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Ali Baba
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For other uses, see Ali Baba (disambiguation).
"Ali Baba and the Forty Thieves" redirects here. For other uses, see Ali Baba and the Forty Thieves (disambiguation).
Cassim in the cave by Maxfield Parrish (1909)
Ali Baba (Arabic: علي بابا ʿAlī Bābā ) is a character from the folk tale Ali Baba and the Forty Thieves (علي بابا والأربعون لصا). This story is included in many versions of the One Thousand and One Nights, to which it was added by Antoine Galland in the 18th century. It is one of the most familiar of the "Arabian Nights" tales, and has been widely retold and performed in many media, especially for children, where the more violent aspects of the story are often suppressed.
In the story, Ali Baba is a poor woodcutter who discovers the secret of a thieves' den, entered with the phrase "Open Sesame". The thieves learn this and try to kill Ali Baba, but Ali Baba's faithful slave-girl foils their plots. Ali Baba gives his son to her in marriage and keeps the secret of the treasure.
Contents
[hide]
1 Textual history
2 Story
3 Classification
4 In popular culture
4.1 Adaptations in art, entertainment, and media
4.1.1 Audio dramas
4.1.2 Books and comics
4.1.3 Films
4.1.3.1 Animated films
4.1.4 Music
4.1.5 Television
4.1.6 Theatre
4.1.7 Video games
4.2 Business
4.3 Science
4.4 Military
4.4.1 Iraq War
5 Gallery
6 Notes
7 External links
Textual history[edit]
The tale was added to the story collection One Thousand and One Nights by one of its European translators, Antoine Galland, who called his volumes Les Mille et Une Nuits (1704–1717). Galland was an 18th-century French Orientalist who may have heard it in oral form from a Middle Eastern story-teller from Aleppo, in modern-day Syria. In any case, the earliest known text of the story is Galland's French version. Richard F. Burton included it in the supplemental volumes (rather than the main collection of stories) of his translation (published as The Book of the Thousand Nights and a Night) and thought its origins were Greek Cypriot.[1]
The American Orientalist Duncan Black MacDonald discovered an Arabic-language manuscript of the story at the Bodleian Library;[2] however, this was later found to be a counterfeit.[3]
Story[edit]
Ali Baba and his elder brother Cassim are the sons of a merchant. After their father's death, the greedy Cassim marries a wealthy woman and becomes well-to-do, building on their father's business. Ali Baba marries a poor woman and settles into the trade of a woodcutter.
One day, Ali Baba is at work collecting and cutting firewood in the forest, and he happens to overhear a group of 40 thieves visiting their treasure store. The treasure is in a cave, the mouth of which is sealed by magic. It opens on the words "open sesame" and seals itself on the words "close sesame". When the thieves are gone, Ali Baba enters the cave himself and discreetly takes a single bag of gold coins home.
Ali Baba and his wife borrow his sister-in-law's scales to weigh their new wealth. Unbeknownst to them, Cassim's wife puts a blob of wax in the scales to find out what Ali Baba is using them for, as she is curious to know what kind of grain her impoverished brother-in-law needs to measure. To her shock, she finds a gold coin sticking to the scales and tells her husband. Under pressure from his brother, Ali Baba is forced to reveal the secret of the cave. Cassim goes to the cave, taking a donkey with him to take as much treasure as possible. He enters the cave with the magic words. But in his greed and excitement over the treasure, he forgets the words to get out again. The thieves find him there and kill him. When his brother does not come back, Ali Baba goes to the cave to look for him, and finds the body quartered and with each piece displayed just inside the cave's entrance, as a warning to anyone else who might try to enter.
Ali Baba brings the body home where he entrusts Morgiana, a clever slave-girl from Cassim's household, with the task of making others believe that Cassim has died a natural death. First, Morgiana purchases medicines from an apothecary, telling him that Cassim is gravely ill. Then, she finds an old tailor known as Baba Mustafa whom she pays, blindfolds, and leads to Cassim's house. There, overnight, the tailor stitches the pieces of Cassim's body back together so that no one will be suspicious. Ali Baba and his family are able to give Cassim a proper burial without anyone's asking awkward questions.
The thieves, finding the body gone, realize that yet another person must know their secret, and they set out to track him down. One of the thieves goes down to the town and comes across Baba Mustafa, who mentions that he has just sewn a dead man's body back together. Realizing the dead man must have been the thieves' victim, the thief asks Baba Mustafa to lead the way to the house where the deed was performed. The tailor is blindfolded again, and in this state he is able to retrace his steps and find the house. The thief marks the door with a symbol so the other thieves can come back that night and kill everyone in the house. However, the thief has been seen by Morgiana who, loyal to her master, foils the thief's plan by marking all the houses in the neighborhood similarly. When the 40 thieves return that night, they cannot identify the correct house, and their leader kills the unsuccessful thief in a furious rage. The next day, another thief revisits Baba Mustafa and tries again. Only this time, a chunk is chipped out of the stone step at Ali Baba's front door. Again, Morgiana foils the plan by making similar chips in all the other doorsteps, and the second thief is killed for his failure as well. At last, the leader of the thieves goes and looks himself. This time, he memorizes every detail he can of the exterior of Ali Baba's house.
The leader of the federation pretends to be an oil merchant in need of Ali Baba's hospitality, bringing with him mules loaded with 38 oil jars, one filled with oil, the other 37 hiding the other remaining thieves. Once Ali Baba is asleep, the thieves plan to kill him. Again, Morgiana discovers and foils the plan, killing the 37 thieves in their oil jars by pouring boiling oil on them. When their leader comes to rouse his men, he discovers they are all dead and escapes. The next morning, Morgiana tells Ali Baba about the thieves in the jars. They bury them, and Ali Baba shows his gratitude by giving Morgiana her freedom.
To exact revenge after some time, the leader of the thieves establishes himself as a merchant, befriends Ali Baba's son (who is now in charge of the late Cassim's business), and is invited to dinner at Ali Baba's house. However, the thief is recognized by Morgiana, who performs a sword dance with a dagger for the diners and plunges it into the thief's heart, when he is off his guard. Ali Baba is at first angry with Morgiana, but when he finds out the thief wanted to kill him, he is extremely grateful and rewards Morgiana by marrying her to his son. Ali Baba is then left as the only one knowing the secret of the treasure in the cave and how to access it.
Classification[edit]
The story has been classified in the Aarne–Thompson classification system as AT 676.[4]
In popular culture[edit]
Adaptations in art, entertainment, and media[edit]
Audio dramas[edit]
In 1981, an audio musical play was produced in the Soviet Union. The play proved to be extremely popular (Over three million records were produced) and a movie was made, adding video to the existing soundtrack.[citation needed]
Books and comics[edit]
Tom Holt's mythopoeic novel Open Sesame is based on characters from the story of Ali Baba and the Forty Thieves.
In an Alvin comic book (Dell Comics #10, Jan.-Mar. 1965), The Chipmunks (Alvin, Theodore, and Simon) join eccentric scientist Dr. Dilby in his time machine. Their first stop is ancient Persia, where they meet Ali Baba and help him fight the 40 Thieves.
Although not a direct adaptation, the characters of Ali Baba, Cassim, and Morgiana as well as part of the concept of the Forty Thieves are featured in the ongoing Japanese manga series Magi. In 2012, this manga was adapted to anime.
Films[edit]
Ali Baba et les quarante voleurs is a 1902 short silent film directed by Ferdinand Zecca, and possibly the first film adaptation.
Ali Baba We El Arbeen Haramy (1942, in English" Ali Baba and the Forty Thieves) is an Egyptian movie adaptation, starring Ali AlKassar as Ali Baba and the comedian actor Ismail Yasin as his assistant.
Ali Baba and the Forty Thieves (1944), remade as The Sword of Ali Baba (1965), reimagines the thieves as freedom fighters against Mongol oppression, and Ali Baba as their leader. Frank Puglia portrayed the character named Kassim in both versions.
Ali Baba et les quarante voleurs (1954) is a French film starring Fernandel and Samia Gamal.
Alibaba Aur 40 Chor is a 1954 Hindi/Urdu fantasy action film directed by Homi Wadia
Alibabavum 40 Thirudargalum (1956, in English: Alibaba and Forty Thieves) is a Tamil film starring M. G. Ramachandran.
Alibaba 40 dongalu (1970) is a Telugu film based on Ali Baba, starring N T Rama Rao and Jayalalitha.
Ali Baba Bujang Lapok (1960) is a Malaysian comedy film which quite faithfully adhered to the tale's plot details but introduced a number of anachronisms for humour, for example the usage of a truck by Kassim Baba to steal the robbers' loot.
Morgiana Abdulla (1970) is a Bengali film adaptation.[citation needed]
Ali Baba ve Kırk Haramiler (1971, in English: Ali Baba and the Forty Thieves) is a Turkish movie, starring Sadri Alışık as Ali Baba.
Ali Baba aur 40 Chor (1979), a Soviet-Indian joint film starring Dharmendra, Hema Malini, Rolan Bykov and Zeenat Aman, was largely based on this adventure tale.
A Bollywood film Alibaba Aur 40 Chor (1980), starring Dharmendra, Hema Malini, and Zeenat Aman, was an Indo-Russian coproduction in which the original story line was slightly altered.
In the American/British television mini-series Arabian Nights (2000), the story is told faithfully with two major changes. The first is: when Morgiana discovers the thieves in the oil jars, she alerts Ali Baba and, together with a friend, they release the jars on a street with a steep incline that allows the jars to roll down and break open. Furthermore, the city guard is alerted and arrest the disoriented thieves as they emerge from their containers. Later, when Morgiana defeats the thief leader, Ali Baba, who is young and has no children, marries the heroine himself.
Ali Baba (2007) is a French telefilm starring Gérard Jugnot and Catherine Zeta-Jones (2007).
The story of Ali Baba was featured in Inkheart (2008). One of the 40 Thieves, named Farid (played by Rafi Gavron), is brought out of the story by Mortimer "Mo" Folchart and ends up becoming his ally.
Animated films[edit]
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A Popeye cartoon, Popeye the Sailor Meets Ali Baba's Forty Thieves (1937), features Popeye meeting and defeating the titular group and their leader Abu Hassan (portrayed by Popeye's nemesis Bluto).
A Merrie Melodies Bugs Bunny/Daffy Duck cartoon, Ali Baba Bunny (1957), has a similar premise to the concept of the treasure-filled magical cave.
The story was adapted in the 1971 anime Ali Baba and the Forty Thieves (アリババと４０匹の盗賊, Aribaba to Yonjuppiki no Tozoku), storyboarded by Hayao Miyazaki.
The Disney film Aladdin (1992) makes references to the story, as Genie names Ali Baba and the Forty Thieves in the song Friend Like Me.
In Aladdin and the King of Thieves (1996), the 40 thieves play an integral part in the story. However, the story is very different from the original Ali Baba story, particularly Cassim's new role as Aladdin's father and the King of Thieves.
In the anime Magi: The Labyrinth of Magic (serialized since June 2009), Ali Baba appears as one of the main characters and one of Aladdin's friends. At some point in the show, he is shown as the leader of a gang of thieves called Fog Troupe. Morgiana is his loyal friend, whom Ali Baba freed from slavery, and Cassim is his friend from the slums, who is constantly jealous of Ali Baba and tries to bring him ill fate, when he can.
Music[edit]
Bing Crosby recorded the story on April 25, 1957,[5] linking the narrative with songs. This was issued as an album Ali Baba and the Forty Thieves in 1957.
The Beastie Boys reference Ali Baba in their song "Rhymin' and Stealin'" (1986).
The second track on "super group" Dark Lotus' album Tales from the Lotus Pod (2001) is titled "Ali Baba".
Television[edit]
Happily Ever After: Fairy Tales for Every Child televised a "gender bender" version of Ali Baba in 1999, featuring the voices of Jurnee Smollett as a female Ali Baba, Tommy Davidson as Cassim, Marla Gibbs as the Grandmother, Will Ferrell as Mamet the Moocher, George Wallace as Baba Mustafa, and Bruno Kirby as the Great One.
In The Simpsons episode "Moe Goes from Rags to Riches" (January 29, 2012), Lisa is Scheherazade, who tells the story to Nelson Muntz as King Shahryar.
Elements of Ali Baba were featured in the second Dinosaur King series, from episodes 18 through 21. One of the most common elements of the story featured the 39 Thieves (one of its 40 members was out sick), and it featured the "Open Sesame" phrase.
Theatre[edit]
Poster for 40 Thieves at the Royal Lyceum Theatre, Edinburgh, 1886
The story has been used as a popular pantomime plot for many years. An example of the "pantomime Ali Baba" was the pantomime/musical Chu Chin Chow (1916).
40 Thieves (1886) was a pantomime at the Royal Lyceum Theatre, Edinburgh.
Ali-Baba (1887) is an opéra comique, with music by Charles Lecocq.
Badi-Bandar Rupkatha (বাঁদী-বান্দার রূপকথা) is a 2014 Bangladeshi theatrical dance adaption of Ali Baba and Forty Thieves organised by Srishti cultural centre and Nrityanchal. Many leading Bangladeshi dancers performed in the adaption such as Shamim Ara Nipa, Shibli Sadiq, etc.[6]
Video games[edit]
Ali Baba (1981) is a computer video game by Quality Software[7]
Ali Baba and 40 Thieves (1982), is an arcade video game by Sega
A version of Ali Baba appears in Sonic and the Secret Rings (2007), where he is portrayed by the character Tails.
Ali Baba's Wee Booties can be found in the video game Team Fortress 2 (2007) for the Demoman.
A gang of thieves known as the "Forty Thieves" appears in Sly Cooper: Thieves in Time (2013).
In Puzzle & Action: Treasure Hunt, there is a character named Alibabaroa, who is a robber, and lives in Aden, the first level.[8]
Futaba Sakura uses this name to contact the protagonist to learn more about The Phantom Thieves in "Persona 5" (2016)
Business[edit]
Alibaba Group of China used the name because of its universal appeal.[9]
Science[edit]
Zero-knowledge proofs are often introduced to students of computer science with a pedagogical parable involving "Ali Baba's Cave"[10].
Military[edit]
At the United States Air Force Academy, Cadet Squadron 40 was originally nicknamed "Ali Baba and the Forty Thieves" before eventually changing its name to the "P-40 Warhawks".
Iraq War[edit]
The name "Ali Baba" was often used as derogatory slang by American and Iraqi soldiers and their allies in the Iraq War, to describe individuals suspected of a variety of offenses related to theft and looting.[11] Additionally, British soldiers routinely used the term to refer to Iraqi civilians.[12] In the subsequent occupation, it is used as a general term for the insurgents, similar to Charlie for the Viet Cong in the Vietnam War.[13]
The Iraqis adopted the term "Ali Baba" to describe foreign troops suspected of looting.[14]
Gallery[edit]
A depiction of the Forty Thieves.
The Forty Thieves attack Cassim.
A member of the Forty Thieves tries to discover the location of the house of Ali Baba.
A member of the Forty Thieves marks the door of Ali Baba
Morgiana pays Baba Mustafa the Cobbler.
Morgiana pours boiling hot oil into the jars containing the infamous Forty Thieves.
Ali Baba presents treasures from the magical cave of Sesame to Morgiana.
Notes[edit]
Jump up ^ Burton, R. F. Supplemental Nights to the Book of the Thousand Nights and a Night with Notes Anthropological and Explanatory. III, fasc. 2. p. 369. (n.)
Jump up ^ MacDonald, Duncan Black (April 1910). "'Ali Baba and the forty thieves' in Arabic from a Bodleian MS". Journal of the Royal Asiatic Society: 327–386. JSTOR 25189681.
Jump up ^ Mahdi, Muhsin (1994). "Galland's Successors (chapter 2)". The Thousand and One Nights: From the Earliest Known Sources, Part 3, "Introduction and Indexes".
Jump up ^ Ashliman, D.L. (February 3, 2013). "Ali Baba and the Forty Thieves". University of Pittsburgh. Retrieved 2017-09-27.
Jump up ^ "A Bing Crosby Discography". BING magazine. International Club Crosby. Retrieved October 4, 2017.
Jump up ^ "Leading Dancers to Present Ali Baba". Cinema.com.
Jump up ^ Barton, Matt (2007-02-23). "Part 2: The Golden Age (1985-1993)". The History of Computer Role-Playing Games. Gamasutra. Archived from the original on 30 March 2009. Retrieved 2009-03-26.
Jump up ^ "二度あることはサンドアール - アニヲタWiki(仮) - アットウィキ". アニヲタWiki(仮) (in Japanese). Retrieved 2017-09-28.
Jump up ^ "Alibaba’s IPO Filing: Everything You Need to Know - Digits - WSJ". blogs.wsj.com. Retrieved 11 July 2014.
Jump up ^ Quisquater, Jean-Jacques; Guillou, Louis C.; Berson, Thomas A. (1990). "How to Explain Zero-Knowledge Protocols to Your Children" (PDF). Advances in Cryptology – CRYPTO '89: Proceedings. 435: 628–631.
Jump up ^ Vasagar, Jeevan. "Court martial hears of drowned Iraqi's final moments". Retrieved April 18, 2007.
Jump up ^ Norton-Taylor, Richard (September 21, 2009). "Baha Mousa inquiry: 'rotten' UK military blamed for death in army camp". Guardian.
Jump up ^ Fumento, Michael. "Back to Falluja: The Iraqi Army versus the Keystone Kops insurgency". Retrieved April 18, 2007.
Jump up ^ Levin, Jerry (May 3, 2003). "Will The Real Ali Baba Please Stand Up". CPT. Retrieved April 18, 2007.
External links[edit]
Wikimedia Commons has media related to Ali Baba.
Ali Baba and the Forty Thieves (e-text, in English, at Bartleby.com)
Ali Baba and the Forty Thieves at the Internet Movie Database
Arabian Nights at the Internet Movie Database
The Sword of Ali Baba at the Internet Movie Database
[show]
v
t
e
Ali Baba
Films
Popeye the Sailor Meets Ali Baba's Forty Thieves (1937)
Ali Baba (1940)
Alibabavum 40 Thirudargalum (1941)
Ali Baba and the Forty Thieves (1944)
Alibaba Aur 40 Chor (1954)
Alibabavum 40 Thirudargalum (1956)
Ali Baba Bunny (1957)
Ali Baba Bujang Lapok (1960)
Alibaba Aur 40 Chor (1966)
Ali Baba 40 Dongalu (1970)
Ali Baba and the Forty Thieves (1971)
Alibaba Aur 40 Chor (1980)
Aladdin and the King of Thieves (1996)
Operas
Ali-Baba (1887)
Video games
Ali Baba and the Forty Thieves (Quality Software)
Ali Baba and 40 Thieves (Sega)
Amusement rides
Ali Baba
[show]
v
t
e
One Thousand and One Nights
Translations
Les mille et une nuits (1704–1717)
The Book of the Thousand Nights and a Night (1885–1888)
Le livre des mille nuits et une nuit (1926–1932)
Stories
Aladdin
Ali Baba
The Fisherman and the Jinni
Sinbad the Sailor
The Three Apples
Characters
Fictional
Ali Baba
Badroulbadour
Old Man of the Sea
Scheherazade
Sinbad the Sailor
Historical
Barmakids
Harun al-Rashid
Hatim al-Tai
Ja'far ibn Yahya
Khosrow II
Abu Nuwas
Shirin
Zubaidah bint Ja`far
Films
The Thief of Bagdad (1924)
Aladdin and His Wonderful Lamp (1939)
The Thief of Bagdad (1940)
Arabian Nights (1942)
La Rosa di Bagdad (1949)
The Thief of Bagdad (1952)
1001 Arabian Nights (1959)
The Thief of Baghdad (1961)
Aladdin's Magic Lamp (1966)
A Thousand and One Nights (1969)
Arabian Nights (1974)
Aladdin (1992)
The Thief and the Cobbler (1993)
Aladdin (2019)
(Also numerous Sinbad, Aladdin, and Ali Baba films)
Television
Scooby-Doo! in Arabian Nights (1994)
Arabian Nights (2000)
Arabian Nights (2015)
Music
Operas
Le calife de Bagdad (1800)
Abu Hassan (1811)
Ali Baba (Cherubini) (1833)
Der Barbier von Bagdad (1858)
La statue (1861)
Ali-Baba (Lecocq) (1887)
Mârouf, savetier du Caire (1914)
Other
Scheherazade Op. 35 (1888)
Aladdin (1918–1919)
Literature
"The Thousand-and-Second Tale of Scheherazade" (1845)
New Arabian Nights (1882)
Slaves of Sleep (1939)
Dunyazadiad (1972)
Arabian Nights and Days (1979)
Two Years Eight Months and Twenty-Eight Nights (2015)
Lists
Characters
Stories (Burton translation)
Works influenced by ...
Related
Ghoul
Ifrit
Jinn
Magic carpet
Open Sesame
Roc (rukh)
Shahrokh
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National Curriculum Framework (NCF 2005)
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This article may need to be rewritten entirely to comply with Wikipedia's quality standards. You can help. The discussion page may contain suggestions. (May 2017)
The National Curriculum Framework (NCF 2005) is one of the four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research and Training NCERT in India.
The Framework provides the framework for making syllabii,[1] textbooks and teaching practices within the school education programmes in India. The NCF 2005[2] document draws its policy basis from earlier government reports on education as Learning Without Burden[3] and National Policy of Education 1986-1992[4] and focus group discussion.[5] After wide ranging deliberations 21 National Focus Group Position Papers have been developed under the aegis of NCF-2005. The state of art position papers provided inputs for formulation of NCF-2005. The document and its offshoot textbooks have come under different forms of reviews in the press.[6]
Its draft document came under the criticism from the Central Advisory Board of Education (CABE).[7] In February 2008 the director Krishna Kumar in an interview also discussed the challenges[8] that are faced by the document. The approach and recommendations of NCF-2005 are for the entire educational system. A number of its recommendations, for example, focus on rural schools. The syllabus and textbooks based on it are being used by all the CBSE schools, but NCF-based material is also being used in many State schools.[8]
NCF 2005 has been translated into 22 languages and has influenced the syllabii in 17 States. The NCERT gave a grant of Rs.10 lakh to each State to promote NCF in the language of the State and to compare its current syllabus with the syllabus proposed, so that a plan for future reforms could be made. Several States have taken up this challenge. This exercise is being carried out with the involvement of State Councils for Educational Research and Training [SCERT] and District Institutes of Education and Training [DIET].
Contents
1 Main Features of the NCF 2005
1.1 Perspective of NCF
1.2 Learning and knowledge
1.3 Curricular area, School stages and assessment
1.4 School and Classroom Environment
1.5 Systemic Reforms
2 References
3 Further reading
Main Features of the NCF 2005[edit]
The document is divided into 5 areas:
Perspective of NCF[edit]
The NCF was framed Considering the articulated ideas in the past such as
To shift learning from rote method.
Connecting knowledge to life outside the school.
To integrate examination into classroom learning and make it more flexible.
To enriching the curriculum so that it goes beyond textbooks.
Nurturing an over-riding identity informed by caring concerns within the democratic polity of the country.[9]
NCF focused on
Learning without burden to make learning a joyful experience and move away from textbooks to be a basis for examination and to remove stress from children. It recommended major changes in the design of syllabus.
To develop a sense of self-reliance and dignity of the individual which would for the basis of social relationship and would develop a sense of nonviolence and oneness across the society.
To develop a child centered approach and to promote universal enrollment and retention up to the age of 14.
To inculcate the feeling of oneness, democracy and unity in the students the curriculum is enabled to strengthen our national identity and to enable the new generation reevaluate.
J. P. Naik has described equality, quality and quantity as the exclusive triangle for Indian education.
With respect to social context NCF 2005 has ensured that irrespective of caste, creed, religion and sex all are provided with a standard curriculum.
Learning and knowledge[edit]
Learning should be an enjoyable act where children should feel that they are valued and their voices are heard. The curriculum structure and school should be designed to make school a satisfactory place for students to feel secure and valued.The curriculum should focus on the holistic development of the students to enhance physical and mental development in individuals and as well as with the peer interactions.
In order to bring about the overall development of the students, adequate nutrition, physical exercise and other psycho social needs are addressed the participation in yoga and sports is required. learning should be made enjoyable and should relate to real life experiences learning should involve concepts and deeper understanding. Adolescence is a vulnerable age for students and the curriculum should prepare the students and provide support for social and emotional support that will inculcate positive behavior and provide skills essential to cope with situations that they encounter in their lives, peers pressure and gender stereotype.[9]
Inclusive education to be given priority and flexibility to follow a curriculum to suit the needs of every student irrespective of students having disabilities.
Constructive learning has to be part of the curriculum. Situations and opportunities have to be created for students to provide students with challenges, encourage creativity and active participation for students. Students have to be encouraged to interact with peers, teachers and older people which would open up many more rich learning opportunities.
The foundation should be laid strong and firm. primary, upper primary and middle school should provide the space for children to explore and develop rational thinking that they would imbibe in them and have sufficient knowledge of concepts, language, knowledge, investigation and validation procedures.
Curricular area, School stages and assessment[edit]
Language - Three language formula system to be followed. medium of communication should be the home language.[10] The First language to be studied must be the mother tongue or the regional language. The Second language – In Hindi speaking States, the second language will be some other modern Indian language or English, and – In non-Hindi speaking States, the second language will be Hindi or English. The Third language – In Hindi speaking States, the third language will be English or a modern Indian language not studied as the second language, and – In non-Hindi speaking States, the third language will be English or a modern Indian language not studied as the second language.[10]
Mathematics -The emphasis for learning mathematics is that all students can learn the need to learn mathematics.Pedagogy and learning environment have to be made favorable for students to develop interest by going far beyond basic skills and include variety of mathematics models by pedagogy which devotes a greater percentage of instructional time to problem solving and active learning.[11]
Computers - Introduction of computers in schools is to move from a predetermined set of outcomes and skill sets to one that enables students to develop 16 explanatory reasoning and other higher-order skills. • Enable students to access sources of knowledge, interpret them, and create knowledge rather than be passive users. • Promote flexible models of curriculum transaction. • Promote individual learning styles. • Encourage use of flexible curriculum content, at least in primary education, and flexible models of evaluation.[12]
Science - Pedagogy of learning sciences should be designed to address the aims of learning science is to learn the facts and principles of science and it's applications, consistent with the stage of cognitive development. To acquire skills and understand the methods and processes that lead to generation and validation of scientific knowledge. To develop a historical and developmental perspective of science and to enable her to view science as a social enterprise. To relate to the, local as well as global, and appreciate the issues at the interface of science, technology and society. To acquire the requisite theoretical knowledge and practical technological skills to enter the world of work. To nurture the natural curiosity, aesthetic sense and creativity in science and technology. To imbibe the values of honesty, integrity, cooperation, concern for life and preservation of environment and to cultivate 'scientific temper'-objectivity, critical thinking and freedom from fear and prejudice.[13]
Social Sciences - Social science a subject is included in schools to assist students to explore their interests and aptitudes in order to choose appropriate university courses and/or careers. To encourage them to explore higher levels of knowledge in different disciplines. To promote problem-solving abilities and creative thinking in the citizens of tomorrow, to introduce students to different ways of collecting and processing data and information in specific disciplines, and help them arrive at conclusions, and to generate new insights and knowledge in the process.[14]
Art education - The objectives of including art education in schools is to bring about the complete development of the students personality and mental health, to appreciate cultural heritage and develop respect for each other's work and connect to environment.[15]
Health and Physical education - To provide theoretical and practical inputs to provide an integrated and holistic understanding of health, disease, accidents and physical fitness among children. To provide skills for dealing with psycho-social issues in the school, home and the community. To help children grow as responsible citizens by inculcating in them certain social and moral values through games, sports, N.C.C., Red Cross, Scouts & Guides, etc.[16]
Study of Peace - Skills that are developed as part of curriculum activity such as to listening with patience and endurance, purity of mind to develop concentration, aptitude for cooperation and teamwork, to reach out to get answers (curiosity and rational inquiry), acceptance of discipline, and a positive attitude to study/work are the trademarks of a good student which in turn are also the skills of a peace-oriented person. Thus the curriculum also inculcates peace and democracy into students.[17]
Work and Education - Work related education is made as an integral component of the school curriculum, in the form of – work experience, work education, SUPW, craft education, life oriented education, pre vocational education and generic education. Work based education aims at involving children in a variety of production or service oriented activities, to develop skills, positive attitudes and values through work and also to develop work related competencies.[18]
School and Classroom Environment[edit]
Physical environment has to be maintained favorable to students in terms of infrastructure, adequate light and ventilation,student teacher ratio, hygiene and safe environment. Schools should also treat students with equality,justice respect, dignity and right of the students. Give equal opportunities for all students to participate in all activities without any bias. Policy of inclusion has to be part of the school where differently abled and children from marginalized section get equal opportunities. The schools should also be well equipped with libraries, laboratories and educational technology laboratories.[9]
Systemic Reforms[edit]
The NCF has aimed at bringing about reforms in the education system to bring about a curriculum that is learner centric, has a flexible process, provide learner autonomy, teacher plays a role of a facilitator, supports and encourages learning, involves active participation of learners, develops multidisciplinary curriculum, focuses on education, brings about multiple and divergent exposure, multifarious, continuous appraisal in educational system.[9]
References[edit]
Jump up ^ Syllabus I-XII, National Council of Educational Research and Training, retrieved 2015-04-14.
Jump up ^ National Curriculum Framework 2005, National Council of Educational Research and Training, retrieved 2015-04-14.
Jump up ^ Learning without Burden Archived February 23, 2008, at the Wayback Machine.
Jump up ^ "National Policy on Education, 1985" (PDF). National Council of Educational Research and Training. Retrieved 2015-04-14.
Jump up ^ National Focus Group Position Papers and NCF, National Council of Educational Research and Training, retrieved 2015-04-14.
Jump up ^ News on National Curriculum Framework, National Council of Educational Research and Training, Archived February 5, 2008, at the Wayback Machine.
Jump up ^ NCERT draft curriculum framework criticised, The Hindu, 7 August 2005, retrieved 2015-04-14.
^ Jump up to: a b `Teaching profession is in a deep crisis', Frontline, 1 March 2008, retrieved 2015-04-14.
^ Jump up to: a b c d 2005, NCF. "NCF2005" (PDF). Retrieved 24 September 2015.
^ Jump up to: a b Languages, Teaching of. "Position paper" (PDF). http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/Indian_Languages.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)
Jump up ^ Mathematics, teaching of. "National focus" (PDF). http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/math.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)
Jump up ^ Technology, education. "NAtional focus group" (PDF). http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/educational_technology.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)
Jump up ^ Science, teaching of. "National focus groups" (PDF). http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/science.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)
Jump up ^ Social sciences, Teaching of. "National focus group" (PDF). http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/social_sciencel.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)
Jump up ^ Theater, Art, Music, Dance and. "National focus group" (PDF). http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/art_education.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)
Jump up ^ Physical education, Health and. "National Focus group" (PDF). http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/health_prelims_final.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)
Jump up ^ Peace, Education for. "National focus group" (PDF). http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/education_for_peace.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)
Jump up ^ Education, Work and. "National Focus group" (PDF). http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/workeducation.pdf. NCF. Retrieved 25 September 2015. External link in |website= (help)
Further reading[edit]
Joshee, Reva (2008). "Citizenship Education in India: From Colonial Subjugation to Radical Possibilities". In James Arthur; Ian Davies; Carole Hahn. SAGE Handbook of Education for Citizenship and Democracy. SAGE. pp. 175–188. ISBN 1412936209.
Nair, Deepa (2009). "Contending `Historical' Identities in India". Journal of Educational Media, Memory & Society. 1 (1): 145–164. JSTOR 43049323.
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