Concept of Reality, Knowledge And Value In Islam

CONCEPT OF REALITY, KNOWLEDGE AND VALUE IN ISLAM

ISLAM

Islam is a monotheistic Abrahamic religion originating with the teachings of Muhammad (SAW). The word Islam is derived from the Arabic word Aslama, which means “to accept, surrender or submit" or "submission", or “the total surrender of oneself” to Allah. An adherent of Islam is known as a Muslim, meaning "one who submits (to Allah)".

The prime message of Islam is the Unity of God, that the Creator of the world is One and He alone is worthy of worship and that Muhammad (SAW) is His Messenger. A Muslim’s other beliefs are: God’s angels, previously revealed Books of God, all the prophets, from Adam to Jesus (peace be on them both), the Day of Judgment and indeed the Decree of Allah. A Muslim has five main duties to perform, namely; bearing witness to the Unity of Allah and Muhammad (SAW) as His Messenger, observing the prescribed prayer, payment of Zakat, keeping the fasts of Ramadhan and performing the pilgrimage to Makkah.

CONCEPT OF REALITY IN ISLAM (Ultimate Reality: God and His Attributes)

Reality, in everyday usage, means "the state of things as they actually exist." The term reality, in its widest sense, includes everything that is, whether or not it is observable or comprehensible. Reality in this sense may include both being and nothingness, whereas existence is often restricted to being. In other words, "reality", as a philosophical category includes the formal concept of "nothingness" and articulations and combinations of it with other concepts.
The ultimate Being or Reality is Allah. Allah, as described by the Quran for the understanding of man, is the sole self-subsisting, all pervading, eternal and Absolute Reality. He is the first and the last, the seen and unseen. He is transcendent in the sense that He in His full glory can not be known or experienced by us finite beings – beings that can know only what can be experienced through the senses or otherwise and what is inherent in the nature of thought or is implied by it. No vision can grasp Him. He is above all comprehension. He is transcendent also because He is beyond the limitation of time, space, and sense-content. He was before time, space, and the world of sense came into existence. He is also immanent both in the soul and the spatio-temporal order.
“He is the light of the heavens and the earth. The parable of His light is as if there were a niche and within it a lamp, the lamp enclosed in glass; the glass as if it were a brilliant star lit from a blessed tree, an olive, neither of the east nor of the west, whose oil is well-nigh luminous, though fire scarce touched it: light upon light!”.
Like wise for our understanding, He describes through revelation His attributes by similitude from what is loftiest in the heavens and the earth. These attributes are many and are denoted by His names, but they can all be summarized under a few essential heads: Life, Eternity, Unity, Power, Truth, Beauty, Justice, Love, and Goodness. As compared to the essence of Allah, these attributes are only finite approaches, symbols or pointers to Reality and serve as the ultimate human ideals, they are not illogical symbols. Allah has Himself implanted them in our being. For that reason they must, in some sense, be faithful representation of the divine essence.
God, is thus, a living, self-subsisting, eternal, and absolutely free creative reality which is one, all powerful, al-knowing, all beauty, most just, most loving, and all good.

“God is one and there is no God but He. He is the only one and there is none like Him. He is too high to have partners”.

If there were other gods besides Him, some of them would have lorded over others. He is the one and not one in a trinity.

“He has begotten neither sons nor daughters, nor is He Himself begotten. And how could He be said to have sons and daughters when He has no consort”?

God and the World

Allah is omnipotent. To Him is due the primal origin of everything. It is He, the Creator, who began the process of creation and adds to creation as He pleases. To begin with He created the heavens and the earth, joined them together as one unit of smoky or nebulous substance, and then clove them asunder. The heavens and the earth as separate existents with all their produce were created by Him in six days (six great epochs of evolution). Serially considered, a divine day signifies a very long period, say, one thousand years of our calculation or even fifty thousand years. Non-serially considered,

“His decisions are executed in the twinkling of an eye or even quicker, for there is nothing to oppose His will. When He says, “Be,” behold! It is. His decree is absolute; no one can change it. He draws the night as a veil over the day, each looking for the other in a rapid series. He created the sun, the moon, and the stars, all governed by the laws designed by Him and under His command. Every creature in the heavens and the earth willingly submits to his laws. The sun runs its course for a determined period; so does the moon. The growth of a seed into a plant bearing flowers and fruit, the constellations in the sky, the succession of the day and night-these and all other things show proportion, measure, order, and law. He it is who is the creator, evolver, and restorer of all forms. He it is who sends down water from the sky in due measure, causes it to soak in the soil, raises the life to land that is dead, and then drains it off with ease”.

He is the Lord of Throne and Honor and the Throne of Glory Supreme, the Lord of the dawn and all the ways of ascent. To Him belong the east and the west, where ever, you turn, there is His presence.

It is He who spreads out the earth like a carpet, sends down water from the sky in due measure to revive it with fruit, corn, and plants, and has created pairs of plants, each separate from the others, and pairs of all other things. He gives the heavens canopy its order and perfection and night its darkness and splendor, the expanse of the earth its moisture, pastures, and mountains, springs, streams, and seas, ships, and cattle, pearls and coral, sun and shadow, wind and rain, night and day and things we humans do not know. It is He who gives life to dead land and slakes the thirst of his creatures and causes the trees to grow in to orchards full of beauty and delight.

It is He who gives life and death and has power over all things. God is not only the creator, but also the cherisher, sustainer, protector, helper, guide, and reliever of distress and suffering, of all His creatures, and is most merciful, most kind, and most forgiving. God has not created the world for idle sport. It is created with a purpose, for an appointed term, and according to a plan, however hidden these may from us humans. The world is not without a purpose or a goal, to every one of them there is a goal and that goal is God Himself.

“God is the best of planners. He it is who ordains laws and grants guidance, creates everything and ordains for it a proportion and measure, and gives guidance. There is not a thing but with Him are the treasurers of it, but He sends them down in a known measure”.

Allah’s Relation to Man

Allah created man’s spirit out of nothing and created mankind from this single spirit. He created his mate of the same kind and form the twain produced men and women in large numbers. From the point of view of history and perhaps from the point of view of the evolutionary process, man is created for an appointed term as a being growing gradually from the earth, from an extract of certain elements of the earth, then by receiving nourishment from the objects of sustenance and being endowed with life, like all other living beings, taking the form of water, or watery clay or adhesive mud molded into shape in due proportions as a life germ, a leech like clot of congealed blood, growing into a lump of flesh, further developing into bones, and finally emerging as a new creation. A human being in two sexes gifted with hearing and sight , intelligence and affection, destined to become Allah’s vicegerent on earth, decreed to die one day, and destined to be raised again on the Day of Resurrection. In reality, man is the highest of all the creation Allah has created him in the most beautiful of moulds. He is born with the divine spirit breathed into him. Human perfection, therefore, consists in being dyed in divine color – in the fullest achievement and Assimilation of divine attributes, for Allah desires nothing but the perfection of His light, the perfection of these attributes in man. The sole aim of man therefore is a progressive achievement of all divine attributes. Allah is always near man nearer than his jugular vein.

Soul

The soul of man is of divine origin because Allah has breathed a bit of His own spirit into him. It is a deep mystery, a command of Allah, of the knowledge of which only a little has been communicated to man. The conscious self or mind is of three degrees. In the first degree it is the impulsive mind (nafs ammarah) which man shares with animals; In the second degree it is the careful or morally conscious mind (nafs lawwamah) struggling between good and evil and regretful for the evil done; in the third degree it is the mind perfectly in tune with the divine will, the mind in peace (nafs mutma”innah).
Man’s Power

Allah has subjected for the use of man, everything in the heavens and the earth – the sun and the moon, day and night, winds and rain, the rivers and the seas and the ships that sail, pearls and corals, springs and steams, mountains, moisture, and pastures, and animals to ride and grain and fruit to eat.

Free-will

Allah has given man the will to choose, decide, and resolve to do good or evil. He has endowed him with reason and various impulses so that by his own efforts he may strive and explore possibilities. He has also given him a just bias, a natural bias towards good.
Besides this He has given him guidance through revelation and inspiration, and has advised him to return evil with good, to repel it with what is best (ahsan). He never changes the gracious benefits which He has bestowed on a people until they change themselves. Therefore, whatever good comes from man or to man is ultimately from God. On the other hand, his nature has a bias against evil, his reason is opposed to it, and he has been given a warning against it through the revealed books; therefore, whatever evil comes from him or to him is from his own soul. If God had willed He would have destroyed evil or would not have allowed it to exist, and if it were His will, the whole of mankind would have had faith, but that is not His plan. His plan predicts man’s free use of the divine attribute of power or freedom to choose, and take all precautionary measures to suit different situations because in the beneficial scheme man’s role is not that of blind, deaf, dumb and driven herd of goats.

