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UNIT I: FOUNDATIONS OF EDUCATION |
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Ch. 1. |
MEANING, NATURE, SCOPE AND FUNCTIONS OF EDUCATION |
2-16 |
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1.1 INTRODUCTION 1.1.1 Etymological Meaning of Education 1.1.2 Definitions of Education 1.1.3 Concept of Education 1.2 NATURE OF EDUCATION 1.2.1 Scope of Education 1.2.2 Functions of Education 1.2.3 Importance of Education |
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Ch. 2. |
AIMS OF EDUCATION: INDIVIDUAL, SOCIAL, NATIONAL AND GLOBAL PERSPECTIVES |
17-32 |
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2.1 INTRODUCTION 2.1.1 Meaning of Aims of Education 2.1.2 Characteristics of Educational Aims 2.2 CLASSIFICATION OF EDUCATIONAL AIMS 2.2.1 Individual Perspective of Education 2.2.1.1 Objectives of Individual Education 2.2.1.2 Importance of Individual Aims 2.2.2 Social Perspective of Education 2.2.2.1 Objectives of Social Education 2.2.2.2 Importance of Social Aims 2.2.3 National Perspective of Education 2.2.3.1 Objectives of National Education 2.2.3.2 Importance of National Aims 2.2.4 Global Perspective of Education 2.2.4.1 Objectives of Global Education 2.2.4.2 Importance of Global Aims |
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Ch. 3. |
IDEALISM: PHILOSOPHICAL FOUNDATIONS OF EDUCATION (PART 1) |
33-49 |
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3.1 INTRODUCTION 3.2 MEANING OF EDUCATIONAL PHILOSOPHY 3.2.1 Nature of Educational Philosophy 3.2.2 Importance of Educational Philosophy 3.3 MAJOR SCHOOLS OF EDUCATIONAL PHILOSOPHY 3.3.1 Idealism 3.3.2 Principles of Idealism 3.3.3 Educational Aims of Idealism 3.3.4 Curriculum 3.3.5 Teaching Methods 3.3.6 Discipline 3.3.7 Role of Teacher in Idealism 3.3.8 Role of Learner 3.3.9 Limitations |
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Ch. 4. |
NATURALISM: PHILOSOPHICAL FOUNDATIONS OF EDUCATION (PART 2) |
50-84 |
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4.1 INTRODUCTION 4.2 MEANING OF NATURALISM 4.3 MAJOR PHILOSOPHERS OF NATURALISM 4.3.1 Jean-Jacques Rousseau (1712–1778) 4.3.2 Herbert Spencer (1820–1903) 4.3.3 Francis Bacon (1561–1626) 4.3.4 Thomas Henry Huxley (1825–1895) 4.3.5 Contribution of Naturalistic Philosophers to Education 4.4 PRINCIPLES OF NATURALISM 4.4.1 Educational Aims of Naturalism 4.4.2 Curriculum of Naturalism 4.4.3 Merits of Naturalism 4.4.4 Limitations of Naturalism 4.5 TEACHING METHODS OF NATURALISM 4.6 DISCIPLINE 4.7 ROLE OF TEACHER 4.8 ROLE OF LEARNER |
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Ch. 5. |
PRAGMATISM: PHILOSOPHICAL FOUNDATIONS OF EDUCATION (PART 3) |
85-120 |
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5.1 INTRODUCTION 5.2 MEANING OF PRAGMATISM 5.3 MAJOR PHILOSOPHERS OF PRAGMATISM 5.3.1 Charles Sanders Peirce (1839–1914) 5.3.2 William James (1842–1910) 5.3.3 John Dewey (1859–1952) 5.3.4 William Heard Kilpatrick (1871–1965) 5.4 PRINCIPLES OF PRAGMATISM 5.4.1 Educational Aims of Pragmatism 5.4.2 Merits of Pragmatism 5.4.3 Limitations of Pragmatism 5.5 CURRICULUM OF PRAGMATISM 5.6 TEACHING METHODS OF PRAGMATISM 5.7 PRAGMATISM DISCIPLINE 5.8 ROLE OF TEACHER 5.9 ROLE OF LEARNER |
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Ch. 6. |
REALISM: PHILOSOPHICAL FOUNDATIONS OF EDUCATION (PART 4) |
121-155 |
