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Top 5 Best UGC Approved University for Distance Education

Distance education allows students to pursue their selected course even if they are not physically present in the classroom of the college or university where the course is offered. Enrolling in a distance education course is a great alternative for students who are short on time, lack the necessary resources, or are restricted by geography.

However, not all distance learning courses will add value to one’s CV because there is a good chance the course may not be recognized. Universities that offer remote education courses will henceforth be governed by the UGC (University Grants Commission) ODL (Open and Distance Learning) Regulations, 2017, according to a statement from the HRD Ministry.

The UGC has established basic standards of teaching for the award of degrees to students for courses taught through distance mode at the UG and PG levels through the UGC ODL regulations. Furthermore, according to the UGC’s (Credit Framework for Online Learning Courses through SWAYAM) Regulations, 2016, students are entitled to take about 20% of the total courses provided in a semester via online learning courses.

As a result, candidates should review the following list of distance education courses offered by universities, as these have been approved by the UGC.

IGNOU University:

IGNOU is a top university that offers UGC-approved certificate programs. It was founded in 1985 under the IGNOU Act, making it India’s first distant education institution. Bachelor’s, diploma, and master’s degree programs are available. It’s a National Resource Center, after all. Study materials are available to anyone, regardless of whether or not they are University students. When compared to other universities that offer online courses, IGNOU’s fees are significantly lower.

The university offers vocational, professional, and general education courses. The university’s main campus is in New Delhi, the nation’s capital. IGNOU also offers BA, BCom, B.Ed, Ph.D., MBA, MCA, and other programs.

Symbiosis Centre for Distance Education (SCDL):

This university is located in Pune and is part of the well-known Symbiosis Institute of Business and Management. This is the most prestigious law school, as well as a center for business studies. Finance, HR, Marketing, Operations Management, Logistics, and Supply Chain are the specialist fields at this university. The most well-known course is supply chain management. Courses in information technology and business analysis are also available. Many students have been employed in top organizations throughout the world as a result of their education at this university, which offers Distance Education Universities in India.


The MBA (Distance & Online mode) is created specifically for working people who want to advance their careers while still on the job.


Strong Corporate Recognition: NMIMS‘ management programs have received extensive corporate recognition and are accepted by over 8000+ prominent corporations in India alone. The two-year curriculum uses a case-study technique to help you strengthen your essential management skills.

Study whenever and anywhere you want: Maintain a healthy work-life balance while also learning new skills. On your own time, choose from live or recorded courses, browse an extensive e-library, read lecture transcripts, and more. Choose from ten ready-to-use specializations: All specializations provide a comprehensive, relevant curriculum that allows you to develop and apply skills.

Because all of SVKM’s NMIMS Deemed-to-be-programs Universities are entitled and recognized by the UGC-DEB of India, the programs emanate the highest levels of academic leadership. In 2018, the UGC granted us Autonomy Category I status and NAAC awarded us Grade A+ accreditation.

IIT Madras

The Indian Institute of Technology Madras, a national research institute, has just launched an online learning platform. A Diploma in Data Science, a Diploma in Programming, and a BSc Degree in Programming and Data Science are among the UGC-approved online courses. The Institute is known for its contributions to basic and applied research, technical education, innovation, entrepreneurship, and industrial consulting. It is envisaged that many more IITs would participate in this online course program. In India, the Institute offers a wide range of ugc-approved online courses.

Diploma in Data Science

It is one of IIT Madras‘ two ugc-approved online education courses, and it teaches you the fundamentals of analyzing, structuring, and interpreting data sets.

Self-paced, self-paced, self-paced, self-paced, self-paced

The fee is Rs. 55,000.

BSc Degree in Programming and Data Science

You must finish eight fundamental levels and 12 diploma levels to be eligible for this UGC-approved online degree.

3 years in length

Rs. 1,00,000 as a fee

Diploma in Programming

This is the second of two extremely popular UGC online certificate courses, and it teaches you how to design scalable web apps in a systematic way.

Self-paced, self-paced, self-paced, self-paced, self-paced

The fee is Rs. 55,000.

SMU (Sikkim Manipal University):

This is the country’s top-rated distance learning university. The university was founded by the governments of Sikkim and Manipal to promote education among students who are unable to pursue it due to a lack of time or due to work commitments in their respective localities. Remote Learning University in India includes all of the courses available for study through the distance education system.


Attending college from 9 to 5 has become a luxury for many in this rush hour of life. Many people may not have the time or financial resources to do so. These UGC-approved colleges that offer online courses have a variety of price ranges (depending on whether they are private or public), so you have a lot of options to select from depending on your budget and time constraints. You may rest assured that these well-recognised ugc-approved online courses will propel your profession to new heights.

Learning Routes is an official authorized enrolment partner with Narsee Monjee Global Access School of Continuing Education (NGASCE) for NMIMS distance learning programs . The ed-tech platform provides a total of 31 specialized courses for masters, diploma, executive, and certification programs in various fields of study such as human resource, finance, business, finance, retail, marketing, international trade, banking and finance, operations, IT and Systems, Artificial Intelligence, and Machine Learning.

Letizia of Spain visits her mother-in-law Queen Sofia, 85, in hospital

Queen Letizia of Spain visited Queen Sofia in hospital on Thursday evening – as she now enters her third day of surveillance. 

The European royal, 51, joined her husband King Felipe VI on an evening visit to the Ruber International Clinic in Madrid. 

Queen Sofia, 85, was admitted to hospital on Wednesday with a urinary tract infection and is remaining under surveillance. It is unclear when she will be discharged.  

After leaving the hospital, King Felipe told press his mother was ‚wanting to go out‘ but said he didn’t ‚know exactly‘ when that would be, according to Spanish paper La Vanguardia.  

A few hours later Infanta Elena, Queen Sofia’s sister, also visited her in hospital, as the Spanish royals have rallied around their queen mother in a united show of support. 

Queen Letizia of Spain visited Queen Sofia in hospital on Thursday evening alongside her husband King Felipe

Earlier in the day, Letizia and King Felipe had attended the National Innovation and Design Awards in Las Palmas, Gran Canaria – and she was still wearing the same chic pink trouser suit for the hospital visit.  

While Letizia was as flawlessly turned out as ever, she did appear tired after a lengthy day of engagements and a difficult 24 hours following Sofia’s hospitalisation. 

But she waved cheerily to cameras from the car and seemed in good spirits outside the hospital.  

The visit shows the strength of her bond with her mother-in-law, who has taken her under her wing ever since she wed King Felipe in 2014 and the former journalist joined the Spanish royal family.  

King Felipe, 56, has already visited his mother twice and was with her when she was first admitted on Wednesday.  

He was later pictured waving from the passenger seat of his Lexus on a second trip on Wednesday afternoon. 

He was quick to reassure concerned royal fans, telling media outside the hospital: ‚She is very well, cheerful and eager to be discharged and return as soon as possible.‘ 

Sofia has been the ‚queen mother‘ of Spain since her husband King Juan Carlos abdicated the throne in favour of their son Felipe in 2014. 

Since then she has kept up a busy schedule of public engagements alongside her son Felipe and his glamorous wife, Queen Letizia. 

Queen Sofia of Spain, 85, was rushed to hospital on Wednesday with a urinary tract infection

Letizia was wearing the same pink jumpsuit she wore to the National Innovation and Design Awards in Las Palmas , Gran Canaria, earlier in the day

The royal couple were spotted entering the Ruber International Centre in Madrid at around 7.30pm on Thursday evening 

While Letizia was as flawlessly turned out as ever, she did appear tired after a lengthy day of engagements and a difficult 24 hours following Sofia’s hospitalisation

King Felipe has now visited his mother three times in hospital – and this is the first time he was joined by Letizia 

After leaving the hospital, King Felipe told press his mother was ‚wanting to go out‘ but said he didn’t ‚know exactly‘ when that would be

She has focused on her sponsoring activities, spending her time between La Zarzuela and the Marivent Palace in Palma de Mallorca in the summer months. 

As recently as Monday, she attended Fernando Gomez-Acebo y Borbon’s tribute but just the next day was rushed to hospital. 

She also attended the wedding reception of Teresa Urquijo and Mayor of Madrid Luis Martínez-Almeida on Saturday, alongside a host of famous guests. 

Sofia was joined by her husband Juan Carlos as well as their two daughters, Infanta Elena and Infanta Cristina. Elena’s children, Victoria and Felipe, and Cristina’s son Juan, were also present. 

Queen Sofia had planned to travel to Huesca on Friday for an engagement at the city’s food banks, but it has since been cancelled.  

She is usually renowned for her good health and stays active, including using a walking machine in her room in La Zarzuela daily. This is her first time in hospital since she gave birth to King Felipe in 1968. 

Spanish media revealed Sofia has a urinary tract infections, which, if left untreated, can lead to sepsis. 

However, the Spanish royal is being carefully attended to at the hospital, which is often used by the royals and is where Princess Leonor and Infanta Sofia were born.

Her son King Felipe appeared in good spirits after visiting his mother, reassuring royal fans that she is ‚well‘ and ‚eager‘

Queen Letizia of Spain, Queen Sofia and Princess Sofia of Spain leave the Beatnik restaurant on August 2022 in Mallorca

Born Princess Sophia of Greece and Denmark on November 2, 1938, at Tatoi Palace in Athens, Greece, she is the eldest daughter of King Paul of Greece and Frederica of Hanover. 

A member of the Greek branch of the Schleswig-Holstein-Sonderburg-Glücksburg dynasty, her great-great-grandmother is also Queen Victoria.

This made her a relative of both her friend the late Queen Elizabeth an Prince Philip.

Because Sofia’s family were forced into exile during the Second World War, she spent part of her childhood in Egypt and South Africa.

She finished her education at the prestigious Schloss Salem boarding school in Southern Germany, and then studied childcare, music and archaeology in Athens.

Sofia also studied at Fitzwilliam College, a constituent college of the University of Cambridge.

A keen yachtswoman, the royal represented her home country of Greece as a reserve member of the Gold Medal-winning sailing team at the 1960 Summer Olympics alongside her brother Constantine (heir to the now deposed Greek monarchy).

Sofía met Infante Juan Carlos, her paternal third cousin, in 1954 on a cruise in the Greek Islands and again at the Duke of Kent’s wedding in 1961.

Sofia has been known for being in good health for her entire life, and hasn’t been to hospital since Felipe was born

Princess Cristina of Spain and Queen Sofia are pictured at the tribute service on Monday

They married less than a year later in Athens at the Catholic Cathedral of Saint Dionysius.

Upon their marriage, she converted from Greek Orthodoxy to Catholicism and changed her name from Sophia to Sofia.

Soon after, in 1973, the monarchy in Greece was abolished.

Together, she and Juan Carlos have three children: Infanta Elena, Infanta Cristina, and King Felipe.

Juan Carlos is judged to have been instrumental in Spain’s peaceful transition to democracy and, with his wife Queen Sofia, then enjoyed years of admiration.

The couple had a close relationship with Queen Elizabeth and the British Royal Family – Prince Charles, Princess Diana and their two sons Princes William and Harry would often spend holidays at the summer palace in Majorca.

Besides accompanying her husband on official visits and occasions, Sofía also undertook solo engagements.

She is executive president of the Queen Sofía Foundation, and is honorary president of the Royal Board on Education and Care of Handicapped Persons of Spain, as well as the Spanish Foundation for Aid for Drug Addicts.

Queen Letizia of Spain and Queen Sofia at the Marivent Palace in Palma de Mallorca in August 2023

The 1962 wedding of Prince Juan Carlos and Princess Sofia of Greece and Denmark in Athens

Prince Juan Carlos of Spain with his fiancee Princess Sofia of Greece after the announcement of their engagement

As Queen, Sofia never publicly commented on political issues.

When her only son Felipe, then known as Prince of Asturias, announced his engagement to Letizia Ortiz in November 2003, Sofia took the former journalist and news presenter under her wing.

Letizia paid tribute to her future mother-in-law during her first speech since becoming engaged.

She said: ‚From now on, and more and more, I am going to integrate fully in this new life with the responsibilities that come with it… and with the support and affection of the King and Queen and the priceless example of the queen.‘

During the Easter service in 2018, there appeared to be a tense moment between Letizia and Sofia. 

The Spanish royals with their children Cristina, Felipe and Elena on holiday at the Miravent Palace in Palma de Mallorca in 1976

The former newsreader was seen standing in front of Sofia and after a brief exchange appearing to try and take the arm of her eldest daughter, who then shoves both her mother and grandmother’s hands aside.

Letizia’s husband King Felipe VI then stepped in as his 80-year-old father looked on nonplussed. 

Marie Chantal of Greece, who is married to Crown Prince Pavlos – King Felipe’s cousin – has since weighed in, saying on Twitter: ‚No grandmother deserves that type of treatment! Wow she’s shown her true colours.‘

But Letizia and Sofia’s bond is now clearly stronger than ever – as Letizia was quick to rush to her side in hospital.  

In June 2014, Juan Carlos abdicated in favour of his son and Felipe and Letizia became King and Queen of Spain. For all his early popularity, Juan Carlos has been serially unfaithful and has been accused of multiple charges of corruption.

That said, three investigations against the former King were eventually dropped and he has denied any wrong doing.

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What follows if my final paper for a class called Teaching & Learning that I took during the 2009 winter semester at Bennington College.

Learning about learning has so far been a mind-opening experience. I am studying to become a social sciences teacher, though education is really a social science in itself. Actually, it has such mathematic complexity, scientific precision, and generally eclectic methods that has thus far been an entirely unique major.

Foremost, learning about learning is a personal venture. How did I learn to speak, but fail at learning any second language? Why do I still hesitate at taking a strictly science or math course? Why do I think that I can’t do anything, despite relative academic success?

How do I use the answers to these questions to the advantage of my students?

Node your Homework

On Relevance in Education

What the student learns must be relevant to him. He should be encouraged to make connections between what is learned in the classroom and the experiences of his daily activities. This real-world context allows for the student to reflect upon the application of what he learns in the classroom. Carol Rodgers describes this reflection as a meaning-making process that moves the learner from one experience into the next with deeper understanding of its relationships with and connections to other experiences and ideas. (845 Rodgers)

One role of the teacher is to rouse this sort of reflection when it is appropriately related to the class material. When the student integrates his own interests and musings into class projects and discussions, the teachers should take his ideas seriously and motivate him to build upon them.

I will give several examples of this. First, the student should be able to make connections between his personal interests and musings: if he likes graphic novels or songwriting, his English course might allow him to study those forms of narrative. If he is interested in sports, then his anatomy course should allow him to explore the basic concepts of sports nutrition. Should he be interested in computer programming, than his math course should let him incorporate introductory logic or number theory.

These are all examples of how a student’s pastimes and hobbies could be integrated into different subjects in a constructive manner. They demonstrate what Thomas Zane calls ‘domain definition‘, by „defining real-world, integrated tasks as opposed to listing a series of content topics or decontextualized knowledge components“ (83 Zane, Part 1). The ‘domains‘ essential to student-relevant education are those that the student thinks are important to him.

Unfortunately, it would be impossible to structure a curriculum that is specialised to each student’s personal ‘domain‘. If a teacher attempted to create such a course, she would be quickly overwhelmed. Instead of rigidly incorporating them, the class should feature discussions and assignments flexible enough to allow the integration of different domains of student interest.

This kind of education benefits the student in at least two ways. First, he is able to reflect upon course material using personal experience. He is more likely to be interested in what is being taught, because the material is more relevant to him. Secondly, he is able to supplement his extracurricular interests with the knowledge that he learns in class. By making connections between what he learns in the classroom and outside of it, he has the opportunity not only to build upon his understanding of class material, but also of his own recreations and passions. This should be one of the primary purposes of teaching and learning: to build upon the students‘ existing experience and curiosity to provide a practically grounded and relevant education.

Transferability of Knowledge

Just as a curriculum that is narrow and decontextualised is impractical, one that exclusively involves the students‘ hobbies and pastimes is also limiting. What is learned in school should not be constrained in application; it should be ensured that whatever the student is learning, that he is able to apply it to multiple domains.

For instance: when I attended public middle school, my course on U.S. history was taught in a „drill-and-kill“ manner. It was the sort of course that involved memorising predetermined lists of names and dates, and then regurgitating them for quizzes. This teaching method had two main problems: firstly, there was no attempt to make it relevant to the current state of America; history was as separate from reality as any fiction. Just as bad, the names and dates we learned were of no obvious use outside of the classroom. The students had little ability to use the information to study other aspects of American history; they were exclusive to the lesson at hand.

History should not be taught as a series of isolated, decontextualised events. This is what Paulo Freire calls „banking“, which allows the students only to memorise and sort information so that it can be reproduced upon demand (Freire 58). There is no emphasis placed on the ability to transfer knowledge from one application to another, which can help the student to „create new knowledge and arrive at further understandings“ (40 Wiggins). In the context of U.S. History, transferability might mean the ability to relate past events to current politics or to American literature.

The importance of transferability extends outside the realm of social sciences. In English, a student might learn the functions of different parts of speech; but he will not be able to improve his sentence structure with this knowledge unless he can use it appropriately. Analogously, a student of mathematics may be able to solve simple algebraic problems with fractions, but that does not guarantee his ability to execute more complex operations with dimensional analysis.

Transferability of knowledge is essential to relevant education. Without it, the student is not able to take what he learns in the classroom and apply it to his extracurricular interests; or vise versa. However, it is a more difficult task to ensure that the student is focused and motivated enough to take interest in transferring his understanding to begin with.

Teacher and Student Responsibilities

By upholding personal relevance and transferability as core tenants of education, a large degree of responsibility is placed upon the student’s ability and eagerness to learn. The tenants assume that the student is mature enough to take his education seriously and to challenge himself. The ideal student is self-motivated in fulfilling his own curiosity. He is developed enough in his thought to appropriately make connections between class content and personal interest. In essence, a relevance-centered education requires that the he is self-aware enough to realise his ability, talent, and limits; and to know when to ask the teacher for assistance.

Unfortunately, it is unrealistic to expect a student to have all of these skills when they first enter the classroom; the ability to learn is developed over time. Because of this, the teacher must not only teach the class material, but also help the student to grasp it. In Freedom To Learn, psychologist Carl Rogers describes the aim of education as the facilitation of learning (120-121 Rogers). In order to facilitate learning, the teacher has two core responsibilities: to evoke and guide the students‘ desire to learn, and to provide guidance and resources to help them do so.

In order to motivate the students, the teacher must demonstrate the appeal of the class content to them. She may accomplish this by showing them how the material is relevant to the students‘ domains of interest. The teacher should attempt to appeal to as many of the students‘ domains as possible, and not favour one any over another (unless there is a general class consensus, or it is otherwise appropriate). One method of doing this would be group interaction: and exercise might be to allow the students to bandy ideas and concepts in guided class discussion. She may also assign creative projects and see what work the students produce. Through these activities, the teacher may assess the students‘ domains of interest.

The teacher must not only recognise these domains, but also try to understand how the students are attempting to solve them. This does not require that the teacher make lengthily records and descriptions of student behaviour for reference; rather, she should keep a mental tab of their emotional and intellectual abilities. With this in mind, she is better able to understand her students without overburdening herself with work. Nel Nodding describes how she attempts to engross herself completely in the student’s mindset when helping them:

If I care about students who are attempting to solve a problem, I must do two things: I must make the problem my own, receive it intellectually, immerse myself in it; I must also bring the students into proximity, receive such students personally. (659 Goldstein)

By caring for her students‘ learning styles and domains of interest, the teacher can help nurture their desire to learn.

Methods of Teaching

The teacher’s other core responsibility—to provide guidance and resources for students when they need them—includes ensuring that they have mastered fundamental concepts necessary for progressing toward more complex ideas. Automaticity, the ability to effortlessly recall material gained from practise, „frees space in the student’s working memory, which can be used for application and higher-level thinking“ (64 Rosenshine). This automaticity is lauded in Direct Instruction as „perfect practise“, which stresses the necessary „accuracy, fluency, endurance, momentum, retention, and maintenance“ (21 Kuzioff) of the fundamental concepts in a given subject. Automaticity is in itself a resource that is present in the student, and as a resource, the teacher should encourage its cultivation.

In my experience as a student, acquiring automaticity is difficult due to the concentration and practise required to develop it. This is especially problematic when the set of skills or knowledge being learned is decontextualised. For this reason, it is important for the teacher to make the students aware of the application of what is being learned, its necessity in furthering the class, and its relationship to other concepts. For example, memorising the organelles of animal and plant cells in biology often seems a rote and meticulous task. The teacher should explain to the students some of the benefits of having such knowledge, and how it relates to larger operations such as cellular respiration, homeostasis, or photosynthesis. Keeping these in mind, and the material relevant and applicable, they should be related back to when automatising knowledge of the organelles.

