philosophical foundations of education · books recommended: archibaalt, reginald...

DEPARTMENT OF EDUCATION

ALIGARH MUSLIM UNIVERSITY, ALIGARH Compulsory

SEMESTER-I (Credits-04)

EDM-1001 M.A.(Education)

Sessional: 30

End Sem: 70

PHILOSOPHICAL FOUNDATIONS OF EDUCATION

Course Objective: To acquaint the learners with wide knowledge of framework of

philosophy with emphasis on schools of philosophy and modern theories

of education.

Course Outcomes: After completing the course, the students will be able to:

1. understand the meaning, functions and relationship of philosophy and education.

2. get acquainted with the national values as enshrined in Indian constitution and

develop the qualities of democratic citizenship.

3. explain the major postulates of different schools of philosophies and their relevance.

4. compare Indian, modern and western philosophies and their relevance to education.

5. critically analyze the modern theories of education.

UNIT-I Philosophy as General Frame of Reference

1. Meaning and functions of philosophy.

2. Meaning and functions of Education.

3. Relationship between philosophy and Education.

4. Meaning and functions of philosophy of Education.

5. National values as enshrined in Indian Constitution and their educational implications.

UNIT-II Schools of Philosophy

Major schools of philosophy with special reference to their ontology, epistemology,

axiology and their educational implications for aims, methods, curriculum, discipline

and role of teacher:

1. Idealism

2. Realism

3. Naturalism

4. Pragmatism

UNIT-III Modern Theories of Education

Western theories of education with special reference to the concept of reality,

knowledge and values and their educational implications for aims, methods,

curriculum, discipline and role of teacher:

1. Reconstructionism

2. Existentialism

3. Marxism

4. Philosophic Analysis

BOOKS RECOMMENDED:

Archibaalt, Reginald (1974).Philosophical Analysis and Education; New Delhi: Oxford

University Press.

Brubacher, John S. (1971). Modern Philosophies of Education: New Delhi: Tata McGraw Hill,

Pvt. Ltd.

Butties, J.Donald (1968). Four Philosophies & their Practice in Education and Religion: New

York: Harper and Row Publishers (3rd Ed).

Conner, D.T. (1961). Introduction to the Philosophy of Education: London: Methuen and Co.

Henry, Nelson, B (Ed.) (1955). Modern Philosophical and Education: Chicago: 54th year Book

of NSSE, Part –I, Univ. of Chicago Press.

Kneller, G.F. (1963). Foundations of Education: New York: John Wiley & sons, Inc.

Kneller. G.F. (1964). Introduction to Philosophy of Education: New York: John Wiley.

Morris, Van Cleve (1961). Philosophy and the American School Houghton: Boston: Mifflin

Co.

Park, Joe (Ed.) (1975). Philosophy of Education: New Delhi: Sterling Publishers Pvt. Ltd.

Phenix, P.H. (Ed) (1961). Philosophies of Education: New York: John Wiley & Sons.

Prince, Kingsley (1962). Education and Philosophical Thought, Englewood Cliffs, N.J. Allyn

and Bacon, Inc.

Rusk, Robert, R. (1962). Philosophical Bases of Education: Warwick Square, Univ. of London

Weber, C.O. (1968). Basic Philosophies of Education: New York, Holt, Rinehart and Winston

Inc.

Wingo, G. Max (1975). Philosophical Bases of Education: An Introduction: New Delhi:

Sterling Publishers, Pvt. Ltd.

Wyan, J.P. (1963). Theories of Education: New York: Harper & Row Publishers Inc.

Course Outcomes Mapping With Programme Outcomes

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Sessional: 30

End Sem: 70

PSYCHOLOGY OF LEARNING

Course Objective: To understand the concept of learning along with cognitive and social

learning theories.


1. know the concept and definitions of learning.

2. get acquainted with early theories of learning and their relevance.

3. understand the concept of Transfer of Learning and educational implications of

transfer of learning.

4. exemplify programme learning, types of programme learning and their educational

implications.

