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As there is a broad agreement
about the influence of culture on pedagogy, the author used
cultural models developed in the fields of psychology and social
anthropology to explore the culture of pedagogy evident in the
class room. An honest attempt at understanding the idea of
teaching within the Indian cultural context, it focuses on
explicit as well as implicit cultural models of pedagogy. Based
on qualitative research methods, Prema Clarke presents an
analysis of teaching and learning in class rooms in Bangalore,
but her findings have relevance to the school education
throughout India.
The methodology
adopted was quite striking. First of all they were interviewed
to reveal their perception of their classroom activities. It
emerged that the mathematics teachers tried to make their
students understand the subject in the sense of making them able
to apply formulas, whereas in the case of the social studies the
emphasis was on "knowing" the facts concerning history
and geography. In both the cases, the elements of repetition and
memorization were stressed, without any concern for developing
original thinking or creativity.
In order to
place the issue in proper perspective Prema Clarke also traces
of the history of pedagogy in the various ages in India, the
promotion of memorisation and creativity in vedic times,
decrease in interpretation and creativity in the Upanishadic
period, focus on reading, writing, arithmetic and elementary
Sanskrit in medieval India etc.
The Government
of independent India formulated a scheme, "the minimum
levels of learning" which sought to produce joyful and
actively-centred learning.
The book thus
attempts to promote initiatives in order to improve both
teaching and learning by exploring the commonly ignored area of
the teacher’s actual work in the classroom. It is a strong
plea in favour of pragmatism, flexibility, new systems of
examination designed to stimulate the student’s curiosity and
to sharpen his reasoning skills. If the teacher extends help of
a personal nature to a student facing some grave problems, he
will create a very fine impression.
The book is profusely rich in
illustrative tables and interestingly notes following each of
the seven chapters. Pages devoted to references, bibliography,
author index and subject index eloquently testify to the hard
work put in by the writer. It may not be a layman’s cup of
tea, but it is sure to be immensely beneficial to the really
open-minded teachers, educationists and policy planners.
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