Management of Distance Education

A much ink has been shed to describe the Distance Education System. It is known by several names such as correspondence education, Independent Study, External study, Open learning, Open Education, Off-campus programme etc. In Distance Education Situations the learner and the teacher may be thousands of miles apart and yet a purposeful education conversation can take place. Knowledge, skills and attitudes can be effectively imparted without forcing the learner and the teacher to meet in the class room at fixed hours. The learning materials in print are different from class room texts or lectures notes. Audio-Visual media is to find their legitimate place in the educational fields. The distance learners are not remain loners although but have the opportunities to meet their teachers and their peer groups some times. Library and laboratory facilities are to be extended to enable the learners to get the maximum out of their learning. The evaluation methods are to evolved to test, not the rote memory but the actual learning of the learners.

Open education is based on Distance Education System. ‘Distance’ refers to the mode and ‘openness’ to the philosophy. Distance Education may or may not be open. On the other hand Open Education is possible both through Distance Education Institutions and the Formal Conventional Institutions. ‘Openness’ of the education is measured in terms of its flexibility or lack of restriction, in terms of number of seats, attendance, class timing, subject combinations etc. The Distance Teaching Institution which impart the education based on these principles are usually known as, Open Universities.

The Yashwantrao Chavan Maharashtra Open University established in 1989, in its search for imparting quality education through Distance mode is trying to create a distinct identity in the Indian Open Education System. The YCMOU is the 5th Open University in India, and the fourth one at the State level with its goal of becoming a ‘Mass Varsity’, It emphasises on vocational, technical, professional as well as general educational programmes and its approach towards fostering a new work culture and development linkage. The University has set out to create an identity on the national educational scene. The University is trying to develop such management practices that will help it to become efficient, economical (cost-effective) and accountable at each level.

Management is to translate plans into realities. Therefore planning is very important in any management Distance Education is a complex system and involves elaborate planning. Management refers to determination and divisionalization of activities, allocation of activities as assignable responsibility and delegation of authority. Here the term ‘management’ is used to convey such activities as processes of planning, decision-making, leadership, implementation and evaluation. The management of distance education is different from the management of conventional universities. The management of autonomous institutions is different from the management of mixed institutions. The broad framework of the management system of autonomous distance education institution is similar to conventional Universities, though it may be different in its orgnisational details.

In distance education, educational material has to be produced on a large scale and distributed to thousand of students scattered in different parts of the country. Also the technological aspect of distance education is very sophisticated. All these make distance education institutions more complex than conventional institutions. In some sense, they can be compared to industrial processes involving technology at production and distribution stages and incorporating features of constant monitoring and upgrading.

Therefore, it is necessary to think of the planning of distance education, stages of work, organizational structure and the activities to be carried out in the Distance Education System.

Planning during conceptual stage, planning during evolutionary and growth stage and planning during maturity are the three stages of planning. After an institution is established detailed the planning regarding the objective, strategies and operational plans, implementation of plans, policies and procedures for control and evolution need to be spelled out. Dodd. J. as given in Keegan D., in ‘Distance Education’ has given the guide lines for planning. He thought of the students, courses, teaching year media (printed broad-cast and Non broad cast), faculty support, assessment, examination, administration, finance management and the date of opening of the programme. In addition to Dodd. J., the purpose of all planning activity at institutional level is to ensure cost effectiveness at the time of actual operations.

As it already mentioned, YCMOU is established in 1989, it has its own planning at its conceptual stage. Now after 10 years of its establishment when it is at evolutionary and growth stage, detailed plan pertaining to all its programmes, organization structure, its instruction materials, media (print, audio video etc.) etc. have been chalked out thoroughly. It is adopting  the new technology coming forth and facilitating  its learners.

]]>

Broadly speaking, there are six stages of work of distance education.

1)     Planning of Programmes.

2)     Development of instructional materials.

3)     Production of instructional materials.

4)     Delivery of materials and services (counselling, assessment etc.)

5)     Evaluation of products, processes and services.

