33

Biyani's Think Tank
Concept based notes
mnh;eku Hkkjrh; lekt esa f'k{kk

(Education and Emerging Indian Society)
(B.Ed. - Paper-I)
Deepti Heda
M.Com., M.A., M.Ed.
Lecturer
Mamtesh Lata
M.A., M.Ed.
Lecturer
Deptt. of B. Ed.
Biyani Girls College, Jaipur
Fore more detail:- http://www.gurukpo.com

PDF Created with deskPDF PDF Writer - Trial :: http://www.docudesk.com
Published by :
Think Tanks
Biyani Group of Colleges
Concept & Copyright :
Biyani Shikshan Samiti

Sector-3, Vidhyadhar Nagar,
Jaipur-302 023 (Rajasthan)
Ph : 0141-2338371, 2338591-95 Fax : 0141-2338007
E-mail : acad@biyanicolleges.org
Website :www.gurukpo.com; www.biyanicolleges.org
First Edition : 2009
While every effort is taken to avoid errors or omissions in this Publication, any
mistake or omission that may have crept in is not intentional. It may be taken note of
that neither the publisher nor the author will be responsible for any damage or loss of
any kind arising to anyone in any manner on account of such errors and omissions.
Leaser Type Setted by :

Biyani College Printing Department

Preface
am glad to present this book, especially designed to serve the needs
of the students. The book has been written keeping in mind the general
weakness in understanding the fundamental concepts of the topics. The book is
self-explanatory and adopts the Teach Yourself style. It is based on question-answer
pattern. The language of book is quite easy and understandable based on scientific
approach.
This book covers basic concepts related to the microbial understandings about
diversity, structure, economic aspects, bacterial and viral reproduction etc.
Any further improvement in the contents of the book by making corrections,
omission and inclusion is keen to be achieved based on suggestions from the readers
for which the author shall be obliged.
I acknowledge special thanks to Mr. Rajeev Biyani, Chairman & Dr. Sanjay Biyani,
Director (Acad.) Biyani Group of Colleges, who are the backbones and main concept
provider and also have been constant source of motivation throughout this Endeavour.
They played an active role in coordinating the various stages of this Endeavour and
spearheaded the publishing work.
I look forward to receiving valuable suggestions from professors of various
educational institutions, other faculty members and students for improvement of the
quality of the book. The reader may feel free to send in their comments and suggestions
to the under mentioned address.
Author

Syllabus
B.Ed. Paper-I
mnh;eku Hkkjrh; lekt esa f'k{kk

(Education and Emerging Indian Society)
Objective
To enable the Student teacher to understand :
1.
The relationship between philosophy and education,howdifferent philosophical system

have influenced the education.
2.
3.
The context inwhich various educational approacheshave evolved in India.

The provisionsregarding education in the Indian constitution.
4.
The need tostudy education in a sociological perspective.The Process of social change

influencing the educationand the role of education in socialchange.
5.
The role and commitment of the teachers and learners about the challenges faced
inevolving new education order.
Role of education in changing Indian Society towards a new social order.
6.
Course Content
Unit 1 :
1.
Concept,nature and Meaning,aims and objectives of education.
2.
3.
Forms of Education-Formal, Informal,Non-formal.

Values and aspirations of the present IndianSociety.
4.
Cultural heritage and its relevance inthe modern Indianeducation.
Unit 2 :
Educational implications of the following :
1. Idealism
2. Naturalism
Educational contribution of the following :
3. Pragmatism
1. Jainism
3. Buddhism
2. Geeta
4. Ravindra Nath Tagore

5. M.K. Gandhi
6. Swami Vivekanand
7. Sri Aurobindo Ghosh
Unit-3 : Indian Constitutionand thestatus of educationwith reference tothe following :
1.
2.
3.
Universalisation of education
Equality of opportunities in education.
Educationand FundamentalRights and Duties.
4.
5.
Relationship betweeneducationand democracy.

Role of education in developing socialistic patterns and national integration.

Unit 4 :
Education as a sub system
Education as an agent of social change, socialchange influencing the trend of
educationand social disparities.
Social Mobility, CulturalLag, Gender disparities
Regionaldisparities.
The role of educational instiutionfor creating new social orders.
Unit 5 :
Emerging Indian Concerns and their educational implication.
Populationeducation.
Ecological imbalance.
Globalisation.
Human rights
Technological invasion.
Seasonal Work
(1)
(2)
(20 Marks)
One test of 10 marks.

An essay of 10 marks onany one of the following :
1.
2.
Role of teacher toprepare students for responsible citizenship.

Inculcationof values inthe present systemof education.
3.
4.
5.
Educationopportunities
Educationalopportunities
Universalization of Education
6.
Educationand Culture

Content
S. No.
1.
Name of Topic
f'k{kk dk lEizR;;] izfr vkSj vFkZ] y{; ,oa mn~n's ;
Page No.
9-20
Concept, Nature and Meaning, Aim and Objective of

Education
2.
fk{kk ds :Ik & vkSipkfjd] vukSipkfjd o fujkSipkfjd
21-22
Forms of Education Formal, Informal and Non-formal

3.
orZeku Hkkjrh; lekt ds ewY; ,ao vkdka{kk,a
23-25
Value and Aspiration of the Present Indian Society

4.
lkaLd`frd fojklr ,ao vk/kqfud Hkkjrh; fk{kk esa bldh vuq:Ikrk
26-29
Cultural Heritage and its relevance in the Modern Indian

Society
5.
fk{kk dh Hkwfedk&vknkZokn] izdf` rokn rFkk iz;kstuokn
30-38
Education Implication - Idealism, Naturalism &

Pragmatism
6.
fk{kk esa ;ksxnku & tSu /keZ] xhrk] ckS} /keZ] johUnz ukFk VSxksj] ,eds- xka/kh] Lokeh foosdkuUn] Jh vjfoUn ?kks"k
39-49
Educational Contribution Janism, Geeta, Buddism,

Ravindra Nath Tagore, M. K. Gandhi, Swami
Vivekanand, Shri Aurbindo Ghosh
7.
f'k{kk dk lkoZtfudj.k
50-55
Universalization of Education
8.
yksdrkaf=d lekt esa f'k{kk dk ;ksxnku
56-58
Education Contribute in Democratic Society

9.
jk"Vh; ,drk esa f'k{kk dh Hkwfedk
59-63
Role of Education in National Integration

S. No.
10.
Name of Topic
Hkkjrh; yksdra= esa f'k{kk dk Lo:i] f'k{k.k fof/k o f'k{kd
Page No.
64-66
Nature of Education, Teaching Method And Teacher in

Indian Democracy
11.
lkekftd ifjorZu esa f'k{kk dh Hkwfedk
67-69
Education of Social Change

12.
lkekftd xfr'khyrk] lkaLfrd foyEcu] ySfa xd vlekurk] {ks=h;
70-75

vlekurk
Social Mobility, Cultural lag, Gender Disparties, Regional
Disparities
13.
u;s lkekftd vkns'k cukus esa 'kSf{kd laLFkku dh Hkwfedk
76-81
The Role of Educational Institution for creating New

Social Orders
14.
tula[;k f'k{kk
82-86
Population Educational
15.
ikfjfLFkfrfd; vlary
q u
87-90
Ecoligical Imbalance
16.
oS'ohdj.k
91-92
Globalization
lUnHkZ xzaFk
93

v/;k; - 1
fk{kk dk lEizR;;] izd`fr vkSj vFkZ] y{; ,ao mn~ns ;

Concept, Nature and Meaning, Aim and
Objective of Education
- 1 -
fk{kk kCn dk vFkZ Li"V dhft,A

Define the meaning of Education.
vFkok
fk{kk dk vFkZ ifjHkkf"kr dhft,A
vFkok
fk{kk dh ifjHkk"kk nhft,A
mkjs h Hkk"kk esa i;kZ; 'kCn
mkj- fk{kk dk vFkZ (Meaning of Education) : *fk{kk* 'kCn dk vaxzt
,T;wd's ku gSA f'k{kk fonks ds vuqlkj ,T;wd's ku 'kCn dh O;qRifk ysfVu Hkk"kk ds fuEufyf[kr
'kCnksa ls gqbZ ,MwdVs e] ,Mlh;j] ,Mwds;jA
,MwdVs e 'kCn dk vFkZ gS & f'kf{kr djuk 'E' rFkk DUCO dk vFkZ gS vUnj ls dk DUCO vFkZ
gS vkxs c<kuk vkSj fodkl rFkk ,Mwlh;j (EDUCERE) 'kCn dk vFkZ gS fodkl djuk rFkk
fudkyuk rFkk ,Mwd;
s j (EDUCARE)dk vFkZ gS vkxs c<kuk ckgj fudkyukA
f'k{kk dk 'kkfCnd vFkZ : f'k{kk 'kCn laLr dh *f'k{k* /kkrq ls cuk gSA ftldk vFkZ gS lh[kuk
rFkk sjd ds :i esa vFkZ fl[kkuk gSA f'k{kk O;fDr ds tUetkr xq.kksa dks fodflr djrh gSA
vFkkZr f'k{kk dk 'kkfCnd vFkZ gS & *ckyd dh vUrZfufgr 'kfDr;ksa dk iw.kZ fodklA*
f'k{kk dk ladfq pr vFkZ : bl vFkZ esa f'k{kk ek= vuqn's ku ekxZn'kZu ;k fo|ky;hdj.k gSA
fo|ky; dh lhekvksa esa cka/kdj fn;k tkus okyk Kku bl vFkZ ds }kjk le>k tk ldrk gSA
ladfq pr vFkkZs esa f'k{kk dk vFkZ gekjh 'kfDr;ksa ds fodkl vkSj lq/kkj ds fy;s psruk iwod
Z fd;s
x;s ;klksa ls fy;k tkrk gSA blesa ckyd dks dqN fo'ks"k vuqHko gh nku fd;s tkrs gSA bl
dkj dh f'k{kk ds vFkZ dks vkSj vf/kd Li"V djrs gq, dqN fo}kuks us bl dkj f'k{kk dks
ifjHkkf"kr fd;k gSA
1- ts- ,l,l- esdUs th ds vuqlkj] **ladfq pr vFkZ esa f'k{kk dk vfHkk; gekjh 'kfDr;ksa ds fodkl
vkSj mUufr ds fy;s psrukiwod
Z fd;s x;s fdlh Hkh ;kl ls gks ldrk gSA**
In narrow sense education may be taken to mean any consciously directed effort to develop
and cultivate our power. - J. S. Mackenzie
2- thth- ,p,p- FkkWelu ds vuqlkj] **f'k{kk ,d fo'ks"k dkj dk okrkoj.k gS ftldk Hkko ckyd
ds fpUru n`f"Vdks.k rFkk O;ogkj djus dh vknrksa ij LFkk;h :i ls ifjorZu ds fy;s Mkyk
tkrk gSA**
The influence of the environment on the individual with a view to producing a permanent
change in his habits of behaviour of thought and attitude.
- Graham Balfour
3- ks- Msoj ds vuqlkj] **f'k{kk ,d f;k gS ftlesa rFkk ftlds }kjk ckyd ds Kku] pfj=]
rFkk O;ogkj dks ,d fo'ks"k lkaps esa <kyk tkrk gSA**
Educational is a process in which and by which the knowledge character a behaviour of the
young are shaped and mounded. - Prof. Drever
f'k{kk dk okLrfod vFkZ : **f'k{kk og xfr'khy ,oa lkekftd f;k gS tks euq"; dks vkUrfjd
'kfDr;ksa dk lokZxh.k fodkl djusa esa lgk;rk nsrh gSA mls fofHkUu dkj dh ifjfLFkfr;ksa ls
lkeUtL; djusa esa ;ksx nsrh gSA mls thou ,oa ukxfjdrk ds dkZO;ksa o nkf;Roksa dks iw.kZ djus
ds fy;s rS;kj djrh gS rFkk mlesa ,slk foosd tkx`r djrh gSA ftllsa og vius lekt] jk"V]
fo'o vkSj lEiw.kZ ekuork ds fgr esa fpUru] ladYi] vkSj dk;Z dj ldsaA
f'k{kk dh dqN fof'k"V ifjHkk"kk,a : f'k{kk ds vFkZ ds vUrxZr geus f'k{kk lEcU/kh ifjHkk"kk,a nh
gSA ysfdu dqN ,sls vusd egkiq:"k gS ftUgksua s vius fopkjksa ds vk/kkj ij f'k{kk dh ifjHkk"kk,a
bl dkj nh gS &
1- isLVk ykWth ds vuqlkj] **f'k{kk euq"; dh tUetkr 'kfDr;ksa dk LokHkkfod le:i rFkk
xfr'khy fodkl gSA**
Educational is a natural harmonious and progressive development of man's innafe power. Pestalozzi
2- VSxksj ds vuqlkj] **f'k{kk dk vFkZ euq"; dks bl ;ksX; cukuk gS fd og lR; dh [kkst dj
lds rFkk viuk cukrs gq, mldks O;Dr dj ldsA**
Educational means to enable the child to find out ultimate truth making its own and giving
expression to it. - Tegore
3- foosdkuUn ds vuqlkj] **f'k{kk euq"; ds vUnj lfUufgriw.kZrk dk n'kZu gSA**

