Axiology In Teaching Essay

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Axiological Relevance to the Teaching Profession Values shape most of the man’s activities. It helps the individual selects for himself are guided by his values. The knowledge of axiology provides major clues to a person’s professional choice each profession lays more emphasis on some or other values. For example Obanya (1999) viewed the concept of relevance. It can be explained from two dimensions - Physical and philosophical. On the physical dimension, relevance is understood in terms of immediate and remote dimension. In other words certain physical environment can be more immediate or more remote than others, for instance the environment of the teacher. Philosophical dimension of the concept of relevance refers to possible answers we give to questions like- “relevant to what?” “Relevant to who?” Or “relevant to whom?” “relevant to who?” our teacher education is no doubt intended for the India , therefore, an application of philosophy is relevant to the principles and practice of education in the teaching profession. Odigie (2003) discussed about eight relevance of axiology for teaching profession. • It develops an open and questioning attitude in teachers • It develops the skill of clear thinking • It provides tools for rational decision making • It performs a unifying function • It helps towards the solution of educational problems by clarifying them • It can transform educational practices by offering clearer meanings • Offers deep intellectual development • Indispensable in matters of curricular development. Need of enhancing the values of pupil teacher Radha Krishnan Commission (1948–49) stated, “What we need is not the imparting of instructions but the transmitting of vitality, the civilization of human heart. O... ... middle of paper ... ...n has continued to remain fragmented. What is now required is to use the instrument of pre-service teacher education for ensuring that entrant teachers understand holistically the concept of education in human values, and are able to use direct and indirect techniques in formal and informal education for the development of values through the schooling process. The major role in this direction will be played by pragmatic, skill oriented and responsive teacher education programmes to prepare skilled teachers through in-service and pre-service programmes. Therefore, teachers will have to provide learning experiences for holistic development of mind, body intellect and emotions. So the challenge of teacher education will be to prepare such teachers as can take care of the holistic education of children. This would require value oriented teacher education. Conclusion:
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