Search results for 'Indian Education System' (try it on Scholar)

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  1. Desh Raj Sirswal (2014). Swami Vivekananda , Indian Youth and Value Education. In Atanu Mohapatra (ed.), Vivekananda and Contemporary Education in India: Recent Perspectives. Surendra Publications 167-180.
    Swami Vivekananda is considered as one of the most influential spiritual educationist and thinker of India. He was disciple of Ramakrishna Paramahamsa and the founder of Ramakrishna Math and Ramakrishna Mission. He is considered by many as an icon for his fearless courage, his positive exhortations to the youth, his broad outlook to social problems, and countless lectures and discourses on Vedanta philosophy. For him, “Education is not the amount of information that is put into your brain and runs (...)
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  2.  5
    Higher Education (1966). Indian University Reform. Minerva 5 (1):47-81.
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    Desh Raj Sirswal (2015). Positive Philosophy, Innovative Method and Present Education System. Intellection : A Bi-Annual Interdisciplinary Research Journal, (II):1-13.
    Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it to be acceptable to all (...)
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    C. P. Bhatta (2009). Holistic Personality Development Through Education: Ancient Indian Cultural Experiences. Journal of Human Values 15 (1):49-59.
    Ancient India recognized the supreme value of education in human life. The ancient thinkers felt that a healthy society was not possible without educated individuals. They framed an educational scheme carefully and wisely aiming at the harmonious development of the mind and body of students. What they framed was a very liberal, all-round education of a very high standard, calculated to prepare the students for a useful life in enjoying all aspects of life. This is essentially a universally (...)
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  5.  13
    Desh Raj Sirswal, Dr. B.R. Ambedkar: A Modern Indian Philosopher.
    Dr. B.R. Ambedkar is one of the names that changed social order of the age-old tradition of suppression and humiliation. He was an intellectual, scholar & statesman and contributed greatly in the nation building. He led a number of movements to emancipate the downtrodden masses and to secure human rights to millions of depressed classes. He has left an indelible imprint through his immense contribution in framing the modern Constitution of free India. He stands as a symbol of struggle for (...)
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  6.  1
    Amitabha Gupta (2015). Foundations for Value Education in Engineering: The Indian Experience. Science and Engineering Ethics 21 (2):479-504.
    The objective of this paper is to discuss some of the foundational issues centering around the question of integrating education in human values with professional engineering education: its necessity and justification. The paper looks at the efforts in ‘tuning’ the technical education system in India to the national goals in the various phases of curriculum development. The contribution of the engineering profession in national development and India’s self-sufficiency is crucially linked with the institutionalization of expertise and (...)
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    Julia Resnik (2007). The Democratisation of the Education System in France After the Second World War: A Neo-Weberian Glocal Approach to Education Reforms. British Journal of Educational Studies 55 (2):155 - 181.
    The structural reforms of the education system in France (1959, 1963, and 1975) were part both of a global process of democratisation of education launched after the Second World War and of a larger modernisation project in which knowledge producers (experts, scholars and consultants) played a crucial role. Instead of a national approach or a world system approach to education reforms I propose a neo-Weberian glocal perspective that focuses on knowledge producers as a status group, (...)
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    A. Wigmore & M. Ruiz (2010). Sustainability Assessment in Higher Education Institutions. The Stars System. Ramon Llull Journal of Applied Ethics 1 (1):25.
    Sustainable development is a concern for countries, businesses and organizations sensitive to excess in terms of utilized resources. This is evident in international initiatives which aim to establish guiding principles for institutions to follow regarding what is considered to be socially responsible behavior, allowing for assessment and the identification of objectives. As higher education institutions, colleges and universities have a public responsibility to generate and transmit knowledge to society as a whole, as well as an economic and social responsibility (...)
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    Birutė Pranevičienė & Aurelija Pūraitė (2010). The Financing Methods of Higher Education System. Jurisprudence 122 (4):335-356.
