THE UNIVERSITY OF

SEMESTER- I BURDWAN

Syllabus for 3-Year Degree/4-Year

Honours
in
EDUCATION
under
Curriculum and Credit Framework
for Undergraduate Programmes
(CCFUP)
as Per NEP, 2020
w.e.f. 2023-24

B.A. HONOURS WITH RESEARCH IN EDUCATION OR HONOURS

Semester wise and Course wise Credit and Marks Distribution Structure under CCFUP as per NEP, 2020

SEMESTER- I
COURSE STRUCTURE

Full
Course Type with Name of the course Credit Theory Practical Internal
Marks
Code

Major/DS Course 4 75 60
Educational Philosophy-I L-T-P 0 15
(Core)
EDUC1011 3-1-0

Principles of Education
Minor Course For the students other than 4 75 60 0 15
EDUC1021 Education Major L-T-P
3-1-0
For the students with Education
Major any Allied subject other
than Education

Multidisciplinary Great Educators 3

L-T-P 50 40 0 10
Course For the students of other 2-1-0
EDUC1031 discipline
Ability Arabic/ Bengali/ Hindi/
Enhancement Sanskrit/ Santali/ Urdu/ or 2
L-T-P 50 40 0 10
Course Equivalent/Course from 2-0-0
(L1 -1 MIL) SWAYAM or UGC
recognized others
Skill 3
Computer Application L-T-P
Enhancement 50 40 0 10
in 2-1-0
Course (SEC)
Education
EDUC1051
Value
Environmental Science
Added (VA) 4 100 60 20 20
/ Education L-T-P
Course
CVA1061 3-0-1

Total 20 400
 SEMESTER- II

COURSE STRUCTURE

The ory Prac

Course Type Name of the course Credit Full Int.
ti
With Code Marks
cal
Major/DS
75
Course Educational Psychology-I 4 60 0 15
(Core) L-T-P
3-1-0
EDUC2011

Educational Psychology
Minor Course For the students other than Education Major 4 75 60 0 15
EDUC2021 L-T-P
For the students with Education Major 3-1-0
any Allied subject other than Education

Multidiscipli Value Education 3

L-T-P 50 40 0 10
nary Course For the students of other discipline 2-1-0
EDUC2031
Ability
Functional
Enhancement 2 50 40 0 10
English L-T-P
Course (L21)
ENGL2041 2-0-0

Skill Music and Fine Arts in

Enhancement Education 3 50 40 0 10
Course (SEC) or L-T-P
Education of Children with Special 2-1-0
EDUC2051
Needs
Value Added
(VA) Course Understanding India/Digital &
4 100 80/60 0/20 20
CVA2061 Technological Solutions/Health & L-T-P
Wellness/Yoga Education/Sports & Fitness 3/3-1/0-0/1

Total 20 400
 For the students of other discipline

 Education as Minor Discipline Course (For the students of other

discipline)
(5 Courses )
Course type Course name Credit
Sem
Principles of Education 4
I
Sem
Educational Psychology 4
II
Sem
Minor Course Educational Sociology 4
V
Sem History of Education in India
4
VII after independence
Sem
Great Indian Educator 4
VIII

 Education as Multidisciplinary course (MDS) (For the students of

other discipline)
(3 Courses)

Course type Course name Credit

Sem
Great Educators 3
I
Sem
MDS Value Education 3
II
Sem Psychology of Mental Health 3
III and Hygiene
 B.A. HONOURS WITH RESEARCH OR HONOURS IN EDUCATION :

SEMESTER- I Major/DS

Course (Core)-1

EDUC1011
Course: Educational Philosophy-1 Full Marks: 75
Course Objectives:

1. To understand the meaning, nature, and scope of Education.

2. To explore the various functions and factors influencing Education.
3. To examine the aims of Education from both individualistic and socialistic perspectives.
4. To introduce the Philosophy of Education and to be acquainted with the relationship of Education and
Philosophy.
5. To familiarize students with different schools of Indian Philosophy and their epistemological and ethical
aspects.
6. To analyze the educational implications of specific Indian philosophical schools such as Sankhya, Yoga,
Nyaya, Charvak, Buddhist, and Jain.
7. To comprehend the concept of child-centric education and its meaning and characteristics.
8. To explore the aims of modern child-centric education.
9. To examine different approaches to child-centric education.
10. To understand the features and significance of life-centric education.
11. To understand the concept of freedom and discipline in the context of education.
12. To recognize the need for discipline and its application in educational institutions.
13. To understand the concept of free discipline and self-discipline

Course contents

Unit –I:

● Education: Meaning, Nature and Scope ● Functions of Education ● Factors of Education

● Aims of Education: Individualistic and Socialistic.

