I sincerely thank Dr. Manoj Pavin, Asso. Professor, Farook Training college for his sumptuous support to prepare an introductory note on the paper Understanding Discipline and Subjects.
Wednesday, August 12, 2015
UNDERSTANDING DISCIPLINES AND LANGUAGE: A note on BEd paper of Calicut University
Sankaranaraynanan Paleeri.
Ast. Professor
NSS Training College, Ottapalam, Kerala.
Search in ‘google’ or ‘youtube’ with
full name : sankaranarayanan paleeri
EDU
04. UNDERSTANDING DISCIPLINES AND SUBJECTS
(B
Ed Curriculum of Calicut University, 2015)
The term academic (scientific)
discipline can be defined as the academic studies that focus on a self-imposed
limited field of knowledge.
What one teach and research as part of
higher education is the academic discipline of that person (Lexica’ meaning)
Academic
discipline is vast accumulation of knowledge in a specific area. For eg: History
is discipline. It can also consider Medieval Indian History a discipline.
Physics is a discipline. Astro- physics is a discipline. Robotics is a
discipline.
A discipline incorporates experts,
people, projects, communities, students, inquiries, researches and etc that are
strongly associated with the given discipline. For Eg: Micro economics. Or Bio
Informatics, or Educational Psychology, Human value education.
Individuals associated with academic
discipline are referred to as experts or specialists.
Educational institutions originally use
the term discipline to list and record the new and expanding bodies of
knowledge and informative procedure by the society or community.
In 1980s there have an explosion of
academic disciplines such as media studies, journalism, women studies, gender
studies, black studies, pollution, oceanic pollution, hospitality management,
hotel management and etc.
There
have hundreds of disciplines.
Other than
references suggested, available certain information from:
Search for “Eli
. S Cohen and Scott J Lloyd: Dsciplinary Revolution and the Rise of the
Transdiscipline
http://eprints.ncrm.ac.uk/783/1/what_are_academic_disciplines.pdf
1.
Why
university/NCTE/NCF suggested a subject like this?
A
subject like this is proposed for teacher education curriculum with broad
outlook. A subject or subject teacher is not a water tight compartment. No
subject can completely abstain from other subject. This paper assures sharing
of subject and teacher capacities between teachers.
All
subjects/academic disciplines have a philosophy of its origin and development.
A teacher should get a minimum knowledge of all subjects other than his or her
school subjects.
Reciprocity
among school subjects and subject teachers is a must in this era of fusion and
integration.
A
teacher must understand that all school subjects have relevance in one or other
way, equal or more than her/his own subject of teaching.
A
teacher must have minimum knowledge of philosophy of teaching and philosophical
scaffolding of methodology of all subjects.
A teacher may not be or need not be
an expert in a discipline. But she/he should keep unending quest to be an
expert in her/his discipline. Teaching is a mean to this end. This paper
assures the sharing of this world wide academic interest.
In the drastic period of changes,
disciplines are emerging like mushrooms. Transdiscpline and most specific
disciplines are organizing knowledge in deviated ways. Teacher must be aware of
these factors.
Scope of teachers in this modern era
is the reason for implementing this subject.
|
Unit
|
Content
|
scope
|
Reference
|
|
1
|
School subjects and academic
disciplines-Meaning, definitions and differences.
Relationship between school
subjects and academic disciplines
Content of school subjects, Why
studying school subjects?
|
School Subjects and Academic
Disciplines: Three Juxtapositions –continuous,
discontinuous, related.
Knowing the Content of a School
Subject
Why studying school subjects?
New directions for studying school
subjects.
|
Deng, Z (2013), School subjects
and academic disciplines.
In A Luke, A woods & K weir
(Eds.), Curriculum, Syllabus design and equity: A primer
and model Routledge.
Ivor F. Goodson and Colin J.
Marsh, Studying school subjects, A guide (1996),
Routledge.
|
|
2
|
School subjects as historical and
cultural phenomena.
Schooling for university.
Schooling for everyday life.
|
Same topics as given in the text
book Studying school subjects
|
Ivor F. Goodson and Colin J.
Marsh, Studying school subjects, A guide (1996), Routledge.
|
|
3
|
School subjects and their
evolution as a Curricular Area at school.
Evolution of school subjects before
and after independence.
Gurukulam, Kutippallikoodam,
Patasala and formal schools.
Subject nature and Subject history
of Languages.
Subject nature and Subject history
ofMathematics-Mathematical Reasoning
Structure ofMathematics: Axioms, Definitions,
Theorems,
Subject nature and Subject history
of Sciences.
Subject nature and Subject history
of Social Science
Subject matter in sciences and
social sciences
Inquiry in different domains of
knowledge -its difference
|
Same topics as given in the text
book Studying school subjects
A historical and analytical
reading of the pre and post independence schooling in India
Subject specific philosophies of
Languages, Maths, Science, social science
The process of adding new knowledge
into the curriculum
|
Ivor F. Goodson and Colin J.
Marsh, Studying school subjects, A guide (1996), Routledge.
teacher and education in emerging
indian society - NCERT
Ivor F. Goodson and Colin J.