    The need to examine the efficiency of state financing of universities is becoming more important for a number of reasons. The growth in the social demand for higher education, the globalization and internationalization of the higher education system, the recognition of the need to improve the quality of studies coincide with the financing aspects of activities of higher education institutions. The object of the research is to analyze the financing models and state funding methods of the (...)
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    Donatus O. Owuamanam (1987). Introducing Sex Education in the Formal Education System in Nigeria. Journal of Moral Education 16 (1):54-59.
    Abstract Evidence exists about the increasing rate of sexual involvement, decrease in age of first sexual experience and the existence of different forms of sexual aberration such as prostitution, sexual exploitation and rape among Nigerian youth. In spite of these problems sex education has not been included in the framework of the formal education system in Nigeria. The introduction of sex education in our formal school system is now necessary not only to provide adolescents with (...)
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  11.  12
    Lynn Zastoupil (1991). J. S. Mill and Indian Education. Utilitas 3 (1):69.
    J. S. Mill's role in the Indian education controversy is well known, but scarcely well understood. That he drafted, in 1836, a despatch sharply critical of Macaulay's infamous Minute on Indian Education, is general knowledge now. That in drafting the despatch Mill drew upon the ideas of H. H. Wilson, a noted Orientalist and sharp critic of Macaulay and the Anglicists, has been adequately demonstrated. That the despatch was never sent to India, because of the objections (...)
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  12. Manuela Piazza, Pierre Pica, Véronique Izard, Elizabeth Spelke & Stanislas Dehaene (2013). Education Enhances the Acuity of the Nonverbal Approximate Number System. Psychological Science 24 (4):p.
    All humans share a universal, evolutionarily ancient approximate number system (ANS) that estimates and combines the numbers of objects in sets with ratio-limited precision. Interindividual variability in the acuity of the ANS correlates with mathematical achievement, but the causes of this correlation have never been established. We acquired psychophysical measures of ANS acuity in child and adult members of an indigene group in the Amazon, the Mundurucú, who have a very restricted numerical lexicon and highly variable access to mathematics (...)
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  13.  5
    Sundar Sarukkai (2014). Indian Experiences with Science: Considerations for History, Philosophy, and Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer 1691-1719.
    This chapter explores how perspectives on science drawn from Indian experiences can contribute to the interface between history and philosophy of science (HPS) and science education (SE). HPS is encoded in science texts in the various presuppositions that underlie both the content and the way the content is presented. Thus, a deeper engagement with contemporary work in HPS will be of great significance to science teaching. By drawing on the notion of multicultural origins of science as well as (...)
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  14.  13
    Dung Hue Doan (2005). Moral Education or Political Education in the Vietnamese Educational System? Journal of Moral Education 34 (4):451-463.
    Vietnam has experienced the influences of different social standards and values of Confucianism, Communism and several major religions, such as Buddhism and Catholicism, and has also undergone tremendous social change in recent decades. Consequently, moral education in present?day Vietnam takes various forms and definitions. Nowadays, moral education is incorporated in the formal curriculum and taught as a single subject of study at all levels of the Vietnamese education system. The focus of moral education in primary (...)
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  15.  19
    Fritz Oser, Wolfgang Althof & Ann Higgins-D'Alessandro (2008). The Just Community Approach to Moral Education: System Change or Individual Change? Journal of Moral Education 37 (3):395-415.
    This article focuses on the development of, and new theorising about, a strong democracy education intervention, the Just Community approach. Three questions frame the discussion: (1) Does democracy education change children and adolescents or do students in these programs change their schools, or is there a dynamic interaction over time? (2) How can democracy be ?learned?? How can the concept of democracy be most thoroughly learned and how can democratic problem?solving skills best be acquired? (3) How can we (...)
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  16. Manmohan Varma (1969). The Philosophy of Indian Education. Meerut, Meenakshi Prakashan.
     
