Definitions of Social Science or Social Studies. How to define Social Science?

DEFINITIONS OF SOCIAL STUDIES

The definitions of social studies are as follows:

·        John.U.Michaelis:-  He has tried to define the term social studies in two different ways as follows:

“The social studies defined as the study of man and his program is interaction with his social and physical environment in the past, present and emerging future”[1956]

“The social studies program includes those aspects of human relationship and social values, conditions and changes believed to be of greatest importance for the general education of the students”[1976]

·       J. F.Forrester:- states, “The social studies are, as the name suggests, studies of society and their chief aim is to help people to understand world in which they have to live and how it came to be, so that they may become responsible citizens. They aim at promoting critical thinking and readiness for social change, at creating disposition for acting on behalf of general welfare, at an appreciation of other cultures and the realization of interdependence of man and man and of nation and nation.”  

·       M.P.Moffatt:- defined[1950] “The social studies field is that area which aids youth through sound knowledge, information and experiences which are essential to the building of basic values, desirable habits, accepted attitudes and worthwhile skills basic to effective citizenship”

·       E.B .Wesley:-[1952] States, “The term social studies is used to designate  school subjects which deals with human relationships”

·       Arthur.C.Bining and David.H.Bining[1952] states, “social studies are adapted from the social sciences in order to play a part –and a very important one-in achieving the purpose or subjective or education ….The material of the social studies provide the basis for making the world of today intelligible to the pupils for training them in certain skills and habits and for inculcating attitudes and ideals that will enable boys and girls to take their places as efficient and effective members of a democratic society”

·      Chester.W.Harris[1960]defined, “The social studies are those studies that provide understanding of man’s way of living of the basic needs of man, of the activities in which he engages to meet his needs and of the institutions he has developed”

·       Morris.R.Lewenstein[1963]defined, “The social studies are that part of curriculum of both the elementary and secondary schools which deals with man’s way of living with his fellow men in the past, the present and the future. They are the study of human behaviour  and human institutions, which aim to help students understand the culture and society in which they live in its physical settings.”

·       E.B.Wesley and S.P.Wronski[1958]defined, “The term social studies indicates materials whose content as well as aim are predominantly social. The social studies are the social sciences simplified for pedagogical purposes.”

·      Committee on the social studies of the National Education Associations[1916]USA defined, “The social studies are understood to be those whose subject matter relates directly to the organization and development of human society ,and to man as a member of social groups”

·      National Council For The social Studies USA[1992]

“Social studies is the integrated study of the social sciences and humanities to promote civic competence”

Theater in Classroom - education theater at its 311th venue

Making B Ed a Two year course

A Kerala government order has issued to restructure B Ed a two year course. The first comment is pray to not to become the BEd a two year curse.  It was given a little hope that the new attempt will aim making the course an internationally accepted one. But soon it gone to the same stream of Framing for Framing sake. The great rulers have declared Utopian reformation, and any one can see that the attempt will fail without further clarification. They are to order 6 months internship at Remote Villages? For whom these orders are issued? The people are ready to do their internship at any where in the state. Do this will be a good attempt? The great reformers are framing Communicative English teachers! Of-course another attempt by Tuglags! Only one good aspect is that 26 qualified people will get job in colleges. That is hopeful and acceptable. But the quality of student teachers in English communication will be a humus. Nothing will happen. If any body have doubt, go and find from the quality of teachers who undergone B Ed from Calicut University from 2004 to 2012. There the communicative English was compulsory.

What we want is teachers with international quality. Not teacher with Internship quality. Blame the regular attempt.

A teacher must be able to read ant write at-least Malayalam and English fluently.Please go through this ability of present students. Any lay man can find that many of the students are unable to frame a sentence correctly.

* Make our student teachers able in computer. 

* Give them sufficient time to use books, journals, priodicals and  internet as resources

* Make them able to make use LCD and other projected aids to teach subject

*Make them technocrats

*Make them Psychologically fit

*Make them philosophically fit

you can design the course with such an intention. Suppose now a student teacher has given an assignment to prepare a Power Point Presentation, he or she will go t a computer sender and they will prepare it. Let them learn it from college itself. 

The students have to be able to take class with all these technologies in suitably.

Let them able in all the ways and transactions.

Please dont make it a unwanted course

_n.-F-Uv.-c-­p-hÀj-am-Ip-t¼mÄ-þ-þ-þ-þ-þþ

“cmP-y-¯nsâ `mhn \nÀ®-bn-¡-s¸-Sp-¶Xv ¢mkvap-dn-I-fn h¨mWv” F¶v tUm.-hn.-F-kv.-tIm-¯mcn C´-y³ FU-yq-t¡-j³ I½o-jsâ dnt¸mÀ«nsâ XpS-¡-¯nÂXs¶ Ipdn-¨p-h-¨n-«p-­v. ‘sh«epw Xncp-¯epw Iq«n-t¨À¡epw \nÀ¯n kaq-eamb ]cn-jvImcw sIm­p-h-tc-­Xv A²-ym-]I hnZ-ym-`-ymk cwK-¯m-sW¶v’ tIm¯mcn I½o-j³ dnt¸mÀ«v kzo-I-cn-¨p-sIm­v A¶s¯ (1962-þ63) hnZ-ym-`-ymk a{´-nbm-bn-cp¶ Fw.-kn.-N¥ A`n-{]m-b-s¸-Sp-I-bp-­m-bn. F¶m tJZ-I-c-amb Imcyw N¥ Xs¶ ap³I-s¿-Sp¯v cq]w sImSp¯ 1968-þse tZi-ob hnZ-ym-`-ymk \bw So¨À s{Sbn-\nwKv taJ-ebv¡v Imc-y-amb ]cn-jvIm-c-§-sfm¶pw \nÀt±-in-¡p-I-bp-­m-bnà F¶-Xm-Wv. Ahn-Sp-¶n-t§m«v A²-ym-]I hnZ-ym-`-ymk cwK-¯n\v kaq-e-amb ]cn-jvIm-chpw sa¨-s¸-Sp-¯epw D­m-bXv cmPohv KmÔn Kh¬saânsâ Ime-¯m-Wv. ]pXnb t_m[\ imkv{X kao-]-\§fpw coXn imkvv{X-§fpw am[-y-a-§fpw a\x-im-kv{X-§fpw sSIvt\m-f-PnIv hnIm-k-hpw, D]-I-c-W-§-fpw, I¼-yq-«À ]T-\-hp-sams¡ So¨À s{Sbn-\nwKv tI{µ-§-fn-te¡v IS-¶p-h-¶p. F³.-kn.-Sn.-C.bpw (tZ-iob A²-ym-]I hnZ-ym-`-ymk Iu¬knÂ) AXnsâ doP-W I½n-än-Ifpw Cu taJ-esb tamWn-äÀ sN¿p-¶-Xn\pth­n \ne-hn h¶p. F³.-kn.-C.-BÀSn (NCERT)bv¡pw A²-ym-]-Isc hmÀs¯-Sp-¡p-¶-Xn\v apJ-y-amb ]¦p \ÂI-s¸-«p. ]s£ Hcp ZiIw ]n¶n-«-t¸m-tg¡pw F³.-kn.-Sn.-C.-Hcp ]Ww hm§Â tI{µ-ambn A[x-]-Xn-¡-s¸«p (\-½psS cmP-y¯v AsXmcp kzm-`m-hnI ]cn-Wm-a-am-W-tÃ) Ct¸mÄ F³.-kn.-Sn.-Cbv¡v ]g-b-Xp-t]mse taÂt\m-«w \S-¯p-¶-Xn-\pÅ {]m]vXnbpw kwhn-[m-\-§fpw CÃm¯ AhØ kwPm-X-am-bn-cn-¡p-¶p. IqWp-IÄ t]mse apf-¨p-s]m-´nb _n.-F-Uv.-tIm-tf-Pp-IÄ ]n¶oSv A²-ym-Isc Ah-sc-s¡m­v km[n-¡p-¶-t]m-sems¡ hmÀs¯-Sp-¡m³ XpS§n! ^ew _n.-F-Uv. Ign-ªn-d-§p-¶-h-cpsS ‘KpW-\n-e-hmcw’ (I-zm-fn-än) Xe-Ip¯n hoWp F¶-Xm-Wv. C¯cw Degredation  of Quality (KpW-¡p-d-hv) adn-I-S-¡p-¶-Xn\p th­n-bmWv {KmPp-thävXe A²-ym-]I hnZ-ym-`-ymkw (_n.-F-Uv) c­p-hÀj-am-¡p-Ibpw IqSp-X anI-hpä tImgvkm¡n amäp-Ibpw thWw F¶ \nÀt±iw 2009-þ Fkn-SnC bpw F³.-kn.-C.-BÀ.Sn bpw apt¶m-«p-sh-¡p-¶-Xv. _ncp-Z, _ncp-Zm-\-´c tImgvkp-I-tfmSv tNÀ¶v Câ-t{Käv _n.-F-Upw. \nÀt±-in-¡-s¸-«n-cp-¶p. F³.-kn.-C.-BÀ.Sn. t\cn«p \S-¯p¶ doP-W tImtf-Pp-I-fn Cu \nÀt±-i-§Ä `mKn-I-ambn \S-¸n hcp-¯p-Ibpw sNbvXp. Ignª hÀjw apX amäw ]qÀ®-ambpw \S-¸n-em-¡n-bn-«p-­v. aäp kwØm-\-§-fnse ]e bqWn-th-gvkn-än-Ifpw Cu amäw kzo-I-cn¨p Ign-ªp.

