Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 13 Education for National Integration and International Understanding Questions and Answers.
CHSE Odisha 12th Class Education Chapter 13 Question Answer Education for National Integration and International Understanding
Group – A
Short type Questions with Answers
I. Answer with in Two/Three sentence :
Question 1.
What is the primary focus of school programs for promoting national integration ? Answer: The primary focus of school programs for national integration is to create awareness of sub-cultural diversities, encourage objective discussions on common problems, and provide opportunities for students to work towards common goals and interests.
Question 2.
How can the curriculum contribute to national integration?
Answer:
The curriculum can contribute to national integration by incorporating an orientation towards it in existing subjects, making it an integral part of both curricular and co-curricular activities, fostering attitudinal and behavioral changes.
Question 3.
Why is the development and usage of an all India language emphasized for national integration?
Answer:
An all India language, such as Hindi, is seen as essential for promoting national and emotional integration, ensuring successful communication and understanding among citizens across different states.
Question 4.
What role do co-curricular activities play in national integration?
Answer:
Co-curricular activities, such as celebrating National Days, cultural festivals, and inter-state competitions, contribute directly and indirectly to the development of a sense of ‘we’ feeling and national unity among students.
Question 5.
How does the National System of Education promote national integration?
Answer:
The National System of Education aims to provide equal educational opportunities to all students, fostering a sense of equality, uniformity, and understanding of cultural diversities through a common curriculum and admission patterns.
Question 6.
According to the National Policy on Education, what special emphasis is given for creating national integration?
Answer:
The National Policy on Education emphasizes the removal of disparities, equalizing educational opportunities, and addressing specific needs of groups like women, Scheduled Castes, Scheduled Tribes, religious and linguistic minorities, and special children.
Question 7.
What is the role of teachers in promoting national integration?
Answer:
Teachers play a predominant role in promoting national integration by developing rational attitudes in students towards social and political factors, acting as role models, and reflecting attributes that foster national and emotional integration.
Question 8.
Why is the synchronization of cultures highlighted in the context of international understanding?
Answer:
Synchronization of cultures is highlighted due to international trade and modem transport, creating continuous interaction among people globally, leading to a diffusion of cultures and making the world a melting pot of diverse cultural influences.
Question 9.
What is the significance of the interdependence of nations in the context of international understanding?
Answer:
Interdependence among nations, in terms of economic, technical, and cultural aspects, underscores the importance of cooperation and understanding between countries, preventing conflicts and contributing to global stability.
Question 10.
Why is a commitment to international peace and understanding essential in the face of the threat of a nuclear war?
Answer:
The threat of a nuclear war necessitates a commitment to international peace and understanding to avoid catastrophic consequences, emphasizing the importance of cooperation and diplomacy among nations.
II. Answer with in Five/Six sentence :
Question 1.
How can school programs contribute, to national integration, and what are the key phases involved in this process?
Answer:
School programs play a crucial role in promoting national integration. In the initial phase, children are made aware of sub-cultures’ existence, similarities, and diversities. The second phase involves providing opportunities for objective discussions on common problems, while the final phase focuses on work situations for collaborative goals. These phases aim to bring about attitudinal and
behavioral changes, fostering a sense of unity and understanding among students.
Question 2.
What are the two views regarding the curriculum for national integration, and how can it be effectively organized?
Answer:
Two perspectives on curriculum organization for national integration exist. One suggests adding a special area on inter-sub-cultural variations, while the other advocates integrating nautical integration orientation into the existing curriculum. The latter emphasizes making it an integral part of both curricular and co-curricular activities.
Question 3.
Why is the development and usage of an all-India language essential for national integration, and which language is recommended for this role ?
Answer:
The evolution, learning, and usage of an all-India language are crucial for national integration. Hindi, being the national language, is recommended for teaching in all educational institutions. A common language promotes successful coexistence, understanding, and communication among citizens from different states.
Question 4.
How do co-curricular activities contribute to national integration among students?
Answer:
Co-curricular activities play a vital role in fostering national and emotional integration among students. Celebrations of National Days, cultural festivals, inter-state games, educational excursions, and cultural exchanges contribute to developing a sense of unity and a “we” feeling among students.
Question 5.
What is the concept of a National System of Education, and how does it promote national integration?
Answer:
The National System of Education aims for equal educational opportunities for all students, regardless of caste, creed, or location. This system, following the 10+2+3 pattern, fosters a sense of equality, uniformity, and understanding among students, encouraging them to appreciate the cultural diversities of the country.
Question 6.
Why does the National Policy on Education emphasize equality of educational opportunities, and which specific groups are given special attention?
