HARVARD COLLEGE OF EDUCATION, JAMMU (J&K)

B.ED SEMESTER 1ST

BACHELOR OF EDUCATION ( B.Ed)
Semester –I
(For the examination to held in the year 2015, 2016 & 2017)
Course no. 101 (Theory) Title: Education in Indian Perspective
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives :
To enable the pupil teachers to:
 know and understand the constitutional provisions in regard to the education
 know and understand the basics/ fundamentals associated in the discipline of education and in a
process to be a teacher from the Philosophical perspectives.
 know and understand the socio cultural realities of the teacher , teaching and the teacher education
program in context of the education from the sociological perspectives .
 know and understand the various aspects related to the teacher education in the changing
contemporary society .
Detailed Contents:
Unit-I
The Bases of Teacher Education in India:
Right to the equality; Rights against the Exploitation ; Girls Rights and the respect to the gender
(Constitutional provisions ); The prohibition of the Child labour(Constitutional provisions ); RTE (2009).
Knowledge – concept and the understanding vis a vis Vidya, Information and training , concept of the
indigenous knowledge , sources of Knowledge ; Different schools of knowledge ( Indian); Difference in
the present knowledge society and the Vedic knowledge society- the role and the place of the teacher in
developing the Panchmukhi and the wholistic personality; Roots of Teacher education- concept of
Gurukuls, Madrassas and Maktabs , Missionary schools and the residential schools.
Unit II
Education and the Philosophy
Education- Concept, Nature and scope for the Individual and the society; Why subject of education is
important to be teacher; Philosophy-Concept, Nature and the branches ;scope of philosophy of education
in the professional life of the teacher; discriminate between the philosophy of education for the teacher
education and the liberal discipline. Concept of the Teaching , Difference between the Bhartiya Shiksha
and the Western Education.
24
UNIT III
Education and Sociology
Sociology-concept, Nature and the branches ; Educational sociology-understanding of Education in the
teacher education process ; the relationship between the Educational Sociology and the classroom
environment-with respect to equality, peer relationship ,stratifications. Developing the teacher responsive
and relational to the society and its causes-(eg Swachata Abhiyan; PPI etc.)
UNIT IV
Teacher and the Change in Society
Education as an agency in the Change of the society (Industrialisation, & technology); Characteristics of
the Indian contemporary society; critically assess the role & responsibilities of teacher in the
community(participation)& culture (Change) and for the technology (adaptation);Socio cultural imprints in
teaching profession, how the teaching profession in India is a different from the west; Decolonisation of the
teacher education program-issues and the challenges.
Field work / Sessional work
Knowledge to the villagers of their Rights of the Human Beings as well as of the global citizen through the
activites of Nukkad shows and Meetings as well as the trip to the Gurukuls and the residential schools.
The differentiation between the day Boarding and the Resedential school- feel and the experience of the
Visit . The visit to the indigenous educational institution ( Madrassas ) and the Asharams or the Mobile
schools – the experiences and the comparison. Involving the teachers in the community participation-
Swach Bharat;Pulse polio programs, Distribution of the relief material.etc; Must visit to any of slum area
(adaptation)for education and promoting the cause of community cooperation and coexistence (relational
&Responsive);Discussion on the ancient Indian education system –decolonization of teacher education,the
changes in the society and the teacher
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities encompassing
different components . The details of the Internals are given in the syllabus.
25
Books recommended & web resources
 Philosophy and Education Mrinal Miri , Oxford Publications, Delhi
 Philosophy & India Ancestors, Outsiders & Predecessors- A Raghuramaraju,Oxford, Delhi.
