Monday, 18 May 2020

EDF 211: ODEL INDUCTION


MASINDE MULIRO UNIVERSITY OF SCIENCE AND TECHNOLOGY
SCHOOL OF EDUCATION (SEDU)
DEPARTMENT OF EDUCATIONAL FOUNDATIONS(EDF)

EDF e-LEARNING GUIDE 01: ENROLLING FOR EDF 211 ON MMUST ODeL

IT IS AS EASY AS ABC IT IS EFFICIENT      IT IS FRIENDLY
CONTENT
1. THE LINK
2. LOG-IN
3. CHANGE PASSWORD
4. NAVIGATION 01: MY DASHBOARD
5. NAVIGATION 02: COURSE PANEL (SHOULD LEAD YOU TO EDF 211)
6. CONGRATURLATIONS WELCOME TO EDF 211
1. THE LINK
Type/ click on  the  url link  e-learning.mmust.ac.ke  on the search bar

The MMUST ODeL page will appear as seen below.  Click on (Log in)

2. LOG-IN
The log in page will display. Proceed to Log in.
User name:
Your User name is your mmust email which should be in the form following form:
edab01-123452018@student.mmust.ac.ke.
NOTE: While the email takes on the form of your Registration Number you should omit the slashes (strokes). All the alphabetical components should be in lower case(small letters)
EDA/B/01- edab01-123452018@student.mmust.ac.ke   This is WRONG
Eda/B/01- edab01-123452018@student.mmust.ac.ke    This is  WRONG
eda/b/01- edab01-123452018@student.mmust.ac.ke     This is WRONG
edab01-123452018@student.mmust.ac.ke  This is CORRECT
Pass Word
The default pass word is Mmust@2020
NOTE: The first M must be upper case (Capital M) .
For those using lap tops and Desktops make sure that   you can locate the button for @ by first testing  on  Microsoft word document . Sometimes there is a shift such that when you Shift press on button 2 it gives you a different non-numerical symbol

See the photo below:

3. CHANGE PASSWORD
Once you log in,  you will be prompted to change the password. YOU MMUST CHANGE THE PASSWORD TO PROCEED

Ø  You must first enter the current password which is Mmust@2020
Ø  Then enter the new password(Minimum 8 characters, at least one number(digit) eg  4,  atleast one UPPER CASE LETTER  eg K and atleast one lower case letter eg  u and atleast one non-alphanumeric character eg @,#,!,= ,-, *   etc  lets choose #(harshtag). 
Ø  So, in this case we have    4Ku#  But we need four more characters to make it an 8 character-password . You can choose any other four characters of your choice and arrange everything in any order. You dont have to begin with 4, Also remember to choose a password you can remember easily. DO NOT LOOSE THE PASSWORD
Ø  Repeat the above password and save changes

4. NAVIGATION 01: MY DASHBOARD
Ø  After  saving the changes  in step 3 above, you are officially  and safely INSIDE MMUST ODeL
Ø  MMUST ODEL window will display three unique features 
a. Your name at the top right corner of the ODeL screen (e. g Peter Iggwe) followed by a profile icon (Looks like a tiny passport photograph place holder)
b. Quick Link Section(Containing General dashboard, E-Learning, etc)
c. My dash Board

Ø   
5. NAVIGATION 02: COURSE PANEL (SHOULD LEAD YOU TO EDF 211

I). FOR FIRST TIMERS' Click on the Settings icon labelled 01   found the at the top left
II). A NAVIGATION PANEL will display.Click on     Courses.
III)CLICK ON MMUST SCHOOLS
IV). SCROLL DOWN to School of Education (SEDU) and Click
V). CLICK ON UNDERGRADUATE
VI). CLICK ON BACHELORS
VII). SELECT EDF YEAR TWO

VII). CLICK ON SEMSTER 2 AND CLICK ON EDF 211
VIII). ENROLMENT OPTIONS PAGE WILL DISPLAY TOGETHER WITH THE NAMES OF LECTURERS. CLICK ON EDF 211
IX). ENTER THE ENROLMENT KEY. AND CLICK ENROL ME
 CHECK YOUR EMAIL FOR ENROLMENT KEY
6. CONGRATURLATIONS WELCOME TO EDF 211
Once you are successfully enrolled, you will be able to view and navigate through EDF 211.
The first part (GENERAL) Comprises of the profiles of your Lecturers starting with Dr, Nasong'o
Then scroll down for preliminary pages with Objectives of the course

This is followed by COURSE TOPICS(FROM TOPIC 1 TO TEN)
Course notes are attached under learning resources.  Other resources like videos, audios, urls, and books will be attached as well.

