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.

THEORY OF HUMAN NATURE AS CLOSED SYSTEM

THEORY of Human Nature as Closed System: Haberman and Stevenson seem to suggest that being a social person , it is human propensity to have certain beliefs system, whatever it is rational or irrational [belief]. But time to time , fundamental question arise in human mind; who am i ? what is my place in the whole world[cosmos] of things? Why problems come in human lives? Overall it is the human being who thinks critically about his problems and difficulties and overcome its. Here, it is pertinent to note that human bieng is a rational, although he has some beliefs. As Descartes denied the existence of God. According to him’’ i think , therefore i am’’ He created a fundamental duality bitween mind and matter.Marx is of view that ‘’human beings , class struggle are determined by social condition ‘’ , whereas kant’s views that ‘’ human are rational being ; pure , practical, reason’’. Man can not think beyond reason. Sartre ‘’man is condemned to be free’’ it means existential philosophy emphasises that form your own judjment , thinking. Rival beliefs abuot human nature are typical embodied in different individual ways of life and in political and economic systems.

In this way, the Haberman and Stevenson develope a rational ,empirical , no religious picture of human beings . It seems thst authers want to say that you need not believe in one perticular ideology, rather you should percieve divergent kinds of ideology.
[b] Dearden explains three kinds of concept , which are perceptual , practical , and theoretical.
Perceptual Concept: It is certain kinds of physical object and material that we recognise it ia this and it iis that .For example, tree, boll, dog , bird, earth, red, heavy, and so on.

Practical concept : Those physical objects which exist but we can not understand , instead of seeing how they act in a form of social life .
For example, chail , pen , telephone , shop, curtain and so on.

Theoretical Concept: Man has created certain construct , set of network , idea that have highly interrelated whith exploratory things or historical investigation. It can not be understood through many examlples or single explanation. It needs to be connected in larger structure of phenomena.
For example ,idea of electricity , Literature , genre of archetype.

[c], Logical Priority: the premises of the structural concept in order to understand something. Logical priority is structure of building concept. It is basic constituint of concept.
Foe example, apple and mango> Fruits.
If we want to understand about fruits first, we will need to know varieties of fruits[apple, mango ,orrange, banana].Unless we do not know about mango, apple, banana,etc., we can not understand the bigger concept of fruit
Temporal Priority: It is structure of learning and teaching. It means to say that if want to understand the concept of nuances, we need to know temporal priority[ in time] or preceeding concept.
For example, justice and society> social justice. In order to understand the concept of ‘’social justice’ , first of all, it becomes necessary for us to know small unit of society and justice, then we can grasp the maening of ‘’social justice’’ . Therefore , one can say that logical priority is basic structural concept , whereas temporal priority is structure of preceeding [in time] concept.

[d] Three condition for teaching explained by Hirst and Peters.
i-Indicating What is to be learnt: Whereas teaching is concerned it becomes necessary to be indicated, when child are being taught by teachers. Taking into n consideration that teaching is an activity, when teacher comes into class room, keep teaching and just spend his valuable period. It is not meaningful at all. Teacher must be conscious about his short limited time and utilise it such a manner , introducing them whatbbis to be learnt for today.
Unless and until teacher does not denote about what chil are about to learn in the class today,it will not be purposeful teaching.Being taught one period , child can not findout .
For example , teaching Literature it quite becomes compulsory , let the child be awared about devices of literature [novel, drama, poetry, prose,etc.]

ii-The learner’s Cognitive state; The best way for teachers to proceed towards teaching is to enquire the child rational thinking and mental development in more orgnised kind of way inorder to assess the learners cognitive growth. towards teaching is to enquire the child rational thinking and mental development in more orgnised kind of way inorder to assess the learners cognitive growth. Having observed the child mental state, teacher shuold deliver his lecture, so that all the child can grasp easily and accurately. For example , a classroom is multicultural and ethnic background, where students come from divergent regional setting, at the same time,their cognitive development also varient to one another. Therefore, at least for teaching it becomes necessary condition to child’s cognitve state and accordingly teaching activities should be like-wise.
[iii ] Content and Methods: The third condition of teaching is content and methods. It means that there should be balance between content and methods. In a sense that , content should not be either too vast range or too short. Teaching activities should follow following specific activities.[a] What is to be learnt as a result of the teaching –learning activities that are being planned.[b] The content to be used to express what is to be learnt. [c] the method or form of presentation of this content should be precise. [d] the subject matter should be modernised and it should not be old pattern. [e] Another thing is teaching method must be involve exercise of skills and value education . Therefore, certain content and methods play very vital role in the aspects of teaching in providing the best copetence and performance for the child and teaching object must be core focus for content and mehtods of teaching activities.

