Understanding Disciplines and subjects is very essential in the all-round development of children. Along with linguistics and linguistic understanding, it is very important to have disciplinary knowledge and subjective knowledge, relevance and adjustment of traditional knowledge and scientific knowledge in the school education of children. Due to which the student can carry forward the educational activities in a better way by establishing coordination with the ancient and modernity.
The word knowledge is derived from the root ‘gay’ which means: – knowing, understanding, direct experience or light. In simple words, to experience the nature of an object or subject in the same way is complete knowledge.
Intellectual experience through sense organs is called knowledge. It is absolutely necessary to have intelligence for the attainment of knowledge. Therefore, it is clear that knowledge is to be familiar with any fact, element or object through direct experience, practical skill and information. Man is the only conscious creature on earth, who is capable of thinking, thinking, churning and getting experience, on the basis of which he becomes aware of new facts and elements and acquires knowledge.
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Pro. Russell (Proof. Russell) – “Knowledge is that which illuminates the mind of man.”
Pro. Joad (Prof. Joad) – “Knowledge is the name of increasing the stock of our presence, information and experiences.”
Socrates – “Knowledge is the highest virtue.”
Realists – “Consider knowledge to be the knowledge of the object.”
Idealists – “Consider knowledge to be the knowledge of the ideal.”
The importance of knowledge for human life is very high. Knowledge acts as the backbone of human life. That’s why the importance of knowledge has increased a lot.
- Knowledge has been called the third eye of man.
- Knowledge is the only quality. Knowledge leads man from darkness to light.
- Knowledge is the essence of human life, it is the eye of the world, there is no greater happiness than knowledge.
- The light of knowledge is like the sun, only a wise man is able to do good to himself and others.
- Knowledge discovers the secrets of the world.
- Knowledge leads to character building and understanding.
- Knowledge is like wealth, the more a man has, the more he desires.
- Knowledge is the means to reach the truth.
- Like religion, knowledge should also be experienced to know it.
- Knowledge is the basis of the principles of love and human freedom.
- Knowledge once acquired becomes of continuous use.
- Fact value serves as the basis of knowledge. 13. Knowledge moves systematically, it does not come suddenly.
- Knowledge is power.
The nature of knowledge can be understood through the characteristics of knowledge. The nature of knowledge can be clearly understood even from the literal meaning of knowledge. The characteristics and nature of knowledge are as follows-
- There is power in knowledge, there is strength.
- Knowledge never ends.
- Knowledge is the means to reach the truth.
- Knowledge is like wealth, the more a man has, the more he desires.
- Knowledge is the basis of the principles of love and human freedom.
- Knowledge keeps increasing gradually, it does not come suddenly.
- There is no limit to knowledge.
- Knowledge can be verified.
- Knowledge is sure.
- 10 Facts and values are considered the basis of knowledge.
- The meanings of words, terms, ideas serve as the basis of knowledge.
- Information is the source of knowledge.
- Like religion, one should experience to know knowledge.
The principles of knowledge depend on the origin, nature and types of knowledge. Six principles of knowledge are given
- Theory of Empiricism
- Theory of Rationalism
- Sense Rationalization Theory
- Experimental Theory
- Yogic Theory
- Theory of Criticism
According to empiricist theory, experience is the mother of knowledge. According to the British philosopher John Locke, the father of empiricism, “The child’s mind at birth is like a blank sheet of paper.” On which anything can be written. As it comes in contact with the outside world, the symbols of objects in the form of sensations get imprinted on this empty strip of the brain. Thus the content of knowledge comes from outside. Knowledge is not innate, but imparted. All knowledge is gained through experience. Experience is considered the source of all knowledge. It comes from outside our brain or mind. It is not inherent in the mind itself from before birth. Man gets knowledge through the sensations received through different senses. In the ancient form of empiricism, even the slightest cooperation of intellect is not accepted in the attainment of knowledge. Modern empiricists have not rejected the priority of intellectual processes in the expansion of knowledge, but they say that the ultimate origin of this intellectual collaboration is experience. In other words, the intellect can sometimes do something in knowledge, but the truth of this deficiency is attained only through experience. According to empiricists, knowledge is external. And there is no intrinsic fixation of mind or brain on it. The ultimate source of all knowledge is experience. No knowledge is possible without experience or sensation. The empiricist is against innate concepts. Empiricists do not believe in any such substance which is not proved by experience.
Socrates and Plato have given the principle that real knowledge is originated from intelligence. He has also said that sense knowledge is false and temporary (ephemeral). From this point of view, he can be called the promoter of rationalism. The second major theory of the nature and source relation of epistemology is the theory of rationalism. According to the rationalists, all knowledge is based on knowledge. Certain, true and universal knowledge can be obtained only through the intellect. Wisdom is the ultimate proof of knowledge. We get intelligence by birth and from that we get all the knowledge. Knowledge is in the form of ideas, so it can be said that these ideas are with us from birth. So they are born. We call such thinkers as rationalists and their theory of considering the origin of the knowledge of this intelligence as rationalism. On the basis of his views, it can be said that rationalism is the theory according to which some ideas of knowledge are innate.
Difference Between Rationalism and Empiricism
| Rationalism | Empiricism |
| 1. Real knowledge is that which is universal and cannot be doubted.
