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$: Biyani's Think Tankgurukpo.com/Content/B.Ed/Education_and_Emerging_Indian_Society.pdfBiyani's Think Tank Concept based notes f’k{kk ,oa mnh;eku Hkkjrh; lekt (Education and Emerging$
Biyani's Think Tank

Concept based notes

f’k{kk ,oa mnh;eku Hkkjrh; lekt

(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 B. Ed.College, Jaipur

2 fc;kuh fFkad Vsad

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 : [email protected] Website :www.gurukpo.com; www.biyanicolleges.org ISBN: 978-93-81254-92-9 Edition : 2011 Price : Leaser Type Setted by : Biyani College Printing Department

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.

f’k{kk ,oa mnh;eku Hkkjrh; lekt 3

Preface

I 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.

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

4 fc;kuh fFkad Vsad

Syllabus B.Ed. Paper-I


(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. The context inwhich various educational approacheshave evolved in India.

3. 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.

6. Role of education in changing Indian Society towards a new social order.

Course Content

Unit 1 :

1. Concept,nature and Meaning,aims and objectives of education.

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

3. 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 3. Pragmatism

Educational contribution of the following :

1. Jainism 2. Geeta 3. Buddhism

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. Universalisation of education

2. Equality of opportunities in education.

3. Educationand FundamentalRights and Duties.

4. Relationship betweeneducationand democracy.

5. 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 (20 Marks)

(1) One test of 10 marks.

(2) An essay of 10 marks onany one of the following :

1. Role of teacher toprepare students for responsible citizenship.

2. Inculcationof values inthe present systemof education.

3. Educationopportunities

4. Educationalopportunities

5. Universalization of Education

6. Educationand Culture

□ □ □

6 fc;kuh fFkad Vsad

Content

S. No. Name of Topic Page No.

1. f'k{kk dk lEizR;;] izÑfr vkSj vFkZ] y{; ,oa mn~ns';

Concept, Nature and Meaning, Aim and Objective of Education

8-19

2. f’k{kk ds :Ik & vkSipkfjd] vukSipkfjd o fujkSipkfjd

Forms of Education – Formal, Informal and Non-formal

20-21

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

Value and Aspiration of the Present Indian Society

22-24

4. lkaLd`frd fojklr ,ao vk/kqfud Hkkjrh; f’k{kk esa bldh vuq:Ikrk

Cultural Heritage and its relevance in the Modern Indian Society

25-28

5. f’k{kk dh Hkwfedk&vkn’kZokn] izd`frokn rFkk iz;kstuokn

Education Implication - Idealism, Naturalism & Pragmatism

29-37

6. f’k{kk esa ;ksxnku & tSu /keZ] xhrk] ckS} /keZ] johUnz ukFk VSxksj] ,e-

ds- xka/kh] Lokeh foosdkuUn] Jh vjfoUn ?kks"k

Educational Contribution – Janism, Geeta, Buddism, Ravindra Nath Tagore, M. K. Gandhi, Swami Vivekanand, Shri Aurbindo Ghosh

38-48

7. f'k{kk dk lkoZtfudj.k

Universalization of Education

49-54

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

Education Contribute in Democratic Society

55-57

9. jk"Vªh; ,drk esa f'k{kk dh Hkwfedk

Role of Education in National Integration

58-62


S. No. Name of Topic Page No.

10. 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 Indian Democracy

63-65

11. lkekftd ifjorZu esa f'k{kk dh Hkwfedk

Education of Social Change

66-68

12. lkekftd xfr'khyrk] lkaLÑfrd foyEcu] ySafxd vlekurk] {ks=h;

vlekurk

Social Mobility, Cultural lag, Gender Disparties, Regional Disparities

69-74

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

The Role of Educational Institution for creating New Social Orders

75-80

14. tula[;k f'k{kk

Population Educational

81-85

15. ikfjfLFkfrfd; vlarqyu

Ecoligical Imbalance

86-89

16. oS'ohdj.k

Globalization

90-91

lUnHkZ xzaFk 92-92

17. Unsolved Papers 93-100

□ □ □

8 fc;kuh fFkad Vsad

v/;k; - 1

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

Concept, Nature and Meaning, Aim and Objective of Education

Á- 1- f’k{kk ’kCn dk vFkZ Li"V dhft,A

Define the meaning of Education.

vFkok

f’k{kk dk vFkZ ifjHkkf"kr dhft,A

vFkok

f’k{kk dh ifjHkk"kk nhft,A

mÙkj- f’k{kk dk vFkZ (Meaning of Education) : *f’k{kk* 'kCn dk vaxzsth Hkk"kk esa i;kZ; 'kCn

,T;wds'ku gSA f'k{kk fonks ds vuqlkj ,T;wds'ku 'kCn dh O;qRifÙk ysfVu Hkk"kk ds

fuEufyf[kr 'kCnksa ls gqbZ ,MwdsVe] ,Mlh;j] ,Mwds;jA

,MwdsVe '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 ,Mwds;j (EDUCARE)dk vFkZ gS vkxs c<kuk ckgj

fudkyukA

f'k{kk dk 'kkfCnd vFkZ : f'k{kk 'kCn laLÑr dh *f'k{k* /kkrq ls cuk gSA ftldk vFkZ gS

lh[kuk rFkk Ásjd 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 ladqfpr vFkZ : bl vFkZ esa f'k{kk ek= vuqns'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 ladqfpr vFkkZs esa f'k{kk dk vFkZ gekjh 'kfDr;ksa ds fodkl vkSj lq/kkj ds fy;s

psruk iwoZd fd;s x;s Á;klksa ls fy;k tkrk gSA blesa ckyd dks dqN fo'ks"k vuqHko gh

Ánku fd;s tkrs gSA bl Ádkj dh f'k{kk ds vFkZ dks vkSj vf/kd Li"V djrs gq, dqN

fo}kuks us bl Ádkj f'k{kk dks ifjHkkf"kr fd;k gSA

1- ts- ,l- esdsUth ds vuqlkj] **ladqfpr vFkZ esa f'k{kk dk vfHkÁk; gekjh 'kfDr;ksa ds

fodkl vkSj mUufr ds fy;s psrukiwoZd fd;s x;s fdlh Hkh Á;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- th- ,p- FkkWelu ds vuqlkj] **f'k{kk ,d fo'ks"k Ádkj dk okrkoj.k gS ftldk ÁHkko

ckyd ds fpUru nf"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- Áks- Msªoj ds vuqlkj] **f'k{kk ,d ÁfØ;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 ÁfØ;k gS tks euq"; dks

vkUrfjd 'kfDr;ksa dk lokZxh.k fodkl djusa esa lgk;rk nsrh gSA mls fofHkUu Ádkj dh

ifjfLFkfr;ksa ls lkeUtL; djusa esa ;ksx nsrh gSA mls thou ,oa ukxfjdrk ds dÙkZO;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"Vª] 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 ftUgksaus vius fopkjksa ds vk/kkj ij

f'k{kk dh ifjHkk"kk,a bl Ádkj nh gS &

1- isLVk ykWth ds vuqlkj] **f'k{kk euq"; dh tUetkr 'kfDr;ksa dk LokHkkfod le:i

rFkk Áxfr'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**

10 fc;kuh fFkad Vsad

“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 Án'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 ÁfØ;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

Á- 2- **f'k{kk ekuo ds vuqHkoksa dh jpuk vkSj iqu% jpuk gS** & tkWu M~;wbZA

"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.

mÙkj tkWu Mhoh & tkWu Mhoh dk tUe 1859 esa gqvkA f'kdkxksa fo'ofo|ky;ksa esa n'kZu dk

v/;kiu fd;k mudh Áfl) iqLrd **MseksØslh ,.M ,twds'ku** esa f'k{kk lEcU/kh fopkjksa

dk mYys[k gSA os turkU=h; ewY;ksa dks ekuo laLÑfr esa loksZPp LFkku Ánku djrs FksaA

mudh iqLrd **ÝhMe ,.M dYpj** esa LorU=rk ds egRo dks Áfrikfnr fd;k x;k gSA

Mhoh Qyoknh fopkjd FksA f'k{kk ds mís'; dks Li"V djrs le; Hkh budk ;g

n`f"Vdks.k Li"V fn[kkbZ nsrk gSA buds vuqlkj] **f'k{kk dk mís'; ,slk okrkoj.k rS;kj

djuk gS ftles ckyd dks leLr ekuo tkfr dh lkekftd tkx`fr esa lfØ; 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

mUgksaus vuqHkoksa dk vuojr iqu%fuekZ.k ekuk gSA

Mhoh ds 'kCnksa esa & f'k{kk ij ckgj ds mís';ksa dks Fkksiuk f'k{kk dk vFkZ lekIr djuk

gksxkA muds vuqlkj f'k{kk ÁfØ;k ds nks vax gS & euksfoKku rFkk lektA euksfoKku


ckyd dh vfHk:fp;ksa rFkk vUr% Áo`fr;ksa ds v/;;u esa lgk;rk ig¡qpkrk gSA lekt ds

fo"k; esa mudk ekuuk gS fd tkrh; lkekftd thou esa fØ;k'khy jgrs gq, gh euq";

f'k{kk ÁkIr djrk gSA Mh- oh- ikB~;Øe esa fofHkUu fo"k;ksa dks ,d lw= esa ck¡/kdj ÁLrqr

djus ij cy nsrs gSA lkFk gh ikB~;Øeksa 'kSf{kd vuqHkoksa ,oa leL;kvksa ij vk/kkfjr

gksuk pkfg,A Mhoh us f'k{kd dks fujh{kd] lg;ksxh] vfHkÁsjd 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 Á;ksx ugh fd;k

tkuk pkfg,A

f'k{kk dks Á;kstuoknh Lo:i Ánku 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 Ánku fd;k x;k

gSA

Mh- oh- fo|ky; lEcU/kh ladYiuk bl Ádkj dh Fkh fd fo|ky; lekt ds y?kq:i

gksus pkfg,A ftlls ckydksa dks Hkkoh thou ds lHkh vuqHko ÁkIr 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 tSls& fo"k; dk vk/kkj Hkh Mhoh ds fopkjksa ls gh ÁkIr gksrk gSA f'k{k.k fof/k;ksa

dh nf"V ls Mhoh dk ;ksxnku vf/kd egRoiw.kZ gSA ÁkstDV fof/k Hkh mUgha ds fl)kUrksa

ij vk/kkfjr gSA

f'k{kk esa yksdrU=kRed O;oLFkk ds ;s Ácy leFkZd FksA

Á- 3- y{;] mís'; vkSj ewY; ls vki D;k le>rs gS\

What do you understand by Aim, Objective and Value?

vFkok

mís';] y{; rFkk ewY;ksa esa D;k lEcU/k gS\

What is the relationship between Aim, Objective and Value?

mÙkj- mís'; : mís'; lekt f'k{kk dh vk/kkjf'kyk gksrs gSA lekt esa ftl Ádkj dh f'k{kk

gksxh mlh Ádkj ds lekt dk fuekZ.k gksxkA blhfy;s bl ckr dk Á;Ru fd;k tkrk gS

fd f'k{kk ds mís'; 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 mís'; ij cy fn;kA mís'; 'kCn dh mRifÙk

mr $ fn'k $ ; 'kCnk'kksa ds ;ksx ls gqbZ gSA mr dk vFkZ gksrk gS Åij dh vkSj rFkk

fn'k dk vFkZ gksrk gS fn'kk fn[kkuk bl Ádkj mís'; 'kCn dk 'kkfCnd vFkZ gqvkA mPp

fn'kk fn[kkuk ;k mPp fn'kk dh vkSj ladsr djukA lkekU;r% mís';ksa dh iwfrZ

nh?kZdkyhu gksrh gSA

ifjHkk"kk,¡ : mís'; dks ifjHkkf"kr djus ds fy, dbZ fo}kuksa us viuh&viuh ifjHkk"kk,¡ nh

gSA ftuesa ls dqN Áeq[k ifjHkk"kk,¡ fuEufyf[kr gS&


1- tkWu fM;wch ds vuqlkj] **mís'; iwoZ fu;ksftr y{; gS tks fdlh fØ;k dks lapkfyr

djrk gSA ;k fØ;k djus ds fy;s Ásfjr djrk gSA**

2- fjofyu ds vuqlkj] **f'k{kk ,d lÁ;kstu rFkk uSfrd fØ;k gS blhfy;s ;g dYiuk

gh ugh dh tk ldrh fd ;g mís'; ghu gSA**

3- ek/;fed f'k{kk vk;ksx ds vuqlkj] **f'k{kk dk mís'; rduhdh Áf'k{k.k ds fy;s

foLr`r lqfo/kk Ánku djuk gksrk gSA**

y{; : y{; mís'; ls dgh vf/kd O;kid rFkk nwjxkeh gksrs gS budh ÁkfIr 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

ÁkIr 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- Mk- vkj- ,- 'kekZ dk dFku gS fd] **'kSf{kd y{; lkekU; dFku gksrs gSA budh

ÁÑfr nk'kZfud gksrh gSA blhfy;s budk Lo:i O;kid gksrk gSA ;g f'k{k.k dks

fn'kk Ánku ugha djrsA**

2- fjofyu ds vuqlkj] **f'k{kk lÁ;kstu rFkk uSfrd fØ;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 ÁHkkfor 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 Á;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 larqf"V djus okyh oLrq,¡ gSA bPNk dh

iwfrZ ls lq[k ÁkIr gksrk gSA blhfy;s lq[kkuqHkwfr esa ewY; dh vuqHkwfr gSA**

ge ns[krs gS fd ÁR;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- eqdthZ ds vuqlkj] **ewY; lekt }kjk ekU;rk ÁkIr os bPNk,s rFkk y{; gS

ftudk vUrjhdj.k lh[kus dh ÁfØ;k dh ekU;rk ls gksrk gS tks vkxs tkdj

O;fDrfu"B ÁkFkfedrk,¡] Lrj o vkdk{kk,¡ cu tkrh gSA**


ÁR;sd lekt dk lkspus dk utfj;k rFkk fpUru viuk gksrk gSA og vius fpUru o

fopkjksa ds vuqdwy 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 mís';ksa dk fu/kkZj.k gksrk gSA lekt o mlds

fpUru ij gh lekt ds y{;] ewY; vkSj mís'; 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 mís';

y{; o ewY; vkn'kZoknh f'k{kk ij vk/kkfjr gSA

Á- 4- f'k{kk dh ÁÑfr crkb;s\

Explain the Nature of Education?

vFkok

f'k{kk dh ifjHkk"kk nhft,A

Definition of Education.

mÙkj- isLVkykWth ds vuqlkj] **f'k{kk euq"; dh tUetkr 'kfDr;ksa dk LokHkkfod rFkk

Áxfr'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 Án'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

ÁfØ;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 ÁÑfr ns[kus dks feyrh gS %

1- vuojr ÁfØ;k : f'k{kk ,d vuojr ÁfØ;k gSA ftlesa euq"; thou i;ZUr f'k{kk

ÁkIr djrk jgrk gSA blesa euq"; ÁR;{k o vÁR;{k :i ls dqN u dqN lh[krk

jerks gSA


2- lkekftd ÁfØ;k : f'k{kk ,d lkekftd ÁfØ;k gSA blesa ekuo ds O;ogkj esa

ifjorZu vkSj f'k{kk nksuks gh lkekftd ÁfØ;k ds :i esa gksrh gSSA D;ksafd fcuk

lkekftd i;kZoj.k ds f'k{kk py gh ugh ldrhA

3- xfr'khy ÁfØ;k : lkekftd ifjorZu ds lkFk&lkFk f'k{kk esa Hkh ifjorZu gksrs jgrs

gSA f'k{kk ds mís'; ikB~;Øe] f'k{k.k fof/k vkfn esa vko';drkuqlkj ifjorZu gksrs gS

;g bldh xfr'khyrk dgykrh gSA

4- f}eq[kh ÁfØ;k : f'k{kk dh ÁÑfr nks ds e/; pyrh gSA f'k{kd vkSj f'k{kkFkhZ f'k{kd

ÁHkkfor djrk gS vkSj f'k{kkFkhZ mlls ÁHkkfor gksrk gSA blhfy;s ;g nks eq[kh ÁfØ;k

gSA

5- fodkl dh ÁfØ;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 laLÑfr o lH;rk dk fodkl gksrk gSA

6- f=eq[kh ÁfØ;k : f'k{kk dh ÁfØ;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~;Øe vyx&vyx gksrk

gSA

7- lokZxh.k fodkl dh ÁfØ;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 ÁfØ;k : ckyd ds lokZxha.k fodkl ds fy;s lek;kstu djuk Hkh

vko';d gS blhfy;s f'k{kk lek;kstu dh ÁfØ;k gSA

bu lc f'k{kk dh ÁÑfr ds vykok dqN f'k{kk dh ÁÑfr vkSj Hkh gS ftls ge bl Ádkj

ls le> ldrs gSA

f'k{kk dh ÁÑfr

Nature of Education

f}eq[kh ÁfØ;k O;ogkj ifjorZu dh ÁfØ;k

Bipolar Process Process of Behaviour Modification

f=eq[kh ÁfØ;k oSKkfud ÁÑfr

Tripler Process Scientific Nature

f'k{kk dh lkekftd ÁÑfr lrr~ ÁfØ;k ds :i esa

Social Nature of Education Condition Process Continues

f'k{kk dh ÁÑfr


bl Ádkj ls f'k{kk dh ÁÑfr esa miq;ZDr leLr fcUnqvksa dk Hkh lekos'k fd;k tk

ldrk gSA

Á- 5- f'k{kk ds lEÁR;; 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.

mÙkj- f'k{kk dk vo/kkj.kk : f'k{kk dk ekuo thou esa cgqr egRo gSA f'k{kk ekuo dks ,d

lkekftd Ák.kh cukdj lkaLÑfrd /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 dÙkZO;ksa dk ikyu djrs gq,

jk"Vª ds fodkl esa lfØ; ;ksxnku nsrk gSA D;ksafd ekuo dk thou vusd Ádkj ds

okrkoj.k ls gksdj xqtjrk gSA f'k{kk mldks okrkoj.k ds lkFk lek;kstu djus dh

{kerk Ánku djrh gSA lkFk gh okrkoj.k esa viuh lqfo/kkuqlkj ifjorZu djus dh {kerk

Ánku 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;ksafd 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 Áf'k{k.k vkSj okrkoj.k ds vuqlkj fØ;k ,oa ÁfrfØ;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 larqfyr

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 ÁfØ;k gS : euq"; ds vius thou esa vusd

Ádkj 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 Átkfr dh vk/;kfRed lEifr ds lkFk O;fDr dk Ñfed

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 ÁfØ;k gS : f'k{kk vko';d :i ls lkekftd

ÁfØ;k gS tks O;fDr dks lkekftd :i Ánku 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 Á;Ru

blh fn'kk esa gksrk gS fd O;fDr lekt dk ,d vkn'kZ vax cusA

czkÅu dk dFku gS fd& **f'k{kk pSrU; :i esa ,d fu;fU=r ÁfØ;k gSA ftlds }kjk

O;fDr ds O;ogkj esa ifjorZu fd;s tkrs gS rFkk O;fDr ds }kjk lekt essaA**

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

Á- 6- f'k{kk dk D;k egRo gSa\

What is the importance of Education?

vFkok


f'k{kk ds D;k dk;Z gSS\

What is the function of Education?

mÙkj- usg: ds 'kCnksa esa & **f'k{kk ls larqfyr ekuo dk fodkl djus vkSj ckydks dks lekt

ds fy;s ykHkÁn 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 Ádkj 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

Mk- jk/kkÑ".ku ds 'kCnksa esa& **pfj= HkkX; gSA pfj= og oLrq gS ftl ij jk"Vª ds

HkkX; dk fuekZ.k gksrk gSA rqPN pfj= okys euq"; jk"Vª 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 ÁdV 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 laLÑfr dk laj{k.k (Preservation of Culture and Civilization) :

ÁR;sd lekt dh viuh fof'k"V laLÑfr 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 Áo`fÙk;ks dk fu;a=.k ekxkZUrhdj.k ,oa 'kks/ku (Control Redirection and

Sublimations of Instincts) : ÁR;sd ckyd esa dqN tUetkr Áo`fr;k gksrh gSA

tSls& ftKklk vkReÁn'kZu lkewfgd thou vkfn tks euq"; ds thou esa lnSo cuh

jgrh gSA f'k{kk dk ;g dk;Z gS fd og Áo`fÙk;ksa dks fu;a=.k djuk fl[kk,A mudh

'kfDr dks mfpr fn'kk dh vksj funsZf'kr djsA


Msfu;y oscLVj] **f'k{kk ds }kjk Hkkoukvksa dks vuq'kkflr] vkosxksa dks fu;af=r vkSj

vPNh Ásj.kkvksa dks ÁksRlkgu fd;k tkuk pkfg,A**

4- jktuhfrd ,oa jk"Vªh; lqj{kk (Political and National Security) : f'k{kk dk Áeq[k

dk;Z O;fDr;ksa dks lqj{kk ds fy;s rS;kj djuk gSA

,p- eSu ds vuqlkj & **dsoy f'k{kk ls gh gekjh jktuhfrd lqj{kk lEHko gSA**

5- 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 mís';ksa ds lkFk&lkFk lekt ds dY;k.k] Áxfr vkSj lq/kkj esa :fp

dk iqf"ir gksuk ik;k tkrk gSA

6- 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 Ádkj dh lkekftd

fØ;kvksa esa Hkkx ys rFkk mlesa Áse] n;k] lgu'khyrk] lgkuqHkwfr] lg;ksx] ijksijdkj

vkfn ds lkekftd xq.k lgt :i esa gks fodflr gks tk,A

7- O;Ld thou dh rS;kjh (Preparation for Adult Life) : feYVu ds 'kCnksa esa& **eSa

iw.kZ f'k{kk mlh dks dgrk gw¡ tks euq"; dks 'kkafr vkSj ;q) ds le; O;fDrxr vkSj

lkoZtfud nksuks Ádkj 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 Áxfr'khy fodkl (Progressive Development of Innate

Power) : Áfl) f'k{kk 'kkL=h isLVksykWth dk dFku gS fd& **f'k{kk euq"; dh

tUetkr 'kfDr;ksa dk LoHkkfod] lkEtL;iw.kZ vkSj Áxfr'khy fodkl gSA**

9- larqfyr 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 larqfyr fodkl fd;k tkuk pkfg,A

Á- 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{kk ds y{; ds :i esa *vkRekfHkO;fDr* rFkk *vkRekuqHkwfr* ls vki D;k le>rs gS\


What do you mean Self Realization and Self Expression as Aim of Education?

mÙkj- f'k{kk ds vusd mís'; gSSA ;s mís'; ns'k dky ifjfLFkfr ds vuqlkj ifjofrZr gksrs jgrs

gSA f'k{kk ds oS;fDrd mís';ksa ds vUrxZr vkRekuqHkwfr rFkk vkRekfHkO;fDr ds mís';ksa dk