Death

Death of the body has been decreed by Allah to be the common group of mankind. Wherever a man is, death will overtake him. Every soul shall be given a taste of death and in the end brought back to Allah and duly judged on the Day of Judgment, and only he who is saved from fire will admitted to paradise; it is than he will have attained the goal of his life.

Life after Death

For everyone after death there shall be an interval lasting till the Day of Resurrection. On that day all the dead shall be raised up again. Even as Allah produced the first creation, so shall He produce this new one? We do not know in what form we shall be raised, but as a parable the Quran describes the Day of Resurrection as follows:

“On that day there shall be a dreadful commotion. The heaven shall be rent asunder and melted like molten brass. The sun folded up and the moon darkened shall be joined together, and the stars shall fall, losing their luster. In terrible repeated convulsions, the earth shall be shaken to its depths and pounded into powder. The mountains shall crumble to atoms flying hither and thither like wool, the oceans shall boil over, there shall be a deafening noise, and the graves shall be turned upside down”.
All shall fully remember their past deeds. Any one who would have done an atom of good shall see it and anyone who will have done an atom of evil shall see it. They will have neither a protector, nor an intercessor except Allah They shall all now meet their lord. The scale of justice shall be set up. All in proportion to their respective deeds and for a period of longer and shorter shall go to the state of pain and sorrow, designated in the Quran as hell, and the righteous saved from hell shall enter a state of perpetual peace, designated as paradise.

CONCEPT OF KNOWLEDGE IN ISLAM

Knowledge can be defied as “The state or fact of knowing.”
Man alone has been given the capacity to use names for things and so has been given the knowledge which even the angels do not possess. When angels questioned the superiority of Adam, it was his knowledge which made the angels admit the fact and bow down to him as ordained by Allah.

“He imparted knowledge to man which He did not do to angels”

Islam is the religion of knowledge. The first aayah of the Quran to be revealed enjoined reading which the key to knowledge is. Allah says:

“Read! In the Name of your Lord Who has created (all that exists). He has created man from a clot (a piece of thick coagulated blood). Read! And your Lord is the Most Generous. Who has taught (the writing) by the pen. He has taught man that which he knew not” [al-‘Alaq 96:1-5]
According to the Quran, the first teaching class for Adam started soon after his creation and Adam was taught 'all the Names'. Allah created man and provided him with the tools for acquiring knowledge, namely hearing, sight and wisdom. Allah says:
“And Allâh has brought you out from the wombs of your mothers while you know nothing. And He gave you hearing, sight, and hearts that you might give thanks (to Allâh) [al-Nahl 16:78]

Because of the importance of knowledge, Allah commanded His Messenger to seek more of it. Allah says:

“And say: ‘My Lord! Increase me in knowledge” [Ta-Ha 20:114]

Islam calls us to seek knowledge. The Prophet (SAW) made seeking knowledge an obligation upon every Muslim. He said that;

“The scholars are the heirs of the Prophets and that the Prophets did not leave behind dinars and dirhams (i.e., money), rather their nheritance was knowledge, so whoever acquires it has gained a great share”.

The Prophet (SAW) aid that seeking knowledge is a way to Paradise. He (SAW) said:

“Whoever follows a path in the pursuit of knowledge, Allah will make a path to Paradise easy for him.” (Narrated by al-Bukhaari, Kitaab al-‘Ilm, 10)

Islam calls us to learn all kinds of beneficial knowledge. Branches of knowledge vary in status, the highest of which is knowledge of sharee’ah, then knowledge of medicine, then the other fields of knowledge.

The best of all branches of knowledge are the sciences of sharee’ah through which man comes to know his Lord, and his Prophet and religion. This is the knowledge with which Allah honored His Messenger; He taught it to him so that he might teach it to mankind.

Knowledge brings a great reward. When the knowledgeable person dies, his reward with Allah does not cease when he dies, rather it continues to increase so long as people benefit from his knowledge. The Prophet (SAW) said:

“When a man dies, all his deeds come to an end except for three – an ongoing charity, beneficial knowledge or a righteous son who will pray for him.” (Narrated by Muslim, 1631)

The first and most crucial obligation on us is to acquire knowledge and secondly to practice and preach this knowledge. No man becomes truly a Muslim without knowing the meaning of Islam, because he becomes a Muslim not through birth but through knowledge. It is impossible for us to be a Muslim, and at the same time live in a state of ignorance. If we are blessed with the light of knowledge we will be able to see plainly the clear path of Islam at every step of our lives. We shall also be able to identify and avoid the dangerous paths of Kufr, Shirk Knowledge is follow and practiced with modesty and humility and leads to beauty and dignity, freedom and justice.
The main purpose of acquiring knowledge is to bring us closer to Allah. It is not simply for the satisfaction of the mind or the senses. Knowledge must be linked with values and goals.

Ibn Qayyim al-Jawziyyah- rahimahullaah said that knowledge can be gained by six etiquettes of learning "These are six stages to knowledge:
Firstly: Asking questions in a good manner.
Secondly: Remaining quiet and listening attentively.
Thirdly: Understanding well.
Fourthly: Memorizing.
Fifthly: Teaching.
Sixthly- and it is its fruit: Acting upon the knowledge and keeping to its limits."

The first revelation that the Prophet Muhammad (SAW) received starts remarkably with special emphasis on the importance of knowledge:

“Read! In the name of thy Lord and Cherisher, Who created; Created man, out of a (mere) clot of congealed blood ; Proclaim! And thy Lord is Most Bountiful; He Who taught (the use of) the pen; Taught man that which he knew not.” (96:1-5)

Prophet Muhammad (SAW):

“The ink of the scholar is more holy than the blood of the martyr”.
Among men those who are granted wisdom are indeed granted great good.

Degree of knowledge

Knowledge can be gained by three degrees;

(i) Knowledge by inference (Ilm al-Yaqin)

The first type of knowledge depends either on the truth of its conjecture as in deduction, or it is only probable as in induction. There is greater certitude about our knowledge based on actual experience (observation or experiment) of phenomena.

(ii) Knowledge by perception (Ain al-Yaqin)

The second type of knowledge is either scientific knowledge based on experience or historical knowledge based on reports and description of actual experiences. Not all reports are trustworthy. Therefore, special attention should be paid to the character of the reporter. If he is a man of shady character, his report should be carefully checked.
Scientific knowledge comes from the study of natural phenomenon. These natural phenomena are signs of God, symbols of the Ultimate Reality or an expression of the Truth, a human behavior is the expression of the human mind. Natural laws are the set ways of God, in which there is no change.

(iii) Knowledge by personal experience or intuition (Haq al-Yaqin)

God reveals His signs not only in the experience of the outer world (afaq) and its historical vistas, but also through the inner experience of minds (anfus). Thus, the inner or personal experience is the third source of knowledge. Experience from this source gives the highest degree of certitude. Divine guidance comes to His creatures in the first instance from this source. The forms of knowledge that come through this source are (1) divinely-determined movement – movement determined by natural causes, as in the earth, and the heavens (2) instinct, e.g., in the bee to build it cell (3) intuition or knowledge by the heart (4) inspiration as in the case of Moses’ mother when she cast her tenderly suckled child into the river, and (5) revelation as in the case of all true prophets, God’s messengers.
It may be said that Islam is the path of "knowledge." No other religion or ideology has so much emphasized the importance of 'ilm. In the Qur'an the word 'alim has occurred in 140 places, while al-'ilm in 27. In all, the total number of verses in which 'ilm or its derivatives and associated words are used is 704. The aids of knowledge such as book, pen, ink etc. amount to almost the same number. Qalam occurs in two places, al-kitab in 230 verses, among which al-kitab for al-Qur'an occurs in 81 verses. Other words associated with writing occur in 319 verses. It is important to note that pen and book are essential to the acquisition of knowledge. The Islamic revelation started with the word iqra' ('read!' or 'recite!').
CONCEPT OF VALUE IN ISLAM
Values can be defined as “those things that are important to or valued by someone”. That someone can be an individual or, collectively, an organization. One place where values are important is in relation to vision. Values are what we, as a profession, judge to be right. They are more than words-they are the moral, ethical, and professional attributes of character. Values determine what is right and what is wrong.
There are some basic values in Islam and Islam preaches to that. A human being cannot live without these basic values. Individuals and states are advised to protect or at least to respect these basic values.
(i) Life
Allah is living one Himself and gives life to others. The moral laws pronounced in the Quran are life giving and life enriching and, therefore, by living in this world in accordance with these laws man is able to realize one of Allah’s attributes. Allah says:
“If anyone saved a life, it would be as if he saved the life of the whole people”.
In other words, physical self means all those that could provide a healthy body to lead a purposeful life. Islam holds the human soul in high respect. In Islam all men are equal, regardless of color, language, race, or nationality and consider the attack against innocent human beings a vital sin; this is emphasized by the following Quranic verse:
“Whoever kills a human being for other than manslaughter or corruption and mischief in the earth, it shall be as if he had killed all mankind, and whoever saves the life of one, it shall be as if he had saved the life of all mankind. Our messengers came unto them of old with clear proofs (of Allah's Sovereignty), but afterwards lo! Many of them became prodigals in the earth” (the Quran, 5: 32).
Allah created life to test which of the people are best in point of deed. The present world is a place of sojourn and a place of departure. In fact, life on this earth is a preparation for the life hereafter.
(ii) Religion
Religion is considered as a basic value or fundamental right of every individual. One is free to practice the religion of his choice. There should not be any compulsion in choosing one's religion, nor obstruction to practice it. The religion is for providing guidance, peace, harmony, comfort and purpose in life. The religion is for teaching man to uphold truth, justice, and all the virtues. The religion is for teaching man to avoid the vices. There is no compulsion in Islam; Islam came with the just word of our creator. Allah says:
"Let there be no compulsion in religion: Truth stands out clear from Error.” (Quran 2:256)
(iii) Eternity

This attribute in its fullness is exclusively Allah’s. Man is created within time for a stated term; yet, he has within himself a deep desire of eternity and for a kingdom that never fails or ends. The way is open for the finite and temporal man to attain life everlasting.