ROLE OF SCHOOL AND SOCIETY IMPARTING CONSTITUTIONAL VALUES OF EQUALITY,JUSTICE,FRATERNITY,FREEDOM AND SECULARISM

MACRO POLITICS
, Rastriya Swayamsewak Sangh [RSS] grew under the leadership of Dr. Hedgewar and remained on the periphery on the Indian politics as a milititary Hindu group. Still, The RSS takes the full advantage of communal riots..The RSS has approximately 45000 shakhas , all over the country and educational organization network whose lexicon ‘Hindu’ which claims all who are born in Hindustan . The RSS stands under the banner of Hindu as the major community of India. The RSS ,whose front are the VHP [Vishwa Hindu Parishad] and BD [ Bajarang Dal] and its successor the BJP [Bharati Janata Party]whom the RSS wants to see in political power.
For example, the RSS fronts VHP denounced Deepa Mehata’s projected film water in Varanasi ,in 2000 year. The film was based on the novel of ‘City Under Curfew’ by Vibhuti Rai. And another , the RSS students fronts Akhil Bharatiya Vidyarthi Parishad [ABVP] also denounced Anand Patwardhan’s award winning film on Ajodhya ‘In the Name of Ram’ . In field of education ,the RSS fronts organization Vidya Bharaty today is a non –governmental sector and has around 13000 educational institutions including Sarswati Vidya Mandir.

The emergence of BSP [Bahujan Samaj Party] grew under the leadership of late Shri Kanshi Ram ,a Dalit based party has been playing a important role in development of society and politics of Uttar Pradesh since1980s. The BSP whose front BAMSAF [ Backward and Minority Classes Employees Federation] and DS-4 [Dalit Shoshit , Samaj ,Sangharsh ,Samiti] both make field for BSP in order to get political power. Still , BSP [ leader Mayawaty, CM of UP] has constructed a strong Dalit Movement , based upon identity and conscious ness . BSP has left in its avowed goal of displacing manuadi [representing upper caste] forces and introducing social change . Now BSP has made compromise with same forces and currently ruling with slogan ‘’ Bahujan Sukhay , Bahujan Hitay’’ [ egalitarian society].

In UP , BSP has created a new identity and counter ideology to the Verna system of ‘ Dalit ‘and ‘Ambedakarism’ respectively. The BSP has got breakthrough in removing the hold of Brahmanical ideology. This has also succeeded in removing the submissive attitude and atrocity upon Dalits and providing them with a new confidence and self-respect.
MICRO PERSPECTIVE
Varanasi district is situated in eastern Uttar Pradesh with a population of 4.9 million. Varanasi has a significant presence of 18 per cent of Scheduled castes but no Scheduled tribes. The traditional elite of the city have been traders and landowners of local Vaishya castes. Despite the position of the Hindu dominated culture, Muslim has population 30 per cent in Varanasi city. The commercial life is based on the manufacturing of silk , sari usually Muslim weavers and Hindu traders. The literacy rate of Varanasi district is 47.7 per cent [62.5 in urban Varanasi ] , lower than the national average of 52.2 percent , but higher than the average of the whole of Uttar Pradesh.

SARSWATI SHISHU MANDIR

INTRODUCTION
It was situated at Muradahan on the main road of Sindhora , in Varanasi. It had no vast play ground. The students attending of the school would come from the neighboring village. There are five small hamlet come under the Murdahan Village. It was located with rural setting. The socio- economic profile of the school were middle class, lower middle and lower class. The occupation of students parents were almost depend on agriculture and sari weaving. There were hardly some students whose parents were employee.

ADMISSION PROCESS
For taking admission , newcomer students had to go through a formal test that was held in the form of oral and written test by the school. For nursery class , children were asked their names , parents and address etc. In another class I , students were supposed to write their names , parents name and address. The admission form was 20 rupees and monthly fee 15 rupees. There was no privilege for students for any particular group , caste , religion , during admission . Caste discrimination [ Jat-Pat Ki Bhavana ] in school philosophy was not considered . Although the school say all people were the same –only Hindus. This non-discriminatory attitude could be reflected only in their admission process for which they did not ask either the student’s caste or religion. The name of classes were called in following manner.
Nursery [ Arun]
Kindergarten [Uday]
Class 1 [Pratham]
Class 2 { Dwitya]
Class 3 [Tritiya]
Class 4 [Chaturth]
Class 5 [Pancham]