LFkku gSA

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

vkRekfHkO;fDr esa lQyrk vkSj LorU=rk nsuk gSA nwljs 'kCnksa esa f'k{kk }kjk ckydksa dh

ewy Áo`fÙk;ksa dk fodkl bl Ádkj djuk pkfg, fd os mudks LorU= :i ls O;Dr dj

ldsA vkRekfHkO;fDr ds mís'; ds i{k ds :i esa fuEufyf[kr rdZ fn;s x;s gS %

1- ewy Áo`fÙk;k¡ tUetkr gksrh gSA O;fDr dks bUgsa ÁkIr djus dk tUekf/kdkj gSA

2- ewy Áo`fr;ksa ds neu ls ckyd vijk/k Áo`fr dh vksj vkÑ"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 Áo`fÙk;ksa

dks O;Dr djus dk volj Ánku 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 loksZPp 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 mís'; ds vuqlkj ckyd ds xq.kksa rFkk fodkl dh lEHkkoukvksa dk irk yxkdj mls

lqlkekftd ukxfjd cukuk gSA

vkRekuqHkwfr ds mís'; ds ckjs esa fuEu rdZ fn;s tkrs gSA

1- ;g mís'; pkfjf=d fodkl esa ;ksx nsrk gSA

2- ;g cqjh Áo`fÙk;ksa dks NksMdj vPNh fn'kk esa ys tkus dk dk;Z djrk gSA

3- ;g mís'; ckyd dh ik'kfod Áo`fÙk;ksa dk 'kks/ku rFkk ekxkZUrhdj.k djds mlesa

ekuoh; xq.kksa dk fodkl djrk gSA

□ □ □


v/;k; - 2

f’k{kk ds :Ik & vkSipkfjd] vukSipkfjd o fujkSipkfjd

Forms of Education – Formal, Informal and Non-formal

Á- 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.

mÙkj- 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 fØ;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 ÁHkkfor djrs gSA lHkh 'kSf{kd lk/ku ckyd ds orZeku vkSj Hkfo"; dks laokjus

dk Á;Ru djrs gSA

'kSf{kd lk/kuksa dh vko';drk,a : f'k{kk dk mís'; 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;ksa] ukVd] iqLrdky;] Vsyhfotu vkfn ds ek/;e ls f'k{kk ÁkIr djrk gSA

lekt dh mUufr f'k{kk ij vkfJr gSA ÁR;sd O;fDr viuh vkus okyh larku dks lkjs

vuqHko] ijEijk,¡] fopkj] jhfr&fjokt vkfn Ánku djrk gSA tks viuh /kjksgj ds :i esa

ÁkIr fd;s tkrs gSaA budh ÁkfIr ds fy;s f'k{kk ds vusd Ádkj ds lk/kuksa dh

vko';drk iM+rh gSA blhfy;s bu lHkh lk/kuksa dk Á;ksx djds ge vPNh ls vPNh

f'k{kk ÁkIr dj ldrs gSA vkSipkfjd vukSipkfjd rFkk fujkSipkfjd f'k{kk esa vUrj bl

Ádkj gSA


vkSipkfjd f'k{kk vukSipkfjd f'k{kk fujkSipkfjd f'k{kk

1- ;g f'k{kk vius mís';ksa dh

ÁkfIr ds fy;s leku ,oa

lqn< dk;ZØe }kjk nh tkrh

gSA

;g f'k{kk vkdfLed

vUr%fØ;k }kjk ÁkIr gksrh gSA

blesa igys ls gh dk;Z ;kstuk

dh vko';drk ugha gksrhA

blesa laxfBr ,oa fof/kor

Á;kl dh t:jr gksrh

gSA blesa vf/kd

yphykiu ik;k tkrk gSA

2- vkSipkfjd f'k{kk ds dk;ZØe

y{; vk/kkfjr gksrs gSA

blesa vkdfLed dk;ZØe gksus

ds dkj.k y{; vk/kkfjr ugha

gks ikrs gSA

blesa f'k{kk lEcU/kh

dk;ZØe Hkh y{;

vk/kkfjr ugha gksrs gSA

3- ckyd ds vkpj.k dks

ifjofrZr djus ds ;s

O;ofLFkr lk/ku gSA

blesa ckyd ds vkpj.k dks

vÁR;{k :i ls ifjofrZr

fd;k tkrk gSA

blesa ,slk Kku fn;k

tkrk gS tks mlds

okLrfod thou dks

ifjofrZr dj ldsA

4- ;g f'k{kk] fo|ky;ksa]

egkfo|ky; rFkk

fo'ofo|ky;ksa esa vyx&

vyx fo"k;ksa esa rFkk

vuq'kkklu ls nh tkrh gSA

;g f'k{kk lkekftd]

lkaLÑfrd fØ;kvksa ds ek/;e

ls nh tkrh gSaA

;g f'k{kk yksxksa dh

vko';& drkvksa rFkk

mudh leL;kvksa dks

/;ku esa j[kdj nh tkrh

gSSA

5- vkSipkfjd f'k{kk dk y{;

fofHkUu inksa dh vko';drk

dh iwfrZ djuk gksrk gSA

bldk eq[; y{;ksa O;fDr dks

f'kf{kr djuk o gksdj vyx

gh gksrk gSA

bl f'k{kk dk y{;

O;fDr esa mudh - - -

6- vkSipkfjd f'k{kk ,d

fu/kkZfjr le; lkj.kh ds

vuqlkj nh tkrh gSA

blesa dksbZ Hkh le; fu/kkZfjr

ugh gksrk gSA

blesa fo|kfFkZ;ksa dh

lqfo/kk& uqlkj f'k{kk nh

tkrh gSA

7- blesa f'k{kk dh vof/k

lkekU;r% vf/kd gksrh gSA

blesa dksbZ vof/k ugha gksrh

gSA

bldh vof/k vkSipkfjd

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

Á- 1- orZeku Hkkjrh; lekt ds ewY; rFkk vkdka{kk,s D;k gS\ f'k{kk budks ÁkIr 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.

mÙkj- ewY; : ÁR;sd ns'k o lekt ds vyx&vyx ewY; gksrs gSA ÁR;sd lekt ds ewY;ksa dk

fuekZ.k mldh Ákphu lH;rk o laLÑfr ds vk/kkj ij gksrk gSA orZeku Hkkjrh; lekt

ds ewY;ksa dk fuekZ.k Hkh Ákphu 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] lkaLÑfrd vk/kkj ;k i`"BHkwfe gksrh gSA blhfy;s ÁR;sd lekt ds ewY;ksa esa Hkh

gesa fHkUurk ns[kus dks feyrh gSA

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 lkaLÑfrd gS tks fd lkaLÑfrd 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 ¼fopkj] vuqHko] fØ;k½ 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 LohÑr ugha gksrh

tcfd ewY; lekt ls LohÑr gksrs gSA vkdka{kk,¡ tc LohÑr 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 igq¡puk rks pkgrs gS] mu ij igq¡pusa dh gekjh bPNk rks jgrh gS] ij

lkekU;r% os ÁkIr ugha gksrh D;ksafd 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- usr`Ro dh Hkkouk

7- laLÑfr dh lqj{kk

8- jk"Vªh;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

4- Hkkr`Ro ij vk/kkfjr lekt

3- lkekftd vkdka{kk,¡ : blesa vfUr lÙkk turk esa fufgr gks turk dk turk ds fy;s

'kklu gksA

4- vkfFkZd vkdka{kk,¡ : vkfFkZd O;oLFkk bl Ádkj pys fd ftlls /ku o mRiknu ds

lk/kuksa dk dsUæhdj.k u gksA

Jfedks ds fy;s mfpr osru] f'k"V thou Lrj] vodk'k rFkk lkekftd vkSj

lkaLÑfrd volj ÁkIr gksA

5- /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

6- '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;

f’k{kk esa bldh vuq:Ikrk

Cultural Heritage and its relevance in the Modern Indian Society

Á- 1- laLÑfr dk D;k vFkZ gS\

What is the meaning of Culture?

vFkok

laLÑfr ds vFkZ dks ifjHkkf"kr dhft,A

Define the meaning of Culture.

mÙkj- fdlh Hkh jk"Vª ds fy;s laLÑfr mldk egRoiw.kZ vk/kkj gS laLÑfr ls gh jk"Vª dk mn;

vkSj vLr gksrk gSA laLÑfr fdlh Hkh ns'k ;k tkfr dh vkRek gksrh gSA ekuo ,d

lkekftd Ák.kh gSA blhfy;s mldh laLÑfr dk fodkl Hkh lkekftd o lkewfgd :i

esa gksrk gSA blhfy;s laLÑfr fdlh ,d O;fDr ds Á;Ruksa dk ifj.kke ugh gksrh gSA

laLÑfr dk vFkZ : laLÑfr og lexz tfVyrk gS ftlesa Kku] fo'okl] dyk] vkpkj]

dkuwu] ÁFkk vkSj ,slh gh vU; {kerkvksa vkSj vknrksa dk lekos'k gS tks euq"; lekt dk

lnL; gksus ds ukrs ÁkIr djrk gSA

1- Vk;yj ds vuqlkj] **laLÑfr ,d ,slh tfVy lexz gS ftlesa Kku] fo'okl] dyk]

uSfrdrk] ÁFkk ,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] **laLÑfr euq"; dh Ñfr gS rFkk ,d lk/ku gS ftlds }kjk

og vius y{;ksa dh ÁkfIr djrk gSA**

“Culture is the handiwork of man and the medium through which the achiever his ends.” - Malinovski

3- bZ- oh- Mh- jkcVhZ ds vuqlkj] **laLÑfr fopkj ,oa Kku nksuks O;ogkfjd ,oa

lS)kfUrd dk lewg gS tks dsoy euq"; ds ikl gh gks ldrk gSSA**

“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] **laLÑfr gekjs thouØeksa] fpUru&i)fr;ksa] nSfud lEidkZs]

dyk] lkfgR;] /keZ] euksjatu] fouksn vkfn esa gekjh ÁÑfr 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] **laLÑfr euq"; }kjk Lo;a dks vius i;kZoj.k ds lkFk

vuqdwfyr djus ,oa vius thou ds <axks dks mUur djus ds Á;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 laLÑfr 'kCn dk fof'k"V vFkZ esa Á;ksx fd;k

tkrk gSA laLÑfr ds vFkZ esa vko';d rRo ;g gS fd euq"; }kjk lekt ds lnL;

ds :i esa vftZr dh tkrh gSA laLÑfr ds }kjk gh euq"; fopkj Kku O;ogkfjd o

lS)kfUrd nksuks rjg ls lh[krk gS tks dsoy euq"; ds ikl gh gSA

Á- 2- Hkkjrh; lkaLÑfrd fojklr vkSj f'k{kk dh laf{kIr foospuk dhft,A

Describe in brief Indian Culture Heritage and Education.

vFkok

Hkkjrh; lkaLÑfrd fojklr ds Áeq[k rRo dkSu&ls gS\ gekjh Hkkjrh; lkaLÑfrd

fojklr dk f'k{kk ij ÁHkko 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?

mÙkj- Hkkjrh; lkaLÑfrd fojklr vkSj f'k{kk : Hkkjrh; Álax esa f'k{kk }kjk fodkl esa

vk/;kfRed i{k ij fo'ks"k cy fn;k gSA D;ksafd 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

Ýkscsy ds vuqlkj] **f'k{kk og ÁfØ;k gS ftlds }kjk ckyd viuh vkUrfjd 'kfDr;ksa

dks ckgj dh vksj ÁdV 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 djsa] eu

vkSj bfUæ;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 Áoh.krk mifLFkr D;ksa u gksa og f'k{kk ugha gSA**

vjfoUn ds vuqlkj] **tks f'k{kk dsoy Kku Ánku 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 lÙkk ls ;ksx djkrh gSA**

Hkkjrh; lkaLÑfrd fojklr ds Áeq[k rRo %

1- vk/;kfRed : Hkkjrh; laLÑfr dh vk/;kfRedrk dks nwljs :i esa Hkh ns[kk tk ldrk

gSA D;ksafd fdlh Hkh jk"Vª dh laLÑfr mlds vk/;kfRed fopkjksa ls tkuh tkrh gSA

vk/;kfRed fopkj tSls gksaxs tkfr] laLÑfr ds bfrgkl esa mruh gh vf/kd Å¡ph

vkSj egRoiw.kZ gksrh gSA

2- /kkfeZd 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 Ádkj Hkkjrh; /kkfeZd lfg".kqrk dh tM+ esa lHkh /kekZs dh rkfRod ,drk esa

vkLFkk ik;h tkrh gSA

3- /keZ Á/kku : Hkkjrh; laLÑfr 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- vuqdwyu dh 'kfDr : ftu yksxksa esa 'kfDr ugha gksrh os ifjfLFkfr;ksa }kjk nck fn;sa

tkrs gSA Hkkjrh; laLÑfr vkt Hkh thfor gSA ;g bl ckr dk Áek.k gS fd blesa

vU; ns'kksa dh lH;rk vkSj laLÑfr;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; laLÑfr lnSo ifjfLFkfr;ksa dks vius vuqdwy gh cukrh x;hA

5- leUo;'khyrk : Hkkjrh; laLÑfr ges'kk ls gh leUo; dh leFkZd jgh gSA vk;Z

Hkkjrh; laLÑfr ds fuekZrk FksA vk;ksZ us Hkkjrh; laLÑfr dks ,slk yphyk :i fn;k

ftlls fd gj u;h laLÑfr mlesa fey ldsA fgUnw laLÑfr us cgqr lh laLÑfr;ksa


dks vius vUnj feykdj viuh 'kfDr c<+kbZ gSA bLyke Hkh Hkkjrh; laLÑfr dh

leUo; ls vNwrk u jg ldk ml ij Hkh Hkkjrh; laLÑfr dk cgqr ÁHkko iMkA

6- fpUru dh Lora=rk : fpUru ds {ks= esa LorU=rk dk gksuk cMk vko';d gS D;ksafd

fdlh Hkh ns'k dh laLÑfr dk fuekZ.k ml ns'k ds fopkjksa ds fpUru ij gh vk/kkfjr

gksrk gSA Hkkjr esa ÁR;sd O;fDr dks lkspus dk vf/kdkj feyk gqvk gSA ;gh dkj.k gS

fd ;gk¡ ij cgqr ls /keZ n'kZu vkSj lEÁnk; ,d nwljs ds lkFk Qys Qwys fQj Hkh

muesa fdlh rjg dk eueqVko ;k ruko ugh ik;k x;kA

7- O;kid n`f"Vdks.k : Hkkjrh; laLÑfr dk n`f"Vdks.k dHkh Hkh ,adkxh ugh jgk gSA

Hkkjrh; laLÑfr 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 gqbZA Li"V gS fd

Hkkjrh; laLÑfr dk n`f"Vdks.k O;kid jgk gSA

8- Hkkjrh; laLÑfr dh Ákphurk : Hkkjrh; laLÑfr vkSj lH;rk cgqr gh Ákphu lH;rk

gS ftl le; nwljs ns'kksa dh lH;rk,sa vkSj laLÑfr;ka ?kqVuksa ds cy py jgh Fkh ml

le; Hkkjrh; laLÑfr ;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; laLÑfr vusdrk esa ,drk dh i{kikrh jgh gSA d'ehj

ls ysdj dU;kdqekjh rd vkSj lkSjk"Vª ls ysdj vklke rd lkjk Hkkjr ,d gh

lkaLÑfrd 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 Áse fo'ocU/kqRo vkSj mnkjrk ds :i esa fn[kkbZ iMrh

gSA

mijksDr foospuk ls Li"V gS fd Hkkjrh; laLÑfr esa mlds ekSfyd rRo fo'ks"krk,¡ mlds

yEcs fodkl ds bfrgkl esa lnSo gh ns[kh tk ldrh gSSA

□ □ □


v/;k; - 5

f’k{kk dh Hkwfedk&vkn’kZokn] izd`frokn rFkk iz;kstuokn

Education Implication - Idealism, Naturalism & Pragmatism

Á- 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?

mÙkj- vkn'kZoknh fopkj/kkjk ds vuqlkj euq"; dks ln~fopkjkas] 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 Á/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 Ádkj ls ifjHkkf"kr

fd;k gSA dqN nk'kZfudksa dh Áeq[k ifjHkk"kk,a fuEu Ádkj 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**

Mwcsdj 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 loZJs"B Ák.kh

4- vkRekuqHkwfr gh ekuo thou dk vfUre y{;

5- vk/;kfRed ewY;ksa dk egÙo

6- vk/;kfRed 'kfDr ds }kjk gh czãk.M dk fuekZ.k

7- vkRek rFkk ijekRek

8- fofHkUurk esa ,drk

9- iq:"kkFkkZsa dh ÁkfIr

mi;qZDr ifjHkk"kk ls RkFkk fl)kUrksa ls Li"V gS fd vkn'kZokn esa vfUre lÙkk vk/;kfRed

lÙkk gSA

Á- 2- Á;kstuokn ls vki D;k le>rs gS\ dqN ifjHkk"kk,a nhft,A

What do you mean by Naturalism? Give some definition.

vFkok

ÁÑfroknh dh D;k fo'ks"krk,a gS\

What is the characteristic of Naturalism?

vFkok

ÁÑfrokn ds D;k mís'; gS\

What is the objective of Naturalism?

mÙkj- ÁÑfrokn dk vFkZ % ÁÑfroknh n'kZu HkkSfrd n'kZu gSA tks bl l`f"V dh jpuk ds fy;s

ÁÑfr dks mÙkjnk;h ekurk gSA bl czãk.M ds lHkh rRo ftudh jpuk esa euq"; dk

dksbZ ;ksxnku ugh gksrk gS ÁÑfr dgykrh gSA ÁÑfroknh n'kZu Hkh Ákphu n'kZu gSA bl

n'kZu dk vk/kkj ÁÑfr gh gSA blesa ÁÑfr ds vuqlkj gh f'k{kk ÁkIr dh tkuh pkfg,A

ÁÑfrokfn;ksa us Lo;a djds fl[kkuk vkSj LokuqHko }kjk lh[kua dks gh egÙoiw.kZ vk/kkj

ekuk gSA


ÁÑfrokn dh ifjHkk"kk,a %

FkkWel vkSj ySax ds vuqlkj & **ÁÑfrokn 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 & **ÁÑfrokn og rRo ehekalk gS tks ÁÑfr dks gh iw.kZ okLrfodrk

;k lÙkk ekurk gS o vÁkÑfrd rFkk vykSfdd rRo dks Lohdkj ugh djrkA**

iSjh ds vuqlkj & **ÁÑfrokn 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 & **ÁÑfrokn og fl)kUr gS tks ÁÑfr inkFkZ ds v/khu djrk gS

vkSj vifjorZu fu;eksa dks lokZsPprk Ánku djrk gSA**

fofy;e bZ- gkfdax ds vuqlkj & **ÁÑfrokn vk/;kRe'kkL= dk izdkj gS tks izd`fr dks

lEiw.kZ lnoLrq og ekurk gS vFkkZr og tks dqN vfrÁkÑfrd vFkok ikjykSfdd gSA

mldk fu"ks/k djrk gSA**

ÁÑfroknh f'k{kk ds mís'; ;k fo'ks"krk,a %

1- ÁÑfr ds vuqlkj f'k{kk

2- ckyd f'k{kk dk dsUæ fcUnq

3- ÁÑfr dh vksj yksVksa

4- fodkl dh voLFkk esa fHkUurk,¡

5- ckyd dh LorU=rk ij cy

6- f'k{kk esa euksfoKku dh yksdfÁ;rk

7- bfUæ;ksa dk Áf'k{k.k vko';d

8- lg f'k{kk ij cy

9- vkRej{k.k ;k vkRekfHkR;u

mi;ZqDr ifjHkk"kk rFkk mís'; ls Li"V gksrk gS fd ckyd ÁÑfr ds }kjk tk dqN Hkh

lah[krk gS ;k vuqHko djrk gS og lc blds vUrxZr vkrk gSA ÁÑfrokn esa ckyd dh

ewy Áo`fÙk;ksa dk 'kks/ku ,oa ekxkZUrhdj.k fd;k tkrk gSA

Á- 3- Á;kstuoknh n'kZu dh ifjHkk"kk nhft,A

Write the definition of Pragmatism Philosophy.

vFkok


Á;kstuokn ds vuqlkj f'k{kk ds y{;ksa dh O;k[;k dhft,A

Explain the Aim of Education according to Pragmatism.

vFkok

Á;kstuokn ds n'kZukuqlkj f'k{kk ds pkj mís';ksa dk mYys[k dhft,A

Mention four objects according Pragmatism.

mÙkj- Á;kstuokn dk vFkZ % Á;kstuokn dks dqN nk'kZfud uSfefÙkdokn (Instrumentalism)

Hkh dgrs gSA D;ksafd muds vuqlkj fopkj efLr"d dh fØ;k ds :i esa gksrs gS vkSj

efLr"d fØ;kvksa dks pykus ds fy;s ,d midj.k ds :i esa gksrk gSA Á;kstuokn ekuo

vuqHkoksa esa ewY; <w<+rk gSA blhfy, bls ekuookn (Humanism) Hkh dgrs gaSA

Á;kstuokn dh ifjHkk"kk,a % Á;kstuokn dks le>us ds fy;s fofHkUu fo}kuksa }kjk nh xbZ

ifjHkk"kk,a¡ fuEu gS&

fofy;El tsEl ds vuqlkj & **Á;kstuokn efLr"d dk ,d LoHkko ,oa vfHko`fÙk gS ;g

fopkj vkSj lE; dh ÁÑfr 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 iSzV ds vuqlkj & **Á;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 & **Á;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."

Á;kstuokn f'k{kk ds y{;@mís'; bl Ádkj gS &

1- lkekftd dq'kyrk dk fodkl

2- xfr'khy funsZ'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

Á;kstuokn ,d O;kogkfjd n'kZu gS blfy, blus f'k{kk dks vR;f/kd ÁHkkfor fd;k gSA

;g fopkj/kkjk mís'; iw.kZ fØ;k dks egRo nsrh gS vkSj lR; dks Á;kstu dh dlkSVh ij

dlrh gSA

Á- 4- vkn'kZokn] ÁÑfrokn vkSj Á;kstuokn dh rqyuk fuEu fcUnqvksa ij dhft,A

1- ikB~;Øe 2- f'k{k.k fof/k;k¡ 3- vuq'kklu 4- fo|kFkhZ

Difference between are on the point Idealism, Naturalism and Pragmatism.

