What Is Integral Education According To Aurobindo?


What Is Integral Education According To Aurobindo
ssssssFor More Videos Click Here Integral Education, as envisioned by the Mother and Sri Aurobindo, regards the child as a growing soul and helps him to bring out all that is best, most powerful, most innate and living in his nature. It helps the child develop all facets of his personality and awaken his latent possibilities so that he acquires – a strong, supple, healthy, beautiful body – a sensitive, emotionally refined, energetic personality – a wide-ranging, lively intelligence and will – the subtler spiritual qualities that unify and harmonise the being around the child’s inmost Truth or Soul.

  • The focus and emphasis in Integral Education (IE) is not just information and skills acquisition but also self-development, triggered from within the child and supported and nourished by teachers and parents.
  • Every experience becomes a learning tool for the child in its growth.
  • IE helps the child to integrate with its true Self, its surroundings, its society, its country and humanity; in other words, to become the complete being, the integral being that the child is meant to be.

Sri Aurobindo Foundation for Integral Education and Research (SAFIER) Education is meant to maximize one’s potential and help one integrate with one’s true self, surroundings, society, country and humanity. SAFIER aspires to work to bring about this change in education in India and the world.


The work undertaken by these institutes includes AuroSchools: Model nurseries, kindergartens, primary and secondary schools are being established, where learning is joyful and creative. The focus is on developing faculties like concentration, imagination, critical thinking and deeper values such as truthfulness, courage, compassion.

A special emphasis is laid on making the best use of the latest technology for the transformation of education more widely and effectively. Developing an IE Curriculum: Preparation of an entire IE Curriculum is on the anvil. Teacher training programmes are organized in Puducherry and other parts of India to orient teachers and parents to the concepts of Integral Education.

There is a constant endeavour to bring in new elements in the syllabus and pedagogy. Resource materials including well-written and beautifully illustrated books, audio and video CDs, games and toys of all types are being developed. These educational aids will be of the highest quality and affordable for wide distribution in India and other countries.

The following projects are underway: Faculty & Quality Development: Work on preparing resource materials on developing various faculties and qualities in a child. Physical Education Project: Here, the focus is on helping educational institutes to have a physical education programme that is holistic and could be implemented in minimum space and with minimum equipment.

Nature Projects: A work on the concept of Sustainability based on Sri Aurobindo and the Mother’s writings. A Flower CD, introducing the deeper significance of flowers, is being prepared. Pre-natal Education Project E-learning: The widely spreading use of electronic media in India has opened up a new and inexpensive means for reaching out to the remotest and poorest corners of the country.

  • Full use is made of ICT, e-learning and distance education to make the process of education more effective, meaningful and enjoyable.
  • Children’s Corners: Informal learning centres where children from a locality can come together and learn in an environment of fun and joy.
  • These centres, which function after school hours under the guidance and supervision of facilitators, supplement the prevailing system of education in schools.

For a full list of Publications and Products on Education, please visit the at AuroService. : ssssssFor More Videos Click Here
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What is the meaning of Integral Education?

Integral Education uses dynamic strategies, stays flexible to current best practices, and requires thinking in the context of “both/and” rather than “either/or.” We teach to the whole child: we teach mental skills and emotional intelligence; we teach through collaboration and independence; we encourage exploration of spirituality, aesthetics, physicality; we teach self-awareness and how to use compassionate communication with others. What Is Integral Education According To Aurobindo Our philosophy asks teachers to guide students to consider themselves and their inner world, just as they introduce them to concepts and content about the outer world in which they live. We teach strong academic skills, and we are always looking for balance between reflecting inwards and outwards, critically and compassionately.

Students are at the center of what we do. We create time for students to follow their individual curiosity and passion. Just as with reflection, we are looking to balance this with ensuring they receive a culturally competent curriculum and meet (and exceed) national skill standards. In other words, each student and his/her relationship to the learning environment are foundational to what is being taught.

Historically public, and to a great extent private education in our country has completely ignored self -knowledge and has emphasized an ‘objective,’ hence objectifying approach to the learning experience and to the student’s relationship to life in general.

  1. As modern education was fashioned by the industrial-scientific revolutions of the West, it is natural that it would be driven by standardized approaches to content heavy disciplines (such as math, science, history, statistics) that seek to gain ever more predictable control over a material world.
  2. Odyssey continues to celebrate all that is gained from a scientifically explored world, and we also add in the importance of creating a sacred relationship to all of life: to our ecology, each other, and ourselves.

As inclusive and expansive as all of this theory is, we use many different tools and strategies to achieve these goals. Teachers incorporate multiple intelligences, six strands of learning, essential learning skills, Compassionate Communication, Positive Discipline, Responsive Classroom, Orton Gillingham ; and our school days include time for centering, councils, class meetings, independent research projects, diversity of life studies, physical education, art education, internships, peer mediation, mentorship, goal setting, reflection and student led assessment.

Classes in math, science, social studies, and language arts are essential cornerstones of our curriculum. These classes are largely taught within thematic, interdisciplinary units by our homeroom elementary teachers and as more in-depth studies taught by specialists in 5th-12th grade. Even as students specialize, our homeroom teachers plan together on a weekly basis as we aim to find inspiring moments of integrated connection.

When we recognize that students are more than their mental acuity, more than their test scores, we begin to see and hear students as their whole selves: as thinkers, feelers, creators, sensors, movers, game changers; as individuals and as a powerful collective.
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What is education according to Sri Aurobindo?

Aurobindo proposed that education is nothing but bringing out and nurturing the latent potentialities ; integrate oneself with self, harmonious living of individual with society, country and humanity to make oneself a complete being or integral human being.
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Why is Aurobindo called integral?

The goal of integral yoga – The goal of Integral yoga is to become aware of the Divine, to integrate the physical, mental and spiritual aspects of ourselves, and to manifest the Divine at earth. According to Sri Aurobindo, all life is Yoga, while Yoga as a sadhana is a methodised effort towards self-perfection, which brings to expression the latent, hidden potentialities of being.
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Who has given the concept of Integral Education?

Free Teaching Aptitude Mock Test 10 Questions 20 Marks 12 Mins 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 spiritua l.

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 Badhera:

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.

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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.

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What are the stages of integral education?

Integral Education “Arise, O soul, and vanquish Time and Death”. “India has or rather had the knowledge of the Spirit, but she neglected matter and suffered for it. The West has the knowledge of matter but rejected the Spirit and suffers badly for it. An integral education which could, with some variations, be adapted to all the nations of the world, must bring back the legitimate authority of the Spirit over a matter fully developed and utilised.” – The Mother Integral education will be an integral and complete education, that is to say, it will aspire to encompass all the parts of the being from the physical to the supramental and would continue throughout the life of the individual.

A divine life in a divine body will be its ultimate aim. The process of this education will be an effort to be guided by the soul and not by any fixed habits, conventions or ideas. The aim of true education is not to prepare one to succeed in life and society but to permit one to discover for oneself, the aim of life in general and the specific role that one’s soul has come down to play in terrestrial life.

A true integral education goes further: it aims at increasing the perfectibility of the growing soul to its utmost. Even when understood in a narrow sense, — in the sense of a certain number of years spent in an integral education institution — it may be looked upon as the best possible grooming for any kind of high pursuit.

  • However, in its highest and widest sense, when it reaches the stage of conscious pursuit and continues throughout life, it becomes identical with integral yoga and represents the best possible means of realising integral perfection.
  • Education to be complete must have five principal aspects corresponding to the five principal activities of the human being: the physical, the vital, the mental, the psychic and the spiritual.

Usually, these phases of education follow chronologically the growth of the individual; this, however, does not mean that one of them should replace another, but that all must continue, completing one another until the end of his life.” – The Mother “All education of the body should begin at birth and continue throughout life.

  1. control and discipline of the functioning of the body,
  2. an integral, methodical and harmonious development of all the parts and movements of the body and
  3. correction of any defects and deformities,

from a young age children should be taught to respect good health, physical strength and balance. The great importance of beauty must also be emphasized. A young child should aspire for beauty, not for the sake of pleasing others or winning their admiration, but for the love of beauty itself; for beauty is the ideal which all physical life must realise.

  1. Every human being has the possibility of establishing harmony among the different parts of his body and in the various movements of the body and in action.
  2. Every human body that undergoes a rational method of culture from the very beginning of its existence can realise its own harmony and thus become fit to manifest beauty.” – The Mother ” Of all education, vital education is perhaps the most important, the most indispensable.

Yet it is rarely taken up and pursued with discernment and method. There are several reasons for this: first, the human mind is in a state of great confusion about this particular subject; secondly, the undertaking is very difficult and to be successful in it one must have endless endurance and persistence and a will that no failure can weaken.

  1. Vital education has two principal aspects, very different in their aims and methods, but both equally important.
  2. The first concerns the development and use of the sense organs.
  3. The second the progressing awareness and control of the character, culminating in its transformation.” – The Mother “Of all lines of education, mental education is the most widely known and practised, yet except in a few rare cases there are gaps which make it something very incomplete and in the end quite insufficient.

Generally speaking, schooling is considered to be all the mental education that is necessary. And when a child has been made to undergo, for a number of years, a methodical training which is more like cramming than true schooling, it is considered that whatever is necessary for his mental development has been done.

  • Nothing of the kind.
  • Even conceding that the training is given with due measure and discrimination and does not permanently damage the brain, it cannot impart to the human mind the faculties it needs to become a good and useful instrument.
  • The schooling that is usually given can, at the most, serve as a system of gymnastics to increase the suppleness of the brain.

From this standpoint, each branch of human learning represents a special kind of mental gymnastics, and the verbal formulations given to these various branches each constitute a special and well-defined language. A true mental education, which will prepare man for a higher life, has five principal phases.

  1. Development of the power of concentration, the capacity of attention.
  2. Development of the capacities of expansion, widening, complexity and richness.
  3. Organisation of one’s ideas around a central idea, a higher ideal or a supremely luminous idea that will serve as a guide in life.
  4. Thought-control, rejection of undesirable thoughts, to become able to think only what one wants and when one wants.
  5. Development of mental silence, perfect calm and a more and more total receptivity to inspirations coming from the higher regions of the being.”

– The Mother “The three lines of education — physical, vital and mental — deal with that and could be defined as the means of building up the personality, raising the individual out of the amorphous subconscious mass and making him a well-defined self-conscious entity.

  • With psychic education we come to the problem of the true motive of existence, the purpose of life on earth, the discovery to which this life must lead and the result of that discovery: the consecration of the individual to his eternal principle.
  • It is through this psychic presence that the truth of an individual being comes into contact with him and the circumstances of his life.

In most cases the presence acts, so to say, from behind the veil, unrecognised and unknown; but in some, it is perceptible and its action recognisable and even, in a very few, the presence becomes tangible and its action fully effective. These go forward in life with an assurance and a certitude all their own; they are masters of their destiny.

It is for the purpose of obtaining this mastery and becoming conscious of the psychic presence that psychic education should be practised.” – The Mother The integral education can truly begin only after one has become conscious of one’s psychic being. “A perfect self-expression of the spirit is the object of our terrestrial existence.

This cannot be achieved if we have not grown conscious of the supreme Reality; for it is only by the touch of the Absolute that we can arrive at our own absolute.” – Sri Aurobindo ” the psychic life is immortal life, endless time, limitless space, ever-progressive change, unbroken continuity in the universe of forms.

The spiritual consciousness, on the other hand, means to live the infinite and the eternal, to be projected beyond all creation, beyond time and space. To become conscious of our psychic being and to live a psychic life you must abolish all egoism; but to live a spiritual life you must no longer have an ego.” – The Mother “From beyond the frontiers of form a new force can be evoked, a power of consciousness which is as yet unexpressed and which, by its emergence, will be able to change the course of things and give birth to a new world.

For the true solution to the problem of suffering, ignorance and death is not an individual escape from earthly miseries by self-annihilation into the unmanifest, nor a problematical collective flight from universal suffering by an integral and final return of the creation to its creator, thus curing the universe by abolishing it, but a transformation, a total transfiguration of matter brought about by the logical continuation of Nature’s ascending march in her progress towards perfection, by the creation of a new species that will be to man what man is to the animal and that will manifest upon earth a new force, a new consciousness and a new power.