SCHOOL
There were seven room [ Tin shed] for teaching under which the students were taught. There was no Pakka room except the office. The school had a small play ground . the school had classes on the ground. The premises of school was rented base. The school time table was 7.30 to 1.00 p.m in summer season and lunch break in between 10.30 t0 1050. In winter season , the school timing was 9.30 to 3.00 p.m and lunch break in between 12.30 to 1250 . the educational term of school would open 1th July and closing date 1th may. The school would have summer break 1st of May till the 30th of June in every year .There was no winter vacation in that school. The school would close as largest holiday on the occasion of Dashehara [victory of Ram over Ravan]. There were several photos hanging over wall of the class , such as Bharat Mata , Sarswati , Shri Ram ,map of India. And great personality such as , Gandhi Ji , Lal Bahadoor Shashtri , Lala Lalalajapat Rai, Bhagat Sigh, Swami Vivekananda so and so.
SCHOOL CURRICULUM
The school would start with Sarswati Vandana [prayer] ‘’ Ya Kendund Tushar Har Dhawala……… . ‘’
There were 10 subjects over there that being taught such as Hindi , Sanskrit ,English, Moral Education, Arts, Physical Education, Mathematics, History, Music. These all were compulsory for every students. The medium of instruction was Hindi. English and Sanskrit languages were taught from class 2 onwards. The text books had to be bought from at the school office , which was published by Vidya Bharati Publication in Mathura.
EXTRA ACTIVITIES
Apart from the 10 subjects , PT [ Physical Training ] and character building knowledge were taught in order to make the children more responsible and mindful of their duties. The teachers would indoctrinate children’s mind a feeling of patriotism , religious and morality for the sake of Hindu nationalism.
SCHOOL PROGRAMME
The school used to have half day on Saturday in each week. On the same day , school used to have cultural programme , such as Desh Geet, ‘ Desh bhakto ke koon se pakhara hua , ye aajad ka taj hamara hua ‘ and ‘ Vande Matram ‘ and Bharatiya Sanskrit Geet , ‘ Janani janma Bhoomishcha ,shwargadpi gariyashi ‘’
School Culture
When the students would enter the gate of the school , they had to touch the feet of their teachers. In the school , respect being made as mandatory for the children to address each other as’ Bhai ‘ and ‘Behan’ right from the beginning . Even class teachers had to address the same thing for addressing students such as’ Bhai Manish ‘ and ‘ Behan Saroj’. The children were called by by the students as ‘’ Acharya Ji’’ which meant one who educates through his own behavior as a role model. Those days teachers were supposed to be ideal person in the school. There was no educational trip for students for outside the school. The students must have compulsory uniforms, white shirt was common for both and navy blue shortpantfor boys and skirts for girls. The school had belief in home-visit with parents –teachers three times in each year. The class teacher used to visit student’s home and got acquainted with their parents. The techers would suggest parents to ensure their children bathe ,dress, nutritious food, tip-in before sending the school. The students being taught as ‘’ Aap’’ for elders and ‘’Tu ‘’and ‘’Tum’’ was strictly prohibited for using inside or outside the school.

TEACHING PROCESS
In Sarswati Shishu Mandir school timetable for teaching was fixed. Each period was consists of 30 minutes. Being taught the students , then teachers would take attendance. Before starting the teaching , they would write day ,date, and subject on the black board . the teacher would often dictate the answer, question and students follow. If somebody made noise or misbehaved , then undoubtedly teachers would slap or give physical punishment . The lecture was the form of teaching , asking question , and encourage them to answer and write down the completed chapters. The teacher would give stress on revision of previous work. When strict teacher entered with stick , the class would seem pin drop silence .When the teacher entered into the class , all the students had to stand up as respect. There were two monitor in each class and they were selected by students. There was two side in each class , girls side and boys side. Each monitors was assigned some task respectively . for girls[monitor ] had to bring water for the school teachers in lunch period. For boys[monitor ] had to bring stick daily from their home. During English class ,first, the teacher would write down on black board and speak aloud in English then repeat in Hindi and say student to jot down. There was no gender equality in class. The girls were supposed to sit other -side . The girls were not supposed to talk to boys and interaction the class.
TEACHERS
There were seven teachers excluding a maid servant. They all would come far from another village . They all belonged to upper caste[Brahmin] . They were paid very less amount around three hundred for seven hours. They seemed to be trained teacher because time and again they used to go for training outside .
STUDENTS
The students attending the school would come from small hamlet .They belonged almost to Hindu
Communities [all castes]. A few of them were from minorities. The number of boys were more rather
than girls .The students had to touch their parents feet when they awake up in morning and before

leaving the home to school .The student daily conduct of life was asked during special parents-teaching
meeting, whether the child was imbibing good[Sanskar] or not.

SCHOOL AIM AND IDEOLOGY

The school , Sarswati Shishu Mandir was popular during that point of time because they were imparting
the knowledge of Hindu culture , Identity , Sanskar , Bhartiya Sanskriti in children mind and
behaviour.Infact, the aim and objective of school revealed that how the ‘Hindutva ‘ ideology or
‘Bharatiya ‘[ Hindu] culture and value were inculcated into the curriculum and young brain of the
students through teaching process. The feeling of brotherhood [ Hum sub ek hai] among among Hindu
communities, the school intended to propagate through school curriculum. The school used to put
the emphasis on creating the Bharati Sanskrity and creation of the strong bond of Guru-Shishya[pupil]
relationship. The inclusion of photograph of ‘ Bharat Mata ‘ it defined Bharat Mata as Hindu.


