Jwel Hoque: 2015

Sunday, 20 December 2015

IN AMU

ME, ANSAR, NAWAZ 1 NAD 2 MONIR AND BABAR ON SS DAY

Tuesday, 21 April 2015

Socialism and Education

ALIGARH MUSLIM UNIVERSITY

CENTRE MALAPPURAM

DEPARTMENT OF EDUCATION

AN ASSIGHNMENT

SOCIALISM AND EDUCATION

SUBMITTED TO

DR. SYED HAYAT BASHA

SUBMITTED BY

JWEL HOQUE

ROLL NO- 14 B.ED (K) 04

SOCIALISM

Socialism is a social and economic system characterised by social ownership of the means of production and co-operative management of the economy, as well as a political theory and movement that aims at the establishment of such a system.

A socialist economic system is based on some form of social ownership of the means of production, which may mean autonomous cooperatives or direct public ownership; wherein production is carried out directly for use.

According to Daniel De Leon, “Social system under which the necessary of production are own, control and administered by the people, for the people under which accordingly the cause of political and economic disposition having been abolished, class rule is at end, that is socialism, nothing sorts of that”.

The proper education of the rising generation must be one of the principal tasks of the new society. Every newly born is a welcome addition to society, for society sees in him the prospect of its continuation and its own further development and, therefore, also feels the duty to defend the new human being to the best of its ability. Hence, the prime object of its care is she who gives birth, the mother. Comfortable housing, pleasant surroundings, all sorts of provisions necessary to this stage of motherhood, careful nursing for her and the child, are the first requirement. It is self-evident that mothers should breast-feed their babies for as long as is possible and necessary. Moleschott, Sonderegger, all hygienists and doctors agree that nothing can fully substitute mother's milk.

Socialism and Education

The history behind how socialism entered and became dominant in our education system is not well publicized. All modern publishers are graduates of liberal arts colleges, the stronghold of the movement, and tend not to publish about such matters.

It began with a student rebellion. The rebellion of students against authority has been chronicled since the days of ancient Greece. In more recent history, this type of rebellion has occurred periodically worldwide for the past two hundred years. The students rioting in Korea are frightening to watch on television, throwing bottles of flaming gasoline on the police. Tiananmen square was a heart-breaker, as those in authority showed no mercy in settling who was still in charge. It has become clear that German university students consider active protest as part of their curriculum. Only in America have protesters against authority been so thorough in their rejection of it. The protesters of the sixties and early seventies extended their rejection into personal debasement, deliberately refusing even personal hygiene and sacrificing their personal dignity through gutter language, obscene literature, and deliberately promiscuous (sometimes public) sex to demonstrate their contempt for the authority of the state, school, church, and family. "Don't trust anyone over thirty" was one of their mottoes.

The National Student Association (NSA) urged its members in 500 colleges to organize demonstrations and boycotts of the Woolworth stores. The Student Nonviolent Coordinating Committee (SNCC) decided that nonviolence was to be the key-word. During the next year more than 3,000 white activist students received jail sentences, only a small percentage of those who had participated. They had, however, been successful. The pressure of their actions along with the omnipresent television coverage had desegregated many establishments. Next came the "Freedom Rides," started in May 1961. Two whites were murdered as a result of this action.

The Marxist influence is seen in the wording of this proclamation. Marxist doctrine claims that all forms of social discipline, including religion and education, are for the purpose of controlling the public for exploitation by the ruling class. The same doctrine claims warfare as one of the tools of exploitation. As with Marx, Cleveland calls for revolution as the means of correction.

RELATIONSHIP OF EDUCATION AND SOCIALISM

Education will be vastly different under socialism than it currently is under capitalism. Under the current system, the quality of education is largely choosen by the capitalist political state, which chooses to educate us in ways that are beneficial to them. Capitalism is portrayed as the best of all possible systems, with socialist ideology barely mentioned and almost always misrepressented as the philosophy of the ill-fated Soviet Union. The name of Karl Marx is written with scorn, and a better society is considered to be pure pie in the sky liberalism with no basis in fact. What's worse, the religious schools teach the metaphysical theory of history, which implies that society is class-divided due to some ill-defined "natural laws," and Judeo-Christian dogma is imposed upon its students. Higher education requires most students to place themselves in massive debt in the hands of legal loan sharks like Sallie Mae, and allow colleges and universities to charge outrageous prices for increasingly necessary education. Futher, education is seen as a temporary thing in life, to be taken up for a few short years and than permanently abandoned in favor of a job that is predicated upon by a vicious labor market. In fact, in education under capitalism, from elementary to graduate school, we are trained to be docile servants of the capitalist class and to become cogs on the labor market. Free thinking, as taught by the liberal arts, is discouraged in favor of "logical" methods of thought (such as a huge emphasis on mathamatics in education and a noticable de-emphasis in the teaching of liberal arts) that are uncritical of the society we live in [this is not to say that mathematics aren't important, because they are; I am simply saying here that liberal arts are often discouraged for their emphasis on critical thinking and math is pushed on students in its place]. Even under the aforementioned liberal arts, alternative methods of running society are barely glossed over, and we are never taught to think independently enough to criticize the system. After all, how can we be thinking critically in a society that is controlled by a political state that serves a despotic ruling class whose sole aim is to maintain its status of elitism and privilege, and not to improve society so that everyone can live a decent and rewarding life?