 Indian & Western Educational philosophy- A P Sharma,UniCorn Books,New Delhi (also
available@ on pay term basishttp://www.unicornbooks.in/books/book/indian-westerneducationalphilosophy-
prof-a-p-sharma/ isbn 9788178062013/zb,,479,a,0,USD,0,a/index.html
 AncientIndianUniversities-ApteDG
https://ia600407.us.archive.org/34/items/cu31924005633130/cu31924005633130.pdf
 Philosophical & Sociological Basis of Education –V R Taneja
 Philosophical & Sociological Foundations of Education –Rajesh R Sharma
 Indian Education in Emerging Society-PC Singh
 Fundamentals of Indian Philosophy-R. Puligandla
 Students History of Education in India Naik J.P Macmillan India
 GATS and Hr Education –the need of Regulatory Policies –NV Verghese –UNESCO,IIEP ,Paris
unesdoc.unesco.org/images/0015/001506/150689e.pdf
 PanchMukhi Shiksha http://www.banasthali.org/banasthali/wcms/en/home/about-us/fivefold_
education/index.html
 Ground work of Educational theory-Ross, James S MacMillan India
 Modern Philosophies of Education-J.S. Brubacher Tata MC GrawHill Ltd,New Delhi,
 Introduction to the Philosophy of Education-Connor, D.J.O
 A Profile of Indian Education System -Cheney & Ruzzi ( Nov 2005) National Centre on Education
& Economy http://www.ncee.org/wp-content/uploads/2013/10/India-Education-Report.pdf
26
BACHELOR OF EDUCATION ( B.Ed)
Semester –I
(For the examination to held in the year 2015, 2016 & 2017)
Course no. 102 (Theory) Title : Childhood and adolescence education
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Course objectives:
To enable the pupil teachers to:
 Understand the concept of growth and development.
 Become aware of nature of individual differences.
 Familiarise themselves with different developmental stages.
 Understand Piaget's theory of cognitive development
 Appreiciate Vygotsky's Socio-cultural perspective
 Understand factors affecting personality development.
UNIT-I
Introduction to development: Nature of developmental psychology, meaning of growth and development,
principles of development, role of teacher in facilitating development. Individual differences-concept,
determinants-role of heredity (genes & chromosomal disorders) & environment on individual
differences.Prenatal & Infancy stage: Meaning, characteristics & hazards.
UNIT-II
Early childhood: Characteristics, problems & hazards of early childhood.
Late Childhood: Characteristics, problems & hazards of late childhood.
Theories of childhood development (Psychoanalytic child development theory and Erickson’s stage theory
of development).
UNIT-III
Adolescence Stage: Pattern of growth & development during adolescence, special characteristics of
adolescence, problems at adolescent stage.
Cognitive development & language: Piaget's theory of cognitive development-stages of cognitive
development, basic tendencies in thinking, limitations of Piaget's theory, Educational implications'.
Vygotsky's Socio-cultural perspective-social sources of individual thinking, cultural tools & cognitive
development, role of language & private speech, the zone of proximal development and limitations,
Educational implications.
UNIT-IV
Personality development: Factors affecting personality development (Language,Culture, Biographies ,
community, political environment, school, neighbourhood & excessive use of technology).
Marginalization & personality development-Factors leading to marginalization & their effect on personality
development. Role of teachers and media in removing disparities in society.
27
Sessional work:
Case study of cognitive development (abstract thinking/metacognition/problem solving ) of an
adolescent/study of an autobiography of an eminent citizen of India and preparation of a report on the ways
the autobiography can help in the development of personality of an individual.
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Book references:
 Chauhan, S.S. (2001). Advanced Educational Psychology.Vikas Publishing House Pvt Ltd.New
Delhi.
 Craig. Grace. J. (1989) .Human Development. Prentice Hall Inc. New Jersey
 Dash.M. (2006). Fundamentals of Educational Psychology. Atlantic Publisher and Distributors Pvt.
Ltd. New Delhi.
 Hurlock. Elizabeth. B. (2005).Developmental Psychology. Tata Mc Graw Hill Publishing
Company Ltd. New Delhi.
 Mangal. S. K. (2001).Essentials of Educational Psychology. Prentice Hall of India Pvt.Ltd. New
Delhi.
 Mahmud, Jafar.(2004) Educational Psychology. A P H Publishing Corporation. New Delhi.
 Solso. Robert. L.(2002).Cognitive Psychology. Pearson Ed (Singapore) Pvt. Ltd. Delhi.
