Thursday, 25 January 2018
Discontinuity Theory
Discontinuity
theory
INTRODUCTION
Language
is system of words or sign that people use to express thoughts and Feeling to
each other Both a continuity and discontinuity approach exist in the debate of
the orgin of language
Discontinuity Theory
Theories
about the origin of language can be divided according to their basic assumption
some theories are based on the idea that language is so complex that one cannot
imagine it simply appealing from nothing in its final form, but that it must
have evolved from earlier pre –linguistic system among our pre-human ancestors.
These theories can be called continuity based
theories the opposite view point is that language is such a unique human trait
that it cannot be compared to anything found among non humans and that it must
therefore have appeared fairly suddenly in the transition from pre-nomind to
early man. These theories can be defined as discontinuity based.
continuity
theories of language evaluation hold that it must have developed gradually starting among the earliest
ancestors of humans with different features developing at different stages
until peoples speech resembled boles what we have today Mean while
,Discontinuity theory suggests that because there is nothing even remotely similar
to compare human language to it is likely
have appeared surely within man kinds history this may have been as a result of
genetic mutation with in an individual ,which was passed on through their ancestors and eventually become
a dominant ability
The
first continuity theory is based on the conviction
that there is no fundamental difference between human communication and the
communication of animals both transmit messages to other members of their
species which can be understood by the receiver of the message the need for communication
and the use of sounds noises and sign is equal important for human and animals
and although is a discrepancy in the quantity of possible message and although
there is sounds notice and sign sounds look different they all from of a
developed language or from language in the constantly developing line of
evolution “theories of this persuasion might
picture the development of communication system as a straight road
towards language
There is a difference however in the form
of intelligence of humans an animal’s the human intelligence can be called specific
as human are able to in abase the quantity of their language as well as to name
abstract things events and situation animals lack this sort of intelligence so there
land of intelligence is called non specific specific intelligence is a very important
and fundamental essence of language.
language
is a unique trait appeared suddenly during g of human evolution (Noam Chomsky) Discontinuity
theory shares human language system as too complex than any other language on each
Noam Chomsky is among the worlds leading linguists and acknowledge that a possible
genetic mutation in one of our human ancestor gave the ability to speak and understand
language which was posed on the their offspring
Conclusion:
The
discontinuity theory is that the developed full fledged language faculty of
human beings is not a product Darwinian evolution but a unique development occurred
to human species
Child Labour
Child Labour
Introduction:
Child
labour refers to the employment of children in any work that deprives their
childhood, interferes with their ability to attend regular school and that is
mentally, physically, socially or morally dangerous and harmful. This practice
is considered exploitative by many international Organization.
Causes of child labour:
1. Factors Related to family:
·
Illitracy of parents.
·
No permanent dwelling Place.
·
Elder children have to take care of the younger
sibilings.
·
Tendency of uncivilized parents who
consider children’s income important than their future.
·
Childerns are forced to work to pay home
loan and debits taken by their parents from employs.
2. Factors related to economic
conditions of the family
·
Most
of the young children take some odd jobs to augment the income of the
poverty –ridden Family
·
For those parent who are not able to
provide one square meal a day to the
children
,Sending them to school is luxury.
·
Old age of ill heath parents.
3. Factors Related to social environment
in family
·
Most parents in the society think that
girls need not to be educated.
·
Many parents consider that children
should pick up the family occupation or trade
and
perpetuate the honour and dinity of the
family.
·
Forcing the girl children to help in the
household chorus of close relatives and
others.
·
Children who run away from their home end
up as food servers or table cleaner
in town restaurtants
4. Education –Related Factors:
·
Lack of aptitude of children in
education.
·
Teachers high- handedness and corporal
punishment given in schools Frighten the
children
·
Education remain uninteresting for
children.
Types of child Labours:
Unicef
has classified child work into 3 categories.
i ) Within the Family: Eg: Domestic, house hold
task.
ii) Within the family but out
side the home : Eg Agricultural works
iii) Outside the family: Eg
apprentice ship, prostitution
This may be
1. Migrant child labour –`
Migrating from their native place
2. Bonded child labour - childern
are pledged by their parents/guardians to
employment in debts or payments.
3. Invisible child labour -
children in the unorganized or and
informal sectors
.
Consequences
of Child Labour:
·
Inhuman Practice. The mental growth of
children is checked.
·
Less time up opportunity of children to
go to school. They are deprived from education.
·
Obstruct individual growth. The standard
of living of people remain low
. Destroy
children’s, childhood,
·
Ultimately, child labour affects the growth
of country as children are the pillars of economy
·
Girls are Sexually harassed.
·
Though they work for more than 8 hours a
day like adult labours, they are not paid wages on par with time.
·
Children may supposed to work in unhygienic
conditions. this affect their health.
·
Female child labour become prey for sex torture
and some of become unwed mothers.
·
Child labours become addicted to
intoxicants Like alcohol, opium smoking etc due to bad companionship.
·
Children are neither educated nor
vocationally trained and their productivity very low
Steps taken by Government to check the
child labour and promote child welfare in India:
i) In
1988, the government of India launched the National child labour Project. The
scheme involves establishment of special school for child labour who are
withdrawn from work;
ii) These
special school provide formal and informal eduction along with vocational training,
and also provide a mutual stipend.
iii) Supplementary
nutrition and health care also provided to such children. Mid- day meals are provided to all students on government
school.
iv) Earlier
there was no seperate budgetary provision for any health component to take care
of the health related aspects of the children. In revised scheme an amount of honorarium
(Rs.5,000 per month for one doctor to put in place an in institutionalized mechanism
for regular and periodical effective health care of children by a doctor.
v) A
highly powerful body, The National Authority for the Elimination of Child
Labour (NAECL) was established on September 26 1994, headed by the Union
Minister of labour in the government of India These are credible efforts being
made at the administrative level to eliminate the problem of child labour.
vi) There
are many Voluntary organizations working for the Resume and Rehabitation of
child labour in India.
vii) Encouraging
alternate schools and Non Formal Education the scheme of Sarva Siksha Abiyan
should be vigorously implemented.
viii) June
12th is observed every year as the Child labour Education Day. That
day special programmes like processions, organising human chain cycle procession, etc, could be organised to increase
Public awareness about child labour. On November 14th (Children’s
day) is observed as part of it child – labour awarness programmes could be
undertaken.
Conclusion:
Education
for all children is the key that can bring
about a fundamental change and help to end the problem permanently. A
collective public governmental effort on various fronts will eventually lead to
the complete eradication of child labour menance from India.
Bibliography:
Periannan,
G. (2011). Childhood and growing
Chennai
: AMSA Pathipagam.
Oswalt,
A. (2016). Children and Media issues. Retrived
From WWW. mentalhelp.com.
Berk,
L.E. (2009). Child development
USA: PHI learning PVT. Ltd.
Four Pillars of Education as Viewed by Delor’s Commission Report
CONTEMPORARY INDIA AND EDUCATION
Seminar
On
Four Pillars of Education as Viewed by
Delor’s Commission Report
Submitted
By
Ancy.P.A
Four Pillars of Education as viewed
by
Delar s’commision Report :
Introduction:
In achieving the goals of quality education for all
there is a great need to develop a broadened vision of educational goals to
facilitate holistic approaches to recognizing educational contents and to build
national capacity in developing key competencies required to all learners
through curriculum renewal in emerging knowledge based societies of 21st century .
Delor s’commission Report: -
International
commission proposed the delors commission Report was created by 1996 when the
Four pillars of learning as proposed by the international commission for the 21st
century. When the Four pillars is based on Education. They are
i) Learning
to know
ii)
Learning to do
iii)
Learning to live together
iv)
Learning to be
Learning
to know:
Learning is the acquiring of knowledge, Habits,
Skills and change of behaviour. Acquiring knowledge in a never – ending process
and can be enriched by all forms of experience. Learning to know includes the
development of the facilities of memory. Imagination rezoning, problem solving and
the ability to think a contentment and critical way. ‘Learning to know ‘presupposes
learning to learn calling upon the power concentratration , memory and thought
as tobenifit from educational opportunities continuously arising from formally
and non formally throughout life .
Learning to do:
Learning to do calls for new types of skills. More
behavioural than intellectual. The material and the technology are becoming
secondary to human qualities and interpersonal relationship. Learning to this
implies of shift from skill to competence or a mix of higher order skills
specific to each individual. The ascendancy of knowledge and information as
factors of production systems is making the idea of occupational skills
absolute and is bringing personal competency to the force. It is closely linked
vacacational – technical education and works skills training . It defined
skills development for doing specific things or practiced tasks in traditional
or industrial economies.
Learning to live together :
It
implies an education taking two complementary paths. On one level. Discovery of
others and no another experience of shared purposes throughout life. Specially
it implies the development of such
qualities as knowledge and understanding the
self and others appreciation of diversity of the human race and an
awareness of the similarities between and the independence of all humans :
empathy and co – operative social behaviour in caring and sharing. Respect of
other people and their culture and value
systems and competency in working towards common objectives .
Learning to be :
Learning
to be may be interrupted in one way as learning to be human through acquisition
of knowledge .Skills and values conductive to personality development in its intellectual,
moral, cultural and physical dimensions. Acquiring universally shared human
values . Developing aspects of a persons’ potential, memory, rezoning, aesthetic
sense, physical capacity and social skills, developing critical thinking, developing personal
commitment and responsibility.
Characteristics of learning:
i) Learning is a growth
ii)
Learning is a adjustment
iii)
Learning is a action
iv)
Learning is purposeful
v)
Learning is a product of environment
vi)
Learning is a organizing experience
vii) Learning freely
depends upon Incites
Conclusion:
The
Four pillars of learning relate to all phases and areas of education. They
support and interpenetrate and interpenetrate one another and should be applied
as basic principles cross - cutting
themes and generic commences for integration in and across subject areas or leering domains
Bibliography:
Periannan
, G (2017) contemporary India and Education.
chennai:
vanitha pathippagam
Gnanam,
D $ sharamug a Boopathi ,p.s (2016) contemporory India and Education.
Chennai
: samrithapubilcations.
J.
c Aggarwal (2013) Thacher and Education in a developing
society:
New Delhi:vikas publishing
John Dewey’s ideas on Disciplinary Knowledge and curriculum
UNDERSTANDING DISCIPLINE AND SUBJECTS
Seminar
On
John
Dewey’s ideas on Disciplinary Knowledge and curriculum
Submitted
By
Ancy.P.A
John Dewey’s ideas on Disciplinary Knowledge and
curriculum
Introduction:
John Dewey viewed subject matter as a distinctive
and specialized domain of experience for learners. Subject matter consists of a
body at facts, concepts, values and techniques that are selected, organized and
sequenced in a way that centers upon the predetermined objectives. His ideas
have been influential in education and social reform. He was one of the early
developers of pragmatism and functional psychology. The following are some of
his ideas about education and society.
According to Dewey, it is not enough
to extend the voting rights. It is of paramount importance to form public opinion
through education as well. The aim is to ensure effective communication among
citizens, experts, and politicians. The school itself is a social institution
through which social reform can and should take place. Thus, Dewey makes a
strong case for the importance of education not only as a place to gain content
knowledge but also as a place to learn how to live. In his eyes the purpose of
education shout not revolve around the acquisition of a pre – determined set of
skills but rather the realization of one’s full potential and the ability to
use those skills for the greater good in
society. In addition to helping students realize their full potential Dewey
goes on to acknowledge that education and schooling are instrumental in
creating social change and reform John Dewey was one of the first major
contemporaries to develop a clear idea of what constructivism consists. He was
concerned with the learner. He wanted to shed light on the learner as an
important agent in the learning process. He had precise insights regarding now
education should take place within the class room.
Centered on the curriculum and tousles almost solely on the subject matter to
be taught. Dewey argues that the principal weakness in this methodology is the
inactivity of the student. Within this particular frame work, the child is
simply the immature being who is to be matured. He is the superficial being who
is to be deepened.
Learner-
centered He argues that in order for education to be most effective.
Content must be presented in a way that allows the student to relate the
information to prior experiences this deepening the connection with this new
knowledge. Although Dewey believed in the second view of education, he was alarmed by the excesses
of “child- centered education he argued
that too much reliance on the child would be equally detrimental to the
learning process .the potential law in this line of thinking is that it minimizes the importance of the content as well as of the . Teacher for this reason he tried to
Strike a balance between delivering Knowledge while also taking in to account
the interests and experiences of the student
Curriculum:
I.
Principle of utility:
Covered
subject language, literature, physical science heath science, math, history,
geography etc. Subjects should be
beneficial for student’s daily routine life.
II.
Principle of natural interest:
According
to the need, interest, ability of the learners.
III.
Principle of
activity and expression.
IV.
Principle of
integration with other subject.
V.
Principle of
flexibility.
VI.
Based on
experiences.
VII.
Choice of subject in the school methods of Teacher:
Activity method. Learning
by doing, integration method teacher with real experiences Experimental method
Discipline, education. As a preparation make necessary resource .Education as
unfolding, Growth and progress are just approximations The significance of the
native Capacities of children Need of practical and technical knowledge Role of
teacher, practical Knowledge, creates proper environment during teaching
learning process. Teach with real experiences, philosopher, friend and
dictator, used effective methods of teaching .knowledge about subject, follow
psychological aspects of the learners, accounting to the metal level of the
learners, Have knowledge of national as well as international level Evaluation,
Child centered and Democratic education.
Conclusion:
We find that, the term discipline has become of
trivial and historical importance. All the fields of knowledge are suffering
from continuous fragmentation and specialization. Almost all the disciplines
have crossed their boundaries and expanded their territories resulting in new
fields of knowledge which are applied, professional and interdisciplinary or
multidisciplinary in nature. A discipline based curriculum facilitates this
with its focus on critical thinking precision in relation to the key elements
of the disciplines and expected student engagement.
Bibliography:
Maisnam, P. (2016). Understanding disciplines and subjects.
Meerut: lal book depot.
Suma, S. (2016). Understanding disciplines and Subjects.
Trichy: Akshaya
publications.
Disciplinary Knowledge: Retrieved
from www.google.com
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