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  • TITLE
  • DECLARATION
  • CERTIFICATE
  • PREFACE
  • ACKNOWLEDGEMENT
  • CONTENTS
  • LIST OF TABLES
  • LIST OF APPENDICES
  • I. INTRODUCTION
  • 1.1 Introduction
  • 1.2 Objectives of the Study
  • 1.3 Significance of the Investigation
  • 1.4 Statement of Hypotheses
  • 1.5 Trends and Concepts Defined
  • 1.6 Parameters of Education Based on Gandhian Principles
  • 1.7 Procedures of the Study
  • 1.8 Delimitation of the Study
  • 1.9 Design of the Field Study
  • 1.10 Conclusion
  • II. SECONDARY SCHOOL CURRICULUM AS THE BASIS OF RESTRUCTURING
  • 2.1 Secondary Education-its Importance
  • 2.2a Historical Development of Education in India
  • 2.2b Historical Development of the Secondary Education
  • 2.3 Problems and Issues in the Secondary School
  • 2.4 The Present Curriculum of the Secondary School Drawbacks - An Analysis
  • 2.5 Recommended Reforms - New Education Policy, 1986
  • 2.6 Secondary Education and Educational Aims
  • Educrtlonal aims according to Western philosophical thoughts
  • 2.7a Secondary Education and Democracy
  • 2.7b Secondary Education and Socialism
  • 2.7c Education and Secularism
  • 2.7d Education and Economic Growth
  • 2.8 Vocational Aspect of Education: Distinctions Between Vocationalisation, Work Experience and SUPW
  • 2.8.1 Distinction between vocationalisation, work experience and SUPW
  • 2.8.2 Mutual co-operation between school and community
  • 2.10 Utilisation of Resources
  • 1 A Sample of Household Funds of Knowledge
  • 2.11 Conclusion
  • III. CURRICULAR RECONSTRUCTION: BASIC PRINCIPLES
  • 3.A1 Introduction
  • 3.A2 Traditional and Progressive Educational Visions
  • 3.A3 The Issues of Content and Linkage
  • 3.A4 Cumculum, an Evolving Definition
  • 2 Assumptions about the Nature of Knowledge and its Use in Education
  • 3.A5 The Role of Philosophy in Curriculum Planning
  • 3.A6 Curricular Orientations in the Individual Learner
  • 3.A7 Curricular Basis of Social and Community Development
  • 3.A8 National Development
  • 3.A9 Curricular Basis of Resource Planning
  • 3.A10 Human Resource Development
  • 3.A11 Curricular Basis of Vocational Reconstructing
  • 3.A12 Curricular Planning and School Activities
  • Part B - BASIC PRINCIPLES OF GANDHIAN EDUCATIONAL PHILOSOPHY
  • 3.B1 Introduction
  • 3.B2 His Philosophical Doctrines-Truth, Non-violence, Satyagraha and Love
  • 3.B3 Basic Education: its Major Policy Statements
  • 3B.4 Aims of Gandhian Education
  • 3B.5 Basic Education and Curriculum
  • IV. METHODOLOGY
  • 4.1 Introduction
  • 4.2 Experimental Design
  • 4.3 Tools Used in the Study
  • 4.4 Samples for the Study
  • 3 Details of Tests Used in the Analysis
  • Factors considered in the selection of the samples
  • 4 Distribution of the Sample I Actually Tested
  • 5 Distribution of the Final Sample I
  • 6 Distribution of the Sample II Actually Tested
  • 4.5 Data Collection Procedure and Consolidation of Data
  • 7 Distribution of the Final Sample II
  • 4.6 Statistical Treatment and Processing of Data
  • V. ANALYSIS: CURRICULAR FRAMEWORK BASED ON GANDHIAN PRINCIPLES-I
  • Section A
  • Section A
  • Variables under study
  • Part I: Comparison of the Mean Scores of Subgroups of the Sample for Independent Variables under Idealism, Naturalism, Pragmatism and Realism
  • 8 Mean and Standard Deviation of the Variables Belonging to Idealism of the Two Subgroups
  • 9 Mean and Standard Deviation of the Variables Belonging to Naturalism of the Two Subgroups
  • 10 Mean and Standard Deviation of the Variables Belonging to Pragmatism of the Two Subgroups
  • 11 Mean and Standard Deviation of the Variables Belonging to Realism of the Two Subgroups
  • 12 Data and Result of the Test of Significance of the Difference Between the Mean Scores of Government School Teachers and Private School Teachers
  • 13 Summary of the Tests of Significance for the Two Subgroups-Government School Teachers and Private School Teachers
  • Part II: Philosophic Preference Assessment of the Major Philosophical Thoughts held by Teachers Based on Graphical Patterns
  • 14 Mean Scores of Variables Related to Idealism, Naturalism, Pragmatism and Realism for Government School Teachers
  • 15 Graphical Representation of the Philosophic Preferences of Government School Teachers - Pattern I
  • 16 Mean Scores of Variables Related to Idealism, Naturalism, Pragmatism and Realism for Private School Teachers
  • Section B
  • Part I
  • 17 Graphical Representation of the Philosophic Preferences of Private School Teachers - Pattern II
  • Part la. identification of the High, Average and Low Academic Achievers
  • 18 Distribution of High, Average and Low Academic Achievers
  • 19 Mean and Standard Deviation of the Variables Related to the Culture of Head of High, Average and Low Academic Achievers
  • 20 Mean and Standard Deviation of the Variables Related to the Culture of Hand of High, Average and Low Academic Achievers
  • 21 Mean and Standard Deviation of the Variables Related to the Culture of Heart of High, Average and Low Academic Achievers
  • 22 Data and Result of the Test of Significance for the Mean Difference of Scores of Variables Related to Culture of Head of High and Average Academic Achievers
  • 23 Data and Result of the Test of Significance for the Mean Difference of Scores of Variables Related to Culture of Head of High and Low Academic Achievers
  • 24 Data and Result of the Test of Significance for the Mean Difference of Scores of Variables Related to Culture of Head of Average and Low Academic Achievers
  • 25 Data and Result of the Test of Significance for the Mean Difference of Scores of Variables Related to Culture of Hand of High and Average Academic Achievers
  • 26 Data and Result of the Test of Significance for the Mean Difference of Scores of Variables Related to Culture of Hand of High and Low Academic Achievers
  • 27 Data and Result of the Test of Significance for the Mean Difference of Scores of Variables Related to Culture of Hand of Average and Low Academic Achievers
  • 28 Data and Result of the Test of Significance for the Mean Difference of Scores of Variables Related to Culture of Heart of High and Average Academic Achievers
  • 29 Data and Result of the Test of Significance for the Mean Difference of Scores of Variables Related to Culture of Heart of High and Low Academic Achievers
  • 30 Data and Result of the Test of Significance for the Mean Difference of Scores of Variables Related to Culture of Heart of Average and Low Academic Achievers
  • 31 Summary of the Tests of Significance for the Three Academic Achievement Levels
  • 32 Data and Result of the Test of Significance of the Difference Between the Mean Variables of Culture of Head of Rural and Urban Academic Achievers
  • 33 Data and Result of the Test of Significance of the Difference Between the Mean Variables of Culture of Hand of Rural and Urban Academic Achievers
  • 34 Data and Result of the Test of Significance of the Difference Between the Mean Variables of Culture of Heart of Rural and Urban Academic Achievers
  • 35 Summary of the Test of Significance for the Rural and Urban Academic Achievers
  • Part II: Correlation Analysis
  • 36 Relationship Between the Variables of Culture of Head, Culture of Hand and Culture of Heart for the Low Academic Achievers
  • 37 Relationship Between the Variables of Culture of Head, Culture of Hand and Culture of Heart for the Average Academic Achievers
  • 38 Relationship Between the Variables of Culture of Head, Culture of Hand and Culture of Heart for the High Academic Achievers
  • 39 Relationship Between the Variables of Culture of Head, Culture of Hand and Culture of Heart for the Whole Sample
  • 40 Correlation Between the Independent Variables of Culture of Head, Culture of Hand and Culture of Heart, with Academic Achievement of the Whole Sample
  • VI. DESCRIPTIVE ANALYSIS: CURRICULAR FRAMEWORK BASED ON GANDHIAN PRINCIPLES-II
  • 6.1 Introduction
  • 6.2 Gandhian Ideal of Character Development
  • 6.3 The Gandhian Theory of Skill Development
  • VII. CONCLUSIONS AND SUGGESTIONS FOR CURRICULAR DEVELOPMENT
  • 7.1 Curricular Development Based on Teachers Philosophical Perceptions
  • 7.2 Suggestions for Cumcular Development Based on Gandhian Principles
  • 7.3 Concluding Suggestions
  • 7.4 Conclusion
  • BIBLIOGRAPHY
  • JOURNALS AND ARTICLES
  • I General Data Sheet for the Secondary School Teachers
  • II Questionnaire I -- Philosophy Preference Assessment Scale for Teachers with Scoring Columns
  • III General Data Sheet for Secondary School Pupils
  • IV Questionnaire II - Gandhian Educational Parameters Preference Assessment
  • V Score Sheet for the Gandhian Educational Parameters Preference Assessment
  • VI Philosophy Preference Assessment Based on Graphic Patterns