1. Syllabus 2. Educational formulas 3. Discipline 4. Student

mÙkj- Á;kstuokn rFkk vU;oknksa dk rqyukRed v/;;u

Á;kstuokn rFkk ÁÑfrokn %

1- ÁÑfrokn % fofy;e bZ- gkfdax ds vuqlkj & **ÁÑfrokn vk/;kRe'kkL= dk og

Ádkj gS tks ÁÑfr dks lEiw.kZ ln~oLrq ekurk gS vFkkZr~ og tks dqN vfrÁkÑfrd

vFkok ikjykSfdd gS mldk fu"ks/k djrk gSA**

2- vkn'kZokn % gSaMjlu ds vuqlkj & **vkn'kZokn euq"; ds vk/;kfRed i{k ij cy

nsrk gS D;ksafd 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- Á;kstuokn % jkstu ds vuqlkj & **Á;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**

Á;kstuokn rFkk ÁÑfrokn %

1- ÁÑfrokn inkFkZ foKku lEcU/kh fu;eksa dh lkoZHkkSfedrk dks ekurk gS tcfd

Á;kstuokn fdlh fu;e ;k fl)kUrks dks lkoZHkkSfed ugh ekurkA

2- ÁÑfrokn dk nf"Vdks.k ;kaf=d gS vr% ekuoh; Hkkoukvksa vFkok vuqHkwfr;ks dks bl

fopkj/kkjk }kjk dksbZ ÁÑfr ÁkIr ugha gSa Á;kstuokn ekuo dh Hkkoukvksa vuqHkwfr;ksa

dks Lohdkj djrk gSA


3- ÁÑfrokn ÁÑfr esa gh vfUre lÙkk ekurk gS tcfd Á;kstuoknh vuqHko dks Áeq[k

LFkku nsrk gSA

4- ÁÑfroknh ekU;rkvksa rFkk vkn'kksZ dks Lohdkj ugh djrk tcfd Á;kstuokn

ekU;rkvksa rFkk vkn'kksZ dks Lohdkj djrk gSA

'kSf{kd vUrj %

1- mís'; lEcU/kh % ÁÑfrokn lekt dh vis{kk O;fDr dks vf/kd egRo nsrk gSA

ÁÑfrokn f'k{kk dk Áeq[k mís'; vkRekfHkO;fDr ekurk gSA

2- ikB~;Øe lEcU/kh % ÁÑfrokn ikB~;Øe esa foKku dks vf/kd egRo nsrs gS rFkk ,sls

fo"k;ksa dks ikB~;Øe ds vuqlkj mi;ksfxrk gh fo"k;ksa dks ikB~;Øe esa lfEefyr

djus dh dlkSVh gSA

3- v/;kid dh fLFkfr % ÁÑfroknh v/;kid dh mifLFkfr ds fojks/kh gSA tcfd

Á;kstuoknh v/;kid dh mifLFkfr dks vko';d ekurs gSA

4- n`f"Vdks.k % Á;kstuokn ,d ldkjkRed fopkj/kkjk gS vkSj ÁÑfrokn udkjkRedA

5- f'k{k.k fof/k % f'k{k.k fof/k ds ckjs nksukas dk er ,d lk gSA

Á;kstuokn rFkk vkn'kZokn %

1- vk/;kRe lEcU/kh % vkn'kZokn vk/;kRe dk leFkZd gS tcfd Á;kstuokn bldk

fojks/kh gSA

2- ewY; % vkn'kZokn 'kk'or ewY; lR;e~ f'koe~ lqUnje~ dk leFkZd gS tcfd

Á;kstuokn fdlh iwoZ fu/kkZfjr ewY; esa fo'okl ugh djrk gSaA

3- f'k{kk dk mís'; % vkn'kZokn ds vuqlkj 'kk'or ewY;ksa dks ÁkIr djuk f'k{kk dk

Áeq[k mís'; gS Á;kstuoknh lkekftd dq'kyrk dks ÁkIr djuk f'k{kk dk Áeq[k

mís'; ekurs gSA

4- ikB~;Øe ds fo"k; & mi;ZqDr mís';ksa dh Áxfr ds fy, vkn'kZoknh ikB~;Øe esa mu

fo"k;ksa dks LFkku nsrs gSA ftudk lEcU/k 'kk'or ewY;ksa ls gksrk gSA Á;kstu mi;ksxh

fo"k;ksa dks gh ikB~;Øe esa LFkku nsrs gSA

5- fof/k;ka % vkn'kZokn vusd f'k{k.k fof/k;ksa dks tUe fn;k gSA Á'uksÙkj]

vkxeu&fuxeu fof/k ,oa O;k[;ku fof/k blds mnkgj.k gSA Á;kstuokn us fØ;k

}kjk lh[kus ij vf/kd cy fn;k gSA


6- vuq'kklu % vkn'kZokn ÁHkkokRed vuq'kklu esa fo'okl djrk gS tcfd Á;kstuoknh

lkekftd vuq'kklu dk i{kikrh gSA

7- v/;kid dk LFkku % vkn'kZoknh nf"Vdks.k ;g gS fd vk/;kid 'kk'or ewY;ksa ,oa

lR;ksa dh vuqHkwfr esa ckydksa dh lgk;rk djrk gSA Á;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 ÁÑfrokn Á;kstuokn

blds vuqlkj f'k{kk dk

mís'; vkRekuqHkwfr vFkkZr

Lo;a dh tkudkjhA

ÁÑfroknh mís'; ds fodkl ij

vf/kd tksj nsrk gSA

iwoZ fuf'pr mís';ksa dh

vogsyuk djrs gSA

vkn'kZoknh pfj= fuekZ.k

ij vf/kd cy nsrs gSA

blesa ,slh f'k{kk lfEefyr gS tks

O;fDr rFkk jk"Vª dks thou

la?k"kZ ds fy;s rS;kj dj ldsaA

blesa fuf'pr mís'; ugh gksrs

muesa lnSo ifjorZu gksrk gSA

vk/;kfRed fodkl ij

Hkh cy fn;k tkrk gSA

f'k{kk dk mís'; ekuo dks mlds

i;kZoj.k ds vuqdwy cukus ds

fy;s rS;kj djuk gSA

Lkkekftd dq'kyrk ij vf/kd

cy fn;k gS vkSj lkekftd

mUufr ds vius lq>ko fn;sA

vkn'kZokn ifo= thou

ÁkfIr ij cy nsrk gSA

tUetkr 'kfDr;ksa ds fodkl dh

vksj /;ku nsuk f'k{kk dk ewy

mís'; gSA

f'k{kk dk mís'; xfr'khy vkSj

yphys efLr"d dk fodkl

gksrk gSA

ikB~;Øe

ikB~;Øe dk vk/kkj

euq"; ds fy;s fopkj

vkSj vkn'kZ gksuk pkfg,

ikB~;Øe dk fuekZ.k djrs le;

ckyd dh :fp] ;ksX;rk vkfn

dk /;ku j[krs gSA

Á;kstuoknh ikB~;Øe dh

mi;ksfxrk ds fl)kUr ij tksj

nsrs gSA

ikB~;Øe fopkj dsfUær

gksuk pkfg,A

ikB~;Øe cky dsfUær gksuk

pkfg,A

Á;kstuokfn;ksa ds vuqlkj

ikB;Øe Á/kku gksuk pkfg,A

vkn'kZokfn;ksa ds vuqlkj

'kk'or ewY;ksa ds egRo

fn;k tkuk pkfg,A

fofHkUu vko';drkvksa dh iwfrZ

djsaA

ikB~;Øe dk fuekZ.k djrs

le; ckyd dh :fp;ksa dk

fo'ks"k /;ku j[kuk pkfg,A

'kkjhfjd] lkekftd vkSj

vk/;kfRed fØ;kvksa ij

lnSo cy nsrk gSA

thou j{kk lEcU/kh fo"k;ksa dks

ikB~;Øe esa fo'ks"k egRo nsrs gSA



f'k{k.k fof/k;ka

dksbZ fuf'pr f'k{k.k

fof/k ugh gSA

fHkUu&fHkUu fØ;kvksa ij tksj nsrs

gS tks euq"; dks djds lh[kuk

pkfg,A

Á;kstuokfn;ksa us Hkh lh[kus ij

cy fn;k gSA

vkn'kZoknh fdlh Hkh

fof/k dh udy djus ds

i{k es ugha gSA

buds vuqlkj cPps dks djds

f'k{kk dk Kku KkusfUæ;ksa }kjk

fn;k tkuk pkfg,A

Á;kstuoknh vuqHko ds vk/kkj

ij lh[kus ij cy nsrs gSA

vkn'kZoknh okn&fookn

fof/k Á'uksÙkj izfof/k esa

fo'okl j[krs gSA

ÁÑfrokfn;ksa us **MkYVu ;kstuk**

fdaMj xkVZu( ekUVsljh vkfn

fof/k;k¡ Ánku dh gSA

Á;kstuokfn;ksa ds vuqlkj

Áeq[k f'k{k.k fof/k ;kstuk fof/k

gSA

vuq'kklu

vkn'kZoknh ÁHkkokRed

vuq'kklu esa fo'okl

djrs gSA

ÁÑfroknh ds vuqlkj vuq'kklu

ÁÑfr ds ifj.kkeksa }kjk LFkkfir

fd;k tkuk pkfg,A

;s lkekftd vuq'kklu dks

vf/kd egRo nsrs gSA

Ýkscsy ds vuqlkj

fu;af=r vuq'kklu dks

c<+kok fn;k tkuk

pkfg,A

ÁÑfrokfn;ksa ds vuqlkj

vfu;af=r LorU=rk ij gSA

Á;kstuoknh lhfer eqDR;kRed

vuq'kklu esa cy nsus ij

fo'okl djrs gSA

vkn'kZoknh n.M dk

fojks/k djrs gSA

ÁÑfroknh lq[k nq%[k ds fl)kUr

fo'okl djrs FksaA :lksa ds

vuqlkj ÁkÑfrd n.M O;oLFkk

vuq'kklu dk vk/kkj gksuk

pkfg,A

;s ÁHkkokRed neukRed]

fuf'pr vuq'kklu ds fo:)

FksA

v/;kid

vkn'kZokn esa f'k{kd dk

egRoiw.kZ LFkku gSA

ÁÑfroknh f'k{kk ds {ks= esa

f'k{kd dks dksbZ LFkku ugha nsrsaA

f'k{kk dk dk;Z cPps ds fy;sa

lkekftd i;kZoj.k rS;kj djuk

gSA

Ýkscsy us v/;kid dks

,d ekyh dh laKk nh

gSSA

ÁÑfrokfn;ksa ds vuqlkj f'k{kd

dk LFkku insZ ds ihNs gSA

f'k{kd dks cPps dh tkudkjh

gksuk vko';d gSA



fdlh Hkh f'k{kk O;oLFkk

dh lQyrk ds fy;s

cPps dh ÁÑfr dks

tkuuk vko';d gSaA

ÁÑfroknh cPps dks f'k{kk dk

dsUæ ekurs gSA

Á;kstuoknh Hkh cPps dh

tUetkr 'kfDr;ksa] :fp;ksa vkSj

;ksX;rkvksa dks egRo nsus

fo'okl j[krs gSA

cPps dh fHkUurk dks

/;ku esa j[krs gq, muds

fo'okl ds fy;s f'k{kk

dh O;oLFkk dh tkuh

pkfg,A

blesa cPps dh ewy Áo`fÙk;ksa]

:fp] ;ksX;rk vkfn dk /;ku

j[kuk pkfg,A

cPps ds fy;sa ,slk lkekftd

i;kZoj.k rS;kj fd;k tk,

ftlds vk/kkj ij cPpk Lora=

:i ls fu.kZ; ys ldsA

□ □ □


v/;k; - 6

f’k{kk esa ;ksxnku & tSu /keZ] xhrk] ckS} /keZ]

johUnz ukFk VSxksj] ,e- ds- xka/kh]

Lokeh foosdkuUn] Jh vjfoUn ?kks"k

Educational Contribution – Janism, Geeta, Buddism, Ravindra Nath Tagore, M. K. Gandhi,

Swami Vivekanand, Shri Aurbindo Ghosh

Á- 1- tSu /keZ ds Áeq[k fl)kUrksa dk mYys[k dhft,A

Write down the basic principal of Jainism.

vFkok

tSu n'kZu dh D;k fo'ks"krk,a gS\

What is the characteristic of Jainism?

vFkok

tSu n'kZu ds vuqlkj f'k{kk ds D;k mís'; gksus pkfg,\

What should be Aims of Education according to Jainism?

mÙkj- tSu /keZ ds vuqlkj & tSu n'kZu ds vuqlkj vo/kkj.kk lkekU;r% Hkkjrh; fparu ds

vuq:i gS ijUrq tSu n'kZu esa tho *HkkSDrk* rFkk *dÙkkZ* nksuks ekus x;s gSaA tSu n'kZu ds

vuqlkj tks Kku] O;fDr dks lgh thou dh vkSj Ásfjr djrk gSA ogh fo|k gSA Kku

pkgas lkalkfjd gks] /kkfeZd vFkok O;olkf;d ;fn og lekt ds fy;s fgr esa gS rksa mls

f'k{kk dk vax ekuk tk;sxkA og lHkh Kku mi;ksxh gS tks euq"; dks lnpfj= dh vkSj

Ásfjr djsaA ogh tSu n'kZu gSA


tSu n'kZu ds Áeq[k fl)kUr (Basic Principal of Jainism)

tSu n'kZu ds vuqlkj Áeq[k fl)kUr fuEufyf[kr gS&

1- ;g txr æO;ksa ds feJ.k dk ifj.kke gS ftlds LFkk;h vkSj vLFkk;h nks /keZ gSA

LFkk;h xq.k vifjoZruh; gS blhfy, ;g txr fuR; gSA æO; ds vkdfLed /keZ

ifjorZuh; gS blfy, ;g txr vfuR; Hkh gSA

2- euq"; vkRek vkSj 'kjhj ds la;ksx ls cuk gS ftudk viuk vyx&vyx vfLrRo gS

vkRek ,d pSrU; rRo gS tUe ;ksfu cnyus ij vkRek dk vk/kkj ij ml ;ksfu ds

vuqdwy cu tkrk gSaA

3- bZ'oj ds vfLrRo dks ÁR;{k :i ls ;k vuqeku }kjk fl) ugha fd;k tk ldrk

blhfy, tSu /keZ esa rhFkZdj gh iwT; gSA

4- vkRek vkSj 'kjhj dks ,d le>uk gh cU/ku dk dkj.k gS vkRek dk 'kjhj vFkkZr

iqn~xy ls eqDr gksuk eks{k gSA

5- okLrfodrk dk dksbZ fuf'pr Lo:i ugha gSA lHkh fu.kZ; lkis{k gksrs gSA lalkj dk

fofHkUu n`f"Vdks.kksa ls ns[kk tk ldrk gSA

6- euq"; deZ gh cU/ku dk dkj.k gS ftuds dkj.k bPNk,a vkSj okluk,a mRiUu gksrh gS

Kku }kjk cU/ku ls eqfDr fey ldrh gSA

7- Kku ÁkfIr ds ik¡p Ádkj gS& efrKku] JqfrKku] vof/kKku] eu% inkFkZ ,oa dSoY;

Kku dh Js.kh eas ckaVk x;k gSA

8- thou esa ik¡p o`rksa dk ikyu djuk pkfg, ;g ozr gS& vfgalk] lR;] vLrs;]

czãp;Z rFkk vifjxzgA

tSu n'kZu ds vuqlkj f'k{kk ds mís'; %

1- f'k{kk }kjk fo|kfFkZ;ksa esa nwljksa ds fopkjks o n`f"Vdks.k dk vknj djus dh Hkkouk dk

fodkl djukA

2- f'k{kk }kjk fo|kfFkZ;ksa esa lgu'khyrk o lfg".kqrk ds xq.kksa dk fodkl djukA

3- f'k{kk dk mís'; fo|kfFkZ;ksa dks mnkj fpr okyk cukuk rkfd og vius ladqfpr

fopkjksa ls Åapk mB ldsaA

4- fo|kfFkZ;ksa esa Átkrkaf=d xq.kksa dk fodkl djukA

5- f'k{kk }kjk fo|kfFkZ;ksa dks bl ;ksX; cukuk fd os vafglk] lR;] vLrs;] la;e ,oa

vko';drk ls vf/kd laxzg u djus ds lEcU/k esa ik¡p ozrksa ds egRo dks le>s rFkk

bu ozrksa dks vius O;ogkfjd thou esa viuk,aA


ljy 'kCnksa esa ge ;g Hkh dg ldrs gS fd f'k{kk }kjk O;fDr vius Kku dk uk'k djsa

vkSj lE;d n'kZu] lE;d Kku] lE;d pfj= }kjk vkRek dks iqn~xy ls eqDr dj eks{k

ÁkfIr dh fn'kk esa vxzlj gksA

Á- 2- ckS) n'kZu ds Áeq[k rRo D;k&D;k gS\

What are the main elements of Buddha Philosophy?

vFkok

ckS) n'kZu ds Áeq[k fu;e D;k gS\

What is principal of Buddhism?

vFkok

f'k{kk esa ckS) n'kZu ds Áeq[k fcUnqvksa dks le>kb;sA

Mention the main points of Buddhism in Education.

mÙkj- ckS) n'kZu % ckS) /keZ ds ÁoÙkZd Hkh {kf=; jktdqekj FksA ckS) /keZ ds laLFkkid xkSre

cq) ¼cpiu dk uke fl)kFkZ½ dk tUe usiky ds rjkbZ {ks= esa fLFkr yqfEcuh ou uke

LFkku ij 563 bZ- iw- esa gqvk FkkA 483 bZ- iw- eaas 80 o"kZ dh vk;q esa xksj[kiqj ftys esa

dq'khuxj eas mudk nsgkolku ¼fuokZ.k½ gqvkA ;g ;gka ifjfuokZ.k dgykrk gSA

ckS) n'kZu ds Áeq[k rRo % ckS) n'kZu ds rRoksa ;k fl)kUrksa esa ftUgksus Hkkjrh; f'k{kk

O;oLFkk dks ÁHkkfor fd;k fuEufyf[kr gS&

¼v½ pkj vk;Z lR; % egkRek cq) ds vuqlkj lkalkfjd nq%[kksa dk dkj.k vfo|k gSA

bu nq%[kksa dk fuokj.k fo|k }kjk vfo|k ds fuokj.k ls fd;k tk ldrk gSA

;s pkj vk;Z lR; fuEukafdr gS %

1- nq%[k % cq) us crk;k fd thou nq%[kh ls ifjiw.kZ gSA ftlds dkj.k tho

tUeej.k ls NqVdkjk ugh fey ikrkA

2- nq%[kksa dk mn~xe % ckS) n'kZu esas nq%[kks dk mn~xe *vfo|k* ;k vKku ekuk

gSA vfo|k ls *bPNk* bPNk ls *deZ* vkSj deZ ls iqutZUe esa ubZ bPNkvksa dh

mRifÙk gksrh gS vkSj blh ls leLr nq%[kh dh mRifÙk gksrh gSA

3- nq%[kks dk fuokj.k % ckS) n'kZu dk fo'okl gS fd ekuo ds nq%[kks dk

fuokj.k fd;k tk ldrk gS nq%[kks ds fuokj.k ls gh fuokZ.k ;k eks{k ÁkIr dh

tk ldrh gSA


4- nq%[kks ds fuokj.k % lR; Kku }kjk vfo|k dk uk'k gksrk gS ftlls dk;Z

dkj.k dh Ja`[kyk VwV tkrh gS vkSj ekuo dks nq%[k ij fot; ÁkIr dj

'kkafr feyrh gSA nq%[kksa ds fuokj.k gsrq v"Vkax ekxZ ds vuqlj.k dk fo/kku

fd;k x;k gSA

¼c½ v"Vkax ekxZ }kjk fuokZ.k dk y{; % v"Vkax ekxZ ds vuqlkj euq"; dks u rks

dBksj riL;k o dfBu ozr ls 'kjhj dks d"V nsuk pkfg, vkSj u gh lkalkfjd

lq[kks esa yhu jguk pkfg,A blfy, loZ= R;kx djrs gq, fuEukafdr v"Vkax ekxZ

dk voyEcu djuk pkfg,A

1- lE;d n`f"V % mijksDr pkj vk;Z lR;ksa dk iw.kZ Kku ÁkIr djuk gh lE;d

n`f"V gSA

2- lE;d ladYi % lkalkfjd Hkksx foykl ,oa lq[kks dh dkeuk dk ifjR;kx

rFkk vkReifj"dkj gh ladYi dk nwljk ekxZ gSA

3- lE;d okd~ % lnSo lR; Hkk"k.k ,oa vlR; cksyus dk R;kx lE;d okd~

dgykrk gSA

4- lE;d deZ % bldk vfHkÁk; 'kqHk dk;Z djus ls gS tks lnkpkj dk vk/kkj

gSA

5- lE;d vktho % thou ;kiu esa bZekunkjh dk O;ogkj rFkk vfgalk lE;d

vktho gSA

6- lE;d Hkko % euq"; dks vln~ ÁofÙk;ksa ds neu rFkk ln~ÁofÙk;ksa dk lnSo

;Ru djuk pkfg,A

7- lE;d Le`fr % cq) ds mins'kksa dks Lej.k j[kuk rFkk eu] opu] o deZ ls

mUgsa fØ;kafor djuk lE;d Le`fr gSA

8- lE;d lekf/k % eu dks ,dkxz djds ijekuUn ÁkIr djuk lekf/k gSA

¼l½ lnkpkj ds fu;e % xkSre cq) us fHk{kqvksa ds fy;s lnkpkj ds nl fu;e crk;s

gS tks fuEu gS&

1- lR; cksyuk 2- vfgalk

3- czãp;Z 4- laxzgo`fÙk dk R;kx

5- pksjh u djuk 6- lqxfU/kr inkFkkZs dk R;kx

7- dksey 'k¸;k dk R;kx 8- dkfeuh dapu dk R;kx

9- vle; Hkkstu dk R;kx 10- dksey oL=ksa dk R;kx


¼n½ nk'kZfud ekU;rk,s % mijksDr fo'ks"krkvksa ds vfrfjDr ckS) n'kZu dh dqN

fof'k"V ekU;rk,s bl Ádkj gS&

1- vuh'ojokn (Non-belief in God)

2- vukReokn (Non-belief in Soul)

3- deZokn (Belief in Karma)

4- iquZtUe (Belief in Transmigration)

Á- 3- xhrk ds nk'kZfud fl)kUr D;k gS\

What is the Philosophical Principal of Geeta?

vFkok

xhrk n'kZu ds vuqlkj f'k{kd f'k{kkFkhZ lEcU/kh dh O;k[;k dhft,A

Explain the Teacher-Pupil Relationship according Geeta Darshan.

mÙkj- xhrk xq: f'k"; laokn :i esa ekuo thou dh leL;kvksa dk gy ÁLrqr djrh gSaA

egkHkkjr dh dFkk rks ÁFke v/;k; esa >yd :i esa gSA 'ks"k lHkh v/;k;kas esa vtZqu ,oa

Jh Ñ".k ds ek/;e ls lkoZHkkSfed loZdkfyd ekuo thou dh leL;kvksa dk gky ÁLrqr

fd;k x;k gSA

xhrk ds nk'kZfud fl)kUr %

1- rRo feekalk % lokZsifjlÙkk] ijekRek] czã ;k bZ'oj gSaA

¼v½ loksZifj lÙkk ds y{k.k % og vfouk'kh lcdks /kkj.k vkSj iks"k.k djus okyk gSA

bls iq:"kksÙke Hkh dgk gSA ;g vfouk'kh loZ= O;kIr] loZdkfyd] loZKk vukfn

lw{ekfrlw{e loZfu;Urk] fuR; psruk Ádk'kd] 'kq) lfPpnkuUn ,oa vfo|k ls

ijsA

czã v}sr gS& ;gh ,dek= rRo gS blh essa lEiw.kZ txr~ ef.k;ksa ds ln`'k xqFkk

gqvk gSA

¼c½ loksZifj lÙkk ds nks :i gS %

1- vO;Dr] fujkdkj] fuxqZ.k] vuUr] vukfn] vfouk'kh Lo:iA

2- nwljk vO;Dr :i & tks vfouk'kh] vtUek vkSj lc Ákf.k;ksa dk bZ'oj gksus

ij Hkh viuh ÁÑfr dks v/khu dj ;ksx ek;k ls ÁdV gksrk gSA

3- iq:"kksÙke esa czã ds O;Dr vO;Dr nksuks :iks dk lekos'k & iq:"kksÙke esa

ije czã dh fufoZdkfjrk vkSj bZ'oj dh fØ;k'khyrk nksuks dk lekos'k gSA


2- vkRek ;k thokRek % thokRek] ijekRek dh gh lukru va'k gSA

3- ÁÑfr vkSj iq:"k % n'kZu ds bu nks rRoksa dks xhrk Hkh ekurh gSA

ÁÑfr vkSj iq:"k bu nks rRoksa ls gh bZ'oj fo'o dh mRifÙk djrk gSA

ÁÑfr ds nks :i gS& vijk vkSj ijkA

vijk % fuEu Js.kh dh ÁÑfr gSA

ijk % mPp Js.kh dh ÁÑfr gSA

f'k{kd f'k{kkFkhZ lEcU/k % xhrk esa vtZqu f'k"; ds :i esa gS vkSj Hkxoku ,d xq: ds :i

esa mldh gj leL;k dk lek/kku djus okys gSA bl Ádkj xhrk esa xq: vkSj f'k"; ds

e/; vkn'kZ lEcU/kksa dk cks/k gksrk gSA xq: ds fcuk Kku ugh gksrkA ;g ckr xhrk dks

i<+dj vklkuh ls le>h tk ldrh gSA ,d vkn'kZ xq: esa lHkh fo'ks"krk,a gksuh pkfg,A

tSlh fd Hkxoku JhÑ".k esa FkhA xq: dks vius fo"k; dk fo}ku gksuk pkfg,A rc gh

og lHkh fo|kfFkZ;ksa dh 'kadk dk lek/kku dj ik;sxkA xhrk esa Hkxoku JhÑ".k vtqZu dh

vusd Ádkj dh leL;kvksa dks lqurs gS rFkk ÁR;sd dk lek/kku djrs gSA xq: vius

f'k"; dks le>us okyk gksA xq: dh rhljh fo'ks"krk ;g gksrh gS fd og f'k"; ds

O;fDrRo dk vknj djssa rFkk vius fopkjksa ;k fl)kUrksa dks f'k"; ij u yknsA fo|kFkhZ esa