  • In contrast with the types of education we have mentioned previously, which progress from below upwards by an ascending movement of the various parts of the being, the supramental education will progress from above downwards, its influence spreading from one state of being to another until at last the physical is reached.”
  • – The Mother
  • This education will culminate in the transformation of the human body into a divine body, leading in the end to the appearance of a divine race upon earth which will not be subject to death, disease and ignorance.
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It should be obvious from the above quotations that the degree and the extent of perfection aimed at in integral education is not even easily conceivable for most educationists and Yogis. Neither the lofty spirituality of the East, nor the best educational disciplines and cultures of the West had ever seriously held such a perfection in view.

  1. And this was quite understandable, for such a thing would have been utterly impossible in the absence of the direct working of the supramental power in terrestrial nature — a thing made possible only by the 1956 Supramental Manifestation.
  2. Even the best of traditional spirituality tends to be top-heavy but lifeless and even the best of modern education tends to be soulless even though vibrant with life.

Incidently, India seems to have, somehow, arrived at an educational system with is virtually both soulless and life­less. The secret of the possible success of an earnest integral educational endeavour lies in its ability to combine the best of both these (spiritual and educational) endeavours at perfection in such a way as to make available to the educator all the potent instruments of perfection at the disposal of a Guru or a teacher of integral Yoga.

  • The Teacher of the integral Yoga will follow as far as he may the method of the Teacher within us.
  • He will lead the disciple through the nature of the disciple.
  • Teaching, example, influence, — these are the three instruments of the Guru.
  • But the wise Teacher will not seek to impose himself or his opinions on the passive acceptance of the receptive mind; he will throw in only what is productive and sure as a seed which will grow under the divine fostering within.

He will seek to awaken much more than to instruct; he will aim at the growth of the faculties and the experiences by a natural process and free expansion. He will give a method as an aid, as a utilisable device, not as an imperative formula or a fixed routine.

And he will be on his guard against any turning of the means into a limitation, against the mechanising of process. His whole business is to awaken the divine light and set working the divine force of which he himself is only a means and an aid, a body or a channel. The example is more powerful than the instruction; but it is not the example of the outward acts nor that of the personal character, which is of most importance.

These have their place and their utility; but what will most stimulate aspiration in others is the central fact of the divine realisation within him governing his whole life and inner state and all his activities. This is the universal and essential element; the rest belongs to individual person and circumstance.

It is this dynamic realisation that the Sadhaka must feel and reproduce in himself according to his own nature; he need not strive after an imitation from outside which may well be sterilising rather than productive of right and natural fruits. Influence is more important than example. Influence is not the outward authority of the Teacher over his disciple, but the power of his contact, of his presence, of the nearness of his soul to the soul of another, infusing into it, even though in silence, that which he himself is and possesses.

This is the supreme sign of the Master. For the greatest Master is much less a Teacher than a Presence pouring the divine consciousness and its constituting light and power and purity and bliss into all who are receptive around him. And it shall also be a sign of the teacher of the integral Yoga that he does not arrogate to himself Guruhood in a humanly vain and self-exalting spirit.

His work, if he has one, is a trust from above, he himself a channel, a vessel or a representative. He is a man helping his brothers, a child leading children, a Light kindling other lights, an awakened Soul awakening souls, at highest a Power or Presence of the Divine calling to him other powers of the Divine.” – Sri Aurobindo Compulsion is never used by a wise teacher.

His three instruments are, Teaching, Example and Influence. However, in our present day system of education compulsion plays a very important part.
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What is the concept of integral?

An integral in mathematics is either a numerical value equal to the area under the graph of a function for some interval or a new function, the derivative of which is the original function (indefinite integral).
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What is education According to Zakir Hussain?

So, Zakir Hussain was a staunch supporter of Basic Education. He believed in the total development of children can take place through Basic Education, which is craft centred, creative, productive and self-supporting. According to him, productive work is an instrument of education.
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What are the characteristics of integral learning?

Integrated learning: Definition, Characteristics and Benefits Intellectual and practical skills are foundational to the growth of a student. A modern-day method that can be applied is integrated learning. Integrated learning means combining what students learn in the classroom, with the solution of real-world problems.

