Thursday, August 29, 2019
Wednesday, August 28, 2019
Value crisis and value education
Introduction
Our
Upanishads and Veda‟s teach us „”Matrudevobhava, Pitrudevobhava and
Acharyadevobhava‟This means that you revere mother, father and teacher as god.
Parents are god because they have given
us life in this world and instrumental in our growth. Teacher is god because he has given us education, knowledge
to lead our life. We need to revere them and value their selfless contributions
in our life. Moral education is must in schools. These days schools and
colleges have become a factory which produces doctors, engineers etc.,. Schools
and colleges are boosting of their results. But how many schools and colleges
take interest in making a student a good human being along with the education?.
Does scoring high percentage in the
examination makes a person successful?.
In the present scenario,
our culture and social concern are subjecting to a drastic change. During
present decades, the magazines, newspapers, online resources and other medias continuously
reporting the recent newses about crimes,murder,robbery,
terrorism,rape,corruption,cyber-crime and several other illegal activities. At
present the meaning of good morals have been questioned. Everyone reads such
occurrences which have adversely affected the development of knowledge,
creative attitude, positive thinking, literature, culture and formation of
well- balanced personality of the future generation.
“The
growing concern over the erosion of essential values and an increasing cynicism
in society has brought to focus the need for readjustment in the curriculum in
order to make education a forceful tool for the cultivation of social and moral
values. In our culturally plural society
education should foster universal and eternal values, oriented towards the
unity and integration of our people. Such value education should help eliminate
obscurantism, religious fanaticism, violence, superstition and fatalism.”
-National
Policy on Education 1986
Here
comes the importance of value education among pupils. If the proper value
education is given to the younger generation, we can generate a new society
having values. This will help to cultivate the peace in society. This values
will automatically transferred to the next generation. So value education is a
very important tool, which we can use to bring peace in world.
Value
crisis
Before
examining the term ‘value crisis’, we have to be aware about the moral values
in life. Values are the milestones, which brings harmony and peace in our
society. Values are nothing but principle or standard behaviour: one’s
judgement of what is important in life. some of the core values of life
are,loyality, passion, honesty, efficiency, reliability, dependability,
optimism, positivity, commitment. ..etc.there are 60 0r more than 60 value are
associated in ones life.
So
the erosion of the above mensionedsocial,spiritual and moral values from the
society is called value crisis. By definition,
“Value
crisis is when the practice of members of the society starts deviating from the
values we hold dear. When there is a general acceptance of corrupt practices
and unethical activities, then the society as a whole is in value crisis. It
creates a new normal of acceptance of dishonesty, lies and immoral behaviour.”
1.
VALUE CRISIS AT THE INDIVIDUAL LEVEL
The
sole aim of all the strivings at the individual level has become attainment of
personal success. It is a worldly success, defined in purely materialistic
terms as acquisition of money, power and
prestige. The rat race to this success commands enthusiastic support of
the powerful middle and elite classes.
Their upbringing and enculturation have tuned them for single minded pursuit of
career growth and economic success. All other life values which give meaning,
worth and fullness to human existence, are seen as roadblocks and unnecessary
diversions from the high road to material success.
2.
INTELLECTUAL LEVEL
The
value climate of a society is closely linked to its intellectual temper. Its
tone is set by writers, academicians, philosophers and other intellectuals.
They do so by their critical examination of social and human situations, and
through their creative efforts of generating new ideas and new solutions to
human problems. The record of such intellectual efforts in the last fifty years
is hardly inspiring. The contemporary intellectual temper is mainly critical,
imitative and reactive rather than creative and proactive.
3.
CULTURAL LEVEL
In
the words of Professor Devaraja, “All values pursued by man are comprehensible
under terms culture and civilization” . The contemporary value crisis in the
Indian society can therefore be best understood as a cultural crisis. This
crisis is reflected in the confusing, ambivalent attitude of the educated
Indians towards their culture. Indian culture is an unbroken living tradition
spanning several millennia. In its evolution over this long span, with many ups
and downs, it has generated a variety of ideas, philosophies, religious beliefs
and social customs. One of the peculiar characteristics of this cultural tradition
is its tolerance of these varieties. The newer strands of ideas over-layer the
older ones without smothering them.
