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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 do you mean by individualistic and socialistic aims of education?

Individual and Social Aims – Individual aims and social aims are the most important aims of Education. They are opposed to each other individual aims gives importance for the development of the individuality. Social aim gives importance to the development of society through individual not fulfilling his desire.

But it will be seen that development of individuality assumes meaning only in a social environment. Individual Aims: “Nothing goods enters into the human world except in and through the free activities of individual men and women and that Educational practice must be shaped the individual. Education should give scope to develop the inborn potentialities through maximum freedom.” Because 1.

Biologists believe that every individual is different from others. Every child is a new and unique product and a new experiment with life. Thompson says, “Education is for the individual”. Individual should be the centre of all Educational efforts and activities.2.

Naturalists believe that central aim of Education is the autonomous development of the individual. “Everything is good as it comes from the hands of the Author of Nature, but everything degenerates in the hands of man.” God makes all things good, man meddles with them and they become evil. God creates everything good man makes it evil.

So individual should be given maximum freedom for its own development.3. Psychologists believe that Education is an individual process because of individual differences. No two individuals are alike. So Education should be according to the interest of the individual.
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What are the two individual aim of education?

3. Support of Psychologists : – Psychologists view that no two individuals are alike. There is marked individual difference among the individuals. Every child is potentially unique child, endowed with natural tendencies, inclinations, interests and abilities.

Therefore, the aim of education is to develop those natural powers and potentialities for optimization of his individuality in all its aspects—physical, mental, social, emotional, moral, spiritual and aesthetic. Therefore, education should be individualized to cater to the needs, interests and attitudes of the children.

Pestalozzi, Froebel, Montessori are the ardent supporters of this view.
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What do you mean by individual aim of education explain any four merits of social aim of education?

Merits of Social Aim of Education: Conformity to social norms and values. Understanding social rights. Promotion of social values. Promotion of the concept of unity of human race. Development of political insight.
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What are the merits of individualistic aim of education?

The individual aims of education primarily focus on the development of individuals. This helps in the enhancement of individual abilities among humans through proper education. This enables healthy competition and the power to survive and tackle the challenges of life.
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What is the meaning of individualistic approach?

Relating to one particular person rather than a group or society, or relating to someone who is different or original : Contemporary art is highly individualistic. Her approach is highly individualistic and may not be suitable for everyone. See. individualism.
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What are individualistic and socialistic aims of education differentiate between these two?

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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Who is the father of individual aim of education?

Class 11 Education Chapter 1 Concept and Aims of Education – Also, you can read the SCERT book online in these sections Solutions by Expert Teachers as per SCERT ( CBSE ) Book guidelines. These solutions are part of SCERT All Subject Solutions, Here we have given Assam Board/NCERT Class 11 Education Chapter 1 Concept and Aims of Education Solutions for All Subject, You can practice these here 10.

What is meant by education for individuality? How far do you accept this view? Ans: According to Percy Nunn the ardent advocates of individuality life aims at the fullest development of individuality and therefore education should aim at developing the individuality of the child. In his words “educational efforts, it would seem be limited to securing for every one the conditions under which individuality is most completely developed, that is to enabling him to make his original contribution to the variegated whole of human life as fully and as truly characteristics as his nature permits, the from of contribution being left to the individual as something which each must in living an by living forge out himself.

” The individualistic ideal of education emphasises individuals excellence and personal self-realisations. I accept this view due to its some advantages. These are : (1) Biological support : The biologists believe that every individual is different from the other.

In the words of prof.G. Thompson, “Education is for the individual, its function being to enable the individual to survive and live out its complete life. Education is imparted to preserve the individual life. Community exists for the individual, not the individual for the community. Therefore, individual and not society should be the centre of all educational efforts and activities :” (2) Naturalists’ support : Naturalists like Nunn and Rousseau believe that the aim of education should be the autonomous development of the individual.

They stress that education should be imparted according to the nature of the individual. (3) Psychologists ‘ support : According to psychology, every individual has his own unique personality. Every individual differs from the other in terms of mental abilities and talents.

The task of education should be to help in the development of the innate powers of an individual. (4) Spiritualists’ support : The spiritualist believes that every individual is a separate entity and responsible for his own actions. The chain task of education should therefore, be to help the individual in self-realisation.11.

