Aims of the course:
Every individual, at some point in his or her life, will encounter questions regarding the aim of life, such as: What am I to do? What role do I have to play m the vast and mysterious universe? What is the best and highest goal that 1 should aim to realise. An intellectual enquiry into these questions would be an excellent aid in the ultimate search for the aim of life and to the lifelong fulfillment of the individual. This course seeks to lead the students to such an enquiry.
• Students will explore a variety of views and opinions about the aim of life.
• Students will come to an adequate understanding of the variety of aims of life.
• Students will be able to articulate their understanding of the different aims of life.
• Students will be able to form their own views about their own aim of life.
Methodology for the course:
• Discussions: The teacher leads the students in a philosophical discussion, based on the preface, overview and the four basic categories described at the beginning of the book Aim of Life.
• Group Presentations: The students are broken into groups and each group is assigned one chapter which they are to study and present to the rest of the class on an assigned day.
• Projects or Papers: There will be two assignments during the course of the term. The first assignment may be a short essay on any aspect of views of one of the personalities. The second assignment may be a more substantial project which is at the culmination of the term in which the student is required to present a thesis based on the study of at least two of the views in this book.
o They may use the time in the class to consult with the teacher, do additional reading, work on the project, etc.
o The themes, questions for these projects may be suggested by the teacher or mutually agreed upon between the student and the teacher.
Assessment for the course:
• Class Discussions
• Project Work
• Examination (not essential)
Content of the course:
It may be acknowledged that throughout the history of awakened thought, there has been a persistent questioning about the aim of human life and answers have been sought at various levels of reflection and critical thought. Answers have been derived from morality, religion, spiritual experience, humanism, and critical scientific enquiry amongst many others.
The book titled Aim of Life, published by Sri Aurobindo International Institute of Educational Research (SAUER), Auroville, is presented to us as a vast canvas related to the theme of the aim of life. It is meant to be exploratory in nature. Texts have been selected from many important works related to the aim of life, in the spirit of collecting at random some flowers from a beautiful garden and yet giving us a glimpse of a large variety of views on the subject so that each individual may make an intellectual enquiry and arrive at their own conclusions freely.
The contents of the books are as follows:
AIM OF LIFE
|The following bulleted portions of the book are mandatory|
|The Supracosmic View|
|The Cosmic terrestrial View|
|The Supra Terrestrial View|
|The Integral View|
|2||Ecstasy Of Divine Love||Chaitanya Mahaprabhu||Eastern|
|3||Have You Seen God||Swami Vivekananda||Eastern|
|4||The Ascent To The Truth||The Mother||Eastern|
|5||Life’s Philosophy||Jawahar Lal Nehru||Eastern|
|6||Pursuit Of Goodness||Bharitri||Eastern|
|7||Brahman Is Real- The World Is A Lie||Adi Shankara||Eastern|
|8||Search For Utter Transcendence||Buddha||Eastern|
|9||The Sermon On The Mount||Jesus Christ||Eastern|
|10||Submission To The Will Of The Supreme||Prophet Mohammad||Eastern|
|12||Proofs Of The Existence Of God And Of The Human Soul||Rene Descartes||Western|
|13||Relentless Adventure And Ambition||Alexander The Great||Western|
|14||Search For Excellence And Perfection||Leonardo Da Vinci||Western|
|15||A Free Man’s Worship||Bertrand Russell||Western|
|16||The World As I See It||Albert Einstein||Western|
કોમ્યુનિકેશન સ્કીલ ઈન ગુજરાતી.ભાષાવિવેક.
હેતુઓ : આ સેમેસ્ટરના અભ્યાસ દ્વારા વિદ્યાર્થી
• ભાષા,બોલી,વાણીનો ભેદ ,એના કાર્યોનો પરિચય મેળવી શકશે .
• ભાષાના વર્ણો,ધ્વનિઓના ઉચ્ચારણ સ્થાન ,વાગ્ અવયવોની જાણકારી મળશે.
• ભાષાના શબ્દભંડોળ ,સમાનાર્થી,અનેકાર્થી ,વિદ્યાર્થી,શબ્દો ,ઉચ્ચારણ કે વર્ણનું સામ્ય - અર્થભેદ,રૂઢિ પ્રયોગ કહેવત ઈત્યાદિનો પરિચય કેળવી શકશે.
