Chapter 2

2.if as a teacher,you have been helping students to develop their skills that would make them
independent learners,you are doing well on the first pillar of education because you have prepared
them for life in the knowledge society in which we all now live.
1. The four pillars of education which are learning to know, leaning to do, learning together
and learning to be ,each one has a different point of view and helps us see things and understand
different things. Learning to know; mainly talks about how we start thinking, we process things, how
we concentrate, and memory skills. As you know since we are small kids we start learning,
concentrating and thinking. I personally think this is the most important pillar of education since its
the first one we develop and use in our live. Learning to do; talks about how can we use education
and how can we adapt it to future. What I understand about this learning is that is for professional
persons, who want to improve it all. The learning to be together; talks about how can we unite the
world, how can we teach our students to care for others and make awareness of what is going on,
in the world and in other countries and the last one learning to be; talks about how can we just be
ourselves and succeed and how that can help us in education letting us be creative and follow our
opinions and statements.
Reply
2.
Guadalupe ArtigasNovember 29, 2011 at 4:37 PM
I believe as educators we must combine all the pillars. All make the basis of a good education. We
need to give the students knowledge in order the gain the competencies they need to outstand in
their future. We must give them the tools they need to recognize the world around them, exercise
their memory, attention and thought. If they have the knowledge they learn to do, they materialize
what they have in their brains; each one according to their level and capabilities. They learn to
make judgments about right and wrong so they can think critically. Also we should guide them
through the discovery of who they are, and what do they want in life, we must provide all the
possible experiences so they can reach to those answers. If they know who they are, accept and
love themselves they will accept, tolerate and love others. They will learn the importance of a
persons essence; that goes beyond social class, color, education and culture. All the pillars are
part of an integral education that allows us to form human beings, that will be able to defend
themselves in a world of constant change and will make them part of a better world.
Reply
3.
Yasmin LazoNovember 29, 2011 at 6:15 PM
Four pillars of education
Learning to live together : People should learn to have values since this will help us to live better
among each other , living with peace with each other no matter to what levels of society we belong
to accepting each other as we are . And as I think we all want to have a honest political system in
our country. With the concept of learning to live together is expected to overcome various conflicts
that happen in society as I said before learning to live our differences in many cultures that we may
have to deal and learn about them. Learning to be Have social skills to enable individuals to
develop the more we can mentally and physically getting to be a complete person. Because
knowing the weaknesses and strengths to build us a whole person continuously. Learning to know
Acquire all tools we have around us learning everything we can in the world and provide an
appropriate and adequate foundation for future learning. Learning how to learn, making sure how
can we know and learn. Because of the opportunity to work in specific areas that continue to
develop with changes in science and technology. Learning to do having imagination is very
important also having initiative. Is very important to achieve experience practicing the activity we
like to acquire all the knowledge we can.
Reply
4.
Carlos MaldonadoNovember 29, 2011 at 7:06 PM
Actually the world is changing so it is necessary for people to understand with each other. It is
important for people not only to understand with each other, but also to interchange ideas in a
peaceful way and live in harmony. Today is a lack of values that is not permitting human beings to
live peacefully and with joy, so is very important the instruction of the four pillars of education in
order to gain it.
The four pillars of education are important and necessary to acquire knowledge and obtain values
lost in society by the uncontrolled enlargement of the world. I agree that the pillar Learning to live
together is fundamental to gain values for living in peace and in harmony, because it develops the
understanding of others and their history, traditions, religion etc. Basically on this pillar people learn
to tolerate people and to respect others doesnt matter their traditions, celebrations, beliefs, and
thoughts. But to get this pillar we need to go through the others three pillars because they sustain
the pillar of learning to live together.
In my opinion the base for all the pillars is the pillar Learning to know. This pillar basically
introduces all what people need to know in order to grow and live in this world with so many
changes and challenges. The other two pillars Learning to do and Learning to be are also
important for the search of peace and harmony between all the people. The first that is related to
work and the second one to the accomplishment of goals are topics that actually are relevant for
having people to have success and to live peacefully.
In the role as teachers these for pillars are very important because it focus us to teach our students
how to behave with others and to tolerate others. Also the way how goals can be achieve and to
accomplish work as an individual an as a group. I consider that some of these pillars are introduced
first of all at home but can be reinforced at school. So we have a great labor to accomplish with our
students wihch is not easy.
Reply
5.
Loyda RocioNovember 30, 2011 at 12:39 PM
I believe that each one of the four pillars of education is related and that one couldnt happen
without the other. They begin when we are just babies, we need to learn to live with others, starting
at home with our family and as we get older we have the need to learn to live with others in
different circumstances, as we begin school, we spend around 7 hours with our classmates. As we
get to know ourselves we also learn to be, we are able to affront our weaknesses and make our
best with our abilities, if I have trouble with my spelling words I study more and if Im good at math I
would probably just do a couple of exercises , learning how to know and how to learn are really
related to learning to be, I think that is the base of everything, if we are able to learn to be, we will
be able to accept ourselves and others, as Carlos said. As human beings it may take a while for
some to have a well establish foundation of the four pillars, once we have it, it will probably be
easier to understand why I understand better if I read out loud and why my friend needs a quiet
room. Experience, maturity and certain situations that we may go through may help us, our
students and everyone we know learn to live with others, learn to be, learn how to know and how to
learn. As teachers we need to guide our students through the four pillars, we must remember that
they will help them through life.
Reply
Chapter 3
A man's language is a reflection of the kind of person he is, the family where he comes from, the level of
education he attained, and an index to the behaviour that maybe expected from him. Without language,
knowledge, could not have been maintained and accumulated without the ability to communicate man
cannot pass,on his accumulated wisdom to the succeeding generation

