Class 11

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 4 Method of Teaching Odia Questions and Answers.

CHSE Odisha 11th Class Foundations of Education Unit 4 Method of Teaching Odia Questions and Answers

Short Type Questions and Answers

Question 1.
General and specific aims of teaching mother tongue?
Answer:
General Aims :

• To increase knowledge through reading.
• To create content in reading,
• To develop their expression.
• To enable the students to collect facts and information.
• To increase the vocabulary and language skills in the subjects.

Specific Aims:

• To help the students to understand the idea of the passage.
• To add the vocabulary of the students
• To enable the students to read quickly with good pronunciation.
• To enable them to collect facts and information,

Question 2.
Aims of teaching Crdia poetry?
Answer:
To help the pupils so enjoy poetry. To help them to discover more in each poem. To get them to go on reading poetry. To enable the pupil to catch something of what the poet feels and expresses. To help the pupils to understand and appreciate the poet’s love of nature. To create an atmosphere to understand intellectually. To afford a keen and sincere pleasure in a new experience and to enlarge powers of sympathetic imagination.

Long Type Questions With Answers

Question 1.
Explain the aims and objectives of teaching the mother tongue. What principles will you follow in order to realize these aims?
Answer:
The teacher must have a clear and correct notion of the objectives he wants to achieve in this important subject mother- tongue. These objectives may be expressive as well as respective in nature. That is why the knowledge of the aims and objectives of teaching mother-tongue is essential for the teacher, Mother-tongue has fourfold aims such as listening, writing, reading, and speaking. It is the responsibility of the teacher to give his pupils accessary command over these four important aspects:

• how to hear a plain thing in a plain way
• how to say a plain thing in a plain way
• how to read a plain thing in a plain way
• how to write a plain thing in a plain way

The teacher must of course be able to do these things before he .can teach to do them. In order to realize these aims, the teacher needs to have knowledge of some important principles of language teaching. Sound method of teaching language recognizes these as stand and principles of language study. We would borrow Palmer’s descriptive terminology to state these principles.

Initial preparation:
The pupil’s natural or spontaneous capacities for assimilating spoken language should be developed by means of various, types of exercises for initial preparation.

Habit Forming:
Language learning is a habit-forming process. In teaching the mother tongue the teacher has to form some linguistic habits and utilize the previous one’s already formed.

Accuracy:
Any form of work that is not going to help in forming accurate habits of language use should be discouraged.

Gradation:
The work of different aspects of the language study should be properly graded. The easy should precede the difficult words. Hence exercises that require hearing or speaking should precede those which require, seeing the same line reception and repetition immediate memory, chorus work should precede reproduction reading prolonged memory, and individual work respectively.

Proportion:
Each branch of the language should be given balanced, attention, none should be emphasized at the cost of the other.

Concreteness:
The teacher ought to start with what is concrete for the child. Examples before teaching any percepts, explanations, associations, definitions also should be concrete.

Interests:
The pupil must be interested in what he is doing. In order to secure his interest in use of play way devices, a variety of. exercises sympathetic to attitude and the teacher are desirable and effective means.

Question 2.
What are the aims and objectives of teaching prose? What steps are to be followed in teaching a prose lesson?
Answer:
Aims of teaching prose:
prose thus has two types of aims. They are as follows:
General Aims:
To increase1 knowledge through reading. To create interest in reading. To develop, their expression To teach correct pronunciation To enable the students to collect facts and information. To increase the vocabulary and language skills of the students.

Specific Aims:
To help the students to understand the idea of the passage. To add the vocabulary of the student. To enable the pupils to need quick passage and correct pronunciation. To enable them to collect facts and information.

Steps in teaching prose (Introduction):
The introduction is .an important part of the teaching of any subject. Before going to teach a lesson on the topic of prose the teacher should give a good and suitable introduction to that topic. Through a good introduction, the teacher should arouse the curiosity of the pupils. It gives the motivation to the pupils for learning that new lesson. Teachers can introduce the lesson in many ways. He may introduce the topic by showing some pictures of it. Some part of the topic has already been taught the teacher may ask some recapitulatory questions to the students after introductory questions the teacher will announce the name of the topic purpose to be taught.

Model loud reading by the teacher:
After giving the introduction of a lesson the teacher will read aloud the passage with proper pronunciation, intonation, phrasing, and with normal speed. But in higher classes model reading by the teacher is not necessary.

Loud reading by the students:
After the loud reading, the teacher should ask the students to read their lesson loudly. At that time teacher watches and guides students for correct reading with correct pronunciations.

Exposition of difficult words:
At this stage, the teacher will expose the difficult words! For exposing the difficult words the teacher may take the help of a blackboard and also illustrative materials. The teacher should write the model sentences using difficult words on the blackboard. He may encourage the students to get model sentences. He must verify whether the students are actually writing the meaning of the difficult words or not.

Silent reading by the students:
After the exposition of difficult words by the teacher, it is easy for the students to grasp the ideas contained in the lesson. So after exposing the difficult words the teachers should ask the students to read. the lesson silently. At the time of silent reading, proper discipline must be maintained.

Comprehension Test:
In order to know whether students have understood the subject matter, meaning, and ideas contained in the lesson, the teacher should examine the students by putting some comprehension-type questions them. The question should be distributed properly and equally among the students. If any student gives a wrong answer, it should be corrected by another student. If all the students fail to answer the teacher should give a suitable answer to the questions. Precaution should be taken to use the blackboard properly.

Application test questions:
It is the last step of teaching prose. At this stage, the teacher should put a number of questions regarding the main points of the lesson. He may give some home tasks, and home assignments to the students for revising the main points and the questions should be short and objective based.

Question 3.
Write a note on the story-telling method?
Answer:
Children like to listen to stories. So storytelling method has become effective in teaching Odia. For the age group of 8 to 10 the story should be woven with attractive descriptions. This would arouse the interest of pupils and provides scope for imaginative understanding enjoyment.

Advantages of the storytelling method:
Creative interest:
The storytelling method can give life to the dead facts. It is the most effective way for bringing out all the aspects – cultural, social, and economic of the ancient society.

Develops Imagination :
Stories develop the imaginative power of students. They take the pupils far away from the material world and after ample Scope for the play of their imagination.

Training of creative faculties:
Stories of historical happenings and literary materials provide scope for die children to utilize their creative ability in various ways.

Inculcation of virtues:
The teacher through storytelling pan inculcates in the children like play. truthfulness, valor, charity, etc.

Selection of stories:
The story should be selected to suit the mental age of the children. The teacher may take the stories from any source he thinks suitable, local or world history, cave life, hunting life, biography, etc. The story should be full of actions and details.

Role of the teachers:
Storytelling is an art. The teacher should possess the ability, of being full sympathy for an important person’s age when he narrated stories. He should be equipped with rich imaginative powers.

Question 4.
Discuss the different, methods of teaching like phonetic, method, look and say method, and sentence methods of teaching in teaching Odia?
Answer:
There are different methods employed in teaching Odia like the direct method. The structural approach, lecture method, phonetic, look and say method, sentence methods, etc. for teaching Odia: In the primary classes the phonetic method, look and say method, and sentence method are followed by the teachers.

Phonetic method:
In the phonetic method, the emphasis is given to word building, spelling, etc. The students use word by word. Reading is emphasized. The pupils go through word by word clearly, in pronunciation, of their meanings. The words are clearly uttered with their grammatical uses. Emphasis is given to structures.

Sentence method:
In sentences, method emphasis is given to sentence formation. In this method firstly emphasis is given to the rules of grammar. The students are asked to utter a full sentence and write a sentence with stress, and intonation. The teacher emphasizes sentence structure. The teacher uses a blackboard and grammar is emphasized.

Look and say method :
Look and say the method is used for teaching in primary classes. This method firstly helps in developing skills in speaking and writing. The children visit places, museums and leam experience. They leam new things and new words. They follow the teacher. By observation, they acquire knowledge and skill in reading and writing. This method is helpful in speaking and writing. This method is helpful in speaking and writing. They are able to express themselves through this method. The spoken and power of observation is developed.

Question 5.
Discuss lecture methods in teaching Odia/mother tongue in schools. Give its merits – and limitations.
Answer:
The lecture method involves teaching by means of spoken word, It is the formal talk of the teacher. This method is used in all stages with all classes. It may be known as the lecture method with higher secondary and college. At higher and college stages the lecture method is used to teach effectively. Each lecture will stimulate the interest and mental activity of the students.

They will also be prompted to ask questions at the end of the lecture which is sure proof of the success of the lecture. Generally lecturing is based on the traditional authority and is a time-honored device for imparting knowledge. But as a method for secondary school pupils, it has fallen into very ill repute. The good teachers of today are very careful not to talk too much.

He assumes a major share of the responsibility for planning and guiding functional learning for the group of pupils in the class. A lecture is taken with a technique of description explanation and clarification. So the lecture method is effective and useful for young and college students.

Merits:
It develops the power of concentration in the students and also their power of expression thinking and reasoning. This method is very useful in introducing. a lesson. It also throws light on the practical aspect of education. Elucidation of complicated thoughts and ideas is possible in this method.

The lower expression is fully developed. This method is economical and time-saving. In this method of teaching both the teacher and taught are active. This method is possible to establish direct contact with the knowledge between the teacher and taught. Language learning becomes fluency.

Demerits of lecture method:
This method kills the liveliness of the class. It is the teacher who reigns and the students remain passive partners. The lecture method is not useful and beneficial for lower-class students. The knowledge that is gained and acquired through their method is neither complete nor perfect nor stable. This method is unpsychological and unscientific.

But a slow learner’s curiosity remains unsaturated. It is not possible on the part of the lecturer to make the teaching lively. It strikes a blow to the originality of the students. The curiosity remains unsatisfied and the thirst for knowledge continued.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 4 Method of Teaching Geography Questions and Answers.

CHSE Odisha 11th Class Foundations of Education Unit 4 Method of Teaching Geography Questions and Answers

Long Type Questions With Answers

Question 1.
Discuss the aims and objectives of teaching Geography.
Answer:
Every subject of study has certain important aims and objectives. The aims and objectives greatly influence the learning experience. The method of teaching and the evaluation tools and techniques are used in the teaching-learning process. Man wants to know more and more about the vast domain and of all school subjects. Geography is the only subject that can give him a picture and an explanation of the world and its various features.

Geography can be defined as the physical, social science which describes maps and seeks to explain the relations between man and his physical environment. On the other hand, it deals with the physical environment as well as the cultural environment. Geography as a school subject has some specific aims. Geography also helps in the attainment of the objectives of education in general. The objectives of geography teaching are discussed below,

Development of child intellect:
Geography has a place in one’s intellectual development. The mental process of observation etc. is developed and directed in the proper direction through the study of Geography. Geography is the science of observation and understanding of the physical as well as the social environment in which one lives. He requires geographical knowledge by observing various maps, models, globes, photographs, drawings, and all other teaching aids. So geography develops the powers of observation of the child.

Geography aims at putting in the child’s mind an impression of the entire world. It is not possible to see everything in every place but the child can imagine many aspects of the world by studying maps, globes, charts, slides, films, etc. So geography tries to develop the power of imagination of the child. The child has to remember the names of many places, countries, and geographical features. So geography aims at developing, the memory power of the students.

Enrichment of knowledge:
A study of geography includes various physical phenomena, various geographical concepts such as valleys, deltas, deserts, islands, lakes, longitude, and latitude, etc. Thus, students know and understand the meaning of such terms and concepts which are large in number. This enriches their vocabulary and knowledge. Besides this, the students know the use of various geographical instrument as a rain gauge, barometers, thermometers, etc.

Inculcation and development of geographical attitudes:
The modem concept of education does not delimit itself in the acquisition of factual information rather it aims at the inculcation and development of proper attitude. Geography aims at the inculcation and development of proper geographical attitudes in the child through various teaching-learning experiences and activities. The child arrives, at the truth only after analyzing and verifying the cause-and-effect relationship of any natural phenomenon.

Development of the power of appreciation :
A geography student appreciates the beauty of nature which might cultivate a sense of responsibility care and pass time with the child. The natural scenery develops the power of imagination in the child and the child very often expresses his imagination in the form of power and pictures.

Development of intelligent citizenship:
Geography helps the child to become a responsible citizen.

Development of international understanding :
While studying about the different people of the world, the child knows the contribution of each nation towards world culture. He can realize the interdependences of making and able to understand the differences in the physical characteristics of the people of the world are due to the differences in their physical environments. He feels that international cooperation and understanding are essential for a peaceful world.

Development of the knowledge of geographical words and symbols:
Geography has its own language, specific symbols are used in globes and maps to represent specific objects. The students can understand many difficult geographical concepts by studying those worlds and symbols. So geography also aims at developing the skill of drawing and using maps and charts.

Integration of knowledge:
Integration of knowledge is possible by correlating geography with other subjects like history, literature, social science, etc.

Enrichment of travel experience:
Travel is more meaningful to developing the knowledge of the geography of the place of travel.

Question 2.
Discuss the direct observation method of teaching geography with its advantages and disadvantages?
Answer:
Direct observation helps the child to acquire first-hand knowledge. In this method, the children gather information on various geographical materials such as rivers, mountains, valleys, agricultural land, industries, etc by visiting such places on excursions. the method suggests that education is not confined to the four walls of the classroom. The students are acquainted with their environment and acquire knowledge about the place and materials having geographical importance. There a field trip on an excursion is often called an outdoor lesson.

The direct observation method has the following advantages :
It gives direct experiences to the students. They enjoy true geography by observing the places and materials of geographical importance. They acquire true knowledge. The knowledge acquired through direct observation is complementary to that gained from textbooks.

Education becomes lively and interesting to students when they observe when they read. The students become interested and imaginative. This provides motivation to the students to read geography. Qualities like patriotism, cooperation, national integration, leadership, etc. are developed through direct observation.

Disadvantages:
Very often students become indisciplined when they are taken outside to observe. Sometimes the parents and guardians do not permit their children to go out on study tours. The observation is obstructed. Something heavy expenditure is essential for arranging field trips and tours. Observation of the materials and places that are far away is very difficult and even sometimes not practicable.

Question 3.
Discuss the discussion method in teaching geography?
Answer:
There is a method in which the ideas of many pupils concerning a topic are gathered through discussion, both group and class discussion can be made use of by an encouraging and sympathetic teacher. Many geography topics related to the experience and conversations of the pupils can conveniently use this method. The geography teacher can conveniently use this method. He can use the method in combination with another method.

The most important advantage of this method is as follows. It helps the teacher to know more about the background of the pupils. It is helpful for promoting better participation of pupils. It helps the teacher to make the class more lively, active, and interesting. It encourages group thinking. It develops leadership qualities and responsibilities. Pupils are allowed and encouraged to put forward their viewpoints frankly.

The effectiveness of the discussion method- depends on the following factors:

• Age level and abilities of the students
• Class-size
• Subject matter
• Experience and skill of the teacher.

Role of the teacher :
The teacher has to play an important role in this method. His specific function is to introduce the subject. Allowing time for the group warm-up and keeping the discussion from deviation. Maintaining the spirit of the member high by encouraging informality case of discussion and humor. Observing the students in the discussion technique. Creating the proper climate for the interchange of the idea.

Question 4.
Discuss the method of assignment of teaching Geography?
Answer:
In the scope of education taking care of the individual child, the method employed is an assignment. In this method, the children are given full freedom. The children are divided into different smaller groups and given independence to continue their work. The assignment is done in the process of the experiment. Dalton worked out the assignment as experimentally in this school.

In this method, the annual course is divided into each month. It is also divided into weekly wise. In the assigned method, the teaching of geography is very much helpful. The assignment is given by the teacher by dividing the main subjects. The teachers solve the poem by writing. It helps not only, in the expansion of knowledge but also helpful.

The assignment is classified into the:

• Preparatory assignment
• Study assignment
• Recapitulatory assignments
• Corrected assignment

The school assignment method is equivalent to the home assignment Still there is a difference between the school assignment and the home assignment. In this assignment method, the teacher is the director, guide, and assist the children. How far the students become successful in assignments, the teacher prepares a map to see the assignment every week.

Advantages of the assignment method:
For the assignment method, there should be a good library and workshop at the school. Assignment totally depends on clear thinking and so the workshop and library will be helpful to them. There is a need for pre-knowledge to find success in the assignment method. The assignment method is attractive, and interesting and the children are very much interested to work in this method, The assignment report should be recorded.

To fulfill the aim of education, this method works. In this method, if the students execute the assignment in groups together by which the cooperation attitude develops. In this method, the children develop understanding and insight. They took an interest in re-leaming of the project or assignment. In the assignment work, the teacher should take proper care of it.

In this method, there is love and affection, and cooperation among the children. The children develop with the power of utterance language knowledge. All kinds of help are to be supplied to the pupil in the assignment. The children develop with the power of utterance and language knowledge. They become disciplined. There is no waste of time in preparing notes in the assignment method.

Disadvantages of the assignment method :
The assignment method, there are many merits. Still, the method has certain disadvantages. The method faces so many obstacles. The defects are given below. The method needs more labor. So the teacher and students have to do more labor in the method. It was time-consuming and expensive. In this method teaching in lower classes is impossible. More attention is given to this method and so the children can not achieve success in higher classes. The teaching is not done in specific steps and so the child could find no importance in this method.

Use of Audio-visual aids:
To make the assignment effective and successful so many aids and audio-visual aids and their use are helpful. In the assignment method in teaching, geography, maps, atlas, globe, world maps, and wall maps are used. The models used in the assignment method for effective teaching the aids are the most helpful.

Question 5.
What do you mean by a project? Explain the project method of teaching geography with its merits and demerits?
Answer:
The project method is an activity and pupil-centered method. This method helps the students to explore anything of interest to them and thus gain direct experience of the creative activity and the scientific investigation. The term project is defined differently, as given below:

Kilpatrick:
A project is a wholehearted purposeful activity proceeding in a social environment.

Stevenson :
A project is a problematic act carried to completion in its natural setting.

Ballard :
A project is a bit of real life that has been imparted into the school.
Steps in project method:

Providing a situation:
The teacher has to provide an appropriate situation for the project. The teacher through his teaching and discussion should lead the students to various projects. During his discussions, the teacher should also notice the areas of interest of the pupils.

Purposing:
Every project should have a definite purpose. Unless the child knows the purpose he will not be very much interested in the activity. The students are to be encouraged to determine the purpose of the project with the help of the teacher. The teacher should not impose his ideas upon the children.

Planning:
After determining the purpose the students are to be allowed to plan their project. Sufficient freedom is to be given to the pupils for planning the project. The teacher should only work as a guide at this stage.

Executing:
In the next step, the actual education of the project takes place. During the execution, the whole team is to be divided into small groups and parts and the groups should be assigned duties according to their interest and ability. The students have to read, write and discuss many things and undertake many activities concerning the project. Thus, the child enriches himself with a wide range of experiences,

Evaluating:
At the end of work, the pupils should evaluate their own work. They should judge the effectiveness of their activity,

Recording:
According to the project, an activity should be prepared at the end of each project by the students.

Role of the teacher:
The teacher’s role is most significant in this method. The teacher should advance suggestions wherever necessary. He should have democratic attitude and a democratic atmosphere is very much The teacher’s teaching should follow systematic and psychological order so that the principles of the project are quite accessible to the pupil’s mind.

Advantages :
When efficiently used, this method helps in supplementary classroom activities It helps in fostering scientific thinking. It helps in inculcating a scientific attitude. It encourages group activities and develops their spirit and sense of cooperation among pupils. Individuals project provides scope for children to work independently. It helps nurture special talents in students. It helps in the development of self-confidence students in understanding scientific experiments and studies. The method helps the school to increase its resources for teaching science.

Limitations:
The method requires an expert teacher to be a resource and to be a guide. The pupils get superficial knowledge of many things but no proper groundwork. The method needs a well-equipped laboratory and visits. So the method is expensive. The development of the subject matter is not systematic, disorganized, or irregular. So the project sometimes failed to be successful.

Question 6.
What is a problem-solving method for teaching geography? Discuss its advantages and disadvantages?
Answer:
Problem-solving approach pre-supposes the existence of a problem in the teaching-learning situation. A problem is an obstruction difficulty that has to be overcome to reach a goal. A problem is a situation in which he felt difficulty is realized The problem method aims at presenting the knowledge to be learned in the form of a problem. It begins with a problematic situation and consists of continuous meaningful and well-integrated activity. The problems are self to students in a natural way.

Main features of the problem-solving approach:
It is a research-like method that involves scientific thinking as a process of learning. The essential features are the following Formulation and appreciation of problems at the emergence of a problem. Collection of data or information to solve problems. Formulation of hypotheses Analysis of the data Conclusion Applying the data to a new situation.

The problem:
The problem arises out of the felt need of the students. The problem must be stated clearly so that the class can understand it. The problem should possess the characteristics.

• The problem should be selected to the maturity level of the children
• The problem should be selected clearly.
• The problem should be properly delimited.
• The problem should be easy to solve.
• The problem should be valuable for the learners.

Collection of data:
After formulation and appreciation of the problem, the teacher should stimulate the students to collect data in a systematic manner from various sources. Students should be stimulated to collect data from textbooks, reference books, magazines, pamphlets, etc.

Formulation of hypothesis:
At this stage, the students should look the following regarding the solution to the problem. Selecting important factors related to the problem. Identifying the different relationships which may exist between the factors. Analyzing, selecting, and interpreting data.

Testing of hypothesis:
Checking the hypothesis with recognized authority. Devising experimental procedures suitable for testing the hypothesis. Organizing data Rechecking data for error interpretations Applying the hypothesis to the problem.

Analysis of the evidence and inferences:
Children should be taught to be scientific and reasonably ill in interpreting the data. It is essential to break the large area into different segments and then consider ways and means for analysis. Analysis of data should be accurate and up to the point.

Drawing conclusion:
The conclusion should be drawn by the pupils themselves and the teacher to see how far it is significant relating to the solution to the problem. Applying the idea to a new situation The students should be able to recognize the common, and identical elements in the principle of the problem and apply them in the new situation.