_n.-F-Uv.-c-­p-hÀjw:F´mWv {]kàn?

       \ne-hn So¨À FU-yq-t¡-j³ taJe t\cn-Sp¶ hen-sbmcp {]iv\w Xmev]-c-y-]qÀÆw Cu taJ-e-bn-te¡v IS-¶p-h-cp¶ hnZ-ymÀ°n-I-fpsS F®w hfsc hfsc Ipd-hmWv F¶-Xm-Wv. Fsâ aIs\/aIsf So¨-dm-¡Ww, A²-ym-]I taJ-e-bn-te¡v hnSWw F¶ Xocp-am-\-sa-Sp-¡p¶ c£n-Xm-¡fpw hfsc Ipd-hv. _n.-F-Uv.-A-sÃ-¦n Sn.-Sn.-kn.-]-Tn¨p ]pd-¯n-d-§p-¶-hÀ¡m-hs« tPmen-In-«m³ H¶p-In e£-§Ä tImg-sIm-Sp-¡-Ww, AsÃ-¦n ]n.-F-kv.-kn-bpsS I\n-hn-\mbn hÀj-§Ä Im¡-Ww. AXp-a-sÃ-¦n A¬ FbvUUv kvIqfp-I-fn XpÑ-amb i¼-f-¯n\v `mcn¨ tPmen sN¿Ww (A¬ FbvUUv taJ-e-bn \nÀt±-in-¡-s¸« i¼f ]cn-jvImcw Ct¸mÄ shÅ-¯n hc¨ hc-am-{X-am-Wv)

       Ct¸m-gs¯ {]h-W-X, an¡ _n.-F-Uv.-tIm-tf-Pp-I-fnepw ]Tn-¡m³ s]¬Ip-«n-Isf DÅp F¶-Xm-Wv. B¬Ip-«n-IÄ Xosc Ipd-hv. AsXmcp Ipg-¸-a-Ã, ]s£ B¬Ip-«n-IÄ So¨nwKv taJe Gsd-¡psd hn«p-Xp-S§n F¶Xv hmkvXham-Wv. _n.-F-Un\p tNcp¶ s]¬Ip-«n-I-fnÂXs¶ ]ecpw CsXmcp ‘CS-¡me GÀ¸mSv’ F¶ \ne-bnse FSp-¡p-¶p-Åp. \nÝ-bn-¨n« hnhmlw \S-¡p-¶-Xn\p ap¼v, KÀ`n-Wn-bmbn F¶m-en\n {]k-hn-¡p-¶-Xn\p ap¼v, KÄ^n-te¡v `À¯m-hn-s\m¸w t]mWw, AXn\p ap¼v...-A-§ns\ GsX-¦n-ep-samcp Hgn-hp-I-gn-hp-t\m¡n _n.-F-Un\p tNcp-¶-h-cmWv hen-sbmcp iX-am\w Ip«nIfpw F¶p ]d-bp-¶Xv H«pw AXn-i-tbm-àn-]-c-a-Ã. CXn-\n-S-bn A²-ym-]-\-tPm-en-tbmSv kvt\lhpw A\p-Iq-e-a-t\m-`m-hhpw ]peÀ¯n tImgvkn\p tNcp-¶-hÀ \t¶ Ipd-hm-Wv.

       c­p-hÀjs¯ ]T-\-ambn _n.-F-Uv.-am-dp-t¼mÄ AXnsâ Kuchw hÀ²n-¡p-hm³ Xs¶-bmWv km²-y-X. kÀ¡mÀ cq]w-sIm-Sp¯ {]ap-J-c-S-§nb I½nän C¯-c-samcp \nÀt±iw h¨Xv _n.-F-Uv.-tImgvkv IqSp-X Kuch ]qÀ®-am-hWw F¶ Dt±-i-¯n Xs¶-bm-h-Ww. Ct¸mÄ _n.-F-Uv.-Hcp kÀ¡kv tjm t]mse-bm-Wv. Ipsd Ip«n-IÄ hcp-¶p, ]¯p-amkw sIm­v tImgvkv HmSn-¨n«v ]qÀ¯n-bm-¡p-¶p. ASp¯ _m¨p-h-cp-¶p. ]Xnhp XpS-cp-¶p. CXm-W-h-Ø. hnZ-ym-`-ymk a\x-im-kv{Xhpw, hnZ-ym-`-ymk ZÀi-\-§fpw, {]mtbm-KnI ]T\ coXn-Ifpw, A²-ym-]-\-¯nsâ coXn-im-kv{X-§-fpw, t_m[\ imkv{Xhpw AÀ°-]qÀ®-ambn DÄs¡m-Åm\pw Ah s{Sbn-\n-§n-eqsS kzm-b-¯-am-¡m\pw c­p-hÀjs¯ _n.-F-Uv.-tImgvkv A\n-hm-c-yw Xs¶-bm-Wv. AXp-sIm-­p-Xs¶ Kh¬saâv Xocp-am\w {]kà-am-sW¶v hne-b-cp-¯msX h¿.