Answer:
The National Policy on Education emphasizes removing disparities arid equalizing educational opportunities. Special attention is given to women’s education, Scheduled Castes and Scheduled Tribes, religious and linguistic minorities, as well as special children such as the handicapped. The focus is on inclusive education to promote national integration.
Question 7.
What role do teachers play in promoting national and emotional integration, and why are they considered crucial role models for students?
Answer:
Teachers have a predominant role in promoting national and emotional integration. They can develop rational attitudes in students towards social and political factors, acting as role models reflecting attributes that foster national unity. Students tend to imbibe the qualities of their teachers, making the teacher-student relationship pivotal in shaping attitudes and behaviors that contribute to national integration.
Group – B
Long Type Questions With Answers
Question 1.
Examine the school’s role in fostering national unity and integration.
Answer:
• The role of schools in fostering national unity and integration is pivotal, as educational institutions play a crucial part in shaping the values, beliefs, and attitudes of individuals National unity is essential for the harmonious coexistence of diverse communities within a country. Schools, being primary centers of education, contribute significantly to this goat through various means.
• Firstly, schools serve as platforms for imparting inclusive education that embraces diversity By incorporating curricula that reflect the multicultural and pluralistic nature of the nation, students are exposed to different perspectives, cultures, and histories. This exposure helps in breaking down stereotypes and fostering understanding among students from various backgrounds. Inclusion of diverse literature, history, and cultural studies not only enriches the educational experience but also promotes a sense of shared identity.
• Secondly, schools provide a common ground for students to interact and build relationships across various social, cultural, and economic backgrounds. Through extracurricular activities, collaborative projects, and group discussions, students learn to appreciate each other’s strengths, talents, and differences. These interactions contribute to the development of social skills, empathy, and a sense of belonging, all of which are vital components of national integration.
• Furthermore, schools play a key role in instilling values such as tolerance, respect, and acceptance. By fostering an environment that encourages open-mindedness and discourages discrimination, schools contribute to the creation of a more inclusive society. Character education programs, anti-bullying initiatives, and diversity workshops are examples of strategies that can be employed to promote positive values and behaviors among students.
• Moreover, the school curriculum can incorporate civic education that emphasizes the rights and responsibilities of citizenship. Students need to understand the principles of democracy, civic engagement, and the importance of active participation in the democratic process. This knowledge equips them to be responsible and informed citizens who contribute positively to the development of the nation.
• Additionally, schools can organize events and celebratiqns that highlight national unity and diversity. National holidays, cultural festivals, and heritage weeks can be utilized to showcase the rich tapestry of the nation’s history and culture. Such events not only create a sense of pride in one’s identity but also foster a collective national identity that transcends individual differences.
• In conclusion, schools play a vital role in fostering national unity and integration by providing – inclusive education, promoting positive values, facilitating social interactions, and instilling a sense of civic responsibility. By embracing diversity and nurturing a culture of understanding, schools contribute to the development of individuals who are not only academically proficient but also socially conscious and committed to the idea of a united and integrated nation.
Question 2.
In what-ways can education contribute to emotional integration as a pathway to national unity, focusing on the training of young people’s emotions?
Answer:
Education plays a pivotal role in fostering emotional integration as a pathway to national unity, especially when focusing on the training of young people’s emotions in India. Here are key ways in which education can contribute to emotional integration:
Emotional Intelligence Curriculum: Implementing a dedicated emotional intelligence curriculum in schools can help students understand and manage their emotions effectively. Teach students to recognize and empathize with the emotions of others, promoting tolerance and understanding among diverse communities.
Cultural Sensitivity Programs : Integrate cultural sensitivity programs into the education system to cultivate respect for the diverse traditions, languages, and customs present in India.Encourage students to celebrate cultural differences, fostering a sense of unity in diversity.
Conflict Resolution Education : Provide training in conflict resolution skills to equip students with the ability to address disagreements peacefully. Emphasize dialogue and negotiation as tools to resolve conflicts, contributing to a more harmonious society.
Inclusive Education Practices : Ensure inclusivity in educational settings by accommodating students of different abilities, backgrounds, and socio-economic statuses.Promote collaboration and teamwork among students from various walks of life, fostering a sense of belonging. –
Social-Emotional Learning (SEL) Programs : Integrate Social-Emotional Learning (SEL) programs that focus on self-awareness, self-regulation, and interpersonal skills.Equip students with the tools to navigate the complexities of human emotions, enabling them to build positive relationships.
