Primacy of Active Leader:

Informal learning in society builds on the learners’ natural ability to draw upon and construct their own knowledge, to develop their capacities, in relating to the environment around them, both physical and social, and to the task at hand. For this to happen, opportunities to try out, manipulate, make mistakes and correct oneself are essential. This is as true of learning language as it is of a craft skill or a discipline. Schools as institutions provide new opportunities for all learners to learn about themselves, others, and society, to access their inheritance and engage with it irrespective of and outside the access provided by one’s birth into a family and a community. The formal processes of learning that school makes possible can open up new possibilities of understanding and relating to the world. 

Our current concern in curriculum development and reform is to make it an inclusive and meaningful experience for children, alongwith the effort to move away from a textbook culture. This requires a fundamental change in how we think of learners and the process of learning. Hence the need to engage in detail with the underpinnings and implications of ‘childcentred’ education. 

‘Child-centred’ pedagogy means giving primacy to children’s experiences, their voices, and their active participation. This kind of pedagogy requires us to plan learning in keeping with children’s psychological development and interests. The learning plans therefore must respond to physical, cultural and social preferences within the wide diversity of characteristics and needs. Our school pedagogic practices, learning tasks, and the texts we create for learners tend to focus on the socialisation of children and on the ‘receptive’ features of children’s learning. Instead, we need to nurture and build on their active and creative capabilities—their inherent interest in making meaning, in relating to the world in ‘real’ ways through acting on it and creating, and in relating to other humans. Learning is active and social in its character. Frequently, the notions of ‘good student’ that are promoted emphasise obedience to the teacher, moral character, and acceptance of the teacher’s words as ‘authoritative’ knowledge.

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DSSSB, CTET & KVS Exam Preparation | Clear CTET: Primacy of Active Leader
Primacy of Active Leader
DSSSB, CTET & KVS Exam Preparation | Clear CTET
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