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6.1 INTRODUCTION 6.2 MEANING OF REALISM 6.3 MAJOR PHILOSOPHERS OF REALISM 6.3.1 Aristotle (384–322 BCE) 6.3.2 Francis Bacon (1561–1626) 6.3.3 John Locke (1632–1704) 6.3.4 John Amos Comenius (1592–1670) 6.4 PRINCIPLES OF REALISM 6.4.1 Educational Implications of Realism 6.5 CURRICULUM OF REALISM 6.6 TEACHING METHODS OF REALISM 6.6.1 Role of Teacher in Realist Education 6.7 ROLE OF LEARNER IN REALIST EDUCATION 6.8 DISCIPLINE IN REALISM 6.9 RELEVANCE OF REALISM IN MODERN EDUCATION |
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UNIT II: FOUNDATIONS OF CURRICULUM |
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Ch. 7. |
MEANING, NATURE AND SCOPE OF CURRICULUM |
157-176 |
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7.1 INTRODUCTION 7.2 MEANING OF CURRICULUM 7.2.1 Definitions of Curriculum 7.3 TRADITIONAL AND MODERN CONCEPTS OF CURRICULUM 7.4 CURRICULUM AND SYLLABUS 7.4.1 Scope of a Syllabus 7.4.2 Purpose of a Syllabus 7.4.3 Curriculum–Syllabus Relationship 7.4.4 Characteristics of Curriculum 7.4.5 Nature of Curriculum 7.4.6 Scope of Curriculum 7.5 CURRICULUM IN THE CONTEXT OF THE 21ST CENTURY
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Ch. 8. |
PRINCIPLES AND DETERMINANTS OF CURRICULUM DEVELOPMENT |
177-185 |
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8.1 INTRODUCTION 8.1.1 Meaning of Curriculum Development 8.2 PRINCIPLES OF CURRICULUM DEVELOPMENT 8.2.1 Detersminants of Curriculum Development 8.2.2 Relationship between Principles and Determinants 8.3 ROLE OF CURRICULUM DEVELOPMENT IN CONTEMPORARY EDUCATION 8.3.1 Curriculum Development Cycle |
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Ch. 9. |
PHILOSOPHICAL, SOCIOLOGICAL AND PSYCHOLOGICAL BASES OF CURRICULUM |
186-197 |
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9.1 INTRODUCTION 9.2 PHILOSOPHICAL BASIS OF CURRICULUM 9.2.1 Major Philosophical Influences 9.3 SOCIOLOGICAL BASIS OF CURRICULUM 9.3.1 Major Sociological Considerations 9.4 PSYCHOLOGICAL BASIS OF CURRICULUM 9.4.1 Major Psychological Considerations 9.5 RELATIONSHIP AMONG THE THREE BASES 9.5.1 Examples of the Interrelationship 9.5.2 Contemporary Relevance |
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Ch. 10. |
TYPES OF CURRICULUM: SUBJECT-CENTERED, LEARNER-CENTERED, ACTIVITY-CENTERED, CORE AND INTEGRATED CURRICULUM |
198-204 |
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10.1 INTRODUCTION 10.2 TYPES OF CURRICULUM 10.2.1 Subject-Centered Curriculum 10.2.2 Learner-Centered Curriculum 10.2.3 Activity-Centered Curriculum 10.2.4 Core Curriculum 10.2.5 Integrated Curriculum 10.3 CONTEMPORARY RELEVANCE |
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UNIT III: CURRICULUM DEVELOPMENT PROCESS |
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Ch. 11. |
CURRICULUM DESIGN: CONCEPTS & MODELS |
206-232 |
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11.1 INTRODUCTION 11.1.1 Meaning of Curriculum Development 11.2 CURRICULUM DESIGN 11.2.1 Elements of Curriculum Design 11.2.2 Major Principles of Curriculum Development 11.3 CURRICULUM DEVELOPMENT PROCESS 11.4 CURRICULUM DEVELOPMENT MODELS 11.4.1 Tyler's Model 11.4.1.1 Major Features of Tyler's Model 11.4.1.2 Tyler's Model as a Curriculum Cycle 11.4.1.3 Example of Tyler's Model in Practice 11.4.1.4 Advantages of Tyler's Model 11.4.1.5 Limitations of Tyler's Model 11.4.1.6 Contemporary Relevance 11.4.2 Taba's Model 11.4.2.1 Key Characteristics of Taba's Model 11.4.2.2 Example of Taba's Model 11.4.2.3 Advantages of Taba's Model 11.4.2.4 Limitations