Methodology in Education

- Understanding, learning and doing (implementation and practice)

- Not emphasizing the question of ‘how’ to do (DOING aspects) but proposing to encourage to explore/investigate to know ‘why’ & ‘what-is’ (BEING aspects).

- The process is one of self-exploration and self-investigation, rather than giving lectures or stating dos & don'ts. Whatever is found to be a reality may be stated as a proposal and students must be able to verify it in his/her own right.

- This process of self-exploration/investigation takes the form of a dialogue between the teacher & students. This process is ultimately to ensure resolved thoughts of one's own (rather than imposed thoughts) and living without conflicts/contradictions

- To encourage children to look within. The emphasis is on authenticity while encouraging self-exploration and self-investigation for child’s originality.

- Acknowledging what children already know- Learning from what children already know about the topic and build upon their knowledge. Examine various dimensions and angles from which the topics can be explored)

- Teaching through the local context:

§ Choosing topics from the children’s daily life – both cultural (e.g. festivals, customs, lifestyle, methods of cooking and food habits, manner of farming etc.) and physical (trees and shrubs, local crops, a busy street or a market place, any local issue, home, school etc.)

§ Integration of subjects: Teacher weaves in the subjects rather than teach subjects and then apply it to real life situations. Understand real life and bring in the required subject whenever needed.

§ Teachers create the space for discussing socially and environmentally relevant issues with the children. The discussions give an opportunity for debates, listening, speaking, articulating, questioning and writing. Teachers can provide reading materials to enhance the level of discussion

§ The children learn through real life situations by formulating and asking questions, interviewing people, documenting, collecting information, seeking out knowledge from observations, examining patterns in situations and learning from them. Students develop strong communication and listening skills in the process.

§ The teacher’s role is more that of a facilitator and co-learner. The teacher needs to be aware of where & how he/she weaves in the subjects in the process.