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Guru Granth Sahib
Composition, Arrangement & Layout
ਜਪੁ | Jup
ਸੋ ਦਰੁ | So Dar
ਸੋਹਿਲਾ | Sohilaa
ਰਾਗੁ ਸਿਰੀਰਾਗੁ | Raag Siree-Raag
Gurbani (14-53)
Ashtpadiyan (53-71)
Gurbani (71-74)
Pahre (74-78)
Chhant (78-81)
Vanjara (81-82)
Vaar Siri Raag (83-91)
Bhagat Bani (91-93)
ਰਾਗੁ ਮਾਝ | Raag Maajh
Gurbani (94-109)
Ashtpadi (109)
Ashtpadiyan (110-129)
Ashtpadi (129-130)
Ashtpadiyan (130-133)
Bara Maha (133-136)
Din Raen (136-137)
Vaar Maajh Ki (137-150)
ਰਾਗੁ ਗਉੜੀ | Raag Gauree
Gurbani (151-185)
Quartets/Couplets (185-220)
Ashtpadiyan (220-234)
Karhalei (234-235)
Ashtpadiyan (235-242)
Chhant (242-249)
Baavan Akhari (250-262)
Sukhmani (262-296)
Thittee (296-300)
Gauree kii Vaar (300-323)
Gurbani (323-330)
Ashtpadiyan (330-340)
Baavan Akhari (340-343)
Thintteen (343-344)
Vaar Kabir (344-345)
Bhagat Bani (345-346)
ਰਾਗੁ ਆਸਾ | Raag Aasaa
Gurbani (347-348)
Chaupaday (348-364)
Panchpadde (364-365)
Kaafee (365-409)
Aasaavaree (409-411)
Ashtpadiyan (411-432)
Patee (432-435)
Chhant (435-462)
Vaar Aasaa (462-475)
Bhagat Bani (475-488)
ਰਾਗੁ ਗੂਜਰੀ | Raag Goojaree
Gurbani (489-503)
Ashtpadiyan (503-508)
Vaar Gujari (508-517)
Vaar Gujari (517-526)
ਰਾਗੁ ਦੇਵਗੰਧਾਰੀ | Raag Dayv-Gandhaaree
Gurbani (527-536)
ਰਾਗੁ ਬਿਹਾਗੜਾ | Raag Bihaagraa
Gurbani (537-556)
Chhant (538-548)
Vaar Bihaagraa (548-556)
ਰਾਗੁ ਵਡਹੰਸ | Raag Wadhans
Gurbani (557-564)
Ashtpadiyan (564-565)
Chhant (565-575)
Ghoriaan (575-578)
Alaahaniiaa (578-582)
Vaar Wadhans (582-594)
ਰਾਗੁ ਸੋਰਠਿ | Raag Sorath
Gurbani (595-634)
Asatpadhiya (634-642)
Vaar Sorath (642-659)
ਰਾਗੁ ਧਨਾਸਰੀ | Raag Dhanasaree
Gurbani (660-685)
Astpadhiya (685-687)
Chhant (687-691)
Bhagat Bani (691-695)
ਰਾਗੁ ਜੈਤਸਰੀ | Raag Jaitsree
Gurbani (696-703)
Chhant (703-705)
Vaar Jaitsaree (705-710)
Bhagat Bani (710)
ਰਾਗੁ ਟੋਡੀ | Raag Todee
ਰਾਗੁ ਬੈਰਾੜੀ | Raag Bairaaree
ਰਾਗੁ ਤਿਲੰਗ | Raag Tilang
Gurbani (721-727)
Bhagat Bani (727)
ਰਾਗੁ ਸੂਹੀ | Raag Suhi
Gurbani (728-750)
Ashtpadiyan (750-761)
Kaafee (761-762)
Suchajee (762)
Gunvantee (763)
Chhant (763-785)
Vaar Soohee (785-792)
Bhagat Bani (792-794)
ਰਾਗੁ ਬਿਲਾਵਲੁ | Raag Bilaaval
Gurbani (795-831)
Ashtpadiyan (831-838)
Thitteen (838-840)
Vaar Sat (841-843)
Chhant (843-848)
Vaar Bilaaval (849-855)
Bhagat Bani (855-858)
ਰਾਗੁ ਗੋਂਡ | Raag Gond
Gurbani (859-869)
Ashtpadiyan (869)
Bhagat Bani (870-875)
ਰਾਗੁ ਰਾਮਕਲੀ | Raag Ramkalee
Ashtpadiyan (902-916)
Gurbani (876-902)
Anand (917-922)
Sadd (923-924)
Chhant (924-929)
Dakhnee (929-938)
Sidh Gosat (938-946)
Vaar Ramkalee (947-968)
ਰਾਗੁ ਨਟ ਨਾਰਾਇਨ | Raag Nat Narayan
Gurbani (975-980)
Ashtpadiyan (980-983)
ਰਾਗੁ ਮਾਲੀ ਗਉੜਾ | Raag Maalee Gauraa
Gurbani (984-988)
Bhagat Bani (988)
ਰਾਗੁ ਮਾਰੂ | Raag Maaroo
Gurbani (889-1008)
Ashtpadiyan (1008-1014)
Kaafee (1014-1016)
Ashtpadiyan (1016-1019)
Anjulian (1019-1020)
Solhe (1020-1033)
Dakhni (1033-1043)
ਰਾਗੁ ਤੁਖਾਰੀ | Raag Tukhaari
Bara Maha (1107-1110)
Chhant (1110-1117)
ਰਾਗੁ ਕੇਦਾਰਾ | Raag Kedara
Gurbani (1118-1123)
Bhagat Bani (1123-1124)
ਰਾਗੁ ਭੈਰਉ | Raag Bhairo
Gurbani (1125-1152)
Partaal (1153)
Ashtpadiyan (1153-1167)
ਰਾਗੁ ਬਸੰਤੁ | Raag Basant
Gurbani (1168-1187)
Ashtpadiyan (1187-1193)
Vaar Basant (1193-1196)
ਰਾਗੁ ਸਾਰਗ | Raag Saarag
Gurbani (1197-1200)
Partaal (1200-1231)
Ashtpadiyan (1232-1236)
Chhant (1236-1237)
Vaar Saarang (1237-1253)
ਰਾਗੁ ਮਲਾਰ | Raag Malaar
Gurbani (1254-1293)
Partaal (1265-1273)
Ashtpadiyan (1273-1278)
Chhant (1278)
Vaar Malaar (1278-91)
Bhagat Bani (1292-93)
ਰਾਗੁ ਕਾਨੜਾ | Raag Kaanraa
Gurbani (1294-96)
Partaal (1296-1318)
Ashtpadiyan (1308-1312)
