Education and Culture

Etymologically, the word "education" is derived from the Latin ēducātiō. It means, ‘a breeding’, or ‘a rearing’. The word "educate" dates back to 1447, again derived from the Latin word ‘educatus’, which means to ‘bring up’ or to ‘draw out’. Education aims at drawing out and developing the faculties of students. In ancient Greece, Rome, as also in ancient India, literature, religion, and philosophy were taught to inculcate humanistic interests. The sole purpose was to promote the minds and hearts of the pupils. In those days commercial or vocational education was not prevalent. That was a discipline cultivated by those who acquired skill for work. During the Renaissance in Europe and England, humanities were encouraged.

That’s was what went before. With the assorted development of science, technology and commerce, education in the present century has ramified in different branches. Scientific study has become a rage; commercial education has acquired prestige. Now the emphasis is on useful study. At times it so appears that literature, philosophy, rhetoric, religion is regarded as useless knowledge.

There is no denying the fact that in this modern age of nanotechnology, our interest in science has increased. Scientific knowledge has revealed many secrets of nature, matter and man. It has excited the intellect and stimulated the imagination. It is an obligation for the intellectual equipment of students in the modern age. Moreover, in the modern educational scheme, the usefulness of scientific education can hardly be overemphasized. It is an age of increasing population and improving technology. Fierce competition for livelihood and survival has changed the whole outlook and attitude of man. Social, economic and technological systems have become complex and vast, involving many factors and forces. Man has to accept the new order. New areas of knowledge, the territories of discoveries have to be studied and appreciated. 

Nevertheless, emphasis on scientific knowledge does not mean the neglect of humanistic studies. Both are equally important for the development of intellect, emotions, and imagination of man. Education has the purpose of making an all-round development of man. Science stimulates the intellect; literature and arts develop the feelings and sensibilities of man. If only intellect is developed to the neglect of emotions and imagination, man's mental progress will not be sound and healthy. 

Man knows science, but man has also to know how to use science for the benefit of other men. If emotions are not developed, man will be blunt and insensitive - he may be rugged and cruel. Literature broadens the sympathies and widens the mental horizon and enables him to tackle the situations of life with sensitiveness, sympathy and broadmindedness.

In the modern age, cultural values and aesthetic interests of boys and girls are completely reversed. Old values of respect, sympathies, and tenderness are ignored. Culture has become decadent. Thus the purpose of education is not fulfilled. Schools and colleges have increased; educational facilities have been expanded but the quality has deteriorated. Practical education stifles the inner urges and spontaneous fellow felling. Education and culture are interlinked. Education must aim at including human values and encouragement of healthy cultural life. 

Therefore, in the modern age, educational schemes should aim at the blend of practical knowledge and humanistic interests. Knowledge of science and commerce should be combined with wide interest in arts, literature and rhetoric. Taste and interests must be refined and developed.

Education also seeks to develop the students' power of articulation and expression. A student should have the power to express his feelings and ideas in lucid and forceful language. So the purpose of education is to awaken and develop the whole man. Unfortunately, modern system fails to achieve this primary purpose of cultural development and promotion of spiritual values. 

As a result, there is quantitative growth but there is no corresponding qualitative development. There is development of brain but no corresponding development of heart. This is an ominous augury for the future. Education without culture would make India a degenerate nation. 

The culture of a society has its foreseeable effect on its educational system. The educational system points to an assortment of needs of the society concerned, because it is towards the accomplishment of the same that education is organized. If the dominant culture of a society is materialistic, the education system there is inevitably based on blind competition. In such a society, the primary efforts of an individual is directed towards the achievement of material goals, and nor towards spiritual or aesthetic ones. If individualism pervades a culture, the educational system too, becomes coloured by egoism. 

Whatever one might learn through education is immensely influenced by culture. In the opinion of Bartlett, “social traditions influence ways of thinking, remembering, imagining and doing creative things”. Culture is an inalienable part of civilisation. 

Culture, as Matthew Arnold says "is not only knowing and having but also becoming and doing". The progress of society will be thwarted if all of us do not strive  for a standardized ideal of education. 

