r / i

. . ) i ._ ii..; ~ re. ""=~ 1 /ye Jovv\ 0 ~ a « i u.t.t<.,f ,' r;;._ •

11
2oFREEDOM ~
AND DISCIPLINE IN EDUCATION
"'(.o(._c,O o.,.J : ".,._ f ~!-.1>;:-;_ e I f ',_), .__. ".J
MEANING OF FREEDOM: ,li j LtJo,-f,' t-te ,'I/\ .(£.lLtc~•;:_
F; ~ o m can be di sc ussed i11 vari ous con l ex t s, polili ca l, eco nomi c, soc ial o r ed uca ti ona l. Politically, w e
1

~eak of ind ivi du al free dom o r lib erty cis w ell as co ll ec tiv e lib erty . Demouati c think ers are conce rn ed
with individual libert y rath er th an with co ll ec tiv e lib erty, which is rega rd ed as significant by socialis t

th inkers.

ffi~e term freedo m has a very wid e connotation. It mean s freedom from all restri ction s and bondages .
Free dom has become an important and integral part of education . F1·eedom primitively speak ing me ans
'License t o do anyt hin_gj

(fi-ee dom in its tru e sense does not mean total absence of control. It implies control and regulation of
tho ugh t and behavio~l There is the sense of self responsibility and self control in working out of one' s
fr eedom . A free individual ic; free to drive his motor car on the public road as he likes . But at the sa m e
t im e he is responsible for the life and safety of the people on the road .

Fre edo m is a function of individuality and the chief purpose of freedom in education is to enable th e
student s t o use his own initiative and act according to his own inherent laws .~ reedom in education is
free dom of thought to test its own consequences through overt behaviour that is, to try out new
expe r"1 ences, as otherwise there will be no progress in societJ But one should see that the freedom will
not harm an ind ·1vidua\ or society . That means freedom should be given so that an individual can learn
fr,!C'J;:;h r.,:, cct:. ;::r-:::i code of co:: duct, \,vh2t is righ1.: 3nd wrong. Therefore, there can be no absolu tE
lreedom Jl.bsolute treedorn is 3 my.t rG reedom in education is rwcess2ry beca use .:.:xces~ive restriction s
is 1:)2;::I 2nr:J w,!! hamper th e r:ieve !c prne:r1 t of cl well - baianCf,d pers onaliWThe chiid will not get suffic'1ent
opportunities to do his best, as his creative abilitie s and expressive powers will be checked an d wil!
re ma in stunted. Thu s, th e child should get enough freedom to express him se lf and develop his cr eativ e
abili ties.

Definitions:

1. Acco rding to John Dewey- "The essence of the demand for freedom is the need of conditions
w hich will enable an individuai to make his own special contribution to a group interest and to
partake of it s own activities in such ways that social guidance shall be a matter of hi s own
mental attitude and not a mere authoritative dictation of hi s acts ."
~ c o rding to Smith- "Freedom means to do as one pleases, th:s alone is libe,~ '
3. 6.ccording to Nunn - " Freedom means self.activity may also make self-education and
deve lopm ent, natural, spontaneous, and desirable."
,½ ~ rd ing to Harper - ° Freedom is th_e condi_tion ~ where the person may do whatever he
uEs,res, acco rding to hi s wisdom and his conscience )
S Acco rd ing to Von Hayek's- "Freedom is a condition of men in which the coercion of some by
(_!.lher<, is reduced as much as possible/I
•f ,,..,Accordinn to Hum~.:: "B y liberty we can only mean a power of acting to the determination of th e
- will)
 _,,,Types of Freedom:
1· Eco riomic Fr ee do[ll- Th e fr ee dom t o mak e con t rac ts, t o buy and se ll , the fr ee do m t o wo rk for
whom you rhoo s0, th e fr ee do rn to ke e p your mone y once yo u have earned it.
2 - .B_g_lJ_g_ious Fr ee dom - The f ree dom t o worship (or not ) as you choose without gov e rnment
res tricti on .
3 Fre edorn of M oven1 ent - The right t o go wh ere you choose, wh en you choose within you r co u ntry,
without govern m ent int e rfe rence.
4. '>elf Defen se- Th e freedom to defend yourse lf, your fami ly and your prope rty from theft and
vio lence.
5. Politica l Freedom- Thi s could be either a fr ee dom from government, or th e fre edom to have a say
in w ho is in charge .
6. Personal Freedom- The freedom to choose how you will live your' life, so long as you are not
harming somebod y else's life .

