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Wednesday 25 March 2015
M.Ed. Notes-GUILFORD’S THEORY OF INTELLECT
(This notes are for M.Ed. students. B.Ed. students don't need this topic in the depth covered as in this.
However B.Ed. students can go through it and understand!!)
Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Assistant Professor in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
Introduction
J P
Guilford was a psychologist involved during the world war ӀӀ in developing
tests to select candidates for training as pilots. As he expanded his
interesting to testing Various other specific thinking skills, he developed a
model to guide his research & to organize his thinking about all the
various skills he was testing.
Guilford
announced his intention to use a factor analytic technique to begin isolating
the various factors of thinking,to separate our creativity & other skills
from the factors measured by IQ.
He
developed a model of intellect on the basis of the factor analysis of several
tests employed for testing intelligence of human beings. And came to the
conclusion that any mental process or intellectual activity of the human being
can be described in terms of 3 basic dimensions or parameters know as operation
(the act of thinking or the way of processing the information); contents (the
terms in which we think or the type of information involved); and the
products(the ideas we come up with i.e., the fruits of a thinking).
Each
of these parameters – operation, contents, product may be further subdivided
into some specific factors or elements. As a result, operations may be
subdivided into 5 specific factors, contents into 5 & products into 6. The
interaction of these 3 parameters, according to Guilford, thus results into the
5*5*6 = 150 different elements or factors in one’s intelligence. He sought to
develop tests for each combination of the possibilities on these 3 dimensions,
expecting that a person could be high on some of these abilities while being
low on others.
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Guilford’s model of intellect
Contents
By content he meant that
different people seemed to pay more attention to and think more effectively
about different kinds of information, such as:
o Visual information directly from the senses or from imaging, Informations
like colour
of objects,shape & size
of figures,etc.
o Auditory information directly from the senses or from images.
Sound of birds or
animals,sound of a musical instrument,etc.
o Symbolic items such as words and symbols which generally convey
some meaning,numbers,letters,symbols,designs etc.
o Semantic : meanings of words,ideas.
o Behavioral : The actions & expression of people.The information
about the mental states and behavior of observed individuals.
This type of content was
added to the model based on abilities that emerged from his testing. Daniel
Goleman (1995) has popularized this as “social intelligence”. An artist might
excel at processing visual information, but be poor at processing words,
numbers and other symbolic content. A researcher who excels at processing symbolic
content such as words and numbers and semantic meaning, might be very poor at
processing behavioral data and thus relate poorly with people.
Operation
The operations dimension
describes what the brain does with and to these types of information:
o Cognition : recognizing & discovering. It has to do with the
ability to perceive the various items. For example, the cognition of semantic
units has to do with one's ability to recognize words, i.e. one's vocabulary.
Cognition of Behavioral Transformations would be the ability to perceive
changes in the expressions of an individual.
o Memory has to do with the ability to store and retrieve various
kinds of information. People differ in their abilities to remember not only
from other people, but also among various kinds of information. Some people who
are poor at remembering faces (behavioral units) may be excellent at
remembering puns (semantic transformations).
o Divergent production has to do with the ability to access memory.
It refers to the ability to find large numbers of things which fit certain
simple criteria. For example, just a word circle will remind a person about so
many objects in circular shape. Among which one has to be identified based on
other criteria, if any.
o Convergent Production : producing a single best solution to a
problem. It is associated with IQ & is often tested for skill.
Example, the search of memory
for the single answer to a question or situation. This area includes most areas
of logic type problem solving. It differs from divergence in the constraint of
one right answer..
o Evaluation is the ability to make judgments about the various
kinds of information, judgments such as which items are identical in some way,
which items are better, and what qualities are shared by various items.
Products
The products dimension
relates to the kinds of information we process from the content types:
o Units refers to the individual pieces of information limited in
size. The units in a content area. This might be symbolic units such as words,
visual units such as shapes, or behavioral units such as facial expressions.
o Classes refers to the ability to organize units into meaningful
groups and to sort units into the right groups. Relate units to each other on
the basis of some common characteristics.
Example , men + women = people
o Relations pertains to the ability to sense the relationships
between pairs of units.A connection between concepts. Relating the date to the
day.
o Systems consist of the relationships among more than two units. An
ordering or classification of relations.
o Transformations is the ability to understand changes in
information, such as rotation of visual figures, or jokes and puns in the
semantic area.
o Implications refers to expectation. Given a certain set of
information, one might expect
certain other information to
be true. Making inferences from separate pieces of information.