Under socialism, the very material basis of our society will change and improve, and consequently, so will education. One of the biggest problems affecting the education system today is the adoption of a Christian inspired tenet imbedded into our minds by the capitalist class that is similar to the one concerning the nature of work under capitalism: that school (like work) doesn't need to be fun in order to be beneficial. Socialists heartily disagree! If your occupation and education are not considered fun and personally rewarding to you, then the society you live under has a very serious problem. Education and learning must be made fun for students of all ages and levels, otherwise it will fail to hold their attention and even be considered irrelevant to their lives, as well as breeding excessive laziness and a general scorn for education and school, in the same manner as the laziness and disinterest that adults display concerning their jobs under capitalism (you may ask almost any child or adolescant their opinion of our current oppressive school system to see my point).

SOCIALISM AND EDUCATIONAL IMPLICATIONS

The word socialism was first used during the early years of the 19^th century but many philosophers and reformers in the past expressed this resentment against inequalities in society and proposed the concept of an egalitarian society. But no pragmatic programs were put forwarded by them during this period. The French revolution of 1789 with its promise of equality provided a new impetus to socialist ideas. It was during the beginning of industrial revolution that the socialist ideas began to emerge as distinct and powerful concept. It was during the early decade of the 19^th century the powerful socialist ideas developed different parts of France. St.Simon, Charles Furrier, Robert Owen, Louis Blanc and others proposed their ideas of socialism and Marx and Engels put forwarded their theory of Socialism and communism during the later half of the 19^thcentury.

Most of the systems were Utopian which were not supported by powerful movement and strong theoretical background. But Marx and Engels attacked the Utopian ideas through their works and uphold the course of scientific socialism. Through the theory and class struggle and dialetic materialism, they believed that socialism is a historic necessity. They not only provided the theoretical back ground for socialism and communism but actively involved in the formation of working class organization in the different part of Europe.

Socialism is a political economical theory of social organization which advocates that the means of production, distribution and exchange should be owned or regulated by the community as a whole.

In some respects it differs from communism. In fact the goal of the both is the same, ie the establishment of classless society, but there is a difference in them regarding the means of realizing the goal. Communism wants to establish a socialistic society through force or revolution. It does not accept the dialectism and materialism of communism. It believes in liberalism and idealism.

Like communism, socialism is also against capitalism. But instead of snatching the capital from the capitalists it wants to persuade them intelligently to give up the same in democratic manner in favour of the general people. It stands for a mixed economy. It wants that the means of production should be equitably distributed amongst all. It does not want that a major portion of the national income should go in the hands of a few. It wants that the state should control the big industries but at the same time private enterprises, too, should be allowed to exist. In the same way it does not want to abolish the rights of private property, but it wants to reorganize and delimit.

Main features of Socialism:

1. Socialism aims at establishing a classless society

2. Socialism aims at social justice, equality and the complete supremacy of the state

3. Socialism aims at abolishing the capitalist system

4. It aims at the active participation of the individual in the productive process of the society

5. It has little faith in the religious ideas and faith

6. Socialism ignores spiritual values

Indian concept of Socialism:

Gandhiji, Jawaharlal Nehru, Jaiprakash Narayan, are the greatest supporters of socialism. Gandhiji saw socialism as a way of life. He called it “sarvodaya samaj” in which the gratest goal of all is the end.

The main features of Indian Socialism:

1. It is based on equality between man and man

2. Economic system must be based on human outlook

3. Socialism does not sacrifice man for man

4. It believes in building a classless and castles society

5. It stresses equality, freedom and social justice

6. It believes in mixed economy, ie public ownership as well as private ownership

7. It aims at providing special facilities to the weaker section of society

8. It believes in free expression of values

9. It is based on democratic ideas

10. It believes in “non-violence” means to achieve its goals

11. It stresses in decentralization in administration and planning

Education and Socialism:

Socialism is a socio economic political doctrine which arose as a revolt against the capitalism, in Europe in the 19^th century. Karl Marx and Lenin in Russia and Mao in china were the chief architects of socialism. Socialism aims in establishing a classless society based on the total supremacy of the state and total submission of the individual to the state.

