Q. 1 Define Sociology? Rural Sociology? Difference between Rural & urban society?
Ans- Word sociology is derived from the
Latin word. Socius literally meaning friend, companion, associates but in
broader sense group or society and the Greek Word logus means science or
study.
Sociology
is the science of
society.
Rural
sociology is
the sociology of rural life in the rural environment.
|
Sr. No |
Characteristics |
Rural
society |
Urban
society |
|
1 |
Occupation |
Agriculture |
Non
Agriculture |
|
2 |
Work
environment |
Close
to nature. Mostly related with soil,
water, and animal life |
Enclosed away from nature,
mostly related with trade, commerce, industry office, work |
|
3 |
Weather
and season |
Very important to rural people |
Not
so important to urban
people |
|
4 |
Skills |
Require
wide range of skills |
Require
specialized skills. |
|
5 |
Work
Unit |
Family as work unit with more
common |
Individuals generally form
units |
|
6 |
Type
of family |
Joint
and extended family with large size |
Smaller
and nuclear |
|
7 |
Size
of community |
Small
and scattered |
Large
and compact |
|
8 |
Density
of population |
Low |
High |
|
9 |
Homogeneity
and Heterogeneity |
Relatively Homogeneous
community |
Relatively Heterogeneous
Community |
|
10 |
Social
interaction |
Few
and personal |
Numerous and mostly Impersonal |
|
11 |
Institution |
Small
and simple |
Large
and complex |
|
12 |
Infrastructure |
Little
to moderately develop |
Well
developed |
|
13 |
Mass
media development |
Low |
High |
|
14 |
Social
control |
Informal control i.e. more
related to the values & traditions of the society |
Formal control i.e. legally |
|
15 |
Social stratification and
differentiation |
Less among groups and low
degree of differentiation |
Different types of groups like
professional, occupational
etc, and
high degree of differentiation |
Q.2
Scope & importance of Rural sociology? Difference between rural sociology
& agriculture extension?
Ans-
Rural society presents a scientific picture of rural life. Villages are
important because they are the springs to feed urban areas.
Scope
of R. S. in Agriculture extension :-
1.
Accumulation of sociological knowledge:-
Accumulation and use of sociological knowledge and use it for solving the
present problems of rural society (subject matter of rural
sociology).
2.
Conducting social research:- Sociology
should direct its efforts in obtaining sociological knowledge by
empirical research procedures (research in rural sociology).
3.
Channelizing social knowledge for solving problems:- Sociology has to channel its
efforts by keeping faith in the methods used in this discipline in
solving the problems of rural society (solving the problems of rural
society).
Importance
of R. S. in agriculture extension :-
1. In the context of community
development and rural development programs deliberate efforts are made to
bring about social change in rural areas. This change is brought about
not in a vacuum but in a structure of human relations, which necessitates
the study of rural sociology
2. An extension worker is a change
agent. He has to bring about changes in the rural culture. Therefore, he
has to understand the culture in which he has to bring about
changes
3. In the cross-cultural situation, it
is likely that the change agent may develop the ethnocentric attitude,
which makes him difficult to work successfully. Study of rural sociology
helps to overcome this difficulty.
4. Sometimes The change agent, while
working in rural communities, does not keep the established pattern of
hierarchy, this creates problems in his working. Rural sociology helps
him to understand the same and its importance
5. The value system of individuals,
families, groups and communities is an important factor to be kept in
mind while trying to bring about changes in the farming
communities.
Therefore, it is necessary for a
student of rural development to study the subject of rural sociology to
bring about planned change in the rural communities effectively and
without resistance.
Difference between Rural Sociology and
Agriculture Extension.
|
Sr. No. |
Rural
Sociology |
Extension. |
|
1 |
It is a scientific study of the laws
of the structure and development of rural society. |
It
is informal (or non-formal) education for the rural people with
a view to develop rural society on desirable lines. |
|
2 |
It
studies the attitudes and behaviour
of rural people. |
It seeks to modify or change for
the better, the attitudes and behaviour of village people. |
|
3 |
It studies the needs and interests
of rural society. |
It helps rural people to discover
their needs and problems and builds educational programs based
on these needs and wants. |
|
4 |
It
analyses rural social relationships,
or group organizations and leadership
in rural areas, the social processes like cooperation,
association, competition etc, among village people. |
It
develops and utilizes village Organizations and leadership and
Favourable social processes, to achieve its objectives of rural
development. |
|
5 |
It
studies social situations. |
It makes use of such social data as
a basis for building up its extension programs for rural areas. |
|
6 |
It investigates the social,
cultural, political, and religious problems of rural society |
It also studies these problems
with reference to their impact on extension
work in villages. |
Q. 3
Define Group? Social Group? Types or classification? Characteristics of
Social Group?
