PG – 789

*PG789*

I Semester M.Ed. Degree Examination, January/February 2014 (Semester Scheme) EDUCATION Paper – I : Philosophical and Psychological Foundations of Education Time : 3 Hours

Max. Marks : 80

Instruction : Answer any two questions each from Part – A and Part – B. C is compulsory. PART – A 1. a) Analyse the concept of philosophy and education. b) Justify the need for analytical and speculative foundations of philosophy. (7+8=15) a)

ñÜñÜÌÍÝÓÜ÷ ÊÜáñÜᤠÎPÜÒ|¨Ü ±ÜÄPÜƳ®æ¿á®Üá° ËÍæÉàÑÔ.

b)

ñÜñÌÜ ÍÝÓÜ÷¨Ü ËÍæÉàÐÜOÝñÜP¾ /Ü ÖÝWÜã ±ÜÃÝÂÇæãàaÜ®ÝñÜP¾ Ü ñÜÙÖ Ü © Ü ¿á AÊÜÍÂÜ PÜñ¿ æ á®Üá° ÓÜÊáÜ ¦ìÔ. (7+8=15)

2. a) Make a comparative analysis of the significant contributions of metaphysics and epistemology to education. b) Examine the relationship between education and axiology with reference to origin and types of values. (7+8=15) a)

ÎPÜÒ|PæR ñÜñÜÌËáàÊÜÞíÓæ ÊÜáñÜᤠhÝn®Ü ËáàÊÜÞíÓæ¿á ÊÜáÖÜñÜÌ¨Ü PæãvÜáWæWÜÙÜ®Üá° ñÜáÆ®ÝñܾPÜÊÝX ËÍæÉàÐÜOæ ÊÜÞw.

b)

ÊÜåèÆÂWÜÙÜ EWÜÊÜá ÖÝWÜã Ë«ÜWÜÚWæ ÓÜíŸí—Ô¨Üíñæ ÎPÜÒ| ÖÝWÜã ÊÜåèÆ ËáàÊÜÞíÓæWÜã CÃÜáÊÜ ÓÜíŸí«ÜÊÜ®Üá° ±ÜÄàQÒÔ. (7+8=15)

3. a) Differentiate between religion and morality. State the role of schools in imparting moral instruction. b) Critically examine the importance of values in education.

(8+7=15)

a)

«ÜÊÜáì ÊÜáñÜᤠ®æç£PÜñæ¿á ®ÜvÜáÊæ ÊÜÂñÝÂÔàPÜÄÔ, ®æç£PÜ ¸æãà«Ü®æ ¯àvÜáÊÜÈÉ ÍÝÇæWÜÙÜ ±ÝñÜÅÊÜ®Üá° £ÚÔ.

b)

ÎPÜÒ|¨ÜÈÉ ÊÜåèÆÂWÜÙÜ ±ÝÅÊÜááSÂñæ¿á®Üá° ËÊÜáÍÝìñܾPÜÊÝX ±ÜÄàQÒÔ.

(8+7=15) P.T.O.

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PART – B 4. a) Critically evaluate the contributions of behaviourism to class room practice. b) Discuss the Humanistic School of Psychology and state the educational implications. (7+8=15)

ñÜÃWÜ £Ü ¿á ±ÜÅÁãàWÜ¨È Ü É ÊÜñì Ü ®ÝÊÝ¨Ü¨Ü PæãvÜáWæ¿á®Üá° ËÍæÉàÐÜOÝñܾPÜÊÝX ÊÜåèÈÂàPÜÄÔ. b) ÊÜÞ®ÜÊÜñÝ ÊÜá®Ü@ÍÝÓÜ÷¨Ü ԨݜíñÜ ÊÜáñÜᤠA¨ÜÃÜ ÍæçPÜÒ~PÜ ¯×ñÝ¥ÜìWÜÙÜ®Üá° aÜbìÔ.

a)

(7+8=15)

5. a) Explain why ‘adolescence’ is termed as period of stress and storm. b) Discuss the Freud’s psycho-sexual stages of development.

(7+8=15)

QÍÜæãàÃÝÊÜÓ槿á®Üá° "JñܤvÜ ÊÜáñÜᤠPæãÒà»æ¿á PÝÆÊæí¨Üá HPæ ±ÜÄWÜ~ÓÜÇÝWÜáñܤ¨æ ? ËÊÜÄÔ. b) ´ÝÅ¿å…xÃÜÊÜÃÜ ÊÜá®æãàÇæçíXPÜ ¸æÙÜÊÜ~Wæ¿á ÖÜíñÜWÜÙÜ®Üá° aÜbìÔ. (7+8=15) a)

6. a) Explain the concept and any two theories of intelligence, bring out their implications to education. b) Examine the characteristics of creative children. Suggest measures to enhance creativity in children. (8+7=15)

Ÿá©œÍÜQ¤ ±ÜÄPÜƳ®æ ÖÝWÜã A¨ÜÃÜ ¿ÞÊÜâ¨Ý¨ÜÃÜã GÃÜvÜá ԨݜíñÜWÜÙÜ®Üá° ËÊÜÄÔ. ÎPÜÒ|PæR A¨ÜÃÜ ¯×ñÝ¥ÜìWÜÙÜ®Üá° ÖæãÃÜñܯ°. b) ÓÜêg®ÜÎàÆ ÊÜáPÜRÙÜ ÆPÜÒ|WÜÙÜ®Üá° ±ÜÄàQÒÔ. ÊÜáPÜRÙÜÈÉ ÓÜêg®ÜÎàÆñæ¿á®Üá° ÊÜ꩜ÓÜÆá ÓÜãPܤ PÜÅÊÜáWÜÙÜ®Üá° £ÚÔ. a)

(8+7=15) PART – C Write short notes on any four of the following : a. Science and education

ËhÝn®Ü ÊÜáñÜᤠÎPÜÒ| b. Scope of philosophical enquiry

ñÝ£ÌPÜ ËaÝÃÜOæ¿á Êݲ¤

(4×5=20)

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c. Life time and aims of education

iàÊÜ®ÝÊܗ ÊÜáñÜᤠÎPÜÒ|¨Ü WÜáÄWÜÙÜá d. Gilford’s model of intellect

XDž´æäàÅxÃÜÊÜÃÜ hÝn®ÝñܾPÜ ÊÜÞ¨ÜÄ e. Man as a bio-psycho social organism

hæçËPÜ&ÊÜá®æãà ÓÝÊÜÞiPÜ iàË¿ÞX ÊÜÞ®ÜÊÜ f. Spearman’s two factors theory of intelligence

Ô³¿áÅÊÜᮅ ©ÌÊÝíÍÜ Ÿá©œÍÜQ¤ ԨݜíñÜ. ———————

PG – 789