Schools are formally organised places where patterned instructions are given.They are social institutions in which teaching and learning take place at a specific times and places.They are made up of teachers,subjects,pupils/students ,time,methods ,processes,activities and places.
Schools care for all aspects of of the child's development .This includes the child's cultural enrichment (development),characters and academic attainments.In this regard the school's function is that of changing and equipping the child with the necessary attitudes values and skills that the child needs to function appropriately in society.The school educates both young and adults for development , without Education, development can not take place.The human factor is an important element in development whether social ,economical or political.
In the recent past,schools were places where children went to learn in preparation for employment in urban and mining centres especially in developing countries and Africa in particular, parents accepted this as the norm.
Knowledge is power ,therefore every children needs to have access to reading materials at school and in Education .Because of the information edge where anyone can do everything must have access to the information which can now found on internet ,books ,newspapers and other useful sources.When children developed reading habit very well.It is something which will last longer and help children to have wide information in development of their various choices.
The challenges found in developing countries are the shortage of reading materials.In rural areas for instances most under priviledged children don't have books to read and worse still the majority do not come across internet even a computer in their lifetime.
Children are crucial asset of the nation,but if not given access to good schooling and Education they become a liability.
The herald a local paper in Zimbabwe acknowledged that children who set for the end of primary school examination in rural areas scored 0% in 2009.Although the blame lies with the teachers ,whom accused of crying for better salaries.However for the past seven years children learn for these examinations there is a lot needed to be done for children's Education.Among them is to give children access to reading.When children sit for examination the examination rules and regulations strictly requires the candidates to sit quietly and read alone everything set before him/her on the question paper.
Think about the expected results ,when the said candidate is not able to read worse still not developed fully the writing skills.
Reading and writing are the foundation of the developments of future responsible adults for the nation.
The global news reports that Africans who are access to computers and internet literacy are less than 2% .When such statistics is recorded in a continent which is regarded as developing is pathetic to say there is no developing.
Playing the blame game is not necessary ,instead to cooperate with those spearhead children 's educational development will give a positive difference. Developments in the technological achievements give the solutions to reduce poverty at all costs.
There is a need for an awareness of collective responsibility so that no one will be lagged behind because of the socio-economic background or the race.
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
30 September 2010
THE ROLE OF A SCHOOL IN EDUCATION PROCESS
Schools are formally organised places where patterned instructions are given.They are social institutions in which teaching and learning take place at a specific times and places.They are made up of teachers,subjects,pupils/students ,time,methods ,processes,activities and places.
Schools care for all aspects of of the child's development .This includes the child's cultural enrichment (development),characters and academic attainments.In this regard the school's function is that of changing and equipping the child with the necessary attitudes values and skills that the child needs to function appropriately in society.The school educates both young and adults for development , without Education, development can not take place.The human factor is an important element in development whether social ,economical or political.
In the recent past,schools were places where children went to learn in preparation for employment in urban and mining centres especially in developing countries and Africa in particular, parents accepted this as the norm.
Knowledge is power ,therefore every children needs to have access to reading materials at school and in Education .Because of the information edge where anyone can do everything must have access to the information which can now found on internet ,books ,newspapers and other useful sources.When children developed reading habit very well.It is something which will last longer and help children to have wide information in development of their various choices.
The challenges found in developing countries are the shortage of reading materials.In rural areas for instances most under priviledged children don't have books to read and worse still the majority do not come across internet even a computer in their lifetime.
Children are crucial asset of the nation,but if not given access to good schooling and Education they become a liability.
The herald a local paper in Zimbabwe acknowledged that children who set for the end of primary school examination in rural areas scored 0% in 2009.Although the blame lies with the teachers ,whom accused of crying for better salaries.However for the past seven years children learn for these examinations there is a lot needed to be done for children's Education.Among them is to give children access to reading.When children sit for examination the examination rules and regulations strictly requires the candidates to sit quietly and read alone everything set before him/her on the question paper.
Think about the expected results ,when the said candidate is not able to read worse still not developed fully the writing skills.
Reading and writing are the foundation of the developments of future responsible adults for the nation.
The global news reports that Africans who are access to computers and internet literacy are less than 2% .When such statistics is recorded in a continent which is regarded as developing is pathetic to say there is no developing.
Playing the blame game is not necessary ,instead to cooperate with those spearhead children 's educational development will give a positive difference. Developments in the technological achievements give the solutions to reduce poverty at all costs.
There is a need for an awareness of collective responsibility so that no one will be lagged behind because of the socio-economic background or the race.
Schools care for all aspects of of the child's development .This includes the child's cultural enrichment (development),characters and academic attainments.In this regard the school's function is that of changing and equipping the child with the necessary attitudes values and skills that the child needs to function appropriately in society.The school educates both young and adults for development , without Education, development can not take place.The human factor is an important element in development whether social ,economical or political.
In the recent past,schools were places where children went to learn in preparation for employment in urban and mining centres especially in developing countries and Africa in particular, parents accepted this as the norm.
Knowledge is power ,therefore every children needs to have access to reading materials at school and in Education .Because of the information edge where anyone can do everything must have access to the information which can now found on internet ,books ,newspapers and other useful sources.When children developed reading habit very well.It is something which will last longer and help children to have wide information in development of their various choices.
The challenges found in developing countries are the shortage of reading materials.In rural areas for instances most under priviledged children don't have books to read and worse still the majority do not come across internet even a computer in their lifetime.
Children are crucial asset of the nation,but if not given access to good schooling and Education they become a liability.
The herald a local paper in Zimbabwe acknowledged that children who set for the end of primary school examination in rural areas scored 0% in 2009.Although the blame lies with the teachers ,whom accused of crying for better salaries.However for the past seven years children learn for these examinations there is a lot needed to be done for children's Education.Among them is to give children access to reading.When children sit for examination the examination rules and regulations strictly requires the candidates to sit quietly and read alone everything set before him/her on the question paper.