6)     Maintenance and Revision of instructional programmes.

While planning of Programmes, distance educationalist has to think which programmes are going to be developed, long term programmes or short terms programmes. At the developmental stage he has to think of study text audio-video cassettes, kits etc. in the production stage he has to think of the books multicopying of audio and videocassettes and kits. At the delivery stage he has to think of registration of students material supply, counselling, student evaluation and study centre management. At the evaluation stage he has to think of products, processes and services. At the maintenance and Revision stage, he has to think of programmes.

YCMOU has thought of all stages of work of distance education and tried to establish the Divisions and Centres and allocate the functions to them.

The success of any institution depends upon the structure of the institution and the social system evolved. Structure gives stress on authority, division of labour rules and regulations and impersonality. It requires decisions to be rational and hierarchical control. Job analysis, role clarity and job ranking are to be considered while thinking of structure. The organisational structure also affect the management. Therefore, structure of the organization would help to serve a strategy with maximum efficiency and effectiveness. The structure of an organization is determined by the functions and objects of the organization.

There is no one-structure design which would always serve a strategy with maximum efficiency and effectiveness. The scope of activities of the institution and the geographical coverage affects the structure. However, it would be advisable for an institutional planner to keep the following factors in mind while deciding about the institutional structure.

i)     It must encourage innovation on the part of academic, staff, students and all the other associations.

ii)   It must serve the institutional objectives both in the short and long run.

iii) It must facilitate the institutional communication process both within and outside with various interest groups.

iv) It must contribute towards organisational climate by encouraging participation, rather than isolation, between the various officials and academics; and between the institution and the outside world.

v)   It should facilite decision-making and various implementation processes.

vi) It must fulfil the aspirations for professional growth of officials and academics and

vii)              It must provide for task and role clarity for various agencies and top officials involved in the implementation. The stability of top-level leadership is also an essential requirement of the structuring process.

The Y.C.M.O.U. has tried to evolve a simple, well-demarcated organisational structure that provides for operational efficiency, productivity, quality and accountability. The University Act describes a minimum organisational structure and leaves good scope for evolving innovative formal structure and non-formal practices, suited to an open university system. It is appropriate to the functions of the University. It allows efficient and cost-effective decision making, quicker implementation and it is a good mechanism for accountability and change. It is operationally efficient and it is better for productivity and quality of the programme.

The Governor of the State of Maharashtra is the Chancellor of the University. The Vice-Chancellor functions as the chief Executive officer. The Vice-Chancellor is assisted by Directiors of the school, the Registrar and the Finance officer. They togerther form the core team.’

The Board of Management (BOM) is the principal executive body.  The Academic Council (AC) is the principal academic body and the Planning Board (PB) is principal planning body. All the members on both bodies come by their respective posts or by nominations. Finance Committee (FC) is the principal body to make the financial recommendations to the Board of Management, whereas School Councils (SC) are the bodies to make a academic and other recommendations in respect of their schools.

Kaye. A. and Rumbled G. in their book ‘Distance Teaching for Higher and Adult Education’ has viewed a system of distance education. They think the Distance Educational Institutions can be analysed in terms of an integrated system of operating, logistic and regulatory subsystem. Operating subsystem, Converts system inputs into output. The main output of the Distance Learning system are courses and educational pupils. The function of the logistics subsystem is to procure and replenish inputs through activates such as purchase and maintenance of equipments. The regulatory subsystem is at the core of the system and facilities coordination of various activities of the institution and relates organization to its environment. Planning Control and evaluation are the under line processes in this subsystem.

In each of this subsystem the task would centre around three processes.

I)    Determination and divisionalization of the activities.

II)   Allocation of the divisionalized activities as some ones as sign responsibility. And

III)     Delegation of Authority commensurate with responsibility.

