course: citizenship education and community engagement ... · component parts have their own...

1 For More AIOU Solved Assignments Contact: 0345-5233973 / 0312-5233973

[email protected]

Course: Citizenship Education and Community Engagement (8606)

Semester: Spring 2019

Level: B. Ed

Assignment No.01

Q. 1 a) Evaluate the role of an individual in the development of any society.

Answer:

The human being and the group. The problem of man cannot be solved scientifically without a

clear statement of the relationship between man and society, as seen in the primary

collectivity—the family, the play or instruction group, the production team and other types of

formal or informal collectivity. In the family the individual abandons some of his specific

features to become a member of the whole. The life of the family is related to the division of

labour according to sex and age, the carrying on of husbandry, mutual assistance in everyday

life, the intimate life of man and wife, the perpetuation of the race, the upbringing of the

children and also various moral, legal and psychological relationships. The family is a crucial

instrument for the development of personality. It is here that the child first becomes involved

in social life, absorbs its values and standards of behaviour, its ways of thought, language and

certain value orientations. It is this primary group that bears the major responsibility to

society. Its first duty is to the social group, to society and humanity. Through the group the

child, as he grows older, enters society. Hence the decisive role of the group. The influence of

one person on another is as a rule extremely limited; the collectivity as a whole is the main

educational force. Here the psychological factors are very important. It is essential that a

person should feel himself part of a group at his own wish, and that the group should

voluntarily accept him, take in his personality.

Everybody performs certain functions in a group. Take, for example, the production team.

Here people are joined together by other interests as well as those of production; they

exchange certain political, moral, aesthetic, scientific and other values. A group generates

public opinion, it sharpens and polishes the mind and shapes the character and will. Through

the group a person rises to the level of a personality, a conscious subject of historical

creativity. The group is the first shaper of the personality, and the group itself is shaped by

society.

mailto:[email protected]


[email protected]

The unity of man and society. A person's whole intellectual make-up bears the clear imprint of

the life of society as a whole. All his practical activities are individual expressions of the

historically formed social practice of humanity. The implements that he uses have in their

form a function evolved by a society which predetermines the ways of using them. When

tackling any job, we all have to take into account what has already been achieved before us.

The wealth and complexity of the individual's social content are conditioned by the diversity

of his links with the social whole, the degree to which the various spheres of the life of society

have been assimilated and refracted in his consciousness and activity. This is why the level of

individual development is an indicator of the level of development of society, and vice versa.

But the individual does not dissolve into society. He retains his unique and independent

individuality and makes his contribution to the social whole: just as society itself shapes

human beings, so human beings shape society.

The individual is a link in the chain of the generations. His affairs are regulated not only by

himself, but also by the social standards, by the collective reason or mind. The true token of

individuality is the degree to which a certain individual in certain specific historical conditions

has absorbed the essence of the society in which he lives.

Consider, for instance, the following historical fact. Who or what would Napoleon Bonaparte

have been if there had been no French Revolution? It is difficult or perhaps even impossible

to reply to this question. But one thing is quite clear—he would never have become a great

general and certainly not an emperor. He himself was well aware of his debt and in his

declining years said, "My son cannot replace me. I could not replace myself. I am the creature

of circumstances."[1] It has long been acknowledged that great epochs give birth to great

men. What tribunes of the people were lifted by the tide of events of the French Revolution—

Mirabeau, Marat, Robespierre, Danton. What young, some times even youthful talents that

had remained dormant among the people were raised to the heights of revolutionary,

military, and organisational activity by the Great October Socialist Revolution. It is sometimes

said that society carries the individual as a river carries a boat. This is a pleasant simile, but

not exact. An individual does not float with the river; he is the turbulently flowing river itself.

The events of social life do not come about by themselves; they are made. The great and


https://www.marxists.org/reference/archive/spirkin/works/dialectical-materialism/ch05-s04.html#FTN.AEN1216


[email protected]

small paths of the laws of history are blazed by human effort and often at the expense of

human blood. The laws of history are not charted in advance by superhuman forces; they are

made by people, who then submit to their authority as something that is above the individual.