Freedom in Education :
t .,/

Free dom in Education would imply the function of individuality . Brubacher' s opinion is th at if pupil s
have no individual differences, there would be no demand for freedom . Everyone would act alike, no
o ne wo uld want to be different or free .
v
Therefo re, freedom has a very wide connotation . It mean s freedom from all restrictions and bondages .
Freedom can co -exrst only with di sc iplin e or se lf-discipline . It is not po ss ibl e to defin e freedom which is
synonymous o f lib e rty in apt term s. However, freedo m has beco me an important and integra l part of
education .

It mea ns that in education, the educand ancl th e teacher should be fr ee from tensions. /t means lack of
restrictions and barrier s. It is a sort of autonomy which ha s been defined by C.V. Good in " Dictionary of
Education" in the following words- "The autonomy or se lf determination of rational beings- meaning th e
ability of man to think well and act atlea st partially in terms of rea sonable ideal s and not to be
completel y forced to each thought or action by biological me chanism s and environmental stimuli ."

There i s also th e need to gear up education for a free soci ety . Education for a free society is ba sed on

t e concep t o ff re edom - Ge nerally , when we take education for freedom w e mean education for fre e
h
. Th 1·t · tha·t ed ucation and freedom cannot be separated from one another. The freedom
so ciety . e rear y 1s . . .
. . b d ·11 ·ng co -operation . Though there is no element of compul sron; spo ntanerty yet rt
, 5 rnf act ase on wi 1
gathers th e soc ial relationship .

II d th inke rs have advocate d f ree d om f or ch .Id

, .
Rou sse au pl ea ded for liberty not only in
Almost a mo e rn . b I . du catio n In Emile Rou sse au cries for "freedom" and admits of no
. - olit ica l fr eld ut a so in e . , , . . .
the socio p . h ff ee dom that Emil e (every or any child) can develop hr s innat e
. . It is o nly ,n an atrnosp ere o r . . .
r estraint s. h h. f m ean s of education . In play, according t o hrm , the ch rld be st
t;el advoca t ed pl ay as t e c re . . . . f
pow ers Fro e . f d . ful expressio n of all that rs best in chrld and man. Hi s th eory o
. If Play ,s th e re e an JOY .
manifest hrrnse . ·1 e (b est po ssi ble exa mpl e) of child's freedom . M adame Montessor i
. t hinge but e pr o m - . .
. dergart e n IS no d . educilti on . Her sc hool Th e Childr en' s Home prov ides for specra 1
Kin t of ir ee om ,n '
-:inother expon e n
wa s 0
 o f t he
c fi e does no t
lea rn un de r fe ar
s o ,i c l H e r
f1i> c l o .JC. t ., s l, e w ,, n t l
wh , ch t h e ch il c!
1'.,

en vi ro nm e nt in
s o ft he so cie t v. Child'<, ed uc at io
n
ad ul t m e m be r P t o ex te rn al in l11h, t1fJn
gi ve an y pl ZJ ( th .
t. ,0 11 do c:, no t n ri at ur al gr ow
m od e rn co nc ep t o! ed u ca an ce w ith th e la w s o f his ow
Th u s, t h e t , in ac co rd
o f d ev c lo pm c' n
gh t t o pe rm it tli C' fre ed o m
ou