(iv) Unity

The greatest emphasis in the Quran is on the unity of Allah. Faith in Allah is the necessary prerequisite of moral life, but it should not be mere verbal acceptance; it must be accompanied by good deeds, implying an attitude of mind which is motivated by a complete submission to Allah’s will. All believing men and women are truthful in their words and deeds.
This ideal of unity also implies peace and harmony among members of a family. Unity also implies that members of a national or ideological group should develop ties of close relationship among themselves so that the ideal of an organic whole may be realized in a broader context. The Quran says that

“All Muslims are brothers and have great love and affection among themselves”.

It is as a consequence of this attitude of tolerance that according to the Quran

“All those who believe in Allah and the last day and practice righteousness whether they are Muslims, Jews or Christians shall get their reward from their Lord’.

Mankind was created from a single pair of a male and a female and from a single breath of life. All people are equal members of the human community; the only distinction recognized by the Quran is based on the degree of righteousness possessed by people.

(v) Power

God breathed His Spirit into a human being and made him His vicegerent on the earth. Everything in the universe was created subservient to him, even the angels were ordered to bow down to him. He has all the faculties that are necessary for his physical and spiritual development and can pass beyond the limits of the heavens and the earth with the power given to him by Allah.

He is given the power to distinguish between good and evil and therefore, he alone is responsible for what he does. He is endowed with freedom of action, but his freedom is limited by the free causality of Allah. His responsibility is proportionate to his powers, he has been shown the path of righteousness and it is up to him to accept its lead or reject it.

The ideal of power demands that in order to establish a state on the basis of peace, freedom of thought, worship, belief, and expression, the morally orientated individuals will have to strive hard.

Those who clearly persevere in the path of righteousness will be in possession of a determining factor in all the affairs of this life and will be above small weaknesses. Those who are firm and steadfast will never lose heart, nor weaken in will, nor give in before the enemy. A small band of steadfastly preserving people often conquers a big force. Similarly, trust in Allah is the moral quality of all believers.

(vi) Truth or Wisdom

Wisdom as a human ideal stands for mans search for knowledge or truth. It is something which is distinguished form conjecture or imperfect knowledge and mere believe. Different stories are related in the Quran, several similitude and signs pointing to reality are detailed and explained, so that people may reflect and think over things. It is the characteristic of the righteous that they not only celebrate the praises of Allah, standing, sitting and laying down on their sides, but also contemplate and ponder over the different phenomena of nature. The people are therefore, advised repeatedly to look at and observe the phenomena of nature pondering over everything in creation to arrive at the truth.

(vii) Knowledge

God is all knowledge. He is the Truth. He witnesses all things. Really, nothing on the earth or in the heavens is hidden from Him, not even as much as the weight of an atom. On the earth and in the sea not even a leaf does fall without His knowledge. He is full of wisdom. He understands the finest of mysteries. No secrets of the heart are hidden from Him, for He has full knowledge of all things, open or secret. He knows and would call us to account for what is in our minds, whether we reveal it or conceal it.

(viii) Justice

Allah is the best to judge and is never unjust. He does not deal unjustly with man; it is man that wrongs his own soul. On the Day of Judgment, He will set up the scales of justice and even the smallest action will be taken in to account. He is swift in taking account, and punishes with exemplary punishment. For those who refrain from wrong and do what is right there is great reward. Divine punishment is equal to the evil done.

(ix) Love

Islam, emphasis on the basic values of love. God is loving and He exercises His love in creating, sustaining, nourishing, sheltering, helping, and guiding His creatures; in attending to their needs, in showing them grace, kindness, compassion, mercy, and forgiveness, when having done some wrong, they turn to him for that; and extending the benefits of His unlimited bounty to the sinners no less than to the virtuous. It is therefore, befitting for men to be overflowing in his love for God and be thankful to Him for His loving care.

(x) Goodness

“Allah is all good, free from evil (Quddus). He is also the source of all good and worthy of all praise.”

Goodness is an attribute of Allah and therefore, it becomes the duty of every person to obey his own impulse to good. He should do good as Allah has been good to all and love those who do good. Believers hasten in every good work as all prophets were quick in emulating good works so all people are advised to strive together towards all that is good.

(xi) Beauty

Allah posses most beautiful named and highest excellence and creates everything of great beauty. Man is created in the best of moulds and is given a most beautiful shape. Allah created the universe with beauty

“Allah is beautiful and loves the beautiful.".
He created all beauties for humanity. The sun, the moon, everything that we see. He created for people to live beautifully, and He is giving good energy through all of it. If people know how to use this well, then they will find this beauty, and they will beautify their lives. If they are not able to find this beauty, then this beauty in them will become negative, and this example of paradise, this life, will turn into fire.
Allah did not create anything bad. He created everything as good and beautiful. He has given everything to the service of humanity. There is not one thing that will serve else as humanity. Everything that is done, everything that we see, is serving humanity. If we see these truths, these realities, then we will walk towards the Reality, and we will find beauty. Allah has revealed the most beautiful message in the form of a book and given the best of explanations in the revealed books we are, therefore, advised to follow the best of revelations from Allah.
In short, “Allah is omnipresent and every thing in this world has to prostrate Allah”.
Also,
“Science has proved that the voice which comes from heartbeat is LUBDUB…. But now they analyze that it is RUB RUB (ALLAH ALLAH). RUB is Arabic word which means One Who made journey of LIFE”.

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REFERENCES



M. M. Sharif. 2004. A History of Muslim Philosophy. Vol. I. Pakistan Philosophical Congress. 136-165.
Rizavi, S. S. 1986. Islamic Philosophy of Education. Malik Faiz Bakhsh (Secretary) Institute of Islamic Culture, Lahore. 65.
Akgunduz, A. 2008. Norms and Values in Islam. www.islamicuniversity.nl. Islamic University Rtterdam Aelbrechtskade. 100-3023.
http://www.al-islam.org/al-tawhid/islam-know-conc.htm

www.sherifbaba.com

www.google.com

http://en.wikipedia.org/wiki/Islam

http://www-users.york.ac.uk/~socs343/khutbah_pdf/KNOWLEDGE.pdf



Theory of Learning, “Operant Conditioning"

by Nazneen Shah
Theory of Learning, “Operant Conditioning” by B.F Skinner

Learning: What goes in the process of learning? How do we learn?

There are various theories which throw light on the phenomenon of learning. Each theory with its systematic body of knowledge explains the nature and process of learning. These theories represent broad principles and techniques of learning. These theories also put forth various methods of learning and suggest the teacher and learner to take proper steps for the effective learning.

Modern learning theories maybe classified into two broad types, namely:
A) Stimulus response- associationist type of learning theory.
B) Gestalt field or field cognitive type of learning theory.

A) S-R associationst type of theory interprets learning in terms of the change in behavior of the learner brought about by association of the response to a series of stimuli. The chief exponents of this type of theories are:
1. Edward L. Thorndike: his idea and system is called “connectionism”, “Trial and Error” or “S-R learning theories.
II. John B. Watson and Evan Petrovich Pavlov: their idea and system is known as classical condition.
III. Burrhus Frederic Skinner is called “Operant conditioning”

None of these theories are said to be complete in all aspects for explaining the phenomenon of learning. Each one of them gives partial description. For example one theory is good in explaining the learning process in one situation while the others hold equally good in the other different situations

Trial and Error or S-R Learning theory

Thorndike put a hungry cat in a puzzle box. There was only one door for exit which could be opened by correctly manipulating a latch. A fish was placed outside the box. The smell of the fish worked as a strong motive for the hungry cat to come out of the box. Consequently the cat made every possible effort to come out. It tries to squeeze through every opening, it claws and bites at the bars or wires. In this way, it made a number of random movements. In one of the random movement, by chance the latch was manipulated. The cat comes out and got its reward response. Now it was able to open the door without any error or learnt the way of opening the door. This experiment sums up the following stages in the process of learning.