Hallmark Public School, one of the, brings to you the definition, characteristics, and benefits of integrated learning: Definition of Integrated Learning The integrated curriculum is about making significant connections between subjects or skills that are usually addressing several different subject areas.

Integrating the curriculum can also improve learning experiences. An integrated approach to learning is designed to focus on learning within the curriculum. It focuses on making connections among concepts and experiences so that information and skills can be applied to novel and complex issues or challenges.

It primarily focuses on problem-solving. It is a compilation of assessment, curriculum development, and faculty development. Integrated learning explores and uses information effectively. It enables children to integrate ideas and experiences and apply them to formulate new learning situations. Creativity, adaptability, critical reasoning, and collaboration are the key features of integrated learning. The method of learning accommodates a variety of learning styles, theories, and multiple intelligences.

Benefits of Integrated Learning

Integrated learning pays particular attention to an increase in understanding, retention, and application of general concepts. It provides a better understanding of the content. Integrated learning encourages active participation in relevant real-life experiences. It serves as a connection between various curricular disciplines. It develops higher-level thinking skills. Ensures active participation by triggering the point of interest of students.

At Hallmark Public School, frequently listed among, strongly advocate to integrate this method of learning in our curriculum. : Integrated learning: Definition, Characteristics and Benefits
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Who is the founder of integral?

Historical notation – The notation for the indefinite integral was introduced by Gottfried Wilhelm Leibniz in 1675. He adapted the integral symbol, ∫, from the letter ſ ( long s ), standing for summa (written as ſumma ; Latin for “sum” or “total”). The modern notation for the definite integral, with limits above and below the integral sign, was first used by Joseph Fourier in Mémoires of the French Academy around 1819–20, reprinted in his book of 1822.
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Why is it called the integral?

History – The notation was introduced by the German mathematician Gottfried Wilhelm Leibniz in 1675 in his private writings; it first appeared publicly in the article ” De Geometria Recondita et analysi indivisibilium atque infinitorum ” (On a hidden geometry and analysis of indivisibles and infinites), published in Acta Eruditorum in June 1686.
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Who suggested the integral education in India?

Some theoretical and practical aspects of integral education – Based on his deep understanding of the Indian psyche and his emphasis on integrality, Sri Aurobindo wrote a series of short introductory essays on the general principles of education between 1910 and 1920.

  1. He says (1990, pp.13-14):,true and living education,
  2. Helps to bring out to full advantage, makes ready for the full purpose and scope of human life all that is in the individual man, and,
  3. At the same time helps him to enter into his right relation with the life, mind and soul of the people to which he belongs and with that great total life, mind and soul of humanity of which he himself is a unit.

Sri Aurobindo understood that education is a magnificent tool for building up a nation. He and his spiritual associate, The Mother, called their model of education integral education. First, it is centred around the innermost consciousness, the soul. Second, it emphasizes optimum development of the mental, affective and physical domains, not as an aim in itself, but as instruments through which the soul can express itself in the world.
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What are the 3 models of integration?

MODELS OF INTEGRATION – Drake (2014) created categories for understanding the different levels of integration to help teachers make informed decisions when designing a curriculum. They include (a) multidisciplinary integration, (b) interdisciplinary integration, and (c) transdisciplinary integration.
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What is the focus of integration in education?

Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. An integrated curriculum aims to connect the theory learned in the classroom, with practical, real-life knowledge and experiences.
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What is Integral Education discuss different aspects of integral education?

Integral education is a complete system of education. It develops not only cognitive mind but it develops physical, vital, spiritual, and psyche aspects of personality also. Here the word ‘Integral’ means ‘total’. It nourishes a sense of integrity, beauty and harmony in all aspects of humanity.
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What is the purpose of using integral?

Integral Definition – An integral is a function, of which a given function is the derivative. Integration is basically used to find the areas of the two-dimensional region and computing volumes of three-dimensional objects. Therefore, finding the integral of a function with respect to x means finding the area to the X-axis from the curve.
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What is the value of an integral?