~rig .-0f Di sc ip lin

e: t he La tin wo rd
~ h as be en de riv ed fro m
t.. -/ ia l t er m .@ e w
or d 'D i sc ip lin e'
th e fie ld of ed uc
at io n .
'D i sc ip lin e' is a co nt ro ve rs s go t a vi t al sig ni fic an ce in vi ng
Th e t er m ' . Di sc ip lin e ha e ans a m an ha
c h m ea ns 'w ill in g fo ll ow er sta nd . A d isc i pl in ed m a n m
'Di sc ip lin a' w hi n ca n rn a l
m s o f ed uc at io its . It is an in te
t io n up on w hi ch th e ai t do es no t go be yo nd lim y
It is th e fo un da He is fre e bu lti va te d fo ib l
rc
i ~s tin ct s an d ha b its eS :J er ly .@ sc i pl in e ca nn ot be cu
d, ac t pr op
di sc ip l i ne d m in s a pe rs on to nd le d in such a
wa y as
m ot iv at es an d in sp ire e flo w, th ey m us t be ha
ca pa ci t y w hi ch an d in th at fre ke d bu t no t
sh ou ld be gi ve n fre ed om uD he ir ac tio ns m us t be ch ec
nt s d be h av io
bu t th e st u de in m an ne rs an
ou t th ei r pr oc ee di ng s th e ad ol e sce nt
s.
to be ca re fu l ab
ca n ch an ge th e at tit ud es of
on e
ly . Af fe ct io n al
ha rs hl y or ru de
/ .. t he
__,,/4) efirnt1on: h co ns ist s in
g of th e co ns ci en ce wh ic
tra in in
ip lin e is th e
W el to n- " Di sc t ."
o rd in g to of m or al in si gh
~c
w ill an d de ve lo pm en t im pu l se s an d p
ow er to
of th e go od i ss io n of on e 's
~ u lt iv a ti o n e co ns is t s in th e su bm
wh er e th er e
in g to T. P .N un n - " Di sc ip lin g s ef fic ie nc y an d ec on om y
2 . Ac co rd d br in
up on ch ao s an
la tio n w hi ch im po ses fo rm
re gu st e ."
iv en es s an d wa
is e be in ef fe ct
w o ul d ot he rw
:
lin e . Th ey ar e ho is
ty pe s of Di sc ip a bo y o r gi rl w
Th e re ar e tw o so rt of ex te rn al po se of
ea n s so m e cla ss ro om an
sc i p lin e- Th i s di sc ip lin e m s an d pu ni sh m en ts . In th e
Di re wa rd
~ E x te rn al ai ne d th ro ug h is a te m po ra ry
ed . Th is di sc ip lin e is m ai nt te ac he r an d hi s ca ni ng . Th is
di sc ip lin of hi s is
us e he is af ra id e s as us ua l . Th
es ce nt is si tti ng ca lm ly be ca s th e cla ss , th e bo y be co m
ad ol r le a ve
te r th e te ac he
e of di sc ip lin e be ca us e af
ph as te rn al
al di sc ip lin e. io n th at th e ex
sc ip lin e is te rm ed a s ex te rn d th in ke rs ar e of th e op in
di uc at or s an e is no t th e
sc i p lin e- Th e pr e se nt ed te rm . Th is ty pe of di sc ip lin
Di of th e
~ e rn al e tr ue se ns e m in d, he ar t,
is no t th e di sc ip lin e in th sc ip lin e is th e di sc ip lin e of
d is c ip lin e e re al di
or fo rc e of th
e te ac he r. Th sci pl in e . Th is is
e bu t a fe ar rn al di sc ip lin e is th e re al di
di sc ip lin th at in te e.
t w e ca n sa y so ci al di sc ip lin
d e an d be ha vi ou r. In sh or n w ill . D ew ey fa vo r's th e
at tit u at hi s ow pu t
in th e qu al ity ge s sh ou ld be
fe lt f ee l in g . A c hi ld br in gs nm en t of th e sc ho ol or co lle
he a rt en vi ro th e
at m o sp he re or de si ra bl e. Fo r
is of th e op in io n th at th e h th e de si ra bl e fo rm to un
He in gu is we ll-
ch ild m ay di st sc ip lin ed an d
su ch a na tu re th at th e te ac he r to be hi m se lf di
o f l fo r a
it is es se nt ia
of di sc ip l i n e,
m ai nt e na nc e

m a nn e r ed .
 ll) C UO C ll' IIH:' UI Ul .:> \.I J ' "' ' . I -_.
" /7"\ I ,, I l I \ , , ., .., . J /

d is ess e n 11<~.,_,J
I~ 111 l I l '<-

. .. -01 d f)i •; dp,i n< . \ {.Y \_I

frt:C om
. --
Z,; nc1..; oi' ~-rr•edo.!.1'1 -· 1.!.;. .... .. . , ind1 vidu n llly, full
~ --- ,-t:·;1•- . ·,-,-~·:·: - ~1~1~cvelopnlc, )Iphyo! ~. .icd:d,chilf'nc ·· I ar1·1st ic a nd spi ritu al dev elo pm ent
~!!~
d s_ .. I .
__: .
. .. , il<t' \ nld , rn nr<1 , tha t ,n a
,·d) :)<'· 1H i• of lr
.
ct~d orn , •1
c i . _ , ( LIP
5 1 J .._ · ~
(j;
ha~ bee n obs erv ed
. . . , . 1 , l t , n c I e <., vv I II n o t. be P().) _ j. to his inte res t and nee ds .
;:.H.co , drn g to h, ~ ,nht ' I (. nl <.i, c ..
.
. .. ·t11·1d f· . -i . ·, 1 cult t o act .free ly acc orc ing ·
1 d 'ffi the oth er han d o
co nuo llcd e nv11 o nnH ~nt a c in c s - ·.
n . . _ -: ~
He find s no ii )t c i cs l in tho se act iviti es
,Nh1 c h a re imp ose d upo n him .
· · - t f less n ess and a sen se of res pon s1b tl 1w
- · .· .-ve , 1nte res , ear
free do 111 insp ire s in a chtl d pro pe r 1n1t1at1 opm en t
s is t h t' r€, son why Rou sse au gav e a ca ll of full free dom to the c h ild for his sel f-de vel
Thi 1

and rl v c"'l n c e n1 e n t.
3
to the fuli dev elo pm ent of a chi ld , on the
UtJ h e rea s, on one han d, free dom is ess ent ial
iev e
ha nd, disc iplin e is equ ally ess enti al and imp orta nt. The adv oca tes of dis cip line bel
oth er
wa ys,
un res tra ined free don 1 will dev elo p a chil d in a hap haz ard ma nne r and arb itra ry
t hat
lcat ion of hum an qua litie s so ess enti als to mo der n cul ture and civi liza tion . Suc h
vvit hou t incu
h
le to be ext rem ely self ish and agg res sive ly self -ce nte re c[}A n ind isci plin ed and se lfis
chil d is liab
inh um an and mis chie vou s beh avi our tow ard s oth e r fell ovv- bei ngs .
life av lead
111 a chil d tow ard s
3 ed life, dev elo pm ent of hum an and rno ral qua litie s are ess ent ial bec aus e the se
ITc;Jr wel l adj ust
o
ma ke a chil d cult ure d and civi lize d for the pur pos e of lea din g one 's life hap py and als
qua litie s
y_
ing to the wel fare of soc iety . To ach ieve this gre at aim , dis cip line is ver y ess e nt~a]§
con tri but
mea ns of di scip line th e r;::iw in stinc
ts ;:i re sub lim at ed int o desira ble qua
liti es and hab its of
beh avi our whi ch l1u1Y1 ;:in soci ety thin
k'., ri ~ very necessa ry for all -rou nd dev
elop m ent of a child as
well as full est ckv elop m ent of soc
i<:'. ly . As <l mat ter of ta ct, it is ciisc
iplin e whi ch mak es an
indi vidu al a dyn arni c, co-o pera tiv e,
sym p ath eti c and tole rant citi zen imb
u ed with soci al id ea ls
of serv ice and ~ac rifi ce: Jl I.h e co~;l
ol his ow n se lf-in t ere st:. Only thi s se
nse of disc iplin e creates
such con ditio n s in a scho o l whi ch prom o
tes de sira ble developm ent of a chi l;D
ln anci ent time s,
too rnu ch i, ;,po rt ,rnn~ w as give n to
disciplin e t h at it w as regard ed as an
end in itsel f instead of a
mea ns only .
•-~::/ t!f-iu s, it ca n be sa id that unlimited free dom without re straints may deve
evil do ing h arm ful to soci ety and on lop a child to
the othe r han d, harsh and rigid disc
iplin e may mar a child' s
norm J I and natu ral dev elop meng
E, synt hesi s of th e two con trad icto
ry conc epts is to be
ac hi eved thro ugh imp ress ion and ema
ncip atio n whic h inte grat e to deve lop
self-disciplin e whic h
1s th e bed rock of all dev elop men tal
acti vities and dev elop men t of the indiv
idua l as w ell as the
socie!Y)
y
. .
1 ~
_ .~ ) l\f '(e l (' /
rom ~ r t ; 1t I ea.i:. h free dom and discipline are esse nti
t he prop er and fulle st dev elop men al for
t of a child . Both free dom and disc
ipline are base d on two
ancie nt phil oso phic a I doc trine s .
Free dom •is base d on Natu ralis m
whil e Ideali sm is the
foun dati on of disc iplin e. In the sam
e way, free dom uph olds here dity and
discipline advocates
env irnn men t_ Free dom dev elop s
indi vidu ality whil e discipline raises
per son ali§ ~io log y
,;,peaks for di scip line whil e psyc holo
gy lays stresses on free dom_J AII the
above men tion ed
bet ors, upo n whi ch free dorn and disr.iplin
e ,ire ha ~c d, hav e 1heir own dist inct
characteristic s
whi ch h::iv0. con tribu ted to edu catio
na ~aims, processes and programmes
. fE:n ce, fre edo m and
disc iplin e are both equ ally esse
nti al and valuable to edu catio n.
They are mut uall y
sup plem enta rv and com plem enta ry
. One cann ot exist withou1 the othe r.
They may be regarded
as two sides of th e sa m e c~

~ uses of Indiscipline in the classroom:

1.Lack of inte rest due to inad equ
ate opp ortu nities to receive edu catio
n acco rdin g to thei r
inte rest s . 2. Form atio n of bad hab
its 3. Unsuita ble curr iculu m, 4.To o
muc h rest rictio ns in the
cla ss S. No atte ntio n to indi vidu al
diffe renc e s 6. Unpsychological met hod
s of teac hing 7. Large
num ber of pup ils in the class 8. Ove
r com peti tion amo ngst stud ents of the
class 9. Lack of righ t
type of teac her s 10_ Lack of facil
ities fo r edu cati on eg. Physical cond
ition s of classroom ,
fu rnitu re etc.
✓Caus es of Indiscipline outside the
v classroom
l _Aff ect of reje ctio n, favo ritis ms and high
ideals by pare nts 2. Schools as teaching
shops 3. La ck
ot mo ral ed uca tion 4. Lack of co-c
urricu lar acti vitie s S. System of exam
inat ion 6. Poverty and
hom e con ditio n 7.St ude nt Unio ns 8.
Mor e stud ents , less teachers and limit
ed num ber of room s.
 · ,,
I
edu ca tion a l
. . . . . . , _,, , ce of discipli ne '
~v
..... ·
11 to rnaml.a tn d L!tc1plinC1__ .!..0.......'.'!!J!c~~~-- :IJl ,Hntcnan ., ·
· . - . ,
.
cd , hould Jointly
__hou! der th is
c_
1

in sti tuti o ns i~ tl w rn o r,t c111ci;1I p1·nlil l'rr1 l1.1d c1y . A 11 t onu rn _ .J . . re medy th e
•

· . 1 d. · I' art 1vIt1 es to

respon s1bilitv W .P.Sho1ing h;1s ,.i dvoc. ~tlc: d threl' 1.ypt•s o 1suf) in ary { -·

prob lem of ind1sc ipl i1w in ~<. litl ol•, of l <'>ti:l y Tlwy ,H (': . . . The y are
. . . . . 1·. . J (3) qE,medi.:d D1sc 1pl ine .
(1 ). Co 11 ~11uctive D1sc1plint? (}) P1cvr,n11v c u,,,c ,p 11 ,e anc . . ,. - -
1

di sc ussed :,1s fo ll ow s: _ . - i't ies

. . . - . . .. · . ·h h ht c and ac1i\;lc . .
(1)/-Co nstructive 01sc1plm e: l o c.1c h1 cvr con stru ct ive disci plin e sue I l oug ·' . _
\_,· . . . . . -
should lw inculca t ed in childre n whi ch will develop in th em a sense o se
f lf-d. ·pl
1sc 1
in e ,n a no rma 1

·;ind natura l way . Some sugge sti ons are: ® ..

A. More oppo rtunItIe s shoul
d b. ·ded to ch ild ren
e provi
./ ff . so
to participat e in co curricular activitie s.@) The personality of teach er should be so e ect ,ve
5t
:-is to exe rt th e whol esom e influe nce on all childr en .@)reacher should understan d t he intere s
Jnd needs of children and try to meet them as mu ch as possible @ Full respect should be
xcorded to the individualities of all children .CE) For every work in the school, co-operation of
children should be sought by pu rsuation.

~ / Preventive Discipline : Thi s is concern ed with those restrictions whi ch prevent the
indisci plined behaviour of children . Sugge stion s are @reacher should know all childr en of the
clzis s by their name s.@) Whil e Leaching teacher should have an eye-contact over th e whole
cl ass. ( } nteresti~ method s should be employed.@Seat ing arrangement for children shoul~
be co mfortable.@) A child should no! be harshly treated and pulled up before othe1 s as it
injures the self-respect of the scolded child.(!} Children who disturb the teach·i ng should be
ps-..,,chologica\\y dealt t o make th.em f O-operat e in th e work.~ Teacher should b e serious from
~he start ol the session . La xity in the beginning may spoil the future attitude and behavio ur of
the ch·11dren.
\
~medial Discipline: It means to reform the child. For this, two things are essential they are
_l . Diagnosis or understanding the cause of indi scipline and 2 Treatment i.e, removal of the
causes of indiscipline. Suggestions are: Oefaulting children should be isolated from others till
they are reformed.@ Such defaulting children should first be given opportunity to explain their
conduct and their explanation should be patiently heard .{f)such children should be clearly told
abo ut their guilt and they should not be compelled to apologize at the beginning of the talk{g).
Punishment should be awarded to the delinquent child after due deliberation and decision @
Afte r the award of punishment , the talk about his guilt should stop(v A guilt of a child should
not be discussed before others. [)1t the guilty child is not found out, then the whole cla ss
should be warned. (8) Fctr reforming a child , help from the parents and guardians should be
solicite d.Q); uilty child should not be severely scolded and small mistakes should not be taken
as in discipline. Punishm ent should suit the guilt . {),elp from senior teachers should be sought
when a teacher fail s in the t ask.
_ _ _ _ x_ _ __
 O Ctv>-c.i!./ "/

/ ep-< ;-
y / Repressi oni sti c- R • . · ·" · - . • . . .·
. . ---- epi essioni ., ti c type ol cJ1 sc 1pl1ne co nsists of puni.shm ent. lnorder Lo maI. .
ntiJ In
d '.sc iplin e and m ak e slliclents orderly t hey were puni shed fo r every mi stake
. This ty pe of
di sc iplin e wa s 11 ot hea rt- felt but it was based upon the found ation of fe ar and
ra ge.
•) · · !IDJ:lres_si onisti c- Thi s typ e of di scipline is ju st the reverse of the rep ressioni
stic discipline . Here
rather th an repres sion, affectio n and love form the basis of di sciplin e. In thi s
te chniqu e, instead
of punishin g th e child, the educator trie s to impress him by hi s personal
influence . He
sym pathetica lly explain s things to the child and tri ~s to win hi s love and re spect
. Here the re is a
reign of respect and love rather than one of terror.
n man cipation- The emancip ationists believe in the doctrine of ' Lai ssez Fair' or
'free discipline' .
The emancip ation method of discipline is based on the principle that in stead
of pun ishing the
child , it is better to leave him alone and allow him to learn the right and wrong
from his own
experien ce and will try to avoid all things that are wrong. This method was
popularized by
Rousseau, Froebe!, and Montess ori. Philosophers supporting thi s theory
have hinted at the
efficienc y of the method of natural discipline .

'-1 /- Discipline in a School :

1./ 0rderline ss- Orderline ss is the most significant pre-requisite for the successfu
l impleme ntati on
~ of school program . This orderline ss helps in the smooth run ning of school with
out any con tus,on ·
fo:s-unde rst.:rndin g among the teachers
/4 . \ and the students.
evelopm ent~ Discipline Is essentiai for he!ping the child in the growth of individua
for giving him the sense of security, a sense of confidence and the knowledge
l personality,
of the boundarie s
/ ·of his freedom. ·
-"3. Adminis tration- Disciplin e is a necessary cond ition of good administ ration
. Among all those
things administ rators do for the purpose of creating a situation favourab
le to learning,
/ maintain ing discipline is his major task .
/4. ~ocial Requirem ents- Disciplin e in a school is the requirem ent of society. Without
constructive
and proper discipline , aims and aspirations of society cannot be realized . ( lw<._,.Jt
o.,<NJ..!.,L,J ,, ,EJ(t ·

15 tui 't'~? ) ******** ******** ******** *******

p_o1 ~
\-~ON ENTS OF EDUCATION AND T,HEIR MUTUAL RELATIO
NSHIP:

The difZm ponen ts of educatio n are as follows:

J:,' V Teacher- 11be first and foremos t importan t compone_nt of education in the education
al system is
the teacher. Th e future of the educational system Is totally depende nt upon
the tea cher. Th e
teacher is the heart of the educatio nal system and the duties and a responsib
ility of the teacher
is greaj] He is entruste d with the task of moulding the character and personali
ty of his pupil s
 ·· • . tofthesoc ietya nd
/ an d. ma k.ing t I1e rn worthy c1t1z ens capab le of contributin g to the deve 1oprnen
i the country .

~ achers mind and attitud e have a dire ct influ ence on th e studentfl A ratio nal minded te acher
st a nd ing
[ / Ca n remov e cornrnu nali sm and develop t he sense of national unity, integrity and und er
in t he st ud ents. {fl-ie teacher is the friend, philosopher and gui de to th e stud en t s. Th e t eacher
,
ca n profoundl y influence the stude nts by hi s di stinguish academic career, profound knowledge
th e
t eachi ng_ activity, love, sympathy, honesty and moral characte_0 Students can not forget
perso nality of an outstandin g teacher in their life . ·
ty
~e student teacher relationship does not end ih the clas sro~~- The teacher has an opportuni
the
to mingle with the students in co-curricular activities. {ihe t eac her should encourage
~,tud~nts ~o participate in activities and guide themJ Such activitie s help in the better
the
l relat1on sh1p between the teacher and the students. It is also the primary re spo nsibility of
.
! eacher to help in the all-round developm ent of his pupils, as it is the aim of modern education
l!_t involves physical, mental, emotional, social, moral, aesthetic, linguistic aspect of pupils
~ developm e @
~ ~ dents- Pupils_or Studen~s are the part of the general life of the institution . It is through them
that the reputation of the institution travels from one section of the society to the wider wor~
are
All the other componen ts of education like teachers, curriculum and educational institution
• vital instrumen ts and a means for the welfare and development of the pupils.

profound
~ e teacher can profoundl y influence the students by his distinguished academic career,
dutifulnes s, honesty and moral
knowledge , teaching ~bilitie ~,. love, sympathy, sportsman shi~ spirit,
..
character . The tea chers qual1t1es leave a mark on the st ud entst J
' .

totality of .
30 '.,.~ urriculum -§.e third componen t of education is the curriculum . Curriculum is the
or
t::/ experiences that pupils receive through the manifold activities that go on in the school
education al institution . It includes experiences in a classroom , library, laboratory , play ground
etc. and informatio n contact between the teacher and pupi !i}The curriculum provides the basis
for education al activities for a teacher and the pupil. Narrowly conceived, §
curriculum

includes the academic subjects or courses of study of an educational institutio~ But broadly
the
conceived, the curriculum includes the complete sc hool environme nt that involves all
activities and courses that the student mu st complete in the educational institution. & good
curriculum must take into account the needs of the child who is receiving instruction , the need
ft he society and the need of humanity at larg~

0 on is a life-long ~rocess. It starts after birth till death . :here is _no

ducationa l lnstitution -~ ucati_
time space or limit for educat,o ~ Therefore, in the wider context only classroom instruction
cannot be called education. § riou s agencies, organizations and institution have a potential
educative influence in the growth of the child and help him to unfold himself. With the growing
vital
demand for open and life-long education informal and non-forma l agencies are playing a
ha s
ro le in the present day worl~Con sequently , the significance and importanc e of education
acquired global recognitio n .

emoti ona l,
Education aims at developing all aspects of an individual's personality, physical, mental ,
educational
moral and social. It is quite appropriat e to say that education flows out of a healthy
 in stitut ion . fu
in dividu al and social aim s of educatio n -, re mat · - d th
_ c eri a1Ize roug h t h12 ·InstI·t u t·ion and all
round persona lity deve lopm ent c.:in be achi eved within the in stitution
. The in teraction between
tea cher and pup ils happe~s mostly in th e in stitutio r9i1U s, it show
s th at an educational in sti tu t ion
also plays a vital rol e 111 fulfillme nt of education al objectiv es .

M µtdal Relati o nshi p between the Differen t Com pon ents of Educatio
n:
✓
{0e variou s compon ents of. ed~ca~ion are in se parabi e from each
othe e)Th e t eacher, student,
curri culum and educatio nal institutio ns all function as a part
of th e system of education . Their
importa nce is seen '.n their impact on each other.[fhe relations hips
betw ee n th e differe nt components
are discussed belowJ

V'Tu acti er- Student Relationshi p-

L-,7
A teacher plays the role of a director and a counsel or in the classroo
m . He al so lead s by setting example,
ffirough his own behavio ur and persona lity. As a counsel or a teacher
makes an effort to understand
each and every one of his student s and try to bring about all -round
develop ment in them. He guides and
directs them to be effective and efficient according to their various
capabili ties and talents . Through the
teachers teaching interest is created in the students in curricula r
as w~II as co-curric ular activiti~ A
teacher should see that every student participa tes in these activities
freely in accordance with his native
ability and interest .