2. Knowledge is intellectual. 3. The basis of knowledge is Intellect. 4. True thought or suffix is innate in the intellect. There are 5. Truth is prior to experience. (Truths are a priori) 6. Mind is active in knowledge. 7. The proof of knowledge is wisdom. 8. The limit of knowledge is the limit of intelligence. 9. The method of knowledge is deductive. 10. The mind expands knowledge from within itself, just as a spider weaves its web from within. 11. Rationalism started in the philosophy of Descartes, developed in the philosophy of Spinoza and reached its peak in the philosophy of Leibnitz. |
1. Real knowledge is that which has some novelty.
2- Knowledge is sensory. 3- The basis of knowledge is sensory experience. 4- True thoughts or concepts are generated from sensations. They are not born but acquired. 5- Truth is known after experience. 6- The mind is inactive in knowledge. 7- The proof of knowledge is visible. 8- The limit of knowledge is the limit of experience. 9- The method of knowledge is inductive. 10- The mind stores every particle of knowledge like honey by collecting it from outside. 11- Empiricism started in the philosophy of John Locke, developed in the philosophy of Berkeley and reached its peak in the philosophy of David Hume. |
This principle is given by Aristotle. In this, Aristotle did not accept complete empiricism and complete rationalism. Aristotle believed that the potential of conscious matter is actualized through reason and thus you have a broad spectrum of ideas, facts, principles, and systems of knowledge. According to Kant, both empiricism and rationalism are superstitious. According to him we can start working towards the goal of knowledge with experience; But experience in itself does not provide knowledge. It requires logic to give form to knowledge. Today’s modern schools do the work of training both mind and consciousness. Teaching skills motivate students to acquire knowledge with the help of mind and consciousness so that they can lead a healthy life.
This theory deals with both the sensory and logical levels of knowledge. Pragmatism is the principle of life which includes in itself the principle of knowledge based on experiments. Now-a-days the experimental theory supports this method of acquiring knowledge. According to him, the best way to get true knowledge is experiment or experience. Only that knowledge is useful which we get by doing, on the basis of our experiences. According to him, it is the best way to get true knowledge. experiment or experience. Only that knowledge is useful which we get by doing, on the basis of our experiences. The truth-falseness of knowledge can be checked by experiment. In this way, because of being based on the experimental method of acquiring knowledge, ‘Prajana Vad’ is also called ‘Experimentalism’. According to this method, as a person acquires new experiences, in the same way his previously acquired knowledge gets refined and improved.
Patanjali, the chief representative of Yoga Siddhanta, has explained the great importance of this Siddhanta in the field of philosophy. Under this theory, he has told that one of the main characteristics of the mind is that it is restless and along with it there is ignorance which is the root of all physical and mental deviations. The main purpose of yoga is to control that mental restlessness and to concentrate this mind on one point and to root out ignorance which is the root of all evils. This is possible only by developing the practice of yoga, in which some physical and mental activities are done, so that with the help of centering, mental consciousness can be taken to a higher level. When a yogi reaches this stage, the knowledge begins to experience the soul in the ethical field on the strength of the principle of yoga which is necessary permanently. Motivates to follow ethics. We can learn the knowledge of morality and the goodness of truth on the basis of yoga. He is not so comfortable with any other principle.
The mastermind of modern philosophy, the famous German philosopher Immanual Kant, turned to both rationalism and empiricism to search for the cause of knowledge. He tested both these promises and the power of knowledge without being biased. That’s why his fixed principles were named as examinations. According to this the philosophical system is neither a system of rationalism nor of empiricism but a system of criticism.
- Personal Development
Knowledge leads to personal development of individuals. aims at all aspects of personal development; These include improving behavior, developing a positive attitude, making personality attractive, and developing language control and skills. All this happens on the basis of knowledge.
- Reinforcing Personal Experiences
The second purpose of knowledge is to reinforce personal experiences. Unless our personal experiences become part of the mental nervous system through cognition, they cannot be called knowledge.
- Helpful in solving problems
One of the purposes of knowledge is also to be helpful in solving problems. In the absence of knowledge, we are neither able to recognize the problems nor can we solve them. For example, the solution of educational problems is possible only with the knowledge related to education. Similarly, the solution to the problems of all areas is possible only with the knowledge of that particular area.
- History, culture and development of society
An important purpose of knowledge is to develop history, culture and society. History progresses, but a special kind of knowledge is necessary to understand history; For example, history existed before the development of archaeological knowledge, but history could not develop. Knowledge is important in the analysis of the facts of history. Culture is dependent on knowledge, without knowledge progress of culture is not possible. Development of culture related aspects like way of working, way of behaving etc. is an important objective of knowledge.
- Socio-economic and political analysis
Knowledge also plays an important role in social, political and economic analysis. It is helpful in analyzing different types of situations and in determining the quantum and direction of growth and development.
- Generation of Intellectual Property
Whatever man thinks, he tries to convert it into action, develops it and creates in the mind, which is considered as his mental property. The main purpose of knowledge is to develop this mental wealth in the form of wealth. Such mental assets are useful for the welfare of the whole society and remain established as individual mental assets.
- Formulation of principles and rules
From the information of each field, principles and rules are formed, which are formed through the process of generalization. Creating these principles and rules is an important task of knowledge. In this way, creating principles and rules and generalizing information and converting them into rules and principles is also an important objective of knowledge.
- Interpretation
Through knowledge, complexities can be decorated and their interpretation skills can be done. To observe, understand, and explain a process, event, or observation. Complexity and difficulty can only be explained through knowledge that can be understood.
- Development of proper working capacity
One of the aims of knowledge is to develop the ability to perform any task in an appropriate manner.
- Organizing Information
One of the important functions of knowledge is to organize information and give it a definite form. Information is scattered here and there. Knowledge itself receives them in a systematic order.
- Providing opportunities for mental development
Knowledge provides suitable opportunities for mental development. It creates conditions before our brain that develop mental abilities with the help of our intelligence; For example, our mental abilities keep on increasing due to arithmetic, reasoning and question-analysis etc.