Advantages:
From the standpoint of learning principle of problem-solving is very valuable since they are the result of the cumulated and generalized experience that makes up the bases of knowledge and understanding. It is much easier to remember the facts through this method. It develops reflective thinking therefore it stimulates thinking, reasoning, and critical judgment in the students. It develops the qualities of self-dependent in the students.

It is a stimulating method that acts as a great motivator and directs the student’s attention and activity. It serves individual differences. It develops desirable study habits in the students. It is a method of experience-based learning. There is the possibility of close contact between the teacher and taught. Every student needs individual guidance from the teacher. The students get valuable social experiences patience, cooperation, and self-confidence, etc.

Disadvantages:
It is a time-consuming method. The progress of the students is, bound to be low. All topics can not be taught by this method. It is difficult to recognize the contents according to the requirements of the method. Textbooks written in the traditional style do not help in the use of this method. This method does not suit the students of lower classes. They do not possess enough background for scientific approach problems. It requires adequate resources.

Question 7.
Write a note on the use of the lecture method in the teaching of geography in schools. Give its merits and demerits?
Answer:
The lecture method “involves teaching by means of the spoken word”. Generally, it means a formal talk by the teacher. This method may profitably be used at all stages with all classes but its success will depend upon individual teachers. This very method may be known as the Telling of the story or the conventional method with primary and lower middle classes.

It may be known as the lecture method, with higher secondary and college classes. Primary school children have no patience to listen to long talks or lectures. They are interesting stories or questions and answers. Being full of activity small children can not remain passive listeners. Their interest should, therefore, be aroused by means of questions and answers or interesting stories.

But questions in this state should be related to their environment, Children should also be encouraged to put as many questions to the teacher as possible. At higher and college stages, however, the lecture method may be safely used. But even at these stages, the lecture must not be dry. It should be a well-prepared and well-presented lecture, such as a lecture will stimulate the interest and mental activity, of the students.

They will also be prompted to ask questions at the end of the lecture which is sure proof of the success of the lecture. Generally lecturing is based on the traditional authority and is. time-honored device for imparting knowledge. But as a method for secondary school pupils, it has fallen into very ill repute. The good teacher of today is careful not to talk too much a lie does not dominate the learning process.

He assumes a major share of the responsibility for planning and guiding a number of activities, experiences, and situations which result in functional teaming for the group of pupils in his class. He carefully selects a proper technique to meet the needs, interests, and capacities of his pupils at a particular time and in particular situations. In this case, a lecture is taken as a technique of description, explanation, and clarification. After all, it must then also be useful with the same students only a year or two before they enter college provided it is used correctly.

Merits:
The lecture method has the following merits. It develops the power of concentration in the students and also their power of expression, thinking, and reasoning. It is economical and saves time. It keeps both the teacher as well as the students active. Through this method, it is possible to establish direct contact knowledge between the teacher and the taught. Through this method, it is possible to elucidate difficult and complicated thoughts and ideas. This method is very useful in introducing a lesson. It also throws light on the practical aspects of education.

Demerits:
This method kills the liveliness of the class. It is the teacher who reigns supreme and the students remain passive partners. This method is not useful for students of the lower classes. In this method, it is the teacher who remains active while the students become passive listeners. In fact, it is the students who should be active listeners.

The knowledge that is acquired through this method is neither complex nor perfect nor stable. This method is not psychologically scientific. In this method, it is not possible to make the child the center of education. It is the subject that is the center of education while really speaking it should not be so.

In a country like India, its success may be retarded due to the good textbooks and able teachers. It is not possible on the part of the teacher to make the teaching lively This method has very little scope for evaluation and examination of the students by the teacher while he teaching them.

Question 8.
What are different audio-visual aids in the teaching of geography? Give examples?
Answer:
The audio-visual aids make the learning of geography interesting and attractive and in the absence of those, aids, the lesson is dry and ineffective. Various types of such aids are used in teaching geography, which can be classified as follows.

Audio aids:
Radio, Tape-record, Gramphone, etc. under this category of aids.

Visual aids:
Globe, maps, charts, graph specimens, models, photography, slides, filmstrip, etc. belong to the category of visual aids.

The following aids are usually used in teaching geography:
Globe:
A globe is a model of the earth. It gives the idea to the pupils that the earth is round. Topics like the rotation and revolution of the earth’s longitude and latitude situations of different places can be better taught to the pupils through a globe.

Maps:
Maps are the most essential tools in the hands of the geography teacher. Geography teaching is incomplete and is effective in the absence of maps. Maps are helpful following ways. The pupils can learn about the situation of a state country or continent, its rivers, lakes, mountains, soil, rainfall, cities, parts, communication facilities, agriculture, industry exports, and imports.

The distance and direction of a place from another place can be known from the maps. Various kinds of maps can tease. The most common kinds of picture maps are political maps, political maps, outlines, map weather maps, vegetation maps, weather maps, sociological maps, industry maps, commercial maps, geological maps, etc.

Educational films:
Films can be used for sharing some purposes, such as the manufacture of cotton, modes of irrigation, the life of people in a country, etc.

Film strips and slides:
Slides and film strips can be used to show some situations or processes such as typically dressed, tribal people and a typical animal, etc.

Pictures:
Great importance is attached to the use of pictures in teaching geography. A picture appeals to the imagination of the pupils. Picture of different Objects and places can be used.

Charts:
Charts usually give a comparative picture of anything. For example, a chart can be prepared by comparing the population of various nations.

Models:
Models are usually made of clay plaster of Paris, paper, etc. It resembles the real object, of the child. Radio, tape recorders, television, etc. are also occasionally used by the geography teacher for teaching geography.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 3 Education and Society Short Answer Questions.

CHSE Odisha 11th Class Foundations of Education Unit 3 Education and Society Short Answer Questions

Short Type Questions And Answers

Question 1.
Measures to promote women’s education?
Answer:
To promote women’s education measures Incentives like a free supply of books, stationery, uniform mid-day meals, scholarships and stipends should be provided in time to all these girls who have come from poor sections of society. Girls’ schools should be established in the area where there is demand for these. The same standard of courses should be made available to the student of girls’ schools.

The common and relevant curriculum for boys and girls should be introduced to have equal educational opportunities. Childcare centres would be made available near the school. Schools should be opened within the walking distance from their homes and where this is not possible adequate arrangements for free or cheap hostel facilities for girls should be provided.

The educational curriculum should be made relevant to their daily lives and should enable them to run their daily lives and should enable them to run their homes better in later life. The campaign should be launched to change people’s attitudes in favour of girls’ education.

Question 2.
What are the factors that affect women’s education?
Answer:
The causes and factors affecting women’s education are as follows
Social-cultural factors :
The low status of women and women’s illiteracy is the main cause. The poor parents thought that educating girls would require an educated husband and they demand a heavy dowry. Such a problem helps with the growth of women’s illiteracy. Many parents also do not allow selling their daughters for education after their daughters attain puberty. Such an attitude of parents and the community restricts women’s education.

Economic factors :
Poor parents do not allow their girl’s children to go to education and allow them to work in the cornfields, cooking, and do household work. They give early marriage. In some families the girls are engaged in beedi rolling, papad making, making paper bags readymade garments etc.

Distance of school:
Schools are distanced from the villages. So parents are not willing to send their daughters to such distance schools.

Absence of female teachers:
Lack of female teachers in the schools they do not send their daughters to that school.

Absence of girls’ schools :
Due to our cultural and social heritage, parents are often reluctant to send their daughters to education, and schools. The lack of educated girls’ schools and women’s colleges hinders women’s education. An insufficient number of teachers and a single-teacher schedule bring irregularities in classes so the parents do not prefer to send their children to that cells.

Other factors that affect women’s education are:

• lack of basic amenities,
• Inadequate childcare facilities,
• Insufficient incentives.

Lack of proper teaching methods & curriculum.

Question 3.
Citizenship Aims of Education?
Answer:
With the development of democracy training for citizenship is being educated in many Question quarters as the aim of education. Education should offer such experiences to make them good citizens of the democratic state. Education is to prepare individuals for different roles to perform in life. As a citizen, every individual has certain rights and duties.

Education for citizenship should train them to discharge their duties. Democratic machinery is introduced to regulate group life in schools. In progressive schools the library, the school discipline etc. are also managed by the pupils through their elected self-governing council, so the citizenship aim of education now has become the more comprehensive aim of education.

Question 4.
Discuss the environment as a factor of social change?
Answer:
Environmental factors like population growth wars and voluntary acts of individuals affect social change.

Population:
Population change influences social and cultural life. The wild growth of the population is a threat to the social order. The exploitation of national wealth and industry, and the stamina of people control the economic standards of living of families the high growth of the population is a threat to the national economy. The uncontrolled growth of population pressure on existing infrastructure and development slows down.

War:
War is the huge single generator of social change. Social change is directly connected with large destruction such as refugee problem.

The voluntary act of individuals:
The man of genius influenced society, for example, Gandhi, and Lenin in Russia exercised a profound influence on the people and society changed to their interests.

Question 5.
Cultural factors of social change?
Answer:
Culture and technology are related. There is material and non-material culture. Material culture is things that are visible, seen or touched like goods, utensils, machines etc. but non-material, culture like family, religion, skill, education. When changes occur in material culture, stimulate changes in non-material culture and non-material culture changes in material are known as adoptive culture.

On account of dogmatic beliefs and ideologies, there is a change in social institutions. Cultural factors are about social changes in technological advance and cultural values Introduction of sociology brings social change to our culture our thought values, habits, and technological changes are seen. Both technology and cultural factors are sources of social change.

Question 6.
Definition of social change?
Answer:
Maclver and Page define social change as a process responsive to many types of changes like altitudes, beliefs etc. Morris opined, by social change in the structure, the size of the society, the composition and type of organization. To Fairchild, social change is the modification of social processes, patterns or forms. To Anderson social change involves alternatives in the structural social forms or processes. To M.D. Johnson, social change may be defined as a new fashion mode, either modifying or replacing the old.

Question 7.
Are factors responsible for modern trends in education?
Answer:
Modem trends in education are broadly classified into three categories-nationalization of education, globalization of education and solving problems of education.
The difference among the systems of education are:

• National integration
• Cultural Heritage
• Issues with majority and minority
• National language
• The national system of education
• International Understanding

These are the major factors which are responsible for nationalization and globalization the other factors are scientific technology, and distance education.

Question 8.
The themes of globalization?
Answer:
Globalisation focus on four themes:

• De-localization and supraterritoriality
• The speed and power of technological innovation
• The rise of multinational corporations
• The extent to which moves towards the creation of global free markets leads to instability and division.

Question 9.
Need of modern trends in education?
Answer:
The educational system of the countries of the world are influenced by several factors, the factors are the basic need of the society/country. Such as foundations of education e.g. philosophical, sociological, psychological and economic foundations etc. Education has become a major instrument of cultural change.

Education is both formal and informal. The countries of the world have evolved their own system of education for training human beings according to their own needs. Education is the process of development which prepares human beings for future life.

Question 10.
Main features of a national system of education?
Answer:
The constitution embodies the principle on which the national system of education is conceived The concept of the national system implies up to a level all students without barriers have access to education. Common educational structure 10+2+3 accepted in all parts of the country Re-National system of education will be based on a national curricular framework containing common care.

The common core includes the history of India’s freedom movement, the constitutional obligation, and national identity. To prove equality, equal educational access to all. In higher education inter-regional mobility by providing equal access to every Indian.

Question 11.
Role of globalization in Education?
Answer:
The role of globalization in education is as follows:
Education policy must be diversified. The socialization of individuals must be integrated with respect to individual rights. Education is expected to foster the desire to live together which is a basic component of social cohesion and national identity. Schools should contribute to the advancement of minority groups. Democratic participation to strengthen understanding and judgment.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 3 Education and Society Objective Questions and Answers.

CHSE Odisha 11th Class Foundations of Education Unit 3 Education and Society Objective Questions

Multiple Choice Test Questions with Answers

Question 1.
International Education Commission (1996) report includes?
(a) Learning to learn/know
(b) Learning to do/perform
(c) Learning to live together
(d) All the above
Answer:
(d) All the above

Question 2.
National quality movement commission 1985 was formed in?
(a) UK
(b) USA
(c) USSR
(d) France
Answer:
(b) USA

Question 3.
Some education movements took place in 1985 in ________?
(a) China
(b) India
(c) Germany
(d) Japan
Answer:
(b) India

Question 4.
Best Education in school white paper was published in 1985 in ___________?
(a) Australia
(b) UK
(c) USSR
(d) France
Answer:
(b) UK

Question 5.
Despite education, integration took place in 1984 in __________?
(a) USA
(b) USSR
(c) France
(d) Japan
Answer:
(b) USSR

Question 6.
The national quality movement took place in 1983 in __________?
(a) UK
(b) USA
(c) USSR
(d) Germany
Answer:
(b) USA

Question 7.
Does globalization mean as ___________?
(a) Universalization
(b Liberalization
(c) Internationalization
(d) All of the above
Answer:
(d) All of the above

Question 8.
The powerful instrument of social change is __________?
(a) Education
(b) Law
(c) Industrialization
(d) Universalization
Answer:
(a) Education

Question 9.
In which year education includes in the concurrent list?
(a) 1948
(b) 1956
(c) 1976
(d) 1986
Answer:
(c) 1976

Question 10.
Women’s India Association (WIA) was founded by Anniebestant in
(a) 1915
(b) 1917
(c) 1947
(d) 1948
Answer:
(b) 1917

Question 11.
The all India women’s conference (AIWC) was founded in __________?
(a) 1917
(b) 1927
(c) 1915
(d) 1925
Answer:
(b) 1927

Question 12.
Which constitutional amendment provides one-third reservation of women in panchayat and municipalities?
(a) 73rd
(b) 74rd
(c) 13rd
(d) 43rd
Answer:
(b) 74th

Question 13.
Who demanded equal political rights for women with men in 1935?
(a) Annie Besant
(b) Sarojini Naidu
(c) Nandini Satpaili
(d) None of these
Answer:
(b) Sarojini Naidu

Question 14.
The declaration of universal Human Rights was made in ___________?
(a) 1948
(b) 1946
(c) 1947
(d) 1964
Answer:
(a) 1948

Question 15.
Which article states equal pay for equal work for both men and women?
(a) 39(a)
(b) 39(d)
(c) 45(a)
(d) 39(c)
Answer:
(b) 39(d)

Question 16.
Which article ensures equality before the law?
(a) Article – 14
(b) Article – 15
(c) Article – 15 (3)
(d) None of the above
Answer:
(a) Article – 14

Question 17.
Which article prohibits any discriminative with men and women?
(a) Article 15
(b) Article 45
(c) Article 15 (3)
(d) Article 14
Answer:
(a) Article 15

Question 18.
In which state was the National Integration Conflict seen in 1994?
(a) Australia
(b) UK
(c) Russia
(d) France
Answer:
(e) Russia

Question 19.
Best Education in School white paper was published in 1985 at _________?
(a) Australia
(b) UK
(c) Russia
(d) France
Answer:
(b) UK

Question 20.
The rate of social change is ______?
(a) Equal
(b) Unequal
(c) Not similar
(d) Changeable
Answer:
(c) Not similar

Question 21.
Social change is transformation _________ whose definition is this?
(a) K. Device
(b) Lundburg
(c) S. Keming
(d) None of these
Answer:
(c) S. Kenning

Question 22.
Which organization provides finance to women?
(a) DRDA
(b) IRDP
(c) DWCRA
(d) None of the above
Answer:
(c) DWCRA

Question 23.
From which word is ‘Stratification’ derived?
(a) Stratus
(b) Stratum
(c) Strata
(d) Stratesco
Answer:
(c) Strata

Question 24.
An education revolution was seen 1985?
(a) Germany
(b) China
(c) India
(d) Japan
Answer:
(c) India

Question 25.
Where National Qualitative Revolution started in 1993?
(a) UK
(b) USA
(c) USSR
(d) Germany
Answer:
(b) USA

Question 26.
What is the meaning of globalization?
(a) Universalization
(b) Liberalization
(c) Internationalism
(d) All of the above
Answer:
(d) All of the above

Question 27.
Social Stratification is a division of the same level of society, who’s definition is this?
(a) Lundburg
(b) T.P. Jasbat
(c) Ullimous
(d) K. Device
Answer:
(a) Lundburg

Question 28.
Which is the main organ of social change?
(a) Society
(b) Education
(c) Culture
(d) None of the above
Answer:
(b) Education

Question 29.
Generation-wise mobility is _________?
(a) the Same stratification
(b) Intra-generation wise
(c) Social
(d) de-mobility
Answer:
(b) Intra generation wise

Question 30.
Which commission recommended vocational education?
(a) Kothari commission
(b) Secondary education commission
(c) Hunter Commission
(d) Hartog committee
Answer:
(c) Hunter Commission

Question 31.
Learning is the treasure within – whose subject matter it is?
(a) Kothari commission
(b) NPE-1986
(c) Hunter Commission
(d) International Education Commission
Answer:
(d) International Education Commission

Question 32.
When International Education Commission submitted its report?
(a) 1993
(b) 1996
(c) 1998
(d) 1995
Answer:
(b) 1996

Question 33.
If a person leaves the work of worship, and points in Govt, or service, which mobility is this?
(a) Horizontal mobility
(b) Vertical mobility
(c) Upward mobility
(d) Vocational mobility
Answer:
(d) Vocational mobility

Question 34.
Social stratification divides the classes and they are interrelated. Whose definition is this?
(a) Lundburg
(b) T.P. Jasbat
(c) Ullius
(d) K. Device
Answer:
(b) T.P. Jasbat

Question 35.
A clerk when promoted to an officer, the lecturer is promoted to a Principal, What type of mobility is that _________?
(a) Horizontal
(b) Vertical mobility
(c) Upward
(d) Downward
Answer:
(b) Vertical mobility

Question 36.
When a person moves from one position to another position what type of mobility is this?
(a) Horizontal
(b) Vertical
(c) Vocational
(d) Intra-generational
Answer:
(b) Vertical mobility

Question 37.
In social stratification changing shelter place, service what type of mobility it is?
(a) Vocational
(b) Intra-Generational
(c) Horizontal
(d) Vertical
Answer:
(c) Horizontal

Question 38.
Transform action in thought and activity belongs to is a social change who told this?
(a) Maclver and Page
(b) S. Kenning
(c) LunelBurg
(d) M.D. Jonson
Answer:
(d) M.D. Jonson

Completion Type Questions With Answers

Question 1.
Modem world education tendency is ___________?
Answer:
Globalization

Question 2.
Every country, has the tendency to develop ___________ system of education?
Answer:
National

Question 3.
Open Universities are established due to the __________ development?
Answer:
Media

Question 4.
The term global is used in the sense of being _________?
Answer:
Worldwide

Question 5.
Treasure of knowledge within 1996 describes ________ for 21st Century?
Answer:
Four pillars

Question 6.
National Quality Commission, was formed in the USA in _________?
Answer:
UNESCO

True / False Questions with Answers

Question 1.
Nationalism means a national system of education (True / False).
Answer:
True

Question 2.
Globalization means an international system of education (True / False).
Answer:
True

Question 3.
Globalization means modernization (True / False).
Answer:
True

Question 4.
Globalization means internationalism (True / False).
Answer:
False

Question 5.
Britain published a white paper in 1990 for the transformation of education (True / False).
Answer:
True

Question 6.
USA formed a quality movement in 1987 (True/ False).
Answer:
True

Question 7.
The challenges of the education movement were formed in India in 1985 (True / False).
Answer:
True

Answer In single sentences as directed

Question 1.
Which factors mostly affect women’s education?
Answer:
The socio-cultural factor and economic factors mostly affect women’s education.

Question 2.
To fulfill the objectives of women’s education what are the efforts made?
Answer:
The efforts of Operation Black Board, DPEP programs, and SSA, are made to fulfill the objectives of women’s education.

Question 3.
What do you mean by social change?
Answer:
Social change refers to the movement of social progress, social interaction, or social organization.

Question 4.
What is a social change to K. Device?
Answer:
To K. Device By social change alternation that occurs in social organization, the structure and the functions of the society.

Question 5.
What is a social change in Ogburn?
Answer:
To Ogburn, Social change means a change with culture, and its chief factors are material and non-material culture.

Question 6.
Give three causes for social changes at least?
Answer:
The main causes of social changes are the impact of science and technology, the role of war, and the actions of exceptional individuals, etc.

Question 7.
What are the main roles of education in social change?
Answer:
The conservative role, the progressive role, and the neutral role is the main role of education in social change.

Question 8.
What are the agents of social change?
Answer:
Population growth wars and voluntary Acts of individuals are the agents of major social changes.

Question 9.
What are the cultural factors in social change?
Answer:
Cultural factors like material culture, dogmatic beliefs, ideologies, etc. lead to social change.

Question 10.
What are the demographic factors of social, change?
Answer:
The demographic factors that determine the population, its size, numbers composition, density, social distribution, etc. help in social change.

Question 11.
Which includes education in the concurrent list?
Answer:
The constitutional Amendment of 1976, includes education in the concurrent list.

Question 12.
What is globalization?
Answer:
Globalization describes the cross-border relations between countries. It describes the growth in international exchange and interdependence.

Question 13.
Social change belongs to which process?
Answer:
It is a continuous process.

Question 14.
On which basis social changes are seen?
Answer:
Through modification and replacement, social changes are seen.

Question 15.
What do we call them, those who cultivate the land of landlords?
Answer:
Those who cultivate the land of landlords we call slaves or serfs.

Question 16.
Give an example of horizontal mobility?
Answer:
When a student leaves a school and joins another school with the same class, and a labor leader leaves one firm and works in same another firm.

Question 17.
What is vertical mobility?
Answer:
When a changes his stratification or position that is called vertical mobility.

Question 18.
Give the parts of social stratification?
Answer:
The classification of social stratifications is the slave system, landlord system, cast system, and class system.

Question 19.
In the slave system how society is divided?
Answer:
In the slave system, society is divided into two classes, such as – master and slave.

Question 20.
Given the definitions of Lundberg’s social stratification?
Answer:
To Lundburg, a stratified society is known as an unequal society and high or low differences among the people.

