History of Indian Psychology in Higher Education Timeline by Dolly Jose (Rework)

The History of Indian Psychology in Higher Education Timeline

By Dolly Jose

1.1 Introduction

The aim of this paper is to present the historical roots of Indian Educational Psychology through Timeline. History is subjective; for every piece of information there are countless bits of historical fact from different dimensions which are not completed here. The focus of this timeline is to present the facts which are more relevant to Higher education. The timeline includes main historical information from 1916 regarding the establishment of departments of psychology, universities, transition and developments, great personalities and their contributions, and the new beginnings in psychological field.  

1.2 Dawn of Psychology in India

Sinha (1990) describes Indian psychology, as a distinctive psychological tradition, rooted in Indian ethos and thought, including the variety of psychological practices that exist in the country. He adds that Indian models of psychology would have vast implications for health psychology, education, organizational management and human and social development. The roots of psychology in India can be traced back to religious and philosophical literature. However, from the time of British colonial era until last decade, the psychology has been dominated by the Western theories and concepts. In 1850s the British East India Company adopted a policy of finding only European style education within its territories in India. The aim of this policy was to produce a class of Indians with English thinking. To attain this goal, the college and university education was modelled after Cambridge and Oxford ( (Misra G. & Anand C. P, 2012). The applied education system has psychological influence and Indian intellectuals exposed to European thought and modern science. They followed the Western brands of psychology. When India began to be an independent country it has major expansion in Indian educational system too. Indian psychologists slowly started to recognise that they are led by European thoughts and theories. This enlightened insight was a search and wish for an indigenous psychology.  The historical development depicted by timeline in the next section.

1.3 Psychology in Higher Education -Time Line

1916 -The first psychology department and first psychology laboratory in India was established in 1916 under the leadership of Dr. N.N Sen Gupta (Dalal A. K & Misra A., 2010) at Calcutta University. He was a Hardward educated Indian psychologist, Philosopher and professor. He, along with Gunamudian Davi Boaz, is known as the founder of modern psychology in India.

 1922- In 1922 Dr. Girindra Shekar Bose, who succeeded Dr. N.N Sengupta at Calcutta University established the Indian Psychoanalytical Society, by his intimate contact and support of Sigmund Freud. It is affiliated to the international psychoanalytic Association (Jain, 2005) (Dalal, 2011). Girindra Shekar Bose has the appreciation as the first PhD scholar from Indian psychological field. He received his PhD from Calcutta on the ‘concept of repression’.

1923- In 1923, Sen Gupta as a leading proponent of the scientific nature of psychological research took effort to include psychology as distinct division of the Indian science congress. Thus psychology in India acquired the status of a science at an early age along with the discipline of science, which western psychology achieved after a long struggle (Dalal, 2011).

1924 – The second oldest Department of psychology established at the University of Mysore in 1924, headed by M. V Gopalaswamy.  The department was offering M.A Degree in psychology until 1998. From 1998 syllabus revision has took place and the degree offered as M.Sc in psychology (Dalal A. K & Misra A., 2010).

1925- The first Indian Psychological Association established by the constant effort of S.N Gupta (Jain, 2005).

1926- The Indian journal of psychology is founded and the first official founding editor was N.N Sen Gupta (Jain, 2005).

1929- In 1929, N.N Sen Gupta, along with Radhakamal Mukerjee published instruction to social psychology which named the first text covering the topic of social psychology published in India. In the same year when Sen Gupta appointed as the professor of Philosophy at the University of Lucknow, he introduced psychology into the philosophy curricula. It prepared the ground to establish Department of Experimental psychology at the University of Lucknow (Dalal, 2011).

1934- In 1934 Jadunath Sinha wrote a book on Indian theories of perception. It was a real effort for introducing Indian approach to psychology. At the beginning of modern psychology, when Western psychology emphasised sensation, and perception, Indian psychologists took out Indian theories to describe the phenomenon of perception.

1938-During the time of Silver jubilee session of the Indian Science Congress Jung, Meyers and Spearman were invited and it helped India to establish an applied psychology wing at Calcutta University. Through this development, Indian psychology assumed an applied stance from the outset (Robert B. Lawson, Jean E.G, Kristian M. B, 2008). (www.caluniv.ac.in).

1943- The Department of psychology emerged from the department of Philosophy in the University of Madras. The founder-head of the Department was DR. G. D Boaz.

1944- The establishment of "The Madras Psychology Society" took place in the year 1944. It was one of the major contribution in the field of academic and research by the Department of Psychology at university of Madras

1946- Psychology department instituted at Patna headed by H.P Maiti. The department provided opportunities for psychological research and services. Today Patna is famous for teaching, research and counselling services (Dalal, 2011).

