31/10/2017

First period was yoga,after that we had an announcement from principal ma'am about an Information from Income tax department and we take a pledge that we will pay taxes correctly for the development of the country
2nd period was pedagogy in which we had learnt about the skill of closure and major steps in teaching a mini lesson
3rd and 4th period was learning and teaching in which we had debate in a topic teaching is a profession or a service
After the lunch break, 5th period was Contemporary India in which we had an activity for unit 6
6th period was Learning and teaching in which we discussed about the debate happened in 3rd and 4th period
7th period was Language across the curriculum in which we learnt about the levels and types of questions and teacher control with this unit 3 was completed .......

The salient Features Of Jain system of Education.

                        The Salient Features of Jain                             System of Education

Introduction:

Jainism is one of the oldest
living religions of the world. It holds a very
important position being a perfect system of
religion. Its contribution to Indian Philosophy in
particular and to the world thought of Non-
violence, Truth and Peaceful Co-existence is
significant and of great value.

JAINISM:

Jainism, apart from being a major
philosophical system of Indian Philosophy, is a
perfect religion, perhaps the oldest living
religion. Jainism takes an integral view of life. It
discusses in the “Samanasuttam”, the universal
values as means to achieve the highest goal of
life. According to Jainism the highest aim or goal
of life is to attain Nirvana or Liberation.
“Nirvana or Moksa can be attained by right
Faith, right knowledge and right conduct
together.” Unlike the western thought, Jainism
affirms that Faith or knowledge or conduct alone
by itself cannot take us to the path of liberation.
Lord Mahavir says, “By knowledge one
understands the nature of substances; by faith
one believes in them, by conduct one puts and
end to the flow of karmas and by austerity one
attains purity.”

Jainism and education:

In the field of knowledge, Jain
philosophy is pluralist and relativist.
Consciousness is the essence of the soul or jiva.
Knowledge according to Jain system is of two
kinds: Pramana and Nyya. Pramana is again of
two kinds i.e., indirect and direct knowledge.
Direct knowledge is gained by the means of the
sense organs. Direct is valid in its own right.
Direct knowledge is either practical or other
worldly. Practical knowledge is achieved through
mind and senses. Other worldly is immune from
the effect of actions and independent of mind and
senses. The indirect knowledge is an enlightened
one.

AIMS OF EDUCATION:

Jain system recommended
liberation as the ultimate aim of education.
According to this system, liberation is of two
types i.e., Jivan Mukti and Dravya Mukti.
Education should, help the student to do such
karmas which leads towards Jivan Moksha,
which again will lead towards the higher level
Dravya Moksha. Thus, this system stresses social,
economic, moral and spiritual aims of education.

Curriculum:

Jain curriculum includes those
subjects which lead students towards different
actions or activities. And thus the Jain
curriculum is activity-centered. True education
liberates the soul from bondage. This aim can be
achieved through different subjects, co-
curricular activities and different cultural
activities. Apart from this, Jain curriculum also
emphasized vocational education. The Jain
curriculum includes social sciences, natural
sciences, moral education, vocational education,
various co-curricular activities and yoga.

Methods of instruction:

Jain system of education
emphasized experimental method and learning by
doing method. Jain system emphasized work-
oriented education. Vocational education provide
practical knowledge or work experiences to the
students. In this way of education may become
useful for life as it will help the students in
earning their living. Thus, this system
emphasized socialised techniques, experiments,
learning by doing, co-ordination, etc.,

Role of teacher:

According to Jainism, high
qualities were expected of teachers. The modern
books on education describe some specific
qualities that a teacher must possess to be
subject well, he must know how to teach
effectively and he must have genuine love for his
pupils. This implies, he must be learning
continuously, to be up-to-date in his field of
knowledge. Such a man should really love his
subject, for without love, he cannot go deep into
or enjoy learning it. He must also love his pupils,
and be devoted to them. Without love one cannot
give his best to his pupils. It is only through love,
affection and regard, the teacher can understand
the needs of the pupils and ways of fulfilling
them.

Freedom and discipline:

Like idealistic philosophy,
Jainism enjoins strict discipline for the pupils.
True education cannot be imparted without
discipline, anger, ego, luxury, illness and laziness
are some of the main hindrances in acquiring
true education.
Jain philosophy, stresses
on the following eight qualities which are of
great help for the pupils to get true education.

• He should not laugh all the times and try to pick up knowledge with perseverance.
• He should have control over his passions and senses.
• He should have a good character.
• He should not use indecent language which reflects on our character.
• He should be fair in his dealings.
• He should not be susceptible to flattery.
• He should not loose temper.
• He should be an ardent follower of truth.

Conclusion:

Education in Jainism is integral
and intrinsic to Jain way of life. Education
includes knowledge, vision and sound character.
This education is means to attain the highest goal
of life i.e., Liberation. Jainism universal values,
its ethics and theory of knowledge, its non-
absolutism and its theory of manifold aspects of
reality reflect a complete system of training or
educating a life that fully and totally fulfils the
ultimate and the highest goal of life.

30/10/2017

Today after the assembly we had 20mins to share our TET questions with other group members
2nd period was Pedagogy in which we the physical science department had science club activities
3rd period was Understanding disciplines in which we learnt about the recent development in school subjects and also about the national curriculum framework for school education
4th period was Contemporary India in which we had completed the five year plans and Educational policy making,funding with this unit-7 was completed
After the lunch break, we had learning and teaching in which we were allowed with our activities
6th period was Childhood and growing up in which we learnt about marginalization and it's characteristics and social problems of marginalization
7th period was EPC in which we had drawing competition

27/10/2017

1period was PGDCA,in which we learnt about New inventions of input and output devices
2nd period we prepared our auditorium for a campaign
3rd and 4th period we had GST awareness campaign
After the lunch break,
We had Contemporary India class in which we learnt 6th -10th five year plans
6th period was Learning and teaching in which we had a test on problem solving method
7th period was Language across the curriculum in which we learnt about the nature of questioning in the classroom
Saturday is a holiday 💪

26/10/2017

First two periods was EPC, in which we had Dance competition
3rd period was pedagogy here we discussed about our club activities which is going to happen tomorrow
4th period was Learning and teaching in which we were assigned Group activities
After lunch break,
5th period was GSS in which Unit 4 was completed today
6th period was Contemporary India in which we have started unit 7 Education planning and financing
Last period we spend our time in referring books in library for our seminar and assignments

25/10/2017

From 9:30-10:00am we discussed the previous asked questions in TET exam
2nd period was Learning and teaching in which we were assigned Teacher centered activities
3rd period was GSS in which we learnt about safety of girls @ home, school, college and workplace
4th period was Childhood and growing up in which we learnt about the development of teaching methods in non gender stereotypes and Gender Schema theory
After the lunch break,
We had a debate on learner centered teaching and teacher centered teaching as a part of our activity in Learning and teaching class
6th period was Language across  the curriculum in which we learnt how to present a paper in a seminar
And the last period was Understanding disciplines and subjects in which we learnt about the reasons for inclusion and exclusion of subject from school curriculum

24/10/2017

After the yoga class, we had celebrated the United Nations day till 11:00am
3rd period was Childhood and growing up,in which we learnt about the factors influencing in gender
4th period was GSS, in which we learnt about Educational opportunities for Transgenders
After the lunch break,we had Contemporary India class in which we had an activity on lesson 6
6th period was Learning and teaching,we had test on methods of teaching
7th period was Language across the curriculum in which we learnt about discussion as a tool for learning