CONCEPT AND MEANING OF EDUCATION

1) Meaning of education

2) Etymological meaning of education 3) Indian interpretation of education 4) Western interpretation of education 5) Narrow concept of education 6) Modern concept of education 7) Characteristics of education OBJECTIVES:-

After studying this unit the student should be able to, 1) Define the term education.

2) Explain the etymological meaning of education. 3) State Indian and Western interpretations of education.

4) Differentiate between narrow and modern meaning of education. 5) Explain the salient features/characteristics of education. METHODOLOGY:-

1) Seeking students’ opinion through a questionnaire. 2) Discussion 3) Lecture

CONCEPT OF EDUCATION:

Introduction: The term ‘education’ in the broad sense is not only a pedagogical one punctuating down to the basic meaning of the term, it means to plunge a mans body, mind and soul of ignorance . It enhances an individual’s personality and provides him confidence to reach out to the world.

ETYMOLOGICAL MEANING: -- Latin Origin

a) Educare- to nourish b) Educure- to lead forth c) Educatum- act of teaching Sanskrit Origin- a) Skis shah:- To discipline b) Vidhya :- “vidh” – To know What is not education?

1) Becoming only literate is not education. 2) Getting a degree is not education. 3) Gaining knowledge.

4) Learning new skills. 1) Interpretations of education: Indian Interpretations:

Tagore – Enabling the mind to find out the ultimate truth which emancipates us from the bondage of dust.

Gandhiji- All round development and drawing out the best in the child mind, body and spirit.

Swami Dayanand Saraswati- Education is a process beginning right from the mothers womb.

Conclusion:- So the Indian interpreters stressed on human capacities i.e. mental, moral, social, physical and intellectual.

TYPES OF ENVI

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. Biotic environment

It is also known as biological environment and organic environment.

In the opposite side of the physical environment, the biotic or biological environment is responsible for the living beings.

You have already understood that the meaning of „biological‟ is living things. So, the biological environment is the environment which involves the living part of the earth. The importance of biotic environment

Read more: http://www.bukisa.com/articles/255515_types-of-environment#ixzz1VBA7T3IE

GROWTH AND DEVELOPMENT

The meaning of words ‘growth and development’ is understood interchangeably. Terminology wise „Growth’ means increase and enlargement of the body or some parts of the body e.g. body has become heavier and larger etc. Thus growth is a change in the organism which can be observedandmeasured in quantitative term.

„Development’ means more advancement, greater unfolding and growing forward to greater maturity. It refers to changes over time which is not subject to quantitative measurement but express themselves through certain behaviour

GROWTH Meaning:

The term „Growth‟ is used in the physical sense. It generally refers to increase in size, length, height and w eight. Changes in quantitative aspects, which could be objectively observed and measured, come into the domain of growth. Growth is one of the components of developmental process. Ina sense development in its quantitative aspect is termed as growth. Characteristics of Growth:

1. Hereditary factor is the cause.

2. Physical factors play a dominant role.

2. Expansion is height and weight is its apparent result. 3. It is quantitative, additive and augmentative. 4. Growth stops at a particular point of life.

5. Growth need not necessarily cause development in all the cases. 6. Rate of growth is distinct and unique.

7. Individual difference in growth is apparent and obvious. DEVELOPMENT

Development is a qualitative and integral change occurring at physical and mental levels improving the efficiency or functional ability. Definitions:

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Development means a progressive series of changes that occur in an orderly predictable pattern as a result

of maturation and experience -E.B. Hurlock.

Development means whole sequence of life from conception to death - Pearsy London. Development is more important than ordinary change. Development can be observed and to certain extent it can be measured and evaluated. Its evaluation and measurement can be done inthree ways – Anatomic, Physiological and Behavioral. Behaviour signs provide elaborate indices of the individual‟s power and his level of development – Gessel.

