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30 Key Characteristics Of Effective Research

2023-03-18T21:28:00.002+05:30

What are the characteristics of research?

Research is a systematic and rigorous process of investigation that involves the collection, analysis, and interpretation of data in order to answer a specific question or solve a problem. It is characterized by objectivity, reliability, validity, and generalizability, and it aims to contribute to the advancement of knowledge in a particular field.

General characteristics of research

Here are more than 25 general characteristics of research

1) Systematic : Research is a systematic and organized process that follows a predetermined set of steps to gather and analyze data.

2) Objective : Research should be objective, meaning that it should be based on facts and evidence rather than personal opinions or biases.

3) Empirical : Research is empirical, meaning that it is based on observation and experience rather than theory or speculation.

4) Controlled : Research is controlled, meaning that it is conducted under conditions that can be replicated to ensure consistency and accuracy.

5) Valid and Reliable : Research should be valid and reliable, meaning that it measures what it is intended to measure and produces consistent results.

6) Logical : Research is a logical and rational process that involves a clear and well-defined research question or hypothesis.

7) Ethical : Research should be conducted ethically, meaning that it should respect the rights and dignity of the research participants and adhere to ethical principles and guidelines.

8) Cumulative : Research is cumulative, meaning that it builds upon previous research to expand knowledge and understanding in a particular field.

9) Goal Directed : Research is goal directed. It is directed toward the solution of a problem.

10) Flexible : Research can be flexible, meaning that it can adapt to changes in the research question or methodology as new information or data is gathered.

11) Organized : It is an organized, well planned and critical enquiry.

12) Collaborative : Research can be collaborative, involving multiple researchers or research teams working together to achieve a common goal.

13) Patient and Unhurried activity : Research is a patient and unhurried activity. Research requires time and patience to produce reliable and accurate results through a rigorous and methodical process.

14) Purposeful : Research is purposeful, meaning that it is conducted with a specific goal or objective in mind.

15) Methodical : It is Methodical. Research is conducted in a methodical manner without bias using systematic methods and procedures.

16) Investigative : Research is investigative, meaning that it seeks to uncover and understand phenomena or relationships in a systematic way.

17) Informed : Research is informed, meaning that it draws upon existing knowledge and theories in the field.

18) Rigorous : Research is rigorous, meaning that it is conducted with a high degree of accuracy and attention to detail.

19) Transparent : Research is transparent, meaning that it is conducted in an open and accountable manner, with clear methods and results

20) Replicable : Research is replicable, meaning that it can be repeated by other researchers in order to test and verify findings.

21) Quantitative and/or Qualitative : Research can be quantitative, involving numerical data analysis, or qualitative, involving in-depth exploration of subjective experiences and meanings.

22) Time-bound : Research is time-bound, meaning that it is conducted within a specific timeframe, often with a deadline for completion.

23) Contextual : Research is contextual, meaning that it takes into account the social, cultural, and historical contexts in which it is conducted.

24) Interdisciplinary : Research can be interdisciplinary, meaning that it draws upon knowledge and methods from multiple fields or disciplines.

25) Creative : Research can be creative, involving innovative approaches or methods that push the boundaries of existing knowledge.

26) Peer-reviewed : Research is often peer-reviewed, meaning that it undergoes rigorous evaluation by other experts in the field before publication.

27) Goal-oriented : Research is goal-oriented, meaning that it seeks to achieve a specific outcome or answer a specific research question.

28) Collaborative : Research can be collaborative, involving teamwork and cooperation among researchers with different areas of expertise.

29) Disseminated : Research is disseminated, meaning that it is shared with others through publication, presentations, or other means in order to contribute to the body of knowledge in the field.

30) Recorded and Reported : Research is carefully recorded and reported. Recording and reporting research is crucial to ensure transparency, accountability, and reproducibility of the research process and its outcomes.

In conclusion, the characteristics of research are essential to ensure the quality, rigor, and validity of the research process and its outcomes. By being systematic, objective, empirical, and controlled, research produces reliable and accurate results. It requires time, patience, and a commitment to ethical principles and guidelines. Moreover, research should be transparent, replicable, and collaborative to contribute to the cumulative growth of knowledge in various fields. Understanding the characteristics of research is crucial for conducting meaningful and impactful research that advances human understanding and addresses real-world problems.

Thank you for reading the article on "30 Key Characteristics of Research"

References :

Babbie, E. R. (2016). The practice of social research. Cengage Learning.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Cooper, D. R., & Schindler, P. S. (2014). Business research methods. McGraw-Hill Education.
Leedy, P. D., & Ormrod, J. E. (2014). Practical research: Planning and design. Pearson.
Bryman, A., & Bell, E. (2015). Business research methods. Oxford University Press.
Kumar, R. (2014). Research methodology: A step-by-step guide for beginners. Sage publications.
Saunders, M. N., Lewis, P., & Thornhill, A. (2015). Research methods for business students. Pearson.
Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach. John Wiley & Sons.
Neuman, W. L. (2013). Social research methods: Qualitative and quantitative approaches. Pearson.

Etymology of the Word Research

2023-03-18T19:43:00.014+05:30

Origin of 'Research'

The word "research" is a familiar term to anyone who has ever pursued knowledge or sought to better understand a particular subject. However, the origins of the term are often overlooked in everyday usage. In this article, we will explore the etymological meaning of the word "research" and how it has evolved over time.

Etymological Meaning of Research

Etymological Meaning of the word "Research"

The word "research" has its roots in the Middle French language, specifically the verb "rechercher," which means "to search again." This verb is derived from the Old French "re-," which means "again," and "cerchier," meaning "to search." Thus, "research" initially referred to the act of searching again or examining something more closely.

The earliest usage of the term in English dates back to the 1570s and was first used in the context of seeking something out by means of investigation or inquiry. By the 1630s, the term was being used to describe a systematic investigation or inquiry into a particular subject or area of interest.

As time progressed, the meaning of "research" became more refined and specific. In the late 19th and early 20th centuries, the term was increasingly used to describe scientific and academic inquiries into various fields. During this time, the concept of "research" became increasingly important in the development of modern scientific methods and the establishment of academic disciplines.

Today, "research" has come to encompass a wide range of activities, from scientific investigations to market research and everything in between. In general, the term is used to describe any systematic investigation or inquiry into a particular topic or subject. It is often associated with the pursuit of new knowledge, the discovery of new ideas, and the advancement of understanding in a particular field.

In many ways, the evolution of the word "research" reflects the changing nature of human knowledge and the methods by which we seek to understand the world around us. From its early roots in Middle French to its modern usage in a variety of academic and scientific contexts, the term has come to represent the very essence of intellectual curiosity and the pursuit of knowledge.

What is the literal meaning of the word research?

In conclusion, the word "research" has a rich and fascinating etymology that speaks to the very heart of human curiosity and the desire to understand the world around us. Whether one is conducting scientific investigations, exploring new ideas in academic research, or seeking to better understand the complexities of the modern world, the concept of "research" remains a vital and essential part of human knowledge and understanding.

Thank you for reading the informative article on 'Etymology of the Word "Research"

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👉 Definitions of Research by Authors

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References :

Douglas Harper, "Research," Online Etymology Dictionary, accessed March 17, 2023, https://www.etymonline.com/word/research.
Merriam-Webster, "Research," Merriam-Webster.com, accessed March 17, 2023, https://www.merriam-webster.com/dictionary/research.
The Oxford English Dictionary, s.v. "Research," accessed March 17, 2023, https://www.oed.com/view/Entry/162098?redirectedFrom=research#eid.
John M. Swales and Christine B. Feak, Academic Writing for Graduate Students: Essential Tasks and Skills, 3rd ed. (Ann Arbor: University of Michigan Press, 2012), 142.
Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams, The Craft of Research, 4th ed. (Chicago: University of Chicago Press, 2016), 5.
Theodore C. H. Cole, "Etymology and the History of Research," The Journal of Higher Education 23, no. 6 (1952): 302-306, https://www.jstor.org/stable/1977461.
Robert K. Yin, Case Study Research and Applications: Design and Methods, 6th ed. (Los Angeles: SAGE Publications, 2018), 13.
Michael C. Munger, "Using and Abusing Models: Rigor and Relevance in Political Science," APSA-CP: Newsletter of the APSA Comparative Politics Section 18, no. 2 (2007): 2-6, https://www.jstor.org/stable/44219636.
James D. Lester and James D. Lester Jr., Writing Research Papers: A Complete Guide, 16th ed. (Boston: Pearson, 2020), 14-15.
Anne Sigismund Huff and Mark Jenkins, "A Process Theory of Research-Based Learning," in The Oxford Handbook of Management Learning, Education and Development, ed. Steven J. Armstrong and Cynthia V. Fukami (Oxford: Oxford University Press, 2020), 85-103.

A Unique Article On Non Formal Education

2023-03-17T19:45:00.007+05:30

Detailed information on Non Formal Education: Example, Meaning, Definitions, Characteristics, Importance etc.

By reading this article you will find 'detailed information on non formal education' such as : Example of non formal education, Meaning of non formal education, Definition of non formal education, Characteristics of non formal education, Aim of non formal education, Importance of non formal education, Advantages of non formal education and Disadvantages of non formal education.

All Information about Non Formal Education

Read More About : Formal Education

Read More About : Informal Education

What is Non Formal Education?

Meaning of Non Formal Education

Non-formal education provides individuals with opportunities to learn and develop skills in ways that are tailored to their needs and interests, and that can be applied to real-life situations. It is an important component of lifelong learning and can complement formal education to create a well-rounded educational experience.

Definition of Non Formal Education by Different Authors

Here are definitions of non-formal education by different authors:

UNESCO : "Non-formal education is a planned set of activities that take place outside the formal education system, to impart selected types of learning to particular sub-groups of the population, adults as well as children."

Cyril O. Houle : "Non-formal education is any organized educational activity outside the established formal system - whether operating separately or as an important feature of some broader activity - that is intended to serve identifiable learning clienteles and learning objectives."

Brian Street : "Non-formal education refers to education that occurs outside the formal education system and that may have more flexible learning objectives, with a curriculum that is often developed to meet the specific needs of learners in particular contexts."

Alan Rogers : "Non-formal education is any activity that is intentional and that may contribute to the personal development or social and economic advancement of individuals, groups or communities, irrespective of whether learning objectives are specified."

Examples of Non Formal Education

Adult Education Programs : These programs are designed to provide education and training to adults who did not complete formal education or who want to improve their knowledge and skills in specific areas.
Vocational and Technical Training : These programs provide practical training and skills development for individuals who want to enter specific industries or professions.
Community-Based Education : This type of education is often delivered in community centers, libraries, and other community spaces, and is designed to meet the educational needs of local residents.
Online Learning : With the rise of digital technologies, online learning has become an increasingly popular form of non-formal education. Online courses, webinars, and tutorials provide learners with flexible access to educational content and resources.
Skill-Building Workshops : These workshops provide training in a variety of skills, such as communication, leadership, and problem-solving, and are often delivered by professionals in the field.

Characteristics of Non Formal Education

Here are some of the characteristics of non-formal education:

Flexible : Non-formal education is often designed to be flexible and adaptable to the needs of individual learners and their specific contexts. It is not bound by rigid schedules or standardized curricula.
Learner-centered : Non-formal education is focused on meeting the specific needs and interests of learners, rather than adhering to a predetermined set of learning objectives.
Voluntary : Participation in non-formal education is often voluntary, with learners choosing to engage in activities that are of interest or relevance to them.
Practical : Non-formal education is typically oriented towards developing practical skills and knowledge that can be immediately applied in real-world settings.
Diverse : Non-formal education can take many forms, ranging from workshops and seminars to community-based programs and online courses.
Informal : While non-formal education is structured and intentional, it is less formalized than traditional formal education, with less emphasis on standardized testing and evaluation.
Lifelong : Non-formal education is often viewed as a lifelong process of learning, with opportunities for learners of all ages and stages of life.

Aims and Objectives of Non Formal Education

The aims and objectives of non-formal education may vary depending on the specific context, but some common goals include:

To provide access to education for individuals who are not able to participate in formal education, such as adult learners, out-of-school youth, and marginalized communities.
To support the development of practical skills and knowledge that can be applied in real-world settings, such as job training and vocational education.
To promote personal growth and self-improvement, such as through leadership development, communication skills, and confidence-building.
To encourage community engagement and social responsibility, such as through volunteerism, civic education, and environmental awareness.
To provide educational opportunities that are more flexible and adaptable than formal education, such as through online courses and distance learning.
To complement and support formal education by offering additional learning opportunities that may not be available in the classroom, such as through workshops, seminars, and experiential learning.
To foster lifelong learning and ongoing personal and professional development, helping individuals to acquire new knowledge and skills throughout their lives.

Importance of Non Formal Education

Here are some of the key reasons why non-formal education is important:

1) Increased Access : Non-formal education provides opportunities for learning to individuals who may not be able to participate in formal education, such as adults with work or family obligations or those living in remote or disadvantaged areas.

2) Practical Skills Development : Non-formal education often focuses on developing practical skills and knowledge that can be applied in real-world settings, such as job training and vocational education.

3) Personal Growth : Non-formal education can promote personal growth and self-improvement, helping individuals to develop their interpersonal skills, leadership abilities, and confidence.

4) Community Engagement : Non-formal education can encourage community engagement and social responsibility, fostering a sense of civic engagement and a commitment to social justice and environmental sustainability.

5) Flexibility : Non-formal education can be more flexible and adaptable than formal education, allowing individuals to learn at their own pace and on their own terms.

6) Lifelong Learning : Non-formal education promotes lifelong learning, providing opportunities for individuals to continue learning and growing throughout their lives, which is essential for personal and professional development in today's rapidly changing world.

7) Complementary to formal education : Non-formal education can complement formal education by providing additional learning opportunities that may not be available in the classroom.

8) Relevant to local contexts : Non-formal education can be tailored to meet the specific needs and interests of individuals and communities, making it more relevant to local contexts.

9) Inclusive : Non-formal education can be more inclusive than formal education, providing opportunities for marginalized groups such as girls and women, people with disabilities, and ethnic minorities.

10) Cost-effective : Non-formal education can be more cost-effective than formal education, as it often requires fewer resources and can be delivered in a range of settings.

11) Customizable : Non-formal education can be customized to meet the needs of different learners, with activities designed to suit individual learning styles and preferences.

12) Promotes creativity : Non-formal education can promote creativity and innovation, encouraging learners to think outside the box and develop new ideas and approaches.

13) Encourages lifelong learning : Non-formal education can encourage individuals to continue learning and growing throughout their lives, fostering a culture of lifelong learning.

14) Helps bridge the digital divide : Non-formal education can help to bridge the digital divide by providing access to online learning opportunities for those who may not have access to formal education.

15) Increases employability : Non-formal education can increase employability by providing individuals with the practical skills and knowledge needed to succeed in the workforce.

16) Fosters social cohesion : Non-formal education can foster social cohesion by bringing together individuals from diverse backgrounds and promoting understanding and respect for different cultures.

