B. Ed., Knowledge & Curriculum

Roles of Knower and Known in Knowledge Transmission

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In the context of knowledge transmission and construction, the “knower” refers to the individual or group who is seeking to acquire knowledge, while the “known” refers to the object of that knowledge.

The known can refer to any object or phenomenon that the knower is seeking to understand or learn about. It can be a scientific principle, a historical event, a cultural tradition, or any other aspect of the world around us.

The relationship between the knower and the known is a fundamental aspect of the process of knowledge acquisition. The knower relies on their own cognitive abilities and external sources of information to build an understanding of the known. This can involve a wide range of cognitive processes, including observation, inference, deduction, induction, and critical thinking.

Different frameworks place varying degrees of emphasis on the role of the knower and the known in the process of knowledge acquisition. For example, subjectivism emphasizes the importance of the knower’s subjective experiences and perspectives in shaping their understanding of the known. Objectivism emphasizes the objective, external nature of knowledge that exists independently of the knower.

Here are some key features of the relative roles of the knower and the known in knowledge transmission and construction:

  1. Objectivism: In this framework, knowledge is viewed as objective, external, and independent of the knower. The knower’s role is to observe and gather information about the known, and to represent that information accurately. The known is seen as fixed and unchanging, and the knower’s task is to discover and describe it.
  2. Constructivism: In this framework, knowledge is viewed as subjective, internal, and constructed by the knower. The knower’s role is to actively construct knowledge based on their experiences, beliefs, and interactions with the world. The known is seen as fluid and constantly being constructed and reconstructed by the knower.
  3. Pragmatism: In this framework, knowledge is viewed as a result of the interaction between the knower and the known. The knower’s role is to bring their experiences and perspectives to the construction of knowledge, but this knowledge is tested and validated by the known through practical application. The known is seen as both objective and subjective, and the knower’s task is to negotiate the interplay between the two.
  4. Social constructivism: This framework emphasizes the role of social interaction and culture in the construction of knowledge. Knowledge is viewed as being constructed through social interaction, language, and cultural practices, not just individual cognition. The knower’s role is to participate in these social interactions. They also negotiate meaning with others in order to construct knowledge.

In summary, the relative roles of the knower and the known in knowledge transmission and construction depend on the framework one subscribes to. Each framework has its own unique features and characteristics.

Also Read: Meaning of Knowledge and Knowing
Relative roles of the knower and the unknown in knowledge transmission and construction
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NET, Paper 2, Unit 7 Pedagogy, Andragogy and Assessment

Reflective Journal

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A reflective journal is a type of personal writing that allows individuals to reflect on their experiences, thoughts, and feelings. It is a tool used for self-reflection and can be used for a variety of purposes, such as personal growth, learning, and professional development.

Reflective Journal Features :

  • Reflective journaling typically involves regularly writing down thoughts and reflections about experiences or events, including what was learned, how the experience affected the writer, and what the writer could do differently in the future.
  • The writing can be in any format, including freeform prose, lists, or bullet points, and can include images, sketches, or other visual aids.
  • Reflective journaling is often used in education and training settings, such as in teacher training programs, to help students and professionals develop their critical thinking and self-awareness skills.
  • It can also be used as a therapeutic tool to help individuals process and cope with difficult emotions or experiences.

Reflective Journal in Teaching :

It is a valuable tool for teachers to engage in self-reflection and professional development. By regularly writing down their thoughts and reflections about their teaching experiences, teachers can gain a deeper understanding of their own teaching practices, strengths, and areas for improvement.

Reflective journaling can be used in a variety of ways in teaching, including:

  1. Planning and preparation: Teachers can use reflective journaling to plan and prepare for their lessons. By reflecting on their previous lessons and experiences, teachers can identify areas where they need to focus their attention and plan strategies to address them.
  2. Assessment and evaluation: Teachers can use reflective journaling to assess and evaluate their own teaching practices. They can reflect on their lesson plans, instructional strategies, and student engagement, and use this information to identify areas for improvement and adjust their teaching accordingly.
  3. Professional development: Reflective journaling can be used as a tool for professional development. Teachers can reflect on their own teaching practices and identify areas where they need to improve their skills or knowledge. They can then seek out resources and opportunities for professional development to address these areas.
  4. Feedback and collaboration: Teachers can also use reflective journaling as a tool for giving and receiving feedback and collaborating with colleagues. By sharing their reflections with others, teachers can gain insights and perspectives from others and work together to improve their teaching practices.

Overall, reflective journaling can help teachers develop their self-awareness, critical thinking, and professional skills, leading to improved teaching practices and better outcomes for their students.

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Educational Policy, Economics and Planning, M. Ed.

Approaches of Educational Planning

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Educational planning is a crucial process for ensuring that secondary education is delivered effectively and efficiently. Planning at the secondary level involves setting goals and objectives, identifying resources and needs, and developing programs and policies to meet those needs.

