Socialization and education MCQ Quiz - Objective Question with Answer for Socialization and education - Download Free PDF

R. N. Tagore Philosophy:

• There are four fundamental principles in Tagore’s educational philosophy; naturalism, humanism, internationalism, and idealism. 
• He insisted that education should be imparted in natural surroundings. He believed in giving children the freedom of expression.
• He said that an educational institution should not be “a dead cage in which living minds are fed with food that’s artificially prepared.
• According to him, “Education means enabling the mind to find out that ultimate truth which emancipates us from the bondage of dust and gives us wealth not of things but of inner light, not of power but of love. It is a process of enlightenment. It is divine wealth. It helps in the realization of the truth”.

His educational philosophy professes four cardinal principles which are discussed under the following heads:

• Freedom for the Child: Tagore was radical to the prevailing system of education where freedom was a distant dream for the full flowering of personality. Instead, he was the ardent supporter of granting, ample freedom to the children.
• Active communication with nature and man: Nature, according to him, is a manuscript of God where God resides and education should enable a person to realize his immediate relationship with nature and should help him to learn freely and spontaneously from the book of nature. His spontaneous development and natural growth could be possible through his active contact with nature.
• Creative Self-expression: Education to be real must be of the whole man which includes all faculties including his emotion, senses, and intellect. Education must provide full–scale opportunities to the children for full expression.
• Internationalism: He wanted to bring a unity of men in the world without any differences. His humanism is cosmopolitan in nature. It knows no bounds. He advocated a cordial relationship among all segments of people through the devices of mutual understanding, love, and respect of mankind.

Conclusion:

• As a naturalist, he talks that – subjects should be taught through the utilization of the various elements which are present in a child’s environment so that he or she would be able to understand the subject in an effective manner.
• Education cannot flourish appropriately in a rigid classroom environment. The freedom of mind & spirit, self-realization, and living together in harmony are the main pillars of Tagore education in which every learner is unique and possesses some unique qualities.
•  Though he talked about learner-centered education, considered the teacher as a philosopher and guide.
• So, from the above discussion, we conclude that the life of the child, nature and the teacher are the real sources of knowledge. Hence, option (3) is correct.

The correct answer is - Phule Shikshan Mandir

Key Points

• Phule Shikshan Mandir
  • It was the first girls’ school in India, established in 1848.
  • Founded by Savitri Bai Phule and her husband Jyotiba Phule along with Fatima Sheikh.
  • Aimed to provide education to girls, which was a revolutionary step towards women's empowerment in that era.
  • Located in Pune, Maharashtra.

Additional Information

• Savitri Bai Phule
  • Considered the first female teacher of India.
  • Played a significant role in social reform and women's rights.
  • Worked towards abolishing discrimination and promoting education for all.
• Jyotiba Phule
  • A prominent social reformer and advocate for the education of women and lower castes.
  • Founded the Satyashodhak Samaj to promote equality and fight against social evils.
• Fatima Sheikh
  • One of the first Muslim women educators in India.
  • Supported the Phules in their mission to provide education to girls and lower castes.
• Educational Reform in 19th Century India
  • The establishment of the first girls' school marked a significant step in the movement for women's education.
  • It challenged the prevailing gender norms and laid the foundation for future educational reforms.

The correct answer is - All religions are merely paths to the same truth, one must transcend religious dogma to realize the awareness of all.

Key Points

• Swami Vivekanand's Philosophy
  • Swami Vivekanand emphasized the idea that all religions lead to the same ultimate truth.
  • He advocated for transcending religious dogma and realizing the awareness of the divine in all.
  • This perspective promotes the idea of Universal Acceptance among different faiths.

Additional Information

• Universal Acceptance
  • In his 1893 Chicago speech, Swami Vivekanand spoke about tolerance and acceptance of all religions.
  • He believed that every religion has a unique way to reach the divine but ultimately aims for the same truth.
• Impact on Interfaith Harmony
  • Swami Vivekanand's ideas have been influential in promoting interfaith dialogue and understanding.
  • His teachings encourage people to see beyond the differences and focus on the commonalities among various religions.
• Philosophical Context
  • His philosophy aligns with the Vedantic idea that the divine is present in all beings.
  • This idea also resonates with the concept of spiritual unity and the belief in the inherent divinity of all individuals.

