Sunday, May 14, 2017

VEDIC EDUCATION

INTRODUCTION

         The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education were based on the Vedas and therefore it was given the name of Vedic Educational System. Some scholars have sub divided Vedic Educational period into Rig- 2 Veda period, Brahmani period, Upanishada period, Sutra (Hymn) period, Smriti period etc but all these period, due to predominance of the Vedas, there was no change in the aims and ideals of educations. That is why, the education of these periods, is studied under Vedic period.

FUNDAMENTALS OF ANCIENT INDIAN EDUCATION

      The ancient education system has been a source of inspiration to all educational systems of the world. The ingredients, which our present system, lacks, and which were the predominant facets of our ancient system relate to admission policies (upnayan), monitorial system, low teacher pupil ratio, healthy teaching surroundings, free schooling and college education, sympathetic treatment, role of punishment in discipline, regulation governing student life.

1.      Developing the wholesome personality:
      The primary aim of any system of education should be development of a whole some personality. The Brahmanic system of education stood on former grounds of lofty ideals because its primary aim was development of personality and character. Moral strength and moral excellence were developed to the fullest extent, which we lack so utterly. The moral stature of our educated people is deplorably low. Moral values are at stake ―The old values, which 3 held society together are disappearing and as there in no effective programme to replace them by a new sense of responsibility. Innumerable signs of social disorganisation are evident everywhere and are continually on the increase. These include strikes increasing lawlessness, and a disregard for public property corruption in public life ―The social moral and spiritual values which our ancient system developed in the educand have been totally lost sight of.

2.      Making formal and Informal Educations Responsible :

     Imparting and receiving of education was as sacred as anything can be, for example, education started and ended with certain prescribed religious rituals like upnayan and samvartan. The disciple was to devote himself whole heartedly to the cause of learning while he remained with his teacher. Not every boy was required to enter studentship it was still a custom to receive education at the hands of his father. How many of the parents look after their children now in this respect. The ancient system gave an equal important to informal education as it did to the formal one.

3.      Starting Academic sessions solemnly:

      In most cases the boy went to a teacher for studentship. The maximum age of entrance into school was different for different castes. The period of schooling was long, at least 12 years for one Veda. The academic sessions started with a special ceremony ―upkarman‘ on the Guru Purnima (Full month of Shravana) and as solemnly closed on Rohini (Fullmoon month of pausha) with ‗utsarjan‘. The whole session was punctuated with holidays especially on new moon full moon days of the month.


4.      Adjusting School Hours:

      The school in the Ancient Education System, lasted for 7 to 8 hours a day. In fair weather classes were held in the open under shady groves. In the rainy season schools ran in a set of apartment. Temple colleges of the past had been of great renown for having spacious buildings for classroom, hostels and residential quarters for teachers. Gurukuls and Ashrams were generally situated on the river banks or on the lake. The whole atmosphere was quiet, calm and peaceful. It must be noted that schools and colleges were not kept for away from human habitation.

5.      Close Contact:
      Never in the history of education you will find such a close contact between the teacher and the taught. The teacher was the spiritual father, he was is to nurse, when the pupil fell sick, he was to feed, clothe and teach his student as he fed, clothed and taught his son. The student also regarded the teachers as he regarded his parents, king & god. Both were united by communion of life. In fact they communed together.

6.      Emphasising Discipline:

      The student had to observe strict regulations. Instruction was important, but was even more significant than teaching was discipline – discipline inculcated through strict obedience to laws and regulations of student life, discipline that was rooted in morality and religion A student was required to give up lust, anger, greed, vanity, conceit and over joy. It was ordered to him not to gamble, gossip, lie, backbite, hurt feelings of others, dance, sing, look or talk or touch the other sex and kill animals. It was demanded of every student whether rich of poor that he should lead a simple life in the Gurukul or in the Ashram.

7.      Low – Teacher pupil Ratio:
     In all schools and colleges the pupil – teacher ratio was too low. Individual attention was maximum. The number of students in a school was kept very small. But when, under certain conditions the enrolment increased, the teacher sought the co-operation of more advanced and senior boys who were appointed as monitors (Pittiacharya). In the absence of teacher entire work was entrusted to them.



8.      Respecting Childs Personality:

     Punishment had practically no place in the school system. Puplis received very sympathetic, treatment from their teachers. Their personality was respected Teachers were required to use sweet and gentle speech in dealing with pupil

9. Providing Free Education

      Education was free. It was free because no student was required to pay any fees. It was free also because no outside agency could interfere in the matters of education. There was perfect autonomy. No external authority no external beneficiary, no politics was permitted to enter the school or college system. A student had to pay nothing in return for education he recieved in a Gurukul or Ashram. Access to good education depended not on wealth but on talent. The student was expected, if desired but never compelled to offer a field, cow, horse or even vegetables to his teacher according to his financial position in the society. Education could not be bought one could go up the Ladder as his abilities permitted.

SALIENT FEATURES OF ANCIENT INDIAN EDUCATION

      Ancient Indian education was primarily the education of the Vedas. The source springs of education were Brahmans, 5 Upanishads and Dharma Sutras. Amar Kosha, the writings of Aryabhatta, Panini, Katyayana, Kautilya, Patanjali, the medical treatises of Charaka and Susruta were other elements of Brahmanic literature. The Brahmanic education has been a source of inspiration for determining educational aims and objectives to future generations. Dr. A. S. Altekar says that the Brahmanic education aimed at ‗Infusion of a spirit of piety and religiousness, formation of character, development of personality, inculcation of civil and social sense, promotion of social efficacy, & preservation and spread of national culture.

1.      Infusion of Spiritual & Religious Values:

     The primary aim of ancient education was instilling into the minds, of pupils a spirit of being pious and religious for glory of God and good of man. The pursuit of knowledge was a pursuit of religious values. The life of the pupil was full of ritual acts. Prayers were common every pupil was required to perform religious ceremonies duly. He had to participate in all religious festivals. Education without religions instructions was not education at all. It was believed that a keener appreciation of spiritual values could be fostered only through a strict observance if religious rites.

2        Character Development

     In no period of the History of India, was so much stress laid on character building as in the Vedic period Vyas Samhita states, ―The result of education is good character and good behaviour. A conquest does not make a hero nor studies a wise – woman. He who has conquered his senses is the real hero. He who practices virtue in really wise.‖ Wisdom consisted in the practice of moral values. Control of senses and practice of virtues made one a man of character. Moral excellence could come only through praticising moral values. Example was better than precept. The teacher and the taught were ideals of morality, for both practiced it all through their lives.

3        Development of Civic Responsibilities and Social Values:

     The inculcation of civic virtues and social values was an equally important objective of education in India. The Brahmachari after his education in the Gurukulas went back to the society to serve the rich and the poor, to relieve the diseased and the distressed. He was required to be hospitable to the guests and charitable to the needy. After a certain period of studies he was required to become a householder and to perpetuate his race and transmit his culture to his own off springs.

4        Personality Development:

The Guru in the ancient times realized that the development of personality is the sole aim of education. Human personality was regarded as the supreme work of God. The qualities of self-esteem, self confidence, self restraint and self respect were the personality traits that the educator tried to incukate in his pupils through example.

2        Preserving and Diffusing National Culture:

     Vedic culture was kept intact and transmitted through word of mouth to succeeding generations. Every individual was required to commit to memory at least a portion of the sacred scriptures. Everyone was required to serve as a medium of transmission. The members of the priestly class learnt the whole of Vedic Literature by heart & passed it on. The ancient Indian education system was also successful in Preserring and spreading its culture and literature even without the help of art of writing it was only because of the destruction of temples and monastries by invaders that literature was lost. The cultural unity that exists even today in the vast- sub continent in due to the successful preservation and spread of culture and the credit goes to Ancient Education System.

MAIN CHARACTERISTICS OF EDUCATIONAL SYSTEM :

      In vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘ of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the vedic period. 13 The main characteristics of vedic education can be briefly enumerated as follows:

1.      Knowledge:

     Education is knowledge. It is mans third eye. This aphorism means that knowledge opens mans inner eye, flooding him with spiritual and divine light, which forms the provision for man‘s journey through life. Through education, the development of every aspect of human life become possible. Knowledge protects an individual like a mother, inspires him to follow the path of good conduct as father does, and gives the pleasure that one‘s wife provides. Education leads to the development of personality. The word ‗Veda‘ originates from the root ‗vid‘ which bears the meaning of knowledge. Sayana declares that the veda is a means to the obtaining of the adorced that which is worthy of worship, as well as means to the banishment of the underised, the evil. Knowledge of the four Vedas (Rigveda, Yajurveda, Samaveda and Atharvaveda), along with the knowledge of Shruti, Smriti, etc; provided an individual, with new knowledge which broadened his intellectual horizon.

2.      Aims of Education:

     The ultimate aim of education in ancient Indian was not knowledge as preparation for life in this world or for life beyond, but for complete realization of self for liberation of the soul from the chains of life both present and future. During this period, education had an idealistic form, in which the teachers (acharyas) laid stress upon worship of God, religiousness, spirituality, formation of character, development of personality, creation of an aptitude for the development of culture, nation and society. The immediate aim of education however was to prepare the different castes of people for their actual life through vocational education. Passing of examination and getting a degree, as considered to be at present was not the aim of education the aim was moral, religious and spiritual. So far as discipline is concerned it was not external at all but self discipline.

3.      Methods of Instruction

     It was a pupil centered education. No single method of instruction was adopted, though recitation by the pupil followed by explanation by the teacher, was generally followed. Besides question – Answer, Debate and Discussion, Story telling was also adopted according to need. There was no classroom teaching. However monitorial system was prevalent and senior pupils were appointed to teach Juniors. Travel was regarded as necessary to give finishing touch to education so the methods of teaching generally practiced during vedic period were mainly Maukhik (oral and other method was based on Chintan (thinking or reflection) In the oral method the students were to memorize the mantras (Vedic Hyms) and Richayas (Verses of Rigveda) in order that there might not be changed wrongly and they might remain preserved in their original forms. Under the oral methods these prosodies were thoroughly taught on which Richayas happened to be based. Special emphasis was laid on the various lines of a particular verse, their pronunciation and meanings. In this oral method correct pronunciations was specially emphasized. For this instruction in grammar and pronunciation was compulsory for all. Thinking method was another part of the teaching method. Through this an attempt was made to preserve the veda mantras (vedic hymns) and Richayas (vedic verses) Manan was higher method of teaching than a thinking. Thorugh Manan the meanings of vedic mantras the meanings of vedic mantras were developed and preserved in ones own mind. This method was used to encourage the highly intelligent students by guiding them to make research, similarly in ancient days, Manan (Reflection) was a method specially adopted for highly intelligent students.

4.      Medium of Instruction

     As these educational institutions were managed and organized by Brahmans and all the books written in Sanskrit, therefore the medium of instruction was Sanskrit.

5.      The ‘Upnayana’ Ritual

     The word ‗upnayana ‗means to take close to, or to being in touch with. A ceremony called the upnayana ceremony was performed before the child was taken to his teacher. This ceremony was performed at the ages of 8,11 and 12 for the Brahmins, Kshatriyas and Vaishyas, respectively. The ceremony signaled the childs transition from infancy to childhood and his initiation into educational life. In this context, the term ‗upanayana‘ means putting the students in touch with his teacher. With the passage of time, the ceremony came to be conferred to the brahmins class only.

6.      Celibacy or Brahamacharya

         Every student was required to observe celibacy in his specific path of life. Purity of conduct was regarded as of supreme importance. Only the unmarried could become students in a Gurukul. On entering student life, the student was made to wear a special girdle called a ‗makhla‘. Its quality depended on the caste of the student. Brahmins wore a girdule of moonj grass, the kshatriyas of string gut-taanta and the vaishyas a girdle made of wool. The clothes worn by them were also accordingly of silk, wool etc. The students were not allowed to make use of fragrant, cosmetic or intoxicating things.

7.      Alms System

      The student had to bear the responsibility of feeding both himself and his teacher, this was done through begging for alms, which was not considered bad. Since every domestic knew that his own son must be begging for alms in the same way at some other place. The reason behind the introduction of such a practice was that accepting alms induces humility. The student realized that both education and subsequent earning of livelihood were made possible for him only through society‘s service and its sympathy. For the poor students, Begging for alms was compulsory and unavoidable, but even among the prosperous, it was generally accented practice.