Fs´ms¡ amä-§Ä?

       tImgvknsâ ssZÀLyw hÀ²n¸n¡pI F¶Xv shdpw ‘hÀjw Iq«Â’ am{X-ambn amdn-¡q-Sm. ]T-\-X-e-¯nepw AXv IqSp-X hnim-ehpw kzo-Im-c-y-hp-am-h-Ww. sNdnb N«n¡p ]mI-¯n ]c-¯n-bn-cp¶ N¸m¯n AtX Afhp amhp-sIm­v henb N«nbv¡p  ]mI-¯n ]c-¯n-sb-Sp-¡p-I-bà th­-Xv. ]T-t\m-]m-[n-I-fp-sSbpw hnj-b-§-fp-sSbpw km[-y-Xbpw kzo-Im-c-y-X-bpw-sIm­v ‘amhv’ IqSp-X k¼p-jvS-am-¡p-I-Xs¶ thWw.

       ]T\ coXn, t_m[\ imkv{X a\x-imkv{X hnj-b-§-fpsS ]T\w FÃmw Imen-Ihpw IqSp-X kzo-Im-c-y-hp-am-h-Ww. A¡m-U-anIv ]cn-jvI-c-W-¯n\v anI¨ I½n-än-IÄ Xs¶ cq]o-I-cn-¡-Ww. Hcp-Im-cyw Cu Ah-k-c-¯n kqNn-¸n-¡-s«... 1984-þ A[-ym-]I hnZ-ymÀ°n-I-fpsS So¨nKv {]mIvSokv ¢mÊp-IÄ hne-bn-cp-¯p-¶-Xn-\p-th­n Hcp aqe-\nÀ®-tbm-]m[n (Evaluation schedule) \nÀ½n-t¡­n h¶-t¸mÄ, tImgn-t¡mSv kÀÆ-I-em-im-e-bnse hnZ-ym-`-ymk hn`mKw sNbvXXv N«-¸Sn H¶p ]S-¨p-­m-¡p-I-bm-bn-cp-¶n-Ã. ]T-t\m-t±-i-§-fpsS hÀ¤o-I-cWw (Sm-Ivtkm-Wan Hm^v teWnwKv H_vP-IvSo-hvkv) F¶ kp{]-kn² {KÙ-¯n\pw coXn¡pw cq]w \ÂInb _©-an³ »qan-s\m¸w {]hÀ¯n-¨, ]n¶oSv ‘dnsshkvUv »qwkv SmIvtkm-Wan’¡v cq]w sImSp¯ km£m {ImtXzm-fns\¯s¶ A¶v Cu Bh-i-y-¯n\p th­n bqWn-th-gvkn-än-bn F¯n-¡p-I-bp-­m-bn.  Hcp t]Pn-te-s¡m-Xp-§p¶ aqe-y-\nÀ®b tcJ A{X-tbsd {]m[m-\-y-t¯m-sS-bmWv \nÀ½n-¡-s¸-«-Xv. C¶v ]cn-jvIm-c-§Ä \S-¸n hcp-¯p-¶-Xn\v BßmÀ°-amb DZ-y-a-hpw, ]cn-jvIm-c-¯n\p th­ Imc-y-§sf NnIªp Is­-¯m-\pÅ {iahpw CsÃ-¶p-Xs¶ ]d-bmw. tImgn-t¡mSv kÀÆ-I-em-im-e-bpsS Ct¸m-gs¯ _n.-F-Uv.-kn-e-_kv Xs¶ DZm-l-c-Ww. ‘Ipsd Ns¸-Sp¯v ]pd-¯n-Sp-I, AXn-tesd Ns¸-Sp¯v AI-¯n-SpI’þ A{X-am-{X-ambnt¸mbn ]cn-jvIm-cw. CsX-gp-Xp¶ teJ-I-\pÄs¸sS AXn-\p-¯-c-hm-Zn-I-fm-Wv. kne-_kv ]cn-jv¡-cn-¡m-\pÅ {iaw ‘Ipfn-¸n¨p Ipfn-¸n¨v Ip«n-bn-Ãm¯’ Ah-Ø-bn-te-s¡-¯n. ka-bhpw, hnZKvZ klm-b-§-fpsS Ipdhpw, km¼-¯nI klm-bhpw A{X-sbms¡ sN¿mt\ A\p-h-Zn-¨p-Åp.

       _n.-F-Uv.-c­p hÀj-am-¡m-\pÅ a{´n-k`m Xocp-am-\-¯n 14-þ15 hÀjs¯ Auvan-j³ apX F¶p ImWp-¶p-­v. 2013-þ14 hÀj-t¯-¡pÅ AUvan-j³ Nne bqWn-th-gvkn-än-IÄ Bcw-`n-¨p-I-gn-ªp. ASp¯ hÀjw apX-emWv Cu ]cnjvIm-c-sa-¦n Imc-y-§Ä \S-¸n hcp-¯m³ btYjvSw ka-b-ap-­v. temIs¯ hnhn[ taJ-e-Ifnse A[-y-b\ coXn-Isf hne-bn-cp-¯n, t_m[-\-imkv{X kao-]-\-§sf DÄs¡m­v thWw amä-§Ä hcp-¯m³. BtKm-f-X-e-¯n-te¡v th­n A[-ym-]-Isc krjvSn-¡m³ \ap¡v Ign-b-Ww. CâÀ\m-j-W kvIqÄ _mt¦m-¡v, HmIvkvt^mÀUv kvIqfnw-Kv, Ata-cn-¡³ kvIqfp-I-fnse coXn-im-kv{Xw, \½psS eJv\u knän tam­n-tkmdn ]»nIv kvIqÄ, alm-cm-jv{S-bnse A\p-`qXn kvIqÄ, B{Ô aÃ-¸-Ån-bnse dnjn-hm-eyp kvIqÄ XpS-§n-b-h-sbms¡ ]n³Xp-S-cp¶ t_m[\ imkv{X coXn-I-fn Ipsd-sbms¡ \ap¡v  kzo-I-cn-¡m-\m-hpw. a\x-imkvv{X, t_m[-\, ZÀi-\, sSIvt\m-fPn taJ-e-Isf ka-\-z-bn-¸n¨v A´ÀtZ-iob \ne-hmcw ]peÀ¯p¶ A[-ym-]-Isc krjvSn-¡pI F¶ e£yw Xs¶ apt¶m-«p-sh-¡-Ww.

       _n.-F-Uv.-c-­p-hÀjs¯ tImgvkmbn amäp-t¼mÄ, AXv IqSp-X Imc-y-£-a-am-th-­-Xp-­v. Nne Imc-y-§Ä IqSn Kh¬saâv Xocp-am-\n-¡p¶ I½n-än-IÄ {i²-bn-se-Sp-¡p-sa¶v Icp-Xs«:

·        c­p-hÀjs¯ tImgvkm¡n amäpt¼mÄ XoÀ¨-bmbpw ska-ÌÀ coXn XpS-cp-hm³ Ign-bpw. ]s£ _n.-F-Uv.-H-cn-¡epw Hcp ‘]co£’ tI{µo-IrX tImgvkm-h-cp-Xv. c­p-hÀjw F¶m \mep ska-ÌÀ F¶ ]Xnhv F´n-\mWv? BZ-y-hÀjw H¶msI Hcp ska-Ì-dmbn ]cn-K-Wn-¡p-¶-Xmhpw _n.-F-Unsâ {]tX-y-I-X-¡-\p-k-cn¨v KpW-]-c-am-hp-I.    Hcp-hÀj-s¯bpw Bdp-am-k-t¯-bp-ambn aq¶v ska-Ì-dp-IÄ, s]mXp ]co£ aq¶p-X-hW aXn-bm-hpw.

·        So¨nwKv {]mIvSokv Hcp ‘]mTw XoÀ¡Â’ ]cn-]m-Sn-hbm-h-cp-Xv. \njvIÀjnX CS-th-f-I-fn IrX-y-amb aqe-y-\nÀ®-bhpw ]ptcm-K-Xn-¡m-h-i-y-amb \nÀt±-i-§fpw \ÂIn, H¶n-e-[nIw .kvs]-Ãp-I-fm-bn’ So¨nwKv  {]mIvSokv amä-Ww.

·        Ctâ-W amÀ¡pw AXn-\p-th-­ am\-Z-WvU-§fpw ]qÀ®-ambpw A²-ym-]\ A`n-cp-Nnsb Bkv]-Z-am-¡n-bm-h-Ww.

·        _n.-F-Uv.-I-gnªv Hcp A`n-cpNn ]co£ F¶ bpàn-c-lnX coXn Dt]£n¨v A²-ym]\ A`n-cpNn hfÀ¯m-\p-X-Ip¶ Imc-y-§fpw aqe-y-\nÀ®-bhpw tImgvkn Xs¶ DÄs¸-Sp-¯-Ww.