YCMOU is trying to demarcation of its activates and responsibilities. There were four main divisions, The academic division including of seven schools and Students’ Services Division including five sections namely Registration, Examination, Store and Despatch, Evaluation and Study Centre Management. The Directors of schools avail the entire responsibility of their schools concerned. It is very difficult to manage all the activities of distance education system sitting in the main office of the University

The success of any management depends upon the execution or implementation of the work assigned to it. Every division/ centre has to work to perform the activities assigned to the division/ centre.

Delegation of Authority is very important factor in any management. The responsibility and the authority go hand in hand. It is very good to delegate the authority to the middle management also. Officials in the middle management always affects the implementation of all the processes. Morever non-academic staff in the distance education system works very close to the academic staff. Mobility to the non-academic to the academic and academic to the non-academic always strengthen the management of Distance Education.

-:

Management refers to determination and divisionalization of activities, allocation of activities as assignable responsibility and delegation of authority. Management in distance education means the management of the activities to be performed in distance education system, which is the integrated system of operating, logistic and regulatory subsystems. The organisational structure always facilitates the functioning of the management. All the Distance Education institutions have to give statutory support to their organisatin structure of the Institutions. The principles adopted in the society should be followed and lead the society towards its upliftment.

1)     Anderson, Alan H. (1997) ‘Effective Personnel Management’ a skills and activity based approach, published by Jaico Publishing House, 121, M.G. Road, Mumbai – 100 023.

2)     Bhatia S. K. (1988) ‘Personnel Management and Industrial Relations’ (New Ideas, Trends and Experiences) Published by Deep and Deep Publications D-1/24, Rajouri Garden, New Delhi – 110 027

3)     Dodd. J. ‘Planning a New Distance Teaching University’ ICDEBulletin Vol.6 September 1984.

4)     Dodd. J. as given in Keegan D. ‘Distance Education’

5)     Distance Education in Asia and the Pacific Volumn – I (1987) Published by the Asian Development Bank, P.O.Box 789, Manila, Philippines.

6)     Distance Education in Asia and the Pacific Volumn -II (1987) Published by the Asian Development Bank P. O. Box 789, Manila, Philippines.

7)     Distance Education in South Asia (1990) Published by the Asian Development Bank P. O. Box 789, Manila, Philippines.

8)     Kaye, A and Rumbled, G. ‘Distance Teaching for Higher and Adult Education, London, croom Helm, 1981 P. 20-22.

9)     Mehta K.K. (1990) Organisational Behaviour, Published by Printwell Publisher on behalf of Roopa Books (P) Limited S- 12, Shooping Complex, Tilaknagar, Jaipur 302 004.

10) Sahni, S.K. and Sundaresh, G.S. (1982) Office Organisation and Management, (Third Edition) Published by Mohan Primlani for Oxford and IBH Publishing Co., 66, Janpath, New Delhi 110 001.

11)YCM Open University Annual Report 1996.

12) YCM Open University Eighth Plan proposal.

Source: ArticlesBase.com

Realism in Education

Just as Naturalism comes on the Educational scene as a protest against systems of education that have become artificial. Realism appears to be a reaction against curricula consisting of studies that have become bookish, sophisticated and a abstruse. As we have a slogan in Naturalism- ‘ Back to Nature ‘ – in Realism we have a slogan-‘ Things rather than words ’.

Idealism deals with ‘mind and  Self ,’ Naturalism emphasizes ‘Matter and Physical world’, and pragmatism ‘Refuses to speculate and transcend beyond experience ‘. And according to Realism the external world of objects is not imaginary. It really exists, “Our experience is not independent but determines reaction to the external objects. Experiences are influenced by the external world which has real existence.” (Dr. Pandey Ram Shakal : An Introduction to Major philosophies of Education, pp. 149-50 ). It is a new outlook. and this new outlook is termed as Realism.

The realistic movement in education started from the 16th century. The 16th and 17th centuries witnessed great inventions and epochal discoveries which greatly increased the store of human knowledge. They extended the horizon of human knowledge. The rise of scientific inquiry opened new vistas before human mind. ( Bacon’s formulation and statement of the new scientific method. ) All these lead to a new spirit of inquiry into the realities of nature. Man started to believe more in himself. He thought that he would conquer the entire world with his supreme gift of rationality. The interest in language and literature began to wane and people became more and more interested in man and his environment.