Question 21.
What is according to Moris Ginsburg, social change?
Answer:
The social change, the social structure such as the social structure in the definite organization and its change with classification is a social change to Moris Ginsberg.

Question 22.
Social change refers to cultural changes – whose opinion is this?
Answer:
To Ogburn, social change refers to cultural change.

Question 23.
Which is the main agency of social change?
Answer:
Education is the main agency of social change.

Question 24.
What is social stratification?
Answer:
The division of society is known as social stratification.

Question 25.
From where stratification word is derived?
Answer:
From the Latin word, ‘strata’ stratification is derived.

Question 26.
What is social stratification to Raymond W. Murry?
Answer:
To Raymond Murray, Social stratification is the horizontal division that divides society into low and high grades.

Question 27.
What is social stratification to Willson?
Answer:
To Willsons, social stratification refers to the measurement of the equality among the superiority and inferiority in the society, i.e. low caste and high caste similarity.

Question 28.
Give one pillar of the international education commission?
Answer:
Learning to know is one pillar of the international education commission.

Question 29.
Give one definition of Globalization?
Answer:
Generally, globalization refers to productivity, communication, and development in science and technology.

Question 30.
Give the subjects of Globalisation?
Answer:
The subjects, of globalization, are supra territoriality rapid production, growth of multinational companies, and open market, etc.

Question 31.
Give examples of vertical stratification?
Answer:
Examples of vertical stratifications are individual classes, & vocations and positions promotions, etc &.the example of the promotion of a lecturer to the principal.

Question 32.
Give an example of social mobility?
Answer:
The elements of social Mobility are horizontal mobility, vertical mobility, vocational mobility, intra-generational mobility etc.

Question 33.
What is vocational mobility?
Answer:
Vocational mobility refers to mobility from one profession or vocation to another vocation.

Question 34.
Give the example of vocational mobility?
Answer:
When a man of worship leaves his profession and joins agriculture or other services as a vocation.

Question 35.
What is the other name of vocational mobility?
Answer:
The other name of vocational mobility is professional mobility.

Question 36.
What is the term globalization?
Answer:
Globalization refers to international understanding and cooperation, universal brotherhood, and modem citizenship when developed by new trends of education is called globalization.

Question 37.
What are the two main factors that affect women’s education?
Answer:
The two factors with socio-cultural factors arid economic factors affect women’s education.

Question 38.
What are the other factors that motivate women’s education?
Answer:
Other factors like the distance of the school, absence of female teachers, absence of Girls schools, insufficient number of teachers, lack of basic amenities, lack of methods, and lack of incentives affect women’s education.

Fill in the blanks

Question 1.
In 1951 world education conference was held in ________?
Answer:
Parish

Question 2.
_______ education commission emphasizes vocational education?
Answer:
N.P.E. 1986

Question 3.
By ________ National Education Day is decided?
Answer:
NPE 1986

Question 4.
According to D’Souza every school should perform two activities such as _________?
Answer:
Citizenship training and social service education.

Question 5.
evokes loyalty to country and patriotism as _________?
Answer:
Nationalism

Question 6.
National education organization is built in _________?
Answer:
1920

Question 7.
Does stratification divide the world into and ________?
Answer:
Haves and have not’s

Question 8.
Social stratification divides society into different classes by _________?
Answer:
T.P Jasbat.

Question 9.
Every society is changing but not _________?
Answer:
Static.

Question 10.
By ________ transformation of any organization is social change?
Answer:
Jones.

Question 11.
_________ and _________ is social change?
Answer:
Institutional and Stratification.

Question 12.
The social change nature and speed is influenced by ________?
Answer:
Time factor.

Question 13.
Social change is a __________ process?
Answer:
Continuous process

Question 14.
Social change is _________?
Answer:
Universal

Question 15.
One main agency of social change is __________?
Answer:
Education

Question 16.
Every caste is considered _________ a group?
Answer:
Intradwelling.

Question 17.
Does every caste have a _________?
Answer:
Family vocation.

Question 18.
The Slave system continued long days in __________?
Answer:
South Africa

Question 19.
The other name of vocational mobility is __________?
Answer:
Professional mobility

Question 20.
Changing of one position to another in changing states is known as __________?
Answer:
Vertical mobility

Question 21.
When a person moves up a ward of acquired status position is ___________?
Answer:
Upward vertical mobility.

Question 22.
When there is no change in a caste, the existence of society is ___________?
Answer:
Downward vertical mobility.

Question 23.
When mobility is seen from one location to another is ____________?
Answer:
Vocational mobilility

Question 24.
No change is social status in social change is ___________?
Answer:
Horizontal mobility

Question 25.
Change of activity / works with social status is ___________?
Answer:
Vertical mobility

Correct the errors (Correct the error of the portion underlined)

Question 1.
Society is divided into Masters and Landlords?
Answer:
Society was divided into master and slave.

Question 2.
The serfs occupied high positions in the society?
Answer:
The serfs occupied a low position in society.

Question 3.
The rate of social change is always equal?
Answer:
The rate of social change is unequal.

Question 4.
Social change is not influenced by cultural changes?
Answer:
Social change is always influenced by cultural changes.

Question 5.
Social change is not universal?
Answer:
Social change is universal.

Question 6.
The only agency of social change is culture?
Answer:
The only best agency of social change is education.

Question 7
Does social change refer to the change in society?
Answer:
Social change refers to a change in culture.

Question 8.
The real meaning of social change is the rich-poor difference?
Answer:
The real meaning of social change is a high-low difference.

Question 9.
The society was divisible into master and land owner?
Answer:
Society is divisible into master and slave.

Question 10.
Social change is worse than cultural change?
Answer:
Cultural change is wider than social change.

Question 11.
Cultural change is a part of social change?
Answer:
Social change is a part of cultural changes.

Question 12.
Does globalization discourage democratic participation?
Answer:
Globalization encourages democratic participation.

Question 13.
To Maclver any change of the organization is social change?
Answer:
To Jones, any font of the organization is social change.

Question 14.
To Jones, the change in social relationships is social change?
Answer:
To MacIver, the change in social relationships is social change.

Question 15.
Social change is the change of sum total of villages?
Answer:
Social change is the flange of sum total of the community.

Question 16.
Social changes are mainly created through transformation and globalization?
Answer:
Social changes are mainly created through transformation and displacement.

Question 17.
To Ogbuny cultural change refers to social changes?
Answer:
To Ogbuny social change refers to cultural changes.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 2 Fundamentals of Educational Psychology Objective Questions and Answers.

CHSE Odisha 11th Class Foundations of Education Unit 2 Fundamentals of Educational Psychology Objective Questions

Multiple Choice Questions With Answers

Question 1.
What is psychology?
(a) Science of behaviour
(b) Beastly behaviour
(c) Psychology
(d) Organism science
Answer:
(a) Science of behaviour

Question 2.
From which word psychology is derived?
(a) Latin
(b) Greek
(c) Germany
(d) European
Answer:
(b) Greek

Question 3.
Meaning of soul.
(a) body
(b) mind
(c) soul
(d) science
Answer:
(c)soul

Question 4.
How psychology constitutes?
(a) Psyche and science
(b) Science and logos
(c) Psyche and Logos
(d) Germany and English
Answer:
(c) Psyche and Logos

Question 5.
The latest definition of psychology:
(a) Science of soul
(b) Science of Consciousness
(c) Science of mind
(d) Science of behaviour
Answer:
(d) Science of behaviour

Question 6.
First definition of psychology:
(a) Science of mind
(b) Science of soul
(c) Science of behaviour
(d) Science of Consciousness
Ans.
(b) Science of soul

Question 7.
‘Psychology is the sentence of activities in relation to the environment’ who told this?
(a) Mac Dougall
(b) Woodworth
(c) Skinner
(d) Tro
Answer:
(b) Woodworth

Question 8.
What is growth?
(a) Change in size, weight, height
(b) Change of behaviour
(c) Reconstruction of behaviour
(d) All round development
Answer:
(a) Change in size, weight and height

Question 9.
Meaning of development?
(a) Social development
(b) Workability
(c) Physical growth
(d) Moral development
Answer:
(b) Workability

Question 10.
When the growth of a child starts:
(a) From birth
(b) From Death
(c) From conception
(d) After 13 years
Answer:
(a) From birth

Question 11.
The first stage of development?
(a) Infancy
(b) Childhood
(c) Puberty
(d) Adult
Answer:
(a) Infancy

Question 12.
What is the time for pre-birth?
(a) 10 months 10 days
(b) 9 months 10 days
(c) 8 months 8 days
(d) 9 months 9 days
Answer:
(b) 9 months 10 days

Question 13.
When does late childhood end?
(a) at 15 years
(b) at 12 years
(c) at 18 years
(d) at 10 years
Answer:
(b) at 12 years

Question 14.
How many pairs are the chromosomes?
(a) 22 pairs
(b) 12 pairs
(c) 23 pairs
(d) 24 pairs
Answer:
(c) 23 pairs

Question 15.
When does the child start to walk?
(a) 8 month
(b) 6 month
(c) 10 month
(d) 15 month
Answer:
(d) 15 month

Question 16.
The average weight of the child at birth?
(a) 2 to 3 pound
(b) 3 to 4 pound
(c) 5 to 6 pound
(d) 7 to 8 pound
Answer:
(d) 7 to 8 pound

Question 17.
Hurlock divided how many parts of the life of man?
(a) 4
(b) 6
(c) 5
(d) 3
Answer:
(b) 6 parts

Question 18.
When the memory becomes sharp?
(a) infancy
(b) pre-childhood
(c) late childhood
(d) puberty
Answer:
(b) pre-childhood

Question 19.
When the child recognises the mother?
(a) 2 months
(b) 3 months
(c) 6 months
(d) 4 months
Answer:
(c) 6 months

Question 20.
Social activity in the late childhood stage?
(a) play
(b) friendship
(c) social service
(d) nobody
Answer:
(c) social service

Question 21.
The nearest social environment for the child?
(a) school
(b) peer groups
(c) home
(d) market
Answer:
(c)home

Question 22.
To whom does the child like the most?
(a) own mother
(b) own father
(c) own brother
(d) own grandmother
Answer:
(a) own mother

Question 23.
Which is a favourable emotion?
(a) love
(b) pleasure
(c) anger
(d) jealousy
Answer:
(a) love

Question 24.
Why did the child cry?
(a) pains
(b) pleasure
(c) fear
(d) jealous
Answer:
(a) pains

Question 25.
Which is an unfavourable emotion?
(a) love
(b) pleasure
(c) anger
(d) jealousy
Answer:
(c) anger

Question 26.
What do we call the application of psychology to education?
(a) Educational Philosophy
(b) Sociology
(c) physiology
(d) educational psychology
Answer:
(d) educational psychology

Question 27.
Why did educational psychology call a real science?
(a) It shows the science of behaviour
(b) It shows the real behaviour
(c) Behaviour may be real
(d) Behaviour shows the unreal
Answer:
(b) It shows the real behaviour

Question 28.
Which is not the utility of educational psychology?
(a) Study of the innate endowment
(b) Study of individual differences,
(c) Study of the society.
(d) To study the mental health
Answer:
(c) Study of the society

Question 29.
The age range of infancy?
(a) 6 months
(b) birth to 3 years
(c) birth to 2 years
(d) conception to 2 years
Answer:
(c) birth to 2 years

Question 30.
What mental development becomes extreme?
(a) 6 years
(b) 12 years
(c) 19 years
(d) 20 years
Answer:
(d) 20 years

Question 31.
When does the child start to talk?
(a) 10 month
(b) 1 year
(c) 18 month
(d) 2 years
Answer:
(d) 2 years

One-word answer type Questions

Question 1.
Developmental phases from birth?
Answer:
Infancy, childhood, puberty and adolescence.

Question 2.
The exciting state of mind. What do we call it?
Answer:
Emotion.

Question 3.
Give one activity of social development.
Answer:
Laughing and smiling.

Question 4.
Emotion is seen during infancy?
Answer:
Fear/worry.

Question 5.
The factors affecting growth and development?
Answer:
Heredity.

Question 6.
The qualities received from parents and forefathers. What do we call it?
Answer:
Hereditary.

Question 7.
What do we call conception to birth?
Answer:
Pre-birth.

Question 8.
The second phase of childhood?
Answer:
Late-Childhood.

Question 9.
One behaviour of social development?
Answer:
Smiling.

Question 10.
Whose reaction is known speedily?
Answer:
Extrovert.

Question 11.
Has reaction been seen in stimulus situations?
Answer:
Behaviour.

Answer in single sentences.

Question 1.
What do you mean by growth?
Answer:
Growth means an increase in the size, length height and weight of the organism.

Question 2.
What do you mean by development?
Answer:
Development is the change in shape from structure intelligence, understanding, attitude, interest and personality traits.

Question 3.
What do you mean by heredity?
Answer:
Heredity consists of all the elements of physical characteristics and functions.

Question 4.
How does life begin?
Answer:
Life begins with conception, approximately 9 months before birth.

Question 5.
State one difference between growth and development.
Answer:
Development is a progressive series. It changes till the end of life, whereas growth does not continue throughout life.

Question 6.
Write one general characteristic of growth and development.
Answer:
One of the general characteristics of growth among that growth proceeds more rapidly in the early years of life.

Question 7.
What is the period of infancy?
Answer:
The period of the infancy of a child’s life confined birth to a year.

Question 8.
What is the period of early childhood?
Answer:
The early childhood period of a child’s life is constituted from 2 to 6 years.

Question 9.
What is the period of late childhood?
Answer:
The period between 6 to 12 years or 12 years of age of a child is known as late- childhood.

Question 10.
At what stage of a man’s growth is very rapid?
Answer:
At the age of infancy of a child, growth is very rapid.

Question 11.
How does a child identify itself as a member of a group?
Answer:
When a child joins the school, he identifies himself as a member of a group.

Question 12.
What are the stages of individual development?
Answer:
Infancy, childhood, adolescence, and adulthood are the stages of individual development.

Question 13.
At what age does a child start to walk?
Answer:
A child starts to walk at the age of one year.

Question 14.
At what stage does a child start articulating?
Answer:
A child starts articulating at the age of one year.

Question 15.
At what stage do the children form gangs?
Answer:
Children form gangs in adolescence age.

Question 16.
State the physical changes during early childhood.
Answer:
During the early childhood period, there is rapid growth in terms of height, weight and size. There is rapid development of emotional, muscular and motor development.

Question 17.
Give one characteristic of physical growth among infants.
Answer:
The infant weighs about three kilograms at the time of birth and it becomes about 10 kilograms by the end of the first year.

Question 18.
What do you mean by social development?
Answer:
Social development means the increasing ability to function as a member of society, to acquisition are the social forms of behaviour and to adjust oneself and to get along with others.

Question 19.
Give the characteristics of social development.
Answer:
Social development tends the child to increase his social circle and choose new types of companies and friends.

Question 20.
Give one characteristic of social development.
Answer:
Social development tends the child to increase his social circle and choose new types of companies and friends.

Question 21.
What is the immediate social environment of the child?
Answer:
Family is the immediate social environment of the child.

Question 22.
What do you mean by intellectual growth?
Answer:
‘Intellectual growth includes the development of perception, imagination, memory, reasoning, concepts, thoughts, attention, observation, language, and abstract reasoning.

Question 23.
How does a baby exhibit his anger?
Answer:
The baby cries in order to show its anger.

Question 24.
What 36 you mean by emotional development?
Answer:
The innate feelings of the child such as joy, sorrow, fear, anger, tenderness and jealousy are the emotions those influence the development of personality and social adjustment of the child.

Question 25.
What is mental development?
Answer:
Mental development means the growth and rise of the mental abilities of the individual in the face of adverse situations.

Question 26.
Give one characteristic of mental development.
Answer:
Mental development helps the child to develop-multifarious interests.

Question 27.
What is meant by identical twins?
Answer:
The twins are called identical because they exactly carry the same germs.

Question 28.
Give one characteristic of intellectual development.
Answer:
The development of reasoning is a sure sign of menial and intellectual development Ms one of the important characteristics of intellectual growth.

Question 29.
At which stage the rate of growth is very rapid?
Answer:
At the stage of the fancy of a child, the growth is very rapid.

Question 30.
How emotion is derived?
Answer:
Emotion is derived from the Latin word. Emovere means to excite, and agitate the mind.

Question 31.
How anger is seen?
Answer:
Anger is seen and expressed by biting, throwing, and leaving the place without uttering a word.

Question 32.
How psychology is derived?
Answer:
Psychology is derived from two Greek- words psyche and logos in which psyche means soul and logos means to study or science.

Question 33.
What is the definition of psychology to Mc. Dougall?
Answer:
To Me Dougall, psychology is the positive science of human conduct and behaviour.

Question 34.
Bring a relation between psychology and education.
Answer:
Both education and psychology help to solve educational problems using the basic principles of psychology.

Question 35.
What is a psychology to Skinner?
Answer:
To Skinner, “educational psychology deals with the behaviour of human beings in educational situations.

Question 36.
In which years the child wants to play and remain alone?
Answer:
In the early childhood stage at the age of 3-6, the child wants to play alone.

Correct the sentences.

Question 1.
In educational philosophy, psychology is applied in education.
Answer:
In educational philosophy; philosophy is applied in education,

Question 2.
In educational psychology, philosophy is used in education.
Answer:
In educational psychology, philosophy is used in education

Question 3.
In late childhood, the child is very imaginative.
Answer:
In early childhood, the child is very imaginative.

Question 4.
Adulthood starts from 19 years.
Answer:
Adulthood starts from 21 years.

Question 5.
One month child can know human voice.
Answer:
Two months child can know human voice.

Question 6.
Late childhood stage age range is 3 to 6.
Answer:
Late childhood stage age range is 7 to 12 years.

Question 7.
Teeth rise at 8 months.
Answer:
Teeth rise at one year.

Question 8.
Memorisation is one of the emotional development.
Answer:
Memorisation is one of the mental development.

Question 9.
In infancy, the child likes to play alone.
Answer:
In the early childhood stage, the child likes to play alone.

Question 10.
The puberty age range is 13 to 40 years
Answer:
The puberty age range is 13 to 19 years.

Fill in the blanks with suitable words.

1. Greek word logos means _______.
Answer:
Greek word logos means science.

2. Growth is _______.
Answer:
Growth is structural.

3. The final phase of life is _______.
Answer:
The final phase of life is infancy.

4. The average height of the child at birth _______.
Answer:
The average height of the child at birth is 19 to 20 inches.

5. Growth and development is performed by _______ and _______.
Answer:
Growth and development is performed by heredity and environment.

6. Language development is _______.
Answer:
Language development is mental development.

7. At _______ age the child seeks a playmate.
Answer:
At 5 years of age, the child seeks playmates.

8. The two major emotions of children are _______ and _______.
Answer:
The two major emotions of children are love and fear.

9. _______is curiosity emotion.
Answer:
Astonishment is one of curiosity emotion.

10. One characteristic of anger is _______.
Answer:
One characteristic of anger is crying.

11. For control of emotions _______ method of training is needed.
Answer:
For control of emotions liberalisation method of training is needed.

12. Two primary emotions of the child are _______ and _______.
Answer:
Two primary emotions of the child are love and fear.

13. _______ resembles the child with parents.
Answer:
Heredity resembles the child with parents.

14. The child learns social qualities by _______.
Answer:
The child learns social qualities by imitation.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 1 Fundamental of Education Long Answer Questions Part-2.

CHSE Odisha 11th Class Foundations of Education 1 Fundamental of Education Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Discuss the aims of education at the primary level.
Answer:
Primary or Elementary education is not complete in itself, it is just a preparatory stage. It prepares the child for higher education. According to Article-45 of the Indian constitution, free and compulsory elementary education The Committee for Elementary Education Newyork in the report has expected that elementary education should help every child.

• To understand and practice desirable social relationships.
• To discover and develop his own desirable individual attitudes.
• To cultivate the habits of critical thinking.
• To appreciate and desire worthwhile activities.
• To command common integrated knowledge and skills.

The Education Policies and Commission- 1948 have identified the following three major aims of education at the primary level. To develop the basic skills, independence, and intuition for successfully solving the problems. To develop fully all the human and constructive talents of each individual and To develop social responsibilities and cooperate in the improvement of social institutions.

The NCERT in their syllabus for 10 years of schooling has suggested the following major objectives of elementary education. Acquire the tools of formal learning nalnely literary, numeracy, and manual skills. Acquire the habits, and cooperative behavior within the family, school, and community. Develop essential responsibility by inculcating desirable habits.

Appreciate the culture and lifestyle of persons of other religions, regions, and countries. The N.P.E-1986 has also laid much stress on both quantitative and qualitative expansion of elementary education. The policy has given importance to two aspects:

• Universal enrolment and education of pupils up to 14 years of age and
• A substantial improvement in the quality of education.

Question 2.
Discuss the agencies of education with their classifications.
Answer:
Agency means the operation of action of an agent. Generally, the agent is a person who delegates certain power to transact business for another. But in education, it lies its own special meaning. Agencies of education imply those sources, institutional factors, or places that influence the learner.

In other words, the institution, organizations, or sources from where the educand gets learning experiences are called agencies of education. According to B.D. Bhatia, “Society has developed a member of specialized institution to carry out those functions of education. These institutions are known as agencies of education.

Classifications of agencies of education:
Agencies of education may be classified into three types such as:

• formal,
• informal and
• Non-formal.

Formal Agency of Education:
Formal agencies of education are popularly set up by society for various functions of education. In this category, we list those institutions which impart ready-made knowledge in a specified time under a controlled environment. In the formal agency of education, the teachers define and the objectives to be achieved are specific.

Such type of education has its own strengths because the experiences are structured and learning gained can be measured and evaluated. Important examples of formal agencies are schools, colleges, libraries, religious centers, and all cultural organizations.

Informal agency of education:
Informal agency of education are those which influence the child indirectly. It has no formality, formal center of learning, and any rules and regulations. But learning takes place incidentally, accidentally. It is not a preplanned education program. The aims and objectives of these agencies are broad and comprehensive.

