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revelation he found that there was rhyme and reason in the classification system followed by the aborigine children they had classified the twigs and leaves according to their smell very strong smelling ones faint smelling ones and those with no smell unfortunately the post doctoral fellow with a brilliant educational background failed in inferring such a strategy for classification this story of the semiotics of twigs and leaves tells us that there exist knowledge beyond what is gained from professors journals research articles text books and thousands of educational sites even if the five senses and the common sense is activated through cognitive or constructivist principles there is no guarantee that one might arrive at the truth real meaning of things let me conclude with a quote from mark twain all schools all colleges have two great functions to confer and to conceal valuable knowledge the theological knowledge which they conceal cannot justly be regarded as less valuable than that which they reveal that is when a man is buying a basket of strawberries it can profit him to know that the bottom half of it is rotten 1908 notebook posted by dr chandrasekharan praveen at 3 33 am no comments email this blogthis share to x share to facebook share to pinterest 7 the educational implications of theories of punishment the three theories of punishment retributive reform and deterrent attempt at classifying the outcome expected through punishment it is also a kind of justification for the infliction of punishment educational implications retribution and reform retributive punishment responsibly given and responsibly received is likely to be a kind of catharsis there is however the possibility that in the case of a bully a maladjusted child the efficacy of retributive punishment could be lost the bully may misinterpret the moral mentor s resentment as a mere personal attack by a bigger man this would then block the way for real reform sometimes retributive punishment which is intended as an expression of moral indignation may not convey anything to the guilty person if he strongly believes that he was always in the right here retributive punishment given by a teacher without a careful consideration of the deed could produce negative results there is also a kind of illogicality in retributive punishment one may throw acid on the face of another and may be punished but is it possible to proportion the suffering of punishment to the wrong done further can the facial disfiguration of the injured party be lessened in any way by punishing this implies that the selection of the right punishment as retribution becomes very difficult for the teacher the ultimate purpose of retribution is to make the child understand that punishment is given to make him reform and repent here one may be tempted to ask why not try some other way out than inflict pain wouldn t it be better if the teacher advices the child and gives extra learning task which has an utility value educational implication deterrent punishment deterrent punishment appears simple and utilitarian and could be used by the teacher to ensure punctuality tidiness etc it is possible for the teacher to justify the use of deterrent punishment if his ultimate aim is to get nuisances out of the way and develop in the child a sense of personal responsibility however the teacher has to be discreet in the use of deterrent punishment on individuals who are prone to question authority if the teacher persists in conditioning fear such individuals may turn cynics adept at avoiding detection they may even put on a false show of virtuousness and become undisciplined the moment control is removed deterrent punishment even emphases that if a boy is caught telling a lie he must be punished so that other boys may not tell lies in the future here one could very well ask is it right to punish one boy in order that the morals of others may be improved so far i have focused on retributive reform punishment and deterrent punishment by emphasizing the irrationality involved in punishing the child incidentally the behaviourists believe that punishment should not be employed by teachers because students will soon learn to avoid the sources of punishment and may generate anger and fear reactions to people places or things associated with punishment harold e mitzel ed encyclopaedia of educational research 1941 macmillan publishing company new york 1982 vol 2 p 904 but if the teacher still persists on making use of any of the three types of punishment it may do him good if he follows a simple formula punish p p ersonal history is the offender one prone to mischief u u tility value of punishment will it reform the offender n is it really n ecessary it could be circumstances that made the child commit the offence i the teacher should be i mpartial s s elect the type of punishment from a wide range h be h umane in administering ultimate good of the offending individual should be kept in view posted by dr chandrasekharan praveen at 3 31 am no comments email this blogthis share to x share to facebook share to pinterest 6 reflection tales trainees tell during phase ii 20 teaching practice lessons minimum using different instructional strategies conduct reflections sessions on all saturdays this is the direction to teacher trainees undergoing the bachelor of education bed degree course offered by the university of kerala restructured 2004 see p 102 teaching practice in school item 4 as per the above directions every saturday a majority of the 200 trainees of the college where i teach promptly return to college from their schools for a common reflection session in the general lecture hall followed by an optional based the college offers eleven different subjects reflection session in their respective departments during the common reflection sessions all the teacher educators of the college are expected to be present though as per ugc norms saturday is not a working day then in their presence a representative one each from the twenty odd practice teaching support schools reflect on the experiences the trainees in each school had during the week the sessions vary from 60 minutes to 150 minutes or even more it does happen that during common reflection sessions trainees do present issues not in any way directly related to classroom transactions or matters related to teaching skills the following are some such observations made by the trainees of my college on 31 st july 2010 which to many present was something quite startling if not shocking there is this particular boy in class who is seen as a problem child by all teachers in the school the other day while teaching i found him making page after page of sketches of houses in his notesbook when i ordered him to be attentive he broke down and in tears told me that in the previous day s heavy downpour his house had collapsed and now he has no roof to call his house there is a boy in class who has a maimed leg and though he needs plenty of help and support i have found him always confined to the corner even his classmates shun him on inquiry i found that the boy is a cancer patient and his leg is cancer affected the following is more or less the verbatim reproduction of what a trainee had to say about a school which has the free noon meal programme sometimes there would be excess food the pupils refuse to eat so we the trainees are directed by the head of the institution to have the meals