One Year B.ed Syllabus Course No. : Ed. 412 (Philosophical and Sociological Foundations of Education )

Course title: Philosophical and Sociological Foundations of Education
Course No. : Ed. 412 Full marks: 100
Nature of course: Theory Pass marks: 35
Level: B. Ed. Four Year Periods per week: 6
Year: First Total periods: 150
Time per period: 55 minutes

1. Course Description

This is a core course of B. Ed. It intends to acquaint the students with the fundamental

knowledge of education, innovations in teaching, school and society, education and social

policy and education and philosophy. Moreover, it provides information regarding

development of education in Nepal, the major recommendations of the education

commissions and contributions of programmes to shape the education system in Nepal.

2. General Objectives

The general objectives of this course are as follows:

· To provide the students with deeper and broader understanding of fundamentals of

education and teaching.

· To provide the students with in-depth knowledge on different schools of philosophy.

· To develop the understanding of sociological foundation of education among the

students

· To acquaint the students with the development of education in Nepal.

· To make the students familiar with the contribution of different education commissions

plans and programmes to the development of education in Nepal.

3. Specific Objectives and Contents

Specific Objectives Contents

· Clarify the concept of education as a

discipline.

· Elaborate the evolution of education.

· Explain meaning, definitions, aims

and objectives of education.

· State the nature and types of

education.

· Describe the functions of education.

· Elaborate lifelong education,

alternative approaches to education

and corresponding courses.

Unit I: Concept and Meaning of Educations

(15)

1.1 Education as a discipline

1.2 Evolution concept of education

1.3 Meaning and definitions of education

1.4 Aims and objectives of education

1.5 Nature of education

1.6 Types of education

1.7 Functions of education

1.8 Delivery of education:

1.8.1 Lifelong education

1.8.2 Alternative approaches to education

1.8.3 Correspondence courses

· Explain the concept of teaching and

learning.

· Elaborate teaching as a profession.

· Justify teaching as a science and an

art.

· Explain the importance of teacher

training.

· Describe teacher effectiveness.

Unit II: Teaching as a Profession (15)

2.1 Concept of teaching and learning.

2.2 Teaching as a profession:

2.2.1 Requirements

2.2.2 Development

2.2.3 Licensing

2.3 Teaching as a science and an art

2.4 Importance of teacher training

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2.5 Teacher effectiveness

· Explain the behavior modification

techniques.

· Explain concept, characteristics and

elements of models of teaching.

· Describe different types of models of

teaching.

· Elaborate micro-teaching.

· Elaborate programmed instruction.

· Differentiate between large group

and small group teaching.

Unit III: Innovations of Teaching (20)

3.1 Behavior modification techniques

3.2 Models of teaching

3.2.1 Concept

3.2.2 Characteristics

3.2.3 Elements

3.3 Classification of models of teaching

3.3.1 Social interaction

3.3.2 Information processing

3.3.3 Personal and behavioral

modification

3.4 Micro-teaching.

3.5 Self Instruction (Programmed)

3.6 Large group and small group teaching.

· Elaborate the meaning of society and

community.

· State the concept of Sociology and

Educational Sociology.

· Explain school as a sub-system of

society.

· Clarify meaning and importance of

socialization.

· Describe different agencies of

socialization.

· Differentiate between modes of

socialization.

· Elaborate the concept of directness in

socialization.

· Explain the meaning and importance

of social interaction and patterns of

socialization.

Unit IV: School and Society (15)

4.1 Meaning and definitions of society and

community

4.2 Concept of sociology and educational

sociology

4.3 School as a sub-system of society

4.4 Socialization

4.4.1 Meaning

4.4.2 Importance

4.5 Agencies of socialization

4.5.1 Family

4.5.2 Peer Group

4.5.3 School

4.5.4 Community

4.5.5 Association media

4.5.6 Political, religious and economical

groups

4.6 Modes of socialization

4.6.1 Repressive

4.6.2 Permissive

4.7 Directness in socialization

4.8 Meaning and importance of social

interaction.

4.9 Patterns of social interaction.

· Explain the meaning of social policy

in education.

· Clarify social factors of selection as

well as equal opportunity in

education.

· Elaborate education and social justice

with reference to human right, child

right, inclusive education, education

for delinquencies and disadvantaged

groups.