·        Ct¸mgs¯ coXn-bn-epÅ IS-emkv t{]mk-kp-Ifpw, sh«n-sbm-«n-¨p-­m-¡p¶ s{]mP-IvSp-I-fpw, N«-¸-Sn-bpÅ {Kq¸p NÀ¨ coXn-Ifpw Hgn-hm-¡Ww (]-d-bmsX h¿ s{]mP-IvSn-\m-bpÅ  s{]mPIvSpw NÀ¨-¡m-bpÅ t{]mkkpw Zb-hmbn Hgn-hm-¡n-¯-c-Ww). imkv{X kmln-Xy ]cn-j-¯p-Imsc ]cn-jvI-cW I½n-än-bpsS Gg-b-e-t¯¡v ASp-¸n-¡-cp-Xv.

·        FÃm hÀjhpw _n.-F-Un\v Auvan-j³ \S-¯p¶ coXn XpS-cm-Xn-cn-¡p-¶-Xmhpw DNn-Xw.  c­p _m¨p-IÄ {]hÀ¯n-t¡-­n-h-cp-t¼mÄ FÃm tImtf-Pp-Ifpw Hä-b-Sn¡v Ct¸m-gp-Å-Xnsâ Cc«n `uXnI kuI-c-y-§fpw A²-ym-I-tcbpw GÀs¸-Sp-t¯-­n-hcpw. A§-s\-sbmcp kuI-c-y-sam-cp-¡Â D­m-hn-Ã. ]Icw ssSwtS-_nÄ {Iao-I-c-Whpw aäp-]e H¸n-¡-ep-I-fp-amhpw kw`-hn-¡p-I. AXp ho­pw A²-ym-]I hnZ-ym-`-ym-k-¯nsâ \ne-hm-cs¯ Xmgv¯p-Itb DÅp. AUvan-j³ H¶n-S-hn« hÀj-§-fn-te-¡m¡n amä-Ww. AXn\p \nÀÆm-l-an-sÃ-¦n AUvan-j³ \ÂIp-¶-h-cpsS F®w t\À¸-Ip-Xn-bm¡n hÀjm-hÀjw AUvan-j³ \S-¯p-¶-Xnsâ km[-yX Bcm-bmw.

·        \ap-¡m-h-iyw IqSp-X A²-ym-]-I-sc-b-Ã, adn-NNv \ne-hm-c-apÅ A²-ym-]-I-sc-bm-Wv. e£yw BtKmf Bh-i-y-t¯mSv \oXn ]peÀ¯p¶ A²-ym-Isc krjvSn-¡pI F¶-Xm-h-s«. anI¨ ¢mkvdqw kmt¦-XnI hnZ-y-Ifpw D]-I-c-W-§fpw kao-]-\-§fpw D]-tbm-Kn-¡p-hm³ AhÀ {]m]vX-cm-h-s«.

·        A²-ym-]\ hnZ-ym-`-ymk taJ-esb kaq-e-ambn ]cn-jv¡-cn-¡p-¶-Xn\v DX-Ip¶ Cu a{´n-k`m Xocp-am\w kÀÆm-ß\m kzm-KXw sN¿m\pw anI¨ cnXn-bn tImgvkv Nn«-s¸-Sp-¯p-¶-Xn\pw \½psS kÀÆ-I-em-im-e-IÄ¡v km[n-¡-s«. ]cn-jvIm-c-§Ä shdpw sh«epw Xncp-¯epw Iq«n-t¨À¡-ep-am-hm-Xn-cn-¡m³ Kh¬saâv Xs¶ ap³ssI-s¿Sp-¡-s«.

