Ed.

511: Foundations of Education

Course No.: Ed. 511 Nature of Course: Theoretical

Level: M. Ed. Credit Hours: 3
Semester: First Total teaching hours: 48
1. Course Introduction
This course is designed for the first semester Master of Education (M. Ed.) program of the Faculty of
Education (FoE), Tribhuvan University (TU). The course includes the key Eastern and Western
philosophical perspectives in order to develop students‟ competency for visualizing the educational
processes from those perspectives. More specifically, it embraces Eastern ideas from Vedic,
Buddhism, Kirat Mundhum, Islam, and other indigenous beliefs in relation to education. Further, it
consists of the assumptions and beliefs of progressivism, modernism, post-modernism, and
transformative learning theories. The course also contains the key sociological ideas to enable
students to critically explain the educational practices in Nepal through those lenses. Finally, the
course intends to impart the ideas of caste, ethnicity and nationalism, gender and feminism, and
identity construction. These philosophical and theoretical ideas are expected to help students develop
competencies required to become teaching professionals, educational administrators, educational
supervisors, curriculum developers, and educational planners.
2. General Objectives
The course aims to make students able to;
 critically analyze the educational processes and practices in Nepal from Vedic,
Buddhist, Islam, Kirat and other indigenous philosophies;
 assess educational processes and practices in Nepal from the key Western
philosophies of education;
 acquaint themselves with the sociology of education and visualize the education
systems, structures, and practices of Nepal from sociological perspectives;
 analyze the educational policies, programs, and practices from power perspectives;
and
 examine the key issues of gender, caste, ethnicity, nationalism, and identity in
education.

3. Course Details
Unit I: Eastern Philosophies and Education (14 hours)
Specific objectives Contents Content coverage
 Conceptualize the 1.1 Meaning of 1.1.1 Meaning and scope of
meaning and scope of philosophy in the philosophy from Vedic
philosophy from Vedic Vedic thought; perspective;
perspective; 1.2 Bhagwat Gita and 1.1.2 Introduction, philosophical
 Assess the philosophical education; and educational
premises of the 1.3 Buddhist philosophy perspectives of the
Bhagavad Gita; and education; Bhagavad Gita;
 Reflect on educational 1.4 Quran and education; 1.1.3 Philosophical perspectives
implication of the and and educational
Bhagavad Gita; 1.5 Kirat Mundhum and implication of the
 Explain the indigenous Buddhism;
philosophical premises philosophies and 1.1.4 Introduction, philosophical
and educational education. beliefs and educational

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 implication of implications of
Buddhism; Quran/Islam; and
 Introduce philosophy of 1.1.5 Introduction of indigenous
Quran and educational knowledge: Kirat
implication; and Mundhum, and other
 Acquaint with the Kirat indigenous. philosophies
Mundhum and other and their educational
indigenous knowledge. implications.

Teaching learning strategies

Teacher's Inputs (14 hrs.) Students' Efforts (28 hrs.) Tasks for assignment
 Be oriented about the  Review a book/book chapter
 Orient the course and
course and related to the content area and
assignments;
requirements; write a review in about 1000
 Share and generate
students' ideas in  Participate in class words (Teacher may assign a
activities and make particular book for review).
different themes of this
presentation in the
course;
class;
 Provide learning
 Study the resources
materials;
provided by the
 Encourage them to
teacher;
engage in group works,
sharing ideas and  Explore the reading
materials in the library
presentation in the class;
or internet;
 Provide topics for class
presentation;  Be familiar with
book/chapter review
 Orient students about
guidelines;
book/chapter review
task with a set of  Identify a
book/chapter for
guidelines; and
review from the
 Provide feedback and
content area; and
maintain record of
students‟ work.  Review the book
individually and
submit the report.
Unit II: Western Philosophies and Education (8 hours)
Specific objectives Contents Content coverage

