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THE JOURNAL OF EDUCATION AND RESEARCH
VOLUME III NUMBER I
FOUNDATION OF SOCIAL SCIENCE RESEARCHER
1 THE JOURNAL OF EDUCATION AND RESEARCH FEBRUARY 2014
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EDITORIAL
The Journal of education and research aspires to achieve to the world of researcher for
explore their talents and leasing them expose their acumen to exhibit their research pursuit. It
would stress on creativity and innovation as the specialty, to forge ahead with the new ideas in
the emerging new world.
Today we traversed across countries, across cultures and made the world borderless, collapsing
the barriers between countries. In the click of a mouse we have the potential to access the
platforms, from one pole to the other. This gospel idea encourages us to publish a journal. The
traditional idea of hard copy publication of journals, in the years to come shall be replaced by
online publication which shall allow the researchers to easily relate to each other ideas. I
especially welcome to all viewers to be a part of our journey and make the journal enrich
forever.
DR.MALCOLM CAMPBELL
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DR. NAKHAT NASREEN ASSOCIATE PROFESSOR MAHATMA GANDHI UNIVERSITY MR. GARA LATCHANNA PROFESSOR ANDHRA UNIVERSITY DR. SANGEETA CHAUHAN ASSOCIATE PROFESSOR GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY DR. CHANDRIKA K. RAVAL ASSOCIATE PROFESSOR GUJRAT UNIVERSITY DR. M. M. UPLANE ASSOCIATE PROFESSOR UNIVERSITY OF PUNE DR.MALAY KUMAR SEN ASSOCIATE PROFESSOR CALCUTTA UNIVERSITY DR.SUKLA BHATTACHARYA ASSOCIATE PROFESSOR VISVA BHARATI UNIVERSITY DR. V. P. MATHESWARAN , ASSISTANT PROFESSOR UNIVERSITY OF MADRAS DR. C. NASEEMA PROFESSOR UNIVERSITY OF CALIKUT KERALA DR. RITA ARORA PROFESSOR RAJASTHAN UNIVERSITY DR. SUBHASH SARKAR ASSISTANT PROFESSOR TRIPURA CENTRAL UNIVERSITY DR. NANDITA PROFESSOR PUNJAB UNIVERSITY DR.GEETHA B. NAMBISSAN PROFESSOR JAHARLAL NEHRU UNIVERSITY DR. SYBIL THOMAS ASSOCIATE PROFESSOR UNIVERSITY OF MUMBAI DR.ANHSIRK KUMAR PROFESSOR UNIVERSITY OF DELHI DR. PRAVEENA K. B. ASSISTANT PROFESSOR UNIVERSITY OF MYSORE DR.SATISHPRAKASH SHUKLA ASSOCIATE PROFESSOR GUJRAT UNIVERSITY DR. FARIDA ABDULLA KHAN PROFESSOR JAMIA MILLIA ISLAMIA UNIVERSITY DR.R.S.PATEL PROFESSOR GUJRAT UNIVERSITY DR. JOAN FORBES PROFESSOR THE UNIVERSITY OF ABERDEEN DR.JIN LI ASSOCIATE PROFESSOR BROWN UNIVERSITY DR.WEI BAO ASSOCIATE PROFESSOR PEKING UNIVERSITY DR. POPKOV VLADIMIR A. PROFESSOR MOSCOW STATE UNIVERSITY DR. WILFRIED LIPPITZ PROFESSOR UNIVERSITY OF GIESSEN DR. RONALD BISASO ASSISTANT PROFESSOR MAKERERE UNIVERSITY DR. NICHOLAS ITAAGA ASSISTANT PROFESSOR MAKERERE UNIVERSITY DR.JESUS REDONDO PROFESSOR UNIVERSITY OF CHILE DR.M.MAHMOOD ASSISTANT PROFESSOR INTERNATIONAL ISLAMIC UNIVERSITY DR.N.B.JUMANI PROFESSOR INTERNATIONAL ISLAMIC UNIVERSITY DR. MD. IDRIS ALI PROFESSOR UNIVERSITY OF DHAKA DR. NATHALIA JARAMILLO ASSOCIATE PROFESSOR AUKLAND UNIVERSITY DR. JEANNE ALLEN ASSOCIATE PROFESSOR THE UNIVERSITY OF WESTERN AUSTRALIA DR. BILL BAKER ASSISTANT PROFESSOR THE UNIVERSITY OF WESTERN AUSTRALIA DR. JENNY MCMAHON ASSISTANT PROFESSOR THE UNIVERSITY OF WESTERN AUSTRALIA DR. NORMA ROMM PROFESSOR UNIVERSITY OF SOUTH AFRICA DR.MARIO A. LABORDA ROJAS ASSISTANT PROFESSOR UNIVERSITY OF CHILE DR.ELIZABETH PIPER COORDINATOR UNIVERSITY OF CHILE DR. BRIAN HUGHES ASSOCIATE PROFESSOR NATIONAL UNIVERSITY OF IRELAND DR. RAMIAH BALAKRISHNAN ASSOCIATE PROFESOR ASSAM UNIVERSITY 3 THE JOURNAL OF EDUCATION AND RESEARCH FEBRUARY 2014