Think about the expected results ,when the said candidate is not able to read worse still not developed fully the writing skills.
Reading and writing are the foundation of the developments of future responsible adults for the nation.
The global news reports that Africans who are access to computers and internet literacy are less than 2% .When such statistics is recorded in a continent which is regarded as developing is pathetic to say there is no developing.
Playing the blame game is not necessary ,instead to cooperate with those spearhead children 's educational development will give a positive difference. Developments in the technological achievements give the solutions to reduce poverty at all costs.
There is a need for an awareness of collective responsibility so that no one will be lagged behind because of the socio-economic background or the race.
29 September 2010
Levels of learning in the cognitive domains and behavioural objectives
Cognitive domains deal with the mind ,or a way of testing pupils' knowledge during learning process.There are several cognitive domains in learning,but lets identify five of them.
Knowledge is the foundation of all other levels .The knowledge of the learners should be regularly tested indifferent ways.Knowledge includes recalling,remembering and recognising.The knowledge helps pupils to remember what they would have been taught and then apply them in an examination situations. Knowledge also helps learners to recall the learnt things and memorise them.Memorisation is the process which enable learners to understand thus recalling.Pupils due to knowledge are able to recognise what they know and what they do not know.Information is taken easily by recognising.Behavioural objectives include: state,list,name,outline etc.
Comprehension:This entails understanding ,explaining ,interpretation ,comparison,contrast ,summarising ,grasping and logical reasoning. To comprehend is to check the understanding from learners through asking questions that needs thinking from what had learnt.
Learners can be tested in explaining like when interpreting.Children can be asked to explain or give explainations from whatever they would have been taught.
Comprehension skills also entail comparison ,where learners should be able to compare and contrast which then calls for higher order thinking in making similarities and differences.
After people able to interpret they can be able to summarise.For example after reading the passage they can able to say or write in their own words what they heard from the passage at the same time they are grasping the main points from the passage.Comprehension demands the use of logical thinking whereby you are expected to think.
Application includes using rules and principles .It is the way of testing pupils ways of thinking from what they would have been taught.What have been taught theoretically should be put into practice.They would have learnt practically and should be applied theoretically and this is when applying rules and principles in both theories and practicals.
Analysis is the level of deductive reasoning and comparison which includes assessment of the causes and effects ,thus it involves breaking the materials into parts and identifying components and the ability to identify relationships between facts and ideas.The behavioural objectives includes analyse, differentiate,distinguish ,determine etc.
Synthesis and Evaluation create a situation,whereby one is suppose to put parts together .It includes modifying and recognizing facts together.A learner may be asked to recognise facts and put in other situation.
Evaluation is when giving judgements from analysed situations .The learner is tasked to read and understand from the passage .The behavioural objectives are summarising,comment ,justify,synthesise,an account and evaluate.
Knowledge is the foundation of all other levels .The knowledge of the learners should be regularly tested indifferent ways.Knowledge includes recalling,remembering and recognising.The knowledge helps pupils to remember what they would have been taught and then apply them in an examination situations. Knowledge also helps learners to recall the learnt things and memorise them.Memorisation is the process which enable learners to understand thus recalling.Pupils due to knowledge are able to recognise what they know and what they do not know.Information is taken easily by recognising.Behavioural objectives include: state,list,name,outline etc.
Comprehension:This entails understanding ,explaining ,interpretation ,comparison,contrast ,summarising ,grasping and logical reasoning. To comprehend is to check the understanding from learners through asking questions that needs thinking from what had learnt.
Learners can be tested in explaining like when interpreting.Children can be asked to explain or give explainations from whatever they would have been taught.
Comprehension skills also entail comparison ,where learners should be able to compare and contrast which then calls for higher order thinking in making similarities and differences.
After people able to interpret they can be able to summarise.For example after reading the passage they can able to say or write in their own words what they heard from the passage at the same time they are grasping the main points from the passage.Comprehension demands the use of logical thinking whereby you are expected to think.
Application includes using rules and principles .It is the way of testing pupils ways of thinking from what they would have been taught.What have been taught theoretically should be put into practice.They would have learnt practically and should be applied theoretically and this is when applying rules and principles in both theories and practicals.
Analysis is the level of deductive reasoning and comparison which includes assessment of the causes and effects ,thus it involves breaking the materials into parts and identifying components and the ability to identify relationships between facts and ideas.The behavioural objectives includes analyse, differentiate,distinguish ,determine etc.
Synthesis and Evaluation create a situation,whereby one is suppose to put parts together .It includes modifying and recognizing facts together.A learner may be asked to recognise facts and put in other situation.
Evaluation is when giving judgements from analysed situations .The learner is tasked to read and understand from the passage .The behavioural objectives are summarising,comment ,justify,synthesise,an account and evaluate.
25 September 2010
Multi-faith Approach in Teaching and learning of Religious Moral Education:The Bahã'í Faith!
Moral values deliven from a religious practices are: tolerance,love,sharing,caring,respect,forgiveness,reconciling and unity to name just a few.
Bahã'í is the youngest of world's independent religions. This faith is not a sect of Islam ,but a Bãbí religion ,a faith group in Persia (Iran)that broke away from the height beliefs in more religious expectations of around 1844 which include the coming of Messiah and it was a branch of Shí'tes. Its name comes from the faith Bahã' Ullãh which means glory of God. A Bahã'í is a follower of Bahã' Ullãh who lived between 1817 and 1892 and the most recent in the line of messengers of God that stretches back beyond recorded times of human history starting from Adam. He(Bahã' Ullãh) wrote the scared scriptural book known as 'al-Kitãb al-Aqdas' which developed the Bahã'í faith doctrines into a comprehensive teaching.
The central theme of Bahã'í faith regards humanity as one regardless of race or ethnic background and that the day has come for its unification into one global society.The faith of Bahã' Ullãh is represented in every country on Earth. Bahã'ís are people who formery had different religions and who are united by Bahã'í faith.
Through a common devotion ,different economic status and social backgrounds ,the Bahã'í fulfilled their previous religious needs and expectations. The rich and poor mingle or mixes as equals and work together to establish a new order.
There are people of different nationals and different racial backgrounds. However Bahã'í faith has given them a new loyalty . The loyalty to humanity ,Bahã'í have no racial segregation because they believe that all man are equal before God.
Bahã'í recognise that there is only one God even though many had called him by different names.God had revealed his word throughout history by sending devine messengers who were restated in every age ,that's from Abraham ,Moses ,Zoroaster,Krishna,the Buddha,Jesus,Muhammad and Bahã' Ullãh.These messengers were provided to guide mankind through an evolutionary process in which Bãb initiated a new age for mankind. And final messege by Bahã'í is the fullest revelation of God's will and that is the major God-given instrument which help the world to unite. According to this faith God's revelation through a man is by means of 'Divine Manifestations'
The basic fundamental precepts of Bahã'í is the recognitions of other religions as devine origin and their principles are in complete harmony. Their differences are of no significance in its missions to mankind.
The historical background of this faith dates back in Persia (Iran) in 1844 when a young merchant called the Bãb announced that he was a messenger of God whose special mission was to prepare the people for the coming of the one spoken of in the holy books. The one who would unite the world as one under one shepherd.
Bãb 's faith spread so rapidly due to their mission and experienced massive growth in the early days of its inception that clergy and government were alarmed by nearly
5 000 000 believers worldwide,although adult converts were estimated around
2 300 000. And the consequences were bitter persecution also.This necessitated about 20 000 of the followers to put to death and Bãb himself imprisoned and martyred in 1850.
After Bahã' Ullãh's death ,he was succeeded by his son 'Abd ol -Bahã' resulted in the succession only within the progeny family until the great-grandson Shoghi Effendi Rabbãní who was elected in 1963 by the governing body known as the 'Universal House of Justice.'
Bahã'í is the youngest of world's independent religions. This faith is not a sect of Islam ,but a Bãbí religion ,a faith group in Persia (Iran)that broke away from the height beliefs in more religious expectations of around 1844 which include the coming of Messiah and it was a branch of Shí'tes. Its name comes from the faith Bahã' Ullãh which means glory of God. A Bahã'í is a follower of Bahã' Ullãh who lived between 1817 and 1892 and the most recent in the line of messengers of God that stretches back beyond recorded times of human history starting from Adam. He(Bahã' Ullãh) wrote the scared scriptural book known as 'al-Kitãb al-Aqdas' which developed the Bahã'í faith doctrines into a comprehensive teaching.
The central theme of Bahã'í faith regards humanity as one regardless of race or ethnic background and that the day has come for its unification into one global society.The faith of Bahã' Ullãh is represented in every country on Earth. Bahã'ís are people who formery had different religions and who are united by Bahã'í faith.
Through a common devotion ,different economic status and social backgrounds ,the Bahã'í fulfilled their previous religious needs and expectations. The rich and poor mingle or mixes as equals and work together to establish a new order.
There are people of different nationals and different racial backgrounds. However Bahã'í faith has given them a new loyalty . The loyalty to humanity ,Bahã'í have no racial segregation because they believe that all man are equal before God.
Bahã'í recognise that there is only one God even though many had called him by different names.God had revealed his word throughout history by sending devine messengers who were restated in every age ,that's from Abraham ,Moses ,Zoroaster,Krishna,the Buddha,Jesus,Muhammad and Bahã' Ullãh.These messengers were provided to guide mankind through an evolutionary process in which Bãb initiated a new age for mankind. And final messege by Bahã'í is the fullest revelation of God's will and that is the major God-given instrument which help the world to unite. According to this faith God's revelation through a man is by means of 'Divine Manifestations'
The basic fundamental precepts of Bahã'í is the recognitions of other religions as devine origin and their principles are in complete harmony. Their differences are of no significance in its missions to mankind.
The historical background of this faith dates back in Persia (Iran) in 1844 when a young merchant called the Bãb announced that he was a messenger of God whose special mission was to prepare the people for the coming of the one spoken of in the holy books. The one who would unite the world as one under one shepherd.
Bãb 's faith spread so rapidly due to their mission and experienced massive growth in the early days of its inception that clergy and government were alarmed by nearly
5 000 000 believers worldwide,although adult converts were estimated around
2 300 000. And the consequences were bitter persecution also.This necessitated about 20 000 of the followers to put to death and Bãb himself imprisoned and martyred in 1850.
After Bahã' Ullãh's death ,he was succeeded by his son 'Abd ol -Bahã' resulted in the succession only within the progeny family until the great-grandson Shoghi Effendi Rabbãní who was elected in 1963 by the governing body known as the 'Universal House of Justice.'
HINDUS' BELIEFS IN CYCLIC LIFE AND THE HOLY RIVER GANGES
The belief in the cyclic nature of life is that the course of the universe's true time is cyclical ,that's every event has occurred before will occur again in future. This is why Hindus respect animals because these animals may be people who come back to life.Sacrifice is done for purpose not for the sake of killing for religion.
Mohandas Gandhi(1869-1948) also populary known as 'Mahatma' is one of the modern philosophers who civilised Hinduism in which respect of animals was priortised such as cows ,snakes and monkeys. Hindus strictly respect life. Mahatma claimed non violence (ahimsa) as the fundemental moral value and concerned with dignity and well-being of every person. To him anything contrary to ahimsa is not a Hindu holy scripture. He also the brainchild of womenisation in all social and economical spheres of life.Mahatma was deeply concerned if Hinduism failed and he also loved other major world religions Christianity and Islam ,but through Hinduism.