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 2.1 Meaning and scope
 Conceptualize meaning 2.1.1 Meaning and scope
of philosophy from
and scope of western (ontology, epistemology
western perspective;
philosophy; and axiology) of western
2.2 Progressivism in
 Elaborate philosophical philosophy;
education;
perspectives and 2.1.2 Philosophical premises
2.3 Modernism and
educational ideas of and educational
postmodernism in
progressivism; implication (objectives,
education;
 Critically analyze 2.4 Adult learning
content, learning methods,
modern and postmodern teachers' and students'
philosophy; and
philosophies and role) of progressivism;
2.5 Reflection of these
educational implication; 2.1.3 Philosophical ideas and
philosophies and
 Explain Adult learning theories in Nepali
educational implication
philosophies and (objectives, content,
context.
educational implication; learning methods,
and teachers' and students'
 Relate these role) of modernism and
philosophies to post-modernism;
understand Nepali 2.1.4 General introduction of
educational processes transformative learning
and practices. philosophy: contribution
of Paulo Freire
(philosophical and
educational views),
contribution of Jack
Mezirow (educational
view); and
2.1.5 Critical reflection of the
fits and misfits of these
theories in Nepali
educational milieu.
Teaching learning strategies
Teacher's Inputs (8 hrs.) Students' Efforts (16 hrs.) Tasks for assignment
 Share and discuss the  Students will explore a journal
 Share ideas of Western
ideas shared by the article and prepare a review
philosophies allowing
teachers; note between 500 to 1000
students to reflect on
their ideas, experiences,  Search and study words.
and practices; additional resources;
 Engage the students in  Search articles for
group works and sharing review;
ideas;  Review article based
 Provide article review on the guideline
task and guideline of provided; and
article review; and  Make class
 Provide feedback and presentations.
maintain record of the
review task, and class
presentation.
Unit III: Sociological Perspectives and Education (8 hours)
Specific objectives Contents Content coverage

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 Explain the basic ideas of 3.1. Sociology, 3.1.1 Introduction of sociology,
structural- functionalism, sociological sociological theories and
conflict, symbolic theories and their relation with
interactionism, and education; education;
critical theories; and 3.2. Structural- 3.1.2 Structural-functionalism
 Use the sociological functionalism; (theoretical concept,
theories to explain the 3.3. Conflict theories; fundamental assumptions,
particular sociological 3.4. Symbolic key criticism, educational
issues and practices in interactionism; and views);
education sphere of 3.5. Critical theories. 3.1.3 Conflict theories
Nepal and elsewhere. (dialectical materialism,
key beliefs, criticisms,
educational views);
3.1.4 Symbolic interactionism
(concept, assumptions,
criticism, educational
views);
3.1.5 Critical theories (Concept,
basic assumptions,
criticism, educational
views).
Teaching learning strategies
Teacher's Inputs (8 hrs.) Students' Efforts (16 hrs.) Tasks for assignment
 Share ideas of key  Actively participate in  The students are required to
sociological theories; classroom activities of choose an issue of project
 Provide resources; group works, sharing related to content areas and
 Encourage students to ideas, and prepare a project report in
explore reading presentations; about 2000 words in groups.
materials;  Engage in class
 Engage students in presentations; and
group works, discussion,  Be aware of the
and sharing ideas; project work and
 Provide feedback on prepare project work
students‟ tasks; report.
 Provide project work
guideline
 Form groups (5-7
students in a group) for
collective project work;
 Provide feedback,
evaluate the task, and
maintain record.

Unit IV: Politics in/of Education (10 hours)

5
Specific objectives Contents Content coverage
4.1. Power and politics
 Clarify the concept of 4.1.1 Concept of power,
in/of education;
power, politics, and politics, and politics in/of
4.2. Foucauldian power
politics of/in education; education;
and education;
 Explain different power 4.1.2 Foucault‟s discourse as
4.3.Linguistic power and
perspectives in education; power and its influence in
education; and
 Compare different power 4.4.Elite power and educational, policies,
perspectives in education; programs, and classroom
education in Nepal.
 Analyze the educational culture;
practices from any of the 4.1.3 Robert Philipson‟s ideas
power perspectives; and of linguistic imperialism:
 Explain how educational intrinsic, extrinsic, and
systems are influenced by functional power of
power in different language and language use
periods of governance. in the classroom practices;
and
4.1.4 Education in different
regimes in Nepal (Prior to
Rana period, Rana period,
Panchayat Era, and in
Multi-party democracy in
Nepal).
Teaching learning strategies
Teacher's Input (10 hrs.) Students' Efforts (20 Tasks for assignment
hrs.)
 Participation in the
 Share different power  The students will prepare a
class activities;
perspectives; reflective note on an
 Sharing ideas and
 Provide reading educational issue or practices
experiences; in Nepal.
materials;
 Encourage the students in  Making class
presentation; and
group works and
discussion sharing their  Prepare reflective
ideas; notes.
 Provide a task of writing
reflective note to the
students;
 Provide feedback on the
works (class presentation
and reflective note) of
students; and
 Evaluate and maintain
the record of the
students‟ tasks.
Unit V: Gender, Ethnicity, Nationalism, and Identity Perspectives in Education (8 hours)
Specific objectives Contents Content coverage
 Clarify the concept of 5.1. Gender and education; 5.1.1 Concept of gender, gender
gender in educational 5.2. Inter-sectionality and roles in educational
processes; processes and practices;