Community Engagement Initiatives : Encourage schools to. actively engage with local communities, fostering a sense of social responsibility and interconnectedness.Collaborative projects and community service can instill a sense of purpose and shared responsibility, promoting emotional bonds among students.
Mindfulness and Well-being Practices : Incorporate mindfulness and well-being practices into the curriculum to help students manage stress and build emotional resilience. These practices can contribute to a more emotionally stable and balanced society, reducing the likelihood of social tensions.
Promotion of Values and Ethics : Emphasize the importance of values and ethics in education, instilling a sense of moral responsibility and integrity. Upholding shared values can serve as a unifying force, contributing to a common national identity. In conclusion, education plays a crucial role in shaping the emotional landscape of young minds and can significantly contribute to emotional integration as a pathway to national unity in India. By fostering emotional intelligence, cultural sensitivity, conflict resolution skills, inclusivity, SEL programs, community engagement, mindfulness practices, and promoting values and ethics, the education system can lay the foundation for a united and harmonious society.
Question 3.
What role does education play in fostering national integration, and what educational initiatives would you recommend to promote national unity in India?
Answer:
Education plays a pivotal role in fostering national integration, serving as a potent tool to shape the minds of individuals and promote a shared sense of identity and belonging. In the context of India, a country characterized by its rich diversity in culture, languages, and traditions, education can play a crucial role in forging a unified nation. Here are some educational initiatives that could be implemented to promote national unity in India:
Inclusive Curriculum Development: Design a curriculum that reflects the diversity of India, incorporating content from various regions, cultures, and languages.Emphasize the contributions of different states and communities to the nation’s history and development, fostering a sense of pride and unity.
Cultural Exchange Programs : Facilitate cultural exchange programs that allow students from different regions to interact and learn about each other’s traditions and way of life.Such programs can break down stereotypes, promote understanding, and create a sense of camaraderie among students.
Language Proficiency Programs : Encourage the learning of multiple languages, including regional languages, to enhance communication and understanding across diverse linguistic communities.Proficiency in multiple languages can bridge gaps and strengthen connections among people from different states.
History and Civics Education : Enhance the teaching of history and civics to highlight the struggles and achievements that have contributed to the formation of a united India.Emphasize the importance of unity in diversity as a foundational principle of the nation.
Community Engagement Initiatives : Integrate community engagement initiatives into the education system, encouraging students to participate in local development projects.Involving students in activities that benefit the community fosters a sense of shared responsibility and citizenship.
Digital Platforms for Cultural Exchange : Utilize digital platforms to create virtual spaces for students across the country to interact, share experiences, and collaborate on projects.Online forums and platforms can facilitate cross-cultural communication and help break down geographical barriers.
Peace Education and Conflict Resolution: Incorporate peace education and conflict resolution programs to equip students with the skills to address differences and disputes peacefully.Teach negotiation and dialogue as essential tools for resolving conflicts and building understanding.
National Integration Workshops and Seminars : Organize workshops and seminars focused on national integration, bringing together students, educators, and community leaders to discuss and promote unity.These events can serve as platforms for sharing ideas, fostering dialogue, and building a sense of collective identity.
In conclusion, education can be a powerful catalyst for national integration in India. By embracing inclusive curriculum development, cultural exchange programs, language proficiency initiatives, enhanced history and civics education, community engagement, digital platforms for cultural exchange, peace education, and national integration workshops, the education system can contribute significantly to fostering a sense of unity and cohesion among the diverse population of India.
Question 4.
What does the term internationalism entail, and how can education play a role in fostering global understanding and cooperation ?
Answer:
Internationalism is a philosophy or approach that emphasizes cooperation and collaboration among nations, transcending geographical boundaries and promoting a sense of shared responsibility for addressing global challenges. It embodies the belief that nations are interconnected and interdependent, and their collective efforts are essential for the wellbeing of humanity as a whole.
• Education serves as a key catalyst in fostering global understanding and cooperation within the framework of internationalism. Firstly, by incorporating a global perspective into the curriculum, students gain exposure to diverse cultures, histories, and perspectives. This exposure cultivates open-mindedness and empathy, breaking down stereotypes and prejudices that may hinder international cooperation.
• Moreover, educational institutions can integrate programs that emphasize the interconnectedness of global issues. This includes incorporating lessons on climate change, human rights, and social justice, encouraging students to think critically about the implications of these issues on a global scale. By understanding the shared challenges that humanity faces, students are better equipped to collaborate on solutions that transcend national borders.