- Creation of Suffixes
Any concept comes in front of us only because of knowledge. Concepts develop our understanding. These concepts are held throughout the society to serve the purpose of learning. The main purpose of knowledge is to form concepts related to all the important observations, facts and things.
Meaning of objective knowledge
Objectivity is the characteristic related to a study which is based on actual observation. When we do a study keeping away from our religion, caste, creed, faith and personal thoughts, then we call such study an objective study.
Social researcher collects material related to social events and facts. When the researcher sees the social facts and events as they really are, and while doing so, he keeps aside his views and viewpoints. Where does this type of study lead to actual objective knowledge.
According to Green, “objectivity is the willingness and ability to examine evidence objectively.”
characteristics of objectivity
The characteristics of objectivity are as follows-
- Objectivity is not a means of collecting material used in social research, but it is an end in itself.
- Objectivity is not a physical object, its form is abstract.
- Objectivity is concerned with the thoughts, feelings, attitudes, capabilities and abilities of the individual.
- Objectivity is that power with the help of which a person tries to show the events in their real form.
- Objectivity is the main element of scientific spirit.
Need for and importance of objectivity.
Objectivity is the most important element of social research. In the absence of this, it is not possible to make the research scientific, due to the following reasons, the need and importance of objectivity in social research-
- Unbiased Findings
The only purpose of editing social research is that the conclusions drawn should be unbiased. That is, this conclusion should not be influenced by the personal thoughts and views of the researcher. Objectivity is essential in the study to get an unbiased conclusion.
- Receipt of Basic Facts
Objectivity is necessary in social research even for the attainment of fundamental facts. For the facts obtained through the study to be considered as universal truth, it is necessary that objectivity should be given place in social research.
- Actual Study
When the same object or phenomenon is studied by different persons, then this study is called objective study. But when different conclusions are drawn after the same incident, it means that reality has been neglected in the study. Therefore, objectivity is essential in social research to bring reality in the phenomena and facts.
- For verification
The fundamental feature of science is that the conclusions drawn with its help should be true and along with that they can be tested and re-examined at any time. Objective study is scientific and methodical. Any objective study can be verified by repetition through certain rules and methods. Therefore, objectivity is very important to get definite and verifiable conclusions.
- Successful use of scientific method
Scientific methods are used in social research. There is no objective in the scientific method, until then that method cannot be called scientific. Therefore, it is necessary to have objectivity for the successful use of the scientific method.
Literal knowledge of contextual knowledge is knowledge based on evidences. When we recognize knowledge based on others’ experiences or observation, it is called Saksham. Evidence is verbal and knowledge is gained only by observation of others. For example, although we have not seen many places ourselves, yet when others describe them, we start believing in the existence of those places on the basis of the words spoken by him.
Contextual knowledge is based on concepts that are obtained through perception. Perception creates concepts in conscious origin and our knowledge which is based on these concepts is known as authentic knowledge. The knowledge obtained by sensory experience is considered the main source of empiricist, logical positivism, realist and scientific. For example, when the veracity of literal knowledge based on a fact is verified by observation, there is always a “no” concept, it is called relevant knowledge.
Interactive learning is learning that occurs through dialogue. An interactive theory of knowledge is based on the alter ego interaction, arguing that knowledge is constructed in association with the alter ego interaction. Dialogue theory brings communication to the center of the theory of knowledge. According to this conception of knowledge, “knowledge construction is an interactive or conversational endeavor”.
Interactive learning harnesses the power of conversation to stimulate and practice students’ thinking and advance their learning and understanding. The dialogue approach to classroom practice is compared to the monologue approach that dominates classroom practice in many of the world’s schools. Dialogic pedagogy states that testing of knowledge and understanding, analysis of ideology, and research involves research, rather than simply accepting one’s certainty as a belief.
Subjective lists the feelings and weaknesses that people impose on their particular attitudes and tolerances. The subjective view of knowledge and understanding can be contrasted with the objective realist view. Subjective data experience can be seen as a requirement of the common man. The more closely the subjective is observed, the more he interprets the former and the less, the more data he collects as he can. The objective approach gains a lot of emphasis because it can be shared by different people, but subjective knowledge is defined as knowledge that is possessed by the individual and to which no one else has access. Is.
A discipline of knowledge is a field of inquiry about the flow of events over time, the structures that characterize them, and some aspect of the physical world. A discipline of knowledge provides a lens through which to view the world. Through which a set of techniques or procedures are used to describe and explain various phenomena in a particular way, a discipline also provides a sense of community for people with a shared and special interest. Disciplinary boundaries on opposite sides of a discipline tend to be fluid and often join with other organizations and disciplines to form interdisciplinary areas and projects. Interdisciplinary in nature is an activity that involves a combination of two or more academic disciplines. This method is related to thinking of creating something new beyond the boundaries of different academic subjects. It is an organizational unit that deals with academic disciplines or schools of thought across traditional boundaries as new needs and professions emerge. Interdisciplinary is applied within education and training pedagogy to describe the study of one using methods and insights from several established disciplines or traditional fields of study.
End-subject knowledge is the range of knowledge that exists beyond or between existing academic disciplines or professions. New knowledge may be claimed by members of one or both, or by an emerging new academic discipline.
The interdisciplinary nature is related to integration. Integration literally means “to make whole”. In the context of the end-subject nature, integration is a process by which two or more subjects are synthesized. It is the integration of two or more disciplines with ideas, data and information through methods, tools, concepts, and/or theories.
An interdisciplinary knowledge or community is made up of people who belong to diverse disciplines and professions and people belonging to diverse disciplines and professions are those who are committed to the creation and application of knowledge as they rise to a public challenge. Work together with the stake as the different aspects of these challenges cannot be solved with the existing distributed knowledge.