Educational is the manifestation of perfection already reached in man.
- Vivekanand
4- tkWu Mhoh ds vuqlkj] **f'k{kk Hkkoh thou dh rS;kjh ek= ugha gS oju~ thou ;kiu dh
f;k gSA**
Educational is the process of living not a preparation for future living.
- John Dewey
5- dk.V ds vuqlkj] **f'k{kk O;fDr dh ml iw.kZrk dk fodkl gS ftldh mlesa {kerk gSA**
Educational is the development in the individual of all the perfection of which he is capable.
- Kant
- 2 -
**f'k{kk ekuo ds vuqHkoksa dh jpuk vkSj iqu% jpuk gS** & tkWu M~;bw ZA
"Education is the construction and reconstruction of human experience" - John
Dewey.

bl dFku dk fo'ys"k.k dhft, rFkk viuh fVIi.kh nhft,A

Analyse the statement and give your comments.
mkj
tkWu Mhoh & tkWu Mhoh dk tUe 1859 esa gqvkA f'kdkxksa fo'ofo|ky;ksa esa n'kZu dk v/;kiu
fd;k mudh fl) iqLrd **Mseksslh ,.M ,twd's ku** esa f'k{kk lEcU/kh fopkjksa dk mYys[k gSA
os turkU=h; ewY;ksa dks ekuo laLfr esa loksPZ p LFkku nku djrs FksAa mudh iqLrd **hMe
,.M dYpj** esa LorU=rk ds egRo dks frikfnr fd;k x;k gSA Mhoh Qyoknh fopkjd FksA
f'k{kk ds ms'; dks Li"V djrs le; Hkh budk ;g n`f"Vdks.k Li"V fn[kkbZ nsrk gSA buds
vuqlkj] **f'k{kk dk ms'; ,slk okrkoj.k rS;kj djuk gS ftles ckyd dks leLr ekuo tkfr
dh lkekftd tkx`fr esa lf; jgdj ;ksxnku djus dk volj feys**A tkWu Mhoh ds vuqlkj
**thou dh leL;kvksa ds lek/kku gsrq n'kZu ,d thfor oLrq gSA**
Mhoh ds vuqlkj f'k{kk thou dh rS;kjh gS fdlh vKkr Hkfo"; dh rS;kjh ugha f'k{kk dks mUgksua s
vuqHkoksa dk vuojr iqu%fuekZ.k ekuk gSA
Mhoh ds 'kCnksa esa & f'k{kk ij ckgj ds ms';ksa dks Fkksiuk f'k{kk dk vFkZ lekIr djuk gksxkA
muds vuqlkj f'k{kk f;k ds nks vax gS & euksfoKku rFkk lektA euksfoKku ckyd dh
vfHk:fp;ksa rFkk vUr% o`fr;ksa ds v/;;u esa lgk;rk igp
q krk gSA lekt ds fo"k; esa mudk
ekuuk gS fd tkrh; lkekftd thou esa f;k'khy jgrs gq, gh euq"; f'k{kk kIr djrk gSA Mhoh- ikB~;e esa fofHkUu fo"k;ksa dks ,d lw= esa ck/kdj Lrqr djus ij cy nsrs gSA lkFk gh
ikB~;eksa 'kSf{kd vuqHkoksa ,oa leL;kvksa ij vk/kkfjr gksuk pkfg,A Mhoh us f'k{kd dks fujh{kd]
lg;ksxh] vfHksjd ds :i esa Lohdkj fd;k gSA ;s f'k{kd vuq'kklu ds fy;sa okrkoj.k dk
fuekZ.k djrs gSA cy dk ;ksx ugh fd;k tkuk pkfg,A
f'k{kk dks ;kstuoknh Lo:i nku djus esa Mhoh dk egRoiw.kZ ;ksxnku gSA orZeku lkekftd
ifjos'k dks Hkh f'k{kd ,oa f'k{kkFkhZ tSlk gh egRoiw.kZ LFkku nku fd;k x;k gSA
Mh- oh- fo|ky; lEcU/kh ladYiuk bl dkj dh Fkh fd fo|ky; lekt ds y?kq:i gksus
pkfg,A ftlls ckydksa dks Hkkoh thou ds lHkh vuqHko kIr gks ldsA bu fopkjksa ds vk/kkj ij
gh fo|ky;ksa esa fofHkUu xfrfof/k;ksa dk vk;kstu fd;k tkrk gSA lkekftd v/;;u tSl&
s fo"k;
dk vk/kkj Hkh Mhoh ds fopkjksa ls gh kIr gksrk gSA f'k{k.k fof/k;ksa dh n`f"V ls Mhoh dk ;ksxnku
vf/kd egRoiw.kZ gSA kstDV fof/k Hkh mUgha ds fl)kUrksa ij vk/kkfjr gSA
f'k{kk esa yksdrU=kRed O;oLFkk ds ;s cy leFkZd FksA
- 3 -
y{;] ms'; vkSj ewY; ls vki D;k le>rs gS\

What do you understand by Aim, Objective and Value?
vFkok
ms';] y{; rFkk ewY;ksa esa D;k lEcU/k gS\
What is the relationship between Aim, Objective and Value?
mkj
mkj- ms'; : ms'; lekt f'k{kk dh vk/kkjf'kyk gksrs gSA lekt esa ftl dkj dh f'k{kk gksxh mlh
dkj ds lekt dk fuekZ.k gksxkA blhfy;s bl ckr dk ;Ru fd;k tkrk gS fd f'k{kk ds
ms'; lekt esa vuqdwy gks bl ckr dks /;ku esa j[kdj fofHkUu f'k{kk fonks fopkjdksa us fofHkUu
dkyksa esa f'k{kk ds ms'; ij cy fn;kA ms'; 'kCn dh mRifk mr $ fn'k $ ; 'kCnk'kksa ds
;ksx ls gqbZ gSA mr dk vFkZ gksrk gS ij dh vkSj rFkk fn'k dk vFkZ gksrk gS fn'kk fn[kkuk bl
dkj ms'; 'kCn dk 'kkfCnd vFkZ gqvkA mPp fn'kk fn[kkuk ;k mPp fn'kk dh vkSj ladsr
djukA lkekU;r% ms';ksa dh iwfrZ nh?kZdkyhu gksrh gSA
ifjHkk"kk, : ms'; dks ifjHkkf"kr djus ds fy, dbZ fo}kuksa us viuh&viuh ifjHkk"kk, nh gSA
ftuesa ls dqN eq[k ifjHkk"kk, fuEufyf[kr gS&
1- tkWu fM;wch ds vuqlkj] **ms'; iwoZ fu;ksftr y{; gS tks fdlh f;k dks lapkfyr djrk
gSA ;k f;k djus ds fy;s sfjr djrk gSA**
2- fjofyu ds vuqlkj] **f'k{kk ,d l;kstu rFkk uSfrd f;k gS blhfy;s ;g dYiuk gh ugh
dh tk ldrh fd ;g ms'; ghu gSA**
3- ek/;fed f'k{kk vk;ksx ds vuqlkj] **f'k{kk dk ms'; rduhdh f'k{k.k ds fy;s foLr`r
lqfo/kk nku djuk gksrk gSA**
y{; : y{; ms'; ls dgh vf/kd O;kid rFkk nwjxkeh gksrs gS budh kfIr vklku ugha gksrhA
budk dkj.k rFkk ewY;kadu Hkh oLrqfu"Brk ds lkFk lEHko ugha gksrk y{; O;kid rFkk nwjxkeh
dh vkSj ladsr djrs gSA y{; og gSA tks yf{kr iwfrZ dh tk ldrh gS bls kIr fd;k tk
ldrk gSA dgk rd iwjk gqvk gS bldksa ukik Hkh tk ldrk gSA bldh iwfrZ dk ewY;kadu Hkh
fd;k tk ldrk gSA
ifjHkk"kk, %
1- MkMk- vkjvkj- ,- 'kekZ dk dFku gS fd] **'kSf{kd y{; lkekU; dFku gksrs gSA budh fr
nk'kZfud gksrh gSA blhfy;s budk Lo:i O;kid gksrk gSA ;g f'k{k.k dks fn'kk nku ugha
djrsA**
2- fjofyu ds vuqlkj] **f'k{kk l;kstu rFkk uSfrd f;k gS blhfy;s y{;ksa jfgr f'k{kk
fopkj.kh; ughaA ;s 'kSf{kd y{; n'kZu }kjk fu/kkZfjr gksrs gS rFkk ns'kdky dh ifjfLFkfr;ksa
ls Hkh Hkkfor gksrs gSA y{;ksa dk oLrqfu"Brk ls ewY;kadu ugha fd;k tk ldrkA**
ewY; : ewY; ,d xq.k gS tks fdlh oLrq esa vewZr :i ls gksrk gSA ewY; cgqr egRoiw.kZ gksrs gSA
vkSj mudks ikus ds fy;s O;fDr o lekt viuk iw.kZ ;kl djrs gSA
ifjHkk"kk, :
1- vcZu ds vuqlkj] **ewY; og gS tks ekuo bPNkvksa dh iwfrZ djrk gSA**
2- tsEl okMZ ds vuqlkj] **ewY; bPNkvksa dh larfq "V djus okyh oLrq, gSA bPNk dh iwfrZ ls
lq[k kIr gksrk gSA blhfy;s lq[kkuqHkwfr esa ewY; dh vuqHkwfr gSA**
ge ns[krs gS fd R;sd lekt esa vius vkn'kZ gksrs gS vkSj og lekt mu vkn'kkZs ds ek/;e ij
gh lkekftd dk;kZs o ?kVukvksa dk ewY;kadu djrk gSA bu vkn'kkZs dks gh ewY; dgk tkrk gSA
3- Mk
Mk-- eqdthZ ds vuqlkj] **ewY; lekt }kjk ekU;rk kIr os bPNk,s rFkk y{; gS ftudk
vUrjhdj.k lh[kus dh f;k dh ekU;rk ls gksrk gS tks vkxs tkdj O;fDrfu"B
kFkfedrk,] Lrj o vkdk{kk, cu tkrh gSA**
R;sd lekt dk lkspus dk utfj;k rFkk fpUru viuk gksrk gSA og vius fpUru o fopkjksa ds
vuqdy
w gh ewY;ksa dk fu/kkZj.k djrk gSA bu ewY;ksa ds vk/kkj ij gh y{; fu/kkZfjr gksrs gS rFkk
y{;ksa ds vuq:i gh ms';ksa dk fu/kkZj.k gksrk gSA lekt o mlds fpUru ij gh lekt ds
y{;] ewY; vkSj ms'; fuHkZj djrs gSA gekjs ns'k dk fpUru vafglk] vk/;kfRed lq[k o eks{k ij
vk/kkfjr gSA blhfy;s Hkkjrh; lekt ds ms'; y{; o ewY; vkn'kZoknh f'k{kk ij vk/kkfjr gSA
- 4 -
f'k{kk dh fr crkb;s\
Explain the Nature of Education?
vFkok
f'k{kk dh ifjHkk"kk nhft,A
Definition of Education.
mkjmkj- isLVkykWth ds vuqlkj] **f'k{kk euq"; dh tUetkr 'kfDr;ksa dk LokHkkfod rFkk xfr'khy fodkl
gSA**
Education is the natural harmonious and progressive development of men's innate powers." Pestalozzi
VSxksj ds vuqlkj] **f'k{kk dk vFkZ euq"; dks bl ;ksX; cukuk gS fd og lR; dh [kkst dh lds
rFkk viuk cukrs gq, mldks O;Dr dj ldsA**
Education means to enable the child to find out ultimate thought making truth its own and
giving expression to it." - Tegore
foosdkuUn ds vuqlkj] **f'k{kk euq"; ds vUnj lfUufgr iw.kZrk dk n'kZu gSA**