Educational Research Tool- Social Cohesiveness Inventory

APPENDIX III
SOCIAL COHSSIVENESS INVETORY (Final)
NSS TRAINING COLLEGE OTTAPALAM
SANKARANARAYANAN PALEERI AMRUTHA.A.S
ASSISTANT PROFESSOR MED STUDENT
NSS TRAINING COLLEGE NSS TRAINING COLLEGE
OTTAPALAM OTTAPALAM
Dear students,
As a part of my M.ED course, I am doing dissertation on the topic “Emotional
Sensitivity as a correlate of Social Cohesiveness among High school students of
Coastal area”. For each of the following statements 5 alternative responses
‘strongly agree’, ‘agree’, ‘undecided’, ‘disagree’ and ‘strongly disagree’. Read
the statements carefully and select the most appropriate responses. Put an ‘X’ in the
relevant alternative. The responses given by you will be kept confidential and will be
used only for the research purpose.
Instructions
1. Mark only one response which you feel more suitable to you.
2. Do not write anything on the Question Booklet.
3. Do not leave any questions unanswered.
For example:
1. I help my parents in doing house hold works
Sl. No. A B C D
X
Appendix xvi
Family Cohessiveness
1. I help my parents in doing house hold works.
2. I feel uncomfortable when I participate in some functions or
programmes in my home.
3. I try my best to understand and solve the problems of my siblings.
4. I feel angry when mother asks me to go to shop for buying things.
5. I feel difficulty to cop-up with some decisions of my parents.
6. I am so happy in my family atmosphere.
7. I often quarrel with my parents for silly matters.
8. I feel difficulty to discuss the problems at school with parents.
9. I feel lack of love and safety in my home.
10. I have no objection to give newspaper to elders even if I am
reading it at that time.
11. If any strangers come to my home, I don’t talk with them.
12. I like to buy particulars from the shop for house hold purposes.
Classroom Cohesiveness
13. I give equal consideration to all my friends.
14. I can cop-up with other students in the class.
15. I am not familiar with all the students in my class.
16. All the students of my class are my friends.
Appendix xvii
17. I often feel loneliness in my class.
18. I don’t feel any difficult to help my friends by giving my pen,
pencil etc.
19. I can play with all of my friends at school without age limitation.
20. I used to study alone; even my friends compel me for group study.
21. I always talk only to one or two members when I engage in a
group study.
22. I often take leadership in group studies.
23. I share my problems with others in class.
24. I don’t participate in nonacademic activities in school.
25. I am ready to share my textbooks with my classmates if he/she
forgets to bring it.
26. I always help my friends when they take leave due to illness.
Neighbourhood Cohesiveness
27. I am in good terms with my classmates.
28. My neighbours consider me in a good manner.
29. When there is any celebrations in my home ,I compel my parents
to share food with neighbours too.
30. My neighborhood friends often give me food and toys.
31. I most prefer to watch films with my neighbourhood friends.
Appendix xviii
32. I usually play a lot of time with my neighbourhood friends in
holidays.
33. When a marriage ceremonies in my neighborhood, I help them
with my maximum ability.
34. I don’t have any interest in sharing friendship with neighbours.
35. It is a big disturbance to have a lot of houses very near to my
house.
36. I feel angry towards my parents when they tell me to not to play
with neighbourhood friends.
37. I usually speak about my neighbourhood friends to my classmate.
38. I never try to listen and consider the words of neighbours.
39. I don’t mind the sorrow of my neighbourhood friends even if I
would indulge in the happiness of them.
40. I often feel that neighbours consult me to discuss their problems.
Community Cohesiveness
41. I never participate in charity works because it is the responsibility
of government.
42. When I travel by bus, I give up my seat for senior citizens.
43. I feel difficulty to play with strangers out of my school.
44. I am interested to participate in social service.
Appendix xix
45. I actively participate in all program conducted by our village
library.
46. I don’t have any anxiety about the problem like sea disastrous.
47. Working condition and the labor problems of the fisherman are
not annoying me.
48. I can easily intimate with the strangers.
49. It’s very difficult to adjust in new situations.
50. I try to hide my true emotions from others at some situations
51. I feel interested to hear the adventurous experience of the
fisherman.
52. I prefer to live according to the norms of the society.
Appendix xx
RESPONSE SHEET
SOCIAL COHESSIVENESS INVENTORY
Sl. No.
Strongly Agree (SA)
Agree (A)
Undecided (U)
Disagree (D)
Strongly Disagree (SD)

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Educational Sociology Sanskritisation & Westernisation

PROCESSES OF SOCIAL CHANGE IN INDIA

Sankritization:Sankritization is the process by which a low caste or tribe or other groups takes over the customs, rituals, beliefs, ideology and life style of a higher caste. The term was coined by M.N.Srinivas in his studies on Coorgs in India and it was primarily meant to describe the process of cultural mobility in the traditional rural India.

Higher castes gave up traditional customs and adopted the life style of the westerns. Lower castes aspiring for higher status filled the higher caste vacuum through Sanskritization

Changes adopted by an aspiring lower caste as part of this acultural emulation include;

·         Erosion of cultural autonomy of the woen folk includes erosion in the freedom to choose life partner.

·         Changes in family structure include a movement towards the orthodox Hindu joint family.

·         Stronger authority to father, monogamy, a stronger caste organisation with increased tendency of out casting.

·         Change in food habits include outlawing beef and pork eating and consumption of liquor.

·         Acquisition of higher education.

·         Adoption of dowry practices instead of the token bride price.

·         Change in religious practices include donning of sacred thread, giving up of sacrifice of pigs at the time of wedding and increased emphasis on pilgrimage.

Factors that hastened the process of Sankritization

Political and Economic Factors; The establishment of British rule in India gave more opportunities to lower castes to sanskritize themselves and raise their social status.