8.      Status and Service of the Teacher

     The status of teacher was very high. They commanded full respect and honoured even by kings. Teachers were regarded as Brahma Vishnu and Mahesha. Teachers on their part, behaved like true parents and treated their pupils will full compassion. The teacher,- taught relationship was cordial and conducive. Every student was required, while residing in the Gurukul, to serve his teacher compulsorily. Any violation of the Guru‘s instructions was regarded as a sin and subject to stern punishment. The students duties included obtaining such daily necessities as water, a twig for brushing the teeth etc. for this guru. The teachers also ensured that the students should not be distracted from their studies while performing such duties during the vacations in which the student returned home he was not required to perform any service for the teacher.

9.      Practicability

     Apart from intellectual aspect of education its practical side was not lost sight of and along with art, literature and philosophy, students got a working knowledge of animal husbandry, agriculture and other professions of life. In addition education in medicine was also imported. According to Dr. Alteker, the purpose 16 of education was not to provide general knowledge about a variety of subjects, but to produce specialists of the best kind in various spheres.

10.Education for the Individual

     The nature of education was much more individualistic rather than joint in groups. All round development of a childs personality was the chief aim of education. Every teacher devoted himself to be integral development of each student. He aimed at the physical and intellectual development of his wards the maximum attention was devoted to the individual development of every student, but there was no provision for the education of the incapable and the handicapped, especially those who were lacking in mental and moral qualities as were known for moral turpitude.

11.Duration of Education

     In the house of the teacher, the student was required to obtain education up to the age of 24, after which he was expected to enter domestic life students were divided into three categories: a) These obtaining education up to the age of 24 – Vasu b) These obtaining education up to the age of 36 – Rudra c) These obtaining education up to the age of 48.- Auditya.

12.Curriculum

      Although the education of this period was dominated by the study of Vedic Literature, historical study, stories of heroic lives and discourses on the puranas also formed a part of the syllabus. Students had necessarily to obtain knowledge of metrics. Arithmetic was supplemented by the knowledge of geometry. Students were given knowledge of four Vedas – Rigveda, Yajurveda, Samaveda and Atharvaveda. The syllabus took with in its compass such subjects as spiritual as well as materialistic knowledge, Vedas, Vedic grammar, arithmetic knowledge of gods, knowledge of the absolute, knowledge of ghosts, astronomy, logic philosophy ethics, conduct etc. The richness of the syllabus was responsible of the creation of Brahman literature in this period.

13.Equal Opportunities to all

 The education was free and accessible to all who sought it . there was no discrimination on the basis of caste, creed, colour etc. and the students of all strata of society received education on an equal footing.

14.Plain Living and High Thinking

     The education institutions were residential in the form of Gurukulas situated in forest, where teachers and pupils lived together. Education imparted was in the pure, colm and charming atmosphere of the Gurukulas and Ashramas and emphasis was 17 laid on the development of character through Plain Living and High Thinking‘.

15.Academic Freedom

Due to academic freedom students remained busy in thinking and meditation. It enhanced originality among them

16.High place to Indian culture

     Indian culture was full of religious feelings and it was assigned a very high place in the field of education

17.Commercial Education and Mathematics Education

     Commercial education and Mathematics education is also one of the chief features of vedic period. The ideas of the scope and nature of commercial education can be held from manu. Knowledge of Commercial geography, needs of the people of various localities, exchange value and quality of articles and language spoken at different trade centre were considered necessary. Theory of banking was also included in the course. Though there were no organized educational institutional training was usually imparted in the family. As far as Mathematics education is concerned, ancient Indian quite early evolved simple system of geometry. Shulva sutra are the oldest mathematical works probably compased between 400 BC and 200 A. D. Aryabhata (476.52 BC) is the first great name in Indian Mathematics. The concept of Zero also belonged to this period.