The caste system divided the society into four rigid classes called castes or varnas which means colour.According to Hindu mythology the origin of four major castes are based in the body parts of Purusha and mankind's original father-figure.
Marriage and ford laws are linked to these caste groupings. Hindu literature called the code of the social classes are divinely ordained. Brahman created the brahmans by Kshatriyas,Vaishyas ,Rajanya and Shudras from his face arms ,thighs and feets .
Aryan societies develop categories called 'Vamas'. The top class which is called the Brahmans of priest ,teachers in the second class of chiefs police ,third class are trader and farmers. And the Shudra are the fourth class members of the society who believe in many gods.
Hinduism's pantheon of gods and its mythology is directly related to the sacred river Ganges or Ganga Ma(mother Ganga).The river is closely associated with their daily survival and is believed to formery existed in the heavens as milky way. Most Hindus believed that Maharajah Sagara had 60 000 sons who were killed by the fire of Kapila a manifestation of Vishnu. This necessitated the goddess Ganga to come down from heaven to cleanse the condemned souls in hell and release them from their curse. Sagara's great grandson Bhagiratha interceded with Brahman to allow the sacred Ganga to relocate on Earth. The god Shiva was persuaded by Bhagiratha to stand high above the Earth's amidst of rocks and ice in the Himalayas.Shiva allowed the Ganga to thunder down from the skies in to rocks of Himalayas across the plains flowing water of life to the dry Earth.
Although Vishnu's believers argued that the river Ganges started on the region of holy seat of Vishnu and proceeds to remove all sins.The Hindus has the firm belief that the river Ganges has the holy power to release ,purify ,cleanse and cure believers and they are finally liberated.
The Hindus flock to this holy rivers worshipping(Puja)by offering flowers ,chanting prayers and receiving from priests the tilak on the forehead.Then they bathe the waters or drink it ,despite being polluted by sewarage,chemical and cadavers. The power of their belief in the spiritual attraction of the river Ganges which motivate them to bathe atleast once in their lifetime in this holy river.
Some bring the dead bodies of their loved ones to be burned on pyres by the riverside and ashes sprinkled in the river.This guarantees eternal bliss for the departed soul and the poor who are incapacited to pay for pyre ,they just shroud the body off into the river ,where it can be eaten by scavenger birds or just decomposes in the water.
Mohandas Gandhi(1869-1948) also populary known as 'Mahatma' is one of the modern philosophers who civilised Hinduism in which respect of animals was priortised such as cows ,snakes and monkeys. Hindus strictly respect life. Mahatma claimed non violence (ahimsa) as the fundemental moral value and concerned with dignity and well-being of every person. To him anything contrary to ahimsa is not a Hindu holy scripture. He also the brainchild of womenisation in all social and economical spheres of life.Mahatma was deeply concerned if Hinduism failed and he also loved other major world religions Christianity and Islam ,but through Hinduism.
The caste system divided the society into four rigid classes called castes or varnas which means colour.According to Hindu mythology the origin of four major castes are based in the body parts of Purusha and mankind's original father-figure.
Marriage and ford laws are linked to these caste groupings. Hindu literature called the code of the social classes are divinely ordained. Brahman created the brahmans by Kshatriyas,Vaishyas ,Rajanya and Shudras from his face arms ,thighs and feets .
Aryan societies develop categories called 'Vamas'. The top class which is called the Brahmans of priest ,teachers in the second class of chiefs police ,third class are trader and farmers. And the Shudra are the fourth class members of the society who believe in many gods.
Hinduism's pantheon of gods and its mythology is directly related to the sacred river Ganges or Ganga Ma(mother Ganga).The river is closely associated with their daily survival and is believed to formery existed in the heavens as milky way. Most Hindus believed that Maharajah Sagara had 60 000 sons who were killed by the fire of Kapila a manifestation of Vishnu. This necessitated the goddess Ganga to come down from heaven to cleanse the condemned souls in hell and release them from their curse. Sagara's great grandson Bhagiratha interceded with Brahman to allow the sacred Ganga to relocate on Earth. The god Shiva was persuaded by Bhagiratha to stand high above the Earth's amidst of rocks and ice in the Himalayas.Shiva allowed the Ganga to thunder down from the skies in to rocks of Himalayas across the plains flowing water of life to the dry Earth.
Although Vishnu's believers argued that the river Ganges started on the region of holy seat of Vishnu and proceeds to remove all sins.The Hindus has the firm belief that the river Ganges has the holy power to release ,purify ,cleanse and cure believers and they are finally liberated.
The Hindus flock to this holy rivers worshipping(Puja)by offering flowers ,chanting prayers and receiving from priests the tilak on the forehead.Then they bathe the waters or drink it ,despite being polluted by sewarage,chemical and cadavers. The power of their belief in the spiritual attraction of the river Ganges which motivate them to bathe atleast once in their lifetime in this holy river.
Some bring the dead bodies of their loved ones to be burned on pyres by the riverside and ashes sprinkled in the river.This guarantees eternal bliss for the departed soul and the poor who are incapacited to pay for pyre ,they just shroud the body off into the river ,where it can be eaten by scavenger birds or just decomposes in the water.
THE MAJOR TEACHINGS OF BAHAI FAITH AND THEIR BELIEFS ON MESSENGERS
Since all religions are regarded as being sent by God, their aims and purposes are the similar on one thing which may differs only in their social ,laws and other teachings. This is because the world is changing , developing and people have different needs at different times in history. The social teaching have to change to meet this needs. Bahã'í acknowledges and proclaims the necessity and inevitability of unification of mankind for the world peace. He claimed that nothing but spirit of God working through his chosen messenger for this day can succeed in bringing this about. The teachings of Bahã' Ullãh were to make the achievements of this goal.
All religons should reduce every kind of discrimination whether race class colour creed ,nation or religion must be abandant.
Bahã'í beliefs include one God,the immortal soul and the evolution(biological ,spiritual and social) of mankind. They don't believe in Angels,trinity, the reincanation and man's fall from perfection and subsequent ransom through the blood of Jesus Christ.As widely believed by Christians.
In his faith man and woman are equal both in rights and brotherhood. Monogamy type of marriage is the only one allowed.
Religion and science should be in harmony with each other such that each individual should investigate truth for himself. Opportunities and priviledges should be free provided of which education is as compulsorily provision for all. There is need for world federation to uphold peace,eliminate extreme of wealth and promote international languages to reduce communication barriers.
Bahã' Ullãh revealed three major prayers on daily basis and a believer should pray atleast one of them.
Fasting practiced during the daylight only in the month of 'Alã which fall in march. In the Bahã'í faith there is no rituals nor clergy ,all members are equal and they should meet for worship on the first day of every Bahã'í month.
They regard themselves as a mission of the spiritual conquest and they try to spread their faith through door to door conversations,information publications and campaigns in the community as well as to participate in other community projects.
The followers are taught to be obedience to their national laws of any country they belong, reside or visited taking part in the activities like participating in polls,but not get involved in political partisionship ,compaigns,nor join the combatant duties of armed forces. Moreover they are not conscientious objectors.
Bahã'í calender has 19 months, each having 19 days with certain intercalary days.
All religons should reduce every kind of discrimination whether race class colour creed ,nation or religion must be abandant.
Bahã'í beliefs include one God,the immortal soul and the evolution(biological ,spiritual and social) of mankind. They don't believe in Angels,trinity, the reincanation and man's fall from perfection and subsequent ransom through the blood of Jesus Christ.As widely believed by Christians.
In his faith man and woman are equal both in rights and brotherhood. Monogamy type of marriage is the only one allowed.
Religion and science should be in harmony with each other such that each individual should investigate truth for himself. Opportunities and priviledges should be free provided of which education is as compulsorily provision for all. There is need for world federation to uphold peace,eliminate extreme of wealth and promote international languages to reduce communication barriers.
Bahã' Ullãh revealed three major prayers on daily basis and a believer should pray atleast one of them.
Fasting practiced during the daylight only in the month of 'Alã which fall in march. In the Bahã'í faith there is no rituals nor clergy ,all members are equal and they should meet for worship on the first day of every Bahã'í month.
They regard themselves as a mission of the spiritual conquest and they try to spread their faith through door to door conversations,information publications and campaigns in the community as well as to participate in other community projects.
The followers are taught to be obedience to their national laws of any country they belong, reside or visited taking part in the activities like participating in polls,but not get involved in political partisionship ,compaigns,nor join the combatant duties of armed forces. Moreover they are not conscientious objectors.
Bahã'í calender has 19 months, each having 19 days with certain intercalary days.
MULTI-FAITH APPROACH OF MORAL EDUCATION: HINDUISM RELIGION !
Adoption of multi-faith primary religious moral education of different world religions in most educational curricular help children to learn other major religions and develop valuable moral values derived by this different religions in general.
Hinduism is the religion originated in India and its roots traced back for over 3 500 years ago. Due to migration of the pale -skinned Aryan race who relocated in Indus valley an area which covers parts of India and Pakistan.Hindu a name derived from Indus valley, is mingled of Aryan Indian culture and has a single founder with no specific doctrine or belief held supreme.Hinduism means a host of religions and sects (samapradayas)which appeared and flourished for thousands years ago under the complex of ancient Hindu mythology. Prominent India writer Parthasarathy explains,The Hindus are not polytheistic .Hinduism speaks of one God 'Brahman', but the different gods and goddesses of the Hindu pantheon are really representatives of the powers and functions of the one supreme God in the manifested world. No specific scriptures is regarded as authorative and no moral code emphasis is more on the way of living than on the way of thoughts.
Although Hinduism has holy writings the oldest Vedas a collection of prayers and hymns known as the Rig-veda,the sama-veda ,the Yajur-veda and the Atharva-veda. These are some of the oldest written scared scriptures like the books of Torah written by the prophet Moses. The Vedas were supplemented later by Brahmanas and the Upanishads scared writings.
Brahmanas specialised with ritual and secrifices on domestic and public scenes and also go deeper on how are they performed both in meaning and purpose.
Whilst the Upanishads deals with the the set reason for thought and action in the Hindu's religious faith and are also known as the vendanta.Transmigration of soul(Samsara) and the belief in the deeds of the former existence are the cause of one's present state in life (Karma) were part of the scared writings.
The other set of writings found in the Hindu library include the Puranas which are books of stories ,myths of gods and goddesses and Heroes of Hindu. In this extensive Hindu library a collection of epics of the Ramayana and Mahabharata are also found.
The hero Rama or Ramachandra a story in Hindu viewed as a model son ,brother and husband. His name invoked greeting was the seventh avatar(incarnation of the Vishnu.
Mahabharata is the supreme instruction of morality and the last instruction of Gítã is the final word of motality and religion : Surrender unto Krishna.
The Celestal song of Hindu spiritual wisdom is a conflict of conversation between Krishana and supreme personality of Godhead and Arjuna known as 'Bhagavad Gita instructs the science of self-realization. Bhagavita Gita is the extensive holy library of the Hindu ,whilst the Vedas ,Brahmanas and the Upanishads are Scruti or 'heard which considered only as scared writ.
Other writings composed by human authors from revelation such as the epics and the Puranas are Smriti or 'remembered' contains sets of Hindu religious,outline the caste system and social law.
Hindus' faith 'sanatana dharma' which means eternal law or order.They believe in 'Samsara and Reincarnation which means there is death and re-birth. The fortunes of the soul in each re-birth are determined by its behaviour in the former lives. The principle of 'Karma' literally means every action has its positive or negative consequences for the next life of the transmigrated soul. Deeds or actions may be sins which ever goes unpunished and no venture remains unrewarded. What it means is that ,if somebody didn't reserve punishment or reward in life shall be re-birth at a higher or lower level. Dharma is the law which determines the rightness or wrongness of the acts. Re-birth which is judged by dharma is not necessarily in the form of human form. A man should be loyal to his class and shouldn't covert other people's classes.
