PRACTICAL ASSIGNMENTS OF KNOWLEDGE AND

CURRICULUM: PERSPECTIVES IN EDUCATION : (PART1)

Course code: B.Ed 104
Submitted By
Submitted To
Shweta Jain
Ms.Yamini Bhanot
E.No.-07414402115
KALKA INSTITUTE OF RESEARCH AND ADVANCED STUDIES
(2015-17)

GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY

TOPIC
CIET/NCERT CD ROM Four
Educational Riddles by Krishna
Kumar
NCERT CD ROM Battle For School by
Shanta Sinha
Sri Aurobindo Ashram Trust DVD
India and Her Future

INTRODUCTION
As a part of our course KALKA
INSTITUTE FOR RESEARCH &
ADVANCED STUDIES organized
Screening of FOUR EDUCATIONAL
RIDDLES by KRISHNA KUMAR on
16th March 2016. All faculty members
and students participated in the
event enthusiastically and raise
questions too.

About Krishna Kumar

Born in Allahabad in 1951, Krishna Kumar
grew up in a district town in Madhya
Pradesh where he went to school and
college
Krishna Kumar started his teaching career
at Kirori Mal College of Delhi
University in 1971
From 2004 to 2010, Prof Kumar served as
the Director of NCERT,Delhi
National Curricular Framework
(2005), one of the significant
documents pertaining of
elementary education in the past
decade, was prepared under his
leadership along with position
papers on key issues on Education

First riddle: Equity and Relevance

Education must be available to all children of same quality
Schools should be able to accommodate children coming
from any background
Each child must get an experience to fulfill his/her
capabilities
Though elementary education is free and compulsory in
India but most of the students drop out of school in higher
classes
The main reason he gave behind this is children afraid of
mathematics and large number of students fail in this subject

 Anil sadgopala put forward academically very

attractive offer of introducing mathematics at two
levels: easy level and difficult level
This offer was however, criticized by Krishna Kumar
as easier level will be chosen and then seen as
derogatory. He believed in system which is not based
on difficulty level and offer a single kind of curriculum
Krishna Kumar was against the stigmatization of home
science subject
He emphasized the need of uniformalization in Indian
education

Second riddle: Issue of knowledge

As per Krishna Kumar, knowledge has two forms:
1.One which has come from generation
-Aesthetics
-Inherited form of knowledge i.e. skills, crafts
especially in tribal societies
-Local knowledge
2.Knowledge that is born out of negotiating the local
surroundings
( these form a major challenge to schools)

 Krishna Kumar also raised the issue of standard languages

being used in private schools
Child is forced to use the language he even doesnt know
which reduces his ability to learn and grasp
Children in many parts of India are debarred from school just
because their languages are not standardized or teachers dont
know these languages
Teachers do not respect or give attention to childs knowledge
Moreover, Young people arent aroused by local problems,
although they do so much for the global world
Schools are been restricted to standardised/ reliable source of
knowledge

H.P Modi says that, knowledge is like the

rays of sun.
-first falls on elite section of Indian society
-then on less elite class
-then on poorest section of society
Krishna Kumar strictly believed that the great
aim of education is to create motivation and to
for teachers to understand that something that is
not understood cannot be learnt

Third riddle: Knowledge transmission

Third riddle was basically about information versus
knowledge
Knowledge has been internalised by the student or been
memorized
According to Krishna Kumar, students been taught about
the mosquitos causing malaria, if students are not
motivated to use this information in real situation then
the teaching of such concepts proved to be of no use

Teachers should practice motivation based teaching

in her classrooms

Fourth riddle: Relationship between today and tomorrow

Krishna Kumar suggested following reforms

for the betterment of education in our country
-curriculum reforms
-teacher training reforms
-examination reforms
-administrative reforms
All the above must be taken up together

 Examination reforms
-Krishna Kumar considered examination reforms to be
extremely difficult as we want everybody to succeed
Teacher training reforms
-retrain the already trained teachers
-distribution of power
Education reform take longer than economic
reforms

Fifth riddle:

Common School System

Inclusive Education
Casualization
Contractualization of Teachers
Scarcity of Teachers
Lack of teaching training institutes
Teachers should be given training like
professionals as it is given to doctors.
They also need good training.

How education should improve?

Privatization is no solution
Both central and state should take the responsibility
of universalization of education
Crisis of to demean the role of a teacher
Contractualization of teachers
Shortage of teachers
Unattractive teachers salary packages

Reflection
Four educational riddles is a talk on the national
curriculum framework by Krishna Kumar
,Director, NCERT on 12th July, 2006
In audio, Prof. Krishna Kumar showed his deep
concerns regarding the problems of curriculum
through the medium of riddles
He chose to express his views via riddles as he
considered riddles are humble and force us to
guess and solve them

Battle For Schools

by
Shanta Sinha
VENUE: KIRAS
DATE: 1st MARCH,
2016
TIME: 10:00 to
11:00a.m

Prof. Shantha Sinha is an anti-child labour activist of

international reputation. She is the founder of Mamidipudi
Venkatarangaiya Foundation, popularly known as MV
Foundation (which is named in memory of her grandfather
Mamidipudi Venkatarangaiah), and is a Professor in the
Department of Political science in Hyderabad Central
University. She headed the National Commission for
Protection of Child Rights for two consecutive terms (3 years
each); The National Commission for Protection of Child
Rights (NCPCR) was set up in March 2007 under the
Commission for Protection of Child Rights Act, 2005, an Act
of Parliament (December 2005). Professor Sinha was its first
chairperson. She was awarded the civilian honor of Padma
Shri by the Government of India in 1998.

Childrens education should be treated as a national

asset, said Sinha. Even though compulsory and free
education for all children up to 14 years of age has
been affirmed in theory, at least since India
became a nation in 1947, childrens schooling in India
has long been plagued by excuses and compromises
that have been indefensibly costly for children who
miss out on their right to learn. Education helps kids
bridge social inequities, she noted, linking them to a
larger universe and encouraging self-confidence and
self-esteem. School is also an effective way to
support childrens physical health, for example, in the
distribution of mid-day meals, said Sinha, in response
to a question about the role of food in incentivizing
education, raised by Meena Hewett, Executive
Director of the Harvard University South Asia
Institute.

Calling for a proactive priority on childrens rights,

Sinha focused her reflections on the Right of
Children to Free and Compulsory Education Act,
which was passed in 2009 & entered into force on
April 1,2010. The new education act represents a
huge paradigm shift , said sinha, focusing on the
positive steps in child rights activism that can
support & affirm what works. Instead of blaming
teachers for poor schools, & improvised parents for
sending their children work she said, the Act puts
the bonus for childrens education on the state by
requiring free compulsory education for all children
between ages 6 and 14. Those who dont complete
elementary education by age 14 can benefit under
the Act up to age 18, and may start school at any
time of the year without being delayed by
paperwork and documentation red tape that is so

Many children are still out of school, often

employed in child labour, and high school dropout
continues. Experts also battle over data intended to
measure the practical effectiveness of the Act, said
Sinha; many officials claim that 90 percent of all
eligible children are now in school, but looking at
the same data, Sinha finds the results closer to 50
%. The educational challenge in India of parents
pulling children from school for at an early age
differs radically from china noted one participant in
the informal conversation, since China forbids all
child labour. Since the existing Child Labour Act in
India does not prohibit all forms of child labor, the
new Education Act also appears to have limited
effect on the attitudes of legislators. The system
still has a total indifference to poor children, said a
lawyer who has worked with Sinha on legal efforts

Despite such challenges, we should not

underestimate the agency of children themselves
in pushing for education, Sinha insisted. GOING
GLOBAL PREPARING LEADERS WORLDWIDE WORK
LATEST ACTIVITIES ABOUT HIGHER EDUCATION.
Throughout her activism for childrens rights, she
has seen girls defy their parents by attending
school against immense pressure to work. In many
cases, she added, parents eventually came to
recognize and praise the value of their daughters
decisions.
If you really want to change injustice, you must
start with some very clear principles. Of course you
need nuance. Of course you need political skills,
she noted, but the starting point has to be this
sense of clarity about what is not-negotiable.

REFLECTION
I thankful to NCERT, my mentors and the India
International Centre for giving me this opportunity
to share some of my views on the education and
the battle for schools. If we want to change the
education system we personally should change our
mentality and aware others also about educational
rights and benefits. Prof Shatna also talks about
the discrimination on dress code which I personally
want to throw out from our education system so
that who so ever want education can get education
without boundation of dress code and should be
free. This lecture battle for schools by Prof.
Shanta Shinha is lesson for all who want to change

CONCLUSION
Shanta sinha talks about fees in schools. Which is major issue for
middle class parents, if they cant ford the fees of school their children
generally do work (child labor) to survive, I individually cant change
the education system but I can help those children I can teach them
without fees and give them opportunity to educate and groom them
selves. After listing the lecture about school I also understand that
before parents teacher plays a major and important role in educating
the child, because till a teacher wont be able to teach a student never
take interest in class. Some times parents take education for granted
they take the working child easy because their were no certificate is
required, at this situation a teacher and awareness about fundamental
rights of child for education can bring a change in education system
and thinking or society, thats all I learn and understand about battle
for school or say a journey of child and parents to school.

India & Her Future by

Shri Aurobindo

INTRODUCTION
As a part of our PSE-2 course KALKA INSTITUTE
FOR RESEARCH & ADVANCED STUDIES organized
Screening of INDIA AND HER FUTURE on 5th
March 2016. All faculty members and students
participated in the event enthusiastically and
raise questions too.
In the Artistic work of Sri Aurbindo Ashram
It starts with the defining how earth is special of
all creations in the universe.
And in the earth How India is a special country in
that special earth ,which is chosen by God himself
to be special country .

Aurobindo Ghose
Aurobindo, known asSri Aurobindo (15
August 1872 5 December 1950),
bornAurobindo Ghose, was an
Indiannationalist, philosopher,yogi, guru and
poet.He joined theIndian movement for
independence fromBritish rule, for a while
became one of its influential leaders and then
became a spiritual reformer, introducing his
visions on human progress andspiritual
evolution. During his stay in Pondicherry,
Aurobindo developed a method of spiritual
practice he calledIntegral Yoga. The central
theme of his vision was the evolution of human
life into a lifedivine. He believed in a spiritual
realization that not only liberated man but
transformed his nature, enabling a divine life on
earth. In 1926, with the help of his spiritual
collaborator,Mirra Alfassa(referred to as "The
Mother"), he founded theSri Aurobindo Ashram.
He died on 5 December 1950 in Pondicherry.

MADURAM MADHURAM :
Starting with its song MADURAM MADHURAM The divineness of
India is being praised.
Followed by the a Sanskrit sloks praising the Land of India as a
mother land.
Praising the beauty , Prosperity, purity of the mother Land.

India a Immortal nation :

The narrator further narrates , how India is the Living Energy of great
Spiritual conception and how this spirituality has been its persistent
cause of survival and revival.
Next in the spiritual sound of OM , the narrator uses a Sanskrit sloks to
praise that spiritual powers of the mother nation.
Jayhe

Jayhe Bharat Mata :

The melody of song imbibes with in it the praising and
worshiping the mother Land.
After the narrator explains the love ,passion and the
feeling of worship as an Indian , for his mother land .

Vande Bharat :
Song once again worships the motherland ,the truth prevailing in the
divinity on the Bharat Mata.
Moving with these songs of praising the spirituality and truth which is
prevailing in the mother Land. The narrator keeps chanting the Sanskrit
sloks in the glory of Bharat Mata.

Next the narrator suggests how Its time now that

India spreads its light of spirituality and persistence
positivity in living to the entire world, to the mankind.
The Narrator feels the necessity of enlighting the entire world, the
mankind the spirit of living . The need of harmony of requirements of
future and the need of Today.
The concept says that the greatness of the ideologies of the past ,
make the ideologies of the future to be more great.
Moving forward , the artist gives immense importance of unity in
various people of India, just as the all children of mother India.
The of unity of India will give the prosperity of a developed Indian
Nation.

The Idea of rebirth is conveyed next :

The rebirth , which means the controlling the minds and hearts
of ourselves in attaining Poorna Swaraj over ourselves before
conquering the outer problems.

The next sanskrit slok praises mother Durga, as

the mother of nation. The prayer seeks guidance
towards the path of truth .
The Artistic work ends with a prayer to the divine
mother of nation, to guide its children to the path
of truth and positivity .
The Narrator ends the artistic work with the
National song , praising the mother land with
Vande Matram.

REFLECTION
The words of Sri Aurobindo pledging his
love for India and professing his affection
for her as one would his mother bring
moisture to one's eyes. The narrator says
that the Mother asks us for no schemes, no
plans, no methods, she will herself provide
them better than anyone can devise. She
asks us for our hearts, our lives, nothing
less nothing more. The narration, as perfect
as the Queen's English, is an aural joy.

CONCLUSION
How attain self control
Importance of truth ones life.
Importance of moving on the path of positivity.
The power of yoga, patriotism and spiritualism.

THANK YOU