Unit –II:
● Introduction to Philosophy of Education, ● Relationship of Education and Philosophy,
● Schools of Indian Philosophy-basic features with special reference to its Epistemological
and Ethical aspects ● Sankhya, ● Yoga, ● Nyaya, ● Charvak, ● Buddhist, ● Jain and their
educationalimplications

Unit –III:
● Child Centric Education: Meaning and Characteristics, ● Aims of modern child centric
 education, ● Different approaches of Child-Centric Education, ● Life Centric Education:
featuresand significance.

Unit –IV:
 Concept of freedom and discipline.
 Need of discipline.
 Concept of free discipline.
 Concept of self – discipline.
 Application of Discipline in Educational Institution.

Course Outcomes:

Upon completion of this course, students will be able to:

1. Define Education and understand its various dimensions and purposes.

2. Develop an understanding of the factors that influence education and the role they play in shaping the
educational process.
3. Compare and contrast individualistic and socialistic aims of education.
4. Gain insights into the relationship between Education and Philosophy and its implications for educational
practices.
5. Comprehensive understanding of different schools of Indian philosophy and their relevance to education.
6. Analyze the educational implications of specific Indian philosophical schools.
7. Explain the concept of child-centric education and its significance in modern educational contexts.
8. Familiarize with different approaches to child-centric education and their respective strengths and
weaknesses.
9. Recognize the features and significance of life-centric education and its impact on holistic development.
10. Understand the concepts of freedom and discipline in the educational setting.
11. Discuss the importance of discipline and its application in maintaining a conducive learning
environment.
12. Understand the concept of free discipline and its role in fostering independent learning.
13. Develop an understanding of self-discipline and its significance in personal and academic growth.

 Recommended Books:

 V.R. Taneja: Educational Thoughts & Practice. Sterling Publication Pvt. Ltd. New Delhi.
 Gutek, Gerald L. (2009).New Perspectives on Philosophy and Education. NewJersy,
USA:pearson.
 Nayak, B.K Text Book of Foundation of Education. Cuttack, Odisha: KitabMhal.
 Ozman, Howard A.,& Craver, Samuel M. Philosophical Foundation of Education.
Boston,USA: Ally &Bacon.
 Wingo. G. Max. Philosophies of Education New Delhi: Sterling Publishers.
 Bengali Books on Educational Philosophy.
  Minor Course-1 Full Marks: 75

 Course from any allied discipline other than Education

 Syllabus of Minor Course-1 to be selected from the respective department, as per the
choice of discipline by the students.

 Multidisciplinary Course-1 Full Marks: 50

 Course from any discipline out of four/five broad discipline other than Education
discipline

 Syllabus of Multidisciplinary Course to be selected from the respective department,

as per the choice of discipline by the students.

 Ability Enhancement Course (L1-1 MIL) Full Marks: 50

 Arabic/ Bengali/ Hindi/ Sanskrit/ Santali/ Urdu/ or

Equivalent. Course from SWAYAM

 Syllabus of Ability Enhancement Course-(L1 -1 MIL) to be selected from the respective

language department,
as per the choice of language discipline by the students.
 Skill Enhancement Course (SEC)-1
EDUC1051

SEC-1: Computer Application in Education Full Marks: 50

Course Objectives:

1. To familiarize students with the essential components and functionalities of MS Office applications,
including MS Word, MS PowerPoint, and MS Excel.
2. To provide an understanding of the concepts of information and communication technology (ICT) and its
relevance in education.
3. To explore the issues and initiatives related to universal access and the digital divide in the context of
ICT.
4. To examine the challenges involved in integrating ICT into the school system and understand the aims
and objectives of the National Policy on ICT in School Education in India.
5. To introduce students to the components and objectives of the National Mission on Education through
ICT (NMEICT) and various related platforms such as Spoken Tutorials, Gyan Darshan, Gyanvani, Sakshat
Portal, eGyanKosh, virtual laboratory, and haptic technology.
6. To enable students to effectively utilize internet resources for different disciplines, including natural
sciences, social sciences, humanities, and mathematics.
7. To provide a general introduction to various forms of e-learning, such as mobile learning, distance learning,
online learning, virtual universities, and Massive Open Online Courses (MOOCs).
8. To explore the potential of social networking platforms in education and their role in facilitating
collaborative learning and knowledge sharing.