Education is the manifestation of perfection already reached in man."- Vivekanand
tkWu Mhoh ds vuqlkj] **f'k{kk thou dh Hkkoh rS;kjh ek= ugh gS oju~ thou ;kiu dh f;k
gSA**
Education is the process of living and not a preparation of future living."
John Dewey
f'k{kk dh fofHkUu ifjHkk"kkvksa ds vk/kkj ij f'k{kk dh fuEu fr ns[kus dks feyrh gS %

1- vuojr f;k
f;k : f'k{kk ,d vuojr f;k gSA ftlesa euq"; thou i;ZUr f'k{kk kIr djrk
jgrk gSA blesa euq"; R;{k o vR;{k :i ls dqN u dqN lh[krk jerks gSA
2- lkekftd f;k : f'k{kk ,d lkekftd f;k gSA blesa ekuo ds O;ogkj esa ifjorZu vkSj
f'k{kk nksuks gh lkekftd f;k ds :i esa gksrh gSAS D;ksfa d fcuk lkekftd i;kZoj.k ds
f'k{kk py gh ugh ldrhA
3- xfr'khy f;k : lkekftd ifjorZu ds lkFk&lkFk f'k{kk esa Hkh ifjorZu gksrs jgrs gSA f'k{kk
ds ms'; ikB~;e] f'k{k.k fof/k vkfn esa vko';drkuqlkj ifjorZu gksrs gS ;g bldh
xfr'khyrk dgykrh gSA
4- f}eq[kh f;k : f'k{kk dh fr nks ds e/; pyrh gSA f'k{kd vkSj f'k{kkFkhZ f'k{kd Hkkfor
djrk gS vkSj f'k{kkFkhZ mlls Hkkfor gksrk gSA blhfy;s ;g nks eq[kh f;k gSA
5- fodkl dh f;k : lkekftd i;kZoj.k esa ifjorZu f'k{kk ds }kjk gh gksrk gSA ekuo vius
vuqHkoksa dks Hkk"kk ds ek/;e ls lqjf{kr j[krk gS rFkk vkus okyh ih<h dks gLrkUrfjr djrk
jgrk gSA blls lekt dh laLfr o lH;rk dk fodkl gksrk gSA
6- f=eq[kh f;k : f'k{kk dh f;k eas f'k{kd vkSj f'k{kkFkhZ ds lkFk&lkFk lkekftd i;kZoj.k
ds dkj.k gh vyx&vyx lekt o ns'k dk ikB~;e vyx&vyx gksrk gSA
7- lokZxh.k fodkl dh f;k : f'k{kk ds }kjk ckyd dh {kerkvksa o 'kfDr;ks dk fodkl djuk
gh ugh gSA cfYd mlds O;fDrRo ds lHkh i{kks dk fodkl djuk gSA
8- lek;kstu dh f;k : ckyd ds lokZxha.k fodkl ds fy;s lek;kstu djuk Hkh vko';d gS
blhfy;s f'k{kk lek;kstu dh f;k gSA
bu lc f'k{kk dh fr ds vykok dqN f'k{kk dh fr vkSj Hkh gS ftls ge bl dkj ls
le> ldrs gSA
f'k{kk dh fr
Nature of Education
f}eq[kh f;k
O;ogkj ifjorZu dh f;k
Bipolar Process
Process of Behaviour Modification
f'k{kk dh fr
f=eq[kh f;k
oSKkfud fr
Tripler Process
Scientific Nature
f'k{kk dh lkekftd fr
lrr~ f;k ds :i esa
Social Nature of Education
- 5 -
Condition Process Continues
bl dkj ls f'k{kk dh fr esa miq;ZDr leLr fcUnqvksa dk Hkh lekos'k fd;k tk ldrk gSA
f'k{kk ds lER;; dks le>kb;sA rFkk mldks ifjHkkf"kr dhft,A
Explain the concept of Education. Give definition of it.
vFkok
f'k{kk dh dksbZ ,d ifjHkk"kk nhft,A
Give any definition of Education.
mkjmkj- f'k{kk dk vo/kkj.kk : f'k{kk dk ekuo thou esa cgqr egRo gSA f'k{kk ekuo dks ,d lkekftd
k.kh cukdj lkaLfrd /kjksoj dks vkxs vkus okyh ih<h dks vkxs gLrkUrfjr djus ds ;ksX;
cukrh gSA f'k{kk }kjk gh ekuo lokZxh.k fodkl gksrk gSA f'k{kk og gS ftlls O;fDr viuk
O;fDrxr thou lq[ke; cukrk gSA f'k{kk fodkl dk ,slk deZ gSA ftlesa O;fDr viusa HkkSfrd]
lkekftd o vk/;kfRed okrkoj.k ds lkFk lek;kstu LFkkfir djuk lh[k tkrk gS vkSj
lkekftd thou esa viusa dkZO;ksa dk ikyu djrs gq, jk"V ds fodkl esa lf; ;ksxnku nsrk
gSA D;ksfa d ekuo dk thou vusd dkj ds okrkoj.k ls gksdj xqtjrk gSA f'k{kk mldks
okrkoj.k ds lkFk lek;kstu djus dh {kerk nku djrh gSA lkFk gh okrkoj.k esa viuh
lqfo/kkuqlkj ifjorZu djus dh {kerk nku djrh gSA
f'k{kk dh fofHkUu vo/kkj.kk, : f'k{kk dh fofHkUu /kkj.kk,sa fuEufyf[kr gS %
1- f'k{kk ekuo dk fodkl gS : f'k{kk euq"; dh tUetkr 'kfDr;ksa ds fodkl dk gh nwljk uke
gSA blhfy, vf/kdka'k fo}kuksa us f'k{kk ds bl igyw ij vf/kd tksj fn;k gSA D;ksfa d tUe
ds le; ekuo esa dksbZ le> ugh gksrh O;fDr dks viuk O;fDrRo dks iw.kZ cukus ds fy;s
vkxs pydj fodkl dh dbZ eaftys r; djuh iM+rh gSA f'k{kk O;fDr dh bl :i esa
lgk;rk djrh gSA ftlls fd O;fDr vius O;ogkj dks ifjekftZr dj lds rFkk lkekftd
ifjfLFkfr;ksa esa lkeatL; LFkkfir dj lds rFkk vius okrkoj.k dks vPNs ls vPNk cuk
ldsA
IysVksa ds vuqlkj] **f'k{kk Nk= ds 'kjhj vkSj vkRek esa ml lc lkSUn;Z vkSj iw.kZrk dk
fodkl djrh gS ftlesa og ;ksX; gSA**
vjLrq ds vuqlkj] **f'k{kk euq"; dh 'kfDr dk fo'ks"k :i ls ekufld 'kfDr dk fodkl
djrh gSA ftlls fd og ije lR;] f'ko vkSj lqUnje dk fpUru djus ds ;ksX; cu ldsAa
2- f'k{kk vfHko`f) gS : vfHko`f) ls vk'k; O;fDr ds 'kkjhfjd vkSj ekufld 'kfDr;ksa ds fodkl
ls gSA O;fDr vius f'k{k.k vkSj okrkoj.k ds vuqlkj f;k ,oa frf;k djrk gSA O;fDr
viuh cqf) ,oa ekufld 'kfDr;ksa dk fodkl djus eas vf/kd leFkZ gks tkrk gSA vkSj f'k{kk
mlds bl fodkl esa egRoiw.kZ ;ksxnku djrh gSA larfq yr vfHko`f) rHkh lEHko gS tc
ckyd ds O;fDrRo ds lHkh igyqvksa tSls 'kkjhfjd] ekufld] vk/;kfRed uSfrd lkSUn;kZRed
,oa lkekftd lHkh dk leku :i ls lEiw.kZ fodkl fd;k tkrk gSA
3- f'k{kk okrkoj.k ls vuqdwy djus dh f;k gS : euq"; ds vius thou esa vusd dkj dh
ifjfLFkfr;ksa dk lkeuk djuk iM+rk gSA ;fn og ifjfLFkfr;ksa ls lek;kstu ugha dj ik;sxkA
rks og vkthou nq%[kh jgsxkA euq"; dks ,d lq[kh ,oa vkuUne; thou thus ds fy;s
vko';d gS fd O;fDr u dsoy vius okrkoj.k ls lkeaTL; LFkkfir dj ldsa oju~
lkekftd fgr esa ,d uohu okrkoj.k ds fuekZ.k viuh Hkwfedk dk fuokZg Hkh dj ldsA
cVyj ds vuqlkj] **f'k{kk tkfr dh vk/;kfRed lEifr ds lkFk O;fDr dk fed
lkeatL; gSA**
"Education is gradual adjustment of the individual to the spiritual possession fo the race." Butler
tsEl ds vuqlkj] **f'k{kk dk;Z&lEcU/kh vftZr vknrksa dk laxBu gS tks O;fDr dks mlds
HkkSfrd vkSj lkekftd okrkoj.k esa mfpr LFkku nsrh gSA**
"Education is the organization of acquired habit of such action as will fit the individual to his
physical and social environment." - James
4- f'k{kk lewg esa ifjorZu djus dh f;k gS : f'k{kk vko';d :i ls lkekftd f;k gS tks
O;fDr dks lkekftd :i nku djrh gSA f'k{kk O;fDr esa mu vkpj.kksa ds fodkl ij cy
nsrh gS tks lekt }kjk ekU; gksA f'k{kk dk iw.kZ ;Ru blh fn'kk esa gksrk gS fd O;fDr
lekt dk ,d vkn'kZ vax cusA
czku dk dFku gS fd& **f'k{kk pSrU; :i esa ,d fu;fU=r f;k gSA ftlds }kjk O;fDr
ds O;ogkj esa ifjorZu fd;s tkrs gS rFkk O;fDr ds }kjk lekt esAsa **
mi;qZDr dFku ls Li"V gS fd f'k{kk ds }kjk euq"; dk ekufld gh ugha cfYd 'kkjhfjd vkSj
vkUrfjd 'kfDr;ksa ds fodkl djus es Hkh lgk;d gksrh gSA
- 6 -
f'k{kk dk D;k egRo gS\a