Hinduism is the religion originated in India and its roots traced back for over 3 500 years ago. Due to migration of the pale -skinned Aryan race who relocated in Indus valley an area which covers parts of India and Pakistan.Hindu a name derived from Indus valley, is mingled of Aryan Indian culture and has a single founder with no specific doctrine or belief held supreme.Hinduism means a host of religions and sects (samapradayas)which appeared and flourished for thousands years ago under the complex of ancient Hindu mythology. Prominent India writer Parthasarathy explains,The Hindus are not polytheistic .Hinduism speaks of one God 'Brahman', but the different gods and goddesses of the Hindu pantheon are really representatives of the powers and functions of the one supreme God in the manifested world. No specific scriptures is regarded as authorative and no moral code emphasis is more on the way of living than on the way of thoughts.
Although Hinduism has holy writings the oldest Vedas a collection of prayers and hymns known as the Rig-veda,the sama-veda ,the Yajur-veda and the Atharva-veda. These are some of the oldest written scared scriptures like the books of Torah written by the prophet Moses. The Vedas were supplemented later by Brahmanas and the Upanishads scared writings.
Brahmanas specialised with ritual and secrifices on domestic and public scenes and also go deeper on how are they performed both in meaning and purpose.
Whilst the Upanishads deals with the the set reason for thought and action in the Hindu's religious faith and are also known as the vendanta.Transmigration of soul(Samsara) and the belief in the deeds of the former existence are the cause of one's present state in life (Karma) were part of the scared writings.
The other set of writings found in the Hindu library include the Puranas which are books of stories ,myths of gods and goddesses and Heroes of Hindu. In this extensive Hindu library a collection of epics of the Ramayana and Mahabharata are also found.
The hero Rama or Ramachandra a story in Hindu viewed as a model son ,brother and husband. His name invoked greeting was the seventh avatar(incarnation of the Vishnu.
Mahabharata is the supreme instruction of morality and the last instruction of Gítã is the final word of motality and religion : Surrender unto Krishna.
The Celestal song of Hindu spiritual wisdom is a conflict of conversation between Krishana and supreme personality of Godhead and Arjuna known as 'Bhagavad Gita instructs the science of self-realization. Bhagavita Gita is the extensive holy library of the Hindu ,whilst the Vedas ,Brahmanas and the Upanishads are Scruti or 'heard which considered only as scared writ.
Other writings composed by human authors from revelation such as the epics and the Puranas are Smriti or 'remembered' contains sets of Hindu religious,outline the caste system and social law.
Hindus' faith 'sanatana dharma' which means eternal law or order.They believe in 'Samsara and Reincarnation which means there is death and re-birth. The fortunes of the soul in each re-birth are determined by its behaviour in the former lives. The principle of 'Karma' literally means every action has its positive or negative consequences for the next life of the transmigrated soul. Deeds or actions may be sins which ever goes unpunished and no venture remains unrewarded. What it means is that ,if somebody didn't reserve punishment or reward in life shall be re-birth at a higher or lower level. Dharma is the law which determines the rightness or wrongness of the acts. Re-birth which is judged by dharma is not necessarily in the form of human form. A man should be loyal to his class and shouldn't covert other people's classes.
MORALITY AND EDUCATION IN THE CULTURE OF TEACHING AND LEARNING!
The differences between western and Africa paradigms ,the superimposition of the western morality on Africans led to the creation of morally confused people.
The africans were colonised by the west and presented in the ideal culture ,the ideal humanity and ideal history.(Ezel ,1997:13)
This plunched the African in this model of dilemma resulting in the current mortal malaise ,thus the African doubt their roots and seems to face more demands in moral decision making.
The western notions of good or bad or right or wrong celebrate the triumph of the individual as moral agent versus the African view which is determined by collective aught.
The rights of the individual are protected even more than the person herself /himself. Maclntyre (1966:264) says,the individual is his/her own final authority in the most extreme sense.
The western education centres on individual excellence and high competition ,thus educational skills orientation versus African holistic moral education centred on characters of development in the moulding and incalcution of proper moral traits in learners.
People are educated as far as they have bookish knowledge and skills ,but lacks humanistic dimension (person among others).
African morality emanates from and embarded in African antology. God (the ultimate blameless supreme being) followed by spirits (common) next ancestors (living -dead and specific) down to sage or elderly (living or wise -age) and at the bottom social members ,thus (commoners governed by this strict ovaer.
There is an order unit of these forces in all human actions and behaviour that are determined by and should comply with this order of things. The quality of our actions (right/wrong ,good /bad ,dos /don'ts ,oughts /aught not).The quality of our actions is depended on whether actions contribute to the stability or instability of the order of the society.Moral uprightness is tried to one's ancestry ,that's 'like father like son.'
Africans are therefore communistic and highly collective in their approach to issues of morality.The base line is ''I am person because we are people''.
Africans are pre-occupied with social justice,equetable distribution of resources and individuals are part of the whole and can never stand apart.Gelfand (1973:101) says,''There is something stronger in the culture than any individual or any number of individual likes and dislikes have been subordinated,''
They are progressive in education for moral uprightness or goodness. In Zimbabwe the Shona and Ndebele people adopt terms ''Hunhu /ubuntu education'' They acknowledges that by ''hunhu/ubuntu'' is meant personhood that derives from one's history and rooted in an ongoing human community.(Makuvaza 1996:257) A person acquires personhood as he/she lives in accordance with the expectations of the community.
According to Nziramasanga commission's recommendations on the educational report regards 'hunhu /ubuntu as denoting a good human being as well behaved person showing such qualities as responsibility ,honest ,justice ,trustworthness ,hardwork ,integrity ,co-operative spirit ,solidarity ,hospitality,gerentocracy ,devotion to family and loyaltyto the community.
An idividual's educatedness is viewed in the context of the African communistic philosohpy because that is were one's roots are from.
Please bare in mind that community that gives or takes away one's personhood but because of colonial influences on educational institutions produced the educated and uneducated professionals characterised by lack of worth ethics,commitment and absentism,drunkness improper association with other people ,thus corruption,theft ,lies etc (Makuvaza 1996).
Educational goals must prepare individuals who can live effectively and efficiently in their
communities against the abundant evidence of products that are highly skilled but deficient in 'Hunhu /Ubunt' ,thus there is moral decadence in schools and equals which is the work force that is corrupt and destructive of everything a nation should cherish (causing pain and suffering to many through own pleasure and happiness).
Hunhu /Ubuntu is a notion that marries skills acquisition with sympathy for others and respect for property and duty as a means for national building and attainance of peace.
The africans were colonised by the west and presented in the ideal culture ,the ideal humanity and ideal history.(Ezel ,1997:13)
This plunched the African in this model of dilemma resulting in the current mortal malaise ,thus the African doubt their roots and seems to face more demands in moral decision making.
The western notions of good or bad or right or wrong celebrate the triumph of the individual as moral agent versus the African view which is determined by collective aught.
The rights of the individual are protected even more than the person herself /himself. Maclntyre (1966:264) says,the individual is his/her own final authority in the most extreme sense.
The western education centres on individual excellence and high competition ,thus educational skills orientation versus African holistic moral education centred on characters of development in the moulding and incalcution of proper moral traits in learners.
People are educated as far as they have bookish knowledge and skills ,but lacks humanistic dimension (person among others).
African morality emanates from and embarded in African antology. God (the ultimate blameless supreme being) followed by spirits (common) next ancestors (living -dead and specific) down to sage or elderly (living or wise -age) and at the bottom social members ,thus (commoners governed by this strict ovaer.
There is an order unit of these forces in all human actions and behaviour that are determined by and should comply with this order of things. The quality of our actions (right/wrong ,good /bad ,dos /don'ts ,oughts /aught not).The quality of our actions is depended on whether actions contribute to the stability or instability of the order of the society.Moral uprightness is tried to one's ancestry ,that's 'like father like son.'
Africans are therefore communistic and highly collective in their approach to issues of morality.The base line is ''I am person because we are people''.
Africans are pre-occupied with social justice,equetable distribution of resources and individuals are part of the whole and can never stand apart.Gelfand (1973:101) says,''There is something stronger in the culture than any individual or any number of individual likes and dislikes have been subordinated,''
They are progressive in education for moral uprightness or goodness. In Zimbabwe the Shona and Ndebele people adopt terms ''Hunhu /ubuntu education'' They acknowledges that by ''hunhu/ubuntu'' is meant personhood that derives from one's history and rooted in an ongoing human community.(Makuvaza 1996:257) A person acquires personhood as he/she lives in accordance with the expectations of the community.
According to Nziramasanga commission's recommendations on the educational report regards 'hunhu /ubuntu as denoting a good human being as well behaved person showing such qualities as responsibility ,honest ,justice ,trustworthness ,hardwork ,integrity ,co-operative spirit ,solidarity ,hospitality,gerentocracy ,devotion to family and loyaltyto the community.
An idividual's educatedness is viewed in the context of the African communistic philosohpy because that is were one's roots are from.
Please bare in mind that community that gives or takes away one's personhood but because of colonial influences on educational institutions produced the educated and uneducated professionals characterised by lack of worth ethics,commitment and absentism,drunkness improper association with other people ,thus corruption,theft ,lies etc (Makuvaza 1996).
Educational goals must prepare individuals who can live effectively and efficiently in their
communities against the abundant evidence of products that are highly skilled but deficient in 'Hunhu /Ubunt' ,thus there is moral decadence in schools and equals which is the work force that is corrupt and destructive of everything a nation should cherish (causing pain and suffering to many through own pleasure and happiness).
Hunhu /Ubuntu is a notion that marries skills acquisition with sympathy for others and respect for property and duty as a means for national building and attainance of peace.
PSYCHOLOGY OF EDUCATION THE CHILD'S SOCIAL DEVELOPMENT!
Biologists' social development concept stands on the difference on how people feel about themselves and get along with others to get moral cautions which are controlled by their parents. Bandura (1963)says ,difference in the social behaviour are acquired through observational learning and immitations . Psycho-analysts view personality diferences as resulted from complex interplay of biological ,maturation forces and experiences. The great emphasis is on the early childhood development.
Woolfolk (1995) refers Social development to changes in the way an individual relates to others. Whilst Cole and Cole (2001) regards Social development as involving changes in interaction patterns in relationships with others.And Power cited in Sharma(1992) defines Social development as the progressive improvement of individual in the comprehension social heritage and the formulation of flexible conducts of reasonable conformity with the heritage ,that's acquiring behaviours habits ,values ,attributes ,interests and so on.
These authorities implies that Social development is also included in the acquisition of ability to behave in accordance with the social expactations. In addition it improves the ability to get on well with others and ourselves. The child's culture is the bases of his/her social development and it is acquired as individual grows. Therefore social development is an ongoing process from infants through adulthood to old age.
Stages of Social Development:
♦Infants (0-3 years old)Social life begins with the child's mother ,sibblings and other member found within the family.
When the child communicate with others ,the response may be in the form of body movements and sounds such as rocking and laughing. But the baby's attachment with his/her mother or caretaker as outlined by Schickedaz et al (1993)who say attachment is the emotional tie between the mother and her baby which is crucial in the social and emotional development of the child.
After 12 months of age a child might begin to reflect signs of empathy ,for example by responding to distress of others by showing distress themselves.