Course Contents:

Unit I:
 MS office:
 MS Word
 MS Power Point
 MS Excel

Unit II:
 Concepts of information and communication
technology; Universal access VS Digital Divide –
issues and initiatives.
 Challenges of Integration of ICT in School; Aims andobjectives of
National Policy on Information and
 Communication Technology (ICT) in School
Educationin India.
 Unit III:
 Components and Objectives of National Mission on
Education through ICT (NMEICT), Spoken
Tutorials, Gyan Darshan, Gyanvani, Sakshat Portal,
e Gyan Kosh;Virtual laboratory and Haptic
technology

Unit IV: Educational Resources

 Internet resources for different disciplines like natural
sciences, social sciences, Humanities and Mathematics.

 General Introduction to E-learning,Mobile-learning, distance learning, On-line learning,

Virtual University, Wikipedia, Massive Open OnlineCourses (MOOCs); Social
networking

Course Outcomes:
 Upon completion of this course, students will be able to:
 1. Demonstrate proficiency in using MS Office applications, including MS Word, MS PowerPoint,
and MS Excel, for creating documents, presentations, and spreadsheets.
 2. Understand the importance of information and communication technology (ICT) in education and
its impact on learning outcomes.
 3. Analyze the issues and initiatives related to universal access and the digital divide, and propose
strategies to bridge the gap.
 4. Identify and address the challenges involved in integrating ICT into the school system, considering
the objectives of the National Policy on ICT in School Education in India.
 5. Utilize various components of the National Mission on Education through ICT (NMEICT), such
as Spoken Tutorials, Gyan Darshan, Gyanvani, Sakshat Portal, eGyanKosh, virtual laboratory, and
haptic technology, to enhance teaching and learning experiences.
 6. Effectively utilize internet resources for different disciplines, including natural sciences, social
sciences, humanities, and mathematics, to gather information and enhance subject knowledge.
 7. Evaluate the advantages and limitations of different forms of e-learning, such as mobile learning,
distance learning, online learning, virtual universities, and MOOCs, and select appropriate
approaches for specific educational contexts.
 8. Understand the role of social networking platforms in education and employ them for
collaborative learning, knowledge sharing, and professional networking purposes
 Value Added (VA) Course Full Marks: 100

Environmental Science / Education

Value Added Course (VA) Compulsory Course Syllabus to be
provided by the respective Department
 B.A. HONOURS WITH RESEARCH OR HONOURS IN EDUCATION

SEMESTER- II

Major/DS Course (Core)-2

EDUC2011

Course - Educational Psychology-I Full Marks: 75

Course Objectives:

1. Introduce students to the field of psychology and its relevance to education.

2. Understand the nature and scope of educational psychology.
3. Explore the relationship between education and psychology.
4. Familiarize students with the methods used in educational psychology research.
5. Examine the concepts of growth and development and their significance in educational psychology.
6. Understand the determinants of development, including heredity and environment.
7. Identify the principles that underlie human development.
8. Study the stages of physical development and recognize the characteristics of each stage.
9. Explore the different areas of development, including emotional, intellectual, and social aspects.
10. Understand individual differences, including the concept, types, and their implications in an educational
context.
11. Introduce the concept of learning and its importance in education.
12. Identify the factors associated with learning and their impact on educational outcomes.
13. Examine various theories of learning, including trial and error, classical conditioning, operant
conditioning, insightful learning, and Gagne's theory of learning.
14. Understand the concept of transfer of learning and its relevance in educational settings.
15. Explore different theories and models related to transfer of learning.
16. Discuss the practical applications of transfer of learning in educational contexts.

Course Contents: Unit –I:

● Introduction to Psychology, Meaning, and Definition, ● Nature and Scope of Educational
Psychology, ● Relation between Education and Psychology, ●Methods of
Educational psychology

Unit –II:
● Growth and Development: Meaning and Concepts, ● Determinants of Development-
Heredityand Environment, ● Principles of Development, ● Stages of Physical
Development,
● Characteristics of different stages, ● Areas of development: Emotional, Intellectual and Social,
● Individual differences: concept, types, and educational implications.
 Unit –III:
● Concept of learning, ● Factors associated with learning, ● Theories of learning: Trial and
Error, Classical Conditioning; Operant Conditioning, Insightful learning, ● Gagne’s theory of
learning,

Unit –IV:
● Transfer of Learning: Concept, Theories and Educational Application.