The interdisciplinary nature of knowledge is very important because creativity often requires interdisciplinary knowledge. Immigrants often make important contributions to their new region. Disciplinarians often make errors that can be detected by people familiar with two or more disciplines or disciplines. Many intellectual, social, and behavioral problems require an interdisciplinary approach. By catering to the fragmented disciplines, the inter-disciplinary’s can play a key role in protecting academic freedom.
Meaning and Definitions of Discipline
In the traditional sense, discipline means controlled and ordered conduct. In simple words, discipline refers to the conduct that they display according to certain rules without any reasoning.
Modern educational thought does not accept the meaning of these traditional and literal derivations of discipline. Now discipline is taken in a very broad sense. Discipline does not mean behaving quietly and politely with teachers in the school without making any noise in the class, but such internal and external behavior which helps in the social, mental, physical and moral development of the student.
In the words of Prof. A.D. Muller – “The meaning of discipline is to prepare boys and girls for democracy”.
In the words of Prof. T.P. Nunn – “Discipline means arranging natural impulses and stimuli in such a way that efficiency and economy come in place of disorder and anarchy and end ineffectiveness and wastage.”
Concept of disciplinary knowledge and subjects
Discipline and subject are related to each other in the same way as a whole and a part. A discipline is made up of a whole range of knowledge about the world. That is why the discipline of science is made up of all those types of knowledge which are included in the field of science and this field is from astrology to physics to astrophysics. For example, subjects like language, philosophy, anthropology, history, geography, etc. are included in the arts discipline, these subjects come under the broad category of arts discipline.
The expansion and progress of the field of knowledge depends on various factors. In ancient times, knowledge used to be a complete and all-encompassing concept, under which all the disciplines came, but as the knowledge expanded, it became necessary to classify knowledge into different disciplines. The need was felt and the knowledge related to these different disciplines is called sub-disciplinary knowledge. This is one reason why a person who wants to study in a specific field does not need to study a wide range of complete knowledge. is divided into different disciplines. In ancient India, knowledge was divided into various disciplines. As philosophy, literature, astrologers/various disciplines progressed with time and the area of each discipline increased and hence the need was felt to further classify the disciplines, that is why philosophy was divided into philosophy and psychology and so forth Philosophy was divided into naturalism, behaviorism, idealism and other branches, in the same way psychology was divided into child psychology, education psychology and various other disciplines, this is the reason why new disciplines are still emerging.
Nature of disciplinary knowledge
Thus, the nature of disciplinary knowledge can be expressed in the following way –
- Discipline is the training of mind, conduct and attitude, unless there is a permanent change in the child’s thinking, attitude and behavior, it is not discipline.
- Refinement of basic instincts can be called discipline. In other words, it is discipline to control the animalistic tendencies in human beings and to communicate humanistic qualities in them.
- Discipline is the transformation of innate tendencies through desired habits.
- Another name for the freedom provided under the rules is discipline.
- Control over behavior and refinement of emotions is discipline. It is discipline to express emotions like anger, envy, malice, hatred etc. in a controlled and restrained manner.
- Discipline is called self-restraint and self-direction.
According to this, a person can control himself while expressing himself and can guide himself in the direction of how to behave, this is the nature of discipline.
The modern nature of discipline is a mix of fun and freedom. The real purpose of school discipline is to develop proper attitudes, habits and ideals of conduct in children through the social life of the school.
Specifically, there are three elements of a human being, the first – self-motivation, the second – the power of self-invitation and the third – social-appropriate conduct. Maintaining discipline in the school, awareness of social-appropriate behavior through our values, motivation to conduct them. Give. , it is possible to make them capable of maintaining control over themselves and rearing school children. When all the students motivate themselves and behave as instructed by the school and behave socially, then we can say that the instructed behavior of the school is good. Basically, there are different forms of instructions ranging from different approaches to conduct. On this basis, English scholar John Adam has divided three cars-
(1) suppressive
(2) effective
(3) emancipatory
In ancient times, most of the teachers used power to enforce their discipline. At that time, the principles of the doctrine were very strict, in which all children were forbidden to be fostered and the child who did not follow it was severely punished. Even today there is no dearth of such principles. Adam Sir has given oppressive instructions to depict the basic instincts, interests of such children. This form of discipline is associated with many defects-
(1) There is a fear of mutilation by giving more punishment, it causes both physical and mental damage.
(2) Suppressing personalization causes psychological knots in children and students lose their health.
(3) The fear of the stick does not generate unnatural motivation to behave humanly.
(4) In this instruction the students sit externally but their mind and brain are not stored.
(5) In this type of instruction, students operate the machine with impregnability, they do not develop the ability to work with the machine themselves and independently.
(6) Individual interests and strengths of students are not developed, they do not have leadership power and qualities. They work on puppet-like studies influenced by the slave spirit.
(7) Punishment is not valid in a democracy. Huxley (Huxley) is of the opinion – “If your goal is to establish a free and democratic society, then citizens should be taught the education of self-discipline and independent life.”
The definition of idealism is that the teacher should impress the children with his ideal moral personality and conduct and should treat them in such a way that they learn to be practical and behave in their ideal manner by imbibing their qualities. All the teachers in ancient India believed in this idea. In fact the Guru used to lead a lifestyle with restraint and used to impress his disciples by his knowledge, demeanor and demeanor. The disciples were also getting impressed by his knowledge and conduct and were moving towards a restrained life. Adam Sir has called this type of instruction effective instruction. Some of today’s scholars do not consider this instruction as good and argue in its argument-
(1) This preaching can be received only when the Gurus have an ideal life. Today there are no teachers with high ideals, nor are they respected in the society. In such a situation, the child is less influenced by the teacher.
(2) In this method, children learn everything good or bad influenced by the teacher. Such directions of truth cannot be obtained.
(3) There is an argument in the composition that by blindly imitating the gurus only the children develop emotion.
(4) The children influenced by the gurus remain in their original abode, but their personality does not develop.
(5) Our influence is not only influenced by circumstances, but also by our ideals.
(6) Behavior learned only by imitation cannot last a lifetime.
(7) To become an ideal, it is necessary to have an ideal in front of us.
Psychologists believe that in order to establish discipline, the child should be left free and they should be given full opportunities for development according to their basic instincts, strengths, interests and abilities, in that situation children behave properly. Naturalists Rousseau and Herbert Spencer are the exponents of this school of thought. Adam sir has given it the noun of emancipatory discipline. This ideology of Rousseau was only a reaction to the idealistic ideology. If the ancient ideology is at one limit, then the ideology of the other Russian is at the other limit. Both are impractical. Rousseau’s views cannot be called valid because-
(1) Giving complete freedom to the children means leaving them under the basic instincts and thus leaving them an opportunity to behave like animals.
(2) Discipline based on complete freedom makes children antisocial and rude.
(3) Rousseau used to talk about leaving the children completely on nature to achieve the initial stage.
(4) Rousseau used to talk about keeping the children away from the society by blaming the society. This idea is not meaningful.
(5) Rousseau has disregarded the society, he forgot that man is a social animal.
(6) Social qualities cannot be developed in a man by staying away from the society.
(7) This ideology related to discipline creates obstacles in its development by leaving man above nature. Emotion has no place in the punishment law of nature.
Importance of disciplinary knowledge in school
School discipline has been taken in a wider sense today. Broadly speaking, there are specialists who develop physical, mental, intellectual and moral values in children. It is related to both the intrinsic and the attractive. In internal discipline, the meaning of development of the soul is emphasized on self-discipline whereas in scientific discipline, emphasis is given on social discipline i.e. social discipline. In this context, John Dewey has an opinion. “The tasks which end in doing, doing those tasks with social and cooperative qualities, in their own form and inefficient instructions arise *” and doing these in a social and co-operative manner, is an innate discipline of its own kind and kind.)
Therefore, it can be said that today the meaning of discipline in the field of education is taken by the students from the educational conduct of the school and the socially acceptable conduct. But in any situation, the students of the school are not demoted nor forced to behave socially. Rather, today they are given such an environment that they reveal themselves to do everything, develop the power to think for themselves and act according to their will. This is called self-discipline. Today educationists consider it as a good discipline. In a democratic society, instruction is meant to prepare the life of children, help them to achieve ideals and help the individual to acquire conduct, knowledge, interest and strength. Basically, disciplined children behave in a socially acceptable manner at any place outside the school and school, while the children who teach in the school due to the fear of punishment create freedom to do something even on the fear of punishment.
Discipline is needed in schools as much as in sports and army. A little indiscipline of the army can put the nation in danger and due to the indiscipline of the player, defeat in the game is inevitable, similarly, due to the indiscipline of the schools, the environment of the school deteriorates. Students will display their mental dissatisfaction through disorderly behavior. As a result, vandalism of the school-building, using abusive words with classmates, fighting and misbehaving with teachers. School is the main means of providing formal education, this feeling will end.
Discipline has an important place in human, school and social life. Discipline is the symbol of order. Being disciplined of any person is not only a sign that that person has well-conducted and well-controlled his life, as well as it is also a symbol of the fact that he is able to maintain the order of the society by his regular and disciplined behavior. Also giving direct or indirect support. If discipline is present in the school environment then it will affect the whole environment of the school. The areas which are affected by good discipline are as follows-
(1) Good school administration
If there is order and discipline in the school, then it has a positive effect on the school administration because the administrator does not have to face many problems. Because of this his administration has been running smoothly. In an undisciplined environment, the administrator has to face many problems and the result is that he remains entangled in solving these problems and is able to pay less attention to the planning as an administrator and the school administrator must:- Shani: Neglect starts happening.
(2) Effective Classroom Teaching
The success and failure of teaching depends on the good atmosphere of the class. If the environment of the school or classroom remains disturbed and chaotic conditions exist in it, then it does not have a proper effect on classroom teaching. The students remain excited. Because of this, he is unable to concentrate in studies and the teachers remain upset. For this reason, instead of taking interest in teaching, he always concentrates on why the discipline of the school is deteriorating. Who are the students who are leading this and how can this discipline be improved? For this reason we can undoubtedly say that if the school administration is good then the academic activities going on in the classroom will also be effective.
(3) To give encouragement to proper behavior
Discipline is also very much from the point of view that by living in a disciplined environment a person learns the right ways to behave. Disciplined environment presents the school rules, expectations, values etc. in front of the students and which it expects the students to follow and by following them, the students learn the proper way of behaving. For this reason, it is right to believe that a person who disciplines himself, he himself learns the proper norms of behavior.
(4) Formation of Good Character
As just said, by being disciplined, the student learns proper ways of behaving. When a student imbibes acceptable ways of behaving, his character building takes place automatically. Discipline means to mold oneself according to the accepted ways of the society. When a person starts molding his thoughts, actions and behavior according to the society, then he follows the Samarg and by following the Samarg, he makes his character good.
(5) To Establish Harmonious Relations in School
Being disciplined means that every employee working in the school is following the same type of rules. No separate norms of behavior have been fixed for anyone, that is, all consider themselves to be an integral part of the same system, which results in the mutual relations of the workers working in it. A person who accepts the beliefs of a well-organized and disciplined environment knows what his position in the group is. How should he make relations with his younger ones and how should he make relations with his elders.