Explain the social aim of education with its merits and demerits. Ans: John Dewey, the pragmatic philosopher has put forward a broad aim of education which is known as the socialistic aim. According to this socialistic theory the claims of society are always above the claims of the individual members composing the society.

Therefore, every scheme of education should try to prepare individuals for social living. In fact the school should be a “miniature society” and everything taught in the school should have social bearing. Education is really a strong instrument of social change. The champions of these ideals maintain that society as a proper personal entity has the absolute right to dictate what should be the intimate aim of education.

Every individual should try to contribute as far practicable towards social welfare and social progress. Merits of social aim : Educationists have stressed on the social aim of education for the following reasons : (1) Man is a social animal and therefore, he develops through social contacts.

It is not possible for an individual to live without society. Raymonth believes that the ‘isolated individual is a figment of the imagination ‘. (2) John Dewey, the chief supporter of this aim believes that education should develop in each and every individual social efficiency which must be achieved by the positive use of individual powers and capacities in social occupations.

Such a person is not a burden on society but contributes to its developments. He also follows the moral and social standards of conduct. (3) Gandhi who also supported this aim had formulated the basic scheme with the objective of making people realise that education was not only for their individual benefits but also for the needs of a predominantly rural and agrarian population.

1. Demerits of social aim: (1) Some educationists are of the view that the social basis of human nature is not instinctive but habitual.
2. We can change the habit of an individual, but not his instincts.
3. Education helps us to the develop good habits to lead a healthy social life.
4. 2) Social aim if carried to the extreme reduces the individual to a mere entity.

(3) The extreme notion of the all powerful state or society ignores the legitimate needs, desires and interests of the individual and suppresses his creative power. (4) It makes the individual only a tool in the hands of the govt, and demands unquestioning obedience and loyalty from the individual.

Sl. No.	Contents
Chapter 1	Concept and Aims of Education
Chapter 2	Stages of Human Development
Chapter 3	School and its Organizations
Chapter 4 (A)	Psychology and Education
Chapter 4 (B)	Education Psychology and its Significance
Chapter 5	Physical Basis of Mental Life
Chapter 6	Bases and Direction of Human Behaviour
Chapter 7	Primary Education in India and Assam

12. Make a difference between individual and social aim of Education. Ans: The difference between individuals and social aim of education can be discussed under the following points: (1) Basis : Individual aim of education is based on biological heredity of man.

• While the social aim of education is based on social heredity of man.
• 2) Power of freedom : Individuals aim of education entrust complete freedom to the individual.
• While the social aim of education entrust complete freedom and power to the state.
• 3) Believes : Individual aims of education believe social development as a sub originate to the individual development.

While the social aim of education believes individual development as a sub-originate to the social development. (4) Dependent : Individual aim of education is dependent on the philosophy of naturalism. The social aim of education depends on the physiology of pragmatism.13.

The individual and social aim of education are not contradictory but complementary to each other. Discuss the statement. Ans: As man is potentially divine, education should help the individual to develop his potentialities to such an extent that he is in a position to perfect himself. Man should therefore be educated as man.

If education fails to realize the unique potentialities of each man, it will harm him as well as the society. Progressive thinkers feel that when individuals are developed society will automatically be developed. Great socio-culture changes have been brought in this world by the personal influencing of exceptional individuals.

• For example, no one can deny the contribution of people like Buddha.
• Mahatma Gandhi, Lenin, Martin Luther King etc.
• Have had tremendous influence on the life of the people.
• People live these create society and preserve, purify and promote and transmit culture to the young generation.
• Therefore, the aim of education should be to develop individuality.

Bertrand Russell rightly said that, “Education of the individual is a fair thing than the education of the citizen. ” By instinct, man is social. The sociological approach stresses that the development of an individual should be thought of in relation to his society and culture.

Dewey maintained that education should produce socially efficient individuals who are socially aware and culturally refined. Every individual in the society must be vocationally efficient or else he will be a parasite in the society. He should also be tolerant towards others and he is aware about the rights and duties of a citizen.