Course Outcomes:

1. Define and explain the field of psychology and its connection to education.
2. Describe the nature and scope of educational psychology and its role in enhancing teaching and learning
processes.
3. Analyze the relationship between education and psychology and recognize their mutual influences.
4. Apply appropriate research methods in conducting educational psychology studies.
5. Explain the concepts of growth and development and their significance in educational psychology.
6. Identify and compare the roles of heredity and environment in human development.
7. Apply the principles of development to understand the patterns and processes of growth.
8. Describe the stages of physical development and recognize the characteristics associated with each stage.
9. Analyze the emotional, intellectual, and social aspects of human development and their implications in
education.
10. Recognize and accommodate individual differences in educational settings.
11. Define learning and its significance in educational contexts.
12. Identify and evaluate the factors that influence learning outcomes.
13. Compare and contrast different theories of learning, such as trial and error, classical conditioning,
operant conditioning, insightful learning, and Gagne's theory of learning.
14. Apply the principles of Gagne's theory of learning in designing instructional strategies.
15. Explain the concept of transfer of learning and its relevance to educational practices.
16. Compare and contrast different theories and models related to transfer of learning.
17. Apply the principles of transfer of learning in designing effective instructional materials and strategies.

 Recommended Books:

 Bigge, M.L. Psychological Foundations of Education. Harper and Row, New York.
 Chauhan, S.S. (1998). Advanced Educational Psychology. Vikash Publishing House, New Delhi.
 Choube, S.P. & Choube.(1996). Educational Psychology and Experriments. Himalay
PublishingHouse, New Delhi.
 Mangal S.K (1997). Advance Educational Psychology. Presentice Hall of India, New Delhi.
 Woolfolk, A.E. (2011) Educational Psychology. Derling Kinderslay (India) Pvt. Ltd.
 Bruner, J.(1977). The Process of Education, USA: Harvard University Press.
Bengali Books on Educational Psychology
 COURSE 1 .
 Minor Course-2 Full Marks: 75
; From any allied discipline other than Education*

 Course from any

Syllabus of allied
Minordiscipline
Course-1 other
to be than Education
selected from the respective department
As per the choice of discipline
 Syllabus of Minor Course-2to
tobe
beselected
selected by
from
thethe respective
student . department,

as per the choice of discipline by the students.

 Multidisciplinary Course-2 Full Marks: 50

 Course from any discipline out of four/five broad discipline other than Education
discipline

 Syllabus of Multidisciplinary Course to be selected from the respective department,

as per the choice of discipline by the students.

Ability Enhancement Course (L2-1) Full Marks 50

0050 5050

 English or Equivalent. Course from SWAYAM

Skill Enhancement Course (SEC)-2
 Syllabus of Ability Enhancement Course-(L2 -1) to be selected from the respective
SEC-2: Music and Fine Arts in
language Education
department Full Marks: 50
as per the choice of language discipline by the students .
 Skill Enhancement Course (SEC)-2
EDUC2051

SEC-2: Music and Fine Arts in Education Full Marks: 50

Course Objectives:

1. Introduce students to the preliminary ideas of Indian music and develop an understanding of its unique
characteristics.
2. Familiarize students with the basics of playing a musical instrument and provide preliminary knowledge
about specific instruments like the tabla and harmonium.
3. Explore the structure of the tabla and develop skills in playing rhythmic patterns.
4. Introduce students to the harmonium and develop basic proficiency in playing melodies.
5. Provide opportunities for practice, leading to the performance of various musical compositions.
6. Develop skills in singing prayer songs, seasonal songs, and folk songs.
7. Explore the integration of songs and music with other curricular areas, emphasizing their interdisciplinary
nature.
8. Introduce students to the field of fine arts and its significance in expressing creativity and aesthetics.
9. Engage students in practical activities related to different forms of visual arts, such as drawing, painting,
and sculpture.
10. Develop an understanding of the basic concepts of colors, shapes, forms, perspective, balance, rhythm,
and dimensions in the context of visual arts.

Course Contents:
Unit –I:
● Indian Music & Instrument: Preliminary Ideas of Indian Music, ● Preliminary Knowledge of
Instrument, ● Structure of Tabla, ● Harmonium

Unit –II:
● Practice, leading to performance, ● Prayer Song -2, ● Seasonal Song-2, ● Folk Song- 2, ● Integration
ofsongs and music with other curricular areas
Unit –III:
● Fine Arts, ● Arts in Practice, ● Different forms of Visual Arts,

Unit –IV:
● Basic Concept of Colors, ● Shapes & Forms, ● Perspective, ● Balance, ● Rhythm, ● Dimensions
 Course Outcomes:

1. Demonstrate knowledge and appreciation of the principles and characteristics of Indian music.
2. Play basic rhythmic patterns on the tabla and demonstrate proficiency in handling the instrument.
3. Play melodies on the harmonium and showcase competence in creating musical compositions.
4. Perform various musical compositions confidently, incorporating appropriate techniques and
expressions.
5. Sing prayer songs, seasonal songs, and folk songs with proper intonation, rhythm, and expression.
6. Recognize and explore the potential of integrating songs and music with other subjects,
demonstrating interdisciplinary thinking.
7. Demonstrate practical skills in visual arts, such as drawing, painting, and sculpture.
8. Create visual art pieces that exhibit an understanding of color theory, shapes, forms, perspective,
balance, rhythm, and dimensions.
9. Express creativity and aesthetics through visual art, demonstrating individual style and originality.
10. Reflect on the artistic process and critically analyze visual art pieces, discussing their intentions,
techniques, and impact.
11. Apply the principles learned in music and fine arts to other areas of life, such as personal
expression, cultural appreciation, and creative problem-solving.