Drive: hunger intensified with the sight and smell of the food i.e. smell of a fish.

Goal: To get the food by getting out of the box.

Block: The cat was confined in the box with a closed door.

Random movements: the cat persistently tried to get out of the box.

Chance success: As a result of these striving and random movements, the cat, by chance, succeeded in opening the latch

Selection: (of proper movement) gradually the cat recognized the correct opening way by manipulating the latch out of its random movements

Fixation: At last the cat learned the proper way of opening the door by eliminating all the incorrect responses and fixing only right response. Now it was able to open the door without any error

Thorndike named the learning of his experiment as “Trial and Error” He maintained that the learning is nothing but the stamping in of the correct responses and stamping out of the incorrect responses through trial and error. In trying for the correct solution the cat made so many vain attempts. It committed errors and errors before getting success. On subsequent trial, it tried to avoid the erroneous ways and repeat the correct ways of manipulating the latch. Thorndike called it “learning by selecting and connecting” as it provides an opportunity for the selection of the proper responses and connect or associate them with appropriate stimuli. In this reference Thorndike has written “Learning is connecting. The mind is man’s connection system”

Evan Patrovich Pavlov’s “Classical conditioning” learning theory

Pavlov gave birth to a new theory of learning known as conditioned response theory or simply as learning by conditioning.

Experiment: In one of the experiments, Pavlov kept a dog hungry for the night and then tied him on to the experimental table which was fitted with certain mechanically controlled devices. The dog was made comfortable and distractions were excluded as far as it was possible to do so. The observer kept himself hidden from the view of the dog but able to view the experiment by means of a set of mirrors. Arrangements were made to give food to the dog through automatic devices. Every time when food was presented before the dog, he also arranged for the ringing of a bell. When the food presented before the dog and the bell was rung, there was automatic secretion of saliva from the mouth of the dog. The activity of presenting the food accompanied with a ringing of the bell was repeated several times and the amount of saliva secreted was measured.

After several trials, the dog was given no food but the bell was rung. In this case also the amount of saliva secreted was recorded and measured. It was found that even in the absence of food (the natural stimulus), the ringing of the bell (an artificial stimulus) caused the dog to secrete the saliva (natural response)

It considers the learning as a habit formation and is based on the principle of association and substitution. It is simply a stimulus-response type of learning where in place of a natural stimulus like food and water etc, the artificial stimulus like sound of the bell, can evoke a natural response. When both the artificial or neutral stimulus (ringing of the bell) and natural stimulus (food) are brought together, several times, the dog becomes habituated or conditioned to respond to this situation. There becomes perfect association between the types of stimuli presented together. As a result, after some times natural stimulus can be substituted or replaced by an artificial stimulus and this artificial stimulus is able to evoke the natural response.

Diagrammatic Presentation of the Experiment

Natural Stimulus Natural response
(Presentation of food) (Salivation)
S1 R2


S2 R2
Artificial Stimulus General Alertness
(Ringing bell)

Experiment No 2. In one of the experiment done by Watson, the subject was the human baby of eleven months. The baby was given a rabbit to play. The baby liked it very much and was pleased to touch its fur. He watched carefully the pleasant responses of the baby. After some times in the course of the experiment, a loud noise was produced to frighten the baby. As soon as the baby touched the rabbit the baby was frightened. Each time when he wanted to touch the rabbit, the loud noise was produced and he gave fear response.

From these experiments, Watson and Pavlov concluded that all type of learning can be explained through the process of conditioning. What is this process?
It is a learning process by means of which artificial stimulus is able behave like a natural stimulus when both natural and artificial stimulus are presented together. In this type of learning, association plays a great role since the individual responds to an artificial stimulus because he associates it with the natural stimulus

Burrhus Frederick Skinner (1904-1990) was born in Susquehanna Penensyvanian railroad town closed to the New York State border.

At school and College, skinner was interested in literature and biology and considered becoming a poet and novelist. However he becomes interested in psychology after reading books by Pavlov and Watson. He enrolled at the psychology department at Harvard University gaining a PhD degree in psychology in 1931. In1948 he joined psychology department in Harvard University there he remained professionally active until his death in 1990.

During World War II Skinner participated in a government research project, the result of which were not made public until 1959. He had been conditioning pigeons to pilot missiles and torpedoes. The pigeons were so highly trained that they could guide a missile right down into the smokestack of navel destroyer

Skinner’s Experiments regarding ‘ operant conditioning’

B.F Skinner conducted a series of experiment with animals. For conducting the experiments with rats, he designed a special apparatus known as Skinner’s Box. It was a much modified form of the puzzle box used by Thorndike for his experiments with cats. The darken sound proof box mainly consists of a grid floor, a system of light or sound produced at the time of delivering a pallet of food in the food cup, a lever and a food cup. It is arranged so that when a rat (hungry or thirsty) presses the lever the feeder mechanism is activated, a light or a special sound is produced and a small pallet of food or small drops of water is released into the food cup. For recording the observation of the experiments, the lever is connected with a recorder system which produces a graphical tracing of the lever pressing against the length of the time the rat is in box.

To begin with, Skinner, in one of his experiments, placed a hungry rat in the box. In this experiment pressing of the bar in a desirable way by the rat could result in the production of a click- sound acted as a cue or signal indicating to the rat if it respond by going to the food cup, it will be rewarded. The rat was rewarded for each of his proper attempts for pressing the lever. The lever press response having been a rewarded, was repeated and when it occurred, it was again rewarded which further increased the probability of the repetition of the lever press response and so on. In this way ultimately the rat learned the act of pressing the lever as desired by the experimenter
For doing experiments with pigeons Skinner made use of another specific apparatus called ‘pigeon box’. A pigeon in this experiment had to peck at a lighted plastic key mounted on the wall at head high was subsequently rewarded by receiving grain. With the help of such experiments, Skinner put forward his theory of operant conditioning for learning not only the simple responses like pressing of the lever but also for learning the most difficult and complex series of responses pressing of the lever or latch but also for learning the most difficult and complex series of responses.
Although classified and included in the category of conditioning, operant conditioning differs a lot from the classical conditioning advocated by Watson and Pavlov. The most outstanding difference lies in the order related with the initiation and response i.e. stimulus response mechanism. In classical conditioning the organism is passive. It must wait for something to happen for responding. The presence of a stimulus for evoking a response is essential. The behavior can not be emitted in the absence of a cause. The child expresses fear when he hears a loud noise; the dog waits for food to arrive before salivating. In each of such instances, the subject has no control over the happening. He is made to behave in response to the stimulus situations. Thus, the behavior is said to be initiated by the environment, the organism simply responds.
Skinner revolted against ‘no stimulus no response’ mechanism in the evolution of behavior. He argued that in practical situation in our life we can not wait for things to happen in the environment. Man is not a victim of the environment. He may often manipulate the things in the environment with his own initiative. Therefore, it is not always essential that there must be some know stimulus or causes of evoking a response. Quite often, most of our responses could not be attributed to the known stimuli. The organism itself initiates the behavior. A dog, a child, or an individual ‘does” something ‘behaves’ in some manner, it ‘operates’ on the environment and in turn environment responds to the activity. How the environment responds to the activity, rewarding or not, largely determines whether the behavior will be repeated, maintained or avoided.
From where Skinner got the cue for such ideas in a question that can arise at this stage. Definitely it was from the studies and observations of an earlier psychologist named Thorndike. Through his experiments, for propagating his famous trial and error theory of learning. Thorndike concluded that the rewards of a response (like getting food after chance success through the randomized movements) lead to the repetition of an act and the strengthening of S-R associations. These conclusions made Skinner begin a series of experiments to find the consequences of the rewards in repeating and maintaining behavior. Based on the findings of his experiments, he concluded that “behavior is shaped and maintain by its consequences”. It is operated by the organism and maintained by itself. The occurrence of such behavior was named as operant behavior and the process of learning, that plays the part in learning such behavior, was named by him as operant conditioning

Some concepts used by Skinner for bringing out his theory of learning---------- Operant conditioning.

