NATURE VS NURTURE1……..Controlled by genes/ Heredity / Natural Phenomenon /2……..Happens automatically(0ld age/beard/straight or curly

hair/polio) 3……..It has long been known that certain physical characteristics

are biologically determined by genetic inheritance. 4…..Growth and development are evolutionary processes.• Color of eyes, straight or curly hair/Natural color of the

skin and certain diseases blood pressure/eye diseases/sugar/color blindness are all a function of the genes we inherit.

• Other physical characteristics, if not determined, appear to be at least strongly influenced by the genetic make-up of our biological parents.

• Height, weight, hair loss (in men), life expectancy and weakness to specific illnesses are positively correlated between genetically related individuals. E..g (Eye sight, thalesemia, anemia(blood deficiency HB percentage decreases) ,color blindness, height, Mental Disorder etc)

• These facts have led many to speculate as to whether psychological characteristics such as behavioral tendencies, personality attributes and mental abilities are also “wired in” before we are even born.

If these things are controlled by nature then whether intelligence, learning and education are also controlled by heredity.

Also

If everything is controlled by nature then why training , schooling , guidance and counseling etc ?

There are two views regarding this issue

Those who adopt an extreme heredity position are known as Nativists .

Their basic assumption is that the characteristics of the human species as a whole are a product of evolution and that individual differences are due to each person’s unique genetic code

At the other end of the spectrum are the environmentalists – also known as EMPIRICISTS (not to be confused with the other empirical / scientific approach). Their basic assumption is that at birth the human mind is a Tabula Rasa (A Blank Slate) and that this is gradually “filled” as a result of experience (e.g. behaviorism).

(Affective Domain)

These are the basic requirements for learning1…..Readiness2…..Effectiveness3…..Stimulus

From this point of view psychological characteristics and behavioral differences that emerge through infancy and childhood are the result of learning.

It is how you are brought up (nurture) that governs the psychologically significant aspects of child development and the concept of maturation applies only to the biological.

Conclusion Nurture …………….Psychological and Nature …………….Physiological/Biological

– This question was first framed by Francis Galton in the

late 19th century. Galton (himself a relative of Charles Darwin) was convinced that intellectual ability was largely inherited and that the tendency for “genius” to run in families was the outcome of a natural superiority. Superiority of genes

– This view has cropped up time and again in the history of psychology and has stimulated much of the research into intelligence testing (particularly on separated twins and adopted children). A modern proponent is the American

psychologist Arthur Jenson. – Finding that the average I.Q. scores of black Americans

were significantly lower than whites he went on to argue that genetic factors were mainly responsible – even going so far as to suggest that intelligence is 80% inherited.

INDOCTRINATION

1.Accepting Ideas Faiths Blindly2.No Questions Are Allowed3.No Reasoning4.No Justification

TYPES

1.Religious Indoctorine2.Political Indoctorine 3.Social Indoctorine 4.Military Indoctorine

INDOCTRINATIONIndoctrination is the process of inculcating ideas,

attitudes, cognitive strategies or a professional methodology (see doctrine It is often distinguished from education by the fact that the indoctrinated person is expected not to question or critically examine the doctrine they have learned. As such the term may be used pejoratively/disapproving, often in the context of education, political opinions, theology or religious dogma. The term is closely linked to socialization; in common discourse, indoctrination is often associated with negative connotations, while socialization refers to cultural or educational learning.

1 Religious indoctrination 2 Military indoctrinationReligious indoctrination Religious indoctrination, the original sense of indoctrination, refers to a process of imparting doctrine in an authoritative way, as incatechism/a group of questions and answers, especially about a set of Christian beliefs . Most religious groups among the revealed religions instruct new members in the principles of the religion; this is now not usually referred to as indoctrination by the religions themselves, in part because of the negative connotations/ something suggested by an object or situation the word has acquired.

Critics of religion, such as Richard Dawkins, maintain that the children of religious parents are often unfairly indoctrinated.

Military indoctrination

Recruit trainingThe initial psychological preparation of soldiers during training is referred to (non-pejoratively) as indoctrination.