Experience gained through informal agencies are either controlled nor rigidly structured. The family, the playground, and community organisations are setup for the child, recreational facilities and professional growth. Education imparted through informal agencies is natural and incidental. Informal agencies provide a natural, beneficial environment for all children.

Non-formal agencies of education:
lt has been observed that a formal system of education can not meet all social and individual needs for instruction, knowledge skills and attitudes. The rigid pattern of formal education is not found suitable for explosion of knowledge and universalisation of primary education. Non-formal education is imparted through organisation and institutions lie inside the formal system.

There are people who are deprived of formal education, the dropouts, housewives, retired pensioners and others interested to enhance their knowledge come to the field of non- formal education. The education can be provided through correspondence courses and television programs, language, laboratory, seminars, workshops, group discussions, study circles.

The Indian Education Commission recommended the growth of a parallel system of non-formal education in the country. So it was intended to develop a non-formal system of education that should be comprehensive and flexible.

Question 3.
Discuss the function of school as a formal agency of education.
Answer:
The school is an active formal agency of education that plays the role of socialization and transmission of the rich cultural heritage of the country. In the Muslim period we had Maktab and Madrassa and now named as modem school systems. Etymologically school is derived from the Greek word “Skhole” which means leisure, In ancient Greece people enjoyed plenty of leisure and they developed a school system.

Functions of school as an agency of education:
Transmission of knowledge:
School as a formal agency of education aims to prepare students to occupy social roles. The functions of middle and high schools are the transmission of knowledge and skill, and such knowledge and skill are transmitted to the next younger generation.

Transmission of culture:
Besides transmitting knowledge schools transmit culture through the traditions, rules of etiquette, and manners that are taught both by instruction and by example. Most of the schools transmit the culture of their area to the younger generation and schools must train the educates on regional and national culture.

Promotion of culture and development of civilization:
Besides the conservative and transmitting function of school has to promote cultural values in the society. School helps our learners to study and understand other societies and to compare and contrast with our own society. The school is constantly reorganizing and reconstructing learning experiences for the enrichment of culture and the development of civilization.

Promotion of social mobility :
The school is an important center for the promotion of social mobility if aimed at the fulfillment of social justice. It is a place where every social custom and transition is analyzed and evaluated. It helps in the desirable social changes and the new generation learns the defects of customs and traditions and fights for their change and replacement in the wider society.

Provision of intellectual education:
School is known as an intellectual powerhouse that provides information, knowledge, and skill to learners. So intellectual development is possible. By organizing seminars, symposiums, and cultural programs, co-curricular activities schools determine intellectual education. learners.

Provision of physical education:
School is the training ground for physical development where physical training and mental training are imparted. The school organizes physical education programs like N.C.C, N.S.S. boys scout, girls guide, sports, and games for the physical development of the learners.

School helps for spiritual development:
Every day the school organizes a common prayer class which develops a spiritual atmosphere in the school. The school also inculcates in the minds of students the higher values like Satyam Sivam and Sundaram which are otherwise known as truth, beauty, and goodness, help to lead a perfect life.

Development of moral values:
The moral values are imparted by the school through various activities like morning assemblies, prayer, a celebration of religious days, talks by eminent educationists, etc.

Development of the quality of leadership:
School brings the quality of leadership to the pupils. The students participate in the student union, and student council, participate in the union elections and learn the quality of leadership.

Development of National Feelings:
School is the best place in developing nationalist attitudes among learners. The school becomes the place for the realization of materialistic ideals. They observe the national days and develop the idea of national feelings.

School act as an agency of social change and social control:
School as a powerful agent of social change provides instructional, facilities and enables children to understand the complexities of life and adjustment. By imparting moral and intellectual education school refines the behavior of the students. It also trains the students with the principle of a responsible citizens.

Question 4.
Discuss the function of the family as an agency of education.
Answer:
Home or family is the oldest and the most important informal agency of education. It is the foundation of social organization in the world. Family is the original social institution from which all other institutions are developed. It plays a very significant role in the growth and development of a child.

Functions of family or home:
Physical developments:
One of the important functions of the family is to provide favorable opportunities for sound physical development. Home has the responsibility of providing nutritious food, the proper clothing, a nest, sleep, play, physical exercises, medical aid, etc. Parents should also pay attention to the child’s internal and external cleanliness because the child is incapable of attending to those things. Hygienic care includes cleaning the eyes, nose, ears, tongue, and teeth, regular baths, etc. He should be provided with fashionable dresses.

Intellectual developments:
Another function of the family is to provide opportunities for the intellectual development of the child for language development of healthy interests etc. If there is rich intellectual environment in the family, the mental development of the child is speeded up. If the family atmosphere is disruptive then the intellectual development of the child will be obstructed.

Character development:
Another function of the family is to help in the character-building of the child. Family should play an active part in the character development of children. The family lays the foundation of character. Ethical virtue, honesty, truthfulness, industriousness sublimation of instincts are developed in the family. If the family environment is disruptive then the child may develop a weak character.

Emotional developments:
Family is the basis of the emotional development of the child. Parents should give full affection to children so that sense of emotional security may be developed in them. Parents should be sympathetic and they should provide proper solutions to various problems. The children should not be made to feel that they are ignored and rejected children. Parents should have control of their emotions because emotions are caught not taught.

Social developments:
Family plays in the socialization of a child. The child has his first social relationship in the family and acquires many of the social patterns. The younger members were always to obey the elders in the family. The family in India has been the center of social activities,

Cultural development:
Family plays an important role in transmitting the cultural heritage of the society to the child. It makes the child familiar with the customs, conventions, traditions, values, and norms of society. Thus, the function of the family is to maintain the continuity of social life by handling the culture of the society to the child.

Religious and spiritual developments:
Family should pay attention to religion and the spiritual development of children conversant with the life history of religious leaders and religious precepts. It should encourage the children to say their family members worship in the religious shrines and show devotion to God; virtues like the brotherhood of man and fatherhood of God should be developed. love for truth, beauty, and goodness should be cultivated.

Civic functions:
The child learns the first lesson of citizenship between the mother’s kiss and the father’s care, The child learns various civic virtues in the family, which is discharging his duties and responsibilities. It develops in his quality of discipline, cooperation, and tolerance.

Question 5.
Discuss the Vocational Aims of Education and its merits.
Answer:
The basic need of all men is food, clothing, and shelter. If education does not enable us to provide these basic needs, education on industrialization and mechanization and emphasis are given to vocational education. Different commissions like the Mudaliar commission (1952-53) and the Kothari commission (1964-66) put stress on vocational education. At secondary and higher secondary stages of education.

Emphasis is given to Vocational education, which is known as the ‘bread and butter’ aim of education. It aimed to fulfill his basic needs. Hence, educationists emphasized the vocational aim of education so that he would be able to solve his economic problems without any difficulty. It is the economic self-sufficiency of a person which makes him a worthy and contributing person. So education should prepare the child for a future vocation. Now, the vocational aim of education has become very essential.

Merits of vocational Aims :
The merits of vocational aims of education are as follows :

A person who is trained in vocation develops confidence and self-assurance. He knows that he will not be a drag on society. He feels that he is not a parasite on dependent on others. Vocational education not only benefits the individual but also leads society toward greater prosperity and industrial advancement.

Vocational education is very necessary for school-going children. Such children lose interest when made to perform academic tasks which are beyond their understanding, but they indicate a keen interest in making things and in acquiring manual and physical skills. Vocational schools and Polytechnique schools for such students have proved of immense value in the educational systems all over the world.

Vocational aim results in the creation of more doctors, engineers, and techniques of high caliber who lead their country towards prosperity. There are different trades in vocational education and students after training in these vocational made become self-employed. They can earn their living Unemployment problem can be solved.

Question 6.
Discuss the democratic aims of education.
Answer:
The political system in a country is reflected in its educational system. It means democracy can never be successful without education. Whenever democracy becomes unsuccessful it has been because of education. In a democracy, the government is composed of the elected representatives of the people and if the people are uneducated they can never elect to right leader.

We cannot hope that good democracy educated people. Democratic government demands educated people education can generate and instill the qualities that democracy demands. The aim of the state is to achieve the highest moral level and this can be reached through education alone. Democracy aim at the all-round development of personality.

The success of a democratic society also depends upon mature men and women. A mature personality has gone through physical, mental, social, ethical, and spiritual development. Hence, education should aim at the development of all aspects of personality through various kinds of training. Education in a democracy must create a democratic personality.

It discovers his potential and enables them to realize and utilize the facilities provided to the individuals. It must equip the individual with the power of Judgement and scientific thinking The secondary education commission has remarked that democracy aim to develop some vocational skills in education. No nation can progress in the absence of economic development.

The first and foremost duty of the state is to provide a system and means of education which imparts some vocational skills to education so that they can earn their livelihood as well as they can contribute to the nation’s economic prosperity. The success of democracy depends largely upon the people’s awareness of their rights and duties and the extent to which people fulfill their responsibilities.

Education aims at developing this ability in people. Democracy aims at inculcating the individual spirit of tolerance. The individual’s personality and emotional balance are needed. The important aim of education is to develop leadership. The source of democracy depends on the capabilities of the leadership.

In a decentralized government, there is a need for skilled leadership at different levels of administration. Democratic government run by the elected representatives of the people needs expert leadership for the development and progress in every sphere of political, economic, social, scientific, and cultural. Education should aim at evolving such leadership because without doing this, education cannot make any contribution to democracy.

Question 7.
Discuss the functions of education towards the individual.
Answer:
Education performs various functions for the individual and towards society named individual and social functions of education.
Functions of education towards individual:

Education as integrated growth:
During infancy and childhood, a human child is like an animal and very often behaves like an animal. Education is a process that is deliberately planned to train the child to lead a group life and to adjust to the human environment. It refines and culturizes the child. Redden says, “Education is deliberate and systematic influence, exerted by a mature person upon the immature through instruction, discipline and harmonious development of physical, intellectual, aesthetic, social and spiritual powers of the human being according to individual and social needs.

Thus a child receives education according to his own needs and the needs of society. Education is a process of growth in which the individual is helped to develop his talents, powers, interests, and ambitions. The growth takes place in the directions of physical, mental, social, moral, and intellectual. Growth in direction stimulates another dimension. For example, physical growth physically affects social, moral, and intellectual growth.

Education as Direction:
Each child is born with innate powers. The environment in which the child lives stimulates him for activities. If the child acts according to the stimulus provided by his physical and social environment a lot of energy is wasted. He fails to proceed in the right direction. Here education can be used, as a device to help the child to proceed in the right direction to achieve the objectives in life. Therefore, much wastage can be saved and the child’s activity can be properly directed towards the desired objective.

Education is a preparation for adult life :
A child of today is a citizen of tomorrow. So, it is the chief function of education to prepare a child for his future life. In other words, education should create such abilities and capacities in the child that as he grows older he is able to face all the problems of life courageously. As a result of which, he will not be a misfit in society and a failure in life.

Education is not to be book centered :
The educators are of the opinion that education should not be book centered. It is to be child-centered. The book is for the child and not the child for the book. The educative process should be based on the findings of child psychology. The nature of the child is to be respected. He is needs and interests process must revolve around the child. The child himself is a book that the teacher should read from page to page.

Education aims at the Harmonious development of Individuals :
According to some eminent educators, the function of education is to look at the harmonious development of the individual. A balance should be kept between knowing, doing, and feeling No one-sided development is to be advocated. Let the child be a scholar an artist and a sportsman in one. He should learn the skill as well as pick up knowledge to appreciate that skill. Emphasis on one to the neglect of the other aspect of his growth is tantamount to miseducation.

Knowledge should be treated as synthetic:
While imparting instructions to the children, the function of the teacher is to provide knowledge in a synthetic manner. It should not come in water-tight compartments. Different subjects should be correlated as far as possible among themselves and also with life beyond and school. Nothing is to be imparted in abstractions and school life is not to be isolated from life outside. Let the child be educated in a natural way by following a purposeful activity. The child is not to be taught in fragments but through well-organized experiences.

Education should help with individual adjustments :
A child is a bom in a social environment and its existence depends on how it can adjust itself to the forces of the environment. Man can adjust himself to the environment with the help of education. The long period of infancy gives an opportunity for the child to adjust itself to the environment.

Education not only helps a man in adjusting himself to the environment, but it also helps him in controlling or changing the environment. Environment means physical, social, and mental environment. The man introduces changes in his behavior by means of education. Thus education helps individuals adjust.

Question 8.
Discuss the function of education towards the society or social aims of education.
Answer:
The function of education towards society are as follows :
Education as a social process :
Through education, the child is able to develop reasoning in social relations, cultivate social virtues and the child becomes socially efficient. He develops social awareness. Education is the fundamental method of social progress and individual upliftment. Social construction takes place in the adjustment through education. Through education, society can formulate its own purpose can organize its own means and resources.

School as a mini-society :
The school as a society in miniature provides varied experiences to the child. A school is a place of training that provides ample experiences of life. Activities leading to the child’s emotional aesthetic intellectual and physical development must find an equal emphasis in the school. The school engages the child in vocations as he likes.

Social conservation :
Social education is necessary for a child. Society guarantees the safety of man’s life end prosperity. Man realizes social existence through education. Man learns the value of cooperation with social life by means of education. The social experiences of one generation are preserved for generations to come through the medium of education.

Education as continuous Reconstruction and integration of activities and experiences :
To John Dewey, Education is the process of living through a continuous reconstruction of experience. It is the development of all those capacities in the individual which will enable him to control his environment and fulfill his possibilities. The true function of education is progressive development and enrichment of the child’s experience and enrichment of his own native powers.

The experience of an individual is continuous. The subject matter we teach in school such as history, mathematics, literature, etc. are important as means but not ends. They become meaningful only when they enter an activity into social life. Thus education according to Dewey, the process of construction or reconstruction of experience giving it more socialized.

Every generation inherits experiences from its past generation the experience are modified and individual reconstructs new experiences. His activities undergo changes. The experience gets revised and reorganized.

Question 9.
What is community? How did it find? Give the function of the community towards education.
Answer:
The word community is derived from two distinct words ‘com’ and ‘munis’ means togetherness and munis meaning to serve together. A community is formed with a population aggregate having a historical heritage. The common mode of lie common religion a community is formed to Alvin good. A community is a social contact group occupying a definite area. The community is an informal agency of education that influences its children in many ways.

Functions of community:

To develop socialization :
Every community socialization its member directly by organizing different fairs, festivals, and other religious ceremonies. From these institutions and occurrences, children learn the social customs, traditions, and edicts in a natural way. They also develop the values their sympathy, cooperation, social service, sacrifice social adjustment, and tolerance and leam the importance of rights and duties in life.

To develop cultural values :
Cultures refer to a common way of life. Led by the people of a particular community of a country. Each community has its own culture. Right education lay children to imitate the culture of the won community this knowledge of cultural development must be tested on language, pronunciation, and behavior.

To develop democratic values :
In order to develop and inculcate democratic values in the minds of the children the community organizes meetings and conferences in which great political leaders and social organizers participate. The children gain knowledge about political activities that going on and leam the value of democracy in life.

To develop physical health :
A community environment contributes a lot towards the health and physical development of children. So each community establishes hospitals with the help of its community people. It also builds parks, gardens, and playgrounds for the physical growth of the children. Thus, all communities whether Hindu or Muslim or Christian contribute a lot for the protection and health of children.

To develop mental health :
To help children with their mental growth some communities organize library reading rooms, symposiums, exhibitions, small conferences, literacy and artistic activities, etc.

To develop vocational education:
The community works as the first school of vocational development. People of a particular community are engaged in various vocations. Children initiate their activities, and vocations and choose these for their future life. They also develop efficiency. It is called apprenticeship training at home.

Impact of moral development :
The children follow moral principles and ethics from their own religions. Childhood is a period of imitation. If the environment of a community is bad, children will imitate bad habits. If it is a good and wholesome environment, a community will help children with their moral upliftment. The community acts in the habit formation of children and there is moral development possible.

Impact of different agencies of the community :
The different agencies influence the life and activities of the people as well as children. These include cinema, TV, radio, zoo, museum, libraries, newspapers, magazines, etc from these agencies children receive education in different branches.

Provision to all types of education :
Each community makes necessary arrangements to provide free, compulsory and universal education to all children of 6-14 age groups. Illiteracy and ignorance can be eradicated from the country.

The problem of equal opportunities for all :
It is the responsibility of the community to provide equal opportunity for all the child and all fields of education. No discrimination should be made and no restriction should be imposed by the community on the basis of caste, creed, color, sex or religion.

Question 10.
Explain the function of Paus as an agency of education. Explain as informal press media.
Answer:
The process is another outstanding passive agency of education. In the modem world, it has developed into a social institution reading is a valuable experience. Its value, in the modification behavior, is hot so much realized in this country because it is mostly confined to classrooms, where there is very little relation between the interests of the readers and the material read.

But its reading material is related to the experience of the reader, it exerts great influence in modifying his behavior. Every civilized nation spends more and more money on the production of such materials. The influence of the press in modifying behavior is recognized by the importance which is attached to the opinions expressed in the press in regard to any matter.

Many social movements have become of national significance through the consistent campaign of the press. Francis K. Brown writes, Books and magazines even come are a vital function in determining attitudes / sometimes during so directly more after the start given to the news or through entertainment as in books and magazines.

Question 11.
Explain cinema as an agency of education.
Answer:
In present-day society, cinema has become very popular. In the field of education is rendered invaluable service. The chief advantage of the cine film over other, optical devices is its portrayal of movements end their photographic control by which a very slow growth process may be accelerated to be depicted within a very short time.

E.g. the life history of a mosquito or the growth of a plant or the action may be slowed down to show the detail is for minute observation e.g. use of limbs in swimming or how to play cricket, etc. The film provides information in a very alternative and realistic manner. E.g. screening documentary films or news reels.

The symbolic realism of the screen great economic learning process. These films may be of historical, geographical, literary, scientific, or informational value. The cinema is an effective instrument for influencing human behavior because of the reasons stated below. The Cinema enjoys great social prestige and hence suggestions from them often have great influence.

It depicts the sublimated story of human experience and emotions and portrays by word, action, and color, the love, and fear, joys, and sorrows, which all human beings have felt, but which they fail to express An unlimited variety of human experiences is portrayed in a moving panorama.

Cinemas, thus, succeed in developing and capturing the spontaneous interest of the audience which is so essential in causing learning. Producers can manipulate human experiences according to their own purpose and this secures the desired modification of behavior in the audience.

Experimental studies have revealed that cinema modifies the behavior patterns of individuals and influences groups’ standards of conduct. But they are unfortunately dominated by commercial interests. Their objective is only to make money and very often they lower their standards so as to play to the gallery.

Thus the educative influence of the cinema, to a great extent, may be regarded as a negative at the present moment. There should be more planned use of the cinema with higher objectives. Documentary and educational films should be carefully prepared even though they might have meanless profits. Such attempts to infect should be subsidized by the state.

Question 12.
Explain the function of radio as an agency of education.
Answer:
As an agency of education radio plays a very important role. Children in schools need to be informed faster and more fully about the subject that is taught. The radio very well serves this purpose. It gives an opportunity to the pupils to listen to subject experts, historians, authors, and first-rate teachers.

It promotes in children and teachers alike a deeper and wider understanding of themselves, and their surroundings and gives them habits of observation. It prevents an integrated picture and idea contained in the topic. A good school broadcast can give the teacher, through its subject matter, the freshness of its presentation and the new technique of studio production.

It offers immense scope for the economic effectiveness of teaching efforts. One of the most significant aspects of broadcast is that it combines the qualities of both speech and writing. The radio uses expression and sentence structure which are more easily comprehensible. Being primarily concerned with the spoken word the radio breathes life into the dead words of written materials.

No doubt, the listener does not see the speaker in his physical form. But the voice has a way of conveying the impression of personality from the voice the listener observes whether the speaker is serious or not while delivering the topic of different subjects. Many people fear end suspect that the school broadcast does not follow the syllabus of the different subjects fully.

But the syllabus is not the end in itself. It is a means to enable the students to know more and to grow to fullness. They give certain skill and after them disciplines, so whether the school broadcast program strictly follows the syllabus, topic by topic, or not, they provide some new information, rearrange the content in a new pattern, and enables the students to see the events in a clear perspective.

In fact, the school broadcasts, can in the hands of a thoughtful teacher become a labor-saving and time-saving device. It helps to correlate. Therefore, radio programs for schools should not be subject-centered. They should rather be life centered. They should at any rate set up standards & of speech and performance for students and teachers alike.

If the teachers keep in contact with the school broadcast programs they can make the subject interesting. Therefore, the school broadcast program should be considered an important agency of education. The radio is not a luxury today. It is an educational necessity. The children should be trained not only to hear the broadcast but also to listen to it. The radio can contribute much towards the education of not only children but the nation as a whole through its wide dissemination of knowledge and information and training for future citizenship.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 1 Fundamental of Education Long Answer Questions Part-1.

CHSE Odisha 11th Class Foundations of Education 1 Fundamental of Education Long Answer Questions Part-1

Long Questions with Answers

Question 1.
Explain the meaning of education with its definitions.
Answer:
Education is life and life is education. Education is an integral part of human life and it is the basic condition for the development of the whole man. It is a human activity which helps in the prosperity of human beings. Education brings a difference between man and animal, literate and illiterate. Without education, man would be like an animal.

Education is a process, an activity which continues throughout life. From a sociological point of view, education is a lifelong process which starts at the birth of the individual and ends with his death. Education has different meanings interpreted differently by different persons, and professions of life. For example, a parent may consider education as a positive force to enable the child to prepare for life or to earn a name and fame in society.

A teacher considers education for the Newman, a new society and a new nation. To a student education is nothing but the acquisition of knowledge skills and attitudes and passing in the examination to achieve degrees or diplomas. To an Artist, education as a way to love and enjoy the beauty and an Artisan considers education as a means to master a skill.

To a statesman, education is a means to train ideal citizens. So in society, parents, teachers, administrators, engineers, doctors, policemen and other professionals consider education differently. So education has no definite unitary meaning. The learning of socially approved behaviour is the most widely accepted definition of education.