Operant: Skinner considers an operant as a set of acts that constitutes an organism’s doing something e.g raising its head, walking about, pushing a lever, etc

Reinforcer and Reinforcement;
The concept of reinforcement is identical to the presentation of a reward. A reinforcer is the stimulus whose presentation or removal increases the probability of a response re-occurring. Skinner thinks to two kinds of reinforcers—positive and negative.
A positive reinforcer is any stimulus the introduction or presentation of which increase the likelihood of a particular behavior. Food, water etc, are classified as positive reinforcers. A negative reinforcer is any stimulus the removal or withdrawal of which increases the likelihood of a particular behavior. Electric shock, loud noise etc, are said to be negative reinforcers is the reinforcement operation schedule of gambling devices. Here rewards are unpredictable and keep the players well-motivated thou Operant: Skinner considers an operant as a set of acts that constitutes an organism’s doing something e.g., raising its head, walking about, pushing a lever, etc.

Reinforcer and Reinforcement: The concept of reinforcement is identical to the presentation of a reward. A reinforcer is the stimulus whose presentation or removal increases the probability of a response re-occurring. Skinner thinks of two kinds of reinforcers_____Positive and Negative.
A positive reinforcer is any stimulus the introduction or presentation of which increase the likelihood of a particular behavior, food and water are classified as positive reinforcers. A negative reinforcer is any stimulus the removal or withdrawal of which decreases the likelihood of a particular behavior. Electric shock, a loud noise, etc are said to be negative reinforcers.


The schedules of Reinforcement: Skinner put forward the idea of planning of schedules of reinforcement of conditioning the operant behavior of the organism.

1. Continuous Reinforcement Schedule: It is hundred percent reinforcement schedules where provision is made to reinforce or reward every correct response of the organism during acquisition of learning. For example, a student may be rewarded for every correct answer he gives to questions or problems put by the teacher.
2. Fixed Interval Reinforcement Schedule: In this schedule the organism is rewarded for a response made only after a set of interval of time e.g., every 3 minutes or every 5 minutes. How many times he has given correct response during this fixed interval of time does not matter, it is only on the expiry of the fixed interval that he is presented with some reinforcement.
3. Fixed Ratio Reinforcement Schedule: In this schedule the reinforcement is given after a fixed number of responses. A rat, for example, might be given a pallet of food after a certain number of level presses. The child solves five sums and he gets a chocolate.
4. Variable Reinforcement Schedule: when reinforcement is given at varying intervals of time or after a varying number of responses, it is called a variable reinforcement schedule. In this case reinforcement is intermittent or irregular. The individual does not know when he is going to be rewarded and consequently he remains motivated throughout the learning process in the wait of reinforcement. For example the card game and gambling, try and try again slogan, In classroom teaching learning VR schedule operates when student is not allowed to reinforce each time he raises his hand to answer a question, but the more often he raises his hand, the more likely he is to called upon by the teacher. Good marks and promotion may come at unpredictable time.

Defining Operant Conditioning. Operant conditioning refers to a kind of learning process where a response is made more probable or more frequent by reinforcement. It helps in the learning of operant behavior, the behavior that is not necessarily associated with a known stimuli.

The difference between the two types of conditioning

Classical respondent conditioning
Operant conditioning





Assessment of adolescence


 Key words;  Assessment of adolescence, Assessment, Definition of Assessment, Types of Assessments, Norm Referenced Assessment, Cognitive development in adolescence

 Introduction:
In the professional life of a teacher there are so many decisions that he or she makes which actually counts on informal class room observation. For example; discussion in the class, and inquiring questions of a student, interest shown in a particular topic or a subject, leads a teacher to make a lot of decisions like; which area of study needs more time, point out the students which need special attention and specifically in which area or which method of instruction will be more appropriate in a particular situation. All such kinds of decisions depend upon the observations which are made during the teaching learning process inside and outside the class room. Such decisions need systematic gathering of data based on careful and continuous observation. Besides this information other supplementary techniques of evaluation and testing are also used to make the related information more complete and authentic.
Other aspects of the current assignment are the adolescence period, if the whole life span of a person is roughly divided into stages we find the following stages:-

1. Infancy
2. Toddler
3. Child hood
4. Adolescence
5. Adulthood

Each of these stages is unique in all respects & needs unique instructions for cognitive social and emotional development. Therefore we must also adopt special assessment procedures to evaluate any particular stage in our discussion I have focused upon adolescence.
I will try my best to explain the problems which are faced while assessing the stage of adolescence.





Objectives:-

1. To explain the concept of assessment & adolescence.
2: To highlight the problems in assessing adolescence.

Assessment:

Assessment refers to the procedures used in apprising student learning. It incorporates both evaluations and measurement and is concerned with the processes involved in describing and reporting on the outcomes of learning and teaching. It can cover a broad range of learning out comes that is cognitive effective and social, from the simplest to the most complex. Assessment is defined as the collection, analysis’s, recording and communicating information about the out comes and learning and teaching (griffin and nix 1991)

Key Terms in Assessment

Definition of Assessment

Gathering, interpreting recording and communicating information about student achievement

Example: Planned observation, description and reporting of a students performance on a set task

Evolution
Making judgments about relative or absolute worth

Example :
Judging the quality (in terms of a standard criteria) of a sculpture submitted as part of final examination in visual arts

Measurement
Testing students performance using numerical values in form of scores

Example:
Counting the number of correct answers given by a student in a test of number fact and assigning a numerical value

Test
An assessment procedure used systematically to measure a sample of behavior

Exmaple:
On Friday students will be required to complete 20 questions based on material covered in this weeks mathematics lessons


Types of Assessments

Since there are different aspects of human personality which can be assessed according to there own specific need. Therefore we have different types of assessment depending upon purpose and function.

1: Norm Referenced Assessment

Used to compare the performance of individuals or groups with the performance of a comparable group on the same task. A norm is the mean or average performance of a group of people.

2: Criterion Referenced Assessment

In this type of assessment the achievements of the students are compared against a specified criterion or standard

3: Curriculum Based Assessment

Here the individual students’ performance is compared with curriculum goals. Curriculum based assessment can be used to diagnose students strength and weaknesses, and to plan for future teaching program. This type of assessment is usually carried out by classroom teacher for the purpose of

· Obtain information about the level of students entry skills so as to decide where to place them with in the curriculum
· Defining and planning appropriate teaching objectives
· Determine the degree to which these objectives are met by monitoring students progress through an instructional sequence
· Evaluating and refining teaching techniques

4: Ipsative Assessment

In this type of assessment an individual current achievements are compared with the pervious achievement of the same individual.



How do we assess?

As mentioned earlier assessment depends upon the purpose and function. Therefore when an assessment programme is designed a teacher has to collect many different types of information regarding the student being assessed. These in formations may range from very informal observations to highly structured and formal achievements or aptitude tests. The following major steps are undertaken while designing an assessment programme:-

1. Gathering information.
2. Technical interpretation of information.
3. Recording and reporting assessment results.


· Gathering information:-

For any assessment model information about the students are collected from various aspects including observation recording learning directly and mapping progress through students work products that contain examples of the student’s work.
In formations are collected by various means like:-

· Direct observation.
· Portfolios
· Anecdotal records
· Checklists
· Interviews
· Sociograms

1. Direct Observations:-
Direct observation is a practical way to collect information about student’s behavior in natural settings. Information derived from direct observation can be recorded in the form of anecdotal records, diaries & checklists. This technique is used to understand what is happening in the class room focused in individual students, on a small group of students or on a specific aspect on a class room activity. When direct observation is used as part of an assessment process, is usually more structured and purposeful and any behavior observed more systematically.

2. Portfolios:-
A portfolio is a collection of samples of a student’s work that can be used to assess student’s progress over a term or year by comparing after the fact, samples of work taken from different stages throughout the given period. They are often used for self assessment, parent teacher conferences & parent teacher child conferences.

Student’s performance:-
The progress of a student engaged in complex tasks like music, drama, physical education & design cannot be assessed through traditional methods. These areas of student’s performance can only be assessed through performance assessment involving on the spot evaluation of student’s demonstrating their mastery of a task.

3. Anecdotal records:-
Anecdotal records are objective description of behavior at a particular time & place recorded as soon as possible after the behavior has occurred. Teachers often find it helpful to keep brief notes about any unusual or significant occurrence during the school day. Such notes can be useful in documenting the actions of a particular child whose behavior is causing concern, intervention, report writing or discussion with parents.
Anecdotal records are most often used in early childhood settings & in situations involving children who are having social emotional or behavioral problems.

4. Checklists:-
Checklists are often used by teachers to collect information about easily observed behavior such as motor skills. Checklist comprises a list of description of specific behavior that can be systematically identified and tailed by observers as they occur during a specified time period.

Rating scale:-
Rating scales are similar to checklists but they have the added advantage of including a quantitative component in the resulting judgment. Instead of simply recording the occurrence of specified behavior (yes/ no), a value judgment is also made about the behavior as the record is compiled usually on a scale of 1-10.



5. Interviews:-
An interview is a form of observational assessment. Interviews maybe formal or informal, structured or unstructured. A formal or a structured interview using a defined procedure and a prepared set of questions is used in many intelligence tests where respondents are given precise instructions about the procedure to be followed. An informal or unstructured interview has no set procedures or questions and the interviewer is free to interact with the interviewee in a natural, conversational way. Informal interview technique is used to collect information about the way people think and solve problems.