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CONTENT
SL.NO.
1.
2.
PAPER AND AUTHOR
PAGE
NO.
METHOD OF LEARNING FOR ACQUIRING NEW INFORMATION IN SOCIAL SYSTEM
DR.PIJUSH AIN
01-13
CURRICULUM IN DIFFERENT POINT OF VIEW FOR INFORMAL EDUCATION
14-24
MR.SUKHDEB SINGH
3.
4.
5.
6.
7.
8.
9.
10.
11.
KNOWLEDGE THROUGH INTERACTION OF PUPILS IN SCHOOL ENVIRONMENT- A
METHOD OF INFORMAL EDUCATION
MR.SUKUMAR BARAT
APPRENTICESHIP IS A SYSTEM OF TRAINING A NEW GENERATION OF
PRACTITIONERS OF A STRUCTURED COMPETENCY
MRS.TANAJI SENGUPTA
COMMON SPECIAL NEEDS INCLUDE CHALLENGES WITH LEARNING AND
COMMUNICATION CHALLENGES, EMOTIONAL AND BEHAVIORAL DISORDERS OF
STUDENTS
MR.ASISH MISHRA
ECONOMY AND EDUCATION OF
JALPAIGURI DISTRICT- SOME PROBLEMS AND
PROSPECT
MR.ABHISHEK DEBNATH
GENDER AND EDUCATION DEVELOPMENT AND ITS RELATION TO THE SOCIOECONOMIC CONDITION
MR.MILAN BARMAN
UNITED NATION CONFERENCE ON EDUCATION AND SUSTAINABLE DEVELOPMENT
AND BENEFITS OF DEVELOPING COUNTRIES- EXAMPLE FROM INDIA
DR.SANDIPAN DAS
THE DEVELOPMENT STRATEGY UNDERLYING INDIA‘S PLANS ON EDUCATIONAL
ATTAINMENT
MRS.NANDITA MANKHIN
DEMOGRAPHIC ATTRIBUTE AND EDUCATIONAL IMBALANCE- SPECIAL FOCUSED
ON CENSUS 2011
DR.SONAM LAMA
RELATION BETWEEN INEQUALITY IN EDUCATIONAL ATTAINMENT AND REGIONAL
DISPARITY: AN INDIAN EXPERIENCE
MR.MUSTAF HOSSAIN
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25-34
35-45
46-58
59-68
69-78
79-90
91-107
108-120
121-129
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METHOD OF LEARNING FOR ACQUIRING NEW INFORMATION IN SOCIAL SYSTEM
DR.PIJUSH AIN
ASSISTANT PROFESSOR
BARJORA COLLEGE
MAHARASTRA
INDIA
ABSTRACT
Learning is acquiring new, or modifying existing, Knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves. Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already know. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Learning is based on experience. Learning produces changes in the organism and the changes produced are relatively permanent. Human learning may occur as part of education, personal development, schooling, or training. It may be goal­orientad and may be aided by motivation. The study of how learning occurs is part of neuropsychology, educational psychology, learning theory, and pedagogy. Learning may occur as a result of habituation or classical conditioning, seen in many animal species, or as a result of more complex activities such as play, seen only in relatively intelligent animals. Learning may occur consciously or without conscious awareness. Learning that an aversive event can't be avoided nor escaped is called learned helplessness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory
to occur very early on in development. Play has been approached by several theorists as the first form of learning. Children experiment with the world, learn the rules, and learn to interact through play. Lev Vygotsky agrees that play is pivotal for children's development, since they make meaning of their environment through play. The context of conversation based on moral reasoning offers some proper observations on the responsibilities of parents. 5 THE JOURNAL OF EDUCATION AND RESEARCH FEBRUARY 2014
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SIMPLE NON-ASSOCIATIVE LEARNING
HABITUATION
In psychology, habituation is an example of non-associative learning in which there is a
progressive diminution of behavioral response probability with repetition stimulus. An animal
first responds to a stimulus, but if it is neither rewarding nor harmful the animal reduces
