Syllabus (EDUCATION)
Course Type: DSC-102
Semester: 1
Course Code: MEDCDSCC102T
Course Title: Philosophical and Sociological Perspectives of Education Course Code
(L-P-Tu): 3-0-1
Credit: 4
Practical/Theory: Theory
Course Objective: See below
Learning Outcome: See below
Course Title: Philosophical and Sociological Perspectives of Education Course Code: DSC2
Course Credits: 4
Total Marks: 50 (Internal Assessment: 10; End-Semester Exam: 40)
Course Objectives:
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- Develop an understanding about the contribution of Philosophy to education as a discipline;
- Develop capacity to grasp the Indian Philosophy of Education
- Acquaint themselves with the educational contributions of some great thinkers (both Western & Indian) on education
- Understand, interpret and evaluate the concepts related to social philosophy of education;
- To develop knowledge about Education & Society.
- To enable learners to correlate Education & Sociology;
- To understand philosophical and sociological theories and its practices in our educational system.
- Comprehend Sociological Foundations of Education
- Familiarize with the sociological inquiry and its relevance in the process of education
- Interpret social structure, culture and social inequality in Indian society
- Recognize the role of Education in a changing social context
- Provide an understanding of certain current problems and issues of Education in the social context.
- Recognize the contribution of Sociology towards the Discipline, Education
- Recognize the relevance of Educational Sociology as forming ground of the discipline, ‘Education’
- Analyse the sociological and cultural dimensions of Education and the related issues in pretext of present era.
Course Outcomes:
After completion of the course the students will be able to
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- Understand the philosophical foundations of education and major schools of philosophy and their implications for teaching and learning.
- Examine how society, culture, and social institutions shape educational processes and outcomes.
- Analyze education as a social system and its role in socialization, change, and equity.
- Critically reflect on contemporary educational issues using philosophical and sociological perspectives.
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- Explain key philosophical perspectives and discuss Indian philosophical thought on education: Vedic, Buddhist, Islamic, and modern thinkers like Gandhi, Tagore, Aurobindo.
- Describe sociological concepts relevant to education: culture, socialization, stratification, social change.
- Analyze the relationship between education, society, and social institutions: family, religion, polity, media.
- Evaluate issues of inequality, diversity, and social justice in education using sociological lenses.
Course Contents:
UNIT I: Educational Philosophy and Educational Sociology
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- Meaning, Nature and Scope of Educational Philosophy
- Meaning, Nature and Scope of Educational Sociology
- Functions of Philosophy of Education
- Relationship of Education and Philosophy;
- Relationship of Education and Sociology UNIT II: Philosophy and its School
- Philosophy- meaning, definitions, branches
- Metaphysics, Epistemology: Concept, characteristics, Sources, and Types of Knowledge.
- Schools of Philosophy:
- Nyaya, Sankhya, Vedanta, Yoga, Cărvaka, Vaiseshika, Vedanta, with special reference to their knowledge, reality and educational implications;
- Idealism, Realism, Naturalism, Pragmatism, Existentialism, with special reference to aims, curriculum and methods of teaching.
UNIT III: Sociological Perspectives of Education
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- Educational sociology: meaning, nature, scope, function, and its importance
- Relationship between sociology and education
UNIT IV: Functions of Education for Social Change and Socialisation
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- Social change: Meaning, nature and factors
- Relationship between Education and Social Change
- Social stratification and social mobility: Meaning, nature, types and role of Education
- Education for peaceful co-existence
- Socialisation, meaning, nature and agents and role of Education
Suggested Readings:
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- Dhiman, O. P. (1987). Foundation of Education. New Delhi: Atma Ram & Sons.
- Chatterjee, S. C., & Dutta, D. M. (1939). An Introduction to Indian Philosophy.
Calcutta: University of Calcutta.
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- Butler, D. J. (1962). Four Philosophies and their practice in Education. New York: Harper & Row.
- Lodge, R. (1947). Philosophy of Education. New York: Harper & Brothers.
- Rusk, R. R. (1956). Philosophical Bases of Education. London: University of London Press.
- Verma, V. (1964). Studies in Philosophies of Education. New Delhi: Jnanada Prakashan.
- Sinha, J. (1963). Outlines of Indian Philosophy. Calcutta: Sinha Publishing House.
- Shrivastava, K. K. (2003). Philosophical Foundations of Education. New Delhi: Kanishka Publishers.
- Taneja, V. R. (1997). Educational Thoughts and Practice. New Delhi: Sterling Publishers.
- Rusk, R. R. (1918). Great Educators. London: National Society's Depository.
- Chaube, S. P. (1981). Philosophical & Sociological foundation of Education. Agra: Vinod Pustak Mandir.
- Sharma, S. N. (1995). Philosophical & Sociological foundations of education. New Delhi: Kanishka Publishers.
- Sharma, Y. K. (2002). Philosophical & Sociological foundations of Education. New Delhi: Kanishka Publishers.
- Bandopadhyaya, A. (2012). Shiksha Darshan. Kolkata: B.B. Kundu Publication.
- Anand, C. L. et. al. (1983). The Teacher and Education in Emerging Indian society, NCERT, New Delhi.
- Bhattacharya and Srinivasan. (1962). Society and Education. Calcutta: Academic Publishers. · Blackledge, David and Hunt, Barry. (1985). Sociological Interpretations of Education. London: Croom Helm.
- Bowen, J and Hobson, P.R. (1974). Theories of Education. London: John Wiley and sons.
- Brookoner, W.B. and Gottlieb, D. (1964). A Sociology of Education. New York: American Book Company.
- Brown, S. I. (1947). Educational Sociology. New Delhi: Prentice Hall.
- Bruner, J.S. (1964). The Process of Education. Delhi: Atmaram and 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.