1947- Girindra Shelter Bose published journal Samiksha. Patna guidance bureau inspired departments of psychology to establish similar bureaus or guidance in other states. Accordingly, UP psychological bureau is started for guidance and counselling by the headship of Sohan Lal. Psychological bureau at Bihar and the Parsi panchayat vocational guidance bureau at Bombay are some of these. They adapted intelligence and aptitude tests in Hindi and provided counselling services to the public (Dalal, 2011).

1949- Psychological research wing was established by India Government Defence Ministry with the aim of the inclusion of psychologists on research and selection boards ( (Jain, 2005).

1950- Department of psychology was established at University of Pune, named as experimental psychology. Prof. V. K Kothurkar who trained at Cambridge University was the founder and head of the department.  During 1980s the department renamed as department of psychology (www.unipune.ac.in).

1950- Centring at UNESCO, the ministry of education procured the services of Gardner Murphy to develop a research project to find out the causes of communal violence. Many Indian psychologists team up on this project and published a book named, In the minds of men. This joined project gave lot of interest for research for the scholars (Dalal, 2011).

1950s-1960s. In 1956, UGC was constituted and the availability of UGC funds resulted in the establishment of 32 psychology departments in universities of all over India by the end of 1960s (Dalal, 2011). According to the prominence in research area, most of the departments developed a distinct identity. Some of the examples for this phenomenon are Rural and Social Psychology (Allahabad), Test Construction (Mysore), Industrial Psychology (Osmania), and Measurement and Guidance (Patna). An interesting point is that these distinctive identities correspond to interest of the headed department personalities of each place. As a result when the department heads transferred the interest too reduced (Dalal, 2011). During these years, applied psychology extended its application to industrial psychology, organisational management, developing training programmes and job - productivity oriented work activities.  

1957- ‘The Madras psychology society ‘published the first Journal of Psychological Researches Published.

1961- Department of psychology got late entry in the University of Allahabad which was the 4^th oldest university in India, known as the ‘Oxford of the East’. Prof. Durganand Sinha was the first head of the department, one who trained at Cambridge University and Patna University (Adrian C.B & Johann L & William Van H., 2004).  (www.allduniv.ac.in).

1964- The department of psychology established at Delhi University as an independent department in 1964under the headship of Prof. H.C. Ganguli. However, the psychology at the master’s level was introduced in Delhi University in 1957 (www.du.ac.in).

1964- ‘The Madras psychology society’ published the Indian Journal of Applied Psychology.

1955- With the collaborative support of Erikson and McClelland, advanced training programmes in clinical psychology were introduced at All India Institute of mental Health (Today known as NIMHANS) Bangalore (Jain, 2005) .

1953- As a parallel study to western psychology, Indian psychologist Jadunath Sinha wrote a book on Cognition (Dalal, 2011).

1959-The department of Applied psychology was established in the university of Mumbai. The four streams of study in applied psychology are clinical, counselling, industrial and social.

1960s to 1970s, larger number of Indian scholars went to Britain, Canada and the united states for doctoral and post doctoral training. They applied Western theories and methods to understand and solve Indian social issues.

1961- The national council of Educational research and training reviewed all the psychological tests that had been prepared up to 1961 (Dalal, 2011).

1967- Though the applied psychology has beginning from 1931, the department of psychology in Calcutta officially established applied psychology in 1967 by Prof. S. N Roy (www.caluniv.ac.in).

1968-The Indian association of clinical psychologists was started in 1968 (Jain, 2005). On 12 December 1968 an autonomous organisation (Indian Council of Social Science) was established to provide valuable help to scholars from all over country through fellowships and project grants.

1970 - In the 1970s, the increased interest for research caused to come up many well organised research centres. Some of the centres are ANS institute of social studies (Patna), the Centre for the Study of Developing Societies (New Delhi), The National Institute of Community Development (Hyderabad), National Council of Educational Research and Training (New Delhi), National Institute of Educational Policy and Administration (New Delhi), National Institute of Public co-operation and Child Development (New Delhi), National Institute of Health and Family Welfare (New Delhi), Indian Institute of Science (Bangalore), Academic Staff College (Bangalore) and Indian Statistical Institute (Calcutta). Together with this, the discovery of first statistical package for the social sciences (SPSS) manual published by Norma H. Nie, Dale H. Bent, and C. Hadlai Hull’s made the research works in psychology an outstanding one.

1974- A directory made by compiling 503 psychological tests. The department of psychology started at Bangalore University (www.banagaloreuniversity.ac.in) and Bharathiar University (www.buc.edu.in).

1975- By the end of 1975, 51 of the 101 recognised universities were offered psychology.

1976- The department of psychology in Madras University developed the department by establishing criminology, applied psychology, organization psychology and counselling. The publication of journal of Indian psychology established (Dalal A. K & Misra A., 2010).

1970s-1980s- From the mid of 1970s up to 1980s, the discovery that sixty years of western psychology in India had not yielded any significant discoveries promoted a crisis in the discipline of psychology. The crisis took Indian psychologists to reflect back to the cultural roots and to seek out Indian identity in the field of psychology (Dalal, 2011).

1981- Jadunath Sinha wrote a book on Emotions and the will which contributed to the Indian psychology approach.

1995-Out of 219 recognised universities, 70 universities offered psychology (Jain, 2005)

1997- The first Asian conference Psychology was held in Singapore. It includes ten countries named Malaysia, Indonesia, Philippines, Hong Kong, Taiwan, India, Austria, New Zealand, Korea and Singapore and together formed the Asia Oceanic Psychological Association (Robert B. Lawson, Jean E.G, Kristian M. B, 2008).

1998- The inaugural meeting of the international society of clinical psychologists was held in San Francisco, United States (Robert B. Lawson, Jean E.G, Kristian M. B, 2008).

2005- The Asian Applied psychology international regional conference was held in Bangkok, Thailand. In the same year, Asian psychological association was also held in Jakarta, Indonesia (Robert B. Lawson, Jean E.G, Kristian M. B, 2008). 

2009- Indian School Psychology Association established in 2009 to promote school psychology in India and Abroad by the guidance and headship of Prof. B. Mukhopadhyay (www.inspa.info)

Conclusion

In India, psychology has European roots. However, in the 21^st century, Indian psychology is capable to stand in its own foot with several universities, significant psychologists and outstanding organizations rooted in psychological interventions. Today, seventy universities in India have well-established psychology departments and institutes for both applied research and the provision of psychological services to the public (Robert B Lawson, Jean E. Graham, Kristin M. Baker, 2008). There is a remarkable shift from experimental work to the understanding of the psycho-cultural context using Indian traditional ideas in research, in building psychological theories, in developing psychological tests and in the application of psychology to all the disciplines of university studies and to the needs of nation.

Bibliography

Adrian C.B & Johann L & William Van H. (2004). Rediscovering the History of Psychology. Springer Science.

Dalal A. K & Misra A. (2010). The Core and Context of Indian Psychology. Psychology and Developing Societies, 22(1), 121-155. doi:10.1177/097133360902200105

Dalal, A. K. (2011). A Journey Back to the Roots: Psychology in India. (C. M, G. Misra, & S. Verma, Eds.) Foundations of Indian Psychology.

Jain, A. K. (2005, April). Psychology Toady. The Psychologist, 18(4), 206-208.

Misra G. & Anand C. P. (2012). Psychology in Modern India. Retrieved February 24, 2012, from http://www.springerlink.com.

Misra, A. K. (2010). The Core and Context of Indian Psychology. Psychology and Developing Societies, 22(1), 121-155. doi:10.1177/097133360902200105

Robert B Lawson, Jean E. Graham, Kristin M. Baker. (2008). A History of Psychology. New Delhi.

Robert B. Lawson, Jean E.G, Kristian M. B. (2008). A History of Psychology. New Delhi.

santrock_edpsych_ch01.pdf. (2014, March 27). Retrieved from www.mcgrawhill.ca/college/santrock.

Sinha. (1990). Wundtian Tradition and the Development of Scientific Psychology in India. The Creative Psychology, 1-6.

Websites

www.caluniv.ac.in.

www.unipune.ac.in.

www.unipune.ac.in.

www.allduniv.ac.in.

www.du.ac.in.

www.buc.edu.in.

www.banagaloreuniversity.ac.in.

www.inspa.info.

en.wikipedia. (2014).

 

 

 

HISTORY OF CHEMISTRY (NEW)

REKHA KUMARI (1345102) Chemistry

HISTORY OF CHEMISTRY

 

Ancient history of chemistry

The history of chemistry took long time to reach from ancient history to the present. An ancient civilization used technologies which dates back 1000 B.C.  

Establishment

Near the end of AD eighth century, an Arab alchemist, Abu Musa Jabir ibn hayyan known as a father of chemistry was used the word alchemy. “Alchemy” indicates to both the investigation of nature and an early philosophical and spiritual discipline to combine chemistry with metal. The ‘alchemy’ word derived from Arabic word Al-Kimya. Kimya sometimes indicated either by kemi or kemia, which means the land of black soil or the art of melting gold and silver. The protoscience of chemistry, alchemy, was unsuccessful to explain the nature of matter and its transformations. In 1661, Robert Boyle was made a clear differentiation between chemistry and alchemy [1].

Chemistry in the middle age

Alchemy originated from China. The alchemical writings appear in Chinese literature as early as the third century B.C. Chinese alchemy is closely related to Taoism, which is a system of philosophy and religion. But some told that it is originated from Egypt and filtered into china. But alchemy really started from the philosophy of Taoism. Ko Hung had written three goals of alchemy:

i.   The preparation of real gold from base metal.

ii. The preparation of gold from either natural or artificial but always genuine gold in an 
     edible form.

iii. The chemical preparation of other less efficacious medicines of immortality.