17) Supports community development : Non-formal education can support community development by empowering individuals to take an active role in their communities and promoting community-based initiatives.

18) Supports sustainable development : Non-formal education can support sustainable development by promoting environmental awareness and encouraging sustainable practices.

19) Promotes cultural exchange : Non-formal education can promote cultural exchange by providing opportunities for individuals to learn about and engage with different cultures.

20) Improves health and well-being : Non-formal education can improve health and well-being by promoting healthy behaviors and providing access to health education and resources.

21) Supports peace and conflict resolution : Non-formal education can support peace and conflict resolution by promoting understanding and dialogue between different groups and addressing the root causes of conflict.

Advantages of Non Formal Education

Here are some advantages of non-formal education:

1) Greater Access : Non-formal education offers opportunities for learning to individuals who may not have access to formal education, such as adult learners or those living in remote areas.

2) Flexibility : Non-formal education is often more flexible than formal education, allowing learners to choose their own learning pace, schedule, and location.

3) Personalization : Non-formal education can be tailored to the individual needs and interests of learners, providing a more personalized learning experience.

4) Practical Skills Development : Non-formal education often focuses on developing practical skills and knowledge that can be applied in real-world settings, such as job training and vocational education.

5) Cost-Effective : Non-formal education can be more cost-effective than formal education, as it often requires fewer resources and can be delivered in a range of settings.

6) Informal Learning : Non-formal education encourages informal learning, which promotes creativity and innovation, and allows learners to explore their own interests.

7) Complementary to Formal Education : Non-formal education can complement formal education by providing additional learning opportunities that may not be available in the classroom.

8) Lifelong Learning : Non-formal education promotes lifelong learning, providing opportunities for individuals to continue learning and growing throughout their lives.

9) Community Engagement : Non-formal education can encourage community engagement and social responsibility, fostering a sense of civic engagement and a commitment to social justice and environmental sustainability.

10) Inclusivity : Non-formal education can be more inclusive than formal education, providing opportunities for marginalized groups such as girls and women, people with disabilities, and ethnic minorities.

11) Cultural Exchange : Non-formal education can promote cultural exchange by providing opportunities for individuals to learn about and engage with different cultures.

12) Self-Directed Learning : Non-formal education encourages self-directed learning, which develops critical thinking and problem-solving skills.

13) Personal Growth : Non-formal education can promote personal growth and self-improvement, helping individuals to develop their interpersonal skills, leadership abilities, and confidence.

14) Employability : Non-formal education can increase employability by providing individuals with the practical skills and knowledge needed to succeed in the workforce.

15) Sustainable Development : Non-formal education can support sustainable development by promoting environmental awareness and encouraging sustainable practices.

Disadvantages of Non Formal Education

Here are some potential disadvantages of non-formal education:

1) Lack of Standardization : Non-formal education programs may lack standardization, making it difficult to assess the quality and credibility of the learning experience.

2) Limited Recognition : Non-formal education programs may not be recognized by employers or institutions, limiting their value in terms of career advancement or further education.

3) Limited Resources : Non-formal education programs may have limited resources, which could limit the quality of the learning experience or the range of available learning opportunities.

4) Limited Accessibility : Non-formal education programs may not be accessible to all individuals, particularly those who lack the necessary financial resources or technology.

5) Lack of Accreditation : Non-formal education programs may not be accredited, which could limit their credibility and recognition by employers or institutions.

6) Limited Scope : Non-formal education programs may have a limited scope, focusing primarily on specific skills or knowledge areas rather than providing a comprehensive education.

7) Lack of Structure : Non-formal education programs may lack structure, which could make it difficult for learners to stay motivated and engaged.

8) Informality : Non-formal education may lack the rigor and structure of formal education, which could limit the effectiveness of the learning experience.

9) Limited Networking : Non-formal education programs may not provide opportunities for networking and building professional connections, which could limit the potential career benefits of the learning experience.

10) Limited Accountability : Non-formal education programs may lack accountability mechanisms, which could limit the ability of learners to provide feedback and hold providers accountable for the quality of the learning experience.

It is worth noting that not all non-formal education programs will experience these disadvantages. Many non-formal education programs are well-structured, well-resourced, and highly effective in achieving their intended learning outcomes.

Conclusion

In conclusion, non-formal education is a flexible and accessible approach to learning that is often tailored to the individual needs and interests of learners. Its characteristics include being voluntary, learner-centered, and focused on practical skills development. The aims of non-formal education are to provide opportunities for personal growth, skill development, and lifelong learning. The importance of non-formal education lies in its ability to provide greater access to education, promote inclusivity and community engagement, and foster personal and professional growth. The advantages of non-formal education include flexibility, personalization, practical skills development, cost-effectiveness, and lifelong learning. However, non-formal education may also face disadvantages such as a lack of standardization, limited recognition, and limited accessibility. Overall, non-formal education has the potential to offer valuable learning opportunities to individuals who may not have access to formal education and can play an important role in promoting personal and professional development.

Thank you for reading the article on Informal Education : Example, Meaning, Definition, Characteristics, importance etc."

References:

Desai, V. and M. R. Joshi. Non-Formal Education. New Delhi: Vikas Publishing House Pvt. Ltd, 2012.
Rogers, Alan. Non-Formal Education: Flexible Schooling or Participatory Education? Paris: UNESCO, 2003.
St. Clair, R. and K. Shephard. Non-Formal Education for Development. London: Routledge, 2005.
Hoppers, W. and P. Schreve. Beyond Literacy: Non-Formal and Alternative Approaches to Adult Education and Lifelong Learning. Hamburg: UNESCO Institute for Education, 2013.
Selvi, K. and P. S. Sivasankaran. Non-Formal Education in India: Concept, Issues and Prospects. New Delhi: Atlantic Publishers & Distributors, 2014.
Hallak, Jacques, and Muriel Poisson. Ethics and Values in Non-Formal Education: Reflections on a Global Perspective. Paris: UNESCO, 2006.
Demunck, Victor C., and Marc H. Bornstein. Non-Formal Education: An International Comparative Study. New York: Pergamon Press, 1989.
https://uis.unesco.org/en/glossary-term/non-formal-education

Everything You Need To Know About Informal Education: Informative

2023-03-15T17:31:00.002+05:30

All about Informal Education such as Example, Meaning, Definitions, Characteristics etc

By reading this article you will find 'detailed information about informal education' such as :
Example of informal education, Meaning of informal education, Definition of informal education, Characteristics of informal education, Aim of informal education, Importance of informal education, Advantages of informal education and Disadvantages of informal education.

What is Informal Education? Example

All about 'Formal Education'

Meaning of Informal Education

Informal education refers to learning that occurs outside of a structured academic environment, such as through personal experiences, social interactions, and self-directed study. It is often characterized by its flexibility and informality, as well as its focus on practical skills and real-world applications. Informal education can take many forms, including workshops, mentorship programs, online communities, and hands-on projects. While it may not lead to traditional degrees or certifications, informal education can be a valuable way for individuals to develop new skills, pursue personal interests, and broaden their horizons.

Definitions of Informal Education

Here are some definitions of informal education according to educationists:

1) According to Malcolm Knowles "Informal education is a process of learning that occurs spontaneously in everyday life through experience and observation, often without the intention of learning."

2) According to Alan Rogers "Informal education is learning that is intentional but not structured, planned, or accredited. It is a process of acquiring knowledge, skills, attitudes, and values through experiences in the environment, interactions with people, and self-directed learning."

3) According to Ivan Illich "Informal education refers to the acquisition of knowledge and skills that occurs outside the formal schooling system. It is a process of learning that is self-directed, self-motivated, and based on personal interests and experiences."

4) According to Peter Jarvis "Informal education is an unplanned and unofficial form of learning that occurs outside the classroom. It is a way of acquiring knowledge, skills, and values through social interactions, personal experiences, and practical activities."

Overall, these definitions highlight the flexible, non-traditional nature of informal education and emphasize the role of personal experiences and self-directed learning in the process.

Examples of Informal Education

Here are some examples of informal education such as Learning through hobbies, Mentoring, Online learning, Travelling, Self-directed study etc. Examples of informal education are discussed in detail below.

1) Learning through hobbies : Pursuing a hobby or personal interest, such as playing an instrument, gardening, or photography, can be a form of informal education. Through practice and experimentation, individuals can develop new skills and knowledge related to their hobby. 2) Mentoring : Mentoring involves a more experienced person providing guidance and support to a less experienced person. This can be a valuable way for individuals to learn from others and gain practical skills and knowledge. 3) Online learning : Online courses and tutorials, such as those available on platforms like YouTube, Khan Academy, or Coursera, can provide a flexible and accessible way for individuals to learn new things at their own pace. 4) Travel : Traveling to new places and experiencing different cultures can be a form of informal education. Through exposure to new ideas, customs, and perspectives, individuals can expand their understanding of the world and gain valuable insights and skills. 5) Self-directed study : Self-directed study involves setting one's own learning goals and pursuing knowledge and skills through independent study. This can include reading books, watching documentaries, attending workshops or conferences, or experimenting with new ideas or technologies.

Characteristics of Informal Education

Here are ten characteristics of informal education: 1) Non-formal : Informal education is typically not structured or regulated in the same way as formal education. It may not involve traditional classroom settings, grades, or formal accreditation. 2) Voluntary : Participation in informal education is often voluntary and based on personal interest or motivation. Individuals are often self-directed in their learning. 3) Practical : Informal education is often focused on practical skills and knowledge that can be applied in real-world situations. It may involve hands-on activities, experimentation, or apprenticeship. 4) Personal : Informal education is often tailored to the individual's needs and interests. It may involve learning that is specific to the person's background, experiences, or goals. 5) Social : Informal education often takes place in social settings, such as through interactions with peers, mentors, or community members. It may involve group learning, discussion, or collaboration. 6) Contextual : Informal education is often grounded in the context of the learner's environment and experiences. It may involve learning that is relevant to the person's daily life or immediate surroundings. 7) Lifelong : Informal education is often ongoing and occurs throughout an individual's life. It may involve learning that occurs outside of specific timeframes or stages of life. 8) Flexible : Informal education is often flexible in terms of time, location, and content. It may be adapted to fit the learner's schedule, preferences, or learning style. 9) Informal assessment : Informal education may involve informal assessment, such as feedback from mentors, peers, or self-reflection. It may not involve traditional forms of assessment, such as tests or grades. 10) Integrative : Informal education is often integrative, in that it can draw on multiple sources of knowledge and experience. It may involve combining different types of learning, such as through self-directed study, mentoring, or travel.

Aims of Informal Education

Here are seven aims of informal education: 1) Personal development : Informal education aims to help individuals develop their skills, knowledge, and attitudes in areas that are of personal interest or relevance to them. 2) Lifelong learning : Informal education promotes the idea of lifelong learning, helping individuals to continue learning and growing throughout their lives. 3) Socialization : Informal education can provide opportunities for social interaction and collaboration, helping individuals to build connections with others and develop their social skills. 4) Cultural awareness : Informal education can help individuals to learn about different cultures, traditions, and perspectives, fostering a sense of cultural awareness and respect. 5) Practical skills : Informal education can provide individuals with practical skills that are relevant to their personal and professional lives, such as cooking, gardening, or home repairs. 6) Creative expression : Informal education can support individuals in exploring their creativity and expressing themselves through artistic or other creative pursuits. 7) Personal empowerment : Informal education can help individuals to gain confidence and a sense of empowerment through self-directed learning and personal growth. It can also help individuals to overcome barriers to learning, such as lack of access to formal education or limited resources.

Importance of Informal Education

Here are fifteen points about the importance of informal education: 1) Complements formal education : Informal education can supplement formal education, providing individuals with additional opportunities for learning and personal growth. 2) Personalized learning : Informal education allows individuals to pursue their own interests and passions, tailoring their learning experience to their unique needs and preferences. 3) Lifelong learning : Informal education promotes the idea of lifelong learning, helping individuals to continue learning and growing throughout their lives. 4) Accessibility : Informal education can be more accessible than formal education, as it often does not require specific qualifications, and can be pursued at any time or place. 5) Flexibility : Informal education can be more flexible than formal education, allowing individuals to learn at their own pace and on their own terms. 6) Real-world applications : Informal education often focuses on practical skills and knowledge that can be applied in real-world settings, helping individuals to achieve their personal and professional goals. 7) Cost-effective : Informal education can be less costly than formal education, as it often does not require expensive materials, tuition fees, or specialized equipment. 8) Socialization : Informal education can provide opportunities for social interaction and collaboration, helping individuals to build connections with others and develop their social skills. 9) Self-directed learning : Informal education promotes self-directed learning, allowing individuals to take ownership of their learning process and develop their autonomy. 10) Holistic development : Informal education can support individuals in their holistic development, promoting their physical, emotional, and cognitive well-being. 11) Cultural awareness : Informal education can help individuals to learn about different cultures, traditions, and perspectives, fostering a sense of cultural awareness and respect. 12) Innovation and creativity : Informal education can promote innovation and creativity, encouraging individuals to explore new ideas and think outside the box. 13) Community building : Informal education can promote community building, helping individuals to connect with others who share their interests and passions. 14) Inclusivity : Informal education can be more inclusive than formal education, as it does not require specific academic qualifications or prerequisites. 15) Personal empowerment : Informal education can help individuals to gain confidence and a sense of empowerment, enabling them to achieve their goals and fulfill their potential.

Advantages of Informal Education

Here are ten advantages of informal education: 1) Flexibility : Informal education allows individuals to learn at their own pace and on their own terms, providing a more flexible approach to learning. 2) Accessibility : Informal education is often more accessible than formal education, as it does not require specific qualifications or prerequisites. 3) Personalization : Informal education allows individuals to tailor their learning experience to their own interests and passions, providing a more personalized approach to learning. 4) Real-world applications : Informal education often focuses on practical skills and knowledge that can be applied in real-world settings, providing individuals with valuable skills and experiences. 5) Cost-effective : Informal education is often less costly than formal education, as it does not require expensive materials or tuition fees. 6) Promotes creativity and innovation : Informal education encourages individuals to explore new ideas and think outside the box, promoting creativity and innovation. 7) Builds social connections : Informal education provides opportunities for social interaction and collaboration, helping individuals to build connections with others who share their interests. 8) Encourages lifelong learning : Informal education promotes the idea of lifelong learning, helping individuals to continue learning and growing throughout their lives. 9) Supports holistic development : Informal education can support individuals in their holistic development, promoting their physical, emotional, and cognitive well-being. 10) Provides an alternative to formal education : Informal education can provide an alternative to formal education, allowing individuals to pursue learning and personal growth outside of traditional academic settings.

Disadvantages of Informal Education

Here are six disadvantages of informal education: 1) Lack of structure : Informal education often lacks a formal structure or curriculum, which can make it difficult for individuals to set and achieve specific learning goals. 2) Lack of recognition : Informal education is often not recognized by employers or academic institutions, which can limit its value in the job market or in further academic pursuits. 3) Inconsistent quality : The quality of informal education can vary widely depending on the source, making it difficult for individuals to evaluate the reliability or accuracy of the information they are receiving. 4) Limited resources : Informal education often lacks the resources, such as specialized equipment or expert instructors, that are available in formal educational settings. 5) Lack of accountability : Without formal assessment or evaluation, it can be difficult to determine whether individuals have achieved the intended learning outcomes of informal education. 6) Exclusionary : Informal education may not be accessible to individuals who lack the necessary resources, such as access to technology or transportation, to pursue learning opportunities outside of formal educational settings.

Conclusion

In conclusion, informal education refers to learning that occurs outside of formal educational settings, driven by personal interests and experiences. It is characterized by flexibility, personalization, and practical applications. Informal education is important for promoting lifelong learning, personal growth, and community building. While it offers advantages such as accessibility, creativity, and social connections, it also presents disadvantages such as lack of structure and recognition. Overall, informal education provides individuals with valuable opportunities for learning and personal development.

Thank you for reading the article on "Know about 'Informal Education' Example, Meaning, Definition, Characteristics, importance etc."

References:

Dewey, John. Democracy and Education: An Introduction to the Philosophy of Education. Free Press, 1997.
Illich, Ivan. Deschooling Society. Harper & Row, 1971.
Jarvis, Peter. Adult and Continuing Education: Theory and Practice. Routledge, 2010.
Knowles, Malcolm S. The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge Adult Education, 1980.
Lave, Jean, and Etienne Wenger. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, 1991.
Rogoff, Barbara. Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford University Press, 1990.
Schugurensky, Daniel. The Forms of Informal Learning: Towards a Conceptualization of the Field. Ontario Institute for Studies in Education, University of Toronto, 2000.
Smith, Mark K. Informal Education: Conversation, Democracy and Learning. Nottingham: Educational Heretics Press, 2013.
Wenger, Etienne. Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press, 1998.
Willis, Paul. Learning to Labour: How Working Class Kids Get Working Class Jobs. Columbia University Press, 1977.

Know More About Formal Education: Meaning, Definition And Characteristics

2023-03-14T22:09:00.007+05:30

Detailed information about Formal Education: meaning, definition, characteristics and many more.

By reading this article you will find detailed information about formal education such as : meaning of formal education, definition of formal education, characteristics of formal education, aim of formal education, importance of formal education,advantages of formal education and disadvantages of formal education.

What is formal education?

All about 'Formal Education'

Introduction

Formal education refers to the structured and organized system of learning that takes place in schools, colleges, and universities. It is a critical part of an individual's growth and development, as it provides them with the necessary knowledge and skills to succeed in their chosen career paths. Formal education typically includes a defined curriculum, standardized testing, and professional educators who guide and support students through their learning journey. This type of education is highly valued in society and is often seen as the key to achieving personal and professional success. In this article, we will explore the various aspects of formal education and its importance in today's world.

Meaning of Formal Education

Formal education refers to the structured and organized form of education that takes place in educational institutions such as schools, colleges, and universities. It follows a standardized curriculum, and the learning process is conducted in a systematic manner. Formal education is typically delivered by trained teachers and professors and leads to the award of a degree or certificate upon completion.

Definitions of Formal Education

Here are some definitions of formal education according to educationists:

1) According to James A. Johnson "Formal education refers to the planned and systematic imparting of knowledge, skills, and attitudes through a recognized program of instruction."

2) According to Margaret J. Wheatley "Formal education is the process of systematically organizing and transmitting knowledge, skills, values, and attitudes through specified curricula, programs, and courses of study within recognized educational institutions."

3) According to Michael W. Apple "Formal education is a highly structured and standardized form of learning, delivered by trained professionals within institutional settings."

4) According to John Dewey "Formal education is the process of acquiring knowledge, skills, and values through structured learning experiences that are designed and delivered by educational institutions."

5) According to Philip H. Coombs "Formal education is a process of learning that is designed and delivered systematically and institutionally, and leads to recognized credentials and qualifications."

6) According to Allan Ornstein and Francis P. Hunkins "Formal education is a process of teaching and learning that is designed and conducted within institutional settings and has as its primary objective the development of knowledge, skills, and attitudes necessary for success in a particular profession or field of study."

7) According to Lawrence J. Saha "Formal education is the organized and structured process of learning that takes place in a recognized educational institution, leading to the acquisition of knowledge, skills, and values that are necessary for personal and professional growth."

8) According to Robert J. Meehan "Formal education is the process of imparting knowledge and skills to individuals through a structured program of instruction, usually provided by trained professionals within an institutional setting."

Overall, these definitions emphasize the organized and structured nature of formal education, as well as its focus on the acquisition of knowledge, skills, and values necessary for personal and professional growth within recognized educational institutions.

Examples of Formal Education

Here are some examples of formal education: Primary education, Secondary education, Higher education and any other regular course.

1) Primary Education : Primary education is a formal education system that is designed for children aged between 6-11 years old. It is mandatory in most countries and provides basic education in subjects such as mathematics, science, social studies, and language arts.

2) Secondary Education : Secondary education is a formal education system that follows primary education and is designed for students aged between 12-18 years old. It provides more advanced education in subjects such as science, mathematics, language arts, social studies, and specialized fields such as vocational training.

3) Higher Education : Higher education is a formal education system that follows secondary education and provides education and training beyond the high school level. It includes universities, colleges, and other institutions of higher learning that offer degrees and other credentials in fields such as medicine, law, engineering, business, and many others.

4) Vocational Education : Vocational education is a formal education system that provides training in specific skills and trades, such as welding, plumbing, and carpentry. It is designed to prepare individuals for entry-level jobs in their chosen fields.

Overall, these are just a few examples of formal education systems that are widely recognized and valued by societies around the world.

Characteristics of Formal Education

Here are some characteristics of formal education:

1) Structured Curriculum : Formal education is characterized by a structured and organized curriculum that is designed to impart knowledge and skills in a systematic and sequential manner. The curriculum typically consists of a set of subjects and courses that are required for completion.

2) Institutional Setting : Formal education takes place within recognized educational institutions such as schools, colleges, and universities. These institutions provide a structured and supportive environment for learning and are staffed by trained and qualified educators.

3) Defined Goals and Objectives : Formal education has defined goals and objectives that are related to the acquisition of specific knowledge, skills, and competencies. These goals and objectives are typically tied to career readiness and success in the workforce.

4) Standardized Assessment : Formal education is often assessed using standardized testing and grading systems. This ensures that students are evaluated on a consistent basis and that their progress can be tracked and measured.

5) Trained Professionals : Formal education is typically delivered by trained and qualified professionals who have expertise in their respective fields. These professionals are responsible for designing and delivering the curriculum, as well as providing guidance and support to students.

Overall, these characteristics of formal education help to ensure that students receive a high-quality education that prepares them for future success in their chosen careers.

Aim of Formal Education

Here are some key aims of formal education :

1) Knowledge acquisition : One of the primary aims of formal education is to provide students with knowledge in various subjects such as math, science, history, and literature. This knowledge helps individuals understand the world around them, and provides a foundation for further learning.

2) Skill development : Formal education aims to develop a range of skills in students, including critical thinking, problem-solving, communication, teamwork, and time management. These skills are crucial for success in both personal and professional life.

3) Personal development : Formal education also aims to promote personal development by helping students develop a sense of self-awareness, self-esteem, and self-confidence. It encourages students to explore their interests and passions, and provides opportunities for personal growth.

4) Socialization : Another aim of formal education is to help students learn how to interact with others and function effectively in society. Schools provide a structured environment for students to learn social skills, cultural norms, and ethical values.

5) Preparation for the future : Formal education aims to prepare students for the future by equipping them with the skills and knowledge needed for higher education and the workforce. It helps students make informed decisions about their future careers and develop a sense of responsibility towards their own lives and society as a whole.

Importance of Formal Education

Here are few points on the importance of formal education :

1) Personal development : Formal education provides opportunities for personal growth and development. It helps individuals to develop critical thinking skills, self-awareness, and confidence, which can lead to a more fulfilling life.

2) Career opportunities : Formal education is often a prerequisite for many careers, and it provides individuals with the knowledge and skills necessary to succeed in their chosen field.

3) Economic benefits : Higher levels of education are often associated with higher earning potential and better job opportunities, leading to improved economic stability and prosperity.

4) Social mobility : Formal education can help individuals from disadvantaged backgrounds to improve their social and economic standing. It provides opportunities for upward mobility and can break the cycle of poverty.

5) Global competitiveness : In an increasingly globalized world, formal education is becoming more important for individuals and nations to remain competitive. Education is seen as a key driver of economic growth and innovation, and countries with higher levels of education tend to be more prosperous and successful.

Advantages of Formal Education

Here are some advantages of formal education :

1) Improved Career Prospects : Formal education provides individuals with the knowledge, skills, and credentials necessary to succeed in their chosen careers. This can lead to better job opportunities, higher salaries, and increased job security.

2) Personal Growth : Formal education can help individuals develop important life skills such as critical thinking, problem-solving, and communication. These skills can be applied to a wide range of personal and professional situations, leading to greater personal growth and success.

3) Socialization : Formal education provides individuals with the opportunity to interact and socialize with their peers, which can lead to the development of important social skills and networks. This can be particularly beneficial for individuals who come from disadvantaged or marginalized backgrounds.

4) Access to Resources : Formal education provides individuals with access to a wide range of resources such as libraries, laboratories, and other facilities that can help them to learn and grow. This can be particularly important for individuals who do not have access to these resources in their communities.

5) Enhanced Problem Solving : Formal education helps individuals to develop problem-solving skills that can be applied to a wide range of situations. This can help individuals to become more innovative and creative in their personal and professional lives.

Overall, these advantages of formal education demonstrate the importance and value of investing in education as a means of personal and societal development.

Disadvantages of Formal Education

Here are some potential disadvantages of formal education :

1) Cost : Formal education can be expensive, particularly in higher education. This can create financial burdens for individuals and families, and may limit access to education for those who cannot afford it.

2) Standardized Curriculum : Formal education often has a standardized curriculum that may not be tailored to individual needs and interests. This can limit creativity and innovation in the classroom and may not meet the needs of all learners.

3) Lack of Flexibility : Formal education often follows a rigid schedule and structure, which may not accommodate the needs of individuals with different learning styles or those who have other commitments such as work or family responsibilities.

4) Pressure and Stress : The pressure to succeed in formal education can be overwhelming for some individuals, leading to stress, anxiety, and mental health issues.

5) Overemphasis on Grades : Formal education often places a strong emphasis on grades and test scores, which may not accurately reflect a student's learning or abilities. This can create a competitive and stressful environment that may not foster creativity or critical thinking.

Overall, these potential disadvantages of formal education highlight the need for continued innovation and improvement in education systems to ensure that they meet the needs of all learners and create an inclusive and supportive learning environment.

Conclusion

In conclusion, formal education is a structured and systematic form of education that takes place in institutions such as schools and universities. It is characterized by the presence of trained teachers, a set curriculum, and the award of certifications or degrees upon completion. Formal education is essential for individuals to acquire the necessary knowledge and skills to succeed in their chosen careers and contribute to society. Its advantages include improved job prospects, higher earning potential, and personal development. However, formal education also has its disadvantages, such as high costs and the potential for academic pressure and stress. Overall, formal education is a valuable tool for personal and societal growth and should be pursued with consideration of its benefits and drawbacks.

Thank you for reading the article on "Formal Education: Meaning, Definition, Characteristics, importance etc."

References :

Apple, Michael W. Education and Power. Routledge, 1995.
Dewey, John. Experience and Education. Touchstone, 1997.
Durkheim, Emile. Education and Sociology. Free Press, 1956.
Freire, Paulo. Pedagogy of the Oppressed. Continuum, 2000.
Giroux, Henry A. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Bergin & Garvey, 1988.
Greene, Maxine. Releasing the Imagination: Essays on Education, the Arts, and Social Change. Jossey-Bass, 1995.
Kozol, Jonathan. Savage Inequalities: Children in America's Schools. Crown Publishers, 1991.
Noddings, Nel. Philosophy of Education. Westview Press, 1995.
Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. Basic Books, 2011.
Sizer, Theodore. Horace's Compromise: The Dilemma of the American High School. Houghton Mifflin Harcourt, 1984.
Tyack, David B., and Larry Cuban. Tinkering toward Utopia: A Century of Public School Reform. Harvard University Press, 1995.
West, Cornel, and Henry A. Giroux. Beyond the Campus: How Colleges and Universities Form Partnerships with Their Communities. Routledge, 1998.
https://simple.wikipedia.org/wiki/Education
https://www.coe.int/en/web/european-youth-foundation/definitions

Different types of education system

2023-03-13T22:49:00.003+05:30

Three Types of Education System

Many people ask the question, what are the types of education in India? Or many people ask what are the 3 types of education? Today this article is written to answer these questions.

There are 'three types of education system in India', namely Formal Education, Informal Education and Non-Formal Education. Each of these three types of education are discussed in detail below.

what are the 3 types of education?

What are the types of education?

Education is of three types respectively -

Formal Education,
Informal Education and
Non-Formal Education

Formal Education

Examples of formal education include:

Elementary schools that provide foundational education in literacy and numeracy to children.
Secondary schools that provide more specialized education in subjects such as science, social studies, and the arts.
Colleges that offer undergraduate degrees in fields such as business, engineering, and nursing.
Universities that offer advanced degrees such as master's and doctoral degrees in various fields of study.
Professional schools that provide training in specialized fields such as law, medicine, and education.
Online educational institutions that offer distance learning programs and courses that lead to certificates and degrees.

Overall, formal education provides individuals with a structured and standardized education that equips them with knowledge and skills that can be applied to various personal and professional settings.

Informal Education

Examples of Informal education include:

There are several mediums through which informal education can occur. Here are some examples:

Conversations : Conversations with friends, family members, or colleagues can often lead to informal learning. This can happen through sharing personal experiences, exchanging ideas, or simply discussing topics of interest.
Observation : Observing the world around us can be a powerful way to learn informally. This can include observing nature, people, or social situations. For example, watching a skilled craftsman at work can lead to learning about the craft itself.
Hands-on Experience : Informal learning can occur through hands-on experience. This can include activities such as gardening, cooking, or tinkering with electronics. By doing something ourselves, we can learn from our mistakes and refine our skills.
Participating in Communities of Practice : Communities of practice are groups of people who share a common interest or goal. Joining a community of practice can provide opportunities for informal learning through shared experiences, collaboration, and feedback.
Online Learning : With the rise of digital technologies, online learning has become an increasingly popular way to engage in informal education. Online resources such as YouTube, MOOCs (massive open online courses), and other e-learning platforms provide learners with access to a wide range of educational content and resources.
Reading : Reading books, articles, and other written materials can also be a form of informal education. By reading about a particular topic, we can learn new information and gain insights into different perspectives.

Overall, informal education provides individuals with opportunities to learn and develop skills in ways that are tailored to their needs and interests, and that can be applied to real-life situations. It can occur throughout an individual's lifespan, and can complement formal and non-formal education to create a well-rounded educational experience.

Non-formal Education

Examples of non-formal education include:

Adult Education Programs : These programs are designed to provide education and training to adults who did not complete formal education or who want to improve their knowledge and skills in specific areas.
Vocational and Technical Training : These programs provide practical training and skills development for individuals who want to enter specific industries or professions.
Community-Based Education : This type of education is often delivered in community centers, libraries, and other community spaces, and is designed to meet the educational needs of local residents.
Online Learning : With the rise of digital technologies, online learning has become an increasingly popular form of non-formal education. Online courses, webinars, and tutorials provide learners with flexible access to educational content and resources.
Skill-Building Workshops : These workshops provide training in a variety of skills, such as communication, leadership, and problem-solving, and are often delivered by professionals in the field.

Conclusion :

In conclusion, there are several different types of education available to individuals seeking to learn and grow. Formal education is the most common type and is typically structured and taught within a classroom setting. Informal and non-formal education are less structured and can be found in a variety of settings, including at home and in community organizations. By understanding the different types of education available, individuals can choose the path that best fits their needs and goals.

Read More : 👉 What is Education?

Thank you for reading the article on "Different types of education"

References :

Kneller, G.F. (1963) : Foundations of Education (John Wiley & sons, Inc., New York.,)

Prince, Kingsley (1962) : Education and Philosophical Thought (Englewood Cliffs, N.J. : Allyn and Bacon, Inc.,).

Shrivastava K.K. (2003) : Philosophical Foundation of Education, Kanishka Publishers, New Delhi..

Saxena, S. & Dutt (2008) : Philosophical and Sociological Foundation of Education, Viney Rakheya R. Lal. Book Depot, Meerut.

Wyan, J.P. (1963) : Theories of Education (Harper & Row Publishers Inc., New York, ).

What is Education? An essay

2023-03-12T21:45:00.005+05:30

Write an essay, what is education?

What is education? Here are the things you will learn by reading this article: Etymological meaning of education, definitions of education, nature of education, scope of education, types of education, importance of education etc.

What is education PDF notes 👉 Download

What is Education?

Etymological meaning of 'Education' :

Western educationists have discovered a few Latin words through investigation. According to them, the English word 'Education' has been derived from different Latin words :

1) 'Educate' - The term education has been derived from the Latin word 'educare'. The term 'educare' means 'to bring up', 'to rise', and 'to nourish'.

2) 'Educere' - The term education has been derived from the Latin word 'educere'. The term 'educere' means 'to lead out', 'to draw out' and 'to bring from'.

3) 'Educatum' - The term education has been derived from the Latin word 'educatum'. The term 'educatum' means 'act of teaching' or 'training'.

4) 'E+duco' - The term education has been derived from the Latin word 'E+duco,. The term 'E' means 'out of' and 'duco' means 'to lead’.,

5) 'Educatus' - The term education has been derived from the Latin word 'educatus'. The term 'educatus' means 'to bring up', 'rear', 'educate'.

6) 'Educatio' - The term education has been derived from the Latin word 'educatio'. The term 'educatio' means 'a breeding', 'a bringing up', 'a rearing'.

Overall, the etymological definition of education emphasizes the idea that education is a process of guiding and developing individuals to help them reach their full potential. It is a lifelong process of learning and growth that involves both formal and informal methods of instruction and is essential for personal and societal development.

Definitions of Education :

About Definition of Education Different educationists have defined education by referring to different aspects of education. Below are the definitions of education given by various educationists one by one.

Definition of education by Indian Educationist :

Swami Vivekananda : According to him, "Education is the manifestation of perfection already in man."

Rabindranath Tagore : Tagore defined education as "the process by which character is formed, strength of mind is increased, and intellect is sharpened, as a result of which one can stand on one's own feet."

Sri Aurobindo : According to Sri Aurobindo, "Education is not the amount of information that is put into your brain and runs riot there, undigested all your life. We must have life-building, man-making, character-making, assimilation of ideas."

Mahatma Gandhi : Gandhi believed that "By education I mean an all-round drawing out of the best in child and man’s body, mind and spirit.”

Sarvapalli Radhakrishnan : According to Indian professor Sarvapalli Radhakrishnan “Education according to Indian tradition is not merely a means of earning a living; nor is it only a nursery of thought or a school for citizenship. It is initiation into the life of spirit and training of human souls in the pursuit of truth and the practice of virtue.”

An Indian educationist may define education in a variety of ways, but one possible definition is "Education is a lifelong process of learning, growth, and development, which enables individuals to acquire knowledge, skills, and values that are essential for their personal, social, and professional advancement. It encompasses both formal and informal learning, and is aimed at enabling individuals to achieve their full potential, and to contribute positively to society."

Definition of education by Western Educationist :

According to Socrates : "Education means the bring out of the ideas of universal validity which are latent in the mind of every man."

According to Plato : "Education is the capacity to feel pleasure and pain at the right moment it develops in the body and in the soul of the student all the beauty and all the perfection which he capable of."

According to Aristotle : "Education is the creation of a sound mind in a sound body it develop men faculty especially his mind so that he may be able to enjoy the implementation of supreme court goodness and beauty of which perfect happiness essentially consist."

According to John Dewey : "Education is the development of all those capacities in the individual which will enable him to control his environment and fulfil his responsibilities.

According to Heinrich Pestalozzi : "Education is natural harmonious and progressive development of man's innate powers."

According to Rousseau : "Education of man comments at his birth before he can speak, before he can understand he is already instructed. Experience is the the forerunner of precept."

Analyzing the definitions of education given by Western educationists, the definition of education : education is a process of acquiring knowledge, skills, values, and attitudes through various learning experiences. It is an organized and systematic approach to learning that takes place in formal institutions such as schools, colleges, and universities. Education is seen as a means of preparing individuals for their future roles in society, whether that be as productive members of the workforce or as responsible citizens. Western educationists believe that education is essential for personal and societal development, and that it should be accessible to everyone regardless of their background or social status. They also emphasize the importance of critical thinking, creativity, and innovation in the learning process.

Nature of Education :

Education is a lifelong process that continues throughout a person's life, from childhood to adulthood.

Education is a transformative process that changes an individual's perspective, behavior, and knowledge base.

Education is a social process that takes place in various formal and informal settings, including schools, homes, workplaces, and communities.

Education is a dynamic process that adapts to changing societal needs and technological advancements.

Education is a complex process that involves multiple stakeholders, including teachers, students, parents, policymakers, and the community.

Education is a multidisciplinary process that encompasses various fields of study, including science, humanities, social sciences, and arts.

Education is a value-based process that promotes ethical and moral values, such as respect, integrity, and empathy.

Education is a holistic process that aims to develop an individual's intellectual, emotional, social, and physical well-being.

Education is a personalized process that caters to the diverse learning needs and abilities of individuals.

Education is an empowering process that enables individuals to achieve their full potential, pursue their aspirations, and contribute to society's development.

Scope of Education :

Formal Education : This is the structured and organized form of education that takes place in educational institutions such as schools, colleges, and universities.

Non-Formal Education : This refers to learning that takes place outside formal institutions, such as adult education programs, vocational training, and skill-building workshops.

Informal Education : This refers to learning that takes place through everyday experiences, such as conversations, observation, and trial and error.

Primary Education : This is the foundational level of education that aims to develop basic literacy and numeracy skills.

Secondary Education : This level of education builds upon primary education and provides more specialized knowledge and skills.

Higher Education : This level of education includes post-secondary education, such as undergraduate and graduate programs, professional training, and research.

Technical and Vocational Education : This type of education focuses on developing technical and vocational skills that are relevant to specific industries and job markets.

Special Education : This type of education is designed for students with special needs or disabilities, providing them with specialized support and accommodations.

Global Education : This focuses on developing a global perspective and intercultural competence to prepare individuals for the challenges of an interconnected world.

Lifelong Learning : This encompasses all forms of learning that take place throughout a person's life, including formal, non-formal, and informal education, and is essential for personal and professional growth.

Types of Education :

There are three types of education such as : 1) Formal Education, 2) Non-Formal Education and 3) Informal Education.

Formal Education :

Non-formal Education :

Non-formal education refers to learning that takes place outside of formal educational institutions such as schools, colleges, and universities. It is a flexible and adaptable form of education that is not bound by traditional constraints such as curriculum, schedule, and location. Non-formal education provides individuals with opportunities to learn and develop skills in ways that are tailored to their needs and interests, and that can be applied to real-life situations.

Informal Education :

Informal education refers to learning that takes place through everyday experiences, rather than through structured, organized educational programs or institutions. It is often spontaneous and unplanned, and can occur in a variety of settings, including at home, in the workplace, and in social environments. There are several mediums through which informal education can occur. Here are some examples: conversation, observation, online learning, participating in communities of practice etc.

Importance of Education :

Education is important for individuals, communities, and societies as a whole. Here are some of the key reasons why education is so important:

Personal Development : Education provides individuals with opportunities to learn and develop knowledge, skills, and attitudes that can help them achieve personal goals and aspirations. It can help individuals to think critically, communicate effectively, and solve problems in a variety of contexts.

Career Advancement : Education is often a key factor in career advancement. Individuals who have higher levels of education are more likely to have access to higher-paying jobs, and to be promoted within their organizations.

Economic Development : Education is also important for economic development. Individuals with higher levels of education are more likely to be productive members of society, to contribute to the economy, and to be able to support themselves and their families.

Social Mobility : Education can be a pathway to social mobility. It can help individuals from disadvantaged backgrounds to overcome barriers and achieve success, and can provide opportunities for upward social mobility.

Citizenship : Education is important for citizenship, as it can help individuals to understand their rights and responsibilities as members of a society, and to participate in civic life.

Cultural Preservation : Education is important for preserving cultural traditions and knowledge. It can help to ensure that cultural practices and values are passed down from one generation to the next.

Conclusion : Considering all the above aspects, it can be finally said about education that, Education is a fundamental aspect of human development that plays a critical role in shaping individuals and societies. It is the process of acquiring knowledge, skills, values, and attitudes through various formal and informal means. Education is not limited to academic pursuits but encompasses a wide range of activities that contribute to personal growth and social well-being. At its core, education seeks to empower individuals with the tools they need to understand and navigate the world around them. Education is not just about learning facts and figures but about developing critical thinking skills, creativity, problem-solving abilities, and communication skills. Through education, individuals can explore their interests and passions, discover new perspectives, and gain a deeper understanding of themselves and their place in society. Education is also a tool for promoting social justice, equality, and human rights. It provides individuals with the opportunity to break free from the cycles of poverty and disadvantage and to achieve their full potential.

Furthermore, education is a lifelong process that continues beyond the classroom walls. It involves ongoing learning and development that takes place through various experiences, including work, travel, and personal interactions. In today's rapidly changing world, education is more important than ever, as individuals must constantly adapt to new technologies, ideas, and social norms. Overall, education is a vital aspect of human life that contributes to personal and societal growth, development, and well-being.

Thank you for reading the article on " What is Education?"

References :

Kneller, G.F. (1963) : Foundations of Education (John Wiley & sons, Inc., New York.,)

Prince, Kingsley (1962) : Education and Philosophical Thought (Englewood Cliffs, N.J. : Allyn and Bacon, Inc.,).

Shrivastava K.K. (2003) : Philosophical Foundation of Education, Kanishka Publishers, New Delhi..

Saxena, S. & Dutt (2008) : Philosophical and Sociological Foundation of Education, Viney Rakheya R. Lal. Book Depot, Meerut.

Wyan, J.P. (1963) : Theories of Education (Harper & Row Publishers Inc., New York, ).

Definition of philosophy by different philosophers

2023-03-03T20:44:00.006+05:30

Definition of Philosophy by Different Philosophers

In this article titled 'Definition of philosophy by different philosophers', you will find many definitions of philosophy given by different philosophers, some of the notable ones are:

Definition of philosophy by Plato,
Aristotle definition of philosophy,
Definition of philosophy According to Hegel,
Definition of philosophy According to Karl Marx etc

Definition of Philosophy

Definitions of Philosophy :

Different philosophers and thinkers have defined philosophy from different perspectives on philosophy. Analyzing the definitions given by them reveals different aspects of philosophy. There have been many definitions of philosophy offered by different philosophers throughout history. Here are some of the most famous :

According to Plato : "Philosophy is the acquisition of knowledge."

According to Aristotle : "Philosophy is a science which discovers the real nature of supernatural elements".

According to Socrates : "Philosophy is a daily activity".

According to Levison : "Philosophy is mental activity".

According to John Dewey : "Philosophy is not a panacea (remedy for all kinds of diseases/troubles) for the problems of men, but is that which emerges out of the methods employed by them to solve their problems."

According to Karl Marx : "Philosophy is the interpretation of the world in order to change it".

According to Hegel : "Philosophy is that which grasps its own era in thought."

According to Kant Immanuel : philosophy as "the science and criticism of cognition."

According to Russel : "Philosophy properly deals with matters of interest to the general educated public, and loses much of its value if only a few professionals can understand it."

According to Michel Foucault : "Philosophy is not the reflection of a pre-existing truth, but the production of a new truth."

According to Jean-Paul Sartre : "Philosophy is not a closed, static doctrine, but a living movement."

According to Martin Heidegger : "Philosophy is not a mere pastime or hobby, but a fundamental, necessary way of existing in the world."

According to Friedrich Nietzsche : "Philosophy is not a theory but an activity."

According to René Descartes : "Philosophy is like a tree, whose roots are metaphysics and epistemology, its trunk is logic, and its branches are ethics, aesthetics, and politics."

According to Simone de Beauvoir : "Philosophy is not in its doctrines, but in the analysis of the existence."

According to Michel Foucault : "Philosophy is a sort of critical thought that tries to dismantle the habits of thought that have become almost natural and to bring to light the assumptions that were always already there."

According to Jacques Derrida : "Philosophy is the invention of new concepts, and the rediscovery of old ones."

According to Henderson : "Philosophy is a rigorous, disciplined, guarded analysis of some of the most difficult problems which men have ever faced."

Aristippus : thinks that philosophy is "the ability to feel at ease in any society."

According to Phenix : "Science attempts only at the discovery of facts. Philosophy is not interested in the discovery of facts. Rather, it is interested in facts insofar as to provide an attitude towards them. It tries to organize, interpret, clarify and criticize the already discovered facts of science."

D.J. Connar : defines philosophy "as an activity of criticism or clarification."

According to Plato : "He who has a taste for every sort of knowledge and who is curious to learn and is never satisfied may be justly termed as a philosopher."

According to G.T.W Patreck "Between science and philosophy the very closest relationship exists. They spring from the same root, the love of knowledge and they aspire to the same end, the knowledge of reality. While science describes the facts, philosophy interprets them."

According to Brubacher : "Science is interested in the proximate or efficient causes of the facts, while philosophy is concerned with its ultimate or final causes."

Henderson thinks that philosophy is a research for "a comprehensive view of nature, an attempt at a universal explanation of the nature of things."

Millard and Bectrocci defined philosophy as the persistent, critical and systematic attempt to discover and consistently formulate in relation to each other the basic characteristics, meanings and values of our experience in its widest perspectives."