6
 Clarify the concept of education; 5.1.2 Multiple exclusions and its
multiple exclusions from 5.3. Caste, Ethnicity and impact in education;
inter-sectionality; Nationalism; and 5.1.3 Concept of caste,
 Conceptualize caste, 5.4 Identity and identity
ethnicity, race, nation,
ethnicity, nation, state, nationalism, nation-sate,
construction
and nationalism; and state-nation;
 Explain role of education 5.1.4 Role of education on
for developing developing nationalism;
nationalism; 5.1.5 Concept of identity,
 Explain the concept of construction of individual
identity; and and social/ethnic identity;
 Visualize how education and
supports to construct 5.1.6 Role of education in the
identity. construction of identity.

Teaching Learning Strategies

Teacher's Input (8 hrs.) Students' Efforts (16 Tasks for assignment
hrs.)
 Take part in reading  The students will prepare a
 Provide reading
activities in the class; critique paper in the form of a
materials to the students;
 Take part in newspaper article to be
 Facilitate them to
classroom discussion; published in a magazine or
engage in reading papers
on different concepts  Make class daily newspaper.
such as gender, presentation; and
ethnicity, nation-state,  Develop a critique
state-nation, race, paper on a newspaper
nationalism, and article.
identity;
 Allow them to share the
ideas in group and make
presentation of group
work in the class;
 Allow them to find the
similarities and
differences of these
ideas;
 Provide a task of
preparing critique paper
of a newspaper article
with a guideline; and
 Provide feedback on the
class presentation and
critique paper of
students.
4. Evaluation Criteria (Internal - 40% and External - 60%)
Students‟ learning will be evaluated based on 40% internal assessment and 60% external
examination. Evaluation criteria will be as explained below.

7
Criteria Marks Description

Attendance 5 70-80=3, 81-90=4, 91-100=5

Class presentation 5 Each student make a class presentation on a specific

theme selected/provided.

Assignment I (Individual 10 Any one task from Unit 1 or 2 or 3 or 5.

task)

Assignment II (Group 10 Task from Unit 3

task)

Assignment III 10 Written examination: Objective and subjective items

(Individual test)

Total internal 40
assessment

External evaluation: The external 60% written test covers the following nature of test items
and marks.

External 60 Group A: Objective items (10× 1) = 10

Examination Group B: Short answer type items (6× 5) = 30 (including two
or questions)
Group C: Essay type items (10× 2) = 20 (including one
or question)

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 5. Recommended books and references

