Syllabus (EDUCATION)
Course Type: DSC-101
Semester: 1
Course Code: MEDCDSCC101T
Course Title: Introduction to Education Studies Course Code
(L-P-Tu): 3-0-1
Credit: 4
Practical/Theory: Theory
Course Objective: See below
Learning Outcome: See below
PG Semester I
Course Title: Introduction to Education Studies Course Code: DSC-1
Course Credits: 4
Total Marks: 50 (Internal Assessment: 10; End-Semester Exam: 40)
Course Objectives:
- Understand the nature of education as a discipline/an area of study.
- Examine issues related to education as interdisciplinary knowledge.
- Understand the socio-cultural context of education.
- Reflect on the multiple contexts in which the school and teacher education institutions are working.
- Understand the basic concepts/issues of education with reference to kind of concerns the NCF (2005) has raised.
- Discuss the emerging dimensions of school and teacher education
Course Outcomes:
After completing this paper, students will be able to:
- Understand education as a multi-dimensional field of study.
- Explore the historical, psychological, philosophical, and social bases of education.
- Analyze the aims, functions, and changing nature of education in society.
- Develop critical awareness of contemporary issues in education.
- Define education and distinguish between schooling, education, and learning.
- Explain how history, psychology, philosophy, and sociology inform educational thought and practice.
- Identify different aims of education and how they reflect societal needs.
- Examine issues like equity, access, quality, and technology in education.
- Apply basic concepts of educational studies to real-world educational scenarios.
Course Contents:
Unit I: Theoretical Perspectives of Education
- Education as a system developed by the society based on: social, cultural, political, economic, and technological factors.
- Critical analysis of concepts, principles, theories, assumptions and contexts related to education.
- Sustainable education, curriculum, syllabus, text books, assessment, teaching-learning process etc. and its application to pedagogy and practices.
Unit II: Education as a Discipline and Education System in India
- Critical analysis of education as a discipline/area of study
- The aims of Indian Education in the context of a democratic, secular, egalitarian and a humane society.
- Axiological issues in education: role of peace and other values, aesthetics in education.
- Education system in Ancient and Medieval India and British period
- Determinants of Educational Policies in India Unit III: Socio-cultural Context of Education
- Social purposes of education, importance of Multilingualism and Multicultural classroom.
- Process of socialization and acculturation of the child: - role of school, parents, peer group and the community.
- Education of deprived group children Unit IV: Support Systems of Education
- Principles and guidelines in organizing the support systems.
- Teacher education and contemporary issues as reflected in NCF (2005).
- Role of Media: Participation of different stakeholders in school education-role of media, use of technology, NGOs, Civil society groups, Teacher organizations, family and local community.
Suggested Readings
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- Bruner, J S (1996) The culture of education Cambridge, MA: Harward University press.
- Broudy, H.S (1977) Types of knowledge and purpose of education In R.C. Anderson,
R.J Spiro and W.E Montanaque (eds) schooling and acquisition of knowledge (P.P. Hilldale, N J: Erlbaum) Dearden, R. F (1984). Theory and practice in education. Routledge K. Kegan & Paul
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- Dewey, J (1916/1977) Democracy and Education: An introduction to the philosophy of education. New York: Macmillan.
- Peters, R.S (ed), (1975). The philosophy of education. Oxford University press, London
- Peters R.S (1967). The concept of education. Routledge: United Kingdom.
- Pandey, R.S. Preface to Indian philosophy of Education. S.K Publishers & Distribution, Aligrah.
- Curtis, S.J (1968) Introduction to the philosophy of education. London University, Tutorial Press.
- Kneller, G.F (1971) Introduction to the philosophy of Education. New York, John Willey & Sons.
Basic Features
Undergraduate degree programmes of either 3 or 4-year duration, with multiple entry and exit points and re-entry options, with appropriate certifications such as:
- UG certificate after completing 1 year (2 semesters with 40 Credits + 1 Summer course of 4 credits) of study,
- UG diploma after 2 years (4 semesters with 80 Credits + 1 Summer course of 4 credits) of study,
- Bachelor’s degree after a 3-year (6 semesters with 120 credits) programme of study,
- 4-year bachelor’s degree (Honours) after eight semesters (with 170 Credits) programme of study.
- 4-year bachelor’s degree (Honours with Research) if the student completes a rigorous research project (of 12 Credits) in their major area(s) of study in the 8th semester.
Note: The eligibility condition of doing the UG degree (Honours with Research) is- minimum75% marks to be obtained in the first six semesters.
- The students can make an exit after securing UG Certificate/ UG Diploma and are allowed to re-enter the degree programme within three years and complete the degree programme within the stipulated maximum period of seven years.