Significance Of Language
Language aids in developing and grooming ones personality as a whole. Since learning a
language is part of our knowledge, it becomes one of the key factors in competitiveness. In the
advanced industrial society of today, the basic knowledge of a single or more language has
become indispensable.
With the advent of the concept of globalization, people all over the globe communicate with each
other and exchange ideas. Though technological advances have served as a medium for
communication, you cannot deny the role played by language. Understanding of a common
language has helped people to communicate, despite being from varied parts of the world.
Language has become a major tool of communication between countries, cultural groups, various
companies and organizations, communities and friends.
Language is one of the key factors of our human developmental process, which sets us apart
from the rest of the animal kingdom and knits a strong feeling of kinship amongst us. A baby is
born without language, but even without formal training, by the age of five, the child knows
several hundred words and grammar of a particular language. This is an inherent human
tendency, which is extremely important for further growth. Any discrepancy seen in learning a
language at such early stage might indicate certain illness in a child.
In the developmental trajectory of a child, language plays an important role since it is connected
with various aspects of a childs growth. Learning a language is directly related to emotional
development. For instance, a baby gazing at his parents face is responded by cooing and few
words of love by his parents. This retains in the babys mind and when he is a little older, he
begins using language to express his emotions as well.
Language is also connected to the moral development in a child. The process begins when the
child is about 18 months old. The child learns the right and wrong by listening to what his parents
or other adult authorities tell him. Imagine teaching the child the difference of right or wrong
without the tool of language!
Learning a language within the first five years of ones life is important. It is one of the best
predictors of a childs later performance in school. A child who has significant speech or language
delays has a high likelihood of eventually having trouble with reading, which may continue
throughout school.
How to Respect Other Cultures
Edited by Elyne, Violet, Maluniu, Whoze and 5 others
Sometimes, when wrapped up in the midst of our own beliefs, we can find it challenging
to accept others ways of life and rituals. However, close mindedness and intolerance
are not the way to go, especially when there is so much we can learn about other
cultures. Learning to accept and respect other cultures is an important step that opens
your mind to the world around you and everyone's unique differences.
Steps
1.
1
Develop an open mind. Open the doors of your mind to accepting what other people
believe in. Try not to stereotype or brush things off when you haven't actually taken a
closer look yet. Try to get away from the personal frame and adopt an observational
one.
Ad
2.
2
Study religion. Though you may have your own faith, don't be afraid to look at other
people's. This doesn't mean you have to change your beliefs or what you think is true, it
simply means you are being open minded and interested in other people's cultures and
lives. Try visiting temples or reading a few story books. Remember you do not have to
convert or essentially believe everything - just be interested and observe, and
remember that everyone has their right to believe in something.
3.
3
Take a look at history. The way some civilizations developed can be fascinating! Try
studying about ancient Egypt, the Indus Valley Civilization or Tudor history. When you
start studying, you'll understand how things wove together to form the world we live in
today. It's a great piece of knowledge to have, so don't deprive yourself of it! There are
plenty of books and sites available to fuel your curiosity. Appreciate the way different
people fought for what they believed in, even if those beliefs differ from yours.
4.
4
Try some new cuisines. Sample some Italian or try your hand at cooking curry. Enjoy
different foods and the different ways meals are prepared. Don't restrict yourself, try
everything!
5.
5
Talk to people. If you know people from different cultures, talk to them. It will help you
understand that though they may believe and practise different things, that doesn't
make them strange or backward. Developing friendships with those from other cultures
can be a really great experience.
Cultural relativism is the view that all beliefs, customs, and ethics are relative to the individual within his
own social context. In other words, right and wrong are culture-specific; what is considered moral in
one society may be considered immoral in another, and, since no universal standard of morality exists,
no one has the right to judge another societys customs.

Cultural relativism is widely accepted in modern anthropology. Cultural relativists believe that all
cultures are worthy in their own right and are of equal value. Diversity of cultures, even those with
conflicting moral beliefs, is not to be considered in terms of right and wrong or good and bad. Todays
anthropologist considers all cultures to be equally legitimate expressions of human existence, to be
studied from a purely neutral perspective.

Cultural relativism is closely related to ethical relativism, which views truth as variable and not absolute.
What constitutes right and wrong is determined solely by the individual or by society. Since truth is not
objective, there can be no objective standard which applies to all cultures. No one can say if someone
else is right or wrong; it is a matter of personal opinion, and no society can pass judgment on another
society.

Cultural relativism sees nothing inherently wrong (and nothing inherently good) with any cultural
expression. So, the ancient Mayan practices of self-mutilation and human sacrifice are neither good nor
bad; they are simply cultural distinctives, akin to the American custom of shooting fireworks on the
Fourth of July. Human sacrifice and fireworksboth are simply different products of separate
socialization.
Chapter 4
peace is a hollistic concept because in peace we can change our lives without any conflict love should be
first in orderto posesed peace
You can say that peace education is essentially transformative when you start when seeing tangible
results in the behaviour of the learners.for instance is a hostile environment when the hostility
decreases then you can say thatpeaceeducation is transformative
As a student for peace education, I would like to share, that there themes that we propose to journey on
to the culture of peace. My former professor Toh Swee-Hin used to emphasized the following themes:
1.dismantling the culture of war

2. Living with Justice and compassion

3. Respect of Human Rights

.4. Personal Peace

5. Cultural Solidarity


6. Living in harmony with mother earth
Attributes of a Peace Educator
Peace educators must internalize the concepts they are teaching to their students. This does not mean
that as a teacher, you need to be a finished product of perfect peace knowledge, skills, and attitudes. On
the contrary, peace education is inherently a process of life-long learning, and we are all students that
are perpetually seeking greater knowledge and understanding. It does mean, however, that you should be
constantly trying to practice what you preach, and constantly self-reflecting on the alignment of your
teaching and your actions and behavior, and honestly acknowledging your limitations. This is perhaps the
most important attribute of a peace educator.

Successful peace educators possess an array of attributes. The following list is not an exhaustive checklist;
it is rather a list of attributes that are frequently observed in peace educators. Before you read this list, be
sure that you have answered the guiding questions above as best you can.