Unit I
Ghimire, J. (2017). Educational Perspectives in the Bhagavad Gita. A dissertation Report
Submitted for the PhD in |Education to Nepal Sanskrit University. Sinduli:
Himawatkhaanda Nepal Research Centre Pvt. Ltd.
Madhavacharya, (1882). The Sarva- Darshan-Samgraha on review of the different systems of
Hundu philosophy (Cowell, E.B. & Gough, A.E, Trans.) London: Trubner &
Co., Language Hill. pp. 12 -35.
Nasr, S. H. (2006). Islamic Philosophy from Origin to the Present. United State of America:
State University of New York Press. Pp.31-47.
Pthak, R. P. (2012). Philosophical and Sociological Principle of Education. Delhi: Pearson,
pp. 65-76.
Rai, I. M. (2020). Indigenous Knowledge and Ways of Knowing: An Introduction. A Working
Paper. Teacher Manual. Tribhuvan University, Faculty of Education and
Kathmandu University, Faculty of Education.
Vidyarnava, R.B.S.C. (1918).The Sacred Books of Hindus Volum XXI. (Trans.). Allahabad:
The Panini Office, Bhuvaneswari Asrama, pp.vxi-xix.
Williams, M. (2009). Indian Wisdom examples of the Religious, Philosophical, and Ethical
Doctrines of the Hindus. United States of America: Cambridge University
Press.PP.294 -308.
Yamphu. H. P. R. (2016). Pellam: A Cultural Way of Making Yamphu Themselves Self-
sovereign People. Nepali Anthropology: New Direction and Contributions.
Seminar Proceedings. (B. Pokharel, J. Rai, M. S. Lama, edits.). Kathmandu:
Central Department of Anthropology Tribhuvan University, Kirtipur.
rflDnª, ef]uL/fh -@)&%_ d'Gb'd s] xf] < slt k|frLg xf] < -k|yd ;+:s/0f_ . sfo{kq . sf7df8f}FM ls/ft
/fO{ ;+:s[lts snfsf/ ;+3, s]G›Lo ;ldlt .
rflDn+ª, ef]uL/fh -@)&!, ;+sng tyf ;Dkfbg_ . d'Gb'd . ;[li6 efu ! . sf7df8f}F M ls/ft /fO{
rfdln+u vfDafltd s]lG›o sfo{;ldt . sf]6]zf]j/ .
r]Dhf]Ë, Odfgl;+x -;Dat @)%(_ . ls/ft d'Gw'd -ls/ftsf] j]b_ . nlntk'/M ls/ft ofSy'+u r'd'n'+u
s]lG›o sfof{n, dxfnIdL yfg .
/fO{, 1fjgz]/ / /fO{, lzj/fd -;Dat @)&#, ;+sns_ . rfdln+ª, ef]uL/fh -;Dkfbs _ . d'Gb'd xf];'+u .
sf7df8f}F M ls/ft /fO{ rfdln+ª, vfDafltd s]lG›o sfo{ ;ldt . sf]6]zf]j/ .
Unit II
Collins, D. E. (1998). Review Essay: From Oppression to Hope: Frere’s Journey toward
Utopia. Anthropological & Education Quarterly 29(1), pp. 116-124. Retrieved
from https://www.jstor.org/stable/3196106
Cranton, P. (2011). Adult learning and instruction: Transformative-learning perspectives. R.
Kjell (Ed.). Adult learning and education. UK: Elsevier publications. PP.53 -
59.

9
Freire, P. (2000). Pedagogy of the Oppressed (Ramos, M.D. Trans.). London: Bloomsbury
Publishing Inc.pp.72 -86.
Kneller, G.F. (1971). Introduction to the philosophy of education (2nd .ed.). New York:
Macmillan Publishing Company. Pp. 47 -56.
Nwabuisi, E. M. (1986). Philosophical and Sociological Foundation of Education. Nigeria:
Institute of Education, University of Nigeria.pp.14 -23.
Ornstein, A. C. and Levine, D. U. (2008). Foundations of Education (10th ed.). USA:
Houghton Mifflin Company. Pp.187 -185.
Ozmon, A. H. and Craver, S. M. (2003). Philosophical foundations of education (7th ed.).
New Jersey: Merrill Prentice Hall. Pp337 -269.
Pthak, R. P. (2012). Philosophical and Sociological Principle of Education. Delhi:
Pearson.pp.24 -28.
Rennick, J. B. (2015). Learning that Makes a Difference: Pedagogy and Practice for Learning
Abroad. The Teaching and Learning: ISSOSTL. 3(2), 71-88. Retrieved from
https://www.jstor.org/stable/pdf/10.2979
Rogers, A. (2014). Informal (prior) Learning: What has been Learned. In The Base of the
Iceberg: Informal Learning and Its Impact on Formal and Non-formal
Learning (pp. 45-58). Opladen; Berlin; Toronto: Verlag Barbara Budrich.
doi:10.2307/j.ctvbkk3bb.7
Wagle, M.P. (2008). Post-Modernism and Nepal's Education. Journal of Education and
Research vol. 1(1).pp.9-12.