Conclusion
In this way, according to Guilford’s model of intellect,
there are 150 factors operating in one’s
intelligence. Each one of these factors has a trigram symbol i.e., at least one
factor from each category of 3 parameters has to be present in any specific
intellectual activity or mental task.
Suppose a child is asked to find out the day of the
week on a particular
date with the
help of a calendar. In the execution of this mental task, he will need
mental
operations like convergent thinking, memory & cognition. For these
operations,
he will make use of the content, ‘semantics’ i.e., reading & understanding
of the printed words & figures indicating
days & dates of a particular month in the
calendar. Finally he will arrive at the
products i.e., the day of the week to which the
date
refers in the question, which represents the factor ‘relations’ .
References :
·
Essentials of Educational Psychology – S.K.Mangal
·
Guilford’s structure of the Intellect – Christopher M Barlow
M.Ed. Notes- Secularism
SECULARISM
(This notes are for M.Ed. students. B.Ed. students don't need this topic in the depth covered as in this.
However B.Ed. students can go through it and understand!!)
Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Assistant Professor in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
INTRODUCTION
The word ‘Secular’ was inserted into the Preamble by
the Forty second amendment [ 1976 ] It
implies equality of all religions and religious tolerance and respect. India,
therefore does not have an official state religion. Every person has the right to preach, practise and propagate
any religion they choose.The government must not favour or discriminate against
any religion. It must treat all religions with equal respect.All citizens,
irrespective of their religious beliefs are
equal infront of law. No religious instruction is imparted in Government
or Government Aided Schools. Neverthless, general information about all
established world religions is imparted as part of the course in Socialogy,
without giving any importance to any one religion or the others, The content
presents the basic fundamental information with regards to the fundamental
beliefs, social values and main practices and festivals of each established
world religions.
ORIGIN OF SECULARISM
Secularism originated in Europe during the first half
of 19th century as a result of Renaissance and Reformation and also
the rise of science and industrial revolution. It was George Jacob Holyoake [
1817-1906 ] who for the first time, coined the word “ Secularism “ & also
propounded the basic principles. He derived it from the Latin word ‘ Secculum ‘
meaning ‘ this present age ‘. He used it in the context of social values &
ethical values or system. The following principles were evolved by Holyoake to
mark this system
[ i ] Primary emphasis on the material &
cultural improvement of human beings.
[ ii ] Respect for & search for all truth,
whatever be it source, which can be tested in experience leading to
human betterment..
[
iii ] Concern for this age or world & its improvement.
[
iv ] An independent rational morality, which does not base itself on faith in
divine commandment.
Another great protagonist of Secularism was Charles
Bradlaugh who observed that secularism was hostile to religion & maintained
that either secularism or religion should survive.
WESTERN SECULARISM
Chambers Dictionary defines ‘Secularism’
as ‘the belief that the state, morals, education etc.’ should be independent of
religion.
According to the Shorter Oxford Dictionary Secularism means
1. The doctrine that morality should be based solely on
regard to the well-being of mankind in the present life, to the exclusion of
all considerations drawn from the belief
in God or in a future state and
2. The
view that national education should be purely secular.
INDIAN CONCEPT OF SECULARISM
Indian conception of secularism
required that there shall be no state religion and the state shall treat all
religions equally. In the words of Mahatma Gandhi, “My veneration for other
faiths is the same as for my own faith”.
MEANING AND NATURE OF SECULARISM
Religion constitutes an important
element in Indian culture. It exercise a very significant influence in Indian
civilization. By becoming secular, India has not been anti-religious or
irreligious. Rather she wants to be independent in her attitude towards all
religions, her age-old tradition of tolerance, magnanimity, free thinking and
universal brotherhood has been amply reinforced by constitutional
provisions.
Dr. Rajendra Prasad, the first
President of India, has made this position very clear by saying, “There are
some who think that because we are a secular state, we do not believe in
religion or spiritual values. Far from being so, it really means that in this
country all are free to profess or preach the faith of their liking and that we
wish well of all religions and want them to develop in their own way without
let or hindrance.” India being a land of multi religions, secularism is the
best agreement ever made by any democratic country.
B.R.Ambedkar explaining the
concept of “secular state” has remarked, “All that a secular state means is
that this parliament shall not be competent to impose any particular religion
upon the rest of the people.” Freedom of religion is fundamental to a secular
state. That is,everybody can profess any religion or no religion. No religions
community will be favoured or discriminated against and no instruction in
religious dogma will be given in any public school. This is to promote
religious tolerance and active reverence for all religions.
In a multi religious society like
India,it is desirable to make a distinction between ‘religious education’ &
‘ education about religions’. The former means only the teaching of the
principles & doctrines of a particular religion, where as the latter is
pertaining to a study of religions from a broad point of view. The Kothari
Commission has aptly said the latter as the ‘Eternal quest of the spirit’. It
is necessary for a multi religious democratic state to promote a tolerant study
of all religions, so that its citizens can understand each other better &
live amicably together.
The Kothari Commission have suggested
a syllabus giving well chosen information about each of the major religion
should be included as a part of general education to be introduced in schools
& colleges upto the first degree. All religions may be highlighted &
their inherent spiritual & moral values will be made clear.
It has been rightly felt essential to
develop a more secular outlook amongst those who profess various religions. It
would be possible according to some thinkers by an adequate study of science
with its stress on open mindedness, tolerance & objectivity.
Spiritual matters have secular roots
& secular matters have spiritual roots. Both science & spirit should go
hand in hand, the scientific & spiritual values in harmony will have the
way for eventual emergence of a society which would promote the development of
the whole well-integrated man, not the fragmented & unbalanced personality.
SECULARISM & EDUCATION
Children as future citizens must get
that education, which should aim at their development irrespective of religious
affliation or social status. They are to be taken as citizens not as members of
one particular religious group. As has been said earlier, secularism does not
mean that religions should be banished from the educational seen & rather
both should be well-integrated in a process which is dynamic & conducive to
change & progress.
Secular education should be taken as
quest for knowledge & spirit in an objective & tolerant manner, not as
a conquest of faith & religious ideas embedded in our culture. True Secular
education must be based on morality, justice, free thinking & service.
As far as religious instruction is
concerned, the entire educational system may be divided in three categories.
1. Government
2. Aided
3. Purely private or special.
Government
institutions as solely maintained out of public funds & as per the
constitutional provisions under Article 28(1) in The Constitution Of India 1949
No religion instruction shall be provided in
any educational institution wholly maintained out of State funds.
The aided institutions are taken as semi-government &
as such the management may make arrangements for religious instruction without
affecting anybody’s sentiment. Government
can neither favour nor dis favour such religious education in educational
institutions.
The purely private organisations are set-up by religious or other
endowments. These institutions do not receive any assistance from Government
& are free to impart any religious instructions without any interference
from Government.
CHARACTERISTICS OF SECULAR EDUCATION
1.
Moral Outlook
: Secular education results in developing of moral outlook. It is the
foundation for the development of character & moral development.
2.
Development of wider vision : Secular education makes a man dynamic & enlightened.
It develops in him a wider vision towards life and he takes interest in social
service by sacrificing his selfish motives.
3.
Pluralistic Outlook : Secular education leads to the emergence of a healthy pluralistic
outlook which fosters the growth of science,art,philosophy & even religion.
4.
Democratic values : Secular education helps man in developing democratic values like
liberty, equality, fraternity & co-operative living.
5.
Cultural development : Secular education helps in fostering scientific spirit. It releases the
individual from the bonds of blind faith. Secular education promotes scientific
values of rationality ,objectivity & open-mindedness.
6.
Synthesis of spiritual & material : Secular education glorifies material needs &
promotes reverence for earthy life, without rejecting spiritual values. Secularism
is based on fundamental human values. It helps to strike a healthy balance
between the spiritual & the material.
7.
Humanitarianism
: Secularism stands for peace, good will & understanding. Secular education
helps in fostering the brotherhood of man & the unity of the world.
How to promote Secularism
through school programmes ?
·
Celebrate important events
·
Youth festivals
·
Celebrate festivals like onam ,christmas,id etc.
·
Conduct integration camps
·
Arrange seminars,talks about world peace,communal harmony
·
Discourses on religious values by religious leaders
·
Include informations related to secularism
·
Teach lessons about great saints who sacrificed their
lives for the cause of national or
social
well being
CONCLUSION
Finally, we may now consider the
question concerning the place of Secularism in our social & cultural life.
In our society religion pervades all important aspects of an individual’s life
from birth to death. To whatever religion the individual may belong, he is
always in a firm grip of his religion & this grip is so firm. In our
country today denominational schools are allowed to function with a lot of
freedom. In such institutions, the children of the respective communities or
castes are admitted on preferential basis & also teachers of the same
communities are preferred. Religion creeps into education process in different
ways stealthily & unassumingly. It comes through morning prayers, staging
mythological plays & so on. Therefore, utmost attempts should be made to
plug these loops so that there cannot be any infiltration of religious bigotry
or denominational ideas.
