Pub Date : 1900-01-01DOI: 10.5958/2230-7311.2017.00015.0
P. Kaur
This paper discusses the dominance of textbooks within classroom teaching in India. In the history of Indian education in the post-independence period, since as early as 1952, various education commissions and policy frameworks have expressed concern over textbook dominance within Indian classrooms. But the education system still relies heavily on textbooks for ‘educating’ its students. National Curriculum Framework 2005 establishes the need to make learning meaningful for children by actively engaging them within the classroom. But with consistent domination of textbook reading as the only method of classroom teaching, actively engaging children remains a challenge. The paper discusses how choosing textbooks that create opportunities for actively engaging students can be a step towards developing a link between textbooks and active participation of children within classroom processes. It further suggests certain parameters for looking at texts in an analytical manner and also provides an example by analyzing a text on the parameters that are suggested.
{"title":"What is Worth Teaching?: Analytically Looking at Textbooks","authors":"P. Kaur","doi":"10.5958/2230-7311.2017.00015.0","DOIUrl":"https://doi.org/10.5958/2230-7311.2017.00015.0","url":null,"abstract":"This paper discusses the dominance of textbooks within classroom teaching in India. In the history of Indian education in the post-independence period, since as early as 1952, various education commissions and policy frameworks have expressed concern over textbook dominance within Indian classrooms. But the education system still relies heavily on textbooks for ‘educating’ its students. National Curriculum Framework 2005 establishes the need to make learning meaningful for children by actively engaging them within the classroom. But with consistent domination of textbook reading as the only method of classroom teaching, actively engaging children remains a challenge. The paper discusses how choosing textbooks that create opportunities for actively engaging students can be a step towards developing a link between textbooks and active participation of children within classroom processes. It further suggests certain parameters for looking at texts in an analytical manner and also provides an example by analyzing a text on the parameters that are suggested.","PeriodicalId":143184,"journal":{"name":"Educational Quest: An International Journal of Education and Applied Social Sciences","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121631872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5958/2230-7311.2017.00007.1
Anshu Srivastava
The omnipresence and omnipotence of the state clearly indicates that it conditions human life almost all the time. The state is also the central player in the project of development and nowhere is it more critical than the developing countries. Though serious attempts have been made to understand the state, particularly the post-colonial state, there is no necessary agreement on what constitutes the nature of state. In this context, this article aims to map the various theories around the class character of the Indian state especially since the NEP was implemented.
{"title":"Popular or Passive Revolution?: Mapping Debates on the Nature of Indian State","authors":"Anshu Srivastava","doi":"10.5958/2230-7311.2017.00007.1","DOIUrl":"https://doi.org/10.5958/2230-7311.2017.00007.1","url":null,"abstract":"The omnipresence and omnipotence of the state clearly indicates that it conditions human life almost all the time. The state is also the central player in the project of development and nowhere is it more critical than the developing countries. Though serious attempts have been made to understand the state, particularly the post-colonial state, there is no necessary agreement on what constitutes the nature of state. In this context, this article aims to map the various theories around the class character of the Indian state especially since the NEP was implemented.","PeriodicalId":143184,"journal":{"name":"Educational Quest: An International Journal of Education and Applied Social Sciences","volume":"59 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113933479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5958/2230-7311.2017.00114.3
Khalid Mohammad Tabish
Rights are inalienable in nature. They are the basic entitlement of every citizen in democracy. They guarantee the minimum basic need of an individual in a society. Rights have been recognized fundamental to every human being for their survival in society as well as in a nation. It is the guarantee of the State to provide and safeguard the rights of its citizens. Rights have been well documented in several International forums as well as in the constitution of countries. Minorities occupy a special place in any country of the world. India as a country believes in unity and diversity and boasts about its religious pluralism. Indian constitution has provided several safeguards for the minorities to bring them into mainstream and to protect them from arbitrary discrimination of the majority. Muslims in India are recognized as the largest minority and there strength is more than the total strength of all other minorities in the country. Despite such a sizeable share of the population, they are largely backward and poor in all aspects of development. This paper discusses the concepts of rights recognized at International forums as well as in the constitution of India, and discusses the prevailing condition of Indian Muslims despite all the safeguards and rights available to them.