Derivative Meaning of Education:
Education is explained as the art of leading out in which “E” means: out of” and “Duco” means. “I lead”. So education is to draw out: It helps in the intellectual, moral, physical and innate powers and development of man and the child. Education is derived from three Latin terms “Educare”, “Educere” and “Educatum”, The term “Educere” means “to bring up”, “To raise” and “To levate”.

To term “Educare” means “to lead out”, “to draw out”, “to nourish”, and “to flourish” and the third term “Educatum” means “to educate” or train”. So education helps in the social, intellectual, physical, moral, emotional and spiritual development of man. It is the process of innate powers, and development. Both Eastern and Western thinkers have given their opinions differently on the term education with its functions.

Education to Eastern philosophers:

Education to Western Thinkers:

Narrow Meaning of Education:
In a narrow sense, education is linked with schooling and ends when the child leaves the educational centre. It emphasizes classroom teaching, linked within the four walls of the classroom and bookish knowledge. No external influence is there and no experience is there. There is no importance on external experience or knowledge, It is limited to four walls of the classroom only. It is a systematic pre-planned process.

Wider Meaning of Education:
In a broader sense, education helps with growing and development of the child. A child’s life is filled with external experiences. The child gets a chance to mix with the outside world. Along with curricular activities, co-curricular social activities, attitudes, and social qualities develop. The character is modified, and the behaviour is changing. Constant interaction with the environment results in the modification of human behaviour. In a wider sense, education is life and life is education.

Question 2.
Discuss Education as a process a social process.
Answer:
Education is a process which continues throughout life from birth to death. Brown considers that education is a consciously controlled process whereby changes in behaviour are produced in the person and through the process within the group. Here, a consciously controlled process is meant for external control.

This means that through the educational process the changes in the behaviour of the person are brought about not only by the internal forces but by the external forces which are latent in the environment like getting when a child learns any activity on his dress, eating food with his own hands etc. The environment and the child’s close relations are the key figures in the learning process.

The educational process is a social process from a specific point of view. The innate powers of the child get motivated due to the social environment and the child begins to learn a change in his behaviour. This, in fact, is education. There are many aspects of social interaction that make for more effective participation in the total process of social interaction whether in terms of social, economic, health or any other socially desirable value in education.

In this way, education is a process which occurs by itself, due to social interaction and social motivation. The process is helpful in the progress of society and encourages social institutions. From an educational sociology point of view in the study of social relations. In the past, the process of education was bipolar. There was a direct interaction between the teacher and the teacher and textual knowledge is gained.

But with the interaction of teacher, taught and environment social interaction is possible and greater experienced learning takes place. In tri-polar process of education is experience gained by social process from the environment: So education is a social process. This is also a social interaction process. In all social changes and social cohesion, social mobility is the result of social interaction. There are a large number of social factors which bring social change such as technological factors. So education is a social process and the child educates himself within the social environment.

Question 3.
Discuss the social aims of education.
(or)
How far it is applicable to the social development of man? Explain.
Answer:
The aims of education are social and individual. Individual aims of education are aimed at individual development. The educational aims tend to lay stress on the growth of social values, and social attitudes of men, and individuals.

Society Education :
Education is an integral part of society which takes place in the interaction of individuals with groups and entire cultures. It brings a change in the behaviour of man. Education through its social process or instructions tries to modify society and the behaviour of the individual and society. Education and society are interrelated. The chief aim of education is to socialize men.

Education as a Social Process:
Man is a social being who dwells in society, and grows in society. The growing and thinking for a vast complex of interaction and relations. Right education helps the child to adjust himself to the social environment. Through education the child is able to develop reasoning in social relations and cultivates social awareness, social virtues and social sensitiveness, The social reconstruction takes place in the adjustment, Through education society can formulate its own purpose and organise its means and resources.

School as a Society in Miniature:
The school can be considered a society in miniature. Varied experiences are to be provided for the child so that in his own way he is prepared to live. Activities leading to his child’s emotional, aesthetic, intellectual and physical development must find an equal emphasis with the school.

Continuous Reconstruction of Experiences:
To John Dewey, education is the continuous reconstruction of experiences, It is the development of all those capacities in the individuals which will enable them to control their environment and pupils has possibilities. It helps in the transmission of experiences. The experience of an individual involves a situational context, that is not spatial and temporal but continual. So continuous reconstructions of experience give a more socialized value. Every generation inherits experiences from the last generation’s participation in changing situations. So activities also undergo changes accordingly.

Merits of Social Aims:
Society or state is essentially needed for the individual without a state peace, security tranquillity, and justice can not be maintained Thus, individuals should be prepared to maintain society’s state even at cost of their life. When an individual child comes from his/ her mother’s word he/she comes with certain raw instincts.

But it is through the magic of the social environment that he develops into a normal social human being. That’s why the social aim of education should be emphasized. Raymont says, “An isolated individual is a figment of imagination. Hence, individuals make society stable and well-organised. Culture and civilization are intimately related to each other.

They are bom and developed in society. It is the responsibility of every citizen to serve society to develop both. The extreme social aim of education neglects the individual’s freedom and it develops narrow nationalism, The extreme social aims of education neglect the individual’s freedom and the individual are neglected.

Question 4.
Explain the individual aims of education. Too many individual aims of education are not desirable Why? Explain.
Answer:
In a narrow sense the individual aim is known as self-expression and in a broader sense education should develop in the individuality of a child, by individual aims of education we mean, not the individual development only but both the individual and society. Individual aims of education directly benefit the individual. The importance is given to an individual’s capacity to earn his livelihood, fulfilling his own and his family’s needs.

The second objective is the development of the individual. The individual can fulfil the complexities of life. Individual aims of education have their own merits and limitations. Firstly, the individual instincts and inherent tendencies. Every child differs from every other in respect of Colour, a form of interest, mental abilities, intelligence, thinking etc. The aim of education is to develop each child in conformity with his special abilities.

The success of life depends upon the development of this kind. It is believed that education must seek to develop individual abilities and education becomes child-centred. Progressivists supported the individual aims of education. According to T.P. Nunn, the progress of the world is rooted in the development and progress of the individual personality. The individuals have contributed to their special abilities.

Nothing good enters into the human world except in and through the free activities of individual men and women and so the aim of education is to develop individual men and women. To Rousseau, Pestalozzi, Froebel and T.P. Nunn, individuality is the ideal of life. Democrats supported the importance of individual aims of education. Democracy gives stresses the freedom of the individual.

Democracy aims at providing the greatest freedom and equality to all individuals and the state should make special arrangements for the education of the backward, orphans and physically handicapped. Individual aims of education are not free from criticism. Individual aims provide sufficient freedom to individuals as a result society is neglected.

Unrestricted freedom leads to indiscipline, conflict, and tension which promotes social disintegration. Individual aims of education neglect the moral values of children. It emphasizes the individual differences of the children. It is difficult to develop love, sympathy, sacrifice, service, cooperation, brotherhood and moral values among children. Due to much emphasis on individual aims society is neglected.

Question 5.
Discuss the vocational aims of education and its merits.
Answer:
The basic need of a man is food, clothing and shelter. If education does not enable us to provide these basic needs, the education of Oil industrialisation and mechanisation and emphasis is given to vocational education. Different commissions put stress on vocational education at secondary and higher secondary stages of education. Emphasis is given to vocational education which is known as the bread-and-butter aim of education.

It aimed at fulfilment of his basic needs. Hence, educationists emphasized, the vocational aim of education so that he would be able to solve economic problems without any difficulty. It is the economic self-sufficiency of a person. which makes him a worthy and contributing person. So education should prepare the child for future vocations. Now the vocational aim of education has become very essential.

Merits of Vocational Aims:-
The merits of vocational aims of education are as follows:
A person who is trained in vocation develops confidence, and self-assurance, He knows that he will not be a drag on society, and he feels that he is not a parasite or dependent on others. Vocational education not only benefits the individual but also leads society towards greater prosperity, and industrial advancement. Vocational education is very necessary for school-going children.

Such children lose, interest when made to perform academic tasks which are beyond their understanding, but they indicate a keen interest in making things and in acquiring manual and physical skills. Vocational schools and poly technique schools for such students have proved immense value in the educational systems all over the world. Vocational aim results in the creation of more doctors, engineers and technicians of high calibre who lead their country towards prosperity.

Question 6.
Discuss the democratic aims of education.
Answer:
The political system in a country is reflected in the educational system. It means democracy can never be successful without education. Whenever democracy becomes unsuccessful has been because of education. In a democracy, the government is composed of the elected representation of the people and if the people are uneducated they can never elect the right leaders we cannot hope for a good democracy to prevail.

Democratic government demands educated people. Education can generate and instil the qualities that democracy demands. The aim state is to achieve the highest moral level and this can be reached through education alone. Democracy aims at the round development of personality. The success of a democratic society also depends upon mature men and women.

A mature personality has gone through physical, mental, social, ethical and spiritual development. Hence education should aim at the development of all aspects of personality through various kinds of training. Education in a democracy must create a democratic personality. It discovers individual potentialities and enables them to realize and utilize the facilities provided to the individuals.

It must equip the individual with the power of judgement and scientific thinking. The Secondary Education Commission has remarked that democracy aims at developing some vocational skills in education. No nation can progress in the absence of economic development. The first and foremost duty of the state is to provide a system and means of education which imparts some vocational skills to education so that they can earn their livelihood as well as they can contribute to the nation’s economic prosperity.

The success of democracy depends largely upon the people’s awareness of their rights and duties and the extent to which people fulfil their responsibilities. Education aims at developing this ability in people. Democracy aims at inculcating the individual spirit of tolerance. The individual’s personality and emotional balance are needed. The important aim of education is to develop leadership.

The success of democracy depends on the capabilities of the leadership. In a decentralised government, there is a need for skilled leadership at different levels of administration. Democratic government run by the elected representatives of the people needs expert leadership for the development and progress in every sphere political, economic, social, scientific and cultural. Education should aim at evoking such leadership because without doing this, education cannot make any contribution to democracy.

Question 7.
Bring a synthesis between individual vs. Social aims of education.
Answer:
For better development of individuality and improvement of society, there is a need for a synthesis between the two ‘aims The individual aim if stressed greatly, will produce against, while the extreme emphasis on social aim will create suppressed personalities. Therefore the extreme form of either of them should be avoided.

If we examine both aims dispassionately, we shall find that neither the individual nor the society can exist without each other. Both individual and society are the two parts of a coin. Society is formed with the aggregate of individuals and individuals cannot exist without society. The individual is the product of society, while society finds its advancement in the development of the individual member.

It must be admitted that, the individual cannot develop in a vacuum. He is a social animal. In all walks of life, he is influenced by all who surround him. He can not escape the cultural influences of society. These influences shape the personality makeup of man. His potentialities are stimulated by environmental forces. Therefore, individuality cannot and should not be emphasized by neglecting general human ideals.

In the words of Sir- John Adams.”Individuality requires a social medium to grow, without Social contract we are not human.” Thus, both schools, of thought have made valuable contributions to the art and science of education. The school should try to develop the individuality of children through social contacts and social control, with maximum possible freedom for individuals.

Individuality is not a private possession but is the means through which real good can enter the world. The good of all is the good of each! So the real aim of education may be defined as the highest development of the individual as a member of society. Therefore, we may conclude by saying that the individual and the society may both be regarded as equally important neither of the two being absolutely independent of the other.

Instead of being regarded as isolated entities the individual and the society should be considered as functionally related to each other, the individual acting on the society and the society, re-acting on the individual. The personality of the individual has to be developed, but this cannot be done in. isolation. The individual personality is essentially a product of the interaction between the individual and society.

The claims of the individual as well as the society are equally important. The individual has the right to live on his own, according to one’s needs and desires fie, and must have the freedom to develop himself according to his potentialities and capacity. But his freedom must have its limits. Freedom cannot be allowed to degenerate in science because the right of freedom of everybody has to be protected.

It is here that society and the state should see that the freedom of every individual is safeguarded. But the state should not go beyond this. The state or the society should not curb the freedom of the individual to such an extent that his very growth and development is thwarted. On the other hand, the state should do everything possible to promote the happiness and welfare of each and every member of society.

Individuals should think it is their sacred duty to Work for the welfare and progress of the whole of society. Both the individual and society should work for a common objective. Both have their own sphere of action and work and they should not try to cross the boundaries of their own jurisdiction. In this way, their rate will be complementary to each other and the individual, as well as the society, will grow and develop simultaneously.

Question 8.
Discuss the scope of education.
Answer:
Scope refers to the extent, broad range, comprehensive and variety of learning experiences. So scope means, the extent of the study, range of view, outlook, application, effectiveness and operation. From this education should concern with the whole man. Education is life itself. Its scope is very wide as the whole world, as long as the history of mankind. The following subject matters included the scope of education.

Philosophy of Education:
The philosophy of education is one of the oldest disciplines. Plato devoted his attention to the- nature and content of education. Philosophy and education are related to flowers and fragrances. Philosophy determines all the aspects of education-nature of education, curriculum, method of teaching, nature of textbooks, nature of discipline, evaluations, role of the teacher, school/organisation etc. and education makes them practical. So philosophy and education are interrelated.

Educational Sociology:
To Prof Ottaway, Education can be studied from many different points of view. What is called the sociology of education? Education is an activity which goes on the society. Hence, its aims and methods depend on the nature of the society in which it functions. The sociology of education is the study of the relationship between education and society. It is a social study. Since the method is scientific, it is accepted as a branch of social science. This branch of education deals with the aims of education, methods of teaching, administration and supervision, and cultural and religious forces of the society in which they take place.

Educational Psychology:
The child is the central point of education. Education is organised according to the potentialities, developmental level, interests and aptitudes. Educational psychology helps in understanding the child, his nature, interests, abilities, attitudes, power of memory, thinking, imagination, learning habits and personality, learning process and conditions which influence the learning situation.

History of education:
The history of education also comes under the scope of education. By the help of this we understand the gradual development of education, during different periods of history. It also helps us to find a suitable system of education, for the changing needs of our society. It recalls of the past and consciousness for the present and future.

Comparative education:
Comparative education helps us to modify, reform, reorient and improve an educational system. It is the study of a cross-cultural comparison of the structure, operation methods and aims of achievement of various educational systems and practices of the different countries of the world.

Problems and issues of education:
Educational problems and issues are found in the methods of solving these problems. Some of the important problems like vocationalisation of education, problems of population education, non-formal education, y adult education development of a national system of education, religious and moral education, national integration, medium of instruction, improvement of examination system etc. Education cannot achieve progress unless k. studies the problems and finds out their solutions.

Educational Administration and Organisation:
In educational administration and organisation, we study topics like the role of central and state govt, in education, how to build and equip schools, how to organise co-curricular activities how to maintain discipline, how to classify evaluation and promote educational and vocational guidance, how to keep records, how to organise the library, how to frame time table are under the scope of education.

The technique of teaching:
The technique of teaching is also included in the scope of education. The most useful methods are employed in teaching-learning. In order to make education effective we are to study and use various techniques of teaching and learning.

Question 9.
Discuss the Nature of Education.
Answer:
The Nature of Education is as follows:

Education is growth:
Growth is the characteristic of life which- begins from birth and continues till the end of life. It is the result of the constant interaction of the organism with the environment. Experiences result from the natural interaction between the organism and its environment and learning take place in the organism. The entire process of growth and development resulting from learning is called education.

Education is the direction:
Education directs the capacities, attitudes, interests and urges, needs, instincts, tendencies etc. of the individual into the most desirable and socially accepted channels.

Education is an Art of Training:
Education is a conscious purpose to train children to fulfil the responsibilities of adult life. True education is the training of the individual to discriminate between good and evil. It is the training of the intellect, body and mind, training of cooperation, love and sympathy.

Education is influence:
Education is the influence of the environment upon the individual in order to bring about healthy change in his habits of the behaviour of thought and attitude. Through such influences, he develops those capacities which enable him to control influence and to adjust to his environment realise the possibilities and fulfil them in a socially desirable manner.

Education is the modification of behaviour:
Education changes instinctive behaviour into human behaviour. It gives a new shape to the child. Education helps this child to know the world. It enables him what he is and what he is not.

Education is a continuous reconstruction of experience:
Education has been defined as growth which is a process of transformation from the order to the new order of life. It reorganises experiences to make the child relevant to the need of life and in the process, the individual and the society grow. New ideas, new values, new attitudes and new interests develop from new experiences and the dynamism of life.

Question 10.
Discuss the process of education.
Answer:
The process of education is as follows:

Education is a lifelong process:
Education is a lifelong process and there is no end to education. It starts right from the cradle and ends in the graveyard. Education is not confined to a definite place or environment. The task of imparting education can not be limited to some definite persons like teachers or instructors. At every moment of one’s life, there are situations that provide a learning experience. Thus education is life and life is education.

Education-A.Bipolar process:
Adams in his book “Evolution of Educational. Theory” has advocated education as a bipolar process and that bipolar education has two poles. In his words – “There must always be a teacher or educator pole and a pupil or educand pole and pupil or educand pole”. We should not think of education with one pole. Thus, in the process of education, Moliere is the interaction between the teacher and the child.

The teacher tries to mould and modify the behaviour of the child so that he later” develops his personality to the full. In this way, with the active cooperation of the teacher and the child the processor’s education goes on smoothly and effectively.

Education-A tri-polar process:
Sir, A.E. Adamson proposed this tri-polar process, the theory of education. This is the modem concept of education, It is maintained that all education is taking place in the society or social environment. The total environment of the child becomes the basic source of education. John Dewey, says that education is not a bi-polar process but it is a tripolar process.

John Dewey recognises the importance of the psychological side, which includes the study of the child’s needs, interests, capacities, and talents. He has also laid great stress on the sociological side. He believes that society plays a vital role in this process of education. When the child participates in the social situation and there is an interaction between him and the social environment. So the third pole is the social environment or social fillies. Thus, the Tripolar process involves three things:

• the teacher
• the taught
• the social environment.

Education-A dynamic process:
Education is not confined to certain fixed rules and regulations. It is a dynamic process. It includes all the aspects of this fast-changing world, It is this dynamic aspect of education, which enables the individual to face future problems of life.

Education-A deliberate process:
The process of education is not only conscious but also deliberate. The educator is fully aware of the fact that his aim is to develop the personality of the child along definite lines through the modification of his behaviour.

Education-A psychological and sociological process:
According to the psychological aspect of the process, the educator. must understand the nature, interests, capacities and limitations of the child. A sociological aspect implies that the educator must also interpret the endowments of the child in a social setting.

Question 11.
Discuss the aims of Secondary Education.
Answer:
Since the inception of the modern education system in the country, the aim of education has undergone great changes. However, the aims of secondary education can be discussed in the following manner.

Development of democratic citizenship:
India is a democratic country which needs efficient citizens for smooth functioning. Education should shoulder the responsibility of providing training to children in democratic citizenship. Democratic citizenship involves many intellectual, social and moral qualities. It should develop the capacity for clear thinking and receptivity to new ideas.

It should bring about the development of all the innate capacities of the child. It should cultivate in the children an openness of mind and heart so that they become capable of entertaining of the diversities in various fields. It should include a true spirit of world citizenship in the children.

Improvement of vocational efficiency:
Our present national situation demands that the productive or mechanical and vocational efficiency of our students should be increased. This involves an appreciation of the dignity of work as well as the realization of that self-fulfillment and national prosperity is only possible through work. There is also a need to promote technical skill and proficiency so as to provide trained and efficient personnel to work out a scheme of industrial and technological advancement. This is possible through a diversified curriculum at the secondary stage.

Development of personality:
The students should be trained to appreciate their cultural heritage and to contribute in later life, to the development of the heritage. The pupil’s whole personality, emotional life, social impulses, constructive talents, his artistic talents etc. are to be looked after by education. It is therefore recommended that the curriculum should include subjects like art, craft, music, dancing and the development of hobbies which will be in the development of the whole personality of the students.

Education for leadership :
For a democracy to function successfully requires that all its people should be trained to discharge their duties and responsibilities efficiently. This involves training in discipline as well as leadership. Primary education will inculcate the capacity for discipline work in the pupils whereas university education will train leadership at the highest level in different walks of life. The special function of Secondary education is to train personnel Who Will be able to assume the responsibility or leadership in the social, political, industrial and cultural fields, in their small own group or community of locality.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 1 Fundamental of Education Short Answer Questions.

CHSE Odisha 11th Class Foundations of Education 1 Fundamental of Education Short Answer Questions

Very Short-Answer Type Questions

Question 1.
Give the nature of education.
Answer:
The nature of education is:

1. Education is growth,
2. Education is training,
3. Education is the continuous reconstruction of experience,
4. Education is life,
5. Education is a lifelong process,
6. Education is direction.

Question 2.
Explain the narrow meaning of education.
Answer:
Education is narrow in the sense it is limited by the four walls of the classroom. It has no external experience in it. The child learns from textbooks and has no outside experience.

Question 3.
Give the elements of formal agency.
Ans.
The elements of formal agencies are:

• it aims,
• curriculum,
• teaching methods,
• the teacher, and
• interaction of teacher and taught.

Question 4.
Give the elements of informal agency of education.
Answer:
The elements of informal agencies of education are-

• aims,
• curriculum,
• methods of teaching,
• teacher,
• communication of opinions etc.

Question 5.
Give the developmental work of education:
Answer:
The developmental works of education are-It aim at novelty. It aims at the development of man, society and state, its existence, progress, reformation and prosperity. It eradicates ignorance and blind beliefs.

Question 6.
Educational functional radio?
Answer:
The educational functions of radio are:

• improvement of language,
• development of culture and civilization,
• leisure time entertainment,
• spiritual and religious consciousness,

Question 7.
Three educational functions of school?
Answer:
The educational functions of the school are:

• character building,
• development of leadership,
• development of social efficiency,
• social reconstruction etc.

Question 8.
Give the educational role of the community.
Answer:
The educational role of the community is as follows:
It controls the learning centres. It finances the learning centres. Appointment of qualified teachers and supply of aids.

Question 9.
Give three aims and objectives of pre-primary education.
Answer:
To provide a healthy environment to the children. To promote a healthy, happy and regular life. To develop good health habits and habits like toilet habits, dressing, washing cleaning etc.