The good elements
of all religions should be taught to the students & great savant as well as
saints of different religions who sacrificed their lives for the cause of the
national or social well being should be made known to all. Religious neutrality
or Secularism is a matter of attitude which can be developed in students by
living & learning, by experiencing & realizing the truths of the
religions.
Teachers should
work as living models or ideals whose objective, attitude & unbiased
activity can be emulated by their students. This is more necessary when the
society is threatened by narrow bigotry, religious fanaticism & blind
superstitions.
REFERENCES :
1.
Philosophical
reflection – essays on socio-ethical philosophy & philosophy of
religion. : Dr.Ved Prakash Varma
2.
Modern
trends in Indian education : Jagannath Mohanty.
3.
Social
aspects of education : Muniruddin Qureshi.
M.Ed. Notes-Educational Philosophy of Frobel
Educational Philosophy of Friedrich Wilhelm August Frobel
[1782-1852]
(This notes are for M.Ed. students. B.Ed. students don't need this topic in the depth covered as in this.
Prepared by
[1782-1852]
(This notes are for M.Ed. students. B.Ed. students don't need this topic in the depth covered as in this.
However B.Ed. students can go through it and understand!!)
Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Assistant Professor in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
Introduction:
A German philosopher –educator and
founder of the kindergarten, championed the cause of infant education in
response to the inspiration that he derived from the great educationist
Pestalozzi. He ushered in a new era in child education. Today, his kindergarten
system is highly acclaimed all over the world by both educators and parents
alike. It is recognised as an effective way to deal with a highly “teachable
moment “in the life of the young child.
Life profile of Frobel
Frobel
was born on April 21st, 1782in the village of Oberweisback in the
south Germany. He lost his mother when he was only of nine months. His father
got remarried. His father was not very affectionate to him. The unfair treatment
of his stepmother made his childhood all the more miserable. His life presents
one of history’s strange paradoxes that the man whose own childhood was full of
tears should bring smiles for the children of the world. Since Frobel’s own
child hood was neglected he developed an intensive sympathy for children and
spent his life promoting their life. In fact, Frobel had to go through a long
and tough struggle before he could make his mark and garner life’s richest
harvest. Being unable to do well at a village school, he started doing odd jobs
when he was only 14 years of age.
His wandering spirit was
set at peace when he went to Frankfurt where he came in contact with the
director of a model school. He discovered the real genius of his young man and
persuaded him to join his school as a teacher. Frobel gladly accepted the offer
.But he felt the need of some professional training and he was attracted to
Pestalozzi’s school at “yverdum”. There he stayed for 4 years and later on
studied natural science at Gottingen and Berlin universities.
In 1816 he founded a small
school which became a successful institution after 10 years. Now the road to
success stretched before him. He achieved world wide fame when in 1817in 1817
he founded his first kindergarten, an institution for the children of age 4 to
6 at Blackenburg. Frobel served the cause of education for the remaining period
of his life. He died on 21st June 1852, yet he lives for the
children and as it were , continues to pour a silent whisper in the ears of
education ,”come let us live for our children”. Frobel died in 1852, in
poverty, misery and agony. His grave is marked by a slab, with a cube and
sphere on it.
Published
works
1. The
education of man
2. Pedagogues
of kindergarten
3. Mother
play and nursery songs
4. Education
and development
Aims
and targets of education
·
Give children enjoyment in
agreement with their nature.
·
Strengthen the bodies of
children .a healthy mind in healthy body. A child must grow to his maximum
physical potential.
·
Exercises their senses for their optimal
sensitivity and perceptions.
·
Awaken their minds.
·
Acquaint them with nature
and their fellows..
·
Lead them to unity.
Educational
principles of Frobel
§ The law of unity:
According to Frobel
there is one eternal law – law of unity – that governs all things, men and
nature. All things, an animate or inanimate, originate from god. Man and nature
are one. There is unity in diversity and diversity in unity. Each of these has
individuality and also a unity. Frobel considers that the aim of education is
that man only may well understand the idea of unity in diversity. He said that
the essential business of school is not so much to communicate a variety and
multiplicity of facts as to give prominence to the ever living unity that is in
all things.