The attributes of an effective peace educator include:
1. The teacher is a responsible global citizen and has a vision for positive change in the future. S/he believes
that education is for positive/constructive change.
2. The teacher is motivated by a desire to serve and is actively involved in the community where s/he
teaches.
3. The teacher is a life-long learner.
4. The teacher is both a transmitter and transformer of cultures. The teacher transmits his/her own culture
but is also critical and reflective to be an agent of change and understanding of other cultures.
5. The teacher's relationships with students and faculty must nurture peace via the creation of a community.
6. The teacher must be aware of racism, sexism or any other form of discrimination that may occur in the
classroom and both how s/he perpetuates it and how other students perpetuate it.
7. The teacher uses constructive criticism to help his/her students grow.
8. The teacher knows all of the learners as individuals and responds effectively to their differences with a
caring attitude.
9. The teacher creates an environment in which the students are free to inquire by creating questions that
address issues. The teacher is the poser of questions rather than the answerer.
10. The teacher is constantly reflective about his/her own teaching methodologies.
11. The teacher knows and uses the skills for communication and conflict resolution to build a community.
12. The teacher utilizes cooperative learning.
13. The teacher is able to elicit discussion from the students.
14. The teacher motivates and inspires his/her students.
15. The teacher is joyful and positive; promoting hope.
16. The teacher is passionate and compassionate.
17. The teacher is gentle and fair.
18. The teacher is comfortable using personal stories to connect to the learning
(Navarro-Castro & Nario-Galace, 2008).
Standards for Peace Educators
The following is a list of standard skills that teachers of peace education should demonstrate (Carter,
2006):
1. Facilitate student construction of their concepts of peace and positive processes for increasing it, based on
their collective experiences and new information.
2. Integrate positive contact with, as well as information about, diverse cultures in the local region and afar to
overcome ignorance, misinformation and stereotypes.
3. Accommodate cultural norms of students including their diverse learning styles.
4. Engage in cross-cultural communication with multicultural school participants, including families, thereby
modeling acceptance, accommodation and celebration of diversity through pluralism.
5. Demonstrate positive regard for all students, regardless of their misbehaviors, to convey unconditional care
and respect for them as valuable people.
6. Use compassionate and equitable communication in dialogic facilitation of classroom management.
7. Train students through modeling of dispositions and skills that develop peace, including the practice of
nonviolence before and during conflicts.
8. Create a nurturing school-home environment which nourishes and provides a safe place for
communication about concerns related to violence.
9. Listen to families ideas of how peace can be developed in the classroom and school and then collaborate
with them in the facilitation of their suggestions.
10. Use strategies that support peaceful interaction with the self and all people, including restorative practices
in post-conflict situations.
11. Model action for peace development on and beyond the campus, thereby demonstrating a community norm
of social justice.
12. Cultivate and support the students responsibility for their own peaceful-problem solving while you stay
aware of, and responsive to, their needs.
13. Integrate across multiple subject areas information about past, present as well as future peace developments
and strategies.
14. Create and support venues for expressing current and future peace development.
15. Show appreciation for all student achievements in, and aspirations for, peace.
16. Attend to and teach ecological care of the physical environment, including sustainable use of its resources.
17. Teach about socially and environmentally responsible consumerism and the conflicts which result from
exploitation of producers and laborers.
18. Teach about power relations in current events as well as history to help students recognize sources of
structural violence.
19. Facilitate student examination of militarism and its impact on the social order.
20. Teach students to critically evaluate sources, perspectives and evidence provided in information they have
access to while enabling them to recognize the types of information they do not have, but need, to develop
clear understanding of spoken and written presentations.
21. Enable students discussions of controversy and unresolved problems locally and globally, thereby
cultivating their intellectual and communicative skills for comprehending and analyzing conflicts.
What do we mean by diversity?
Diversity literally means 'difference' and in the educational context diversity
relates to the differences between Faculty and other staff, between students,
and between teachers and students. The reasons for differences are
numerous and may include personality, culture, ethnicity, gender, sexual
orientation, age and so on.
The 'diversity agenda' in education sets out to address issues that lead to
inequalities in practice. It has its roots in the legal framework that underpins
the provision of equal opportunities and which acknowledges that our social
identity impacts on life experiences and opportunities. Equality aims to
create a fairer society, where all can participate and have the opportunity to
fulfill their potential. Part of this involves identifying patterns of experience
based on group identity, and challenging processes which limit individuals'
potential life chances. The diversity agenda also relates to a wider aspiration
to widen participation in education as a whole, reflecting the Universal
Declaration of Human Rights.
The broad 'diversity agenda' includes consideration of issues relating to
gender, race/ethnicity, culture, age, domestic circumstances, prior
educational achievement/attainment, sexuality and sensory, psychological or
physical disability/impairment. In New Zealand, the specific cultural needs
and legal rights of Mori and Pasifika students need to be taken into
account.
Teachers need to be aware of the diversity issues that relate to quality
teaching practice, benefits for community, law, equal opportunities, human
rights, and education. In order to address diversity principles and
approaches, teachers also need to know how to design, deliver and evaluate
learning opportunities to help meet the needs of a diverse student body.
One of the ways in which teachers can determine the learning needs of
diverse student groups is by thinking about how different students learn.
Here, we do not just mean how student learn in terms of individual learning
styles. We are referring to students' learning patterns and preferences relate
to their earlier and current educational and cultural backgrounds.
For example:
Different cultures have different perceptions/understandings of the
role of teachers and other students with expectations differing
accordingly.
Students who hold very strong views about race, politics, religion or
sexuality may find it difficult to cope with an objective, open discussion
or with students who hold opposing views. This may cause potential
conflict in the classroom.
Other students, because of their domestic circumstances, may find it
difficult to study full time or at evenings and weekends.
A student with a cognitive impairment such as dyslexia may need
additional support with assessments and need to use learning
technologies.
Students for whom English is a second language might struggle with
academic writing around abstract concepts or in engaging in large
group discussions.
Transforming Education for a Multicultural
Society
Cultural Diversity... [v55, n1&2]
Two developments challenging current educational practice in the United States are the changing composition of the
classroom and broader society which is becoming increasingly diverse, and the proliferation of communication media
& technology which is becoming increasingly accessible to most sectors of the population.
Today our nations minority population is larger than that of the entire country in 1910. Additionally, the U.S.
Census projects that by 2050 there will be no longer a majority group left to classify. Teachers today find
themselves working with a more diverse student body than ever beforea student body that like much of the adult
population increasingly has access to sophisticated portable, personal communication devices that in many cases
deliver information (if not knowledge) more rapidly and more engagingly than textbooks and traditional classroom
pedagogy.
While the composition of the student body in the nations classrooms grows increasingly diverse, the teacher
workforce remains comparatively more homogeneous (white, female and middle class). Many of todays teachers
have had little in the way of thorough multicultural education , that would help them recognize and respect cultural
differences, similarities and identify effective strategies for successfully engaging students from different
backgrounds. At the same time, these teachers growing up in a majority culture have been exposed to media
messages about minorities that have often marginalized such groups or presented stereotypical or inaccurate
information.
Far too often the focus in teacher education programs has been on curriculum content rather than on effective and
appropriate instructional strategies for teaching and reaching diverse groups of students. If we are to prepare
todays teachers for the changing composition of our society and schools, colleges of education need to do much
more than offer a single class in diversity, or point to multicultural childrens books. Multicultural education needs
to be integrated throughout teacher preparation programs and reinforced at numerous points in the progress to
licensure. In addition to addressing this in required courses and reading materialsprospective teachers must be
given numerous opportunities to visit schools with diverse populations, so they have the opportunity to observe,
question, participate, learn, make mistakes and correct them. Theoretical knowledge is one matter, experiential
knowledge is another; both are needed for a rounded education.
I firmly believe that the basis for teaching should always be the student. Regrettably this foundation is too often
forgotten in the urgent need to cover content or make AYP. The individual, including teachers,
not just students, is lost in the rush for measurable outcomes that may or may not identify meaningful
learning , but will almost always make the front page of the local paper, ranking schools and test results with little
attention given to the social or cultural content or context of the school population.
Those of us, who advocate for multicultural education, believe that students and their life histories and experiences
must be placed at the center of the teaching and learning process and that pedagogy should be developed which is
relevant to these students. That means that teachers must have not only a firm command of their subject, they must
have deep and thorough understanding of cultural differences in their students. Without such knowledge too many
teachers from the majority population are inclined to believe and to state openly that they treat all students the
same and that they themselves are color blind. While such statements may be well-intendedin reality
they often become a defense and an excuse against really understanding cultural difference. It isnt just a matter
of being blind to color, it is a matter of becoming blind to culture as if it does not exist and makes no difference.
A changing student body and atmosphere requires new tools, new strategies and resources. Teachers must be
encouraged and allowed to look past the test scores to the identity of each student. In conceptualizing the individual,
teachers must first acknowledge that his or her own distinctive character is shaped by gender, race, ethnicity, SES,
language, religion, sexual orientation and other factors. Self concept or identity development begins early withi n the
family unit and soon includes the interactions between these and learned/shared beliefs, values, customs and
practices. These elements not only contribute to and construct individual identitythey also impact the way
individuals perceive the outside world. Multicultural education helps both teachers and their students develop a
positive self-concept through shared knowledge about the histories, cultures and contributions of diverse groups.
Media, through media representations in film, television, music, advertising and other formats contribute to the way
we see others and they in turn see us. Media literacy can be a powerful tool and an important component of the
multicultural classroom, when students and teachers examine, challenge, confront, validate or refute the information
contained in these depictions. It is a sensitive task and requires diplomacy. I know from my own experiences that
some students are not immediately receptive to criticizing ethnic representations in Disney productions. I have seen
them push back from some of the writing of Carlos Corts, or dismiss the claims of Henry Giroux, because it
challenged their own values, impinged upon their own memories of childhood and potentially even challenged the
parenting practices of their mothers and fathers. In other words, their own cultural upbringing made it difficult for them
to recognize how those outside of that culture might think, act or feel.
We cannot however withdraw simply because of personal or professional discomfort. That would merely perpetuate
the status quo leaving outmoded perceptions and practices unchallenged. With so many young people now having so
much access to so many media messages inside and outside of the classroom, it becomes increasingly necessary
for schools to not only integrate these tools but to give students the cognitive skills necessary to understand how
media operate, whose interest they serve, and how they influence perceptions. For this to happen, media literacy like
multicultural education must find its way into more teacher preparation programs where they are not presented as
isolated stand-alone courses but as key concepts, 21st century skills that are repeated and reinforced throughout
undergraduate teacher preparation programs.
subcultures exist simply because they represent unique interests group. They help
people with certain ways of life, fit into a group that they can most identify with.
Many reasons, -Sociologist Willis (1977) suggested pupils form subcultures dueto their limited
oppurtunities for education suggested subcultures are due to negative labelling people want to gain
high status Sewell suggested black Caribbean students produced subcultures due to negative reaction
from the teachers and want to form some sort of defense mechanism.Could be to gain respect due to
labelling or teacher racism student feel they cant influence, due to preconceived expectations students
feelthey cannot influence due to peer pressure or just wanting to fir in somewhere.
s an important consideration for anybody to grow up with a family. The family provides an individual
with the physical needs, social needs, emotional needs, as well as other needs as he or she grows up.
There are certain things in which the presence of the family is very much important to be considered;
some of these things are necessary for the development of an individual.


