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PE 5: Knowledge and Curriculum

S. No Topic Domain Hours
Unit – I
  • Knowledge: Key Concepts
    • Meaning of Knowledge and Knowing, Kinds of Knowledge and Sources of Knowledge
    • Methods of acquiring Knowledge
    • Distinction between Information and Knowledge, Belief and truth, Reasoning and Analysis
  • Different Ways of Knowing
    • Relative roles of the Knower and the Known in Knowledge transmission and construction
    • Contribution of the Teachers in Assimilation and Dissemination of Information and Knowledge
  • Indian Thinkers and Knowledge

Knowledge and Education as visualized by different Indian thinkers like M. K Gandhi, Rabindranath Tagore, Sri Aurobindo and J Krishnamurti

Process of Construction of Knowledge as given by Jean Piaget, Jerome Bruner and Lev Vygotsky

 

Must Know

 

16
Unit – II
  • Different facets of Knowledge and Relationship, such as:
    • Local and Universal
    • Concrete and Abstract
    • Theoretical and Practical
    • Contextual and Textual
    • School and Out of School
  • Culture and Knowledge
    • Role of Culture in knowing
    • Ways of Knowledge rendered in to action
    • Emerging problems relating to Knowledge
  • Epistemology of Indian Philosophies
    • Sankhya
    • Vedanta
  • Epistemology of Western Philosophies
    • Idealism
    • Naturalism
    • Pragmatism
    • Existentialism
Must Know

 

 

Desirable to Know

 

 

 

Must Know

16
Unit – III
  • Conceptual Framework of Curriculum
    • Curriculum – Meaning, nature, need and its components
    • Principles of curriculum construction
    • Bases of curriculum
    • Different Approaches to Curriculum
    • Traditional approach
    • Learner driven approach
    • Critical approach
  • Differentiating the Concepts
    • Curriculum framework, curriculum and syllabus; their significance in school education
  • Facets of Curriculum
    • Core Curriculum: Significance in Indian Context
    • Hidden Curriculum – Meaning and Importance in various subjects
Must Know

 

 

 

Desirable to Know

16
Unit – IV
  • Curriculum Design Models
    • Discipline Centered Design, Learner Centered Design & Problem Centered Design
    • Components required in Curriculum Development
    • Curriculum Change: Meaning, Need and Factors affecting Curriculum Change
  • Models for Curriculum Development:
    • Administrative Model
    • Grass Root Model
    • System Analysis Model
  • Teacher and Curriculum

Role of Teacher in

  • Researching Curriculum
  • Developing Curriculum
  • Transacting Curriculum
Must Know

Desirable to Know

 

Must Know

16

 

Tasks & Assignments: Any Two Activities

  • Analysis of any one text book with regard to incorporation of environmental concerns
  • Evaluation of curriculum of 9th or 10th standard and submission of report
  • Vivekananda’s views on Philosophy and Education
  • Visit to a school to see how Hidden Curriculum is taken care of

Suggested Readings:

  • Agarwal, V. & Bhatnager, R. P. (1997). Educational Administration. Meerut: R. Lall Book Depot.
  • Aggarwal, J. C. (2003). Handbook of Curriculum and Instruction. Delhi: Doaba Book House.
  • Aggarwal J. C. Curriculum Development 2005: Towards Learning without Burden and Quality of Education – An Evaluation.
  • Gaind, D.N. and Sharma, R. P. Education Theories and Modern trends.
  • Goodland, J. (1979). Curriculum Enquiry the Study of Curriculum Practices. New York: McGraw Hill
  • Hass, G. (1991). Curriculum Planning, A new Approach, Boston: Allyn Bacon.
  • Hooer, R. (1971). Curriculum: Context, Design and Development, New York:
  • Lawten, D. (1986). School Curriculum Planning, London: Holders and Stayhton.
  • Menon, T. K. N. & Kaul, G. N. (1954). Experiments in Teacher Training, New Delhi: Sterling Publishers.
  • Nicholls, H. (1978). Developing Curriculum- A Practical Guide, London: George Aleen and Unwin.
  • NCTE (2009). National Curricular Framework for Teacher Education. NCERT, New
  • NCERT (2005). National Curricular Framework for School Education. NCERT, New Delhi.
  • Payne, D. A. (1973). Curriculum Coalition: Commentaries on Purpose, Process and Product Boston: D.C. Heath.
  • Palmer, Joy A. et. al (2001). Jean- Jacques Rousseau, John Dewey, Rabindranath Tagore, M.K. Gandhi and Maria Montessori: Fifty Major Thinkers on Education from Confucius of Dewey, USA:
  • Thakur, R. (2004). Ravindranath ka Shikshadarshan Chapter 1: Tote ki Shiksha, Chapter 7: Aashram Shiksha, New Delhi:
  • Krishnamurti, J. (2006). Krishnamurti on Education. Part I: Talks to Students: Chapter 1: On Education. Chennai: Krishnamurti Foundation of India.