AL-Razi had written a book on alchemy, “Secret of secrets”, in that he divided mineral bodies into six classes:

1. Bodies, the metal.

2. Sprits, Sulphur, arsenic, Mercury, and salt ammoniac.

3. Stones, marcasite, magnesia etc.

4. Vitriols(known to pliny).

5. Boraces, borax, natron(soda), plant ash.

6. Salts, common salts, kali (potash), “Salts of eggs” (Saltpetre) used in china for fireworks.

Division of chemistry:  

Initially chemistry had divided into three different names according to location.

i.   Hindu

ii. China

iii. Europe

Hindu chemistry

 The Sanskrit Vedas mentioned five elements earth, water, air, ether and light( Aristotle said 384-322 BCE). The later Vedas mention gold, silver, copper, bronze, lead and tin. The Samkhya system of philosophy mentions five elements (tantmantras): sound, touch, colour, taste and odour, from which proceed five coarse elements (mahabhutas): ether, air, fire, water and earth, containing one to five of the subtle elements in the above order. The atomic theory occurs in the Vaisesika system, attributed to kanada and developed in Buddhist and Jainist works from the 2^nd century B.C.

Chemistry in china

In China, the idea of chemistry came from India early in the Christina era. In this country, Bronze appeared about 1300 B.C. Chinese people used cast iron extensively in the Han dynasty. They were used many objects which made up of cast iron.

Alchemy in Europe

In Europe the beginnings of chemistry were unknown during the middle Ages. It was written on the “divine art”. Large numbers of books on alchemy written in the period 1250-1500 A.D. [2].

Beginning of chemistry education:

Chemistry is the branch of natural science which deals with the composition, structure and properties of matter, and the changes which it undergoes. For example there are certain chemical changes like rusting of iron, burning of fuels, obtaining metals from their ores etc.

The slow progress of science among the ancients was due to the divorce of theory and practice. By this we commonly understand the pretended art of changing the base metals into gold.

History of chemistry in India

The Modern science appeared only in the latter part of the nineteenth century. By the mid nineteenth century European scientists started coming to India. A science college was established in Calcutta in 1814. The study of chemistry was first introduced in the presidency college of Calcutta in 1872, followed by post-graduate teaching in chemistry in 1886. Indians had made considerable progress in the field of chemistry during the ancient and medieval periods, having evidence of P. C. Ray’s two volumes on ‘History of Hindu chemistry’. Then so many scientists started taking keen interest in modern scientific research activities in the field of organic, inorganic etc. Thus P.C. Ray established the Bengal Chemical of Pharmaceutical Works Ltd. in Calcutta. The Alembic Chemical works was established by J.K.Gajjar in 1905 at Baroda. The Indian chemical industry was established and it continued to grow with a slow but a steady pace in the 20^th century [3].

Internal perspective on chemistry and training

The creation of a multi-disciplinary research community on science visualization is beginning to address the internal perspective with one important forum and driving force leads to training. A chemist who holds a Ph.D. or at least a master’s degree can understand the theory easily by his thinking ability. So training or research on a particular field is very necessary.   The chemistry – biology interface program of the national institute for general medical science has funded a landmark institution training program (T32). This training program integrates biology and chemistry through a common set of course requirements, a hands-on team based approach to laboratory training, a unique preceptor training.

The Nobel Prize in chemistry

The beginning of 20^th century was also a very important turning point in the history of chemistry. Therefore, a survey of the Nobel prizes in chemistry during this century will provide an analysis of important trends in the development of this branch of natural sciences, and this is the aim of a present essay.

Chemistry has a position in the centre of the sciences, bordering onto physics, with provides its theoretical foundation, on one side, and onto biology on the other. Living organisms being the most complex of all chemical systems. Thus, the fact that chemistry flourished during the beginning of the 20^th century is intimately connected with fundamental developments. There are some scientists who got the Nobel Prize for their invention:

1.  Joseph John Thomson: Electron (1906) in physics.

2.  Ernest Rutherford: Atomic model (1911)

3. Niels Bohr: The structure of atoms (1922)

4. Eduard Buchner got noble prize for Chemistry in the year 1907.

So, by doing experiments and recording the results, alchemists set the stage for modern chemistry.

 

New direction in chemistry

In 1912, Rutherford and Bohr had to change their viewpoint on the nature of matter. On the study of the whole nature of matter was not paid attention as much as on the atomic nuclei and the movement of nuclei in the electric field. Therefore the range of chemistry was restricted to the nature of matter around us. However the meaning of matter denotes that the substances are made up of atoms and molecules. Nowadays Quantum and Nuclear chemistry are currently well developed under the chemical science but it categorized as a science based on the use of concept which describe the phenomenon matter to atomic or molecular scale.  So the field of chemistry is still, on our human scale very broad and it is everywhere is accurate.