Prominent types of Socialism are,

· Democratic socialism

· Christian Socialism

· Fabian socialism

· Ghandian Socialism

· Guild Socialism

· Marxist Leninist Socialism

· Scientific Socialism

Socialism and aims of Education:

1. Development of democratic out look

2. Development of socialist values

3. Development of secular values

4. Providing equality of opportunity to all for their all round development and welfare

5. Rapid expansion of educational facilities to all areas

6. Developing values like ‘dharma’, dignity of labour, non violence, unselfishness and selfless service etc.

Socialism and curriculum and methods of teaching:

1. Topics like democracy, duties of citizens, equality, freedom, rights, secularism, socialism, social reform movements, non-violence etc. should be taught

2. Group activities like debates, discussion, social service camps, social surveys,shramadhan etc. to be organized

3. Inclusion of socially useful productive work as an essential component of the social curriculum to be the key note of the curriculum

4. Emphasize should be laid on polytechnic education vocational and professional courses

5. Introduction of information technology. Its effective use would enable students to do well in the in the age of modernization

6. Emphasize should be given to group method like teaching, seminars, projects etc.

7. Self discovery method should be encouraged.

Socialization and equalization of educational opportunities:

1. Giving free education to economically and socially weaker students

2. Free text books and uniforms to weaker sections

3. Award of scholarships

4. Grant of loans

5. Admission facilities and special quotas for weaker sections, SC and ST

6. Hostel facilities

7. Day study centers

8. Earn and learn facilities

9. Special facilities for girls

10. Transport facilities

11. Special stress on the education of the backward areas, hill areas, slum areas etc

12. Running of government schools and local schools

13. Common and neighbor hood school system at various places

CONCLUSION

The socialism believes in the power of ballets in place of bullets. It strives to win freedom for the workers through the majority vote in their favours. Socialism wants to establish a welfare state in order that each one may get equal opportunity for development. It stands for individual liberty. It does not want to impose any measure which may be hindrance in the individual freedom. In this respect it believes in democratic methods. It recognizes the importance of manual labour and wants to improve the conditions of labourers both in rural and urban areas. It does not stands for the rules of the working class, but wants the government elected through the popular votes.

Saturday, 11 April 2015

MODEL QUESTIONS FOR M.ED ENTRANCE

MODEL QUESTIONS FOR M.ED ENTRANCE

1. Which of the following indicates evaluation ?

(A) Ram got 45 marks out of 200

(B) Mohan got 38 per cent marks in English

(C) Shyam got First Division in final examination

(D) All the above

Ans : (D)

2. An effective teacher is one who can—

(A) Control the class

(B) Give more information in less time

(C) Motivate students to learn

(D) Correct the assignments carefully

Ans : (C)

3.The main aim of teaching is—

(A) To develop only reasoning

(B) To develop only thinking

(C) Both (A) and (B)

(D) To give information

Ans : (C)

4. Motivation should be followed by—

(A) Reward

(B) Reproof

(C) Knowledge of result

(D) Incentive

Ans : (A)

5.Another name of Basic Education or Nai Talim is—

(A) Compulsory Education

(B) New Education Policy

(C) Wardha Education Plan

(D) Sarva Shikshya Abhiyan

Ans : (C)

6. If you would be a teacher, how would you like to behave with your students ?

(A) Autocratic

(B) Democratic

(C) Laissezfare

(D) As the conditions permit

Ans : (B)

7.Frustration for the motives causes—

(A) Inferiority

(B) Anxiety

(C) Inefficiency

(D) Behaviour disorder

Ans : (D)

8.Which of the following is an audio-visual aid ?

(A) Radio

(B) Tape-recorder

(C) Television

(D) Projector

Ans : (C)

9. The First Kindergarten was started by—

(A) Friedrich Froebel

(B) Benjamin Franklin

(C) Johann Pestalozzi

(D) De Witt Clinton

Ans : (A)

10. Rousseau’s major contribution to modern education was the—

(A) Kindergarten

(B) Philanthropy

(C) Use of objects in teaching

(D) Philosophy of Naturalism

Ans : (D)

Monday, 30 March 2015

DEFINITIONS OF HEARING IMPAIRMENT

Individuals with Disabilities Education Act: Hearing Impairment - Under the IDEA, a hearing impairment is a permanent hearing loss or a decrease in hearing that is so significant it negatively affects a child's performance in school or ability to learn.

Finitzo & Crumley, 1999: Hearing loss is considered to be the most prevalent congenital abnormality in newborns and is more than twice as prevalent as other conditions that are screened for at birth, such as sickle cell disease, hypothyroidism, phynilketonuria, and galactosaemia

Persons with Disability Act, 1995 "Hearing impairment" means loss of sixty decibels or more in the better ear in the conversational range of' frequencies;

Census of India 2001: Hearing disability: A person who cannot hear at all (deaf), or can hear only loud sounds was considered
to have hearing disability. A person who is able to hear using hearing aid, was not considered as disabled
under this category. If a person cannot hear through one ear but her/his other ear is functioning normally,
she/ he was still considered to have hearing disability.

UNKNOWN Hearing Impairment means an impairment in hearing, whether permanent or
fluctuating, that adversely affects a child’s educational performance but does not
include Deafness.

Public Law 108-446 Individuals with Disabilities Education Improvement Act (2004). The federal legislation defines deafness as,

. . . a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.

The National Dissemination Center for Children with Disabilities (2004) further defines deafness as,

. . . deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a hearing loss can generally respond to auditory stimuli, including speech.

The definition in IDEIA (2004) for hard of hearing is termed hearing impairment. A hearing impairment is defined as,

. . . an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance.

By the laws of the Americans with Disabilities Act (ADA), an impairment that can be considered a disability is one that limits a major life activity, or substantially limited major life activity in the past. There are different levels of hearing impairment: a mild hearing loss, mild-to-moderate hearing loss, moderate-to-severe hearing loss, and deafness.

Read more : http://www.ehow.com/facts_5748767_legal-definition-hearing-impaired.htmlVVV

Indiana's State Definition of Deaf and Hard of Hearing

The Indiana State Board of Education, Special Education Rules, Title 511, Article 7 (2002) includes the definition for both deaf and hard of hearing. Hard of Hearing is defined as,

. . . a hearing loss that:

(1) with or without amplification adversely affects educational performance and developmental progress;

(2) may be permanent or fluctuating;

(3) may be mild to profound in nature;

(4) may be unilateral or bilateral; and

(5) may also be referred to as hard of hearing or deaf (511 IAC 7-26-7).

Monday, 23 March 2015

A CASE STUDY OF A BLIND SCHOOL

SCHOOL FOR THE BLIND ALUVA, ALUVA

Description:

The school SCHOOL FOR THE BLIND ALUVA is located in the area ALUVA EAST of ALUVA. SCHOOL FOR THE BLIND ALUVA is in the ERNAKULAM district of KERALA state. pincode is 683105. SCHOOL FOR THE BLIND ALUVA ALUVA was establised in the year 1962. The management of SCHOOL FOR THE BLIND ALUVA is Pvt. Aided.

SCHOOL FOR THE BLIND ALUVA is a P. with U.Primary school. The coeducation status of SCHOOL FOR THE BLIND ALUVA is Co-Educational. The residential status of SCHOOL FOR THE BLIND ALUVA is Yes. and the residential type of SCHOOL FOR THE BLIND ALUVA is Private. The total number of students in SCHOOL FOR THE BLIND ALUVA ALUVA is 59. The total number of teachers in SCHOOL FOR THE BLIND ALUVA ALUVA is 10. The total number of non teaching staff in SCHOOL FOR THE BLIND ALUVA is 4. The medium of instruction in SCHOOL FOR THE BLIND ALUVA is Malayalam.

The total number of class rooms in SCHOOL FOR THE BLIND ALUVA is 7. The total number of other rooms in SCHOOL FOR THE BLIND ALUVA is 8. The total number of black boards in SCHOOL FOR THE BLIND ALUVA is 5. The total number of books in the library of SCHOOL FOR THE BLIND ALUVA is 285. The total number of computers in SCHOOL FOR THE BLIND ALUVA ALUVA is 8. The student teacher ratio of SCHOOL FOR THE BLIND ALUVA ALUVA is 5.00000. The student classroom ratio of SCHOOL FOR THE BLIND ALUVA is 8.00000. The pass percentage of SCHOOL FOR THE BLIND ALUVA is 100.00000. The percentage of students who scored first class in SCHOOL FOR THE BLIND ALUVA is 100.00000.

DETAILS PROFILE OF THE SCHOOL

District : ERNAKULAM
State : KERALA
Pincode : 683105
Established in Year : 1962
Management : Pvt. Aided
Coeducation : Co-Educational
Medium of Instruction : Malayalam
Total no of students : 59
School Category : P. with U.Primary
Residential : Yes , Private
No of Teachers : 10
No of non teaching staff : 4
No of class rooms : 7
No of non-class rooms : 8
No of black boards : 5
Library : Yes , No of books: 285
No of computers : 8
Student Teacher Ratio : 5
Student Classroom Ratio : 8
Pass Percentage : 100
Percentage of students who scored first class: 100

Sunday, 22 March 2015

WHY I WANT TO BE A TEACHER

Teaching is an honest and one of the great profession in the world. Teaching is that profession on which every others professions depend. I chooses this profession because I love to teach the children and I have thrust for that. This is my passion to teach and feel very pleasure. I love to interact with the students. So I have chosen the path to be a perfect and ideal teacher.

Now I'm a student of B.Ed in Aligarh Muslim University Centre Malappuram.