5. apply Computer Assisted Instruction for effective teaching.

UNIT-I Definition of learning

1. Meaning, concept and definitions of Learning.

2. Factors affecting learning.

3. Thorndike`s Connectionism.

4. Classical conditioning theory by Pavlov.

5. Skinner`s operant conditioning theory.

UNIT – II Cognitive Theories of Learning

1. Insight theory.

2. Tolman`s sign-gestalt theory.

3. Brunner`s cognitive psychology.

4. Stages of cognitive development and process of learning.

5. Lewin`s Field Theory.

UNIT – III Social Learning Theories and Instructional Techniques

1. Gagne`s Hierarchy of learning.

2. Rotters’ Social Learning Theory.

3. Bandura’s Social Learning Theory.

4. Programmed Instruction.

5. Computer Assisted Instructions (CAI).

BOOKS RECOMMENDED:

1. Bigge, M.L. (1982). Learning Theory for Teachers, IV Edition, London.Harper&

Row.

2. Bigge, M.L. & Hunt M.P. (1963). Psychological Foundations of Education: New

York: Harper & Row.

3. Hilgard, E.R. (1948). Theories of Learning: New York, Appleton,

4. Hilgard E.R. & Bower, G.H. (1966). Theories of Learning New York.



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Sessional: 30

End Sem: 70

METHODS OF EDUCATIONAL RESEARCH

Course Objective: To have a holistic view on methods, purpose, types of educational

research and to have hand on experience on different tools and

techniques of research.

Course Outcomes:After completing the course, the students will be able to:

1. know the concept and importance of educational research.

2. elaborate the purposes of educational research.

3. explain the general research procedure.

4. identify various sources of research problem.

5. enlist the characteristics of research hypothesis, null hypothesis and directional

hypothesis.

6. analyze the items used in research.

7. evaluate the importance of various research tools and their characteristics.

UNIT-I Meaning, Purposes and Types of Educational Research

1. Meaning, definitions and importance of educational research.

2. Purposes of educational research.

3. Procedure of educational research.

4. Identification of Research problem

5. Hypothesis: concept, classification, null hypothesis, directional and non-directional

hypothesis.

UNIT-II Types of Research

1. Fundamental and applied research.

2. Historical research

3. Descriptive research

4. Experimental research.

5. Action research

UNIT-III Tools and Techniques of Research

1. Characteristics of a good research tool.

2. Rating scales and their uses.

3. Questionnaire and interviews and their uses.

4. Projective techniques and their uses.

5. Socio-metric techniques and their uses.

Books Recommended:

1. Best J.W. (1978) : Research in Education, Englewood and cliffs N.J.

2. Black & Champion (1976) : Methods and Issues in Social Research, Wiley.

3. Kerlinger F.N. (1973) : Foundations of Behavioral Research, New York

Hold, Rinehart and Winston Inc.

4. Sax, Gilbert (1979) : Foundations of Educational Research Prentice Hall.

5. Singh A.K. (1986) : Tests, Measurements and Research Methods in

Behavioral Sciences, New Delhi, Tata McGraw Hill



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EDM-1004 M.A.(Education) Sessional: 30

End Sem: 70

PRINCIPLES, METHODS AND TECHNIQUES OF GUIDANCE

Course Objective: To enable the learners to understand the nature, tools and techniques of

guidance and also organization and evaluation of guidance programme.


1. get acquainted with the concept and need of guidance and counseling.

2. know the different kinds of guidance and counseling and their importance at various

levels of education.

3. differentiate the standardized and non-standardized techniques in guidance

programme.

4. analyze organization of guidance and counseling program.