It is an important consideration for anybody to grow up with a family. The family provides an individual
with the physical needs, social needs, emotional needs, as well as other needs as he or she grows up.
There are certain things in which the presence of the family is very much important to be considered;
some of these things are necessary for the development of an individual.

The family is responsible for the reproduction of the race. The members of the family grow in number as
newly born members come. It does not only responsible for the reproduction of the race rather; this
institution is also responsible for the rearing of the young ones.

The family is respo





nsible for its members cultural transmission or enculturation. It is in the family where we learn first the
cultures of the society where we belong. It is here where the first dos and donts where instructed. The
family serves as the first teacher that is anchored with culture that eventually molded the behavior
pattern of the individual.

As a unit of society, it is in the family where the individual first socialize. Before having to socialize with
the outside world, an individual has already socialized with all the family members. Here, he/she learn
socially with the influence of the members of the family.

The family also provides affection and a sense of security; socially and emotionally, an individual needs
something in where he/she belong with. The presence of the family provides affection as well a sense of
security where in an individual feels comfortable and secure against social or emotional circumstances.

The family also provides the environment with the personality development of the individual as well as
on its self-concept in relation to other people. With the guidance of the family the personality of an
individual develops. His/her way of self/concept to other people also grows positively.

The presence of the family also provides a social status for anyone. Your social status as an individual is
also affected with the social status of your family. Thus, an individuals family provides him or her with a
social status in the community.