Characteristics of Development:

1. Development is a result of experience and maturation. 2. It is a continuous process. 3. It does not halt at puberty.

4. It increases the intellectual, moral, social qualities. 5. It is predictable and environment plays a dominant role. 6. Learning is presupposition for development. 7. It is difficult to measure in quantitative measures.

8. Mental development could occur even without physical growth.

DIFFERENCES BETWEEN GROWTH AND DEVELOPMENT Sl.No. Growth Development 1.

Growth is quantitative and it shows an increase in size, weight and height.

Development is both quantitative and qualitative. It shows in function and character. 2.

It is pertaining to physical and biological aspects.

It is pertaining to increasing the functional ability of an individual and overall aspects such as physical, mental, emotional, moral, social, spiritual etc. 3.

It is directional.

It is sequential and progressive. 4.

It stops after the peak maturational level. It is a lifelong process. 5.

It could be objectively measured and exactly measured.

It cannot be measured easily. Yet keen and continuous observation could reveal developmental levels. 6.

Motor and physical domain plays a dominant role. Cognitive and affective domains play a vital role. 7.

It is not affected by learning.

Learning and experience has a lot of impact on development. 8.

It is automatic in the sense that it does not demand much effort. Development requires constant, continuous and guided efforts. 9.

Growth need not necessarily lead to development. It may or may not. Development is integrative and includes mental, emotional, moral aspects. 10.

Individual differences exist among children and it could be treated by Physicians and therapeutic techniques.

Individual differences do exist in the learning skills and can not be improved by clinical methods. 11.

It is only the part of development. It is in toto or as in whole. 12.

It cannot be changed or modified from time to time. It can be changed and modified from time to time.

How Do We Cause Air Pollution?

We cause air pollution directly through our use of electricity, fuels, and transportation. We also cause air pollution indirectly, when we buy goods and services that use energy in their production and delivery. Most of this air pollution we cause results from the burning of fossil fuels, such as coal, oil, natural gas, and gasoline to produce electricity and power our vehicles.

Sources and Effects of Common Air Pollutants Anthropogenic Sources Secondary pollutant formed by chemical reaction of VOCs and NOx in the presence of Pollutant Health Effects Breathing problems, reduced lung function, asthma, irritates eyes, stuffy nose, reduces Environmental Effects Damages crops, forests, and other vegetation; damages rubber, fabric, and other materials; Ozone (O3) sunlight. resistance to colds and infections, premature aging of lung tissue. smog reduces visibility. Nitrogen Oxides (NOx) Burning of gasoline, natural gas, coal, oil. (Cars are a major source of NOx.) Lung damage, respiratory illnesses, ozone (smog) effects. Ozone (smog) effects; precursor of acid rain which damages trees, lakes, and soil; aerosols can reduce visibility. Acid rain also causes buildings, statues, and monuments to deteriorate. Carbon Monoxide (CO) Burning of gasoline, natural gas, coal, oil. Fuel combustion, solvents, paint. (Cars are a major source of VOCs.) Reduces ability of blood to bring oxygen to body cells and tissues. Volatile Organic Compounds (VOCs) Ozone (smog) effects, cancer, and other serious health problems. Ozone (smog) effects, vegetation damage. Emitted as particles or formed through chemical reactions; Eye, nose, and throat burning of wood, diesel, Particulate irritation; lung damage; and other fuels; Matter bronchitis; cancer; early industrial processes; death. agriculture (plowing, field burning); unpaved roads. Source of haze which reduces visibility. Ashes, smoke, soot, and dust can dirty and discolor structures and property, including clothes and furniture. Sulfur Dioxide (SO2) Burning of coal and oil, especially high-sulfur coal; industrial processes (paper manufacturing, metal smelting). Respiratory illness, breathing problems, may cause permanent damage to lungs. Precursor of acid rain, which can damage trees, lakes, and soil; aerosols can reduce visibility. Acid rain also causes buildings, statues, and monuments to deteriorate. Lead Combustion of fossil fuels and leaded gasoline; paint; smelters (metal refineries); battery Brain and nervous system damage (esp. children), digestive and other problems. Some lead-containing Harm to wildlife and livestock. manufacturing. chemicals cause cancer in animals. Mercury Fossil fuel combustion, waste disposal, industrial processes (incineration, smelting, chlor-alkali plants), mining. Liver, kidney, and brain damage; neurological and developmental damage. Accumulates in food chain.