Hint : We have to solve this question by stating the definition of integral value, We also state the two types of integrals, We will also give examples of the integral values, We will also give the places where the integral values can be used, We will also give some of the formulas to integrate a function,

  1. We can also give the relation between differentiation and integral values,
  2. Complete step-by-step answer : Definition of integral values : In general term integral value means the value obtained after integrating or adding the terms of a function which is divided into an infinite number of terms,
  3. Types of integral values : (1) Indefinite integral (2) Definite integral (1) indefinite integral : The anti derivative or integration of a function which is not integrated for any particular value or limit,
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It is just defined in general terms, The integration of the terms consist of an integral constant which can have any value, The integral constant is added as the differentiation of a constant term is zero, So, while integrating we can’t calculate the value of that constant in an indefinite integral so we have to add an integral constant as the integration is not defined for a limit,

  • Example : let the original function : $f(x) = + 100$ Now, if we differentiate the function \ with respect to x we get 2x, Now finding the antiderivative of, we get Integrating the function using the formula $\smallint = \dfrac }}} }$ $\smallint = + c$ Where ‘c’ is the integral constant,
  • Which we can’t determine,

(2) definite integral The anti derivative or integration of a function which is integrated for any particular value or limit, It is just defined in general terms, The integration of the terms does not consist of an integral constant, When a function is integrated for a particular limit we get a definite value of the function,

The concept of integral values is used to find the values of area or volume of a shape or a region formed by a set of equations, We can also determine the displacement or acceleration of a function of motion, The area or volume can be calculated by using the various integral formulas and integrating the function for a limit.

Putting the limit gives us the exact value ( integral value ) of area or volume, Note : Various integration formulas are : \ \ $\smallint dx = + C;n! = 1$ \ \ $\smallint se xdx = \tan x + C.$ $\smallint cose xdx = – \cot x + C$
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Why is integrated education important?

Integrated Education brings children and staff from Catholic and Protestant traditions, as well as those of other beliefs, cultures and communities together in one school. Since 1981, in a deeply divided society, Integrated schools have been intentionally and proactively developed to encourage more mixing in schools.

  • Integrated Schools ensure that children from Protestant and Catholic religious and/or cultural backgrounds, as well as others who identify differently are educated together every day in the same classrooms.
  • It is important to note that Integrated Schools are essentially Christian in character but proactively strive to ensure everyone’s tradition is respected and included.

Empowering adults, children and young people as thinking individuals is a priority for Integrated Schools so that as they grow and mature, they’ll be able to affect positive change in the shared society we live in.
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Why do we need integration in education?

Toward a Student Benefit Frame – There is ample research demonstrating the proven benefits—for all students—from attending racially and socioeconomically integrated schools and classrooms. On average, students in socioeconomically and racially diverse schools, regardless of a student’s own economic status, have stronger academic outcomes than students in schools with concentrated poverty.

  • They have higher test scores, are more likely to enroll in college, and are less likely to drop out,
  • Integrated schools help to reduce racial achievement gaps and encourage critical thinking, problem solving, and creativity.
  • Further, attending a diverse school also helps reduce racial bias and counter stereotypes, and makes students more likely to seek out integrated settings later in life,

Integrated schools encourage relationships and friendships across group lines and prepare students to succeed in an increasingly diverse society and global economy. Integrated classrooms can also improve students’ satisfaction and intellectual self-confidence, as well as enhance their leadership skills,

  • Lastly, research has found that children who attend integrated schools had higher earnings as adults, had improved health outcomes, and were less likely to be incarcerated, among other benefits.
  • Not only are there numerous demonstrated benefits from integrated schools: many of the most commonly perceived “costs” of integration are also greatly exaggerated, if not rare or altogether fictional.

Take, as just one example, the constant reference to “busing” when discussing integration, a racially coded term often used over the years by white protesters who oppose desegregation. While concerns over student commute times are real and valid, the discussion around “busing” paints a misleading portrait of both the causes of school segregation and the nature of viable solutions to promote integration.

  • To focus the conversation around school integration on “busing” is to assume that integration in most or all cases requires longer commutes for students than they would otherwise have.
  • But that’s simply not the case.
  • In many cities across the country, gerrymandered school attendance zones more often than not actually create higher levels of segregation than if all children attended the school closest to their house,

In other words, undoing these segregative district and school boundaries results in opportunities to integrate schools without significant increases in students’ travel times. Our research shows that an effective message that frames school integration as benefiting students can increase public support for integration measures—even in the face of strong opposing arguments.

  • When considering the many benefits of diverse schools and the overstated costs associated with integration, it becomes clear that the “cost to students” trap has many holes and can be overcome.
  • In fact, our research shows that an effective message that frames school integration as benefiting students can increase public support for integration measures—even in the face of strong opposing arguments.

In our survey of 1,100 adults, we included an experiment in which all participants were asked the following (neutral) question to assess their support for school integration: Recently some people have been talking about making more of an effort to increase racial and socioeconomic diversity in public schools while other people say that’s not necessary.

  • Steps to increase diversity could include things like magnet schools (schools with a specialized focus such as science, language, or arts), adjusting school district boundaries and enrollment practices, teaching more about culture and diversity in class, and so on.
  • Which is closer to your view? Participants were then asked to rate their preference on a scale of 1 to 10, as follows: (1) We should take steps to increase racial and socioeconomic diversity in schools (10) It’s not necessary to take steps to increase racial and socioeconomic diversity in schools One group of adults were then asked the below follow-up question, which included simple arguments both in favor and against school integration (emphasizing the benefits and costs to students, respectively).

Another group of survey respondents were in a control group and received no such frame.

  • Student Benefit Frame: “We should be doing more to increase diversity in our schools because experience shows that when students go to a school with people from all kinds of different backgrounds, they get a better, more well-rounded education. Not only do they learn understanding and empathy for people from all walks of life, they also are all much better prepared to live and work in our increasingly diverse society.”
  • Student Cost Frame: “Forcing school integration is bad for kids. It results in longer commutes, lower academic outcomes, less personal choice and more racial tensions. It’s not the job of schools to fix society’s larger problems—just teach all kids equally no matter what school they attend.”

Participants who received both the student benefit and student cost arguments were then asked again whether or not they thought steps should be taken to increase diversity in schools on a ten-point scale. It is worth noting that we intentionally presented participants with a strongly worded student cost frame, describing school integration as being “forced” upon them and asserting that doing so would lead to negative outcomes that research and evidence show are unlikely to occur.

Yet even pitted against an aggressive counter-argument, the results demonstrate that simple, common-sense student benefit messaging can be an effective tool to build public support for school integration. Compared with the control group baseline, the student benefit message moved more people toward taking steps to diversify schools (32 percent) than away (24 percent).6 There was also a great deal of variation with regard to who moves in response to the student benefit versus the student cost frame.

Perhaps most importantly, adults with children in public school moved significantly toward diversity in response to the student benefit frame (47 percent move toward integration and 12 percent move away, for a net gain of +35 points). The frame also worked particularly well with Republican women, who had a net movement of +22 points toward integration.
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Why is integration important in education?

How do you implement an integrated curriculum in your school? – The benefits of an integrated curriculum both for teaching and learning are endless. For an integrated curriculum to be effective, the curriculum does need to be thought out and developed. Here are a few steps that need to be considered when developing an integrated curriculum :

Select achievable learning outcomes Consider what service experiences are most likely to enable students to achieve the desired outcomes Approach potential community partners Plan the experience in detail Determine how you will prepare students for the experience Select activities that are appropriate and meaningful for the students Integrate critical reflection through experience Address logistical issues Develop a plan to measure the achievement of students and community outcomes Seek closure, recognize and celebrate success

By creating an integrated curriculum using service-learning, you are changing the teaching and learning experience for both the teacher and the learner. Integrated curriculums allow students to have a deeper understanding of the course subject matter and how to apply the material that they have learned in the classroom in a real-world situation,

This ultimately helps prepare them for their future studies, career and life in general. https://study.com/academy/lesson/integrated-curriculum-definition-benefits-examples.html Drake,S,M & Burns,R,C. (2004). Meeting Standards Through Integrated Curriculum. United States of America. ASCSD Jacoby,B, Howard,J.

(2015). Service-Learning Essentials: Questions, Answers and Lessons Learned. United States of America, Jossey-Bass. PG 80-146, Astin,A,W, Eyler,J, & Dwight, E,G Jr. (1999). Where’s The Learning In Service-Learning?, United States of America, Jossey-Bass. PG 80
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