prepared for the children to avoid wastage but we found the food highly unpalatable the rice served didn t appear to be properly washed and it had a foul smell eating the meal creates a nauseating feeling when we asked the pupils why they don t eat the food they said that their stomach would eject the food no sooner that they consume it when the trainees made some discreet inquiries to the cook they found that it is cooked improperly because no remuneration is paid to the cook for cooking in some schools it invariably happens that the trainees succeed in drawing the respect and affection of the pupils much to the chagrin of the regular teachers in the school one day it so happened that the regular teacher of the school had not turned up even after the bell had gone for the classes to commence so the pupils invited the trainee whom they adored to engage the class as the trainee was engaging the class the regular teacher arrived and all hell broke loose the trainee was kicked out of the class and blows were showered on the buttocks of the pupils who had invited the trainee a message which was so painful that the pupils couldn t attend class for a couple of days well dear reader how did you find the tales the trainees had to tell it is said that reflection is intellectual and affective actions in which individual engage to explore their experiences in order to lead to new understandings and appreciation boud etal and reflections is a crucial element in professional growth calderhead and gates how far can you endorse the statements on reflection by educationists quoted above do you think the common reflections sessions do offer something more than what is commonly given to be understood by the term reflection please post your valuable comments references boud d keogh r walker d eds 1985 promoting reflection in learning a model in d boud r keogh and d walker eds 1985 reflection turning experience into learning new york kogan page calderhead j and gates p eds 1993 constancy and change in american classrooms 1890 1990 new york longman posted by dr chandrasekharan praveen at 3 30 am no comments email this blogthis share to x share to facebook share to pinterest 5 notes on the role of research universities in developing countries the department of education university of kerala in association with the kerala state higher education council on 14 th july 2010 organized at trivandrum an interactive discourse with dr philip altbach monan professor of education director center for international higher education boston college usa prof altbach based his presentation on the key argument that research universities are very important in a knowledge economy he also insisted that developing countries like india need research universities and the state of kerala with its high levels of literacy definitely require a top class university other arguments provided include the following establishing research universities is one way of preventing domination by other countries and the research done in such universities can actually make a contribution to the local economy in selecting universities it has to be decided which university should function as a teaching university and which a research university it is true that in india a number of private universities are growing but none of them is a research university this is because for such universities profit making is the prime motive and research does not necessarily bring profit one has to make a distinction between public good and private good the public good idea based educational institutions serve the public and the people benefit as per the private good idea the individual benefits the most research universities are basically public funded and its research contributes to public good but private research is keen on patents that help make a lot of money research universities are not usually challenged by competition they require full time faculty and they must be research focused it requires staff with phd and the ability to do innovative work the professors of such universities should be free of corruption and they must be permitted to work free research universities must be linked to foreign agencies organizations engaged in pursuing research the faculty must be well paid and unlike in private universities should not have to go moonlighting for additional income in short a special breed of academics is required whose main commitment should be with the research undertaken in the university research universities should not have the inbreeding system where the students of the same university is appointed as faculty in the same university there should be representation from a number of institutions and background the globalization of science is a challenge and an advantage to universities too in the context of globalization it is essential that teachers from other universities are invited to india and faculty from india visit and teach for short spells in foreign universities in some developed countries some universities are set up based on the contributions they purport to make if they fail such universities are shut down but in india once a university is set up it goes on existing without making any real contributions at the out set this should change posted by dr chandrasekharan praveen at 3 29 am no comments email this blogthis share to x share to facebook share to pinterest 4 if not love what the soul of india i am told lives in the villages and a travel through our villages is bound to give one a feel of the salt of the earth you are bound to come across simple country folks with betelnut scarred teeth shoddy clothes disheveled hair and unwashed bodies but possessing a definite set of mores and values that make their lives tick for the city bred this might appear nauseating from the media we learn that our metros loom with crooks who loot rape and kill even as ahimsa is being preached to congregations in churches gurudwaras mosques and temples and these days it is not uncommon to come across a literate generation of youngsters keen on making a quick buck through hook or by crook to lead a lavish life even as one tries to live up to the dream of vision 2020 of a former president life in india can also take you thorough an emotional roller coaster occasionally the heartbreaking news of human suffering perpetrated by a few perverts hits you and temporarily freezes your urge to do anything good for people you may even ask yourself whether it is possible to love your own country man well i have asked this myself and soon i find myself engrossed in misgivings about the message of universal love propagated by sri sri ravisankar and mata amritanandamayee recently wrestling with such scruples i came across this illuminating talk given by e m forster during the intra war years the idea that nations should love one another or that a man in portugal should love a man in peru of whom he has never heard it is absurd unreal dangerous it leads us into perilous and vague sentimentalism love is what is needed we chant and ten sit back and the world goes on as before the fact is we can only love what we know personally and we cannot know much in public affairs in the rebuilding of civilization something much less dramatic and emotional is needed namely tolerance this is the only force which will enable different races and classes and interests to settle down together to the work of reconstruction e m forster bbc talk 1941 well dear reader don t you think forster s id...