§ The principle of development
:
By
development, he meant an increase in bulk or quantity, increase in complexity or
structure, an improvement in power, skill and variety in the performance of
natural functions. Educations unfold the innate powers of the child in order to
enable him to have a spiritual union with god. Education should lead to moral,
religious and spiritual development.
§ The principle of self
activity:
It is only
through self activity that real growth and development is possible. Forced
activity is artificial and unnatural. Education should develop the innate
qualities of the child .child’s own activities are the best medium of
education. Play reflected in the mind of the child and it is considered the
free and unfettered natural source of development.
§ Developments through social
institutions:
According to
Frobel school is a miniature society. He remarked, “No community can progress
while the individual remains behind”. He believed that the individual is not
apart from the life of the society. The child should develop his individuality
through social atmosphere. All the social institutions like home, school,
church are the agencies of education.
Kindergarten
In the form of
kindergarten, Frobel has made an important contribution to the theory and
practice of education. He realized the paramount importance of childhood and
opened the first kindergarten, an institution of children of age 4 to 6, at
Blackenburg in 1837. Kindergarten or KG is a German word meaning, “garden of
children”. Frobel had a special love and concern for the children and wanted to
introduce system which could benefit the small children in learning .he was the
first to give the call, “come, let us live for our children”.
To Frobel school is
like a garden, where children play and dance like flowers and teacher protects
them like a gardener. Child like a little tender plant grows and teacher makes
his efforts to beautify the garden with the proper growth, care and looking
after the plants.
Practice of kindergarten
Frobel’s is a miniature
state for children where the watch words are freedom, play, and joyful living.
Here no books are prescribed. The learning is activity oriented. Education is
imparted through songs, movements and construction. Whatever is narrated in a
song is followed by its dramatization in movements and construction. Whatever is narrated in a song is followed by
its dramatization in movements and gestures. The same is afterwards represented
with the help of construction work in blocks, paper clay, drawing or other
materials. This three fold procedures stimulates thought, vivifies imagination,
trains and coordinates physical muscle of hands, eyes etc. And ultimately strengthens the moral nature
of child. For convenience sake, we may divide the teaching procedure in two
parts, i.e. teaching through songs, teaching through gifts and occupations.
Teaching through songs
The various songs which Froebel
employed for the purpose of teaching are included in Mother Play and
Nursery songs [1843]. Froebel regarded these songs as the best means to
familiarise the child with surroundings and to exercise his senses, limbs and
muscles.
Froebel gifts and occupations
These gifts are in the form of educational
toys. Those gifts are carefully graded and are to be presented to the child in
the definite order. Spenser comes first, followed by crystal, cube, cylinder
etc. The activities connected with these gifts are called occupations. The
purpose of these gifts is to train child’s senses of touch and sight and to
give him an idea of sizes surface and number. Froebel designed about 20 such
gifts but only seven are now usually called by this name.
Seven known Gifts
First
gift: - It consists of six balls of difference
colours, contained in a box. Three balls are of primary colours –red, blue and
green and three are secondary colour-orange, green and purple. The occupation
consists in rolling them about in play accompanied by little rhymes.
Second
gift:-it consists of three objects a sphere, a
cube, and a cylinder made of hardwood. While playing with them child notices
the difference between their stability and mobility
Third
gift:-it is a big wooden cube, subdivided into
eight wooden cubes. The children have an elementary idea of addition and
subtraction through these.
Essentials of kindergarten
v Self
activity: - Self activity or self expression is
imparted in three ways –through songs, through movements and through
construction.
v Creativeness:
- When the child is given certain material, he tried to create always new
things and satisfies his urge for construction.
v Social
participation: - School is a miniature
society. What we learn in school influences our behaviour in our later life.
The best education of child is possible in the school where he participates in
the maximum number of social activities.
v Discipline:
- Children are always free to work, play, sing, or dance in a kindergarten
school. A teacher has important responsibilities to perform. He has to
inculcate sympathetically values like love, sympathy, humility cooperation and
obedience to elders. He has to avoid external restraint and bodily punishment
.the child should be made to realize that discipline depends upon his love for
order, goodwill and mutual understanding.
v Curriculum:-
The divisions of the curriculum are :
Ø Manual
work
Ø Religion
and religious instruction
Ø Natural
science and mathematics
Ø Language
Ø Arts
and objects of arts
v The
place of teacher: - The teacher is not
remaining passive. The teacher has to suggest the idea of occupation when the
gifts are offered to children. He is also required to demonstrate certain activities
to them. He also sings a song with a view to help the child to form appropriate
ideas.
