What Is Individual Aim Of Education?


What Is Individual Aim Of Education
Free General Science Mock Test 10 Questions 10 Marks 12 Mins INDIVIDUAL AIM OF EDUCATION

Individual aim emphasizes the development of the individuality of the learner according to his natural tendencies. It holds the central notion that individuals should be at the forefront of the educational process. The individual aim of education means that education should develop individuals according to their interests capacities and specialties. In the present times, since the entry of psychology in the field of education, Rousseau, Pestalozzi, Frobel T.P Nunn, and other eminent educationists emphasized the individual aim of education.

Narrow Meaning of Individual Aim

In Its narrow sense, the individual aim is known as self-expression, all-round development of the child is natural development also. In its narrow sense, the individual aim is based on the philosophy of naturalization’ according to which education should develop the unique individuality of a child in accordance with his instincts.

Wider Meaning of individual Aim

In its wider sense, the individual aim is known as self-realization. Psychology also corroborates the development of individuality. This is because psychological researches have clearly established the fact that each individual is born with his own peculiar and distinct innate tendencies and capacities. Hence, it is the prime function of education to develop each individual fully and completely according to his or her interests, inclinations, aptitudes, and capacities in such a way that he or she becomes an able and capable person. In other words, the education of the individual should be planned with a view to individual good as well as the good of the society of which he is an integral part.

Thus, in its narrow sense, the individual aim of education emphasizes self-expression or natural development of the child so that after receiving education according to his interests, inclinations, capacities, and needs, the child is able to choose a vocation according to his nature.

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What is difference between individual and social aim?

The individual aim emphasizes the educational technological aspect. Whereas, Social aim emphasizes on socio-economic aspect of education. Also, individual aims at the development of man’s biological potential. On the other hand, social aims at the attainment of social efficiency of man.
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What does individual mean in education?

What is an Individualized Education Plan? Increasing the participation of people with disabilities in computing fields An Individualized Education Plan (or Program) is also known as an IEP. This is a plan or program developed to ensure that a child with an identified disability who is attending an elementary or secondary educational institution receives specialized instruction and related services.

The involvement and progress of the child with a disability in the general curriculum. All related services for which the child qualifies. Appropriate educational accommodations necessary for the child to be successful. The child’s present levels of educational performance. Measurable annual goals and objectives for the child’s education.

For information on federal regulations that govern IEPs, consult, published by, : What is an Individualized Education Plan?
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What is cultural aim of education?

Cultural aims of education are concerned with the individuals beliefs, social values, skills, traditions and behavioral patterns. These aims have Close concern with the culture of a society. Hope it helps you!
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What are the different types of AIM?

Techniques and game sense – There are two primary types of aiming: tracking and flick shots. Tracking refers to keeping your crosshair stuck on your target at all times, and following them as they move—useful for DPS characters with automatic weapons, like Overwatch’s Soldier: 76 and Tracer.

  • Flickshots involve flicking your crosshairs at your target then returning to a neutral position—used for single-shot weapons, such as snipers or Overwatch’s McCree.
  • Regardless of which type of character you’re using, Adetonian recommends keeping your crosshairs resting wherever you expect to encounter an enemy.

Anticipating enemy movements is key, and you’ll improve this as you continue to play more regularly. If you start every fight by having to react, you’re more likely to miss your target. “When you’re not in a fight, you want to hold your crosshair at the corner where you expect the opponent to come,” Adetonian said.
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What is learning is both individual and social?

Learning is both personal and social, it means that the personal growth of an individual is related to his or her social environment. The impact of society is significant on an individual person’s character development.
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How can individual and social aims of education be synthesized?

Synthesis between individual and social aims of education: Both are opposing to each other. It is not in reality. Neither the individual nor the society can exist. The individual is the product of the society while society finds its advancement in the development of its individual member.
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Why is education important for individual and social development?

Abstract – Education is the process of learning and expanding culture, and, as it contributes to the improvement of the human condition through better knowledge, health, living conditions, social equity and productivity, is a central tool for social progress.

Education is expected to foster social progress through four different but interrelated purposes: humanistic, through the development of individual and collective human virtues to their full extent; civic, by the enhancement of public life and active participation in a democratic society; economic, by providing individuals with intellectual and practical skills that make them productive and enhance their and society’s living conditions; and through fostering social equity and justice.

The expansion of formal education, which was part of the emergence of the nation states and modern economies, is one of the most visible indicators of social progress. In its expansion, education created a complex web of institutions distributed according to different paths along the life course, from early education through the school cycles to the final stages of higher education, continuing with the provision of forms of lifelong education.

This web of institutions is subject to breaks and cleavages that reflect their diverse and multiple historical origins and purposes and the asynchronous developments in different regions. From primary schooling, education institutions grew horizontally (by learning fields, subjects, or occupations) and vertically (by levels and credentials.) The allocation of children and young people to different tracks and institutions, by a mixture of choice and assignment, is a core process in formal education that often reflects and reproduces preexisting inequalities.

The chapter presents the main actions needed to allow education to fulfill its promise to promote social progress considering the four purposes of education. On a global level more research informed policy is required and a balanced approach to educational reform, including teacher education, by putting more emphasis on the civic and humanistic purposes.

  • Governance structures that are flexible, participatory, and accountable considering the political and social context are recommended.
  • The new agenda of Sustainable Development Goals for 2030 established in 2015 calls for a new cooperative paradigm based on the concept of “full global partnership” and the principle of “no one will be left behind.” Sustainable Development Goal 4 for Education aims “to ensure inclusive and quality education for all and promote lifelong learning”.
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This provides a broad framework for education’s contribution to social progress. To achieve this, it is necessary: (1) to expand access and improve the quality of early childhood education, as a precondition for life-long educational success in all its goals; (2) to improve the quality of schools, including in learners’ direct interactions with their peer groups, educators and the surroundings; in institutional characteristics such as group size, student-teacher ratio, teacher qualifications and spatial and material conditions, and in the provision of a meaningful and relevant curriculum; (3) to enhance the role of educators, considering that teachers are not just carriers of knowledge and information, but role models that have a significant impact on children’s dispositions towards learning and life more generally; (4) to make higher and vocational education more inclusive and socially relevant, thereby enhancing the opportunities for students of all sectors of society to further their education in a meaningful and practical ways, eliminating social and cultural restrictions to access and reducing the dividing lines between high and low prestige and esteem between institutions and careers.

Item Type: Book Sections
Status: Published
Glasgow Author(s) Enlighten ID: Schweisfurth, Professor Michele
Authors: Spiel, C., Schwartzman, S., Busemeyer, M., Cloete, N., Drori, G., Lassnigg, L., Schober, B., Schweisfurth, M., and Verma, S.
College/School: College of Social Sciences > School of Education > Robert Owen Centre College of Social Sciences > School of Education > Educational Leadership & Policy
Publisher: Cambridge University Press
ISBN: 9781108399661
Published Online: 01 July 2018
Copyright Holders: Copyright © 2018 Cambridge University Press
Publisher Policy: Reproduced in accordance with the copyright policy of the publisher

University Staff: Request a correction | Enlighten Editors: Update this record Deposit and Record Details
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