6. Sociograms:-
Sociograms are used by teachers to assess a class group’s social structure. It is a graphical depiction of the pattern of interactions among group members. For example; children can be asked to write down the name of their best friends or the child they would like to sit next to, work with, play with or asked to a birthday party. These choices can be depicted graphically in the form of sociograms.


· Technical interpretation of information:-

In this step of the assessment design it is important to know that the type of assessment to be used and the way in which data is collected, one needs to be aware of the technical aspects of the assessment model which is applied. One needs to ensure that the procedure used should be reliable valid and fair.

Reliability:-
Reliability refers to the consistency of measurement that is how consistent test scores or other assessment results are from one measurement to another. Reliability can be defined as “as the extent to which a test or measuring device obtains the same result when used on successive occasions.”
Reliability refers to the results obtained with an evaluation instrument and not to the instrument itself. Any particular instrument may have a number of different reliabilities depending upon the group involved and the situation in which it is used. Thus it is more appropriate to speak of the reliability of the “test scores” then of the “test or instrument”.


Validity:-
Validity refers to the appropriateness of the interpretations made from test scores and other evaluation results with regard to a particular use. Validity is always concerned with the specific use of the results and the soundness of our proposed interpretations. Validity can e defined as “the extent to which a test or measurement device measures what is intends to measure”. For example if a test is used to describe a pupil achievement we should like to be able to interpret the scores as a relevant and representative sample of the achievement domain to be measured. If the results are to be used to predict pupil’s success in some future activity, we should like put interpretations to be based on as accurate an estimate of future success as possible.


· Recording and reporting assessment results:-

Having decided what should be assessed and how this information will be collected, the next step is to decide how the results of assessments should be recorded and then reported to students, parents and other interested stake holders. This step involves two activities:-

1. Recording
2. Reporting.

1. Recording:-
Once data on the student’s performance have been collected, decision must be made about the way in which this information is recorded so it can be easily retrieved and used at a later date.
The type of information collected for assessment purposes maybe statistical. For example marks, grades, records of attendance & standardized test scores etc. Informal notes, other information including reports from previous teachers, students self assessment. The different types of information is collected at different time of the school year so a time table may be setup for the completion of specific tasks, so decisions have to be made about who will complete which task and how data will be recorded. Relevant material maybe assembled in a portfolio or a record of achievement can be created containing detailed information about all aspects of student’s life at school.




2. Reporting:-
How assessment information is reported is influenced by the reports purpose and the audience. The main consumer of information about students achievements are teachers, parents, students and administration. The New South Wales department of school education “identified three ways reporting” as a useful strategy for reviewing student achievement. Such reporting maybe in the form of student’s take home examples of their work that has already been assessed and commented on by the teacher and student. Parent can then respond in turn with their own comments on the child’s work.

Adolescence
The word adolescence comes from the Latin word “adolescere”meaning to grow up or to grow into maturity.
(Muuss, 1982, page 4)
As it is generally used today adolescence refers to the period of life between child hood and adulthood, roughly corresponding to the teen age years. However the meaning of adolescence and the age at which it begins and ends differ from one part of the world to another.

Beginning of adolescence tends to be defined primarily, by the individual’s biological age. Secondly the ending of adolescence is most readily defined by the person’s social age. (Schlegel & Barry, 191, page 10)

Beginning of the adolescence:
The indicator used to determine the beginning of adolescence is the “biological age” which is measured by biological science like skeletal maturity development of pubic hair, breast development or genital growth which are closely related to hormonal changes or more accurate markers of beginning of adolescence.

Ending of adolescence:
The indicator used to determine the ending of adolescence is the “social age” which is measured by social indicators such as “right to vote” & “be tried as an adult for criminal offence.” This indicator represents the beginning of adulthood and end of adolescence.
The concept of adolescence can be easily understood through the idea of “transition” during the human life span. In the most general sense, the concept of transition refers to a period of change, growth and disequilibrium that serves as a kind of bridge between one relatively stable point in life and another relatively stable, but different point. In that sense adolescence represents the transition between the physical, social and sexual immaturity of childhood to the physical, social and sexual maturity of adult hood. Thus adolescence is a period of change growth and disequilibrium in terms of physical social and sexual maturity. In addition, the concept of transition implies that the period of life is defined in the culture as an in between period: one is not a child, but is also not an adult. But a “marginal” person “they are people who belong neither here nor there standing between the groups” (Kurt Lewin, 1948, page 179)

Another additional distinction between these transitions is “on time and off time transitions”. All types of physical changes can occur either on time or off time but their effects will be different depending upon their occurrence on time or off time.

Specific tasks of adolescence:
Each individual has to perform a series of developmental tasks at various points in the life cycle. These tasks might be related to specific knowledge, skills, attitudes or functions that individuals are expected to acquire at a particular age. Education plays a very important role in helping a person to achieve these tasks. Most significantly at the “teachable moment” when the person is developmentally ready for the task. It is argued that each task needed to be accomplished in sequence and so each task depends on the successful achievement of the earlier tasks. If a task is not achieved at the appropriate time it maybe difficult or impossible to master it later or to progress on successfully to subsequent tasks.
(Havighurst, 1972, page 45-75)

Specified eight tasks during adolescent period:

1. Achieving new and more mature relations with age mates of both sexes
2. Achieving a masculine or feminine social role.
3. Accepting ones physique
4. Achieving emotional independence
5. Preparing for marriage and family life
6. Preparing for an economic career.
7. Acquiring a set of values and an ethical system as a guide to behavior ( developing and ideology)
8. Desiring and achieving socially responsible behavior.


Cognitive development in adolescence:
Major characteristics that mark the difference between the thinking of adolescents and younger children are:-

1. Thinking about possibilities.
2. Thinking through hypothesis.
3. Thinking ahead.
4. Thinking about thoughts.
5. Thinking beyond old limits.
6. Thinking based on experience.

1. Thinking about possibilities:
The adolescents are able to think about ideas and things that are not concretely present, can form connections between various possible alternatives and can even think about the impossible. Thus reality becomes only one example of all possible situations. Examples of such thinking might include; in physics a particle that has infinite mass and no size “a black hole”, in mathematics square root of minus 1 “ an imaginary number i”, in philosophy the concept that consciousness precedes self consciousness & in psychology the idea that an individual’s personality can have many facets. Of course adolescents do not always think abstractly, the point is that adolescents are able to think about possibilities in a way that younger children typically do not. This ability to think about possibilities affect many areas of the adolescents life like thinking about ones self, one’s sense of identity, political ideas and moral issues. It also affects relation with parents, peers ad vocational choice.

2. Thinking through hypothesis:
Closely related to thinking about possibilities is the ability to develop hypothesis and to test them. However hypothesis is possibilities that may turn out to be impossibilities. Testing hypothesis is the basis of scientific method. To conduct an experiment one must hypothesize not only what will confirm one’s predictions but also what will disconfirm them & then design an experiment to test the predictions. This cognitive skill involves discarding hypothesis that turn out to be incorrect, accepting hypothesis, that are confirm, and developing additional hypothesis to be tested. It provides adolescents with the ability to make predictions act on those predictions and modify their expectations based on empirical evidence. Of course this does not imply that adolescents actually do function this way but the point is that their cognitive abilities allow them the possibility of applying these skills in a wide variety of areas in their lives.

3. Thinking ahead:
Children begin tasks without first considering what the out come will be and without systematically developing a strategy for achieving the tasks successfully. Planning involves the cognitive ability to think about all of the steps that are required in sequence in the abstract before beginning the task. This ability to plan is important to understand a wide range of adolescent behavior.

4. Thinking about thoughts:
The abiltity to think about thinking also characterizes adolescent cognitive skills. For example “introspection” is frequently noted among adolescents. Activities such as keeping a diary, writing poetry, spending time alone thinking about one’s self and “long deep” discussions with friends all indicate the fascination that adolescents find in thinking about thoughts. Another aspect of this ability to think about thoughts is the adolescents growing skill in finding ways to improve study skills, memory & problem solving ability. This Meta cognition or the ability to think about cognition and awareness of knowledge, increases with age during adolescence and becomes more sophisticated.
Piaget defined this stage of cognitive development as the ability to perform operations on operations. This process involves using logic to analyze logic, formulating rules about rules, and comparing and contrasting ideas using more abstract, higher order ideas.

5. Thinking beyond old limits:
Once the adolescent thinking ability is free from concrete reality and able to consider all manner of abstract possibilities, its scope increases greatly in the breadth of topics that are thought about. Adolescent can question reality and the way social physical and emotional issues have been seen before. Thus political questions religious beliefs moral issues and personal relationships maybe evaluated, questioned and debated. The act of challenging old ideas can be stimulating and occasionally enjoyed for the newness of the skill itself. This ability may provide an important source of intellectual ferment and even political change as young people think about important social issues.