• Language education also plays a crucial role in promoting international understanding. Learning multiple languages facilitates effective communication across cultures, fostering dialogue and collaboration. Multilingual individuals are better positioned to engage with diverse communities and bridge linguistic gaps, contributing to smoother diplomatic relations and cross-cultural cooperation.
• Furthermore, educational initiatives such as student exchange programs, virtual collaborations, and international study opportunities provide firsthand experiences that go beyond textbooks. These experiences allow students to immerse themselves in different cultural contexts, promoting cross-cultural communication, understanding, and the development of a global mindset
• In addition to traditional academic subjects, education for international understanding should encompass the development of critical skills such as intercultural communication, conflict resolution, and global citizenship. These skills are essential for navigating an increasingly interconnected world and for addressing complex global issues collaboratively.
• Lastly, technology and digital platforms can be leveraged to connect students globally, facilitating communication and collaboration. Virtual classrooms, online forums, and collaborative projects enable students from different parts of the world to share ideas, work together on projects, and develop a sense of global community.
• In conclusion, internationalism emphasizes the interconnectedness of nations and the need for global cooperation. Education plays a pivotal role in nurturing the values and skills necessary for fostering international understanding. By integrating global perspectives into the curriculum, promoting multilingualism, facilitating cultural exchanges, and emphasizing critical
• skills for global citizenship, education becomes a powerful force in preparing individuals to contribute positively to an interconnected and interdependent world.
Environmental Education :
Environment Education, in the words of the Belgrade Charter (1976), .is ‘aware of and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones’ (UNESCO-UNEP, 1976). Environment Education picked up momentum in the mid-1960s during, UNESCO Biosphere Conference in Paris, where the IUCN proposed to propagate environmental education worldwide. By definition, environmental education encompasses approaches, tools, and programs that develop and support environmentally related attitudes, values, awareness, knowledge, and skills that prepare people to take informed action on behalf of the environment (UNESCO, 1978).
Environmnetal Education is a learning process that increase peoples knowledge and awareness about the environment and associative challanges, develop the necessary skils and expertise to address the challanges and foster attitudes, motivations and commitments to make informed decisions and take responsible action (UNESCO, Tbliisi Declaration,1978). In 1992, with Agenda 21, sustainable development discourse was brought into EE, encompassing- social, environmental, and economic pillars. Since then, EE was widely accepted as ESD by educators, researchers, and development practitioners.
Importance of Environmental Education :
Environmental education is crucial in addressing the pressing environmental issues facing the world today. As societies grapple with challenges such as climate change, deforestation, loss of biodiversity, and pollution, there is a growing recognition of the need for informed and engaged citizens. Environmental education provides individuals with the tools to understand the complexities of these issues, encourages a sense of environmental stewardship, and promotes sustainable practice^. It is not merely about imparting knowledge but also about instilling a sense of responsibility and fostering a connection between individuals and the natural world.
Group – C
Objective type Questions with Answers
I. Multiple Choice Questions with Answers:
Question 1.
What is the primary focus of school programs in the first phase for promoting national integration?
(i) Inclusive education practices
(ii) Developing common goals and interests
(iii) Awareness of sub-cultures
(iv) Teacher training
Answer:
(iii). Awareness of sub-cultures
Question 2.
According to one view on curriculum for national integration, what should be included as a special area in the existing curriculum?
(i) Language studies
(ii) Science and technology
(iii) Inter-sub-cultural variations
(iv) Sports and physical education
Answer:
(iii) Inter-sub-cultural variations
Question 3.
What is a crucial consideration for preparing textbooks to promote national integration?
(i) Emotional overtones
(ii) Prejudiced statements
(iii) Sweeping generalizations
(iv) All of the above
Answer:
(iv) All of the above
Question 4.
Which language is suggested as the all India language for promoting national integration?
(i) English
(ii) Hindi
(iii) Sanskrit
(iv) Bengali
Answer:
(ii) Hindi
Question 5.
What role do co-curricular activities play in promoting national integration?
(i) Directly influencing the curriculum
(ii) Enhancing teacher quality
(iii) Contributing to the development of ‘we’ feeling
(iv) Fostering gender equality
Answer:
(iii) Contributing to the development of ‘we’ feeling
Question 6.
What is one significant aspect of human progress mentioned in the Context of education for international understanding?
(i) Cultural exclusivity
(ii) Nationalism
(iii) Interdependence
(iv) Technological isolation
Answer:
(iii) Interdependence
Question 7.
What is the primary need addressed by developing international understanding in the context of interdependence?
(i) Economic self-sufficiency
(ii) Global cultural diffusion
(iii) Harmonious co-existence
(iv) Nuclear disarmament
Answer:
(iii). Harmonious co-existence
Question 8.