Recommended Books:
 Dodd, Nigel and Winifred Hickson (1971/1980). Drama and Music in Education. London:
Heinmann.
 Mishra, A. (2004). Aaj bhi Kharein hai Talaab, Gandhi Peace Foundation, 5th Edition.
 Narayan, S. (1997). Gandhi views on Education: Buniyadi Shiksha [Basic Education], The
SelectedWorks of Gandhi: The Voice of Truth, Vol. 6, Navajivan Publishing House.
 NCERT, (2006). Position Paper National Focus Group on Arts, Music, Dance and Theatre,
NewDelhi: NCERT.
 Poetry/songs by Kabir, Tagore, Nirala etc; Passages from Tulsi Das etc; Plays: Andha Yug-
Dharam Vir Bharati, Tughlaq: Girish Karnad.
 Prasad, Devi (1998). Art as the Basis of Education, NBT, New Delhi
 Bengali Books on Music and Fine Arts in Education
 OR

Skill Enhancement Course (SEC)-2

EDUC2051

SEC-2: Education of Children with Special Needs Full Marks: 50

Course Objectives:

1. To provide an understanding of the education needs of children with visual impairments, including their
identification, intervention, education, and prevention.
2. To develop knowledge and skills related to the education of children with hearing impairments, including
their identification, intervention, education, and prevention.
3. To explore the challenges and strategies involved in educating children with speech and language
disorders, including their identification, intervention, education, and prevention.
4. To understand the unique needs and educational approaches for children with physical disabilities,
including their identification, intervention, education, and prevention.
5. To develop an understanding of learning disabilities in children, including their identification,
intervention, education, and prevention.

Course Contents:

Unit –I:
Education of Children with:
 Visual Impairment: identification, intervention, education and prevention.
 Hearing Impairment: identification, intervention, education and prevention.

Unit –II:
Education of Children with:
 Speech and Language Disorders: identification, intervention, education and
prevention.

Unit –III:
Education of Children with:
 Physically Handicraft: identification, intervention, education and prevention.

Unit –IV:
Education of Children with:
 Learning Disabilities: identification, intervention, education and prevention.
Course Outcomes:

1. Identify the specific educational needs of children with visual impairments and implement appropriate
intervention strategies to support their learning.
2. Recognize the challenges faced by children with hearing impairments and employ effective educational
techniques to enhance their communication and learning skills.
3. Evaluate and apply appropriate intervention strategies for children with speech and language disorders to
promote their communication and language development.
4. Design inclusive educational environments and accommodations to support the learning and participation
of children with physical disabilities.
5. Identify the signs and symptoms of learning disabilities in children and develop individualized
educational plans to address their specific needs.
6. Collaborate with parents, teachers, and other professionals to provide comprehensive support and
resources for children with special educational needs.
7. Advocate for inclusive practices and policies in educational settings to ensure equal opportunities and
access for children with diverse abilities.
8. Demonstrate sensitivity, empathy, and understanding towards children with special educational needs,
fostering an inclusive and supportive learning environment.
9. Continuously engage in professional development and stay updated with the latest research and best
practices in special education.
10. Reflect on personal attitudes and beliefs towards individuals with disabilities and develop a more
inclusive and inclusive mindset.

 Reference Books:

 Bantwal, A., Nandukar, A. & R. Jalvi. Fundamentals of Hearing Impairment and Audiological
management. RCI Manual, [DSE (HI)]. New Delhi: Kanishka Publishers, Distributors.
 Biswas, P.C. Education of Children with Visual Impairment in Inclusive School. New Delhi:
Abhijeet Publications.
 Gulliford, R. & G. Upton (ed.) Special Educational Needs. London: Rutledge.
 Haring, N.G. & R.L. Schiefelbusch (des). Teaching Special Children. New York: MCGraw-
Hills Book
Co.
 Jalvi, P., Nandukar, A. & A. Bantwal. Introduction to hearing Impairment. RCI Manual, (DSE
(HI)].
New Delhi: Kanishka publishers, Distributors.
 Mani, M.N.G. Techniques of Teaching Blind Children. Sterling Publishers Pvt. Ltd.
 Sharma, Prem Lata. A Teacher’s Handbook on IED – Helping Children with Special Needs. New
Delhi: NCERT.
 Bengali Books on Education of Children with Special Needs
 Courses for The Students of Other Discipline
Education as Minor discipline courses for The Students of Other Discipline