28
BACHELOR OF EDUCATION ( B.Ed)
Semester –I
(For the examination to held in the year 2015, 2016 & 2017)
Course no. 103 (Theory) Title: Language Competence and Communication skills
Credits 4 Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Course Objectives:
To enable the pupil teacher to:
 develop language teaching competency
 understand the multiple roles of language
 analyse the position of language education in India
 identify the processes and approaches of language teaching
 appreciate language skills for effective communication
Unit -I
Role of Language
1) Language: Concept, Importance and Linguistic principles
2) Language and Society: Language and Gender; Language and Identity;Language and Power
3) Language in School: Home Language And School Language; Language across the curriculum;
Language and construction of knowledge;Difference between language as a school- subject and
language as a meansof learning and communication; Multilingual classrooms
Unit-II
Position of Languages in India
1) Constitutional provisions and policies of language education (Articles 343-351,350A)
2) Kothari Commission (1964-66) with special reference to language Education
3) National Curriculum Framework-2005 with special reference to language education
Unit-III
Language Teaching
1) Different Process of Language learning as per constructivism
a) John Dewey
b) John Piaget
2) Methods of Language Learning
a) Direct Method
b) Bilingual Method
c) Textbook Method
d) Grammar Translation Method
e)Inductive and Deductive Method
3) Structural and Situational approaches to Language learning: Merits and Demerits
Unit IV
Communication skills
1) Communication: Concept, Channels and Language as a tool of communication
29
2) Acquisition of Language Skills for communication: Listening and Speaking- Sub skills of listening:
Materialsand resources for developing the listening and speaking skills:Storytelling, dialogues, role
plays,simulations, speech, games and contexts, language laboratories,pictures, authentic materials and
multimedia resources
3) Reading and Writing: Sub skills of reading and writing; Importance of understanding thedevelopment
of reading and writing skills; Reading aloud and silent reading;Extensive and intensive reading;
Study skills, usingthesauruses, dictionary, encyclopaedia, Process of writing; Formal and Informal
writing
Sessional work:
 Practical work in Language Laboratory:
Listening- 5 hours
Speaking- 3 hours
Reading- 3hours
 Writing- pattern of writing poetry, short story, letter, diary, notices, articles, reports, dialogue,
speech, advertisement
 Presentation on different methods of language learning
 Organise seminar/debates on position of language education in India
Note for paper setters:
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended & web resources
 A.L. Kohli (2001). Techniques of teaching English in the New MillenniumDhanpat RAI publishing
company
 B.N.Dash (2007-2008). Teaching of English,Dominant Publishers and distributors, New Delhi,
110002
 C.S. Rayudu(1998). Communication.Himalaya Publishing House, Mumbai-400004
 M.S. Sachdeva (2000-2001). A new approach to teaching of English in India, Tandon Publications
Ludhiana
30
 K.Venugopal Rao(2002). Methods of Teaching English. NeelKamal publications Pvt.Ltd.Sultan
Bajar, Hyderabad
 N.P. Pahuja( 2004). Teaching of English.Anmol Publications Pvt. Ltd.
 National Curriculum Framework for Teacher Education (2005). Towards Preparing Professional
and Humane Teacher
 Shaik Mowla (2002). Techniques of teaching English. Neel Kamal Publication Pvt.Ltd, Hyderabad,
New Delhi(3rd Edition)
 Sunder Singh Wadhwa (2008). Teaching of English in India, Twenty first century publications
 S.Venkateswaran (2000). Principles of Teaching English.Vikas publishing house pvt. Ltd.
 Julia Myers and CathyBurnett (2004). Teaching English 3-11. Atlantic publishers and distributors
 Kagzi, M.C. Jain (2001). The Constitutional of India.Vol.1 & 2, India Law House ,New Delhi
 Y.K. Singh (2005). Teaching of English.APH Publishing Corporation, Ansari road, Darya Ganj,
New Delhi-110002
 http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/Indian_Languages.pdf
 http://www.seasite.niu.edu/tagalog/teachers_page/language_learning_articles/constructivist_learnin
g.htm www.ncert.nic.in/departments/nie/dtee/activities/pdf/syllabus_B.ED.pdf31
BACHELOR OF EDUCATION ( B.Ed)
Semester –I
(For the examination to held in the year 2015, 2016 & 2017)
Course no. 104 (Theory) Title: Educational Planning and Management Credits 4
Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Course Objectives
To enable the pupil teachers to:
 know and Understand the Educational Management & organizational set up and the contribution in
its role.