?ke.M ugh gksuk pkfg,A f'k"; esa lh[kusa dh ftKklk gksuh pkfg,A mlesa la;e fou;

J`)k fo'okl ,oa leiZ.k dh Hkkouk gksuh pkfg,A Kku] deZ vkSj HkfDr rhuks Ádkj ds

Kku esa ,dkxzrk gksuh pkfg,A fo|kFkhZ dk LoHkko fouez gksuk pkfg,A og vius vki dks

Kku ÁkfIr gsrq lefiZr djus okyk gksA

Á- 4- VSxksj ds 'kSf{kd fopkjks dh foospuk dhft,A

Discuss the Educational Idea of Tegore.

vFkok

VSxksj dh 'kSf{kd fopkj/kkjk dh dqN fo'ks"krkvksa dk o.kZu dhft,A

Describe the some characteristic of Tegore's Educational Thought.

mÙkj- vk/kqfud Hkkjr dk fuekZ.k djusa esa ftu fopkjdksa dk egRoiw.kZ ;ksxnku jgk gSA muesa

Lokeh n;kuUn] Lokeh foosdkuUn] egkeuk iafMr enu eksgu ekyoh; xq:nso jfoUæukFk

VSxksj] egkRek xka/kh vkSj egf"kZ vjfoUn ds uke ls tkuk tkrk gSA VSxksj us f'k{kk ds

fl)kUrks dh [kkst vius vuqHko ls dh gSA fo'o Hkkjrh ds laLFkkid ds :i esa mudh

nsuks dks ns[krs gq, ;g dgk tk ldrk gS fd os ,d O;ogkfjd f'k{kk 'kkL=h gksus dk

ifjp; nsrs gS fd mPp dkssfV ds f'k{kk 'kkL=h FksA os Hkkjrh; vkn'kkZs ls ÁHkkfor rks Fks


gh ik'pkR; fopkjkss ds Áfr Hkh tkxr FksA mUgksus vius f'k{kk fl)kUrksa dh Lo;a [kkst

dh FkhA mudh ÁKk bruh rhoz Fkh fd os viuh cqf) ds lgkjs fdlh fo"k; dh rg esa

cSB ldrs FksaA VSxksj ÁÑfroknh FksA fdUrq mudk ÁÑfrokn :lks ls fHkUu FkkA VSxksj

f'k{kk ds {ks= esa vk/;kReoknh FksA VSxksj mPp dksfV ds ekuorkoknh Fks vkSj ekuo

O;fDrRo dh xfjek esa mudk fo'okl FkkA VSxksj vUrjkZ"Vªh; vocks/k ds cgqr cMs

leFkZd Fks vkSj os ckydks esa vUrZjk"Vªh; Hkkouk dks tkx`r djuk pkgrs FksA os leLr

fo'o dks ,d le>rs Fks vkSj gesa bl ;ksX; cukuk pkgrs Fks fd ge fo'o ukxfjdrk ds

Áfr lEeku dk Hkko j[k ldsA

VSxksj dh 'kSf{kd fopkj/kkjk dh fo'ks"krk,¡ % VSxksj us vius ys[kks esa rRdkyhu f'k{kk

Á.kkyh dh dVq vkykspuk dh vkSj bldks fons'kh iqLrdh; ,oa vuqi;qDr dgk os f'k{kk

dks Hkkjrh; laLÑfr ij vk/kkfjr djuk pkgrs Fks vkSj f'k{kk ds ek/;e ds :i esa mUgksaus

ekr`Hkk"kk dk leFkZu fd;kA laxhr] dyk] vfHkuo vkfn dk fo'ks"k leFkZu fn;k f'k{kk ds

{ks= esa os Hkkjrh; fopkj/kkjk dk leFkZu djrs gq, Hkh ekuorkoknh n`f"Vdks.k dks /;ku esas

j[kdj vUrjkZ"Vªh;rk dk fodkl djuk pkgrs FksA VSxksj dk lEeku ,d egkdfo ds :i

esa gSA os xhrkatfy ,oa uksscsy iq:Ldkj fotsrk ds :i esa Hkwyk;s ugh tk ldrsA os ,d

nk'kZfud FksA lR;e~] f'koe~ ,oa v}Sre~ ds O;k[;kdkj ds :i esa Hkh os gekjs lkeus vkrs

gSA VSxksj ,d f'k{kd ds :i esa Hkh gekjs le{k vkrs gSA os xq:nso FksA xq:nso ds :i

esa mudk egku ;ksxnku 'kkfUr fudsru Á.kkyh ds :i esa gSA

Hkkjrh; f'k{kk esa ;g egRoiw.kZ ;ksxnku gSA xq:nso ds :i esa VSxksj rRdkyhu f'k{kk

Á.kkyh ls vR;Ur vlarq"V FksA mUgksus f'k{kk ds dqN fl)kUrksa dk Áfriknu fd;k vkSj

ckn esa mUgs vius 'kkfUr fudsru Á;ksx esa O;oâr fd;kA fo'oHkkjrh mudh 'kSf{kd

fopkj/kkjk dk O;ogkfjd :i gSA ;g VSxksj ds xq:nso dk Árhr gSA

bl Ádkj ;g fu"d"kZ fudkyk tk ldrk gS fd VSxksj f'k{kk ds {ks= esa Hkh fl)kUroknh

us gksdj O;ogkfjd f'k{kk 'kkL=h FksA ekr`Hkk"kk ds ek/;e ls f'k{kk dh ckr djds]

vUrjkZ"Vªh; vocks/k dh f'k{kk ij cy nsdj oSfnd ,oa vk/;kfRed fodkl ds fy;s f'k{kk

dh ckr djds rFkk vuqHko dsfUær ikB~;Øe ij cy nsdj os vius le; dh f'k{kk

Á.kkyh esa vkewy ifjorZu djuk pkgrs FksA

Á- 5- xka/kh }kjk Áfrikfnr f'k{kk ds mís'; ,oa f'k{k.k fof/k;ksa dh foospuk dhft,A

Discuss the Aims Method of Teaching according to Gandhi.

mÙkj- xka/kh f'k{kk dks ifjHkkf"kr djrs gq, fy[krs gS fd & **f'k{kk ls esjk vfHkizk;% ckyd rFkk

euq"; esa fufgr 'kkjhfjd] ekufld rFkk vkfRed Js"B 'kfDr;ksa dk lokZxha.k fodkl gSA**


xka/kh us nwljh txg f'k{kk dks **lk fo|k ;k foeqDr;s ¼f'k{kk og gS tks eqfDr fnyk,½ ds

:i esa ifjHkkf"kr fd;kA

xka/kh }kjk Áfrikfnr f'k{kk ds mís'; % thou ds fofHkUu igyqvksa dksa n`f"Vxr j[krs gq,

xka/kh us f'k{kk ds mís'; izfrikfnr fd;sA os dgrs gS fd esjs thou ds ewY;ksa ,oa vkn'kksZ

dk HkkSfrd txr ,oa vk/;kfRed txr nksuks ls ?kfu"B lEcU/k gSaA xka/kh ds f'k{kk ds

mís'; fuEufyf[kr gS&

1- thohdksiktZu % xka/kh ds 'kCnksa esa **f'k{kk csjkstxkjh ds fo:) ,d rjg dk chek

gksuk pkfg,A** ;gh dkj.k gS fd xka/kh us cqfu;knh f'k{kk ;kstuk esa m|ksx f'k{kk ij

cy fn;k Hkkjr dh O;kid fu/kZurk dks ns[krs gq, mUgksaus f'k{kk dks gLrdyk vkSj

m|ksx ij dsfUær djus dk lq>ko fn;kA tc rd f'k{kk dk thfodkiktZu ls

lEcU/k ugh gksxk rc rd og dY;k.kdkjh f'k{kk dk :i /kkj.k ugh dj ldrhA

2- pfj= fuekZ.k % xka/kh ds 'kCnks esa lPph f'k{kk og gS tks ckydksa dh vk/;kfRed]

ckSf)d ,oa 'kkjhfjd 'kfDr;ksa dks fodflr vkSj ÁksRlkfgr djrh gSA f'k{kk esa ckyd

ds pfj= ds lkFk&lkFk 'kjhj vkSj vkRek dk fodkl Hkh gksrk gSA os f'k{kk esa pfj=

fuekZ.k dh lk{kjrk ls Hkh vf/kd ekurs FksA

3- lkaLÑfrd fodkl % xka/kh dgrs Fks & eS f'k{kk ds lkfgfR;d i{k ds ctk;

lkaLÑfrd i{k dks egRo iznku djrk gw¡ muds erkuqlkj Nk=ksa dks izR;sd dk;Z esa

laLÑfr dks O;Dr djuk pkfg,A os laLÑfr dks vkRek dk xq.k ekurs FksA mUgksus

fy[kk **laLÑfr uhao gS ÁkjfEHkd oLrq gS rqEgkjs lw{e O;ogkj dks blesa ÁdV gksuk

pkfg,A

4- eqfDr ÁkIr djuk & f'k{kk dk mís'; euq"; dks lHkh Ádkj dh ijrU=rk ls eqfDr

fnykuk gksuk pkfg,A nwljs O;fDr dk vFkZ vk/;kfRed Lora+=rk ls gSA xka/kh ds

vuqlkj ckSf)d cU/kuksa ls vyx djds vk/;kfRedrk dh vksj ys tkus dh {kerk

f'k{kk esa gksuh pkfg,A euq"; f'k{kk dks 'kkjhfjd cU/kuksa ls eqDr djkus dk lk/ku

gksuh pkfg,A

5- O;fDrRo dk lokZxha.k fodkl % xka/kh ckyd ds ,dkaxh fodkl dks nks"kiw.kZ ekurs

FksA muds erkuqlkj f'k{kk }kjk gkFkh dk efLr"d dk rFkk ân; dk larqfyr fodkl

gksuk pkfg,A os euq"; dh leLr fØ;kvksa dk y{; bZ'oj lk{kkRdkj ekurs FksA

bZ'oj dks ÁkIr djus dk lk/ku ekuo lsok ekurs FksA vr% O;fDrRo dk lokZxha.k

fodkl O;fDr dks iw.kZrk dh vksj ys tkus ds fy;s vxzlj dj ldrk gSA

6- oS;fDrd lkekftd fodkl % xka/kh ds oS;fDrd o lkekftd mís';ks esa leUo;

LFkkfir djus dk Á;kl fd;k f'k{kk dk mís'; O;fDr dh HkkSfrd vk/;kfRed ,oa


uSfrd mUufr ds fy;s mldh oS;fDrdrk dks lajf{kr o lqjf{kr j[kuh pkfg,A

nwljh vkSj xka/kh ekurs Fks fd **oS;fDrdrk dk okafNr fodkl lekt esa gh lEHko

gSA**

7- [kkyh le; dk lnqi;ksx % xka/kh us f'k{kk dks m|ksx ds lkFk tksMk rkfd i<s fy[ksa

O;fDr dks [kkyh le; dk lnqi;ksx dj lds bl Ádkj xka/kh ds vuqlkj [kkyh

le; dk lnqi;ksx djuk Hkh f'k{kk dk Á;ksx mís'; gSA

f'k{k.k fof/k;ka % xka/kh ds v/;kiu fof/k lEcU/kh fopkj fdlh iqLrdkdkj Fks rks ugh

feyrs cfYd mudh f'k{kk ;kstuk ds vk/kkj ij fofnr gks tkrk gS fd mUgksaus fofHkUu

fof/k;ksa dk mYys[k fd;kA muesa ls eq[; fofHkUu&fofHkUu fof/k;ksa dk laf{kIr o.kZu bl

izdkj gS&

1- dk;Z fof/k % xka/kh us viuh cqfu;knh f'k{kk Á.kkyh esa dk;Z fof/k dks egRo fn;kA

bl fof/k dk ,d nwljk ,oa u;k uke mUgksus **[ksy }kjk f'k{kk** Hkh j[kkA jpukRed

dk;Z djus ds fy;s xka/kh us Á;ksx Án'kZu vkSj fujh{k.k tSlh fof/k;ksa ij Hkh cy

fn;kA

2- vuqdj.k fof/k % ekrk&firk vfHkHkkod ,oa v/;kidksa dks cPpksa ds le{k vuqdj.k

vkn'kZ ÁLrqr djus pkfg,A ftlls os dksbZ Hkh Kku lgt :i esa ÁkIr dj lds ;fn

ckydksa dks muds nSfud thou esa dksbZ Hkh dk;Z djds fl[kk;k tk;sxkA os ml dk;Z

dks ljyrkiw.kZ xzg.k dj ldsaxsA

3- ekSf[kd fof/k % ekSf[kd fof/k esa Á'uksÙkj] rdZ] okrkZyki] O;k[;ku ,oa dFkk&dgkuh

eq[; :i ls vkrh gSA xka/kh ds erkuqlkj ;Fkkolj bu f'k{k.k fof/k;ksa dks Á;ksx esa

yk;k tkuk pkfg,A

4- lg;ksx fof/k % ;fn fo|kFkhZ ijLij feydj lg;ksx djds Kku ÁkIr djus dk

Á;kl djs rFkk v/;kidksa dk visf{kr lg;ksx ÁkIr djs rks os f'k?kz gh o ljyrk ds

lkFk dksbZ Hkh fo"k; lh[k ldrs gSA v/;kidksa dh pkfg, fd os Hkh vius fo|kfFkZ;ksa

ds lkFk lg;ksx dk crkZo j[ksaA xka/kh ds fopkjks ls gh dkS'ky dh f'k{kk esa ;g fof/k

vR;Ur ykHkÁn fl) gksrh gSA

5- laxhr fof/k % cPpksa ds uSfrd /kkfeZd f'k{kk ds fy;s Hktuksa dk xku djuk ykHkÁn

fl) gks ldsxk blls cPpksa esa dk;Z ds Áfr fu"Bk o vuq'k dh Hkkouk iuisxhA vr%

xka/kh us v/;kiu fof/k;ksa esa laxhr fof/k dk egRo fn;k gSA

6- leUo; fof/k % xka/kh dks cqfu;knh f'k{kk esa gLrdyk dh f'k{kk ds lkFk&lkFk vU;

fo"k;ksa dh f'k{kk dh O;oLFkk dh xbZ gSA blhfy, xka/kh us f'k{kk ÁfØ;k esa fofHkUu

fo"k;ksa dk leUo; LFkkfir dj i<kus ij cy fn;k gSA


Á- 6- Jh vjfoUn ds 'kSf{kd ;ksxnku dh Áeq[k fo'ks"krk,a fyf[k,A

Give impotent feature of Shri Aurobinodo Educational Contribution.

vFkok

foosdkuUn ds 'kSf{kd ;ksxnku dh ikap Áeq[k fo'ks"krk,a fyf[k,A

Give five impotent features of Vivekanand Educational contribution.

mÙkj- Lokeh foosdkuUn rFkk Jh vjfoUn oSnkUr o v}Sroknh fopkjksa dks O;ogkfjd :i nsuk

pkgrs FksA os ekurs Fks fd f'k{kk }kjk gh ns'k dks xjhch] vKkurk ,oa va/kfo'okl vkfn

dks nwj fd;k tk ldrk gSA muds 'kSf{kd ;ksxnku dh fo'ks"krk,a@mís'; bl izdkj gS %

1- vk/;kfRed fodkl % Lokeh foosdkuUn ds vuqlkj f'k{kk dk vfUre fodkl

vk/;kfRed fodkl gh gSA os ekurs Fks fd f'k{kk dk vfUre mís'; vk/;kfRed

fodkl ;k vkRe Kku gh gSA vjfoUn ds vuqlkj vfUre mís'; mldh iw.kZrk dh

vkSj ys tkuk gSA

2- ckSf)d fodkl % Lokeh foosdkuUn us fodkl ds lkFk&lkFk ckSf)d fodkl ij Hkh

cy fn;kA ekufld 'kfDr;ksa dk fodkl djuk ftlesa ekuo dh dYiuk] Le`fr] rdZ]

fpUru] fu.kZ; vkfn dk fodkl Hkh vjfoUn us ekufld fodkl ds vUrZxr ekuk gSA

3- 'kkjhfjd fodkl % Lokeh foosdkuUn rFkk Jh vjfoUn ;g ekurs Fks fd 'kkjhfjd

fodkl Hkh cgqr vko';d ekuk gSA bUgksaus ekuk fd vk/;kfRed vkSj ckSf)d dh

rjg gh 'kkjhfjd fodkl cgqr vko';d gSA

4- ekuork dk fodkl % f'k{kk dk mís'; ckydksa esa ekuoh;dj.k dk fodkl vko';d

ekukA vjfoUn us ekuk fd os cPps dh Áo`fÙk] mldh vknrksa Hkkoukvksa dks ÁkjEHk ls

gh uSfrd cukuk pkgrs FksA uSfrd vkn'kksZ ds fy;s mUgksus ekuk fd ÁofÙk vknrksa o

Hkkoukvksa dks 'kq) fd;k tkuk pkfg,A

ikB~;Øe % ikB~;Øe esa mUgksus ykSfdd ,oa ikjykSfdd vFkok vk/;kfRed vkSj HkkSfrd

nksuks fo"k; ij cy fn;k gSA mUgksus ekuk fd f'k{kk ds mís';ksa dh ÁkfIr dk lk/ku

ikB~;Øe ekuk gSA blhfy, bUgksaus ekuk fd lHkh fo"k; dk v/;;u djk;k tkuk

pkfg,A

xq: f'k"; lEcU/k % Lokeh foosdkuUn rFkk vjfoUn us xq: f'k"; lEcU/k dh ckr dh gSA

;s ekurs gS fd f'k"; ds xq: ds Áfr iw.kZ vknj dk Hkko j[krs gq, fujUrj lR; dh

[kkst esa yxk jguk pkfg,A bUgksaus ekuk fd f'k{kd vkSj f'k{kkFkhZ ds chp e/kqj lEcU/k

gksuk pkfg,A


v/;;u fof/k % Lokeh foosdkuUn us rdZ] fopkj&foe'kZ] fo'ys"k.k vkfn ds }kjk v/;;u

djus ij cy fn;kA egf"kZ vjfoUn Ákphu fo|ky;ksa dks u;k :i nsuk pkgrs FksA ysfdu

lkFk gh mins'k] izopu] O;k[;ku vkfn ds Á;ksx dks mUgksaus Lohdkj fd;kA

1- vuqdj.k fof/k % Lokeh foosdkuUn us ekuk fd cPps vuqdj.k }kjk vf/kd lh[krs gSA

blhfy, fo|kfFkZ;ksa ds lEeq[k v/;kid mPp vkn'kZ ÁLrqr djsA

2- ;ksx fof/k % Lokeh foosdkuUn us ekuk fd ;ksx fof/k }kjk gh Kku ÁkfIr lEHko gSA

3- O;k[;ku fof/k % bUgksaus ekuk fd fo|kfFkZ;ksa dks O;k[;ku fof/k }kjk gh Kku ÁkfIr

lEHko gSA

vuq'kklu % Lokeh foosdkuUn rFkk egf"kZ vjfoUn nksuks us gh ekuk gS fd dsoy ek=

f'k{kk gh ugha cfYd thou ds lHkh {ks=ksa esa vuq'kklu gksuk pkfg,A D;ksafd 'kkjhfjd]

ekufld rFkk nksuks Ádkj dh fØ;kvks ij fu;a=.k ls vuq'kklu esa f'k{kk ds {ks= esa cgqr

vko';d gSA f'k{kd rFkk f'k{kkFkhZ nksuks dks gh vuq'kkflr jguk pkfg,A

□ □ □


v/;k; - 7

f'k{kk dk lkoZtfudj.k

Universalization of Education

ç-1- Hkkjr esa f'k{kk ds lkoZtfudj.k dh vko';drk ,oa egRo ij izdk'k Mkfy,A f'k{kk ds

lkoZtfudj.k esa eq[; dfBukb;ksa ds fuokj.k gsrq lq>ko nhft,A

Describe the universal from of education.

vFkok

f'k{kk ds lkoZHkkSfed Lo:i dk o.kZu dhft,A

vFkok

f'k{kk esa lkoZHkkSfedj.k dh vko';drk ,oa egRo dks le>kb;s

mÙkj : "Universalization education is a system in which extending opportunities to all regardless of race, color creed, sex, or ability." - International Dictionary of Education

^^lkoZtfudj.k f'k{kk og iz.kkyh gS ftlesa lHkh iztkfr] jax] /keZ] fyax] ;k ;ksX;rk dh

fHkUurkvksa ds ckotwn 'kSf{kd volj miyC/k djk;s tkrs gSaA^^

& 'kCndks"k

Need and Importance of universalization

1- lk{kjrk izlkj esa lgk;d

2- O;fDrRo fodkl

3- lkekftd fodkl

4- yksdrU= dh lQyrk


5- O;kolkf;d lQyrk

6- jk"Vªh; fodkl

7- vUrjkZ"Vªh; ln~Hkkouk gsrq

8- nSfud thou esa lQyrk

laoS/kkfud izko/kku (Constitutional Provisions):

"No citizen shall be denied admission in to any educational institution maintained by the state or receiving aid out of state funds on ground only of religion, race, cast, language or any of them."

- Article 29 (b) Indian Constitution

"The state shall Endeavor to provide for free and compulsory education for all children the age 14 years, with in ten years from the date on which the constitution comes in to force."

- Article 45, Indian Constitution

"It is obvious that an illiterate and ignorant nation can never make solid progress and must ball back in the race of life. - Ghokhle's speech.