Troubles come when relationship in the family breaks, which could eventually lead to broken homes.
This could lead into having children without complete family to grow up with. However, even single
parent can provide with these needs. What is important is that as much as possible, the basic functions
of what family offered are being catered.
2.the multi function of the school in the new century it include the culture,socioeconomic which
concern and employed in every individual.
Every religion has certain elements. Some of the elements are mentioned below:

1. Belief in Supernatural Powers:

Every religion believes in the existence of some supernatural powers or forces. Some consider this
supernatural power as formless. They believe that this unseen power influences every aspect of human
life. Belief in the supernatural powers varies from one religion to another. Hindus believe in the
existence of number of gods and goddess. They are called polytheists. Some people believe is only one
god. They are called monotheists.

2. Belief in the holy or sacred:

In every religion there are certain things which are regarded as holy and sacred. They constitute the
heart of religion. The concept of holy and sacred is a mental construct. They are symbols. They all are
not visible. They symbolies both the unseen and tangible things. It is a belief based on faith rather than
evidence. For example, in Hindu religion cow is sacred because of the faith of the Hindus.

3. System of Rituals:

Rituals are the practical side of religion. They are the behavior performed by the individual or a group of
individuals with reference to supernatural power. It includes varieties of behavior such as wearing of
special types of cloth, reciting prayers, hymns, taking birth in holy rivers, singing, dancing, crawling,
fasting etc. Thus the area covered by religious ritual is very wide. It may be performed by a single
individual or group of individuals. They sometimes manifest in the form of ceremony or festival. A Hindu
may perform some rites alone or take part in kirtan or Bhajanas. A Muslim may do Namaz alone or with
the collectivity in a Mosque. A Christian may offer a flower to Jesus Christ or seats for prayer in the
church etc. AH these rituals either performed individually or collectively are intended to strengthened
individual's faith in the supernatural power.

4. Sinful acts:

Every religion defines certain acts as sacred or righteous and other acts as profane and sinful. The
follower of the religion encourages sacred acts and insists to avoid indulging in sinful activities. Acting in
accordance with the religious principles is believed to reap good results while sinful acts result suffering
or disaster. Most of the religions conceptualize heaven and hell due to this belief.

5. The method of salvation:

All most all the religion considers salvation as the ultimate goal of life. They have their own explanation
regarding the method of salvation. The Buddhists called salvation as Nirvana or mingle with the God. For
the Hindus it is 'Mukti' i.e. free from the chain of life cycle etc.

6. Mode of worship:

Each religion has a specific procedure of worshiping. The followers of different religion either worship
the supernatural power in the form of statue or a formless manner. They differ from each other in
motor activities. Hindus, for example, worship idols, Muslims do not. Hindus worship with folded hands
while Muslims unfolded etc.

7. Liturgy and ideology:

Different religion practice public relations rites and rituals in fixed form and they also have specific
ideology. The ideology may be handed down with an oral tradition or written tradition.

8. Place of worship:

Each religion has a definite place of worship. The Hindu worship in a Temple, Muslims in a Mosque,
Christians in Church etc.
Sects[edit]
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Sociologically, a "sect" is defined as a newly formed religious group that formed to protest elements of
its parent religion (generally a denomination). Their motivation tends to be situated in accusations of
apostasy or heresy in the parent denomination; they often decry liberal trends in denominational
development and advocate a return to so-called "true" religion.

Leaders of sectarian movements (i.e., the formation of a new sect) tend to come from a lower socio-
economic class than the members of the parent denomination, a component of sect development that
is not yet entirely understood. Most scholars believe that when sect formation involves social class
distinctions, they reflect an attempt to compensate for deficiencies in lower social status.[citation
needed] An often seen result of such factors is the incorporation into the theology of the new sect a
distaste for the adornments of the wealthy (e.g., jewelry or other signs of wealth).

After their formation, sects can take only three paths - dissolution, institutionalization, or eventual
development into a denomination. If the sect withers in membership, it will dissolve. If the membership
increases, the sect is forced to adopt the characteristics of denominations in order to maintain order
(e.g., bureaucracy, explicit doctrine, etc.). And even if the membership does not grow or grows slowly,
norms will develop to govern group activities and behavior. The development of norms results in a
decrease in spontaneity, which is often one of the primary attractions of sects. The adoption of
denomination-like characteristics can either turn the sect into a full-blown denomination or, if a
conscious effort is made to maintain some of the spontaneity and protest components of sects, an
institutionalized sect can result. Institutionalized sects are halfway between sects and denominations on
the continuum of religious development. They have a mixture of sect-like and denomination-like
characteristics. Examples include: Hutterites, Iglesia ni Cristo, and the Amish.

Most of the well-known denominations of the U.S. existing today originated as sects breaking away from
denominations (or Churches, in the case of Lutheranism and Anglicanism). Examples include:
Methodists, Baptists, and Seventh-day Adventists.

Cult typology[edit]
The concept of "cult" has lagged behind in the refinement of the terms that are used in analyzing the
other forms of religious origination. Bruce Campbell discusses Troeltshch's concept in defining cults as
non-traditional religious groups that are based on belief in a divine element within the individual. He
gives three ideal types of cults.

a mystically-oriented illumination type
an instrumental type, in which inner experience is sought sully for its effects
a service-oriented type that is focused on aiding others.
He also gives six groups in the applications of analysis: Theosophy, Wisdom of the Soul, Spiritualism,
New Thought, Scientology, and Transcendental Meditation.

In the late nineteenth century, there have been a number of works that help in clarifying what is
involved in cults[6] There are several scholars of this subject, such as Joseph Campbell and Bruce
Campbell, that have noted that cults are associated with beliefs in a divine element in the individual. It is
either Soul, Self, or True Self. Cults are inherently ephemeral and loosely organized [6] There is a major
theme in many of the recent works that show the relationship between cults and mysticism.[6]
Campbell brings two major types of cults to attention. One is mystical and the other is instrumental. This
can divide the cults into being either occults or metaphysical assemblies.

On the basis that Campbell proposes about cults, they are non-traditional religious groups based on
belief in a divine element in the individual. Other than the two main types, there is also a third type. This
is service-oriented. Campbell states, "the kinds of stables forms which evolve in the development of
religious organization will bear a significant relationship to the content of the religious experience of the
founder of founders." [7
Cults or new religious movements[edit]
By sociological typology, cults are, like sects, new religious groups. But, unlike sects, they can form
without breaking off from another religious group, though this is by no means always the case. The
characteristic that most distinguishes cults from sects is that they are not advocating a return
to pure religion but rather the embracement of something new or something that has been
completely lost or forgotten (e.g., lost scriptures or new prophecy). Cults are also much more likely
to be led by charismatic leaders than are other religious groups and the charismatic leaders tend to
be the individuals who bring forth the new or lost component that is the focal element of the cult.
[8]

Cults, like sects, often integrate elements of existing religious theologies, but cults tend to create
more esoteric theologies synthesized from many sources. Cults tend to emphasize the individual
and individual peace.
Cults, like sects, can develop into denominations. As cults grow, they bureaucratize and develop
many of the characteristics of denominations. Some scholars are hesitant to grant cults
denominational status because many cults maintain their more esoteric characteristics. But given
their closer semblance to denominations than to the cult type, it is more accurate to describe them
as denominations. Some denominations in the U.S. that began as cults include Christian
Science and theNation of Islam.
Finally, there is a push in the social scientific study of religion to begin referring to cults as New
Religious Movements(NRMs). This is the result of the often pejorative and derogatory meanings
attached to the word "cult" in popular language.
Church and ecclesia[edit]
The church classification describes religions that are all-embracing of religious expression in a
society. Religions of this type are the guardians of religion for all members of the societies in which
they are located and tolerate no religious competition. They also strive to provide an all-
encompassing worldview for their adherents and are typically enmeshed with the political and
economic structures of society.
Johnstone provides the following seven characteristics of churches:
[2]

Claim universality, include all members of the society within their ranks, and have a strong
tendency to equate "citizenship" with "membership"
Exercise religious monopoly and try to eliminate religious competition
Are very closely allied with the state and secular powers; frequently there is overlapping of
responsibilities and much mutual reinforcement
Are extensively organized as a hierarchical bureaucratic institution with a complex division of
labor
Employ professional, full-time clergy who possess the appropriate credentials of education and
formal ordination
Primarily gain new members through natural reproduction and the socialization of children into
the ranks
Allow for diversity by creating different groups within the church (e.g., orders of nuns or monks)
rather than through the formation of new religions
The classical example of a church by this definition is the Roman Catholic Church, especially in the
past, such as the State church of the Roman Empire. Today, the Roman Catholic Church has been
forced into the denomination category because of religious pluralism, or competition among
religions. This is especially true of Catholicism in the United States. The change from a church to
a denomination is still under way in many Latin American countries where the majority of citizens
remain Catholics.
Islam is a church in countries like Saudi Arabia and Iran, where there is no separation of church and
state. The Basic Law of Saudi Arabia states: "[The Constitution of Saudi Arabia is] God's Book [the
Qur'an] and the Sunnah of His Prophet[Muhammad]".
[3]
These nations are ruled under an official
interpretation of religious law (Salafi in the case of Saudi Arabia), and the religious law predominates
the legal system. Saudi Arabia, however, lacks Johnstone's criteria for an ordained clergy and a
strictly hierarchical structure, although it has the ulema. In the Shi'a denominations, there is a
professional clergy led by a Grand Ayatollah.
A slight modification of the church type is that of ecclesia.
[4]
Ecclesias include the above
characteristics of churches with the exception that they are generally less successful at garnering
absolute adherence among all of the members of the society and are not the sole religious body.
The state churches of some European nations would fit this type.
How religion can bring about social change.
The conflict view of sociology claims that society is perpetually in a state of conflict. Different groups,
typically divided along socio-economic lines according to Marx, compete for power in society. The
group in power uses government, money and influence to maintain their own power and keep other
groups from advancing politically, socially and economically. It is also interesting that typically those
who espouse a conflict point of view belong to the group that is not currently in power or who
somehow feel taken advantage of.
A disenfranchised group of society may come to the point where they have tried many different
strategies to bring about social change. Sometimes when more direct efforts have been stymied
groups have turned to religion as a way to bring about social change.
An excellent example of religion being used to bring about social change is the Pentecostal
movement in Brazil. Brazil is the 5th largest country by population in the world. It was settled by the
Portuguese in the 17th and 18th centuries, gained its independence in 1822 and has since grown
into one of the most powerful nations economically in the world. The Portuguese brought with them
the Catholic religion. Brazil is still the most populous Catholic country in the world with over 130
million professing Catholics. However, the Protestant Pentecostal movement has been growing by
leaps and bounds, gaining converts mainly from the Catholic faith. In 1980, 89% of the population
professed Catholicism, by 2000 that number had fallen to 74% and the most recent survey
conducted in 2006 shows that only 60% of the urban population claims to be Catholic.
2. IS MANIFESTED BY God to be equal in terms of values however power is just manifested by mans
selfishness that they tought they more sloe power than woman.In this new era genderand powerare
diminishing with importance what man can do can also be done by woman.
Chapter 8
Characteristics of Globalization With a Link to Education
By Laura Pru, eHow Contributor

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Globalization has affected every aspect of our lives, even education.
Globalization has affected every aspect of our lives, even education.
Globalization is the idea that our world is becoming a unified whole with little or no cultural or social
conflict. This central idea of globalization is conducive to the idea of education. For a student seeking to
extend boundaries and break barriers, globalization provides an opportunity of a lifetime. Globalization
has merits and demerits in economics, business and politics. In education it has merits for students and
educators but there is also a sense of an unhealthy takeover of education by market forces. Broadly
considered, however, Globalization is freeing the world of education from limitations.
Other People Are Reading
What Are Some of the Characteristics of Globalization? Consensus Vs. Conflict Theory

Globalization Makes Education More International
Globalization has made the world a smaller place. Job opportunities are open worldwide and the more
"international" a student's education, the greater the possibilities. The purpose of education is to
prepare a person for the world, and globalization ensures that. Unlike Imperialism or Colonialism,
Globalization has positive connotations -- exposing a student who has had a global education to become
a citizen of the world.

The "Commodification" of Education
Institutions of higher learning are increasingly "commodifying" their programs to address a global
audience. This branding and marketing of education makes learning, a product that can be sold.
Attached to this idea is the aggressive selling policy of advertisers who treat students as consumers, and
education as a buyer's market. Long-distance learning, tailored MBA programs, evening degrees are
examples of how the increasing effects of globalization has influenced educators into serving education
as a commodity in a labor market.

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With the advent and massive spread of Internet facilities worldwide, education is at hand for everyone
who has access to a computer. Self-directed learning is a way of using tools and techniques to acquire an
education from an institution or tutor seated at the opposite end of the globe. Globalization has made
education and learning accessible to people previously denied a chance to educate themselves.

A Global Culture
If education is a means of enlightenment and growth of knowledge, then globalization has unified and
stretched the application of this idea to previously isolated countries and cultures that are now exposed
and mixed as one mass. With easier and faster communication comes greater exposure of distant and
alien cultures. Globalization has increasingly made learners worldwide more aware of global issues and
problems that are changing the face of the world. The dangers and comforts of a global culture are
making learners more savvy to a shrinking world.
Chapter 9
How do teachers use computers and the Internet at school?
Since 1994, the National Center for Education Statistics (NCES) has documented the large increase in
access to computers and the Internet in the nation's public elementary and secondary schools (U. S.
Department of Education 2000). These increases have led to a need to understand the extent and types
of teacher use of computers and the Internet, as well as teachers' perceptions of their own preparedness
to use these tools in their classes. To address these critical information needs, NCES commissioned a
survey using the Fast Response Survey System (FRSS) that was conducted in the spring of 1999. The
survey found that 99 percent of full-time regular public school teachers reported they had access to
computers or the Internet somewhere in their schools. This Stats in Brief focuses on those teachers.
How do teachers use computers and the Internet at school?
Teachers were asked the degree to which they used computers or the Internet to prepare for and manage
their classes. Thirty-nine percent of public school teachers with access to computers or the Internet in
their classroom or elsewhere indicated they used computers or the Internet "a lot" to create instructional
materials, and 34 percent reported using computers "a lot" for administrative record keeping (Table 1).
Less than 10 percent of teachers reported using computers or the Internet to access model lesson plans
or to access research and best practices.
Newer teachers were more likely to use computers or the Internet to accomplish various teaching
objectives. Teachers with 9 or fewer years of teaching experience were more likely than teachers with 20
or more years of experience to report using computers or the Internet "a lot" to communicate with
colleagues (30 percent with 3 or fewer years, 30 percent with 4 to 9 years, versus 19 percent with 20 or
more years) and gather information for lessons (21 and 22 percent versus 11 percent for the same three
groups). Also, teachers with 4 to 9 years of teaching experience were more likely to report they used
computers or the Internet "a lot" to create instructional materials (47 percent) than were teachers with 20
or more years of experience (35 percent).
Teachers' use of computers or the Internet at school varied for some types of uses by school poverty
level (the percentage of students in the school eligible for free or reduced-price lunches). Teachers in
schools with a school poverty level of less than 11 percent were more likely to use computers or the
Internet "a lot" for creating instructional materials (52 percent) than teachers in schools with a school
poverty level of 71 percent or more (32 percent). This pattern also held for teachers who used computers
for administrative record keeping (43 versus 24 percent for the same groups).
TEACHING AND LEARNING USING TECHNOLOGY : Lessons to be learnt

ARTICLE PARU DANS LE MAURICIEN | 10 JUILLET, 2012 - 17:00 | PAR PROFESSOR YASHWANT RAMMA

It is largely believed that technology (in particular Information and Communication Technology) will
bring about the desired learning outcomes and that students will develop conceptual understanding of
themes. In schools, this view has given way to an understanding of ICT as being an enchanted means for
students to acquire knowledge. Though ICT has been critical in opening access and opportunities to
information and knowledge, its use in schools has been limited to the bare minimum PowerPoint. I do
not consider that using PowerPoint necessarily makes of our class an ICT-driven one. Technically, there
is no difference between a PowerPoint presentation (of a lesson) and the dictation of notes, as is most
often the case in our schools. There is a need to demarcate between access to information (whether
PowerPoint or digital materials) and knowledge construction and skills development.
Many researches have shown that ICT can be integrated in a system on the express condition that a
technology paradigm that incorporates inquiry, critical thinking, problem-solving, creativity and values is
adopted. Technology should be the vehicle for helping teachers to create the adequate learning
environment to enable learners to construct knowledge as well as develop the appropriate skills, as
illustrated by the figure (based on our own team research):
What is important in the knowledge construction process is the interaction among a number of
variables, such as contextual knowledge, pedagogy and technology. Let me explain how each one
should be locked into a single entity for learners to construct purposeful knowledge structures in their
minds so that knowledge makes sense. Ideas (and not knowledge) that are disunited are meaningless
and create confusion in the minds of learners and this further hinders acquisition of knowledge. This is
what is presently happening in our society, where people are always prompt to act without first
thinking. And when the thinking occurs, it is much too late. Let me clearly explain the meaning of the
three elements to clarify matters.

Contextual knowledge
Understanding about a new situation happens when we have some previous understanding (prior
knowledge) of the situation, which could either be similar or different but related. When there is
understanding, this implies that knowledge has been constructed and it makes sense. Now, this newly
constructed knowledge should be in harmony with other concepts acquired in other subject areas. At
times, it is sad to note that concepts learnt in one subject area are not in congruence with concepts
learnt in another subject area and this adds to more confusion. For example, a concept learnt in
mathematics (gradient) is rarely related to a similar concept learnt in science (rate of change).

Pedagogy
This is the most important variable in the whole process; it captures a variety of elements, such as
teaching-learning strategies, assessment and values. It is high time that teachers put aside their beloved
traditional approach to teaching and adopt learner-centered strategies and engage learners to interact
with their peers and with them (teachers), for knowledge construction is most effective in a social
milieu. Discussion (general or in groups) under the supervision of the teacher becomes imperative for
learners, as they need to learn how to respect the views of others. There is a degradation of values in
our society and the school which forms part of what I call the education triangle (State-School-
Parent) is one the most important elements for the development of values in our learners.

Technology
Technology, which includes the hardware and software, is the means to help learners acquire
knowledge. In this case, the teaching method adopted has to change and the lessons will have to be
based on a thematic (context) approach. Technology can serve the purpose of helping learners make
sense out of nonsense (all the stuff they have to study). We should not forget that a classroom is
composed of learners of different abilities, normally categorized in three groups: low, average and high
abilities. This means that a teacher can expect that learning will occur if only he/she engages learners (I
am focusing on learning rather than on teaching to lay emphasis on acquisition of knowledge by
learners) to construct knowledge by unfolding the lessons with a clear-cut demarcation between the
three abilities. That is, the teacher has to adopt at least three different strategies to capture all the
abilities during the lessons. It is then that technology will be an indispensable tool to engage learners to
construct purposeful knowledge structures, that is, knowledge that makes sense. At the same time,
teachers can monitor progress of individual learners and report to parents about progress and also
involve them to form part of the whole process. Removing one of the elements creates a vacuum,
leaving learners with the opportunity to haphazardly construct their own knowledge, which might be
contradictory to the general values.
To summarise, the adoption of technology in our schools should have a well-planned dimension and
elements of research should be considered while integrating it in the teaching-learning routines.
Technology can, no doubt, speed up learning, but it can also slow down learning, with unpredictable
consequences. An overwhelming majority of young primary school kids can fascinate us with their
technology-savvy aptitude, but how many of them can tie their shoelaces (development of skills)
properly and display the desired type of respect to teachers at school and to elders at home or on the
streets?
3.With all the information available on the Internet, much of which might be considered unreliable by
one and reliable by another (mainline media sources verses non mainline media sources, for example), I
would give students a guide for discerning what materials are reliable and useful for scholarly purposes.I
would expect them to use them to judge for themselves, but I would point out materials that might not
be agood choices and gives the reason for example,students can be taught not to take studies polls
etc,at face value, but to delve deeper to find how the study was done details of the study in order to
determine the validity for themselves Students can also be taught to research more when they find
articles and information that present things they are not familiar with or could have opposing ideas.They
could used a guidelines to determine reliable from unreliable sources.
Let me highlight a few of the key findings here.
1. The paradox of high unemployment and a war for talent continues.
We don't have a jobs crisis, we have a skills crisis. Clear evidence from this report:
45% of US employers say lack of skills is the "main reason" for entry-level vacancies
Only 42% of worldwide employers believe new graduates are adequately prepared for work.
This data echoes the data we hear regularly from clients. One of the nation's largest
healthcare providers told me they have to retrain many 2-year college grads in math and
writing before they can start work.
Our research shows that spending on corporate training training industry grew by 12% this
year, the highest increase in 9 years.
This research also shows that employers would be willing to pay new workers 22% higher
salaries if they did have the skills they need.
2. Educational institutions are out of sync with employer needs.
While 42% of employers believe newly educated workers are ready for work, 72% of
educational institutions do. This is a big mis-match. Primary and secondary educational
institutions are not keeping in touch with the needs of corporate recruiters.
Our research validates this. Most of our clients are investing heavily in new corporate
universities, onboarding programs, and what we call "continuous learning" programs. Most
larger companies now have in-house MBAs and other advanced programs to build business
skills not taught in school.
3. Students don't believe traditional education methods drive job skills.
According to the McKinsey research, the #1 way students believe they learn is through "on
the job training." (Our research shows that 72% of business managers say the same thing.)
Lectures, on the other hand, are the lowest rated learning method... tied with "traditional
online learning."
Most colleges still rely heavily on lectures, and "for-profit" distance learning institutions
(Apollo, Capella, and others) rely heavily on "traditional online learning."
Our research validates this as well. Corporate L&D managers regularly blend lectures with a
wide variety of informal learning techniques, and today corporations spend less than 60% of
all their training budgets on instructor led training. I'd guess that universities are still at over
90%.
4. Vocational training has less perceived value than academic degrees.
This was a fascinating finding, which I think gets to the ultimate issue. While vocational
programs provide more directed skills development, people dont perceive them as valuable.
The research compared student "perceptions of value" between traditional education and
vocational education. Students in every country value traditional education over vocational
education except for Germany, where 49% of respondents say academic education is more
valuable.
Germany, of course, is a country filled with apprentice-based programs and has among the
lowest unemployment rate in Europe. We clearly need more focus and marketing put on
these kinds of programs.
5. Students have weak understanding of the skills and degrees which will best help them find a
job.
The study also points out that most students are not sure "what educational program" will
help them find a good job. In my own case, my children had very little coaching from their
colleges about possible career opportunities and how to assess their aptitude for different
potential careers.
Bottom Line: Skills Matter, and it's Hard to Get Them
This is an impressive study which points out many important issues we talk with employers
about every day.
1. Investments in training pay off big-time. Both for you as an individual and for you as an
organization. So when you take a job, look for a place you can learn something. Early in
your career the learning is worth far more than the salary.
2. Young workers should seek out employers and managers who believe in training people.
Most of us enter the workforce with lots of book knowledge but very few working skills. Join
a company that will invest in you - some will and some won't. And if you're still in school,
take an internship that focuses on helping you learn - even if it doesn't pay.
3. Educational institutions around the world are not keeping up with teaching styles and
general skill needs of the 21st century workforce. This is a very complex problem to fix, but
at least the issues are on the table. I believe the disruptive emergence of online secondary
education providers, while not yet proven, is a start.
4. Corporate L&D and HR managers must heed this message. If you don't take the time,
spend the money, or learn how to build world-class development programs, you will not be
able to compete. There is no real "war for talent," there is a "war for skills" - and what better
way to win the war than to build your arsenal internally.
Chapter 1
how does a teacher influence by the conflict and consensus
theory
according to my interviewee:
there so many instances that affect my work by conflict and consensus theory
In Consensus Theory, for example i have a students that are hard to speak straight tagalog and hard to
adapt the new environment because he/she was came from province, so I'm the one who make more
adjustment..

In Conflict Theory, for example you a have a students that are rich and also you have a students that are
not too rich, all the favors of you was only at your students which is rich. In this situation there is a
inequality between the the students because in conflict theory the more you richer the more you have the
power,it is all about class conflict..

based on changes in accordance of teaching,functionalism recognize the important of what is being
discuss relatively a concept of facts and different structures and institutions that work together in
cooperation. symbolic interaction. In general, particular in language and human behaviour depends on
ideas and views