 Know and Understand the different Management approaches to deal with the Educational
Management.
 Know and Understand the Budget aspects of the Institutional Budget regarding the Investment and
the Expenditure.
 be skillful in organizing various human Resource Management Program for the Awareness as well
as to Coordinate with the agencies.
UNIT I
EducationaL Management and the leadership, Differentiation features between the Educational
Management & Leadership; Guidelines for the Leadership;The Importance of the Leadership &
Management for Education, Leadership theory- Distributed and the Transformal theory; Modern trends in
Educational Management 1) Decision Making ii) Organisational Compliance iii)Organisational
Development iv)PERT
UNIT II
Approaches to Educational Management –Principles, Adoptability and Limitation is the Indian Educatinal
set ups
i) Trait Based ii) Behaviour Based iii) Situational Based Approach iv) Contingency Approach v)
WICS Model
UNIT III
TQM in Educational Organization
Concept of Resources –Human & Material ; Management of time – Importance of Time schedule for the
teacher, Preparation of the daily , Weekly and Monthly diaries – aspects , principles and usefulness ; Yearly
& Monthly plans for the Institutional working .
32
Management of the Physical Resources –School Building ,Library , Labs Hostels and the playgrounds.
Managemnt of the Human Resources – Interpersonal & Intergroup Realtions ( Needs & principles)Teacher
Taught relationship ; Relationship with the Head , Adminstarator,
Concept of TQM in educations and the implications of its for the stakeholders of the Education.
UNIT IV
Micro planning and the budget
Concept of the Micro and Macro planning , Institurtional Planning – Cluster Resource Centres and the
Block Resource Centres.
School mapping Need & Factors –Developing and Monitor the Budget of the Educational Institution-
Issues and principles of Making the Budget ,Resources & Financing of Education, relationship between
the productiveity & Efficiency, Concept of Cost analysis.
Sessional Work
To organize the Parents Teachers Meet in the Educational Institutional and partake in its deliberations. To
be an active participant in the community services orgainsed by the educational institutional and also invite
the participation of the educational Institutions in organizing the resources like sharing the Resources –
Books , Library, Computer lab for those who are deprived of these facilities. Organising Camps and
inviting the social intellectuals in the Govt aided institutions for the funding and awareness purposes. Must
activity of every student teacher to organize the Awareness camp on any important Social National Issues
like female Feticide, Gender Discrimination, Population Awareness, Religious Tolerance, Save Energy
and Water etc. (Topics can be further Added on). To Be an active member of the local Finance Audit team
and the contribution to it in its management.
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
33
Books recommended
 Kochar ,SK School Administration and Management ( e book ) available on Amamzon.in
 Economics of Education by Gara Latchanna & Hussein(2007) –Discovery Publishing House , New
Delhi
 Economics of Education Baljeet Singh
 T S Sodhi Education & Economic Development (2004)–Vani Educational Books, New Delhi
 WICS Model :Sternberg, R., Bonney, C. R., Gabora, L., & Merrifield, M. (2012). WICS: A model
for college and university admissions. Educational Psychologist, 47(1), 30-41.
 Approaches to Organization Theory : Lars Groth
 Source Materials for Educational Administration: Critiques Saxe, Richard W.,INSTITUTION
Toledo Univ., Ohio. Coll. of Education.PUB Jan 69
 The Effect of School Closure on Principal Leadership Grant Lenarduzzi, Gonzaga University,
Spokane, Washington, Journal Of Authentic leadership In Education, Volume 3, Number 1(2013)
34
BACHELOR OF EDUCATION ( B.Ed)
Semester –I
(For the examination to held in the year 2015, 2016 & 2017)
Course no. 105 (Theory) Title: Inclusive Education Credits 4
Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60 Duration of
Exam : 3hrs
Course Objectives:
To enable the pupil teachers to-
 Realize the importance of inclusive education and inclusive education programmes and
role of various agencies towards inclusion.
 Know about the meaning and scope of special education
 Understand the concept of exceptional children
 Grasp the meaning, specific characteristics and modalities of identification of some
types of exceptional learners.