^^;g Li"V gS fd ,d vf'kf{kr vkSj vKkuh jk"Vª dHkh Hkh Bksl :i ls izxfr ugha dj

ldrk] bl dkj.k mls thou dh izxfr dh nkSM+ esa ihNs jg tkuk gksxkA^^ & xks[kys

f'k{kk ds lkoZHkkSfedj.k esa ck/kd rRo (Hurdles in universalization of

education)

1- vkfFkZd rRo (Economics Factors)

2- 'kSf{kd rRo (Educational Factors)

3- lkekftd rRo (Social Factors)

f'k{kk ds lkoZHkkSfedj.k gsrq mik; (Solution of universalization of Education)

1- ?kj ds fudV fo|ky;

2- vfuok;Z ukekadu

3- fo|ky; esa Bgjko

4- fujkSipkfjd f'k{kk

5- fu%'kqYd lkexzh


6- e/;kUg Hkkstu vYikgkj

7- dq'ky f'k{kd

ç-2- ^^'kSf{kd voljksa dh lekurk ds vFkZ dks Li"V dhft,A bldh vko';drk ,oa blds

ekxZ dh ck/kkvksa dk o.kZu dhft,A 'kSf{kd voljksa esa lekurk ykus ds fy, lq>ko

nhft,A

Explain the meaning of equality of opportunities in education. Describes it's importance and Hindrances. Give your suggestions for equality of opportunities.

mÙkj : ^^f'k{kk dk ,d egRoiw.kZ lkekftd mís'; 'kSf{kd voljksa dh lekurk iznku djrk gS

,oa fiNM+s vFkok vi;kZIr lqfo/kk,a izkIr oxZ ;k O;fDr;ksa dks vius fodkl ds fy, f'k{kk

izkIr djus ds ;ksX; cukrk gSA^^ &jk"Vªh; f'k{kk vk;ksx

"One of the important special objective of education is to equalize opportunity enabling the backward of under. Privileged classes or individuals to use education as a level for the improvement of their conditions."

- National Education Commission

'kSf{kd voljksa dh fo"kerkvksa ds dkj.k (Causes of inequality of Educational

opportunity)

1- fiNM+s oxksZa dh f'k{kk (Education of Backward People)

2- L=h f'k{kk (Women's Education)

3- fodykaxks dh f'k{kk (Education of disables)

4- vYila[;dksa dh f'k{kk (Education of Minorities)

5- {ks=h; vlUrqyu (Regional Imbalance)

6- vkfFkZd :i ls fiNM+k oxZ (Economically Backward classes)

7- lkekftd Lrj (Social Status)

'kSf{kd voljksa dh lekurk ds fØ;kUo;u esa lgk;d mik;

Measure for the implementation of Equality of Educational Opportunities

1- fiNM+s oxksZ dh f'k{kk (Educational of Backward People)

¼v½ vuqlwfpr tkfr (Schedule Cast)


¼c½ vuqlwfpr tutkfr;ka (Schedule Tribes)

¼l½ t;jke is'kk (Criminal Tribes)

¼n½ [kkukcnks'k (Nomadic Tribes)

2- efgyk f'k{kk (Women's Education)

3- {ks=h; vlUrqyu (Regional Imbalance)

4- fodykaxksa dh f'k{kk (Education of Disables)

f'k{kk ds fofHkUu Lrjksas ij 'kSf{kd voljksa dh lekurk ds mik;

Measure of equality of education opportunities at various stages of Education

1- izkFkfed Lrj (Primary Stage)

2- ek/;fed Lrj (Middle Stage)

3- mPp f'k{kk (Higher Education)

ç-3- vf/kdkj vkSj dÙkZO; ,d gh flDds ds nks igyw gSA le>kb;sA

"Duties & Rights are the two faces of a coin." Explain.

vFkok

Hkkjrh; lafo/kku esa of.kZr ewy vf/kdkjksa dk f'k{kk O;oLFkk ds fy, D;k fufgrkFkZ gS\

mÙkj : ^^vf/kdkj vkSj dÙkZO; lkekftd dY;k.k dh 'krsZ gSaA lekt ds izR;sd lnL; dk bl

dY;k.k ds lkFk nksgjk lEcU/k gS] mldk blesa lk>k gS] ;s muds vf/kdkj gSA blesa

mldks ;ksx nsuk gS] ;g mldk dÙkZO; gSA^^

& ,y Vh- gkcgkÅl

"Rights and duties, they, are conditions of social welfare every member of the community stands in a double relation. He had his share in it. That is the sum of his rights. He has to contribute his share. That is the sum of his duties.

- Hobhouse, L.T.

lR; ds fu;e }kjk jf{kr fgr dk uke vf/kdkj gSA dksbZ Hkh fgr ftldk vknj djuk

dÙkZO; gks vkSj ftldk vfrØe.k vuqfpr gks vf/kdkj dgykrk gSA& lkye.M

A Right is an interest protested by rule of Rights (Justice) it an interest the respect for which is a duty and valuation of which is wrong. - Salmond


Hkkjrh; lafo/kku esa of.kZr ewy vf/kdkj (Our Fundamental Rights)

1- lerk dk vf/kdkj ¼vuqPNsn 14 ls 18½ (Right of to Equality)

2- LorU=rk dk vf/kdkj ¼vuqPNsn 19&22½ (Right to Freedom)

3- 'kks"k.k ds fo:) vf/kdkj ¼vuqPNsn 23&24½ (Right against Exploitation)

4- /kkfeZd LorU=rk dk vf/kdkj ¼vuqPNsn 25&28½ (Right to Freedom of

Religion)

5- laLd`fr vkSj f'k{kk lEcU/kh vf/kdkj ¼vuqPNsn 29&30½ (Right to Education & Culture)

6- laoS/kkfud mipkjksa dk vf/kdkj ¼vuqPNsn 32½ (Right to constitutional Remedies)

dÙkZO; dk 'kkfCnd vFkZ & djus ;ksX; dk;Z

dÙkZO; dk oxhZdj.k (Classification of Duties)

1- izkd`frd dÙkZO; (Natural Duties)

2- uSfrd dÙkZO; (Moral Duties)

3- oS/kkfud dÙkZO; (Legal Duties)

4- lkekftd dÙkZO; (Social Duties)

5- jk"Vªh; ,oa vUrjkZ"Vªh; dÙkZO; (National & International Duties)

ekSfyd dÙkZO; ,oa f'k{kk (Fundamental Duties and Education)

dÙkZO;ksa dh vo/kkj.kk Kku tkx:drk O;ogkj ifjorZu gsrw fØ;k ;kstuk

f'k{kk }kjk izkfIr dh izfØ;k

l'kfDrdj.k dÙkZO;ikyu O;ogkj ifjoZru

vf/kdkjksa ,oa dÙkZO;ksa ds lUnHkZ esa laoS/kkfud izko/kkuksa ds fØ;kUo;u esa fo|ky;ksa ds

vUrxZr f'k{kk dh Hkwfedk gks ldrh gSA

1- fo|kfFkZ;ksa dks muds nkf;Roksa dk cks/k djukA


2- fo|kfFkZ;ksa dks lafo/kku }kjk iznÙk U;k; rFkk voljksa dh lekurk ls ifjfpr djk;k

dk ldrk gSA

3- fo|ky; dk;ZØeksa }kjk izcU/k izf'k{k.k

4- jk"Vª dh lEifÙk ds izfr yxku mRié djukA

5- ikB~; lgxkeh fØ;kvksa }kjk ns'k izse o jk"Vªh; ,drk mRiUu djukA

6- lafo/kku ds izfr vkLFkk fodflr djukA

7- ;ksX; o foosd'khy ukxfjd rS;kj djukA

□ □ □


v/;k; - 8

yksdrkaf=d lekt esa f'k{kk dk ;ksxnku Education Contribute in Democratic Society

ç-1- yksdrkfU=d lekt esa f'k{kk dSls ;ksxnku dj ldrh gS\ yksdrkfU=d f'k{kk ds vkn'kZ

,oa mís';ksa dk o.kZu djrs gq, Hkkjrh; f'k{kk ij iM+us okys izHkkoksa dk o.kZu dhft,A

How Education can contribute in Democratic Society? Explain the effects an Indian education by describing ideas and objectives of Democratic Education?

vFkok

yksdrU= vkSj f'k{kk esa D;k laca/k gS\

vFkok

yksdrU= ds fy, f'k{kk fdl izdkj dh gksuh pkfg,\

vFkok

yksdrU=h; f'k{kk dk D;k egRo gS\ Li"V dhft,A

mÙkj : ^^yksdrU= 'kklu dk og :i gS ftlesa turk dk] turk ds }kjk vkSj turk ds fy,

'kklu gksA^^ & vczkge fyadu

"Democracy is a government of people by the people and for the people."

^^yksdrU= 'kklu dk og izdkj ;k :i gS] ftlesa 'kklu 'kfDr fdlh fo'ks"k oxZ vFkok

oxksaZ esa fufgr u gksdj lEiw.kZ tu lekt ds lnL;ksa esa fufgr gSA^^ & czk;l

"Democracy is that from of government in which the ruling power of the state is

vested not in particular class or classes but in the members of community as a

whole." - Bryce


^^yksdrU= og 'kklu gS ftlesa izR;sd O;fDr Hkkx ysrk gSA^^ & lhys

"Democracy is a government in which every one has a share." - Seeley

yksdrkaf=d lekt esa f'k{kk (Education in Democratic Society)

Democracy is based on faith in the dignity and worth of every single individual as a human being. - Modular Secondary Education Commission

iztkrkaf=d f'k{kk dh vko';drk] egRo vkSj dk;Z (Need, Importance and

function of Democratic Education)

^^yksdrU=h; f'k{kk dh ekax f'kf{kr turk ds fy, gSA^^

^^yksdrU= esa bl izdkj dh f'k{kk gksuh pkfg,] ftlls O;fDr;ksa dks lkekftd lEcU/k

vkSj fu;a=.k esa O;fDrxr :fp mRiUu gks vkSj muesa ,slh ekufld vknrksa dk fuekZ.k gks

ftuls vO;oLFkk mRiUu gq, fcuk lkekftd ifjorZu dk gksuk laHko gksA^^

'kSf{kd yksdrU= dh fo'ks"krk,a (Characteristics of Educational Democracy)

1- ns'k HkfDr dk L=ksr

2- lkoZtfud f'k{k.k

3- lekurk o LorU=rk ij vk/kkfjr 'kklu

4- LorU=rkvksa dk lgh mi;ksx

5- yksdfgrdkjh

6- lokZf/kd dk;Zdq'ky iz'kklu

7- jk"Vªh; pfj= dk fuekZ.k

8- ukxfjdrk dh f'k{kk dk lk/ku

9- O;fDrRo dk fodkl

10- fo'o 'kkfUr dk leFkZd

11- dyk] laLd`fr] lkfgR; ,oa foKku dh mUufr esa lgk;d

yksdrkaf=d f'k{kk ds vfuok;Z mís'; (Fundamental Aims of Democratic

Education)

1- lefodflr O;fDr okys O;fDr;ksa dk fodkl

2- O;fDr dh vkfFkZd lEiUurk esa o`f)

3- O;fDr dh :fp;ksa dk fodkl


4- mPp y{k.kksa ds fy, O;fDr o lekt dk fuekZ.k

5- vPNh vknrksa dk fuekZ.k

6- ukxfjdrk dk izf'k{k.k

7- dq'kyrk dh izkfIr

8- lkekftd n`f"Vdks.k dk fodkl

/keZ&fujis{k iztkrU= dk Hkkjrh; f'k{kk ij izHkko (Influence of Secular

Democracy of Indian Education)

1- f'k{kk esa ckyd dh :fp dks LorU=rk

2- ikB'kkyk esa fo"k;&fu/kkZj.k esa lcdk ;ksx gksrk gSA

3- f'k{kk ds ek/;e ls cPpksa dks ukxfjdrk dk ikB i<+kukA

4- ikB~;Øe esa Kku rFkk dkS'kyksa dk lekos'k gksrk gSA

5- f'k{k.k fof/k esa Nk= Lo;a Kku vtZu djus rFkk lkspus le>us dh 'kfDr dks o`f)

djus ij cy nsrk gSA

6- f'k{kd fo|kfFkZ;ksa ds lkFk lgkuqHkwfr iw.kZ O;ogkj djrs gSaA

□ □ □


v/;k; - 9

jk"Vªh; ,drk esa f'k{kk dh Hkwfedk Role of Education in National Integration

ç-1- jk"Vªh; ,drk D;k gS\ jk"Vªh; ,drk dks mUur djus ds fy, f'k{kk dh D;k Hkwfedk

gksuh pkfg,A Li"V djsaA

What is the meaning of National integrity? What should be the role of education for empowering national integrity? Explain.

vFkok

Hkkjrh; lekt dh lektoknh O;oLFkk dk D;k lEizR;; gS\ bldh izeq[k fo'ks"krkvksa dk

mYys[k dhft,A

mÙkj : lektokn dk vFkZ (Meaning of Socialism) :

^^;g Jfedksa dk ,d ,slk laxBu gS ftldk mís'; iwathoknh lEifÙk dks lkekftd

lEifÙk esa ifjofrZr djus ds fy, jktuhfrd lÙkk izkIr djuk gSA^^ & ,ekby

"It means the organization of workers for the conquest of political power for the purpose of transforming capitalist properly in to social property." - Emile

^^lektokn Jfed oxZ dk ,d vkUnksyu gS ftldk y{; mRiknu vkSj forj.k ds

ekSfyd lk/kuksa ds lkewfgd rFkk yksdrU=h; izcU/k }kjk 'kks"k.k lekIr djuk gSA^^

& àwxu

"Socialism is the political Movement of the working class which aims to abolish exploitation by means of the collective ownership and democratic management of the basic instruments of production and distribution."

'kSf{kd fufgrkFkZ (Educational Implications)

1- vUrfuZfgr 'kfDr;ksa dk fodkl


2- ikB~;Øe esa fofHkUuhdj.k dk fl)kUr

3- fu%'kqYd ,oa vfuok;Z f'k{kk

4- lekt dh f'k{kk O;oLFkk

jk"Vªh; ,drk (National Integration)

^^jk"Vªh; ,drk vius jk"Vªh; fodkl] Hkfo"; esa fo'okl] mUur thou ewY;ksa ,oa dÙkZO;ksa

dh Hkkouk] LoPN iz'kklu dk fo'okl vkSj ikjLifjd ln~Hkko lfEefyr fd;s gq, gSaA^^

& dksBkjh f'k{kk vk;ksx

"National Integration includes a confidence in the Nation's future, a continuous rise in the standard of living, development of feeling of values and duties, a good and impartial administration system and mutual understanding."

- Kothari Commission Report (1964-66)

^^jk"Vªh; ,drk ,d euksoSKkfud ,oa 'kSf{kd izfØ;k gSA ftlds }kjk yksxksa ds àn; esa

,drk] laxBu lfUudVrk dh Hkkouk] lkekU; ukxfjdrk dh Hkkouk vkSj jk"Vª ds izfr

HkfDr dh Hkkouk dk fodkl fd;k tkrk gSA^^ & jk"Vªh; ,drk lEesyu fjiksVZ ¼1961½

"National Integration is a psychological and educational process involving the development of a feeling of unity, sati-clarity and cohesion in the heart of the people, a sense of common citizenship and a feeling of loyalty to the Nation."

- National Integration Conference Report, (1961)

jk"Vªh; ,drk ds ekxZ esa ck/kk,a (Obstructions in the way of National

Integration)

1- jk"Vªh; pfj= dk vHkko (Lack of National Character)

2- lkEiznkf;drk (Communalism)

3- tkfrokn (Casteism)

4- Hkk"kkokn (Linguism)

5- {ks=h;rkokn (Regionalism)

6- izkUrh;rk (Provincialism)

7- jktuSfrd ny (Political Parties)

8- vlekurk (Inequality)

9- lkekftd U;k; dk vHkko (Lack of Social Justice)


10- uSfrd ewY;ksa dk vHkko (Lack of Moral Values)

11- vlUrq"V ;qok oxZ (Frustrated Youth)

12- lkekftd&vkfFkZd Lrj (Socio-Economic Status)

jk"Vªh; ,drk esa f'k{kk dh Hkwfedk (Role of Education in National Integration)

^^jk"Vªh; ,drk dk fuekZ.k bZaV vkSj iRFkj] NSuh vkSj gFkkSM+h ls ugha ldrkA ;g rks

euq";ksa ds fnyksa esa vkSj efLr"d esa pqipki mRiUu vkSj fodflr gksrk gSA bldh

,dek= izfØ;k gS f'k{kkA^^ & MkW- loZiYyh jk/kkd`".ku

"National Integration can not be built by brick and mortar or with chisel and hammer. It has to grow silently in the minds and hearts of men, and the process by which it could be achieved was by education.” - Dr. Radhakrishanan

jk"Vªh; ,drk ds fodkl esa f'k{k.k dh Hkwfedk (Role of Teacher in Developing

National Integration) :

1- f'k{kk fof/k;ksa esa lq/kkj (Reforms in Methods of Teaching)

2- ikB~; iqLrdksa esa lq/kkj (Reforms in Text Book)

3- nSfud lkewfgd lHkk dk;ZØe (Daily Morning Assembly Programme)

4- jk"Vªh; ioksZa dks eukuk (Celebration of National Festivals)

5- vUrizkZUrh; Lrj ij dk;ZØeksa dk vk;kstu djukA (Arrangement of Different Programme at Inter-state Level)

6- jsfM;ks vkSj Vh- oh dk iz;ksx (Use of Radio & Television)

7- jk"VªHkk"kk fgUnh dk fodkl (Development of Hindi as National Language)

8- jk"Vªh; Lrj ij f'k{kdksa dk vknku&iznku (Exchange of Teachers at National

Level)

9- Hkze.k (Excursions)

10- jk"Vªh; Lrj ij Nk=ksa dk vknku&iznku (Exchange of students at National Level)

11- f'k{kk ds mís';ksa esa ifjorZu (Change in the aims of Education)

12- jk"Vªh; f'k{kk iz.kkyh (National system of Education)

jk"Vªh; ,drk vkSj fo|ky; ikB~;Øe (National Integration and School

curriculum)

1- lkekftd foKku f'k{kk (Instruction of Social Science)


2- fofHkUu Hkk"kkvksa dk f'k{k.k (Teaching of Different Languages)

3- foKku f'k{k.k (Science Teaching)

4- dyk] lkfgR; vkSj laxhr dk ;ksxnku (Contribution towards arts literature and Music)

5- ikB~;iqLrdksa dk iqufuZekZ.k (Redesigning of Text- Books)

6- ikB~;Øe esa uSfrd f'k{kk dks mfpr LFkku (Place of Moral Education in school Curriculum)

ç-2- lektoknh O;oLFkk esa f'k{kk dh vko';drk ,oa lekthdj.k dh izfØ;k dk o.kZu

dhft,A

Explain the need of education in Socialistic pattern and Process of Socialization.

mÙkj : lektoknh O;oLFkk dh LFkkiuk ds fy, bl izdkj dh f'k{kk dh vko';drk gS ftlls

tu tkxfr mRiUu dj O;fDr dks iw.kZ lektoknh cuk;k tk ldsA blds fy, f'k{kk

fuEufyf[kr :iksa esa lgk;d gks ldrh gSA

1- jk"Vª dh vkRefuHkZjrk (Self-sufficiency of Nation) : izkd`frd lalk/kuksa dk

foosdiw.kZ mi;ksx djds jk"Vª dks vkRefuHkZj cuk;k tk ldrk gSA

2- jkstxkj ds voljksa esa o`f) (Increase in opportunities of employment)

3- vfUre dks izkFkfedrk (Priority the Last) : bldk rkRi;Z gS fd fiNMs+ gq,]

vf'kf{kr] fu/kZu O;fDr dks fodkl ds vDlj lcls igys fn;s tk;saA

4- vkfFkZd ,oa jktuhfrd 'kfDr;ksa dk fodsUnzhdj.k (Decentralization of

economic and political powers) : Hkkjr esa dqVhj m|ksx /kU/kksa dk fodkl

fd;k tkuk pkfg,A lkFk gh cM+s m|ksxksa ds fodkl gsrq rduhdh f'k{kk nh tkuh

pkfg,A

5- lkekftd ,oa vkfFkZd U;k; (Social and Economic Justice) : f'k{kk }kjk yksxksa

esa HksnHkko] vlekurk ,oa 'kks"k.k ds fo:) tkx`fr ykus dk iz;kl fd;k tkuk

pkfg,A

lekthdj.k dh izfØ;k (Process of Socialization)

lekthdj.k dh izfØ;k }kjk ckyd dks lkekftd cuk;k tkrk gSA bl izfØ;k ds

fofHkUu dkjd bl izdkj gSA


1- ikyu&iks"k.k (Child Rearing) : ckyd ds lekthdj.k esa ikyu&iks"k.k dk xgjk

izHkko iM+rk gSA ftl izdkj ekrk&firk ckyd dk ikyu iks"k.k djrs gSa mlh ds

vuqlkj ckyd esa Hkkouk;sa rFkk vuqHkwfr;ka fodflr gks tkrh gSA

2- lgkuqHkwfr (Sympathy) : lgkuqHkwfr ds }kjk ckyd esa viuRo dh Hkkouk fodflr

gksrh gS ftlds ifj.kkeLo:i og ,d nwljs esa Hksn&Hkko djuk lh[k tkrk gSA

3- lgdkfjrk (Co-operation) : tSls&tSls ckyd vius lkFk vU; O;fDr;ksa dk

lg;ksx ikrk tkrk gS oSls &oSls nwljs yksxksa ds lkFk viuk lg;ksx Hkh iznku djuk

vkjEHk dj nsrk gSA

4- funsZ'k (Direction) : ckyd mlh dk;Z dks djrk gS ftldks djus ds fy, mls

funsZ'k fn;k tkrk gSA

5- vkRehdj.k (Identification) : ckyd ds lkFk tks yksx lgkuqHkwfriw.kZ O;ogkj djrs

gSa mUgha dks ckyd viuk le>dj muds jgu&lgu] Hkk"kk rFkk vkn'kksZ ds vuqlkj

O;ogkj djus yxrk gSA

6- lkekftd f'k{k.k (Social Teaching) : ckyd dk lkekftdj.k mlds ifjokj ls

izkjEHk gksrk gS tgka ckyd thou ds O;ogkjksa dh f'k{kk xzg.k djrk gSSA

7- iqjLdkj ,oa n.M (Reward and Punishment) : ckyd ds lkekthdj.k esa

iqjLdkj ,oa n.M dk Hkh xgjk izHkko iM+rk gSA vPNs dk;ksZ ij iz'kalk rFkk xyr

dk;ksZ ij n.M feyrk gSA

□ □ □


v/;k; - 10

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 Indian Democracy

ç-1- lafo/kku dh la?kh; jkT; ,oa leorhZ lwfp;ksa rFkk muesa f'k{kk ds Lo:i dk o.kZu

dhft,A

Explain the Union State and Con-current Lists and nature of Education.

mÙkj : Hkkjr ds lafo/kku esa f'k{kk ds fo"k; esa fuEu O;oLFkk,sa gS%

1- fu%'kqYd rFkk vfuok;Z f'k{kk% /kkjk 45 ds vuqlkj 14 o"kZ rd ds cPpksa dks fu%'kqYd