subsequent responses. One example of this can be seen in small song birds—if a stuffed owl (or
similar predator) is put into the cage, the birds initially react to it as though it were a real
predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced (or
the same one removed and re-introduced), the birds react to it again as though it were a predator,
demonstrating that it is only a very specific stimulus that is habituated to (namely, one particular
unmoving owl in one place). Habituation has been shown in essentially every species of animal,
as well as the large protozoan Stentor coeruleus.
SENSITISATION
Sensitization is an example of non-associative learning in which the progressive amplification of
a response follows repeated administrations of a stimulus (Bell et al., 1995). An everyday
example of this mechanism is the repeated tonic stimulation of peripheral nerves that will occur
if a person rubs his arm continuously. After a while, this stimulation will create a warm sensation
that will eventually turn painful. The pain is the result of the progressively amplified synaptic
response of the peripheral nerves warning the person that the stimulation is
harmful. Sensitization is thought to underlie both adaptive as well as maladaptive learning
processes in the organism.
ASSOCIATIVE LEARNING
Associative learning is the process by which an association between two stimuli or a behavior
and a stimulus is learned. The two forms of associative learning are classical and operant
conditioning. In the former a previously neutral stimulus is repeatedly presented together with a
reflex eliciting stimuli until eventually the neutral stimulus will elicit a response on its own. In
operant conditioning a certain behavior is either reinforced or punished which results in an
altered probability that the behavior will happen again. Honeybees display associative learning
through the proboscis extension reflex paradigm.
Operant conditioning is the use of consequences to modify the
occurrence and form of behavior. Operant conditioning is distinguished from Pavlov a
conditioning in that operant conditioning uses reinforcement/punishment to alter an actionoutcome association. In contrast Pavlov and conditioning involves strengthening of the stimulusoutcome association.
Elemental theories of associative learning argue that concurrent stimuli tend to be perceived as
separate units rather than 'holistically' (i.e. as a single unit)
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Behaviorism is a psychological movement that seeks to alter behavior by arranging the
environment to elicit successful changes and to arrange consequences to maintain or diminish a
behavior. Behaviorists study behaviors that can be measured and changed by the environment.
However, they do not deny that there are thought processes that interact with those behaviors.
Delayed discounting is the process of devaluing rewards based on the delay of time they are
presented. This process is thought to be tied to impulsivity. Impulsivity is a core process for
many behaviors (e.g., substance abuse, problematic gambling, OCD). Making decisions is an
important part of everyday functioning. How we make those decisions is based on what we
perceive to be the most valuable or worthwhile actions. This is determined by what we find to be
the most reinforcing stimuli. So when teaching an individual a response, you need to find the
most potent reinforce for that person. This may be a larger reinforce at a later time or a smaller
immediate reinforce.