The smooth running of schools depends on discipline only. The meaning of ‘Smooth Operation’ is to maintain such a situation in the school, so that many activities of education and non-teaching activities go on smoothly. For this, the cooperation of administrators, teachers and students is needed. James Ross wrote that “Too much good order may be bad discipline, but true discipline is always to keep order with you.
(6) Favorable Influence on the Prestige of the School
The positive image of the school whose students, teachers, staff, headmaster follow discipline, remains in everyone’s mind and when there is a discussion about an undisciplined school, then the behavior of the students studying in the disciplined school in front of everyone is reflected in that school.
The purpose of science is to create scientific knowledge. Scientific knowledge refers to a generalized body of laws and principles to explain a phenomenon or behavior of interest that are acquired using the scientific method. Laws are observed patterns of phenomena or behaviors, whereas principles are systematic explanations of underlying phenomena or behaviors. For example, in physics, Newton’s laws of motion describe what happens when an object is at rest or in motion (Newton’s first law), what forces a stationary object to move or a moving object to stop. force is required (Newton’s second law), and what happens when two objects collide (Newton’s third law). Collectively, the three laws form the basis of classical mechanics—a theory of moving objects. Similarly, theory of optics explains the properties of light and how it behaves in different media, electromagnetic theory explains the properties of electricity and how it is generated, quantum mechanics explains the properties of subatomic particles. explains, and thermodynamics explains the properties of energy and mechanical. Work. An introductory college-level textbook in physics will probably have separate chapters devoted to each of these principles. Similar principles are also available in social sciences. For example, cognitive dissonance theory in psychology explains how people react when their observation of an event differs from their expectation about that event; general avoidance theory explains why some people choose to act unfairly or criminally. engage in behavior, such as illegally downloading music or creating software piracy, and the theory of planned behavior explains how people make conscious and rational choices in their everyday lives.
The goal of scientific research is to discover laws and to formulate principles that can explain natural or social phenomena, or in other words to build up scientific knowledge. It is important to understand that this knowledge may be incomplete or even far from the truth. Sometimes, there may not be a single universal truth, but rather a balance of “multiple truths”. We must understand that theories, on which scientific knowledge is based, are merely the explanation of a particular phenomenon suggested by a scientist. Thus, there can be good or bad interpretations, depending on the extent to which those interpretations fit with reality, and consequently, there can be good or bad theories. The progress of science is marked by our progress over time from bad theories to better ones,
We arrive at scientific laws or principles through a process of reasoning and evidence. Logic (theory) and evidence (observation) are the two, and only two, pillars on which scientific knowledge is based. In science, theory and observation are intertwined and one cannot exist without the other. Theories provide meaning and significance to what we observe, and observations help to validate or refine an existing theory or to build a new theory. Any other means of acquiring knowledge, such as faith or authority, cannot be considered science.
What is the nature of scientific knowledge?
The word science itself means knowledge. From what sources can we get what we call knowledge, whether from outside or from within our thought processes.
Perhaps we should first say what science cannot do. Science is not good at finding answers to existential questions. Questions about our situation that “Why?” Let’s start with it is not good to declare anything that cannot be physically perceived using our senses like sight, touch, hearing, taste and smell.
Science operates from a database of information derived from human sensory perception, and seeks to describe, measure, and explain how its discoveries fit together, operate, and play their part in the workings of the universe. It is not good to ask a scientist to explain, prove or disprove the matter of spiritual things such as God, religion, myths or supernatural matters.
You may ask, is psychology a science? Yes, since it deals with and analyzes the observed human behavior.
Importance and need of scientific knowledge
Today we are living in the scientific era. Science is visible all around us. As a result, today there is no such area of human life left, which has remained unaffected by the wonders of science. Apart from eating-drinking, getting up-sitting, writing-reading, travel, industry and fuel, art and literature are also influenced by science today. Increase in comforts and facilities through gradual victory over nature is the result of science. We can divide the importance and need of science in human life into the following heads-
- Development of the spirit of universalism
revolutionary inventions in the field of communication and transport; For example, due to rail, aeroplane, radio, television, telephone, etc., today the world has been reduced to one big family. Due to the availability of mutual contact and exchange, there has been a lot of change in the civilization, way of living and thinking of all the countries. In this way, science has played an important role in the development of international and world-fraternity.
- Development of means of power
Human existence and development depend on the resources of power. Electric power can be called the mother of development. Coke and petroleum are important fuels for power. Plans are being made to get electricity from water sources. Atomic and nuclear energy are being used today, but there is a possibility of the end of these natural resources, so the renewable source of solar energy is also being used. In the world, industries, businesses and factories are all being run by the means of this power. All this is possible only through science.
- Knowledge of Space
Space science has given human beings information about the solar system by entering space. Man’s arrival on the lunar floor is the most miraculous event of this era. The immediate benefit of this knowledge may not be visible, but it is an important role in interplanetary relationships. Apart from this, the advancement of meteorology through artificial satellites, accurate exploration of land wealth, successful experiments of television communication have definitely opened up huge possibilities for future development.
- Advances in Medicine
Continuous searches are being done to maintain the health of human beings. Everyday new scientific instruments and equipment are being invented, which are being successful in correct diagnosis and effective treatment of diseases. Many deadly diseases have been controlled. In this way, science is doing the work of making humans long-lived by solving the sufferings of humanity.
- Speed in industrial development
The present era is the era of factories where with the help of scientific machines life-useful things are being produced on a large scale. It is no longer possible to meet the demands of the growing population through human labor alone. It is the gift of science that by increasing production at a rapid pace, today things have become accessible even to ordinary people.
Traditional knowledge is the knowledge, information, skills and practices that are developed, maintained and transmitted from generation to generation within a community, often forming part of its cultural or spiritual identity.