Full Marks:75

5 Courses
Course type Course name Credit
Minor Sem Principles of Education 4
Course I
Sem Educational Psychology 4
II
Sem Educational Sociology 4
V
Sem History of Education in India 4
VII
Sem Educational Guidance & 4
VIII Counseling
 SYLLABUS
Minor course -1
EDUC1021
Course: Principles of Education Full Marks: 75

Course Objectives:

1. Understand the meaning, nature, and scope of education.

2. Identify the functions and factors that influence the field of education.
3. Examine the aims of education from individualistic and socialistic perspectives.
4. Define the concept of curriculum and its significance in education.
5. Differentiate between different types of curriculum and their applications.
6. Understand the principles involved in curriculum construction.
7. Recognize the importance of co-curricular activities in enhancing overall education.
8. Explore child-centric education, its characteristics, and its aims in modern education.
9. Analyze the significance of play and play-way methods in education, including various approaches.
10. Understand the concepts of freedom and discipline and their application in educational institutions.

Course Contents:

Unit –I:

 Education: Meaning, Nature and Scope.

 Functions of Education
 Factors of Education.
 Aims of Education: Individualistic and Socialistic.

Unit –II:
 Meaning of Curriculum.
 Types of curriculum.
 Principles of curriculum construction.
 Co – curricular activities.

Unit –III:
 Child Centric Education: Meaning and Characteristics.
 Aims of modern child centric education.
 Child Centric Education: its significance.
 Play and play-way in education: Kindergarten, Montessori, Basic education and
Projectmethod.
UNIT –IV:
 Freedom and Discipline: Concepts.
 Needs of discipline.
 Concept of Free discipline.
 Concept of Self-discipline.
 Application of Discipline in Educational Institution.

Course Outcomes:
1. Demonstrate a clear understanding of the meaning, nature, and scope of education.
2. Evaluate the functions and factors that shape the field of education.
3. Critically analyze the aims of education from both individualistic and socialistic perspectives.
4. Apply the concept of curriculum to design effective educational programs.
5. Select and justify appropriate types of curriculum for specific educational contexts.
6. Develop curriculum construction skills based on established principles.
7. Recognize the value and integration of co-curricular activities in educational planning.
8. Implement child-centric education principles to promote holistic development.
9. Apply play and play-way methods in educational practices, drawing from different approaches.
10. Promote a balanced approach between freedom and discipline in educational institutions, fostering a
conducive learning environment.

Suggested Reference:
 Gutek,Gerald L.(2009).New Perspectives on Philosophy and Education. NewJersy,USA:pearson.
 V.R. Taneja: Educational Thoughts & Practice. Sterling Publication Pvt. Ltd. New Delhi.
 Ozman, Howard A.,& Craver, Samuel M. Philosophical Foundation of Education. Boston,
USA:Ally &Bacon.
 Wingo. G. Max. Philosophies of Education New Delhi: Sterling Publishers.
 Bengali Books on Principles of Education
 Minor course -2
EDUC2021

Course: Educational Psychology Full Marks: 75

Course Objectives:

1. Develop a comprehensive understanding of the field of educational psychology, including its

meaning, nature, and scope.
2. Explore the relationship between education and psychology, and how psychological
principles can inform educational practices.
3. Familiarize with the various research methods used in educational psychology and develop
skills in conducting educational research.
4. Understand the concept of growth and development and its significance in the context of
child development.
5. Identify and analyze the different stages of child development, including infancy, childhood,
and adolescence.
6. Examine the various aspects of child development, including physical, intellectual,
emotional, and social aspects.
7. Gain knowledge about personality development and understand the factors that influence its
development.
8. Explore different approaches to understanding personality, such as types and traits.
9. Recognize and appreciate the individual differences among learners and understand their
implications for education.
10. Gain insights into the concept of intelligence, including its definition, theories, and
assessment methods.

Course Contents:

Unit –I:
 Educational Psychology: Meaning, Nature and Scope
 Relation between Education and Psychology.
 Methods of Educational Psychology.

Unit –II:
 Growth and Development: Meaning and Concepts.
 Stages of Development of a Child: Infancy, Childhood and Adolescence.
 Aspects of Child Development : Physical, Intellectual, Emotional, Social
Unit –III:
 Personality: Concept and definition.
 Development of Personality.
 Types and Traits Approaches to Personality.
 Individual Differences: Concepts and Types.
 Causes of Individual Differences.