,oa vfuok;Z f'k{kk dk izko/kku gSA

2- /kkfeZd f'k{kk% /kkjk 21 ds vuqlkj /keZ fo'ks"k ds izpkj ds fy, etcwj ugha fd;k tk

ldrkA

3- n`'; lkexzh% /kkjk 49 ds vuqlkj] jkT; izR;sd Lekjd ;k laln }kjk jk"Vªh; egRo

ds ?kksf"kr LFkku o oLrqvksa dk laj{k.k djsaA

4- vYila[;dksa dh f'k{kk% /kkjk 30 ds vuqlkj vYila[;d leqnk; viuh bPNk ds

vuqlkj 'kSf{kd laLFkkvksa dk lapkyu dj ldrs gSaA

5- d`f"k f'k{kk% /kkjk 45 ds vuqlkj ;fn jkT; pkgs ;k og ;g mÙkjnkf;Ro mBkus ds

fy, l{ke gks rks og vk/kqfud o oSKkfud n`f"V ls d`f"k o i'kq ikyu esa laj{k.k o

lq/kkj ds dne mBk ldrk gSA

6- Hkk"kk vuqns'ku% lafo/kku dh /kkjk 350&,] izR;sd jkT; rFkk jkT; esa izR;sd LFkkuh;

fudk; izkFkfed Lrj ij vYila[;d lewgksa ds ckydksa ds fy, ekr`Hkk"kk esa vuqns'ku

ds fy, i;kZIr lqfo/kk,a iznku djsxkA


7- dsUnz o jkT; ds 'kSf{kd nkf;Ro% dsUnz ljdkj f'k{kk lqfo/kkvksa ds leUo;] mPp

oSKkfud o rduhdh f'k{kk Lrjksa ds fu/kkZj.k rFkk fgUnh o vU; leLr Hkkjrh;

Hkk"kkvksa esa 'kks/k dk;Z o mudh izxfr ds fy, mÙkjnk;h gSA la?kh; {ks=ksa dh f'k{kk o

dsUnzh; fo'ofo|ky;ksa ij dsUnz dk lh/kk fu;U=.k gSa ns'k ds vU; {ks=ksa esa 'kSf{kd

iz'kklu dk mÙkjnkf;Ro jkT; ij gSA

ç-2 yksdrU= esa ikB~;Øe f'k{k.k fof/k rFkk f'k{kd fdl izdkj dk gksuk pkfg,A o.kZu djksA

Explain the curriculum, Teaching Method and Teacher in Democracy.

mÙkj : yksdrU=okfn;ksa ds vuqlkj f'k{kk Øe dk laxBu bl izdkj djuk pkfg, fd og Nk=ksa

dks viuh vko';drkvksa vkSj bPNkvksa] ifjokj dh vko';drkvksa vkSj leL;kvksa]

fo|ky; dh vko';drkvksa vkSj leL;kvksa dks le>us ;ksX; cuk ldsA

ikB~;Øe esa leLr fØ;kvksa] vuqHkoksa dks lfEefyr fd;k tkuk pkfg,A f'k{kkØe esa mu

lHkh Kku rFkk dkS'kyksa (Skills) vkfn dk lekos'k gksuk pkfg, tks Nk=ksa dks

yksdrkfU=d lekt esa jgus dh ;ksX;rk ns ldsaA yksdrU= esa ikB~;Øe dk fuekZ.k

yksdrkfU=d f'k{kk fl)kUrksa ds vk/kkj ij fd;k tkrk gS%

1- tura=kRed f'k{kk dk ikB~;Øe yphyk gksuk pkfg,A

2- ikB~;Øe esa oS;fDrd Lora=rk dks mfpr LFkku feyuk pkfg,A

3- tura= esa ikB~;Øe LFkkuh; vko';drkvksa dh iwfrZ esa lgk;d gksA

4- ikB~;Øe dk lEcU/k lekt ls gksuk pkfg,A

5- ikB~;Øe esa ,sls fo"k;ksa dk Hkh lekos'k fd;k tkuk pkfg, ftlls fo|kFkhZ vodk'k

ds le; dk lnqi;ksx djrs gq, f'k{kk izkIr dj ldsaA

6- turU=h; ikB~;Øe esa ckydksa dh ckSf)d {kerk dks fodflr djus ds fy, fØ;k

ds fl)kUr ij cy nsuk pkfg,A

7- fo|ky; dk lEiw.kZ dk;ZØe cgqeq[kh gksuk pkfg,A

yksdrU= ,oa f'k{k.k fof/k (Democracy and Method of Teaching)

yksdrU=h; f'k{k.k fof/k;ka yksdrU= ds ewY;ksa] vkn'kksZa ,oa Hkkoukvksa ls izHkkfor gksrh gSA

yksdrU= esa leLr f'k{k.k fof/k;ka cy dsfUnzr gksrh gSaA yksdrU=h; f'k{k.k fof/k;ka

tura= ds ewY;ksa] vkn'kksZ ,oa Hkkoukvksa ls izHkkfor gksrh gSA

yksdrU=h; f'k{k.k fof/k;ksa dk iz;ksx djrs le; f'k{kd Nk=ksa dks Kku fl)kUr {ks= esa

vUos"k.k djus dks LorU= NksM+ nsrs gSa rFkk vko';drk vuqlkj ekxZn'kZu djrs gSaA


yksdrU=h; fof/k;ka ckydksa dks Lo;a vius vuHkoksa }kjk lh[kus dh rFkk LofØ;k }kjk

Kku dks [kkstus dh LorU=rk iznku djrh gSA

bl izdkj dh fof/k;ksa esa ekWUVsljh i)fr] ifj;kstuk fof/k] MkYVu fof/k] leL;k lek/kku

fof/k] g~;wjsfLVd fof/k] iz;ksxkRed fof/k rFkk [ksy fof/k izeq[k gSA ;s lHkh fof/k;ka ckydksa

esa lkspus&fopkjus rFkk fu.kZ; ysus dh 'kfDr;ka vkSj n{krk,a mRiUu gksdj fodflr gksrh

gSA

yksdrU= o f'k{kd (Democracy and Teacher)

v/;kid ,d ,slk O;fDr gksrk gS tks vius Kku :ih nhid }kjk lekt ds ckydksa dks

rks izdkf'kr djrk gh gS] lkFk gh lekt esa okfNar vkSj visf{kr ifjorZu yxkdj mls

izxfr dh vksj ys tkrk gSA

v/;kid mfpr 'kSf{kd okrkoj.k dk fuekZ.k djrk gS] ftlesa jgrs gq, izR;sd ckyd dk

pgqaeq[kh fodkl lEHko gSA

v/;kid ckydksa dks vius dÙkZO;ksa ds izfr tkx:d rFkk vf/kdkjksa ds izfr ltx cukus

dk iz;kl djrk gSA

□ □ □


v/;k; - 11

lkekftd ifjorZu esa f'k{kk dh Hkwfedk

Education of Social Change

ç-1- f'k{kk ,d lkekftd miO;oLFkk ds :i esa bl dFku dk o.kZu dhft,A

Explain the Education as a Sub-System.

mÙkj :

iw.kZ lkekftd O;oLFkk

mi iz.kkyh ds :i esa f'k{kk dh Hkwfedk (Role of Education as a sub system)

1- laLd`fr dk gLrkUrj.k (Transmission of culture)

2- yksdrkaf=d ewY;ksa ,oa vkn'kksZ dk fodkl (Development of Democratic values and Ideals)

3- ckyd dk lkekftdj.k djuk (Socialization of the child)

4- ekuo O;ogkj dks ifjofrZr djuk (Change in human behaviour)

miO;oLFkk

lkaLd`frd

miO;oLFkk

'kSf{kd

miO;oLFkk

vkfFkZd

miO;oLFkk

jktuSfrd


5- mRre ukxfjdrk dk fuekZ.k (Creation of Good Citizenship)

6- lkekftd dq'kyrk dk fodkl (Development of Social Efficiency)

7- Hkfo"; ds izfr vkLFkk mRiUu djuk (To have faith in future)

ç-2- lkekftd ifjorZu ds lk/ku ds :i esa f'k{kk dh Hkwfedk dk o.kZu dhft,A

What is the Role of Education as key of Social change?

vFkok

f'k{k.k ds ek/;e ls lkekftd ifjorZu fdl izdkj yk;k tk ldrk gS\

vFkok

lkekftd ifjorZu }kjk f'k{kk izHkkfor gksrh gSA Li"V dhft,A

vFkok

lkekftd ifjorZu ds ck/kd rRo dkSu&dkSu ls gS\

mÙkj : ^^lkekftd ifjorZu esa dsoy os gh ifjorZu ekus tkrs gSa tks lkekftd laxBu vFkkZr~

lekt ds <+kaps vkSj dk;Z esa ?kfVr gksrs gSaA^^ & fdaXlys Msfol

"By Social change is meant only such alteration as occur in social organization that is the structure and functions of society." - K. Davis

^^lkekftd ifjorZu yksxksa ds dk;Z djus rFkk fopkj djus dh i)fr;ksa ds la'kks/ku dk

uke gS^^ & tkWulu

"Social change may be defined as modification in may of doing and thinking of people." - Jonson

^^lkekftd ifjorZu og 'kCn gS tks lkekftd izfØ;kvksa] lkekftd izfrekuksa] lkekftd

ijLij lEcU/kh fØ;k ;k lkekftd laxBu ds fdlh vax esa vUrj ;k :ikUrj dks of.kZr

djus ds fy, iz;ksx fd;k tkrk gSA^^ &tkWUl

"Social Change is a term used to describe variations in or modifications of any aspect of social processes, Social patterns social interaction or social organization." - Jones

lkekftd ifjorZu ds dkjd (Factors of Social Change)

1- tSfodh; dkjd (Biological Factors)


2- izkd`frd dkjd (Natural Factors)

3- lkaLd`frd dkjd Cultural Factors)

4- tula[;kRed dkjd (Demographic Factors)

5- izkS|ksfxdh; dkjd (Technological Factors)

lkekftd ifjorZu gsrq f'k{kk (Education for Social Change)

1- 'kk'or ewY;ksa dks LFkk;h djus okyh

2- mnkjoknh izd`fr

3- tutkxj.k dj lds

4- ifjorZu gsrq izsjd

5- lkekftd ewY;ksa dh fuekZ=h

6- oSKkfud izxfr dk Kku

7- lkekftd dk;ZdÙkkZ dk izf'k{k.k

8- okaNuh; xq.kksa dk fodkl

9- lkekftd f'k{kk dk fodkl

lkekftd ifjorZu dk f'k{kk ij izHkko (Impact of Social Change on Education)

1- lkekftd U;k; ,oa f'k{kk

2- lekurk ,oa f'k{kk

3- iaFk fujis{krk

4- LorU=rk

lkekftd ifjorZu esa ck/kd dkjd (Resisting Factors of Social Change)

1- lkaLd`frd tM+rk

2- ladh.kZ fu"Bk

3- LokFkZ

4- uohurk dk Mj

□ □ □


v/;k; - 12

lkekftd xfr'khyrk] lkaLÑfrd foyEcu]

ySafxd vlekurk] {ks=h; vlekurk

Social Mobility, Cultural lag,

Gender Disparties, Regional Disparities

ç-1- lkekftd xfr'khyrk dks ifjHkkf"kr dhft, rFkk crkb;s fd f'k{kk fdl izdkj

lkekftd xfr'khyrk fodflr dj ldrh gS\

Define Social Mobility. How Education can develop Social Mobility?

vFkok

lkekftd xfr'khyrk dks izHkkfor djus okys rRo dkSu&dkSu ls gS\

mÙkj : ^lkekftd lewg ;k Lrjksa esa fdlh O;fDr dk ,d lkekftd fLFkfr ls nwljh lkekftd

fLFkfr esa igqap tkuk gh lkekftd xfr'khyrk gSA^^& lksjksfdu

"By Social Mobility we meant any transition of an individual from one position

to another in a constellation of social group and strata "- Sorokin

^^lkekftd xfr'khyrk ewyr% O;fDr vFkok O;fDr;ksa ds lewg dk ,d lkekftd fLFkfr

ls nwljh esa xfr'khy gksuk gS] ,slh xfr fdlh lkekftd vuqØe vFkok LrEHk esa m/oZ

xfr vFkok v/kksxfr gks ldrh gSA^^& eSdkboj ekSfj'k

"Social Mobility is basically the movement of individuals or group of individuals

from one social position to another, such a movement may be up or down between

the classes in given social hierchy or stratification. - Macbver Morrish


f'k{kk o lkekftd xfr'khyrk dk lEcU/k (Relation Between Education and

Social Mobility)

lkekftd xfr'khyrk ij f'k{kk dk izHkko

1- Nk=ksa dh lkekftd xfr'khyrk

2- nwjLFk f'k{kk ,oa eqDr fo|ky;ksa dk izHkko

3- f'k{kk ds Lrj dk izHkko

4- f'k{kdksa dh lkekftd xfr'khyrk

5- ikB~;Øe dh fofo/krk dk izHkko

lkekftd xfr'khyrk dks izHkkfor djus okys dkjd (Factors Affecting Social

Mobility)

1- lkekftd lajpuk (Social Structure)

2- egRodka{kk (Aspirations)

3- f'k{kk (Education)

4- vkfFkZd n`f"Vdks.k (Economic Attitude)

5- laoS/kkfud izko/kku (Constitutional Provision)

6- tula[;k lajpuk (Population Structure)

7- rduhdh izHkko (Technology Effect)

8- O;kolkf;d vkdka{kk (Occupational Aspiration)

9- izsj.kkRed dkjd (Motivational Factors)

ç-2- ^^lkaLd`frd foyEcu^^ ls D;k rkRi;Z gS\ bls nwj djus esa f'k{kk dh Hkwfedk Li"V

dhft,A

What do you mean by 'Cultural Lag'? How it can be remove by Education?

mÙkj : ^^og ruko tks laLd`fr ds ijLij &lEcfU/kr Hkkxksa] tks vleku xfr dh nj ls

ifjofrZr gksrs gSa] esa jgrk gS ml Hkkx esa foMEcuk le>h tk ldrh gS] tks vR;f/kd

eUn nj ls ifjofrZr gks jgk gS] D;ksafd ,d oLrq nwljh ds ihNs jg tkrh gSA^^& vkxouZ

"Various parts of modern cultures are not changing at the same Rate, same parts are changing more rapidly than other, and since there is correlations and inter-


dependence of parts a rapid change in one part of our culture requires readjustments through other changes in various correlated parts of culture. for instance industry and education are correlated, hence change in industry makes adjustment necessary through some discovery or invention and occasions change in some part of culture dependent upon it, there frequently is a delay in the change occasioned in the dependent part of culture.

The extent of this lag will vary according to the nature of the cultural material. but may exist for a considerable number of years during which time there may be said to a maladjustment." - W. F. Ogburn

**oS/kkfud vuqlU/kkuksa ,oa vkfo"dkjksa ds dkj.k tgk¡ ,d vksj lekt uohu fof/k;ksa dks

iz;ksx esa ykus ;ksX; cu x;k gS] ogk¡ nwljh vksj ewY; laLÑfr ihNs jg xbZ gSaA izkfof/kd

laLÑfr dk O;kid foLrkj rFkk ewY; laLÑfr dk ihNs jguk gh lkekftd rFkk

lkaLÑfrd foyEcuk dgykrh gSA**& lDlsuk

lkaLÑfrd foyEcu ds dkj.k (Causes of cultural Lag) :

1- lkaLÑfrd tMrk (Cultural Inertia)

2- uohurk dk Hk; (Fear of New thing)

3- ladh.kZ fu"Bk;sa (Narrow Loyalties)

4- LokFkZijrk (Selfishness)

5- ekuo ihf<+;k (Human Generations)

f'k{kk ,oa lkaLÑfrd foyEcu (Education and cultural Lag) :

1- f'k{kk lexzrk ls nh tk, rks lkaLÑfrd ds nks i{kksa dk fodkl lkFk&lkFk gks ldrk

gSA

2- fpUru dk vk/kkj oSKkfud gksuk pkfg,A

3- ikB~;sÙkj fØ;kvksa ls lUrqyu LFkkfir gks ldrk gSA

4- f'k{kd dh jk"Vª rFkk lekt ds izfr tokcnsgh fuf'pr dh tk ldrh gSA

5- fu;ksftr ifjorZu dh f'k{kd }kjk fn'kk iznku dh tkuh pkfg,A

ç-3- fyaxh; foHksn ds nq"ifj.kkeksa dks Li"V dhft,A

Explain the ill effects of gender disparities.

vFkok


ySafxd fo"kerk D;k gS\ ySafxd fo"kerk ds dkj.kkssa dk o.kZu dhft,A

vFkok

ySafxd fo"kerk dks nwj djus ds mik;ksa dk o.kZu dhft,A

mÙkj : ySafxd fo"kerk ds dkj.k (Causes of Gender disparities) : eq[; dkj.k fuEu

izdkj gS&

1- lkekftd leL;k (Social Problems)

2- lkaLÑfrd leL;k (Cultural Problems)

3- euksoSKkfud leL;k (Psychological Problems)

4- vkfFkZd leL;k (Economic Problems)

vU; dkj.k &

1- vf'kf{kr ekrk&firkA

2- ckfydk f'k{kk dh mis{kkA

3- ckfydk f'k{kk dh lqfo/kkvksa dh dehA

4- ckfydk ds fy, mi;qDr ikB~;Øe dk u gksukA

5- lg f'k{kk ds izfr udkjkRed n`f"Vdks.kA

6- ckfydkvksa dks xgLFkh ds dk;kZs esa O;Lr j[kukA

7- ekrk&firk }kjk yM+dksa dks vf/kd egRo nsukA

8- fo|ky;ksa dk ?kj ls nwj gksukA

ySafxd leL;kvksa dks nwj djus ds mik;

1- loZf'k{kk vfHk;kuA

2- çkjfEHkd Lrj ij jk"Vªh; ckfydk f'k{kk dk;ZØeA

3- efgyk f'k{kkA

loZf'k{kk vfHk;ku dh çeq[k fo'ks"krk,¡

1- ckfydkvksa dks fu% 'kqYd ikB~; iqLrdsa miyC/k djukA

2- fo|ky;ksa esa ckfydkvksa ds fy, lqfo/kk,sa cuokukA

3- L=h iq:"k vuq:ih ikB~;Øe rFkk f'k{k.k&v/;;u lkexzh] ikB~; iqLrdsa vkfn rS;kj

djukA


4- 50% f'k{kd efgyk,sa gksaxhA

5- lsokdkyhu f'k{kd&çf'k{k.k ds ek/;e ls L=h&iq:"k laosnu'khyrkA

6- f'k{kk xkj.Vh rFkk oSdfYid uokpkjh ;kstuk ds ek/;e ls fHkUu vk;q oxksZA

7- xzke f'k{kk lfefr;ksa@vfHkHkkod f'k{kd la?kksa esa efgykvksa dk izfrfuf/kRoA

8- ckfydkvksa dh f'k{kk dh vko';drk ds fy, iapk;rh jkt rFkk leqnk; vk/kkfjr

laxBuksa dks laosnu'khy cuk;k tk,xkA

ç-4- {ks=h;rk ls vki D;k le>rs gS\ gekjs lekt dh ,drk dks ;g dSls izHkkfor djrh gS\

What do you mean by Regional disparities? How it affects Social integrity?

vFkok

{ks=h; fo"kerk dk vFkZ Li"V djrs gq, blds dkj.kksa dh foospuk dhft,A

vFkok

{ks=okn dks jksdus ds mik;ksa dk o.kZu dhft,A

mÙkj : {ks=h;rk bl v/;;u ls lEcfU/kr gS] ftlesa ,d HkkSxksfyd {ks= rFkk ekuo&O;ogkj ds

chp ik;s tkus okys lEcU/k ij cy fn;k tkrk gSA bl :i esa {ks=h;rk ,d izdkj dk

fo'o ifjfLFkfr foKku gS] D;ksafd bldh :fp fofHkUu {ks=ksa ds chp rFkk ,d gh {ks= ds

fofHkUu vaxksa ds chp ik, tkus okys izdk;kZRed lko;oh lEcU/kksa esa gSA** & yq.McxZ

{ks=h; vlarqyu ds dkj.k (Causes of Regional Disparities) :

1- HkkSxksfyd fHkUurk,¡ (Geographical variations)

2- lkekftd lkaLÑfrd fojklr (Socio-cultural heritage)

3- jktuSfrd dkj.k (Political cause)

4- vkfFkZd dkj.k (Economic cause)

5- Hkk"kk dh leL;k (Language Problems)

{ks=h; vlekurk ds nq"ifj.kke (Ill-effects of Regional ) :

1- fo/oald ,oa ladh.kZ usr`Ro dk fodkl (Development of Destructive of Narrow-minded leadership)

2- Hkk"kkokn dh leL;k (Problem of Linguism)

3- jk"Vªh; ,drk esa ck/kd (Obstacle in National Unity)


4- lkekftd U;k; esa ck/kd (Obstacle in Social Justice)

5- {ks=h; rukoksa dks c<+kok (Encouragement to Regional Tensions)

6- çxfr esa ck/kk (Hindrance in Progress)

{ks=h; vlekurk ds fuokj.k ds mik; ,oa lq>ko (Measures & suggestions to

solve Regional Disparity) :

1- jk"Vªh; uhfr;ksa dk fu/kkZj.k (Finalization of National Policies)

2- dsUnz dh lfØ; uhfr (Active Policy of the Centre)

3- nckoiw.kZ uhfr dk R;kx (Avoid Pressure Policy)

4- lkaLÑfrd ,dhdj.k (Cultural Integration)

5- ns'k dk larqfyr fodkl (Balance Development of the Country)

6- lkekU; vk/kkj dh [kkst (Discovery of Common Base)

7- {ks=h; Hkk"kkvksa dk lEeku (Honour to Regional Language)

{ks=h; vlekurk og vlekurk gS tks ,d fuf'pr {ks= esa cls lekt dh fofHkUu

cfLr;ksa esa O;kIr gS rFkk nks ;k vf/kd {ks=ksa esa cls lektksa ds chp fo|eku vo;oLFkk

la?k"kZ ;k vlarqyu gSA mDr mik;ksa ds }kjk bl vlarqyu dks nwj fd;k tk ldrk gSA

ns'k ds fodkl ds fy, bl vlarqyu dks lekIr djuk vko';d gSaA

□ □ □


v/;k; - 13

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

The Role of Educational Institution

for creating New Social Orders

ç- 1- uohu lkekftd O;oLFkk ds vkn'kZ izLrqr djrs gq, leqnk; ds detksj oxksZ ds fy,

Hkkjrh; lafo/kku esa f'k{kk lEcU/kh izko/kkuksa dh foospuk dhft,A

What is new social order and what is the Role of Education in new Social order?

vFkok

iztkrkfU=d lkekftd O;oLFkk gekjs ns'k dh f'k{kk esa dSls ;ksxnku dj ldrh gS\

vFkok

uo lkekftd O;oLFkk D;k gSa\ uo lkekftd O;oLFkk esa f'k{kk dh D;k Hkwfedk gS\

mÙkj : **lkekftd O;oLFkk lkekftd fØ;kvksa ds vUrlEcU/kksa ls fufeZr gksrh gSA lkekftd

fØ;k lkekftd O;oLFkk dh lcls egRoiw.kZ bdkbZ gSA** & ikjlal

uohu lkekftd O;oLFkk cukus esa fo|ky;ksa dh Hkwfedk (Role of School for

creative new Social Order)

Ldwy os laLFkk,a gS ftudksa lH; lekt us bl n`f"V ls LFkkfir fd;k gS fd lekt esa

lqO;ofLFkr rFkk ;ksX; lnL;rk ds fy, ckydksa dh rS;kjh esa lgk;rk feysA

& ts- ,l- jkWl

Schools are institutions devised by civilize man for the purpose of aiding in the preparation of the young for well adjusted & efficient membership of society.