Consequently, there arose a demand of/for a new type of education in which truth rather than beauty, realities of life of the day rather than the beauties of the old days were aims of education as there was a great premium on Man and human endeavour combined with science  and common sense. This new conception was marked by an awakened interest in the natural phenomena and social institutions. This new outlook came to be termed as  ‘Realism in Education ’.  “ The realist enters his emphatic protest against a cleavage between the work of the school and the life of the world outside it. “ ( Rose, James S. : Ground work of Educational Theory, p. 214 ).

“Education is that which makes a man happy by getting acquaintance with real circumstances of life, create capacity for struggling with adverse situation in life. Realistic education is connected with the needs of life. ”  ( Dr. Chaube, S.P. and Akilesh : philosophical and Sociological; Foundation of Education , P. 171 ).

1)      External world is a solid Reality, whether known or unknown to man. Reality is already in existence and in the invention of man. It exists independently of being known to perceived by, or related to mind. Man can only comprehend it, through senses. One should dip below the surface to know the reality.

2)      Realism places great premium on Man and human endeavor, which it says, should be combined with science and common-sense. It, however, asserts that ‘Man is finite’ and learning is necessary for a finite man, Education is the process by which he lifts himself up to the external. “ The Realists wish man to be a man of affairs, practical and always seeker of deeper and deeper truth and reality,”

( Taneja, V.R. : Socio-philosophical Approach to Education, p. 241 ).

3)      The realist say that ‘Mind’ like any other material thing has mechanical functioning. They discount its creating ability. “Just as any object of universe can be ‘true’ or ‘false’ similarly mind is also ‘true’ or ‘false’. The development of  mind is the part of the process of development of  the world.” (Dr. Chaube, S.P. and Akilesh : Philosophical and Sociological foundation of Education, p.171 )

‘Mind is what it studies’. (Herbert). If this concept of the realists is accepted in     education then we are forced to believe that children’s mind are ‘mere cameras to register the reality of the universe. ’Philosophers say that mind has lot of scope for enrichment elevation and creativity.

4)      Realism tries to build up a body of systematized knowledge, which is certain and objective and agrees with the standpoint of physical sciences. It says that every reality can be proved by observation, experience, experiment and scientific reasoning, For them, experience is the touchstone of what is real. Whenever  the simple and direct experience can’t determine the objective truth, the common sense puts its truth in scientific research. In the present world of falling idols and falling ideals, the realists emphasize the role of intelligence as great significant, as it formulates the concepts and develops general and abstract ideas.

5)      The realists of all brands aver that values are permanent and objective and say that although institutions and practices very a great deal, the fundamental values of society should not change. The children should be taught those values, which have proved enduring throughout history. They should be taught the nature of ‘right’ and ‘wrong’ and what is objectively good and beautiful.

In brief, Realism believes in the usefulness of the world and the material existence in its field of action . It believes that whatever is real is independent. Whatever is, is and exists. Its presence of existence does not depend upon the knower. (Compare with idealist’s standpoint. ) The individual doesn’t make reality, he only discovers it.

Main tenets :

i)                    Realism believes in the world which we see of perceive to be real. According to them it is wrong to say  ²ÖÎÉ ÃÖŸµÖÓ •Ö?ÖŸÖ ×´Ö£Ö˵ÖÖ I

ii)                   Realists believe in the present life.

iii)                 They believe that the truth of life and aim of life are in the development from the present unsystematic life.

iv)                 Knowledge is real and can be assimilated by the human beings.

v)                  The realists distinguish between ‘appearance’ and ‘reality’.

vi)                 Realism believes that there is an objective reality apart from that which is presented to the consciousness.

The developing realism has adopted four points in education :

i)                    Humanistic Realism,

ii)                   Social Realism,

iii)                 Sense Realism, and

iv)                 Neo-Realism.