The correct answer is - Marxism

Key Points

• Marxism
  • Marxism is a theory developed by Karl Marx and Friedrich Engels which argues that inequality is a result of social structures and economic conditions.
  • It posits that the capitalist system inherently creates class divisions and exploitation.
  • According to Marxism, these inequalities can be eradicated through a revolutionary change that abolishes capitalism and establishes a classless society.
  • Marxists believe in the collective ownership of the means of production, which would eliminate the class system and the social inequalities that arise from it.

Additional Information

• Rational Choice Theory
  • Rational Choice Theory assumes individuals make decisions based on the rational calculation of maximizing benefits and minimizing costs.
  • It does not focus on social inequalities and does not propose strategies for eradicating them.
• Theory of Systems Analysis
  • Theory of Systems Analysis is a methodological approach used to understand complex systems and their interactions.
  • It is not specifically concerned with social inequalities or their eradication.
• Conservatism
  • Conservatism is a political philosophy that emphasizes tradition, social stability, and the preservation of established institutions.
  • It generally accepts social hierarchies and does not advocate for the eradication of social inequalities.

The correct answer is 'Ogburn'

Key Points

• William Fielding Ogburn:
  • Ogburn was a prominent American sociologist who focused on the impact of technology on society.
  • He is well-known for his theory of cultural lag, which describes the delay between the introduction of a new technology and the necessary adjustments in the societal norms and institutions.
  • Ogburn argued that technology changes society by altering the environment to which people must adapt, leading to changes in social behaviors and institutions.

Additional Information

• Ottaway:
  • Ottaway is not widely recognized in the context of theories about technology and social change.
  • He is known more for his contributions to the field of education and sociology of education.
• Weber:
  • Max Weber was a German sociologist, philosopher, and political economist known for his theory of social action and the concept of bureaucracy.
  • Weber's work focused more on rationalization, authority, and the nature of social institutions rather than the direct impact of technology on society.
• Durkheim:
  • Émile Durkheim was a French sociologist known for his studies on social integration, collective conscience, and the role of social institutions.
  • While he addressed the impact of industrialization, his primary focus was on the social order, division of labor, and the role of religion in society.

Integral Education was given by Sri Aurobindo. It was based on the belief that the education of a human being should begin at birth and continue throughout his life. Also, he strongly believed that education to be complete must have five principal aspects, the physical, the vital, the mental, the psychic, and the spiritual.

• An Integral Approach to education means that we include multiple perspectives. 
• It seeks to understand the subjective experience of others and to find value in them.
• It gives an effective tool to transform ourselves, serve others, and create a multidimensional curriculum.
• Integral education attempts to discover how the many partial truths of educational philosophies and methods inform and complement each other in a coherent way.
• His concept of true education is integral education, which concerns five principal 'activities of the human being: the physical, the vital, the mental, the psychic, and the spiritual.
• Such a scheme of education not only helps the evolution of an individual but also helps the evolution of the nation and finally humanity.
• Based on his philosophy of education, he advocated three cardinal principles of education, which govern the process of education. There are:
  • Nothing can be taught or improved from outside. According to the Mother, "Fundamentally the only thing you must do assiduously is to teach them to know themselves, and to choose their own destiny, the way they want to follow".
  • The mind has to be consulted in its growth. The aim of education is to help the growing soul draw out its best.
  • The educational process must emphasize "from near to the far, from that is to that which shall be". 

​Additional Information

Gijubhai Badheka:

• Gijubhai, a great thinker from Gujarat, was a great pioneer in the field of pre-school education in India and advocated child-centered education.
• According to Gijubhai, a child is a complete person who has intellect, emotions, mind, and understanding, strengths and weaknesses, likes, and dislikes.' 
• It is very important to understand the emotions of the child and create an atmosphere where children learn from each other through play, stories, and songs without the fear of formal examinations and gradations.
• He preferred the word 'Mandir' to 'school' (like Bal Mandir, Kishore Mandir, Vinay Mandir instead of the primary, middle, and high school) just to indicate that it is a place where the child would not be beaten, insulted, or jeered at.
• Gijubhai was emphatic in saying that instead of imposing adult ideas on children they must be given an opportunity to learn something by doing playing according to their age and interest.
• He rejected the artificial, harsh, unsympathetic methods of education, which repressed all-natural inclinations. Education, according to him, should be a process of development into a rational, harmoniously balanced, useful, natural life.

Swami Vivekananda:

• Vivekananda considers education as part of human life.
• The main aim of education according to him is the development of a strong moral character and not merely the feeding of information to the brain.
• Education should enable one to realize one's self. Before that, it should create self-confidence.