 Understand various educational intervention programmes for meeting the needs of
exceptional learners.
Unit -I
Inclusive education- Meaning, need and importance.
Inclusive education programmes, Barriers to inclusion, dimensions for successful inclusion (sense of
community and social acceptance, appreciation to student diversity, attention to curricular needs, effective
management and instruction and personal support), preparing students for inclusion, and collaboration
with families of students with disabilities for inclusion.
Unit- 1I
Special Education- concept, objectives of special education, need for special education and history of
special education
Exceptional children- meaning, types, educational provisions for exceptional children and placement
services for special children.
Unit III
Education of intellectually disabled(mentally retarded) children : meaning , classification, etiology and
identification of intellectual retardation . Educational provisions for intellectually disabled children.
Backward children-concept ,characteristics, etiology, and identification of backward children. Educational
provisions for backward children.
Unit IV
Role of Rehabilitation Council of India and PWD (Persons with Disability Act,1995).
Role of parents, peer groups, teachers, community, administrators and policy makers towards inclusion
Sessional work
35
1. Visit to inclusive school /school for disabled children and preparation of a report on method of
teaching used in these schools.
2. Counseling sessions with intellectually disabled children and maintaining a record
3. Case study of a special child
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/ activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books Recommended:
 Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and Participation in
Schools. Bristol: Center for Studies in Inclusive Education.
 Hallahar, D.P., & Kauffman, J.M. (1991). Exceptional Children: Introduction to Special Education,
Allyn and Bacon, Massachusetts.
 Kirk, S. A., & Gallagher J .J.(1989) Education of Exceptional Children; Haughton Mifflin Co,
Boston.
 Werts, Margaret G.(2011).Fundamentals of Special Education.P H I Learning Private Ltd,New
Delhi.
36
BACHELOR OF EDUCATION ( B.Ed)
Semester –I
(For the examination to held in the year 2015, 2016 & 2017)
Course no. INT-I Title: School Interaction
Credits 2 Total Marks : 50
Maximum Marks Internal : 30
Maximum Marks External : 20
First Semester( August-December) INT 1
Activity Duration Credits Marks
Visit Cum observation to 2 Weeks 2 50
g) Aganwadi (neighbouring centre) 2 Days 8
h) Nursery School (Observation of
5 Lessons)
2 Days 8
i) DIET(7 wings) 2days 8
j) Innovative Centre( Pry &
Middle schools)
2 days 8
k) Pry School(Observation of 5
Lessons)
2days 8
l) Middle School 2 days 10
Observation
1. Aganwari & Nursery Classroom
2. Educational Resource Centre 3 Departments
3. School Activities Planning, Teaching & Assessment, Interaction with School Teachers,
Community & Panchayat Members
4. Understanding life of a Teacher
5. Understanding Physical, Mental, Social & Emotional Needs of a Child
6. Understanding Related Aspects of Curriculum
7. Assessment of Teachers & Learners
8. Preparation for Diverse Learners in Schools
9. Reflection on Teaching Experience
10. Writing Reflective Journals
11. Extended Discussions & Presentations on Different Aspects of Teaching
37
BACHELOR OF EDUCATION ( B.Ed)
Semester –II
(For the examination to held in the year 2016, 2017 & 2018)
Course no. 201 (Theory) Title: Philosophical And Sociological Bases of Education Credits 4
Total Marks : 100
Maximum Marks Internal : 40
Maximum Marks External : 60
Duration of Exam : 3hrs
Objectives:
To enable the pupil teachers to:
 know and understand the Indian thinkers who contributed in education .
 know and understand the fundamentals of the western philosophy on education.
 know and understand the different aspects of social and political set up in context of
teacher education.
 know and understand the role of education for the teachers to cement the national and
emotional integration in a multi linguistic –pluralistic society.
Unit I
Critical analysis of the Contribution of Mahatma Gandhi: Rabindra Nath Tagore ,Aurobindo Ghosh and
Swami Vivekanand (Curriculum , Methodology) Implications of the contributions in the contemporary
times( affinities and Differences),characteristics of the secular education; classrooms and the Non violence.