What is a significant threat addressed by education for international understanding?
(i) Cultural diffusion
(ii) Nuclear war
(iii) Economic imbalance
(iv) Technological disparity
Answer:
(ii) Nuclear war
Question 9.
According to the objectives, what does education for international understanding aim to develop?
(i) Nationalism
(ii) Isolationism
(iii) Cultural superiority
(iv) Rational thinking
Answer:
(iv) Rational thinking
Question 10.
What is the role of literature in promoting international understanding?
(i) Conveying cultural superiority
(ii) Expressing noble urges of individuals
(iii) Isolating different cultures
(iv) Propagating prejudice
Answer:
(ii) Expressing noble urges of individuals
Question 11.
What does the term “synchronization of cultures” imply?
(i) Isolation of cultures
(ii) Clash of cultures
(iii) Influence and interaction of cultures
(iv) Preservation of cultures
Answer:
(iii) Influence and interaction of cultures.
Question 12.
What is a key element of the interdependence of nations?
(i) Isolationism
(ii) Economic self-sufficiency
(iii) Dependence on other nations
(iv) Cultural independence
Answer:
(iii) Dependence on other nations
Question 13.
Why is there a need for international peace and understanding?
(i) Economic dominance
(ii) Threat of nuclear war
(iii) Cultural superiority
(iv) Isolationism
Answer:
(ii) Threat of nuclear war
Question 14.
What is the primary objective related to atomic energy in education for international understanding?
(i) Promoting nuclear warfare
(ii) Highlighting destructive consequences
(iii) Developing nuclear technologies
(iv) Ignoring atomic energy
Answer:
(ii) Highlighting destructive consequences
Question 15.
What is the purpose of teaching a basic knowledge of life and culture’of different nations?
(i) Cultural isolation
(ii) Ethnocentrism
(iii) Developing tolerance
(iv) Ignoring global diversity
Answer:
(iii) Developing tolerance
Question 16.
What does rational thinking about inter-nation problems help in?
(i) Encouraging conflicts
(ii) Perpetuating biases
(iii) Fostering understanding
(iv) Avoiding international cooperation
Answer:
(iii) Fostering understanding
Question 17.
What does a sympathetic attitude towards less developed nations promote?
(i) Indifference
(ii) Concern for welfare
(iii) Cultural superiority
(iv) Economic dominance
Answer:
(ii) Concern for welfare
Question 18.
What does a willingness to place common good before personal interests contribute to?
(j) Selfishness
(ii) Cultural isolation
(iii) International cooperation
(iv) Ethnocentrism
Answer:
(iii) International cooperation
Question 19.
What does the strengthening of the sense of national solidarity aim for?
(i) Regional conflicts
(ii) Cultural divisions
(iii) Global unity
(iv) Isolationism
Answer:
(iii) Global unity
Question 20.
Which method involves interpreting literature as an expression of noble urges from different countries?
(i) History teaching
(ii) Language teaching
(iii) Science instruction
(iv) Literature interpretation
Answer:
(iv) Literature interpretation
Question 21.
What role does language teaching play in promoting international understanding?
(1) No role
(ii) Limited role
(iii) Integral role
(iv) Exclusive role
Ans:
(iii) Integral role
II. Fill in the blanks :
Question 1.
School Programmes: In the first phase of school programmes for national integration, children must be made aware of the existence of _____.
Answer:
sub-cultures and their diversities
Question 2.
Curriculum for National Integration: The alternative opinion suggests that an orientation towards national integration should be _____ the existing curriculum.
Answer:
provided in
Question 3.
Text Books: Text books must be carefully prepared to promote national integration, avoiding _____ and prejudiced statements.
Answer:
omission of facts
Question 4.
Development, learning, and usage of an all India language: The most important condition for promoting national integration is that an all India language, such as, _____ should be evolved, learnt, and used.
Answer:
Hindi
Question 5.
Co-Curricular Activities: Activities such as celebration of National Days, cultural festivals, and educational excursions contribute to the development of _____ among students.
Answer:
‘we’ feeling and national unity
Question 6.
National System of Education: The concept of National system of education implies that all students, irrespective of caste, creed, or gender, have access to education of _____.
Answer:
a comparable quality
Question 7.
Equality of Educational Opportunities: National Policy on Education lays special emphasis on removing disparities and equalizing educational opportunities for _____.
Answer:
women, Scheduled Castes, Scheduled Tribes, religious and linguistic minorities
Question 8.
Role of Teachers: Teachers have a predominant role in promoting national and emotional integration by developing rational attitudes towards _____ .
