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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