Unit II
Fundamentals of Western philosophy
Conceptual of Metaphysics, Epistemology And axiology-implications on education. The Socratic
Pedagogy ; behaviorism and the constructivism. The western schools of education Realism and
Pragamatism( Curriculum &Methodology ),Implications of the same for the Indian class rooms (
differentiation);
Unit III
Teachers and the Socio political understandings
Society –Concept and the functions, Role of Education in the society;Different societies –Welfare
Democratic State( Role of teachers , importance and the limitation of the role);Secularism in society( Role
of teacher, factors affecting the cause of secularism) and the different inequalities in the Indian
society(Language ,Demographic & social inequalities - causes, effects, role of the teachers and the
remedies for it)Review of the policies and programs after 1986( political and social Implications for the
teachers and the classrooms)
Unit IV
38
Teachers and diversities in Indian Society
National Integration ( role of teachers, factors –for & against, Remedies ) Concept of Universalism vs
Nationalism; Emotional Integration and international understandings and the role of teachers and the
teaching; teacher and its role for the cause, remedies for the promotion of understanding in the pluralistic
democratic society like India.Education and tolerance. Critical analysis of the ‘Learning: The Treasure
Within’( Delors’Report)
Sessional work
Detailed Report Writing on any of the prescribed Indian Thinker( proper documentation along critical
commentary of the student teacher in Reflective Journal ) ; A critical analysis of outcomes of western
philosophy on the Indian teacher,Arranging /enacting the activities in the society regarding the ethos of
secularism , democracy;Arranging the get together among the different communities in the colleges as well
as the visit of the prospective teachers to the community centers.
Note for Paper Setters
The Question paper consists of 9 questions having Q no 1 as Compulsory having four parts spread over
the entire Syllabus, with a weightage of 12 marks .The rest of Question paper is divided into four Units
and the students are to attend four Questions from these units with the internal choice. The essay type
Question carries 12 marks each. Unit IV having the sessional work/field work( section) could also be a part
of the theory paper.
Internship/field work Unit IV having the components/activities of the internship are to be to be developed
in the form of the Reflective Journal. All the activities under the internship are to be evaluated for credits
and hence all the activities are to be showcased by the trainee and are to be fully recorded with the
complete certification of its genuineness .
The Theory paper is to have 60 marks ( external ) . 40 Marks are for the In House activities
Books recommended & web resources
 Philosophy and Education Mrinal Miri , Oxford Publications, Delhi
39
 Philosophy & India Ancestors , Outsiders and Predecessors- A Raghuramaraju,Oxford, Delhi.
 Indian & Western Educational philosophy A P Sharma,UniCorn Books,New Delhi also available
through Internet on pay term basis http://www.unicornbooks.in/books/book/indian-westerneducational-
philosophy-prof-a-p-sharma/ isbn 9788178062013/zb,,479,a,0,USD,0,a/index.html
 Ancient Indian Universities, Apte DG
https://ia600407.us.archive.org/34/items/cu31924005633130/cu31924005633130.pdf
 Philosophical & Sociological Basis of Education –V R Taneja
 Educational Thought and Practice Taneja ,VR ; Sterling Publishing House
 Philosophical & Sociological Foundations of Education –Rajesh R Sharma
 Indian Education in Emerging Society-PC Singh
 Fundamentals of Indian Philosophy-R. Puligandla
 GATS and Hr Education –the need of Regulatory Policies –NV Verghese –UNESCO,IIEP ,Paris
unesdoc.unesco.org/images/0015/001506/150689e.pdf
 PanchMukhi Shiksha http://www.banasthali.org/banasthali/wcms/en/home/about-us/fivefold_
education/index.html
 Ground work of Educational theory. Ross, James S MacMillan India.
 Modern Philosophies of Education , J, S. Brubacher. Tata Mc Graw Hill ,Delhi
 Introduction to the Philosophy of Education,-Connor, DJO
 Sociology: Primary Principles Shanker Rao, C.N; S. Chand and Co., New Delhi (2002)
 Sociological Thoughts Abhram and Morgan – McMillan, New Delhi.
 A Profile of Indian Education System :Cheney & Ruzzi ( Nov 2005) National Centre on Education
& Economy http://www.ncee.org/wp-content/uploads/2013/10/India-Education-Report.pdf