The role of school as a social system

Traditionally, the rationale of schooling has been to socialize children and youth as agents in the reproduction of existing social relations.  The organization and curricula of schooling is expected to replicate the place of children, youth and adult learners in the social system as a whole, and to facilitate their uncomplicated appropriation of prevailing social values and normative relations.  This has meant that schools have often examined educational organization and social issues in ways that attenuate conflict and obscure social contradictions. Originally the school was created to meet the special need of the society, i.e. the transmission of the cultural heritage. But gradually a gulf was created between the two as school education consisted solely of theoretical and bookish knowledge unrelated to actual life experiences.

However, modern educationists are of the opinion that the school should be a miniature society and should reflect the environment of the larger society outside the school. John Dewey wanted the school to be a simplified, purified and better balanced society. 

To start with, as in the society a larger number of pupils belonging to different socio-economic status come together in the school, they learn through contact and interaction the social patterns of behaviour and develop intellectual and moral sympathy. They also acquire experience which helps them to make social adjustments. Moreover, according to psychology, the mental development of an individual i.e. how he feels, thinks and acts, is to a great extent influenced by the society in which he lives. The society is again split into more than a few institutions, such as the family, professions, clubs, political organizations, etc. and the individual is influenced by them all. The same influence is exerted by the school-society on the growing child. Like the adult, the child has many social selves and reveals a different facet of his personality to different groups, e.g. parents, teachers, friends etc.

Next, there is the crowd psychology which we face in the society, when the thoughts and feelings of a large group of individuals are merged together and turned towards a definite direction. The crowd is very susceptible to suggestion and imitation. Another characteristic of the crowd is the need for a strong leader. To a weak leader it shows very little mercy. The same thing we find in schools. In the school a large number of students belonging to different socio-economic status come together and are divided into classes.

The teacher is the leader of the class. A strong teacher will have much influence over his students, whereas a weak one's life is likely to be made miserable. The teacher is not the only leader in the school society. 

A student who distinguishes himself in a particular field, such as intellectual or athletic, and so acquires prestige, may also become a leader if he possesses such qualities as a strong personality-Self-assertiveness and so on. If he uses his influence in favour of the teacher, he will become the latter's powerful ally; if against, he will cause trouble and disruption in the class-room. This is because the crowd is susceptible to suggestion and imitation. The influence is the greatest in boarding schools. Hand in hand with social imitation, there goes social opposition. This has given rise to the spirit of competition. In the society at large, the adult's knowledge, sympathy and wits are sharpened by social influences ; the school companions do the same for the child.

As mentioned before, the school was created by the society to meet certain needs. So the school is a part of society and has no existence outside it. Structurally therefore, a great deal of similarity exists between the school and the society.

According to sociologists the preservation and transmission of cultural heritage were the main factors behind the creation of both the society and the school. Modern educationists are of the view that the school should not be a total reflection of the outside society, but should be free from social maladies like exploitation, social injustices, inequality and other vices and corruptions that are common in the modern society. 

Explaining this Prof. Nunn says, "It must be °a natural society in the sense that there should be no violent break between the conditions of life within and without it. On the other hand, a school must be an artificial society in the sense that while it should reflect the outer world truly, it should reflect only what is best and most vital in it."

Educationists argue that schools hold a mirror up to society and can thus become enablers of a dysfunctional society by producing individuals who conform to its norms. The good news is that schools can also act as catalysts for a new type of society. A school that is built on strong ethical foundations will create an environment that is safe for pupils and teachers-and academic performance will improve as a result. Over the longer term, such schools will play a role in changing society because their success will cause others to emulate them, and their alumni will take that ethical ethos into their adult lives.

Thus, one can safely conclude that a school is a social system with a clear border that separates it from the environment. Nonetheless, it is not a closed social system. It has a close relationship with the environment and they complement each other. School prepares students with living skills, knowledge and expertise necessary for the society. 

Article contributed by: Mam Chatterjee

The social function of education and the teacher as an agent of social change

Education is a potent instrument of change. For the realisation of a country's aims and targets a steady change in the fields of knowledge, skills, interests and values of the people is necessary. If such a change on the grand scale is to be achieved without violent revolution, the only one instrument that can be used is education. Of course, this is not a magical instrument. Rather it is a difficult one which can only be used through dedication strength of will and sacrifice.

Education is both retrospective and prospective. It is both a conservative one as well as a progressive one. Through education the culture is transmitted from one generation to the other. In the words of Prof. Brown "Education brings changes in behaviour and if its main functions are to remain mere transmission or enrichment of culture, it will fall short of its role in a dynamic society. Education must also provide situations at all age levels but within the maturity and ability of the individual to stimulate a creativeness of mind which can explore new horizons and bring the vision of the future into a living reality." Prof. H. C. Dent also declared that a national system of education has two vital functions to perform; 1) a tradition preserving function and 2) a growth facilitating function. Society is getting complex day by day and especially in times of social flux both these functions become extremely necessary.

Naturally education has to execute a great deal of social functions and in performing these social functions, the role of education itself has great implications. Education always plays a twofold role in performing its social functions-primarily it simplifies the environment and brings order in it and secondarily it purifies and idealizes the environment.

A complex civilisation cannot be assimilated in toto owing to its complexities. Naturally it requires to be fragmented and then the pieces are to be assimilated cautiously in a gradual and graded way. It is the primary duty of the school to simplify the environment and to select the fundamental features of that environment so that the young students can identify them and respond accordingly. A progressive order is thus established. In this process, those factors get more importance which serves as means of gaining a clear insight into more complicated things. But all that exists into the outside life cannot be imported into our school life. This is not possible. So we must have to eliminate the evil features of the environment that exist. We are, thus, to select the best only and use it exclusively. At the same time, we should also try to reinforce the power of this best. This setting up of a wider and balanced environment in the school is extremely necessary. This is because in the school there is a heterogeneous combination of the students who belong to different races, communities, religious and family background.

They always suffer from a tendency of justifying their own race, language, community or speech. The school has to take cautious step to eliminate this tendency and instead train the children to practice tolerance towards other communities, races or languages, and religions. The school should carefully eradicate all types of caste, creed or colour bars. The students must live there in a healthy environment of active co-operation and fellow feelings.

It should always be remembered that the school is a miniature society, a miniature community. It should always encourage active communication with the outer world. Naturally the educational system of a country should always be shaped in accordance with the sociological and philosophical condition of that country. This is more important in a democratic country. In a democratic system of government people must have the scope to live in a democratic way. Otherwise such democratic system is simply meaningless. But such democratic system should begin from the school level because the school is the second home where our young boys and girls get their primary education of co-operative living and learn tolerance to each other. So all types of cooperative activities should begin at the school first like the School Panchayat, School Co-operative Society of store, Mock Parliament etc. and the students should also be given a fair hand in the administration of the school. This will encourage the students to fill enthusiastic and all of them will come forward willingly to en-shoulder any responsibility.

At the same time the school authority should also arrange camps like social camps and different social services in nearby neighbourhoods. This will encourage the students to develop the habit of social service as well as will teach them the need of doing such services out of their own. The school should also celebrate parents' days and arrange different types of exhibitions in the school premises. The school authority should call the parents and guardians of the students very often in the school and discuss different problems with them openly. The parents and guardians should also try to understand the difficulties that the teachers are facing and should also try to extend their co-operative hand to them. They should, rather must, try to improve the intellectual standard and calibre of their own sons and daughters who are reading in the school. In fact, both the educationists and the teacher should come forward and join their hands to make the education a really joyful thing so that they can go for it with great pleasure and enthusiasm.

In fact, it is only the teacher who can exercise the most powerful influence over the community and can bring the really necessary change for a better tomorrow. Prof. Ottaway also opined that the teachers in the schools can have the most powerful influence in the community if they choose. The Mc-Nair Report on Teachers' Training categorically stated that "It is a truism to say that every teacher, is however humble a capacity he or she may be serving, is directly and vocationally involved in moulding the shape of things to come." Naturally, it is the duty of the teacher to think always about the multifarious problems of the society with all intelligence at their work and only they can find out the real solution, of those problems which the other members of the society are to follow honestly. It cannot be denied that the Teachers' Professional Organizations and their unions always remained the most orthodox pressure groups and their views are generally honoured by both the public opinion as well as by the government of all the countries of the world.

Question arises what is the real task of a Teacher. The answer is obviously teaching the students and imbibes them with greater mental spirit by imparting knowledge to them. His duty is to educate his students-but, to quote Edmund. W. Gordon: "to educate for change, to educate through change-to educate for orderly planned revolution, if necessary to educate through more disruptive revolutionary action." Considering from that point of view the teacher always enjoys the most powerful position of the real agent of social change.