 

Three decades of Chemistry education in International level

The IUPAC role in pure and applied chemistry was established in 1950s. The junior author (KVS) was mesmerized by the chemical demonstrations of the legendary Hubert N. Alyea, A lifelong affair with third international components of chemical education in august 1977 at Ljublajana, The involvement of KVS with the Committee of teaching of chemistry (1977-1980), to serving as India’s national representative(1981-1985), to serve as CTC Secretary(1986-1990) and then as (1991-1995).

The first Decade

When the CTC- under C.N.R. Rao and David Waddington realized the urgent need to upgrade student laboratories in developing countries, an action plan was formulated in 1979. Its implementation began at DU under the title, “Locally produced Low Cost Equipment (LPLCE) for teaching of chemistry”. The field-testing part of the project, catalyzed by generous support from UNESCO made spectacular progress beginning in the late 1980s. The senior author (NKU) organized teacher training component under auspices of the center for professional development in higher education established at DU by the Indian University Grants Commission (UGC). BBC Open University made a documentary on the social dimension on the DU project.

The Second Decade

In the second decade, to start LPLCE was christened “Cost Effective Science Education”.  The new label provided the multidisciplinary orientation necessary for hands-on environment education. KVS strengthened the formal aspects of the teacher training program.

The Third Decade

The Indian adaptation, titled RASAYNIKA (Sanskrit word for Chemistry) was introduced in 2004. The award was chaired by the reputed Indian industrialist G. H. Singhania, who was made an IUPAC fellow in 2006. The award function was held during Chemical Education Week in January 2005 [4].

 

Chemistry education in next millennium

The shaping of chemistry was fundamentally important. At the beginning of 21^st century, many forces shape the teaching and learning chemistry. So shapes depend on some factors. There are some practical ways for chemistry education to respond to those shaping forces, which include:

(a) Fundamental changes in the counters of chemistry as defined by new interfaces and research areas.

(b) Changes in our understanding of how students learn and how that applies to chemistry education.

(c) The wide spread implementation of computer and information technologies to visualize complex scientific phenomena and,

(d) External forces such as global concerns about energy and water resources and the environment, and the level of chemical literacy and public understanding of science.

Over the next decade we should take challenges related to energy in following fields:

·         Fuel cell chemistry and technologies

·         Materials for solar energy capture and storage

·         High-energy density, rechargeable storage batteries

·         Biomass as a renewable fuel source

·         Superconducting materials for energy distribution

·         Technologies and catalysts for coal as a fuel

·         Carbon dioxide sequestration

·         Lower cost, lighter weight, more durable, recyclable polymers for vehicles.

Finally we need to understand and address the energy crisis that exist in many part of our globe today and the challenge of findings sufficient food to meet daily caloric requirements for our body’s internal combustion engines and sufficient fuel to prepare that food.

In addition to required courses in analytical, organic, inorganic and physical, should study interdisciplinary course. Those interested in the environmental field also should take courses in environmental studies and become familiar with current legislation and regulations. Nowadays computer course are also become important along with chemistry. So along with chemistry can be increased computer skills to modeling and simulation tasks. Statistics are also useful in chemistry because both chemists and materials scientists need the ability to apply basic statistical techniques [5].

Conclusion

Therefore interdisciplinary study becomes very meaningful in this field. The amount of gain of knowledge or idea is not restricted, as much as possible can gain and use in relevant fields. Because all disciplines are relatively connected to each other and used. So the higher education helps to coordinate between different disciplines. Rashtriya Uchattar Shiksha Abhiyan is a centrally sponsored scheme which provides strategic funding to state higher and technical institutions.

References

[1] N. C. Datta, “Hellenic Connection, Cinnabar and Maharasa” in The story of Chemistry, University press, India, 2005, ch. 2, sec. 2, p. 23.

[2] D. Jolly, “Chemistry in the Middle Ages- Alchemy” in History of Chemistry, IVY Publishing House, Delhi, 2000, ch. 2, pp. 23-27.

[3] P. C. Ray, “The earliest times to the middle of the century A.D.” in A History of Hindu Chemistry, 1902.

[4] Scientifiques Sans Frontiers, “Chemistry International” in The news magazine of the international Union of Pure & Applied Chemistry(IUPAC), 2008, vol.30, no. 2.

[5] Peter MAHAFFY, “The future shape of Chemistry Education”, Chemistry Education: Research and Practice, 2004, vol. 5, no. 3, pp. 229-245.

 

The History of Psychology in Higher Education Timeline by Dolly Jose

--
With thanks,
Dolly(Sr. Josiya FCC)
Alvernia Provincial House Chalakudy
Thrissur (Dt), Kerala, INDIA
PIN-680307
phone-09886122675

History of Social Work Education in India (re work)

 History of Social Work Education in India

Introduction

Social work  is a professional and academic discipline that seeks to improve the quality and well being of individuals, groups, and communities through research, policy, community organizing, direct practice, crisis intervention,  and teaching for the benefit of those affected by social disadvantages such as poverty, mental and physical illness or disability, and, social injustice  including violations of their civil liberties and human rights. (Jacob, 1994)Social work profession began to lean heavily on the patterns and institutions developed in the west and specially in the United States.