Unit –IV:
 Intelligence: Concept and Definition.
 Theories of intelligence: Two-factor, Group-factors and Structure of Intellect.
 Intelligence Test: Verbal, Non-verbal test and their uses.

Unit –V:
 Learning: Meaning &Nature.
 Factors associated with learning.
 Theories of Learning: Trial & Error, Classical conditioning and Gestalt theory of learning.
 Learning relation to; Attention, Interest, Maturation and Motivation.

Course Outcomes:
1. Demonstrate a clear understanding of the field of educational psychology, including its key
concepts and theories.
2. Apply psychological principles and theories to educational contexts, enhancing instructional
practices and student learning outcomes.
3. Utilize various research methods and techniques to investigate educational phenomena and
contribute to the field of educational psychology.
4. Analyze and interpret the different stages of child development, recognizing the unique
characteristics and needs of each stage.
5. Assess and support the various aspects of child development, promoting holistic growth in
educational settings.
6. Understand the factors that contribute to personality development and apply this knowledge
to support students' socio-emotional development.
7. Evaluate and utilize different approaches to understanding personality, considering their
practical implications for educational settings.
8. Adapt instructional strategies to accommodate and address the diverse learning needs and
individual differences among students.
9. Employ appropriate assessment methods to measure and assess students' cognitive abilities
and intelligence.
 10. Apply the principles and findings of educational psychology to design effective teaching
strategies, create inclusive learning environments, and enhance student motivation and
engagement.
11. Critically analyze and reflect on educational practices and policies through the lens of
educational psychology, advocating for evidence-based approaches to education.
12. Demonstrate effective communication and collaboration skills with students, parents, and
colleagues, promoting positive relationships and a supportive learning community.

Suggested References:
 Bigge, M.L. Psychological Foundations of Education. Harper and Row, New York.
 Chauhan, S.S. (1998). Advanced Educational Psychology. Vikash Publishing House, New Delhi.
 Choube, S.P. &Choube.(1996). Educational Psychology and Experriments. Himalay
PublishingHouse, New Delhi.
 Mangal S.K (1997). Advance Educational Psychology. Presentice Hall of India, New Delhi.
 Mathur, S.S. Educational Psychology. BinodPustakMandir, Agra.
 Woolfolk, A.E. (2011) Educational Psychology. Sterling Kinderslay (India) Pvt. Ltd.
 Bengali Books on Educational Psychology.
 Courses (MDS) for The Students of Other Discipline
Education as Multidisciplinary course (MDS) for The Students of Other Discipline
Full Marks: 50

3 Courses
Course type Course name Credit
MDS Sem Great Educators 3
I
Sem Value Education 3
II
Sem Psychology of Mental Health 3
III and Hygiene
 SYLLABUS

Multidisciplinary course (MDS-1)

EDUC1031

Great Educators Full Marks: 50

Course Objectives:

1. Gain an in-depth understanding of the life and teachings of Swami Vivekananda.

2. Explore the contributions of Sri Aurobindo to philosophy and Education.
3. Examine the life and works of Rabindranath Tagore, including his philosophy of Education.
4. Analyze the educational philosophy and principles of Mahatma Gandhi.
5. Study the ideas and theories of Jean-Jacques Rousseau regarding Education.
6. Understand the educational approach and philosophy of Friedrich August Froebel.
7. Explore the educational theories and principles proposed by John Dewey.
8. Analyze the educational approach and methods developed by Maria Montessori.
9. Compare and contrast the philosophies and educational ideas of the mentioned educators.
10. Reflect on the relevance and applicability of the educational philosophies in contemporary educational
contexts.

Course Contents:
Unit –I:
 Swami Vivekananda (1863-1902).
 Sri Aurobindo (1872-1950).

Unit –II:
 Rabindranath Tagore (1861-1941).
 Mahatma Gandhi (1869-1948).

Unit –III:
 Jean Jacques Rousseau (1712-1778).
 F.W. August Froebel (1782-1852).