According to Ludwig Wittgenstein : "The object of philosophy is the logical clarification of thoughts. Philosophy is not a theory, but an activity. A philosophical work consists essentially of elucidations. The result of philosophy is not a number of ‘philosophical propositions’, but to make propositions clear. Philosophy should make clear and delimit sharply the thoughts which otherwise are, as it were, opaque and blurred."

According to Raymont : "Philosophy is an unceasing effort to discover the general truth that lies behind the particular fact, to discover also the realities that lies behind appearance."

According to Carlies Lamont : "philosophy is the tenacious attempts of reasoning men to think through the most fundamental issues of life, to reach reasonable conclusions on first and last things to suggest worthwhile goals that can command the loyalty of individuals and groups."

According to Kilpatric : "Philosophy is a point of view, outlook on life."

According to Dr.Radhakrishnan : "Philosophy is a view of life. It gives a direction to life, and offers a design for living."

According to Existentialists : "Philosophy is not a search for truth, but a trail of truth".

According to Hiryana : "Philosophy emerged as a result of reflection over the experiences and problems of everyday living."

According to Cicero, Marcus Tullius : "Philosophy is the mother of all arts and "the true medicine of the mind."

According to George Berkeley : "Philosophy, being nothing but the study of wisdom and truth..."

According to Brightman : "Philosophy may be defined as an attempt to think truly about human experience or a whole or to make our whole experience intelligible."

Kant regards philosophy as - "the science and criticism of cognition."

According to Fichte : "Philosophy is the science of knowledge."

Coleridge, Samuel Taylor defined it as the "Science of science."

According to John Armstrong : "Philosophy is the successful love of thinking."

According to Marilyn Adams : "Philosophy is thinking really hard about the most important questions and trying to bring analytic clarity both to the questions and the answers."

According to Edger S. Brightman : "Philosophy is essentially a spirit or method of approaching experiential rather than a body of conclusions about the experience."

According to Richard Bradley : "Philosophy is 99 percent about critical reflection on anything you care to be interested in.”

According to Bramold : "Philosophy is a persistent effort of both ordinary and persistent people to make life as intelligible and meaningful as possible."

According to Herbert Spencer : "Philosophy is concerned with everything as a universal science."

According to Don Cupitt : "Philosophy is critical thinking: trying to become aware of how one’s own thinking works, of all the things one takes for granted, of the way in which one’s own thinking shapes the things one’s thinking about."

According to Joseph A. Leighton : "Philosophy, like science, consists of theories of insights arrived at as a result of systematic reflection."

According to Simon Blackburn : "[Philosophy is] a process of reflection on the deepest concepts, that is structures of thought, that make up the way in which we think about the world. So it’s concepts like reason, causation, matter, space, time, mind, consciousness, free will, all those big abstract words and they make up topics, and people have been thinking about them for two and a half thousand years and I expect they’ll think about them for another two and a half thousand years if there are any of us left."

According to R.W. Sellers : "Philosophy is a persistent attempt to gain insight into the nature of the world and ourselves by systematic reflection."

According to C. J. Ducasse : "Were I limited to one line for my answer to it, I should say that philosophy is a general theory of criticism."

Roy Wood Sellars "Our subject is a collection of science, such as theory of knowledge, logic, cosmology, ethics and aesthetics, as well as a unified survey."

According to Humayun Kabir : philosophy "seeks to give knowledge of the whole."

According to Anthony Kenny : "Philosophy is thinking as clearly as possible about the most fundamental concepts that reach through all the disciplines."

Huxley, Aldous observes "Men live in accordance with their Philosophy of life."

H. Dumery defines philosophy as a "critical reflection on concrete action."

According to Clifford Barrat : "It is not the specific content of these conclusions, but the spirit and the method by which they are reached, which entitles them to be described as philosophical..."

Curtis, George William states "During the course of centuries, the meaning attached to philosophy has undergone many changes, and even in the present day, thinkers are not in complete agreement about the aims and subject-matter of this branch of knowledge."

According to Michael S. Russo : PHILOSOPHY = "A critical examination of reality characterized by rational inquiry that aims at the Truth for the sake of attaining wisdom."

Milton K. Munitz suggests that "philosophy is a quest for a view of the world and of man's place in it, which is arrived at and supported in a critical and logical way."

Encyclopedia of Philosophy defines philosophy as "Love of exercising one’s curiosity and intelligence" rather than the love of wisdom.

Wikipedia : "Philosophy is the systematized study of general and fundamental questions, such as those about existence, reason, knowledge, values, mind, and language. Some sources claim the term was coined by Pythagoras, although this theory is disputed by some."

The Penguin Dictionary of Philosophy defines it as the study of "the most fundamental and general concepts and principles involved in thought, action and reality."

Edgar S. Brightman "Philosophy is essentially a spirit or method of approaching experience rather than a body of conclusions about experience."

Clifford Barrat "If it is not the specific content of the conclusions, but the spirit and method by which they are reached, which entitles them to be described as philosophical..."

C.J. Ducasse "Were I limited to one line for my answer to it, I should say that philosophy is a general theory of criticism."

Thank you for reading the article on "Definition of philosophy by different philosophers."

Research Definition by Authors

2023-03-02T22:43:00.009+05:30

Research definition by authors

In this article titled 'Research Definition by Author', you will find definitions of research given by various authors, some of the notable ones are:

Definitions of research according to John W. Best,
what is research according to payton,
what is research according to kothari,
what is research according to crawford,
clarke and clarke definition of research,
what is research according to creswell,
What is research according to Kerlinger etc.

Research definition by authors

Definition of Research by Different Authors :

According to Wikipedia Research is "creative and systematic work undertaken to increase the stock of knowledge".
According to Payton (1979), Research is a systematic, formal, rigorous and precise process employed to gain solutions to problems or to discover and interpret new facts and relationships.
According to Kothari (2004), defines that the research is an original contribution to the existing stock of knowledge making for its development. The systematic approach concerning generalisations and formulation of a theory is also research.
D. Slesinger and D. Stephenspn in the Encyclopedia of Social Sciences define research as "the manipulation of things, concepts or symbols for the purpose of generalizing to extend, correct or verify knowledge, whether that knowledge aids in construction of theory or in the practice of an art".
According to John W. Creswell, who said that "research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue".
Francis G, Cornell defines research as, "the activity of collecting information in an orderly and systematic fashion".
clarke and clarke definition of research : Research is a careful, systematic and objective investigation conducted to obtain valid facts, draw conclusions and established principles regarding an identifiable problem in some field of knowledge.
According to P.M. Cook : “Research is an honest exhaustive, intelligent searching for facts and their meanings or implications with reference to a given problem. The product or findings of a given piece of research should be an authentic, verifiable and contribution to knowledge in the field studied.”
The Advanced Learner’s Dictionary of Current English spells out the meaning of ‘research’ as ‘a careful investigation or inquiry specifically through search for new facts in any branch of knowledge’.
According to William C. Emory, who defines “research is any organized inquiry designed and carried out to provide information for solving a problem.”
Redman and Mory, in a similar tone, define research as a ‘systematized effort to gain new knowledge’.
According to the Webster’s International Dictionary, ‘research’ is ‘a careful, critical inquiry or explanation in seeking facts or principles; diligent investigation in order to ascertain something’.
D Slesinger and M Stephenson perceived the term ‘research’ as ‘the manipulation of things, concepts or symbols for the purpose of generalizing to extend, correct or verify knowledge, whether that knowledge aids in construction of theory or in the practice of an art’.
According to George J. Mouly who defines research as, “The systematic and scholarly application of the scientific method interpreted in its broader sense, to the solution of social studiesal problems; conversely, any systematic study designed to promote the development of social studies as a science can be considered research.”
According to C.C. Crawford who says that “Research is simply a systematic and refined technique of thinking, employing specialised tools, instruments, and procedures in order to obtain a more adequate solution of a problem than would be possible under ordinary means. It starts with a problem, collects data or facts, analysis these critically and reaches decisions based on the actual evidence. It evolves original work instead of mere exercise of personal. It evolves from a genuine desire to know rather than a desire to prove something. It is quantitative, seeking to know not only what but how much, and measurement is therefore, a central feature of it.”
According to John W. Best, “Research is considered to be the more formal, systematic, intensive process of carrying on the scientific methods of analysis. It involves a more systematic structure of investigation, usually resulting in some sort of formal record of procedures and a report of results or conclusions.”
According to V. Redman and A.V.H. Mory : “Research is a systematized effort to gain new knowledge.”
According to The Organization for Economic Cooperation and Development (OECD), "Any creative systematic activity undertaken in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this knowledge to devise new applications."
According to James Harvey Robinson who defines “Research is but diligent search which enjoys the high flavour or primitive hunting.”
According to Encyclopaedia of Social Science : “Research is the manipulation of things concepts or symbols for the purpose of generalizing to extend, correct or verify knowledge, whether that knowledge aids in the practice of an art.”
According to C. Francies Rummel : “Research is an endeavour to discover, develop and verify knowledge. It is an intellectual process that has developed over hundreds of years, ever changing in purpose and form and always searching for truth.”
Robert Ross defines “Research is essentially an investigation, a recording and analysis of evidence for the purpose of gaining knowledge.”
Longman Dictionary of contemporary English : Research as a serious study of a subject that is intended to discover new facts or test ideas.
According to The Merriam Webster online Dictionary : A studious inquiry or examination, especially; investigation or experimentation aimed at the discovery and interpretation of facts, revision of accepted theories or law in the light of new facts or practical application of such new or revised theories or law.
According to Waltz and Bansell (1981) : Research is a systematic, formal, rigorous and precise process employed to gain solutions to problems or to discover and interpret new facts and relationships.

👉 Read More about : Meaning of Research

References :

BEST, JOHN W. (1977), Research in Education, Englewood Cliffs, New Jersey, Prentice Hall Inc.
DATTARYA, G. SAMANT (1966), The Making of Educational Research, Bombay, Popular Prakashan.
D Slesinger and M Stephenson, The Encyclopedia of Social Sciences, vol IX (MacMillan, 1930).
Dr S.L. Gupta and Hitesh Gupta, Research Methodology, International Book House Pvt Ltd.
Dr Vijay Upagude and Dr Arvind Shende, Research Methodology.
GAGE, N. L. (1963), A Hand Book of Research in Teaching, New York, Rand McNally & Company.
HAYMAN, JOHN L. (1966), Research in Education, Ohio, Charles E. Merril Publishing Co.
Kothari CR (2009 ), Research Methodology- Methods and Techniques, New Wiley Ltd.
KOUL, LOKESH (1984), Methodology of Educational Research, New Delhi, Vikas Publishing House Pvt. Ltd.
KERLINGER, FREDN N. (1964), Foundations of Behavioural Research, New York, Holt Rinehart and Winston Inc.,
The Advanced Learner’s Dictionary of Current English (Oxford, 1952) 1069.
L V Redman and A V H Mory, The Romance of Research (1923) 10.
MASON, E. J. and W. J. BRAMBLE (1978), Understanding and Conducting Research, New York, McGraw Hill Book Company.
O.R. Krishnaswami, Methodology of Research in Social Sciences.
Ram Ahuja, “Research Methods”, (2001), Rawat Publications, New Delhi.
Ranjit Kumar : Research Methodology, A step by step guide for beginners, Pearson Education, Sixth Edition 2009.
https://www.howandwhat.net/research-definition-of-research/
http://www.kenpro.org/research-design-and-methodology/
https://link.springer.com/
https://www.slideshare.net/jkkumarsrs/definitions-of-research

Meaning of Research

2023-02-28T21:01:00.010+05:30

Meaning of Research

In this article titled 'meaning of research', you will find various author's definitions of research and finally find a complete definition of what research means.

Meaning of Research

Etymological Meaning of Research :

The word "research" comes from the Medieval French verb "rechercher," which means 'to actively seek something'. Research is the methodical, thorough investigation of a certain issue, problem, or concern. Research is also a methodical investigation that looks for fresh information in any field of study. Finding answers to particular issues and coming to fresh conclusions are both aided by it.

Literal Meaning of Research :

The term ‘Research’ consists of two words : Research = Re + Search ‘Re’ means again and again and ‘Search’ means to find out something new.

Therefore, the research is a process of which a person observes the phenomena again and again and collects the data and on the basis of data he draws some conclusions. However, different people have expressed different opinions about the research.

Definition of Research by authors :

According to Wikipedia Research is "creative and systematic work undertaken to increase the stock of knowledge".
D. Slesinger and D. Stephenspn in the Encyclopedia of Social Sciences define research as "the manipulation of things, concepts or symbols for the purpose of generalizing to extend, correct or verify knowledge, whether that knowledge aids in construction of theory or in the practice of an art".
Francis G, Cornell defines research as, "the activity of collecting information in an orderly and systematic fashion".
The Advanced Learner’s Dictionary of Current English spells out the meaning of ‘research’ as ‘a careful investigation or inquiry specifically through search for new facts in any branch of knowledge’.
Redman and Mory, in a similar tone, define research as a ‘systematized effort to gain new knowledge’.
According to the Webster’s International Dictionary, ‘research’ is ‘a careful, critical inquiry or explanation in seeking facts or principles; diligent investigation in order to ascertain something’.
D Slesinger and M Stephenson perceived the term ‘research’ as ‘the manipulation of things, concepts or symbols for the purpose of generalizing to extend, correct or verify knowledge, whether that knowledge aids in construction of theory or in the practice of an art’.
C.C. Crawford “Research is simply a systematic and refined technique of thinking, employing specialized tools, instruments& procedures in order to obtain a more adequate solution of a problem than would be possible under ordinary means.”

👉 Read more : Definition of Research

Besides, different authors have given different definitions about research.

Meaning of Research : Conclusion :-

Analyzing the above definitions, it can finally be said that, research refers to a systematic and scientific investigation conducted to discover new knowledge or to validate and expand existing knowledge. It involves gathering and analyzing information, data, and evidence through various methods, such as experimentation, surveys, interviews, and observation. The aim of research is to gain a better understanding of a particular phenomenon or problem, to develop new theories, hypotheses, or models, and to provide evidence-based solutions and recommendations. Research is essential in many fields, including science, social sciences, engineering, medicine, and business, and it plays a crucial role in advancing knowledge, solving practical problems, and improving our lives.

References :

BEST, JOHN W. (1977), Research in Education, Englewood Cliffs, New Jersey, Prentice Hall Inc.
DATTARYA, G. SAMANT (1966), The Making of Educational Research, Bombay, Popular Prakashan.
D Slesinger and M Stephenson, The Encyclopedia of Social Sciences, vol IX (MacMillan, 1930).
Dr S.L. Gupta and Hitesh Gupta, Research Methodology, International Book House Pvt Ltd.
Dr Vijay Upagude and Dr Arvind Shende, Research Methodology.
GAGE, N. L. (1963), A Hand Book of Research in Teaching, New York, Rand McNally & Company.
HAYMAN, JOHN L. (1966), Research in Education, Ohio, Charles E. Merril Publishing Co.
Kothari CR (2009 ), Research Methodology- Methods and Techniques, New Wiley Ltd.
KOUL, LOKESH (1984), Methodology of Educational Research, New Delhi, Vikas Publishing House Pvt. Ltd.
KERLINGER, FREDN N. (1964), Foundations of Behavioural Research, New York, Holt Rinehart and Winston Inc.,
The Advanced Learner’s Dictionary of Current English (Oxford, 1952) 1069.
L V Redman and A V H Mory, The Romance of Research (1923) 10.
MASON, E. J. and W. J. BRAMBLE (1978), Understanding and Conducting Research, New York, McGraw Hill Book Company.
O.R. Krishnaswami, Methodology of Research in Social Sciences.

Four Pillars of Education by Delors Commission Report

2022-09-19T22:06:00.001+05:30

Essay about Four Pillars of Education

four pillars of education b.ed notes

Today's topic of discussion is, What are the Four Pillars of Education or Four Pillars of Learning?

The idea of four pillars of education was suggested by Jacques Delors. In 1993, an International Commission on Education, known as the 'Delors Commission', was set up under the leadership of Jacques Delors with financial assistance from UNESCO. This commission published a report titled "Learning : The Treasure Within" on 11 April 1996. The Delors Commission in this report mentioned 'Four Pillars of Education' or 'Four Pillar of Learning'. Following is a brief discussion of the four pillars of education according to the Delors Commission.

According to Delores Commission the Four Pillars of Education are -

Learning to know
Learning to do
Learning to live together
Learning to be

Following is a brief discussion of the four pillars of education proposed by the Delor Commission.

1. Learning to Know

According to Delor's Commission the first important pillar of education is 'Education to Know'. In a word, education for knowledge refers to the acquisition of knowledge about various subjects, which is able to fulfill the knowledge needs of the individual. Acquiring knowledge is essential to adapt oneself to this changing environment. Moreover, it is only by gaining this knowledge that man can develop himself in all aspects and can advance in the struggle of life by solving new problems.

2. Learning to Do

According to the Delors Commission the second important pillar of education is 'Education for Action'. The education through which the student acquires the ability to work, develops a sense of respect for work, acquires special skills to do a job efficiently, develops the mentality of working together in unity among the students, the inherent ability of the student is revealed. Education is called education for action. According to Delor's Commission the students of the educational institution will emerge as a trained worker as they gain knowledge.

3. Learning to Live Together

The third important pillar of education according to the Delors Commission is 'Education for Living Together'. The education of living together refers to the education that by acquiring education, students develop the mentality of living together regardless of gender, caste, religion, caste, language, rich, poor. This teaching teaches the student to develop a sense of brotherhood by abandoning narrow-minded attitudes of violence and hatred. Which Delors Commission thinks is a very necessary education in this 21st century.

4. Learning to Be

According to the Delors Commission, the fourth pillar of education is human education. Education which talks about development of social qualities like co-operation, co-operation, sympathy etc. as well as inculcating moral values in students is education to become a human being. This education teaches the student to abandon the attitude of selfishness and perform actions selflessly. Therefore, according to the Delors Commission, 'Education to be human' is another one of the most important objectives or pillars of education.

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UGC NET Paper 1 Syllabus pdf in Hindi & English

2021-07-10T17:16:00.003+05:30

UGC NET Paper 1 Syllabus pdf | UGC NET General Paper Syllabus

UGC NET Paper 1 Syllabus pdf in Hindi👉 Download

UGC NET Paper 1 Syllabus pdf in English 👉 Download

Unit-I Teaching Aptitude

Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding and Reflective), Characteristics and basic requirements.

Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive), Individual differences.

Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution.

Methods of teaching in Institutions of higher learning: Teacher centred vs. Learner centred methods; Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs etc.).

Teaching Support System: Traditional, Modern and ICT based.

Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice Based Credit System in Higher education, Computer based testing, Innovations in evaluation systems.

Unit-II Research Aptitude

Research: Meaning, Types, and Characteristics, Positivism and Postpositivistic approach to research.

Methods of Research: Experimental, Descriptive, Historical, Qualitative and Quantitative methods.

Steps of Research.

Thesis and Article writing: Format and styles of referencing.

Application of ICT in research.

Research ethics.

Unit-III Comprehension

A passage of text be given. Questions be asked from the passage to be answered.

Unit-IV Communication

Communication: Meaning, types and characteristics of communication.

Effective communication: Verbal and Non-verbal, Inter-Cultural and group communications, Classroom communication.

Barriers to effective communication.

Mass-Media and Society.

Unit-V Mathematical Reasoning and Aptitude

Types of reasoning.

Number series, Letter series, Codes and Relationships.

Mathematical Aptitude (Fraction, Time & Distance, Ratio, Proportion and Percentage, Profit and Loss, Interest and Discounting, Averages etc.).

Unit-VI Logical Reasoning

Understanding the structure of arguments: argument forms, structure of categorical propositions, Mood and Figure, Formal and Informal fallacies, uses of language, Connotations and denotations of terms, Classical square of opposition.

Evaluating and distinguishing deductive and inductive reasoning.

Analogies.

Venn diagram: Simple and multiple use for establishing validity of arguments.

Indian Logic: Means of knowledge.

Pramanas: Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension).

Structure and kinds of Anumana (inference), Vyapti (invariable relation), Hetvabhasas (fallacies of inference).

Unit-VII Data Interpretation

Sources, acquisition and classification of Data.

Quantitative and Qualitative Data.

Graphical representation (Bar-chart, Histograms, Pie-chart, Table-chart and Line-chart) and mapping of Data.

Data Interpretation.

Data and Governance.

Unit-VIII Information and Communication Technology (ICT)

ICT: General abbreviations and terminology.

Basics of Internet, Intranet, E-mail, Audio and Video-conferencing.

Digital initiatives in higher education.

ICT and Governance.

Unit-IX People, Development and Environment

Development and environment: Millennium development and Sustainable development goals.

Human and environment interaction: Anthropogenic activities and their impacts on environment.

Environmental issues: Local, Regional and Global; Air pollution, Water pollution, Soil pollution, Noise pollution, Waste (solid, liquid, biomedical, hazardous, electronic), Climate change and its Socio-Economic and Political dimensions.

Impacts of pollutants on human health.

Natural and energy resources: Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear and Forests.

Natural hazards and disasters: Mitigation strategies.

Environmental Protection Act (1986), National Action Plan on Climate Change, International agreements/efforts -Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance.

Unit-X Higher Education System

Institutions of higher learning and education in ancient India.

Evolution of higher learning and research in Post Independence India.

Oriental, Conventional and Non-conventional learning programmes in India.

Professional, Technical and Skill Based education.

Value education and environmental education.

Policies, Governance, and Administration.

UGC NET Education Syllabus in Hindi and English

2021-07-07T10:35:00.004+05:30

UGC NET Education Syllabus in Hindi and English

UGC NET Education Syllabus pdf

UGC NET Education Syllabus in Hindi pdf 👉 Download
UGC NET Education Syllabus in English pdf 👉 Download

UGC NET Education Syllabus

👇👇👇

Unit 1: Educational Studies

a) Contribution of Indian Schools of philosophy (Sankhya Yoga, Vedanta, Buddhism, Jainism) with special reference to Vidya, Dayanand Darshan; and Islamic traditions towards educational aims and methods of acquiring valid knowledge.

b) Contribution of Western schools of thoughts (Idealism, Realism, Naturalism, Pragmatism, Marxism, Existentialism) and their contribution to Education with special reference to information, knowledge and wisdom.

c) Approaches to Sociology of Education (symbolic Interaction, Structural Functionalism and Conflict Theory). Concept and types of social Institutions and their functions (family, school and society), Concept of Social Movements, Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory and New Social Movement Theory).

d) Socialization and education- education and culture; Contribution of thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel Noddings and Savitribai Phule) to the development of educational thought for social change, National Values as enshrined in the Indian Constitution - Socialism, Secularism, justice, liberty, democracy, equality, freedom with special reference to education.

Unit 2: History, Politics and Economics of Education

a) Committees and Commissions’ Contribution to Teacher Education Secondary Education Commission (1953), Kothari Education Commission (1964-66), National Policy of Education (1986,1992), National Commission on Teachers (1999), National Curriculum Framework 2005, National Knowledge Commission (2007), Yashpal Committee Report (2009), National Curriculum Framework for Teacher Education (2009), Justice Verma Committee Report (2012).

b) Relationship between Policies and Education, Linkage between Educational Policy and National Development, Determinants of Educational Policy and Process of Policy formulation: Analysis of the existing situation, generation of policy options, evaluation of policy options, making the policy decision, planning of policy implementation, policy impact assessment and subsequent policy cycles.

c) Concept of Economics of Education: Cost Benefit Analysis Vs Cost Effective Analysis in Education, Economic returns to Higher Education Signaling Theory Vs Human Capital Theory, Concept of Educational Finance; Educational finance at Micro and Macro Levels, Concept of Budgeting.

d) Relationship Between Politics and Education, Perspectives of Politics of Education Liberal, Conservative and Critical, Approaches to understanding Politics (Behaviouralism, Theory of Systems Analysis and Theory of Rational Choice), Education for Political Development and Political Socialization.

Unit 3: Learner and Learning Process

a) Growth and Development: Concept and principles ,Cognitive Processes and stages of Cognitive Development , Personality: Definitions and theories (Freud, Carl Rogers, Gordon Allport, Max Wertheimer, Kurt Koffka) , Mental health and Mental hygiene.

b) Approaches to Intelligence from Unitary to Multiple: Concepts of Social intelligence, multiple intelligence, emotional intelligence Theories of Intelligence by Sternberg, Gardner, Assessment of Intelligence, Concepts of Problem Solving, Critical thinking, Metacognition and Creativity.

c) Principles and Theories of learning: Behaviouristic, Cognitive and Social theories of learning, Factors affecting social learning, social competence, Concept of social cognition, understanding social relationship and socialization goals.

d) Guidance and Counselling: Nature, Principles and Need, Types of guidance (educational, vocational, personal, health and social & Directive, Non-directive and Eclectic), Approaches to counselling – Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Personcentred Counselling (Carl Rogers) - Theories of Counselling (Behaviouristic, Rational, Emotive and Reality).

Unit 4: Teacher Education

a) Meaning, Nature and Scope of Teacher Education; Types of Teacher Education Programs, The Structure of Teacher Education Curriculum and its Vision in Curriculum Documents of NCERT and NCTE at Elementary, Secondary and Higher Secondary Levels , Organization of Components of Pre-service Teacher Education Transactional Approaches (for foundation courses) Expository, Collaborative and Experiential learning.

b) Understanding Knowledge base of Teacher Education from the view point of Schulman, Deng and Luke & Habermas, Meaning of Reflective Teaching and Strategies for Promoting Reflective Teaching, Models of Teacher Education - Behaviouristic, Competency-based and Inquiry Oriented Teacher Education Models.

c) Concept, Need, Purpose and Scope of In-service Teacher Education, Organization and Modes of In-service Teacher Education, Agencies and Institutions of In-service Teacher Education at District, State and National Levels (SSA, RMSA, SCERT, NCERT, NCTE and UGC), Preliminary Consideration in Planning in-service teacher education programme (Purpose, Duration, Resources and Budget).

d) Concept of Profession and Professionalism, Teaching as a Profession, Professional Ethics of Teachers, Personal and Contextual factors affecting Teacher Development, ICT Integration, Quality Enhancement for Professionalization of Teacher Education, Innovation in Teacher Education.

Unit 5: Curriculum Studies

a) Concept and Principles of Curriculum, Strategies of Curriculum Development, Stages in the Process of Curriculum development, Foundations of Curriculum Planning - Philosophical Bases (National, democratic), Sociological basis (socio cultural reconstruction), Psychological Bases (learner’s needs and interests),Bench marking and Role of National level Statutory Bodies - UGC, NCTE and University in Curriculum Development.

b) Models of Curriculum Design: Traditional and Contemporary Models (Academic / Discipline Based Model, Competency Based Model, Social Functions / Activities Model [social reconstruction], Individual Needs & Interests Model, Outcome Based Integrative Model , Intervention Model, C I P P Model (Context, Input, Process, Product Model).

c) Instructional System, Instructional Media, Instructional Techniques and Material in enhancing curriculum Transaction, Approaches to Evaluation of Curriculum : Approaches to Curriculum and Instruction (Academic and Competency Based Approaches), Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model.

d) Meaning and types of Curriculum change, Factors affecting curriculum change, Approaches to curriculum change, Role of students, teachers and educational administrators in curriculum change and improvement, Scope of curriculum research and Types of Research in Curriculum Studies.

Unit 6: Research in Education

a) Meaning and Scope of Educational Research, Meaning and steps of Scientific Method, Characteristics of Scientific Method (Replicability, Precision, Falsifiability and Parsimony), Types of Scientific Method (Exploratory, Explanatory and Descriptive), Aims of research as a scientific activity: Problem-solving, Theory Building and Prediction, Types of research (Fundamental, Applied and Action), Approaches to educational research (Quantitative and Qualitative), Designs in educational research (Descriptive, Experimental and Historical).

b) Variables: Meaning of Concepts, Constructs and Variables, Types of Variables (Independent, Dependent, Extraneous, Intervening and Moderator), Hypotheses - Concept, Sources, Types (Research, Directional, Non-directional, Null), Formulating Hypothesis, Characteristics of a good hypothesis, Steps of Writing a Research Proposal, Concept of Universe and Sample, Characteristics of a good Sample, Techniques of Sampling (Probability and Non-probability Sampling), Tools of Research - Validity, Reliability and Standardisation of a Tool, Types of Tools (Rating scale, Attitude scale, Questionnaire, Aptitude test and Achievement Test, Inventory), Techniques of Research (Observation, Interview and Projective Techniques).

c) Types of Measurement Scale (Nominal, Ordinal, Interval and Ratio), Quantitative Data Analysis - Descriptive data analysis (Measures of central tendency, variability, fiduciary limits and graphical presentation of data), Testing of Hypothesis (Type I and Type II Errors), Levels of Significance, Power of a statistical test and effect size, Parametric Techniques, Non- Parametric Techniques , Conditions to be satisfied for using parametric techniques, Inferential data analysis, Use and Interpretation of statistical techniques: Correlation, t-test, z-test, ANOVA, chi-square (Equal Probability and Normal Probability Hypothesis). Qualitative Data Analysis - Data Reduction and Classification, Analytical Induction and Constant Comparison, Concept of Triangulation.

d) Qualitative Research Designs: Grounded Theory Designs (Types, characteristics, designs, Steps in conducting a GT research, Strengths and Weakness of GT) - Narrative Research Designs (Meaning and key Characteristics, Steps in conducting NR design), Case Study (Meaning, Characteristics, Components of a CS design, Types of CS design, Steps of conducting a CS research, Strengths and weaknesses), Ethnography (Meaning, Characteristics, Underlying assumptions, Steps of conducting ethnographic research, Writing ethnographic account, Strengths and weaknesses), Mixed Method Designs: Characteristics, Types of MM designs (Triangulation, explanatory and exploratory designs), Steps in conducting a MM designs, Strengths and weakness of MM research.

