatisfaction with the Existing System of Education and Formulation of Basic Systems of Education / 256; Origin of Basic education/ NaITalem /Wardha Scheme or System of Education / 257; Curriculum of Basic Education as It Emerged in Due Course / 257; Tenets/Merits of Basic Education/Chief Features / 258; Criticism of Basic Education / 260; Future of Basic Education and the Education Commission (1964-66) / 261; Summing up: The philosophy of Gandhiji and its Impact on Education / 262 27. Sri Aurobindo (1872-1950): Integral Education Brief Life Sketch / 263; Select Quotes of Sri Aurobindo on Education / 264; Prominent Features of Aurobindo's Philosophy / 264; Sri Aurobindo's Main Ideas on Education / 264; National System of Education / 266; Integral Education / 267; Two-fold Bases of Integrated Education / 267; Task of Integral Education / 268; Measures for Achieving the Ends of Integral Education / 269; Contribution of Sri Aurobindo to Education / 270 UNIT III : SOCIOLOGICAL FOUNDATION OF EDUCATION 28. Educational Sociology Meaning and Definition of sociology / 272; Meaning of Sociological Basis of Education: Educational Sociology / 273; Brief History of the Development of Educational Sociology / 274; Scope of Educational Sociology / 274; Importance of Educational Sociology: Contribution of Educational Sociology to Education / 275 29. Education as an Instrument of Social Change: Role of the School Significant Features of Social Change and Elements / 281; Process of Social Change / 282; Causes/Factors of Social Change / 283; Barriers to Social Change / 284; Education and Social Change: Inter-relationship between Education and Social Change / 284; Educational Implications for bringing about Social Change in a Democratic Set up / 285; Education as an Instrument of Social Change / 285; Agencies of Education and Social Change / 287; School as a Social Institution and an Agent of Social Change and the role of the teacher / 287; Teacher as a Social Engineer and an Agent of Social Change / 290; Limitations of Education in Bringing about Changes / 291; Social Change and Education of the Masses / 292; Education of the Deprived Sections of the Society / 292 30. Education and National Development Meaning of National Development / 293; Chief Characteristics of a Developing (Emerging) and a Developed (Industrialised) Society / 293; India's National Development Vis-Ã -vis World (Around 2007) / 294; Problems of National Development. / 295; Significant Role of Education in National Development / 295; Role of Education in Solving Problems of National Development / 296; Role of Education in Increasing Production / 296; Role of Education in the Modernisation of Indian Society / 296; Role of Education in Promoting Social and National Integration / 297; Role of Education in Developing Democratic Values / 297; Role of Education in Establishing a Socialistic Pattern of Society / 297; Role of Education in Developing Secular Outlook / 297; Role of Education in Promoting International Understanding / 297 31. Social Justice, Equality: Role of Education (Empowerment of SCs, STs, OBCs and Education) Meaning of Social Justice and Equality / 298; Significance of Social Justice and Equality / 298; Impact of Socio-Economic Inequality on the Indian Democracy / 299; Causes of Social and Economic Inequality / 300; Three-fold Strategy for the Empowerment of SCs, STs and OBCs: Minimising Inequality / 300; Scheduled Castes and Scheduled Tribes: Social Justice and Equality / 302; Measures for the Development of SCs and STs / 305; Approach for Empowering Tribals / 306; Overall Strategies for the Development and Welfare of the SCs and STs / 307; Directions Contained in National Policy on Education (1986 and 1992) on the Education of the Scheduled Castes / 308; Measures Being Taken to Promote Education among SCs: Equalisation with Non SCs / 309; Role of the Teachers / 310; Other Backward Classes (OBCs) / 310; Gradual Increase in Literacy Rates Among SCs and STs / 313 32. Education for Secularism, Democracy and Socialism Origin and Meaning of the Term Secularism / 315; Secularism in the Indian Constitution / 316; Indian Concept of Secularism and a Secular State / 318; Educational Implications of Secularism / 319; Democracy and Education / 320; Significance of Each Letter in the term Democracy: Values of Democracy / 321; Dimensions of Democracy / 322; Most Essential Elements of Democracy / 323; Relationship Between Democracy and Education / 323; Impact of Democracy in Education / 324; Functioning of the School on Democratic Principles and Promotion of Democratic Values in the Students / 325 33. Empowerment of Women: Role of Education Gender Bias in General / 327; Gender Disparity in India / 327; Women's Welfare in Independent India / 329; Women's Welfare: Some Milestones / 331; Empowerment of Women / 333; Education for Women's Equality and Empowerment / 335 34. Value Education Value Education-The only Basis of Establishing a Truly Democratic, Secular and Socialist Society / 338; Meaning of a 'Value' / 338; Classification of Values / 339; Alphabetical Classification of Values / 340; Traditional and Modern Values / 341; Education and Need for Inculcation of Values / 342; Value-Based Curriculum in India / 342; School Programme for Developing Values of Various Kinds / 343; Role of the Teacher / 343; Synthesis Between the Traditional Values and Modern Values: Synthesis Between Scientific, Secular and Spiritual Values / 343 35. Futurology: Education for the Future Society Meaning and Origin of the Term Futurology / 345; Chief Characteristics of Futurology / 345; Subjects and Methods of Study of Futurology / 345; Education as a Field of Study in Futurology / 345; Key Factors in the Paradigm Shift in the Future Education / 346; Chief Characteristics of the Future Education / 347; UNESCO and Reforms in Education / 347; Future Scenario of Tensions and the Role of Education / 348; Secondary Education/School for the Future / 351 36. Future Education in India Brief History of Attempts for Educational Reforms in India for the Future / 354; Pointers Towards Future Reforms in Education: Suggestive Models / 354; Prof. Malcolm S. Adiseshiah's Model / 354; Prof. S.V.C. Aiya's Model / 355; Future Scenario and Kirpal's Model of Future Education / 356; Future Schools and Classrooms of India / 357 37. Agencies of Education: School as an Agency of Education Meaning and Significance of Agencies of Education / 363; Broad Classification of Agencies of Education - I / 364; Agencies of Education: Classification No. II / 365; Agencies of Education: Classification No. III / 365; Agencies of Education: Classification No. IV / 365; No Watertight Division of Agencies of Education / 366; Broad Comparison Between Formal and Non-Formal Education / 366; Importance of School as a Social Institution and a Formal Agency of Education: Select views / 367; Functions and Roles of the School in the Society / 368; Measures to be Taken by the School to Perform Its Functions / 369; Functions of the School in Behavioural Terms: Historical Letter of Abraham Lincoln to the Headmaster of his son's school / 370
ABOUT THE AUTHOR: J.C. Aggarwal is a former Dy. Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, Delhi. He worked at the grassroots level as a Post-graduate teacher, principal, plan evaluation officer and educational supervisor and administrator. He also taught in a PG Teacher Training College. He has widely travelled and written extensively on education.