CLASSICAL CONDITIONING
The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned
stimulus (which unfailingly evokes a reflexive response) with another previously neutral
stimulus (which does not normally evoke the response). Following conditioning, the response
occurs both to the unconditioned stimulus and to the other, unrelated stimulus (now referred to as
the "conditioned stimulus"). The response to the conditioned stimulus is termed a conditioned
response. The classic example is Pavlov and his dogs. Meat powder naturally will make a dog
salivate when it is put into a dog's mouth; salivating is a reflexive response to the meat powder.
Meat powder is the unconditioned stimulus (US) and the salivation is the unconditioned response
(UR). Then Pavlov rang a bell before presenting the meat powder. The first time Pavlov rang the
bell, the neutral stimulus, the dogs did not salivate, but once he put the meat powder in their
mouths they began to salivate. After numerous pairings of the bell and the food the dogs learned
that the bell was a signal that the food was about to come and began to salivate when the bell was
rung. Once this occurred, the bell became the conditioned stimulus (CS) and the salivation to the
bell became the conditioned response (CR).
Another influential person in the world of Classical Conditioning is John B. Watson. Watson's
work was very influential and paved the way for B. F. Skinner's radical behaviorism. Watson's
behaviorism (and philosophy of science) stood in direct contrast to Freud. Watson's view was
that Freud's introspective method was too subjective, and that we should limit the study of
human development to directly observable behaviors. In 1913, Watson published the article
"Psychology as the Behaviorist Views," in which he argued that laboratory studies should serve
psychology best as a science. Watson's most famous, and controversial, experiment, "Little
Albert ", where he demonstrated how psychologists can account for the learning of emotion
through classical conditioning principles.
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
IMPRINTING
Imprinting is the term used in psychology and ethnology to describe any kind of phase-sensitive
learning (learning occurring at a particular age or a particular life stage) that is rapid and
apparently independent of the consequences of behavior. It was first used to describe situations
in which an animal or person learns the characteristics of some stimulus, which is therefore said
to be "imprinted" onto the subject.
OBSERVATIONAL LEARNING
The learning process most characteristic of humans is imitation; one's personal repetition of
an observed behavior, such as a dance. Recent research with children has shown that
observational learning is well suited to seeding behaviors that can spread widely across a culture
through a process called a diffusion hain, where individuals initially learn a behavior by
observing another individual perform that behavior, and then serve as a model from which other
individuals learn the behavior. Humans can copy three types of information simultaneously: the
demonstrator's goals, actions, and environmental outcomes (results, see Emulation (observational
learning). Through copying these types of information, (most) infants will tune into their
surrounding culture. Humans aren't the only creatures capable of learning through observing. A
wide variety of species learn by observing. In one study, for example, pigeons watched other
pigeons set reinforced for either pecking at the feeder or stepping on a bar. When placed in the
box later, the pigeons tended to use whatever technique they had observed other pigeons using
earlier. (Zentall, Sutton & Sherburne, 1996)
Observational learning involves a neural component as well. Mirror neurons, then, may play a
critical role in the imitation of behavior as well as the prediction of future behavior. (Rizzolatti,
2004) Mirror neurons are thought to be represented in specific sub regions in the frontal and
partietal lobes, and there is evidence that individual sub regions respond most strongly to
observing certain kinds of actions.
PLAY
Play generally describes behavior which has no particular end in itself, but improves
performance in similar situations in the future. This is seen in a wide variety of vertebrates
besides humans, but is mostly limited to mammals and birds. Cats are known to play with a ball
of string when young, who gives them experience with catching prey. Besides inanimate objects,
animals may play with other members of their own species or other animals, such
as orcas playing with seals they have caught. Play involves a significant cost to animals, such as
increased vulnerability to predators and the risk of injury and possibly infection. It also
consumes energy, so there must be significant benefits associated with play for it to have
evolved. Play is generally seen in younger animals, suggesting a link with learning. However, it
may also have other benefits not associated directly with learning, for example
improving physical fitness.
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Play, as it pertains to humans as a form of learning is central to a child‘s learning and
development. Through play, children learn social skills such as sharing and collaboration.
Children develop emotional skills such as learning to deal with the emotion of anger, through
play activities. As a form of learning, play also facilitates the development of thinking and
language skills in children.
There are five types of play: 1) sensor motor play aka functional play, characterized by repetition
of activity. 2) Role play occurs from 3 to 15 years of age. 3) rule-based play where authoritative
prescribed codes of conduct are primary. 4) Construction play involves experimentation and
building. 5) Movement plays aka physical play.
These 5 types of play are often intersected. All types of play generate thinking and problemsolving skills in children. Children learn to think creatively when they learn through
play. Specific activities involved in each type of play change over time as human‘s progress
through the lifespan. Play as a form of learning, can occur solitarily, or involve interacting with
others.
ENCULTURATION
Enculturation is the process by which a person learns the requirements of their native culture by
which he or she is surrounded, and acquires values and behaviors that are appropriate or
necessary in that culture, the influences which, as part of this process limit, direct or shape the
individual, whether deliberately or not, include parents, other adults, and peers. If successful,
enculturation results in competence in the language, values and rituals of the
culture. (Compare acculturation, where a person is within a culture different to their normal
culture, and learns the requirements of this different culture).
EPISODIC LEARNING
Episodic learning is a change in behavior that occurs as a result of an event. For example, a fear
of dogs that follows being bitten by a dog is episodic learning. Episodic learning is so named
because events are recorded into episodic memory, which is one of the three forms of explicit
learning and retrieval, along with perceptual memory and semantic memory.
MULTIMEDIA LEARNING- E-LEARNING AND AUGMENTED LEARNING
Multimedia learning is where a person uses both auditory and visual stimuli to learn information
(Mayer 2001). This type of learning relies on dual-coding theory (Paivio1971).Electronic
learning or e-learning is a general term used to refer to Internet -based networked computerenhanced learning. A specific and always more diffused e-learning is mobile learning (mlearning), which uses different mobile telecommunication equipment, such as cellular phones.
When a learner interacts with the e-learning environment, it's called augmented learning. By
adapting to the needs of individuals, the context-driven instruction can be dynamically tailored to
the learner's natural environment. Augmented digital content may include text, images, and
video, audio (music and voice). By personalizing instruction, augmented learning has been
shown to improve learning performance for a lifetime. See also Minimally Invasive Education.
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ROTE LEARNING
Rote learning is a technique which avoids understanding the inner complexities and inferences of
the subject that is being learned and instead focuses on memorizing the material so that it can be
recalled by the learner exactly the way it was read or heard. The major practice involved in rote
learning techniques is learning by repetition, based on the idea that one will be able to quickly
recall the material (but not necessarily its meaning) the more it is repeated. Rote learning is used
in diverse areas, from mathematics to music to religion. Although it has been criticized by some
schools of thought, rote learning is a necessity in many situations.
MEANINGFUL LEARNING
Meaningful learning is the concept that learned knowledge (e.g., a fact) is fully understood to the
extent that it relates to other knowledge. To this end, meaningful contrasts with rote learning in
which information is acquired without regard to understanding. Meaningful learning, on the
other hand, implies there is a comprehensive knowledge of the context of the facts learned.
INFORMAL LEARNING- FORMAL LEARNING
Informal learning occurs through the experience of day-to-day situations (for example, one
would learn to look ahead while walking because of the danger inherent in not paying attention
to where one is going). It is learning from life, during a meal at table with parents, play,
exploring, etc.
Formal learning is learning that takes place within a teacher-student relationship, such as in a
school system. The term formal learning has nothing to do with the formality of the learning, but
rather the way it is directed and organized. In formal learning, the learning or training
departments set out the goals and objectives of the learning.
NONFORMAL LEARNING- NONFORMAL LEARNING AND COMBINED APPROACHES
Non formal learning is organized learning outside the formal learning system. For example:
learning by coming together with people with similar interests and exchanging viewpoints, in
clubs or in (international) youth organizations, workshops.
The educational system may use a combination of formal, informal, and non formal learning
methods. The UN and EU recognize these different forms of learning (cf. links below). In some
schools students can get points that count in the formal-learning systems if they get work done in
informal-learning circuits. They may be given time to assist international youth workshops and
training courses, on the condition they prepare, contribute, share and can prove this offered
valuable new insight, helped to acquire new skills, a place to get experience in
organizing, teaching, etc.
In order to learn a skill, such as solving a Rubik's Cube quickly, several factors come into play at
once:

Directions help one learn the patterns of solving a Rubik's Cube.
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


Practicing the moves repeatedly and for extended time helps with "muscle memory" and
therefore speeds.
Thinking critically about moves helps find shortcuts, which in turn help to speed up future
attempts.
The Rubik's Cube's six colors help anchor solving it within the head.
 Occasionally revisiting the cube helps prevent negative learning or loss of skill.
TANGENTIAL LEARNING
Tangential learning is the process by which people will self-educate if a topic is exposed to them
in a context that they already enjoy. For example, after playing a music-based video game, some
people may be motivated to learn how to play a real instrument, or after watching a TV show
that references Faust and Lovecraft, some people may be inspired to read the original work. Selfeducation can be improved with systematization. According to experts in natural learning, selforiented learning training has proven to be an effective tool for assisting independent learners
with the natural phases of learning.
DIALOGIC LEARNING
Benjamin Bloom has suggested three domains of learning:



Cognitive – To recall, calculate, discuss, analyze, problem solve, etc.
Psychomotor – To dance, swim, ski, dive, drive a car, ride a bike, etc.
Affective – To like something or someone, love, appreciate, fear, hate, worship, etc.
CONCLUSION
These domains are not mutually exclusive. For example, in learning to play chess, the person
will have to learn the rules of the game (cognitive domain); but he also has to learn how to set up
the chess pieces on the chessboard and also how to properly hold and move a chess piece
(psychomotor). Furthermore, later in the game the person may even learn to love the game itself,
value its applications in life, and appreciate its history (affective domain).The transfer of learning
can be defined as extending what has been learned in one context to new contexts. Determining
if and to what extent a person can transfer their learned knowledge can be a strong indication of
the quality of the learning experience itself. Effective memorization of information does not
equal a meaningful learning experience, because the knowledge acquired might not be
understood. The ability to understand and apply learnings implies a deeper knowledge gained.
The context of the original learning, time given to learn, motivation of learner, active
participation, and progress monitoring of learning are all important factors that affect the degree
to which learning is transferrable. Experts have found that learner-responsible learning is an
effective way to educate learners. As a result, educators should focus on increasing the role of
individual learners in education. New research within cognitive science has helped unfold the
multidisciplinary nature of learning. Anthropology, linguistics, philosophy, psychology and
neuroscience all play a role in learning. More importantly, these factors play a role in the level of
understanding one person develops versus another person. Active learning occurs when a person
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takes control of their learning experience. Since understanding information is the key aspect of
learning, it is important for learners to recognize what they understand and what they do not. By
doing so, they can monitor their own mastery of subjects. Active learning encourages learners to
have an internal dialogue in which they are verbalizing their understandings. This and other
meta-cognitive strategies can be taught to a child over time. Studies within met cognition have
proven the value in active learning, claiming that the learning is usually at a stronger level as a
result. In addition, learners have more incentive to learn when they have control over not only
how they learn but also what they learn.
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