Mahatma Gandhi:

• According to Gandhiji, education means 'an all-round drawing out of the best in the child and man-body, mind and spirit'. Hence, he believed in the total development of the human personality through education.
• Education does not mean literacy alone, it is a quest for truth and non-violence; training of body and mind and leading to an awakening of one's soul. 
• By introducing craft, he tried to remove the gap between manual and intellectual labor, the educated and uneducated mass, and promote the dignity of labor, social solidarity, and national integration.
• He also desired that ideals of democratic citizenship be inculcated in the children and regarded the school as a democratic society where they would learn citizenship, knowledge, skills, and values like co-operation, love, sympathy, fellow-feeling, equality.
• Gandhiji's vision of the democratic society is "Sarvodaya Samaj" characteristics of which are social justice, peace, non-violence, and modem humanism. 

Sri Aurobindo was an Indian philosopher, poet, yogi and nationalist. He had described the concept of the Internal Yoga System in his books, The synthesis of yoga and The Life Divine.

Philosophy of Sri Aurobindo:

• He contributed to the development of Integral Yoga and ‘the Supermind’.
• The Supermind is a ‘Real-Idea’, a ‘Truth-Consciousness’.  
• He said that The Supermind is absolute knowledge and power, through the Supermind that the Divine manifests himself as this world.
• The process of self-limitation and self-individualization starts in Brahman through supermind. It awakens the consciousness of humans. 

From the philosophy of Sri Aurobindo, we can say supermind implies that the task of a teacher should act like a supermind to uplift the awakened consciousness of human beings.

Sri Aurobindo

• Sri Aurobindo was an Indian philosopher, yogi, guru, poet, and nationalist.
• Sri Aurobindo (born Aurobindo Ghose; 15 August 1872 – 5 December 1950)
• Sri Aurobindo believed that Darwinism merely describes a phenomenon of the evolution of matter into life, but does not explain the reason behind it, while he finds life to be already present in matter, because all of existence is a manifestation of Brahman.
• WORK- Savitri : A Legend and a Symbol

​Rabindranath Tagore

• Rabindranath Tagore FRAS was a Bengali poet, writer, composer, philosopher, and painter.
• He reshaped Bengali literature and music, as well as Indian art with Contextual Modernism in the late 19th and early 20th centuries.
• Rabindranath Tagore is best known as a poet but he was a man of many talents
• WORK- The Home and the world

Gandhi

• Mohandas Karamchand Gandhi, also known as Mahatma Gandhi.
• He was an Indian lawyer, anti-colonial nationalist, and political ethicist.
• He employed nonviolent resistance to lead the successful campaign for India's independence from British rule, and in turn inspired movements for civil rights and freedom across the world.
• WORK-  My Experiments with Truth

Swami Vivekananda

• Swami Vivekananda, born Narendranath Datta, was an Indian Hindu monk.
• He was a chief disciple of the 19th-century Indian mystic Ramakrishna
• He was a major force in the revival of Hinduism in India and contributed to the concept of Indian nationalism as a tool of the fight against the British empire in colonial India.
• WORK-Bartaman Bharat

Hence, Sri Aurobindo contributed the book entitled "Savitri : A Legend and a Symbol"

'Education helps in the gradual transformation from lower to highest level of consciousness called the Gnostic Being' 

Important Points

Aurobindo

• In Sri Aurobindo's philosophy of integral yoga the dynamic manifestation of the Absolute, and the intermediary between the Spirit and the manifest world, which enables the transformation of a common being into a Divine being.

• According to Aurobindo, full yogic development consists of two parts:

1. the standard yogic goal of ascent into a formless and timeless self, and the descent and establishment of the supramental consciousness into Earthly life.
2. Through integral yoga, one actualizes the Supermind.

• The supramental consciousness transforms the entire being and leads to the divinization of the material world. This supramental transformation gives rise to a new individual, the Gnostic being.
• Gnostic being is fully formed by the supramental power.
• Division and ignorance are overcome and replaced with a unity of consciousness.
• The gnostic being sees the spirit everywhere in the world, and in every other person.
• This awareness eliminates the usual separation between man and life, and between people.
• One sees that all existences are various forms of divine reality.
• Gnostic beings can work together to create a new common life.
• This new life is superior to the present way of being.
• The  gnostic being has the will of action but also the knowledge of what is to be willed and the power to effectuate its knowledge.