{================}

b) Explain the major elements of social structure in Pakistani context?

Answer:

Culture may be defined as an integral whole which affects human ideals, actions and modes

of living. According to E.B. Taylor, "Culture is a complex whole which includes knowledge,

beliefs, art, morals, customs and all other capabilities and habits acquired by man as a

member of a society." Every great nation enjoys its own culture. Similarly, Pakistani culture is

very distinct due to its Islamic nature and rich historical background. Pakistani culture has the

following elements:

i- Islamic Values:

Pakistani culture is actually a part of the contemporary Islamic civilization which draws its

value and traditions from Islam and rich Islamic history. Majority of population comprises of

Muslims and follows teachings of Islam, i-e., belief in one Allah, Prophethood of Hazrat

Muhammad P.B.U.H, brotherhood, equality and social justice etc. Islam is religion of peace

and patience. Pakistani society is very cooperative. National calendar is marked by religious

days which are observed with great devotion.

ii- National and Regional Languages:

Pakistan is a large country which comprises of four provinces, the Federally Administered

Tribal Areas (FATA) and Federally Administered Northern Areas (FANA). All of these

component parts have their own regional languages. As such Punjabi, Pashtu, Sindhi, Balochi,

Barohi and Kashmiri are regional languages. However, Urdu is the national language which is

spokin and understood in all parts of the country.

iii- Mixed Culture:



[email protected]

Practically speaking Pakistani culture is a beautiful blend of the Punjabi, Sindhi, Pathan,

Baluchi, Barohi, Seraiki and Kashmiri cultures. In addition, the presence of Hindu community

in Sindh gives touches of dance and music in the Sindhi region. The Hindus sing Bhejas but

Pakistani culture has adopted Qawwali which is a praise of the Holy Propher P.B.U.H.

iv- Rich Literature:

Pakistani culture is rich in the literatures of Urdu, Punjabi, Sindhi, Pashtu, Baruhi, Baluchi and

Kashmiri languages. Urdu literature boasts of the masterpieces of Maulana Azad, Iqbal, Shibli,

Hali, Ghalib, Agha Hashar, Manto and Faiz whereas the Punjabi literature stands out with

great names like Waris Shah, Sultan Bahu, Ghulam Farid, Bulhay Shah and Shah Hussain etc.

Similarly, Sindhi literature glitters with the masterpieces of Shah Abdul Latif, Sachal Sarmast,

Shah Qadir Bakhsh, and Faqir Nabi Bakhsh. The Pushto literature also boasts of names like

Sheikh Saleh, Raghoon Khan, Akhund dardeeza, Khushal Khan Khattak and Rahman Baba. The

Baluchi literature comprises of masterpieces of Jam Durk, Muhammad Ali, Zahoor Shah

Hashmi, Ghani Parvez, Hasrat Baluch, Abbas Ali Zemi and Aziz Bugti etc.

v- Male Dominated Society:

Pakistani society is dominated by male members. Each family is headed by the senior most

male member who is responsible for arranging the bread and butter of the family.

vii- Variety of Dresses:

Pakistani culture is rich in variety of dresses: The people of Punjab, the Pathans of NWFP, the

Baluchi people and the Sindhis wear their own distinct dresses. These dresses are very

colourful and prominent and give attractive look during national fairs and festivals.

viii- Fairs and Festivals:

The culture of Pakistan has great tradition of Fairs and festivals. These fairs are held in all

parts of the country. Moreover, annual urs of great saints are held to commemorate their

anniversaries. On these occasions, fairs are also held in which people take part in great

numbers. Out of these the Horse and Cattle shows of Lahore, Mianwali and Sibi are famous

wheseas the Polo festival fo Gilgit is prominent at national and international level. Moreover



[email protected]

annual urs of Hazrat Daata Ganj Bakhsh, Madhu Lal Hussain, Baba Bulhay Shah, Baba Farid

Gunj Shakar, Baba Gulu Shah, Pir Jamaat Ali Shah, Abdul Latif Bhitaii, Hazrat Noshah Ganj

Bakhsh, Bari Imam, Lal Shahbaz Qalandar, and Bahauddin Zakriya are celebrated with great

fervour.

ix- Sports:

Pakistani people are great lovers of sports and games. Modern games like hockey, cricket,

football, badminton, squash, table tennis and lawn tennis are played throughout the coutnry.

