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.
Thursday, July 9, 2009
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.
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.
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.
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 .
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.
.
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 ‘.
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 .
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