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were an attentive lot, eager to share their experiences of the downpour. Rani gently nudged them into a discussion with the question: was the fl ood an act of God? The class was divided on the answer and they failed to come to a consensus. So she asked them to look at causes of fl ooding and its effects in different places around the world. The class diligently scanned the globe and meandered their way through similar events that took them up the Mississippi and down the Nile. And closer home they learnt of the Mithi river for the very fi rst time. They were surprised to fi nd no mention of it in their textbooks. They pored over journals and waded through archives till they fi nally decided to absolve God from all catastrophes. But who was to blame for the Mumbai tragedy? Their fi ngers quickly pointed to the politicians, municipality, slum dwellers, builders, and the migrant population. Almost everybody was guilty. At this stage, Rani coaxed the students to take on the roles of each of the culprits they had listed. The response was dramatic and soon a blame game was in progress. It was easy to see how this environmental issue had aroused strong passions. In the midst of this entire din Rani patiently kept observing the behavior of her students. What was she trying to achieve in this pandemonium? Rani was making an attempt to teach citizenship alongside geography. The aims of her lesson were: (i) to develop an informed concern for the world around us, and (ii) to inculcate skills of participation in the experience of others. The key elements: 1. Knowledge of fl oods 2. Understanding the causes of fl oods 3. Critical thinking 4. Social competencies Rani had encouraged her class to investigate places, people and issues. They were encouraged to think logically and critically before drawing conclusions. Lastly, she helped them explore their feelings in relation to place, space and the environment. Rani strongly believed that it’s not enough to simply fi ll students’ brains with facts. She wanted to help her students develop the skills to manage their emotions, resolve confl icts nonviolently, and make responsible decisions. The role play showcased the social competencies that were important learning outcomes for this geography Section C Taking Geography to Heart teacher. Rani was using an approach called SEL – Social and Emotional Learning. What is SEL and why do we Need such Competencies in Today’s World? There are several theories but the best explanation comes from psychologist Daniel Goleman who makes a case for emotional intelligence in his book that became a bestseller in 1995: “Emotional Intelligence: Why It Can Matter More Than IQ”. His research proved that people with high emotional intelligence tend to be more successful in life than those with high IQs. Other research studies show that promoting social and emotional skills leads to reduced violence and aggression among children, higher academic achievement, and an improved ability to function in schools and in the workplace. Students who demonstrate respect for others and practice positive interactions, and whose respectful attitudes and productive communication skills are acknowledged and rewarded, are more likely to continue to demonstrate such behavior. Students who feel secure and respected can better apply themselves to learning and fi nd it easier to thrive in educational environments and in the wider world. Other research studies show that promoting social and emotional skills leads to reduced violence and aggression among children, higher academic achievement, and an improved ability to function in schools and in the workplace. Students who demonstrate respect for others and practice positive interactions, and whose respectful attitudes and productive communication skills are acknowledged and rewarded, are more likely to continue to demonstrate such behaviour. Can Emotional Intelligence be Taught? Emotions are a part of our being and geography has a particular place in this endeavor because the study of real Pg No: 84
places, real people and real-life issues is at its core. A number of key geographical concepts provide a distinctive edge on how contemporary issues can be confronted. These are place, space, interdependence, environmental interaction, distance, relational perspectives, geographical imaginations, cultural understanding and diversity. According to Karen Stone MCCown (1998) “Emotions are our responses to the world around us, and they are created by the combination of our thoughts, feelings and actions.” Slater (2001), for example, says that, ‘Citizens need geography and Section C Taking Geography to Heart geographical understanding’. She claims that geography is all about our perception of our environment and how we seek to live in it as geographically and politically literate citizens. The world is shrinking while carbon emissions are growing. Google maps have long replaced my wearied atlas. And I have taken geography to heart. To me it’s a subject that cradles the future in the wondrous beauty of its mountains, plains, rivers and seasons. Maria Athaide is a Consultant, Educational Technology & Design, Azim Premji Foundation, Bangalore. She has been training teachers since 1990 at St. Xavier’s Institute of Education and the SNDT Women’s University, Mumbai. She has been conducting workshops for teachers across the country. Her passionate belief: ‘children are our most valuable natural resource and deserve the best teachers’. She may be contacted at maria@azimpremjifoundation.org Pg No: 85
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Editorial Team Aanchal Chomal, Gaut
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CONTENTS Issue XV : August 2010 Soc
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S E C T I O N A The Broad Picture
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snares and pitfalls of any examinat
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02 Section A Contested Terrain of S
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The views stated in NCFSE, 2000 wer
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“given stock of knowledge availab
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that the framework used to create i
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03 Section A The ‘Defi cient’ S
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into the mainstream in the context
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social science are also changing. T
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kind (education being one of them)
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political science and sociology tex
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05 Section A Vexing Questions in So
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the common language used to referen
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scientifi c. Natural science has a
Page 34 and 35: evolve around what the child alread
Page 36 and 37: 06 Section A Social Sciences and th
Page 38 and 39: main focus should be on contemporar
Page 40 and 41: 07 Section B Learning Social Scienc
Page 42 and 43: During this period I had the privil
Page 44 and 45: hunter-gatherers did not know how t
Page 46 and 47: see everything as transitional, as
Page 48 and 49: 09 Section B Building Tomorrow’s
Page 50 and 51: understanding of rights that emphas
Page 52 and 53: 10 Section B Facing history and Our
Page 54 and 55: asserting, for example, that the Ho
Page 56 and 57: 11 Section B Maps and Politics M. H
Page 58 and 59: Maps as Creations of Politics Polit
Page 60 and 61: 12 Section B Geography in Daily Lif
Page 62 and 63: a times we discussed and debated on
Page 64 and 65: 13 Section B Oh! Panchayat: Loose L
Page 66 and 67: Lesson 3 Accidental Crossing of Bra
Page 68 and 69: 14 Section B Geography Education fo
Page 70 and 71: Re-imagining geography Education in
Page 72 and 73: 15 Section B Issues in History Educ
Page 74 and 75: initially believe that history is j
Page 76 and 77: In tune with the overall emphasis o
Page 78 and 79: at this end. Linking Textbooks, Tea
Page 80 and 81: 17 Section C Review of new NCERT So
Page 82 and 83: in places and the monotony broken b
Page 86 and 87: 19 Section C Vignettes - The Journe
Page 88 and 89: I followed more or less the same me
Page 90 and 91: 20 Section C Does Neutral = Controv
Page 92 and 93: also argue against the teacher pres
Page 94 and 95: S E C T I O N D The Role of Assessm
Page 96 and 97: 4. 5. 6. Understand the role indivi
Page 98 and 99: compare different periods and place
Page 100 and 101: Our experiences with open-book exam
Page 102 and 103: Answer 4 Answer 5 Section D Assessm
Page 104 and 105: Equally important is the need to ma
Page 106 and 107: 22 Section D Beyond Retention: Mean
Page 108 and 109: What was the contemporary political
Page 110 and 111: • What crops do you predict might
Page 112 and 113: also. So what is the objective of a
Page 114 and 115: 24 Section D Exams: The Need to Res
Page 116 and 117: in. However in the process cognitiv
Page 118 and 119: 25 Section D Role of Projects, Fiel
Page 120 and 121: which may be worth raising: Questio
Page 122 and 123: 26 Section E The Importance of Bein
Page 124 and 125: which produce professionals who cer
Page 126 and 127: sides to any story. For example, th
Page 128 and 129: 28 Section E Why the Social Science
Page 130 and 131: Alas! These were unrealised dreams:
Page 132 and 133: seeing another part of the world an
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30 Section E How History has Shaped
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31 Section E The Social Sciences—
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32 Section F Beyond Dates and Fight
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is not boring and does not tire one
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D. Some Useful Books • Samajik Ad
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• • • • • • Section F T
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