In addition wrestling, boxing, and athletics are also very popular among masses. Pakistan has

produced great sportsmen in the past. These include Bholu in Wrestling, Hanif, Miandad,

Imran, Wasim Akram, and Inzamam in cricket, Shehnaz sheikh, Islahuddin, KHalid mahmood,

Akhtar Rasool, and Munir Dar in hockey and Jahangir, Jansher in squash.

x- Handicrafts:

Pakistan enjoys great distinction in handicrafts at international level. Wooden furniture of

Chiniot, sports goods of Sialkot and embroidery of Multan and Hyderabad is world famous.

{================}

Q. 2 a) How does individual and group behavior affect the school and classroom

environment.

Answer:

Education has long been recognized as the central element in the development of human

personality. But in the 20th Century, it has acquired a new range of functions. It is no longer

merely one of the sectors of national life-like agriculture or industry, but a multi-dimensional

one that energizes and provides to all the sectors. Education enables individuals to make the

transition to new social orders by providing self-understanding and better knowledge of the

choices available and a critical appreciation of the nature of change itself. Thus, education at

all the stages becomes a kind of future shock absorber.

Elementary education constitutes a very important part of the entire structure of education. It

is at this stage that the child starts going to a formal institution. The education which the

pupil receives at a formal institution provides the foundation of the physical, mental,



[email protected]

emotional, intellectual, and social development, and sound elementary education gives an

integral element to effective and efficient secondary and higher education.

A primary education is understood as a basic stage of education which is either a self -

contained phase or which forms a part of a longer cycle of formal education. In elementary

education, the period of formal schooling extends from first standard to the completion at

sixth, seventh, or eighth grades. Children during the elementary school period learn to

develop respect for others. They learn how to work and play with others. They may acquire

freedom from prejudice and develop tolerance. Students' learning is the major focus of the

educational system. The main factor which could affect students' learning is teaching.

Teachers can encourage students to participate in the learning activities.

According to Gage (1971), teaching or instruction means arranging the conditions of learning

that are external to the learner. It refers to all the facilities provided by the teacher which

could facilitate students' learning and increase their involvement in different classroom

activities. These facilities are, such as, providing clear instruction, obtaining students'

attention, arranging materials required, responding to students' needs, explaining clearly,

providing feedback, dealing effectively with students' problems. Adalsteinsdotter (2004)

stated that successful teacher-pupil interaction in the classroom is essential to the

educational and social development of pupils and that teachers' understanding of their own

behavior is, therefore, of paramount importance. O'leary and O'leary (1977) stated that "the

way teachers attend to their pupils determines in large measures, what the children will do. A

teacher's smile, words of encouragement, praise, evaluations, and silence are powerful allies

in affecting how the students behave and change socially and academically..

{================}

b) How can group dynamics be applied in your daily classroom teaching?

Answer:

Billson compares the classroom to a small group. She applies the principles of small group

dynamics as they are studied and understood in sociology to what happens in the classroom.

And she does so for this reason: “Deeper awareness of small group processes can enhance



[email protected]

the teaching effectiveness of college faculty through improving their ability to raise student

participation levels, increase individual and group motivation, stimulate enthusiasm, and

facilitate communication in the classroom.” (p. 143) I’d say those outcomes are still of interest

to most of us.

So what principles of small group dynamics might help us better understand what’s

happening in our classrooms? Billson identifies and discusses 15—four are highlighted here.