What is the importance of Education?
vFkok
f'k{kk ds D;k dk;Z gS\S
What is the function of Education?
mkjmkj- usg: ds 'kCnksa esa & **f'k{kk ls larfq yr ekuo dk fodkl djus vkSj ckydks dks lekt ds fy;s
ykHkn dk;ksZ dks djus vkSj lkewfgd thou es Hkkx ysus ds fy;s rS;kj djus dh vk'kk dh
tkrh gSA**
"Education is supposed to develop an integrated human being and a proper young people to
perform useful functions for society and to take part in collective life." - Nehru
f'k{kk O;fDr dks bl ;ksX; cukrh gS fd ftlls og ifjfLFkfr;ksa ds vuq:i vius thou o
lekt ds fy;s mfpr le; ij dj lds ;s dk;Z ns'k dky ,oa ifjfLFkfr;ksa ds vuqlkj ifjofrZr
gksrs gS bu dk;ksZ dks fuf'pr vFkok fLFkj ugha ekuk tk ldrkA f'k{kk ds egRo ds lUnHkZ esa
blh dkj ls vusd fo}kuksa ds fopkjksa dks m)r fd;k tk ldrk gSA
f'k{kk dk egRo ;k dk;Z fuEukafdr gS&
1- pfj= fuekZ.k rFkk uSfrd fodkl (Character Formation and Moral Development) : dksbZ
Hkh ns'k rHkh mUufr dj ldrk gS tc ml ns'k ds lHkh ukxfjd pfj=oku gks f'k{kk bl
dk;Z esa egRoiw.kZ ;ksxnku nsrh gSA
Mka **pfj= HkkX; gSA pfj= og oLrq gS ftl ij jk"V ds HkkX; dk
Mk- jk/kk".ku ds 'kCnksa es&
fuekZ.k gksrk gSA rqPN pfj= okys euq"; jk"V dk fuekZ.k ugha dj ldrsA**
"Character is destiny. Character is that on which the destiny of a nation is built one can not
have a great nation with men of small character." Dr. Radhakrishanan
gjcVZ ds vuqlkj] **f'k{kk ds lEiw.kZ dk;Z dks ,d gh 'kCn esa dV fd;k tk ldrk gSA**
"The one and the whole work of education may be summed up in the concept morality." Herbert
2- lH;rk ,oa laLfr dk laj{k.k (Preservation of Culture and Civilization) : R;sd

lekt dh viuh fof'k"V laLfr vkSj lH;rk gksrh gSA ftl ij mls xoZ gksrk gSA f'k{kk dk
dk;Z budk laj{k.k djuk gS blds lkFk gh f'k{kk ds ek/;e ls budk vkSj Hkh fodkl fd;k
tkuk pkfg,A
3- ewy o`fk;ks
k;ks dk fu;a=.k ekxkZUrhdj.k ,oa 'kks/ku (Control Redirection and
Sublimations of Instincts) : R;sd ckyd esa dqN tUetkr o`fr;k gksr h gSA tSls&
ftKklk vkRen'kZu lkewfgd thou vkfn tks euq"; ds thou esa lnSo cuh jgrh gSA f'k{kk
4-
5-
6-
7-
dk ;g dk;Z gS fd og o`fk;ksa dks fu;a=.k djuk fl[kk,A mudh 'kfDr dks mfpr fn'kk
dh vksj funsfZ 'kr djsA
Msfu;y oscLVj]
LVj **f'k{kk ds }kjk Hkkoukvksa dks vuq'kkflr] vkosxksa dks fu;af=r vkSj vPNh
sj.kkvksa dks ksRlkgu fd;k tkuk pkfg,A**
jktuhfrd ,oa jk"Vh; lqj{kk (Political and National Security) : f'k{kk dk eq[k dk;Z
O;fDr;ksa dks lqj{kk ds fy;s rS;kj djuk gSA
,p,p- eSu ds vuqlkj & **dsoy f'k{kk ls gh gekjh jktuhfrd lqj{kk lEHko gSA**
lkekftd lq/kkj (Social Reforms) : ckyd dh f'k{kk O;oLFkk lekt }kjk blfy, dh
tkrh gS fd og lekt ds lokZxh.k mRFkku esa viuk Hkjiwj ;ksxnku Hkh djsAa
tkWu Mhoh ds vuqlkj & **f'k{kk ds vfuf'pr vkSj vYier lk/kuksa }kjk lkekftd vkSj
laLFkkxr ms';ksa ds lkFk&lkFk lekt ds dY;k.k] xfr vkSj lq/kkj esa :fp dk iqf"ir gksuk
ik;k tkrk gSA
lkekftd Hkkouk dk fodkl (Inculcation of Social Felling) : f'k{kk bl dk;Z dks
fo|ky; dh lgk;rk ls iwjk djrh gS fo|ky; dk ;g nkf;Ro gS fd og ,sls lkekftd
okrkoj.k dks fufeZr djs ftlls ckyd fofHkUu dkj dh lkekftd f;kvksa esa Hkkx ys rFkk
mlesa se] n;k] lgu'khyrk] lgkuqHkwfr] lg;ksx] ijksijdkj vkfn ds lkekftd xq.k lgt
:i esa gks fodflr gks tk,A
O;Ld thou dh rS;kjh (Preparation for Adult Life) : feYVu ds 'kCnksa es&
a **eSa iw.kZ f'k{kk
mlh dks dgrk gw tks euq"; dks 'kkafr vkSj ;q) ds le; O;fDrxr vkSj lkoZtfud nksuks
dkj ds lc dk;kZs dks mfpr :i ls djus ds ;ksX; cukrh gS**
"I call a complete education that which fits a man to perform justly all the offices both private
and public of peace and war." - Milton
8- tUetkr 'kfDr;ksa dk xfr'khy fodkl (Progressive Development of Innate Power) :

fl) f'k{kk 'kkL=h isLVksykWth dk dFku gS fd& **f'k{kk euq"; dh tUetkr 'kfDr;ksa dk
LoHkkfod] lkEtL;iw.kZ vkSj xfr'khy fodkl gSA**
9- larfq yr O;fDrRo dk fodkl (Development of Balanced Personality) : 'kkjhfjd]
ekufld] vk/;kfRed] uSfrd] laosxkRed vkfn dk f'k{kk ds }kjk O;fDr ds O;fDrRo ds bu
lHkh i{kksa dk lefUor o larfq yr fodkl fd;k tkuk pkfg,A
- 7 -
f'k{kk ds y{; ds :i esa *vkRekfHkO;fDr* rFkk *vkRekuqHkwfr* esa vUrj Li"V dhft,A
Differentiate between Self Realization and Self Expression as Aim of Education.
vFkok
f'k{kkkk ds y{; ds :i esa *vkRekfHkO;fDr* rFkk *vkRekuqHkwfr* ls vki D;k le>rs gS\
f'k{
What do you mean Self Realization and Self Expression as Aim of Education?
mkjmkj- f'k{kk ds vusd ms'; gSAS ;s ms'; ns'k dky ifjfLFkfr ds vuqlkj ifjofrZr gksrs jgrs gSA f'k{kk
ds oS;fDrd ms';ksa ds vUrxZr vkRekuqHkwfr rFkk vkRekfHkO;fDr ds ms';ksa dk LFkku gSA
vkRekfHkO;fDr : dqN O;fDroknh fopkjdksa ds erkuqlkj f'k{kk dk ms'; ckydksa dks

vkRekfHkO;fDr esa lQyrk vkSj LorU=rk nsuk gSA nwljs 'kCnksa esa f'k{kk }kjk ckydksa dh ewy
o`fk;ksa dk fodkl bl dkj djuk pkfg, fd os mudks LorU= :i ls O;Dr dj ldsA
vkRekfHkO;fDr ds ms'; ds i{k ds :i esa fuEufyf[kr rdZ fn;s x;s gS %
1- ewy o`fk;k tUetkr gksrh gSA O;fDr dks bUgsa kIr djus dk tUekf/kdkj gSA
2- ewy o`fr;ksa ds neu ls ckyd vijk/k o`fr dh vksj vk"B gksrs gSA ftlls mudk Hkkoh
thou u"V gks tkrk gSA
3- f'k{kk dk dk;Z O;fDr dks lq[kh cukuk gS ;g rHkh lEHko gSA tcfd ewy o`fk;ksa dks O;Dr
djus dk volj nku fd;k tk,A
vkRekuqHkwfr : vkRekuqHkwfr dk vFkZ vius vki dks fodflr djrs gq, fo'o ds Lo ds lkFk
,dkdkj dj nsuk vFkkZr ,drk esa vusdrk vkSj vusdrk esa ,drk gSA og ,d vk/;kfRed
voLFkk gS vkSj O;fDrRo dk loksPZ p lksiku Hkh gSA
jkWl ds vuqlkj& **vkRekuqHkwfr esa vkRek dk vFkZ ekStwnk vlUrks"ktud ,oa vuq'kklughu vkRek
ugha gSA cfYd Hkfo"; dh iw.kZ ifjofrZr vkRek gSA**
bl ms'; ds vuqlkj ckyd ds xq.kksa rFkk fodkl dh lEHkkoukvksa dk irk yxkdj mls
lqlkekftd ukxfjd cukuk gSA
vkRekuqHkwfr ds ms'; ds ckjs esa fuEu rdZ fn;s tkrs gSA
1- ;g ms'; pkfjf=d fodkl esa ;ksx nsrk gSA
2- ;g cqjh o`fk;ksa dks NksMdj vPNh fn'kk esa ys tkus dk dk;Z djrk gSA
3- ;g ms'; ckyd dh ik'kfod o`fk;ksa dk 'kks/ku rFkk ekxkZUrhdj.k djds mlesa ekuoh;
xq.kksa dk fodkl djrk gSA

v/;k; - 2
fk{kk ds :Ik & vkSipkfjd] vukSipkfjd o fujkSipkfjd

Forms of Education Formal, Informal and Non-formal
- 1 -
vkSipkfjd] vukSipkfjd o fujkSipkfjd f'k{kk ls vki D;k le>rs gS\

What do you understand Formal, Informal and Non-formal Education?
vFkok
vkSipkfjd] vukSipkfjd o fujkSipkfjd f'k{kk esa vUrj Li"V dhft,A
Distinguish between Formal, Informal and Non-formal Education.
mkjmkj- thou vkSj lalkj dh fofHkUu ifjfLFkfr;ksa LFkkuksa rFkk lk/kuksa ls euq"; cgqr dqN lh[krk gSA
lekt us euq"; ds bl dk;Z dks f;kfUor :i nsus ds fy;s vusd laLFkkvksa dk fodkl fd;k
gSA D;ksfd lEiw.kZ okrkoj.k gh euq"; dk lk/ku gSA ftudk f'k{kk ls lh/kk lEcU/k gSA 'kSf{kd
lk/ku pkgs Kkr Hkko ls gks ;k vKkr Hkko ls gks thou dks ges'kk Hkkfor djrs gSA lHkh 'kSf{kd
lk/ku ckyd ds orZeku vkSj Hkfo"; dks laokjus dk ;Ru djrs gSA
'kSf{kd lk/kuksa dh vko';drk,a : f'k{kk dk ms'; ekuo dk lEiw.kZ fodkl gSA ;g fodkl f'k{kk
ds fofHkUu ek/;eksa }kjk fd;k tkrk gSA euq"; vius fo|ky;] ?kj] ifjokj] lekt] jsfM;ks]a
ukVd] iqLrdky;] Vsyhfotu vkfn ds ek/;e ls f'k{kk kIr djrk gSA lekt dh mUufr f'k{kk
ij vkfJr gSA R;sd O;fDr viuh vkus okyh larku dks lkjs vuqHko] ijEijk,] fopkj]
jhfr&fjokt vkfn nku djrk gSA tks viuh /kjksgj ds :i esa kIr fd;s tkrs gSAa budh kfIr
ds fy;s f'k{kk ds vusd dkj ds lk/kuksa dh vko';drk iM+rh gSA blhfy;s bu lHkh lk/kuksa dk
;ksx djds ge vPNh ls vPNh f'k{kk kIr dj ldrs gSA vkSipkfjd vukSipkfjd rFkk
fujkSipkfjd f'k{kk esa vUrj bl dkj gSA
vkSipkfjd f'k{kk
1- ;g f'k{kk vius ms';ksa dh
kfIr ds fy;s leku ,oa
lqn<` dk;Ze }kjk nh tkrh
gSA
vukSipkfjd f'k{kk
fujkSipkfjd f'k{kk
;g
f'k{kk
vkdfLed
vUr%f;k }kjk kIr gksrh gSA
blesa igys ls gh dk;Z ;kstuk
dh vko';drk ugha gksrhA
blesa laxfBr ,oa fof/kor