 The development of Social Work in India as profession came in to exist  much later however we can see different form of social work approaches that were prevalent from ancient time onwards such as Era of Community Living,   Era of Charity, Era of Secular Reforms,  Era of Religious Reforms,  Era of Professional Training and Organization. The organization of formal training for Social Workers started since the nineteen twenties by Social Service League, Bombay (Jacob, 1994)

professional  education for social work in India began in 1936 when school of social work  was set up in Bombay by the house of Tata, one of the largest private and business enterprises the main inspiration for its establishment came from America, For 11 years between 1936 to 1947, this institute was the only imparting professional  education in social work  In 1946, the second institution was established in Lucknow under auspices of young women Christian association with a substantial grand from its counterpart in USA It was shifted to Delhi and named Delhi school of social work After two years of experimentation, it started a form a two year programmed of social work training in 1949 and was affiliated to as a graduate school to the university of Delhi for the master of arts degree. the institution was eventually merged with the university in 1979 and became one of its departments for a administrative matters under the faculty of social sciences, In 1950another institute was started as a faculty of social work under the university of Baroda somewhat on the general pattern of the American which was accepted earlier at Bombay and Delhi During the next decade 1951-60fourteen more institutions were started  in 1971-80 By the end of 1980thiirty institutions were providing social work education and training at graduate level I t is new reported that the number has gone to fifty or more in the mid -nineties The years between 1970 and 1980 also saw social work educators advocating greater need for relevance of social work education. (Jacob, 1994) Several institutions undertook major review of curricula and development of new courses with more development focus and focus on poverty. However by 1984there was discrepancies and confusion that had seeped into social work that prompted  Desai to argue strongly that social work needs to move away from too much dependency on provisions and services to organizing people to promote change, from institutionalized to non institutionalized programs, from remedial to those that confronts the cause of poverty, from private concern to public issues, from research with problem focus to one of action oriented research. Social action should not be seen only as a method but as an overriding philosophy behind social work education and practice in India. Social work education in 1986 witnessed the setting up of the curriculum development centre in TISS. This was followed by another major curriculum review undertaken by the UGC in 1988-1990 where social action; policy and planning and social conflict were stressed  (Jacob, 1994).

 The report of the UGC curriculum development which came out in 1989 for the first time noted the important of caste in social work and the  same got incorporated as a component in social work curriculum under a course  titled, “Issues and concerns of social work profession”. As if to amplify  the irony further, M.S.Gore came out with a book titled, “Social Context of Ideology” which revolved around the ideas of Dr.B.R. Ambedkar. This movement was furthered by an interesting gathering of social workers around a theme ‘Towards People Centered Development’ organized by the TISS that purportedly deliberated on campaign and movements for empowerment of the marginalized. In 1997 the Declaration of Ethics of Professional Social work came out from the TISS published in the Indian Journal of Social work.[i] ^{(Surendra Singh,Srivastava,S.P, 2003)}

By 2003, a National Seminar on Standards for Assessment of Quality in Social Work Education was organized by the Tata Institute of Social Sciences, and  sponsored by the National Assessment and Accreditation Council (NAAC), on November 11-13, 2003. The Seminar aimed at developing minimum and quality standards in social work education, for the NAAC criteria of assessment and accreditation. Twenty-four resource persons were identified to chair the different sessions and prepare papers on standards for specific criterion or sub-criterion. They were identified from the University Grants Commission (UGC)/ NAAC experts and officials; former members of the UGC Panel for Social Work Education; Presidents of social work professional associations; Heads of institutions for social work education, accredited by NAAC with Five Stars; select practitioner in charge of field action projects at institutions for social work education; and those who were also social work educators. (Jacob, 1994)

 By 2005 restructuring of the first school of social work began. The new social work programs were rolled out in 2006 only within the TISS. Post restructuring of the first school of social work in the country, new distinct fields of practiced has emerged in social work education which includes  Dalit  and Tribal Social Work, Women  Centered Social Work and Disability Social Work (bodhi s.r). While restructuring had happened trends has not picked up social work education across the country, while efforts towards the same is taking place at a rapid pace. There is the formation of a Government backed Network of Social Work Education led by the Tata Institute of Social Sciences in 2012, which is constituted by one senior representative from every social work institute in the country towards reforming social work courses, revision of curricular and updating the same in tuned with contemporary and future needs. (Nagpaul, 2005)

Social work education is mainly organized at the masters level because  the American model which it copied was primarily at the graduate level till the end of the sixties Since then institution for ender graduate social work education in America have multiplied but in India less than a dozen institutions offer the bachelors degree in social work even today. Just as in ,social work education originated outside the established university education system in India