EDUCATION IN POST VEDIC PERIOD

 To attain salvation by realizing the truth has been the aims to education during this period only that education was regarded true which helped one be realize this supreme truth. According to the Upanishads ‗truth‘, alone is the knowledge and the other worldly knowledge is untruth. The worldly knowledge was regarded as ignorance. Upanishads maintain that one cannot attain salvation through worldly knowledge because through this, one becomes involved in illusion (Maya).

Chief Features of Post – Vedic Education

1)      Upanayan Sanskar

     Upanayan Sanskar was considered important both in the vedic and post vedic periods. This is evident at several place in the 18 Rigveda. But different values were adhered to in two periods. It was not necessary during the vedic period to have the upanayan ceremony before starting education. But during the post vedic period. Upanayan ceremony was considered necessary for starting education. The Upanayan ceremony became so important during the post vedic period, that is was usually regarded as second birth of the individual. For the Brahmans this became very important. Brahmans began to be called as Dvij (the twice born or born again). It was after the Upanayan that a Brahaman boy could be called a Dvij.

2)      The Important Place of the Teacher

 During this period the teacher (Guru) enjoyed a predominant place not only in his Gurukul but in the entire society. He was regarded as a great guide for all. To his pupils he showered all love and affection and use to teach them whatever he knew, but before doing this he always tested the deservingness of a particular pupil. During the vedic and post vedic period the teaches place was second to that of God only. He was more respected than king in society. During the upanishadic period as well, when self study (Swadhyaya|) was considered as dignified, the place of Guru in society remained intact. It was belived that no knowledge could come without the assistance from the Guru. In other words, it was believed that attainment of saluation was not possible without the help of Guru.
3)      Curriculum during post-Vedic Period

     During this period the curriculum included more subject than during the vedic age. Ved Mantras (hymns and verses) were principally taught in the vedic period. During the post-vedic period various types of Literatures were produced pertaining to the different Vedas. In addition to religious subjects, many worldly subjects were also included in the curriculum. It consisted of Vedas, History, Puranas, Grammar, Mathematics, Braham-Vidya, Nirukti (etymological interpretation of words), astronomy, dance, music etc. Question answer system prevailed during his period. Through this system difficult and abstract ideas were made simple. The terse spiritual elements were explained. Examples, stories and help of certain biographies were also, taken in one system for elucidating certain points.

4)      Daily Routines of Students

 During post – vedic period the Ashramas (schools) were generally organized and run by Guru (preceptors). It was compulsory to adhere to laid down rules of discipline and conduct.

a)      Practical Education

      Practical Education converted of three parts 1. To beg alms 2. To prepure fire for the yagnakund 3. To look after the animals and other fellow beings of the ashrama (school) besides they were also expected to do agricultural work. There were varying alms of all these aspects of practical education. Begging of alms was meant to teach profiteers, preparing of fire for the yajnakund signified mental development of students. Rearing up Ashrama animals and doing agricultural work for self dependency.

b)     Mental development

     Hearing, Thinking and Meditation were three parts of mental education. For full mental development all there three aspects were considered necessary. Thinking over the heard things and perception through meditation were the accepted methods of mental development. This is true even today.

c)      Moral Development

      Leading a disciplined and controlled life is the real basis of moral education. Moral education affects the conduct of the individual. Only oral instruction cannot improve one‘s conduct. Therefore observance of celibacy was considered necessary for good conduct.

5)      Duration of Education

 Duration of education during the post vedic period was almost the same as in the vedic age. This duration was of about twelve years although the number of subjects of study were increased. However there was no uniform rule for the duration of education me find examples in which students continued to story longer than twelve years.

6)      Convocation Address

     After receiving education for twelve years students used to assemble near their teacher (Acharya ) for blessing before going home. The Acharya on this occasion used to give some pieces of advice for happy and smooth running of their future life. The teacher used to fell them how to lead a life of householder (Grihastha), how to take care of the society and the nation and how to serve the humanity as a whole. The teacher used to tell all these in a ceremony which was known as samavartan

7)      Supreme knowledge

 It was compulsory for the students to have full faith in teacher. Only students were considered as deserving of attaining real knowledge of supreme truth who has full faith in the teacher. So a student was always in search of a real Guru for attaining real knowledge.