;kl dh t:jr gksrh
gSA
blesa
vf/kd
yphykiu ik;k tkrk gSA
2- vkSipkfjd f'k{kk ds dk;Ze blesa vkdfLed dk;Ze gksus blesa f'k{kk lEcU/kh
y{; vk/kkfjr gksrs gSA
Hkh
y{;
ds dkj.k y{; vk/kkfjr ugha dk;Ze
gks ikrs gSA
vk/kkfjr ugha gksrs gSA
3- ckyd ds vkpj.k dks blesa ckyd ds vkpj.k dks blesa ,slk Kku fn;k
ifjofrZr djus ds ;s vR;{k :i ls ifjofrZr tkrk gS tks mlds
O;ofLFkr lk/ku gSA
fd;k tkrk gSA
okLrfod thou
ifjofrZr dj ldsA
dks
f'k{kk]
fo|ky;ksa] ;g
f'k{kk
lkekftd] ;g f'k{kk yksxksa dh
4- ;g
egkfo|ky;
rFkk lkaLfrd f;kvksa ds ek/;e vko';& drkvksa rFkk
fo'ofo|ky;ksa esa vyx& ls nh tkrh gSAa
mudh leL;kvksa dks
vyx fo"k;ksa esa rFkk
/;ku esa j[kdj nh tkrh
vuq'kkklu ls nh tkrh gSA
gSAS
5- vkSipkfjd f'k{kk dk y{; bldk eq[; y{;ksa O;fDr dks bl f'k{kk dk y{;
fofHkUu inksa dh vko';drk f'kf{kr djuk o gksdj vyx O;fDr esa mudh - - dh iwfrZ djuk gksrk gSA
gh gksrk gSA
f'k{kk
,d blesa dksbZ Hkh le; fu/kkZfjr blesa fo|kfFkZ;ksa dh
6- vkSipkfjd
lqfo/kk& uqlkj f'k{kk nh
fu/kkZfjr le; lkj.kh ds ugh gksrk gSA
vuqlkj nh tkrh gSA
tkrh gSA
7- blesa f'k{kk dh vof/k blesa dksbZ vof/k ugha gksrh bldh vof/k vkSipkfjd
lkekU;r% vf/kd gksrh gSA
gSA
f'k{kkof/k esa de gksrh gSA

v/;k; - 3
orZeku Hkkjrh; lekt ds ewY; ,ao vkdka{kk,a

Value and Aspiration of the Present Indian Society
- 1 -
orZeku Hkkjrh; lekt ds ewY; rFkk vkdka{kk,s D;k gS\ f'k{kk budks kIr djus esa D;k ;ksxnku
ns ldrh gS\
What are the Value and Aspirations of Present Indian Society? How can Education
contribute in obtaining these?
vFkok
orZeku Hkkjrh; lekt ds ewY; rFkk vkdka{kkvks dh foospuk dhft,A
Analyse the Value and Aspiration of Present Indian Society.
mkjmkj- ewY; : R;sd ns'k o lekt ds vyx&vyx ewY; gksrs gSA R;sd lekt ds ewY;ksa dk fuekZ.k
mldh kphu lH;rk o laLfr ds vk/kkj ij gksrk gSA orZeku Hkkjrh; lekt ds ewY;ksa dk
fuekZ.k Hkh kphu lekt ds vk/kkj ij gqvk gSA ftlds vk/kkj ij fofHkUu ifjfLFkfr;ksa rFkk
fo"k;ksa dk ewY;kadu fd;k tkrk gSA ;s ewY; gekjs fy;s egRo j[krs gSA mUgsa ge vius
lkekftd thou ds fy;s egRoiw.kZ le>rsa gSA bu ewY;ksa dh ,d lkekftd] lkaLfrd vk/kkj
;k i`"BHkwfe gksrh gSA blhfy;s R;sd lekt ds ewY;ksa esa Hkh gesa fHkUurk ns[kus dks feyrh gSA
tkulu
tkulu us fy[kk gS fd & **ewY; dh ,d /kkj.kk dk eku ds :i esa ifjHkkf"kr fd;k tk ldrk
gS tks fd lkaLfrd gS tks fd lkaLfrd gks ldrk gS ;k dsoy O;fDrxr vkSj ftlds }kjk
phtksa dh ,d nwljs ds lkFk rqyuk dh tkrh gSA ,d nwljs dh rqyuk esa mfpr ;k vuqfpr]
vPNk ;k cqjk Bhd vFkok xyr ekuk tkrk gSA**
orZeku Hkkjrh; lekt ds ewY; :
1- lR; o vfgalk
2- /keZ fujis{krk
3- fo'o cU/kqRo dh Hkkouk
4- lknk thou mPp fopkj
5- lkekftd lekurk
6- vkfFkZd U;k;
7- jktuhfrd U;k;
Hkkjrh; lkekftd ewY; vkn'kZ gSA bl /kkj.kk ij gh nq[khZe us vf/kd tksj fn;k gSA

nq[khZe ds vuqlkj & **ewY; dh foospuk ,d lkekftd rF; ds :i esa gh djuh pkfg,A
lkekftd rF; O;ogkj fopkj] vuqHko] f;k dk og i{k gSA ftldk fujh{k.k oS"kf;d :i easa
lEHko gS vkSj tks fd ,d fo'ks"k <ax ls O;ogkj djus dks ck/; djrk gSA**
vkdka{kk, : vkdka{kk, ewY; ls iwoZ dh fLFkfr gSA vkdka{kk, lekt ls Lohr ugha gksrh tcfd
ewY; lekt ls Lohr gksrs gSA vkdka{kk, tc Lohr gks tkrh gS rks ewY; dk :i /kkj.k dj
ysrh gSA vkdka{kkvksa dks ,sls mPp vkn'kZ dh laKk nh tk ldrh gSA ftl rd ge igqpuk rks
pkgrs gS] mu ij igqpusa dh gekjh bPNk rks jgrh gS] ij lkekU;r% os kIr ugha gksrh D;ksfa d
vkdka{kk, lSofDrd gksrh gSA
orZeku Hkkjrh; lekt dh eq[; vkdka{kk, fuEu gS %
1- O;fDr dk vknj
2- tu f'k{kk
3- vkn'kZ ukxfjdrk
4- O;fDrxr Lora=rk
5- O;fDrxr lekurk
6- usrR` o dh Hkkouk
7- laLfr dh lqj{kk
8- jk"Vh;rk dh Hkkouk
9- lektoknh vFkZO;oLFkk
orZeku Hkkjrh; lekt dh vU; Js.kh ds vk/kkj ij vkdka{kk, :
1- Hkkjrh; lekt dh oS;fDrd vkdka{kk,
2- lkekftd vkdka{kk,
3- jktuhfrd vkdka{kk,
4- /kkfeZd vkdka{kk,
5- vkfFkZd vkdka{kk,
6- 'kSf{kd vkdka{kk,
1- orZeku Hkkjrh; lekt esa oS;fDrd vkdka{kk, :
1- O;fDr ds O;fDrRo dh xfjek dk vknj
2- O;fDrd Lora=rk
3- O;fDrd lekurk
2- lkekftd vkdka{kk, :
1- lkekftd lekurk ij vk/kkfjr lekt
2- LorU= lekt
3- vkfFkZd U;k; ij vk/kkfjr lekt
34-
5-
6-
4- Hkkr`Ro ij vk/kkfjr lekt

lkekftd vkdka{kk, : blesa vfUr lkk turk esa fufgr gks turk dk turk ds fy;s 'kklu
gksA
vkfFkZd vkdka{kk, : vkfFkZd O;oLFkk bl dkj pys fd ftlls /ku o mRiknu ds lk/kuksa dk
dsUhdj.k u gksA
Jfedks ds fy;s mfpr osru] f'k"V thou Lrj] vodk'k rFkk lkekftd vkSj lkaLfrd
volj kIr gksA
/kkfeZd vkdka{kk, : Hkkjrh; lekt ,d cgq/kehZ lekt gSA bl fLFkfr esa gekjh vkdka{kk,
/keZ&fujis{k lekt dh LFkkiuk gS ftlesa fdlh /keZ fo'ks"k dks fof'k"V ntkZ ugha feysxkA
/keZ ifjorZu ds fy;s fdlh dks ck/; ugha fd;k tk,xkA
'kSf{kd vkdka{kk, : orZeku Hkkjrh; lekt dh lkekftd] jktuhfrd] vkfFkZd ,oa /kkfeZd
vkdka{kkvksa ds vuq:i gh blesa fuEu vkdka{kk, j[kh gS&
/keZ] tkfr] o.kZ] oa'k] vkfn ds Hksn fcuk lHkh dks f'k{kk ds leku volj fn;s tk,A
6 ls 14 o"kZ ds cPpksa ds fy;sa vfuok;Z o fu'kqYd f'k{kk O;oLFkk dh tk,A
lkekftd vkfFkZd U;k; dh Hkkouk dk fodkl gks ldsA

v/;k; - 4
lkaLd`frd fojklr ,ao vk/kqfud Hkkjrh;

fk{kk esa bldh vuq:Ikrk
Cultural Heritage and its relevance in the
Modern Indian Society
- 1 -
laLfr dk D;k vFkZ gS\

What is the meaning of Culture?
vFkok
laLfr ds vFkZ dks ifjHkkf"kr dhft,A
Define the meaning of Culture.
mkjmkj- fdlh Hkh jk"V ds fy;s laLfr mldk egRoiw.kZ vk/kkj gS laLfr ls gh jk"V dk mn; vkSj
vLr gksrk gSA laLfr fdlh Hkh ns'k ;k tkfr dh vkRek gksrh gSA ekuo ,d lkekftd k.kh
gSA blhfy;s mldh laLfr dk fodkl Hkh lkekftd o lkewfgd :i esa gksrk gSA blhfy;s
laLfr fdlh ,d O;fDr ds ;Ruksa dk ifj.kke ugh gksrh gSA
laLfr dk vFkZ : laLfr og lexz tfVyrk gS ftlesa Kku] fo'okl] dyk] vkpkj] dkuwu] Fkk
vkSj ,slh gh vU; {kerkvksa vkSj vknrksa dk lekos'k gS tks euq"; lekt dk lnL; gksus ds ukrs
kIr djrk gSA
1- Vk;yj ds vuqlkj] **laLfr ,d ,slh tfVy lexz gS ftlesa Kku] fo'okl] dyk] uSfrdrk]
Fkk ,oa lekt ds lnL; ds :i esa euq"; }kjk vftZr vU; nwljh leFkZrk, lfEefyr gSA**
Culture is that complex whole which includes knowledge belief art, moral, low, custom, and
another capabilities required by man as a member of society. - Taylor
2- eSfyuksOLdh ds vuqlkj] **laLfr euq"; dh fr gS rFkk ,d lk/ku gS ftlds }kjk og

vius y{;ksa dh kfIr djrk gSA**
Culture is the handiwork of man and the medium through which the achiever his ends. Malinovski
3- bZ- ohoh- MhMh- jkcVhZ ds vuqlkj] **laLfr fopkj ,oa Kku nksuks O;ogkfjd ,oa lS)kfUrd dk
lewg gS tks dsoy euq"; ds ikl gh gks ldrk gSAS **
Culture is the body of thought and knowledge both theoretical and practical which only man
can possess. - E. V. D. Roberty
4- eSdkboj ds vuqlkj] **laLfr gekjs thoueks]a fpUru&i)fr;ks]a nSfud lEidkZs] dyk]

lkfgR;] /keZ] euksjt
a u] fouksn vkfn esa gekjh fr dh gh vfHkO;fDr gSA **
Culture is the expression of our nature in our modes of living and our thinking, intercourse,
in our literature, in religion, in recreation and enjoyment. - Maciver
5- dkWbfuax ds vuqlkj] **laLfr euq"; }kjk Lo;a dks vius i;kZoj.k ds lkFk vuqdfw yr djus
,oa vius thou ds <axks dks mUur djus ds ;Ruksa dk lEiw.kZ ;ksx gSA**
Culture is the some total of man's efforts to adjust himself to his environment and to
improve his modes of living. - Koening
mi;qZDr ifjHkk"kkvksa ls Li"V gS fd laLfr 'kCn dk fof'k"V vFkZ esa ;ksx fd;k tkrk gSA
laLfr ds vFkZ esa vko';d rRo ;g gS fd euq"; }kjk lekt ds lnL; ds :i esa vftZr
dh tkrh gSA laLfr ds }kjk gh euq"; fopkj Kku O;ogkfjd o lS)kfUrd nksuks rjg ls
lh[krk gS tks dsoy euq"; ds ikl gh gSA
- 2 -
Hkkjrh; lkaLfrd fojklr vkSj f'k{kk dh laf{kIr foospuk dhft,A