Hence, the social aim of education gives more importance to social heredity. The individual and social aims of education are contradictory to each other. Some one say that a synthesis of education for individuality and education for the development of the state is not possible.

• In their extreme from both the aims are undesirable and not at all.
• Conducive for the enhancement of either the individual or the society because unrestricted freedom produces undisciplined and selfish people and on the other hand subordination of individuals by the state results in the suppression of one’s potentialities.

In reality, however, the argument that the two aims are contradictory is baseless. Events in history have proved that there have been unparalleled individual achievements in the field of art, literature, science, philosophy etc. Percy Nunn one of the chief exponents if the individual aim admitted that ‘individuality develops only in a social environment where it can feed on common interests and common activities “.

Aristotle also said that, “The individual human being was not only a rational but a social and political animal, and because of this he had always lived in some kind of society. ” Thus it follows that a person develops as a human being in a community, a family, a village or in a city state. Neither the individual nor the society should be regarded as superior to each other.

Instead the individual is essential for the society and the latter is necessary for the individual. John Dewey rightly said that, ‘The individual who is able to be educated is a social individual and the society is an organic union of individuals.14. What is the vocational aim of education? What makes this aim so important for society.

• Ans: One of the most important aims of education in the present society is the vocational aim.
• In today’s world earning one’s livelihood is considered to be the most honourable experience of his life.
• Parents expect their children to be educated enough to earn a respectable being this makes them self-sufficient in life and consequently develops self satisfaction, mental and moral strength and self confidence vocational aim of education makes education a purposely activity.

It helps to develop various interests and arouses thoughts and feelings in the minds of the young students. Vocational aim again helps in placing a person in the right vocation and instills the right attitude to work. This aim increases the industrial competency of a person without which he becomes a parasite in the society.

Advancement of science and technology and rapid industrialization has emphasized the importance of the vocational aim of education. When the people of a national become vocationally efficient, there is economic progress and consequently political and social stability. Mahatma Gandhi said “True education ought to be for children a kind of insurance against unemployment”.

So preparation for a vocational is an important part of our education. Vocational education bridges the gulf between the rich and poor people. The education of the advanced countries lay special emphasis on developing the vocational efficiency of the people.

• According to John Dewey “Education is meaningful only when it aims at some vocation or employment.” Today’s child should grow up to be a responsible citizen tomorrow and one of his main responsibilities is to earn a living.
• Hence the importance of the vocational aim of education cannot be ignored.15.

What should be the aim of education in a democracy? Ans: The word Democracy is derived from two Greek words – “Demos” (which means people) and “kratos’ ‘ (which means power), From this we can easily define democracy as the power of the people. Henderson once remarked that ‘Democracy is based upon infinite value and worth of human personality and belief that men are capable of managing their own affairs in such a way as to promote the welfare of all and that they should have the freedom to do so.

• The basic principle underlying democracy is the importance of individuality and respect for his freedom.
• The main characteristic of democracy as: (1) Affirming the dignity of the individual.
• 2) Equality (3) Liberty (4) Fraternity According to the University commission education is the great test instrument of social emancipation.

The relationship between education and democracy is education of the masses. Because the success of democracy depends upon the civic consciousness of the people regarding various problems confronting the society. The democracy and the responsibility of the school are great.

Therefore the aims of education is democracy must be formulated on the basis of the following viz. : (1) Widespread expansion of education. (2) Preparing future citizens for economic productivity and self dependence. (3) Training for leadership. (4) Training for good citizenship. (5) Aiming at complete development of personality.

(6) Freedom for thought and actions. (7) Training for national discipline. (8) Educating for national integration. (9) Educating for social emancipation. (10) Preparing for international understanding. (11) Accelerating the process of modernization. (12) Educating for social equality and justice. Hi, I’m Dev Kirtonia, Part-Time Blogger, Web Designer & Digital Marketer. Founder of Dev Library. A website that provides all SCERT, NCERT, and BA, B.com, B.Sc with Post Graduate Notes & Suggestions, Novel, eBooks, Biography, Study Materials, and more. Pages: 1 2 3
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What are the three aims of education?