6. Thinking based on experience:
As a result of greater experience and skill in selected domains, adolescents are able to solve problems similar to those they have dealt with in these domains previously. Consider also the cognitive skill of mapping that involves recognizing a relation ship between objects or events for example children are cable of inference but not of mapping until about the fourth grade. The ability to perform higher order mapping that involves recognizing a functional relationship between a relationship and an object or event is the characteristic of an adolescent.

Now at this stage of our discussion when we have build some idea about the assessment procedures the difference among assessment evaluation and measurement and understanding of the unique nature of the adolescence period we come to the problems associated with the assessment of this unique life stage; “the adolescence”.

Problems in assessing adolescence:
Basically there are three main problems:
1. Procedural problems
2. Age related problems
3. Adaptation problems of assessment procedures in adolescence period

Procedural problems:
While assessing the adolescents teachers face the following procedural problems:
1. Concept clarification problems
2. Model selection problems
3. Data collection problems
4. Problems involving technical interpretation
5. Recording and reporting problems
6. Implementation problems

Age related problems:
1. Special needs of adolescents
2. Social sphere related problems
3. Behavioral problems
4. Problems related to cognition in adolescents
5. Maturity problems


Adaptation problems of assessment procedures in adolescence period:

1. Lack of specialized teachers.
2. Selection of more appropriate selection model
3. Modifications in the selected model to meet the special needs
4. Misunderstanding the adolescent

Purpose of Administration

By Sultan Muhammad

Administration is derived from Latin word ministiare which mean to serve, so administration mean to serve. In broad view it mean to support the people in an organisation to help them to achieve there goals. In other words it is the art of managing organisation resources and provides support to those who needed to achieve the aims and objective of organisation.

s with stafIn organisation Administration is not the end, but it is to help the organization in implementation the plan to achieve the goals. With out good administration an excellent plan could end in Garbage, so as the money. As in the example of Pakistan, we can see that in planning and formulating the plan. And we produce excellent plans but we have not the skill or the will to implement them with the right sprit. While in the other hand other countries like Korea opt for our plans and they implemented with right sprit today they are role model in 3rd world countries even for us.

A good administration means the skill to implement the laws of the organisation in a way that it helps the organisation to achieve the goals. Good administration require in time decision making skill, so the operation go smooth. The other factor which are very necessary for good administration, The Administrator. How administrator run his day to day activities, how he deal, does he have the communication skills and nerves to deal in complex situations?

Today we have different types of administration in different filed. All differ from filed to field. Every organisation have their own way of administration to reach their goals by supporting there professional staff and to communicate the line agencies.

In educational administration the aim of the organisation is to organise the administration at different level of organisation to help the staff to achieve their aims which lead to the goal of organisation to facilitate the educational institutions to provide better education.

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Neurophysiology of Learning

By Farzana Bukhari


TABLE OF CONTENTS
1. Definition of Neurophysiology and learning
2. Historical background
3. The nerve cell
4. Thy synapse........
All the or none principle..
5. General structure of central nervous system ........
a. Parts of Brain.............................
b. Four lobes of cerebral hemisphere...............
c. Afferent and Efferent nerve tracts...................
6. Level of Arousal and the arousal system...........
7. Delays in nervous system and mediating process.......
8. Fatigue..................................
9. The Autonomic nervous system...............
10. Neurological patents...............................
11. Consolidation of memory traces.............
a. Types of memory with relation to time.........
12. Capacity, practice, motivation, understanding,

transfer of learning and training, forgetting.

NEUROPHYSIOLOGY OF LEARNING:

Neuro Physiology.
Neuro means nervous system, physiology means function. So neurophysiology means function of the nervous system.

Learning:
Learning can be defined as any relatively permanent change in behaviour which occurs as a result of practice or experience.

HISTORICAL BACKGROUND:
In early 19th century it was found that when a nerve is stimulated the result is muscle contraction. All this function is carried out by a single basic structural and functional unit of the nervous system called neuron.
Thorndike discovered the relation between behaviour and learning. According to him behaviour is to be considered a result of connections between stimuli and responses. And learning was a matter of developing new stimulus response connection.

The nerve cell:
b. Nerve cell is basic unit of nervous system.
c. It consists of following three parts.
i. Dendrites ii. Axon iii. Cell body
I. Dendrites: It is a root like structure provide connection with the other neuron.
II. Axon: It is that part of neuron which serves the function of transmission of message from neuron to muscle.
III. Cell body: It consists of the protoplasm with a central
nucleus. Which serves the function of control room of neuron.
In all these parts the recovery of damage is possible with dendrites and impossible with Axon and cell body









The synapse:
One nerve cell, does not actually join another nerve cell. The membrance of one nerve cell isolate it from the next. There are, however, places where the axon of one cell comes into contact with the dendrites of another cell or with the other cell body it self. This point of contact is known as a “synapse”.
At this place the axon or branches of the axon grow tiny knobs, which can be seen under high-powered microscopes. It is believed that these knobs play an important role in the transmission of nerve impulses from one cell to another.
Transmission at the synapse may be from the axon of one cell to the dendrites of another, or it may be from the axon of the one cell to the cell body of another.
The process of transmission is very slow and uncertain. And there is possibility that the impulse started in the dendrites may fade out before it reaches the cell body, and hence may fail to fire the cell.
The all or none principle: In the axon of nerve cell, firing takes place on an all-or-none principle. This means that if a nerve impulse is transmitted down the axon, then a full-size impulse is always transmitted. It is impossible to transmit half-size impulses by providing some rather weak stimulus to the nerve cell. This is known as all-or-none principle, which has certain important implications for the way the nerve system operates. If a sense organ is stimulated first with a weak stimulus and then with a strong one, the weak one does not produce the smaller impulse than the stronger one. Both produce nerve impulse of equal size.
However the stronger source of stimulation produces a greater number of impulses per second than does the weaker one. Intensity of stimulation is translated in the nervous system into frequency of nerve impulse. A strong stimulus in contrast to a weak stimulus also has another effect. It may excite more nerve cells and thus produce a greater volley of nerve impulse.
General structure of central nervous system:
Two main parts.
Brain
Spinal Cord
There are three layers in the body.
a. Ectoderm
b. Mesoderm
c. Endoderm.
Brain and spinal cord are Ectodermal derivative:;

PARTS OF BRAIN:
Brain is divided into three parts:
1. Fore Brain: Cerebral hemisphere
Thalamus
Hypothalamus
2. Mid Brain:
Nucli e.g.
Red nucleus
Communicating point between fore brain & hind brain.
3. Hind Brain:
Pons
Cerebellum
Medulla oblongata






Each hemisphere has four lobes. Each lobe is further divided by elevation (gyrus) depresion (Sulcus)
FOUR LOBES:
1. Frontal lobe:
* Thinking
* Behaviour (general)
* Abstract thinking.

2. Parietal lobe:
* Speech
* Hearing
* Skilled movement e.g.
* Writing and Sewing etc.

3. Temporal lobe:
* Behaviour (specific)
* Emotions

4. Occipital lobe
* Vision

Central Salcus – A demarcation point between motor area (efferent) and sensory area (afferent).



Attention/concentration of motivation are specified function of cerebral hemisphere.
· Each cerebral hemisphere has lobes, with specific function

AFFERENT AND EFFERENT NERVE TRACTS
Afferent nerves are those nerves which carry the sensory information from the sense organ like eye, ears, skin, nose and vision to the primary sensory areas in the brain, which is located posterior to the central sulcus.
Efferent are those tracts which starts from the motor areas in the brain to the sense organs. These tracts transmit information from the brain to the rest of the body.
LEVEL OF AROUSAL AND THE AROUSAL SYSTEM
Arousal system operates on at the following three sites.
1) Cerebral hemispheres.
2) Thalamus
3) Reticular activating system (RAS)