Additional Information

Gandhi

• Mohandas Karamchand Gandhi, also known as Mahatma Gandhi.
•  He was an Indin lawyer, anti-colonial nationalist, and political ethicist.
• Gandhi maintains that education is essential for the attainment of the goal of peace.
• It can be attained only through morality and ethics.
• According to Gandhi, education is the realization of the best in man - body, soul, and spirit.
• He maintained that education must be based on ethics and morality.

Plato

• Plato was an Athenian philosopher, during the Classical period in Ancient Greece.
• He was the founder of the Platonist school of thought, and the Academy, the first institution of higher learning in the Western world.
• Plato regards education as a means to achieve justice, both individual justice, and social justice.
• According to Plato, individual justice can be obtained when each individual develops his or her ability to the fullest.
• .For the Greeks and Plato, excellence is a virtue.
• According to Socrates, virtue is knowledge.

Aristotle

• Aristotle was a Greek philosopher and polymath during the Classical period in Ancient Greece.
• Taught by Plato, he was the founder of the Lyceum, the Peripatetic school of philosophy, and the Aristotelian tradition.
• According to him the aim of education was to teach intellectual and moral virtues side by side, and although he recognized that intellectual development would require time and experience, moral development, he believed, could be nurtured through deliberate exposure and practice.

Therefore, Aurbindo philosophical postulation was in terms of  "Education helps in the gradual transformation from lower to highest level of consciousness called the Gnostic Being' 

Hence, the correct match is (a)-(iii), (b)-(i), (c)-(iv), (d)-(ii)

Sri Aurobindo

• Sri Aurobindo was an Indian philosopher, yogi, guru, poet, and nationalist.
• Sri Aurobindo (born Aurobindo Ghose; 15 August 1872 – 5 December 1950)
• Sri Aurobindo believed that Darwinism merely describes a phenomenon of the evolution of matter into life, but does not explain the reason behind it, while he finds life to be already present in matter, because all of existence is a manifestation of Brahman.
• WORK-  A life Devine

​Rabindranath Tagore

• Rabindranath Tagore FRAS was a Bengali poet, writer, composer, philosopher, and painter.
• He reshaped Bengali literature and music, as well as Indian art with Contextual Modernism in the late 19th and early 20th centuries.
• Rabindranath Tagore is best known as a poet but he was a man of many talents
• WORK- The Home and the world

Gandhi

• Mohandas Karamchand Gandhi, also known as Mahatma Gandhi.
• He was an Indian lawyer, anti-colonial nationalist, and political ethicist.
• He employed nonviolent resistance to lead the successful campaign for India's independence from British rule, and in turn inspired movements for civil rights and freedom across the world.
• WORK-  My Experiments with Truth

Swami Vivekananda

• Swami Vivekananda, born Narendranath Datta, was an Indian Hindu monk.
• He was a chief disciple of the 19th-century Indian mystic Ramakrishna
• He was a major force in the revival of Hinduism in India and contributed to the concept of Indian nationalism as a tool of the fight against the British empire in colonial India.
• WORK-Bartaman Bharat

Sociology of education:

• Sociology of education is defined as a study of the relationship between education and society. It is a branch of social science concerned with educational aims, methods, institutions, administration and curricula in relation to the economic, political, religious, social and cultural forces of the society.
• Every society has its own changing socio–cultural needs like conservation of resources, environmental protection, global citizenship, etc. and education helps in meeting these needs.

Sociology of education helps in understanding: 

• Relationship of School and Teachers with respect to society, social progress and development
• Relationship of d society with respect to the life of individuals
• Construction of Curriculum according to the cultural and economic needs of the society
• Democratic ideologies present in different countries
• Need for understanding and promoting international culture
• Development of Society through the formulation of various rules and regulations.
• Need for Promotion of Social Adjustment

Anthropology of education:

• Anthropology of education is the study of education as part of the theorizing of cultural continuity and change, broadly considered.
• Central to such inquiries is a framing grounded in social, cultural, and linguistic anthropology, as well as an orientation to contributing to that knowledge base.

Cultural anthropology:

• Cultural anthropology is the study of human ways of life in the broadest possible comparative perspective. 

Politics of education: 

• As an academic discipline the study of politics in education has two main roots: The first root is based on theories from political science while the second root is footed in organizational theory.
• Political science attempts to explain how societies and social organizations use power to establish regulations and allocate resources. Organizational theory uses scientific theories of management to develop deeper understandings regarding the function of organizations.

Conclusion: Analysis of sociological processes involved in educational institutions is a specific concern of sociology of education.