DR. BHIM RAO AMBEDKAR VIDYA MANDIR


INTRODUCTION
It was situated at Gahani ,two km.away from the main road of Sindhora , in Varanasi. It had big play
ground . The students attending of the school would not only come from nearby village but also from far and wide because there were only two middle school s over there. The school was located in rural background , where the student come from an uneducated family. The socio-economic profile of school lower middle , and lower class. The occupation of parents were farming, sari weaving, and local labor. Besides this school, there was one school[middle or junior] belonging to Upper Caste around there. In the school most of the students would come from first generation students


ADMISSION PROCESS
For admission , there was no criteria of oral or written test The students were simply required to fill up the admission form and get admission. The admission form cast 25 rupees and monthly fee 15 rupees respectively. Being Dalit school , upper castes children did not come. In that school there were three classes –vi, vii, viii.
SCHOOL
There were around 150 students in that school. There were three big Pakka room . The school had good
infrastructure with limited resources. The school had summer vocation in winter season. There were several photographs over wall of the class such as Dr. Bhim Rao Ambedkar, Ravidas , Kabir , Sarswati ,,Bhagat Singh, Subas Chand Bosh ,Swami Vivekanand and map of India. This school was probably aided.
.
SCHOOL CURRICULUM
The school would start with Sarswati Vandana[ prayer], ‘’ Twamev mata chapita twamev , twamevVidya dravidam twamev ‘’. There were nine subjects , Mathematics, English, History, Georaphy,Sanskrit,,Agriculture,Arts, Physical Education, General Science. The medium of instruction was Hindi. And all subjects were compulsory for every students. The text could be purchased from market published by Basic Shiksha Parishad.

.
SCHOOL CULTURE
There was cultural program, which was held on Saturday of last day of each month. There was no such
strict rule that student must touch the feet of their teachers as compulsory. The students generally
would like to address each other by their names. There was no sign of patriarchy system like special
parent –teacher meeting. There was scholarship for Scheduled castes. The students would address ‘’Master Saheb’’ for the teachers. There was no dress code[ uniform] .for the students.

EXAMINATION SYSTEM
The school would conduct two exams in each year , [i] Half Yearly [ii] Annual Exam. The exam paper was
not set by the school teachers rather it was come from market [publisher].No body happened to fail .



TEACHING PROCESS
There was no specific class , which could be associated with a specific teacher. The classes were taken by the teachers at randomly. The class teachers attendance would take first, then start teaching. First, the class teacher s would write on black board, day date. Subject and question –answer then students were told to copy down. The teachers would focus on revision the answer and memorization of syllabus so that student could write in exam. The students were given daily homework so that might be engage themselves.
The class teachers were not well educated and trained. The teachers were not punctual and in absence of them ,monitors used to take class. There used to be class test in the end of month. There was gender equality in class room regarding students could talk and interacts with each other.
There were only four teachers , who would teach continuous. They all would come from their respective place. They all belonged to Scheduled Castes[ Chamar]. Some of them were leader of BSP[Bahujan Samaj Party].The teachers –students relation was respectful, friendly and homely.
STUDENTS
The students attending the school would come from far and wide village. The students were almost belonged to Scheduled Castes and less number OBC[Other Backward Castes.]The number of boys and girls were equal .
PRINCIPAL
The principal of that school was from a Scheduled Caste,[Chamar] an Army retired. He would also come from three km.away from the school. He would teach us English.
SCHOOL IDEOLOGY
The aim and objective of the school to spread the message of Dalit Identity and Awareness about Ambedkarism[ equality ,brotherhood, social justice and liberty] in children’s mind and society. The very concept of philosophy of the school aimed at nurturing enable a child to do well. The inclusion of a photograph of Dr. Bhim Rao Ambedkar, reveals as forefather and Dalit Identity.

Note-In Dr. Bhim Rao Ambedkar school some common point has been left out which can be visualized in the RSS school, Sarswati Shishu Mandir regarding time table , time routine of class.

UNDERSATNDING THE STRUCTURE AND PROCESS IN SCHOOL CURRICULUM AND SYSTEM THAT EXCLUDE ETHNIC GROUPS

To begin with structure and processes in context of school , it would not be untrue to say that school serve to exp,lain and justify its own existence as a way of life . School denotes to to the net work of social system that is monitor the value and ideology of state .the success of ideological reproduction through schooling depends on a variety of factors such as child’s lived experience with the dominabnt ideology.