Answer:
social and political factors
Question 9.
Objectives of Education for International Understanding: Education for international understanding aims to highlight the peaceful uses of atomic energy and vividly picturise the _____.
Answer:
devastating consequences of the misuse of nuclear energy
Question 10.
Curriculum for Education for International Understanding: The redesigned curriculum should enable students to learn about the world we-live in, including the _____ of their modes of life.
Answer:
variety
Question 11.
Methods of Teaching in Education for International Understanding: Literature can be interpreted as an expression of noble urges of individuals from different countries, illustrated by works of writers such as _____.
Answer:
Dickens, Gorky, Tolstoy, Tagore, and Ibsen
Question 12.
Methods of Teaching in Education for. International Understanding: Language can play a vital part in peaceful interaction, and emphasis should be placed on learning _____.
Answer:
an international language
Question 13.
Instruction in Science: Science concerns itself with the progress of human society and the betterment of human civilization, belonging not just to one country but to _____.
Answer:
the whole world
Question 14.
Role of Teacher in promoting international understanding: A teacher should possess a world- perspective and have the ability to foresee the consequences of _____.
Answer:
the policies of his nation on other nations
Question 15.
Role of Teacher in promoting international understanding: Teachers should be free from prejudices and biases, possessing an open mind and clear thinking to foster _____.
Answer:
peace and co-operation
III. Correct the Sentences :
Question 1.
Hindi is our national language, which is capable of performing this role.
Answer:
Hindi is one of the official languages of India, and it is desirable that this language be taught in every kind of educational
institution, at all levels, to all students.
Question 2.
The national policy on education has envisaged a 10+2+3 pattern, which is based on the National Curricular Frame work.
Answer:
The national policy* on education has envisaged a 10+2+3 pattern, which is based on the National Curriculum Framework.
Question 3.
The most important and practical condition for promoting national and emotional integration in the country is that an all India language should be evolved.
Answer:
The most important and practical condition for promoting national and emotional integration in the country is that an all India language should be learned and used by all citizens of the country.
Question 4.
Co-Curricular activities play an important role in the development of national and emotional integration among students directly and also indirectly.
Answer:
Co-Curricular activities play an important role in the direct and indirect development of national and emotional integration among students.
Question 5.
In order to create national integration in the country, National Policy on Education lays special emphasis on the removal of disparities and equalizing educational opportunities. Answer: In order to promote national integration in the country, the National Policy on Education lays special emphasis on the removal of disparities and equalizing educational opportunities.
Question 6.
Every student tends to imbibe the qualities of his or her teacher.
Answer:
Students tend to imbibe the qualities of their teaichers.
Question 7.
Curriculum is highly instrumental in educating for International Understanding.
Answer:
The curriculum is highly instrumental in educating for International Understanding.
Question 8.
Language can prove to be an effective vehicle of international understanding.
Answer:
Language can be an effective vehicle for international understanding.
Question 9.
Science essentially concerns itself with the progress of human society and betterment of human civilization.
Answer:
Science essentially concerns itself with the progress of human society and the betterment of human civilization.
Question 10.
If curriculum in the teaching of History is to be effective enough to foster international understanding, the field of history should be wide enough.
Answer:
For the curriculum in the teaching of History to be effective in fostering international understanding, the field of history should be wide enough.
IV. Answer the following questions in one word
Question 1.
What is the first phase of school programs for promoting national integration?
Answer:
Awareness.
Question 2.
What is the suggested approach to curriculum organization for national integration?
Answer:
Integration in existing curriculum.
Question 3.
What is the role of textbooks in promoting national integration?
Answer:
To avoid prejudiced statements and highlight cultural diversity.
Question 4.
Which language is recommended for promoting national integration in India?
Answer:
Hindi.
Question 5.
What plays a crucial role in the development of national and emotional integration among students?
Answer:
Co-curricular activities.
Question 6.
What does the National System of Education aim to achieve?
Answer:
Equality among students of all states.
Question 7.
According to the National Policy on Education, what needs special attention for promoting national integration?
Answer:
Equality of educational opportunities.
Question 8.
Who plays a predominant role in promoting national and emotional integration ?
Answer:
Teachers.
Question 9.
What is the fundamental need for developing international understanding?
Answer:
Progress of human civilization.
Question 10.
What is the suggested approach in literature for promoting international understanding?
Answer:
Interpretation of noble urges of individuals from different countries.