There is section for learning activities and assignments for each topic. You will be required to submit assignments and CATS.

In the NEXT dispatch we will  guide you on how go about the assignments
GENERAL SECTION
THANK YOU
                                                                                         
NEXT DISPATCH
EDF e-LEARNING GUIDE 02:LEARNING ACTIVITIES AND BIG BLUE BUTTON

Friday, 15 May 2020

LECT 08/14



III. DIALOGICAL DIMENSION OF EDUCATION: EDUCATION AS A SOCIAL PHENOMENON
1.      The term dialogue is derived from the Greek words ‘dia’ and ‘logos’ meaning communication or speaking words between two or more people. It is a moment where humans meet to reflect on their reality as they make and remake it.
2.      Education as a dialogue proposes a middle-ground approach between the traditional approach and the progressive approach to education. It attempts to bridge the gap between transmission and socialization, prevalent in traditional view and liberation and individualization emphasized by Progressivists. Proponents of dialogue observe that both views fail to address the basic meaning of human existence which is co-existence.
3.      This means that there should be no polarity between the individual and the society rather, both the society and the individual need to be catered for in education.
4.      Education ought to develop knowledge and understanding in ways that are consistent with the society’s values as well as the development of one’s personality; individual.
5.      Dialogue entails mutual agreement, mutual respect and understanding between individual and society. It encourages the process of speaking to each other. The teacher (representing society) and the learner ought to be involved in dialogue during their activities.
6.      The basis of the teacher learner relationship ought to be realization that the learner is a human being who has a right to exist and to express himself/herself.
7.      Dialogue requires the teacher and the learner to encounter each other as equals, each of them playing an essential role as far as education is concerned. Based on this equality, education should be seen as a process of communication.
8.      This aspect rules out methods and procedures of monologue which destroy the realization of a fulfilling education. Monologue constitutes an assault on the consciousness of the other, rendering it silent, passive etc.
9.      Dialogue makes education to be inter-subjective: a process involving encounter, participation.
10.  Education as dialogue rules out authoritarian approaches by the teacher i.e. force and corporal punishment. Such measures make students to be docile and submissive.

11.  It also rules out the eleviation of the learner above the teacher as advocated by the progressive movement. This is because doing so reduces the educating environment into a chaotic atmosphere. The teacher should not abdicate his position as an adult, but should exercise his/her role with care and concern, be humane to the learners.
12.  This will motivate them to seek after, to explore and inquire into knowledge under the caring guidance of the teacher. Essentially, dialogue is a democratic communication. It affirms the freedom of the participants to make and remake their culture in many ways.
13.  Dialogue puts the object to be known between the two subjects of knowing. They meet around it and through it for mutual inquiry.
14.  The educator/teacher normally has prior contact with the object to be known. It is he who presents it to the class for learners to discuss. However, the teacher’s prior knowledge of the object does not mean that he/she has exhausted all dimensions of the object.
15.  It is required that the teacher relearns to avoid transferring knowledge statically as a fixed possession of the teacher; dialogue demands a dynamic approximation towards the object.
16.  Dialogue does not mean that everyone in class must say something even if they have nothing to say. It only sustains a level of freedom for any learner who may want to say something.
17.  Dialogue requires that the starting point of learning be ordinary experiences of reality.
18.  There should be no dichotomy between reality and the content of study. Conceptualize knowledge as much as possible.
19.  Teaching should be conversational; moderate your voice accordingly.
20.  Making learning task oriented – problem based.
21.  Teacher must be able to grasp the learner’s entry behaviour in terms of their critical level of cognition, literacy and vocabulary, political and social ideas they possess.
22.  The words used ought to be familiar – clarity of words will result into clarity of thought hence effective communication.
Emphasis
Role of teacher
Role of learner
Methods of instruction






PAUL FREIRE







IVAN ILLICH



Saturday, 9 May 2020

LEC 07/14



EDUCATION AND HUMAN DEVELOPMENT: CREATIVE DIMENSION OF EDUCATION (PROGRESSIVISM-JOHN DEWEY)
Introduction
Human beings are unique. They are more than a material object at the mercy of physical chemical forces and more than a sensitive animal controlled by biological laws. He/she transcends the view that one is a mere product of society or an outcome of political, economic forces. The human person is endowed with ability to be actively involved in the world and be able to control in a limited manner his own destiny or life.

The four elements
Basically, the human person comprises of four elements:
1.      Ability to think -Cognition
2.      Ability to will -Volition
3.      Ability to act-Creation
4.      Ability to relate -Socialization

In the process of education, the child is considered to be a having the aptitude of developing into a more complete human being. Education thus serves the purpose of humanizing; bringing the child into a complete human being. It aims at influencing the child to come of age, to reach adulthood. The task of education in this case is two-fold:

Bi-partite role of Education in humanization
(i)  The individualization of man:
This involves a process of humanization where limitations/ inhibitions to his/her potential are deliberately removed or minimized. This is done by:
1.      Inculcating rationality in the learner to foster critical thinking ability to comprehend, justify and appropriately apply acquired knowledge.(Cognition and volition)
2.      Transmission of morality and ethics to enable the child attain moral judgment and moral behavior.(Socialization and volition)
3.      Inculcating skills and know-how (occupational capacities).(Creation and volition)

(ii) The socialization of man
Genuine humanization should enhance the social dimension of man where one is able to mutually interact with others and co-exist with them. By inference, we find the four dimensions of education namely; cognitive, normative, creative and dialogical. Each of these dimensions deserves attention in the process of education in order to realize genuine education. In the final analysis, we may define education normatively as the ‘inter subjective process of learning to be a self-reliant person in society’.

Education and Human Creativity
1.      Creativity: Creativity is the capacity or ability of an individual to create, discover or produce a new or novel idea or object including the rearrangement or reshaping of what is already known to him which proves to be a unique personal experience.

2.      Creativity in Education: In education, creativity refers to those aspects of education geared towards the development of an individual’s potential. As a dimension of education, it gained prominence with the rise of progressive movement in educational thinking.

3.      Dewey: The progressive movement arose from John Dewey’s educational ideas. He advocated for the child to be allowed to grow in a natural way: not just physically but also mentally.

4.      Teachers: There should be no direct interference with this natural process: teachers and educators should play the role of a ‘gardener’ providing the right environment that stimulates the growth.

5.      Influence: His ideas were influenced by earlier philosophies of Froebel (school = kindergarten) and Rousseau (educating Emile).

6.      Traditional Educational: Dewey advocated for a revolution in theory and practice of education. Dewey opposed the traditional authoritarian approach to education which regarded the teacher as the sole authority in the classroom. Traditional approach forced pupils to abide by a rigid system of rules and regulations for purposes of discipline and character formation. In addition, it gave prominence to content of learning where learners were expected to assimilate learning content in the given form. According to Dewey, this traditional approach violated the psychology of the child as well as the wide idea of democracy.

7.      Progressive/Deweyan Education (Growth, Experience)
Aim of Education: Helping a child to develop mentally, physically, socially and emotionally

Experience: He advocated the view that true education can only be found in ordinary experience as the individual interacts with his environment. In this case, children can best effectively learn by exploring the environment through inquiry and testing one’s ideas.

Growth: Dewey equated education to the process of growth whereby, an individual should learn independently through experience to adjust to life.

Heuristics: He advocated for child-centered education. This education entails a shift from content-centered and teacher-centered traditional approaches.










Operational zing Creativity in Education
In order to ensure the component of creativity in education, several aspects need attention.  These include:
1.      Child centered approach to education.
2.      Learning environment should be warm and encouraging – free from intimidation/ coercion etc.
3.      Learner uniqueness ought to be appreciated. Individual differences should be addressed in teaching and learning.
4.      Teachers should display care and concern towards learners – show understanding
5.      Dialogue should be the routine in educational communication.
6.      Teachers should fully grasp the essence of the process of knowledge production and dissemination/transmission to learners.
7.      Usually, knowledge tends to be produced/manufactured outside the classroom. It’s not only contained in textbooks. Therefore learners should feel that they too could produce knowledge and know it at the same time.
8.      Teaching methodology should involve problematization of content towards which both teacher and learner approximate by way of seeking for answers – task oriented learning.
9.      Content presentation should not be portrayed as though the content is final. Teachers should endeavor to relearn the content while learners learn the content the first time.
10.  The teacher should encounter the learner as equals in this shared humanity. The learner may look delicate, ignorant etc, but the focus should be on what the learner is becoming- Identify learner’s strengths and weaknesses and be able to advice them appropriately in terms of careers, talents etc.
11.  The teachers’ role is to guide, train and elicits the inner capacities that often lie dormant/idle.

The importance of creativity in education
1.      To develop individuality.
2.      It is an educational approach that is directed at personal growth and personal liberalization from limiting circumstances of life.
3.      Reflection and action, inherent in creativity is bound to produce a human response that is adequate and adaptive to the reality of a situation.
4.      Human beings are usually actors, producers, creators and workers. An approach which seeks to equip them appropriately is welcome.
5.      It tends to promote critical thinking and activity oriented learning process.
6.      It enhances the independence of mind, thought and action leading to autonomy.
7.      Allows for the exploration of self in connection with inherent potentialities.
8.      It helps the learner to realize that he/she is a task/project, - not yet complete – open ended being who can transform himself as he reconstructs the environment.
9.      It promotes self esteem, self expression, self determination, self reliance etc.





EDUCATION AND HUMAN CONSCIOUSNESS
The term consciousness is derived from the Latin verb ‘consicite’ where sicite means to know. It is an activity of the mind which involves awareness, feeling, perception and knowledge. In essence, consciousness involves two aspects:

1.      The subject person who knowing.
2.      The object being known.

Being conscious always implies being aware of something. When one is conscious of something, they direct their intellectual/mental attention to either something outside themselves; to the subject of their attention or to themselves introspectively i.e. in this process, one makes themselves actively present to it. They come into contact with it.

Levels of Consciousness
There are four levels of consciousness:
(i) Empirical consciousness
This is the lowest level of awareness where man experiences things empirically through senses. This level of consciousness is also shared with animals, even plants that may be said to be conscious of the environment. It is also a level of pre-reflection common to children.
(ii)Intellectual consciousness
This is the second stage of consciousness. It is a stage of concept formation where the mind develops ability to identify things, to name them. It is a stage of construction as opposed to concrete awareness. Concepts like table, chair etc begin to form in the mind.
(iii)Rational consciousness
Here the process of reasoning begins. An individual begins to make judgements based on values/norms of society. Conformity to societal norms sets in.
(iv)Responsible consciousness
The level is also called critical consciousness. It involves the ability to make judgement about the world (phenomena) and react to it in critical turmoil. Critical reflection involves questioning the norms, routine of things. It transcends the known strives to bring novelty, new approaches to doing things. Each stage of consciousness is essential for every individual. In teaching/learning environment, it is important to develop all the four stages/levels of awareness. The ultimate aim of education ought to be attainment of responsible conscious news. Where an individual attains this level, one discovers that they are limited in many ways; that there exist inhibitions along one’s development.

Wednesday, 6 May 2020

LEC 06/14





Lecture 07: Education and values: Normative dimension of Education
Duration: 3 Hours

7.2. Objectives
By the end of this topic, the learner should be able to :
1. Identify three approaches to study of ethics
2. Relate Ethical theories to the educational process
3. Name at least three source of morality
4. Identify three different types of punishment in school
5. Discuss the relevance of aesthetics to education



A. Definitions
1.      Axiology -from Greek Axia/Axios(Worthy-valuable) and Logos(the study/reasoning ).Axiology is therefore the study of that which is worthy(valuable)//the philosophical study of values(what is good or right, desirable or worthwhile and what ought to be praiseworthy)
2.      Norms- From Greek Nomos. Nomos means standards or criteria. It refers to criteria used to determine what is worthy. Norms therefore tell us what ought to or ought not be done/what should or should not happen ideally speaking. 
3.    Normative dimension of education refers to norms or standards that are to be recommended      for the educational enterprise which in turn provides general guidelines for education theory             and practice. For example, Kenya considers education as an important vehicle for attaining the eight goals (norms) of Education in Kenya.
i)        To foster nationalism, patriotism and promote national unity,
ii)      To promote the social economic, technological and industrial needs for national development,
iii)    To promote individual development and self fulfillment,
iv)    To promote sound moral and religious values,
v)      To promote social equality and responsibility,
vi)    To promote respect for and development of Kenya’s rich and varied cultures,
vii)  To promote international consciousness and foster positive attitudes towards other nations,
viii)To promote positive attitudes towards good health and environmental protection.
 4. Good life- Throughout history, the question ‘what kind of life is good (how do l ought to             live)?’ has been raised as a normative question. In answer to this question, diverse            answers have emerged:
i)        A good life ought to involve maximum pleasure.
ii)      A good life should include spiritual contemplation.
iii)    A good life ought to be ascetic – involve self denial and elimination of desires.
The responses above indicate that Value is emphasized by every given society. It affects not only the direction of morality but also the direction of educational objectives and content.  

  Can the eight goals of Education in Kenya lead to a good life?


B. Categorization of values// Branches of axiology
 Ethics/ Ethical values:  Values that deal with morality// the study of moral values
 Aesthetics/ Aesthetical:  Values to do with beauty; harmony and uniformity.
       Social and cultural philosophy – study of values related to societies and cultures
       Political philosophy – deals with study of politics, governance
This lecture will lay emphasis on Ethics and Aesthetics

I.  Ethics
a. Meaning of Ethics
1.      The term ethics is derived from a Greek noun ‘ethos’ meaning the customs and conventions of a given community. In this sense, ethics is synonymous with morality (from latin mores/moralis) i.e. set of norms guiding human conduct.

2.      The study of morality in all its forms. It is primarily an academic exercise, an intellectual pursuit, a process of inquiry and reflection. Here, ethics refers to a process whose product becomes morality and ethics.
3.      Meta-ethics: it is concerned with the meaning of moral concepts and statements as well as their justification. It aims at clarifying such ambiguous words like good, bad, wrong and right.
b. Approaches to the study of ethics
There are three approaches namely: Descriptive ethics; Normative ethics and Analytical ethics:

1. Descriptive Ethics
This is a scientific study of ethics/morality. It involves the observation of values and the reasons given for them. It refers to the empirical or descriptive study of morality which is a set of norms or standards – transitional or otherwise – that defines guides and regulates good acceptable behaviour among human beings. Descriptive ethics is characteristic of social sciences such as psychology, sociology and social anthropology.

Example: Kohlberg's Descriptive ethics, a psychologist distinguished three levels of moral development namely:
a.       Pre-conventional stage: the child simply perceives right and wrong primarily in terms of reward and punishment. This is a stage of naïve egocentrism. Rewarding encourages repeat of certain behavior. The problem with this level in the teaching/learning process is the impact on those not rewarded; they tend to get discouraged.
b.      Conventional stage (of law and order). This is mainly between the ages of 10 and 13. At this stage, the child begins to respond willingly to expectations in the family, group and community. The child tends to seek approval from parents, teachers and peers by conforming to the set social conventions. There is a tendency to be loyal.
c.       Post-conventional stage (moral autonomy): this ranges between 15 and 19 years. The young person goes beyond the stage of law and order and seeks to develop own judgment on matters of morality. The youth specifically tends to respect democratically determined rules and laws. This stage leads to self determined moral principles and moral autonomy.
2. Normative Ethics
Normative Ethics is interested in the rules and norms of society. It attempts to give fundamental reasons for values/morality. Basically, it seeks to prescribe the ‘ought’ of values. Whereas descriptive ethics is empirical in character and relies mainly on the social sciences, normative ethics is reflective in nature as it seeks to inquire – rationally into the basic grounds of moral conduct and theories to justify morality in a philosophical or theological manner.

Morals do not stand on their own; they are centrally located between principles and values on the one hand and laws, rules and regulations on the other hand.

Normative ethics is primarily concerned with basics; with moral principles and moral values which lay down norms for moral human conduct/action.  Moral or immoral action is only a possibility with human beings. Animals and non humans are non moral.

3. Analytical Ethics/Meta-Ethics
This is a more critical level of the study of ethics. It goes beyond prescriptions and seeks deeper insights into the justifications of morality/values. This approach to the study of ethics is at the clarification of terms and statements that is the meaning of ethical terms and statements as used in ethics, both in the ordinary and academic sense. It is a form of linguistic analysis aimed at clarifying and validating.

Example of Meta-analysis- The concept of Discipline
Advocates of liberty and freedom oppose any form of externally imposed discipline. They argue that:
a.      A person must be in to some degree free from external restraint.
b.      A person must exercise freedom of choice.
c.       Discipline is only admissible if it increases or widens or guarantees an individual great freedom of choice.
On the other hand, proponents of externally imposed discipline argue that discipline is justifiable or several reasons:
a.      Restores and preserves the natural authority of the teacher.
b.      To minimize or prevent disorderly behavior which may interfere with the liberties and rights of others or even of their own.
c.       To help students/learners to be able to choose for themselves and hopefully to choose to accept the laws.
c. Nature of actions vis a vis Morality
      i.Moral actions;
      An action is judged to be moral or immoral when it is done voluntarily (there was evidence of intentionality),knowingly(there is evidence that the agent had adequate knowledge on the nature of actions they were performing or intending to perform ) and freely(without coercion . When criteria for moral actions are breached by a moral agent, they are referred to as immoral actions.
ii. Amoral actions:
These actions are neither immoral nor moral due to the fact that they do not clearly and conclusively derive from voluntariness, , knowledge and Freedom eg When a person is forced to do something or accidentally does something
iii. Non moral actions
Are actions that cannot in any circumstance be evaluated from moral criteria, for example actions done by a mad man, Sneezing and the urge to sneeze, dosing in class

d. Theories of Ethics
Morality refers generally to ‘doing the right thing’. It implies action, behavior/conduct. Such action is considered right (moral) when it is done in accordance with certain principles generally referred to as theories of moral obligation. These theories provide a framework within which to judge whether a certain action is morally right or wrong.

There are two theories of moral obligation: teleological and deontological
      (i)   Teleological theories
They judge a certain action to be good or bad, right or wrong depending on whether the consequences of that action are desirable or not. One’s action is judged based on the desirability of the goal. The term teleology is derived from and ancient Greek word ‘telos’ meaning goal. On the question of whose ultimate or good ought to be promoted, teleological theories render two distinctive views i.e.
a.       Ethical universalism stresses the common good or the general good of all.
b.      Utilitarianism which coheres with ethical universalism states that something is morally good if it is useful in promoting good over evil; if it helps to bring about the greatest happiness of the greatest number.
      (ii)   Deontological theories
The word deontology emanates from Greek word ‘Deon’ meaning duty. Deontological theories emphasise duty meaning actions as judged to be rules, commandments that prescribe one’s duty. Within the deontological theories, two views can be distinguished:
a.      Rule deontology; it involves doing one’s duty or obeying the stated rules, laws at all times.
b.      Act deontology: this theory allows for individual judgment on what to do and how to do certain actions. The rules and the laws are considered as a general yardstick.
e. Sources of Morality
i)        Religion: through divine revelation, religion offers a supernatural source of moral standards. Such revelations are expressed in terms of laws and guidelines contained in religious writings such as the bible, Koran etc.  Faithfuls of such religions observe morality because God commands it. These comprise what is called religious ethics.
ii)      Society: there are various social institutions in it e.g. family has parental authority, clan has the authority of elders, the school and teachers authority, the peer group and public opinion; and national laws are sources of morality. Social and religious ethics comprise of moral standards which are external to the individual person. In this case, the centre of moral authority lies outside the individual; either the divine or human agents. Such ethics is called heteronymous ethics.
iii)    The individual human person (autonomous): here, the source of morality is both human reason and human conscience. In this case, somebody does something because they believe it is right or wrong i.e. and individual lays down the norm. The various sources of morality offer diverse moral guidelines and principles/multiplicity of values.

f. Morality Values
Theories of moral value concentrate on the agent rather than the action on the person who acts. It emphasizes the inculcation of values to the individual as necessary for moral actions in other words; emphasis is on being and not necessarily doing. Moral philosophers have identified cardinal virtues that ought to be inculcated namely prudence, fortitude, temperance and justice.
i)        Prudence; quality of being cautious and wise in conduct: discreet wisdom applied to practice.
ii)      Fortitude: courage in endurance.
iii)    Temperance: moderation in the exercise of natural appetites and passions.


iv)    Justice; quality of being fair, integrity, impartiality, rightness and the awarding of what is due.
g. Punishment
The term punishment means the intentional and purposeful infliction of pain (of some kind) by a person in authority as a penalty for what the authority believes to be some wrong done by the offender. In a school, punishment may take various forms; corporal punishment, withdrawal of privileges and, imposition of sanctions and detentions.
Education implies the transmitting of knowledge skills by one who is an authority to those who are not. To enable this to take place, certain external conditions must be applied. It is generally expected that the student must be reasonably orderly and attentive, and the instructions of the teacher must be generally obeyed. As such, the teacher ought to operate as an authority in what he teaches and function in authority. The teacher is required to cultivate the right personality, have mastery of his teaching content and be conversant with class management in order to naturally elicit obedience and discipline in his learners. Whenever his/her authority is challenged, he/she may have to resort to punishment. Punishment would then be justified in the following ways:
            i)        As a means of restoring the position which existed before the offence took place.
            ii)      To prevent a repetition of the offence.
            iii)    To restore the teacher’s lost authority as a result of the learner’s disobedience.
            iv)   To cause the learner to learn something i.e. obedience or learning the content as a result of punishment.