· Explain the need of education for

Unit V: Education and Social Policy (15)

5.1 Meaning of social policy in education

5.2 Equal opportunity in education

5.2.1 Concept

5.2.2 Need

5.2.3 Hindrance

5.2.4 Measures

5.3 Education and social justice

5.3.1 Human right

5.3.2 Child right

5.3.3 Inclusive education (Salamanca

1995)

25

national integration.

· Explain education from global

perspectives.

5.3.4 Education for delinquencies and

disadvantages group

5.4 Education for national integration.

5.5 Education from global perspectives

5.5.1 Millennium Goal

5.5.2 Education for All (EFA)

· Jomtien conference

· Dakar conference

· Amman conference

· Clarify meaning and definitions of

philosophy.

· Describe purposes and scope of

philosophy.

· Compare the eastern and the western

philosophy.

· Show the relationship between

philosophy and education.

· Explain idealism, naturalism

pragmatism and realism with

reference to philosophical premises,

objectives, process, curriculum and

role of teacher and students.

Unit VI Education and Philosophy (35)

6.1 Meaning, definitions, purpose and scope

of philosophy

6.2 General introduction to the eastern and the

western philosophy

6.3 Relation between philosophy and

education

6.4 Schools of philosophy with special

reference to philosophical premises,

objectives, educational process,

curriculum, role of teacher and students in

context of school education

6.4.1 Idealism

6.4.2 Naturalism

6.4.3 Realism, Pragmatism

· Elaborate the development of

education in Nepal before democratic

period, in post democratic period and

after 2028 B.S.

Unit VII: Education in Nepal (7)

7.1 Pre-democratic period: Major features

7.1.1 Indigenous

7.1.2 Negligence

7.1.3 Opposition period

7.2 Post democratic period. (2007 B.S. to

2027)

7.3 Development period (2027 onward)

· State the major recommendations of

education commissions and plans

such as NNEPC 2011 B.S., ARNEC

2018 B.S., NESP 2028 B.S., RHEC

2040 B.S., NEC 2046 B.S. and

HLNEC 2055 B.S.

· Find out the application of these

recommendations in school system.

Unit VIII: Major Recommendations of

Commissions Plans and their

Application in School System (5)

8.1 Nepal National Education Planning

Commission (NNEPC) 2011 B.S.

8.2 All Round National Education Committee

(ARNEC 2018 B.S.)

8.3 National Education System Plan (NESP)

2028-2032 B.S.

8.4 Royal Higher Education Commission

(RHEC) 2040 B.S.

8.5 National Education Commission (NEC)

2049 B.S.

8.6 High Level National Education

Commission (HLNEC) 2055 B.S.

· Explain the major features of local

and districts level of education such

as different education plans VIP, SIP,

Unit IX: Local and District Level Plans (15)

9.1 School Improvement Plan (SIP)

9.2 Village Education Plan (VEP)

26

DEP and SESP. 9.3 District Education Plan (DEP)

9.4 Secondary Education Support Programme

(SESP)

· Explain the contribution of education

for rural development in education.

· Elaborate PEP the contribution of

BPEP I and II.

· State the achievement and challenges

of education for all 2001-2009.

· Explain the major features of school

sector reform plan 2009-2015

Unit X: Educational Projects and

Programmes (10)

10.1 Seti Education for Rural Development

(SERD)

10.2 Primary Education Project

(PEP)

10.3 Basic and Primary Education Project

(BPEP I)

10.4 Basic and Primary Education Programme

(BPEP II)

10.5 Education for All (EFA) 2004, 2009

10.6 School Sector Reform (SSR) 2009-2015

Note: The figures in the parentheses indicate the approximate periods for the respective units.

4. Instructional Techniques

The instructional techniques for this course are divided into two groups. The first group

consists of general instructional techniques applicable to most of the units. The second group

consists of specific instructional techniques applicable to specific units.

4.1 General Instructional Techniques

· Lecture

· discussion

· Question answer

4.2 Specific Instructional Technique

Unit - II: Library studies and self studies

Unit - IV: Project works in different topics.

Unit - V: Assignments in different topics.

Unit - VIII: Library study, preparation of report and its presentation in the class.

Unit - IX/X: Project work individually and in group, preparation of report and its

presentation in the class.

5. Evaluation

This is a theoretical course. Hence, the learning of the students will be assessed through

annual examination held by the Office of Controller of Examinations. The types and number

of questions in the annual examination paper are given in the following table.

Types of questions Total questions

to be asked

Number of questions

to be answered and marks

allocated

Total

marks

Group A: Multiple

choice items

20 questions 20 x 1 mark 20

Group B: Short answer

questions

8 with 3 'or'

questions

8 x 7 marks 56

Group C: Long answer

questions

2 with 1 'or'

question

2 x 12 marks 24

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6. Recommended Books and References

Recommended Books

Aggarwal, J. C. (1997). Principles, methods and techniques of teaching, New Delhi: Vikas

Publishing House Pvt. Ltd. (For unit III)

Brubacher, J. S. (1978). Modern philosophies of education. New Delhi: McGraw Hill

Publishing Company. (For unit VI)

Bruce, J. & Weil, (1972). Models of teaching (4nd ed.) Delhi: Prentice Hall of India. (For unit

III)

Crow, & Crow, A. (1976). Introduction to education, New Delhi: Eurabia, Publishing House.

(For units I & II)

Dash, B. N. (1995). Foundations of education thought and practice Calculatta: Kalyani

Publication. (For units I, II & VI)

Morris, V. C. et. al (1963). Becoming an educator. Boston: Hougton Miffin Company. (For

unit II)

Ornstein, A.C., & Levine, D.U. (2008). Foundation of education. Boston: Houghton Mifflin

Company. (For Units II, IV and VI)

Ottaway, A. K. C. (1964). Education and society. and introduction to sociology of education

London: Routtedge and Kegan Paul. (For units II, IV & V)

Ryans, D. G. (1969). Characteristics of teachers (A research study) Delhi: Sterling Publishers

Private Ltd. (For unit II)

Vedanayayam, E. G. (1988). Teaching technology for college teachers. Starling Publishing

Private Ltd. (For unit IX)

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8Lgsf] sfof{no (For unit 9, 10)

g]kfn ;/sf/, lzIff ljefu, kf7\oqmd ljsf; s]Gb|, cgf}krfl/s lzIff kl/ifb\, z}lIfs

hgzlSt ljsf; s]Gb|sfsf h/gnx¿ . (For unit 9)

zdf{ uf]kLgfy, -@)$#_, g]kfnsf] lzIffsf Oltxf;, >LdtL x]ds'df/L zdf{ . (For unit 7)

References

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Aryal, P. N. et al. (2065). Philosophical and sociological foundations of education, Kirtipur:

Quest Publication.

Bhatia, K. K. (1983). Principles and practices of education, Ludhiana: Kalyani Publishers.

Bhattarai, H. N. (2063). Foundations of education, Kathmandu: Jupiter Publisher and

Distributor.

Coombs, P. H. (1960). The world educational crisis: system analysis Allahabad: A. H.

Wheetoer & Co. Pvt. Ltd.

Dhakal, M. P. (2063). Philosophical and sociological foundations of education, Kathmandu:

Bidhyarthi Pustak Bhandar.

Dorothy, (1965). Social perspective on education. The society, the student, the school. New

York: John Wiley & sons. Inc.

Faure, E. et.al. (1992), Learning to be, the world education today and tomorrow. Paris:

UNESCO.

Hammadi, A. H. (1989). Open university (retorspect and prospect), Delhi: Bibleographics:

Bareau.

Karki, U. (2054). Philosophical and sociological foundations of education, Kathmandu:

Bhrikuti Pustak Bhandar.

Kneller, G. E. (1967). Foundations of education (2nd ed) Sydney: John Wiles and Sons, Inc.

Ross, J. S. (1978). Ground work of educational theory, Oxford University Press.

Sharma, C. & Nirmal, S. (2064). Philosophical and sociological foundations of education,

Kathmandu: M. K. Publishers.

Shrestha, K. N. (2063 B.S.). Technology of teaching and instruction, Kathmandu: Nabin

Prakashan.

Shrestha, C. B. & Basnet, S. (2063). Philosophical and sociological foundations of education.

Kathmandu: Bhudi Puran Prakashan.

Thio, A. (1968). An introduction to sociology. New York: Happer & Row Publisher.