External: 75 marks UNIT I The Social – moral and Cultural context Need and importance of value Education and Education for Human Rights in the existing social scenario. Valuation of culture: Indian Culture and Human values Nature and Concept of Morality and Moral Education Moral Education vis-à-vis religious education; moral instructions, moral training and moral indoctrination. Language of moral education – its form and context, characteristics of a morally educated persons. Justice and Care – the two dimensions, perspectives in Morality: Dichotomy between reason and passion. Moral Judgement and Moral Action. UNIT II Moral Development of the Child Concept of Development and Concept of Moral development Psycho-analytic approach Learning theory approach, especially social learning theory approach. Cognitive development approach – Piaget and Kohlberg, Stages of Moral development and their characteristic features UNIT III Moral Learning to Moral Education. Moral Learning outside the school – child rearing practices and moral learning, Moral learning via limitation, Nature of Society and moral learning, Media and moral learning. Moral Learning inside the school: providing “form” and “content” to education. Moral Education and the curriculum: Can moral education be imparted taking it as a subject of curriculum. UNIT IV Intervention Strategies for Moral Education and Assessment of Moral Maturity. Model of Moral Education – a) Rationale Building Model, b) The consideration Model, c) Value classification Model, d) Social Action Model, e) Just Community intervention Model. Assessment of moral maturity via moral dilemma resolution Examples of some select moral dilemmas. References: Gupta, N.L.(2000); Human Values in Education, Concept publishing company,
J.C. Agarwal, “Educational Administration, School Organisation, Supervision,” Arya Book Depot, , 1967. Buch. M.B., “Institutional Planning for Educational Improvement and Development.” Naik. J.P. “The Role of Teachers in Educational Planning and Development”, Regional of , , 1968. Naik J.P. “Educational Planning in ”. S.N.Mukerji, “Administration of Education, Planning and Finance”. S.N.Mukerji, “Administration of Education in ”. Padmanabhan C.B., “Recent trends in Educational Planning (NIEPA)”. VedaPrakash, “Some Relations on the Administration – Aspects of Educational Planning in (NIPEA)”. Atmanand Misra, “The Financing of Indian Education” Aggarwal. P.P., “Systems of Grant in aid in ”. Aggarwal J.C.” Development and Planning of Modern Education”, Vikas Publishing House Pvt. Ltd. S.N.Mukerji, “Administration of Education, Planning and Finance (Theory and Practice),” Published by J.C. Shah for Acharya Book Depot, , 1970. J.C. Agarwal, “ Development and Planning of Modern Education “, Vikas Publishing House Pvt. Ltd., 5/ , 110 002 ENVIRONMENTAL EDUCATION Examination Duration: 3 Hours Maximum Marks: 100 Contact Hours: 6 hours per week Sessional: 25 marks External: 75 marks UNIT I Introduction: Concept, Importance and Scope Aims and Objectives. Guiding Principles and foundations. Relationship between man and Environment. Ecological and Psychological Perspective. Environmental Hazards: Environmental pollution; physical, air, water, noise, chemical. Extinction of flora and fauna, deforestation, soil erosion. Need for conservation, preservation and protection of rich environmental heritage. Programme of environmental education for primary, secondary and higher education institutions. UNIT II Features of curriculum for environmental education: