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Read the information given below carefully and answer the following question.
Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns and folk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.
Q. How did personal beliefs and folk pedagogy enter into educational system?
- a)The college acted as an agent of local communities.
- b)The faculties were not properly trained.
- c)College faculties started acting as passive listeners.
- d)The loopholes in the educational system allowed it to happen.
Correct answer is option 'B'. Can you explain this answer?
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Read the information given below carefully and answer the following qu...
In the passage it is mentioned that “. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns and folk pedagogy of faculties who have had little access themselves to education and training in related areas.” Implies that personal beliefs and folk pedagogy enter into educational system because the faculties were not properly trained.
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Read the information given below carefully and answer the following qu...
Understanding the Influence of Personal Beliefs and Folk Pedagogy in Education
The integration of personal beliefs and folk pedagogy into the educational system can be largely attributed to the inadequacies in the training of faculty members. Here's how:
Insufficient Training
- Faculty members often lack adequate training in educational methodologies and subject matter.
- This deficiency leads to reliance on personal beliefs and traditional teaching methods rather than evidence-based practices.
Impact on Teaching Practices
- Without proper training, educators may resort to imparting knowledge based on their own experiences, biases, and cultural contexts.
- This results in a teaching approach that prioritizes personal narratives over factual accuracy, creating an environment filled with half-truths.
Consequences for Students
- Students, in turn, become recipients of education that is influenced more by the educator's beliefs than by a structured and accurate curriculum.
- The absence of critical engagement and a well-rounded educational framework limits students' ability to think critically and understand diverse perspectives.
Political and Ideological Influences
- The politicization of faculty roles further complicates the situation, as educators may incorporate sectarian concerns and ideological beliefs into their teaching.
- This creates a disconnect between the curriculum and the broader educational goals of fostering social transformation and empowerment.
Conclusion
- The educational reform must address the necessity of comprehensive faculty training to ensure a robust teaching-learning environment free from undue personal and ideological influences.
- By empowering educators with the right skills and knowledge, the educational system can move towards a model that encourages critical thinking and equitable knowledge dissemination.
The integration of personal beliefs and folk pedagogy into the educational system can be largely attributed to the inadequacies in the training of faculty members. Here's how:
Insufficient Training
- Faculty members often lack adequate training in educational methodologies and subject matter.
- This deficiency leads to reliance on personal beliefs and traditional teaching methods rather than evidence-based practices.
Impact on Teaching Practices
- Without proper training, educators may resort to imparting knowledge based on their own experiences, biases, and cultural contexts.
- This results in a teaching approach that prioritizes personal narratives over factual accuracy, creating an environment filled with half-truths.
Consequences for Students
- Students, in turn, become recipients of education that is influenced more by the educator's beliefs than by a structured and accurate curriculum.
- The absence of critical engagement and a well-rounded educational framework limits students' ability to think critically and understand diverse perspectives.
Political and Ideological Influences
- The politicization of faculty roles further complicates the situation, as educators may incorporate sectarian concerns and ideological beliefs into their teaching.
- This creates a disconnect between the curriculum and the broader educational goals of fostering social transformation and empowerment.
Conclusion
- The educational reform must address the necessity of comprehensive faculty training to ensure a robust teaching-learning environment free from undue personal and ideological influences.
- By empowering educators with the right skills and knowledge, the educational system can move towards a model that encourages critical thinking and equitable knowledge dissemination.
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Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer?
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Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer? for UPSC 2025 is part of UPSC preparation. The Question and answers have been prepared according to the UPSC exam syllabus. Information about Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer? covers all topics & solutions for UPSC 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer?.
Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer? for UPSC 2025 is part of UPSC preparation. The Question and answers have been prepared according to the UPSC exam syllabus. Information about Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer? covers all topics & solutions for UPSC 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer?.
Solutions for Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer? in English & in Hindi are available as part of our courses for UPSC.
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Here you can find the meaning of Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of
Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer?, a detailed solution for Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer? has been provided alongside types of Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer? theory, EduRev gives you an
ample number of questions to practice Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?a)The college acted as an agent of local communities.b)The faculties were not properly trained.c)College faculties started acting as passive listeners.d)The loopholes in the educational system allowed it to happen.Correct answer is option 'B'. Can you explain this answer? tests, examples and also practice UPSC tests.
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