BRABU BEd 1st Year Syllabus / Bachelor of Education 2-Year Course / Babasaheb Bhimrao Ambedkar Bihar University Bachelor of Education (B.Ed) 1st Year and 2nd Year Syllabus are written here. Its Syllabus is in PDF Format. All BEd Students eithter they are 1st Year students or 2nd Year Students can Check Syllabus from here and read it.

BRABU BEd 1st Year Syllabus (Written Form):

CHILDHOOD AND GROWING UP

• Course No: 1 Theory:80 Marks
• Course Credit: 4 Practicum: 20 Marks

COURSES OBJECTIVES:

The student-teachers will be able to;

1. Develop an understanding of the notions of childhood and adolescence;
2. Develop an understanding about the impact/influence of socio cultural context in shaping human development, especially with respect to the Indian context;
3. Develop an understanding of dimensions and stages of human development and developmental tasks ;
4. Understand the range of cognitive capacities among learners;
5. Appreciate the critical role of learner differences and contexts in making meanings, and draw out implications for schools and teachers;
6. Understand socialization and its role in identity formation of a child;
7. Understand identity formation and its determinants;

COURSE CONTENTS

Unit 1: Understanding Childhood

• Understanding Childhood : Developmental Perspective
• Dimensions of Childhood : Social, Cultural, Political and Economic
• Key Factors during Childhood : Family, Neighborhood, Community and School
• Children and their Childhood: The Contextual Realities of Bihar
• General objectives of early childhood Education as related to national goals.
• Notion of joyful Childhood : Major discourse and educational implications
• Dimensions of individual development : physical, cognitive, language, social, and moral, their interrelationships and implications for teachers (with reference to Piaget, Erickson and Kohlberg)

Unit 2: Understanding Adolescence

• Adolescence : assumptions, stereotypes and need of a holistic understanding
• Major issues: growth and maturation, nature and nurture, continuity and discontinuity
• Learner as an adolescent : stages of development- developmental task with focus on process of growth and development across various stages from infancy to adolescence
• Factors affecting adolescence : social, cultural, political and economic
• Adolescence: activities, aspirations, conflicts and challenges of learner
• The contextual reality of adolescence in Bihar
• Dealing with adolescence ; discourse on the role of teacher, family, community and state

Unit 3: Understanding Socialization and the Context of the Learner

• Understanding Socialization
• Socialization at home context: family as a social institution; parenting styles and their impact; transmission of parental expectations and values
• Socialization and the context of community: neighborhood, extended family,
  religious group and their socialization functions
• Socialization and the context of school : impact of entry to school, school as a social institution and its notions in Bihar, value formation in the context of schooling
• Schooling as a process of identity formation: ascribed, acquired and evolving
• Gender Identities and Socialization Practices in family, schools, other formal and informal organization; Schooling of Girls
• Inequalities and resistances in society: issues of access, retention and exclusion

Unit 4: Understanding Differences in Learners

• Difference in learners based on socio-cultural contexts : impact of home languages of learners’ and language of instruction, impact of differential ‘cultural capital’ of learners

• Differences between individual learners: multiple intelligence, learning style, self-concept, self-esteem, attitude, aptitude, skills and competencies, interest, values, locus of control and personality
• Understanding differently-abled learners: slow learners and dyslexic learners
• Methods of assessing individual differences: tests, observation, rating scales, self-reports
• Catering to individual differences: grouping, individualizing instruction, guidance and counseling, bridge courses, enrichment activities and clubs
  

Unit 5: Learner’s Identity Development

• Understanding ‘Identity Formation’; emergence of multiple identities in the formation of a person placed in various social and institutional contexts; the need for inner coherence; managing ‘conflicting’ identities
• Determinants of identity formation in individual and groups; social categories such as caste, class, gender, religion, language and age
• School as a site of identity formation in teacher and students; school, culture and ethos, teaching-learning practices and teacher discourse in the classroom, evaluation practices; value system and ‘hidden curriculum’ in schools
• The influence of peer group , media, technology and globalization on identity formation

Practicum

1. Critical analysis of classroom instruction in the light of the developed Understandings
2. Case study of a learner with behaviour problem/talented child/a LD child/a slow learner/a disadvantaged child
3. Observing children in their natural setting
4. Study of intelligence of at least 5 school children and relating it with achievement and other background factors