In India out of 200 universities which cover about 5000 colleges,  only fifteen universities have separate department of social work, two universities are deemed to be universities and all other social work institutions are affiliated to universities (Jacob, 1994)

Major components of social work education

The program of education has basically three components : class room courses research project and field work .The courses offered are generally divided in to four groups. The first group consist of courses about Indian history, social structure, history and philosophy of social work and social problems; the second group relates to the study of human  growth and development; and the third group includes methods of working with people such as social case work ,social group work community organization and community development ,social welfare administration and social research; and the group is composed of specialized courses (Surendra Singh,Srivastava,S.P, 2003)

The need for employment of professional social workers in various posts both in the voluntary sector and government arose with the introduction of several national programs of social welfare and  development through five year plans.The initial stage of social work education, the Scholl of social work which were launched mainly by the non-government organizations were in close touch with practicing agencies in the field. (Jacob, 1994)

In the initial stages ,social work methods were primarily used in the field of social welfare over the years, social started working in diverse field, like rural development ,child development, social development etc.The major emphasis of social work education is to provide training to students to gain employment in remedial and service oriented and voluntary and social work orientation The ideal focus would be to train students towards aggressive social work that is towards social change or reform. (Jacob, 1994)

A trend of setting up units for curriculum development in ministries or in university departments internationally come later. India too has a similar history. Two review committee  one in 1960 and another in 1975,were set up by the university grant commission. Commission is a body set up by government of India in 1953 the main function of the commission are promotion and coordination of university education and the determination and maintenance of standards of teaching ,examination and research in universities. (Jacob, 1994)

In keeping with international trends of curriculum activities, the university grand commission invited some university departments to carryout curriculum review reforms for various disciplines. A curriculum development centre for this purpose was set up in September 1986 The major task for this curriculum development centre were, (i) the reviewing the existing curriculum,(ii) formulating new curriculum,(iii) suggesting teaching learning resources, iv suggesting ways and means of preparing these and( v) suggesting teacher development programs. (Surendra Singh,Srivastava,S.P, 2003).

In India, in the early twentieth century, the phenomenon that appeared was formal training in social work which comprised of a course of lectures and supervised fieldwork. In the wake of nineteenth century, there was the growth of adhoc training courses. The first set of training in social work education was given by Tata Institute of Social Sciences, Bombay. The schools of Social Work which were established earlier had the expertise and the resources to develop social work education in the under-graduate level and integrate it with the graduate level, but no such initiative was adopted by them. But Rural Institutes of Vishva Bharati and Jamia Millia Islamia converted their Diploma in Rural Services to Bachelor’s degree in Social Work in 1967 (Jsha, 2009).

Till 2009, the number of Social Work training institution was 41. Bachelor’s degree was still being provided by some, Certificate courses in Social Work, Post-graduate diploma and most of them were conducting courses which were leading to Master’s degree in Social Work. And about one third of them were providing PhD courses. And two of the institutions were providing the highest research degree of D. Litt in Social Work (Jsha, 2009)

Conclusion

The need for indigenous elements of social work education in terms of its philosophy ,approaches, principles , theories and study materials cannot be over emphasized because working with people, studying social problems and administering social welfare programs call for indigenous orientation and skills. If social work has to move towards professionalism in society has to become effective, it must have indigenous foundations incorporating dominant cultural philosophies, on the one hand, and projected goals which are being promoted on the other. Besides these foundations higher education has to update with present approaches and developments.

References

1.Hans Nagpaul,(200) .Social work in urban India. New Delhi: Rawat Publiations.

2Surendra singh, Srivastava S.P.(2003).Social Work Education in India: Challenge and Opportunities. Lucknow:  New Royal Book Co.

3.Jacob K.K.(1994). Social Work Education in India. Delhi: Himanshu Publications.

4.Jsha,J.K.(2009).An Introduction to Social work. New  Delhi: (Jsha, 2009)Anmol Publications.

 

 

 

 

 

 

 

 

 

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subject: History of Development of Psychology in India- Sai Kirthi Kamath

History of Development of Psychology in India

It was during the British period that education was given emphasis for the Indians. Psychology was a stream that was embedded in Philosophy. Since there was a lot of western influence on the psychologists in India, they became more western in their training and orientation.

In India, however the roots of psychology can be traced back to the vast philosophical and religious literature: namely, Vedic and Epic literature.  In particular, Vedas, Yoga Sutras, Bhagavad Gita are the Indian sources for analysing various aspects of man's behaviour and mind.  It was around that this time that Sri Aurobindo made significant contribution to psychology from the Indian tradition. Psychology was an important part of his voluminous writings. With all these influences and the basic emphasis on education: Psychology as a subject gained a lot of momentum (Mishra  and Paranjape,2012).