Around the age of two to three years the child learns to follow simple commands and instruction and is able to distinguish between acceptable and unacceptable behaviours.
♦Early childhood (3-6 years old) social interaction goes beyond the family extending the children in the neighbourhood. Their behaviours influenced by their social cognition values they have acquired from their parents biologically and socially . The child is now exposed to new situations ,problems,ideas and roles as he/she explore the immediate environment independently.
Usually toddlers and young pre-scholars tend to be more physically aggressive than school aged children who use more verbal aggression. Adults significantly train their young ones to exercise self control to acquire pro -social behaviours.
♦Middle childhood is the period when most children are at school and these children are now influenced into three categories at home ,school and peer group. At this age they understand others' emotions ,intention and thinking. They also capable at discrimination between accidential and deliberate in tension and are responding accordingly.
♦Friends and peers become increasingly important as they spend more time as peers.
Peer group is formed by children of the same age group who play together influenced by interests to each other and share the same values. The influence of peer group is more absolute during adolescence.Teenagers are at the adolescence phase where they rely on peers to help them to become emotionally independent from their family and discover a dear sense of identity.In other words they prefer their peers like themselves whom they seem to match with for a moment before being autonomous. They also engaged in gestro sexual relationships and contradict frequently with their teachers ,parents and involve in violent of rules and regulations with some of them tried and abused drugs or alcohol.Girls mature faster than boys as characterised by sexual maturity and begin to socialise with older boys.
Adolescents are grouped as:
(1)Conformist group of teenagers who agree and abide by the school ,social rules and means to attain goals.
(2)Innovaters group accepts the goals of the school and social rules ,but not the means prescribed by these institutions to achieve them.
(3)Rebels don't accept both goals and needs and they ended up drop out of school and abandon their homes.Most of this group are alcohol and drug abusers and commit crimes.
Therefore the teacher should coach children on life skills to adopt social skills and techniques to suit effectively. The anti-social distructive children should be helped to change their interaction. Teacher can then counsel pupils to correct their unrealistic thinking especially teenagers who are at crisis phase of changing into adulthood. Teenagers should avoid away from dangers of alcohol and drug abuse and sexual relationships which results in STIs and unwanted pregnancies. Hence it is the role of the teacher to be good models and assist learners to identify a real life model to emulate and create an opportunity for them to learn from some people's experiences and reinforce positive behaviours.
Woolfolk (1995) refers Social development to changes in the way an individual relates to others. Whilst Cole and Cole (2001) regards Social development as involving changes in interaction patterns in relationships with others.And Power cited in Sharma(1992) defines Social development as the progressive improvement of individual in the comprehension social heritage and the formulation of flexible conducts of reasonable conformity with the heritage ,that's acquiring behaviours habits ,values ,attributes ,interests and so on.
These authorities implies that Social development is also included in the acquisition of ability to behave in accordance with the social expactations. In addition it improves the ability to get on well with others and ourselves. The child's culture is the bases of his/her social development and it is acquired as individual grows. Therefore social development is an ongoing process from infants through adulthood to old age.
Stages of Social Development:
♦Infants (0-3 years old)Social life begins with the child's mother ,sibblings and other member found within the family.
When the child communicate with others ,the response may be in the form of body movements and sounds such as rocking and laughing. But the baby's attachment with his/her mother or caretaker as outlined by Schickedaz et al (1993)who say attachment is the emotional tie between the mother and her baby which is crucial in the social and emotional development of the child.
After 12 months of age a child might begin to reflect signs of empathy ,for example by responding to distress of others by showing distress themselves.
Around the age of two to three years the child learns to follow simple commands and instruction and is able to distinguish between acceptable and unacceptable behaviours.
♦Early childhood (3-6 years old) social interaction goes beyond the family extending the children in the neighbourhood. Their behaviours influenced by their social cognition values they have acquired from their parents biologically and socially . The child is now exposed to new situations ,problems,ideas and roles as he/she explore the immediate environment independently.
Usually toddlers and young pre-scholars tend to be more physically aggressive than school aged children who use more verbal aggression. Adults significantly train their young ones to exercise self control to acquire pro -social behaviours.
♦Middle childhood is the period when most children are at school and these children are now influenced into three categories at home ,school and peer group. At this age they understand others' emotions ,intention and thinking. They also capable at discrimination between accidential and deliberate in tension and are responding accordingly.
♦Friends and peers become increasingly important as they spend more time as peers.
Peer group is formed by children of the same age group who play together influenced by interests to each other and share the same values. The influence of peer group is more absolute during adolescence.Teenagers are at the adolescence phase where they rely on peers to help them to become emotionally independent from their family and discover a dear sense of identity.In other words they prefer their peers like themselves whom they seem to match with for a moment before being autonomous. They also engaged in gestro sexual relationships and contradict frequently with their teachers ,parents and involve in violent of rules and regulations with some of them tried and abused drugs or alcohol.Girls mature faster than boys as characterised by sexual maturity and begin to socialise with older boys.
Adolescents are grouped as:
(1)Conformist group of teenagers who agree and abide by the school ,social rules and means to attain goals.
(2)Innovaters group accepts the goals of the school and social rules ,but not the means prescribed by these institutions to achieve them.
(3)Rebels don't accept both goals and needs and they ended up drop out of school and abandon their homes.Most of this group are alcohol and drug abusers and commit crimes.
Therefore the teacher should coach children on life skills to adopt social skills and techniques to suit effectively. The anti-social distructive children should be helped to change their interaction. Teacher can then counsel pupils to correct their unrealistic thinking especially teenagers who are at crisis phase of changing into adulthood. Teenagers should avoid away from dangers of alcohol and drug abuse and sexual relationships which results in STIs and unwanted pregnancies. Hence it is the role of the teacher to be good models and assist learners to identify a real life model to emulate and create an opportunity for them to learn from some people's experiences and reinforce positive behaviours.
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