Value
education
The
educational perspective of this has a philosophical overtone of the ethical,
moral,social& spiritual. dimensio.n. Hence there is need for considering
value education in a broader and more comprehensive way. NCERT Curriculum
framework(2000) have explicitly mentioned that --:"Value education and
education about religions would not form a separate subject of study or examination
at any stage of the curriculum. These would be so judiciously integrated with
all the subjects of study in the scholastic areas and all the activities and
programmes in the co-scholastic areas to achieve the objectives ."
Committees
and Commissions towards Values in India
The
importance of value education has been duly recognized by different education
commissions and committees appointed by the government.
The
Hartog Committee of (1929)felt that religious instruction can be given in
common schools outside the school hours.
The
Central Advisory Board of education felt in (1946) that religious and moral
instruction was important and that it should be left to the community to which
the pupils belong. Ø TheRadhakrishnan
Commission (1948) felt that "if we exclude spiritual training in our
institutions we would be untrue to our whole historical development".
The
Secondary Education Commission's report in (1953) favored that religious and
moral instruction should be given in schools outside the school hours on
voluntary basis. Ø The Sri Prakasa Commission of Religious and Moral
instruction (1959) had recommended that moral education should be imparted in
all educational institutions.
Kothari
Commission (1964-66) felt that "a serious defect in the school system is
the absence of provision for education in social, moral and spiritual values. A
national system of education that is related to life, needs and aspirations of
the people cannot afford to ignore this purposeful force".
National
Policy on Education (1986) felt that "the growing concern over the erosion
of essential values and an increasing cynicism in society has brought to focus
the need for readjustments in the curriculum in order to make education a
forceful tool for the cultivation of social and moral values".
Programme
of Action (NPE) (1992) recommended that "the framework emphasized value
education as an integral part of school curriculum. It highlighted the values
drawn from national goals, universal perception, ethical considerations and
character building. It stressed the role of education in combating
obscurantism, religious fanaticism, exploitation and injustice as well as the
inculcation of values". The main function of education is to produce
citizens with sound character and a healthy personality. Good citizens are the
only hope for the progress and prosperity of the country. Inspiring values,
ideals, proper moral conduct, life based
upon good principles is an essential requisite. The ideals of virtue, goodness,
true manliness from the very essence of real dignified living.
Education
for Peace
Education
for Peace (EFP) is an innovative whole school program that creates
violence-free and peaceful school environments conducive to meeting the
emotional, social, and intellectual needs of diverse school populations.
Through creating a peaceful school environment characterized by unity in
diversity, EFP harnesses the freeing and healing properties of unity to meet
the manifold needs of the increasingly diverse populations in different cultural
settings. The emphasis on peace is based on the fact that peace and education
are inseparable aspects of civilization. No civilization is truly progressive
without education and no education system is truly civilizing unless it is
based on the universal principles of peace.
Monday, August 26, 2019
E-Mail :aiswaryaraveendran31@gmail.com
Phone : 8113095478
Academic
Record
ü M.SC in Physics from University of
Calicut in 2014
ü B. Ed. in Physical Science from
University of Calicut in 2016
ü B.SC in Physics from University of
Calicut in 2012
System
Experience and Proficiency
ü General:
Basis of Computer hardware and software
ü Good at MS
Office, (MS Word,MS Excel,MS Powerpoint).
ü Computer programing on Python and Matlab
Skills
and Capabilities
ü Effective
communication skills.
ü Proficient
in product analysis and testing.
ü Good
knowledge in official matters and product inspection & approval process.
Field
of Interest
ü Satellite
Communication.
ü Microprocessors
and Microcontrollers.
ü Astrophysics
ü Nuclear
physics
Personal
Profile
Fathers Name : RaveendranSankaran Nair
Gender
: Female
Marital status : Married
Date
of Birth : 08/10/1991
Nationality
: Indian
Passport
No : N8088262
Languages : English,
Hindi, Malayalam
Permanent Address : Chemmankuzhi House, Kulukkallur Post
Pin: 679337, Palakkad Dist,
Kerala, INDIA
Declaration
I hereby declare that the above mentioned details
furnished by me are true and correct to the best of my knowledge and belief.
