SOCIAL AND PSYCHOLOGICAL PROBLEMS OF TEACHERS AND STUDENTS RELATIONSHIP–A STUDY
Prof. (Dr.) Pramod Sharma
Registrar, Renaissance University, Indore
Abstract:- The paper is focused on the research into the problems of education regarding the relations between students and the decreasing teacher’s authority in schools and society. I found that relations between pupils (A person who is taught by another, especially a schoolchild or student in relation to a teacher) and students of elementary and secondary schools show several negative tendencies including harming each other, reduced rate of mutual sensitivity and preference of reality to cooperation. Authority of teachers is permanently decreasing not only with pupils and Students, but with parents and society, too. Society, parents and students much less value study results and wisdom, and these issues consequently influence the decreasing teacher’s status. On the other hand, this behavior leads to decreasing the interest in semantic learning.
Keywords:- Indian society, authority of teachers, Indian education problems, teacher, students and Philosophical study of vales.
1. INTRODUCTION
As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children between the ages of 6-14 were enrolled in school. This is the fourth annual survey to report enrolment above 96%. Another report from 2013 stated that there were 22.9 crore students enrolled in different accredited urban and rural schools of India, from Class I to XII, representing an increase of 23 lakh students over 2002 total enrolment, and a 19%increase in girl's enrolment. While quantitatively India is inching closer to universal education, the quality of its education has been questioned particularly in its government run school system. Some of the reasons for the poor quality include absence of around 25% of teachers everyday.
States of India have introduced tests and education assessment system to identify and improve such schools. Educational process at college and school has always been and will be closely monitored by society, experts in pedagogy and educational psychology, teachers, students, parents, politicians, sociologists, but also business sector, churches, doctors and so on. Such deep interest is good news on the one hand, since a massive multidisciplinary discourse can bring the quality of ideas, resources and active support, cooperation, but on the other hand, it is also bad news because the broad interests and too many "players in the game" hardly result in acceptable consensus. It is only natural, on the one hand, that on these processes challenge a broad and diverse social discourse which will actually never stop, but on the other hand, we should realize that it is just a lay discourse the feelings and needs of society to the scientist and educators.
2. LITERATURE REVIEW
The Indian higher education system is facing an unprecedented transformation in the coming decade. This transformation is being driven by economic and demo graphic change:
by 2020, India will be the world’s third largest economy, with a correspondingly rapid growth in the size of its middle classes. Currently, over 50% of India ‟population is under 25 years old; by 2020 India will outpace China as the country with the largest tertiary-age population. Today institutions of higher education are expected to perform roles drastically different from the ones for which they were established. Present day seekers of higher education look for educational programs with specific objectives that would add value to their services in the national and international workplaces.
This demand for higher education with higher levels of aspiration poses new challenges to the universities that provide educational leadership to the colleges and the research centers affiliated to them. Since 86% of the undergraduate population is in colleges, catering to the demand for new skills from the entrants is equally a challenging task for the colleges. Higher education system is essential for national, social and economic development of the country. There is a need of value based higher education system which empowers youth for self-sustainability by inculcating employment skills and hence reducing
poverty. India’s higher education system is the third largest in the world. The authors (Bhatia, Kareena; Dash, Manoj Kumar, (2011)) explained in their study the critical aspects of managing, and delivering superior value of the higher education system in India.
They also show the need of value in higher education system in India. (Manoj P.
Kumar, 2011) India, with the world’s second largest higher education system and a rapidly growing economy as one of the BRIC nations, faces significant challenges in building both capacity and excellence in higher education. India’s higher education system is characterized by “islands of excellence in a sea of mediocrity.” The mainstream universities are recognized as lacking in quality. Only the Indian Institutes of Technology and related institutions garner international recognition. This authors (Altbach, Philip G,(2014)) in their study analyzed the challenges facing India’s higher education system in the twenty-first century.
3. ROLE OF THE SOCIO-CULTURAL AND DEVELOPMENTAL CONTEXT ON EDUCATION Existing research on inclusive education deals primarily with the effectiveness of inclusion programs and the theoretical frameworks behind their limitation. However, no-extensive research has been conducted that explores the role of the socio-cultural context and the development level in determining the best way in which the educational needs of children with special needs can be met. Recognizing that the effectiveness of different special education services may depend on the socio-cultural context as well as the development level, this literature review seeks to identify the ideal method of treating children with disabilities in developed and developing countries. By assessing the global theoretical approaches behind special education, the tenets of inclusive Education, the role of the socio-cultural context and the significance of development on the success of inclusive education, this paper conclude that the needs of special education children in developing countries are best met through positive community attitudes and the development of vocational skills. In comparison, children with disabilities in the United States are served most effectively through positive community attitudes and inclusive school cultures.