8)      Women’s Education

      Many changes were introduced in women education during post vedic period. This led to fall of women education. During the vedic age the women enjoyed equal educational right. During post vedie period they were deprived of the social and religious rites. They were not allowed to participate in religious functions. Now they did not enjoy the same status as before thus the path for their social & mental development was blocked. But an upward trend again appeared in the status of women during upaishadic period. They were given social & educational rights again & equal status with men was once again provided.

9)      Varna system and Education in Society

     The Varna system in the vedic age was based on one‘s work or duty (karma). During vedic period one could choose a particular profession as he liked and accordingly his varna was determined. But during the post vedic period varna came to be determined by birth. Consequently the whole society was divided in to four varnas – Brahman, Kshatriyas, Vaishyas, & Shudra. However the position of varnas during the post vedic period had not degenerated so much as it is found today.


TEACHER – IMPORTANCE AND DUTIES

    In Bhartiya Darshan ‗Guru‘ has significant place. It consists of two words, Gu-ru. The word ‗Gu‘ indicated darkness and ‗ru‘ means controller. It means to avoid darkness or ignorance. In Vedas the term achariya is used for guru. Guru is considered greatest treasure of knowledge. In educative process teacher and students are the two components, a teacher provides physical, materialistic and spiritual knowledge to his students. The educative process is teacher centred. Guru satisfies the curiosity and needs of his students. The success of life of the students depends of guru teaching and guidance. Students were under the full protection of their Gurus during their learning period. Guru was the spiritual father of his pupils. Gurus were taking care of their pupil in same manner as a father takes care of his son. Gurus used to pay need for the comprehensive development of personality of their pupils. If so required Gurus used to serve their pupils by doing medical 26 treatment. As a Guru he was to give his pupil full attention and withhold no part of knowledge from him. He was not to use the pupil for his own purpose except in times of distress. He was to arrange boarding and lodging for his pupils in the Gurukula, supervise health and character of his pupils, nurse the sick pupil, answer satisfactorily to the questions of pupils, treat each pupil equally, make no discrimination between rich and poor and on the basis of caste. He would take all possible measures for all round development of personality of his pupils and did not charge any fee from his pupils. This account shows that guru commanded highest regard not only from his pupil but from all classes of society and even from rulers. He was considered and worshipped as God disciple.

DUTIES OF A STUDENT

     When a student was to become a pupil of any Guru, the recognized way of making application to him was to approach him with fuel in his hands as a sign that he wished to serve him and help to maintain his sacred fire. With ‗Upanayan‘ ceremony the disciple (shishya) gained the generous shelter and patronage of his gurus.

The term ‗shishya‘ indicates the following qualities.

 a) He is to be administered guru
 b) He is able to obey his guru
 c) He may be punished by his guru
 d) He is be wished by his guru
 e) He is to be Preached by his guru
f) He is to be treated equality

 g) He is devoted committed to acquired wisdom 

Sunday, January 22, 2017

BRAIN STRUCTURE



LIFE SKILLS EDUCATION

                WHAT IS LIFE SKILL EDUCATION

     The abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenging of everyday life.

              DIFFERENT TYPES OF LIFE SKILLS
1 Self -awareness

2 Empathy

3 Critical thinking

4 Creative thinking

5 Decision making

6 Problem solving

7 Effective communication

8 Interpersonal relationship

9 Coping with stress

10 Coping with emotion

1 SELF AWARENESS.

     →It includes recognition pf self,our character, our strength and weakness, desires and dislikes.

     →Self awareness can help us to recognize when we are stressed or feel recognize when we are stressed or feel under pressure.

     →Self awareness is a prerequisite it helps to effective communication and interpersonal relation with other.

     →It provides the ability to develop Empathy with other.

2 EMPATHY.

     →Empathy is the ability to imagine what life is the another person.

     →Empathy provides the successful relationship with our loved ones and society.

     →Without empathy our communication with other will be one way traffic.

     →A man is not an Island. He lives and grows under the relationship with his parents, friends,brothers,sisters and society also.

3 CRITICAL THINKING.

     →Critical thinking is an ability to analyze information and experiences in an objective manner.

     →Critical thinking can influence the attitudes and behavior of an individual.

4 CREATIVE THINKING

     →Creative thinking is a type of thinking. In this process we seeing or doing things in a way of novel.

     →Creative thinking has four components. They are A. Fluency  B. Flexibility C. Originality 4. Elaboration,

     →Fluency-generating new ideas.
         Flexibility-shifting perspective easily.
         Originality-conceiving of something new.
         Elaboration-building on other ideas.

5 DECISION MAKING.

     →Decision making skill helps us to deal decisions constructively in our life.

     →It can teach people how to actively make decisions about their actions

     →It provide the healthy assessment of different opinions

6 PROBLEM SOLVING.

     →Problem solving skill helps us to solve the problem constructively in our life.

     →Significant problems can influence the physical and mental health directly.

     →It may be the cause of mental and physical strain, So this skill is needed in our life.

7 INTERPERSONAL RELATIONSHIP.

    →Interpersonal relationship skill helps to interact with other people in a positive way.

    →It provides the ability to make keep and maintain the friendly relationships with others.

    →It gives more importance to our mental and social well-being.
    
     →It helps us to keeping good relations with family members.

8 EFFECTIVE COMMUNICATION.

     →Effective communication means to express ourselves, both verbally and non verbally through an appropriate culture and situation.

     →We express our opinions and desire on the basis of needs and fears.

    →We should be able to ask advice and help in a time of need.

9 COPING WITH STRESS.

     →Coping with stress means recognizing the source of stress in our lives.

     →Recognizing how the stress affects.

     →To learn how to control the levels of stress.

     →It provides the ability to control or relax the stress by changing our environment and lifestyle.

10 COPING WITH EMOTIONS 

     →Coping with emotions means to recognize the emotions within us and other.

     →To know how emotions influence our behavior.

     →To learn to respond to the emotions appropriately.

    →Intense emotions like anger and sadness can give negative effects to our health so we do not respond appropriately.


                                IMPORTANCE/SIGNIFICANCE OF LIFE EDUCATION

     →Life skills education is well developed and practiced.

     →It provides the well being of a society, positive outlook and healthy behavior

     →It enables the individual 

1. To translate knowledge, attitude,skills and values into action.

2. To behave responsibly and this leads to healthy living.

3. To develop positive attitude towards themselves and others.

4.To promote risk free behavior.

5.To develop negotiation skills.

6.To develop negotiation skills.

7. To improve self perception.

8. To build self confidence.

9. To build self confidence.

10. To build self worth.

NEEDS OF LIFE SKILLS EDUCATION.

     →There are several skills exist in life skill education. They are
1 Educational needs.

2 Social needs.

3 Health needs.

4 Cultural needs.

5 Economic needs

1 EDUCATIONAL NEEDS FOE:


.     →Strengthening teacher pupil relationship.

     →Leading desirable behavior change.
    
     →Improving discipline in schools.

     →Reducing learner problem such as truancy, absenteeism drugs and substance abuse and teenage pregnancies.

     →Helping learners to improve their performance.

SOCIAL NEEDS FOR:

     →Improving the socialization process among learners such as relating to others in a friendly way.

     →Enables the learner to choose good and reliable friends.

     →Helping learners to use their leisure time properly.

     →Assisting learners to recognize and avoid risky situations.

    →Bringing about meaningful interaction among learners, teachers and the school community.

    →Helping character building.

3 HEALTH NEEDS 

   
     →Leads to Prevention and control of diseases such as AIDS and HIV , STIS

     →Contributes to a person's general well being ( physical,mental,emotional,and social)
     
     →Leads to less strain on health facilities.

     →Helps people to be responsible for their own and other people's health.

4 CULTURAL NEEDS

     →Enables people to adopt and maintain meaningful cultural practices and avoid practices that may put self and others at risk.

     →Promotes harmonious interaction between people of different cultures.

     →Helps in the clarification of values in the society.

5 ECONOMIC NEEDS

   
     →It leads to high productivity due to a motivated, strong and energetic labor force.

     →Re habitation of drug and substance abuses.
    
      →Repair of damaged property.

     Buy teaching learning resources.



  
   

     

Thursday, January 19, 2017

MODERN TOOLS AND TECHNIQUES IN LEARNING

BLOG

  • A blog can be described as a very simple web page.
  • In blogs ,entries or posts are organised in reverse chronological order.
  • A blog is usually open to the public.
  • It is free to create.
  • It is generally the work of one author.
  • We can watch group blogs
  • Blogs are regarded as a form of personal publication on inter.net.
Educational implications of blogs

  • Blog act as a classroom notice board.
  • The students' documents ,discussion reports, collaborative work results etc. can enter to the blog.
  • The blogs are used as the students' learning reflection tool.
  • Blogs encourage students to write and read about a topic and also it promotes the students to comment it.
  • Bloggers are continually search, fitter, and post the new ideas and information.
  • They always engage in higher order thinking.
  • Blog readers provide the feedback.
  • The feedback helps the students to improve their own works

ELECTRONIC BULLETIN BOARD


  • Electronic bulletin board is a communication system.
  • It is a pipe line communication through personal computers and phone lines.
  • An online connection is needed.
  • A user can request through this system , entering data, requesting new data, and requesting files to the transferred.
  • Electronic bulletin boards are totally public.
  • A large collection of electronic bulletin boards is known as a newsgroups.
  • Thousands of newsgroups exist on the world wide web.
  • It operates in a very simple manner.
  • Any person can start a discussion on a particular topic and then wait for replies.
  • Then we will get different opinions from public.
  • The main advantage of this system is '' public '' .

    E-RESOURCES
  • An electronic resource is a bibliographic or full text data base information source.
  • In this research we can search for relevant articles in our subject area.
  • A book or journal that has been made available in electronic format.
  • Our e-resource include lot of things such as full-text journals, newspapers ,company information ,e-books ,dictionaries, encyclopaedias, economic data,  digital images , industry profiles , market research career information etc.
  • E-resource include electronic journals , online database and electronic books , thousands of articles etc.
  • E-resource may be classified in to two. (1) .On line e-resource (2). Off line e-resource.
  • Online e- resource----e-book, e- journal , e-mail, sms/mms , e-library , e-forum.
  • Offline e-resource----cd rom, offline e-book , MS office application, pdf convertor.








 

Sunday, November 13, 2016

BUTTERFLY VOICE





BUTTERFLIES

Butterflies are beautiful, flying insects with large scaly wings. Like all insects, they have six joined legs, 3 body parts , a pair of antennae, compound eyes ,and an exoskeleton. The three body parts are the head, thorax  , and abdomn . It is scientifically classified .It’s kingdom is animalia , phylum is arthropoda , class is insecta , order is Lepidoptera , and sub order is rhopalocera.
Life cycle
The first stage : The egg
A butterfly starts life as a very small , round , oval or cylindrical eggs , especially monarch butterfly monarch butterfly  eggs ,is that if you look close enough you can actually see the tiny caterpillar growing inside of it Some butterfly eggs may be round, some oval and some may be ribbed while others may have other  features. The egg shape depends on the type of butterfly that laid the egg.
The second stage: The larva
                Butterfly larvae are actually what we call caterpillars. Caterpillars do not stay in this stage for very long and mostly, in this stage all they do is eat. When the egg hatches, the caterpillar will start his work and eat the leaf they were bone onto. This is really important because the mother butterfly needs to lay her eggs on the type of leaf the caterpillar will eat-each caterpillar type likes only certain types of leaves. Since they are tiny and cannot travel to a new plant, the caterpillar needs to hatch on the kind of leaf it wants to eat.
 The third stage: pupa 
                The pupa stage is one of the coolest stages of a butterfly’s life. As soon as a caterpillar is done growing and they have reached their fully length/weight, they form themselves in to a pupa, also known as a chrysalis. From the outside of the pupa, it looks as if the caterpillar may just be resting, but the inside is where all of the action is. Inside of the pupa, the caterpillar is rapidly changing.
The fourth stage: Adult butterfly 
                Finally, when the caterpillar has done all of its forming and changing inside pupa, if you are lucky, you will get to see an adult butterfly emerge. When the butterfly first emerges from chrysalis, both of the wings are going to be soft and folded against its body. This is because the butterfly had to fit all its new parts inside of the pupa.