byDr. RANU VARSHNEY &

Mrs. NISHA CHATURBEDI

Uniqueness of Some Special Disciplines

Philosophy:• True to the branch of philosophy, in general, I think

you will find more questions than answers.•  the idea of raising questions and being able to

explore multiple valences of understanding within the discipline. 

• Bertrand Russell might be on to something when he suggests that philosophy is different from other branches of inquiry because it raises more questions than answers.  

•  When philosophical answers are present, it moves to another branch of science. 

• Russell, again, uses the example of how astronomy used to be included in philosophy, but once specifics were ascertained, it moved out of the realm of philosophical inquiry.

• The essence of philosophy is this idea of being able to generate questions, develop answers to them only to create more questions.

• To pretend to be able to come up with absolute answers to such topics is arbitrary. and reductive, taking away from any true hope at understanding.

•  It is because of this that the belief of asking questions and probing into the nature of what is and what can be marks out philosophy as fundamentally different from other branches of inquiry.

• There is no universally accepted definition of philosophy.

• As a matter of fact there is very wide range expert opinions, including those of great philosophers of the past regarding the nature and definition of philosophy.

• The discipline of philosophy is concerned with the understanding the basic reality of the nature and existence of the world that is beyond the physical nature of the universe.

• It is an attempt to discover the ultimate truth that is applicable to everything and under all circumstances.

• The purpose of philosophy is to gain the knowledge of truth, rather than use this knowledge for getting anything else.

• In its attempt to discover the truth, philosophy examines the relationships between individual, that is one who knows or perceives the physical reality of the world, with the universe or the physical reality perceived.

• Perhaps philosophy emerged out of human emotions of wonder, curiosity, and the desire to know and understand. 

• Philosophy is a form of inquiry which uses processes such as analysis, criticism, interpretation, and speculation.(assumptions)

http://www.exeter.k12.pa.us/domain/226http://whitefieldacademy.org/student-life/acad

emics/philosophy-of-discipline/

Fine Art: fine art is "a visual art considered to have been

created primarily for aesthetic and intellectual purposes and judged for its beauty and meaningfulness, specifically, painting, sculpture, drawing, watercolor, graphics, and architecture."

Fine art doesn’t have to follow the rules-it has to be enjoyed by the viewers. I believe it should reflect the emotions, feeling and the beauty of that moment.

Art is a specialty and it requires a lot of skill, enthusiasm and an understanding of art, image, sculptures, natural world etc.

There are some levels of talent and ability that you need to know in order to become an excellent fine

art.Develop Your Imagination: One of the skills that

one can develop is the ability of pre-visualizing.Pre-visualization gives you direction.Fine art is an art of imagination.The characteristics of the visual arts by using a

wide range of subject matter, symbols, meaningful images, and visual expressions, to reflect their ideas, feelings, and emotions; and to evaluate the merits of their efforts.

Promote acquisition of and fluency in new ways of thinking, working, communicating, reasoning, and investigating.

They emphasize student acquisition of the most important and enduring ideas, concepts, issues, dilemmas, and knowledge offered by the visual arts.

They develop new techniques, approaches, and habits for applying knowledge and skills in the visual arts to the world beyond school.

The visual arts are extremely rich. They range from drawing, painting, sculpture, and design, to architecture, film, video, and folk arts.

For example, drawing can be used as the basis for creative activity, historical and cultural investigation, or analysis, as can any other fields within the visual arts.

It is the responsibility of practitioners to choose appropriately from this rich array of content and processes to fulfill these goals in specific circumstances and to develop the curriculum.

Vocabularies and concepts associated with various types of work in the visual arts and must exhibit their competence at various levels in visual, oral, and written form.

Creation is at the heart of this instruction. Students learn to work with various tools, processes, and media. They learn to coordinate their hands and minds in explorations of the visual world.

They learn to make choices that enhance communication of their ideas. Their natural inquisitiveness is promoted, and they learn the value of perseverance.

They grow in their ability to describe, interpret, evaluate, and respond to work in the visual arts. Through examination of their own work and that of other people, times, and places, students learn to unravel the essence of artwork and to appraise its purpose and value.

http://www.nacdnet.org/education/contests/poster/2009/National_Standards_for_Visual_Art_Link_To_State_Dept_of_Ed.pdf

http://www.arteducators.org/store/NAEA_Natl_Visual_Standards1.pdf

http://adventisteducation.org/downloads/pdf/1031_subjectfine_arts_0911.pdf

https://en.wikipedia.org/wiki/Fine_arthttps://stockphotosandimages.wordpress.c

om/2011/10/10/characteristics-of-a-fine-art-photographer/

Performance Art:Performing arts are art forms in which artists use

their voices and/or the movements of their bodies, often in relation to other objects, to convey artistic expression.

Performing arts include a variety of disciplines but all are intended to be performed in front of a live audience.

Performing arts may include dance, music, opera theatre

 and musical theatre, magic, illusion, mime, spoken word, puppetry, circus arts, performance art, recitation and public speaking.