This speech is traditionally devoted to the topic ‘the aims of education.’ I will offer three: the advancement of humankind as knowledge is exchanged between teacher and student; the benefit educators can have upon public policy, and the creation of original research at a great university.
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What are the disadvantages of individualistic aims of education?

It Ignores Socio-Cultural Influence : Autonomous development of personality is inherently defective. It ignores the impact of socio-cultural environment in the development of individuality, which in reality shapes the personality of the individuals. It stresses only heredity or innate potentialities.
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Which aim of education supports that individuality is the ideal of life?

 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.
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What are the 4 aims of education?

Education is a continuous lifelong process. The aim of education is to provide direction to the process of education. There are different aims of education like social aim, vocational aim, cultural aim, moral aim, spiritual aim, intellectual aim, etc. Medical -surgical Nursing Quiz Social Aim Human being is considered to be a social animal.

Education can make him to be a productive member of the society. Every individual is born with some potential. It is the education that helps the individual to meet his potential. Society is considered to be the result of interaction among the individuals either in small or large group. Education ensures peaceful existence of the society.

By education, students realize the importance of social values like justice, fair play, healthy competition and harmony, etc. Education makes the individual accountable to the community and the nation. With social aims, education gives direction to the society in its development.

• Vocational Aim Process of education makes the individual to be capable of his livelihood, so that he can useful and lead a productive life in the society.
• The individual respects the dignity of labour.
• This aim makes him self-reliant and sufficient and fills the gap between education and vocation.
• Vocational aim has utilitarian dimension too.

Education provides knowledge and skills to an individual in a fruitful manner. Cultural Aim Education has a cultural aim also. By undergoing education, child becomes civilized and cultured. An educated person develops aesthetic sense and respects other’s culture.

1. Nowing the culture includes gaining or acquiring knowledge about existing beliefs of a society, art, morals, laws, etc.
2. Moral Aim Education helps in building up of character of an individual.
3. Most values like honesty, truthfulness, justice, goodness, purity, courage, punctuality, and dutifulness are nurtured through education.

Old Question Paper Spiritual Aim Education is necessary to promote spirituality among the individuals. He raises himself above self-interest and works for the welfare of others, which is called to be the state of self-actualization. He not only preaches right or wrong, but also practices it in his life.
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What are the four objectives of education?

Objectives of Primary Education Objectives Primary education should provide the learner with opportunities to:

acquire literacy, numeracy, creativity and communication skills enjoy learning and develop desire to continue learning develop ability for critical thinking and logical judgment appreciate and respect the dignity of work develop desirable social standards, moral and religious values develop into a self-disciplined, physically fit and healthy person develop aesthetic values and appreciate own and other people’s cultures develop awareness and appreciation of the environment develop awareness of and appreciation for other nations and international community instil respect and love for own country and the need for harmonious co-existence develop individual talents promote social responsibility and make proper use of leisure time develop awareness and appreciation of the role of technology in national development

Licensed under the GNU Free Documentation License JCA Presentation: Using GeoGebra in Secondary School Mathematics teaching
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What is individualistic example?

Principles of freedom or entitlement that are due an individual. For example, freedom of speech and the right to an education.
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What is the importance of individualistic?

Individualism emphasizes personal freedom and achievement. Individualist culture, therefore, awards social status to personal accomplishments such as important discoveries, innovations, or great artistic achievements.
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What are the features of individualistic?

Individualistic cultures emphasize attributes like uniqueness or individuality; personal goals; independence, self-reliance, self-sufficiency; and privacy. Many Western countries tend to be individualist.
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What type of word is individualistic?

Individualistic adjective – Definition, pictures, pronunciation and usage notes | Oxford Advanced Learner’s Dictionary at OxfordLearnersDictionaries.com.
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What is the difference between individualistic and collective?

– Individualism and collectivism In individualistic value orientation, people are primarily concerned about themselves and their immediate family. In collectivistic value orientation, people’s major concern is their ingroup or community. The ingroup is expected to look after an individual in exchange for loyalty.

1. The distinction between the ingroups and outgroups in collectivistic cultures in reflected in communication, for example, in different norms of politeness.
2. The ingroup is vital for a person’s success – even survival – and therefore good relationships have to be maintained.
3. Belonging to an ingroup is verbalized in such daily communicative practices as greetings.