In addition to that school imparts knowledge and encourage positive attitude of the state and . in school teachers deliberately attempt to inculcate in their pupils an unshakable commitment and loyaly towards core objectivr of school. Those children are drilled by their teachers in the answers that do not raise the objection to the claim of ideology of school, such as ‘ Bharat mata Ki Jai’

In general, each school has its own syllabus and curriculum whether it is affiliated to cbse or icse. Hidden curricuklum refers that pupils learn things that are not actually taught in the foramal curriculum. However, the besic motto behind the concept of the hidden curriculum linkage to to the way the learning process is organized.
a- Consciously. For example.
In terms of the physical organization of the school itself is a separate from the home and workplace. The organization of the class room teaching standing at the front and pupils seated in arranged rows.
b- Unconsciencly-. For example
The way individual teachers interpret the behavior of pupils. The way teacher have different expectations of behavior in class.

A DEFINITION GIVEN BY Michael Haraambos [ Sociology : Themes and Perspectives , 1991] the hidden curriculum consists of these things pupils learn through the experience of attending school rather than the stated education al objective of such institutions.


The RSS [ Rashtriya Swanyasevak Sangh ] a educational institution which which was set up after Independence with foundation of a primary school at Gorakhpur in Uttar Pradesh in 1952. The core focus of RSS is to gain power and reorient the political arena. Its education front , Vidya Bharati runs one of the largest private networks of schools across the country which provides education mainly lower middle class students such as Vanvasi Kalyan ashram , sewa Bharati , Vidya Bharati School, Saraswati Shishu Mandir, and the ekal Vidyalaya foundation which runs single teacher pre-school centres.

In terms of teaching method the RSS agenda to create certan notion of citiz3enship and religious identity. In the RSS schoolimng curriculum and extra-curriculum messeges such as uniforms cultural function or cultural knowledge exams all serve to remove non-Hindu from the nation. The RSS from brings out its own text books as a supplement in order to correct the history by crude propaganda against Muslims and Christians. ‘Itihaas ga raha hai’ for class v, this text provokes children to remember ‘’ Whose is this country ? whose motherland , fatherland and holyland is it? Which people is it who call Sivaji , Ranapratap , Chandragupt , BhagawN Ram, Krishna , Dayanand their great leader and then the greatness of the RSS founders Hegdewar and Golwalkar.

Overall, the RSS aims at t6o implant in the child’s mind a dominant slogan- Bharat mata ki jai’’. The RSS education al institution calls themselves ‘ mandir’ or ‘ Temple’ which is a Hindus place of worship. The RSS has promoted itself as the self- appointed guardian of all matters of Hindus. At the Republic day celebration the RSS teacher asks ‘ Hamari mata kuan hai’ to which the students reply , hands raised ,fists cleched; Bharat Mata, bharat mata’.the teacher then asks twice ‘Iski raksha kuan karega’ to which they shout back twice Hum karenge’.

In this way, the first RSS Shakha was found to train the upper caste Hindus in leadership qualities and to prepare him for hegemonic functions within a deeply divided Hindu community at a time of social turmoil and school serve the same purpose. After passing out those students from such school feel proud of being called Hindus nation rather Indian because they already have been indoctrinated by their teachers. They will likely consider them colonizer and discriminate with Muslims and Christians. All Hindus have calluous attitude towards minorities because they think about them ,come from neighour country.

Educational condition of Muslims are backward on the basis of many reports and surveys emphatically assert that hindutva politics portrays Muslims as educationally backward and links to the religious orientation of the community. The hindu- muslims polititics in north india has resulted in developing an identity reactionqty to colonialism and two-nation identity.

In general, used estimated of literacy is in the census 65% of india population is literate. The literacy rate among muslims in 2001 was 59.1% . this is far below the national average [ 65%] . the census of indisa 2001 for the first time provides data that SRCs reveals consistently lower levels of Mean Yaers of schooling for the muslims community. The NSSO and NCAER estimate of current in crease in enrolmenta has been highest anmong SCs / STs 74% fooled by muslims 65% in 2004-05.
The status of the students who are currently not atttnding school has also been analysed by NSSO data. These students can be divided into two groups.
i-These who have never attended any school.ii-Those who had enrolled but dropped- out. 25% of muslims children in the 6-14 year age group have either nevr attended school or have dropped-out. This is higher than that of any oter SRCs anlyses. The incidence of drop-out is also high among muslims and only SCs/ STs have a marginally higher drop-oput rate than muslims.


According to SRCs on the an averge based on 4 yeaqrs of data 65% the upper caste hindu excludijng [ muslims [] likely complete their Primary education. Primary education seems to be major hurdle for muslims school education 44% and SC 39% ST 32%. The drop-out rates among muslims are highest at the level of Primary , MIDDle and Higher Secondery compared to all the SRCs. The Committee undertook a survey of students and fount out that only one out of the 25 Under- Graduate student and one out of the 50 Post- graduate student is a muslims in premier colleges[ IIT, CAT, IIM]. Morever, unemployment among muslims graduate is the highest among SRCs both among the poor and the non-poor. NCAER indicate that only about 3-4 of all muslims student of the school going age group are enrolled in Madarasa.