of Taba's Model 11.4.2.5 Contemporary Relevance 11.4.3 Wheeler's Model 11.4.3.1 Major Elements of Wheeler’s Curriculum Model 11.4.3.2 Characteristics of Wheeler’s Model 11.4.3.3 Importance of Wheeler’s Model 11.4.3.4 Merits of Wheeler’s Model 11.4.3.5 Limitations of Wheeler’s Model 11.4.3.6 Educational Significance 11.4.4 Kerr's Model 11.4.4.1 Major Components of Kerr’s Model 11.4.4.2 Interaction between Knowledge and Learning Experiences 11.4.4.3 Interaction between Learning Experiences and Evaluation 11.4.4.4 Interaction between Evaluation and Objectives 11.4.4.5 Role of the Teacher in Kerr’s Model 11.4.4.6 Role of Learners 11.4.4.7 Advantages of Kerr’s Model 11.4.4.8 Limitations of Kerr’s Model 11.4.4.9 Contemporary Relevance of Kerr’s Model 11.4.4.10 Kerr’s Model and Curriculum Improvement 11.5 ROLE OF TEACHERS IN CURRICULUM DEVELOPMENT |
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Ch. 12. |
CURRICULUM DEVELOPMENT PROCESS: PLANNING, DEVELOPMENT, IMPLEMENTATION, EVALUATION, INNOVATION & CURRICULUM REFORMS |
233-249 |
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12.1 INTRODUCTION 12.2 CURRICULUM PLANNING 12.2.1 Major Aspects of Curriculum Planning 12.2.2 Importance of Effective Curriculum Planning 12.3 CURRICULUM DEVELOPMENT 12.4 CURRICULUM IMPLEMENTATION 12.5 CURRICULUM EVALUATION 12.6 CURRICULUM INNOVATION 12.6.1 Major Areas of Curriculum Innovation 12.6.2 Overall Significance 12.7 CURRICULUM REFORMS 12.7.1 Major Areas of Curriculum Reform 12.7.2 Supporting Requirements for Effective Curriculum Reform 12.7.3 Contemporary Relevance |
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UNIT IV: INSTRUCTIONAL DESIGN |
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Ch. 13. |
MEANING, NATURE AND PRINCIPLES OF INSTRUCTIONAL DESIGN |
251-258 |
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13.1 INTRODUCTION 13.1.1 Meaning of Instructional Design 13.2 NATURE OF INSTRUCTIONAL DESIGN 13.3 IMPORTANCE OF INSTRUCTIONAL DESIGN 13.4 PRINCIPLES OF INSTRUCTIONAL DESIGN |
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Ch. 14. |
MODELS OF INSTRUCTIONAL DESIGN: ADDIE, DICK AND CAREY, ASSURE MODEL |
259-272 |
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14.1 INTRODUCTION 14.2 ADDIE MODEL 14.2.1 Analysis 14.2.2 Design 14.2.3 Development 14.2.4 Implementation 14.2.5 Evaluation 14.2.6 Characteristics of the ADDIE Model 14.2.7 Advantages of the ADDIE Model 14.2.8 Limitations of the ADDIE Model 14.3 DICK AND CAREY MODEL 14.4 ASSURE MODEL 14.4.1 Importance of the ASSURE Model 14.5 COMPARISON OF THE THREE MODELS |
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Ch. 15. |
INSTRUCTIONAL STRATEGIES: LECTURE, DISCUSSION, COOPERATIVE LEARNING AND PROBLEM-BASED LEARNING |
273-280 |
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15.1 INTRODUCTION 15.2 LECTURE METHOD 15.3 DISCUSSION METHOD 15.3.1 Major Features and Benefits 15.4 COOPERATIVE LEARNING 15.4.1 Important Features of Cooperative Learning 15.5 PROBLEM-BASED LEARNING 15.5.1 Comparison of Major Instructional Strategies 15.6 PRINCIPLES FOR SELECTING INSTRUCTIONAL STRATEGIES 15.7 ROLE OF TECHNOLOGY IN INSTRUCTIONAL STRATEGIES |
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Rajesh sir