Principle 1: Every participant in a group is responsible for the outcome of the group

interaction. Billson acknowledges that the major responsibility does belong to the professor,

but she maintains that students share a “significant responsibility” as well. (p. 144) She

recommends discussing that responsibility with students and explores the possibility of

letting students plan certain segments of the course or maybe offer input as to the weight of

the course’s various assignments.

Principle 4: When people feel psychologically safe in a group, their participation levels

will increase. This isn’t a particularly new or novel idea, but it’s something professors often

take for granted. Most of us do feel safe in the classroom. We’ve been going to college

classes for years. For students, classrooms don’t feel as comfortable. They can be made to feel

safer when students are known by names, when their first attempts to contribute garner

positive feedback, and when the professor avoids sarcasm and ridicule.

Principle 8: The leader of any group serves as a model for that group. “The way in which

professors play their role, including how they present expectations of students, carry out

responsibilities, and handle privileges implicit in the professorial role, has a profound effect

on how students enact their role.” (p. 147)

Principle 13: A group will set its own norms of behavior and will expect conformity to

them. These norms may extend to the professor. The same policies and procedures can be

used and yet classes respond to them differently. In some classes, students argue at length

about exam answers. In other classes, they want assignment deadlines extended. In many

classes, a designated few become the only students who participate. Professors need to be



[email protected]

aware of these norms and if they work against course goals, they should be discussed openly

with students.

Although “small group” isn’t a label that feels like it fits classes with more than 100 students,

even large classes exhibit many features typical of groups. Applying these principles can result

in classroom climates where learning is a more likely outcome. I’d say Billson was way ahead

of her time in identifying what helps to make classrooms learner-centered.

{================}

Q. 3 a) Discuss the concept of socialization and identify its role in the learning

process.

Answer:

In sociology, socialization is the process of internalizing the norms and ideologies of society.

Socialization encompasses both learning and teaching and is thus "the means by which social

and cultural continuity are attained". Socialization is strongly connected to developmental

psychology. Humans need social experiences to learn their culture and to survive.

Socialization essentially represents the whole process of learning throughout the life course

and is a central influence on the behavior, beliefs, and actions of adults as well as of children.

Socialization may lead to desirable outcomes—sometimes labeled "moral"—as regards the

society where it occurs. Individual views are influenced by the society's consensus and usually

tend toward what that society finds acceptable or "normal". Socialization provides only a

partial explanation for human beliefs and behaviors, maintaining that agents are not blank

slates predetermined by their environment; scientific research provides evidence that people

are shaped by both social influences and genes. Genetic studies have shown that a person's

environment interacts with his or her genotype to influence behavioral outcomes.

Role in the learning process:

The concepts of the "information age", the "information society", the "knowledge society", the

"media society", the "information revolution", "new media" etc. are widely used and disputed

among social scientists. I tend to agree with the party of more sceptical authors who suggest

that the concept of the information society should be granted the status of "problematic"



[email protected]

(Lyon 1988). The concept has definitely some value as a heuristic device in exploring features

of the contemporary world, but it is too inexact and too ideological to be acceptable as a

definitive term (Webster 2002, 21).

Moreover, several writers, for instance Anthony Giddens (1987), Herbert Schiller (1996) and

Frank Webster (2002), emphasise general continuity over change in contemporary societies.

These and some other authors (e.g. May 2002) can be described as sharing a thesis about the

informatisation (or informationalisation) of society, believing that informational developments

must be accounted for in terms of historical antecedents and continuities. Giddens has noted

that modern societies have been "information societies" since their beginnings (Giddens

1987, 27). The problem of the label of "information" becomes even more acute in the context

of education and socialisation, which has been information-laden already in the pre-modern

era. It is, however, reasonable to talk about the changing information environment as well as

about the changing learning environment (not about, for instance, the "new learning

environment").

Despite the multifaceted critique on the concept of the information society, there is some

consensus among writers using the concept or its many synonyms. Most of them agree that

"information is now of pivotal importance in contemporary affairs that not only is there a very

great deal more information about than ever before, but also that it plays a central and

strategic role in pretty well everything we do" (Webster 2002, 263). The ever-changing

practices and patterns of production, consumption and interpretation of mediated

information have also implications on education and socialisation.

