:: Report2
Art, Work, Moral and Health & Physical Education:
Almost all the Education Commissions constituted in our country have stressed the need for inclusion of art, health and physical education, work and moral education components in the school curriculum. But not much progress has been made in providing these components. The main reason is that people in general continue to think that education in the school means listening to the teacher, reading and writing. There is a need not only to educate the public but also those in the field of education the importance of getting trained in arts and in appreciating good arts to make the young ones grow as complete human beings; similarly physical education is required for healthy growth of the individuals. There is no need to stress the fact that moral education makes the students blossom as good useful citizens. In this country it is accepted if a school takes the students to do work in; a public place under the National Service Scheme or National Cadet Corps. However, if the same work is required to be done at its campus, there is a hue and cry from the parents that the school is making the students do work for them. Even a child of two years will try to imitate its parents and do household work. It may also be observed that it is happy doing the same But it is the parents who brainwash them to believe that educated people will not do any manual work. On the other hand, it is known that work can be used as a mode of teaching and it gives self confidence to the young ones. Therefore, children must be encouraged to do work commensurate with their age and ability, thereby, introducing them to the world of work.

Text Books:
Text means the original words of an author without notes or commentary. Textbook means a book for study or a class book. But during the course of years it has become a convention that the textbook is the basis for the examinations. As the annual examinations have become the basis for deciding to promote a student to the higher class, the criterion for assessing whether a student has learnt a particular subject has got reduced to his ability to repeat what is found in the textbook. In due course, a number of worked out examples and exercises were added and the textbook grew in size. Today, what is required is that the student is able to recollect the appropriate portion of the textbook and repeat verbatim the same at the examination hall. Consequently, if a question in the public examination question paper is not found in the textbook, it is declared out of portion or syllabus! The end result is that the young ones passing out of the schools know only to repeat what is found in the textbook. Many of them have lost their inherent abilities to think, to reason, analyze and synthesize information gathered from a written text or oral communication. In other words, they have gained a lot of information in the school but not turned it into knowledge. It is also likely that they do not possess the ability to convert information into knowledge In its report, Learning without Burden, the Yaspal committee pointed out that the child must be seen as a receiver of knowledge and must be encouraged to study the textbook and constitute knowledge out of its experience.

Writing of textbooks is an art. It is a creative work. Educational institutions are places where creative work is done. Such places by nature bubble with enthusiasm and energy. Any attempt at uniformity will lead ultimately to decay and death. The Government may with good intentions arrange to prepare textbooks with a select group of experts and prescribe the book as the textbook for all the educational institutions. That can never help the institutions to flourish. In other words the institutions may be uniform and may have uniform standards, if a single textbook is used. However, the standard may not be worthy. Only in a free atmosphere with the availability of a number of texts will there be a learning environment.

National Curricular Framework, 2005, says “availability of multiple text books widens teachers’ choices and also provides for the incorporation of diversity in relation to children’s needs and interests .. . .. the teacher can be encouraged to decide which text lessons are appropriate for specific themes for her pupils.” In essence, a good educational system will encourage the publication of a number of textbooks for use by the student community and the student will be encouraged to learn the text, think, assimilate the information and be ready to face the examination where for a given question he will construct the answer in his own way.


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