In some cultures the greetings include not the person talked to but also inquiries after the well-being of his/her family members. In Mozambique, for instance, a common question in local languages is “How are you (in plural)?” (in Portuguese: como estão?).

In general, the concept of the human being in collectivistic societies such as Mozambique is collective also in the sense that it comprises the dead, the living and the yet to be born. Collectivism, and collective thinking is defined by Ethiopians as follows: “Thinking that originates from the influence of a traditional society, where more or less everything is collectively owned, where neighbourhoods live in unison sharing the pleasures and toils of life, and where interests seem to converge and overlap.

As a result of this, the whole community is so rigidly tied together with socio-economic and cultural cohesion, that sharing the same idea and images, shelter and neighbourhood, images and feelings, stories, myths, values and traditional cults, becomes the norm” (Vasko, Kjisik, Salo-Lee 1998:84).

the sense of personal efficacy (anti-fatalism) low social integration with relatives egalitarian attitude towards others openness to innovation and change belief in sexual equality high achievement motivation independence or self-reliance active participation in social organizations tolerance of, and respect for, others cognitive and behavioural flexibility future organization empathetic capacity high need for information propensity to take risks in life secularization in religious belief preference for urban life high educational and occupational aspirations.

In spite of the assumption that the process of convergence towards a modern society is the same from culture to culture, a society can modernize and not lose valued elements of its tradition. The modern and the tradition are not necessarily incompatible. © Liisa Salo-Lee, 2006
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What are the two types of individualism?

Two Types of Individualism | Friedrich A. Hayek Editor’s Note: This selection is from F.A. Hayek’s Individualism and Economic Order, now in the Mises Store. In this selection, Hayek contrasts two types of individualism: one that leads to freedom and spontaneous order, and the other that leads to collectivism and controlled economies.

Before I explain what I mean by true individualism, it may be useful if I give some indication of the intellectual tradition to which it belongs. The true individualism which I shall try to defend began its modern development with John Locke, and particularly with Bernard Mandeville and David Hume, and achieved full stature for the first time in the work of Josiah Tucker, Adam Ferguson, and Adam Smith and in that of their great contemporary, Edmund Burke — the man whom Smith described as the only person he ever knew who thought on economic subjects exactly as he did without any previous communication having passed between them.

In the nineteenth century I find it represented most perfectly in the work of two of its greatest historians and political philosophers: Alexis de Tocqueville and Lord Acton. These two men seem to me to have more successfully developed what was best in the political philosophy of the Scottish philosophers, Burke, and the English Whigs than any other writers I know; while the classical economists of the nineteenth century, or at least the Benthamites or philosophical radicals among them, came increasingly under the influence of another kind of individualism of different origin.

1. This second and altogether different strand of thought, also known as individualism, is represented mainly by French and other Continental writers — a fact due, I believe, to the dominant role which Cartesian rationalism plays in its composition.
2. The outstanding representatives of this tradition are the Encyclopedists, Rousseau, and the physiocrats; and, for reasons we shall presently consider, this rationalistic individualism always tends to develop into the opposite of individualism, namely, socialism or collectivism.

It is because only the first kind of individualism is consistent that I claim for it the name of true individualism, while the second kind must probably be regarded as a source of modern socialism as important as the properly collectivist theories. I can give no better illustration of the prevailing confusion about the meaning of individualism than the fact that the man who to me seems to be one of the greatest representatives of true individualism, Edmund Burke, is commonly (and rightly) represented as the main opponent of the so-called “individualism” of Rousseau, whose theories he feared would rapidly dissolve the commonwealth “into the dust and powder of individuality,” and that the term “individualism” itself was first introduced into the English language through the translation of one of the works of another of the great representatives of true individualism, de Tocqueville, who uses it in his Democracy in America to describe an attitude which he deplores and rejects.

Yet there can no doubt that both Burke and de Tocqueville stand in all essentials close to Adam Smith, to whom nobody will deny the title of individualist, and that the “individualism” to which they are opposed is something altogether different from that of Smith, The next step in the individualistic analysis of society, however, is directed against the rationalistic pseudo-individualism which also leads to practical collectivism.

It is the contention that, by tracing the combined effects of individual actions, we discover that many of the institutions on which human achievements rest have arisen and are functioning without a designing and directing mind; that, as Adam Ferguson expressed it, “nations stumble upon establishments, which are indeed the result of human action but not the result of human design”; and that the spontaneous collaboration of free men often creates things which are greater than their individual minds can ever fully comprehend.

This is the great theme of Josiah Tucker and Adam Smith, of Adam Ferguson and Edmund Burke, The difference between this view, which accounts for most of the order which we find in human affairs as the unforeseen result of individual actions, and the view which traces all discoverable order to deliberate design is the first great contrast between the true individualism of the British thinkers of the eighteenth century and the so-called “individualism” of the Cartesian School.

But it is merely one aspect of an even wider difference between a view which in general rates rather low the place which reason plays in human affairs, which contends that man has achieved what he has in spite of the fact that he is only partly guided by reason, and that his individual reason is very limited and imperfect, and a view which assumes that Reason, with a capital R, is always fully and equally available to all humans and that everything which man achieves is the direct result of, and therefore subject to, the control of individual reason.

The anti-rationalistic approach, which regards man not as a highly rational and intelligent but as a very irrational and fallible being, whose individual errors are corrected only in the course of a social process, and which aims at making the best of a very imperfect material, is probably the most characteristic feature of English individualism,

So let me return, in conclusion, to what I said in the beginning: that the fundamental attitude of true individualism is one of humility toward the processes by which mankind has achieved things which have not been designed or understood by any individual and are indeed greater than individual minds.

• The great question at this moment is whether man’s mind will be allowed to continue to grow as part of this process or whether human reason is to place itself in chains of its own making.
• What individualism teaches us is that society is greater than the individual only in so far as it is free.
• In so far as it is controlled or directed, it is limited to the powers of the individual minds which control or direct it.

If the presumption of the modern mind, which will not respect anything that is not consciously controlled by individual reason, does not learn in time where to stop, we may, as Edmund Burke warned us, “be well assured that everything about us will dwindle by degrees, until at length our concerns are shrunk to the dimensions of our minds.” : Two Types of Individualism | Friedrich A.
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What is the difference between individualistic or collectivistic?

Individualism vs. Collectivism – Collectivist cultures are usually contrasted with individualistic cultures. Collectivism stresses the importance of the community, while individualism is focused on the rights and concerns of each person. Where unity and selflessness or altruism are valued traits in collectivist cultures, independence and personal identity are promoted in individualistic cultures.

1. These cultural differences are pervasive and can influence many aspects of how society functions.
2. How people shop, dress, learn, and conduct business can all be influenced by whether they are from a collectivist or individualist culture.
3. For example, workers who live in a collectivist culture might strive to sacrifice their own happiness for the greater good of the group.

Those from individualistic cultures, on the other hand, may feel that their own well-being and goals carry greater weight.
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What does socialist education mean?

by February 14, 2020 It would be virtually impossible to find a better example of socialism here in the United States than the public schooling systems that exist in every U.S. state. Ironically, it is this socialist system that is primarily responsible for the widespread belief among non-libertarians that “the United States has never been a socialist country,” as New York Times columnist Timothy Egan stated in a recent NYT op-ed.

See my two recent articles ” A Life of the Lie on Socialism ” and ” Socialism in America, 31 Years Ago,”) It is worth noting that public schooling is a core feature of the educational systems in Cuba, North Korea, and Vietnam, all three of which are widely known as socialist countries. That’s because public schooling is a socialist system.

Perhaps it’s also worth noting that while we call it “public” schooling, a more accurate name for it is government schooling or state schooling. That’s because state and local governments own and operate the educational systems. If state and local governments owned and operated churches, would we call them public churches or state churches? Under public schooling, the government owns, operates, controls, and dictates the provision of education in society.

In a purely socialist system, like North Korea, this means that every child in the nation is required to receive his education in a government facility. Things are done differently here in the United States. While everyone is required to subject his children to a state-approved education, there are two additional options that the state permits parents to have: private schools and home-schooling.