Philosophical Justification of School Punishment
            i)                    Utilitarian theory: according to this theory, punishment is justified if it excludes a greater evil to the individual or society. In this case, punishment is not an end in itself. It is viewed as a means to a greater good. As such, it is aimed at producing good results, fame of the school etc. although punishment may look unpleasant, involving pain and humiliation; this is temporary compared to the good which it is likely to produce. This theory allows for pressure to be exerted on both the good (non offenders) and the offenders alike as long as good results can be obtained.
            ii)                  Retributive theory: it holds that wrong doing is blameworthy and that some forms of wrong doing should n..mm,mot only be blamed but that blame should be expressed through that infliction of pain. In this case, to punish is to repay (restitute) the wrong done. It holds that an individual should suffer for his mistake/offence. This view assumes that man is generally free and responsible for his actions. As such, one can be rationally and logically held responsible for wrongdoing. Punishment serves as a moral disapproval.
     
a.        Retributive punishment should not be mistaken with revenge. Such confusion usually unleashes terror and violence upon the offender unproportionally.
     
b.      The Retributionist hopes that punishment makes the offender feel, through his/her suffering, the society’s vehement condemnation of his irresponsible act. It is also hoped that through this, the offender may feel condemned, accept the punishment as just, condemn him in sorrow, repent and start on a voluntary enterprise of self reform.

Criticism of the retributive theory

It may lead to communication breakdown between the offender and the person administering punishment i.e. when the offender feels that it is a personal attack or revenge by the punisher. This is often the case where no explanations are given before or after the act of punishment. It is impossible to inflict pain that is proportional to the offence. The suffering of the injured party cannot be given back to the offender in the same measure. The offender may cultivate resentment. In place of the expected sorrow and repentance, one may reserve anger and repetition. This theory therefore overlooks reassuring and prudence. The offender may have wronged by mistake or ignorance.
           
        iii)Deterrent theory: deterrent punishment aims at influencing people by some sort of fear so that they will not do/repeat the wrong. The theory holds that: inflict pain on or after the occasion of wrong doing. This will tend to condition the offender towards the avoidance of the offence in future. Deterrent punishment is necessary in schools if social order is to be maintained because:
o   It deters others from breaking rules.
o   It prevents others from a greater evil.
o   It reforms the culprit eliciting better behaviour.

It is utilitarian because it aims at correction as well as bringing about a good life. However, only those who have willingly/voluntarily wronged should be punished. But those who genuinely committed offences out of ignorance should be treated otherwise. Deterrent punishment should aim at the understanding of the offender concerning the offence i.e. society’s approval and the urgent need to reform. It is a form of conditioning. In order to be administered effectively, the teacher should understand its effectiveness in application to different personality types.

h. Discipline
The term discipline originates from the Latin ‘discere’ meaning to learn or to conform to specific order. The concept of discipline in education may be defined as a relationship of submission or obedience to some sort of order. Discipline implies three distinctive meanings:
               The imposing by some persons on others of restraints backed by sanctions of some kind. Here, it refers to external control of a person’s restraint.
               It may mean self-discipline that consists of exercising one’s freedom of choice in which case one must be reasonably free from external restraint.
               It may mean the discipline that is freely accepted when one decides to put oneself under an order of some kind i.e. the order of religion or morality of an art or the discipline of an academic subject. This advocates for liberty and f



II. Aesthetics and Education

DEFINITION OF AESTHETICS
The term Aesthetics is derived from Greek word Aisthanesthai which means to perceive.  It points to the relationships that human senses (visual, Tactile, olfactory, taste and auditory senses) build when they grasp nature or art. It is the sum total of feelings aroused by the sensual experiences, the character of the experience of the things themselves and the subjective judgment of desirability related with perceiving physical entities or actions. Desirability condition of Aesthetics is pegged on empiricism, and as such it be can be re-defined as the Philosophical study of Beauty.