Education for National Integration :
1. School Programmes : There are many things that the school can do to promote national integration. The programmes of the school must be phased. In the first phase children must be made aware of the existence of and the similarities and the diversities in the different sub-cultures. This is at the early stages of schooling. This phase is basic Jo the subsequent phases. At the second phase, opportunities must be provided for children to discuss common problems with objectivity and concerns. At the third and final stage, which is by the end of the schooling period, children must be provided opportunities through work situations to work for common goals and interests. School programmes must’bring about both attitiidinal and behavioural changes.
2. Curriculum for National Integration : There are two views with regard to the nature of curriculum organization for national integration. One opinion is that a special area on inter sub-cultural variations must be included in the existing curriculum. But this may not be a practicable suggestion, in view of the competing claims of different objectives of education. It is difficult to accommodate all the claims. Another opinion is that an orientation towards national integration should be provided in the existing curriculum, wherever it is possible. It must become an integral part of the curriculum, curricular and co-curricular.
3. Text Books : Text books must be prepared carefully as to promote national integration and if required, they should be re-designed so as to foster national integration. Words with emotional overtones must be used to highlight the significant and distinguishing features of one’s own sub-culture without developing prejudices against other subcultures. Omission of facts, prejudiced statements and sweeping generalizations must be avoided.
4. Development, learning and usage of an all India language: The most important and practical condition for promoting national and emotional integration in the country is that an all India language should be evolved, learnt and used by all citizens of the country. Hindi is our national language, which is capable of performing this role. Hence, it is desirable that, this language be taught in every kind of educational institution, at all levels, to all students. A common and national language is a must for every citizen to live successfully in any state of the country.
5. Co-Curricular Activities : Co-Curricular activities play an important role in the development of national and emotional integration among students directly and also indirectly. Activities such as celebration of National Days, birth-days of great men, cultural festivals, inter-state games or competitions, camps, educational excursions, talks on matters of national concerns, cultural exchange etc. can be organized which would definitely contribute for the development of ‘we’ feeling and national unity among students.
6. National System of Education : The concept of National system of education implies that upto a given level, all students, irrespective of caste, creed, location, gender have access to education of a comparable quality. National policy on education has envisaged 10+2+3 pattern, which is based on National Curricular Frame work and is being followed to bring-in uniformity in the country. This provides for a sense of equality among the students of all the states and also leads to uniform pattern of admission, evaluation and such institution related issues, which allows for migration of students- across the states for accessing higher education. This further enables the students to understand and appreciate cultural diversities of our country. The curriculum contains common core contents of national concerns essential for national identity. These contents will cut across various subject areas and will be designed to promote national values such as India’s common cultural heritage, democracy, secularism, equality etc.
7. Equality of Educational Opportunities : In order to create national integration in the country, National Policy on Education lays special emphasis on the removal of disparities and equalizing educational opportunities by attending to the specific needs of those who have been denied opportunities for equality so far. In this regard, special attention has been given to women’s education, education of the Scheduled Castes and Scheduled Tribes, education of religious and linguistic minorities, education of special children such as handicapped and adult education with functional literacy programme.
Role of Teachers: Teacher has a predominant role in promoting national and emotional integration. It is the teacher who can develop rational attitude of students towards the social and political factors, which promote national and emotional integration and act in a convenient manner with constructive contributions to the nation. Every student tends to imbibe the qualities of his or her teacher. Hence, the teacher should act as a role model and reflect all such attributes, which foster national and emotional integration.
Education for international understanding :
The needs for developing International Understanding are numerous and diverse. But four needs may be considered as significant.
(i) Progress of Human Civilization : There has been tremendous progress in all spheres of life; from Paleolithic and Neolithic ages man has progressed to the nuclear and space age, from cow-dung and bullock-cart to computer technology, from dictatorship to communism and democracy, from aristocracy to Republican forms of Government, in values and beliefs from Adam and Eve to origin of species, from slave trade to equality and tyranny to liberty. Similarly there has been progress in mathematics, medicine, agriculture, oceanography, metallurgy and all walks of life. Progress in human civilization has not been achieved by any race, caste, class, ethnic or national group but people working in different comers of the world and belonging to diverse groups have achieved it. All the people of the world have shared this progress. The present state of the world is due to the combined, cumulative and patient efforts of many nationals.
(ii) Synchronization of Cultures : International trade and modem means of transport have given rise to a continuous interaction between and among all the people of the world. The world of man is enlarging though the world is shrinking. Both the East and the West have influenced each other. Now needs and problems of humanity are similar. When two people from different countries meet each other for trade or other economic purpose, they also unintentionally become familiar with and in many cases influenced’by each others culture. There has been a diffusion of cultures. The world has become a melting pot of all cultures.