Humanistic realism is the reaction against the emphasise on form and style of the old classical literature. It has great regard for the ancient literature but it emphasizes the study of content and ideas in the ancient classical literature to understand one’s present social life and environment. The aim is not to study the form and style of old literature to have mastery over it. The study of old literature is a means to understand the practical life. History, Geography, Kautilyas Arthashastra are the subjects and books should be studied for this purpose. Erasmus (1446-1537 ), Rabelais (1483-1553), John Milston (1608-1674) were the supporters of this faculty.

ii)                  

]]>

Social Realism in education is the reaction against a type of education that produces scholars and professional men to the neglect of the man of affairs i.e. practice. Education should not produce men who are unfit in social life. The purpose of education, according to social realists, is to prepare the practical man of the world. Michael de Montaigue (1533-1592) was the main supporter of this faculty.

The sense realism in education emphasizes the training of the senses. Senses are the gateways of knowledge and learning takes place the operation of the senses. According to sense-realists nature is the treasure house of all knowledge and this knowledge can be obtained through the training of the senses.

The sense-realists emphasized the three things :

a)      Application of inductive method formulated by Bacon in order to organize and simplify the instructional process.

b)     To replace instruction in Latin by the instruction in Vernacular, and

c)      To substitute new scientific and social studies in place of the studies in language and literature. Richard Mulcaster (1531-1611), Francis Bacon (1561-1626), Ratke (1571 to 1635) and Comenius  (1592-1670) were the supporters of this faculty.

Neo-Realism is really a philosophical thought. It appears the methods and results of modern development in physics. They do not consider the scientific principles everlasting while they express the changeability in them. They support the education of art with the science and analytical system of education with the humananistic feelings. They consider living and un living all objective to be organs and the development of organs is the main objective and all round development of the objects is the main characteristic of education. Bertrand Russel and whitehead were the supporters of this faculty.

“Realists do not believe in general and common aims of education. According to them aims are specific to each individual and his perspectives.” (Seetharamu, A.S. : philosophies of Education, p.74). And each one has different  perspectives. The aim of education should be to teach truth rather than beauty, to understand the present practical life.

The purpose of education, according to social realists, is to prepare the practical man of the world.

The science realists expressed that the education should be conducted on universal basis. Greater stress should be laid upon the observation of nature and the education of science.

Neo-realists aim at developing all round development of the objects with the development of their organs.

According to humanistic realism classical literature should be studied but not for studying its form and style but for its content and ideas it contained. Milton, one of the supporters of humanistic realism, has drafted a curricula of education as follows :

1st year – Latin, grammar, arithmetic and geometry. Reading of simple Latin and

Greek.

2nd year – Greek, agriculture, geography Natural philosophy, mathematics,

engineering and architecture.

In the next 5th year – chief writings of the ancients in prose and poetry on these             subjects.

Remaining years – Ethical instruction, Bible, Hebrew, Greek, Roman and Saxon Law, economics, politics, history, logic, rhetoric, poetry-all by reading select writhers.

Social realism was generally recommended for the people of the upper social class/strata. It combined literary elements with ideals of chivalric education. Naturally it included the study of literature, heraldry ( the science dealing with coats of arms and the persons who have right to wear them ), genealogy ( science of the development of plants and animals from earlier forms ),riding, fencing, gymnastics, study of modern languages and the customs and institutions of neighboring countries.

Sense-realism attached more importance to the study of natural sciences and contemporary social life. Study of languages is not so significant as the study of natural sciences and contemporary life.

Neo-realism gives stress on the subject physics and on humanistic feelings, physics and psychology, sociology, economics, Ethics, Politics, history, Geography, agriculture varied arts, languages and so on, are the main subjects to be studied according to the Neo-realists.

Education should proceed from simple to complex and from concrete to abstract. Things before rules and words. Students to be taught to analyze rather than  to construct. Vernacular to be the medium of instruction. The order of nature to be sought and followed.