CRITERIA FOR BEAUTY
I. Platonian threefold criteria: Plato posits a tripartite criteria for beauty; Proportion, Harmony and Unity.
a.       Mathematical Proportionality as a determinant of Beauty: What is beautiful is thus mathematically proportional in its constituent elements. The bigger the difference in ratios the uglier an entity, the smaller the ratio equivalence the more beautiful an entity.
b.      Harmony as a determinant of Beauty: In regards to harmony, the different parts of an entity must necessarily function together for that entity to be perceived as beautiful. The Platonian concept of harmony is based on co-relationality and co-functionality of the parts in a whole.
c.       Unity as a determinant of Beauty: The concept of unity infers the oneness of beauty. Whatever is beautiful is such that it is not disjointed and disintegrated but possess unity as a transcendental property.
II. Beauty according to Aristotle: According to Aristotle beauty is Order, Symmetry and 'Determinateness'.
a.      Order as premise of Beauty: Order of things that exist according to Aristotle's supreme genera includes Quantity, Quality, Place, Time Relation, condition, Action, receptivity, position and substance. The supreme genera in which Aristotle ordered reality is a significant criteria for determining what is beautifully because then everything should be placed or conceived to be placed in its correct category. For instance ugliness implies confusing time with space, or a thing X being located in a wrong place or at a  wrong time, What is beautiful is beautiful  therefore that which is in its right place and being present there at the right time with the right condition, performing the correct action.

b.      Symmetry as a premise of Beauty: Aristotle envisions two aspects of symmetry as a foundation of Beauty: The mathematical symmetry and the ontological symmetry. From mathematical perspective, Aristotle considers the circle to be the most perfect form; the heavenly bodies must therefore all orbit the earth in perfect, circular uniform motion. The symmetry of circularity is determined by the equivalence of the semicircles which must of necessity be equal or appear to be equal to each other. The central line or diameter in Aristotelian circle is therefore a determinant factor in beauty. Further the beauty of a circle is based on its continuity. It has neither beginning nor end and so is beauty. From ontological perspective, Act and potency determine the beauty of a  an entity in that the being-ness of any entity is a circularity between transitions from act to potency and from potency to act .
c.        Determinateness as Premise of Beauty: The concept of determinateness as a criterion of aesthetics is premised on the nature of the relation between Genus and Species. Genus and differentia are best viewed in terms of determinable and determinate yet a determinate is neither a conjunction of its determinable. Neither is it something else distinct from its determinable. The beauty of an entity is thus the associative relation between the Genus and the species of entities which are commutatively the determinate and the determinable.



AESTHETICS IN EDUCATION
a. Curriculum content that promotes beauty: An aesthetical curriculum lays emphasis on knowing by perceiving.  Beauty is perceived first as an empirical predicate then assessed as a mental object. As such curriculum would not miss content in the physical sciences which are simply an expression of the beauty of the natural world. It should also include cosmetics, and creative arts and crafts to sooth the visual percept, performing arts and music as extensions of langue to entertain the acoustic percept, Domestic and catering sciences to evoke the power of taste. Thigmo sciences and arts like acupressure, acupuncture, massage and spa to activate the power of the touch.  Children at their earlier years need to be exposed to adequate play, and the older ones and adults to sports and physical fitness to sensitize the senses otherwise beauty curriculum can either be boring or can lead to addiction.

b. Method of delivery of an aesthetic curriculum. Apart from content itself, the way in which content is delivered can either be aesthetic or otherwise. A teacher is good not by how much he knows but buy how he delivers what he knows. A good delivery involves using diverse and creative approaches; monotony leads to aesthetic lethargy and disinterest in learning.  Tonal variations for instance are not just used in music festivals but also in a class room delivery. An aesthetic teacher pats his student on the back, greets them, and maintains respectful physical contact with the learners. Teaching aids should appeal to most or all the five senses and should have aspects of proportionality.

c. Learning Environment: Learning environment is a space specifically set aside for the specific reason of learning and instruction. Its comportment, structure, content and divisions affect the learning process. It is directly an aesthetical space and being so it influences the efficacy of learning through the perception the learners attribute to it. In Educational set up for instance an ugly classroom might be one in which there is disproportionate arrangement of lockers and chairs let's say absence of rows, or most of the chairs being heaped on one side while leaving an empty unused space. It can also be a dirty and disorderly learning environment activates a feeling of disgust.The stronger the feeling of disgust the more the concentration on resolving the disgust than on learning.

d. Grooming for Educational ends: A teacher or a learner worse dress code is ugly would be considered as one whose ratio of clothes do not match, or whose colors are not harmonious with each other. A neatly clad teacher or learner exudes confidence, which is necessary for effective learning. Indecent dress codes are not just unethical but also unaesthetic because they invoke both conceptive and perceptive disgust.