{"title":"Rights and Minorities: The Case of Indian Muslims","authors":"Khalid Mohammad Tabish","doi":"10.5958/2230-7311.2017.00114.3","DOIUrl":"https://doi.org/10.5958/2230-7311.2017.00114.3","url":null,"abstract":"Rights are inalienable in nature. They are the basic entitlement of every citizen in democracy. They guarantee the minimum basic need of an individual in a society. Rights have been recognized fundamental to every human being for their survival in society as well as in a nation. It is the guarantee of the State to provide and safeguard the rights of its citizens. Rights have been well documented in several International forums as well as in the constitution of countries. Minorities occupy a special place in any country of the world. India as a country believes in unity and diversity and boasts about its religious pluralism. Indian constitution has provided several safeguards for the minorities to bring them into mainstream and to protect them from arbitrary discrimination of the majority. Muslims in India are recognized as the largest minority and there strength is more than the total strength of all other minorities in the country. Despite such a sizeable share of the population, they are largely backward and poor in all aspects of development. This paper discusses the concepts of rights recognized at International forums as well as in the constitution of India, and discusses the prevailing condition of Indian Muslims despite all the safeguards and rights available to them.","PeriodicalId":143184,"journal":{"name":"Educational Quest: An International Journal of Education and Applied Social Sciences","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132358990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5958/2230-7311.2014.00014.2
Tanu Kukreja, Jyotsana
Spirituality is the aspect of human existence that gives it it ‘humanness’. Spirituality is considered by many psychologists to be an inherent property of the human being ((Helminiak, 1996; Newberg, D'Aquili, and Rause, 2001). From this viewpoint, human spirituality is an attempt to understand and connect to the unknowns of the universe or search for meaningfulness in one's life (Adler, 1932/1980; Frankl, 1959). On the other hand Self Esteem is the state of mind. It is the way you think and feel about yourself. Whereas mindfulness means paying attention in a particular way; on purpose, in the present moment, and non-judgmentally. Rationale of doing this research was to see that the people who are high on daily spiritual experiences and mindfulness are they also high on Self Esteem? What is the correlation between Daily Spiritual Experience, Mindfulness and Self Esteem? Sample of 149 University going undergraduate students from Haryana State was collected. Pearson Correlation was applied to see the correlation between all three variables. Results accepted the hypothesis that there is positive significant correlation between daily spiritual experience, mindfulness and self-esteem.
灵性是人类存在的一个方面，赋予它“人性”。许多心理学家认为精神性是人类固有的属性(Helminiak, 1996;Newberg, D'Aquili, and Rause, 2001)。从这个角度来看，人类的灵性是一种理解和连接宇宙未知事物的尝试，或者是对生命意义的探索(阿德勒，1932/1980;Frankl, 1959)。另一方面，自尊是一种精神状态。它是你思考和感受自己的方式。而正念是指以一种特定的方式集中注意力;有目的的，在当下，不带评判。做这项研究的基本原理是想看看那些日常精神体验和专注度高的人是否也有高自尊?日常精神体验、正念和自尊之间的关系是什么?收集了哈里亚纳邦149名大学本科生的样本。应用Pearson相关性来观察这三个变量之间的相关性。结果接受了日常精神体验、正念和自尊之间存在显著正相关的假设。
{"title":"Daily spiritual experiences, mindfulness and self esteem among undergraduate students","authors":"Tanu Kukreja, Jyotsana","doi":"10.5958/2230-7311.2014.00014.2","DOIUrl":"https://doi.org/10.5958/2230-7311.2014.00014.2","url":null,"abstract":"Spirituality is the aspect of human existence that gives it it ‘humanness’. Spirituality is considered by many psychologists to be an inherent property of the human being ((Helminiak, 1996; Newberg, D'Aquili, and Rause, 2001). From this viewpoint, human spirituality is an attempt to understand and connect to the unknowns of the universe or search for meaningfulness in one's life (Adler, 1932/1980; Frankl, 1959). On the other hand Self Esteem is the state of mind. It is the way you think and feel about yourself. Whereas mindfulness means paying attention in a particular way; on purpose, in the present moment, and non-judgmentally. Rationale of doing this research was to see that the people who are high on daily spiritual experiences and mindfulness are they also high on Self Esteem? What is the correlation between Daily Spiritual Experience, Mindfulness and Self Esteem? Sample of 149 University going undergraduate students from Haryana State was collected. Pearson Correlation was applied to see the correlation between all three variables. Results accepted the hypothesis that there is positive significant correlation between daily spiritual experience, mindfulness and self-esteem.","PeriodicalId":143184,"journal":{"name":"Educational Quest: An International Journal of Education and Applied Social Sciences","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130219173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5958/2230-7311.2014.00001.4
Najnin Jahan, Serazul Islam
The present study is aimed at investigating what the university teachers think about and what they practice on the ethical issues rose in the teaching process. To conduct the study, descriptive survey design was employed. A total of 90 teachers participated in the study and completed questionnaires. In the selection of the sample population, simple random sampling was used. The data were analyzed using percentage and central score-median. The results of the study unveiled that almost all teachers have positive or favorable perceptions on the ethical issues in teaching but the ethics in some of the teachers’ behavior and practices yet remains absent.