( The child can rule over the nature if the natural laws are followed. )

Repetition is necessary for retention. Individual’s experience and spirit of inquiry is more important than authority. No unintelligent cramming. More emphasis on questioning and understanding. Methods of scientific thinking formulated by sir Thomas Bacon.

( Inductive method of education ).

“(There are and can be only two ways for investigation and discovery of truth. One flies from senses and particulars, to the most general axioms and from these principles and infallible truth determines and discovers intermediate axioms….the other constructs axioms from the senses and particulars by ascending continually and gradually, so as to teach most general axioms last of all.)” – Bacon.

10.  Social realists follow the method of travel of journey method, which will give real experience of varied aspects of life  improve knowledge and mental faculties.

1)      A teacher should be such that he himself be educated and well versed with the customs of belief and rights and duties of people, and the trends of all ages and places.

3)      He must have full mastery of the knowledge of present life.

4)      He must guide the student towards the hard realities of life. He is neither pessimist, nor optimist.

5)      He must be able to expose children to the problems of life and the world around.

( To master one’s own environing life natural, social through a knowledge of the broader life of the ancients.)

A teacher should always keep in mind-

Re-capitulation is necessary to make the knowledge permanent. One subject  should be taught at one time. No pressure or coercion be brought upon the child. The practice of cramming should be given up. The uniformity should be the basic principle in all things. Things should be introduced first and then the words. The entire knowledge should be gained after experience. The knowledge should be imparted on the basis of organs. Straight forward method should be adopted for teaching.

10.  There should be a co-relation between utility in daily life and education.

11.  The child should be told the utility of whatever is taught.

12.  The simple rules should be defined.

13.  All the subjects should be taught in proper order.

14.  Various organs of education should be taught in chronological order.

15.  The topic should not be given up unless the boys understand it well.

16.  To find out the interest of the child and to teach accordingly.

1)      “Realism in education recognizes the importance of the child. The child is a real unit which has real existence. He has some feelings, some desires and some powers. All these cannot be overlooked. These powers of the child shall have to be given due regard at the time of planning education. ”  1

2)      “ Child can reach near reality through learning by reason.” 1

3)      “ Child has to be given as much freedom as possible.” 1

4)      “The child is to be enabled to proceed on the basis of facts,” 1

5)      The child can learn only when he follows the laws of learning.”1

(When only one response is repeated for one stimulus, it conditioned by that stimulus. Now wherever that situation comes, response will be the same; this is the fact.)

6)      “ The child is to be understood a creature of the real world there is no sense in making him a  God . He has to be trained to become a man only.”  1( Dr. Pandey Ram Shakal : An introduction to Major philosophies of Education, pp.160. 161 ).

1) School organization would be based on the real needs of society. It is not proper that a college should be established due to political pressure at a place when it is not needed.

2) The opening of science classes in every school is must. Only academic and literary subjects are not sufficient to fulfill the needs of the society.

3) Realism doesn’t oppose co-education. Sex-drive is a real feeling. It is a natural happening so it can not be rejected.

4) School is the mirror of the society. It is a miniature form of society and it presents the real picture of the society

Discipline is adjustment to objectivity. It is necessary in order to enable the child to adjust himself to his environment and concentrate on his work. Bringing out change in the real world is  impossible. The student himself is a part of this world. He has to admit this fact and adjust himself to the world.

A disciplined student is one who does not withdraw from the cruelties, tyrannies, hardships and shortcomings pervading the world. Realism has vehemently opposed withdrawal from life. One has to adjust oneself to this material world.

Thus, the realism has brought great effect in various fields of education. The aims, the curriculum, the methods of teaching the outlook towards the child, the teachers, the discipline and the system of education all were given new blood. Realism in education dragged the education from the old traditions, idealism and the high and low tides to the real surface.