Environmental education (EE) refers to organized efforts to teach about how natural environments function and, particularly, how human beings can manage their behavior and ecosystems in order to live sustainably. The term is often used to imply education within the school system, from primary to post-secondary. However, it is sometimes used more broadly to include all efforts to educate the public and other audiences, including print materials, websites, media campaigns, etc. Related disciplines include outdoor education and experiental education.

Environmental education is a learning process that increases people's knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).

There are many different chemical substances that contribute to air pollution. These chemicals come from a variety of sources.

Among the many types of air pollutants are nitrogen oxides, carbon monoxides, and organic compounds that can evaporate and enter the atmosphere.

Air pollutants have sources that are both natural and human. Now, humans contribute substantially more to the air pollution problem.

Forest fires, volcanic eruptions, wind erosion, pollen dispersal, evaporation of organic compounds, and natural radioactivity are all among the natural causes of air pollution. Usually, natural air pollution does not occur in abundance in particular locations. The pollution is spread around throughout the world, and as a result, poses little threat to the health of people and ecosystems. Though some pollution comes from these natural sources, most pollution is the result of human activity. The biggest causes are the operation of fossil fuel-burning power

plants and automobiles that combust fuel. Combined, these two sources are responsible for about 90% of all air pollution in the United States.

Some cities suffer severely because of heavy industrial use of chemicals that cause air pollution. Places like Mexico City and Sao Paulo have some of the most deadly pollution levels in the world.

Soluti9on

Air pollution has many disastrous effects that need to be curbed. In order to

accomplish this, governments, scientists and environmentalists are using or testing a variety of methods aimed at reducing pollution. There are two main types of pollution control.

Input control involves preventing a problem before it occurs, or at least limiting the effects the process will produce.

Five major input control methods exist. People may try to restrict population growth, use less energy, improve energy efficiency, reduce waste, and move to non-polluting renewable forms of energy production. Also, automobile-produced pollution can be decreased with highly beneficial results. Output control, the opposite method, seeks to fix the problems caused by air

pollution. This usually means cleaning up an area that has been damaged by pollution. Input controls are usually more effective than output controls. Output controls are

also more expensive, making them less desirable to tax payers and polluting industries. Current air pollution control efforts are not all highly effective. In wealthier countries, industries are often able to shift to methods that decrease air pollution. In the United States, for example, air pollution control laws have been successful in stopping air pollution levels from rising. However, in developing countries and even in countries where pollution is strictly regulated, much more needs to be done.

IGreenhouse Gas Emissions

India emits the fifth most carbon of any country in the world. At 253 million metric tons, only the U.S.,

China, Russia, and Japan surpassed its level of carbon emissions in 1998. Carbon emissions have grown nine-fold over the past forty years. In this Industrial Age, with the ever-expanding consumption of hydrocarbon fuels and the resultant increase in carbon dioxide emissions, that greenhouse gas concentrations have reached levels causing climate change. Going forward, carbon emissions are

forecast to grow 3.2% per annum until 2020. To put this in perspective, carbon emissions levels are estimated to increase by 3.9% for China and by 1.3% for the United States. India is a non-Annex I country under the United Nations Framework Convention on Green house gases and climate Change, and as such, is not required to reduce its carbon emissions. An historical summary of carbon dioxide (CO2) emissions from fossil fuel use in India is increasing rapidly and causes global warming.

