What i3 What iS Education? EducaleA@is a concept with wide coAnotations Cdel -ons.): Wis define io different ways Ds : and educakonalists: A study of ite defini tons nes ~~ inleenning ooemmecan > oe" various “philosophe uselal fo, a gystematic Western views of education Pree Wiel 5F ging to the body ond She oon! all the prefection of which they are susgeptable- = Plato - C#27- 38t ec) | 1 , \ | The tue aim of education ee a of happiness | through vertue - wares t z \ ee re - Aristodal - C384 - 32% Bc) SEdacation 1S developrent of the whole: man” \: -J:A- Comenyus -Cia 52-1670) e B. “Education 18 a development of a wbole man” \ ‘ee 1 - JIT: Rougsequ - C1#12 -\F7 8) ; \ Z. “Education 1s the development of all those capasilres in the individual which will engble hmto control bis environw ent. and fulfil “this respons bilities.” =Joha Dewey - C1854 -1952) a fe.” pee Si of education is to create men who | « Capable ar€ dunng new thi ni what other a lee » not siely of repento generations have done-men who are ey faerie and Picco avers The second goal of 13 40 farm minds whitch can he critical 2 can verba rr a4 N gee = . exerythi they ore affered: . Fen ee - C 1846 -1980.) Eastern views of education That education is o living rot a mechanical process 1S wth gs freely admlled as this persistantly ignore: -Rabiedianah Tagde~ \ Abougnts — coming from every aide” ' i . - Rigveda -@500 ac) = desde, develop intdect — and purity your —Yarurveda = Clsoo-480 '8-¢_) ess js the highest value gfand individual and this ts the ulimate value of educctil = Confucius - Cs6t-+F4 8c) elon t mean and all-round drawing out of inthe child and man, body + mind and spinit = Mahathma Gandhs-Cse-948 8:c_) . {rather of Rare calences} cal , intelectual , emofonal and ethical \ of the individual into o complete man 194 | of the Lurdamental aim» for edication - UNESCa Report - C19F2)ur pillars of education The unesco report within jalso called the De lors Ife. Te rs based on al the tdea of education Ahroughat Fillers of — education. Thay are od Learning’ to Learn They are leary to know with brought about by scien ific progress | c social activity » the deapth work f° mastering ing ko learn to be combined with = poo of the dale ‘ ta every. person mare a few meme on aphysical bility an entitle “ learning the trens x vay broad geoeral education wi on a selected number of subject ral background provide the passovk in Ihe long education, H also gives learning 4bro does not mean acquiring report had remain faacaing. bo Knors the abalanche of charges \ and the new forms and thy g has to bean comb emphasi Ah. the possibil limHded nun the instrument of keouleds, entoin e acquisition “tof a © competence N psorle to deal with a variety oF Siteatios geecble Cob) certs | svame) : Ne é. means to enersize greater in Ppecstece Stronger sense of persona] nts which are hidden tke must be |p h untapped: 2” Feasonng , poser & easthelic sense,- s Ea fe ond i. live lagelher wing OF other feof rojo ) 4 under laren A owt jor Pi pare at Epler depend” 9 cary) who cesgen’ eiation 0 : with 3p Ad ering Ja manages seal 2 und eranding the yalwes of lure bio 4 Mades: .\ se < Belucetion. = i ks Non dumlion dakies phe fiomd? 4° "ps continously, “Therefore _, io 7 dakes place — thromgh dhe” tam ” wades - | Education MW isa Fall Mme chistes! Syste which is shy 1 highnrerely Ineare Rs et consist of sjstemakt Avon (rimneiny school’ to the university level? TR is | by ae WAM Hon CBC! University 5 technical collegeaurd | ty te dhe = needs of Boetey and to preserve dle Hi Araditang and customs . ; ? Si Lanka any child bekecey 05-14 should | Te gover amen proviles all the {cililies elucotion, 5c bad 19 a man Insd¥duton while yy and pre-school education is dso PALO Vat el ei eaethe ¢ aeaec)af the femal clucation, but ik to mwah conducted in \\ all the countries to dhe game, way: this Normal educollor chan Foe gly 6 counlry and even in the, ‘same cowntiyy, Krom Ner@ Lo Awe + FoEx- Curriculam / Age for school adnission © 09 (ial pore 1) F Cammon Features of Formal Education : 6 a Fall Aime edvcotion system e in higherde hy a? de a ke univers : tnskitekion of farmal — Cducation and Pre -scheo | \ i Wi for—enkerien’ dy of feachers, organized. curriculum 5 be Lvte| i | auledges 5 shill crd alee indiveelly dhe acquire values | \ 0 Eiecution. es AL educalion emerge as 4 crcl! do the Any orgarized educational acliity outside the Syste tay he identified a3 ~ non-fermal educidion on a Er Nearaing Ao those who wissed Nea and sels and affects a Ramin, 1 Veicheens Peg Comp uber Frouletag ) Mie.. ~ lor Piao) ro > Waikshop Seminars mon Features of” Non-ferrnnl Educator * constantly needs spe sific needs of parkeular ildren, Youth and adults in dhe community - REG ic placa, kre , medhads of leaning): je aed of leamng Services ce development: (Ege HR knouledge Comprter [lear leocter-shp cleveloprent He management dropouts of the schoo! systero Neadershp skils — 2 weelcs conse) gimp of 5) aes 5 leadership: ete) y Vaniou. Organization : 5 gvt- g Fhiliated NGO tS te All the learning tale place withoul any ging | a peccons bith fo death ss cnuny) talucatior- Wife long proves» of casidental- learningwees A witiderdel bewr % ih ot tle page| Gb tortie Oe ee is A ary azard way COMM 6) Cunen gariaed | tin hunnd ae pervarant and ula) SO" “— layer 2 colture ves | wethae, weno. abod “education - Vis dbcor fs called cordina ae jes idedker, ced BAe mae ord Vine GEE) ard Aretbtelress are wold. Therekre He urdersiedr. s2 iS idealrem- ; Fedo me Cduegtos should flodwe people will i as to mabe and aon ideo! wilh ar peopl e a . inktodure 4 auricclan fo dev oe basic education — music and Phrysica) eden seieote, mathematics ard lagies are recom ial educakon was staked ad Abe, age og aod the dd an educator) Sytem of 55 years His was derded inlo a5 sages: yore = basic eden. 4 Tyrwnlic 5 goyecls 4 improve intelligercgee os 1 C physical traning for war go - 5° Cons “ education = maths. f BCiCOee , logic o) C secondary W 30 - SO yeas vsices_) Gtiigher education - rating sbvdres., mecha ene yh! ss Afler So G become atics He recemmands fe long education and equal edecatico for both sexes. The teaching methadolagics ie he, ecomne are_ play method 5 telling sglones , aeling drama -, dialogues, diseussion method , investtgation , question and angwer method i Acorehng to lato dhe princigiets ef edation shold be, @D. Ii long edsation. — - } om child centered education: Cod Moral education Coa) family based communtty €ducation os. Compal sary education. @6). The vespoasibiltty af education 3s in the Slate ed Spirutual development @®, Character developmest ep, SelF realfzatiooAccording fo bis philosophy according 4o the ratsc€ - Educokt Bi acizen at the same bre- First ta man gh ed Yona cihzen- According 40 Rouss: @ Sell. adult. He 1% a child and should dings. He shod be allowed 40 grow free, Sgroung socen-are wade by education ectng . Yinkng aed feeling por f fue segs ctdng to Rausses BOE |. yas ae B-IZ yeas , re - adoleserre = I-15 Gears % 7 Adelescek€ - 15-19 yeas - Bettecd -— wer 20 ° " Ff Education ered education | Glernative beeches so 05 ect ease ks dete ote Ue feed’ S medeas obstrmlion , enphicten Lr ioe onthe ted Ara Mire e based on student terest desires ond daills am ek C198 «20 gone.) Paral Parishment. Caste ¢, Bre) fer editducl ' ie te sxe of all rouledge «Brerccalon| Bcagilalis - oemts parish sehools in ow conehws \ | " cid > Sh Then NE learning through engerience im YJocational education for all CMarxism) - Karl Marx © tsts - 1883) \ | Z pape? Fork More education should bea rept of the clale- Religions influence on education should ) He recommends + compulsary education, Education | lepend on: class differences Education shold be | world of work. Mad Mare every clild: shell vor re | ach day Kae H1eqeare) should works B-, fs tee : 14 years shold work for four owes. i LF years Shalt work: for Sx hous a N is produced a Gilly develop inslividual Equal nies shad - be given for emcyone « Educakioni John Dewey el 1869 -195% C Udilonananingceoseon ~~ Tastramenta hiss « Fdicelion should be given nat fer the preseor lnk ko Sab more developed slates “In hue.” The child is the slarking pant » thgaggater and the end . Tus development » his growth, is the ‘deal: There are mor predetermined ans a education. Th is a Cooknuovs goseer- a --on is progression forwarded by weconstruckng the previons S| enperiences Education is rat preparieg for le bat for liiog Re aon (Spot. Prepare) chat ‘aed lend Education should “be child’ centered: and based “on ack Hles | ; Tedihng Methods — # . : ua — Adtwihy telhod W6 Teach dhings rather dhan words as x Esploration “Method 3° to eden of education by Jean piaget ciple igoal of educaton is to create -men who ble of doing new things nok simely af ¥epeatin g 3 fem enerations lave done —-men who are cre discovers - The second geal of educaton isto *h can be cribical 4 can verify. aod not are Pt are, ofved”? Lay Ah the glove da@rition % Dearass + ie. dekoilswt JA based education ; cog et re aback lnowledge % oa # a "eeackee! fio" grade a 10 9 . : onerh rans formation leacher role y shold be more - han transmission role: Mee School is, sopor-tunitigs outside tes inside the school: ; ssa amanda C 1e69.~ 1948) puld develope the ‘SH’: Head , fo a balanced Ways. y Hon show bea lif long ‘process * Accerding 10 S Educator consist of the main Principles. tellectal training C Head) I) Cheat) Physics} trang C Hond) he engin ain 3 of — education accoralng to | ‘ ody © j Primary education 5 compulsory {or all, alin. shad be based on a hegre . Bald be elernsined L at ioternalized by shold be given in the mle jage i, Dy 3 should, not be gery force : des {he education into far stage eh Pre - basic education below F years: E+ Basic educaton > F - 14 years: BPost - basic education — above 1+ Ya education educetion ealures of Giandhi’s characte ral developrent - e instead of giving puaishment- secial pa@ds-35 of formal education deciding kon of the 4, seleckan and oe an environment ! te Sar com in. change s free ae appraac hee her centered approsch. ot centered approach ’ bered cqacks approach 18 the educaton in which planning , learns menting» decision making a = Te 5a tradi Komal system acd the “man giving knowledge. It wase accepted that the of the feacher should be delivered +e the dents by himself Stdents listo to the teacher | learn + The main teaching method wos teaching and Shudlents were passive listners. The gjlent was token as the best class and no leam were used , and the class was not ache. AS stills od abites were rol Olver, oe Freedors Was lim; keol s Situations were, few. This apprach subjected fo Be aiyace. rr, 15 [ot [eo.q F oe Child centered , education a 9p proach ae Conrepk was influenced by te tdeas of philosopher i aust » Pestolozzi ,- frockel 4 John De wy Grlessori and the ideas of Paychabgista the Praget Me 2 Sigmiaal Fred. and —sociologtsta tke Magrel Mead. Child is not a small man- How he sees things , feel and acts is completely diferent from an adult” ~ Roussean - “Teaching