Describe in brief Indian Culture Heritage and Education.
vFkok
Hkkjrh; lkaLfrd fojklr ds eq[k rRo dkSu&ls
&ls gS\ gekjh Hkkjrh; lkaLfrd fojklr dk
f'k{kk ij Hkko la{ksi esa crkb;sA
What are the main features of Indian Cultural Heritage? Describe in brief the impact
of our Indian Cultural Heritage on Education?
mkjmkj- Hkkjrh; lkaLfrd fojklr vkSj f'k{kk : Hkkjrh; lax esa f'k{kk }kjk fodkl esa vk/;kfRed i{k
ij fo'ks"k cy fn;k gSA D;ksfa d Hkkjrh; fopkjdksa us fodkl ds vk/;kfRed i{k ij fo'ks"k cy
fn;k gSA
'kadjkpk;Z ds vuqlkj] **lk fo|k ;k foeqDr;s** vFkkZr ftllsa eqfDr feys ogh fo|k gSA
foosdkuUn ds vuqlkj] **euq"; dh vkUrfjd iw.kZrk dks vfHkO;Dr djuk gh f'k{kk gSA
kscy
s ds vuqlkj] **f'k{kk og f;k gS ftlds }kjk ckyd viuh vkUrfjd 'kfDr;ksa dks ckgj
dh vksj dV djrk gSA**
Education is process by which a child makes its internal external.
xka/kh ds vuqlkj] **tks eqfDr ds ;ksX; cuk;sa ogh fo|k gSA tks fpr dh 'kqf) u djs]a eu vkSj
bfU;ksa ds o'k esa djuk u fl[kk,] fuHkZ;rk rFkk LokoyEcu mRiUu u djsa thou fuokZg dk
lk/ku u crk;s] f'k{kk esa pkgsa ftrus Kku dk dks"k] rdZ dh dq'kyrk vkSj Hkk"kk dh oh.krk
mifLFkr D;ksa u gksa og f'k{kk ugha gSA**
vjfoUn ds vuqlkj] **tks f'k{kk dsoy Kku nku djus rd gh lhfer gS og f'k{kk ugha gSA
lPph f'k{kk og gS tks ekuo dk vk/;kfRed fodkl djrh gSA O;fDr dh ije psruk dk ije
lkk ls ;ksx djkrh gSA**
Hkkjrh; lkaLfrd fojklr
fojklr ds eq[k rRo %
1- vk/;kfRed : Hkkjrh; laLfr dh vk/;kfRedrk dks nwljs :i esa Hkh ns[kk tk ldrk gSA
D;ksfa d fdlh Hkh jk"V dh laLfr mlds vk/;kfRed fopkjksa ls tkuh tkrh gSA vk/;kfRed
fopkj tSls gksx
a s tkfr] laLfr ds bfrgkl esa mruh gh vf/kd ph vkSj egRoiw.kZ gksrh gSA
2- /kkfeZd lfg".kq
lfg".kqrk : lHkh /kekZs esa thoks ij n;k djuk lcdks HkkbZ&HkkbZ le>uk] lp cksyuk]
fgalk u djuk] vkpkj fopkj 'kq) j[kuk vkfn ckrksa ij tksj fn;k x;k gSA bl dkj
Hkkjrh; /kkfeZd lfg".kqrk dh tM+ esa lHkh /kekZs dh rkfRod ,drk esa vkLFkk ik;h tkrh gSA
3- /keZ /kku : Hkkjrh; laLfr ds vuqlkj /keZ gh ,d ,slk rRo gSA tks euq"; dks i'kq ls
vyx djrk gS euq"; dh fo'ks"krk fn[kykus okyk ;fn dksbZ rRo gS rks og /keZ gh gSA /keZ
'kCn dk vFkZ gS] /kkj.k djukA turk dks ,d lq= esa ck/kusa ds dkj.k gh bldksa /keZ uke
fn;k x;k gSA
4- vuqdy
w u dh 'kfDr : ftu yksxksa esa 'kfDr ugha gksrh os ifjfLFkfr;ksa }kjk nck fn;sa tkrs gSA
Hkkjrh; laLfr vkt Hkh thfor gSA ;g bl ckr dk ek.k gS fd blesa vU; ns'kksa dh
lH;rk vkSj laLfr;ksa dh rqyuk esa vf/kd 'kfDr gSA Hkkjro"kZ esa oSfnd ;qx ls ysdj u
tkus fdruh mFky iqFky jgh gSA fdrus jktuhfrd ifjorZu gq, ijUrq Hkkjrh; laLfr
lnSo ifjfLFkfr;ksa dks vius vuqdy
w gh cukrh x;hA
5- leUo;'khyrk : Hkkjrh; laLfr ges'kk ls gh leUo; dh leFkZd jgh gSA vk;Z Hkkjrh;
laLfr ds fuekZrk FksA vk;ksZ us Hkkjrh; laLfr dks ,slk yphyk :i fn;k ftlls fd gj
u;h laLfr mlesa fey ldsA fgUnw laLfr us cgqr lh laLfr;ksa dks vius vUnj feykdj
viuh 'kfDr c<+kbZ gSA bLyke Hkh Hkkjrh; laLfr dh leUo; ls vNwrk u jg ldk ml
ij Hkh Hkkjrh; laLfr dk cgqr Hkko iMkA
6- fpUru dh Lora=rk : fpUru ds {ks= esa LorU=rk dk gksuk cMk vko';d gS D;ksfa d fdlh Hkh
ns'k dh laLfr dk fuekZ.k ml ns'k ds fopkjksa ds fpUru ij gh vk/kkfjr gksrk gSA Hkkjr esa
R;sd O;fDr dks lkspus dk vf/kdkj feyk gqvk gSA ;gh dkj.k gS fd ;gk ij cgqr ls /keZ
n'kZu vkSj lEnk; ,d nwljs ds lkFk Qys Qwys fQj Hkh muesa fdlh rjg dk eueqVko ;k
ruko ugh ik;k x;kA
7- O;kid
O;kid n`f"Vdks.k : Hkkjrh; laLfr dk n`f"Vdks.k dHkh Hkh ,adkxh ugh jgk gSA Hkkjrh;
laLfr dk eq[; y{; euq"; dk lokZxh.k fodkl jgk gSA Hkkjr esa /keZ'kkL=ksa ds lkFk&lkFk
vFkZ'kkL= vkSj dke'kkL= dh Hkh jpuk gqbAZ Li"V gS fd Hkkjrh; laLfr dk n`f"Vdks.k
O;kid jgk gSA
8- Hkkjrh; laLfr dh kphurk : Hkkjrh; laLfr vkSj lH;rk cgqr gh kphu lH;rk gS ftl
le; nwljs ns'kksa dh lH;rk,sa vkSj laLfr;ka ?kqVuksa ds cy py jgh Fkh ml le; Hkkjrh;
laLfr ;qok vkSj iq"V gks pqdh FkhA feJ] ;wuku vkSj csfcyksu dh lH;rk dks cgqr iqjkuk
ekuk tkrk gS fdUrq oSfnd lH;rk ds lkeus os Hkh flj >qdkrh gSA
9- vusdrk esa ,drk : Hkkjrh; laLfr vusdrk esa ,drk dh i{kikrh jgh gSA d'ehj ls ysdj
dU;kdqekjh rd vkSj lkSjk"V ls ysdj vklke rd lkjk Hkkjr ,d gh lkaLfrd jax ls jaxk
gqvk gSA jktuhfrd {ks= esa *Hkkjr* uke gh bl ckr dk lk{kh gS fd ;gk ij jktuhfrd
,drk gSA lkekftd {ks= esa ;g ,drk tkfrxr fofHkUurk ds gksrs gq, Hkh ekuo ek= ls se
fo'ocU/kqRo vkSj mnkjrk ds :i esa fn[kkbZ iMrh gSA
mijksDr foospuk ls Li"V gS fd Hkkjrh; laLfr esa mlds ekSfyd rRo fo'ks"krk, mlds yEcs
fodkl ds bfrgkl esa lnSo gh ns[kh tk ldrh gSAS

v/;k; - 5
fk{kk dh Hkwfedk&vknkZokn] izd`frokn rFkk iz;kstuokn

Education Implication - Idealism, Naturalism & Pragmatism
- 1 -
vkn'kZokn ij laf{kIr fVIi.kh fyf[k,A

Write the short note of Idealism.
vFkok
vkn'kZokn dh ifjHkk"kk nhft,A
Mention the definition of Idealism.
vFkok
vkn'kZokn ds ewy fl)kUr dkSu&dkSu ls gS\
What are the main principals of Idealism?
mkjmkj- vkn'kZoknh fopkj/kkjk ds vuqlkj euq"; dks ln~fopkjka]s foosd] rdZ] dYiuk] fu.kZ; vkfn
ekufld 'kfDr;ksa ls ;qDr vk/;kfRed euq"; ekuk tkrk gSA vkn'kZoknh fopkj/kkjk esa lR; RkFkk
lkFkZdrk fufgr gksrh gSA vkn'kZokn ds vUnj ekufld rFkk vk/;kfRed fLFkfr dks gh ije
RkFkk /kku ekuk tkrk gSA blhfy, ge blsa vk/;kReoknh Hkh dg ldrs gSA
vkn'kZokn dh ifjHkk"kk,a % fofHkUu nk'kZfudksa us vkn'kZokn dks vusd dkj ls ifjHkkf"kr fd;k
gSA dqN nk'kZfudksa dh eq[k ifjHkk"kk,a fuEu dkj gS&
gkWuZ ds vuqlkj & **vkn'kZoknh f'k{kk n'kZu ekuo ds ekufld txr dk vfHkUu vax le>us dh
vuqHkwfr dk fooj.k gSA**
jkWl & **vkn'kZokn ds vusd vkSj fofo/k :i gS fdUrq lcdk lkj ;g gS fd eu ;k vkRek gh
bl txr dk inkFkZ gS vkSj ekufld Lo:i lR; gSA**
IysVks ds vuqlkj & **vkn'kZokn vkRek vkSj ijekRek ds vfLrRo esa fo'okl j[krk gS og vkRek
dks lw{e vukfn o vuUr ekurk gS vkn'kZokn bl HkkSfrd lalkj dks feF;k ekurk gSA**
Mwcd
s j ds vuqlkj & **vkn'kZoknh ;g ekurs gS fd eu ;k efLr"d gh lkjs fo'o dks le>us dk
vk/kkj fcUnq gSA**
vkn'kZokn ds fl)kUr % vkn'kZoknh fl)kUr fuEufyf[kr gS&
1- HkkSfrd txr dh vis{kk vk/;kfRed txr egRoiw.kZ
2- oLrq dh vis{kk fopkj egRoiw.kZ
3- euq"; lalkj dk loZJ"s B k.kh
4- vkRekuqHkwfr gh ekuo thou dk vfUre y{;
5- vk/;kfRed ewY;ksa dk ego