• ભાષાના વ્યાકરણનો પરિચય મેળવી શકશે .
• છંદ,અલંકારનો પરિચય કેળવશે .
• ભાષાનો સર્જનાત્મક વિનિયોગ કરવામાં વિવેક કેળવાશે.
એકમ : ૧ .ભાષા પરિચય ૧ ક્રેડિટ) ૧૬ તાસ (
ભાષા એટલે શું
એકમ : ૩. શબ્દવિવેક
ભાષા અને બોલી,બોલીભેદો
એકમ : ૨. વ્યાકરણ પરિચય -ગુજરાતીમાં વર્ણવ્યવસ્થા -પદ પરિચય:નામ સર્વનામ,વિશેષણ ,ક્રિયાપદ ,ક્રિયાવિશેષણ,નામયોગી ,ઉભયાન્વયી ,કેવળપ્રયોગી ,કૃદંત –
સંધિ – સમાસ
એકમ : ૩. શબ્દવિવેક ૧ ક્રેડિટ) ૧૬ તાસ (
ગુજરાતી ભાષાના પરિપ્રેક્ષ્યમાં શબ્દરચના
ગુજરાતી ભાષાનું શબ્દભંડોળ
સમાનાર્થી શબ્દો,અનેકાર્થી શબ્દો,વિદ્યાર્થી શબ્દો
ઉચ્ચારણ કે વર્ણનું સામ્ય,અર્થભેદ
શબ્દસમૂહ માટે એક શબ્દ
રૂઢિપ્રયોગો અને કહેવતો
એકમ : ૪. છંદ,અલંકાર
ગુજરાતીના છંદો – માત્રામેળ ,અક્ષરમેળ
શબ્દાલંકાર - ,અર્થાલંકાર
સંદર્ભ પુસ્તકો - ભાષાપરિચય અને ગુજરાત ભાષાનું સ્વરૂપ : જયંત કોઠારી ,યુનિવર્સિટી ગ્રંથનિર્માણ
બોર્ડ,ગુજરાત રાજ્ય,અમદાવાદ - . ભાષાવિવેક
પ્રકાશક : ભાષાનિયામકની કચેરી ,ગુજરાત રાજ્ય,ગાંધીનગર.કોમ્યુનિકેશન સ્કીલ ઈન ગુજરાતી
Aim of the course:
The major aim of developing one’s skills of communication is to establish rapport with the self and thereby with others around. This implies going beyond exchange of information, even use of sophisticated expressions and courtesies. It is a reflection of one’s inner self. An effective communicator is open to accept one’s shortcomings and appreciate strengths of others. Lacunae in communication, essentially, are due to internal conflicts among communicators. Raising levels of consciousness is the basic necessity to resolve conflicts. Such an approach to developing communicative competence can become an additional accomplishment, a requisite of a truly educated individual, more so of individuals aspiring to be teachers. Thus, effective communication is a creative process.
The primary function of teachers is to improve student learning and inspire them to respect themselves, thereby instil confidence in them. Language being a tool to develop and crystallize thoughts and academic work essentially being verbal, a satisfactory level of linguistic competence is a must. For this to happen, teachers require effective communication.
Objectives: The specific objectives of the course will be to enable the student-teachers to
(1 hr each of theory & practicum: language lab + tutorials)
Unit I. Language functions
Unit 11. English Grammar
Simple/habitual present, present continuous, simple past
Time and tense: modal auxiliaries (expression of future time)
Unit III. Lexical Registers
Nouns and adjectives: appearance, shape, size, shades of colours, mental attitudes, personality traits, home and neighbourhood (kitchen and other rooms), objects of use at home, at school/college, in the market, at the railway station, funfair, vegetables/fruit, crops, professions and professionals, nature (mountains, water bodies, forests, etc), society (festivals, customs, etc)
Unit IV Specific Areas and activities (ESP):
technology, agriculture, sports, marketing, a. academics, travel and transportation, imagination and fantasy, hobbies, adventure, ambition/wish/aspiration, world of adolescence and youth, arts (folk art and fine art), literature
Verbs and adverbs: sports and games, entertainment, hobbies, (focus on processes: how the game is played), ciassroom/school/college campus and activities therein, adventure
Krishnaswamy, 2001, English Grammar, OUP
Natraj, S, 2004, Developing Communication Skills: A Handbook for Teachers & Learners of English, CVM, Vallabha Vidyanagar