Authors :
Sujay Rao Mandavilli
Volume/Issue :
Volume 10 - 2025, Issue 7 - July
Google Scholar :
https://tinyurl.com/3ycfawa9
Scribd :
https://tinyurl.com/38c4r7yx
DOI :
https://doi.org/10.38124/ijisrt/25jul1502
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Note : Google Scholar may take 30 to 40 days to display the article.
Abstract :
The objective of this paper is to summate and summarize the core tenets of our proposed multi-barreled approach to
educational and pedagogical reform. This is accomplished in this paper by eliciting the core philosophy behind our approach,
and presenting them in the form of easily understandable principle or bullet points; it would be more appropriate to refer to
them as action points that can be easily implemented by various educational institutions and planning bodies to improve
academic performance and achieve national productivity goals and milestones to boot. The progress made by mankind in the
realm of education in the past few years and decades has been enormous. However, progress on this front has mostly been
quantitative and not qualitative. In other words, major qualitative progress has not been achieved beyond the realm of fantasy.
A large part of the problem is that wide variations persist, and there is no universal gold standard to benchmark progress
against. Progress in education and in pedagogy will become make or break as economies move towards orange economies, and
as birth rates fall. Economists and planners would therefore be well-advised to take educational and pedagogical reform
seriously.
References :
- Akmajian, Adrian; Demers, Richard; Farmer, Ann; Harnish, Robert (2010). Linguistics: An Introduction to Language and Communication. Cambridge, MA: The MIT Press
- Aronoff, Mark; Rees-Miller, Janie, eds. (2000). The handbook of linguistics. Oxford: Blackwell.
- King, Christopher R. (1994). One Language, Two Scripts: The Hindi Movement in Nineteenth Century North India. New Delhi: Oxford University Press.
- Shapiro, Michael C. (2001). "Hindi". In Garry, Jane; Rubino, Carl (eds.). An encyclopedia of the world's major languages, past and present. New England Publishing Associates. pp. 305–309
- Bruner, J. S. (1966). Toward a Theory of Instruction. Cambridge, Massachusetts: Belkapp Press.
- Bruner, J. S. (1971). The Relevance of Education. New York, NY: Norton
- Rogers, C. R. (1983). Freedom to Learn for the '80s. New York: Charles E. Merrill Publishing Company, A Bell & Howell Company.
- Jones, Leo. (2007). The Student-Centered Classroom. Cambridge University Press.
- Developing cogent strategies for the lexical development of non-dominant languages: Empowering linguistic have-nots and maximizing linguistic performance, Sujay Rao Mandavilli, IJISRT, July 2024
- Embracing “Functionalism” in pedagogical theory: Why we may eventually need to justify every component of pedagogical and course content, SSRN, January 2025
- Platzer, Norbert A. J. (1963-04-18). "Incentiveness, Motivation, Training Needs of a Scientist". The Springfield Union. p. 52
- Zegarelli, Mark (2010). Logic For Dummies. John Wiley & Sons. p. 30
- Wile, Bruce; Goss, John; Roesner, Wolfgang (2005). Comprehensive Functional Verification: The Complete Industry Cycle. Elsevier. p. 447
- Hunt, Martin (2006). "Why Learn History?". In Hunt, Martin (ed.). A Practical Guide to Teaching History in the Secondary School. Routledge. pp. 3–14
- Hymes, Dell. (1974). Foundations in sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press.
- Kottak, Conrad Phillip (2005) Window on Humanity : A Concise Introduction to General Anthropology, (pages 2–3, 16–17, 34–44). McGraw Hill, New York.
- Heath, Shirley Brice & Brian Street, with Molly Mills. On Ethnography.
- Hartman, J.; Moskal, P. & Dziuban, C (2005). Preparing the academy of today for the learner of tomorrow.
- Wicks, David A; et al. (2015). "An investigation into the community of inquiry of blended classrooms by a faculty learning community". The Internet and Higher Education. 25: 53–62
- Alexander, S. & McKenzie, J. (1998). An Evaluation of Information Technology Projects for University Learning. Canberra, Australia: Committee for University Teaching and Staff Development and the Department of Employment, Education, Training and Youth Affairs
The objective of this paper is to summate and summarize the core tenets of our proposed multi-barreled approach to
educational and pedagogical reform. This is accomplished in this paper by eliciting the core philosophy behind our approach,
and presenting them in the form of easily understandable principle or bullet points; it would be more appropriate to refer to
them as action points that can be easily implemented by various educational institutions and planning bodies to improve
academic performance and achieve national productivity goals and milestones to boot. The progress made by mankind in the
realm of education in the past few years and decades has been enormous. However, progress on this front has mostly been
quantitative and not qualitative. In other words, major qualitative progress has not been achieved beyond the realm of fantasy.
A large part of the problem is that wide variations persist, and there is no universal gold standard to benchmark progress
against. Progress in education and in pedagogy will become make or break as economies move towards orange economies, and
as birth rates fall. Economists and planners would therefore be well-advised to take educational and pedagogical reform
seriously.
