ज्ञान और पाठ्यक्रम Knowledge and Curriculum (Hindi)

Preface

Knowledge affects human behviour and it also affects students, semchers, waching fields and curriculum. So this subject matter has been recommended by National Council of Teacher Falucation for teacher training B.Ed curriculum for all Indian universities,

Knowledge is the real information in relation to any subject matter. The meaning of knowledge is very broad. The word knowledge is related to object or description of any subject. Knowledge is used in both physical and spiritual world. Physical knowledge is accomplished on the basis of the sensory experience. In the same way, evidence, logic, intelligence and endowment etc. are used in the context of spiritual knowledge.

Curriculum does not mean only academic subject traditionally taught in the school, but it includes the totality of experiences that pupil receives through the manifold activities that go on in the numerous informal contacts between teachers and pupils. In this sense the whole life of the school becomes the curriculum, which can touch the life of the student at all points and help in the evolution of a balanced personality. ‘Knowledge and curriculum’ is a new concept. Knowledge and curriculum both are related with each other.

Some of the topics of vital importance which though may not be prescribed in the syllabus of certain universities, yet are included in this book to make the concept of knowledge and curriculum clear in the minds of pupil teachers.

Concept of Knowledge and curriculum were included in education process in ancient time. So in the present mostly educationists, scholars advocate that this concept should be essentially included in modern time education system as a separate subject. On this basis ‘knowledge and curriculum’ a new subject has been included in teacher education by the National Council of Teacher Education (NCTE). Now this subject is compulsory in teacher education.

The book has been written under NCTE prescribed curriculum and be- longs to all the universities of India. The book is divided in the chapters, which are given below-

of (1) Epistemology, Knowledge and Knowing: Key Concepts. (2) 1 Knowledge and its Organization Forms in Schools. (3) Educational Thinkers and Child Centred Education. (4) Principles and Determinants of Curricu- lum Construction. (5) Curricülum Development and Its Implementation.

We are grateful to many principals and lecturers of teacher training col- leges for giving various valuable suggestions about the contents of this sub- ject. We hope, the book will fulfil the need of every corner of the students. Inspite of it, if the readers feel any shortcoming, their valuable suggestions are invited so that new concepts may be added.

With best of our compliments..

Akshaya Tritiya, Samvat 2075 Parshuram Jayanti

-Authors