Foundation Publications

Children are, first and foremost, individuals and so it follows that their developmental patterns are influenced by environmental conditions. With even twins differing in their abilities and milestones, it is near impossible to predict at what rate a child will learn. Thus children enter school with a wide range of abilities - and therefore possibilities.However, the assumption that all children can learn the basic curriculum at the same pace, in the same way and to the same extent and level- is unsupported either by research or by personal experience. If we agree that children have varied strengths (multiple intelligences) the it surely follows that teaching methods have also got to vary correspondingly and that there have got to be multiple teaching styles. This issue addresses many of these concerns and to do that we have a wide range of articles from writers across the country which establish resoundingly that every child can indeed learn - only it requires empathy and compassion from the teacher to make it happen.

 

Learning Curve

Issue VI, April 2020

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Education for All : A Potentially Pretty Picture

Anant Gangola

Education for All : Challenges Along the Way

Hridaykant Dewan

Previous Issues

Issue VI, April 2020
Issue V, December 2019
Issue IV, August 2019
Issue III, April 2019
Issue XXXI, December 2018
Issue XXX, August 2018
Issue XXIX, March 2018
Issue XXVIII, December 2017
Issue XXVII, August 2017
Issue XXVI, February 2017
Issue XXV, January 2016
Issue XXIV, March 2015
Issue XXIII, October 2014
Issue XXII, May 2014
Issue XXI, December 2013
Issue XX, August 2013
Issue XIX, April 2013
Issue XVIII, September 2012
Issue XVII, December 2011
Issue XVI, March 2011
Issue XV, August 2010
Issue XIV, March 2010
Issue XIII, October 2009
Issue XII, April 2009
Issue XI, December 2008
Issue X, August 2007
Issue IX, May 2007
Issue VIII, February 2007
Issue VII, November 2006
Issue VI, September 2005
Issue V, March 2005
Issue IV, November 2004
Issue III, July 2004
Issue II, March 2004
Issue I, November 2003