Traditional knowledge can be found in a variety of contexts, including agricultural, scientific, technical, ecological and medicinal knowledge as well as knowledge related to biodiversity.
The source of traditional knowledge is
1- Legitimate knowledge passed down from generation to generation or primary that is part of the origin or heritage of the natives
2- Indigenous communities act as protectors or guardians for knowledge or practice
Importance of traditional knowledge
Traditional knowledge is the intellectual property of indigenous peoples that has been passed down through generations and is an integral part of their existence. It is their cultural heritage, customs, beliefs and knowledge systems passed down from generation to generation. For these births, knowledge is a deep part of their lives. This is true for nearly all indigenous peoples and is also true for other indigenous peoples of the world today. This means that their knowledge systems and the identities they promote, and practice are deeply rooted and need to be protected as they face threats from both inside and outside the colonizing countries.
Human rights defenders are calling on governments to support the protection of the cultural rights of indigenous peoples. It has been argued that traditional knowledge and the economies built upon it are under threat in many parts of the world today. Promoting traditional knowledge is one way different groups of people can ensure that their own cultural rights are protected. It is the key to the achievement of greater economic stability and better living standards for Indigenous peoples.
Traditional knowledge generally separates one community from another. In some communities, traditional knowledge takes on personal and spiritual meaning. Traditional knowledge may also reflect the interests of a community. Some communities depend on their traditional knowledge for survival. Traditional knowledge regarding the environment, such as taboos, proverbs and cosmological knowledge systems, can provide a conservation ethos for biodiversity conservation. This is especially true of traditional environmental knowledge, which refers to “location-based knowledge of the diversity and interactions between plant and animal species, landforms, watercourses, and other properties of the biophysical environment at a given location.” refers to a specific form.
Traditional knowledge is locally appropriate and specially adapted to the needs of local conditions. They have diversity in production mechanisms without excessive exploitation of a single resource. These are important for the well-being of local communities as well as for sustainable development. They have been developed to conserve and develop the biological diversity of their surroundings.
Traditional knowledge is generally associated with biological resources and is certainly an intangible component of such biological resource. By providing clues/leads to the development of useful practices and procedures in traditional knowledge for the benefit of mankind
Has the potential to be translated into business profit. Such leads save modern biotech and other industries time, money and investment in any research and product development. However, generally no benefits were shared with the local community who actually developed such traditional knowledge.
1- The need to preserve traditional knowledge
One of the biggest threats to biodiversity and related traditional knowledge is the growing bio-prospecting activities from ethnographers, pharmaceutical companies and others who want to profit from the rich biodiversity and traditional knowledge in indigenous areas. There are many reasons that indicate the need to protect indigenous traditional knowledge.
2- To improve the livelihood of indigenous communities possessing traditional knowledge
Traditional knowledge is a valuable asset to indigenous and local communities who depend on traditional knowledge for their livelihoods as well as to manage and exploit their local ecosystems in a sustainable manner.
3- To benefit the national economy
Traditional knowledge is very useful for developing innovative products with commercial acceptability. Therefore, it is necessary to improve the economy of economically developing countries like India.
4- To preserve the environment
The indigenous communities are intelligent and have made agriculture sustainable through their various traditional farming practices. Thus, we can say that, traditional knowledge can strike a balance between the environment and the need of mankind.
How to protect traditional knowledge?
Many people have described India as a rich country, where poor people live. This prosperity is due to our intellectual strengths, biodiversity, traditional knowledge, science and technology manpower and our institutions and a whole range of other attributes. However, our inability to generate wealth and social good from these resources has kept us poor.
For example, “The rich traditional knowledge of Kalarippayattu has remained with Kalari gurus with very limited scientific backing of oils, postures, techniques and health benefits. NEP 2020 seeks to bring back the focus on such rich Indian traditions. Indian knowledge system needs revival. NEP 2020 attempts to align traditional knowledge with scientific studies to validate what is mentioned in the Vedas, Puranas and other such knowledge repositories. In the present-day world of knowledge-based competition, Intellectual Property Rights will emerge as a major strategic tool, and India is far behind the rest of the world and continuing illiteracy in IPR will do us a lot of harm.
A massive thrust will be required to incorporate robust systems on IPR generation, its collection, documentation, valuation, protection and exploitation. Thus, mere documentation of traditional knowledge will not help in sharing the benefits arising out of the use of such knowledge unless it is supported by some strong mechanisms to protect the knowledge.
All the current protective measures adopted are with an economic objective in mind. However, we really need to protect traditional knowledge and transfer such knowledge to future generations, which will actually encourage innovation. We should adopt suitable methods to transfer such knowledge from one generation to another. This is possible only when we make it a part of our educational curriculum in our education system by classifying it under various heads like arts, medicine, technology, architecture etc. Such steps will be taken to start from the very beginning.
The knowledge of combined study of two or more subjects is called interdisciplinary knowledge. It is the knowledge of the adjusted subject. Under this, a person jointly acquires knowledge of two or more subjects simultaneously.
Interdisciplinary instruction emphasizes the use and integration of methods and analytical frameworks from more than one academic discipline to investigate a topic, issue, question, or topic. Interdisciplinary learning uses disciplinary approaches to investigate topics but goes beyond this: taking insights from a variety of relevant disciplines, synthesizing their contributions to understanding, and then combining these ideas into a more complete, and hopefully coherent, integrating into the framework of the analysis.
Interdisciplinary instruction develops a robust system of engaging and efficient holistic student experiences. Teachers can feel overwhelmed by the complexities and expectations of teaching when we think of each content area or academic area as a part of the teaching system.