Unit 7: Pedagogy, Andragogy and Assessment

a) Pedagogy, Pedagogical Analysis - Concept and Stages, Critical Pedagogy- Meaning, Need and its implications in Teacher Education, Organizing Teaching: Memory Level (Herbartian Model), Understanding Level (Morrison teaching Model), Reflective Level (Bigge and Hunt teaching Model), Concept of Andragogy in Education: Meaning, Principles, Competencies of Self-directed Learning, Theory of Andragogy (Malcolm Knowles), The Dynamic Model of Learner Autonomy.

b) Assessment – Meaning, nature, perspectives (assessment for Learning, assessment of learning and Assessment of Learning) - Types of Assessment (Placement, formative, diagnostic, summative) Relations between objectives and outcomes , Assessment of Cognitive (Anderson and Krathwohl), Affective (Krathwohl) and psychomotor domains (R.H. Dave) of learning.

c) Assessment in Pedagogy of Education: Feedback Devices: Meaning, Types, Criteria, Guidance as a Feedback Devices: Assessment of Portfolios, Reflective Journal, Field Engagement using Rubrics, Competency Based Evaluation, Assessment of Teacher Prepared ICT Resources.

d) Assessment in Andragogy of Education - Interaction Analysis: Flanders’ Interaction analysis, Galloway’s system of interaction analysis (Recording of Classroom Events, Construction and Interpretation of Interaction Matrix), Criteria for teacher evaluation (Product, Process and Presage criteria, Rubrics for Self and Peer evaluation (Meaning, steps of construction).

Unit 8: Technology in/ for Education

a) Concept of Educational Technology (ET) as a Discipline: (Information Technology, Communication Technology & Information and Communication Technology (ICT) and Instructional Technology, Applications of Educational Technology in formal, non formal (Open and Distance Learning), informal and inclusive education systems, Overview of Behaviourist, Cognitive and Constructivist Theories and their implications to Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky), Relationship between Learning Theories and Instructional Strategies (for large and small groups, formal and non formal groups ).

b) Systems Approach to Instructional Design, Models of Development of Instructional Design (ADDIE, ASSURE, Dick and Carey Model Mason’s), Gagne’s Nine Events of Instruction and Five E’s of Constructivism, Nine Elements of Constructivist Instructional Design, Application of Computers in Education: CAI, CAL, CBT, CML, Concept, Process of preparing ODLM, Concept of e learning, Approaches to e-learning (Offline, Online, Synchronous, Asynchronous, Blended learning, mobile learning).

c) Emerging Trends in e learning: Social learning (concept , use of web 2.0 tools for learning, social networking sites, blogs, chats, video conferencing, discussion forum), Open Education Resources (Creative Common, Massive Open Online Courses; Concept and application), E Inclusion - Concept of E Inclusion, Application of Assistive technology in E learning , Quality of E Learning – Measuring quality of system: Information, System, Service, User Satisfaction and Net Benefits (D&M IS Success Model, 2003), Ethical Issues for E Learner and E Teacher - Teaching, Learning and Research.

d) Use of ICT in Evaluation, Administration and Research: E portfolios, ICT for Research - Online Repositories and Online Libraries, Online and Offline assessment tools (Online survey tools or test generators) – Concept and Development.

Unit 9: Educational Management, Administration and Leadership

a) Educational Management and Administration – Meaning, Principles, Functions and importance, Institutional building, POSDCORB, CPM, PERT, Management as a system, SWOT analysis, Taylorism, Administration as a process, Administration as a bureaucracy, Human relations approach to Administration, Organisational compliance, Organinsational development, Organisational climate.

b) Leadership in Educational Administration: Meaning and Nature, Approaches to leadership: Trait, Transformational, Transactional, Value based, Cultural, Psychodynamic and Charismatic, Models of Leadership (Blake and Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tri-dimensional Model, Hersey and Blanchard’s Model, Leader-Member Exchange Theory).

c) Concept of Quality and Quality in Education: Indian and International perspective, Evolution of Quality: Inspection, Quality Control, Quality Assurance, Total Quality Management (TQM), Six sigma, Quality Gurus: Walter Shewart, Edward Deming, C.K Pralhad d) Change Management: Meaning, Need for Planned change, Three Step-Model of Change (Unfreezing, Moving, Refreezing), The Japanese Models of Change: Just-in-Time, Poka yoke, Cost of Quality: Appraisal Costs, Failure costs and Preventable costs, Cost Benefit Analysis, Cost Effective Analysis, Indian and International Quality Assurance Agencies: Objectives, Functions, Roles and Initiatives (National Assessment Accreditation Council [NAAC], Performance Indicators, Quality Council of India [QCI] , International Network for Quality Assurance Agencies in Higher Education [INQAAHE].

Unit 10: Inclusive Education

a) Inclusive Education: Concept, Principles, Scope and Target Groups (Diverse learners; Including Marginalized group and Learners with Disabilities), Evolution of the Philosophy of Inclusive Education: Special, Integrated, Inclusive Education, Legal Provisions: Policies and Legislations (National Policy of Education (1986), Programme of Action of Action (1992), Persons with Disabilities Act (1995), National Policy of Disabilities (2006), National Curriculum Framework (2005), Concession and Facilities to Diverse Learners (Academic and Financial), Rehabilitation Council of India Act (1992), Inclusive Education under Sarva Shiksha Abhiyan (SSA), Features of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) and its Implication.

b) Concept of Impairment, Disability and Handicap, Classification of Disabilities based on ICF Model, Readiness of School and Models of Inclusion, Prevalence, Types, Characteristics and Educational Needs of Diverse learners’ Intellectual, Physical and Multiple Disabilities, Causes and prevention of disabilities, Identification of Diverse Learners for Inclusion, Educational Evaluation Methods, Techniques and Tools.

c) Planning and Management of Inclusive Classrooms: Infrastructure, Human Resource and Instructional Practices, Curriculum and Curricular Adaptations for Diverse Learners, Assistive and Adaptive Technology for Diverse learners: Product (Aids and Appliances) and Process (Individualized Education Plan, Remedial Teaching), ParentProfessional Partnership: Role of Parents, Peers, Professionals, Teachers, School d) Barriers and Facilitators in Inclusive Education: Attitude, Social and Educational, Current Status and Ethical Issues of inclusive education in India, Research Trends of Inclusive Education in India.

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Courtesy : https://www.ugcnetonline.in/syllabus-new.php

Definitions of Education by Different Authors

2021-07-06T11:35:00.027+05:30

What is Education?
Definitions of Education

It is difficult to give answer of 'What is Education' in a few lines. Because the 'Definition of Education' is given differently by different people at different times. Therefore, education cannot be described by one's precise definition. The definitions given by different educators about its education are given below in stages.

Definition of Education by Different Authors :

According to Socrates "Education means the bring out of the ideas of universal validity which are latent in the mind of every man."
According to Plato "Education is the capacity to feel pleasure and pain at the right moment it develops in the body and in the soul of the student all the beauty and all the perfection which he capable of."
According to Aristotle "Education is the creation of a sound mind in a sound body it develop men faculty especially his mind so that he may be able to enjoy the implementation of supreme court goodness and beauty of which perfect happiness essentially consist."
According to John Dewey "Education is the development of all those capacities in the individual which will enable him to control his environment and fulfil his responsibilities.
According to Heinrich Pestalozzi "Education is natural harmonious and progressive development of man's innate powers."
According to Rousseau "Education of man comments at his birth before he can speak, before he can understand he is already instructed. Experience is the the forerunner of precept."
According to Martin Luther King junior "The function of education is to teach one to think intensively and to think critically. Intelligence Plus character that is the goal of true education."
According to H B Adams "Education make" people easy to lead, but difficult to drive, easy to govern but impossible to enslave.
According to Friedrich William Froebel "Education is enfolded of what is already in faltered in the germ. It is the process through which the child makes the internal-external."
Herbert Spencer "Education is complete living."
Ulilch Robert "It 'Education' is the constant instruction among people and the objective world."
William B Yeats "Education is not filling a bucket but lightening a fire."
Horace Mann "Education must bring the practice as nearly as possible to theory."
According to J F Herbert "Education is the development of good moral character."
According to TP Nunn "Education is the complete development of the individuality of the child so that he can make an original contribution to human like according to the best of his capacity."
If you read Dictionary of Education (edited by C.V. Good, 1973), you will find that education is defined as “the aggregate of all the processes by which a person develops abilities, attitudes and other forms of behaviour of practical values in the society in which s/he lives; the social process by which people are subjected to the influence of selected and controlled environment (especially that of the school), so that they may obtain social competence and optimum individual development”.
Swami Vivekananda (1863-1902), a great thinker and reformer of India, According to him, “Education is the manifestation of the divine perfection, already existing in man”.
According to Indian educationist as well as great political leader Mahatma Gandhi “By education I mean an all-round drawing out of the best in child and man’s body, mind and spirit.”
Poet Rabindranath Tagore “The highest education is that which does not merely give us information but makes our life in harmony with all existence.”
The great thinker Sri Aurobindo has defined education “witch; will offer the tools whereby one can live for the divine, for the country, for oneself and this must be the ideal in every school which call itself national.”
According to Indian professor Sarvapalli Radhakrishnan “Education according to Indian tradition is not merely a means of earning a living; nor is it only a nursery of thought or a school for citizenship. It is initiation into the life of spirit and training of human souls in the pursuit of truth and the practice of virtue.”
According to Nelson Mandela “Education is the most powerful weapon which you can use to change the world.”
According to Malcolm X “Education is the passport to the future, for tomorrow belongs to those who prepare for it today.”
According to Benjamin Franklin “An investment in knowledge pays the best interest.”
M.J. Langeveld - Education is every interaction that happens is every association that occurs between adults with children is a field or a state where the educational work in progress.
Wikipedia - Education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual strength of religious, self-control, personality, intelligence, noble character, and the skills needed themselves and society.
H.H Horne - In the broadest sense, education is the device by which a social group continued existence renew yourself, and defend his ideas.

From the different definitions of education given by different educators, it is clear that each educator has defined education based on their own way of life. Therefore, it can be said that no definition of education given by educators is complete.

Keyword | "what is education pdf" | "what is education essay" | "types of education" | "what is education for you" | "simple definition of education" | "what is education in one word"

References / Further Reading

Agarwal J.C (2020) : Philosophical Foundation of Education (Shri Vinod Pustak Mandir).
Archibaalt, Reginald : Philosophical Analysis and Education (Oxford University Press, New Delhi).
Brubacher, John S. (1971) :Modern Philosophies of Education (Tata McGraw Hill, Pvt., Ltd., New Delhi,).
Chand, Jagdish (2006) : Philosophical Foundation of Education (Shipra Publication).
Philosophical and Sociological Perspectives of Education (Atlantic Publishers & Distributors Pvt Ltd).
Conner, D.T. (1961) : Introduction to the Philosophy of Education (Methuen and Co., London .).
Kneller, G.F. (1963) : Foundations of Education (John Wiley & sons, Inc., New York.,).
Park, Joe (Ed.) (1975) : Philosophy of Education (Sterling Publishers Pvt. Ltd. New Delhi ).
Phenix, P.H.(Ed) (1961) : Philosophies of Education. John Wiley & Sons, New York, .
Prince, Kingsley (1962) : Education and Philosophical Thought (Englewood Cliffs, N.J.).
Wingo, G. Max (1975) : Philosophical Bases of Education : An Introduction (Sterling Publishers, Pvt.Ltd. New Delhi, ).
Wyan, J.P. (1963) : Theories of Education (Harper & Row Publishers Inc., New York, ).

Meaning and Definitions of Personality.

2015-12-24T15:13:00.000+05:30

Etymological Meaning of Personality - English word 'Personality' has been derived from the Latin word 'Persona'. The word 'Persona' first used in Greek for meaning of theatrical mask which the Greek actors commonly used to wear on their face before coming to the stage for acting. In this sense, in the olden days personality was meant the outward appearance of a person. Today the term personality is explained in various ways.

Definitions of Personality :- Personality has been defined by different psychologists in different ways. Following are some of the definitions of personality :

According to R.B. Cattell - "Personality is that which permits a prediction of what a person will do in a given situation."
According to Allport - "Personality is the dynamic organization within the individual of those psychological systems that determine his unique adjustment to his environment."
According to Morton Prince - "Personality is the sum total of all the biological innate disposition, impulses, tendencies, appetites and instincts of the individual and the acquired dispositions and tendencies."
According to Schoen - " Personality is the organised system, the functioning whole or units of habits, disposition and sentiment that mark off any one member of a group being different from other members of the same group."
According to Warren's Dictionary - "Personality is the integrative organization of all the cognitive, affective, conative and physical characteristics of an individual as it manifest itself in focal distinction from others."
According to Kemph - "Personality is the integration of those system of habits that represents an individual's characteristics adjustment to his environment."
J.P. Guilford defined personality as an integrated pattern of traits.
McDougall regards integration of personality as integration of intellect and integration of character.
According to Munn - "Personality is the whole individual considered as a whole. Personality may be defined as the most characteristic integration of an individual's structures, modes of interests, attitude, behaviour, capacities, abilities and aptitudes."
According to J.F. Dashiell - "Personality is the sum total of behaviour trends manifested in social adjustments."
According to Healy William - personality as "an integrated system of habitual adjustment to environment particularly to social environment."
Kurt Lewin considers personality as "a dynamic totality of systems."
According to R.M. Ogsten - "Personality is the expression of man's inner life, character is the expression of what he does or achieves."

Tag : define personality. definitions of personality by psychologists. etymological meaning of personality.

Etymological meaning of the term "EDUCATION".

2014-11-20T12:36:00.006+05:30

Education is a lifelong, continuous and multiple process which aim is all round development of the child. All round development means physical development, intellectual development, emotional development, cultural development, spiritual development, vocational development, aesthetic development, moral development, language development, social development, religious development, recreational development. We will discuss broadly about this definition of education later. Now we have to discuss an etymological meaning of the term 'EDUCATIN'.

Western educationists have discovered few Latin words through investigation. According to them, the English word 'Education' has been derived from Latin words "educare", "educere", "educatum", "E+duco", "educatus", "educatio".

1) 'Educate' - The term education has been derived from the Latin word 'educare'. The term 'educare' means 'to bring up', 'to rise', and 'to nourish'. The child has to bring up like a plant in the garden by the teacher. His potentialities should be developed with proper care and nourishment.

2) 'Educere' - The term education has been derived from the Latin word 'educere'. The term 'educere' means 'to lead out', 'to draw out' and 'to bring from'. Each and every child has the innate powers. The innate powers of the child should be properly cared, given scope to develop. It should be located and proper education to be developed.

3) 'Educatum' - The term education has been derived from the Latin word 'educatum'. The term 'educatum' means 'act of teaching' or 'training'. Education is something which is imposed from outside. It is external growth through activities and experience. The teacher, through education provides instructions and gives direction to mould his abilities.