INDOCTRINATION (PROPAGANDA)

EDUCATION

1. Uses generalizations, "allness" statements: Lacks specific references and data.

1. Uses qualifiers: Statements supported with specific references and data.

2. One sided: Different or opposing views are either ignored, misrepresented, underrepresented, or degraded.

2. Circumspect(cautious) and multifaceted: Issues examined from many points of view. Opposition fairly represented.

3. Card stacking: Data carefully selected to present only the best or worst possible case. Language used to conceal.

3. Balanced: Presents representative samples from a wide range of available data on the subject. Language used to reveal.

4. Misleading use of statistics. 4. Statistical references qualified with respect to size, duration, criteria, controls source, and subsidizer.

5. Lumpism: Ignores distinctions and subtle differences. Lumps superficially similar elements together. Reasons by analogy/similarity/equality.

5. Discrimination: Points out differences and subtle distinctions. Uses analogies carefully, pointing out differences and non applicability.

6. False dilemma (either/or): There are only two solutions to the problem or two ways of viewing the issue -- the "right way" (the writer or speaker's way) and the "wrong way" (any other way).

6. Alternatives: There are many ways of solving a problem or viewing an issue.

7. Appeals to authority: Statements by selected authority figures used to clinch an argument. "Only the 'expert' knows."

7. Appeals to reason: Statements by authority figures used to stimulate thought and discussion. "Experts" seldom agree.

8. Appeals to consensus (bandwagon): "Everybody's doing it" so it must be right.

8. Appeals to fact and logic: Supports arguments with impartially selected data and logic.

9. Appeals to emotions and automatic responses: Uses words and pictures with strong emotional connotations.

9. Appeals to people's capacity for thoughtful, reasoned responses: Uses emotionally neutral words and illustrations.

10.Labeling: Uses labels and derogatory terms to describe proponents of opposing viewpoint.

10.Avoids labels and derogatory language. Addresses the argument, not the people supporting a particular viewpoint.

11.Ignores assumptions and built-in biases. 11.Explores assumptions and built-in biases.12.Language usage promotes lack of awareness. 12.Language usage promotes greater awareness

Motivatio’n

The Learner• The learner is

dependent upon the instructor for all learning

• The teacher/instructor assumes full responsibility for what is taught and how it is learned.

• The teacher/instructor evaluates learning

• The learner is self-directed

• The learner is responsible for his/her own learning

• Self-evaluation is characteristic of this approach.

Pedagogical Andragogical

Role of the Learner’s Experience• The learner comes to the

activity with little experience that could be tapped as a resource for learning.

• The experience of the instructor is most influential.

• Learner brings a greater volume and quality of experience

• Adults are a rich resource for one another

• Different experiences assure diversity in groups of adults

• Experience becomes the source of self-identify

Pedagogical Andragogical

Readiness to Learn• Students are told what

they have to learn in order to advance to the next level of mastery.

• Any change is likely to trigger a readiness to learn.

• The need to know in order to perform more effectively in some aspect of one’s life.

• Ability to assess gaps between where one is now and where one wants and needs to be.

Pedagogical Andragogical

Orientation to Learning

• Learning is a process of acquiring prescribed subject matter

• Content units are sequenced according to the logic of the subject matter

• Learners want to perform a task, solve a problem, live in a more satisfying way

• Learning must have relevance to real-life tasks

• Learning is organized around life/work situations rather than subject matter units

AndragogicalPedagogical

Motivation for Learning

• Primarily motivated by external pressures, competition for grades, and the consequences of failure

• Internal motivators: self esteem, recognition, better quality of life, self-confidence, self-actualization

Pedagogical Andragogical

BY TARIQ ALI

BY :TARIQ ALI 1. Instructor At Provincial Institute for Teachers Education (PITE) Khyber

Pakhtunkhwa 2. Visiting Lecturer & Research Supervisor at Institute Of Social Policies And

Research (ISPaR) 3. Tutor & Resource Person Distance Education University Of Peshawar

4. Tutor And Resource Person Of Allam Iqbal Open University Islamabad5. Member of LMTF,IPTWG,

Cell No : (+92)03469196279

& (+92)03347027177

E-mail: tariq_shah98@yahoo.com