All inhabitants of our planet have an equal right to the atmosphere, but the industrialized countries have greatly exceeded their fair, per-capita share of the planet‟s atmospheric resources and have induced climate change. The most developed countries possess the capital, technological and human resources required for successful adaptation, while in the developing countries, a large proportion of the population is engaged in traditional farming, that is particularly vulnerable to the changes in temperature, rainfall and extreme weather events associated with climate change.

According to the UN Framework Convention on Climate Change and the Kyoto Protocol , the most industrialized countries are mainly responsible for causing climate change. Thus equity requires that they should sharply reduce their emissions in order to arrest further climate change and allow other countries access to their fair share of atmospheric resources in order to develop

What Causes Indoor Air Problems? Indoor pollution sources that release gases or particles into the air are the primary cause of indoor air quality problems in homes. Inadequate ventilation can increase indoor pollutant levels by not bringing in enough outdoor air to dilute emissions from indoor sources and by not carrying indoor air pollutants out of the home. High temperature and humidity levels can also increase concentrations of some pollutants. Pollutant Sources

There are many sources of indoor air pollution in any home. These include combustion sources such as oil, gas, kerosene, coal, wood, and tobacco products; building materials and furnishings as diverse as deteriorated, asbestos-containing insulation, wet or damp carpet, and cabinetry or furniture made of certain pressed wood products; products for household cleaning and maintenance, personal care, or hobbies; central heating and cooling systems and humidification devices; and outdoor sources such as radon, pesticides, and outdoor air pollution.

The relative importance of any single source depends on how much of a given pollutant it emits and how hazardous those emissions are. In some cases, factors such as how old the source is and whether it is properly maintained are significant. For example, an improperly adjusted gas stove can emit significantly more carbon monoxide than one that is properly adjusted.

Some sources, such as building materials, furnishings, and household products like air fresheners, release pollutants more or less continuously. Other sources, related to activities carried out in the home, release pollutants intermittently. These include smoking, the use of unvented or malfunctioning stoves, furnaces, or space heaters, the use of solvents in cleaning and hobby activities, the use of paint strippers in

redecorating activities, and the use of cleaning products and pesticides in house-keeping. High pollutant concentrations can remain in the air for long periods after some of these activities.

Poverty is the biggest polluter

During his meet with editors on July 01, 2011 Prime Minister Manmohan Singh remarked that \"poverty is

the biggest polluter\" and India needs to achieve a balance between environment and development - industrialization. To farmers, trebles who form the bulk of protesters as POSCO agitation against land acquisition land is far more economically essential than a job of a petty unskilled worker in a factory. Indira Gandhi, a former prime minister, famously announced at the United Nations‟ first environmental conference, in 1972, that “Poverty is the biggest polluter.” Those sentiments were echoed recently when Environment Minister Jairam Ramesh snubbed the U.S. secretary of state, Hillary Rodham Clinton, by telling her in public that India could not accept binding carbon emission targets because doing so would stunt the nation‟s economic growth.

The United States, with under 5 percent of the world‟s population, accounts for more than 20 percent of total carbon emissions. India, with more than 17 percent of the global population, accounts for just 5.3 percent of emissions. Why, he asks. The most polluted places in India

Vapi in Gujarat and Sukinda in Orrisa is among the worlds top 10 most polluted places, according to the

Blacksmith Institute, a New York-based nonprofit group.

Vapi : Potentially affected people: 71,000 -Pollutants: Chemicals and heavy metals due to its Industrial estates.

Sukinda: Potentially affected people: 2,600,000. -Pollutants: Hexavalent chromium due to its Chromite mines.

Pollution is the introduction of contaminants into a natural environment that causes instability, disorder, harm or discomfort to the ecosystem i.e. physical systems or living organisms. Pollution can take the form of chemical substances or energy, such as noise, heat, or light. Pollutants, the elements of pollution, can be foreign substances or energies, or naturally occurring; when naturally occurring, they are considered contaminants when they exceed natural levels.

[1]Increasing traffic: With the rapid increase in the number of transports, the emission of different pollutants has also increased heavily. The emissions from the automobile fuels are shown below: