Focal theme: Science education for sustainable development ALTERNATIVE LEARNING SYSTEMS FOR...

Focal theme:Science education for sustainable

development(Sub-theme: Traditional practices, modern science and

sustainability)

ALTERNATIVE LEARNING SYSTEMSFOR PREPARING FUTURE

GENERATIONS

Traditional practices, modern Science and Sustainability By: Jasmit Janeja

Name of investigator:Ms. Jasmit Kaur Janeja

3FF, C-Block Flats, Rishinagar, LudhianaPh. No.-08437160707

E Mail ID:[email protected]

Name of organization:Sat Paul Mittal school, Ludhiana


ABSTRACT

This project is about incorporation of traditional system of education

in our formal system with a focus on the instructional relevance of

local cultural resource knowledge such as the relevance of traditional

customs and practices. The project examines the knowledge of students,

teachers and parents on indigenous system using an exhaustive

questionnaire (there were 20 questions with 200 respondents). Their view

point of incorporating modern and traditional system of education and

the level of sustainability of such a system has been studied and

presented. The data analysis reveals that 69% of people feel, indigenous

system of education is a practical system and 79% are of the view, it

can prepare students for a better future. The survey makes it very clear

that most people (97%) feel that indigenous system is a value based

system of education. When it comes to the acceptability of traditional

system of education, 85% of the people are willing to go in for this

system of education and 94% think that formal and indigenous systems can

be integrated. Considering high acceptability level of indigenous system

of education, the paper has discussed and proposed ways for successful

and practical methods of imparting knowledge of traditional practices to

the present generation eg, by incorporating the chapters related to the

same in science curriculum. The main focus of the project has been to

acquaint present generation to their traditions and cultural practices.

To fulfil the aim, stress has been laid on learning by doing: hence

suggested curriculum mainly involves practicals, workshops and field

trips which can be helpful to students. Learners can be assisted to

integrate values and ideas effectively through their own culture and

cultural practices. The knowledge about their local culture and its


values helps to integrate traditional values with conventional system of

learning.

Key Words: Education, Curriculum, Learning, Traditional, Formal


INTRODUCTIONEducation is a form of learning in which knowledge, skills, and habits

of a group of people are transferred from one generation to the next.

Any experience that has a formative effect on the way one thinks, feels,

or acts may be considered educational. There are basically two systems

of education- formal and informal. Prevalent education system is said to

be the formal and was introduced in the 19th century, to produce

administrators and interpreters. This type of education was based on

abstract knowledge – that evolved in the western industrialised world.

This system involves institutionalized teaching and learning in relation

to a curriculum, which itself is established according to a

predetermined purpose of the schools in the system. Formal education

follows an academic discipline which is formally taught at the schools.

Each discipline usually has several sub-disciplines or branches, and

distinguishing lines are often both subjective and indistinct. Examples

of broad areas of academic disciplines include the natural sciences,

mathematics, computer science, social sciences, humanities and applied

sciences etc. Human societies all across the globe have developed rich

sets of experiences and explanations relating to the environments they

live in. These ‘other knowledge systems’ are referred to as informal,

traditional ecological knowledge or indigenous or local knowledge.

Indigenous knowledge is the local knowledge that is unique to a culture

or society. This knowledge is passed from generation to generation,

usually by word of mouth and cultural rituals, and has been the basis

for agriculture, food preparation, health care, education, conservation

and the wide range of other activities that sustain societies in many

parts of the world. Some of these are as follows:


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

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

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

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

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

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

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

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

http://en.wikipedia.org/wiki/Habit_(psychology)

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

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

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

Sustainability through Culture: Indigenous communities have lived

in harmony with the environment and have developed enormous volumes

of knowledge over the centuries by directly interacting with the

environment, like knowledge about the soil, climate, water, forest,

wildlife, minerals etc. in the locality. Indigenous knowledge

shaped their values and attitudes towards environment, which have

guided their actions and made them sustainable. Therefore,

indigenous knowledge can help to develop sensitive and caring

values and attitudes and, thereby, promote a vision of a

sustainable future.

Learning, Attitudes and Values for a better future: Indigenous

knowledge is practiced in various forms, such as traditions,

customs, folk stories, folk songs, folk dramas, legends, proverbs,

myths, etc. These cultural items as resources in schools can be

very effective in bringing indigenous knowledge alive for the

students. It would allow them to conceptualise places and issues

not only in the local area but also beyond their immediate

experience. Students will already be familiar with some aspects of

indigenous culture and, therefore, may find it interesting to learn

more about it through these cultural forms. It would also enable

active participation as teachers could involve students in

collecting folk stories, folk songs, legends, proverbs, etc., that

are retold in their community.

Imparting Knowledge across Generations: In view of its potential

value for sustainable development, it is necessary to preserve

indigenous knowledge for the benefit of future generations. Perhaps

the best way to preserve indigenous knowledge would be the

integration of indigenous knowledge into the school curriculum.


This would encourage students to learn from their parents,

grandparents and other adults in the community, and to appreciate

and respect their knowledge.

Passing the knowledge from the ‘Known’ to ‘Unknown’: The philosophy

of ‘from the known to the unknown’ should be adopted if education

is to be effective. Therefore, it is wise to start with the

knowledge about the local area which students are familiar with,

and then gradually move to the knowledge about regional, national

and global environments. Indigenous knowledge can play a

significant role in education about the local area.

Learning outside the classroom: Students can learn much from

fieldwork in the local area. This calls for some prior knowledge

and understanding. Moreover, this can help the students in heading

towards sustainability. For instance, to be able to understand the

relationship between indigenous people, soils and plants, students

need to identify the plants and soil types in the local area. One

way to get a preliminary knowledge of plants and soil types in the

local environment is to consult indigenous people and invite them

to teach your students in the field.

Formal education systems have disrupted the aforesaid practical

aspects of knowledge and ways of learning, replacing them with

conceptual and academic ways of learning. Today, there is a grave risk

that much practical knowledge is being lost and, along with it,

valuable knowledge about ways of living sustainably. Hence, there is a

dire need of introducing indigenous means of education in our system.

But, we cannot completely get away with the formal system and shift to

the indigenous system, as the present generation may find it difficult

to adjust to such a system. Moreover, the children today are internet


savvy and in this modern era of gadgets they will not be able to

acclimatize to a pure indigenous system. So, keeping in view the need

of the hour and sustainability of our education system, it is

important that both these systems should be integrated for a

successful execution of knowledge as well as traditions.

REVIEW OF LITERATUREIndigenous education specifically focuses on teaching indigenous

knowledge, models, methods, and content within formal or non-formal

educational systems. The growing recognition and use of indigenous

education methods can be a response to the erosion and loss of

indigenous knowledge through the processes of colonialism,

globalization, and modernity [May, S.; Aikman, S. (2003)]. Indigenous

communities are able to “reclaim and revalue their languages and

[traditions], and in so doing, improve the educational success of

indigenous students,” thus ensuring their survival as a culture [May,

S.; Aikman, S. (2003)].There are many different educational systems

throughout the world, some that are more predominant and widely

accepted. However, members of indigenous communities celebrate diversity

in learning and see this global support for teaching traditional forms

of knowledge as a success. Indigenous ways of knowing, learning,

instructing, teaching, and training have been viewed by many postmodern


scholars as important for ensuring that students and teachers, whether

indigenous or non-indigenous, are able to benefit from education in a

culturally sensitive manner that draws upon, utilizes, promotes, and

enhances awareness of indigenous traditions, beyond the formal system of

education[ Merriam et al.].In terms of educational content, the

inclusion of indigenous knowledge within curricula, instructional

materials, and textbooks has largely the same effect on preparing

students for the greater world as other educational systems. There is

value in including Indigenous knowledge and education in the public

school system. Students of all backgrounds can benefit from being

exposed to Indigenous education, as it can contribute to reducing racism

in the classroom and increase the sense of community in a diverse group

of students [Wilson, Theresa. (2001)]. There are a number of sensitive

issues about what can be taught (and by whom) that require responsible

consideration by non-Indigenous teachers who appreciate the importance

of interjecting Indigenous perspectives into standard mainstream

schools. Concerns about misappropriation of Indigenous ways of knowing

without recognizing the plight of Indigenous Peoples and "giving back"

to them are legitimate. Since most educators are non-Indigenous, and

because Indigenous perspectives may offer solutions for current and

future social and ecological problems, it is important to refer to

Indigenous educators and agencies to develop curriculum and teaching

strategies while at the same time encouraging activism on behalf of

Indigenous Peoples. One way to bring authentic Indigenous experiences

into the classroom is to work with community elders. They can help

facilitate the incorporation of authentic knowledge and experiences into

the classroom [BC Teacher’s Federation]. Teachers must not shy away from

bringing controversial subjects into the classroom. The history of


Indigenous people should be delved into and developed fully [St. Denis,

Verna. (2011)]. There are many age appropriate ways to do this,

including the use of children's literature, media, and discussion.

Individuals are recommended to reflect regularly on their teaching

practice to become aware of areas of instruction in need of Indigenous

perspectives.

OBJECTIVESThe integration of indigenous and formal systems of education is indeed

a herculean task and can be accomplished under following heads:

1. To scrutinize knowledge of the present generation on indigenous

system and understand its significance in current scenario;

2. To identify the means of imparting indigenous knowledge

proficiently to the present generation;

3. To formulate practical ways in which education gets reoriented

towards promoting a sustainable future and

4. To identify opportunities for integrating relevant aspects of

indigenous knowledge and approaches to teaching and learning into

the school curriculum.

HYPOTHESIS

Indigenous and formal systems of education are one and the same

thing.


METHODOLOGYIndigenous knowledge is different from non-indigenous knowledge, or

‘scientific’ knowledge, that most of us are familiar with. However, indigenous

knowledge is still scientific. Following table highlights differences between

the two:

Aspects of

EducationIndigenous Education Formal Education

View of

Knowledge

Sacred and secular together;

includes the spiritual

Holistic and integrated

Stored orally and in cultural

practices

Secular only; often

excludes the spiritual

Analytical or reductionist

Stored in books and

computers


Ecological validity

Less valued in distant areas

Rational validity

Weak in local use of

knowledge

Objectives

Long-term wisdom

Cultural and ecological

sustainability

Practical; for use in everyday

life

Integration of cultural values

in decision making

Short term recall

Economic sustainability

Abstract; to pass

examinations

Use of logical and critical

thinking in making

decisions

Methods of

Teaching

and

Learning

Lengthy period of acquisition

Learning through experience

Teaching through example,

modelling, ritual and story-

telling

Tested in practical life

situations

Rapid acquisition

Learning by formal

education

Teaching through abstract

concepts

Tested artificially in

examinations

Keeping in view the above mentioned benefits of indigenous education and

the objectives of the project, a study on the indigenous system and

probability of its integration with formal system was carried out.

Scrutinizing the knowledge of the present generation on indigenous

system: In order to perceive the knowledge of present generations about

the indigenous system and its significance, a questionnaire was prepared

(Annexure I). First eight questions were used to test the knowledge

students, teachers and parents on indigenous system. These questions

mainly covered the degree of sustainability in formal education, meaning

of indigenous education and need of introducing indigenous education in

our system.


Identify the means of imparting indigenous knowledge: In today’s

scenario most of us are internet savvy, so it’s necessary to check the

practicality of e-learning in our education system. Q.9 to Q18 were

based on appropriate means of transmitting knowledge and viability of e-

learning in executing indigenous knowledge.

Formulate practical ways in which education today gets reoriented

towards promoting a sustainable future: This can be accomplished by

identifying opportunities for integrating relevant aspects of indigenous

knowledge.

RESULTS AND DISCUSSIONAs is revealed by our data analysis, 69% of people think that indigenous

system of education is a practical system and 97% think that it is value

based.

Fig.1 Viewpoint of people for indigenous methods

When it comes to a comparison between the two systems of education, it

was observed that 44% of the people are of the view point that if both

the systems are integrated, they can prove to be beneficial for

vocational training and 47 % of them think that both systems integrated

together can deal with sustainability in a better manner.Traditional practices, modern Science and Sustainability By: Jasmit Janeja

Fig. 2 Formal Education vs. Indigenous Education

The data analysis clearly reveals that, in today’s era of technology,

people have shown a positive response in using e-learning as a mode for

teaching indigenous methods. If we consider our hi-tech generation, a

conventional way of imparting knowledge may not prove to be a success.

Our analysis clearly reveals that everyone has an access to internet and

79% of the people spend 60- 90 minutes surfing the internet daily. When

it comes to e-learning, 88% of them think that internet can be an

effective mode of teaching and 79% think that it can prove to be a

sustainable mode of education. When it comes to execution of indigenous

methods through e-learning, 91% think that e-learning is an effective

mode for effective teaching of indigenous methods and 88% are of the

view point that e-learning can enhance students’ grades. The results

clearly reveal that, if indigenous education is imparted via e-learning,

it can prove to be very fruitful.


.

Fig. 3 Role of E- Learning in Education

When it comes to the acceptability of traditional system of education,

85% of the people are willing to go in for this system of education and

94% think that formal and indigenous systems can be integrated.

Fig. 4 Degree of acceptability for Indigenous Education System

So keeping in view the acceptability level of the masses it’s the high

time that we must introduce indigenous system of education in our school

curriculum. This venture can be a success, if we integrate the formal

and indigenous systems of education.

Science education is seen as focussing on persons and societies and

backing this up with the study of phenomena and theories taken from

scientists. In short, science education needs to be viewed as a part of


the social science arena, not merely as a construct of scientists. A

transformation in what we teach, how we teach it and the manner in which

it is assessed is crucial to the major knowledge and attitude changes

which are essential if sustainable development is to be a focus,

especially in science and technology curriculum.

There are two main ways to include indigenous knowledge in the science

curriculum:

Firstly, by introducing students to the concept of indigenous

knowledge in their science curriculum.

Secondly, by laying stress on learning by doing.

Introducing students to the concept of indigenous knowledge in

their science curriculum

In order to accomplish this step, a chapter related to indigenous

systems can be incorporated in the science syllabus. The suggested

contents of the chapter for classes 6-8 are given in the table

below:

CLASS NAME OF THE CHAPTER CONTENTSVI Indian Customs and

Traditions- A

scientific View

A brief History of Indian

Culture

Common Indian Customs and

Traditions

Scientific Explanation of the

customsVII Disease- Prevention

and Cure through

Traditional

Practices

A list of commonly found

medicinal plants (With their

local as well as scientific

names, animations and

pictures)


Curative properties of these

plants

Methods of preparation of

medicinal extracts.VIII Sustainable

Education-A

Scientific way of

Life

Ancient India- A treasure of

Scientific Innovations

Significance of these

Innovations

Application of these

innovations towards

Sustainable LifestyleOne of the sample lessons has been attached with the report. (Annexure

II)

Learning by doing

Since, in indigenous mode of education we are laying stress on learning

by doing, it is suggested, that once in a week every class should be

imparted indigenous education through some practical work. Saturdays can

be chosen for this activity. These activities should be based on the

chapters added to the science curriculum. All the classes can be divided

into three batches and each batch can be taken for an activity scheduled

for them. In this way one activity per month can be accomplished per

class. A suggested layout (month wise activity planner) for sixth,

seventh and eighth classes are given below:

CLASS VI

MONTH ACTIVITYApril Workshop on Indian customs and Traditions- a resource person can

be invited or the teachers can be given a prior training for the

same.May A field trip to some nearby rural area, so that the children canTraditional practices, modern Science and Sustainability By: Jasmit Janeja

understand these values and customs in a better manner. This trip

will also help the children to interact with the villagers.July A workshop for the parents on Indian Value System ( This workshop

can be conducted by the volunteers amongst the students)August Children will be divided into groups and each group will deliver

whatever they have learnt in the form of seminars/ presentations-

this will help to assess the children for Sept. examsOctober Children will have to prepare models or any form of exhibits

related to their workshops and field visitsNovember During Autumn break children will be taken for a 4-5 days camp to

a nearby village, to have a practical experience of whatever they

have learnt during these activitiesDecember Exhibition of the children’s work on the basis of which they can

be assessed for their final term

CLASS VII

MONTH ACTIVITYApril A visit to Botanical gardens, to acquaint children to the

medicinal plants.May A workshop on medicinal importance of these medicinal

plants- a resource person can be invited or teachers can be

trained for the same.July A training session to teach children how to prepare

medicinal extracts of these medicinal plants.August Preparation of medicinal extracts for some common diseases

by the students. This will help to assess children for

Sept. ExamsOctober Children will have to prepare models or any form ofTraditional practices, modern Science and Sustainability By: Jasmit Janeja

exhibits related to their workshops and field visitsNovember A workshop will be conducted by the children to acquaint

the urban population about the uses of medicinal extractsDecember Exhibition of the children’s’ work on the basis of which

they can be assessed for their final termCLASS VIII

MONTH ACTIVITYApril A visit to a museum, to help children understand the local

traditions and customsMay Training on preparation of an ideal Indian thali and its

nutritional importance.July A workshop on Vedic Maths and its significance- a resource

person can be invited or the teachers can be trained for

the same.August Assessing the children for practical applications of

Indian Foods;

Vedic Maths in day to day lifeOctober Children will have to prepare models or any form of

exhibits related to their workshops and field visitsNovember Workshop for parents will be conducted on the importance of

Indian Food ( Resource persons for the same will be

volunteers amongst the students)December Exhibition of the children’s’ work on the basis of which

they can be assessed for their final term


CONCLUSIONFrom an educational point of view, there is a need to develop literate

society where sustainable development is understood and appreciated

within the context of the environment and basic needs as well as for

promoting a better quality of life, now and future generations. As such,

logic (science) based education is seen as focussing on individuals and

societies supported with the study of phenomena and theories given and

proven by scientists. In short, science education needs to be reviewed

in relation to social science arena, not merely as a machine to

construct an army of scientists/robots.

Education is and should be the central theme in our lives. It

prepares the young generation for life that lies ahead and informs

adults of the world about them. It is crucial for students (to be

educated) to give greater consideration to such social attributes like

values and ethics. This transformation and progression requires-

conviction, relevance, practicality and of course an initiative. It

involves community interaction and incorporation of local practices into


the curriculum and the learning can be related to the community.

Education imparted in this manner can prove to be meaningful, timely,

important and useful. It can help to build motivation of the student for

self concern, mass involvement, appreciation and community development.

Practicality means activity-based learning that helps to gain a balanced

view and training in the recognition of traditional wisdom. The quality

of the science and technology education is thus measured in terms of

student abilities to ‘do’, interact with others and formulate justified

points of view rather than simply follow teacher instructions.

Hence, introduction such an education system or to be more apt to

integrate such a sustainable way of education with the modern system of

education can prove to be blessing in disguise. Moreover, this system

will ensure not only the execution of knowledge to the children, but at

the same time it will keep our culture alive for generations to come.

Thereby such a system can prove to be a beneficial step in the field of

education and help to transform our present generation into successful

and better human beings- as is aptly said in a famous quote: “An

educational system isn’t worth a great deal if it teaches young people how to make a living

but doesn't teach them how to make a life”.(anonymous)


SCOPE FOR FUTURE WORKSome of the follow up plans for the project are as mentioned under:

Once indigenous system has been incorporated in the curriculum of

middle classes (classes 6-8), we can take an initiative to

introduce some chapters in board classes as well.

The system can further be promoted by involving Government and

NGO’s, so that the knowledge can spread amongst the masses.

Involving students in creating awareness about traditional

practices will help to enhance communication skills of the

children.

After the children are well versed with the regional/local

traditions and customs, we can introduce them with the global

culture and its significance.


ACKNOWLEDGEMENTWords never can express my deep sense of gratitude and

indebtedness to Mrs. Bhupinder Gogia, Principal, Sat Paul Mittal School for her keen interest, able guidance, constant supervision and ever available help in the preparation of thisProject.

I owe immensely to Dr (Mrs.) Geeta Dua, Head Senior School, Sat Paul Mittal School for her encouragement, constructive counseling and detailed suggestions in every phase of planning, working and writing of this manuscript.

Words are not enough to acknowledge my heartful thanks to Ms. Alpana Nehraw and Ms. Madhuri Sharma, thier supporting attitude, polite dealing and guidance in working and writing of this manuscript.

No words can suffice my feelings of immense gratitude to my husband Dr. Harmeet Singh Janeja who was always willing to help and give his best suggestions. Without his support, patience and guidance this project would not have been completed.

Jasmit Kaur Janeja(science facilitator,Sat paul mittal school)


Bibliography1. BB Teacher (Vol. 7(3)) July- September, 2013.2. Journal of Canadian and international education. Vol. 40(1)3. May, S.; Aikman, S. (2003). "Indigenous Education: Addressing

Current Issues and Developments". Comparative Education 39 (2): 139–145.

4. Merriam et al. Learning in Adulthood: A Comprehensive Guide (San Francisco: Jossey-Bass, 2007).

5. Wilson, Theresa. (2001). Best Practices for Teaching Aboriginal Children: From an Aboriginal and Non-Aboriginal Perspective.

6. BC Teacher’s Federation. Aboriginal Education Beyond Words: Creating Racism-Free Schools for Aboriginal Learners.

7. St. Denis, Verna. (2011). Silencing Aboriginal Curricular Content and Perspecties Through Multiculturalism: “There Are Other childrenHere.” Review of Education, Pedagogy, and Cultural Studies, 33 (4),306-317

8. www.academia.edu/ 9. www.ethnobiomed.com/ 10. www.umanitoba.ca/faculties/education/media/Swayze-08/ 11. www.agriinfo.in/ 12. www.nativeremedies.com/ 13. www.iloeindia.com/ 14. www.turmeric.co.in/


http://www.turmeric.co.in/

http://www.iloeindia.com/

http://www.nativeremedies.com/

http://www.agriinfo.in/

http://www.umanitoba.ca/faculties/education/media/Swayze-08/

http://www.ethnobiomed.com/

http://www.academia.edu/

ANNEXURE-IALTERNATIVE LEARNING SYSTEMS FOR PREPARING FUTURE

GENERATIONS- A SURVEY

1. Formal education inculcates moral values.o Strongly Disagreeo Disagreeo Agreeo Strongly Agree2. What according to you is indigenous (traditional) Education?o One which involves the knowledge of local cultureo Gurukul Cultureo Traditional practices and their significanceo All of the aboveo None of the above3. This system of education is practical.o Strongly Disagreeo Disagreeo Agreeo Strongly Agree4. What can be the appropriate mode of indigenous education?o Learning by doingo Learning through bookso Learning from others’ experienceo Computer based5. This system of education prepares students as:o 21st Century Professionalso Good Thinkerso Both of the aboveo None of the above

6. Indigenous system of education is value based.o Strongly Disagreeo Disagreeo Agreeo Strongly Agree


7. Which system of education (according to you) is better for vocational training?

o Formal Systemo Indigenous Systemo Both of the aboveo None of the above8. Which system deals with sustainability in a better manner?o Formal Systemo Indigenous Systemo Both of the Aboveo None of the above9. Should regular workshops be a part of our education system?o Strongly Disagreeo Disagreeo Agreeo Strongly Agree10. What should be the appropriate mode of teaching?o Classroom Teaching onlyo Classroom Teaching and Field tripso Classroom Teaching and Summer Campso Vocational Education

11. Do you have access to internet?o Yes o No12. For what purpose do you use internet?o Gameso Social Networking Siteso Educationo Entertainment13. How much time do you spend surfing the internet daily?o 30 mins.o 60 mins.o 90 mins.o >90 mins.14. Internet can be an effective mode of teaching.o Strongly Disagreeo Disagreeo AgreeTraditional practices, modern Science and Sustainability By: Jasmit Janeja

o Strongly Agree15. E-learning can prove to be a sustainable mode of education.o Strongly Disagreeo Disagreeo Agreeo Strongly Agree16. E-learning can help in inculcating moral values.o Strongly Disagreeo Disagreeo Agreeo Strongly Agree17. E-learning can support effective teaching and learning of

indigenous methods?o Strongly Disagreeo Disagreeo Agreeo Strongly Agree18. E-learning can increase productivity and enhance students’

grades.o Strongly Disagreeo Disagreeo Agreeo Strongly Agree19. If given a choice, would you go in for indigenous education

system?o Yeso No20. Both indigenous and modern education systems can be

integrated?o Strongly Disagreeo Disagreeo Agreeo Strongly Agree

NAME:AGE:

o < 20yrs. o 30-40 Yrso >40 Yrs.

SEX: Male/Female


MONTHLY FAMILY INCOME (Optional): o <20,000o 20,000-50,000 o >50,000


ANNEXURE II(TABLES FOR DATA ANALYSIS)

Table 1.

Indigenous system is practical

Indigenous system is value based

workshops should be part of education

Internet can be an effective mode of teaching.

Strongly Disagree

10% 0% 0% 3%

Disagree 21% 3% 1% 9%

Agree 59% 74% 42% 55%

Strongly Agree 10% 23% 57% 33%

Table 2.

which system of education is better forvocational training ?

Which system deals withsustainability in a better manner?

Formal 30% 20%

Indigenous 23% 23%

Both 44% 47%

None 3% 10%


Table 3.

Table 4

Is e-learning a sustainable mode of

e-learning can help in inculcating moral values

E-learning supports effective teaching education of indigenus methods

E-learning can increaseproductivityand enhance student s' grades

Strongly Disagree

0% 12% 9% 0%

Disagree 21% 46% 0% 12%

Agree 52% 30% 69% 40%

Strongly Agree 27% 12% 22% 48%


If given a choice, wouldyou add Indigenous system in your curriculm?

Both indigenous and modern systems can be integrated.

Yes 30% 20%

No 23% 23%

ANNEXURE-III(Contents of the suggested chapter for class VII)

Disease-Prevention and Cure through Traditional PracticesA disease is an abnormal condition that affects the body of an

organism. It is often construed as a medical condition associated withspecific symptoms and signs. It may be caused by factors originally froman external source, such as infectious disease, or it may be caused byinternal dysfunctions, such as autoimmune diseases. In humans, “disease”is often used more broadly to refer to any condition that causes pain,dysfunction, distress, social problems, or death to the personafflicted, or similar problems for those in contact with the person. Inthis broader sense, it sometimes includes injuries, disabilities,disorders, syndromes, infections, isolated symptoms, deviant behaviours,and atypical variations of structure and function, while in othercontexts and for other purposes these may be considered distinguishablecategories. Diseases usually affect people not only physically, but alsoemotionally, as contracting and living with many diseases can alterone’s perspective on life, and one’s personality.

The ancient Indian system of medicine is mainly plant basedmedication, making use of most of our native plants. India is one of thefew countries where almost all the known medicinal plants can becultivated in some or the other part of the country. Indian system ofmedicine (traditional) offers most appropriate or first line therapyagainst many diseases like cholera, diphtheria, measles, malaria,measles, mumps, polio, jaundice, asthma, diabetes etc. Medicinal plantsare rich in secondary -metabolites and are potential source of drugs.These secondary metabolites include alkaloids, glycosides, coumarone,flavonides, steroids etc.


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

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

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

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

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

http://en.wikipedia.org/wiki/Disorder_(medicine)

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

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

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

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

http://en.wikipedia.org/wiki/Distress_(medicine)

http://en.wikipedia.org/wiki/Abnormality_(behavior)

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

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

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

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

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

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

TREATMENT OF DISEASES USING MEDICINAL PLANTS

1. ONION AND GARLIC (O&G) KNOWN FOR THEIR MEDICINAL PROPERTIESThe home herbalist relies on Onion and garlic for treating coughs,earaches, wounds and much more. O&G contains allicin which is anantibiotic, also analgesic, anti-inflammatory, antiseptic,antispasmodic, carminative, diaphoretic, diuretic, expectorant,stimulant and vulnerary. O&G ’s analgesic and antibiotic actions makethis a useful treatment for earaches as well as killing off anyinfection. O&G tincture or syrup, made with raw Onion can also beeffective for treating other infections in the body as well. Onions canbe applied directly to wounds and sores that are not healing and mayhave filled with pus from infection. The Onion slice will help to drawout the pus and infection, cleanse the wound with his antiseptic actionsand help to heal the wound. Often Onions are baked to apply onto woundsfor this application. Onion will also soothe the inflammation caused bythe wound. Additionally, Onion is quite nutritious and contains vitaminsA, B6, C, Folate and the minerals Calcium, Chromium, Copper, Iron,Magnesium, Manganese, Phosphorus, Potassium, Selenium, Sodium and Zinc.

2. MANGO- A TRADITIONAL MEDICINEUnani physicians hold mangoes in very high esteem because of their manymedicinal virtues. They are used for strengthening the nervous and bloodsystems, ridding the body of toxins and treating anaemia. In Ayurveda,dried mango flowers are used to cure dysentery, diarrhoea andinflammation of the urinary tract. In South Asian folk medicine,rheumatism and diphtheria is treated using the astringent bark of themango tree. Cracked skin on the soles of feet and scabies is cured byapplying the gum which oozes from the trunk of the tree. The powderedseeds are used to stop bleeding. Fruits are eaten as a kidney tonic andto cure headaches. The leaf, bark, stem and green unripe and half ripefruits are thought to inhibit the growth of bacteria, particularlyEscherichia coli. Ripe mangos are said to contain anti-fungalproperties, juice from the seeds claims to offer relief from diarrhoeaand young leaves are thought to prevent sickness. Many of these uses aresupported by scientific evidenceo Prevents Cancer: Research has shown antioxidant compounds in mango

fruit have been found to protect against colon, breast, leukemia andprostate cancers.


o Lowers Cholesterol: The high levels of fiber, pectin and vitamin Chelp to lower serum cholesterol levels, specifically Low-DensityLipoprotein (the bad stuff)

o Clears the Skin: Can be used both internally and externally for theskin. Mangos clear clogged pores and eliminate pimples.

o Eye Health: One cup of sliced mangoes supplies 25 percent of theneeded daily value of vitamin A, which promotes good eyesight andprevents night blindness and dry eyes.

o Alkalizes the Whole Body: The tartaric acid, malic acid, and a traceof citric acid found in the fruit help to maintain the alkali reserveof the body.

3. TURMERIC- A WONDER DRUG Curcumin is the active ingredient in turmeric which has been shown tohave a wide range of therapeutic effects. A flowering plant, Turmeric,in the ginger family, is commonly used as a food colouring agent and isone of the basic ingredients in curry powder. To heal many healthdisorders like liver problems, digestive disorders, treatment for skindiseases and wound healing turmeric has long been used in Medicinal asan anti-inflammatory. Turmeric is considered as a digestive bitter and acarminative. It is a cholagogue, stimulating bile production in theliver and encouraging excretion of bile via the gallbladder. Thisimproves the body's ability to digest fats. For chronic digestiveweakness and/or congestion turmeric is recommended. It can be taken as asingle extract or in the form of digestive bitters, which combineturmeric with other bitter and carminative herbs. Turmeric sharessimilar liver protectant compounds that milk thistle and artichokeleaves contain. It is said to shrink engorged hepatic ducts, so it canbe useful to treat liver conditions such as hepatitis, cirrhosis, andjaundice.

Recent scientific research confirm that turmeric can cure host ofdiseases, also they found that turmeric restrain the growth of varioustypes of cancer. Turmeric is used for the treatment of skin cancer orpre cancerous skin conditions. Both topical and internal uses arebeneficial. Turmeric is an antispasmodic to smooth muscles so it reducesdigestive and menstrual cramping. It should reduce the severity of pain,if not ease them completely. Certainly, diet and standard of living havea reflective influence on the menstrual cycle, but turmeric is a greataddition.

4. HEALING PROPERTIES OF ALOE VERA


http://www.care2.com/greenliving/10-benefits-of-a-properly-alkalized-body.html

The medicinal uses of aloe vera are amazing, as the benefits of aloe veraremedies are truly significant. Peel one side of the herb Indian aloe. Warm thepeeled side and sprinkle some turmeric powder over it, along with the extractof Indian barbery. Place it over the inflamed area and bandage it properly andthis will be instrumental in treating mumps. Aloe vera is well-loved by many,and a famed household plant. The gel that is found on the inside of thisplant is cooling and soothing for all sorts of things from burns, cuts,stings, bruises and rashes to welts, itching, blisters, infections, andabrasions. some incredible benefits and medicinal uses of aloe vera:

Aloe vera is good for irritated or inflamed skin. Aloe vera helps repair your skin from the most tender of wounds.

Aloe vera helps speed the process of healing to burns and otherwounds.

Aloe vera is hydrating, rejuvenating and toning for your skin.

Aloe vera moisturizes and softens your skin.

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