3.1 Teacher’s Authority
The authority of teacher has two fundamental dimensions: the ability of teachers to become an authority, and the pupils and students' willingness to accept authority, respectively.
Usingcritical-interpretativeanalysisinourresearchwefoundthattheproblem in our primary and secondary schools and universities concerns mainly the second dimension. The problem of teacher authority has several levels. Perhaps the most significant is the postmodern value orientation of the western culture that is characterized by liberalism (impeaching traditional values, moral order), plurality (everyone is entitled to do and get anything), multiculturalism (right to preach any values and ideas) and strengthening individualism. In this socio-cultural political environment, where everything is relative and everyone is entitled to have their own subculture, no authority can succeed, as the importance and meaning of authority is linked to the mediation and acceptance of values and norms of society as a whole. Reinforcing the idea of individualism associated with the values of democracy and market competition, young people develop the false impression that they are not subordinated to the authority other than their own. Furthermore, we found that our school students reported decrease of meaning full earning. This is manifested mainly in cognitive learning site, lack of understanding ability text books, analyze and apply it in solving practical problems. Problems are also reflected in students' ability to open the new knowledge and develop their knowledge. Thus, we refer to the qualitative aspects of learning. As for the ability to be open to new knowledge and develop it, were fertothe qualitative as pacts of learning.
As a result of reduced acceptance (sometimes non-acceptance) of authorities (teachers, society, parents), self-centralism and liberal philosophy of individualism, ego of today's pupils and students is so large that it has the effect of closing the learning in terms of reluctance to assume the values and knowledge from teachers. Today's students acquire the knowledge and values usually only formally without mastering and accepting them, just to obtain marks (credits) and complete the education. Some students literally believe that they themselves know everything best. Without the authority of teachers and schools, no student can learn semantic knowledge and values mediated by school and society (culture).
M. Slaninka (2009) says: "The teacher has the authority resulting from hi knowledge of the world. This is what addresses his pupil, who is to be introduced into the world freely”.
Slaninkais right, that the world (the internal and external) can be recognized only via the authority of the teacher (and other real authorities). Conditions of dominating undispicpline, teaching and learning fail. Current schools and teacher do not have effective means of retaining their respect, however. Today a teacher dares not criticize their students without being blamed and endangered by parents and all-powerful media. Today’s school (primary, secondary), colleges and teachers are clueless in terms of education, values and respect and decency standards by pupils. The current Czech minister of education says that the growing aggressiveness in school and disregard of the teacher authority must be urgentlydeat with (2010). Diaz Kohout (2007) in her comparative research of school climate in the Czech Republic and France found that indicated strong rawness and aggression against teachers, claimed by 61% of surveyed students and teachers in the Czech schools only 15.2% of surveyed students and teachers in France, where similar behavior is considered typical. Yet, according to D. Kohout, the Czech school applies punishment quite rarely, as indicated by 36.6%ofstudentssurveyed, compared to 57.7% in France. The research confirmed that the low rate of punishment in the Czech Republic is due to the teachers‟ effort to avoid conflicts with parents. This idea is supported by Prokop (2003), who explains the context of education in the market environment.
3.2 Education System of India
India, with more than 1.4 million schools and more than 230 million enrolments, is home to one of the largest and complex school education systems in the world along with China.
This report on the Indian School Education System gives an overall picture intothis vast and continuously changing Indian School Education System. It is the first of a series to be published by the British Council in order to apprise the readers of various facets of the school education system in India. This report, apart from the facts and figures surrounding the school sector in India, also captures the progress of the country since Independence in the field of education. This report further covers the main government initiatives since independence and also provides a comparative study of the major Indian national boards of school education with global ones such as the International Baccalaureate and the Cambridge International Examinations. India has made phenomenal progress since independence in the field of education.
Following the Millennium Development framework, by the measure of the Net Enrolment Ratio (NER), India had crossed the cut-off target of 95 per cent, regarded as the marker value for achieving 2015 target of universal primary education for all children aged 6-10 years in2007-08. The present education system in India is guided by different objectives and goals but is based around the policies of yesteryears. Immediately after independence, a Department of Education under the Ministry of Human Resource Development was setup on August 29, 1947 with a mandate to expand the educational facilities. After 1960, the focus on access gradually started moving towards quality. With that vision, the National Policy on Education was formulated in 1968. Over subsequent years, several policies have been formulated by the Indian government to ensure that the literacy level is gradually increased with a close monitoring of the quality of education as well.
3.3 Social and Psychological Problems of Students
An increasing amount of attention is being directed to the transition to higher education as experienced by traditional-age and adult students. It is a movement that incorporates a great deal of stress and challenge. Although some students are able to experience this transition as a challenge to personal growth, other students are overwhelmed by the changes and experience emotional maladjustment and depression. Issues of adjustment and general development require persistent attention by campus professionals due to the immediate relevance to college success. Complex psychological histories often underpin these problems, further complicating treatment. These difficulties are often present as in efficiencies in coping with familial separation, time and stress management, basic study techniques, goal setting, relationship formation, handling emotions, and self-esteem crystallization. Personal, academic, social, and professional success depends on the
student's ability to manage these aspects of their lives.
3.4 The Basic Problems of Students are given below
•
Family Dynamics.•
Depression.•
Eating Disorders.•
SuCampus Services.•
Substance Use.•
Other Psychological Disorders.3.5 What do we need to change about the Indian Education System?
Education has been a problem in our country and lack of it has been blamed for all sorts of evil for hundreds of years. Even Rabindranath Tagore wrote lengthy articles about how Indian education system needs to change. Funny thing is that from the colonial times, few things have changed. We have established IITs, IIMs, law schools and other institutions of excellence; students now routinely score 90% marks so that even students with 90+
Percentage find it difficult to get into the colleges of their choice; but we do more of the same old stuff. Rote learning still plagues our system, students study only to score marks in exams, and some times to crack exams like IIT JEE, AIIMS or CLAT. The colonial masters introduced education systems in India to create clerks and civil servants, and we have not deviated much from that pattern till today. If once the youngsters prepared enmasse for civil services and bank officers exams, they now prepare to become engineers.
If there are a few centers of educational excellence, for each of those there are thousands of mediocre and terrible schools, colleges and now even universities that do not meet even minimum standards. If things have changed a little bit some where, else where things have sunkinto further inertia, corruption and lack of ambition. Creating a few more schools or allowing hundreds of colleges and private universities to mush room is not going to solve the crisis of education in India. And acris is it is – we are in a country where people are spending their parent’s life savings and borrowed money on education–and even then not getting standard education, and struggling to find employment of their choice.
In this country, millions of students are victim of an unrealistic, pointless, mindless rat race. The mind numbing competition and rote learning do not only crush the creativity and originality of millions of Indian students every year; it also drives brilliant students to commit suicide. We also live in a country where the people see education as the means of climbing the social and economic ladder. If the education system is failing – then it is certainly not due to lack of demand for good education, or because a market for education does not exist.
4. CONCLUSIONS
In India concerted effort was made to expand the base of education. As a result, not only there has been substantial increase in the number of institutions but also in the enrollment of students. Since with the advent of globalization, the growth has been very impressive; the number of universities has increased by 3 times, the number of colleges by 4.2 times, teachers by 2.6 times and enrollment by 3.2 times from 1992-2011. In spite of increase in teachers in institutions of higher education, there remained dearth of teachers in these institutions. India has the large number of higher education institutions in the world, with more than 560 universities. Due to the efforts made by the government and the University Grants Commission (UGC) over they ears, women’s education in India has also grown both in terms of number of women’s colleges and women’s enrolment.
Research confirmed that the students‟ relationship in the elementary and secondary schools shows ever alnegative tendencies: harming each other, reduced rate of mutual sensitivity, increased rate of egoism and selfishness, preference of reality to cooperation.
Authority of teachers keeps decreasing, not only with pupils and students, but with parents and society, too. Society, parents and students do not value learning results and wisdom, and these issues consequently influence the decreasing teacher status, which leads to the decreased students‟ interest in semantic learning. Learning is becoming more formal and
superficial, and teachers cannot stop this trend. The current situation is rooted in cultural, political and economical phenomena of the market economy and one-way rational preference of western culture to the spiritual dimension and people’s needs. Low social status of teachers is due to the low moral and financial evaluation of the teacher in society.
The value of education has been degraded.
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