Unfortunately in India the position of the teacher presents a rather heart breaking picture. Teachers in India have not yet been able to emerge as a real agent of social change for various reasons. For this Sri S. P. Ruhela and K. C. Vyas have made the effective unenlightened, uncommitted professional organizations and the dismal condition of the Teachers' Training Institutions responsible for this backwardness of the teacher's role in India. They have openly alleged that the Teachers' Training Institutions still continue to be disgusting educational slums, concentration camps where the teachers are very poorly socialized, trained and motivated to think or act creatively or innovate."

The problem of factionalism and inaction are also there. If these malpractices are eradicated and adequate measures are taken with all earnest for improvement, it is sure, the teachers in India will emerge as the perfect agent of social change in the country and can achieve the all-round development in every walk of our social life.     

Article contributed by: Melvin D' Mello      

Is a Good Teacher Born or Made?

The conservatives consider that only those men and women born with the qualities of a good teacher become competent teachers. To them professional training is hollow. In support of this view they give examples of men like Rabindranath Tagore, Mahatma Gandhi and Sir Asutosh.

This view is questioned on the ground that if good teachers are only born, then what is the use of establishing so many teachers training institution? At the same time it cannot be denied that a large number of these qualities; are inherent, because those whom we regard as great teachers became so without the aid of training.

Then what is the solution? In answer we may state that even those persons not born with the qualities of a teacher can become one if they acquire such qualities through training, sincere effort and a genuine interest in teaching.

Besides, in every profession there is a minimum working efficiency which is attainable through training. Our statesmen have' decided to introduce compulsory primary education throughout India. So, now to educate crores of children we need millions of teachers. It is not possible for us to wait for teachers to be born, we have to train individuals to become, if not excellent, at least average teachers. This is the function of the teachers training institutions.

Besides, the famous teachers who became so on the strength of other inherent qualities have left behind theories and teaching methods, which have shown the way and helped generations of teachers who followed them.

For developing the qualities of a human being we require proper environment. Many qualities remain latent until aroused from their stupor with the right opportunities and training. The teachers training institutions help in arousing such latent qualities in teachers.

From the above discussion we come to the conclusion that teachers may be both born and trained. However, in our view the best teachers will be those who have both the intrinsic qualities and the obligatory training. 

Article contributed by: Mam Chatterjee

How to Speak Correct English?

English is frequently spoken throughout much of the world for the most part owing to Britian’s expansion during the colonial age. As far as India is concerned, there are no mincing words about the fact that English currently plays an imperative role in our daily life. Speaking unblemished and fluent English is no longer an issue of status; it is a fundamental necessity for securing a well-paid job and to flourish in one’s career.

Therefore let us observe the following TEN TIPS in order to perk up our English speaking and surmount our vacillation in the language:

1. Patience is the key to success

Always be patient. This is not a one day process. You might face obstacles in your learning process. Do not give up. Learning any language can be frustrating, but annoyance would not help you, so let it go.

2. Try to learn from your mistakes

Do never worry about making mistakes because you will make mistakes as a learner. Let your follies be your teacher.

3. Try learning helpful phrases

Learn certain phrases that can be used in a variety of situations. Here are some very basic English phrases which you can use in everyday conversation: i) yes; ii) no; iii) maybe or perhaps; iv) please; v) thanks/thank you/thanks very much/thank you very much;

4. Try learning the art of greeting a person

Learn how to greet someone appropriately. Here are some different ways to greet people: i) hi (quite informal); ii) hello; iii) good morning (used before noon); iv) good afternoon (used between noon and 6pm); v) good evening (used after 6pm) 

5. Try speaking simply and slowly

To begin with, always restrict yourself to simple sentences. After you have gained the requisite confidence, you can try speaking freely. Master the art of talking leisurely and cautiously. Never rush through your sentences. You are in no great hurry. Pause, think, frame a response and then speak. This way, you are likely to commit lesser mistakes.

6. Try improving your speech by observation

Mind the Ps and Qs of your pronunciation. Online tools such as GOOGLE will tell you how to pronounce a word correctly. Check out when you are in doubt. Vigilantly notice the manner in which gifted speakers of the language pronounce words and frame their sentences. A host of online sites offer you the opportunity to voice chat with another user. This is a very effective way to practice. Record yourself reading one article aloud every day. Focus on pronunciation, speed, clarity and emphasis.