- J. S. Ros


fo|ky; ds dk;Z (Functions of School) : fo|ky; ds nks izdkj gS] tks fd fuEu

gS&

1- vkSipkfjd dk;Z (Formal Function)

2- vukSipkfjd dk;Z (Informal Function)

vkSipkfjd dk;Z (Formal Function) :

1- ekufld ;ksX;rkvksa dk fodkl (Development of Mental Abilities)

2- larqfyr efLr"d dk fuekZ.k (Cultivation of Balance Mind)

3- laLÑfr dk laj{k.k ,oa gLrkarj.k (Preservation and Transmission)

4- vkfFkZd dq'kyrk (Economic Efficiency)

5- ukxfjdrk dk fodkl (Development of Citizenship)

6- pfj= dk fodkl (Development of Character)

vukSipkfjd dk;Z (Formal Function) :

1- 'kkjhfjd fodkl (Physical Development)

2- lkekftd Hkkouk dk fodkl (Development of social feeling)

3- laosxkRed fodkl (Emotional Development)

Hkkjr esa lkekftd O;oLFkk ds fy, viuk, x;s mik; :

1- vkn'kZ lafo/kku dk fuekZ.k

2- leku volj rFkk dk;Z dh lqfo/kk

3- fiNMsa oxksZ dh lgk;rk

4- csdkjh dks lekIr djuk

5- lekt lq/kkj

6- ifjokj fu;kstu

7- jk"Vªh; ,drk

uohu lkekftd O;oLFkk ds izeq[k y{k.k@rRo (Main Elements of New Social

Order) :

1- iaFk fujis{krk (Secularism)

2- ekuooknh nf"Vdks.k (Humanistic Attitude)


3- lkekftd U;k; (Social Justice)

4- vk/kqfudhdj.k (Modernization)

5- ckfydk f'k{kk (Girls Education)

6- ySafxd lekurk (Gender Equality)

7- lkekftd lekurk (Social Equality)

8- vLi`';rk fuokj.k (Eradication of untouchables)

9- vfuok;Z izkFkfed f'k{kk (Compulsory Primary Education)

10- oSKkfud fpUru (Scientist Temper)

11- fiNMs leqnk;ksa dk fodkl (Development of Backward Communities)

vk/kqfudhdj.k dks ,d ,slh çfØ;k gS ftlds }kjk vk/kqfud oSKkfud Kku ds lekt esa

vPNsa vkSj vf/kd lUrks"ktud thou ds vfUre y{; dks çkIr djus ds mís'; ls ç;qDr

fd;k tkrk gS] vkSj lEcfU/kr lekt }kjk LohÑr dj fy;k tkrk gSA

ç- 2- lkekftd ifjorZu esa f'k{kk ,oa f'k{kd dh D;k Hkwfedk gS\

What is the role of Education of Teacher in Social change?

mÙkj : f'k{kk Lo;a esa ,d lkekftd laLFkk gSA f'k{kk ds ek/;e ls lekt esa vusd ifjorZu vkrs

gSA

1- f'k{kk (Education) : lkekftd ifjorZu esa f'k{kk dk fof'k"V egRo gSA f'k{kk lekt

dks ,slk usr`Ro iznku djrh gS tks lekt esa ifjorZu ykus dk dk;Z djrk gSA

lekt dh lkekftd vko';drkvksa ds vuq:i gh f'k{kk O;oLFkk gksrh gSA tc

lekt dh vko';drkvksa esa ifjorZu gksrk gS rks ogh f'k{kk esa Hkh vko';d ifjorZu

gksus yxrk gSA blh rjg lekt esa lkaLÑfrd ifjorZu Hkh gksrs gSA bu ifjorZuksa ds

dkj.k f'k{kk ds Lo:i esa Hkh cnyko vkrk gSA oLrqr% f'k{kk lkekftd ifjorZu ds

ihNs&ihNs pyrh gSA

f'k{kk lekt esa ifjorZu djus ds fy, okrkoj.k dk fuekZ.k djrh gS tks ckn esa

lekt dks ifjorZu dh fn'kk esa vkxs ys tkrh gSA

2- f'k{kd (Teacher ) : çkphu Hkkjr esa f'k{kd lkekftd ifjorZu ds izfrfuf/k ds :i

esa dk;Z djrk FkkA f'k{kk ds egRoiw.kZ dk;kZs ds lEiknu esa f'k{kd dk lg;ksx

vko';d gSA

lkekftd ifjorZu ds fy, f'k{kk dh Hkwfedk egRoiw.kZ gS f'k{kk nsus dk dk;Z f'k{kd

}kjk fd;k tkrk gSA


çkphu dky esa tc Hkh dksbZ fo}ku fdlh lkekftd ifjorZu dh vko';drk dks

vuqHko djrk] fo|ky; dh LFkkiuk dj f'k{kk dks ek/;e cukrkA nzks.kkpk;Z]

fo'okfe= vkfn f'k{kdksa us lkekftd O;oLFkk esa vusd ifjorZu f'k{kk ds ek/;e ls

fd;sA orZeku esa f'k{kd viuh xqVcanh vkfn ls brus çHkkfor gS fd os l{ke gh ugha

gSA

ç-3- lkekftd xfr'khyrk ds xq.k rFkk nks"kksa dk mYys[k dhft,A

Mention the merits and demerits of Social Mobility.

mÙkj : ,d O;fDr ;k lekt dh ,d lkekftd in fLFkfr ls nwljh lkekftd in fLFkfr çkIr

djuk** lkekftd xfr'khyrk dgykrh gSA blds xq.k o nks"k bl çdkj gS&

xq.k (Merits) :

1- O;fDr dk lokZxh.k fodkl gks tkrk gSA

2- mfpr O;fDr dks mfpr lkekftd in fey tkrk gSaA

3- lkekftd dq'kyrk ,oa lkekftd çxfr esa o`f) gksrh gSA

4- dqlek;kstu dh leL;k dk lek/kku fd;k tk ldrk gSA

5- jk"Vª dh n<+rk ,oa lEiUurk esa o`f) gks tkrh gSA

6- larks"k vkSj [kq'kgkyh dks c<+kok feyrk gSA

7- lekt fLFkjrk dh vksj vxzlj gksrk gSA

8- tu 'kfDr es o`f) ,oa jk"Vªh; vkdka{kkvksa ds çfr vkLFkkA

nks"k (Demerits) :

1- O;fDr esa xoZ rFkk vge~ dh Hkkouk dk fodkl gks tkrk gSA

2- xzkeh.k rFkk ukxfjd lektksa esa vO;oLFkk gks tkrh gSA

3- O;fDr dk lkekftd fLFkfr esa lnSo vlarq"V jgukA

4- oxZ la?k"kZ dh lEHkkouk c<+ tkrh gSA

5- dqN O;fDr tUe ls ykHk vFkok gkfu dh fLFkfr esa cus jgrs gSA

ç- 4- uohu lkekftd O;oLFkk cukus esa fo|ky; dh Hkwfedk dk o.kZu dhft,A

Explain the role of school for creating new social order.


mÙkj : orZeku le; esa fo|ky; dh uohu lkekftd O;oLFkk cukus esa ,d egRoiw.kZ LFkku gSA

D;ksafd ckyd viuk lokZxh.k fodkl ,d fof'k"V okrkoj.k esa djrk gS ftldh l`f"V

fo|ky; gh djrk gSA

O;fDrRo ds lkeatL;iw.kZ fodkl ds QyLo:i mlesa lkaLÑfrd psruk fodflr gksrh gS

ftlls mlesa lkekftdrk] f'k"Vkpkj] lgkuqHkwfr] fu"i{krk] lg;ksx vkSj lgdkj tSls

okaNuh; xq.kksa dk fodkl Lor% gh gks tkrk gSA

f'k{kk ,d lkekftd çfØ;k gS vkSj mlds fy, fo|ky; gh lkekftd laLFkk gS ftlesa

ckyd dk lkekftd fodkl gksrk gSA ftllsa mlesa lkekftd xq.k tSls& Lora=rk]

lekurk] HkzkrRo] U;k; vkfn fodflr gksrs gS tks vkt gekjs yksdra= ds vk/kkjHkwr

fl)kUr gSA

bl :i esa fo|ky;ksa dh vkt ds lanHkZ esa mi;ksfxrk Lor% Li"V gksrh gSA blds fy,

fo|ky; vkSipkfjd rFkk vukSipkfjd dbZ dk;Z djrk gSA

vkSipkfjd dk;Z : ekufld ;ksX;rkvksa dk fodkl djuk] larqfyr efLr"d dk fuekZ.k

djuk] laLÑfr dk laj{k.k ,oa gLrkarj.k djuk] vkfFkZd dq'kyrk dks fodflr djuk]

ukxfjdrk dk fodkl djuk] pfj= dk fodkl djuk vkfn bu lHkh dk;kZs ds

lkFk&lkFk fo|ky; dqN vukSipkfjd dk;Z Hkh djrk gSaA ftlls uohu lkekftd

O;oLFkk dks çHkkoh cuk;k tk ldsA

fo|ky; ds vukSipkfjd dk;Z : ckyd dk 'kkjhfjd fodkl djuk] lkekftd Hkkouk dk

fodkl djuk] laosxkRed fodkl djuk vkfn dk;Z gksrs gSA

ç- 5- {ks=h; vlekurkvksa dh fo'ks"krk,sa crkb,A

Explain the characteristics of Regional disparity.

mÙkj : {ks=h; vlekurkvksa dh fo'ks"krkvksa dk o.kZu vusd fo}kuks us fd;k gSA mUgsa ge bl

izdkj of.kZr dj ldrs gSA

1- lh[kk gqvk O;ogkj (Learned Behaviour) : usrk yksx viuh ckrksa ls {ks=h;

Hkkoukvksa dk çpkj&çlkj djrs gSA yksx mudk vuqdj.k djrs gSA ftlls {ks=okn

dh Hkkouk ,d&nwljs esa çlkfjr gksrh gSA

2- LFkkuh; ns'k HkfDr (Local Patriotism) : ,d fuf'pr {ks= ds yksxksa dh vius

LFkku] laLÑfr] lekt vkfn ds çfr fu"Bk rFkk HkfDr dh Hkkouk gksrh gS rFkk os

jk"Vª dh rqyuk esa vius LFkkuh; fgrks dks fo'ks"k çkFkfedrk nsrs gSA ftlls

vlekurk iSnk gksrh gSA


3- jktuhfr esa çfrfuf/kRo (Representation is Politics) : ftl {ks= dk izfrfuf/kRo

ljdkj vkSj jktuSfrd laxBuksa esa ftruk de gksrk gS mu {ks=ksa esa vlekurk mruh

gh vf/kd gksrh gSA

4- {ks=h; laxBu (Regional Organisation) : {ks=h; laxBu cuus ls {ks=h;

vlekurk esa o`f) gksrh gSA

5- laLÑfr dh fHkUurk (Difference of Culture) : lkaLÑfrd fojklr esa ftruh

vf/kd fHkUurk gksxhA {ks=h; vlekurk mruh vf/kd gksxhA

6- i{kikr iw.kZ n`f"Vdks.k (Partial Attitude) : ,d {ks= ds yksxksa dh ;g /kkj.kk rFkk

n`f"Vdks.k gksrk gS fd mudk /keZ] Hkk"kk] laLÑfr] HkkSxksfyd LFkku] tyok;q]

[kku&iku] jgu&lgu] jhfr&fjokt vkfn loZJs"B gSA mudk n`f"Vdks.k ,d i{kh;

gksrk gS] tks {ks=h; vlekurk dks c<+kok nsrk gSaA

7- 'kks"kd&'kksf"kr dh Hkkouk (Feeling of Exploiter and Exploitee ) : NksVs LFkku

ds yksx vius vki dks 'kksf"kr o ljdkj dks viuk 'kks"kd ekurs gSA ftlls {ks=h;

vlekurk c<+rh gSA

□ □ □


v/;k; - 14

tula[;k f'k{kk

Population Educational

ç- 1- tula[;k f'k{kk dk vFkZ Li"V djrs gq, Hkkjr esa tula[;k o`f) ds egRoiw.kZ dkjdksa dk

o.kZu dhft,A

Describe the Important factors for increasing population and also define meaning of Population Education. What is the need and objective of Population Education?

vFkok

tula[;k f'k{kk ds lkekU; o fof'k"V mís';ksa dk o.kZu dhft,A rFkk bldh vko';drk

,oa egRo Hkh crkb,A

mÙkj : **tula[;k f'k{kk tula[;k ls lEcfU/kr Kku ds çfr ,d cks/k ;k tkx:drk gSA**

&cyZlu

"Population education is the awareness of knowledge relating to Population."

- Burleson

**tula[;k f'k{kk ,d 'kSf{kd çfØ;k gS tks O;fDr dks muds rFkk muds leLr leqnk;

ds fy, tula[;k çdj.k ds laHkkfor dkj.k vkSj ifj.kkeksa dks le>us esa enn djrh gSA

tula[;k çfØ;k rFkk mlds izdkj ls lEcfU/kr leL;kvksa dh çÑfr dks ifjHkkf"kr

djus esa enn nsrh gSA çHkkodkjh lk/kuksa dk ewY;kadu djus esa lgk;rk nsrh gSA**

&ohMjeSu

"An educational process which assist person the probable causes and consequences of population phenomena for themselves and their communities the nature of the problems associated with population processes and characteristics and to asses the possible effective, means by which society as a whole and he as an individual can respond to and influence these processes in order to in hence the quality of life now and in the future." - Viederman


**tula[;k dh f'k{kk dk mís'; Nk=ksa esa ;g cks/k fodflr djuk gS fd ifjokj dk

vkdkj fu;fU=r fd;k tk ldrk gS] ifjokj lhek ls mPp Lrj ds thou dk fodkl

gksrk gS] rFkk NksVs ifjokj vkfFkZd ls vkfFkZd lEiUurk ls o`f) gksrh gSA**

&jk"Vªh; 'kSf{kd vuqla/kku ,oa çf'k{k.k ifj"kn~

"The objectives of population education should be enable the students to understand that family size is controllable that population limitations can facilitate the development of a higher quality of life in the nation and that a small family size can contribute to the quality of living for the individual family."

- NCERT, 1969. National Seminar on Population Education

**tula[;k dh f'k{kk ds vUrxZr ge ifjokj] lekt] jk"Vª rFkk lalkj dh tula[;k dh

ifjfLFkfr ds lEcU/k esa v/;;u djrs gSA bldk mís'; Nk=ksa esa ifjfLFkfr ds çfr

rdkZRed] nkf;Roiw.kZ vfHko`fÙk rFkk O;ogkj fodflr djuk gSA** &;wusLdksa] 1979

"Population education provides a study of the population situation in family. Community, nation and world, with the purpose of developing in the students rational and responsible attitudes and behaviors to wards that situation. "

- Unisco, 1979

Hkkjr esa tula[;k dh o`f) ds dkj.k (Causes of increase of Population in

India) :

¼v½ Å¡ph tUenj okys dkj.k&

1- fL=;ksa dh vkfFkZd ijk/khurk

2- cPpksa ds tUe esa vUrj dk vHkko

3- f'k{kk ,oa Kku dk vHkko

4- la;qDr ifjokj çFkk

5- HkkX;oknh nf"Vdks.k

6- m".k tyok;q

7- cky&fookg

8- fu/kZurk

9- lkekftd lqj{kk dk vHkko

¼c½ fuEu e`R;q nj okys dkj.k&

1- vkSlr vk;q esa o`f)


2- egkekfj;ksa o vdky eR;q ij jksd

3- LokLF; esa lq/kkj dh bPNk

4- fpfdRlk ,oa LokLF; lqfo/kkvksa esa o`f)

5- vkfFkZd Lrj dk Å¡pk gksukA

tula[;k o`f) dks jksdus ds mik; (Suggestion for control of increasing

Population) :

1- lkekftd lqj{kk

2- fookg mez esa o`f)

3- foosdghu ekr`Ro ij jksd

4- mRiknu esa o`f)

5- ifjokj fu;kstu dk O;kid çpkj

6- thou Lrj esa o`f)

7- xHkZ fujks/kd lk/kuksa dk ç;ksx

8- rhoz vkfFkZd fodkl

9- tula[;k dk iqufoZrj.k

tula[;k f'k{kk ds mís'; (Aims of Population Education) :

1- tula[;k dk v/;;u djuk

2- tula[;k o`f) ls mRiUu vlqfo/kkvksa dh tkudkjh nsuk

3- lhfer ifjokj dh vPNkb;ksa dk Kku djkuk

4- oSKkfud fodkl ,oa tula[;k f'k{kk dh mikns;rk

5- thou&Lrj dks mPp cukus esas lgk;d

6- tula[;k o`f) dk Kku

7- tula[;k dh jk"Vªh; uhfr ls ifjfpr djkuk

8- ekuoh; o çkÑfrd lalk/kuksa ds lUrqyu dk Kku

9- tula[;k o çnq"k.k ds lEcU/k dk Kku

tula[;k f'k{kk ds fof'k"V mís'; (Specific Aims of Population Education) :

1- tulkaf[;dh ds vk/kkjHkwr fl)kUrksa dks le>uk


2- tula[;k dh rhoz o`f) ds dkj.kks rFkk ifj.kkeksa dks tkuuk

3- tu dY;k.k vkSj lkekftd vkfFkZd fodkl ds ?kfu"B laca/kksa dks le>ukA

4- i;kZoj.k lEcU/kh ,d:irk ds vFkZ ,oa egRo dks le>uk

5- *NksVs ifjokj* ds ekud ds egRo dks le> dj thou&Lrj dh xq.kkRedrk ls

lEcU/k LFkkfir djukA

6- O;fDr ds *Lo* rFkk i;kZoj.k ij tula[;k ?kuRo rFkk tula[;k o`f) ds ifj.kkeksa

dks le>kukA

7- lkekftd lajpuk rFkk lkekftd ifjorZuksa ds ekuo O;ogkj ds çR;{k çHkko dk

vuqHko djukA

8- jk"Vª rFkk fo'o dY;k.k ds çfr mÙkjnkf;Ro dh Hkkouk dk fodkl djukA

tula[;k f'k{kk dh vko';drk ,oa egRo (Need and Importance of Population

Education) :

1- vkfFkZd fodkl dks xfr çnku djus ds fy, tula[;k f'k{kk dh vko';drk gSA

2- çkÑfrd lalk/kuks ls rkyesy ds fy,A

3- ifjokj fu;U=.k dk;ZØeksa dh dq'kyrk ds fy,A

4- jk"Vªh; çxfr ds fy,A

5- ekuo lalk/ku dq'kyrk gsrq

6- ifjokj Lo:i esa ifjorZu ds dkj.kA

7- ;kstukvksa dh lQyrk ds fy,A

tula[;k f'k{kk dk ikB~;Øe (Curriculum of Population Education) :

1- tula[;k o`f) vkSj ifjokj fu;kstu

2- tula[;k esa Hkkjr o fo'o dh fLFkfr

3- tula[;k f'k{kk dk çR;;

4- tula[;k o`f) vkSj 'kSf{kd fodkl

5- tula[;k f'k{kk esa v/;kidkas ds dk;Z

6- tula[;k f'k{kk esa vkfFkZd fodkl


7- tula[;k o`f) vkSj LokLF;

8- tula[;k o`f) vkSj lkekftd fodkl

9- tula[;k o`f) vkSj tula[;k uhfr;k¡

blds vfrfjDr fuEu fcUnqvksa dks Hkh bl fo"k; {ks= esa lfEefyr fd;k x;k gS&

1- ikB~;Øe dk Lo:i ,oa ikB~;sÙkj xfrfof/k;ksa dks lfEefyr djukA

2- leqnk; f'k{kk] çlkj f'k{kk] lekt f'k{kk vkfn dh tkudkjh nsukA

3- f'k{kd çf'k{k.k laLFkk,¡ iwoZ&lsok çf'k{k.k] lsok dkyhu çf'k{k.k vkfn laLFkkvksa dks

[kksyk tk,A

4- vkSipkfjd rFkk vukSipkfjd f'k{k.k i)fr;kssa dks fodflr djukA

□ □ □


v/;k; - 15

ikfjfLFkfrfd; vlarqyu

Ecoligical Imbalance

ç- 1- ikfjfLFkfrfd; vlarqyu ls vki D;k le>rs gS\ blds eq[; dkj.k D;k gS\ i;kZoj.k

f'k{kk }kjk bls dSls gy fd;k tk ldrk gS\

Describe the Important factors for increasing population and also

define meaning of Population Education. What is the need and

objective of Population Education?

vFkok

ikfjfLFkfrdh; vlarqyu ds fujkdj.k gsrq 'kSf{kd mik;ksa dk o.kZu dhft,A

vFkok

**ikfjfLFkfrdh; vlarqyu** ls vkidk D;k rkRi;Z gS\ blds dkj.k D;k gS\ **i;kZoj.k

f'k{kk** bl leL;k ds lek/kku esa fdl çdkj lg;ksxh gS\

mÙkj : **ikfjfLFkfrdh tho çkf.k;ksa ds ikjLifjd ,oa muds okrkoj.k ds lkFk lEcU/kksa dk

oSKkfud v/;;u gSA**

&lkmFk foMs

"Ecology is the scientific study of the relationship living organisms have with

each other and with their environment." - South Wide

**ikfjfLFkfrdh og foKku gS tks thoksa ds ,d nwljs ds lEcU/kksa rFkk mu rRoksa dk

v/;;u djrk gS tks i;kZoj.k ds vax gSA** &bulkbZDyksihfM;k vkWQ fczVsfudk

"Ecology is the science dealing with the relationship and other factors that

comprise their environment." - Encyclopedia of Britanica


i;kZoj.k ds eqy ?kVd (Basic Element of Environment) : blds eq[; :i ls nks

?kVd fuEu gS&

1- tSfod i;kZoj.k (Biotic Environment)

2- vtSfod i;kZoj.k (Unbiotic Environment)

tSfod i;kZoj.k&

1- tho e.My (Biosphere)

2- Fky e.My (Lithosphere)

3- ok;q e.My (Atmosphere)

4- ty e.My (Hydrosphere)

vtSfod i;kZoj.k&

1- lw;Zçdk'k (Sunlight)

2- e`nk (Soil)

3- rkieku (Temperature)

4- xSls (Gases)

ikfjfLFkfrdh vlarqyu ds dkj.k (Causes of Ecological Imbalance) :

1- vkS|ksfxdj.k dk çHkko (Impact of Industrialization)

2- 'kgjhdj.k dk çHkko (Impact of Unbaization)

3- ÅtkZ ladV (Energy Crisis)

4- ifjogu fodkl (Transportation Development)

5- dhVuk'kdksa dk çHkko (Impact of Patricides)

6- tula[;k o`f) (Increasing Population)

7- rduhdh fodkl (Technological Development)

8- xzhu gkÅl çHkko (Impact of Green House)

9- vEyh; o"kkZ (Acid Rain)

10- Xykscy okfeZx (Global Warming)

11- vkstksu ijr dk vo{k; (Ozone layer Depletions)


**i;kZoj.kh; f'k{kk dk vFkZ gS& og 'kSf{kd çfØ;k tks ekuo ds çkÑfrd rFkk ekuo

fufeZr okrkoj.k ls lEcfU/kr gSA blesa tula[;k] çnw"k.k lalk/kuksa dk fofu;kstu ,oa

fu%'ks"k.k] laj{k.k] ;krk;kr] çkS|ksfxdh rFkk lEiw.kZ ekuoh; Ik;kZoj.k ds 'kgjh rFkk

xzkeh.k fu;kstu dk lEcU/k Hkh fufgr gSA**

& la;qDr jkT; vesfjdk dk i;kZoj.kh; f'k{kk vf/kfu;e] 1970

"Environmental education means the educational process dealing with man's relationship with his natural and man-made surrounding and includes. the relation of population, pollution, resource allocation and depletion, conservation, transportation, technology and urban and rural planning to the total human environment."