Approaches of Educational Planning :

There are several approaches to educational planning at the secondary level, each with its own strengths and weaknesses. Here is a detailed explanation of these approaches:

  1. Top-down approach: The top-down approach to educational planning at the secondary level starts with the national government setting the goals and objectives for secondary education. The government provides the resources needed to achieve those goals and establishes policies and guidelines to ensure that they are met. The focus is on achieving consistency and coherence across the education system. This approach can be effective in ensuring that there is a clear national vision for secondary education and that resources are allocated in a way that supports that vision. However, it can also be inflexible and may not take into account local conditions and needs.
  2. Bottom-up approach: The bottom-up approach to educational planning at the secondary level starts at the local level and involves input from teachers, parents, and other stakeholders. The focus is on identifying the needs of students and the community and developing programs that meet those needs. This approach can be more flexible and responsive to local conditions, as it takes into account the unique characteristics of each community. However, it may not be as effective in ensuring consistency and coherence across the education system.
  3. Mixed approach: The mixed approach to educational planning combines elements of both the top-down and bottom-up approaches. It starts with a broad national framework but allows for flexibility and adaptation at the regional and local levels. This approach can help balance the need for consistency with the need for local responsiveness. It can also promote ownership and buy-in among stakeholders at all levels. However, it can be challenging to strike the right balance between national and local needs.
  4. Decentralized approach: This approach to educational planning involves devolving decision-making authority to the regional or local level. This can give local communities more control over their education systems and can lead to greater responsiveness to local needs. However, it can also lead to inconsistencies across regions and may require significant resources and capacity-building at the local level.
  5. Participatory approach: This approach to educational focus on the involvement of all stakeholders in the planning process. This includes students, parents, teachers, and community members. The goal is to build consensus and ownership of the education system among all stakeholders. This approach can be effective in ensuring that the needs of all stakeholders are taken into account. It can promote accountability and transparency. However, it can also be time-consuming and may require significant resources and capacity-building.

Each of these approaches has its own strengths and weaknesses, and the best approach will depend on the specific context and needs of the education system. A well-designed educational planning process will consider the strengths and limitations of each approach and tailor the process accordingly. Ultimately, the goal of educational planning at the secondary level should be to ensure that all students have access to high-quality education that prepares them for success in life.

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Approaches of Educational Planning secondary level
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B. Ed., Childhood and Growing Up

Childhood in the Context of Poverty and Globalization

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Childhood in the context of poverty and globalization can be complex and challenging. Poverty can have a significant impact on a child’s development, health, education, and future opportunities. Globalization can also play a role in exacerbating poverty and inequality in many parts of the world.

Few points on childhood in the context of poverty and globalization:

  1. Poverty can have significant negative effects on a child’s development, health, education, and future opportunities. Children living in poverty are often exposed to environmental hazards and lack access to basic needs such as food, clean water, and healthcare. They also experience abuse and neglect.
  2. Globalization can create new economic opportunities and improve access to resources, but it can also cause poverty and inequality in the world. As wealth and resources become concentrated in the hands of a few, marginalized communities can be further pushed into poverty.
  3. Children living in poverty may face barriers to accessing quality education, which can impact their ability to learn and succeed academically. Inadequate education can also limit their future opportunities for employment and economic mobility.
  4. The stress of living in poverty can impact a child’s cognitive, social, and emotional development, potentially leading to long-term negative consequences. Poverty-related stress can affect the development of the brain, lead to behavioral issues, and impact a child’s overall mental health and well-being.
  5. Children living in poverty may be at higher risk for exploitation, abuse, and neglect. They may be forced to work in hazardous conditions, trafficked for labor or sex, or exposed to other forms of exploitation.
  6. Globalization can also lead to the displacement of communities and the loss of traditional livelihoods, further exacerbating poverty and inequality. This can have a significant impact on the well-being of children and families who are forced to relocate or lose access to essential resources.

To mitigate the negative impacts of poverty and globalization on childhood, policies, and interventions must be implemented. A few examples are improving access to education, healthcare, and social services, promoting sustainable economic development, and protecting children’s rights and well-being.

Also Read: Kohlberg theory of Moral Development
Childhood in the context of Poverty and Globalization
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B. Ed., Knowledge & Curriculum

Meaning of Knowledge and Knowing

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Knowledge and knowing are closely related concepts that are fundamental to our understanding of the world around us. There is a slight difference between the meaning of knowledge and Knowing :

Meaning of Knowledge :
  • Knowledge can be defined as the sum of all information and understanding that a person has accumulated through learning or experience.
  • This includes factual knowledge about the world, such as scientific laws, historical events, or mathematical concepts, as well as practical knowledge, such as how to cook a meal or fix a car.
  • Knowledge can be acquired through a variety of means, including formal education, self-study, and direct experience.
Meaning of Knowing :
  • Knowing, on the other hand, refers to the subjective experience of having knowledge or awareness about something.
  • It involves the ability to recognize or understand something and to make sense of it in a meaningful way.
  • Knowing can be based on direct experience, intuition, or reasoning, and can involve both cognitive and emotional components.

One way to understand the difference between knowledge and knowing is to think of knowledge as a static accumulation of information, while knowing is a dynamic process that involves active engagement with that information. Knowledge is often seen as something that can be acquired, stored, and retrieved, while knowing is an ongoing process of interpretation and sense-making that is influenced by personal experiences, biases, and beliefs.

For example, a person might have knowledge about the laws of physics, but that knowledge alone does not necessarily mean they truly understand how those laws work or how they apply in real-world situations. Knowing, in this case, would involve using that knowledge to make predictions, solve problems, or create new technologies.

In summary, while knowledge and knowing are related concepts, they represent different aspects of our understanding of the world. Knowledge is the accumulation of information and understanding. Knowing involves the active use of that knowledge to make sense of the world and to guide our actions and decisions.

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Meaning of Knowledge and Knowing
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