Unit III
Rice University (2015). Introduction to sociology. Texas: Author.
Ritzer, G. (2011). Sociological theory (8th ed.). New York: The McGraw-Hill Companies
Inc.
Ormerod, R. J. (2008). The history and ideas of Marxism: The relevance for OR. The Journal
of the Operational Research Society, 59 (12), 1573-1590.
Gane, N. (2005). Max Weber as social theorist: „Class, status, party‟. European Journal of
Social Theory, 8(2), 211-226.
Sullivan, A. (2002). Bourdieu and education: How useful is Bourdieu‟s theory for
researchers? The Netherlands’ Journal of Social Sciences, 38(2), 144-166.
Mayo, P. (2014). Gramsci and the politics of education. Capital and Class, 38 (2), 385-398.
Thompson, M. J. (2017). Introduction: What is critical theory. In M. J. Thompson (Ed.), The
Palgrave of handbook of critical theory (pp. 1-14).
Angelo, T. D., Seaton, G., & Smith, N. (n.d.). Critical theory in education. Retrieved from
https://www.academia.edu/8754749/Critical_Theory_in_Education
Singh, J. P. (2019). Humanism. Humanism and Jai Prithvi Foundation. Kathmandu: Author.
First print of the book was published in Bangalore in 1928.
Unit IV

10
VeneKlasen, L., & Miller, V. (2006). Dynamics of power, inclusion, and exclusion.
Nonprofit Online News Journal. Nonprofit Online News and The Gilbert Center.
Nordensvard, J. (2014). The politics of education: education from political and citizenship
discourse. Policy Futures in Education, 12 (3), 340-346.
Pitsoe, V., & Letseka, M. (2013). Foucault‟s discourse and power: Implications for
instructionist classroom management. Open Journal of Philosophy, 3(1), 23-28.
Dussel, I. (2010). Foucault and education. In M. W. Apple, S. J. Ball, & L. A. Gandin (Eds.),
The Routledge International Handbook of Sociology of Education (pp. 26-36).
London and New York: Routledge Taylor and Francis Group.
Awasthi, L. D. (2004). Exploring monolingual education practices in multilingual Nepal
(Unpublished doctoral dissertation). Denish University of Education, Copenhagen,
Denmark.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and
research for the sociology of education (pp. 241-58). Westport CT: Greenwood.
Rogosic, S., & Baranovic, B. (2016). Social capital and educational achievements: Coleman
vs Bourdieu. V.E.P.S. Journal, 6 (2), 81-100.
Unit V
Wharton, A. S. (2005). The sociology of gender: An Introduction to theory and research.
USA: Blackwell Publishing.
Smyth, E. (n. d.). Gender and education. Economic and Social Research Institute, Dublin.
Ghimire, D. (n. d.). Debates on social inclusion and exclusion in Nepal. KMC Journal, 49-58.
Carastathis, A. (2014). The concept of intersectionality in feminist theory. Philosophy
Compass, 9(5), 304-314.
Subedi, M. (2010). Caste system: Theories and practices in Nepal. Himalayan Journal of
Sociology and Anthropology, 4, 334-359.
Silva Santos, D. J., Palomares, N. B., Normando, D., & Quintao, C. C. A. (2010). Race
versus ethnicity: Differing for better application. Digital Press Jorthod, 15 (3), 121-
124.
Awasthi, L. D. (2004). Exploring monolingual education practices in multilingual Nepal
(Unpublished doctoral dissertation). Denish University of Education, Copenhagen,
Denmark.
Cerulo, C. A. (1997). Identity construction: New issues and new directions. Annual Reviews
Inc., 23, 385-409.
Vignoles, V. (n. d.). Identity: Personal and social. In K. Deaux, & M. Snyder (Eds.), Oxford
handbook of personality and social psychology (2nd ed.).
Freire, S., & Associates (2009). Identity construction through schooling: listening to
students‟ voices. European Educational Research Journal, 8 (1), 80-88.