- United States Environmental Education Act, 1970. [Sec. 3 (2)]

**i;kZoj.k f'k{kk i;kZoj.k laj{k.k ds y{;ksa dks ykxw djus dk ,d <ax gSA ;g foKku

dh ,d i`Fkd 'kk[kk ;k dksbZ i`Fkd v/;;u fo"k; ugha gSA bldks thou i;ZUr ,dhÑr

f'k{kk ds fl)kUr ds :i esa ykxw fd;k tkuk pkfg,A**& fQuh'k us'kuy deh'ku

"Environmental education is a way of implementing the goals of environmental protection. Environmental education is not a separate branch of science or subject of study. It should be carried out according to the principle of lifelong integrated education." - Finish National Commission

ikfjfLFkfrdh vlarqyu ,oa f'k{kk (Ecological Imbalance and Education) : f'k{kk }kjk ikfjfLFkfrdh; vlarqyu dks nwj djus ds fy, fuEu ç;kl fd;s tk ldrs gS&

1- çÑfr dk lEeku djus dk n`f"Vdks.k fodflr djukA

2- i;kZoj.k ds çfr tkx:drk mRiUu djukA

3- f'k{kk ds vkSipkfjd ,oa vukSipkfjd nksuks :iksa esa ç;kl djukA

4- i;kZoj.kh; Kku iznku djukA

5- i;kZoj.kh; f'k{kk dk ikB~;Øe fu/kkZfjr djukA

i;kZoj.k f'k{kk dk ikB~;Øe (Curriculum of Environmental Education) :

1- ekuo rFkk i;kZoj.k (Man and Environment)

2- tula[;k rFkk uxjhdj.k (Population and Urbanization)

3- ikfjfLFkfrdh (Ecology)

4- vFkZ'kkL= rFkk i;kZoj.k (Economic and Environment)

5- uxjh; rFkk {ks=h; fu;kstu (Urban and Regional Planning)


6- lkekftd lalk/ku (Social Resources)

7- ljdkjh uhfr rFkk ukxfjd (Government Policy and Citizen)

8- o`{k ,oa ty lalk/ku (Tree and Water Resources)

9- oU; thou lalk/ku (Wild life Resources)

10- ok;q çnq"k.k (Air Pollution)

i;kZoj.k f'k{kk }kjk ikfjfLFkfrdh; vlarqyu dks nwj fd;k tk ldrk gSaA blds fy,

;wusLdks dh 1976 dh tEew lsehukj esa dgk x;k fd&

**i;kZoj.k&f'k{kk ,d <ax gS ftlds i;kZoj.k laj{k.k ds y{;ksa dks çkIr fd;k tkrk gSA

og foKku rFkk v/;;u {ks= dh i`Fkd 'kk[kk ugh gS vfirq thoui;ZUr pyus okyh

f'k{kk dh ,dhÑr çfØ;k gSA**

□ □ □


v/;k; - 16

oS'ohdj.k

Globalization

ç-1- oS'ohdj.k 'kCn ls vki D;k le>rs gS\ blds [krjs Li"V dhft,A

What do you mean by globalization? Describes it's Merits & demerits.

vFkok

oS'ohdj.k ls D;k rkRi;Z gS\ blds çeq[k ykHk dkSu&dkSu ls gS\

vFkok

oS'ohdj.k dh vo/kkj.kk dk o.kZu djrs gq, fo'o vFkZO;oLFkk esa bldh D;k mi;ksfxrk

gS\

mÙkj : **oS'ohdj.k dh ladYiuk nks lUnHkZ esa nh tk ldrh gS& fo'o dks NksVk cuk nsuk rFkk

fo'o dks ,d ekudj mldh pSrU;rk dks xgu cuk nsukA**&jksukYM jkWcVlu

"Globalization as a concept refers both to the compression of the world and the

intensification of consciousness of the world as whole." - Ronald Robertson

**oS'ohdj.k dh vo/kkj.kk fo'o lapkj O;oLFkk ds lkFk&lkFk fo'o cktkj dh f{kfrt

dks cgqr cM+k djus dk vkHkkl nsrh gSA ;g nksuks vk/kqufdrk ds çkjfEHkd pj.kksa dh

vis{kk ,dne igq¡p esa yxrs gSA**&ÝsMfjd tsElu

"The concept of globalization reflects the suns of an immense enlargement of

world communication, as well as of the horizon of a world market, both of which

seem for more tangible and immediate that earlier stages of modernity."

- Fredric Jameson


oS'ohdj.k dh fo'ks"krk,¡ o ykHk ¼xq.k½ (Merits & Characteristics of

Globalization) :

1- vkfFkZd LorU=rk dk foLrkj (Expansion of Economic freedom)

2- lkekftd lEcU/kksa dk foLrkj (Expansion of Social Relations)

3- çkS|ksfxdh; çxfr esa o`f) (Growth in Technological Progress)

4- fofHkUu vk;keksa dh vkilh fuHkZjrk (Interdependence of various Aspects)

5- le; o nwjh dk de gksuk (Compression of Time and Distance)

oS'ohdj.k ds [krjs (Threats of Globalization) :

1- Lons'kh vkØe.k

2- lkaLÑfrd foyEcuk

3- lkaLÑfrd çnw"k.k

4- thou 'kSyh esa ifjorZu

5- y?kq m|ksxksa dks [krjk

oS'ohdj.k dh nks"k (Demerits of Globalization) :

1- ns'kh rduhdh ,oa oSKkfud f'k{kk dk de fodkl

2- fuos'k ds ckn ykHkka'k Hkqxrku tfVy

3- çkÑfrd lalk/kuksa ij fons'kh vf/kdkj

rduhdh O;kikfjd cSfdax {ks=ksa ds lkFk&lkFk thou 'kSyh Hkh Hkwe.Myhdj.k ds dkj.k

cgqr rsth ls cny jgs gSA blls iw.kZ foKku dk Kku ugha gks tk jgk gSA

□ □ □


lUnHkZ xzaFk

mnh;eku Hkkjrh; lekt ,oa f'k{kk MkW- ÁHkk 'kekZ] MkW- ds- ds- 'kekZ

MkW- cqf) Ádk'k xksLokeh] vks- ih- xxZ

mnh;eku Hkkjrh; f'k{kk ,oa lekt MkW- xq:lju nkl R;kxh]

MkW- fot; dqekj uUn

'kSf{kd ,oa mnh;eku Hkkjrh; lekt MkW- ujsUæ flag cSl] lat; nÙkk

f'k{kk ,oa mnh;eku Hkkjrh; lekt MkW- ljkst 'kekZ

mnh;eku Hkkjrh; lekt ,oa f'k{kk MkW- lq/kk prqosZnh] MkW- uferk oekZ

mnh;eku Hkkjrh; lekt ,oa f'k{kk MkW- fctsUæ flag] vksadkj flag R;kxh

mnh;eku Hkkjrh; lekt vkSj f'k{kk MkW- ljkst 'kekZ

f'k{kk ,oa mnh;eku Hkkjrh; lekt MkW- fueZy lDlsuk

f'k{kk ,oa mnh;eku Hkkjrh; lekt MkW- fgeka'kq vkSfnPp

mnh;eku Hkkjrh; lekt ,oa f'k{kk Áks- eFkqjs'oj ikjhd

Áks- jtuh 'kekZ

mnh;eku Hkkjrh; lekt ,oa f'k{kk iadt dqekj vkpk;Z

lw;Z izdk'k iqjksfgr

mnh;eku Hkkjrh; lekt ,oa f'k{kk izks- jtuh 'kekZ

MkW- lR;izdk'k ik.Ms;

□ □ □


jktLFkku fo’ofo|ky;] jktLFkku

ch-,M- ijh{kk iz’u&i=] 2010 izFke iz’u&i=


o"kZ - 2010

le;% 3 ?k.Vs iw.kkZad % 80

[k.M ^v* esa ls fdUgha lkr iz'uksa] izR;sd ds 5 vad rFkk [k.M ^c* ls rhu iz'uksa]

izR;sd ds 15 vad ds mŸkj nhft;sA bl izdkj dqy nl iz'uksa ds mŸkj nsus gaSA

[k.M&^v*

iz'u-%1 ^^euq"; dh vUrfuZfgr iw.kZrk dh vfHkO;fDr gh f'k{kk gSA** & foosdkuUnA

bl lEizR;; dh vius 'kCnksa esa O;k[;k dhft;saA

iz'u-%2 Hkkjrh; lekt fdu ewY;ksa dks egRoiw.kZ ekurk gSa\

iz'u-%3 vkt ds f'k{kkFkhZ ds fy;s f'k{kk ds vukSipkfjd vfHkdj.k] vkSipkfjd vfHkdj.kksa ls

vis{kkd`r vf/kd izHkkoh gks x;s gS] dSls\

iz'u-%4 lkaLd`frd foyEcu dks ifjHkkf"kr dhft;saA f'k{kk bls dSls de dj ldrh gS\

iz'u-%5 ge vius ns'k esa izkFkfed f'k{kk lkoZtfuddj.k dks ykxw djus esa D;ksa foQy jgs gaS\

gekjh bl foQyrk ds ik¡p mfpr dkj.k Li"V dhft;sA

iz'u-%6 f'k{kk ds mÌs';ksa ds :i esa ^vkRekuqHkwfr* rFkk ^vkRekfHkO;fDr* esa vUrj LFkkfir

dhft;saA

iz'u-%7 f'k{kk esa xk¡/khoknh fopkj/kkjk ds ;ksxnku dh izeq[k fof'k"Vrkvksa dk mYys[k dhft;saA

iz'u-%8 oS'ohdj.k ls vki D;k le>rs gSa\ bldh vko';drk fnuksa&fnu D;ksa c< jgh gSa\

iz'u-%9 ubZ lkekftd O;oLFkk fuekZ.k esa 'kSf{kd laLFkkvksa dh D;k Hkwfedk gaS\


iz'u-%10 rduhdh vuqØe.k D;k gS\ blds 'kSf{kd fufgrkFkZ fyf[k;saA

iz'u-%11 tSu /keZ vFkok cq) /keZ ds izeq[k fl)karksa dk mYys[k dhft;sA

[k.M&^c*

iz'u-%12 y{;] mÌs'; rFkk ewY;ksa essa vUrj Li"V dhft;sA mHkjrs gq, Hkkjrh; lekt ds lUnHkZ esa

f'k{kk ds D;k y{; gksus pkfg,\

vFkok

iz'u-%12 f'k{kk ds mÌs';] ikB~;Øe ,oa f'k{k.k fof/k;ksa ds lUnHkZ esa vkn'kZokn] izd`frokn vkSj

iz;kstuokn dk rqyukRed v/;;u izLrqr dhft;sA

iz'u-%13 ^lkekftd ifjorZu* ds lEizR;; ds vki D;k vFkZ fudkyrs gS\ lkekftd ifjorZu dks

izHkkfor djus okys rF;ksa dh foospuk dhft;sA f'k{kk lkekftd ifjorZu dks fdl izdkj

izHkkfor djrh gS\

vFkok

iz'u-%13 tula[;k f'k{kk dh vko';drk ,oa egRo ds ckjs esa le>kb;sA

iz'u-%14 Hkkjrh; lekt dh lektoknh O;oLFkk dk lEizR;; D;k gaS\ bldh izeq[k fo'ks"krkvksa

dk o.kZu dhft;sA

vFkok

iz'u-%14 fuEufyf[kr esa ls fdUgha nks ij laf{kIr ys[k fyf[k;s &

¼1½ Hkkjrh; lkaLd`frd fojklr ds izeq[k y{k.k dkSu&dkSu ls gSa\

¼2½ lkekftd xfr'khyrk ls vkidk D;k vfHkizk; gS\

¼3½ ySafxd fo"kerk,a

¼4½ ekuokf/kdkj

¼5½ f'k{kk o iztkrU= esa lEcU/k





o"kZ - 2009




[k.M&^v*

iz'u-%1 ^vkadk{kk* in ls vki D;k le>rs gSa\ mi;qDr mnkgj.k }kjk ewY;ksa o vkadk{kkvksa dk

lEcU/k crkb;saA

iz'u-%2 xhrk n'kZu ds vuqlkj f'k{kd&f'k{kkFkhZ lEcU/kksa dh O;k[;k dhft;sA

iz'u-%3 f'k{kk esa ^y{;* ,oa ^mÌs';* ds vUrj dks mnkgj.k lfgr Li"V dhft;sA

iz'u-%4 tula[;k f'k{kk ds y{;ksa dh izkfIr esa ck/kd rŸoksa dks crkb;sA

iz'u-%5 'ksf{kd voljksa dh lekurk ds ekxZ esa vkus okyh dksbZ ik¡p ck/kk,¡ fyf[k;sA

iz'u-%6 {ks=h; vlekurk dks nwj djus esa f'k{kk dh D;k Hkwfedk gSa\

iz'u-%7 lkekftd ifjorZu f'k{kk ds Lo:i dks dSls izHkkfor djrk gSa\ ,d mnkgj.k nhft;sA

iz'u-%8 jk"Vªh; ,drk ds fodkl ds fy;s fo|ky; dk o:i dSlk gksuk pkfg,\

iz'u-%9 lkaLd`frd foyEcuk ds izeq[k dkj.kksa dk o.kZu dhft,A

iz'u-%10 Lokeh foosdkuUn ds 'kSf{kd fopkjksa dh O;k[;k dhft;sA

iz'u-%11 tura= dh lQyrk ds fy;s fdu fl)karksa dks /;ku esa j[kuk pkfg,\


[k.M&^c*

iz'u-%12 Hkkjrh; lkaLd`frd fojklr ds izeq[k rŸo ¼y{k.k½ dkSu&dkSuls gSa\ gekjh Hkkjrh;

lkaLd`frd fojklr dk f'k{kk ij izHkko la{ksi esa crkb;sA

vFkok

iz'u-%12 ^ekuokf/kdkj* in ls vki D;k le>rs gSa\ vk/kqfud ;qx esa ekuokf/kdkjksa ds izfr

tkx:drk mRiUu djus gsrq 'kSf{kd dk;ZØeksa dh foospuk dhft;sA

iz'u-%13 Hkkjr esa ySafxed fo"kerkvksa ds izeq[k dkj.k dkSuls gSa\ f'k{kk ds }kjk bu dkj.kksa dks

dSls fu;fU=r fd;k tk ldrk gSa\

vFkok

iz'u-%13 lkekftd xfr'khyrk ls vki D;k le>rs gSa\ blds dkSu&dkSuls izdkj gSa\ izR;sd dks

mnkgj.k }kjk le>kb;sA lkekftd xfr'khyrk ds fy;s dkSu&dkSuls dkjd mŸkjnk;h

gSa\

iz'u-%14 ^^vkn'kZokn dk f'k{k.k fof/k;ksa] ikB~;Øe rFkk Nk=&v/;kid lEcU/k dh vis{kk f'k{kk ds

mÌs';ksa ,oa y{;ksa esa vf/kd ;ksxnku gSaA** bl dFku dh O;k[;k dhft;sA

vFkok

iz'u-%14 fuEufyf[kr esa ls fdUgha rhu ij laf{kIr fVIif.k;ka fyf[k, ^

¼1½ ikfjfLFkfrdh; vlUrqyuA

¼2½ Hkwe.Myhdj.kA

¼3½ f'k{kk dk lkoZHkkSfedhdj.k

¼4½ izkS|ksfxdh vkØe.kA





o"kZ - 2008




[k.M&^v*

iz'u-%1^^f'k{kk dk ,d egRoiw.kZ mÌs'; ^jk"Vªh; fodkl gSA** bl dFku ij izdk'k Mkfy;sA

iz'u-%2 Hkkjrh; ^lkekftd O;oLFkk* dh izeq[k fo'ks"krkvksa ij la{ksi esa fVIi.kh fyf[k;sA

iz'u-%3 f'k{kk esa leqnk; dh Hkwfedk dh foospuk dhft, vkSj f'k{kk ds ,d vfHkdj.k ds :i esa

fo|ky; esa blds lEcU/k crkb;sA

iz'u-%4 jktLFkku esa f'k{kk ds lkoZHkkSfedhdj.k dh fn'kk esa fd;s tk jgs dk;ZØeksa dk laf{kIr

ys[kk izLrqr dhft;sA

iz'u-%5 laLd`fr ds laj{k.k ,oa gLrkUrj.k gsrq Hkkjrh; lUnHkksZ esa f'k{kk dh Hkwfedk foosfpr

dhft;sA

iz'u-%6 ewY;ksa dh izLFkkiuk esa f'k{kd dh Hkwfedk Li"V dhft,A

iz'u-%7 ckS) fopkj/kkjk ij vk/kkfjr f'k{kk dh izeq[k fo'ks"krkvksa dk mYys[k dhft;sA

iz'u-%8 gekjs fo|ky;ksa esa ewy dŸkZO;ksa dh f'k{kk izkjEHk djus gsrq ,d 'kSf{kd :ijs[kk izLrqr

dhft;sA

iz'u-%9 jk"Vªh; ,drk ds fodkl esa f'k{kk dh Hkwfedk foosfpr dhft;sA


iz'u-%10 Hkkjrh; 'kSf{kd lUnHkksZ esa rduhdh&vkØe.k ds fufgrkFkZ fo'ysf"kr dhft;sA

iz'u-%11 mŸkjnk;h ukxfjd ds :i esa Nk=ksa dks rS;kj djus gsrq f'k{kd dh Hkwfedk Li"V

dhft,A

[k.M &^c*

iz'u-%12 f'k{kk ds mÌs';] f'k{k.k i)fr;ksa ,oa ikB~;Øe fodkl ds {ks= esa vkn'kZoknh] izd`froknh

,oa iz;kstuoknh fopkjksa dh rqyuk dhft;sA

vFkok

iz'u-%12 ^voljksa dh lekurk dh vo/kkj.kk Li"V dhft;sA Hkkjrh; f'k{kk {ks= esa ge voljksa dh

lekurk ds y{; dks dgk¡ rd izkIr dj ik, gSa\ gekjsa ns'k esa bl y{; dh lEizkfIr

dh fn'kk esa vkSj D;k mik; fd;s tkus pkfg;s\ lq>ko nhft;sA

iz'u-%13 ^ySafxd&fo"kerk* ls vki D;k le>rs gSa\ vius ns'k esa f'k{kk }kjk ySafxd&fo"kerk dks

fu;af=r djus ds mik; lq>kb;saA

vFkok

iz'u-%13 ^tula[;k&foLQksV* fu;ksftr jk"Vªh; fodkl dh izfØ;k esa ,d cMh ck/kk cuk gqvk gSA

bl leL;k ij fu;a=.k djus ds mik; lksfp;s ,oa mUgsa ,d dk;Z&;kstuk ds :i esa

izLrqr dhft;sA

iz'u-%14 ^^Hkkjr esa Hkwe.Myhdj.k vk x;k gSA** bl dFku dk mnkgj.kks }kjk Li"V dhft;sA

gekjh f'k{kk O;oLFkk ,oa lkekftd&lkaLd`frd lajpuk ij blds izHkkoksa dh

fo'ys"k.kkRed izLrqrh nhft;sA

vFkok

iz'u-%14 fuEu ij laf{kIr fVIif.k;k¡ fyf[k;s%

¼1½ f'k{kk esasa {ks=h; vlekurk,¡A

¼2½ uohu lkekftd O;oLFkk ds fuekZ.k esa 'kSf{kd laLFkkvksa dh HkwfedkA





o"kZ - 2007




[k.M &^v*

iz'u-%1 f'k{kk ds y{; ds :i esa ^vkRekfHkO;fDr* rFkk ^vkRekuqHkwfr* esa vUrj Li"V dhft;sA

iz'u-%2 ^vkadk{kk* in ls vki D;k le>rs gSa\ mi;qDr mnkgj.k }kjk ewY;ksa o vkdka{kkvksa dk

lEcU/k crkb;sA

iz'u-%3 Jh vjfoUn ds 'kSf{kd ;ksxnku dh izeq[k fo'ks"krk,¡ fyf[k;sA

iz'u-%4 Jh jfoUnzukFk VSxksj ds 'kSf{kd n'kZu ds vuqlkj f'k{kd ,oa mlds f'k{kkFkhZ ds chp dSls

lEcU/k gkssus pkfg,A

iz'u-%5 f'k{kk ds xk¡/khoknh fopkj/kkjk ds ;ksxnku dk mYys[k dhft;sA

iz'u-%6 Hkkjrh; lekt dh ^lektoknh O;oLFkk* dk lEizR;; D;k gSa\ bldh izeq[k fo'ks"krkvksa

dk o.kZu dhft;sA

iz'u-%7 ^lkLad`frd foyEcuk* ls D;k rkRi;Z gS\ bls nwj djus esa f'k{kk dh Hkwfedk Li"V

dhft;sA

iz'u-%8 rhoz lkekftd ifjorZu ds ifjizs{; esa f'k{kk ds D;k mŸkjnkf;Ro gSa\

iz'u-%9 Hkkjr esa tula[;k f'k{kk dh O;k[;k dhft;sA


iz'u-%10 orZeku esa ekuokf/kdkj f'k{kk dh vko';drk dks crkb;sA

iz'u-%11 ^ifjfLFkfrdh; vlUrqyu* ds fu;U=.k esa f'k{kk ds D;k Hkwfedk gksxh\

[k.M&^c*

iz'u-%12 ^D;ksafd f'k{kk ,d liz;kstu rFkk uSfrd fØ;k gS] vr,o ;g dYiuk gh ugh dh tk

ldrh fd ;g mÌs';ghu Hkh gks ldrh gSA** bl dFku ds izdk'k esa f'k{kk ds fy;s

mÌs';ks ds egRo dks Li"V dhft;sA vk/kqfud Hkkjr ds fy;s f'k{kk ds D;k mÌs'; gksus

pkfg,\

vFkok

iz'u-%12 vkn'kZokn ds vuqlkj f'k{kk ds mÌs';] f'k{k.k fof/k vkSj f'k{kd&f'k{kkFkhZ lEcU/k dh

foospuk dhft;sA

iz'u-%13 ckS) n'kZu ds f'k{kk lEcU/kh fopkjksa dh foospuk dhft;sA

vFkok

iz'u-%13 ^^'kSf{kd voljksa dh lekurk** ds vFkZ dks Li"V dhft;sA bldh vko';drk ,oa blds

ekxZ dh ck/kkvksa dk o.kZu dhft;sA 'kSf{kd voljksa dh lekurk nsus ds fy;s lq>kko

nhft;sA

iz'u-%14 Hkkjr esa ySafxd fo"kerkvksa ds eq[; dkj.k dkSu&dkSu ls gaS\ f'k{kk }kjk bu dkj.kks dks

dSls fu;fU=r fd;k tk ldrk gSa\

vFkok

iz'u-%14 ^Hkwe.Myhdj.k* dk vFkZ D;k gS\ mi;qDr mnkgj.kks }kjk f'k{kk ij Hkwe.Myhdj.k ds

izHkko dk o.kZu dhft;sA

****************


Notes

biyani's think...

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