(iii) Interdependence of Nations : Every country may try to be self-reliant but no country can be self-sufficient. All the countries of the world depend upon each other for their consumer goods or for raw materials; in certain cases even for finished nonconsumable goods. No country can remain free from any tilt in the international economic balance. Not only there is dependence on goods and services bpt also on technical know-how. In recent years, dependence in cultural life has been observed. The valuesystem of one nation initiates changes in the value system of another nation. As if acutely sensing the need for interdependence among nations, Nehru made the opening statement in his speech at the Geneva Peace Conference thus: “The choice before the world today is peaceful co-existence or no-existence at all.”
(iv) Threat of a Nuclear War : A nuclear war means one mass of total annihilation. It implies a sophisticated nuclear war technology has been so enormous that it is very dangerous to take risks about that. To balance this progress, a commitment to international peace and understanding is very essential. The threat of a nuclear war is haunting every nation and especially those who are ignorant of nuclear war technology. There is a need for the nuclear nations to guarantee the non-proliferation of nuclear weapons and the security of nonnuclear nations.
Objectives of Education for International Understanding :
• Highlight the peaceful uses of atomic energy and vividly picturise (describe) the devastating consequences of the misuse of nuclear energy. For instance, the uses of an atomic reactor for constructive purposes and the misuse of atomic bomb for destructive designs may be discussed in comparative frame.
- Give a basic knowledge of the life and culture of different nations of the world.
- Develop a spirit of tolerance (not indifference) towards the ways of life of different people . of the world – their religion, customs and traditions, dress and food habits, etc.
- Develop rational thinking about the problems of other nations, inter-nation problems and their relevance to the nation to which the children belong.
- Develop a sympathetic attitude towards the (problems of the) less developed nations of the world; in general a concern for the welfare of humanity.
- Develop a willingness to place common good before personal interests.
- Strengthen the sense of national solidarity.
- Inculcate a belief in the ideals like fraternity, equality, liberty and justice.
Approaches in Education For Promoting International Understanding Among Students Curriculum for Education for Enternational Understanding :
Curriculum is highly instrumental in educating for International Understanding. The traditional curriculum followed in our schools and universities does not fulfill all the possibilities of internationalism. There is a need to redesign it in the light of the guiding principles of a programme for International Understanding.
The redesigned curriculum should enable our students:
- To learn that the earth is the home of man and other living things.
- To gain knowledge about the world we live in – its people, their similarities and differences, the variety of their modes of life and its reason, etc.
- To learn how to promote better understanding of the interdependence of the people of the world.
- To inculcate respect for all the major religions of the world.
- To know something about the long struggle of mankind to replace conflict with cooperation.
- To develop a desire and the simple skills to participate effectively in building a better world.
Methods of Teaching in Education for International Understanding :
(a) Literature: Literature should be interpreted as an expression of noble urges of the individuals of different countries of the world. A UNESCO publication states, “Extracts from the works of writers such as Dickens, Gorky, Tolstoy, Tagore and Ibsen can be used to illustrate stages in social progress, in the emancipation of women, in religious freedom, and in the struggle for human rights in other domains”.
(b) Language Teaching: Language can prove to be an effective vehicle of international understanding. It can play a vital part in the peaceful interaction of the people of the world. Emphasis should be placed on the learning of an international language. Pupils should also be encouraged to study the language of other communities. .
(c) Instruction in Science: Science has got great international potential. During the course of teaching various science subjects, it may be emphasized that, a man of science as much belongs to one country as to the whole world. He nourishes in his heart a good will to the whole of mankind. It should be impressed upon the students that, Science essentially concerns itself with the progress of human society and betterment of human civilization.
(d) Instruction in History and Geography: Instruction in History, Civics and Geography should also be oriented towards international objective. The teaching of these subjects should re-educate people’s ideas and sublimate their emotions. If curriculum in the teaching of History is to be effective enough to foster international understanding, the field of history should be wide enough to enable the students to cultivate international outlook. History should be taught objectively and with a cultural bias. World history can also be taught.
Role of teacher in promoting international understanding :
- He should have a world-perspective: Knowledge of the culture of the whole world. He must possess a quality of imagination to foresee the consequences of the policies of his nation on other nations and vice versa.
- He should have a tolerant attitude. The teacher should be able to appreciate the cultural diversities of other people and also sympathise with their problems.
- He must be free from prejudices and biases. He needs to be receptive to truth and objective in thinking. The teacher should possess an open mind and clear thinking.
- He should basically be a lover of peace and co-operation.