Frobel’s philosophy of education
1. Creativeness
of childhood: - Frobel derives a new conception of
childhood. Childhood is not merely preparation for adulthood; it has a value in
itself and possesses its own creativeness.
2. Inner
relatedness of all education: - this means that
the educator ought to lead the child through such situations as will help him
to relate his experiences originally one with another. Only thus can the child
realize his own personal unity inherent in the diversity of life.
3. Totality
of educational endeavour: - In order to realize the
divine character of the universe and his part in it, man needs senses and
emotions as well as reasons. They are all windows of the soul.
4. Concept
of play: - It is the most important phase in
the spontaneous development of the child, because it allows him to exercise
harmoniously all his physical, emotional and intellectual qualities. Play combines
attention with relaxation, purpose with independence and rule with freedom.
5.
Education of the preschool
child: - Frobel reveals an astounding insight into
the importance of the early experiences of childhood for the future development
of the personality. This anticipation of modern analytical psychology, which he
shares with Pestalozzi and Herbert, led him naturally to emphasize the
importance of preschool education.
Frobel’s influence on modern education
Frobel invited us to
live for our children and to love them. The
schools for young children are no more jails and the children are no
more passive learners. He helped him to make the society conscious of education
for very young children. The chief field in which he influenced the modern
education are as under:
·
Emphasis on pre basic or pre
primary education:-
The present educator
fully recognizes the importance of the education in the early ears. Today we
find a large number of schools catering to the needs of such children. Frobel
had also realised that until the education was reformed nothing solid and
worthy could be achieved.
·
New conception of school:-
His school was a
society in miniature. The present tendency in education is to regard school as
a society in miniature. Dewey also regarded school as social institution. The
present school is being regarded as a cooperative institution.
·
Respect for the child’s
individuality:-
Frobel lived for
children, worked for children and died for children. He had profound love and
sympathy for children.
·
Stress on the study of the
child:-
Frobel stressed
the need for the study of the nature of the child, his instincts and impulses.
Modern education is very careful to see that adequate scope is provided for the
free play of the impulses and instincts of children.
·
Education through play:-
Froebel believed
that play is the highest phase of self development. He introduced play way in
the activities of the school. Today we find that the principle of play way has
been accepted by every educator. We teach children through songs, movements,
gestures, dramatization, handwork etc.
·
Sense training:-
Frobel introduced gifts
for the training of the senses of th children, with the help of these gifts he
wanted to give the idea of shape, form, colour, size, and number. Audio-visual
aids form and integral part of the present system of education.
·
Activity in education:-
Frobel was the first educator
to make self activity as the basis of education. “Learning by doing “is the
slogan of today. We provide activities to students so that they may satisfy
their instincts of construction, manipulation, curiosity and acquisition.
·
Nature study in education:-
For Frobel nature study
was a means of bringing the child nearer god. He advocated a syllabus of nature
study to enable the child to understand the world in which he lived and to develop habits of careful
observation.
·
Women teachers at the
nursery stage:-
It will not be wrong to say
that it is due to the influence of Frobel that we find a trend to entrust the
education at the pre primary or pre basic stage to women teachers who are
considered to be more suited for this task of instruction at this stage.
Limitations of Frobel’s philosophy
§ Frobel’s
philosophy was a complicated philosophy .because Frobel expects too much of the
child. it is not possible for the child to understand abstract ideas of organic
unity while playing with gifts.
§ In
kindergarten, too much stress has been laid on the development from within. The
importance of environment has not been fully recognised.
§ Songs
as given by him are out of date.
§ The
gifts of Frobel formal in nature. The order of presentation of gifts is
arbitrary. They do not serve much purpose of sense training.
§ The
kindergarten of Frobel does not provide for the study of individual child.
§ There
is little of correlation in the teaching of various subjects.
§ The
scheme is not applicable to grown up children.
§ Too
much emphasis on social aspect.
Conclusion
In the words of Frobel the objectives of
kindergarten is to give the children enjoyment in agreement with their whole
nature, to strengthen their bodies, to exercise their senses, to engage their
awakening mind and through their senses to make them acquainted with nature and
their fellow creatures . Frobel is no doubt one of the greatest exponents of
child education. He regarded education more as a process working from within.
The 19th century came to be known as the century of the child, only
because of Frobel.
REFERENCES
v Theory and principles of
education –J C Agarval
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