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新西兰土木工程论文代写:全面教育

接受和平教育作为全面教育的必要组成部分,是由于暴力的兴起和蔓延。十年2000-2010年被宣布为国际十年的和平与非暴力文化促进联合国教科文组织。但印度教育委员会一直建议以多种形式进行和平教育,但这些建议即使在今天也没有得到应用。对中等教育委员会的报告(1952-53)指出:“教育过程的最高目标应该是培养学生的性格和个性,在这样一种方式,他们将能够实现他们的潜能,并有助于幸福社区”。在该市教育委员会(1964年至1966年)把注意力集中在教育和国家发展说,“教育在社会规定的缺失,道德和精神价值观是课程的一个严重缺陷”。国家教育政策(1986)主张将教育转变为“培养社会和道德价值的有力工具”。行动纲领(1992)试图将价值教育的各个组成部分融入学校教育的各个阶段。国家课程框架(2005)建议,真正意义上的教育应该赋予个人明确自己的价值观;使他们采取深思熟虑的决定,考虑到自己行为的后果;选择和平而非暴力的方式。因此,我们的教育体系一直遵循和平教育但这些举措仍然主要是在纸上即使今天由于种种原因想对自己作为和平缔造者的角色教师缺乏适当的训练负荷;课程;在学校的正确态度和做法没有不当的教学和评价;实践;暴力的社会氛围等。

新西兰土木工程论文代写:全面教育

The acceptance of education for peace as a necessary ingredient of holistic education was due to the rise and spread of violence. Decade of 2000-2010 was declared as the international decade for promotion of a culture of peace and non-violence by the UNESCO. But Indian education commissions have always recommended education for peace in many forms, but these recommendations are not being applied even today. The report of the Secondary Education Commission (1952-53) stated that “the supreme end of the educative process should be the training of the character and personality of students in such a way that they will be able to realize their full potentials and contribute to the well-being of the community”. The Kothari education Commission (1964-66) put the spotlight on the education and national development and said that “absence of provision for education in social, moral and spiritual values is a serious defect in the curriculum”. The National Policy on Education (1986) advocated turning education into “a forceful tool for the cultivation of social and moral values”. The programme of Action (1992) tried to integrate the various components of value education into the curriculum at the all stages of school education. National Curriculum Framework (2005) recommended that education in true sense should empower individuals to clarify their values; to enable them to take conscious and deliberate decisions, taking into cognizance the consequences of their actions; to choose the way of peace rather than violence.Thus, our education system has always followed education for peace but these initiatives remained largely on the paper even today due to various reasons like lack of proper training of teachers in their role as peace builders; curriculum load; absence of right attitudes and practices in the school; improper pedagogical and evaluation practices; violent social atmosphere etc.

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