The Proposed Epistemological Frame:

Based on the above considerations of popular perceptions, and the issues to be addressed in the study of the social sciences, the National Focus Group on the Teaching of the Social Sciences proposes that the following points be treated as basic for the revised syllabi. (Textbooks themselves should be seen as opening up avenues for further enquiry, and students should be encouraged to go beyond the textbook to further reading and observaion).

As pointed out by the Kothari Commission, the social science curriculum hitherto emphasised developmental issues. These are important but not sufficient for understanding the normative dimension, like issues of equality, justice, and dignity in society and polity. The role of individuals in contributing to this 'development' has often been overemphasised. An epistemological shift is suggested so as to accommodate the multiple ways of imagining the Indian nation. The national perspective needs to be balanced with reference to the local. At the same time, Indian History should not be taught in isolation, and there should be reference to developments in other parts of the world. 

It is suggested that instead of Civics, the term Political Science be used. Civics appeard in the Indian school curriculum in the colonial period against the background of increasing 'disloyalty' among Indians towards the Raj. Emphasis on obedience and loyalty were the key features of Civics. Political Science treats civil society as the sphere that produces sensitive, interrogative, deliberative, and transformative citizens. 

Gender concerns need to be addressed in terms of making the perspectives of women integral to the discussion of any historical event and contemporary concerns. This requires an epistemic shift from the patriarchal preconceptions that inform much of the social studies at present. 

The concerns related to the health of children, and also those related to social aspects of changes and developments occurring in them during adolescence like changing relationships with parents, peer group, the opposite sex and the adult world in general, need to be addressed appropriately. The responses to the health needs of children and adolescents/youth through policies and programmes at different levels are closely related elements of these concerns. 

The concept of human rights has a universal frame of reference. It is imperative that children are introduced to universal values in a manner appropriate for their age. Reference to day-to-day issues, e.g. the problem of getting water, can be discussed so that young students become aware of issues related to human dignity and rights.

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DSSSB, CTET & KVS Exam Preparation | Clear CTET: The Proposed Epistemological Frame
The Proposed Epistemological Frame
DSSSB, CTET & KVS Exam Preparation | Clear CTET
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