There are some sonsiderable reason that cause for drop-out.
i- Afart from limited availability from government, poverty is one of the major factors which contribute to the educational backwardness of muslims in india. Children are supped to help their in family income. Going to school would mean loss of this income.
ii- Schools after the Primary level are also fewer in muslims localities. Due to more distance from theuir home place, their parents do not allow to go them
iii- Despite lack of hostel facilities, absence of female teachers and others support system become hurdle for muslims education.
iv- School failure is also a major factoer in the hdrop-out of muslims children. A study by NCAER reflected failure in school as a reason gfor dropping out.
v- Lack of schools and Madarasa, muslims are deprived from basic education a large proportion of muslims atay in urban ares in slums and involved in casual labour.
vi- Discrimination and prejudice in class too operate in a very insidious manner.
vii- After completing Primary school students from a Urdu medium , they have to cope with a lots of difficulties in terms of languge. They have to access the hindi / englidsg / regional medium school. Due to this , their do not perform well and get effected badly.
viii- Muslim parents feel that education is not important fotr girls , that is wghy girlks are very soon withdrawn at qan early age to marry them off. This leads to a higher drop –out raytes anmong muslims girkls.

CONCLUSION
To bring about the desoierd and approprieye change, callous attitude towards muslims reform, muslim parents stereotype thinkinking towards English and girls needs reform, increased availability ion the school sector , effective implementation of reservation, prevention over RSS baised and nasty propaganda of Hindutva and other policy initiatuives are absolutely necessary.

REFERENCE#
1Young, M. [1971]. An Approach to the Study of Curricula as Socially Organised Knowledge,, London: Coller Macmillan Pub.
2-Jain R. Minority right in education.
3-Razzack, A. [1991] Growing up Muslim
4-Sarkar,T. [2006]. Educating the Children of thre Hindu Rashtra.: note on RSS School., In BIdwaiu, P. Mukhia , H., Vanaik, A. [eds] Rwligion, Religiosity and Communialism, Delhi: Manohar.
5-Sachar Committee Report.
6-Sunder , JN. [2004], . Teaching to Hate: RSS’ Pedagogical Programme, Economic and Politivcal Weekly, Vol,39, April 17.

EDUCATION AS TOOL OF IDEAOLOGICAL STATE APPARATUS AND SOCIAL REPRODUCTION IN COLONIAL AND POST COLONIAL PERIOD

In colonial period [Pre-British period], India was not an illiterate country. India’s land was more advanced in education than many christian country of the West. In earlier time , almost every village had its school religion. In colonial period in India, there were four methods of education at work. The education was being given by the Brahmins to their pupils, seats of Sanskrit learning, Maktabs and Madrassas for Mohmedans.




India in the 16th century was ruled by the Muslim monarchy of the Mugal empire and after the state through the military apparatus, local zamindar[landlords]. When the East India Company took up the political supremacy in India, they did not give any thought on the education. British educational policies in India were intended to control politically the Indian subcontinents and to keep its people economically dependent on British nation.



The East India Company was transformed from a commercial body to an administrative one. After that it became the government of India. Moreover the growth of official state aided education and arose that changes took place in this period such as Calcutta Madrassa(1781)was founded by Warren Hastings. The Banaras Hindu College (1791)it produced well-qualifed Hindu Law officers for court of justice.




The missionaries (Europeans) who also came in India at the same time. They were setting up schools for Indian children in their native language as well as English. After some times the East India Company decided to ban missionaries education. Despite it the Christian Missionaries intended to strengthen and pacify the traditional Indian elites(landlords,Brahamanas).

Important educational changes happened in the 19th century. The Anglo-Indian Vidyalay College was founded in Calcutta in 1816, followed by a Sanskrit College (1823). In this way, the opportunities for educated Indians were almost as bureaucrats in colonial government. At the same time, primary schools were limited but secondary mostly.



Private preparatory to college education, were being expanding. Finally, the British colonial policy neglected the primary schools. After Industrialization and Modernization the condition of primary schools and higher education have been expanded among the masses. The extension of educational system has brought social stratification and traditional structures of inequality. Due to lack of economical background, unequal academic performance, cohesion in levels of children. So, education has certain social function and social mobility,through which one can acquire lower strata to higher strata of social instability and occupational achievement.

UNDERSTANDING WOLPE'S REFLECTION ON GENDER EDUCATION

Ann Marie Wolpe is the first radical feminist who exposed the gendered education and practice of sexual division of women labor. She criticises upon Marx’s perspective in which the social reality of education and social operation is constructed and enforced from the social institutional settings to the people’s daily lives[ family


From a liberal perspective , gendered education and sexual devision of labor result from socialization that forces people to grow up with wrong notions about male and female. According to liberal thinking cultural ideas that restrict people ‘s freedom , to freely choose how to live their lives. Liberal gives focus on changing the ideas and cultural practices by rewriting the school text and reforming legal codes.