Ans -
Social group
is a unit of two or more people in reciprocal interaction and in
communication with each other.
Group
- unit of two or
more human beings for certain purpose.
A.
According to nature of interaction
1.
Primary group: - Primary
group means face to face relations with one another. Primary group have a
sort of permanency, are small in size and have the responsibility to
socialised individuals. e.g:- Family, Community etc.
2.
Secondary group: - A
secondary group members are not in direct contact with one another. They
influence one another indirectly through agencies of communication. A
secondary group are large in size, have little face to face contact and
maintained more or less anonymous relationship. e.g.:- Political party, co
operative society.
B. According to mode of organization
and functioning
1.
Formal groups: - These
groups have definite roles, rule of operation, a definite system of work
etc. The relationship among members is also formal.
2.
Informal groups: - In
informal group there is no organisation, rigidity and formality. The
members have strong primary group feeling. These are friendship or common
interest.
C.
According to nature type of membership
1.
Voluntary group: - In
these types of groups the membership is voluntary and members have no
compulsion to participate in the activity of group.
2.
Non Voluntary group: - In
these types of groups the membership are compulsory and member have no
choice.
D.
According to duration
1.
Permanent group: - If
the relationship of the members lasts over a long time, it is a termed as
permanent group. There are formalities and defined role to play. The
members are tied together by potential tied and formalities. e.g.- Family,
Govt. dept
2.
Temporary group: - When
the group lasts for short duration, it is called temporary group. It is
collection of the physical bodies in casual way on the street or on
stations. e.g. - Crowd, Audience, Mob, Herd etc.
E.
Classification based on Social class: -
1.
Horizontal Group - The
members of this group are alike or similar in status or position in the
class system of the society. E.g. caste, farmer, carpenters etc.
2.
Vertical Group - The
groups that are composed of members from different social strata (social
status) and whose membership cuts vertically across the horizontal
groupings in the society i.e. lower and upper work together in close
relationship to promote their parties interest.
F.
Classification based on Personal feeling or belonging –
1. In
Group - Persons
in this group feel that they belong to that group based on their
attitudes of the members towards their own social groups. E.g. my family,
my class, my church.
2.
Out Group - Persons in this group do not feel that they belong to that
group based on their attitudes E.g. their family, their class, their
church.
G. Classification based on Size
–
1.
Small Group - The number of members is less than 30. Each member can
identify each other and establish close and direct relationship. E.g. family,
play group etc.
2.
Large Group - The number of members is more than 100. E.g. political
group, labour union, University, Army etc.
H.
According to the Territorial Limitations:-
1.
Natural Territorial group: - These
are the groups where territorial limits have been fixed by nature. There
boundaries and limits are fixed by geographic and climatic situations
e.g. Region.
2.
Artificial Territorial group: - Here
the territory fixed artificially by man on functional basis. e.g-
Village, Taluka, District.
3.
Non Territorial group: - Rhee
the natural and artificial territorial limits do not play any part. e.g.-
UNO, FAO, Red Cross etc.
I.
Classification based on the type and quality of relationship:
1.
Gemeinshaft group: - Here
in which society is most relationship are traditional or personal or
after both. E.g. Zaminadar system in India. In which landlords had his
tenants who are personally known to him and who had obligation for their
welfare and whom tenants fulfilled certain obligations. In such groups
written documents contracts were not present while traditional patter
existed and was accepted by society.
2.
Gesellscheft group: - It
is society in which neither personal attachment nor importance of
traditional rights, obligations and duties exits. Relationships are based
on bargaining and clearly defined agreement. This society flourishes in
urban areas and business organisations and associates of wholesalers.
J.
Locality Group:
This
classification considers locality as one bond for holding groups together or it
is based on the territory or locality occupied by the members. E.g.
neighbourhoods, communities or villages towns.
K.
Reference Group:
Reference
group may be defined as a group with which an individual feels identified
the norms and objectives of which he accepts. The reference group provides
the standards that guide and influence individuals. To understand the behaviour
of human beings we must know their reference groups. A reference group
may be any group for E.g. Primary group, horizontal group. Reference group
like friendship group may influence a farmer to accept or reject the
adoption of an improved farming practice. Reference group is the group
which the individual refers for advises on different aspects. An
individual may have different reference groups for different purposes.