These lower-level concepts should serve as Vygotskian tools for understanding larger ones. Once they have been internalised by the student, critical comprehension and application may be instigated. It is at this point that the teacher must pay special attention to the students‘ individual learning abilities and interests, so that she may begin to cater to them. Her expectations and input should be gauged upon her knowledge of the students, so that she can provide appropriate assignments and feedback. In Relational Zone, Lisa Goldstein concisely articulates this:

„Each child brings a particular set of skills and interests to bear on any given problem. The adult has particular responsibility for segmenting the tasks into subgoals manageable for that specific child and for altering the child’s definition of the task to make it increasingly compatible with expert performance.“ (661 Goldstein)

In order to provide appropriate feedback to students, teachers must fulfill another role: to either have expert knowledge of the subject of study, or the readiness and eagerness to develop existing knowledge of the subject in a classroom setting. A teacher who does not know her material, or does not care about it, cannot help students engage themselves in the material; nor can she break the information down into less complex parts. In Lee Sculman’s theoretical framework of Pedagogical Content Knowledge, teaching „includes presenting the material by using figurative language and metaphors“ (Teacher’s) and thereby representing it in ways more accessible to students. Furthermore, this representation of material should be in accordance with popular domains of interest to the class, when it is possible to transform the content in such a way without distorting it.

Of course, the way a subject is taught is dependent on the subject itself. Obviously, mathematics cannot be taught in entirely the same way as anthropology. The teacher must know their subject well enough to realise the differences between content taught, so that they can best adapt their teaching methods.

Content Studied

Most subjects studied in school should have a wide range of application and allow students to interact with their world as informed people. Studies of special or limited appeal—such as classes in music, psychology, or programming—should also be made available, based upon student and teacher interest.

The former category of content studied, classes that are less specialised, includes topics ubiquitous in our society. They should be taught with an emphasis on the aformentioned virtues of broad application and relevance to the students. Mathematics, especially pre-calculus levels that are used in everyday experiences (and are the fundaments upon which higher-level mathematics are based), is an essential subject of study. English, with an emphasis on literacy and critical comprehension, similarly allows students to apply build understanding on their own. Science courses such as biology, chemistry, and physics, provide general information that students can use to study more complex topics about how the world works.

Special interest subjects which appeal to more limited student appeal and application are beneficial for at least two reasons. Firstly, they demonstrate the usefulness of more common subjects. Game theory, logic, and programming can all represent commonly used mathematics in practice; poetry, style, and culture-specific literature classes may utilise knowledge and skills taught in general English courses; economics, ecology, psychology, and art history combine disciplines. Secondly, they can demonstrate new applications of broader students, which students may not be aware of.

Humanities represent a unique category of study, because they are often attached to social values and interests. These connotations make them subject more open to interpretation. For this reason, I believe that they are central to the student’s fluency in society-wide affairs. The students‘ domain of interest has the potential to extent to social impact in the humanities, and it should be taught with emphasis on moderated class dialogue.

Cultivating Social Readiness

An important role of education is to cultivate social readiness. This can, like the purpose of education, be defined in many different ways. Many philosophical thinkers have pronounced education as essential to a just and democratic society. John Dewey believed that „only by the being true to the full growth of all of the individuals who make it up, can society by any chance be true to itself“ (7 Dewey Decimal SystemDewey). Paulo Freire’s thoughts follow a similar vein, but in the context of uneducated lower classes. He wrote „problem-posing education is revolutionary futurity“ (72 Freire), as critical comprehension of society’s workings is necessary to change it.

Others, who uphold a more traditional understanding of „socialisation,“ feel that traditional school subjects should be „the means by which the culture of the race would be transmitted to the vast majority of Americans“ (15 Kliebard). Groups representing social interests often push to see them represented in school curriculum—proponents of Intelligent Design are one example of such groups. Another example of teaching beliefs in the classroom would be selective history often exhibited in U.S. History textbooks, such as the omission of discussion of controversial conditions survived by African-Americans and Native Americans. It is debatable how appropriate it is to teach beliefs and morals this way in school.

Decisions made about what content is appropriate should be made with ideologies of the school community in mind. Decisions concerning social and moral education should be chosen by the school so that they represent its students as fairly as possible. For instance, if the majority of the student base consists of Native Americans, teaching the history of indigenous Americas and influence of colonisation would be more suitable than teaching only about the story of the Europeans. Similarly, teaching only Intelligent Design to students in a mixed-religion community would not be appropriate. Such decisions over what to teach should be made based upon the preferences of both the community (students, parents) and the school’s faculty and administration. Subjects should be chosen to coincide with the ideology of the community, without limiting the applicability and relevance of subjects taught.