5. learn the approaches of evaluation of guidance and counseling

UNIT-I Meaning and Nature of Guidance

1. Meaning and concept of Guidance and counseling.

2. Need and scope of guidance and counseling.

3. Principles of guidance and counseling.

4. Functions of Guidance at School level.

5. Types of Guidance- Educational, Vocational, Personal & Social.

UNIT-II Tools and Techniques of Guidance

1. Records: Anecdotal and cumulative records.

2. Psychological Techniques: kinds and importance for guidance programme.

3. Individual programme.

4. Group Guidance Techniques.

5. Directive, Non-directive and eclectic counseling.

UNIT-III Organization and Evaluation of Guidance Programme

1. Content of good Guidance programme.

2. The role of Administrator in Guidance programme.

3. Qualities and responsibilities in Guidance Programme.

4. Approaches to evaluation of Guidance programme.

5. Recent research trends in guidance.

Books Recommended:

1. Adams, James F (1965). Counseling and Guidance: New York: The Macmillan Company.

2. Baqer Mehdi (1966). Guidance in school NCERT.

3. Baqer Mehdi (1999). Guidance & Counseling, Vikas Publishing Pvt. Ltd. 4. Bennet, Margret E (1963). Guidance & Counseling in Groups, McGraw Hill Company.

5. Gibson, R.L. & Mitchell M.H. (2009). Introduction to Counseling & Guidance Learning:

New Delhi: PHI Pvt. Ltd. 6. Gladding, S.T. (1992). Counseling: A comprehensive Profession: New York: MacMillan

Publishing Co.

7. Hopson, Barrie & Hayes, John (1963). Theory & Practice of vocational Guidance. A selection of readings: Oxford: Pergoman Press Ltd.

8. Johnson, Walter F (1965). Theories of Counseling: New York: McGraw Hill Book Company.

9. Johnson, Walter F. (1961). Stefflre and Edefelt, Roya: Pupil Personal and Guidance Services,

McGraw Hill Book Company, Inc. 10. Jones, A.J. (1970). Principles of Guidance McGraw hill Book Co.

11. Lewis, Edein (1970). The Psychology of Counseling Renehart and Winston, Inc Hot.

12. Mathewson, Robert Hendry (1962). Guidnace, Policy & Practice: New York: Harper and Row Publishers.

13. Miller Frank W Guidance (1961). Principles & Services Charles E. McMillan Book Inc.

14. Mosher Ralph I, Carle Richard F. Kehas, Chris (1952). An Examination: New York: Harcourt Brace & Work Inc.

15. Patterson Cecil R (1967). The Counselor in the School: New York: McGraw Hill Book

Company

16. Roeber Edward C, Smith Gleen E &Clifferd E (1955). Organization & Administration of Guidance Services: New York: McGraw Hill Book Co.

17. Stewart, N.R. (19780. Systematic counseling: New Jersey: Prentice Hall, Inc, Englewood

cliffs. 18. Shostrom, Evertt I, BRammer, Lawerence M (1952). The Dynamics of Counseling: New

York: McGraw Hill Book Co.



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ALIGARH MUSLIM UNIVERSITY, ALIGARH Optional


EDM-1012 M.A. (Education)

Sessional: 30

End Sem: 70

NON FORMAL AND ADULT EDUCATION IN INDIA

Course Objective: To acquaint the learners with the need and purpose of non Formal and

adult education along with their some special aspects


1. understand the concept and need of Non-Formal Education for achieving

universalization of elementary education.

2. acquaint with meaning and concept of adult education and methods and techniques of

adult learning.

3. comprehend the role of open university, continuing education and correspondence

courses for the illiterate adults and their development.

4. critically analyze issues of Non-formal and Adult education in India

5. examine the governmental efforts in the field of Non-formal and Adult education in

India.

UNIT-I Non-Formal Education

1. Concept, need and purpose of Non Formal Education

2. National Scheme of Non Formal Education

3. Methods and materials for Non Formal Education

4. Selection and Training of personnel for Non Formal Education

5. Monitoring, evaluation and research in Non Formal Education

UNIT-II Adult Education

1. Concept, need and purpose of Adult Education

2. National Adult Education Programme (NAEP) and National Literacy Mission (NLM)

3. Methods and materials for Adult Education

4. Selection and training for personnel for Adult Education

5. Monitoring, evaluation and research in Adult Education

UNIT-III Some Special Aspects of Non Formal Education & Adult

Education

1. Role of Universities in NFE and Adult Education Programmes.

2. Continuing education and Extension Programmes.

3. Correspondence education and Open University System, their need and advantages.

4. Mass Programme for Functional Literacy (MPFL).

5. Major Issues of Non-formal and Adult education in India.

RECOMMENDED BOOKS:

1. Gupta, Y.K. &Vyast, Jaipal : “Literacy at Cross-Roads” VidyaPrakashanMandir,

Singh (1999) Ltd. Meerut,

2. Nail, J.P. (1977) : Some Perspectives on Non-formal Education (Allied

Publishers Pvt. Ltd., Bombay

3. Chandra, Arvind and : Nor-formal Education for all (Sterling Publishers

Anupama Shah (1987) : Pvt. Ltd., New Delhi

4. Singh, R.P (1987) : Non-formal Education: An alternative Approach

(Sterling Pubs. Pvt. Ltd., New Delhi

5. Singh, R.P. and Neerja (1979): Non-formal Education : An alternative to formal

system (Bahri Publications Pvt. Ltd. , New Delhi

6. Ansari, N.A. : Adult Education in India (S. Chand & Co.

Ltd. New Delhi

7. Anand, Satayapal 1979) : University without Walls : Correspondence Education in

India, Vikas Publishing House Pvt., Ltd., New

Delhi

8. Report of the Education : Ministry of Education, Govt. of India, Govt. of India

Commission (1964-66) Press, New Delhi, 1966

9. National Policy on Education : Ministry of Human Resource Development, Govt.

of India (Deptt. Of Education) New Delhi,

10. National Literacy Mission : Ministry of Human Resource Development, Govt.

Of India, New Delhi.



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ALIGARH MUSLIM UNIVERSITY, ALIGARH Optional



Sessional: 30

End Sem: 70

PROBLEMS OF SECONDARY EDUCATION

Course Objective: To inspire learners to be sensitive about the growth and development,

problems and issues of secondary education and functioning of some

government organizations.


1. know the history of development of education system in India.

2. understand the 10+2+3 system of education.

3. explain the reports of secondary and Kothari education commissions.

4. interpret functioning of various government organizations for secondary

education in India.

5. enumerate problems of secondary education in India.

6. summarize central and state govt. policies and programs at secondary school

level.

UNIT-I Growth and Development of Secondary Education System in India

1. Pre independence secondary education

2. Secondary education commission

3. Kothari education commission

4. NPE1986

5. 10+2+3 System of education

UNIT-II Government Organizations for Secondary Education in India

1. NCERT

2. CBSE and other state secondary education boards

3. National Institute of Open Schooling

4. KendriyaVidyalyaSangthan

5. NavodayVidyalayaSamiti

UNIT-III Problems and Issues of Secondary Education in India

1. Different types of challenges to secondary education in India.

2. Measures to improve quality of secondary education.

3. RashtriyaMadhyamikShikshaAbhiyan

4. Continuous and comprehensive evaluation at secondary school level.

5. Computerization of secondary schools in India

Books Recommended:

1. Chauhan, C.P.S. (2004). Modern Indian Education: Policies, Progress and Problems.

Kanishka publishers.

2. Kothari Education Commission Report. Govt. of India

3. National Policy of Education-1986. Govt. of India

4. Rao, V.K. (2008). Secondary Education. Ashish publishing house, New Delhi

5. Rao, V.V. (2004). Education in India. Discovery publishing house, New Delhi

6. Secondary Education Commission Report. Govt. of India

7. Sharma, R.N. & Sharma, R.K. (2004). History of Education in India. Atlantic

publishers, New Delhi

8. Sharma, R.N. & Sharma, R.K. (2004).Problems of Education in India. Atlantic

publishers, New Delhi



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philosophical foundations of education · books recommended: archibaalt, reginald...

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