1)      “ Realism recognizes the real existence of the material world. This recognition remains un objected to unless he says that only material world really exists. The question arises- Is there no power behind this material world ? Does it have its own existence ? What is the limit of the universe ? The realist does give reply to these questions but these replies are not found to be satisfactory. The real existence of material world may be admitted but how can the existence come to an end in the world itself ?  ” 1

2)      “ The realist claims to be objective. Objectivity in knowledge is nothing but the partnership of personal knowledge. Knowledge is always subjective.” 1

3)      “ The realist recognizes the origin of knowledge from the datum achieved by senses and asserts that only objects are main and it is through their contact that knowledge is acquired. Then how does our illusion arise ? How does knowledge become fallacious ? Where does the external object go in dream ? The realist is unable to answer these questions satisfactorily. ” 1

4)      “ The realist does not accept the existence of transcendental ( not based on experience or reason ) being. How could be know the non-existence of that which does not exist ? Has non-existence got  no existence ?  void ness and non-existence also are the parts of existence. Here the realist is dumb completely. ” 1

5)      “ Realism admits real feelings and needs of life on the one hand, gives no place to imagination and sentiment, on the other. What a contradiction ? Are imaginations, emotions and sentiments not real needs of human life ? Is emotionless life not almost dead life ?  Can life be lead on the basis of facts only ? ” 1

6)      “ No inspiration to remove the defects of modern education can be achieved unless the impressiveness of pure and high thought is admitted and attitude is not confined to present facts only;  because the realist is satisfied simply by the fulfillment of the needs of daily life and be does not care to make life sublime.” 1

7)      “ Today the effect of realism has given rise  to the wave of science. It is right, but there should be no indifference towards art and literature. The realist supports this negligence. ” 1

8. “ Realism enthuses disappointment in students and teachers. No progress can be made by having faith in the facts of daily life and shattering faith in ideals. Life is but full of miseries and struggles. Sorrow  is more predominant than joy in the world. A person becomes disappointed by this feeling. That is why realists often appear to be skeptics ( person who doubts the truth of a particular claim, theory etc. ).Pessimists and objectionists, ”1      ( Dr. Pande, Ram Shakal : An Introduction to Major philosophies of Education, pp. 170-171.)

Some of the points raised against realism may be true but some are raised under ignorance of the study of realism in the true sense. Its contributions to modern education should not be ignored. Today attention is being paid towards technical and vocational education in all corners of the world. There are many Engineering Colleges in India, too. Everywhere there is an arrangement of higher education of Medicine and Law.  Increasing interest towards empirical education is the application of the realistic attitude.

There are two main contributions of the education based upon the realism. Firstly, it tried to remove the gulf-between the life and education.  Secondly, it propounded the principle of experimentation and observation in education. It was realism that first introduced the thought that the organs are the door way to knowledge and the knowledge can be gained through the inductive method. The wordy education and bookish knowledge are not sufficient. Real education is that which brings about union between nature and society based upon one’s own experience.

REFERENCES

1.Dr. Pande, Ram Shakal : An Introduction to Major philosophies of Education, 1982 : Agra, Vinod Pustak Mandir, Section Six- Chapters 25 to 30, pp. 149 to 173.

2.Rose, James S. : Grouondwoek of Educational Theory, 1969 : London, George G. Harrap and Co. Ltd. , 182, High Holborn, London, W.C.I. , Chapter-X, pp. 211 to 236.

3.Dr. Chaube, S. P. Akhilesh : Philosophical and Sociological Foundation of Education, 1981 : Agra Vinod Pustak Mandir , Agra – 2. Chapter 12, pp.171 to 174.

4.: Socio-Philosophical Approach to Education, 1987 : New Delhi , Atlantic publishers and Distributors, B-2 , Vishal Enclave, Najafgarh Road, New Delhi – 110 027. Chapter – Twenty, pp. 239 to 251.

5.Seetharamu, A. S. : Philosophies of Education, 1989 : New Delhi, S. B. Nangia, for Ashish Publishing House, 8/81 , Punjabi Bagh, New Delhi – 110026 . Chapter – 6 , pp. 72 to 77.

Source: ArticlesBase.com