Savitribai Phule was born on January 3, 1831, in Satara, Maharashtra. She got married to Jyotirao Phule at the age of 9, she was illiterate at that time was educated by her husband. She was the first female teacher, a social reformer, freedom fighter, and poet. Her contribution includes promoting equality and education for women and oppressed classes. She believed education is a tool to bring positive changes to society.

Her contribution:

• First Female teacher and modern feminist in India.
• Her work was mostly about bringing equality and justice to oppressed class and against inequality.
• Savitribai Phule and Jyotirao Phule worked for widow remarriage. they opposed child marriage and sati pratha.
• Established a school for the lower class in Marathwada, Maharashtra. She was also associated with a social reform society called ‘Satyashodhak Samaj’ founded by Jyotirao on September 24, 1873, in Pune. The objective of the samaj, which included Muslims, Non-Brahman, Brahmans, and government officials as members, was to free women, Shudra, Dalit, and other less privileged ones from getting oppressed and exploited.
• Savitribai Phule started her own school for girls' education in Pune in 1848.
• She opened Mahila Sewa Mandal in 1852 to raise awareness about women’s rights.
• Along with Jyotirao Phule, she opened a care center called Balhatya Pratibandhak Griha" for the pregnant rape victims to provide shelter to rape victims and avoid infanticide. 
• With Jyotirao Phule, she had opened 18 schools for girls. 

Thus we can say her contribution was mainly focused on education of the scheduled castes and women education

Additional information

Geeta Rahasya-Bal Gangadhar Tilak

Brahma Sutra- Badarayana

Mahatma Gandhi:

• Mahatma Gandhi believes in Idealism (a school of thought which believes in ideals and values).
• Gandhi's philosophy of basic education is based on the principle of nonviolence, injustice and equality (equal opportunities every individual) and excellence (focuses on overall development of the individual).
• Idealism in education emphasizes the development of the self, develop individual abilities, and moral skills to be a responsible person and serve the society in a better way.
• Gandhiji’s educational philosophy ideal on self-realization and character building of an individual. He believed in “education for life, education through life, and education throughout life”.
• He strongly felt that basic education should be value-based and at the same time job centred and mass-oriented.
• This philosophy supports the Indian social system. Therefore the goal of equality and excellence will not be viewed as two opposite poles in terms of idealism.

Rabindranath Tagore :

• There are four fundamental principles in Tagore’s educational philosophy; naturalism (a school of thought which believes learning through nature, experience, etc.), humanism, internationalism and idealism(a school of thought which believes in ideals and values). His schools, Shantiniketan and Visva Bharathi are both based on these very principles.
• The aim of education is to bring about perfection of man by dispelling ignorance and ushering in the light of knowledge. It should enable us to lead a complete life – economic, intellectual, aesthetic, social and spiritual attainment. It should lead to self realisation.
• He believed in learning by doing, discussion method, heuristic method and through tours and trips. He promoted vocational and aesthetic education.
• According to Tagore, role of teacher is that the teacher’s own life, his own search for truth should be such that encourages the student to respect truth and nature. A teacher should influence and act as guide and mentor for student.
• He said, "A most important truth, which we are apt to forget, is that a teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame”

Sri Aurobindo:

• He was an Indian philosopher, poet, yogi and nationalist. He had described the concept of the Internal Yoga System in his books, The synthesis of yoga and The Life Divine.
• Philosophy of Sri Aurobindo:
  • He contributed to the development of Internal Yoga and ‘the Supermind’. 
  • The Supermind is a ‘Real-Idea’, a ‘Truth-Consciousness’.  
  • He said that The Supermind is absolute knowledge and power, through the Supermind that the Divine manifests himself as this world.
  • The process of self-limitation and self-individualization starts in Brahman through supermind. It awakens the consciousness of humans. 
• From the philosophy of Sri Aurobindo, we can say supermind implies that the task of a teacher should act like a supermind to uplift the awakened consciousness of human beings.
• The role of Guru (teacher) is of supreme importance in India. The Guru handed down to disciples living secrets in every art, science and religion.

Swami Vivekananda:

• According to Swami Vivekananda, the aim of education are man- making, universal brotherhood, self actualisation and realisation, development of personality, service to mankind and character building.
• His teaching methods includes meditation, lectures, learning by doing, discussion, etc.
• He promoted physical education and leadership.
• Vivekananda advocates that the nature of human mind is such that, “no one ever really is taught by another. Each of us has to be teacher himself”.

Hence, from the above explained points, it can be concluded that ‘A teacher cannot truely teach unless he is learning himself’ is a viewpoint articulated particularly by Rabindranath tagore.