{================}

b) Suggest ways in which our education system may help in the promotion of our

culture.

Answer:

It’s no secret that when searching for jobs, educators hope to find opportunities at schools

that boast a friendly, open, and positive climate. Parents follow the same process as they

check the area’s school system before deciding to rent or buy a house. Teachers and students



[email protected]

spend more than eight hours a day at school and a school’s environment greatly impacts the

education that takes place.

Staff and administrators in a positive school culture believe they have the ability to achieve

their ambitions. Their counterparts operating in a negative school environment lack faith in

the possibility of realizing their visions, according to Education World. Trust and connection

are cultivated when students feel that their teachers believe they can be successful.

As an educator, there are ways you can improve your school’s culture that will benefit staff

development, student achievement, and the collective spirit of the school.

Put Students First

Schools are first and foremost safe environments where students should grow, learn, and

thrive. Putting the priorities of kids first helps teachers and administrators prove to students

how important their engagement with learning is. A survey conducted by Youth Truth found

only one in three students believe their school culture is positive.

• Host student-led conferences. Ask the students to fill out a brief reflection sheet

about their academic, social, and emotional progress. Encourage them to write down a

few ways their families and teachers can help them be successful in the classroom.

Some question ideas include: What do you like that is happening in your

school/classroom? What changes would you make in your effort or in your teacher’s

instructional practices? How do you feel about your peers? What are some of your

favorite learning activities/subjects? What do you do when you feel stressed out? Do you

feel supported? Encourage older students to lead the conference. Early learners can be

prompted to answer questions.

• Begin monthly classroom improvement meetings. Place an improvement box in

your classroom. Encourage students to write down ideas about changes they feel could

improve relationships, academic success, and the overall positive vibe in the classroom.

Every month, pull out the box and sit in a circle. Discuss the ideas and put some of

their plans into action.



[email protected]

• Change your classroom environment. Instead of putting desks in rows, switch it up!

How can you and your students design the classroom to emphasize peer-to-peer

collaboration, movement, and flexibility? Some ideas include putting student desks in

groups, investing in communal tables, and creating a wonder-wall in the classroom

where students can post questions they have before, during, and after inquiry projects.

Foster Independence

Let your students lead the way. Teaching students to persevere through challenging

situations is a quality that will help them succeed in the future. Carol Dweck, a Stanford

psychology professor who coined the phrase growth mindset, says “when children are praised

for the process they engage in — their hard work, their strategies, their focus, their

persistence — then they remain motivated learners. They’re more likely to take on challenges

and thrive in the face of difficulty.”

• Set aside time for passion projects. Research shows that interest drives learning. Give

students time for passion projects where they must dig deep to find answers to

questions they’ve always wondered about. For example, if a student is interested in

how plastic affects marine life, he can search through books, online resources, and

interview a local marine biologist. Passion projects are also a perfect opportunity to

use parents as support. Encourage them to come in and speak about their career!

• Connect with local businesses. Provide students with ample opportunities to interact

with the community. Community-based field trips help early learners make sense of

the world around them. For older students, consider offering part-time, interest-based

internships. Some ideas include helping at restaurants, pet shelters, schools, local

farms, and environmental agencies.

• Be a “guide on the side.” Becoming a facilitator takes practice. When your students

partake in independent or group work, let them work through problems they face

instead of jumping in and saving them. This not only promotes critical thinking skills,

but also gives you time to document student learning and hand ownership over to



[email protected]

your class. Instead of interrupting students as they collaborate, use a non-intrusive

approach and jot down your feedback on a sticky note.

Model Collaboration

If you want your students to work as a team, you must teach them how! Effective teams

challenge each other to take risks and try new approaches. Most importantly, successful

collaboration includes healthy conflict. Here are a few ways to grow your collaborative

learning community.