metinels should be used according to the, tolerest c _ abilities “OP the students.” - Pestaloezs— |“ Tolerest shown toy ghidests Lowords sports shold be wed in feaching ? & : ‘ - Froebel - — Wh shetenls ore bo be motivated or learning and inte _ chould be created io de them abouk activities” ; ~ John Dery - RO inch hacded b. Me student Sr. leareing shold be provided Gr the chdents* p : -Monkeasors - Sea tarea in student cenlered education ES EE EE eee PSEAS er abities | skills ood- interests: of the learoer ; nko consideration: EL ensag i were jo portanl iboey teoching -A E = " /’ der my, agent difereaces of leainers are daken into -Conas a suse of diferent learning teaching methods - at. Variety in the Trarning * €eviranment- ' vm. L doing 16 mare impartant -than teaching by words. | relatonship are acta higher Vevel. Beptered Edecqlion hs approac h Ly centered educaton is planning and implant _ to RIGI the social needs a empectaHony L the jreen Philosophers the sacie ly 56 there thee ae-dhe man the whole sate mar shold be protect! and mairtare witha ed man £ live canveni ently . The vihole united rach sin enagrous n witha: Fheon : 2 main ee othe ee is taining exh. | for the best suitable enploymeat dor bm aiming B of the, setely. As Plato has remarked the oo fo the goclely and not to the nily OI + . res of society centered education sand Jeals of Bee so 81S ig an the Vocational! draining - problems io the Soete ty {6 &% main objective « ; a) the fndividual: based on his Pe Shi) — Soce: P We are more done oy att a i is quaotadively and qualtte-lively - hemgh education,oP Develapinent Coane) i, Centered — edueabian ' Conbee: ‘This 1s a new concept —aceeptel by the modern skabe Ceording to Development Contered Ehiodeon 4 educedtion 16 as treated as an investment The. a aod the indivi -al will geta its benefits mn the -fiture. Through this 9 “oe develoed person wil be wo modes Individual need are taken into consideration. ‘Developments Of keowledge atlitdes are gee Er became, Conecpt Joba si Education 15 iis, | G3 an wget Tinpros “of the Ba Ancagh education is ach. Tadividual aims ond ams of cde Preveosicn of He wastage of Education 00 objcckives are the lamets bo be achieved pri cachiewement of goals. Tr Leroulaltog educaticna| Sa certain aspects are affected. should reClect the aspiration of 4 socitty.ry ever YS Sustendie, stars Bron ion 10 he onthe qhow fclos. concepts tn educvtion bth cial devel ogrmenk are lighlabled « 2 wealare. achvily but also a to malig: Me Fiture ef Pectin education For socea) develop res » tasks related to ¢Wistory of the developrech = r 7 \ Fea Laka inhents a long Avadibvon oh edueckion Moat vin, ~ oodk lo the indmduchon- of Buddhism do te si “dhea education system, bared on Baddbied was fabled wo GIR the nerds of sociely A Mat Hime. The draft -eal educakian yak was baud on Mwee , rain inahdutons, a. Village. schoo) : for priveory a basic educaton | “hor: ‘Temple 2 for <0 education Se Privens 3 for higher education | Ete lode Waly aledueption <-eystem goes 6 caterd £0 combenperary —Sacto-ecbromc — reeds, Wee religious and cur heeds; ais and eval 3 archibectwe wigalion and medicine Educatien in the colonial Péciod Feiliaguce, Era. Porduguse who landed inthe tslan 1605 | Introduce a western Aype of education Syateeny: Trp lemen ted under — missfonar! Be 8 mayor inas te promote aad spred — Eathaliars They were ther schools vol? MBonanes who came to Sw’ Let D). Franciscan decir thre Eve b). Je surh sects Camo) 49: -Demins can [ 'o; +H... Dhara pale embrased Chistian: j _ Rox patronage, to Buddbisd ‘stiantty — wilh that UL , eclucalton, callapae. They eatahl of Catholmeens specially tn ot -rox ctoflayes © Consana were 2 SEM Oneneee ey ‘si nd religions oe echoal + elemen tary esacsion) <°9 3 lucation. ‘.. ae Walg ig Bears) Subjects @lEollege or Monasley + Lor higher Tn 1as6 ~ white paper in educatfoa —* Nalional idently was emphasized in the echoo! curriculam — The government Funded schools, were tales aver boy the gorernmeat the eslablishmest of Maho Vidyala ‘in all reagion « tsland in 104. -—* Education reforms in 1q42- Aller Te was 1972 refer Heim abou! Ggritan! changes en educaton.19al | White Paper Baieducqtoo fo 19 8l sf This brought abo a new! scheme of plan in the echod | organization 2 The white paper on education jo 1450 made. 3 stages ' education — Perma» Secandery and Higher Education. i — eel 3. Compulary education belween 5 - 14 4 Under the governments. eslablish in 1956 , Same, changes to place in the Fel of education. | g- Educalon up to the end & Fy level im the mother forge @ Slarliog aio the pre mid day meal io the school , . Science. scholarship exam grace. 8 - a Serene os 4o each Maha vidyalaye- | © Ealebisonet a Vidyodaya arch Vidyalantaraya University | Gn 1988) amet ce Nelonc| Ederokon’ Conmisston. | io I?él | Te Fipttemiys > chairman). - ae | uv Under dhe educational re fei in | | ‘ eS a hak, . rr in IQ4% the Glloning Changes | EThe age of admission to # i ie sion Ao the school was made | Te Changes inthe celaol .cursitulom ki @ Twlodvchon of pre vocational Subjectsrr @ Socal sludies a5 a new Subyect B Ta service teacher raining pragranre w. Edueation White paper in 1981 a. The theme of confinuons evaluation CGA — School Based Assestre a Eatablisherat. of the NIE CNational Insbtle of Educalion) a Development of university education Open voiverstty = Molrepala ro loz ener Professianaliseo in Teaching A “Nokure The term profession is widely used ce oS oo - However | there is no or ente every oceepation has reached to th glordard of a profession -To defme the Ler i 8 a different task- The demarcation s Gort tea that J { te define professionalism, ya ne i. > Very , According to Lime and the Aype duly concern » Educationalist BPG) He chanckrches oP eam, in a ee themselves 16 Come te a ee iahes {sa profession or nat- oo a fo _ Considered teaching cloes a Lis ae ee ia i. characteristics fat a Aa ee Peete rr under fescion . 1s eS 1S 9 profession, oe eee io the presen t or a semi - prosrenJeong bession = may a ee em professes are , oo ye the. gablic and commitment» “ knauled ge and skills eed + peor le. so yh authortty vested io or the in. entering the grofecssien: recagnition of a higher deqree fewards the prokessonc| do with the above characte one may amive at (5 that rakession — im all sense of the concep’ les of profesionalisn are oat ‘The FegsonS are, the draining in leaching being choon. eS are rot —eslablished -aa fo iN . epecialiaed Krauled ge» ¥ ‘oe @ , teaching canbe considered a 2 1D * the extablishment of si Lanka te taken as o step forward 5. of the, teacher: 4 ‘" by dhe govecrmert eohane the | enable teaching Ao kecame as 4 sable sion thus jk is.9 must that wit Le, and axcontolaltty. 3 iS 0 Re Sask beng in foal of t . o classroom doesn’t make tre deacher- kis imporkont do have an accepted Code of EL me fearkier to do big duties smobthlys and easily emelbozises the need of a code eo ethics the — Leact © The fellowing paints show us We vetd fe © code « ethics for the teacher: od Teacher +o bea modebe. that moulds the Lakure gee feet? | 08.10 preserve, the dignity of teaching 02. To safe ward the culture and clescipline of the no To achieve the goals of educaton BTo comm aneselh to the, profession of heathy g.js esseotial far (eacher do define ate high standard of pracker, mand to provide a dain by the onsiililion for the abze Heachers Aga from that the leesbor: and regstered as a teacher: Gon 260 / B29 rm the probation peciod - rights. * Aeaching ways ko uplift Ae islets oP, aS 9 poser level of Koosledge ard chils shold be vari q well - qual deachers | and dlesidtg dhe qualificakons feachers: deciplin Hea gulharity wested in or the qualfieston in entering the _peokesions: :Hof 4 abinal — cauneil poe m > the haching profiasion where, Learbers ave get Dilied ls ban bs Wrerome 0 herithry g te cole of they amen, Neachens » > arrive quo deakans tn selected Mieldo aed Bie improve Hhis Hnronghowt the bead es ae be gravided guidente. and i“ @ should be provided. oppatleo 69 rg pated ee raining Peers. Senin in society and econo mic. staloility io bens ding ca! E bons ard promotions based an performer As a ~ Sdlellon the present decther service hos bere yr ad Seochers have been colegarize to Moree gades, Ca a”) according fo thelr engertence, aod qualiReaktens : Recording 40 these needs of o cade of elrncs for azachers , tbe Following ae durhies should be presecved by the teacher ihe teacher wld Show his or her oper eorliness and — honest in 4 tn) rae @Vhe teacher should be Mee Weniisilvs) ote ber acolo ard words wr oS @ Should read everyone weespeclve of their respe roe , cast or socal slals- @Shold command 5 respect ard good will throws his ; ee ex dicBodetemend: duties on tro. “us mbamation ghost the personal (fe and eles m any wey dona to then Adminstralion bere sludeats and nok 40 against administration, ak Vern .Knowledge about meatal development chid behaviors Teaching ohrale gies ' a i 1 \ Y Pyalualve oy, et { of Leaching y Rolie sete’ /- » | code Noten an ethics -Y) 1 ae ' Counci lling ~~ Motivaton va | [ Avarage AronormaSocializabon g Botial and cultural being “His peso’ -i ce Me does vol take place as an automate i ilar supple man oppor bwailies far aq new born ammember 40 the Family He is given @ Social Wray —eag geen wee ee aS A rough Bich ways the peesoral = development take plow. EB The individual gelling adjustrents fo las or her socal enviromeak Cadoplattion is called soctale zat'on, To ews process , the indaridual learners the things 5 we ehold do , nat to do in arder to be on aceepkecl as 4 | member oF Ws sodal envienmast. Tk is Hormgh sodslizatnn, 4 collore, Aronmits fram one genecation to another. In the | respeck Meecalea tos ie the link between the indivdea! and | soaeky oduideals . soctslizalen -sowe ky 3 Tn other words gaciolizatian (a (le among members of Sociedy throgh which rocess OF jnteraction E Ndees of sootely gong Lam the we Rok. 2 ae Process oF entrusting Culture. Ligm tie other 55 sodalication tk includes moos, rules and re als inns < 99 - Pei Worsely a one Generation uses of APRreghult of inkerackon with others. oo gets UR Hemme: Th meang the Process of Hye T= of one sel fo tive with othecs in the newspaper * inter {— secondary tee)ie perda of the chid CRod... \ childhood in ‘his family. So that 54 lo The oulsde World chid spivbeal verde nbich botld np bus | \ ! Baad fo a lage group and get sodaleed talon takes plac, in gchao |. dlecourme Ged condict) within the child. $ andl arses Nie his difRrent rales IF Socralszation wy { nationalistic qltiludes. eligious leaders donger of aleshol narcotics Cdrgs) ley dl poe Aepeessionout inproper behavior and adwe 3 Pere ons leaders and instibtions con bald up good J people Aherefre — cbildren ghauld —assouate of sodaliza 90 on to improper consump lion patterns billy Be eclool in Solnra mm problem sex Crimesee O Reily @ Peer groups wdeve lopment slalis v buildies up social sleet ty + Det ao ordartending of culdural values v dclop his personally. WWW.HNDENGLISH.COM