4) 'E+duco' - The term education has been derived from the Latin word 'E+duco,. The term 'E' means 'out of' and 'duco' means 'to lead,.The child has inherited potentialities. It is inborn. It should be developed, but how and by whom? It is possible through education and by the active co-operation of the teacher.

5) 'Educatus' - The term education has been derived from the Latin word 'educatus'. The term 'educatus' means 'to bring up', 'rear', 'educate'.

6) 'Educatio' - The term education has been derived from the Latin word 'educatio'. The term 'educatio' means 'a breeding', 'a bringing up', 'a rearing'.

The Greek words 'Pedagogy' is sometimes used for education.

An inspirational speech of Steve Jobs - "Stay Hungry, Stay Foolish". (Text, Audio and Video)

2014-08-31T17:44:00.003+05:30

Everybody we know that, Steve Jobs was an Americas entrepreneur, marketer, inventor, and the co-founder, chairman, CEO of Apple lnc. So we think and say, he is a great inventor of the 21st century. Similarly, I think about him . But a lecture by Steve Jobs inspire me also.

Thus, today I'll share with you his lecture which he proffered at Stanford University in 2005. He told that-

" I am honoured to be with you today at your commencement from one of the finest universities in the world. I never graduated from college. Truth be told, this is the closest I've ever gotten to a college graduation. Today I want to tell you three stories from my life. That's it. No big deal. Just three stories.

The first story is about connecting the dots.

I dropped out of Reed College after the first 6 months, but then stayed around as a drop-in for another 18 month or so before I really quit. So why did I drop out?

It started before I was born. My biological mother was a young, unwed college graduate student, and she decided to put me up adoption. She felt very strongly that I should be adopted by college graduates, so everything was all set for me to be adopted at birth by a lawyer and his wife. Except that when I popped out they decided at the last minute that they really wanted a girl. So my parents, who were on a waiting list, got a call in the middle of the night asking: 'We have an unexpected baby boy; do you want him?' They said "Of course." My biological mother later found out that my mother had never graduated from college and that my father had never graduated from high school. She refused to sign the final adoption papers. She only relented a few months later when my parents promised that I would someday go to college.

And 17 years later I did go to college. But I naively chose a college that was almost an expensive as Stanford, and all of my working-class parents' savings were being spent on my college tuition. After six months, I couldn't see the value in it. I had no idea what I wanted to do with my life and no idea how college was going to help me figure in out. And here I was spending all of the money my parents had saved their entire life. So I decided to drop our and trust that it was one of the best decisions I ever made. The minute I dropped out I could stop taking the required classes that didn't interest me, and being dropping in on the ones that looked interesting.

It wasn't all romantic. I didn't have a dorm room, so I slept on the floor in friends' rooms, I returned coke bottles for the 5¢ deposits to buy food with, and I would walk the 7 miles across town every Sunday night to get one good meal a week at the Hare Krishna temple. I loved it. And much of what I stumbled into by following my curiosity and intuition turned out to be priceless later on. Let me give you one example:

Reed College at that time offered perhaps the best calligraphy instruction in the country. Throughout the campus every poster, every label on every drawer, was beautifully hand calligraphed. Because I had dropped out and didn't have to take the normal classes, I decided to take a calligraphy class to learn how to do this. I learned about serif and san serif typefaces, about varying the amount of space between different letter combination, about what makes great typography great. It was beautiful, historical, artistically subtle in a way that science can't capture, and I found it fascinating.

None of this had even a hope of any practical application in my life. But ten years later, when we were designing the first Macintosh computer, it all came back to me. And we designed it all into the Mac. It was the first computer with beautiful typography. If I had never dropped in on that single course in college, the Mac would have never had multiple typefaces or proportionally spaced fonts. And since Windows just copied the Mac, it's likely that no personal computer would have them. If had never dropped out, I would have never dropped in on this calligraphy class, and personal computers might not have the wonderful typography that they do. Of course it was impossible to connect the dots looking forward when I was in college. But it was very, very clear looking backwards ten years later.

Again, You can't connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. You have to trust in something - your gut, destiny, life, karma, whatever. This approach has never let me down, and it has made all the difference in my life.

My second story is about love and loss.

I was lucky what I loved to do early in life. Woz and I started Apple in my parents garage when I was 20. We worked hard, and in 10 years Apple had grown from just the two of us in a garage into a

$2 billion company with over 4000 employees. We had just released our finest creation — the Macintosh — a year earlier, and I had just turned 30. And then I got fired. How can you get fired from a company you started? Well, as Apple grew we hired someone who I thought was very talented to run the company with me, and for the first year or so things went well. But then our visions of the future began to diverge and eventually we had a falling out. When we did, our Board of Directors sided with him. So at 30 I was out. And very publicly out. What had been the focus of my entire adult life was gone, and it was devastating.

I really didn't know what to do for a few months. I felt that I had let the previous generation of entrepreneurs down - that I had dropped the baton as it was being passed to me. I met with David Packard and Bob Noyce and tried to apologize for screwing up so badly. I was a very public failure, and I even thought about running away from the valley. But something slowly began to dawn on me — I still loved what I did. The turn of events at Apple had not changed that one bit. I had been rejected, but I was still in love. And so I decided to start over.

I didn't see it then, but it turned out that getting fired from Apple was the best thing that could have ever happened to me. The heaviness of being successful was replaced by the lightness of being a beginner again, less sure about everything. It freed me to enter one of the most creative periods of my life.

During the next five years, I started a company named NeXT, another company named Pixar, and fell in love with an amazing woman who would become my wife. Pixar went on to create the worlds first computer animated feature film, Toy Story, and is now the most successful animation studio in the world. In a remarkable turn of events, Apple bought NeXT, I returned to Apple, and the technology we developed at NeXT is at the heart of Apple's current renaissance. And Laurene and I have a wonderful family together.

I'm pretty sure none of this would have happened if I hadn't been fired from Apple. It was awful tasting medicine, but I guess the patient needed it. Sometimes life hits you in the head with a brick. Don't lose faith. I'm convinced that the only thing that kept me going was that I loved what I did. You've got to find what you love. And that is as true for your work as it is for your lovers. Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do. If you haven't found it yet, keep looking. Don't settle. As with all matters of the heart, you'll know when you find it. And, like any great relationship, it just gets better and better as the years roll on. So keep looking until you find it. Don't settle.

My third story is about death.

When I was 17, I read a quote that went something like: "If you live each day as if it was your last, someday you'll most certainly be right." It made an impression on me, and since then, for the past 33 years, I have looked in the mirror every morning and asked myself: "If today were the last day of my life, would I want to do what I am about to do today?" And whenever the answer has been "No" for too many days in a row, I know I need to change something.

Remembering that I'll be dead soon is the most important tool I've ever encountered to help me make the big choices in life. Because almost everything — all external expectations, all pride, all fear of embarrassment or failure - these things just fall away in the face of death, leaving only what is truly important. Remembering that you are going to die is the best way I know to avoid the trap of thinking you have something to lose. You are already naked. There is no reason not to follow your heart.

About a year ago I was diagnosed with cancer. I had a scan at 7:30 in the morning, and it clearly showed a tumor on my pancreas. I didn't even know what a pancreas was. The doctors told me this was almost certainly a type of cancer that is incurable, and that I should expect to live no longer than three to six months. My doctor advised me to go home and get my affairs in order, which is doctor's code for prepare to die. It means to try to tell your kids everything you thought you'd have the next 10 years to tell them in just a few months. It means to make sure everything is buttoned up so that it will be as easy as possible for your family. It means to say your goodbyes.

I lived with that diagnosis all day. Later that evening I had a biopsy, where they stuck an endoscope down my throat, through my stomach and into my intestines, put a needle into my pancreas and got a few cells from the tumor. I was sedated, but my wife, who was there, told me that when they viewed the cells under a microscope the doctors started crying because it turned out to be a very rare form of pancreatic cancer that is curable with surgery. I had the surgery and I'm fine now.

This was the closest I've been to facing death, and I hope it's the closest I get for a few more decades. Having lived through it, I can now say this to you with a bit more certainty than when death was a useful but purely intellectual concept:

No one wants to die. Even people who want to go to heaven don't want to die to get there. And yet death is the destination we all share. No one has ever escaped it. And that is as it should be, because Death is very likely the single best invention of Life. It is Life's change agent. It clears out the old to make way for the new. Right now the new is you, but someday not too long from now, you will gradually become the old and be cleared away. Sorry to be so dramatic, but it is quite true.

Your time is limited, so don't waste it living someone else's life. Don't be trapped by dogma — which is living with the results of other people's thinking. Don't let the noise of others' opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. They somehow already know what you truly want to become. Everything else is secondary.

When I was young, there was an amazing publication called The Whole Earth Catalog, which was one of the bibles of my generation. It was created by a fellow named Stewart Brand not far from here in Menlo Park, and he brought it to life with his poetic touch. This was in the late 1960's, before personal computers and desktop publishing, so it was all made with typewriters, scissors, and polaroid cameras. It was sort of like Google in paperback form, 35 years before Google came along: it was idealistic, and overflowing with neat tools and great notions.

Stewart and his team put out several issues of The Whole Earth Catalog, and then when it had run its course, they put out a final issue. It was the mid-1970s, and I was your age. On the back cover of their final issue was a photograph of an early morning country road, the kind you might find yourself hitchhiking on if you were so adventurous. Beneath it were the words: "Stay Hungry. Stay Foolish." It was their farewell message as they signed off. Stay Hungry. Stay Foolish. And I have always wished that for myself. And now, as you graduate to begin anew, I wish that for you.

Stay Hungry. Stay Foolish.

Thank you all very much."

Source - http://news.stanford.edu/

It was his brief biography. If you want to download this speech in an audio file, click the link below-

Download Audio file (mp3 format)

Or you can watch this speech through youtube.

50+ Definitions of Philosophy

2014-04-06T22:48:00.004+05:30

According to Aristotle - "Philosophy is a science which discovers the real nature of supernatural elements".

According to Levison - "Philosophy is mental activity".

According to Karl Marks - "Philosophy is the interpretation of the world in order to change it".

According to Hegel - "Philosophy is that which grasps its won era in thought."

Kant Immanuel Regards philosophy as "the science and criticism of cognition."

According to Russel - "Philosophy proper deals with matters of interest to the general educated public, and loses much of its value if only a few professionals can understand it."

What is Philosophy?

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What is philosophy? This question's answer, we will not get any particular definition given by the philosophers. Because different philosophers have given different definitions of philosophy and these philosophers have described different aspect of philosophy given by their definition. If we analyse these various definition, then we will get to see that these definitions mainly five types. Some examples of these five types of definitions of philosophy are as follows:

Type: A) Philosophy is a love of knowledge - Examples of this type of definitions are as follows:

According to Greek philosopher Socrate - "Philosopher is one who has a thirst for knowledge."
According to Plato - "A real philosopher is one who has an interest for every kind of knowledge who is never satisfied."
According to Humayun Kabir - Philosophy "seeks to give knowledge of the whole."

Type: B) Philosophy is an art as well as science - Examples of this type of definitions are as follows:

According to Francis Bacon an english philosopher considered philosophy as "the 'great' mother of all science."
According to Cicero, Marcus Tullius - "Philosophy is the mother of all arts and "the true medicine of mind."
According to Aristotle - Philosophy is a science which discovers the real nature of supernatural elements"
Kent regards philosophy as "the science and criticism of cognition."
According to Fichte - "Philosophy is the science of knowledge."
Coleridge, Samuel Taylor defines it as the "science of science."
According to Herbert Spencer - "Philosophy is concerned with everything as a universal science."
According to Joseph A.Leighton - "Philosophy like science consist of theories of insights arrived at as a result of systematic reflection."
According to Roy Wood Sellars - "Our subject is a collection of sciences, such as theory of knowledge, logic, cosmology, ethics and aesthetics, as well as a unified survey."

Type: C) Philosophy based on inquire or search - Examples of this type of definitions are as follows:

Sarvapalli Radhakrisnan considers philosophy as "a logical inquire into the nature of reality."
According to Henderson "Philosophy is a research for a comprehensive view of nature..."

Type: D) Philosophy is a search for reality and truth - Examples of this type of definitions are as follows:

According to Raymont - "Philosophy is an unceasing effort to discover the general truth that lies behind the particular fact, to discover also the realities that lies behind appearance."
Sarvapalli Radhakrisnan considers philosophy as "a logical inquire into the nature of reality."
According to Brightman - "Philosophy may be love for the truth - the complete bode of knowledge the includes in it all truth - all truth organized into one great syestem."
Indian definition of philosophy - "Philosophy is not a subject of thought only but a realization of the truth."

Type: E) Philosophy is a life necessity - Examples of this type of definitions are as follows:

Every human has some philosophical question about life. These questions are - what is life? what is Purpose of life? etc.

According to B.R Purkait - "Philosophy tries to answer the deepest question of life. It clarifies life and its basic values."
According to Dewey - Philosophy signifies "a wisdom that would influence the conduct of life."
According to Aldous Huxley - "Men live in accordance with their philosophy of life."

From above the definitions, we may to say that -

Philosophy is love of knowledge.
Philosophy is love wisdom.
Philosophy is an arts as well as science.
Philosophy based on inquire or search.
Philosophy is search for reality or truth.
Philosophy is life necessity.

Etymological Meaning of Philosophy

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Know about Etymological meaning of Philosophy

If you want to know "What is etymological meaning of philosophy?" then this article give you a proper answer to that question.

Etymological Meaning of Philosophy: Summary

The word "philosophy" comes from the Greek word "philosophia," which is a combination of two Greek words: "philo," meaning "love," and "sophia," meaning "wisdom" or "knowledge."

Therefore, the etymological meaning of philosophy is "love of wisdom" or "the pursuit of knowledge and wisdom." In ancient Greece, philosophers were considered to be individuals who loved knowledge and wisdom, and they were highly respected for their intellectual pursuits.

If a man is thirsty for knowledge, he is a philosopher. A true philosopher is he who loves to know, who loves to search for truth. If we turn our attention to a different philosopher's quotation, we shall understand its meaning clearly.

The Greek philosopher Socrate said - "Philosopher is one, who has a thirst for knowledge."

Plato in his book (Republic) too said, "He who has a taste for every sort of knowledge and who is curious to learn and is never satisfied may be justified termed a philosopher."

Few philosophers think that - Every Rational person is a philosopher. Because every rational person has many philosophical questions i.e who am I? Where have I come from? What will happen after death? What is life? Who has created the world? etc. Everybody wants to get answers to these questions.

So we may say in the perspective of the above discussion that "He is a philosopher who is insatiable thirst for knowledge and his thinking, working is philosophy."

Today, philosophy encompasses a broad range of disciplines and areas of study, including metaphysics, epistemology, ethics, logic, and aesthetics, among others. It continues to be a highly respected field of study and is considered by many to be essential for gaining a deeper understanding of the world around us.

Read More About : Definition of Philosophy by Different Philosophers