TET Notes - Educational Thoughts of Plato

 

Educational Thoughts of Plato

 

v Educator should take advantage of this in the child and educate him.

 

v He should pay attention to the objects which surround the child.

 

v The process of education advances through this constant interaction between these objects and mind.

 

v A beautiful environment provides the right stimulus by which the mind develops.

 

v For this reason the child should be kept in a beautiful environment.

 

v The human being requires such environment not only in his childhood but also throughout his entire life.

 

v Because according to Plato the process of education is never complete.

 

v Plato laid the greatest stress on mental development in education.

 

v Education aims not merely at providing information but at training the individual in his duties and rights as a citizen.

 

Curriculum

 

                                                                                                              i.            Bodily Development

                                                                                                            ii.            Educational Impressions

                                                                                                         iii.            Training in Music

 

                                                 Role of Teacher

v The educator is considered to have the greatest importance.

 

v He is like the torch – bearer who leads a man lying in dark cave.

 

v His task is to bring the educed out of darkness of the cave into the light of the day.

 

v The methods of teaching Plato believe imitation to be of the greatest importance he shows that the child learns a great deal through limitation.

 

                                                     Education According to Social Status

v In any society the productive class is invariably the largest in size.

 

v In Plato’s scheme of education this class is granted only primary education which implies that productive class actually requires no more than primary education.

 

v Plato’s educational plan pays no attention to the individual differences.

 

v He suggested the some kind of education to be given to the entire class of people according to a uniform curriculum.

 

v Plato’s insistence on philosophy could only lead to an increase in number of contemplative individuals at the expense of more practical members.

 

v Plato’s curriculum neglected training in literature by stressing the importance of training in mathematics.

 

 

v In spite of the above defects many of the finest teachers still consider Plato as their only true guide.

                                                     

 

 

 

 

 

 

TET Notes - Educational Thoughts of John Dewey

 

Educational Thoughts

      Of   John Dewey

 

Aims of Education

 

v Education should help an individual to establish those principles and standards that are immediate importance and value to him.

 

v Education should be able to equip the child to earn his livelihood.

 

v To equip the individual as be too able to test the truth and utility of values that are established through his education by experiments and examination.

 

v Education should be capable of making a child of leaving those standards and wishes whose satisfaction may hinder the economic efficiency of others.

 

v Education should be capable of stopping the children from trying to satisfy those desires and wishes whose fulfilment will directly and indirectly disturb others.

 

v School should preserve continue and re-build the activity with which the child is familiar at home. It should be natural extension of home.

 

v School should teach at least one vocation which may be helpful to them in their actual life in earning their livelihood. The vocation should be in accordance with the requirements of society.

 

v School should give moral education through social conjoint activities.

 

v School should be the reflection of society. It should change according to the situation.   

 

Curriculum

 

v Curriculum should bring the disciplines together to focus on solving problems in an interdisciplinary way.

 

v It should be predetermined on the basis of the interest and experience of the child and should be in accordance with the social requirements.

 

v The curriculum must follow the progressive organisation of knowledge consisting of educative experience and problems.

 

v Educational experience is like a creativity which leads to further experiences.

 

v Subjects in curriculum should be organized according children’s utility.

 

v Activities are directed by the problems of the actual life from the curriculum.

 

v Curriculum should be constructed keeping in view the innate tendencies, interests and capabilities of the child.

 

Teaching Method

 

v The method of teaching are reflected in his work, ‘How we think’ and ‘Interest an effort in Education’.

 

v The best methods of teaching, according to Dewey, are hands – on problem solving, experimenting, and projects, often having students work in groups.

 

v He believed that learners should apply their knowledge to new learners; he believed that learners should apply their knowledge to real situations through experimental enquiry.

 

v The methods should aim at co-ordinating the subjects with the activities and life.

 

 

Teacher

 

v He treats the teacher to be the servant of the society whose duty is to lay foundation of a social life.

 

v The teacher should create such an atmosphere in the school that may lead to the development of the social personality of the child.

 

v The educators to be so important that he calls them God’s representative on earth.

 

v The educator must try to engage the children in activities that compel them to think and reason things for themselves.

 

 

Student

 

v He was of the opinion that while planning education, we should keep in mind the psychological and social aspects of the children and their needs.

 

Discipline

 

v Discipline is an internal power which inclines man to think and behave according to social norms.

 

v For the development of this power or quality, he emphasized on the need of democratic environment.

 

v The children in such an environment are under no pressure.

 

v The children in such an environment are free to select activities according to their interests, aptitudes, abilities and needs and to execute them freely.

 

v Another feature of democratic environment is love, sympathy and co-operation.

 

v He has clarified that no question arises for the child to become indiscipline in such an environment.

 

v According to him self-discipline is the true discipline.

TET Study Materials in Tamil - Educational Thoughts of Rabindra Nath Tagore

 

  இரபீந்திரநாத் தாகூரின்

                கல்விச்சிந்தனைகள்:

தாகூரின் வாழ்க்கைக் குறிப்பு

v  1861ம் ஆண்டு மே திங்கள்  6ஆம் நாள் கல்கத்தாவில் உள்ள ஒரு செல்வக் குடும்பத்தில் மகரிஷிதேவேந்திரநாத் தாகூரின் 14வது பிள்ளையாக பிறந்தார்.

v  தாகூர் கல்வியின் மீது அதிக அன்பு கொண்டவர்.தமது கல்விக் கொள்கைகளுக்கு உண்மை வடிவம் கொடுக்க 19௦1 ல் சாந்திநிகேதன் என்னும் புதுமைப் பள்ளியைத் தொடங்கினர்.

v  1921 ல் இது ‘விஸ்வ பாரதி’ என்ற உலகப் பல்கலைக் கழகமாக உயர்ந்தது.

v  1913 ல் “கீதாஞ்சலி” என்ற கவிதை தொகுப்புக்கு நோபல்பரிசு பெற்று மிகப்பெரிய கவிஞர் ஆனர்.

v  ‘குருதேவர்’ என்று போற்றப்பட்ட தாகூர் சிறந்த கல்வி அறிஞர் ஆனர்.

v  நாட்டுப்பற்றுமிக்க இவர் 1915 ல் ஆங்கில அரசால் வழங்கப்பட்ட ‘நைட்’ விருதை ஜாலியன்வாலாபாக் படுகொலையைக் கண்டித்து 1919 ல் திருப்பி அளித்தார்.

v  தாகூர் ஒரு நவீன இந்திய துறவி.

v  வேதங்கள், உபநிடதங்கள் ஆகியவற்றில் அழ்ந்த பற்று கொண்டவர்.

v  பண்டைய ரிஷிகள் போல் துறவு வாழ்வு மேற்கொண்டார்.

v  ரூஸோவைப் போன்று இயற்கையை நேசித்தார்.

v  கலைஞராக மலர்ந்து கல்வியாளராக மாறிய இவர் 1941 ம் ஆண்டு ஆகஸ்டு 7ம் நாள் இயற்கை எய்தினார்.

 

தாகூரின் கல்வி சிந்தனைகள்

  

Ø  சுதந்திரம்

Ø  படைப்பாற்றல் மிக்க சுயவெளியீடு

Ø  இயற்கையுடனும், மனிதனுடனும் உள்ள நல்லுறவு

Ø  உலக சகோதரத்துவம்               

 

தாகூரின் கல்வி நோக்கங்கள்

 

Ø  உடல் வளர்ச்சி

Ø  அறிவு வளர்ச்சி

Ø  ஒழுக்க – ஆன்மிக வளர்ச்சி

Ø  சமூக வளர்ச்சி

 

கல்வி ஏற்பாடு

 

Ø  மாணாக்கர் அனைத்து பாடங்களையும் கற்று இருக்க வேண்டும்.

Ø  வரலாறு பாடத்தை அனைவரும் கற்று கொள்ள வேண்டும்.

Ø  உயர் கல்வியில் அறிவியல் முக்கிய பங்கு பெற வேண்டும்.

Ø  தாய்மொழியிலே துவக்கக்கல்வி அமைய வேண்டும்.

Ø  பிற பாடங்களான மொழி, இலக்கியம், புவியியல், இயற்கை அறிவியல், இசை, நுண்கலைகள் போன்றவற்றை கற்று கொள்ள வேண்டும்.

Ø  நாட்டியம், நாடகம், ஓவியம், வண்ணம் தீட்டுதல், தோட்டவேலை போன்றவற்றிற்கு முக்கிய பங்கு அளிக்க வேண்டும்.

Ø  மாணவர்களின் தனித் திறமைகளை அறிந்து அவற்றை வளர்க்க உதவி செய்ய வேண்டும்.

Ø  அனைவருக்கும் ஒரே மாதிரியான கல்வியை அளிக்க வேண்டும் என தாகூர் கூறுகின்றார்.