Expanding means of transport and communication too have contributed to the process by the way of new avenues and opportunities of cultures contracts.

Democratic system provided more freedom to choose their own lines and hence more avenues for sankritization.

However, lower castes aspiring to climb upwards in caste hierarchy have to face hostility from the castes of middle strata. The same from higher castes too when the lower castes try to start using shoes or wear neat and clean clothes.

Lower castes are more liberal, permissive and progressive despite their lower status. They have liberal and positive attitude especially towards the position of women but tend to become conservative by the process of sankritization.

However, the lower castes beside restoring to sankritization to acquire higher status in the society, they are also struggling fiercely to retain their backward status for taking advantage of educational concessions and government job.

Westernization:Westernization refers to all cultural changes and institutional innovations in India as this country came into political and cultural contract with the western nations especially British.

Westernization include establishment of scientific, technological and educational institutions, rise of nationalism, new political culture and leadership in the country.

The term westernization is also not without complications. It is equated with British impact on Indian society and culture. The term westernisation has a pejorative connotation because of its association with formal colonial domination by the Western counties, Westernisation is more value-loaded than the term modernisation. Srinivas considers westernisation as a prelude to sanskritisation. He is of the view that the Brahmans and other higher castes people got into white collar jobs because of their sanskritic tradition. Srinivas thinks that in Indian situation people attempt to be westernised so as to sanskritise their culture and lifestyle.

The influence of westernization on India society include;

·         Influence on caste system.

·         Disintegration of Joint family.

·         Number of social reform movements.

·         Disintegration of cottage industries.

·         Variety in cultivation.

·         New measures in land management.

·         Democratic values and ideas were promoted.

·         Social justice and uniform administrative system developed.

National Curriculum Frame Work NCF

  omplex cultural diversity and a commitment to democratic values
and well-being for all. Ever since 1986 when the National Policy on
Education was approved by Parliament, efforts to redesign the
curriculum have been focused on the creation of a national system
of education. Given the enormity and importance of the task of
educating the country’s children, it is necessary that, from time to
time, we create occasions to collectively sit back and ask ourselves,
“What is it that we are doing in our engagement with this task? Is it
time for us to refresh what we provide to our children in the name
of education?”
      If we look at what the system of education has accomplished
since Independence, perhaps we have much to be satisfied with.
Today, our country engages nearly 55 lakh teachers spread over
around 10 lakh schools to educate about 2,025 lakh children. While
82 per cent of habitations have a primary school within a radius of
    2
one kilometre, there is an upper primary school within    unreasonable stress on children, and thus distorts
3 kilometres for 75 per cent of habitations. At least 50  values. It also makes learning from each other a matter
per cent of our children who appear at the                of little consequence. Education must be able to
school-leaving examinations pass out of the               promote values that foster peace, humaneness and
secondary school system. Despite these trends, 37         tolerance in a multicultural society.
per cent people in India lack literacy skills, about 53         This document seeks to provide a framework
per cent children drop out at the elementary stage, and   within which teachers and schools can choose and plan
over 75 per cent of our rural schools are multigrade.     experiences that they think children should have. In
Further, there is a deep disquiet about several aspects   order to realise educational objectives, the curriculum
of our educational practice: (a) the school system is     should be conceptualised as a structure that articulates
characterised by an inflexibility that makes it resistant required experiences. For this, it should address some
to change; (b) learning has become an isolated activity,  basic questions:
which does not encourage children to link knowledge       (a)   What educational purposes should the schools
with their lives in any organic or vital way; (c) schools       seek to achieve?
promote a regime of thought that discourages creative     (b)   What educational experiences can be provided
thinking and insights; (d) what is presented and                that are likely to achieve these purposes?
transmitted in the name of learning in schools bypasses   (c)   How can these educational experiences be
vital dimensions of the human capacity to create new            meaningfully organised?
knowledge; (e) the “future” of the child has taken        (d)   How do we ensure that these educational
centre stage to the near exclusion of the child’s               purposes are indeed being accomplished?
“present”, which is detrimental to the well-being of            The review of the National Curriculum
the child as well as the society and the nation.          Framework, 2000 was initiated specifically to address
       The basic concerns of education—to enable          the problem of curriculum load on children. A
children to make sense of life and develop their          committee appointed by the Ministry of Human
potential, to define and pursue a purpose and recognise   Resource Development in the early 1990s had analysed
the right of others to do the same—stand uncontested      this problem, tracing its roots to the system’s tendency
and valid even today. If anything, we need to reiterate   to treat information as knowledge. In its report,
the mutual interdependence of humans, and, as Tagore      Learning Without Burden, the committee pointed out
                                                          that learning at schoo
says, we achieve our greatest happiness when we realise
ourselves through others. Equally, we need to reaffirm