Schools should provide an environment that allows students to fit into their immediate society and encourages their participation within it. The former requirement would require teachers to dedicate time to developing students‘ abilities to interact with one another: ideally, students should work together in manner that is both amiable and academically rewarding. With careful preparation, this can be accomplished creatively in the classroom, by using structured collaborative projects, moderated debates, as well as discussion groups that encourage critical analysis of material. Outside of the classroom, extracurricular activities of student interest should allow further socialisation between students.

To help students grow into participating members of their societies, their education should inform students about the kind of world in which they live. Some basic example of this would be: developing a critical understanding of how laws are passed (both in theory and practise), an understanding of different cultures which are prominent in the students‘ lives, and the sceptical analysis of the students‘ own values. All of these should be executed with immense respect for the students‘ personal beliefs, but should nonetheless be thought-provoking exercises.

This method of teaching humanities, which combines social readiness, is one that cannot easily be graded on a linear scale. It cannot value any one student’s beliefs over another, nor should any other subject. Assessment in education must be of help the student, not judge them.

Role of Assessment

The student’s grade should not necessarily reflect how many answers he got wrong or right on his tests or how his projects compared to the rest of his class; instead, they should be a measurement of the progress he has made over the course of his education. This means that the teacher must initially assess the student’s typical work output at the beginning of classes, to use as a reference point for progress made during the course. Additionally, each time a new subject is begun in class, the teacher should try to obtain some idea of the students‘ initial abilities at comprehending it, what Popham refers to as pretest data (14 Popham).

Take for example a high school level English classroom. The first few tests given in reading, writing, grammar, and vocabulary should be paid particular attention to. If the student has trouble with reading comprehension, or using and appropriate, ‘academic‘ style in papers, the teacher should make a mental note of this (or brief notes on paper, if her class is particularly large or her student’s handicaps specific).

When grading, it is useful to divide the assignments into two categories: first, those which are free-form and open ended, such as creative projects, papers, and presentations; and second, those which test for automaticity of core skills and knowledge such as spelling and vocabulary words, appropriate grammar use, and where or not the student has done reading assignments. The former category should be graded based subjectively upon the student’s progress and ability; the latter should be graded in a standard manner, with ‘wrong‘ and ‘right‘ answers. Grades should focus on helping the student realise what his proficiencies are, and what things he may study in order to improve his work.


While organising my thoughts on education and attempting to compile a personal philosophy out of them, I have realised a few things. Most importantly, I now recognise that a philosophy education cannot be rigidly structured. It must incorporate the ideas of many different thinkers; and it cannot be exclusively bound to neither traditional nor progressive ideas. The method of teaching which is practised should always be appropriate based on many different variables, such as what is content is being taught, the classroom atmosphere, and of course, the students‘ personalities and learning styles.

Unfortunately, the teacher can only do so much to cater to her students individually. Students must eventually learn to be self-reliant, treating the teacher as a resource. For this to happen, it is important that a general atmosphere that encourages enthusiasm of the subject matter be maintained, one that is conducive to learning. Once this is done, the teacher can appropriately work her students‘ interests and ideas, and help them develop both in school and independently of it. It is critical that the students see the importance of learning both inside and outside of the classroom.

Works Cited

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Kliebard, Herbert M. Struggle of the American Curriculum 1893-1958. 2nd ed. Routledge, 1995. Print.

Kuzioff, Martin. „Direct Instruction: Its Contributions to High School Achievement.“ High School Journal 84 (2001): 54. Print.

Kuzioff, Martin, Louis LaNunziata, James Cowardin, and Frances Bessellieu. „Direct Instruction: Its Contributions to High School

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R., Rogers, Carl. Freedom to Learn: a view of what education might become. Columbus, Ohio: C. E. Merrill Pub. Co., 1969. Print.

Rodgers, Carol. „Defining Reflection: Another Look at John Dewey and Reflective Thinking.“ Teachers College Record 104.4 (2002): 842-66. Print.

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„Teacher’s In-Depth Content Knowledge.“ InTime. 2001. Web. 6 Dec. 2009.

Wiggins, Grant, and Jay McTighe. Understanding By Design. 2nd ed. ASCD, 2005. Print.

Zane, Thomas W. „Performance Assessment Design Principles Gleaned from Constructivist Learning Theory.“ TechTrends 53.1 (2009): 81-88. Print.