Eg. Farmers group, Doctors association.
Role
of social groups in agriculture extension –
Social
group play vital role in the development of the society, for the welfare of
the society, extension workers should work in collaboration with the
group. If extension workers can obtain the participation of the groups in
the development activities, then his work can be speedily done.
Extension
workers should arranged group meeting and discussion in which the members
can interact and participate. By this they will be able to play more
positive role by participating through groups.
All
members participate is lowered in group activities in accordance with
their conception of their status in the group. The zest and constancy
with which an individual played his role in a group depends upon the
degree of honourable recognition given by the group.
In
short, the extension workers should obtain the participation of the group in
the development programme for advancement of agriculture.
Q. 5
Define Culture? Functions of culture? Characteristics of culture? Role of
culture in extension?
Ans - Culture
is the sum total
of the ways in which human beings live and transmitted from generation to
generation by learning.
Culture
stands for the moral, spiritual and intellectual attainment of man.
Functions
of culture:-
1.
Culture provides basic foundation and design for social living.
2.
Culture provides to fulfil biological and socio-economic needs e.g.
reproduction, shelter, relationships etc.
3.
Co-operation and coordination among the individuals or groups is the
products of culture.
4.
Culture provides individual a set of ready-made definition of situation.
5.
Culture provides a map of all our life activities.
6.
Culture acts as a means of social control through norms, folkway, and laws.
7. It
defines the pattern of behavioural for individuals so that he acts according
to the behavioural patterns prescribes and defined by the society.
Characteristics
of culture:-
1.
Only human beings posses the culture - Man
has created the culture during the process of controlling himself, others
and nature.
2.
Culture is learned: -
Learned through the process of socialization, communication training etc. It is
not innate
3.
Culture is transmitted from generation to generation: - Learned from parents and
transmitted to children.
4.
Culture is universal as well as unique: - Culture is found in all societies, but each
society has its own specific cultural pattern.
5.
Culture is a social and not individual heritage of man. One has to learn the tradition,
customs as the society in which he is living.
6.
Culture is integrative: - While
different aspect of culture may pull in different directions, there is
consistency and integration so that the society is held together.
7.
Culture builds conformity: - The
pattern of behaviour in a culture is considered as ideal, towards which
people are expected to strive.
8.
Culture is static as well as dynamic: - Culture has permanence but it changes over
time.
9.
Culture is relative: - There
is nothing like good culture or bad culture. Culture is interpreted
according to a persons or a society own experience.
10.
Culture is diverse: - Culture
varies from country to country and in different areas within a country.
Ecological diversity is an important source of cultural
difference.
11.
Culture is accumulating. It
goes on increasing in size, act to the funds of his knowledge, regarding
the science or literature in each generation. This knowledge is preserved
in the form of books, films and pictures.
Importance
of Culture:-
1.
Culture transforms human animal to man.:- Respects for elders,
cooperation and help, mercy to poor etc are behavioral patterns which are
the components of culture.
2.
Culture regulates the behavior of people.
3.
Concepts like family, state, nation, class are the products of culture
and helps coordination and division of labour.
4.
Culture gives individuals or groups the feeling of unity with the group. 5. A
culture change is the basic to extension, as through extension efforts we
seek to introduce changes in the behavior of the people.
6.
Culture change takes place through discovery and invention and by
diffusion and borrowing. The first comes from within a society and
culture, and the second from another culture outside the society.
Elements
of Culture:
1. Customs: Customs as socially approved ways of
acting. Customs are the accepted ways in which people do things together.
Customs are socially prescribed forms of behaviour transmitted by
tradition and enforced by social disapproval of its violation (not
doing). Customs may also be defined as a habitual form of meeting people,
training the young, supporting the aged etc are some of the customs of
society. Our acting, our dressing, our worship are controlled to a great
extent by customs. We agree most of the customs of the group to which we
belong.
2. Norms: - All societies have some norms or rules
which specify appropriate and inappropriate behaviour. An individual is
rewarded or punished as he conforms to or deviate from the rules. Norms
are the general rule that governs or regulate social action. Norms are
the blue print of the behaviour, setting limits within which individuals
may seek alternate ways to achieve their goals.
3. Folkways: Folkways are expected forms of
behavior but are not rigidly enforced Folkways are standard of behavior
that are socially approved but not morally significant. Breaking of
folkways does not serious. The folkways are the right ways to do things
because they are the expected ways. Everyday behaviour. Examples of
folkways are: Good manners, Entering home only after removal of shoes,
Lady touching the feet of her mother-in-law, Rajput wearing a turban,
Greeting others with folded hands , hairstyle.
4. Mores
Mores
may be defined as those customs, which are held to be essential to
ethical or moral values of people.
Mores are the socially acceptable ways
of behavior that do involve moral standards (regulations) and violation
of more may result in severe social action or sanction, such as ostracism
(exclusion of individual or family from the village or society). Society
exerts pressure to conform the regular pattern and it not followed
individual gets penalty from society.
Examples of Mores: Honesty is one of
the recognized mores of the society, Saluting the National Flag, Standing
during the playing of National Anthem, Monogamy (having one wife or
husband), Women and children first in the event of crises.
5.
Taboos:
✓ Generally
the term ‘more’ is used for the positive action or things that ought to
be done but the term ‘taboo’ is used for the negative action and for the
things that one ought not to do.
✓ In other word taboos are restrictions
communicated through verbal don’ts and are the unwritten laws of the
society.
✓ Taboo means forbid.
✓ It refers to the prohibitions of the
types of behavior because of some magical, supernatural (God) or
religious sanction
✓ Examples
of taboo: Total abstinence (self denial) of eating beef in a Hindu
village (eating beef in Hindu religion) and eating pork in Muslim
religion, marriage within the family among Hindu it is a taboo.
6. Cultural laws: - These are consciously and deliberately
formulated behavior patterns. Men are aware of having created them or
certainty of having codified them. They are rational and practical in
character. Norms that are written official. eg- Driving while drunk,
murder.
7. Belief: - Beliefs are fixed ideas in the mind
and we tend to hold them true, they are the facts but not always
scientifically true, yet handed down from generation to generation and
become the dogma of realization. Beliefs are strong faith over non
scientific facts. Beliefs system is the view of individuals and group
about the world in which he lives. A belief system may be defined as an
organized body of ideas, attitude and convictions centered around values
or things regarded as precious to the group.
8. Rituals:
o Ritual is prescribed form of behavior for certain
occasions and certain actions are designated in prescribed manner.
o Ritual may be defined as a pattern of behavior or
ceremony, which has become the customary way of dealing with certain
situations.
o Ceremony:-It is more comprehensive concept within the ritual folks. They are the established procedure of formal and dignified ways to make and impress the importance of an event or occasion.
o Generally it is discussed as an aspect of religion. Religion is found in all established form of activities. It may include prayers worship. Examples of rituals: Playing with crackers on ‘Diwali’. Celebration of Independence Day, Celebration of Republic day.
9.
Traditions: - Traditions
are uniform sanctioned habits of thought followed in a society. eg. Cow
is pious animal is an accepted thought in Hindu people.
10. Conventions:
o These are customs regulating more
significant social behavior. o Parents generally do not care to leave such learning to
chance. o Parents
instruct their children the conventions though often they (parents)
cannot explain why the child must confirm
o Examples of Conventions: Being polite
to others.
Q.7 Define social institutions? Major
social institutions in rural society?
Ans -
Social institutions are formal cultural structures devised to meet basic social
needs. OR.
It is
an organized system of social relationship which embodies certain common
values and procedures and meets certain needs of the society.
Major
social institutions in rural society:
1.
Family: As an institution provides for care, protection and nature of
children.
2.
Educational: Institutional imparts knowledge, skills and society
acceptable attitudes.
3.
Political/Government: Government Institution provide for law orders,
settlement of disputes, administration affairs.
4.
Religious: Institution prescribes prayers and worship as a part of relation
with God.
5.
Economic: Institution provides basic physiological needs of the body- food,
shelter and clothing. For this society provides farming and
industry.
Q. 8
Define family? Classification of family? Functions of family?
It is
defined as a relatively permanent and socially sanctioned group of parent,
and children.
Classification
of Family
The
families can be classified according to various criteria:
A) On
the Basis of Lineage/Ancestry:
1)
Patrilineal Family: When properly inheritance and reckoning descent along the
male line (father).
2)
Matrilineal Family: When it is along the female (mother) line.
B) On
the Basis of Headship:
1) Patriarchal Family: In this case
father is head of the family.
2)
Matriarchal Family: In this case mother is head of the family.
C) On the Basis of Transfer of Bride Groom/
residence:
1)
Patrilocal Family: There
are the families where wife transfer to the husbands house after
marriage.