SUGGESTED READING

1. Adler, Alfred. (1935) The education of children. London: Allen & Unwin.
2. Benjafield, J.G. (1992). Cognition, Prentice Hall, Englewood Cliffs.
3. Brown, J.S., Collins A and Dugrid, P (1989). Situated Cognition and the Culture of Learning. Educational Researcher; 32-42.
4. Denise Pope (2001), Doing School: How we are creating a Generation of Stressed Out, Materialistic, and Miseducated Students. New Haven: Yale University Press.
5. Faw, T., & Belkin, G. (1989). Child Psychology. New York, NY: McGraw-Hill Publishing Company.
6. Gagné, R. M. (1985) The Conditions of Learning and Theory of Instruction (4th edition). New York: Holt, Rinehart and Winston
7. Gardner, Howard (1989). Frames of Mind. The Theory of Multiple Intelligences, Basic Books, New York.
8. Hurlock, Elizabeth B. (2001) Child Development, McGraw Hill Education (India) Private Limited; 6 edition (21 June 2001)
9. Jeanne, Ellis Ormrod. Educational Psychology: Developing Learners. Fourth Edition
10. Jeffrey Arnett (2007), Adolescence and Emerging Adulthood: A Cultural Approach. (3rd. ed.). Upper Saddle River, N.J.: Pearson.
11. Kohlberg, L. (1987). Child psychology and childhood education: A cognitive developmental view. New York: Longman.
12. Luria, A. (1976). Cognitive Development: Its Cultural and Social Foundations. Cambridge, MA: Harvard University Press.
13. Maccoby, E. (1980). Social development: Psychological growth and the parentchild relationship. New York: Harcourt Brace Jovanovich
14. Meadows, S. (1986). Understanding Child Development: Psychological Perspectives in an interdisciplinary field of inquiry. London, Great Britain: Century Hutchinson Publishing Group.
15. Lindgren, H.C. (1980). Educational Psychology in the Classroom Oxford University Press, New York.
16. Patricia A. Alexander, Philip H. Winne (2006) Handbook of Educational
    Psychology
17. Sarangapani M. Padma(2003.), Constructing School Knowledge :An Ethnography of learning in an Indian Village, Sage Publication
18. Slater, A., & Lewis, M. (2007). Introduction to infant development. London: Oxford University Press.
19. Sturt Mary, Oakden, E.C. (1999) Modern Psychology and Education, Routledge.
20. Vygotsky, L.S. Mind in Society, Harvard University Press: Cambridge, 1978. Chapter 6.
21. Woolfolk, A.E. (2009) Educational Psychology (11th Edition) (My Education Lab Series) Prentice Hall

CONTEMPORARY INDIA AND EDUCATION

Course No: 2 Theory : 80 Marks
Course Credit: 4 Practicum : 20 Marks

COURSES OBJECTIVES

The student-teachers will be able to

• Understand the concept and aims of education
• Develop perspectives about vision of contemporary Indian educational reality, its concerns and issues.
• Understand the Constitutional values and their implications on education
• Understand the concept of philosophy, relationship between Philosophy and Education and implications of philosophy on education
• Understand the schools of Philosophy and their impact on education
• Understand the vision of education given by Indian& Western thinkers
• Understand the importance of universalization of secondary education and the constitutional provisions for realizing it
• Examine the issues and concerns related to universalization of secondary education
• Analyze the strategies used for realization UEE and the outcomes of their implementation.
• Realize the need and importance of equity and equality in education and the constitutional provisions for it.
• Identify the various causes for inequality in schooling
• Realize the importance of Right to Education and the provisions made for v realizing it.

COURSE CONTENTS

UNIT- I- UNDERSTANDING OF THE CONCEPT & AIMS OF EDUCATION

• Concept: Meaning and definitions of education, Processes of education- Schooling, Instruction, Training and Indoctrination. Modes of education- Formal, Informal and NonFormal
• Aims: Meaning and functions of Aims, Classification of Aims of Education, Determinants of Aims of Education, Aims of education in relation to an individual, Aims of education in relation to a society / Nation, Philosophical contradictions between individualistic and socialistic aims and their synthesis

UNIT II: NORMATIVE VISION OF INDIAN EDUCATION

• Normative orientation of Indian education: A historical enquiry
• Constitutional provisions on education that reflect National ideals: Democracy,
  equality, liberty, secularism, and social justice
• India as an evolving Nation, State: Vision, Nature and Salient Features – Democratic and Secular polity, Federal structure: Implications for educational system
• Aims and purposes of education drawn from the normative vision
• Education for National development: Education Commission (1964- 66)
• Emerging trends in the interface between
  (i) Political process and education;
  (ii) Economic developments and education; and
  (iii) Socio-cultural changes and education.
  

UNIT- III- PHILOSOPHICAL VISION OF EDUCATION AND THE PHILOSOPHICAL SYSTEMS

• Philosophy and Education: Meaning and definitions of philosophy, Branches of philosophy and their relationship with educational problems and issues.
• Philosophical systems: Schools of philosophy- Idealism, Naturalism, Pragmatism, Marxism, and Humanism with special reference to their concepts of reality, knowledge and values, and their educational implications for aims, curriculum, methods of teaching and discipline.