G;amin ation and evaluati on of the learning achievements of the

students is a respon sible task of the
te ach§ Provision should be made. for holding weeklv, monthly , half-y~<1
rlv and annual exami_nations~
systt m ol contin_uou s and comprehensive '.evaluation shou!d be int rodu
ced by the teacher. He 1s suppose
t o be acquain ted with the modern techniques of te st con struction and
objectiv e means of evaluati on of
th e st~dent jj

All sorts of pupil's achieve ments need to be properly recorded by the

teacher in the form of cumulat ive
report card . The teacher' s prime responsibility is to maintain disciplin
e of the students in the school.
/

~ eacher- Curricul um Relationship-

if
G teacher is a transact or of the curriculu m. A teacher understands
firstly the aims and objectives of
curriculu m and then delivers and transacts it through the various
pedagogies or method of teachii i(
Without understa nding the purpose of the : urriculu m the teacher
will not be able to direct and guide
the students to achieve the objectiv es of the curriculu m .

{ he_ tea cher ha s to be very fluent with the various methods of

teaching as each and every subject
demand~ a very differen t method to be used, so that the students will
underst and and learn the subject
ma tter. At the beginning of the academic year a teacher must have
a plan where he ha s to divide the
curriculu m into half-yearly, monthly , weekly and daily . Fu11her, he should
al so make a lesson plan on th e
topi c on which he must deliver on a daily bas~j
 ~ de nt-Curricu lu
m Re lationshi Q:
~ ve ry pu rp os
e of t he cu rric
co nt en t , th e sy ulu1T1 is to pr ov
ll a bu s an d a ll ac id e kn ow l e dg e
tiv iti e s in th e cu an d e xp e rien ce
to co m pl ex , fr om rri culu m sh ou ld to th e st ud e nt]
ge ne ra be ba se Th e
l to sp ec if ic a nd d on th e prin cip
fr om co nc re te to l e of ' fr o~--s im pl
ab st r ac t.' e
~ c ur ri c ul ar
a ct iv iti es pr ov
id e ex pe rie nc es
s po rt sm an sh ip to th e st ud en ts
, ab ili ty to le ad o n prin cipl es an
or to be a le ad d va lu e s o f di
cu rr ic ul um w ou er , pr in ci pl e of scipline ,
ld be lo st if th e ha rd w or ki ng et
m et ho d of t ra ns c. Th e pu rp os e
or a co m bi na tio ac tio n is fa u lty . of th e
n of va ri ou s m Each su bj ec t re qu
et ho ds of te ac hi ir es a di ff er en t
un d er st an di ng ng , so th at it wi m et ho d
an d le ar ni ng in ll be well tr an sa
th e st u d e ~ ct ed . This will
le ad to
~ en t- Ed uc at io na
l In st itu tio n Re
la tio ns hi -
{ -As. ed uc at io na
l in st itu tio n an
d its ad m in is tr at
l.. .s ri ng s ab ou t or s an d m an ag er
al l- ro un d de ve s m us t se e th at
lo pm en t of th e th e in st itu tio n w
ar e pr ov id ed w st ud en ts . An ed uc ith its st af f
ith go od se at in at io na l in st itu tio
g ar ra ng em en ts n sh ou ld se e th at
w el l lig ht ed an as th is fa ci lit at es st ud e nt s
d w el l ve nt ila te go od le ar ni ng . Th
d , th e la bo ra to ry e cl as sr oo m
co m pu te r fa ci sh ou ld be well sh ou ld be
lit ie s av ai la bl e eq ui pp ed an d th
to th e st ud en ts e in st itu tio n sh ou
ed uc at io na l in . Th e play gr ou ld m ak e
st itu tio n w ith th nd sh ou ld al so
e he lp of th e te be well m ai nt ai
ac he r sh ou ld be ne d . Th e
ab le to m ai nt ai n
~ discip\"ine in th e
iculum and Ed sc ho oU
ucational Institu
tion Relationshi
(T he ad m in is tr -
at or s an d m an
~ o ul d in vi te ag er s of _th. e ed uc at
th e -parE:nt s, co io na l in st itu tio
rn rr, un1t ,; iW::: tn ns_ al on g w ith th
cu rr ic ul um . T he be :·s. su l)J ec t ex e pr in cip_a l/h ea
ne ed s of th e so pe 1t s. ed uc at 1o dm as te r
ci et y , th e ne ed n1sts et c. 1r. fr
be re fl ec te d \n s of t he na ti on am in g, \h e
th e cu rr ic ul um as well as th e ne
. Th e ai m s an d ed s of tt1e st ud
ob je ct iv es of th e nt s sh ou ld
re vi se d ye ar ly e cu rr ic ul um
as th e ne ed a an d its co nt en t sh ou ld be
r~

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