• Get together. Dedicate time for planning at least once or twice a month with a few

teachers that teach the same grade or speciality area. Discuss the standards you’re

covering, challenges you’re facing, and successful ideas you’ve put into action. Be

honest, vulnerable, and appreciative of feedback.

• Participate in multi-age classroom projects. Design a few multi-age projects

throughout the year, working with a younger or older class. Multi-age learning helps

older students master foundational skills by teaching them and also allows teachers to

see the fluidity across grade levels.

• Use technology to share ideas. Create websites through Google Site or Blogger for

each grade level as a go-to place for educational resources, including units and lesson

plans.

Teach Tolerance

Celebrate diversity. Schools must provide an inclusive environment for all learners, no matter

what gender, race, religion, or culture. How can you teach tolerance?

• Find multicultural literature. Look at your classroom library. Does it include books

that feature main characters of different races, religions, genders, and cultures? If not,

check out library bag sales and local thrift shops for stories to add to your collection

that feature a diverse range of characters, situations, and issues.

• Expose students to multiple perspectives. Teaching about the wars going on in

Syria? Include credible articles, websites, and interviews from multiple perspectives.



[email protected]

Holding civil discourse and discussing challenging real-world events will help students

recognize that there is never a simple answer. This recognition transfers to having

empathy for diverse peers in the classroom.

• Host a Cultural Day. Ask your students to create a project about their family’s culture.

Some ideas include religious background, holidays, traditions, rituals, family history,

sacred objects and more. Dedicate a day for students to present their projects and ask

the students to bring in a food dish to pass.

{================}

Q. 4 a) Elucidate the role of religious groups and their influence on social

behavior.

Answer:

This fabric covering my head is not a representation of compulsion from parents, but rather

the influence of Islam upon me. This choice I made has been derived from my knowledge

about Islam. People are usually influenced by taking an action or making a decision after

gaining knowledge. This is how knowledge is power, because due to this knowledge one can

make severe decisions in life.

When a person with power has dominance over you - parents, for example - they can govern

your thoughts in certain ways. My parents believe religious values sustain the very core of

civilization. They tell me I must learn my religion to become a better person as they believe

religion teaches decency and morality. Religion tells me that God is all-knowing, thereby

influencing me to watch my actions to make sure they're “good,” and avoid wrong-doings.

Religion is, of course, knowledge itself since to be able to follow my religion I must acquire its

teachings and values. My actions are being watched by God, influencing my daily activities

greatly.

However, my parents are not the only one credited for shaping my thoughts, but also my

elder sister is capable of doing it. Sitting on the couch, eyes on TV, mind on thoughts,

searching, observing, trying to occupy the eyes, the mind, and the boring environment as my

sister walks towards me, each step getting closer, getting larger, broad shoulders blocking the



[email protected]

view of everything in front, eclipsing my previous thoughts with her own. She explains

passionately the importance of praying and builds fear of god through her knowledge, which

makes me feel intimidated to do as she says.

Religion can limit freedom. Religion controls actions with a set of rules and guidelines,

restricting the capability of faithful followers. An example is in Islam it is commanded to not

eat pork or consume alcohol, preventing Muslims from eating it. This may be perceived

positively or negatively, but either way, it certainly does have the power to make some

people—if not all—to set course in a certain path.

Religion impacts human behaviour in every aspect of our lives by having to live by those

codes, morals and rules. It is implanted in our brain that religion is how we think, how we act,

how we choose. People usually tend to seek guidance from God if troubles exceed their

capability. Complications influence. This would be during exam time, when suddenly a lot of

my friends start praying to God, because only He can control the outcome of their marks.

Meaning only He has control, they've just got prayers and efforts. This is how religious belief

and practice emanates; religion influences humans by attempting to influence their lives to

believe they hold no significant individual power.