Rajesh Elayedath is Assistant Professor in Special Education, School of Behavioural Sciences, Mahatma Gandhi University, Kottayam, Kerala, India. He has 18 years of teaching experience. His qualifications include M.Sc, M.A.Education, B.Ed Special Education and Masters Diploma in Counselling Psychology. He is a RCI certified professional. At present he is member in Board of Studies of School of Behavioural Sciences, Mahatma Gandhi University and formerly member of P.G Board of Studies, Pedagogical Sciences, Mahatma Gandhi University as well as Board of Studies, Psychology, Kannur University.
Dr Brahamjot Bagga
Dr. Brahamjot Bagga is a distinguished Professor of Management at Devi Ahilya Vishwavidyalaya (DAVV), Indore (M.P.), researcher, author, keynote speaker, and corporate trainer. Her expertise includes Human Resource Management, Organizational Behavior, Strategic Management, Entrepreneurship, Business Communication, and Artificial Intelligence in Management. She holds a Ph.D. in Management and has authored over 15 research papers in reputed national and international journals and conferences, including Scopus-indexed publications. She is the author of Entrepreneurial Resilience – Navigating Challenges & Thriving in the Dynamic Business Landscape and holds a Government of India registered patent for an Artificial Intelligence-Based Human Resources Process Automation Kiosk. Her international exposure includes executive education from the Wharton School, University of Pennsylvania, and Harvard Business School, along with representation of India at HPAIR 2024. Dr. Bagga has served as a Keynote and Guest Speaker at leading academic institutions and conferences. Her achievements include the Best Ph.D. Award, Devi Ahilya Nari Gaurav Alankaran (2025), and a Government of India Design Patent Registration. She continues to contribute to research, innovation, and transformative management education.
Dr Sapna Dinesh
Dr. Sapna Dinesh is an Assistant Professor in the Department of Home Science at Mount Carmel (Deemed to be) University, Bengaluru. With over 12 years of teaching and research experience, she specializes in Resource Management, Ergonomics, Interior Design, Consumer Behaviour, Occupational Health, Entrepreneurship, and Marketing Management. She holds a Ph.D. and is UGC-NET and SET qualified. Her research focuses on musculoskeletal health, workplace ergonomics, sustainable interior design, entrepreneurship education, and consumer behaviour. She has authored and edited 6 books, contributed 7 book chapters, published 18 research articles in Scopus- and Web of Science-indexed journals, and presented 10 research papers at national and international conferences. She is also pursuing postdoctoral research in musculoskeletal health among adolescents and young adults. Dr. Dinesh actively contributes to curriculum development, student mentoring, academic leadership, and faculty development. Her teaching and research emphasize innovation, interdisciplinary collaboration, and bridging theory with practical applications.
Sr. Prof. Jamakhandi Hayavadana
Prof. Jamakhandi Hayavadana graduated with a B.Tech in Textile Technology from Bangalore University in 1985, an M.Tech from PSG College of Technology, and a PhD from Anna University in 1998. He also holds an MBA from the University of Madras. With 38 years of academic and industrial experience, he has published numerous papers in national and international journals and holds two patents. His research focuses on mechanization of handloom, textile testing, and Lean Six Sigma applications. During his 28 years at Osmania University, he served as Professor and Head, guiding numerous Ph.D scholars and graduating 26 UG and 6 PG batches.