Marsh, Studying school subjects, A guide (1996), Routledge.
NCF chapter 3 – Curricular areas,
school stages and assessment.
KCF on appropriate school
subjects
No reference books ( Should evolve
from discussion between students and the teacher of the concerned discipline)
|
|
4
|
Curriculum change as socio-
political process.
Inclusion of work related subject
areas.
Inter disciplinary approach,
Inclusion of near subject areas
such as Sex
education,
Horticulture, Hospitality, Life
skills, Health care.
Sustainable Development and
Environmental Protection.
|
Socio- political Factors affecting
Curriculum.
Importance of inter disciplinary
approach.
Emerging areas that form part of
the curriculum at school level.
|
Any book on Curriculum
Appropriate websites or text books
highlighting the importance of these subjects.
|
Disciplinary Evolution and the Rise of the
Transdiscipline Eli B. Cohen Informing Science Institute Santa Rosa, CA, USA and
Scott J. Lloyd University of Rhode Island Kingston, RI, USA – some explanations from their book.
“In science …, novelty emerges only with difficulty,
manifested by resistance, against a background provided by
expectations.”—Thomas Kuhn (2012) Abstract This paper challenges readers to
reflect on academic disciplines in a new way, through the lens of the theory of
evolution. Indeed, how disciplines came into being has been largely left
unexplored. This paper shows how the concepts of evolution can be productively
applied to describe the development, creation, and diminishment of disciplines.
These concepts include natural selection, speciation, parallel evolution,
extinction, and heterosis, among others. The paper concludes that these forces
lead to a prediction that a new form of organization, the transdiscipline, is
evolving to become perhaps predominant. Keywords: Informing Science,
transdiscipline, academic disciplines, evolution Introduction What is an
Academic Discipline: Something Old, Something New The term academic (or
scientific) discipline can be defined as academic studies that focus on a
self-imposed limited field of knowledge. The idea of scientific disciplines is
both old and new. Dirks (1996) traces the origins of academic disciplines back
to the ancient Greeks, around 500 BCE, but writes that university departments
were first seen in the US only around 1825. Stichweh (2001) also sees
scientific disciplines as a relatively new phenomenon, writing “The scientific
discipline as the primary unit of internal differentiation of science is an
invention of nineteenth century society." How do academic disciplines
differ? Disciplines differ from one another in at least three primary ways: the
area of their investigations (which we call context), their research methods, and
their epistemologies (Schommer-Aikins, Duell, & Barker, 2003). The contexts
of Material published as part of this publication, either on-line or in print,
is copyrighted by the Informing Science Institute. Permission to make digital
or paper copy of part or all of these works for personal or classroom use is
granted without fee provided that the copies are not made or distributed for
profit or commercial advantage AND that copies 1) bear this notice in full and
2) give the full citation on the first page. It is permissible to abstract
these works so long as credit is given. To copy in all other cases or to
republish or to post on a server or to redistribute to lists requires specific
permission and payment of a fee. Contact Publisher@InformingScience.org to
request redistribution permission. Disciplinary Evolution and the Rise of the
Transdiscipline 190 disciplines are often rendered and compared using a system
created by Biglan (1973a, 1973b) that posits a classification of academic
disciplines on three orthogonal dimensions (hard vs. soft disciplines, pure vs.
applied disciplines, life vs. non-life context).
Sankaranaraynanan Paleeri. Ast.
Professor, NSS Training College, Ottapalam, Kerala.
Search
in ‘google’ or ‘youtube’ with full name : sankaranarayanan paleeri
www.nssce.org
Sankaranaraynanan Paleeri.
Ast. Professor
NSS Training College, Ottapalam, Kerala.
Search in ‘google’ or ‘youtube’ with
full name : sankaranarayanan paleeri
EDU
03 – LANGUAGE ACROSS CURRICULUM
It is a fat that the language that determine the culture
and culture that envisages language. They are reciprocal. Humanity is
globalized and language accomplish with very many dimensions. All languages are
on a tip of drastic changes. Changes are occurring not by ears, but within days
or even within hours.
The techno languages hijack the system of human
communication. It has both adverse effects and advantages. A fact is that we
must changes. This paper in our curriculum intends to implement conceptual
awareness to student teachers on vast and wide possibilities of language and
communication.
English language
opens high opportunities. Importance of the English language must be understood
by student teachers. the need of teachers never ends by the limits of Kerala
state. We want teacher not for PSC appearance, but to knock for worldwide
opportunities.
What
we can do other than the usual transaction modes?
Declare language weeks
and ask student teacher s to observe it: Eg: English Language week
Must read newspapers
from different languages.
Show movies from any
language with English transcripts (also Malayalam movies with English
transcripts)
Must provide
opportunities to student teachers to watch movies like Not One Less. Life is
Beautiful (Italian), Good bye Lenin, Children of Heaven, Rabbit Fence, Color of
Paradise, MR. and Mrs. Iyyer, Gandi.. etc.
Give soap stories and
comprehensive storie and ask to compere. (Eg Chetan Bagath for soap stories and
Poulo Coeloh)
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