There is also a specialized form of fine art, in which the artists perform their work live to an audience.

Dance, music, theatre, and the visual arts have endured in all cultures throughout the ages as a universal basic language.

Study in and through the arts employs a form of thinking and a way of knowing based on human judgment, invention, and imagination.

Musicians, singers, dancers, actors, and others find themselves constantly trying to outshine the competition and rise to the top. 

 The most successful in the performing arts industry should have: Creativity, Enthusiasm, Flexibility, Networking Skills, High Self-Esteem, Perseverance, Physical Staminay, Presentation Skills, Self-Discipline and Talent.

In your performer’s resume, you will have to include personal information.

Often, employers will want know your height, weight, hair colour and build. Sometimes, they’ll even want your measurements, for costume purposes.

Traditionally, performers’ resumes can include sections on education/training, union membership, performing experience, related work experience, awards/distinctions, and special skills.

https://en.wikipedia.org/wiki/Performing_arts

http://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf

http://performingartsschools.com/resources/top-10-qualities-of-a-great-performing-artist

http://www.imma.ie/en/page_212495.htmhttp://www.rand.org/content/dam/rand/pubs/

monograph_reports/2007/MR1367.pdfhttp://www.collegeadmissioncoach.com/

uploads/5/8/1/4/5814510/performing_arts_resume_guide.pdf

Home Science:Home Science has now been claimed to be one of the important subjects in the school curriculum because it offers the fundamental opportunities to develop their best for promoting society.

The concept of Home Science is based on the ardent (keen) desire to improve the well being of the community through every home.

The modern concept of Home Science is to bring up homes where peace, prosperity and progress prevail.

The philosophy of Home Science is to provide equal opportunities for both sexes, to achieve best familial and professional lives.

.

The home implants moral values of honesty, truthfulness, dependability and objectivity in a person.

In the beginning Home Science was referred to as Domestic Science.

There are five different areas of specialisation in Home Science as Human Development, Family and Community Resource Management, Food and Nutrition, Textile Science, Extension Education.

Along with material and economical achievements, physical, spiritual and moral aspects of family living have to be promoted. This is one of the underlying principles of Home Science education

Home Science teaching has sustained itself as a major employment sphere in research and in extension of social services.

The single dimensional role of woman as a home-maker produces constraints for women’s development, society and individuals have changed and therefore the women’s lopsided role of a home maker, needs to be fused with professional roles.

All knowledge applied are fundamental, which can be used to liberate women and men from undue pressure within and without the home, is the content of Home Science.

Home is a place where life begins and school is the place where formal education begins. Hence what has been generated at home can be further enriched at school

.The philosophy of home science has also changed to prepare individuals for professional roles rather than to prepare them only for home making.

Today home science is aimed at preparing professional workers like teachers, nurses, dietitians, researchers, social workers, designers, administrators etc.

Therefore the interdisciplinary approach of home science has taken a new dimension interms of Life Span Development or child development, Physiology, Food, Nutrition and Health, Home Management, Fundamentals of Textiles and Clothing, Communication Skills.

Other characteristic of Home Science are action oriented, intangible results, need-based program, family oriented, voluntary etc.

http://www.textbooksonline.tn.nic.in/books/11/std11-homesci-em.pdf

http://www.scert.kerala.gov.in/images/2014/HSC-_Textbook/33_Home_Science-unit-01.pdf

http://lkouniv.ac.in/oldsite/department/hom_sci/syllabus/syl_ma_hom_sci.pdf

https://en.wikipedia.org/wiki/Faculty_of_Home_Science

Education:Day by day the people’ expectations from this field

of study are increasing.As places of learning, schools can demonstrate good

practices to learners, staff, parents, governing body members, suppliers and other schools, and engage them in activities that create positive change in communities.

Integrates social, environmental and economic aspects.

Holistic and interdisciplinary approach.(Education is a distinct field of study that studies other studies.)

Promotes life long learning.Based on local and culturally relevant needs keeping

in mind global impact.More flexibility in using of Research Methods.

Promotes the use of participatory learning and the development of thinking skills..

To fulfill the demand of the society and academic world it should develop itself as a meeting point of different disciplines working for a common goal and instead of trying to delimit its boundaries.

It should try to expand its branches in other educationally significant field of knowledge.

Then, the discipline of Education becomes as “Educational studies”, which as a professional and academic field encompassing various sub disciplines with different field of investigation but a common goal.

Education also try to find out the possible solution of such controversial issues that pose treat to its respectable academic status.

While working on present and future possibilities of development of discipline of education we can take inspiration from other more developed disciplines but we should not exactly follow the modal of any other discipline.

Education should be developed like education and not on the pattern of medicine, management, philosophy, physic or any other field of study.

Considering the growing demand of educational personnel in different field, the content and research methods of education should be enriched.

ReferencesR.S. Peters (1963). Comments on A

discipline of education, In J. Walton and J.L. Kuethe (Ed.) The discipline of education, Madison: University of Wisconsin press.