Chhant (1312)
Vaar Kaanraa
Bhagat Bani (1318)
ਰਾਗੁ ਕਲਿਆਨ | Raag Kalyaan
Gurbani (1319-23)
Ashtpadiyan (1323-26)
ਰਾਗੁ ਪ੍ਰਭਾਤੀ | Raag Prabhaatee
Gurbani (1327-1341)
Ashtpadiyan (1342-51)
ਰਾਗੁ ਜੈਜਾਵੰਤੀ | Raag Jaijaiwanti
Gurbani (1352-53)
Salok | Gatha | Phunahe | Chaubole | Swayiye
Sehskritee Mahala 1
Sehskritee Mahala 5
Gaathaa Mahala 5
Phunhay Mahala 5
Chaubolae Mahala 5
Shaloks Bhagat Kabir
Shaloks Sheikh Farid
Swaiyyae Mahala 5
Swaiyyae in Praise of Gurus
Shaloks in Addition To Vaars
Shalok Ninth Mehl
Mundavanee Mehl 5
ਰਾਗ ਮਾਲਾ, Raag Maalaa
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Education Is Now A Fundamental Right Of Every Child
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<blockquote data-quote="rajneesh madhok" data-source="post: 123834" data-attributes="member: 10692"><p>Dear Kanwardeepji,</p><p>I agree to your point. Now we discuss the matter of <strong>Right to Education Bill</strong>, if it becomes law in India, then both the private and government schools will not be allowed to force a child to repeat a year or expel students until class VIII for any reason. Whether this bill will be beneficial for the students, whether the Education standard of India will improve? Though at present the trend is that the student is being passed or failed and the schools identify the children as best and worst. </p><p>Now we come to another aspect, in Child psychology <strong>EVERY CHILD IS A UNIQUE ONE, </strong>there are so many reasons that a child could not be able to produce good result. But instead of discovering the good qualities of the student or uniqueness within the student if the school authority expel him/he from shcool, is it a good criteria or it is a correct way to deal with the child. Now we come to the point should the child be failed or expelled form the school?</p><p>Though the educationists admit that trapping of hidden talent within every child is a big task. We should not judge the I.Q. of each and every child at par with all children. The child's potentiality should be checked and he/she should be trained on the particular line. But after 63 years of independence we could not be able to produce that kind of education pattern. </p><p>Now the mode of discussion has moved to another line, the matter is Should we proceed to expel the child at a random by simply telling that the child is not fit to the school, academic system or should we go for a new pattern of education system. </p><p>There are so many academicians in our group. I request to <strong>Dr. Narayanjot Kaur </strong>to please throw light on the subject of her expertise. That why not we respect the extracurricular activities, achievements of the child why every child's record is considered with pass/ fail pattern. Why every time we consider the achievement of the child on the academic point of view. We keep on stressing the academic qualities of the child by evaluating on subjective mark and don't give credit to the sports, music, painting etc.... Even the schools make partiality in giving grades to extra curricular achievements and marks for pass and fail to subjects such as Maths, Science or SST on the report card. </p><p></p><p>Why we keep on assessing the child on academic rating system. Children are unique in their characters in different fields. Can we force all students to put on equal size of dresses or shoes though the size of every child differ. Why not there is a provision of alternate type of education for a child. If a student is bad in academic field but he is good in other fields. Is it not an illogical or unreasonable pass/ fail criteria. Whether it is not injustice with a child. for how much period the child will have to face this injustice made by our own high class society people and academicians on those shoulders the coming generation of the country depends. </p><p></p><p>Rajneesh Madhok</p></blockquote><p></p>