Unit –IV:
 John Dewey (1859-1952).
 Madam Maria Montessori (1870-1952).
 Course Outcomes:

1. Demonstrate a comprehensive understanding of the life, teachings, and contributions of Swami

Vivekananda.
2. Evaluate the impact of Sri Aurobindo's philosophy on Education and personal development.
3. Critically analyze the educational philosophy and works of Rabindranath Tagore, and their
implications for Education.
4. Assess the educational principles and practices advocated by Mahatma Gandhi, and their
relevance in today's world.
5. Explain the key ideas and theories of Jean-Jacques Rousseau related to Education and child
development.
6. Apply the principles and practices of Friedrich August Froebel's educational approach in
instructional settings.
7. Evaluate the educational theories and ideas of John Dewey and their impact on progressive
education.
8. Analyze the educational methods and principles developed by Maria Montessori and their
application in early childhood education.
9. Compare and contrast the philosophies and approaches of the mentioned educators, identifying
their similarities and differences.
10. Critically reflect on the educational philosophies studied and their implications for personal
teaching practices and educational policy-making.
11. Develop a broader perspective on educational philosophies and their significance in shaping
educational systems and practices.
12. Engage in critical discussions and debates on educational philosophies, fostering intellectual
curiosity and a deeper understanding of diverse educational perspectives.

Suggested References:

 Mukherjee,K.K, Some Great Educators of the world, Das Gupta & Co.pvt. Ltd, Calcuta
 Purkait, B.K., Great Educators, New Central Book Agency, London
 Guha, Bibhuranjan, Shikshay Pathikrit (Bengali), Sobha Publisher, Kolkata.
 Prof.B.C Rai, Theory of Education, Prakasan Kendra, Lakhnow.
 Vidya Ratna Taneja, Educational Thought and practice, Sterling Publishers Pvt.Ltd.
 Bengali Books on Educational Thoughts and Ideas of Great Educators
 Multidisciplinary course (MDS-2)
EDUC2031

Value Education Full Marks: 50

Course Objectives:

1. Understand the meaning and concept of values in education.

2. Recognize the importance and significance of value education in the overall development of individuals.
3. Explore the concept of morality and its relationship with values in education.
4. Analyze the role of parents in facilitating children's moral development and fostering positive values.
5. Gain knowledge about social values and their impact on individuals and society.
6. Understand the role of values in the classroom environment and its influence on students' behavior and
learning outcomes.
7. Explore strategies for inculcating values among students and promoting a values-based culture in
educational settings.
8. Examine the meaning and aims of peace education and its role in fostering positive values.
9. Identify the values inherent in peace education and their significance in promoting harmony and conflict
resolution.
10. Understand the connection between values and human rights education, and the role of values in
upholding and promoting human rights.

Course Contents:

Unit –I:
 Value in Education: Meaning and Concept
 Needs of Value Education
Unit –II:
 Morality: Meaning & Concept.
 Morality and Values in Education.
 Role of Parents to Facilitate Children’s Moral Development
Unit –III:
 Social Values.
 Values in Classroom.
 Inculcation of Values among the students
Unit –IV:
 Peace Education: Meanings and Aims.
 Values in Peace Education.
 Values and Human Rights Education
Course Outcomes:
1. Demonstrate a comprehensive understanding of the concept of values in education and their importance in
personal and societal development.
2. Evaluate the need for value education in educational settings and recognize its impact on individuals and
communities.
3. Analyze the concept of morality and its relevance to values in education, and reflect on its implications
for personal and professional conduct.
4. Recognize the role of parents in promoting children's moral development and understand strategies to
facilitate the transmission of positive values.
5. Critically examine social values and their influence on individual behavior and societal norms.
6. Apply knowledge of values in creating a positive classroom environment and fostering ethical behavior
among students.
7. Design and implement strategies for inculcating values among students, considering their developmental
stage and individual needs.
8. Understand the meaning and objectives of peace education, and its role in promoting values such as
empathy, tolerance, and cooperation.
9. Evaluate the impact of values in peace education on conflict resolution, social justice, and building a
peaceful society.
10. Recognize the importance of values in human rights education, and its role in promoting equality,
respect, and dignity for all individuals.
11. Reflect on personal values and develop a deeper understanding of their influence on teaching practices
and interactions with students.
12. Engage in critical discussions on values in education, exploring different perspectives and their
implications for educational policies and practices.
13. Demonstrate ethical behavior and integrity in personal and professional interactions, reflecting the
values learned during the course.
14. Foster a sense of responsibility towards creating a positive and inclusive learning environment that
promotes and upholds core values.
15. Advocate for the integration of value education in educational policies and curriculum, recognizing its
long-term impact on individuals and society.

Suggested References:
 The moral child – Damon, W.New York: The free press.
 Values in Education and Education in value – Halstead, J.Mark. London.
 The Psychology of moral Development – Kohlberg. New York.
 Value Education – Bagchi, J.P: University Book House (P) Ltd.
 Human Rights – A source Book – Dev, Arjun et. al. NCERT, New Delhi.
 Human Development Report – 2002, UNDP – New York and Oxford.
 Values and Teaching : Working with values in the Classroom,
 Bengali Books on Value Education