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  17.  2
    Michael Hand (2012). A New Dawn for Faith-Based Education? Opportunities for Religious Organisations in the UK's New School System. Journal of Philosophy of Education 46 (4):546-559.
    The ‘new school system’ described in the Schools White Paper (DfE, ) presents religious organisations with two interesting opportunities. The first is an opportunity to play a significantly enhanced role in the management of faith-based schools. The second is an opportunity to rethink quite radically the content of their curricula. In this article I advance a proposal for the consideration of religious organisations: that they take up the opportunity to develop innovative, religiously distinctive curricula whilst eschewing the activity of (...)
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  18.  1
    Anand Jayprakash Vaidya (2016). Does Critical Thinking and Logic Education Have a Western Bias? The Case of the Nyāya School of Classical Indian Philosophy. Journal of Philosophy of Education 50 (2).
    In this paper I develop a cross-cultural critique of contemporary critical thinking education in the United States, the United Kingdom, and those educational systems that adopt critical thinking education from the standard model used in the US and UK. The cross-cultural critique rests on the idea that contemporary critical thinking textbooks completely ignore contributions from non-western sources, such as those found in the African, Arabic, Buddhist, Jain, Mohist and Nyāya philosophical traditions. The exclusion of these traditions leads to (...)
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  19.  4
    Mal Leicester (2001). A Moral Education in an Ethical System. Journal of Moral Education 30 (3):251-260.
    This article raises a number of interrelated issues. It first considers the need for a disability-aware education for everyone, including post-school leavers. This has both structural and curricular implications. At the structural level, it is argued that if we are to move towards a more ethical educational system, institutional discrimination must be dismantled. At the curricular level, the notion of a "culture of resistance", with distinctive moral characteristics, is explored. The article next considers the moral education of (...)
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  20.  3
    M. R. Buxarrais, M. Martinez, J. M. Puig & J. Trilla (1994). Moral Education in the Spanish Educational System. Journal of Moral Education 23 (1):39-59.
    Abstract This article has two parts. The first is an explanation of the place of moral education in the history of the Spanish educational system, and the second briefly describes the research work of the Research Group on Moral Education from the University of Barcelona. The particular political and social context in which Spanish education has developed has caused moral education to acquire a special nature that is distinct even from that in other countries in (...)
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  21.  39
    Desh Raj Sirswal (ed.) (2011). Reconsidering Classical Indian Thoughts. Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS), Pehowa (Kurukshetra).
    Recent years have seen the beginning of a radical reassessment of the philosophical literature of ancient and classical India. The analytical techniques of contemporary philosophy are being deployed towards a fresh and original interpretation of the texts. This rational rather than mystical approach towards Indian philosophical theories has resulted in a need to work which explains afresh its central methods, courses and devices. It is with this spirit of thought and background that I want to publish a book to (...)
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  22. Desh Raj Sirswal (2013). Jyotiba Phule : A Modern Indian Philosopher. Darshan: International Refereed Quarterly Research Journal for Philosophy and Yoga 1 (3-4):28-36.
    JOTIRAO GOVINDRAO PHULE occupies a unique position among the social reformers of Maharashtra in the nineteenth century. While other reformers concentrated more on reforming the social institutions of family and marriage with special emphasis on the status and right of women, Jotirao Phule revolted against the unjust caste system under which millions of people had suffered for centuries and developed a critique of Indian social order and Hinduism. During this period, number of social and political thinkers started movement (...)
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  23. John Howard Whitehouse (2014). A National System of Education. Cambridge University Press.
    John Howard Whitehouse was a British educationalist, social reformer and the founder of Bembridge School on the Isle of Wight. Originally published in 1913, this book contains a series of essays by Whitehouse on the creation of a national education system. The text was issued with the general approval of the executive committee of the Liberal Education Group of the House of Commons. This book will be of value to anyone with an interest in the writings of (...)
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  24.  9
    Jeff Dodick & Nir Orion (2003). Geology as an Historical Science: Its Perception Within Science and the Education System. Science and Education 12 (2):197-211.
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    Raşit Çelik (2014). Unity Vs. Uniformity: The Influence of Ziya Gökalp and John Dewey on the Education System of the Republic of Turkey. Education and Culture 30 (1):17-37.
    Once the Ottoman Empire collapsed, a new Turkish state was established after a struggle for national freedom. The founder of the Turkish Republic, Mustafa Kemal Atatürk,1 aimed to develop a western-like democratic state for the people of the remaining Empire, even though he could have become the next sultan. All stages necessary for the emergence of a new state had already been fulfilled before the collapse of the Ottoman Empire, and the establishment of the Turkish Republic was the final element (...)
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  26. Phil Goss (2008). Learning Difficulties : Shadow of Our Education System? In Raya A. Jones (ed.), Education and Imagination: Post-Jungian Perspectives. Routledge 38.
     