[QUOTE="rajneesh madhok, post: 123834, member: 10692"] Dear Kanwardeepji, I agree to your point. Now we discuss the matter of [B]Right to Education Bill[/B], if it becomes law in India, then both the private and government schools will not be allowed to force a child to repeat a year or expel students until class VIII for any reason. Whether this bill will be beneficial for the students, whether the Education standard of India will improve? Though at present the trend is that the student is being passed or failed and the schools identify the children as best and worst. Now we come to another aspect, in Child psychology [B]EVERY CHILD IS A UNIQUE ONE, [/B]there are so many reasons that a child could not be able to produce good result. But instead of discovering the good qualities of the student or uniqueness within the student if the school authority expel him/he from shcool, is it a good criteria or it is a correct way to deal with the child. Now we come to the point should the child be failed or expelled form the school? Though the educationists admit that trapping of hidden talent within every child is a big task. We should not judge the I.Q. of each and every child at par with all children. The child's potentiality should be checked and he/she should be trained on the particular line. But after 63 years of independence we could not be able to produce that kind of education pattern. Now the mode of discussion has moved to another line, the matter is Should we proceed to expel the child at a random by simply telling that the child is not fit to the school, academic system or should we go for a new pattern of education system. There are so many academicians in our group. I request to [B]Dr. Narayanjot Kaur [/B]to please throw light on the subject of her expertise. That why not we respect the extracurricular activities, achievements of the child why every child's record is considered with pass/ fail pattern. Why every time we consider the achievement of the child on the academic point of view. We keep on stressing the academic qualities of the child by evaluating on subjective mark and don't give credit to the sports, music, painting etc.... Even the schools make partiality in giving grades to extra curricular achievements and marks for pass and fail to subjects such as Maths, Science or SST on the report card. Why we keep on assessing the child on academic rating system. Children are unique in their characters in different fields. Can we force all students to put on equal size of dresses or shoes though the size of every child differ. Why not there is a provision of alternate type of education for a child. If a student is bad in academic field but he is good in other fields. Is it not an illogical or unreasonable pass/ fail criteria. Whether it is not injustice with a child. for how much period the child will have to face this injustice made by our own high class society people and academicians on those shoulders the coming generation of the country depends. Rajneesh Madhok [/QUOTE]
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