6- vk/;kfRed 'kfDr ds }kjk gh czk.M dk fuekZ.k
7- vkRek rFkk ijekRek
8- fofHkUurk esa ,drk
9- iq:"kkFkkZsa dh kfIr
mi;qZDr ifjHkk"kk ls RkFkk fl)kUrksa ls Li"V gS fd vkn'kZokn esa vfUre lkk vk/;kfRed lkk
gSA
- 2 -
;kstuokn ls vki D;k le>rs

le>rs gS\ dqN ifjHkk"kk,a nhft,A
What do you mean by Naturalism? Give some definition.
vFkok
froknh dh D;k fo'ks"krk,a gS\
What is the characteristic of Naturalism?
vFkok
frokn ds D;k ms'; gS\
What is the objective of Naturalism?
mkjmkj- frokn dk vFkZ % froknh n'kZu HkkSfrd n'kZu gSA tks bl l`f"V dh jpuk ds fy;s fr
dks mkjnk;h ekurk gSA bl czk.M ds lHkh rRo ftudh jpuk esa euq"; dk dksbZ ;ksxnku ugh
gksrk gS fr dgykrh gSA froknh n'kZu Hkh kphu n'kZu gSA bl n'kZu dk vk/kkj fr gh
gSA blesa fr ds vuqlkj gh f'k{kk kIr dh tkuh pkfg,A frokfn;ksa us Lo;a djds fl[kkuk
vkSj LokuqHko }kjk lh[kua dks gh egoiw.kZ vk/kkj ekuk gSA
frokn dh ifjHkk"kk,a %
FkkWel vkSj ySx
a ds vuqlkj & **frokn vkn'kZokn ds foijhr eu dks inkFkZ ds v/khu ekurk
gS vkSj ;g fo'okl djrk gS fd vfUre okLrfodrk HkkSfrd gS vk/;kfRed ughaA**
gkfdax ds vuqlkj & **frokn og rRo ehekalk gS tks fr dks gh iw.kZ okLrfodrk ;k lkk
ekurk gS o vkfrd rFkk vykSfdd rRo dks Lohdkj ugh djrkA**
iSjh ds vuqlkj & **frokn foKku ugha gS oju~ foKku ds ckjs esa nkok gS ftlesa foKku ls
ckgj ;k nk'kZfud Kku dk dksbZ LFkku ugha gSA**
tsEl okMZ ds vuqlkj & **frokn og fl)kUr gS tks fr inkFkZ ds v/khu djrk gS vkSj
vifjorZu fu;eksa dks lokZPs prk nku djrk gSA**
fofy;e bZ- gkfdax ds vuqlkj & **frokn vk/;kRe'kkL= dk izdkj gS tks izdf` r dks lEiw.kZ
lnoLrq og ekurk gS vFkkZr og tks dqN vfrkfrd vFkok ikjykSfdd gSA mldk fu"ks/k
djrk gSA**
froknh f'k{kk ds ms'; ;k fo'ks"krk,a %
1- fr ds vuqlkj f'k{kk
2- ckyd f'k{kk dk dsU fcUnq

3- fr dh vksj yksVksa
4- fodkl dh voLFkk esa fHkUurk,
5- ckyd dh LorU=rk ij cy
6- f'k{kk esa euksfoKku dh yksdf;rk
7- bfU;ksa dk f'k{k.k vko';d
8- lg f'k{kk ij cy
9- vkRej{k.k ;k vkRekfHkR;u
mi;ZqDr ifjHkk"kk rFkk ms'; ls Li"V gksrk gS fd ckyd fr ds }kjk tk dqN Hkh lah[krk gS
;k vuqHko djrk gS og lc blds vUrxZr vkrk gSA frokn esa ckyd dh ewy o`fk;ksa dk
'kks/ku ,oa ekxkZUrhdj.k fd;k tkrk gSA
- 3 -
;kstuoknh n'kZu dh ifjHkk"kk nhft,A

Write the definition of Pragmatism Philosophy.
vFkok
;kstuokn ds vuqlkj f'k{kk ds y{;ksa dh O;k[;k dhft,A
Explain the Aim of Education according to Pragmatism.
vFkok
;kstuokn ds n'kZukuqlkj f'k{kk ds pkj ms';ksa dk mYys[k dhft,A
Mention four objects according Pragmatism.
mkjmkj- ;kstuokn dk vFkZ % ;kstuokn dks dqN nk'kZfud uSfefkdokn (Instrumentalism) Hkh dgrs
gSA D;ksfa d muds vuqlkj fopkj efLr"d dh f;k ds :i esa gksrs gS vkSj efLr"d f;kvksa dks
pykus ds fy;s ,d midj.k ds :i esa gksrk gSA ;kstuokn ekuo vuqHkoksa esa ewY; <w<+rk gSA
blhfy, bls ekuookn (Humanism) Hkh dgrs gaAS
;kstuokn dh ifjHkk"kk,a % ;kstuokn dks le>us ds fy;s fofHkUu fo}kuksa }kjk nh xbZ
ifjHkk"kk,a fuEu gS&
fofy;El tsEl ds vuqlkj & **;kstuokn efLr"d dk ,d LoHkko ,oa vfHko`fk gS ;g fopkj
vkSj lE; dh fr dk fl)kUr Hkh gS vkSj vUr esa ;g okLrfodrk dk fl)kUr gSA**
"Pragmatism is a temper of mind, at attitude, it is also a theory of the nature of ideas and truth
and finely it is a theory about reality."
tSEl iSVz ds vuqlkj & **;kstuokn gesa vFkZ dk fl)kUr] lR; dk fl)kUr] Kku dk fl)kUr
vkSj okLrfodrk dk fl)kUr nsrk gSA**

"Pragmatism offer us a theory of meaning A theory of truth, a theory of knowledge and a theory
of reality."
jkstu ds vuqlkj & **;kstuokn ds vuqlkj lR; dks mlds O;kogkfjd ifj.kkeksa ds }kjk tkuk
tk ldrk gS vkSj blhfy, lR; fujis{k u gksdj O;fDrxr vkSj lkekftd leL;k gSA**
"Pragmatism state that truth can be known only through its practical consequences and is thus
and individual or social matter rather than an absolute."
;kstuokn f'k{kk ds y{;@ms'; bl dkj gS &

1- lkekftd dq'kyrk dk fodkl
2- xfr'khy funs'Z ku
3- yksdrU=h; thou dh f'k{kk
4- ewY;ksa ,oa vkn'kksZ dks fuf'pr djus dh {kerk dk fodkl
5- leL;k dks le>uk
6- Nk= dk fodkl
;kstuokn ,d O;kogkfjd n'kZu gS blfy, blus f'k{kk dks vR;f/kd Hkkfor fd;k gSA ;g
fopkj/kkjk ms'; iw.kZ f;k dks egRo nsrh gS vkSj lR; dks ;kstu dh dlkSVh ij dlrh gSA
- 4 -
vkn'kZokn] frokn vkSj ;kstuokn dh rqyuk fuEu fcUnqvksa ij dhft,A

1- ikB~;e
2- f'k{k.k fof/k;k
4- fo|kFkhZ
fof/k;k
3- vuq'kklu
Difference between are on the point Idealism, Naturalism and Pragmatism.
1. Syllabus
2. Educational formulas
3. Discipline 4. Student
mkjmkj- ;kstuokn rFkk vU;oknksa dk rqyukRed v/;;u

;kstuokn rFkk frokn %
1- frokn % fofy;e bZ- gkfdax ds vuqlkj & **frokn vk/;kRe'kkL= dk og dkj gS tks
fr dks lEiw.kZ ln~oLrq ekurk gS vFkkZr~ og tks dqN vfrkfrd vFkok ikjykSfdd gS
mldk fu"ks/k djrk gSA**
2- vkn'kZokn % gSM
a jlu ds vuqlkj & **vkn'kZokn euq"; ds vk/;kfRed i{k ij cy nsrk gS
D;ksfa d vkn'kZokfn;ksa ds fy;s vk/;kfRed ewY; euq"; ds vkSj vk/;kfRed thou ds lokZf/kd
igyw gSA ,d rRoKkuh vkn'kZoknh dk fo'okl gS fd euq"; dk lhfer er vlhfer eu ls
iSnk gksrk gSA O;fDr vkSj txr nksuks cqf) dh vfHkO;fDr gS vkSj HkkSfrd txr dh O;k[;k
eu ls gh dh tk ldrh gSA**
3- ;kstuokn % jkstu ds vuqlkj & **;kstuokn ds vuqlkj lR; dks mlds O;ogkfjd
ifj.kkeksa ds }kjk tkuk tk ldrk gS blhfy, lR;fujis{k u gksdj O;fDrxr ;k lkekftd
leL;k gSA**
;kstuokn rFkk frokn %

1- frokn inkFkZ foKku lEcU/kh fu;eksa dh lkoZHkkSfedrk dks ekurk gS tcfd ;kstuokn
fdlh fu;e ;k fl)kUrks dks lkoZHkkSfed ugh ekurkA
2- frokn dk n`f"Vdks.k ;kaf=d gS vr% ekuoh; Hkkoukvksa vFkok vuqHkwfr;ks dks bl
fopkj/kkjk }kjk dksbZ fr kIr ugha gSa ;kstuokn ekuo dh Hkkoukvksa vuqHkwfr;ksa dks
Lohdkj djrk gSA
3- frokn fr esa gh vfUre lkk ekurk gS tcfd ;kstuoknh vuqHko dks eq[k LFkku
nsrk gSA
4- froknh ekU;rkvksa rFkk vkn'kksZ dks Lohdkj ugh djrk tcfd ;kstuokn ekU;rkvksa rFkk
vkn'kksZ dks Lohdkj djrk gSA
'kSf{kd vUrj %
1- ms'; lEcU/kh % frokn lekt dh vis{kk O;fDr dks vf/kd egRo nsrk gSA frokn
f'k{kk dk eq[k ms'; vkRekfHkO;fDr ekurk gSA
2- ikB~;e lEcU/kh % frokn ikB~;e esa foKku dks vf/kd egRo nsrs gS rFkk ,sls fo"k;ksa
dks ikB~;e ds vuqlkj mi;ksfxrk gh fo"k;ksa dks ikB~;e esa lfEefyr djus dh dlkSVh
gSA
3- v/;kid dh fLFkfr % froknh v/;kid dh mifLFkfr ds fojks/kh gSA tcfd ;kstuoknh
v/;kid dh mifLFkfr dks vko';d ekurs gSA
4- n`f"Vdks.k % ;kstuokn ,d ldkjkRed fopkj/kkjk gS vkSj frokn udkjkRedA
5- f'k{k.k fof/k % f'k{k.k fof/k ds ckjs nksukas dk er ,d lk gSA
;kstuokn rFkk vkn'kZokn %
1- vk/;kRe lEcU/kh % vkn'kZokn vk/;kRe dk leFkZd gS tcfd ;kstuokn bldk fojks/kh gSA
2- ewY; % vkn'kZokn 'kk'or ewY; lR;e~ f'koe~ lqUnje~ dk leFkZd gS tcfd ;kstuokn fdlh
iwoZ fu/kkZfjr ewY; esa fo'okl ugh djrk gSAa
3- f'k
f'k{kk
{kk dk ms'; % vkn'kZokn ds vuqlkj 'kk'or ewY;ksa dks kIr djuk f'k{kk dk eq[k ms';
gS ;kstuoknh lkekftd dq'kyrk dks kIr djuk f'k{kk dk eq[k ms'; ekurs gSA
4- ikB~;e ds fo"k; & mi;ZDq r ms';ksa dh xfr ds fy, vkn'kZoknh ikB~;e esa mu fo"k;ksa
dks LFkku nsrs gSA ftudk lEcU/k 'kk'or ewY;ksa ls gksrk gSA ;kstu mi;ksxh fo"k;ksa dks gh
ikB~;e esa LFkku nsrs gSA
5- fof/k;ka % vkn'kZokn vusd f'k{k.k fof/k;ksa dks tUe fn;k gSA 'ukskj] vkxeu&fuxeu fof/k
,oa O;k[;ku fof/k blds mnkgj.k gSA ;kstuokn us f;k }kjk lh[kus ij vf/kd cy fn;k
gSA
6- vuq'kklu % vkn'kZokn HkkokRed vuq'kklu esa fo'okl djrk gS tcfd ;kstuoknh
lkekftd vuq'kklu dk i{kikrh gSA
7- v/;kid dk LFkku % vkn'kZoknh n`f"Vdks.k ;g gS fd vk/;kid 'kk'or ewY;ksa ,oa lR;ksa dh