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  27. Peter A. Keller (2011). Integrating Ethics Education Across the Education System. In Tricia Bertram Gallant (ed.), Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. Routledge
     
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  28.  12
    Jeong‐Hee Kim (2012). Understanding the Lived Experience of a Sioux Indian Male Adolescent: Toward the Pedagogy of Hermeneutical Phenomenology in Education. Educational Philosophy and Theory 44 (6):630-648.
    Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I (...)
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  29.  8
    Raisa B. Kvesko & Svetlana B. Kvesko (2008). System and Complex Approach in Management of Modern Education. Proceedings of the Xxii World Congress of Philosophy 37:161-167.
    In the article is examined a problem of system and complex approach to management of modern education. The authors emphasize that development of education technology is accompanied by formation of informational, telecommunicational and communicative systems. The development of informationaltechnologies entails the formation of in principle new educational system. This system can ensure millions of people accordance to new educational services. The use of modern computer, telecommunicational and communicative technologies in education intends re-engineering of educational (...)
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  30.  10
    Tatiana Fumasoli & Jeroen Huisman (2013). Strategic Agency and System Diversity: Conceptualizing Institutional Positioning in Higher Education. Minerva 51 (2):155-169.
    This paper argues that the impact of individual higher education institutions’ strategies on system diversity should be explored. By looking at how universities respond strategically to governmental policies as well as to the actions of other (competing) institutions, our understanding of determinants of diversity can be enriched. A conceptual framework focusing on institutional positioning is explained using the dimensions deliberateness of organizational actions versus environmental influence, on the one hand, and differentiation versus compliance, on the other. We posit (...)
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  31.  2
    F. Siememsara (1998). Hopes, Tensions and Complexity: Indian Students' Reflections on the Relationship of Values to Management Education and Future Career Options. Journal of Human Values 4 (2):167-181.
    This case study was undertaken to explore the way postgraduate management students relate their personal values to their current education and future career aspirations. The research primarily focused on the per ceptions of students enrolled in an elective course offered by the Management Centre for Human Values, Indian Institute of Management, Calcutta . Students' attitudes towards Western postgraduate man agement programme were elicited through interviews and group discussions. Their diverse attitudes are analysed under the themes of gender; personal (...)
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  32.  2
    F. Siememsma (1999). Hopes, Tensions and Complexity: Indian Students' Reflections on the Relationship of Values to Management Education and Future Career Options. Journal of Human Values 5 (1):53-63.
    This case study was undertaken to explore the way in which postgraduate management students relate their personal values to their current education and future career aspirations. The research primarily focused on the perceptions of students taking an elective offered by the Management Centre for Human Values at the Indian Institute of Management, Calcutta . Students' attitudes toward western postgraduate manage ment programme were elicited using interviews and group discussions. Part A of the paper had presented the aiverse range (...)
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  33.  12
    K. I. M. Jeong-hee (2011). Understanding the Lived Experience of a Sioux Indian Male Adolescent: Toward the Pedagogy of Hermeneutical Phenomenology in Education. Educational Philosophy and Theory 44 (6):630-648.
    Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I (...)
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  34.  11
    Christopher S. Queen (2008). Dr. Ambedkar and Untouchability: Fighting the Indian Caste System (Review). Buddhist-Christian Studies 28 (1):168-172.
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  35.  13
    Husaina Banu Kenayathulla (2015). Ethical Issues in the Malaysian Education System. Educational Philosophy and Theory 47 (5):440-454.
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  36.  2
    L. Chhaya (2014). Right to Education or Right Education? A Need to Establish an Ethical Education System Based on the Teachings of Swami Vivekananda. International Journal of Yoga - Philosophy, Psychology and Parapsychology 2 (2):25.
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  37. G. Grady Johnson (2003). Resilience, a Story: A Postcolonial Position From Which to [Re] View Indian Education Framed in ''at-Risk''ideology. Educational Studies 34 (2):182-198.
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  38.  2
    Guy Senese (1986). Self-Determination and American Indian Education: An Illusion of Control. Educational Theory 36 (2):153-164.
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  39. Radha Kumud Mookerji (1949). Ancient Indian Education. Tijdschrift Voor Filosofie 11 (3):505-506.
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  40. Park Chan-Seok (2011). The Emergence of Kim, Jung-Eun in North Korea and a Prospect for Its Political Ideological Education System. Journal of Ethics 1 (82):53-72.
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  41. Rf Holland (1983). A Look at Indian Education in Oklahoma. Journal of Thought 18 (3):107-117.
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  42. John M. McQuiston & Rodney L. Brod (1984). Structural and Cultural Conflict in American Indian Education. Journal of Thought 19 (3):48-58.
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  43. Kirsten Meyer (ed.) (2014). Education, Justice, and the Human Good: Fairness and Equality in the Education System. Routledge.
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  44. Richard Pearson (1983). Forecasting the Output From the European Education System. Educational Studies 9 (3):185-198.
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  45. Julia Resnik (2007). The Democratisation of the Education System in France After the Second World War: A Neo-Weberian Glocal Approach to Education Reforms. British Journal of Educational Studies 55 (2):155-181.
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  46. G. Van Otten & S. Tsutsui (1984). Reflections on Indian Education. Journal of Thought 19 (3):137-142.
     
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  47. N. Wane (2004). Experiences of Visible Minority Students and Anti-Racist Education Within the Canadian Education System. Journal of Thought 39 (1):25-44.
     
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  48. Jane Zheng (2014). The Shanghai Art School: Relocating Chinese Art Teaching From The Private Studios To The Public Education System, 1913-1937. Asian Culture and History 7 (1).
  49. P. Zigman (1996). The Reflection of the Crisis of German Higher Education System in Kant Analysis of University Education. Filozofia 51 (6):372-384.
     
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  50. Sabyasachi Bhattacharya (2011). Indian Science Today: An Indigenously Crafted Crisis. Social Research: An International Quarterly 78 (1):255-280.
    Development of science in India was a key policy ingredient during the "nation-building" phase in the immediate aftermath of India's independence. A rapid expansion of scientific activities and of institutions of higher education in science and engineering was expected to yield rich dividends in view of the country's track record of high scientific achievements in the colonial era. Nevertheless, India is not a major scientific power now and has been steadily losing ground to its peer group of nations in (...)
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