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Maxfort School Dwarka ? Few Things About School
February 27th, 2011 at 3:54 pmDwarka is sub city located in the south – west part of Delhi. It is one of the largest residential areas in Asia and has zero tolerance policy towards frequent misuses of land. The region is also known for his high high quality and far better maintained infrastructure, which sets Dwarka apart from other townships in the Delhi NCR region. Commonly referred as “Model Township”, Dwarka is thought to be the most organized and cleanest of all parts of Delhi and National Capital Region (NCR). Dwarka is offering accommodation to more than five lakh families in the region. For this massive population, Dwarka has provided every single single service required by the folks living out there in the city whether it is educational or transportation or different others. There is separate institutional region in the sub city, where a number of schools, colleges, institutes are located.
There are number of schools in the region which are offering world class education to the men and women of Dwarka. These schools are either senior secondary school or kindergarten schools. One such school is Maxfort School which provides educational facilities from nursery class up to class VIII. The school is dedicated to give the students educational facilities that are of international regular. Maxfort School, Dwarka began its journey with children, parents, facilitators and the community on 31st March, 2006. Dr. Kiran Bedi inaugurated the school on 31st March, 2006. She is internationally recognized for her services in Indian Police Services and is a recipient of the Magsaysay Award in the year 1995. A presentation “Nurturing Young Minds” was produced by the facilitators along with a performance by the dance facilitator invoking God’s blessings. At Maxfort, we place wonderful tension on our commitment to society. For that reason, we are constantly in the forefront – be it in conducting Parenting Workshops, Cultural Events or Community Drives.
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AIMS OF TEACHING SCIENCE ?A COMPARATIVE STUDY
February 27th, 2011 at 3:54 pmAIMS OF TEACHING SCIENCE –A COMPARATIVE STUDY
Sanjoy Deka
The Institute of Chartered Financial Analysts of India University, Sadar,
Kamalghat, Tripura (West), 799210
Introduction
Gandhiji had said, “By education, I mean an overall all around drawing out of the best in child and man, in body, mind, and spirit.” According to Aristotle, “Education is the creation of a sound mind in a sound body”. It encompasses in itself the all round development of an individual. The success of spreading education to the widest possible area lies in the way it is imparted. Every pilot has a route-chart and set timing of landing at predetermined destination. There is constitution or set of Principles and traditions, through which a country is governed similarly, there should be properly defined and declared principles, aims and objectives of education or the basis of which policies and programmes of education have to be formulated to achieve the set goals without wasting scarce energies and resources in chasing the wild goose. With the ever changing technology scenario, the methods of imparting education too have been undergoing changes. The aims of education have been categorized variously by different scholars. But all round development has been considered as the first and foremost aim of education by the entire great ancient and modern thinker. Pestalozzi is of the view “Education is natural, harmonious and progressive development of man’s innate powers.” Education facilitates us to control our emotions, to feel will and woe at the right moment, give the right direction and the final sublimation of instincts. It creates responsible and erudite citizens. It helps to prepare the kids for their future life since today’s kids are the tomorrow’s responsible citizen. Naturalists believe that instincts of the child should be taken as the basis of education. The child should have freedom and the pioneers who lead them from the front should not lessen their self-confidence. Rabindra Nath Tagore was of the opinion that child should be left free in order to gather experience and to understand his own mistakes and shortcomings.
The twentieth century brought the concept of Pragmatism. Charles Pierce was the first chap to introduce the concept of pragmatism in his philosophy. Later on it was popularized by John Dewey, William James, Kilpatrick and Schiller. They believed that the external world is real and the reality is being constantly created and is always changing. Knowledge and truth is one and the same thing according to them. With whatever the approach towards education we have acquainted one thing we all agree is that Education is for the betterment of the individual and in the long run for the benefit of the society. Education helps us prepare ourselves for the life ahead. Darwin gave the theory of the ‘survival of the fittest by natural selection’; we can pronounce in a way that education prepares the entity for the struggle of life for his own survival.
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Bacon’s Relation With His Philosophy
February 27th, 2011 at 3:09 amBACON’S RELATIONS WITH HIS PHILOSOPHY
By Allama Muhammad Yousuf Gabriel
Yousuf_gabriel@yahoo.com
The philosophies in the pre-modern ages taught poverty, patience, perseverance, and sacrifice of this transient world for the sake of the next eternal world. This world was to be shunned as an issue of deceit. Really like of God was preferred to the love of wealth and this world. The torture of worldly misery was therefore mitigated, and also the calamity was attributed to the will of God and was therefore taken with patience. All the givers of revealed religion, excepting possibly Solomon, lived in poverty and preferred poverty to wealth. The lives of all the excellent teachers of mankind, e.g Socrates, Budha, Christ and the Prophet of Islam, peace be upon him, serve as the precedent. Bacon’s life on the other had is an example of the worldly pleasure and luxury and engenders hatred for poverty, morality and humility. Epicurus may possibly only be seen to side with Bacon in this.