11
 Ed. 513: Advanced Educational Psychology

Course No.: Ed. 513 Nature of course: Theoretical

Level: M. Ed. Credit Hours: 3 cr. hrs.
Semester: First Teaching Hours: 48 hours

1. Course Introduction
This is a core course for a Master's degree in Education. The course consists of four units that
deal with the theoretical and practical aspects of educational psychology. The course aims to
provide students with professional knowledge, skills and understanding about developmental
psychology and learning theories along with their educational implications. In case of
developmental aspect, the emphasis will be given to adolescence's growth, development,
problems behavior and disorders that arise during this phase. The course explores different
schools of learning theories centering on how children learn in their everyday life and the
implications of those theories in formal education. Finally, the course also introduces
knowledge practices related to guidance and counselling in a school setting, and focuses on
teachers' role as a guidance worker and counsellor.

2. General Objectives
 To conceptualize the theoretical nature of human development;
 To explore the developmental aspects and problem behavior and disorders of
adolescence;
 To critically reflect on different schools of learning theories and their classroom
implications;
 To get acquainted with the concept of student guidance and counselling;
 To explain the teacher's role as a guidance worker and counsellor in school.

3. Course Details

Unit I: Understanding Human Development (10 hrs.)

Specific Objectives Contents Content Coverage
 Describe the 1.1 Concept and issues in 1.1 Concept and issues of human
concept of and human development development: nature vs. nurture,
issues of human continuity vs. discontinuity and
development; 1.2 Theories of human universal vs. context specificity
 Explain the development and their 1.2.1 Behaviorist theory : B. F
behaviorist, educational implications Skinner
psychoanalytic, 1.3. 1.2.2 Psycho-analytical theory:
cognitive, and Sigmund Freud
ecological 1.3. 1.2.3 Cognitive development theory:
theories of Jean Piaget
human 1.2.4 Ecological theory:

12
 development Bruffenbrenner
Teaching Learning Strategies
Teacher's' Efforts Student's Efforts Tasks
 Provides learning  Prepare discussion  Student need to prepare a four-
materials to the students questions. page reflective report based on
and ask them to suggest  Participate in the group discussion in the group and their
ideas for classroom discussion equally and experience of the debate.
discussion. draw ideas.  To prepare this report, students
 Gives a short lecture  Get involved in debate for consult the books and articles
and conceptual and against the human available in the library as well as
presentation on the development issues and online materials.
issues and theories theories.
before the class  Raise questions about the
discussion. contents and issues that
 Forms groups for were not well understood.
discussion.
 Organize debate on the
issues.
 Summarizes the
discussion.
Unit II: Adolescence and Educational Implication (12 hrs.)
Specific objectives Contents Content coverages
 Describe the concept 2.1 Introduction and 2.1 Introduction to adolescence,
of Adolescence developmental aspects of Physical, cognitive, social,
 Explore Physical, adolescence and their emotional, moral development and
cognitive, emotional, educational implication their educational implications.
social and moral 2.2.1 Problems behavior: Drug
development of 2.2 Problems behavior and abuse, sexual perversion, bullying,
adolescence and its disorder during Adolescence loss and bereavement, anger,
educational aggression and violence in school
implications; 2.3 Issues of ICTs and mass 2.2.2 Disorder: Depression and
 Get acquainted with media and their educational Suicide
problems behavior implication 2.3. Short introduction to

13
 and disorders during adolescents' engagement in ICTs
adolescence; 2.4 Viewing Adolescence and mass media and their effects on
 Assess the role of from indigenous and physical and psychological health
ICT and mass media gender perspectives of adolescents.
and their impact 2.4 Characteristics of adolescents
during adolescence; from diverse socio-cultural
 Develop ideas on backgrounds, their typical practices
adolescence from acknowledging children as
indigenous and adolescents.
gender perspectives.

Teaching Learning Strategies

Teacher's Efforts Student's Efforts Tasks
 Assists the students by  Prepare the presentation Two major tasks the students will
elaborating the contents of five to seven minutes accomplish in the unit:
and the nature of the in the group focusing on a) Individually students must
topics. the physical, social, write a three-page reflective
 Highlights the major mental, emotional, note as a summary of chapter
growth and characteristics and compulsorily.
developmental changes with b. Specifically as instructed by
characteristics and implications. teachers, students will carry
changes.  Actively participate in out certain number of
 Prepares a list of the class discussion on presentation covering the
possible problems and problems and challenges course contents.
issues faced by that are to be faced
adolescents in during adolescence.
contemporary society  Work in group to explore
through classroom the teaching learning
discussion. strategies and methods
 Encourages students to for enhancing
explore strategies and adolescents' wellbeing.
methods to promote  Share their work with
adolescents' well-being each other.

14
 as a classroom
implication.
Unit III: Learning Theories and Educational Implication (16 hrs.)
Specific objectives Contents Content Coverage
 Get acquainted with the 3.1 Behaviorism and its Brief introduction to behaviorism,
basic concept of educational implication cognitivism, humanism,
behaviorism and its 3.2 Cognitivism and its constructivism and connectivism,
implication in educational implication their major characteristics,
classroom teaching. 3.3 Humanism and its contributors, essence and their key
 Develop ideas on educational implication strategies, critiques and techniques
cognitivism and its 3.4 Constructivism and its in classroom teaching and learning.
educational educational implications
implications. 3.5 Connectivism and its
 Get familiar with educational implication
humanism theories and
their educational
implications.
 Conceptualize
constructivism and
connectivism and their
educational implication.
Teaching Learning Strategies
Teacher's Efforts Student's Efforts Tasks
 Assists to conceptualize  List out the major  Library work of the group will be
the different schools of characteristics, a key contribution to updating
learning theories contributors and essence their learning theories and
 Encourages students to of different schools of breaking their mind set.
design teaching learning learning theories.  Major task is students'
activities based on the  Consult library to presentation of 7 to 10
concepts provided. elaborate the concepts and presentation.
 Manages classroom for ideas given in the  Prepare unit's summary on
students' presentation. classroom. different school of learning
 Summarizes all  Each group prepares a 7 to theories and their strategies and

15
 different schools of 10 minute presentation. methods informing classroom
learning theories.  Share their presentations teaching and learning.
with each other after
drawing conclusions.
Unit IV: Guidance and Counseling in School (12hrs.)
Specific objectives Content Content Coverage
 Get acquainted with the 4.1 Introduction to guidance 4.1 Short introduction to guidance
concept of guidance in in school and its major characteristics.
school setting 4.1.1 Teacher and school 4.1.1 Role of teachers and school
 Discuss teachers' major guidance guidance program
concern in schools 4.1.2 Teacher concern 4.1.2 Major teacher concern about
 State the teachers' role 4.1.3 Teacher as students and school program.
as students' adviser in students' advisor 4.1.3 Role of teachers as students'
school. 4.1.4 Essential guidance advisor (facilitator/ students'

 Get familiar with program supporter, wise choice maker)

essential guidance 4.1.5 Teacher-guidance 4.1.4 Ideas on essential guidance

program in school relationship program in school

 Show the relationship 4.2 Introduction to 4.2 Short introduction to counseling

between teachers and Counseling in School in schools.

guidance worker in 4.2.1 Stage of counseling 4.2.1 Conceptualization of

school.  Technique of counseling individual and group

 Develop ideas on  Individual counseling counseling, procedure of

counseling in school o Technique of individual carrying out individual and

setting counseling group counseling.

 Mention the stages of  Group Counseling 4.2.2 Discuss the relationship

counseling o Technique of individual between teacher-counselor.

counseling
 Discuss the individual
4.2.2. Teacher–counselor
and group counseling
relationship.
and techniques
 Show the relationship
between counselor and
teachers.

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 Teaching Learning Strategies
Teacher's Efforts Student's Efforts Task
 Assists in  Actively participate in  Visit the schools and collect
conceptualizing the classroom information about the 'students'
guidance and discussion. difficulties. Then prepare a
counseling.  Work in group on how a short advice plan to support the
 Demonstrates how a guidance worker students
teacher advises students supports students'  Students themselves perform as
as a guidance worker. problems. a guidance worker in their own
 Introduces essential  Perform roles as a group and each develop a plan
guidance program guidance worker. of advising action.
 Mentions the technique  List out the essential  Individual students, based on
of carrying out skills and techniques for classroom interactions,
individual and group carrying out counseling teachers‟ inputs, and their visit
counseling. in school setting. to schools for conducting
interviews, prepare a report as a
plan for actions to support
adolescents for resolving their
educational difficulties. Plan
should be 2500-3000, Times
New Roman, 1.5 spacing.

4. Evaluation Criteria (Internal 40%, External 60%)

Students‟ learning will be evaluated based on 40% internal assessment and 60% external
examination. Evaluation criteria are given below:

Criteria Marks Remarks

Internal assessment: The internal assessment will be formative as well as summative in
nature which includes following activities.
Attendance 5 70-80=3, 81-90=4, 91-100=5
Class participation 5 Presentation (either in pair or individual).
Assignment I
10 Any one task from Units I or II.
(Individual task)
Assignment II
10 Any one task from Units III or IV.
(Group task)
Assignment III Written examination: Objective and subjective items
10
(Individual test) (from unit I, II, II and IV)

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External evaluation: The external 60% written test covers the following nature of test items
and marks.
Group A: Objective items (10× 1) = 10
Group B: Short answer type items (6× 5) = 30 (including
External
60 two or questions)
Examination
Group C: Essay type items (10× 2) = 20 (including one
or question)

5. Recommended books and references

Crain, W. (2014). Theories of adolescent concept and application (6th ed.). Pearson
Education Limited USA. (Unit, II)
Hilgard, E.R. & Bower, H.G. (1975). Theories of Learning. Delhi: Prentice Hall. (Unit, III)
Hurlock, E. B. (2002). Developmental psychology: A life-span approach. New Delhi:
Tata McGraw Hill Publishing Company. (Unit, I & II)
Hill, W.F. (1973) Learning: A survey of psychological interpretation. Great Britain: Lowe &
Brydone. (Unit, III)
Hergenhahn, B. R. & Olson, M. N. (2001). An introduction to theory of learning (8th ed.).
New Delhi: PHI Learning Private Limited. (Unit, III)
Hergenhahn, B.R. & Henley, T. B. (2014). An introduction to the history of psychology (7th
ed.). USA: Wadsworth Cengage learning. (Unit, III)
Hurlock, E.B. (2002). Developmental psychology: A life-span approach. New Delhi: Tata
McGraw Hill. (Unit, I & II)
King, D. B. Woody, W.D. & Viney, W. (2013). History of psychology ideas & context (5th
ed.). New York: Pearson Education, Inc. (Unit, III)
Learner, R.M & Steinberg, L. (2014). Handbook of adolescent psychology. John Willey and
Sons, Inc. (Unit, II)
Lines, D. (2006). Brief counselling in schools working with young people from 11-18 (2ed).
New Delhi: Sage Publication.
Myrick, R. D. (2011). Developmental guidance and counselling: A practical approach (5th
ed.). Minneapolis: Educational Media Corporation. (Unit, IV)
Oslon, M. H. & Hergehahn, B.R. (2010). An introduction to theories of learning (VIII ed.).
New Delhi: PHI Learning Private Limited. (Unit, III)
Ormrod, J.E. (2012). Human learning (6th ed.) New York: Pearson. (Unit, I & II)
Rogers, D. (1972). Psychology of adolescence. New York, N.Y. (Unit, II)
Sigelman, C. K. & Rider, E. A. (2018). Life-span human development. USA: Cengage
learning. (Unit, III)
Stenberg, L. (2017). Adolescence (7th ed.). New York: McGraw-Hill Education. (Unit, II)
Santrock J.W. (2011) Educational Psychology, (IV ed.). New Delhi: Tata McGraw-Hill
Publishing Company Limited. (Unit, I)

Santrock J.W. (2007) Adolescence, 11th ed. New Delhi: Tata McGraw-Hill Publishing
Company Limited. (Unit, II)
Santrock J.W. (2011). Lifespan development (14th ed.). New Delhi: Tata McGraw-Hill
Publishing Company Limited. (Unit, I & II)
Schunk, H.D. (1996). Learning theories. Englewood Cliffs, NJ: Prentice Hall. (Unit, III)
Sigelman C.K. & Rider E.A. (2012). Lifespan human development, (7th ed.). USA:
Wadsworth, Cengage Learning. (Unit, I & II)
Woolfolk, A. (2008). Educational psychology. India: Pearson Education.

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