Organization by Subjects-Correlation of Different Subjects, Indian,

Experiment on Basic Education.

What Is A Subject in Education?

Subject in education are the parts into which learning can be divided. At school each lesson
usually covers on subject only. Some of the most common subject at school is English,
History, mathematics, physical education and science.
Subject centered curriculum design revolves around a particular subject matter or discipline
such as math, biology.
Purposes of Organization of Content Or Subject
1. To help organize material
2. To help a sequential relationship of material
3. To present material basic to a general understanding of a course
4. To furnish a source of valuable information
5. To represent application
6. To ensure autonomy
7. It gives stability
8. Its secure future progresses
9. It helps to solve problem
10. It supports curriculum process
11. It brings about improvement
Organization of The Subject
It demands a thorough understanding of the teaching learning process.
Important aspect of this
1. Sequence
2. Continuity
3. Integration
Selection of Subject / Content
1 general Conceptual framework for content area
2 to Selection of basic themes /concept
3 specific Selection of specific content items
Teacher’s Role in Course Planning
1. Teacher plan unit of work
2. He/she should select material and learning activities according to the level students
3. He/she should plan/ organize carefully
4. He/she should provide enforcement of previous learning
5. He/she should avoid gaps and non-projective repletion in subject matter content
6. He/she has to set up working groups
7. He/she should be formulating the objectives prior to the planning
8. He/she should be efficient in preparing course plan
9. The teacher plan should focus on general objectives of the course the unit plan and
class plan.

Correlation of Different Subjects

What is correlation?
The term ‘correlation’ in its simplest form means “connect or to be connected”.
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To be more precise, ‘Correlation’ means mutual relations of two or more things/persons.

But, Correlation in teaching indicates a technique which shows the reciprocal relationship
between various subjects of the curriculum for making the knowledge concrete and
permanent”.
It is the conscious effort made by teachers teaching various subjects, to show similarities or
dependence of one subject on another”.
Definition:
Simpson And Kafka:
“Correlation analysis deals with the association between two or more variables.”
Fergoson:
“Correlation is concerned with describing the degree of relation between variables.”
Significance of Correlation
The most significant development of the 21th century education is the emphasis on imparting
unified, integrated and meaningful knowledge of the pupils.
Imparting of knowledge in the isolated facts of History, Geography, Science, and Economics
etc. has become obsolete.
A child’s mind is an integrated whole which wants to receive experiences in an integrated
manner.
Uses of Correlation are as follows:
1. Mind perceives knowledge as a whole.
 Earlier: Assumed Human Minds consists of so many mental faculties and each
faculty like faculty of reasoning, thinking, memorization etc., were supposed to be
developed through the study of a specific subject. So, each subject had an independent
function. But Education Psychologists have disregarded this study.
 Now: Mind consists as a whole and so receives knowledge as a whole. All the
subjects aim to develop the intellectual power of the students as a whole. Therefore, it
becomes necessary to correlate one subject with another. No subject can be taught in
isolation.
2. Retention of earlier knowledge:
 Fragments of knowledge may accumulate at one place in the form of distinct
layers.
 Since every piece of knowledge is gained through one and the same mind.
 Failure in establishing links between the current layers of knowledge and previous
ones may be an obstacle to retention of earlier knowledge.
 Always link old knowledge with new.
3. Useful knowledge:
 Knowledge is useful when it can be applied to day to day life. Correlation of a
subject with daily life helps to make the knowledge broad-based and makes
knowledge useful.
4. All round development:
 The aim of education “to achieve the development of an all-round personality”,
cannot be done by teaching only a few subjects in isolation.

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5. It helps to achieve unity of knowledge and develops worthy interests and

attitudes in students for acquiring knowledge, because it provides the practical and
life related learning to the students. E.g. Science students hating literature.

Types of Correlation:
 Correlation with Practical Life: correlation of the given subject with daily activities.
 Vertical / Internal Correlation: correlation between the different branches of a
given subject.
 Horizontal / External Correlation: correlation between the given subject and other
subjects.
1. Correlation with Practical Life:
 According to Herbert Spencer, the main aim of education is to prepare students for
future life. This aim can be achieved only if education is correlated with life.
Therefore, teaching of various subjects should be correlated with various aspects of
life.
 A subject is best understood when it is applicable to daily life.
 Correlation of a subject with daily life is of the utmost importance in order to create
interest in the subject.
 Correlation with daily life makes the subject relevant instead of being only theory
with no practical applications.
 Maths: Apply the formulas to calculate areas of rectangle or square to calculate area
of classroom area or home.
 Science: give evidences of the scientific phenomena. E.g. give the e.g. of the droplets
formed in an AC car. Or Use of Al foil to pack foods, to explain its oxide forming
property.
2. Vertical/Internal Correlation:
 This type of correlation indicates the relationship between different branches (or
various divisions) of a given subject.
 It also includes correlation of different topics in the same branch of a given subject.
(Correlation of old knowledge with new knowledge).
 Branches of a subject many times are taught by different teachers, such that each
branch is treated as a different entity.
 Internal correlation is necessary for continuity of knowledge and understanding of the
subject.
 An economics teacher can take help of vertical correlation to correlate production,
consumption, distribution, exchange, etc.
 A science teacher uses vertical correlation to correlate physics and chemistry or
chemistry and biology and physics, or biology and physics etc.
 A mathematics teacher would use vertical correlation to correlate Arithmetic and
Algebra or Algebra and Geometry etc.
3. Horizontal/External Correlation:
 This type of correlation is between different school subjects and a given school
subject.
 All subjects of the school curriculum contribute towards the realization of the aims of
education.
 Since they have the same purpose, study of one subject helps in the study of other
subjects.

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 In horizontal correlation an attempt is made to co-ordinate the teaching of various

subjects. This is done by three methods - Casual and Systematic and Concentric.
Casual/Incidental Correlation:
 Here, teacher plays a prominent role.
 It is not a planned/pre-decided one, i.e., no deliberate or conscious or systematic
attempt made to correlate.
 If a learned teacher has versatile knowledge of basic elements of different subjects,
this kind of correlation is bound to take place.
 Economics: A teacher who is teaching production of cloth may explain to the
students the geographical factors like soil, climate that are responsible for the
production of cotton.
Conscious/Systemic/Planned Correlation:
 It is planned before-hand/ consciously in a systematic manner.
 Teacher makes deliberate attempt to teach a particular topic in such a way that he may
go on explaining other things as well, along with it.
 Previous study is made by the teacher on the points that has to be correlated with
other topics in other subjects.
 Materials of other subjects are choosing in such a manner that while teaching they can
be brought in use at the time of need.
 To overcome in some measures, all the effects of treating every subject in water tight
compartments, a system of pre-planned correlation should be devised.
Concentric Correlation:
 This theory was put forward by ZILLER
 “Not only appropriate subjects could be correlated but there was probably some one
subject which would form the CORE round which all others could be hinged.”
 Ziller thought of History as a subject that could be the Core subject of all.
 Some others recommend Science as Core, or Handicraft as core etc.
 This is a theory of intensified correlation and termed as ‘the theory of concentration.”
Horizontal Correlation Examples
 Maths with other subjects
 Science with other subjects
 Economics with other subjects
Mathematics with other subjects
 Mathematics Is Science of All Sciences and Arts Of All Arts.
 Maths And Science
 The math teacher can teach students about exponential notation. Once students
become proficient in reading and writing numbers in exponential form, and in
converting numbers between exponential form, factor form, and standard form, they
can apply this knowledge to topics in science. For example, they can write the
distance between the sun and each planet using scientific notation.
 Exponential Form 22Standard Form2 x 2 AND Factor Form 4
 Scientific Notation:
 In the number 123,000,000,000 The coefficient will be 1.23 * 1011
 To find the exponent count the number of places from the decimal to the end
of the number.

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 In 123,000,000,000 there are 11 places. Therefore, we write 123,000,000,000

as:1.23 * 1011
Mathematics and physics
 Physics
 Mathematics gives final shape to the rules of physics; it presents them in workable
form. Mathematical calculations occur at every step-in physics.
Mathematics and chemistry
 For estimation of element in organic compounds the use of percentage and ratio has to
be made.
 Molecular weights of organic compounds are calculated mathematically.
 Balancing equations
Mathematics and biology
 First paper that Mendel wrote on his discovery of Mundelein laws was called
"Mathematics of Peas"
 Normal weight calculation
 Caloric and nutritive value of food is calculated using maths
 The growth in weight of infants up to nine months.
Math’s and social sciences
 After teaching a unit on how to read, interpret, and draw graphs, you can have your
students apply these skills to topics in Social Studies. For example, they can draw bar
graphs to compare the Population, Per Capita Income, and Population Density of
various countries.
Mathematics and economics
 Statistical methods are applied to economic forecasts
 Trade cycles
 Volume of trade
 Trend of exports and imports
 Public money
Economics with other subjects
 In Europe, industrial revolution. This gave a new turn to the history of the world.
Various developed powers of Europe started fighting among themselves.
 First and second world wars were fought only on account of economic considerations.
 With geography
 Economy of a country depends on the geographical conditions
 India has agriculturally based economy because of its climate, rainfall, rivers etc
 Punjab, Haryana, up, very fertile, so contribute to grain stores, but no mines, so less
industries there.
 with science
 Many of problems related with agriculture have close relationship with chemistry and
physics.
 Due to scientific inventions, lot of growth of economy takes place.
Basic Education:
The word 'Basic' is derived from the word 'Base', which means the foundation of a thing
upon which the whole thing rests or is made. Primary education is the base of the whole
educational structure and that is why Gandhi named it as Basic education.

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Basic education is an evolving program of instruction that is intended to provide students

with the opportunity to become responsible and respectful global citizens, to contribute to
their economic well-being and that of their families and communities, to explore and
understand different perspectives, and to enjoy.
It refers to the whole range of educational activities taking place in various settings that aim
to meet basic learning needs. According to the International Standard Classification
of Education, basic education comprises primary education and lower secondary education.
Mahatma Gandhi, the father of our nation was the propounded of Basic Education. But in
Pakistan the father of basic education is sir Syed Ahmed khan.

Stages of basic education:

According to the International Standard Classification of Education (ISCED), basic
education comprises the two stages.

 primary education 
 lower secondary education

Indian experiment on basic education:

Gandhi ji held educational experiment at Shantiniketan, Kocharab Ashram, Sabarmati
Ashram and Gujarat Vidhyapeeth after returning from South-Africa, and gave a new vision
(philosophy) of education to educational world by placing “wardha educational Scheme”
before the nation in 1937. This scheme was a unique place in the field of elementary
education. The wardha scheme of Education is also known as “NaiTalim"(after 1945)/basic
education/Buniyadi Talim. The scheme was the outcome of sound thinking of Gandiji.
Nai means “New” and Talim, which is an Urdu word, means “Education”. It is an approach
to the total personality development of body, mind and spirit. So far as the success of this
programme is concerned, after Indian independence in 1947, NaiTalim was introduced in
some states in India in primary schools.

How it started?
 At Round table conference in London (1931).He pointed out the ineffectiveness of the
system of primary education in India.
 All India education conference was held in wardha on 22nd and 23rd October, 1937.
 The eminent reductionists, congress leaders and workers along with the education
Ministers of the seven states had attended the conference. Gandhi himself presided
over it.

Resolutions:
 Free and compulsory education is provided for seven years on a nation-wide scale.
 Medium of instruction be the mother-tongue.
 Productive form of manual work. Basic craft education
 System of education will be gradually able to cover the remuneration of the teachers.

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Aims:
 Ideal of citizenship
 Cultural view point
 All round development
 Economic aims of the basic education
 No place for English in the curriculum
 No place for religious education
Curriculum:
1. Basic crafts
 Agricultural
 Spinning and waving
 Wood craft
 Fisheries
 Leather work
 Gardening
2. Mother tongue
3. Mathematics
4. Social studies
5. General science
6. Art
7. Home science
8. Physical education

Merits:
1. The scheme is financially sound and acceptable in a poor country like India, where
about half of the total illiterate people of the world reside.
2. It is also economically productive as it is based on the principle of work.
3. The system was able to remove class and caste distinction.
4. Basic education is based on sound educational principle of correlation, where all
educational activities are correlated to a basic craft. Correlation also takes place
between physical environment, social environment and craft work. Education in all
subjects should be internally related to the selected craft.

Demerits:
1. Misunderstanding about Concept
2. Economic Aspect Over-emphasized
3. Lack of Competent Teachers
4. Dearth of Textbooks
5. High Cost of Basic Education
6. Lack of Provision for Individual Differences
7. This was not accepted by Muslim League, for religious education was of utmost
importance.

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