The fundamental impact of religion on human behaviour is the very act of worship. Praying is

powerful because when you are in a state of prayer you are in control of your own thought

and in your own being. It is a way escape of the world of stress to a world of sanctum where

the rules are made only by you. Praying happens in your own privacy, where no one has

control over that and no matter how physically, mentally, emotionally strong another person

is they are not able to stop you from praying. And it is only in prayers that you have full

control over your body and soul. That is the only time you feel powerful over the whole world

because you can escape from it.

People without religion have been influenced by the over-whelming power of religion. This is

because the moral standards that exist today in society, which are definitely shared by

atheists and non-religious people, are a direct result of religion. In history, many acts were

done routinely which would now be considered wrong even by the most Godless of people.



[email protected]

An example of this would be incest. Incest was not uncommon among people of the past, but

was explicitly banned by religion and labeled as an evil practice Today, you'd be hard-pressed

to find a person who does not consider incest to be wrong. Religious teachings, therefore,

have influenced even people who do not believe in God by setting moral standards for the

society.

Whether God created man or man invented God, religious beliefs has proven their potency of

continually impacting human behaviour. It regulates the actions humans take to make better

informed decisions. Religion is powerful because it does not only control one individual, but

rather dominates clans, flocks, groups, and communities. Knowledge of religion and power

are positively related, as knowledge increases, so does the power you have to control and

influence.

{================}

b) Analyze the role of school and mass media as agents of socialization.

Answer:

Socialization is a process by which culture is transmitted to the younger generation and men

learn the rules and practices of social groups to which they belong. Every society builds an

institutional framework within which socialization of the child takes place. Mass Media has

seemed to be an effective agency of socialization. This is true to some extent because now

children are spending more time in front of the television than mingling with their parents

and other family members

Mass Media:

Mass media—newspapers, magazines, comic books, radio, video games, movies, and

especially television—present a very different form of socialization than any other, because

they offer no opportunity for interaction.

The mass media are the means for delivering impersonal communications directed to a vast

audience. The term media comes from Latin meaning, “middle,” suggesting that the media’s

function is to connect people. Television shows, movies, popular music, magazines, Web sites,



[email protected]

and other aspects of the mass media influence our political views; our tastes in popular

culture; our views of women, people of color, and gays; and many other beliefs and practices.

The mass media include many forms of communication–such as books, magazines, radio,

television, and movies–that reach large numbers of people without personal contact between

senders and receivers. In an ongoing controversy, the mass media are often blamed for youth

violence and many other of our society’s ills. The average child sees thousands of acts of

violence on television and in the movies before reaching young adulthood. Since mass media

has enormous effects on our attitudes and behavior, notably in regards to aggression, it is an

important contributor to the socialization process.

The mass media of communication, particularly television, play an important role in the

process of socialization. The mass media of communication transmit information’s and

messages which influence the personality of an individual to a great extent. In the last few

decades, children have been dramatically socialized by one source in particular: television.

Studies have found that children spend more time watching TV than they spend in school.

Television is an influence on children from a very young age and affects their cognitive and

social development.

Children also learn about current themes and issues, both from newscasts and dramas—

issues such as kidnapping, the homeless, and the spread of AIDS. Most of these issues and

themes are not happy ones, and many are very frightening, especially when children watch

programs that are intended for adults.

Research also suggests that young children obtain considerable political and social

information from television. Winn (1977) suggests that the experience of watching television

itself is limiting. When people watch television, no matter what the program, they are simply

watchers and are not having any other experience. In addition to this, communication media

has an important effect in encouraging individuals to support the existing norms and values

or oppose or change them. They are the instrument of social power. They influence us with

their messages.

{================}



[email protected]

Q. 5 a) Explain the evolution of family structure in the past three decades in

Pakistan.

Answer:

In the by-gone days, multiple generations comprising parents, their children and grand

children would live under a single roof. The oldest male member of the family was considered

the head of the family with the right to lay down the rules and arbitrate disputes.

Grandparents had the responsibility of teaching the children their mother tongue, manners

and etiquettes. In this way a strong bond with our culture was developed.