{"title":"Ethical Issues in University Teaching: Some Selected University Teachers’ Perceptions and Practices","authors":"Najnin Jahan, Serazul Islam","doi":"10.5958/2230-7311.2014.00001.4","DOIUrl":"https://doi.org/10.5958/2230-7311.2014.00001.4","url":null,"abstract":"The present study is aimed at investigating what the university teachers think about and what they practice on the ethical issues rose in the teaching process. To conduct the study, descriptive survey design was employed. A total of 90 teachers participated in the study and completed questionnaires. In the selection of the sample population, simple random sampling was used. The data were analyzed using percentage and central score-median. The results of the study unveiled that almost all teachers have positive or favorable perceptions on the ethical issues in teaching but the ethics in some of the teachers’ behavior and practices yet remains absent.","PeriodicalId":143184,"journal":{"name":"Educational Quest: An International Journal of Education and Applied Social Sciences","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130226352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5958/2230-7311.2017.00056.3
Ahakesh Sharma, Kiran
{"title":"Educational Inclusion by facilitating Access of the Girls at Margins: Exploring their Enrolment status in KGBVs of Jammu Division","authors":"Ahakesh Sharma, Kiran","doi":"10.5958/2230-7311.2017.00056.3","DOIUrl":"https://doi.org/10.5958/2230-7311.2017.00056.3","url":null,"abstract":"","PeriodicalId":143184,"journal":{"name":"Educational Quest: An International Journal of Education and Applied Social Sciences","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130861775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5958/2230-7311.2017.00094.0
K. Gowthaman, A. Awadhiya
Training and development is the fastest growing industry as a result of replacement of industrial workers with knowledge workers. An effective and sustainable organizational training produces significant results such as improved employees’ skills & productivity, enhanced retention & morale. Training and continuing professional development is an integral component of Open and Distance Learning (ODL) system, which is characterized by division of labour where the teaching and learning is performed through use of media and technology. However, in contrast to the above, lack of appropriate training has been identified as a significant barriers in ODL institutions and there is an immense need of continuous professional development activities in these institutions. This study highlights the professional development activities for the technical staff of Indira Gandhi National Open University (IGNOU) engaged in web-based application development. The study aimed to identify if the training outcomes could be utilised in the routine work followed by the barriers to implement them in the work environment. The results indicate mixed responses that knowledge and skills gained during the training were useful majorly for their learning and development, routine work, front-end and back-end activities. The barriers faced by the respondents to implement the learning gains in their work place were identified as pertaining institutional (unavailability of training, infrastructure and internet) and individual (lack of motivation and time). The ODL should plan and implement well structured trainings followed by mitigating the barriers to implement the knowledge and skills gained during the training.
{"title":"Professional Development of Employees in ODL Institution: A Case of IGNOU","authors":"K. Gowthaman, A. Awadhiya","doi":"10.5958/2230-7311.2017.00094.0","DOIUrl":"https://doi.org/10.5958/2230-7311.2017.00094.0","url":null,"abstract":"Training and development is the fastest growing industry as a result of replacement of industrial workers with knowledge workers. An effective and sustainable organizational training produces significant results such as improved employees’ skills & productivity, enhanced retention & morale. Training and continuing professional development is an integral component of Open and Distance Learning (ODL) system, which is characterized by division of labour where the teaching and learning is performed through use of media and technology. However, in contrast to the above, lack of appropriate training has been identified as a significant barriers in ODL institutions and there is an immense need of continuous professional development activities in these institutions. This study highlights the professional development activities for the technical staff of Indira Gandhi National Open University (IGNOU) engaged in web-based application development. The study aimed to identify if the training outcomes could be utilised in the routine work followed by the barriers to implement them in the work environment. The results indicate mixed responses that knowledge and skills gained during the training were useful majorly for their learning and development, routine work, front-end and back-end activities. The barriers faced by the respondents to implement the learning gains in their work place were identified as pertaining institutional (unavailability of training, infrastructure and internet) and individual (lack of motivation and time). The ODL should plan and implement well structured trainings followed by mitigating the barriers to implement the knowledge and skills gained during the training.","PeriodicalId":143184,"journal":{"name":"Educational Quest: An International Journal of Education and Applied Social Sciences","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134483751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5958/2230-7311.2016.00049.0
Raj Kumar, Dinesh Chahal
{"title":"Socio-Economic Status of Dropouts at Secondary School Level: A Study of Sirsa District","authors":"Raj Kumar, Dinesh Chahal","doi":"10.5958/2230-7311.2016.00049.0","DOIUrl":"https://doi.org/10.5958/2230-7311.2016.00049.0","url":null,"abstract":"","PeriodicalId":143184,"journal":{"name":"Educational Quest: An International Journal of Education and Applied Social Sciences","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115508992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5958/2230-7311.2014.00005.1
Rani Tokas
The paper is based upon rethinking the teaching learning process in Indian Classrooms and attempts mainstreaming gender concerns not only within the classroom learning but also beyond such boundaries. The collaborative efforts at primary, secondary and higher level education may help in achieving the desired understanding of the power play that exerts pressure on a subject to perform gender as per conventions in a patriarchal setup. The paper reflects upon the various practices prevalent in schools and urges upon rethinking the existing teaching-learning process so as to be inclusive through such creative activities and practices which will not only sensitize students and teachers but will also open up a unique platform for re-socialisation of the parents and thereby mediate the bridging up of generation gap as well.
