STD-8 Hindi Second Language Semester-2
Textbook pdf Download
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Textbook Name: Std-8 Hindi Second Language Semester-2 Textbook
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Class: Standard -8
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in
Std-8 Hindi Second Language
Semester-2 PDF Free Download
The question seems so straight-forward as to not be worth asking. But there is an unfortunate tendency in current writing that suggests that this question needs to be attended to. The tendency is one which says: ‘The reason we want teachers to know more about the constructivist / positivist / realist / feminist / Marxist / multiculturalist / universalist nature of science is so that their students will better know or embrace constructivist / positivist / realist / feminist / Marxist / multiculturalist / universalist views about the nature of science’.
Std 8 Hindi Sem 2 Textbook pdf Download
To this end, the contributions in Part II of the anthology, are ideal. Following Mach last century, and James Conant and Leo Klopfer in the nineteen-fifties, I personally believe that historical case studies are ideal vehicles for achieving this limited, but expandable, goal. we should educate them so as to give them the knowledge and the mental habits required for forming independent opinions... (Egner & Denonn, 1961, p. 401) Israel Scheffler (1973) and Harvey Siegel (1988) have elaborated this basic Platonic insight in terms of reason-giving being the raison d’ être of education.
GSEB Class 8 Hindi Second Language (Semester 2)
A good number of such case studies are included in. These considerations lead onto another question which, unfortunately, is often not asked. This question is, “What is the purpose in teaching about the nature of science, or including nature of science considerations in the teacher-education curriculum?” That is, there is a tendency that says that the educational purpose of promoting any particular view about the nature of science among teachers is so they can, in turn, promote it among their students.
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This view needs to be questioned. At one level it is profoundly anti-educational. Naturally we like people to believe what we believe. Be it in politics, morals, religion, economics, environmental matters, or whatever else. Teachers have their share of this tendency. The problem for teachers arises when this natural tendency nullifies their role as educators.