Question 10.
Give three aims of elementary education.
Answer:
To understand and practise desirable social relationships. To appreciate worthwhile activities. To develop a sound body and moral mental attitudes.

Question 11.
Education is the continuous reconstruction of experience.
Answer:
To John Dewey, the experience of all individuals involves the situation. So continuous reconstruction of experience gives a more socialized value. Through the process activities undergo changes.

Question 12.
Explain the democratic aim of education.
Answer:
Democratic government demands educated people. Education can generate and instil the qualities that democracy demands, The aim of the state is to achieve the highest moral value through education. Democratic aim aimed all-round development of personality.

Question 13.
Civic function.
Answer:
The child learns the first lesson of citizenship between the mother’s kiss and the father’s care. The child learns various civic virtues in the family. It develops the quality, of discipline, cooperation and tolerance.

Question 14.
Give three aims of Higher Secondary Education.
Answer:
Providing job training is an important function of vocational education. To develop an awareness of social problems. To lead them to participate in productive work. To inculcate a positive attitude of teamwork, the dignity of labour, cooperation etc.

Question 15.
Education and training.
Answer:
Education is meant for training the individual to discharge certain responsibilities. Primary education is meant for the acquisition of knowledge and skills. In preparation for teachers, there is a definite curriculum. So modem concept of education is training only.

Question 16.
Give three objectives of secondary education.
Answer:
To promote social virtues, intellectual development and practical skills of students. To develop literacy, artistic and cultural interests for expression. To inculcate the qualities necessary for living efficiently with one’s fellowmen.

Question 17.
Three characteristics of nonformal education.
Answer:

• It is deliberately organised and systematically complemented.
• It provides part-time instruction for non-enrolled children.
• It aimed to wipe out and eradicate illiteracy.
• It is organised outside the formal system of education
• It is diversified, flexible and open-ended.

Short Answer Type Questions

Question 1.
What do you mean by child-centred education?
Answer:
In child-centred education, more stress is given to students or children rather than to teachers. In this education, Children are considered the focal point of Education. In this education, a teacher should have better knowledge about children rather than other aspects. By this education, the innate potentialities of children can be expressed. This is known as child-centred education.

Question 2.
Explain the aim of child-centred education.
Answer:
Education should help the educand for complete living leading to balanced, harmonious, useful and natural life. The supreme aim of child-centred education is a generous and liberal cultivation of the innate endowment of the child. What is artificial is evil and what is natural is good.

Hence, the natural child should not receive education in the artificial society. His education should be negative on non-social by nature. It is a part of preventive education which protects the child from social evils. Education is not a preparation for life, but rather a preparation against the social condition in which the child lives.

Question 3.
What type of correlation should be adopted- in child-centred education? Explain.
Answer:
In child-centred education, the curriculum should be based on the needs, interests, abilities, aptitudes, developmental level and circumstances of the child. It should provide rich experiences to children for proper development. The child is to be prepared for life. The curriculum for handicapped children cannot be the same as for average students. In other words, it should revolve around the child because the child is the central factor in the curriculum.

Question 4.
Explain the methods which have suited to child-centred education.
Answer:
In child-centred education methods of education are child-centred. Some of the methods which are used in child-centred education are the kindergarten method, play-way method, Montessori method, project method, Dalton plan, learning by doing or experiential learning. by living. Method of individual instruction.

Various teaching devices like exposition and explanation, narration and description, stories and illustrations like maps, models, charts, pictures, diagrams, graphs and various other audio-visual aids ate used. Maxims of teaching like proceeding from known, to unknown simple to complex, concrete to abstract, empirical to rational and psychological to logical are followed.

Question 5.
Explain the role of the teacher in child-centred education.
Answer:
In the child-centred education process, the children are the keyboard and the teachers are with them very consciously. The curriculum in different stages like primary, higher primary and secondary are prepared to take into the age, intelligence, interest, attitude, Knowledge and need of the child.

The teacher does not impose any matter rather he inspires the child in which the child is more interested. The teacher presents the problem before the child and guides how the activities are done to achieve the goal. The teacher adopts the play way method and other suitable methods for imparting knowledge and evaluation.

Question 6.
Define character building aim of education.
Answer:
The one essential aim of education is character building. Education consists of the cultivation of certain human values and the development of attitudes and habits which constitute the character of a person. Gandhi gave top priority to character education. This meant that the purpose of education is to develop courage, strength and vitality. Education for the character is the need of the hour in India. Today various commissions of Indian education have laid down that building character is one of the most important aims of Indian education.

Question 7.
What are the aims of vocationalisation of education?
Answer:
Vocationalisation of education makes education economically self¬sufficient. It helps the child in his post-school adjustability and stimulates his observation and arouses his thoughts and feelings. Vocational education is the only hope for children with lower intelligence. It bridges the gulf between the elite class and the general masses. These are the main aims of the vocationalisation of education.

Question 8.
What do you mean by the social aim of education?
Answer:
The supporters of the social aim of education behave the society or the state alone as real and the individual is only a means and therefore, must always work for the. welfare and progress of the society on the state. They, therefore hold that an individual should be educated for the good of society. The interests of society are supreme and the position of the individual is always subordinate to that of the state.

The supporters of social aim cannot think of an individual living and developing in solution from society. As Raymont says, the isolated individual is a figment of the imagination. As long as human beings are civic in society, there will be some subordination of individuality to the public or social needs of society.

Question 9.
What do you mean by the Individual aim of education?
Answer:
The concept of individual development aim is based on the socio-political philosophy that social institutions such as the family, the church, the school and the state exist only four bettering and improving the lives of the individual. The individual is the end and social institutions are the means. Therefore, they justify their existence only if they are conducive to the promotion of individual welfare.

Society, the state and in fact all the social and political institutions exist and work for the welfare of the individual. Therefore, the aim of education should be the fullest possible development of the individual. The school as one of the social institutions for the educand offers an environment conducive to development. Education should aim at training the individual.

Question 10.
Write a synthesis, between the individual and social aims of education.
Answer:
Society and man are integrally connected. Just like the two sides of the same coin individual and society, the individual and social aims of education interact between society and the individual. The individual is an integral part of the vast society, thus for the round development of the individual all-around development of the whole human society and the world is badly needed. Society is formed by the individuals by the development and welfare of the individual and the welfare of the human society is possible.

Question 11.
What is Informal education?
Answer:
Informal education is that education which occurs automatically in the process of living. It continues as the child grows up. Informal education is just the opposite of formal education. The child in the individual learns -from out-of-school or college influences. He leams from his home and the community, where he spends most of his time. Informal education consists of activities Other than formal instruction. It is not planned at all. Good informal education plays a vital role. It prepares the child for formal education.

Question 12.
What do you mean by formal education?
Answer:
Nowadays the teaching-learning process is made functional through formal agencies of education. These agencies have their own rules and regulations, curriculum, aims, teachers, and periods which are previously fixed. According to those rules, the formal agencies of education are functioning. Besides this magic hall, libraries are included in the formal agency has great importance in modem social environments and situations.

Question 13.
What do you mean by ‘Non-formal education’?
Answer:
Non-formal education is formal education but is not given formally in set institutions like schools during fixed hours. There is a tremendous need for non-formal education in developing countries in India. On the one hand, it is needed to make illiterates literate and on the other, it is needed for those whose desire for education is insatiable but cannot afford it in formal institutions. The correspondence course is one example of non-formal education.

Question 14.
Distinguish between active and passive agencies of education.
Answer:
The active agencies of education are active and play a prominent role in imparting education. These agencies play their role through the interaction of persons involved in the educational process. The school is an active agent of education since the teachers and the pupils interact with each other. The family is an active agent of education as the parents and the children interact with each other.

Besides the school and the family, other active agencies are the church, state, the youth club etc. The passive agencies of education are those agencies which influence learners but are not themselves influenced in return. In their case, education is a one-way process. The educational radio, educational press, and the library are some of the important passive agencies of education.

Question 15.
What is the function of the school as a formal agency?
Answer:
School is the most important formal agency of education set up by the society or state. It is a well-established, organised and systematic organisation which imparts useful experience to the youngsters conservation and promotion of culture and civilization is one of the functions of the school. Besides, it builds the character of the learner and prepares the child to face the challenge of life. It evolves the leadership attitude of the child and gives gratification to his latent powers. The school acts as quite active agent in social control and social change.

Question 16.
Explain the functions of the family.
Answer:
The functions of the family are as follows:
The family helps in maintaining the physical health of the child. The character of the child is built in the family. It plays role in the intellectual development of the child. The child is acquainted with the family vocations to earn living.  It helps in the free expression of die child. The family plays an indispensable role in the development of the interests of the child.

Question 17.
Explain the objectives of non-formal education.
Answer:
Non-formal education has the following objectives:
Understanding the environment and conditions and arousing awareness of the need to make changes in it. Generating faith in science and technology knowledge and encouraging the individual to adopt their skills. Creating the capacity to learn by working and to increase one’s skills. Utilising acquired experiences in new situations. Performing the role of an agency for bringing the desired changes in history.

Question 18.
Discuss the role of radio as an agency of education.
Answer:
Radio is one of the passive agencies of education. Through this students can be able to read from great teachers and education. The students whose eyes are not capable to look are to get knowledge from this, we can get a lot of materials from the radio which is not present in our textbooks. Through radio, students can get knowledge about all over the world. Through radio, students can get an education at home without going to school.

Question 19.
Discuss the role of television as an agency of education.
Answer:
Television has brought a revolutionary change in the field of education. A student can get an education from great teachers and educators without going to school and taking anybody’s help. Through television, an educand can see the educators like him and also hears the answers given by them. If television teaching-learning processes are shown separately then students can not feel the necessity of school.

Question 20.
The role of cinema as an agency of education.
Answer:
Cinema is more important than drama. The role of cinema is as follows: It imparts education through attractive methods. The vast expanse of land, time, things incidents of inventions is produced with a few records. Education is imparted along with recreation.

Direct presentation of the smallest part of the body like blood circulation, blood bacteria etc is possible.  It imparts cheap education. It maintains us and adult education is imparted through it. The knowledge of the world, plant and animal kingdom is known from geographical situations.

Question 21.
Give the educational function of this state.
Answer:
The educational function of the state is as follows:

• Appointment of qualified teachers.
• Establishment of educational institutions.
• Training of ideal citizenship.
• To control educational institutions.
• Encourage research work.
• To bring reformation in education and set up commissions and committees.

Question 22.
Explain the educational functions of the home.
Answer:
The educational functions of the home include:

• Development of knowledge and
• cultural transmission and conservation.

Educational development is the role of the family. Literate parents affect the children and they become educated. Home helps in the mental development of the child. Secondly, cultural transmission is possible through interaction. The child learns about cultures from home and tries to conserve them. This is done generation-wise. One generation inherits culture from another generation.

Question 23.
Liberal aims of education.
Answer:
Plato condemned vocational education: Liberal education consists of studies that were fine and worthy of free man for liberal means free liberal education in Greece was meant for the self-suffering life of leisure to thinking for its own sake. Liberal education consisted of tools in the study of seven liberal arts, grammar, history and geography, rhetoric and astronomy. It is the study of classical literature.

Question 24.
Character building aim of education.
Answer:
The highest love for man is called morality. So man is considered as a moral being and has education consists in the cultivation of socially approved behaviour The man-making aspect of education reveals the idea of character formation. Every human being possesses this tendency, the higher intelligence known as morality, The Gurucul system of education emphasizes the character-building aim of education. Moral qualities like justice, sincerity, honesty, tolerance, self-control etc. make an individual socially efficient.

Question 25.
Complete living aims of education.
Answer:
The complete living aim of education includes- It should teach one. how to earn a living. It should prepare the pupils fOr social and socially political duties. Education should teach the art of self-preservation. It should ensure survival by imparting knowledge about bearing and hearing children. It should equip one for the enjoyment of the retirement of culture art literature and the like.

Question 26.
Citizenship Aim of education.
Answer:
Education is to prepare the individual for the different roles he has to perform in life. In a democratic society, the political role is to be played as important. As a citizen an individual has certain rights, education for citizenship should train him to discharge his duties and make him conscious of his rights. Education for citizenship results only in training to work out the political machinery and democracy such as the election of responsible executives to worry about public business legislation through discussions and debates.

Question 27.
Educational characteristics of Non- formal education.
Answer:
It is organised outside the formal system of education. It is deliberately organised and systematically implemented. It is life long process. It is diversified j flexible and open-ended. It provides part-time in the situation of non-filled children. To wipe out and eradicate illiteracy.

Question 28.
Aims and objectives of pre-primary education.
Answer:
To provide a healthy environment to the children. To promote a healthy, happy and regular life. To provide continuous medical supervision. To assist in the formation of healthy and good habits. To develop desirable social attitudes and habits with children. To develop an aesthetic sense of all children.

Question 29.
Aims of elementary education.
Answer:
To Understand and practise desirable social relationships. To cultivate, habits of critical thinking. To develop round body and moral mental attitudes. To develop basic skills and independence. To develop social responsibility and cooperation to improve social institutions. To develop all the constructive talents.

Question 30.
Education is a social process.
Answer:
Education as a social process continues from birth to death. Behaviour is modified interaction from person to person, and wish group. Social interaction brings desirable social, and economic value to education. The social processes as bipolar and tri-polar processes interact with the environment and a better experience is gathered by the child.

Question 31.
What are the merits of radio as a mass media?
Answer:
Radio is one of the mass media systems of education useful in the following ways

• It gives information about the happening of the world, from any comer of the world.
• Through Vidyalaya programmes, the school subjects are taught by experts.
• It facilitates learning the outside campus.
• It arises interest in tearing.
• What cannot be understood in the classroom can be felt and understood through radio programmes.

Question 32.
Give the important role of education of TV as a mass media system.
Answer:
In modem times TV- has become an important audiovisual and the mass roles played by it are as follows- Different school subjects are taught through TV programmes. TV programmes are educative and informative, giving various information about the world like science, plays interviews, business matters, music and documentary films.

When we see experiments on TV screens through tale lessons, interest arouses, it develops an interest to study science. TV programmes arises the feeling of national integration1 and international understanding among the students.

Question 33.
What is the function of school as an agency of education?
Answer:
The school as the most important formula agency of education -$s a well-organized education centre that imparts the following functions- It provides useful, experiences for youngsters. It promotes and conserves -our culture and civilization. It builds the character of the learner. It develops the quality of leadership, tolerance, and cooperation. It helps to develop the latent powers of the pupil. It acts as the social control and social change and develops the child with social qualities.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 1 Fundamental of Education Objective Questions.

CHSE Odisha 11th Class Foundations of Education 1 Fundamental of Education Objective Questions

Multiple Choice Questions With Answers

Question 1.
Which language word is ‘education’?
(a) Greek
(b) Latin
(c) Germany
(d) English
Answer:
(b) Latin

Question 2.
Education is the integration of mind, body and spirit – Who told this?
(a) Napoleon
(b) Mahatma Gandhi
(c) Gopabandhu
(d) Tagore
Answer:
(b) Mahatma Gandhi

Question 3.
Which Latin word means to “draw out”?
(a) Educere
(b) Educare
(c) Educatum
(d) Educo
Answer:
(a) Educere

Question 4.
To whom. ‘Education is the realization of the soul’?
(a) Upanishad
(b) Shankaracharya
(c) Kautilya
(d) Aurobindo
Answer:
(b) Shankaracharya

Question 5.
What is the meaning of ‘Vid’?
(a) To know
(b) To understand
(c) To realise
(d) To say
Answer:
(a) To know

Question 6.
Meaning of Education?
(a) Training work
(b) Learning
(c) To take care
(d) Nothing
Answer:
(a) Training

Question 7.
From which Greek word education is derived?
(a) Pedagogy
(b) Educare
(c) Educatum
(d) Pestalogy
Answer:
(a) Pedagogy

Question 8.
Meaning of Educare?
(a) To express
(b) To discipline
(c) To bring up
(d) To know
Answer:
(a) To bring up

Question 9.
Meaning of Educare?
(a) To bring up
(b) To lead out
(c) To express
(d) To teach
Answer:
(b) To lead out

Question 10.
Who told Education is a bi-polar process?
(a) John Herbert
(b) John Dewey
(c) John Adams
(d) John Becker
Answer:
(c) John Adams

Question 11.
Education is a bi-polar process. Who are the poles?
(a) Teacher-lady teacher
(b) Teaching-school
(c) Teacher-taught
(d) Learning-learning situation
Answer:
(c) Teacher-taught

Question 12.
“Education is the sound mind in the sound body”
(a) Rabindranath
(b) Aristotle
(c) Gandhi
(d) John Dewey
Answer:
(b) Aristotle

Question 13.
By “Education I mean the all-round development of personality with the mind, body and spirit”- Whose definition of education is this?
(a) Gandhi
(b) Gopabandhu
(c) Rabindranath
(d) Sri Aurobindo
Answer:
(a) Gandhi

Question 14.
What is Education to Vivekananda?
(a) Innate powers development
(b) Define perfection
(c) Mind, body and spirit development
(d) Manifestation of divine perfection
Answer:
(d) Manifestation of divine perfection.

Question 15.
One important work of education-
(a) Personality development
(b) Physical development
(c) Mental development of the child
(d) Relation between man and child
Answer:
(a) Personality development

Question 16.
Which is not the nature of education?
(a) Education is a lifelong process
(b) Education is a growth
(c) Education is a person
(d) Education is a product
Answer:
(c) Education is a person

Question 17.
Education is the preparation of the present and future-
(a) Shankaracharya
(b) N.P.E 1986
(c) Kothari Commission
(d) Revised N.F.I-1992
Answer:
(b)N.P.E 1986

Question 18.
‘Education is the process by which the child makes internal-external who told this?
(a) John Dewey
(b) John Ross
(c) Aristotle
(d) Froebel
Answer:
(d) Froebel

Question 19.
‘Education is the reconstruction of experiences’ who told this?
(a) Herbert
(b) Gopabandhu
(c) John Dewey
(d) Socrates
Answer:
(c) John Dewey

Question 20.
One of the pioneers of Naturalism in India?
(a) Sri Aurobindo
(b) Mahatma Gandhi
(c) Tagore
(d) Gopabandhu
Answer:
(c) Tagore

Question 21.
The main aim of vocational education?
(a) To earn
(b) To make productive
(c) Technical training
(d) Mental development
Answer:
(d) Mental development

Question 22.
To make productive to earn one’s living is the main aim of education – who says this?
(a) Kothari Commission
(b) N.S.E.
(c) Radhakrishnan
(d) Gopabandhu
Answer:
(b) National Society of Education

Question 23.
Who is not a supporter of the individual aim of education?
(a) Herbs
(b) Rousseau
(c) Aristotle
(d) Froebel
Answer:
(c) Aristotle

Question 24.
Who is one of the naturalists?
(a) Karlmarx
(b) Hitler
(c) Lenin
(d) Rousseau
Answer:
(d) Rousseau

Question 25.
A matvis not a man without a society’ but a beast. Who told this?
(a) Rouseau
(b) Froebel
(c) Pestalozzi
(d) Aristotle
Answer:
(d) Aristotle

Question 26.
Which is not an informal agency?
(a) Correspondence
(b) Youth Association
(c) Family
(d) State
Answer:
(a) Correspondence

Question 27.
Which is an informal, passive agency?
(a) mass media
(b) school
(c) family
(d) state
Answer:
(a) mass media

Question 28.
Need of parent-teacher association?
(a) To solve problems of the society
(b) To raise teacher’s salary
(c) To pay respect to the headmaster
(d) To solve the problem of students
Answer:
(d)To solve the problem of students

Question 29.
Which is not the educational function of the community?
(a) Establish of schools
(b) Utilisation of community resources
(c) Govt, and school relationship
d) School-community relationship
Answer:
(c) Govt, and school relationship

Question 30.
What is the meaning of the Greek word ‘Skhole’?
(a) Leisure
(b) School
(c) Educational institution
(d) Primary education
Answer:
(a) Leisure

Question 31.
Which is an informal centre of learning?
(a) Adult education centre
(b) Open university
(c) Correspondence
(d) State
Answer:
(d) State

Question 32.
Which is the active agency of education?
(a) Family
(b) Religious centre
(c) Library
(d) School
Answer:
(d) School

Question 33.
Which is greater to socialism?
(a) State
(b) Individual
(c) Society
(d) Nobody
Answer:
(c) Society

Question 34.
Which is not the democratic aim of education?
(a) Respect to individual
(b) Tolerance
(c) Character building
(d) Tendency of National integration
Answer:
(c) Character building

Question 35.
Which is not the passive agency of education?
(a) Letters
(b) Radio
(c) Library
(d) School
Answer:
(d) School

Question 36.
Which is not the mass media?
(a) Computer
(b) Radio
(c) Television
(d) Newspaper
Answer:
(a) Computer

Question 37.
Give the types of agency of education.
(a) Three -types
(b) Two types
(c) Four types
(d) Six types
Answer:
(a) Three types

One word Answers type questions.

Question 1.
What do we call which has two poles in an educative process?
Answer:
Bipolar process.

Question 2.
The teaching in schools, colleges what we call it?
Answer:
Formal education.

Question 3.
Experience education from birth to death?
Answer:
Life-long education.

Question 4.
A first educational centre for the child.
Answer:
Family.

Question 5.
Powerful mass media
Answer:
Television.

Question 6.
Who is responsible for general discipline in the school?
Answer:
Headmaster.

Question 7.
One educational function of the community?
Answer:
Establishment of educational centres.

Question 8.
Centre of socialization?
Answer:
Family.

Question 9.
Which Sanskrit word means ‘to know’?
Answer:
Vid.

Question 10.
There is no active participation of teacher and taught?
Answer:
Passive agency.

Question 11.
Direct participation of teacher and taught?
Answer:
Active agency.

Question 12.
Agency of socialization?
Answer:
Family.

Question 13.
Parents with one or two children?
Answer:
Family.

Answer in single sentences.

Question 1.
What is the individual aim of education?
Answer:
Taking necessary assistance from society education aims at self¬attainment of individual and perfection in himself.

Question 2.
What is the social aim of education attained?
Answer:
If the Individual can be socialised and made a good citizen then the social aim is supposed to be attained!

Question 3.
What is child-centred education?
Answer:
In child-centred education, the child is considered the centre of the educative process.

Question 4.
State the aim of child-centred education.
Answer:
Child centre education, help with the personality development of the child.

Question 5.
What are the methods followed that centred education?
Answer:
The Kindergarten system Montessori method, Dalton plan and Project method are followed in child-centred education.

Question 6.
Who are the supporters of child-centred education?
Answer:
R.N. Tagore, Sri Aurobindo, Froebel, John Dewey, and Maria Montessori are supporters of child-centred education.

Question 7.
How the social aim. of, education be attained?
Answer:
If the individual, can be socialized and made as a good citizen then the social aim is supposed to be attained.

Question 8.
What is Rousseau’s view on the individual aim of education?
Answer:
According to Rousseau’s naturalistic view, “The central aim of education this autonomous development of the individual.

Question 9.
Define the knowledge aim of education.
Answer:
The knowledge aim of education emphasizes the acquisition of knowledge.

Question 10.
What is the cultural aim of education?
Answer:
The cultural aim of education enables individuals to maintain a better way in how to walk, how to dress, how to speak, and how to behave with others.

Question 11.
What are the types of education?
Answer:
Education is of three types viz. Formal informal and non-formal.

Question 12.
What is informal education?
Answer:
Informal education is a spontaneous process of education which is performed in the home and social environment.

Question 13.
What is formal education?
Answer:
Formal education is a planned system of education which is particularised by time, institution and curriculum.

Question 14.
What do you mean by nonformal education?
Answer:
Nonformal education is an open system of education making the features of formal education as rules and regulations and modes of instructions

Question 15.
Give some examples of mass media.
Answer:
Radio, television, and cinema are some examples of mass media.

Question 16.
Give one example of informal education.
Answer:
The school is one important formal agency of education.

Question 17.
Mention the names of certain formal agencies of education.
Answer:
The school, the church, the state, organised recreational centres, museums, library are called the formal agencies.

Question 18.
What does an active agency of education mean?
Answer:
In active agency the child becomes active and influences the working of the agency.

Question 19.
Give an example of an active agency of education.
Answer:
School is an active agency of education.

Question 20.
Give an example of passive agency of education.
Answer:
Radio is an example of a passive agency of education.

Question 21.
Define a small family.
Answer:
A small family consists of a mother, a father and one or two children.

Question 22.
Which is the first agency of socialization?
Answer:
Home or family is the first agency of socialization.

Question 23.
Give one definition of education.
Answer:
To R.N. Tagore, “Education helps in the solution of all our problems.

Question 24.
Give the narrow meanings of education.
Answer:
Schooling is the narrow meaning of education.

Question 25.
Give the wider meaning of education.
Answer:
The wider meaning of education is a lifelong process, of learning from the environment, not limited.

Question 26.
Give one derivative of education.
Answer:
Education is derived from the Latin word Educare which means ‘to bring up’.

Question 27.
‘It is the process by which the child makes internal external’ Who told so?
Answer:
Froebel gave the definition that “It is the process by which child makes internal- external.

Question 28.
Who told me education is a Bipolar process?
Answer:
John Adams told that education is a Bi¬polar process.

Question 29.
What is the Tripolar process of education?
Answer:
To John Dewey, education is a tripolar process in which teacher-learner and social environment are the tripolar processes.

Question 30.
Who told education a tripolar process?
Answer:
John Dewey called education a tripolar process.

Question 31.
What is education to Aristotle?
Answer:
To Aristotle, “Education is a sound mind in a sound body”.

Question 32.
What is education to new policy of education?
Answer:
According to NPE-1986, Education aimed at productivity and self-supporting,

Question 33.
Who told, “Education is the reconstruction of experience”?
Answer:
To John Dewey, “Education is the reconstruction of experience”.

Question 34.
What is the meaning of Educatum?
Answer:
Educatum means ‘to train’ or ‘to teach’.

Question 35.
Give one nature of education.
Answer:
Education is the reconstruction of experience.

Question 36.
Write one passive agency of education.
Answer:
Television is one of the passive agencies of education.

Question 37.
Give an example of an active agency of education.
Answer:
School is the active agency of education.

Question 38.
Give the role of the state in education.
Answer:
Opening new educational centres and quality education is the role of the state.

Question 39.
Which is the first learning centre for the child?
Answer:
Home or family is the first learning centre for the child.

Question 40.
What type of agency radio?
Answer:
Radio is the passive informal agency of education.

Question 41.
Give an example of mass media.
Answer:
Radio, newspaper, television, and video are examples of mass media.

Question 42.
Give the educational function of the state.
Answer:
Preparation of syllabus, curriculum control of examinations and maintaining discipline are the educational functions of the state.

Question 43.
Give the best agency of socialization.
Answer:
Home or family is the most socializing agency of education.

Question 44.
What type of agency home is?
Answer:
Home is the active informal agency of education.

Correct the errors in the sentences.

Question 1.
School word derived from Latin word skhole.
Answer:
School word derived from Greek word Skhole.

Question 2.
Education starts from 5 years.
Answer:
Education starts from birth.

Question 3.
Gopabandhu was a western philosopher
Answer:
Gopabandhu was an eastern philosopher.

Question 4.
The education provided at home is narrow.
Answer:
The education provided at home is wider.

Question 5.
The educational function of the school is to train.
Answer:
The educational function of the school is harmonious development.

Question 6.
Television and cinema are audio aids.
Answer:
Television and cinema are audio-visual aids.

Question 7.
Informal agencies are schools and colleges.
Answer:
Formal agencies are schools and colleges.

Question 8.
To Aurobindo education is the integration of mind, body and spirit.
Answer:
To Gandhi education is the integration of mind, body and spirit.

Question 9.
Aristotle was an eastern philosopher.
Answer:
Aristotle was an eastern philosopher.

Fill in the blanks.

Question 1.
In the bipolar process, two poles are _____ and ______.
Answer:
In the bipolar process, the two poles are the teacher and the student.

Question 2.
Education ends in ______.
Answer:
Education ends in death.

Question 3.
Education is a ______ process.
Answer:
Education is a lifelong process.

Question 4.
Daskathia and Pala are ______ agencies.
Answer:
Daskathia and Pala are informal agencies.

Question 5.
In national integration _______education is important.
Answer:
In national integration formal education is important.

Question 6.
Chairman of Kothari Commission _______.
Answer:
Chairman of Kothari Commission Dr. D.S. Kothari.

Question 7.
Films are ______ agency of education.
Answer:
Films are a passive agency of education.

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 2 Perceptual Process Short Answer Questions.

CHSE Odisha 11th Class Psychology Unit 2 Perceptual Process Short Answer Questions

Short-Answer Type Questions

Question 1.
Voluntary Attention.
Answer:
It is also called effortful attention. When attention requires special effort on the part of the attention to attend to it, it is called voluntary attention.

Question 2.
Symbolic Process.
Answer:
Sensory stimulation arouses certain neural activities which have their trace in the nervous system. These are popularly known as neural traces.

Question 3.
Figure and ground.
Answer:
Gestalt psychologists have shown that the factor of figure-ground relationships operates even in the simplest form of perceptual organization. Primitive perception is only figure and ground perception.

Question 4.
Muller Lyer – Illusion.
Answer:
It is also known as a geometrical illusion. Muller and Lyer, two psychologists, observed this kind of error in perception for the first time is called Muller Lyer illusion.

Question 5.
The illusion of Movement.
Answer:
The observer perceives a moving picture when actually the object is not moving it is called the illusion of movement. Examples of the illusion of movement are movies, T. V. screens, and electrical advertisements.

Question 6.
Moon Illusion.
Answer:
It is an example of the size constancy illusion. Recent research on moon illusion has supported an ancient explanation.

Question 7.
Illusions.
Answer:
Illusions are wrong perceptions. Illusion is the wrong or mistaken interpretation of a sensory experience.

Question 8.
Hallucination.
Answer:
It has been already discussed how the illusion is a normal affair. Hallucination which is also a type of perceptual error is experienced by mentally disturbed abnormal persons. Hallucinations may be visual, auditory, olfactory, tactual, gustatory, etc. Hallucinations represent our inner conflicts, fears, anxieties, and mental imbalances. Visual hallucination follows auditory hallucination.

Question 9.
Symbolic process.
Answer:
Sensory stimulations arouse certain neural activities which have their trace in the nervous system. These are popularly known as neural traces. These traces act as symbols or substitutes for the original stimulus or experience. These symbolic images help us while perceiving something. This symbolic process is activated by any experience in an image.

Question 10.
Size Constancy.
Answer:
The size of a stimulus varies with the change in distance between the percept and the perceiver. A tree that is usually perceived at a distance of 5 feet will look very small. Martin did an experiment on size constancy. Considerable constancy was indicated by the observer in the perception of the size of the blocks. But in spite of this significant difference in the sense of impression, we perceive the tree to be of its usual size.

Question 11.
PHJ Phenomenon.
Answer:
Phiophenomcnon is an illusion of movement. When objects are more in quick succession, they appear as one continuous unit or whole. In an experiment, the phenomenon is when two more lights are of optimum brightness, size, and distance. Human adults, children, and animals all are used by this type Of illusion of movement. It is also due to the basic characteristics of the brain activity involved in perception.

Question 12.
Neuron.
Answer:
The entire nervous system is composed of only two kinds of cells. Glia cells and nerve cells are neurons. Glia cells provide a mechanical framework supporting the networks of neurons.

Question 13.
Parietal Lobe.
Answer:
The parietal lobe lies near the central fissure in the back half of the brain. It has the somesthetic area, which is the most important functional area.

Question 14.
Hind Brain.
Answer:
The brain includes the cerebellum, medulla, and pons. The medulla and pons constitute the lower part of the brain stem.

Question 15.
Medulla.
Answer:
The medulla connects each side of the cerebellum with the opposite side of the cerebrum. The medulla joins the spinal cord to higher parts of the brain.

Question 16.
Scanning method.
Answer:
Scanning means taking pictures intently of all parts. The scanning method of the brain helps is knowing the damages and destruction made to the brain.

Question 17.
Cell.
Answer:
The nervous system of a living organism is made up of cells. A cell may be defined as a unit of living material.

Question 18.
Spinal Cord.
Answer:
A spinal cord is a continuation of the brain below the medulla. It is structured compared to the brain.

Question 19.
Mid Brain.
Answer:
The midbrain is the topmost part of the brain stem and also its shortest part. It only directs sensory input to the midbrain.

Question 20.
Reflex Arc.
Answer:
The structure through which reflex action takes place is called the reflex arc. It involves the sensory nerve, the spinal cord, and the motor nerve.

Question 21.
Parietal lobe.
Answer:
The parietal lobe lies near the central fissure in the back half of the brain. The parietal lobe is the seat of sensation.

Question 22.
Synapse.
Answer:
The junction of two neurons is called a synapse. The neurons interact only at synapses. Dendrites and axons for different reasons are gaps that are technically called synapses. If the stimulus is of high intensity the synapse restricts the flow and vice versa. Synapses, blow down or inherit.

Question 23.
Spinal Cord.
Answer:
The spinal cord is a continuation of the brain below the medulla. It has a simple structure compared to the brain. The different parts of the spinal cord are connected to the brain. The spinal cord has a rich acroterial blood supply. These nerve clusters grow up the first step towards the evolution of the spinal cord.

Question 24.
Hypothalamus.
Answer:
The hypothalamus is a small structure directly below the thalamus and is connected with it. It lies at the base of the cerebrum. It is closely connected with ANS. It controls body metabolism, hunger, thirst, and sexual activity. The function of the hypothalamus in emotional behavior is very significant.

Question 25.
Reticular Activating System.
Answer:
The reticular activating system is situated within the hindbrain and extends into the midbrain and hypothalamus. There is grey matter interplaced with crisscrossing groups of axons and cell bodies it is called ‘reticular’. The cerebral cortex and RAX influence each other’s functions, particularly in the sleep and arousal process. RAS has a lot of importance for the normal behavior of man. RAS is less activated during sleep.

Question 26.
Sympathetic system.
Answer:
A sympathetic system called “The Thora Cicolumbar System”. The sympathetic nervous system consists of 22 sympathetic ganglia in a man, arranged along the spinal cord. The sympathetic system put itself into action to meet this emergency situation. The sympathetic system consists of the visceral blood vessels and directs them to muscles and the brain increasing it. This sympathetic outflow it takes place through the thoracic and lumber regions of the spinal cord.

Question 27.
Neuron.
Answer:
The entire nervous system is compared to only two kinds of cells. Glia cells and nerve each or neurons. Glia cells provide a mechanical framework, supporting the networks of neurons. The neurons are the most active but smallest units of the whole nervous system. The axon transmits nerve impulses from the body to the effects organs of another neuron. Sensory and motor nerves are made up of neurons.

Question 28.
Functions of Cerebellum.
Answer:
The cerebellum is responsible for maintaining body balance and making fine muscular and motor coordinates in various bodily movements. The dorsal lobe is the most important part of the cerebellum. It helps in motor coordination. Cerebral unions lead to disturbances in the pattern of movements. The cerebellum part of the hindbrain receives stimulation from many different receptions.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 2 Fundamentals of Educational Psychology Questions and Answers.

CHSE Odisha 11th Class Foundations of Education Unit 2 Fundamentals of Educational Psychology Questions and Answers

Very Short-Answer Type Questions

Question 1.
Give the meaning of growth.
Answer:
Growth refers to the physical sense. Growth refers to an increase in height, weight, and size. It is measurable as quantitative.

Question 2.
What is development?
Answer:
Development is in a mental sense. It is both physical and mental aspects.

Question 3.
Give three natures of educational psychology.
Answer:
The nature of educational psychology is as follows:

• Educational psychology deals with two facts related to educational situations.
• It helps the process of learning like memorising, perceiving, recalling, reasoning and intelligence.
• It discovers new methods and approaches in the field of education.

Question 4.
Give three objectives of educational psychology.
Answer:
The three objectives are :

• It helps create a positive attitude towards learning.
• It helps to provide correct methods of teaching to the pupils:
• It helps to study the learner and his environment.

Question 5.
Discuss three features of educational psychology
Answer:
Educational psychology is the application of psychology in the field of education. It is the study of human behaviour. It deals with the problems of education.

Question 6.
Give three distinctions of growth and development.
Answer:
Growth refers to change in aspects of the body but development implies the organisation as a whole. Growth does not continue throughout life but development is a continuous process, from womb to tomb. Growth is structural and development is functional.

Question 7.
Give three scopes of educational psychology.
Answer:
To give knowledge of the nature of the child. To present principles and techniques of learning and teaching. To give knowledge of the growth and development of the children.

Question 8.
Explain any three principles of development.
Answer:

• The development follows a pattern, a regular step-by-step process.
• Development in intelligence correlated to physical development.
• All changes in the body are due to growth and development.

Question 9.
Give three factors that determine growth and development.
Answer:
Maturation and learning affect growth and development. Heredity and environment always affect growth and development. Environmental factors like school, family, culture, S.E.S, and nutrition always affect growth and development.

Question 10.
Give three behaviours during the childhood stage.
Answer:

• Friendship: Adolescents choose and make friends.
• Leadership: Leadership is an important aspect of this stage of behaviour.
• A boy-girl relationship is developed.

Short-Answer Type Questions

Question 1.
Explain how education and psychology are related.
Answer:
Education is the modification of behaviour whereas psychology is the science of behaviour. Education helps in the physical, moral, and spiritual development of man and psychology helps in such growth. Education is a lifelong process. By psychology, there is developmental knowledge and experience in different stages of growth. Framing the aims of educational psychology helps. In the case of a child’s internal and external responses and mental analysis, psychology helps

Question 2.
How educational psychology is an applied science?
Answer:
Educational psychology is an applied science in the sense that various psychological principles are being widely applied to the field of education. The principle of individual differences of learning by doing the self-discipline of personality, adjustment, guidance and counselling finds favour in all educational situations. The various laws of learning have made the teaching-learning process in the classroom economical and effective.

Question 3.
Discuss the aims of educational psychology.
Answer:
The aims of educational psychology are as follows:

• To give insight to the teacher about the nature of the child.
• Enlightening the teacher with the growth and development of the child
• Imparting knowledge about principles out of methods of learning.
• Studying the control of emotions and their educational implications.

Question 4.
Forming differences between growth and development?
Answer:
Though the terms growth and development are synonymous still there is a great distinction between the two. Growth refers to change in a particular aspect or aspect of the body whereas development implies the organisation as a whole. Growth does not continue throughout life. It stops at maturation but development is a continuous process which goes from womb to tomb.

Growth is structural and development is functional. Growth is quantitative which is measurable but development is qualitative which can not be measured but is assessed. The changes brought about by growth can be measured directly whereas changes brought about by development are difficult to be measured directly. Both growth and development are affected by heredity and environment.

Question 5.
Give, the nature of educational psychology.
Answer:
The nature of educational psychology is as follows:
Educational psychology deals with the facts related to educational situations. Educational psychology studies the behaviour of the child in teaching learning matters. Educational psychology becomes general rules, laws and techniques in order to achieve educational objectives. Educational psychology discovers the method and approaches in the field of education. Educational psychology develops a scientific outlook.

Question 6.
Give the scope of educational psychology.
Answer:
The following is the scope of educational psychology:
To give knowledge of the nature of the child. To give an understanding of the nature, aims and purposes of education. To present principles and techniques of learning and teaching. To give training in methods of measuring abilities and achievement in school subjects.
to give knowledge of the growth and development of the children.

Question 7.
How is educational psychology helpful to a teacher?
Answer:
Educational psychology is helpful to a teacher and a learner in many ways. To study the most effective ways to teach, specific materials to different children. To place the learner in the best possible learning situation, independent study, large or small group instructions with one or several teachers for a given course. To estimate the optional level wage at which the subject matter should be presented. To determine what courage material is appropriate to the needs, characteristics and goals of each teamer.

Question 8.
Define in short educational psychology?
Answer:
Educational psychology is a combination of two different words- education and psychology. Education is aimed at the modification of behaviour whereas psychology is the science of behaviour. Psychology is an applied science related to the principles and techniques of psychology to solve all the problems in education to achieve educational objectives.

Educational psychology is concerned with the child, the learning situation, the learning process and, the teacher. The teacher with the help of educational psychology becomes conscious of the content of the educational method of teaching, the nature of the child and the frame curriculum. He studies the characteristics of the child as well.

Question 9.
Write at least five contributions to educational psychology.
Answer:
Educational psychology influences the aims of education and studies the developmental characteristics of the child. A survey of learning situations and different types of education centres is opened taking into account to individual differences. Psychology helps the teacher with new methods and techniques of teaching.

The pupils face a large number of problems at different stages of growth and development. The knowledge of psychology aids him so solve those problems. It helps in curriculum construction. It helps in evaluating learning outcomes. The psychological study helps in making provision for learning, the process for exceptional children.

Question 10.
What special behaviours are seen during the childhood stage?
Answer:
In the late childhood stage, some special features are seen in children.
Friendship:
Adolescents choose and make friends with others of some age group.

Social maturity:
As they become socially mature they develop a wide behavioural form of hard living, kindness, sympathy, emotional stability, cooperation and sacrifice.

Leadership:
Leadership is an important aspect of this stage of behaviour.

Boy-girl relationships:
The boy-girl relationship is developed. There are recreational interests.

Question 11.
Give five distinctions of growth and development.
Answer:

• Growth is structural arid development is functional
• Growth is quantitative in nature whereas development is both qualitative and quantitative.
• Growth refers to change in particular aspects of the body arid development implies the organisation of the whole body.
• Growth continues till maturation but development continues till death.
• Growth is additive in nature whereas development is both additive and subtractive.

Question 12.
What are the factors that determine that growth and development?
Answer:
The growth and. development is affected by the factors like maturation and learning and heredity and environment. The factors influence the development of physical, moral, social intellectual and emotional abilities. Heredity is quite inclusive and affects the sex hormones, twin birth, sex and chromosomal anomalies. The environment includes a large variety of actors such as family, school culture, socioeconomic status, nutrition etc.

Question 13.
Give the role of the environment in growth and development.
Answer:
The environment has a powerful effect on the growth and development 6f an organism. The same person may behave differently in a different environment. Moreover, different persons behave differently in the same environment. The environment which influences growth and development can be classified under two heads. Physical environment and social environment in the form of condition takes care of self-expression, play and exercise etc.

Question 14.
Give five objectives of educational psychology.
Answer:
Some specific objectives of educational, psychology art are as follows:
It helps in creating a positive attitude towards learning. It helps to provide correct methods of teaching to the pupils. It helps to study the principles and techniques of learning. It helps to study the learner and his environment. It helps to study individual differences.

Question 15.
Give the nature of educational psychology.
Answer:
The nature of educational psychology arc as follows:
Educational psychology deals with the facts related to educational situations. Educational psychology studies the behaviour of the child in teaching-learning situations. It helps the process of learning like memorizing, perceiving recalling, reasoning and intelligence. It studies the instincts and drives, habits and attitudes, emotions and sentiments and personality. It discovers new methods and approaches in the feels of education.

Long Type Questions With Answers

Question 1.
What is psychology? What is educational psychology? How it is derived? Give its meanings.
Answer:
Psychology i$ a mind’ and mental process. It is also that part of philosophy which studies the mind and mental process as a positive science. In the beginning, it was the part of philosophy known as mental philosophy. The word Psychology is derived from two greek words ‘psyche and Logos’ in which ‘Psyche’ means ‘soul’ and ‘logos’ means ‘to study’ or ‘science of’.

Therefore, Psychology means the science of the soul. Such a definition was put. forward by the Greek philosopher Plato and Aristotle. But such a definition of psychology was discarded, Soul is a metaphysical idea. It can neither be perceived nor imagined. The nature and function of the soul cannot be studied. Scientific methods like observation and experimentation in psychology.

On this ground, the definition that psychology is the science of the soul’ has been rejected. Psychologists like Descartes defined psychology as the ‘science of the mind’. It is also supported by Aristotle, But the word ‘mind’ is as vague and ambiguous as soul. The mind is not a, part of human anatomy. It is nothing but an assembly of ideas.

It stands for the private, personal and internal experience of a man like pleasures and pain, wishes and images, dreams arid desires. No two psychologists agree on the such definition of mind. Moreover, that definition of psychology had been rejected and discarded by other psychologists.

The psychologists like Descartes and Mc. Dougall could not agree with the mind’s definition of psychology. Sir William James put forward another definition of ‘psychology. “Psychology is the science of consciousness”. But the mental life is not only conscious but also there are unconscious and sub-conscious mental levels.

These conscious and subconscious mental levels also affect and influence the behaviour of men and animals in various ways without our knowledge and consciousness. Our conscious mental, functions cannot be fully explained without the help of unconscious and sub-conscious mental processes. Consciousness constitutes only a part of our mental life and it does riot include animal, behaviour.

Therefore, psychology is the science of consciousness is an incomplete definition which it is discarded and rejected by modem psychologists. Again, psychology has also been defined as the ‘science of experience’. This is out and out a subjective definition as it does not take Into consideration outward or external behaviour into account.

Experience is what a man feels internally during any activity. Psychology deals with both inward and outward activities, experiences and behaviours, So the definition is also incomplete. J.B. Watson, the American psychologist, and the founder of the school of behaviourism put forward the latest definition of psychology, “Psychology is the science of behaviour”.

Behaviour means actions and activities. J .B. Watson and other behaviourists wanted to make psychology an objective science and so they rejected experience as the subject matter of psychology. Psychology is a positive science of behaviour with two scientific methods – objective observation and experiment.

Meaning of Educational Psychology:-
Psychology is applied in the field of education with principles and techniques to the development of educational practices and solutions to educational problems like wastage and stagnation, and dropouts. So educational psychology is the science of engineering concerned with the application of psychological principles, the practical problems in the field of education.

Other Definitions of Educational Psychology:
To support the definition of psychology put forward by J.B.Watson, some other modem psychologists advanced some other supporting definitions, as follows:-

• Me Dougall- “Psychology is the positive science of human conduct and behaviour”.
• Woodworth- “Psychology is the science of the activities of the individual in relation to the environment”.
• Skinner – Educational psychology – deals with the behaviour of human beings in educational situations.
• Tro – Educational psychology is the study of the psychological aspect of educational situations.
• Pillsbury – “Psychology is the science of human behaviour”.
• Nunn – “Psychology is the positive science of experience and behaviour”.

Question 2.
What are the aims and objectives of educational psychology? Give its nature.
Answer:
The aims and objectives of educational psychology are as follows- Educational psychologists assist a teacher to give an insight into the nature of the child. To enlighten the teacher with the growth and development of the child, the developmental process. It helps the teacher in finding ways and means of social adjustment for the child.

A study of the psychological method of investigation is used in the field of educational psychology. It helps to control the emotions of the child and their emotional development. It imparts knowledge about the principles and methods of learning. It helps to understand the social problems of the children.

It helps to plan the education of children to their age, ability and aptitude. Imparting knowledge to the teacher about the latest problem in education, the latest development in the field of education, the field of child psychology and various methods of teaching.

Helping the teaching in solving the problems that may arise in the classroom.
Nature of Educational Psychology:

Positive science:
Educational psychology is a positive science but not a normative science like logic and ethics. It always deals with the facts that are happening. It studies the laws of children’s nature as they are or as they operate. It has nothing to do with “ought to be”. It has scientific investigation and application.

It is an applied science:
Educational psychology is an applied science. It constitutes the application of psychological principles and techniques in the development of educational practices and programmes and in the study of educational problems. It acts as an applied science.

As a social science:
Educational psychology acts as a social science because educational findings are applicable to all individuals. As a social science, it studies the behaviour of human beings in all activities. It also studies both the social individual and the interaction.

A practical science:
Educational psychology is practical in nature because the educator makes use of the knowledge of, the educational psychology of each and every walk of teaching and learning situations.

A growing and developing science:
Educational psychology is a growing and developing science new facts and principles also come about from human nature and behaviour a number of researches in the field of education. So educational psychology as a science is ever-growing and developing.

An academic discipline:
Educational psychology is an academic discipline. It is a science which is focussing on human behaviour and its result can be generalised into the principles theories.

Question 3.
Discuss the scope of Educational Psychology.
Answer:
The word ‘Scope’ means the range extent and limitations of the study of what is to be included in the study of a particular subject of the subject matter. The scope of educational psychology is very vast, and wide because it studies human behaviour under various conditions from birth to death.

The scope of educational psychology centres around” the learner- developmental characteristics, individual differences, intelligence, personality and mental health of the teacher and students. It deals with the learning process, motivation in learning, and factors affecting learning and the evaluation of learning performances, in conducting research on educational problems.

Some of the scopes of educational psychology are as follows:
Human behaviour:
It studies human behaviour in all educational situations in the various stages of growth and development, and the characteristics of each stage are included in the study of educational psychology.

Growth and development:
Educational psychology is a psychological process study, the growth and development of a child. How a child passes through the various stages of growth like infancy, childhood and puberty and what the characteristics of each stage can be included in the study of educational psychology.

Learning process:
Educational psychology as-a a psychological process it studies the laws of learning. Learning is a major phenomenon in education. It studies how learning can take place most effectively and economically.

Heredity and Environment:
To what extent do heredity and environment contribute towards the growth of individuals and how knowledge can be made used for bringing about the optimum development of the child, It studies the heredity and environment of the child for better learning achievement.

Intelligence:
The scope of educational psychology also includes the study of the nature of intelligence as well as its measurement. The teacher educator handles educational psychology to measure. The intelligence of the child.

Individual differences:
Every individual child differs from others in physical and mental aspects. The learning experience differs in the same manner. Educational psychology deals with the nature of learning, laws in learning, principles and theories of learning, remembering and forgetting, perceiving, concept formation, thinking and realising process, problem-solving, transfer of learning, and training ways and means of effective earning etc.

The learning situation:
Educational psychology deals with the environmental, factors and learning situations which come between the learner and the teacher. Topics like classroom climate and group dynamics, techniques and aids which facilitate learning situations, techniques and practices, guidance and counselling etc. which help in the smooth functioning of the teaching-learning process come under the scope of educational psychology.

Question 4.
How the knowledge of psychology is helpful to a teacher in the teaching-learning process? Explain. Discuss the application of educational psychology helpful in the teaching-learning process. Explain.
Answer:
Educational psychology is helpful to a teacher to guide the process of education and the knowledge of psychology helps the teacher to realise the objective of effective teaching and educating the pupils properly. The knowledge of psychology helps the teacher in the below following ways.

Understanding the child:
It has been recognised that the teacher can truly teach the child only when he possesses the knowledge of child psychology. The teacher must know how children think, what are their interests of various stages of development and how their energies can be utilised for educational purposes. All modifications in the technique of teaching are really the growing application of the knowledge of psychology in the process of teaching and learning.

To understand the developmental characteristics:
The human child passes through different stages of development as infancy, childhood and adolescence. Each stage has its unique characteristics. A teacher possessing knowledge of these characteristics can profitably apply them to properly educate his pupils.

To understand, individual differences:
No two individuals are alike even though maybe twins. We find individual differences in body structures, achievement, intelligence, personality, interests, and attitudes of children, A teacher must be responsible for determining such individual .differences. The teacher can adopt different methods of instruction, curricular and means of evolution for individual interests.

To develop knowledge of the learning process:
All education depends upon the learning of new responses and the capacity of a human child to learn new responses. Psychology analyses different aspects of the process of learning. It tells us that learning is impossible if the learner does not cooperate in the learning process. The problem of teaching then takes the form of a psychological problem. Incentives like illustrative aids in the classroom and general maxim of the teaching area all are based on sound psychological theory.

To understand the relative importance of heredity and environments :
The heredity and environment of the child determine his growth and development, his personality and his learning process, intelligence, interest and attitude. The body structure is determined by heredity whereas other factors like intelligence, personality interest and attitude are determined by the environment. So, teachers should create environments for the healthy development of their pupils.

Curriculum construction:
For constructing a balanced curriculum educational psychology is helpful to a teacher. The needs of the child, his developmental characteristics, interests, attitudes etc. are some of the essential factors that should be taken into consideration while framing the curriculum.

Planning methods of education:
Psychology is also helpful to a teacher planning methods of education in such a manner – that there is no problem with motivation. Modem methods of teaching like project methods help to achieve educational goals. Separate methods of instruction should be adopted for gifted or bright children, average children and slow learners. The knowledge of educational psychology equips the teacher with all these effective methods of teaching.

Research :
The knowledge of educational psychology helps teachers to develop and try out tools and devices for measuring various variables which affect the child’s behaviour. He can control, direct and predict the behaviour of students on the basis of action research in the classroom.

Question 5.
What do you mean by growth and development? Bring the difference between G and D.
Answer:
Growth and Development: Growth means it is in a physical Sense. When and after the birth of a human baby, we make a number of changes in-bodily parts gradually, which is seen in the increase in height, weight, and body size. Such changes in the structure of the body of the child are known as growth. Structural change is the result of rapid cell divisions in the body.

At different stages of growth, a number of physical changes take place in the child. Development implies changes in bodily functions. As the body grows there is gradual progress in the movements. The child starts to swing his hands and legs. He is able to sit wait and run to and throw many things. The child starts to walk, to think, to express emotions like laughter, anger mid fear.

Thus, all the changes in the functions of different parts of the body and mind are the features of this development. So development is a progressive series of functional changes in a child and such changes lead the child towards maturity. So development is in a mental sense, the mental powers, mental ability. There is the power of concept formation, thinking, reasoning and power judgement.

Difference between growth and development:-
Growth and development seem to be synonym terms but in a strict sense there is a gulf of difference between the two, as follows:

Growth implies quantitative changes in bodily structures. Such changes can be expressed in some quantitative terms like metres (height), and kilograms (weight). On the other hand, development is qualitative in nature. All aspects of development like the development of motor activities: language, thinking, and emotions cannot be expressed in numerical measures.

So growth is structural and quantitative in nature but development is functional and both qualitative and quantitative in nature. Growth refers to changes in particular aspects of the body but development implies the organisation of the body as a whole. Growth continues for a specific period called physical maturation. But development continues throughout life.

For example, after the age of 25, there is no growth but development continues till death. Growth is always additive in nature which means adds something to the structure of the body, So it proceeds in the forward direction only. But development is both additive and subtractive in nature and may add new features and eliminate some old features to improve the quality of body functions.

Question 6.
Explain the general principles of growth and development.
Answer:
Various studies and research have highlighted certain significant principles underlying the process of growth and development.

The development follows a pattern:
If we take any dimension of growth and development we will find a particular pattern of growth. In physical development, in the cephalo-caudal sequence, the development proceeds from the head to the upper parts of the body and grows earlier than the lower parts. At birth, the head is much large compared to the adult head. Similarly, the development of movements is earlier in the upper parts of the body. The child can raise his head first with better control before he can move his chest or hand or leg.

Development proceeds from general to specific:
The child first shows general responses and then he shows specific responses to specific stimuli. For example, the new bom baby moves his whole body. If one time instead of moving one part of it. He moves his whole hand to specify one object instead of using a finger. In the emotional field, he responds through only general responses like crying to denote joy, hunger, pain or fear.

Development is a continuous process:
Development maintains continuity at a slow and regular pace. It does not take place abruptly or by leaps and bounds. All dimensions of development continue to grow gradually until they reach their maximum. For example, a child cannot speak all of a sudden and he develops speech habits through continuous efforts.

Growth is not uniform:
Different aspects of growth develop at different rates. All parts of the body can never grow at the same rate. At birth, the head is larger, about one-fourth of the body in length, But the rate of growth slows down and hands and legs grow at a faster rate. The brain reaches its maximum size at about six. Likewise, memory develops faster than creative imagination.

Most traits are correlated:
Most of the traits of growth and development are correlated which means superior in other respect, he is also found superior in other respect. A child whose intelligence is above average is also so in health size, sociability and special aptitudes. But this is not always true. We find very lean and thin boys with high intelligence but not sociable.

Individual differences in growth and development:
There are Individual differences in growth and development. No two individuals grow and develop in the same way or at the same rate. Some grow taller, some dwarf, and some become adolescents very soon. Some others develop secondary sex characteristics very soon and some get early maturation. So there is the individual difference in physical and mental characteristics.

Development is predictable:
It is impossible to predict in advance what type of development a child will follow because the rate of development of a particular child remains fairly constant. The environmental factors determine the product of maturation. But mental development cannot be predicted with some degree of accuracy.

Development is a product of heredity and environment:
Both hereditary and environment determine the growth and development of a child. Heredity is responsible for physical growth and intellectual development, whereas the environment is responsible for the intellectual, social and temperamental development of the child. Likewise, parental care, nutrition, the climate in the home and school and society are also essential for a child’s sound development. So hereditary and environment both contribute effectively maximum growth of the child.

Question 7.
What is physical growth? Explain the physical characteristics of growth and development.
Answer:
In growth and development remarkable physical and physiological changes take place in boys and girls, Specially in adolescence period, there is rapid physical and physiological changes are seen.

Changes in height and weight:
In the infancy stage, there is rapid physical growth. The development of the body and nervous system is very fast. Almost all adolescent boys and girls show remarkable growth in height and weight. There is a rapid growth in girls from 10 to 14 years and in boys from 12 to 16 years. The mature height is attained from 13 to 20 years. Boys are in average taller than girls up to 11 years. From 12 to 15 years girls grow faster than boys. Boys are heavier than girls in all ages.

Changes in body proportion:
Human individuals differ not only in height and weight but also in body proportion as they grow. The different parts of the body mature more in one age while others attain maturity at earlier or later ages.

Changes in internal organs:
During the growth of child important changes occur in the internal organs such as the brain, muscles, skeleton and glands. The brain gradually matures with the nervous system. The skeleton becomes .longer day by day and the joints of the bone become also stronger. During the physical. growth there are glandular changes and the sex glands. The thyroid, Hymus, and pituitary also develop ill at maximum rates. The changes, in glands, affect the behaviour of adolescents, boys and girls and they also develop masculine and feminine qualities.

Change in voice:
There is a change in the voice of the boys and girls. During the stage of adolescence, the voice becomes course day by day and the voice of the adolescent girls becomes sweeter day by day.

Changes in physical activity strength:
In the childhood stage, the child remains engaged in play. He becomes physically strong. Adolescent boys and girls become physically active and they develop the ability, skill, strength and speed in doing any work or activity. Jn physical activity girls become more mature than boys. Boys are more muscular in strength. Then the girls always like adventure activities.

Growth of secondary sex qualities:
During adolescence, secondary sex characteristics are seen in both boys and girls. Hairs appear in different parts of the body and boys develop beards on their faces and menstruation starts in girls.

Development of sex:
During the stage of adolescence, both boys and girls are sexually mature. The genital organs in boys and the sex organs in girls increase. Both boys and girls develop an interest in the opposite sex and develop an interest in mutual intercourse or heterosexuality. For sex satisfaction, they practise masturbation, and both adolescent boys and girls achieve production capacity.

Question 8.
What is social development? What are the social characteristics seen in adolescents? Explain.
Answer:
Man is a social animal. As the child grows and psychologically matured he develops gradually some of the social behaviours. Social development means the attainment of the maturity of social relationships and helps the individual for adjustment to his environment.

As the child grows to adolescence he learns the social ways of the society like customs, traditions, miners and languages, and ways of living which change his tastes, interests, and attitudes. He may develop interaction from person to person, person to group and group to group.

The social characteristics seen among adolescent boys and girls are given below:
Friendship:
Adolescents tend to choose friends of their own age and temperament They develop friendships based on common interests, needs and goals.

Social consciousness:
Adolescent boys and girls become socially conscious and they develop social responsibilities duties, rights and responsibilities, and obligations. In attending social programmes, they develop group loyalties. Social service attitudes are developed with them.

Social maturity:
Adolescent boys and girls attain social maturity and they very soon develop the ability to adapt to changing situations. They become social and develop social potential ties like kindness, sympathy, tolerance, cooperation, dependability etc. They also learn sacrifice and wise judgement.

Leadership:
Leadership is an important aspect of social development in adolescence. The adolescent boys and girls participate in group activities and develop leadership qualities. They develop the qualities like patience, endurance, quality of domination, sincerity, hard-working, and responsibility. In schools and colleges, adolescents show their leadership in academic performances, games and sports, participating in college union elections, and organising debates, competitions, excursions and social service programmes.

Development of social, cultural, recreational, and vocational interests:
Social interests:
The adolescents develop an interest in attending different fairs, social functions, festivals etc. visiting religious places, running discussions on social problems and developing social awareness and interests.

Recreational interests:
The adolescents develop an interest in reading, cultural activities, attending movies, group games, and radio listening, and they also organise different hobbies like gardening, writing, photography, collection of stamps etc. which develop a recreational interest in them.

Development of social attitudes:
Social interaction determines the degree of adjustment of adolescents. Such social interaction is possible by observing different customs, organising cultural and religious ceremonies and marriage functions etc.

Question 9.
What is emotional growth? What are the emotional characteristics seen in adolescence? Explain.
Answer:
Emotion is a feeling, a state of mind, a state of being moved or stored up. So emotion involves feelings, impulses and physiological reactions. The feelings of emotions are anger, disgust, pleasure and fear. Emotions are accompanied by physiological changes including heart and stomach problems, heartbeat, breathing and blood pressure which affect hunger, rest, sleep etc.

Such emotions are reflected with over behaviour like throwing, smiling, staring at etc. The adolescence period is marked by heightened emotions like nailbiting, tension, conflicts, quarrels with parents and teachers, and siblings with classmates. Other emotions like absent-mindedness, shyness and negativism are seen.

Emotional characteristics during adolescence:
Complexity:
As the child grows from childhood to adolescence his emotions become complex. Various experiences come from the environment and to the complexity of emotional development. The adolescent hides his emotions and it is difficult to understand.

Emotional feelings widened:
At adolescence, adolescents start making friends, forming groups with other taking leadership etc. and he is also emotionally attached to the group or person.

Development of tolerance:
Adolescents develop the tendency to bear and tolerate tensions, troubles, frustrations and failures in different social situations. They give emphasis to self-control and redirect their emotions in acceptable directions.

Capacity to share emotions:
The adolescents develop the ability to share with others and to love their neighbours, mates, fellow beings, and members of groups. Adolescents also derive pleasure from the achievement of their friends.

Love for freedom:
Adolescents develop a kind of inner freedom to feel, express act and behave independently which makes them rebellious and stubborn.

Tolerance of aloneness:
Adolescents at times prefer to stay alone in their homes and get pleasure from daydreaming and fantastic imagination by sitting alone for a long time.

Common emotions-during adolescence:
Love and affection :
During the period of childhood, love comes around as the object of interest but in adolescence, love is associated with relatives, peers and the opposite sex. During adolescence, love takes a sexual colour and adolescent boys and girls engage in conversations about sex and its problems.

Joy, pleasure and delight:
In adolescence period, adolescents feel joy when he is well adjusted and they also he get pleasure and delight from their achievements. He develops a feeling of superiority. He gets delighted when he gets successful in competitions, sports, debates and other such activities.

Worries and anxieties:
Worry is an imaginary fear which is caused by frequent thinking about a situation. Adolescents get worried about school work, examinations and tests, unreasonable homework, failure in competitions, and sex problems. Some other worries include lack of adjustment with parents, illness of parents and poverty of parents family problems and presence of stepmother.

Fear:
Fear is formed by the child from the environment which includes fear of animals and snakes, fear of electric appliances, huge machines, deep seas and rivers, high places, strange noise and darkness etc.

Anger:
Anger is the violent emotion expressed by adolescents due to the reasons like unfair treatment by teachers and parents, satirical remarks, encroachment of human rights, tasks beyond ability etc. Sometimes anger is seen in the failure of responsibility.

Question 10.
What is intellectual development? Give its characteristics.
Answer:
Intellectual development refers to cognitive, mental, memory, reasoning, understanding, intelligence, generalisation, interpretation, language ability, conceptual ability etc. These abilities are interrelated. Intellectual development is the mental development and overall development of all those above abilities.

Characteristics of intellectual development:
Development of time senses:
As the child grows he develops the ability to differentiate, between events that are now occurring and those which have occurred in the days gone by. He is in a position to locate events in the space where they are performed. As he advances in image his ability to react in terms of recollection from the past and anticipation of the future increases.

Increase in the power of attention:
The child has the ability to utilise past experiences but with the passage of time, he acquires an increasing ability to plan out remote goals and actions. For instance, in order to advise the remote goal through the examination a child may make or prepare time table plan to study.

Increasing ability to use symbols and signs:
With the increased ability to use signs and symbols, for example, the hungry child who would stop crying only when he was actually fed a later stage ceasing crying at the sight of a milk bottle a symbol for being fed.

Increase in the development of morality:
As a child advances in age, he learns to obey certain moral norms and starts thinking in terms of good and bad. In that way, the foundations of moral character are laid in the child.

Increase in curious questions:
As a child’s age increases the questions put by him to satisfy his curiosity are more definite as compared to those put by him prior to what is it? Who has done it? Why is it so?

Increase in creative impulses:
As the child grows in age he exhibits creative impulse in another world he engages himself in making on collecting things. He creates interest and social pleasure in solving puzzle problems. In this way, he develops the power of abstract thinking.

Increasing sensory development:
Sensory development occurs during the first month of the child. It learns to make effective use of the sense and experiences. Many topics of sensations such as hardness, pain, pleasure, and the sensation of smell and sound. As it advances in age it comes to have developed sensory equipment more accurately and sharpened the power of perception, the ability to compare various sensations. Logical thinking in place of vivid memory and the ability to generalise on the basis of experience.

Increase in language development:
The crying of a child at birth is an expression of the emotion of pain and pleasure. At the age of six months, its crying stands for its recognition of the new situation. By the time he is one year of age, he utters a few words- Aa, Ba, Maa, Daa etc. and at the age of two to three years it can repeat very short sentences spoken by elders.