It’s worth reminding ourselves though that homeschooling is a relatively new option. Up until the 1980s, the only two options were public schools and private schools. Anyone who insisted on homeschooling his children would be hauled into court and jailed and fined until he complied with the law that required parents to submit their children to either public schools or private schools. Even though the state permits these two additional options, most parents choose the public-school option, either because they can’t afford private schools or because home-schooling doesn’t suit them. Oftentimes, however, private schools end up as mirror images of public schools, either because they are afraid of losing their state-issued license to operate the school or because the teachers and administrators are themselves products of the public-school system.

• Moreover, in most states homeschooling parents are required to periodically meet with state officials to demonstrate that the children are being educated to the state’s satisfaction.
• If parents refuse to do that or if the state doesn’t approve of how the children are being educated, state officials will order the parents to send their children into the public-school system.

Whether in Cuba, North Korea, Vietnam, or the United States, the educational system is based on force. Under what are called compulsory attendance laws, parents are required to submit their children to a state-approved education. If they refuse, they are threatened with jail and fines until they comply.

1. In public schools, everyone, including the teachers, is an employee of the state.
2. The state establishes the curriculum and determines which textbooks are to be used.
3. The entire operation is run in a top-down, command-and-control manner, much like the military.
4. In fact, public schooling could easily be referred to as “army-lite,” given that the students are there as a result of compulsion and are receiving a government-approved education.

Moreover, the core features of public schools are regimentation, deference to authority, and obedience to orders, just like in the military. The worst part of public schooling is what it does to children’s minds. From birth to six years of age, children are wide-eyed and curious about life and the universe.

1. They absorb everything they see and experience life with a sense of awe and wonder.
2. When they learn to talk, they inevitably bedevil their parents with endless repetitions of that three-letter word, “Why?” By the time they end their 12-year sentence in public schools, all of that has been smashed out of them.

They have learned to memorize and regurgitate but they have lost the natural love of learning that characterized them before they were forced into the state’s educational system. Oftentimes, it takes people many years before they find themselves in life, if they ever do.

This is where the indoctrination takes place. Day after day, American students are ingrained with the notion that they live in a free country, one based on a “free-enterprise” system. Every day, they pledge allegiance to a nation which has “freedom and justice for all.” As an aside, I can’t help but wonder how many graduates of America’s public schools know that the Pledge of Allegiance, which many of them still loyally recite as adults, was written by a self-avowed socialist named Francis Bellamy,

By the time students graduate from this socialist educational system, they are totally convinced that America has never been a socialist country and will never become one. Their life of the lie and their denial of reality demonstrate that horrible “success” of public schooling.
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What are the individual and social aims of education complementary to each other?

ANSWER: Individual and social aims of education are complementary to each other as both focus on the development of the society as a whole. EXPLANATION: Individual aims of education focus on the development of an individual by enabling the individual to learn.
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How can individual and social aims of education be Synthesised?

The synthesis of Individual aim and social aim of education is of utmost importance. It needs to be realized that social progress is possible only through the development of individuals. Education is a strong instrument of social development that can’t be effective unless the event of people is achieved.
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What is a social aim?

Social objectives and social indicators are used to define and evaluate your conservation project’s relevant social impacts. A social objective is a statement that details a specific desired outcome of a project that is related to the interaction of the individuals, groups, and institutions within a society.

1. Understand social objectives and how to develop SMART objectives
2. Understand social indicators and characteristics of good indicators
3. From different examples, learn more about indicators that are used to measure human well-being.

Additional Support Materials

• Examples for REDD+ Human Wellbeing Indicators – Wongbusarakum
• Indicators for Monitoring the Millennium Development Goals – UNDP
• World Development Indicators – World Bank
• Social Assessment of Conservation Initiatives: A review of rapid methodologies – Schreckenberg, et al
  • Chapter 5: Defining Indicators and
  • Appendix 4: Indicators Reviewed
• Socioeconomic manual for coral reef management – Bunce, Townsley, Pomeroy, and Pollnac
• How is your MPA doing? A guidebook of Natural and Social indicators for Evaluating Marine Protected Area Management Effectiveness – Pomeroy, Park and Watson

The Human Ecosystem Part II: Social Indicators in Ecosystem Management, Society and Natural Resources – Force

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