UNIT IV: PHILOSOPHICAL VISION OF EDUCATION: EDUCATIONAL THINKERS

• An overview of salient features of the ‘philosophy and practice’ of education advocated by the following thinkers:
• Indian Thinkers: R.N. Tagore, M.K. Gandhi, Swami Vivekananda, Aurobindo Ghose, Jiddu Krishnamurthi and Gijju Bhai Badheka
• Western Thinkers: Plato, Rousseau, Dewey, Froebel and Maria Montessori

UNIT V: CONTEMPORARY INDIAN SCHOOLING: CONCERNS AND ISSUES.

• Universalization of School Education; Right to Education and Universal Access:
  (i) Issues of a) Universal enrollment b) Universal retention c) Universal success
  (ii) Issues of quality and equity.
  The above to be discussed with specific reference to physical, economic, social
  and cultural access, particularly to girl child and weaker sections as well as
  differently- abled children
• Equality of Educational Opportunity:
  (i) Meaning of equality and constitutional provisions
  (ii) Prevailing nature and forms of inequality, including dominant and minor groups
  and related issues
  (iii) Inequality in schooling: Public-private schools, rural-urban schools, single
  teachers’ schools and many other forms of inequalities in school systems and the
  processes leading to disparities
  (iv) Differential quality in schooling: Variations in school quality
• Idea of ‘common school’ system
• Right to Education Bill and its provisions.
  

PRACTICUM

1. Readings on educational thinkers and presentation on the contribution of one of the thinkers (group work followed by discussion)
2. Project on the original work/s of a thinker
3. Seminar presentation on philosophical issues and report.
4. A brief study of some philosophical development of learners
5. Presentation on the reports and policies on USE
6. Conduct surveys of various educational contexts (eg. Schools of different kinds) to identify various forms of inequality
7. A survey study of a school with reference to its aims, objectives, values and curriculum (Private School, Govt. School, Buniyadi Vidyalaya, Kasturba Gandhi Balika Vidyalaya, Schools run by Religious and Linguistic minorities)
8. Annotated Bibliography.
   

SUGGESTED READING

1. Aggarwal, J.C., Psychological, Philosophical, Sociological Foundations of Education, Sipra Publication, Delhi, 2009
2. Anand, C.L. et.al. (1993). Teacher and Education in Emerging Indian Society, NCERT, New Delhi.
3. Chandra, S.S. & Sharma, R.K., Principles of Education, Atlantic Publishers & Distributors, New Delhi, 1996
4. Delors, Jacques (1996) Learning the Treasure Within, Report to UNESCO of the International Commission on Education for Twenty-first Century, UNESCO.
5. Dewey J. (1952) Experience in Education Collier Macmillan.
6. Dewey J (1966) Democracy in Education, New York, Macmillan.
7. Gandhi M K (1956) Basic Education, Ahmedabad, Navajivan.
8. Govt. of India (1952) Report of the Secondary Education Commission, New Delhi
9. Govt. of India, MHRD (1986, Revised 1992) National Policy of Education, New Delhi.
10. Govt. of India, MHRD (1992) Programme of Action (Draft) New Delhi, Aravali Printers and Publishers.
11. Joe, Park. Selected Readings in the Philosophy of Education, Macmillan, New York, 1963.
12. Kneller, Georg F. Foundation of Education, Join Willey & Sons Inc., USA., 1977.
13. Krishnamurthi J., Education and the Significance of life, KFI Publications.
14. Kumar Krishna (2004) What is Worth teaching/ 3rd Edition Orient Longman
15. Mani R S (1964) Educational Ideas and Ideals of Gandhi and Tagore, New Book Society New Delhi.
16. Ministry of Education. ‘Education Commission “Kothari Commission”. 1964-1966. Education and National Development. Ministry of Education, Government of India 1966.
17. Ministry of Law and Justice (2009) Right to Education. Govt. of India
18. Mohanty, J., (1986). School Education in Emerging Society, Sterling Publishers
19. NCERT (1993). Teacher and Education in Emerging Indian Society, New Delhi
20. NCERT (1986). School Education in India – Present Status and Future Needs, New Delhi.
21. Nunn, T.P. Education: Its Data and First Principles, Longmans Green & Co., New York, 1920.
22. Pandey, Ram Shakal. An Introduction to Major Philosophies of Education, Vinod Pustak Mandir, Agra, 1993
23. Pathak, Avijit (2002) Social Implications of Schooling, Delhi Rainbow Publishers.
24. Price, Kingsley Education and Philosophical Thought, Allyn and Bacon Inc., Boston, 1962.
25. Ross, James S. Ground work of Educational Theory, Oxford University Press, Calcutta, 1981.
26. Rusk, R.R., The Doctrines of Great Educators, Macmillan & Co. Ltd., London, 1954
27. Salamatullah (1979). Education in Social context, NCERT, New Delhi.
28. Saraswathi T S (1999) Culture, Socialization and Human Development, Sage Publication.
29. Taneja, V.R. Socio-Philosophical Approach to Education, Atlantic Publishers & Distributors, New Delhi, 2005.

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