DEARDEN'S LIBERLISED CONCEPTION OF TEACHING

Dearden’s Liberalised Conception of Teaching: Dearden is view that teaching means to bring appropriate understanding of frame work, mental growth and growth from out side. Further he says that teaching is to enable child in terms of i ntellectual integrity and capacity to form their own independent judgement. Moving ahead, he insists upon teaching should be impersonal rather imposing personal openions. Again , he emphasizes that teaching meant for e nabling child to learn the the validation procedures for judging the adequacy of a concept within the given domain of enquiry. Now, he assserts that teaching should be initiated with child’s actual experience, rather teacher’s experience. Finally, Dearden assumes that teaching should be a juducuouos sellection and only not provide just a piece of information but transform the child’s concepts.

Whereas Percepective on Teaching By Hirst and Peters. They think that teaching is interrelated with learning and education. And say that learning must take place in a teaching situation. They consider that in teaching teacher must provide the opportunities to make their choice areas of concern and activities so that they can perform and explore new things, naw form of ideas. Broadly speaking , they affirm that teaching shuold be indicative in the regardof pragmatic sense, what what child are to be learnt or taught It seems that they have laid the emphasis on teaching that teacvher should teach according to child’s cognitive state[ mental development].

At last, they openion that teaching content and methods should not be in the vast range.


Subject matter should be balanced, what is ti be taught. They seem to agree whith teaching should be child-centred
Commonalities in Both Their Approach: Both seem to be thinking about teaching meant for child’s actual participation and self understanding [concept] . Their objective of teaching, indicative , sellective about what is to be learnt or taught. They confess that schooling is necessary for education.

Differences in Their Emphasis: Dearden’s perspective of teaching is based on child’s actual experience [discovery] , on the contrary , they emphasis on child’s actual learning thruogh teaching and content and methods. . Dearden seems not in favour of teaching should be child-centred , rather raises question, while they assert on teaching should be child-centred. Dearden’s core focus of teaching to enable child to form their own desirable understanding. But they consider teaching is interrelated with learning

[b]Dearden Approach for Good Teaching: Dearden’s perspective of good teaching emphasises on childs learning from his own experience in a stimulating environment and learning by discovery.. He regards vital role of child’s experince and concept in human learning. According to Dearden tyhere are following requirement for good learning
i- Teaching should be fully conscious way and fun should not be focus.
ii-He assumes that fundamental concept formation in order to grasp the content .
iii-Teaching objective to enable them to form their own understanding of judgement
iv-Teaching through learning
v- He advocates teaching authoritarian..

Approach of Hirst and Peters for good Teaching;
Both consider that teaching is closely interrelated the very concept of education and learning. They try to convey that one can not set up his own understanding and conceptual clarity, unless he knows three closely interrelated terms. Both confess that role of school in terms good teaching is very prominent. They seem to be emphasising on child-centred. According to them there are following point for good teaching.
i-teaching is closely interrelated whith , education and learning.
ii-Teaching thruogh child’s actual learning.
Iii- Intention of teaching is to bring about learning.
iv-Teaching should be indicative about what is to be learnt.
v-The teaching according to chil’ds cognitive state.
vi-Teaching should be based on balanced contents and methods. -

[c] Critical Evaluation of these Approaches: Hirst and Peters tails about teaching shuold be child-centred. If teaching goes according to child , it will become childish activity.A teacher shuold be in a class as a teacher. Teaching should be like when a teacher comes into the classroom ,there must be presence of authority while being friendly hand to hand.Another ,aspect as Dearden does not talk about teaching should be the child’s cognitive state[mental development].

What teaching by mean is that teaching language shuold be simple and lucid, while delivering the class lecture. The motif behind it that class is multicultural , ethnic background, where child come from different setting.As the same time, their language whatever is areas concern, will not be same.that is why in class there is hierarchy, chios , differences, during the class presentation performances are not same. Therefore, teacher must try to teach their respective subjects taking concern the child’s mental state and they must strive their the best as possible as can speak in lucid and straightfarward manner so that the child can grasp in approapriate way and also can form their own structural concept, what about the lecture is being delivered by teacher.

Due to the language problem regarding teaching some child drop-out their education meanwhile. Thereare some point will probably be hepful for good teaching
i-Teaching of content should be focused and fun should be avoided..
ii-The language of teaching should be according the level of child in oreder to understand completly.
iii- The pedagogy of teaching should be life-like-situation.
iv-Teacher must be friendly in terms of problem solving, which doubt can be cleared up
before him any time, whether in the class room or outside the class.
v-For teaching, discrimination, segrigation, and partition should not be operated in the classroom
In a sense that girls should be given more focus and boys should be given less attention. Another way, somechild who perform well , need to be given more consideration, whereas average child should not be ignored, rather they need to be given special ,needs, and private-vesiting, in order to associate them in the main stream of the class.