History of Psychology as a subject:

Psychology was first introduced in Calcutta University in the Department of Philosophy in the year1916.The first generation of psychologists after independence were people from the background of Philosophy. Separate Psychology Departments were largely started between 1940-1960. Brojendra Nath Seal drafted the first syllabus for Experimental Psychology a laboratory for demonstration purpose in 1905. Eleven years later this was upgraded as the first Psychology Department known as the 'The Department of Experimental Psychology'. Mr. Narendra Nath Sengupta was a student of William Wundt and was the first person who chaired the department. Around the same time attempts were made by psychologists to make experimental psychology and psychometric distinctive features of psychology curricula and this process continues even today. Due to this in India Psychology acquired the status of being a science along with biological sciences, faster than the status it has got in the west.

The Indian Psychological association was founded in 1924 and the Indian Journal of Psychology appeared a year later.  During this time another significant person was Girendra Shekar Bose, who was inclined towards Psycho analysis and started the Indian Psychoanalytic Society. He was the first person to be awarded a PhD from an Indian University (i.e. Calcutta). He established the Lumbi Park Mental Health Hospital in Calcutta in 1940 and in 1947 brought out the journal 'Samiksha'. The department also started an applied psychology wing in 1938 when Jung, Meyers and Spearman were invited to the Silver Jubilee session on the Indian Science Congress.

Other Developments

Other departments of Psychology were soon established in Mysore and Patna. In 1924 down south, Mr. M.V.Goplswamy was heading the department in Mysore and he was trained in Psychological assessments. In 1946 Psychology was started in university of Patna under two separate wings Experimental Psychology and Department of Applied Psychology.

In 1956, The University Grants Commission was set-up; its responsibility was to provide funds to various universities to start Psychology Departments. Due to this there were 32 departments in Psychology by 1960(this has however increased now).Certain centres also provided advanced studies in Psychology. Soon another changing trend was that psychology was being offered in colleges offering Engineering, Agriculture and in management colleges. A lot of other centres such as NCERT, NIPCCD etc. started applied research in different fields of Psychology.

Several streams are present in Psychology historically we can see how some of them have developed. According to UGC report in 1968, 19 universities offered a course in Clinical Psychology at the Masters level (now a lot more are present). At that time training for Clinical Psychologists was provided in three major centres such as All India Institute of Mental Health in Bangalore (now NIMHANS), Hospital for Mental Disease, Ranchi and Mental Hospital in Calcutta. Around this time Clinical Psychologists also organised an all India Association of their own, and its first convention was held in October 1969, at the All India Institute of Mental Health Bangalore. With regard to Education Psychology, the first college of education was had been established in Madras more than 100years ago. The first time Education Psychology was introduced at the MA level as a paper was in 1961 in the University of Calcutta.

Currently there are about 15000 psychologists in India. Several departments in India are offering it as a subject. The subject and its significance has changed remarkably over the years. A few examples of universities offering Post Graduation and clinical Training have been explained below.

 

History of Bangalore University for Post-Graduation in Psychology

In Bangalore University in 1974 two specializations emerged one in Clinical Psychology and the other in Industrial Psychology. In 1994 the department had a third specialization called Child Guidance Clinic and it shifted to the Faculty of Science. In the year 2000 an M.Sc. in Psychological Counselling and two specializations in Educational Counselling and Human Resource Management was started. In 2003 the University started offering M.Sc. in Psychology in affiliated colleges apart from the university. In 2006 the department of Psychology at Bangalore University, moved to an independent well designed building. (www.bangaloreuniversity.in, 2014)

 

History of Clinical Psychology in NIMHANS; the department was started in the year 1954 as the department of Psychology and Human Relations. It is one of the oldest and largest departments in NIMHANS. It is involved in clinical services, human resource Development and research activities. The first training programme was started in 1955 as Diploma in Medical Psychology and the first PhD was started in 1967. Most students were/are trained in Behaviour Therapy, Rehabilitation, De-addiction, Adult and Child Psychiatry.

As a subject whatever has been the various influences in Psychology weather religion or Philosophy, it now stands its ground. It has made its way into most universities and is also offered as a subject in high school. (www.nimhans.karnic.in, 2014)

References:

Dalal, A. K. (2011). A journey back to the roots: Psychology in India. Foundations of Indian Psychology Volume 1: Theories and Concepts, 27.

Jain, A. K. (2005). Psychology in India. The Psychologist, 18(4), 206-208.

Misra, G., & Paranjpe, E. A. C. (2012). Psychology in modern India. InEncyclopedia of the history of psychological theories (pp. 881-892). Springer US.

Singh, A. K. (1991). The comprehensive history of psychology. Motilal Banarsidass Publ..

http://www.nimhans.kar.nic.in/mhsp/default.htm

http://www.infinityfoundation.com/mandala/images/Souvenir-Internet1.pdf

NATIONAL SEMINAR ON PSYCHOLOGY IN INDIA: PAST, PRESENT AND FUTURE 2001 October 22, 23, 24 KOLLAM Golden Jubilee Celebrations of Fatima Mata National College, Kollam

www.bangaloreuniversity.ac.in