7. Try improving your vocabulary

Learn new words every day. How would you do that? Well, either read at least one article of your choice aloud every day, or watch English movies with subtitles, or watch English shows. Keep a pocket dictionary handy for any word you may need to know the meaning of. If you have access to a computer, use an online dictionary. They are very fast and very effective. Thus, when you hear a new word, always try to find its usage and its antonyms.

8. Try taking the help of others and finally test yourself

Ask your friends, relatives and anyone you can to point out your mistakes and correct them. Try conversing with your closest friends in English only. Practice is a must. Once when you feel that your English is sound enough, go shopping in some mall or supermarket. You will find lots of shop assistants speak very good English. Even if you speak flawed English, they would hear you out patiently, as you are a customer.

These are just the first set of rules. Follow them and you would develop your own set of rules in no time.

How To Counter Exam Stress?

In the present education scenario, examinations are an inopportune inevitability. Owing to incredible pressure on candidates to succeed, stress naturally becomes a big part of many people’s lives. Jacob, an ICSE final year student, is under marvellous pressure. His cousin Joseph scored 96% in the ICSE exams a year back, and Jacob’s folks expect him to do a lot better. Well, Jacob is not the only one in such a fix. With just under a week left for most examinations, many students find themselves bogged down by expectations.

The question that naturally arises is: How to counter stress? How to remain positive?

We would do well to remember that stress is neither negative nor positive. It is just our body’s standard response to enthusiasm, challenge or hazard. A little bit of stress can encourage on performing better. However, chronic stress affects not only our energy and zeal, but also our mental faculties.

Here is what experts think you should do:

Do not overdo, in trying to be faultless: It is just great to accomplish something and reach for the stars. Nevertheless, keep things in balance. If you think that anything less than 90% means I've failed, then you are creating mountains of unnecessary stress for yourself. Aim to do your best but recognise that none of us can be perfect all of the time.

Keep things in perspective: The exams might seem like the most crucial thing right now, but in the grander scheme of your whole life they are only a small part.

Have faith in yourself: You would not have been given a place on the course if you didn't have the ability to do it. Therefore, if you prepare for the exams appropriately you should do fine, meaning that there is no need to greatly lose sleep.

Take steps to overcome problems: If you find you don't understand some of your course material, getting stressed out won't help. Instead, take action to address the problem directly by seeing your course tutor or getting help from your class mates.

Don't keep things bottled up: Confiding in someone you trust and who will be supportive is a great way of alleviating stress and worry.

So quit worrying, and all the very best to you !!!!

                            

                            CLAT 2015: Synonym Practice

Choose the correct answers from the options given below

1. Cogent A: tentative B: forced C: convincing D: truculent E: brusque Ans: ___________	2. Ponderous A: contemplative B: compact C: unwieldy D: dreamy E: abstract Ans: ___________
3. Tenuous A: salubrious B: lengthy C: fragile D: significant E: ponderous Ans: ___________	4. Contrite A: stolid B: fascist C: disheartened D: apologetic E: defeated Ans: ___________
5. Juvenile A: apathetic B: immature C: fawning D: painful E: nascent Ans: ___________	6. Austere A: destitute B: ostentatious C: lavish D: strict E: prodigal Ans: ___________
7. Egregious A: obnoxious B: toxic C: social D: flagrant E: noxious Ans: ___________	8. Indignant A: terrified B: seditious C: disgruntled D: uptight E: helpful Ans: ___________
9. Assiduous A: painstaking B: diligent C: pedantic D: cursory E: laborious Ans: ___________	10. Convivial A: terse B: laconic C: excited D: genial E: happy Ans: ___________
11. Ebullient A: distraught B: seditious C: lively D: irascible E: melancholy Ans: ___________	12. Fastidious A: endemic B: ambivalent C: meticulous D: insouciant E: careless Ans: ___________

                                                       Answers

1. Cogent C: convincing	2. Ponderous C: unwieldy
3. Tenuous C: fragile	4. Contrite D: apologetic
5. Juvenile B: immature	6. Austere D: strict
7. Egregious D: flagrant	8. Indignant C: disgruntled
9. Assiduous C: pedantic	10. Convivial D: genial
11. Ebullient C: lively	12. Fastidious C: meticulous