Place:
India
Date:
Aiswarya. R
Thursday, August 22, 2019
CORRELATIONAL STUDIES
A correlational study
determines whether or not two variables are correlated. This means to study
whether an increase or decrease in one variable corresponds to an increase or
decrease in the other variable (“Difference
Between Correlation and Regression (with Comparison Chart)—Key Differences,”
n.d.).
Figure1.
Correlation in class
Types
of Co-relation.
There are three types of correlations that are
identified. Mainly there are three type
of co-relation.
Positive
correlation. Positive correlation between two
variables is when an increase in one variable leads to an increase in the other
and a decrease in one leads to a decrease in the other. For example, the amount
of money that a person possesses might correlate positively with the number of
cars he owns(Hayes, n.d.).
Negative
correlation. Negative
correlation is when an increase in one variable leads to a decrease in another
and vice versa. For example, the level of education might correlate negatively
with crime. This means if by some way the education level is improved in a
country, it can lead to lower crime. Note that this doesn't mean that a lack of
education causes crime. It could be, for example, that both lack of education
and crime have a common reason: poverty.
No
correlation. Two
variables are uncorrelated when a change in one doesn't lead to a change in the
other and vice versa. For example, among millionaires, happiness is found to be
uncorrelated to money. This means an increase in money doesn't lead to
happiness.
A correlation coefficient is usually used during a
correlational study. It varies between +1 and -1. A value close to +1 indicates
a strong positive correlation while a value close to -1 indicates strong
negative correlation. A value near zero shows that the variables are
uncorrelated(“A
Correlational Study Tries to Find a Relationship Between Variables,” n.d.).
Limitations
It is very important to remember that correlation
doesn't imply causation and there is no way to determine or prove causation
from a correlational study. This is a common mistake made by people in almost
all spheres of life.
correlation comic. For example, a US politician speaking out
against free lunches to poor kids at school argues -“You show me the school
that has the highest free and reduced lunch, and I'll show you the worst test
scores, folks” (nymag.com). This is a correlation he is speaking about one
cannot imply causation. The obvious explanation for this is a common cause of
poverty: people who are too poor to feed their children will not have the best
test scores.
Correlation
Tables
The correlation table is normally presented using
the lower triangle. The first example is a table that does not have to be
divided because all variables fit in the table set in landscape format. The
second table adds two variables to illustrate what to do when there are more
variables than can fit across the page. These examples include descriptive
names of the variables in the first column. If abbreviations for variable names
are used, it is necessary to define these terms in specific table notes.
Correlation tables should include control, predictor, and outcome variables
when relevant. It is also important to reporting Ms and SDs. Doing so in
correlation tables rather than in a separate descriptive table could save
precious journal space. In the first example, the range of each variable is
included and the alpha is included for those variables that have one. This
information may not be necessary if it is provided elsewhere such as in a
sample description table.
Comparison
between positive correlations
positive correlation
|
negetive correlation
|
No correlation
|
One
variable increases other Variable also increases.
|
One
variable increases other variable decreases.
|
No
dependence between variables.
|
Money increases living style becomes good.
|
Eg. Tension increases marks decreases.
|
Eg.
Colour of skin and marks awarded.
|
Positively
increasing graph
|
Positively
decreasing graph
|
No
shape
|
A Correlational Study Tries to Find a Relationship
Between Variables. (n.d.). Retrieved August 21, 2019, from https://explorable.com/correlational-study
Difference Between
Correlation and Regression (with Comparison Chart)—Key Differences. (n.d.).
Retrieved August 21, 2019, from
https://keydifferences.com/difference-between-correlation-and-regression.html
Hayes, A. (n.d.).
Understanding Positive Correlation. Retrieved August 21, 2019, from
Investopedia website:
https://www.investopedia.com/terms/p/positive-correlation.asp
click here to open original filehttps://drive.google.com/open?id=1qe7402gWNcj3gUboOkmog_FNaCpqPjjC
click here to open original filehttps://drive.google.com/open?id=1qe7402gWNcj3gUboOkmog_FNaCpqPjjC
WELCOME TO EDUPATH
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All of you are welcome to the world of educational technology. this may help you to improve your ability in teaching. I wish may the god bless you to achieve your goal.....
All of you are welcome to the world of educational technology. this may help you to improve your ability in teaching. I wish may the god bless you to achieve your goal.....
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