By taking an interdisciplinary approach to teaching and learning, schools can – and should – integrate multiple academic areas. Interdisciplinary instruction supporting students’ diverse learning styles, diverse backgrounds, interests, talents, backgrounds, and values Working together to develop student knowledge, problem-solving skills, confidence, self-efficacy, and a passion for learning Depending on several material groups.
The focus on providing opportunities for interdisciplinary and project learning increases student engagement in learning, making a culture of student-directed learning the norm, not the exception. Shifting instruction and assessment from a slied content area to an interdisciplinary one will provide teachers and students with unique opportunities to explore learning that is both relevant and interesting to them – creating an environment that excites learners and sparks sustained curiosity Is. There are many different ways to provide students with a learning experience that includes knowledge and skills across a range of disciplines. Although none of these approaches are new, Maine DOE’s support of interdisciplinary learning better prepares our students to find an engaging and rewarding path.
(1) Brings together teachers, students and researchers of their (schools) for the purpose of gathering their ideas, their business or their techniques with the specific approach of interdisciplinary schools for the pursuit of a specific task.
(2) Interdisciplinary can also be put into practice in those areas in which due to the traditional disciplinary structure of research institutions, any subject has been neglected or presented in an inappropriate manner. For example, women’s education.
(3) The end subject approach is an important and challenging one for modern subjects. This approach generates a set of teachers and students.
Why is interdisciplinary education important?
Interdisciplinary Learning Helps Advance Critical Thinking and Cognitive Development – Interdisciplinary instruction helps students develop their cognitive abilities – the brain-based skills and mental processes that are needed to complete tasks. Alan Repko (2009) has identified several cognitive properties that promote interdisciplinary learning.
Acquire perspective-taking techniques (Blocher, Hines & Berger 1996) – the ability to understand multiple viewpoints on a given topic.
Students develop an appreciation of the difference between the specific rules of their discipline regarding how to approach a problem and the practical evidence. This leads to a comprehensive understanding of the issue under investigation.
Develop structural knowledge – both declarative knowledge (factual information) and procedural knowledge (process-based information). Each of these forms of knowledge is needed to solve complex problems. Thus, as students increase their knowledge construction abilities, teachers can engage them in conversations that deal with more complex issues.
Integrate conflicting insights from alternative subjects. Many disciplines attempt to understand similar or related problems, but each discipline adopts different systems of analysis and approaches to evaluating the feasibility of its insights. Achieving a clear understanding of problems inherent in multiple disciplines requires the ability to integrate ideas and this skill is enhanced by interdisciplinary education.
What is multidisciplinary education?
Multidisciplinary education means studying the same subject from the perspective of more than one subject. It is also called cross-disciplinary which achieves the purpose of crossing the boundary between disciplines.
Multidisciplinary Methodology is a method of curriculum integration that highlights the diverse perspectives that different disciplines can bring to portray any topic, subject, or issue. In a multidisciplinary curriculum, multiple subjects are used for the study of a single subject.
Multidisciplinary approach in education is a method of learning that takes different approaches to learning and main focus on different subjects to delineate any subject, concept or an issue. It covers a single concept through multiple perspectives from more than one discipline. It helps the students to gain perspective and knowledge from diverse universe.
Why is multidisciplinary education the need of the hour?
The world is changing rapidly in different directions. Many subjects are arising out of necessity and it is increasing with time. If a person today needs expertise in something unless he is able to sustain himself in today’s competitive environment with the help of a job, he will not only become bankrupt but will also hinder his progress in education. will arise. In such a situation, the best approach would be a multidisciplinary education where people would study different subjects, which would make it easier for them to get jobs as a result of plunging their tools into very different streams.
Another important reason for promoting multidisciplinary education is that it lays more emphasis on employability. There are many students who graduate from college with decent CGPA but do not have the required skills to get employed in a company. Employability is directly related to the knowledge that a student has about a particular subject. Increasing the knowledge of a person in a particular subject will not detract from it as the job descriptions of most of the companies today are multidimensional. This is where multidisciplinary education comes in.
Multidisciplinary education is important to move society in a direction that is both inclusive and progressive. The importance of which has been analyzed in the following contexts-
(1) Giving academic autonomy to the students
Today’s world lacks a creative environment where students can learn at their own pace. This gap is being filled by online education, but it can be further filled with the help of student autonomy. Giving students the freedom to study according to their interests is extremely important to foster creativity in students and help them come up with creative ideas that can shape the future. With multidisciplinary education, students can choose their favorite subjects, making them highly versed on those subjects, which in turn will help them become better learners.
(2) To develop a generation of continuous learners
Continuing education is a concept by which students keep updating themselves about the things they have learned even after graduation, even though they are not forced to do so by the curriculum. Continuous learning is a result of students maintaining interest in the subject being learned which can only happen if they are really invested in the same. A multidisciplinary curriculum will ensure that students only get to study what they love, making them want to learn more and more about it even after they graduate from college. This can potentially make a group of people lifelong learners which is extremely important in the 21st century.
(3) Helps in developing practical mindset
Multidisciplinary education is unique in that it can help students understand the power of new ideas. This can help in developing a pragmatic approach towards learning as they are given the freedom to choose which subjects they want to pursue and what are their potential benefits. This will give them time to make a decision based on the calculation of the risk and the benefits they get from it. Hence, it enables the students to carve their own path and make full use of their mental powers.
(4) Helps in developing important soft skills
Some of the most important soft skills needed in the 21st century are time management, problem-solving and decision-making skills. All of these can be easily promoted in a multidisciplinary curriculum because when you give autonomy to a student to choose what they want to study, they will inevitably be better problem solvers and decision makers with that task. The ones become because they have to decide fundamentally. His life changes at such a young age that he learns how much responsibility comes with it. Every decision taken after that point will be well thought out by that student and hence more rational.
BY : TEAM KALYAN INSTITUTE
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