Even today, as in the past, the joint family system help us to learn interpersonal relationship

and living in a society. By living together the kids feel closer to their grandparents, uncles,

aunts and cousins; they understand them more and establish a trusting relationship, which is

not possible when they meet occasionally.

The joint family system contributes to our security, health and prosperity, and could help us

to live a less stressful life. The reason being, in joint family we have a lot of people around to

help us and to share our sorrows and joys, and we can lean upon them in times of trouble.

But in this modern era the nuclear family system is the call of the day. Most joint families have

broken into pieces and independent and single families have emerged. Now in place of joint

family we have a “Micro Family”, where there is father, mother and their children. As the

children grow up and get married they move out and set separate homes. The main cause of

young adults breaking away from their families is a desire for freedom, which is in no way a

bad idea at all. We all want to live independently; hence, in order to avoid interference and

uninvited opinions the younger generation prefers moving out. When the parents and their

adult children are unable to get along well and disagree on different issues, nuclear families

are formed. To a certain extent we can say that this change has come about because in this

age of competition everyone is in pursuit of material pleasure and success, and nobody is

bothered about anybody. Though living separately may bring lots of inconvenience, people

seem to prefer nuclear families. Taking just one example, in this modern era many women are

working outside homes; in a joint family if some young mothers are career oriented other

members of the family, like grandmother and aunts, look after the young children, giving



[email protected]

them opportunity to pursue their career. But in nuclear family this is not possible and young

women often have to sacrifice their career in order to take care of the child.

Another reason why the joint family system is losing its significance is the belief that children

raised in a joint family are shyer and lack confidence due to the authoritative behaviour of

their elders; they are more suppressed and are hardly able to make their own decisions due to

more dependency, as opposed to children raised in nuclear families.

Every individual has certain flaws and qualities in his or her personality. Your parents can bear

with any weaknesses you may have but your other relatives would not, no matter how close

they are to you. Eventually your parents also begin to criticise you, sometimes just to calm the

other people. In a joint family sometimes differences of opinion become so big that it is even

beyond the control of the elders to settle the disputes, whereas in nuclear family where there

is less interference of others, fewer problems arise. A nuclear life makes you independent and

enables you to bring up your children the way you want without much interference. It is

exciting to explore, experiment and establish a living set-up on one's own.

Every person needs privacy, some time to be alone, but being a part of a joint family

sometimes it is not possible to sit alone and ponder. Interference of other members in some

personal matter is never desirable, but in a joint family, living together it is not always

possible to keep one's affairs private. As many families live together they often start

highlighting and even exploiting others' weaknesses, which also create political arena in the

household. Most parents tend to always keep their children under their domination even

when they have come of age and are in a position to take charge of their lives. I personally

believe that there comes a time when parents have to really “let go” and let the grown up

children face realities of life and make decisions for themselves..

{================}



[email protected]

b) Explain the collaboration among the institutions which may lead towards

national development?

Answer:

Education's mandate includes representing Sweden in the work to implement the European

agenda for adult learning. Within the framework of the European Agenda for Adult Learning

2014-2015, Sweden will contribute with examples of effective collaboration forms in adult

learning, with a view to primarily improve and streamline recruitment to adult education, as

well as the continued path into the workplace. Adult education refers to the three types of

schools, municipal education for adults at a basic level (Komvux), special education for adults

at a basic level.

This report is a mapping of how interactions between different actors in basic adult education

take place. The report describes the extent to which adult education interacts with different

social institutions, such as municipal administrations or businesses, educational institutions

and government agencies. The focus is primarily on how adult education reaches out to its

target audience (with limited previous education), how they are captured by the municipal

recruitment process and what organisational solutions or practices apply.

The purpose of the mapping study is to help increase the knowledge base of how

collaboration between different actors within adult education takes place, and describe how

effective coordination of efforts between the municipality's adult education and other

operations functions, to ultimately in-crease the accessibility and the adaptation of adult

education to the needs of the target group..

{================}


course: citizenship education and community engagement ... · component parts have their own...

Documents