{"title":"Rethinking Teaching-Learning Process1: Classroom as a Platform for Gender Sensitization","authors":"Rani Tokas","doi":"10.5958/2230-7311.2014.00005.1","DOIUrl":"https://doi.org/10.5958/2230-7311.2014.00005.1","url":null,"abstract":"The paper is based upon rethinking the teaching learning process in Indian Classrooms and attempts mainstreaming gender concerns not only within the classroom learning but also beyond such boundaries. The collaborative efforts at primary, secondary and higher level education may help in achieving the desired understanding of the power play that exerts pressure on a subject to perform gender as per conventions in a patriarchal setup. The paper reflects upon the various practices prevalent in schools and urges upon rethinking the existing teaching-learning process so as to be inclusive through such creative activities and practices which will not only sensitize students and teachers but will also open up a unique platform for re-socialisation of the parents and thereby mediate the bridging up of generation gap as well.","PeriodicalId":143184,"journal":{"name":"Educational Quest: An International Journal of Education and Applied Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115686205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.5958/2230-7311.2016.00022.2
Rachel Philip
This paper examines the work of Alfred Binet, best known for the invention of the Intelligence Quotient (IQ) scale with respect to his ideas on the assessment of various attributes of children. This exploration is anchored in an analysis of his final work ‘Modern Ideas of Children’, published in 1911 and which was a review of thirty years of his own experimental work in this area. His understanding of ‘modernity’ in the field of pedagogical sciences was tied to a faith in the application of the scientific method (systematic observation, measurement and experimentation) to reveal the ‘real’ nature of human beings. This is reflected in his consistent engagement with the question of what aspects of a child's being are measurable and under what conditions. In his perspective the teacher had to play a critical role in the assessment of a student's potential and his work was an attempt to demonstrate how the teacher could use the scientific method within the context of the classroom to improve his or her pedagogy. Equipped with the right diagnostic tools and methods, he envisioned the teacher as playing an important role in ameliorating social problems such as poverty. These insights continue to be relevant a century after the first publication of Binet's work.
{"title":"Revisiting Ideas of Assessment through the Work of Alfred Binet","authors":"Rachel Philip","doi":"10.5958/2230-7311.2016.00022.2","DOIUrl":"https://doi.org/10.5958/2230-7311.2016.00022.2","url":null,"abstract":"This paper examines the work of Alfred Binet, best known for the invention of the Intelligence Quotient (IQ) scale with respect to his ideas on the assessment of various attributes of children. This exploration is anchored in an analysis of his final work ‘Modern Ideas of Children’, published in 1911 and which was a review of thirty years of his own experimental work in this area. His understanding of ‘modernity’ in the field of pedagogical sciences was tied to a faith in the application of the scientific method (systematic observation, measurement and experimentation) to reveal the ‘real’ nature of human beings. This is reflected in his consistent engagement with the question of what aspects of a child's being are measurable and under what conditions. In his perspective the teacher had to play a critical role in the assessment of a student's potential and his work was an attempt to demonstrate how the teacher could use the scientific method within the context of the classroom to improve his or her pedagogy. Equipped with the right diagnostic tools and methods, he envisioned the teacher as playing an important role in ameliorating social problems such as poverty. These insights continue to be relevant a century after the first publication of Binet's work.","PeriodicalId":143184,"journal":{"name":"Educational Quest: An International Journal of Education and Applied Social Sciences","volume":"227 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116374712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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