vuqHkwfr esa ckydksa dh lgk;rk djrk gSA ;kstuokn ds vuqlkj v/;kid ekxZn'kZd ds :i
esa gS ;g fo|ky; esa lkekftd okrkoj.k dk fuekZ.k djrk gSA
vkn'kZokn
frokn
;kstuokn
blds vuqlkj f'k{kk dk froknh ms'; ds fodkl ij iwoZ fuf'pr ms';ksa

ms'; vkRekuqHkwfr vFkkZr vf/kd tksj nsrk gSA
vogsyuk djrs gSA
Lo;a dh tkudkjhA
dh
vkn'kZoknh pfj= fuekZ.k blesa ,slh f'k{kk lfEefyr gS tks blesa fuf'pr ms'; ugh gksrs
O;fDr rFkk jk"V dks thou muesa lnSo ifjorZu gksrk gSA
ij vf/kd cy nsrs gSA
la?k"kZ ds fy;s rS;kj dj ldsaA
vk/;kfRed fodkl ij f'k{kk dk ms'; ekuo dks mlds Lkkekftd dq'kyrk ij vf/kd
i;kZoj.k ds vuqdy
w cukus ds cy fn;k gS vkSj lkekftd
Hkh cy fn;k tkrk gSA
fy;s rS;kj djuk gSA
mUufr ds vius lq>ko fn;sA
vkn'kZokn ifo= thou tUetkr 'kfDr;ksa ds fodkl dh f'k{kk dk ms'; xfr'khy vkSj
kfIr ij cy nsrk gSA
vksj /;ku nsuk f'k{kk dk ewy yphys efLr"d dk fodkl
ms'; gSA
gksrk gSA
ikB~;e
ikB~;e dk vk/kkj ikB~;e dk fuekZ.k djrs le; ;kstuoknh ikB~;e dh

euq"; ds fy;s fopkj ckyd dh :fp] ;ksX;rk vkfn mi;ksfxrk ds fl)kUr ij tksj
vkSj vkn'kZ gksuk pkfg, dk /;ku j[krs gSA
nsrs gSA
ikB~;e fopkj dsfUr ikB~;e cky
gksuk pkfg,A
pkfg,A
dsfUr
gksuk ;kstuokfn;ksa ds vuqlkj

ikB;e /kku gksuk pkfg,A
vkn'kZokfn;ksa ds vuqlkj fofHkUu vko';drkvksa dh iwfrZ ikB~;e dk fuekZ.k djrs

'kk'or ewY;ksa ds egRo djsAa
le; ckyd dh :fp;ksa dk
fn;k tkuk pkfg,A
fo'ks"k /;ku j[kuk pkfg,A
'kkjhfjd] lkekftd vkSj thou j{kk lEcU/kh fo"k;ksa dks
vk/;kfRed f;kvksa ij ikB~;e esa fo'ks"k egRo nsrs gSA
lnSo cy nsrk gSA
vkn'kZokn
frokn
;kstuokn
f'k{k.k fof/k;ka
dksbZ fuf'pr
fof/k ugh gSA
vkn'kZoknh
fdlh
f'k{k.k fHkUu&fHkUu f;kvksa ij tksj nsrs ;kstuokfn;ksa us Hkh lh[kus ij

gS tks euq"; dks djds lh[kuk cy fn;k gSA
pkfg,A
Hkh buds vuqlkj cPps dks djds ;kstuoknh vuqHko ds vk/kkj
fof/k dh udy djus ds f'k{kk dk Kku KkusfU;ksa }kjk ij lh[kus ij cy nsrs gSA
i{k es ugha gSA
fn;k tkuk pkfg,A
vkn'kZoknh okn&fookn frokfn;ksa us **MkYVu ;kstuk** ;kstuokfn;ksa ds vuqlkj
fof/k 'ukskj izfof/k esa fdaMj xkVZu( ekUVsljh vkfn eq[k f'k{k.k fof/k ;kstuk fof/k
fo'okl j[krs gSA
fof/k;k nku dh gSA
gSA
vuq'kklu
vkn'kZoknh
HkkokRed froknh ds vuqlkj vuq'kklu ;s lkekftd vuq'kklu dks
vuq'kklu esa fo'okl fr ds ifj.kkeksa }kjk LFkkfir vf/kd egRo nsrs gSA
djrs gSA
fd;k tkuk pkfg,A
kscy
s
ds
vuqlkj frokfn;ksa
ds
vuqlkj ;kstuoknh lhfer eqDR;kRed
fu;af=r vuq'kklu dks vfu;af=r LorU=rk ij gSA
vuq'kklu esa cy nsus ij
c<+kok
fn;k
tkuk
fo'okl djrs gSA
pkfg,A
vkn'kZoknh n.M
fojks/k djrs gSA
dk froknh lq[k nq%[k ds fl)kUr ;s

HkkokRed
neukRed]
fo'okl djrs FksAa :lksa ds fuf'pr vuq'kklu ds fo:)
vuqlkj kfrd n.M O;oLFkk FksA
vuq'kklu dk vk/kkj gksuk
pkfg,A
v/;kid
vkn'kZokn esa f'k{kd dk froknh f'k{kk ds {ks= esa f'k{kk dk dk;Z cPps ds fy;sa
egRoiw.kZ LFkku gSA
f'k{kd dks dksbZ LFkku ugha nsrAsa lkekftd i;kZoj.k rS;kj djuk
gSA
kscy
s us v/;kid dks frokfn;ksa ds vuqlkj f'k{kd f'k{kd dks cPps dh tkudkjh
,d ekyh dh laKk nh dk LFkku insZ ds ihNs gSA
gksuk vko';d gSA
gSAS
vkn'kZokn
frokn
;kstuokn
fdlh Hkh f'k{kk O;oLFkk froknh cPps dks f'k{kk dk ;kstuoknh Hkh cPps dh
dh lQyrk ds fy;s dsU ekurs gSA
tUetkr 'kfDr;ks]a :fp;ksa vkSj
cPps dh fr dks
;ksX;rkvksa dks egRo nsus
tkuuk vko';d gSAa
fo'okl j[krs gSA
cPps dh fHkUurk dks blesa cPps dh ewy o`fk;ksa] cPps ds fy;sa ,slk lkekftd
/;ku esa j[krs gq, muds :fp] ;ksX;rk vkfn dk /;ku i;kZoj.k rS;kj fd;k tk,
fo'okl ds fy;s f'k{kk j[kuk pkfg,A
ftlds vk/kkj ij cPpk Lora=
dh O;oLFkk dh tkuh
:i ls fu.kZ; ys ldsA
pkfg,A

33

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

33

Caricato da

Copyright:

Formati disponibili

Biyani's Think Tank

Concept based notes

mnh;eku Hkkjrh; lekt esa f'k{kk

Fore more detail:- http://www.gurukpo.com

Concept & Copyright :

Biyani Shikshan Samiti

First Edition : 2009

Leaser Type Setted by :

Fore more detail:- http://www.gurukpo.com

am glad to present this book, especially designed to serve the needs

Fore more detail:- http://www.gurukpo.com

mnh;eku Hkkjrh; lekt esa f'k{kk

The relationship between philosophy and education,howdifferent philosophical system

The context inwhich various educational approacheshave evolved in India.

The need tostudy education in a sociological perspective.The Process of social change

Forms of Education-Formal, Informal,Non-formal.

4. Ravindra Nath Tagore

Relationship betweeneducationand democracy.

Fore more detail:- http://www.gurukpo.com

One test of 10 marks.

Role of teacher toprepare students for responsible citizenship.

Fore more detail:- http://www.gurukpo.com

f'k{kk dk lEizR;;] izfr vkSj vFkZ] y{; ,oa mn~n's ;

Concept, Nature and Meaning, Aim and Objective of

fk{kk ds :Ik & vkSipkfjd] vukSipkfjd o fujkSipkfjd

Forms of Education Formal, Informal and Non-formal

orZeku Hkkjrh; lekt ds ewY; ,ao vkdka{kk,a

Value and Aspiration of the Present Indian Society

lkaLd`frd fojklr ,ao vk/kqfud Hkkjrh; fk{kk esa bldh vuq:Ikrk

Cultural Heritage and its relevance in the Modern Indian

fk{kk dh Hkwfedk&vknkZokn] izdf` rokn rFkk iz;kstuokn

Education Implication - Idealism, Naturalism &

Educational Contribution Janism, Geeta, Buddism,

yksdrkaf=d lekt esa f'k{kk dk ;ksxnku

Education Contribute in Democratic Society

jk"Vh; ,drk esa f'k{kk dh Hkwfedk

Role of Education in National Integration

Hkkjrh; yksdra= esa f'k{kk dk Lo:i] f'k{k.k fof/k o f'k{kd

Nature of Education, Teaching Method And Teacher in

lkekftd ifjorZu esa f'k{kk dh Hkwfedk

Education of Social Change

lkekftd xfr'khyrk] lkaLfrd foyEcu] ySfa xd vlekurk] {ks=h;

Fore more detail:- http://www.gurukpo.com

u;s lkekftd vkns'k cukus esa 'kSf{kd laLFkku dh Hkwfedk

The Role of Educational Institution for creating New

Fore more detail:- http://www.gurukpo.com

fk{kk dk lEizR;;] izd`fr vkSj vFkZ] y{; ,ao mn~ns ;

fk{kk kCn dk vFkZ Li"V dhft,A

3- foosdkuUn ds vuqlkj] **f'k{kk euq"; ds vUnj lfUufgriw.kZrk dk n'kZu gSA**

Fore more detail:- http://www.gurukpo.com

bl dFku dk fo'ys"k.k dhft, rFkk viuh fVIi.kh nhft,A

y{;] ms'; vkSj ewY; ls vki D;k le>rs gS\

foosdkuUn ds vuqlkj] **f'k{kk euq"; ds vUnj lfUufgr iw.kZrk dk n'kZu gSA**

f'k{kk dh fofHkUu ifjHkk"kkvksa ds vk/kkj ij f'k{kk dh fuEu fr ns[kus dks feyrh gS %

O;ogkj ifjorZu dh f;k

Process of Behaviour Modification

lrr~ f;k ds :i esa

Social Nature of Education

Condition Process Continues

f'k{kk dk D;k egRo gS\a

2- lH;rk ,oa laLfr dk laj{k.k (Preservation of Culture and Civilization) : R;sd

8- tUetkr 'kfDr;ksa dk xfr'khy fodkl (Progressive Development of Innate Power) :

vkRekfHkO;fDr : dqN O;fDroknh fopkjdksa ds erkuqlkj f'k{kk dk ms'; ckydksa dks

Fore more detail:- http://www.gurukpo.com

3- foosdkuUn ds vuqlkj] f'k{kk euq"; ds vUnj lfUufgriw.kZrk dk n'kZu gSA

foosdkuUn ds vuqlkj] f'k{kk euq"; ds vUnj lfUufgr iw.kZrk dk n'kZu gSA