Common observation indicates that a person varies from time to time is likelihood of producing a response. When one is waiting for a visitor, the slightest sound of footsteps on the sidewalk outside the house will alert him in readiness to greet the visitor, but when one is relaxing on Sunday afternoon, similar sounds may go unnoticed. In the one case the nervous system is in a higher state of arousal than in the other. During sleep, the arousal level is at a minimum.
One must suppose that built into the brain is some system which can initiate and maintain arousal. One possible system would be a circular activity between the cortex of the brain and some of the lower centers. If this were so, then the lower centers could stimulate the cortex, and the cortex could in turn stimulate the lower centers. The arousal system may be to some extent dependent on external stimulation for its activity, but it must have some capacity for initiating activity; otherwise arousal would stop as soon as stimulation stopped, and the individual would fall asleep. Clearly this is not so, for we may remain a high level of arousal even when outside stimulation falls to a very low level.
Berger discovered that when an individual is in a waking state but relaxed and not attending to anything in particular, his brain produces changes in electrical potential at about the rate of ten cycles persecond. This rhythm, which rapidly disappears when he becomes active and starts to solve a problem, is known as the “alpha rhythm,” and its presence or absence is of considerable importance in the diagnosis of brain disorders.
When the person ceases to be passive but, say, is asked to solve some simple arithmetical problem, the rhythm tends to disappear In technical terms it can be said that the higher the state of arousal of the individual, the less marked is the alpha rhythm. In its place there appears a new, but less marked, rhythm with faster frequencies, known as the “beta rhythm.
What this means in behavioral terms is that when the brain is relatively inactive, insofar as the production of behavior is concerned, the cells work together synchronously In contrast, during activity they tend work on an individual basis and to fire a synchronously that is, groups of cells containing considerable numbers cease to he active together.
Bindra (1959) proposes two generalizations which summarize much that is known about the operation of the arousal system in relation to learning. His first generalization is as follows.
1. There is an optimum range of level of arousal within which a given measure of performance will reach its highest (or lowest) value; the greater the deviation in either direction from the optimum arousal level, the greater will be the decrease (or increase) in the performance measure.
2. With increased practice at performing an activity or task (i.e., with increased habit strength of a response), there is an increase in the range of the optimal level of arousal, as well as the range within which the activity occurs at all.






DELAYS IN NERVOUS SYSTEM AND MEDIATING PROCESSES
When the professor asks the student, “What is the numerical value of sine 45°?” the student pauses and then, after a few seconds’ delay, gives his answer. Thinking processes produce delays, and we may well ask what kind of neural processes could account for such delays. It is clear that some kind of processes must occur between the afferent inputs into the central nervous system and the occurrence of the different outputs, and these processes are known as “mediating” processes
· First there is the fact that different nerve fibers conduct impulses at different speed.
· Second, some delay occurs each time an impulse traveling down one nerve cell arrives at a synapse and activates another nerve cell.
· Since impulses travel at a high speed it is probable that the impulse would return to the point from which it started before that section of the loop and had time to recover and transmit the impulse again around the loop. If at that point a second loop were available the impulse might then travel around this second loop.












Such a system of loop is known cell assembly.
Hebb (1949) also relates the theory of the cell assembly to the process of learning in another way. He suggests that the establishment of the cell assemblies corresponds to the early learning process. The difficulty of the blind adult who gains vision for the first time is that he has no cell assemblies related to visual perception which enable him to interpret his percepts. His first task in learning to use visual cues involves the establishment of cell assemblies which permit him to recognize elements in his visual field.
Hebb suggests that the establishment of these assemblies is a very slow process, which accounts for the fact that early learning takes place at such a slow speed. However, once the assemblies have been established, learning of complex functions dependent upon them moves ahead at a rapid pace. These more advanced, or late, learning activities involve the development of connections between assemblies so that, a whole series of assemblies may become activated in sequence. While this theory has considerable elegance and fits the facts quite well, the evidence which supports it is indirect.
FATIGUE:
In order to obtain a partial understanding the student must first become familiar with certain related facts.
· First, nerves do not become fatigued through prolonged and repeated stimulation. Each time a nerve is stimulated and transmits impulse, there is a very brief period which follows, known as the refractory period, during which another impulse cannot be transmitted. At the end of this very short period recovery is complete, and the nerve ready to transmit another impulse. Repeated stimulation does not produce a state of fatigue in which the nerve .is unable to transmit an impulse for several second, minutes or hours. Nervous fatigue, as a condition depressed nervous activity resulting from excessive activity and the accumulation of by-products, does not occur).
· Second’, muscles can show fatigue. After a muscle has been frequently and strongly stimulated through the nerve, a time will come when further stimulation shows a very weak level of activity. Try doing push-ups, and the time will soon come when we cannot raise ourselves off the floor. In such a situation we would commonly say that our muscles were tired. Actually the difficulty is not muscular fatigue, but fatigue at the point where the nerve joins the muscle. Nervous impulses become blocked at that point and fail to activate the muscle).
· Third, inhibitory processes in the nervous system tend to set in after a given activity has been pursued for a time. After a person has studied a book, say on history, for a long period of time, the point is reached where a chance of activity is so that. It is larger for this reason that vacations are taken, to break the monotony of the daily routine.

THE AUTONOMIC NERVOUS SYSTEM:
It is a system of fight and flight. It is an automatic system which is not under the control of will.
There are two components:
* Sympathetic nervous system
* Para-sympathetic nervous system.

Structurally it consists of:
* Hypothalamus and
* Ganglia

Features of sympathetic nervous system: It is characterized by the following features.
It rises blood pressure.
It causes stimulation of the heart rate.
Decrease peristalsis
Pupilary dilation.
Hyper tention.
Features of parasympathetic
Decreased heart rate.
Hypotention (low blood pressure).
Miosis (Pupilary constriction)
Palmar Sweating (sweating of hands).
NEUROLOGICAL PATIENT:
When a person under goes a surgical operation for epileptic focus in the temporal lobe then after surgery the patient has retrograde amnesia (loss of memory). All this memory process is controlled by a structure called hippo-campus. The amnesia is temporary and complete recovery is possible.
CONSOLIDATION OF MEMORY TRACES:
Leaning is the product of activity. The more you perform an action, the more you learn about that. While memory is a quality of the brain which is related with the hippocampus area. The loss of memory is called amnesia. While the disturbance of memory is called dementia.
The learning / activity is controlled by the parietal lobe of the brain. Similarly the memory center is located in the hippocampal area of the temporal lobe.
TYPES OF MEMORY WITH RELATION TO TIME:
Recent memory: It is also called the immediate memory related with the present circumstances. And it is usually detected by objective finding disturbance and forget fullness for recent events.
Remote memory: This type of memory is determined by looking into the events performed / experienced in the past.Some of the abnormal mental conditions like psychosis, Chischizophernia, sever depression, catatonia can be treated / controlled with external cerebral stimulation (ECT). In this procedure the memory is disturbed so the primary problem is forgotten and the behavioural therapy can be administered with better results. Duncan (1949), had done experiments or rats. In this experiment ECT given to a rat soon after a learning trial interferes with its performance of the appropriate habit when it is tested the next day after recovery from the short lived convulsion








CAPACITY AND PRACTICE:
After knowing about the structure and functions of brain and role of nerves. We can say that human has a great power of brain which enable him to learn more and more but it depends upon his environment, that what kind of stimuli is present in it.
Example:
Teaching skills, classroom environment and presence of physical facilities in classroom of private schools and public schools.
In both schools students have same neurophysiology but it depends upon stimuli which are provided to them.


MOTIVATION:
There is a mechanism in human’s brain which is performs function in different situations of revard punishment and at Atousal level. Motivation has a greater role in teaching learning process.
According to neurophysiology stimuli motivate and stimulate an organism to behave and respond.
Example:
In classroom situation:
When a student shows good performance in classroom e.g., during teaching learning process, behave good, actively communicate with teacher and group fellows. The teacher will appreciate him and this appreciation will motivate him for more better performance.
A student who show low performance in classroom will punished by teacher. And this punishment will motivate him to improve his or her self.
During teaching learning process when teacher ask the questions and invites the students to participates and communicate. So he arouses the students and motivate them for learning.
UNDERSTANDING:
The role of understanding is minimized, not because it is undemonstrable, but because it grown out of earlier habits. The best way to get understanding is to build a body of connections appropriate to that understanding. When situations are understood at once, it is matter of transfer or assimilation, that is, there are enough elements in common with old situations to permit old habits to be used appropriately.
TRANSFER OF LEARNING AND TRAINING:
Transfer of training was defined through a statement from McGeogh and Irion, which follows: “Transfer of training occuts when ever the existence of a previously established habit has an influence upon the acquisition, performance, or relearning of a second habit”.
As for as neurophysiology of learning is concern we can say that human learn through stimulated response connection and after cell assembly he is able to respond better towards different and difficult stimuli.
For example:
Teacher is teaching maths at secondary level.:
He: Explain formula No – 1 (a+b)2
(a+b) 2 = a2 + b2 + 2ab.
1. Transfer of learning: (x+y)2
=(7+3) 2
=(2s+9b) 2
2. Transfer of training:
=(a – b) 2
= a2 – 2ab + b2
Or
(a+b+c) 2
= a2 +b2 + c2 – ab – bc - ca

FORGETTING:
Forgetting as a fading process.
Forgetting as a repression process
Forgetting as an interference
Forgetting as an extinction process.

BIBLIOGRAPHY:
Hilgard R.Ernest Theories of Learning
Morgan, King, Robinson, 6th Edition Introduction to psychology
Travers M.W. Robert Essentials of Learning.

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