On the contrary , Marxist feminist perspective makes a direct link between capitalism and patriarchal subordination of women. In this way, women are exploited class in the capitalist mode of production [as tool, machine, product] .. In families and outside the families women do cheap labor especially as part time workers. Women can be exploited because they are considered as wives and mothers.Marxist thinking too pays less attention on gendered education and women’s sexual division of labour in families and in paid market.



Radical(progressive)feminist perspective: Wolpe argues that gendered education and sexual division of women labour are due to neither ignorance and lack of freedom nor to capitalism , rather it is result of the collective effort of men to dominate and exploit women. The main key problem radical feminist tries find out, is to understand ,how to sustain? And how it results produce and how it might be the ended?



She also focuses how man’s dominance of major social institutions enable women providing lower courses[home-science ,paintings embroidering]. She also manifests the core patriarchal values, norms, beliefs and through which men maintain their dominance. Wolpe criticizes upon Marx’s stereotype thinking about women and paying little focus towards gendered education and sexual division of women’s labor [wage] in domestic field works such as cooking , land farming so and so.In families women do work but they are being paid only shelter and food.



I agree with her views on gendered education . She says that ‘educational system fosters and reinforces the belief the economic success depends essentially on possession of technical and cognitive skills.’ Actually, in families parents mentality do not allow to expense more money over girls education as they do for boys. Moreover , girls are offered lower subjects [non technical] because they are not supposed to show their intelligence in field. They do not receive high-technical or professional education ,rather they pursue arts, home-sciences, embroidering that lead them towards clerical, managerial, receptionist jobs.


Second thing she argues that’ woman’s ambition is tied to her role in marriage, whereas man’s ambition is linked to his occupation’. It is common social concept that woman task is to do domestic works and man task is to earn the money from his business or occupation. Parents usually inculcate in their daughter’s mind that get early marriage and settle the life according to social norms and beliefs.



Again she asserts that ‘educational system offers equal opportunities but unequal use equal opportunities results different actors. It happens because girls get few time for education and they do not get equal time in comparison with boys in order to study for higher education.Due to lack of time and others facilities cause their unequal performance.


Conclusion:
In this way, Wolpe criticizes upon Marxist’s thinking paying too less attention towards gendered education and sexual division of women’s labour in families and in paid labor market. Due to gendered education , women do not get equal opportunities, social status ,prestige and their desired aspirations.

MY THOUGHT ON COLLIN'S FUNCTIONLISM

Collin’s functional perspective focuses on social system as a whole,how they operate,how they change,the social results they produce. For example,family as a social system, organized around cultures,values,norms,such as naturing,schooling the young,providing love and protection for family members and monitor sexual behaviour. But the core focus of functionalist is family is interrelated to social systems and education is determined by economy.


Collins criticizes upon functionalist thinking,and assumes that social life is shaped by groups and individuals who struggle with one another for various resources and rewards. After that it results distribution of wealth,power and prestige in social systems. The conflict thinking shape not only the every day life that interact,but also social,ethnicity and class inequality and relations among nations.Social conflict is based on many different aspects of social life. As Max Waber argues it for a big aspects economic relations as well as race, ethinicity and religion.



Conflict theory of stratification is the social process through which rewards and resources such as wealth, power and prestige are distributed systematically and unequally among social systems. It is based on identifiable social process through which people are divided into social categories such as class, race, and gender. For example ,gender in terms of biological sense, man is different from woman and race, people regard in America, white people are good and black people are bad and class in Indian context, technician are regarded as high strata,and non-technical are consider lower strata.


Sum up: Educational attainment allows more social mobility from lower strata to upper strata. Education is a strong determinant of occupational achievement and status achievement. The class standards in change the living manner , name , accent, style of dress and conversational abilities through educational attainment and then and there conflict arises within societies. Although education is playing a vital in social systems and connected to the ‘ requisites’ of masses for their social mobility and stability that is why schools are emerging in lerger groups.

ALTHUSSER IDEA OF I.S.A AND R.S.A.

Idiological State Apparatuses function by ideology. Ideology is a set of cultural beliefs,values,and attitudes of social system that serves, explains and justify its own existence as a way of life,whether may be school,family,religion or caste ideology. It defines the nature, purpose and its method.Ideology is also a under lying movement for social mobility and change. Through ideology people can be united in a whole structure of social system.



Marxist theorist Louis Althusser has used this term to denote the network of institutions that monitor the values and rules of the state. In fact, it is regarded social function such as schools,religion,the mass-media ,trade union and sport. They contribute maintaining the social order. And it encourages loyalty to the state and obedience to its authority.


In school,one of the tasks of teacher is to impart an understanding of morality and lesson of goodness. Teachers want to teach good lesson and prepare pupils for adult life. They instill good behaviour and ideal in the children’s mind. Teachers indoctrinate students in terms of history that encourage positive attitude,beliefs,values towards the state and loyalty towards state.



Ideological state apparatus proves values and make staunch obedience through education. For example, children learn at school singing national anthem good morality,inorder to reinforce the ligitimacy of the state.In a church or Catholic school in which all the teachers are committed Catholics and where all the children come from Catholic homes. Parents want them to be brought up Catholics. We can see that teachers deliberately attempt to inculcate in their pupils an unsakable commitment. Those children are drilled by their teachers that they might not put objection .


In a realm of sport, people also sing national anthems and use it as a religious symbols in state ceremonies. In a families children are disciplined to pay respect towards elder, rules and norms,values and beliefs. A peon learns colloquial yes-man towards his boss or master.





On the contrary,when the ideological state Apparatus fails to prove to elicit obedience and also fails conforming the established practice, then Altthusser gives the alternative Repressive State Apparatus. It is consist of court, police,prison system,military are the agencies of the state(service that is controlled by a single organization).It functions legitimate use of force and violence. They also contribute the same outcome,as a agents of repression .Therefore,Althusser provides more emphasis upon ISA that through education play a vital role in maintaining social order and state’s monopoly.

Knowledge as Justified true belief

To begin with knowledge as justified true belief which seem process of plausibility involved in it. Knowledge is a skill, ability acquired by a person through experiences or education. Actually the, knowledge that should be concerned of educational institutions, which is related to things of mind, to intellectual pursuits, to the development of mind. It denotes a distinct way in which our experience becomes structured round, the use of accepted public belief or symbol. For instance, I know how to play chess.


Knowledge is justified true belief, which has three necessary conditions.
The first condition, if a person wants to know about something, he will have to believe in it. It is why because it is belief that gives the foundation for the knowledge. Belief is based on knowledge, although it not justified true fact. It is a propositional sense for example, If somebody says that it is going to rain in a week or advance. It would be called that person’s belief.

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The second condition,if a person believes in something, his belief must be true. For instance, if M knows P, it seems to make a sense that M knows P then P must have true ground for it. P must be sincere towards M.


The third proposed condition for knowledge, a person’s belief must be true as well as reason for believing in it must be satisfactory in the light of some degree or criteria. For example, A is a necessary condition for B. B is, therefore A .

ManishChand:Epistomology

Epistemology which is the theory of knowledge , is the branch of philosophy concerned with enquiry into the nature , sources and validity of knowledge. Grayling concentrates on education implies that worthwhile things are to be transmitted what we might call the essential knowledge. In the history of epistemology there have been two chief school of thought that was the chief means of knowledge[ education]. One is the rationalist school, in which reason plays conspicuous role. The other one is the empirist , which holds that it is experience principally the use of the senses.

Siegel pays considerable attention to knowledge, truth, justification, rationality and other epistemological notions. The related view concerning education which depends upon the cogency of these presumed epistemological views. It is educationally important that students gain knowledge and ability to engage in rational enquiry. Students should develop an enquiry and conduct their believing , judging and acting accordingly . Students should also be led in their education , to value enquiry and the justification that the evidence thereby produced offers to candidate beliefs ,judgments and actions.



Education aims at the imparting knowledge so that students may come to know things. Through education students recognize the very distinguish between two sorts of knowledge , propositional knowledge and value of enquiry. Education [knowledge] is the product of successful enquiry , where success is understood in terms in terms of truth. Overall, the basic ideas that education ought to strive to impart to students knowledge , the ability to engage in rational enquiry and the disposition to engage in such enquiry and to take seriously its results.


The study of epistemology and its aims of education in the present-day Indian context, the notion of knowledge may lead one to assume that the proper application in terms of rational and empirical approach. The direct implication of education is really about proper developing in terms of living lives and assimilation of knowledge for sake of education are concerned with ability to engage in rational evaluation of forms of life.

To study epistemology for educationists justification is key concept of knowledge and truth –tracking. They consider that epistemology is agency of free belief ,learning and understanding. Human beings are rational and can gain knowledge. The fact that epistemology is tied up with the notion of thinking and understanding in the realm of pure thought. Educationists can gain as quality reserved for academics and theoreticians[professional thinker].

It seems quite clear that in present –day context of India , the study of epistemology for educationists pose doubt concerning scopes and limits , its sources and justification. It deals with skeptical arguments relating our claims to knowledge and justified beliefs. For example, Descartes uses method of doubt as tool, when ‘ I think therefore I exist ‘.

Theory of Ecology

Broadly speaking , all the fundamental aspects , and factors that effect child`s social and physical environment are known theory of ecology . In a sense that the development of a child in the society or within a given setting . It means ecological environment can be three levels: within any culture or sub-culture , and setting of a given kind such as home , school , or workplace[office] . According Bronfenbrenner , there are two major environment which seem to be important role in the child development . First of all, parents must give love and motivation . Secondly , parents must spend time along with the child in his or her plays , whether it it is at home or outside the home so that the child can do perform boldly .