2)
Matrilocal Family: Where
husband transfer to the wife’s house after marriage. Matrilineal families
are matrilocal families.
3)
Neolocal:- Living
or located away from both the husband and wife relatives.
D) On
the Basis of marriage:
1)
Monogamous Family: In
this case the husband marries only one wife.
2)
Polygamous Family: In
this case the husband can marry more than one wife.
3)
Polyandrous Family: In
this case the wife can marry more than one husband.
E)
Nuclear or Conjugal or Individual Family:
Such
a family consists of married couple and their children, and is well
separated from other relatives who may pay short visits if at all.
F)
Consanguine Family:
Such a family consists often of
grandparents, their sons, their sons ‘wives and even their sons’ grand
children. Consanguincal literally means “of one blood”. Eldest male
member is the head of family.
Functions
of Family:
1. It
helps in perpetuating the race through procreation.
2. It
provides for a means to satisfy sexual needs of man and woman.
3. It
helps in socializing the children and makes them acceptable to the society.
4. It means the basic needs of its
member.
5. It
is the starting point of division of labor.
6.
Family as a primary economic unit ensures that economic activities are shared
by the family members.
7. It
provides for education and vocational training of members so that they
can share the economic burden.
8. It
arranges to regulate the sex activities of unmarried members of a family in
line with the restrain by the society.
9.
Family provides the children with a status till he becomes economically
independent.
10.
Children learn about customs, mores, superstitions and religion while they
live in family and thus these are passed on from generation to
generation.
11.
The family carries out certain recreational activities for the benefit of
young children and thus educates and broadens their outlook.
12.
Family provides a sense of security to its members.
13.
Family contributes towards preservation and enrichment of cultural heritage.
14.
Family looks after its aged and disabled members.
15.
Family disciplines its members so that the family is held in high esteem.
16.
Family nourishes its member with mutual love and affection.
Q.8
Define social control? Means or types of social control?
Ans - Social control is an
influence exerted by the public or society for promoting the welfare of
the group as a whole.
Means
or types of social control –
A)
Informal means of social control
1.
Belief: Belief
in religion controls the behaviour to a great extent.
2.
Social suggestions: we
suggest the younger generations many ideas like giving the examples of
great men, celebration of anniversaries of great people.
3.
Ideologies: The
communication of ideologies like ghandhiism, capitalism, communism etc by
which the social behaviour of the individuals is controlled.
4.
Customs
5.
Folkways
6.
Mores
7.
Norms
8.
Religion
9.
Art and literature: A
purposeful classical dance as art and religious epics like bible,
Ramayana etc
10. Humor and Cartoons: Cartoons, comics etc as a part of
humor and satires as indirect criticism of actions harmful to help in
maintaining the social values.
11. Public opinion: In villages people know each other
even otherwise the fear of public criticism and the need of recognition
by individuals makes to control his behavior.
B)
Formal means of social control –
1.
Law: Law is a body of
rules given by legally authorized bodies and enforced by authorized
agencies like police, judiciary etc
2. Education:
Education
prepares the child for social living by removing his wrong attitudes and
learning discipline, honesty and what is right or wrong.
3.
Cohension (force): Physical
coercion like imprisonment or death penalty (through law) and non violent
coercion like strike boycott or non cooperation (between individuals and
groups) are means of social control.
Q.10
Define Social change? Factors of social change?
Ans -
Social change
refers to an alteration in the material and non-material culture of a
society.
Factors
of Social change –
1. The Physical Environment:- Physical factors also known as
geographical factors include all conditions of natural environment namely
climate, earth’s surface, water, season, storms and earthquakes that are
permanent and independent of human existence. Many changes take place in
natural environment and these changes are regardless of human activities.
Many social geographers have analyzed the impact of natural conditions on
social life. Floods, earthquakes, droughts, famine and storms, change of
season etc. have significant effect on the social relationships and these
are modified by such natural occurrences.
2. Cultural Factors - The main cause of social change is the
cultural factor. Changes in the culture are accompanied by social
changes. Culture gives speed and direction to social change and
determines the limits beyond which social change cannot occur. The pace
of change of material and non-material culture are not the same although
they affect each other. Non material factors are affected by the material
culture.
3. Population Factors - Even changes in the quality of
population have an effect on the social organisation as well as customs
and traditions, institutions, associations etc. increase and decrease of
population, a change in the ratio of men and women, young and old, have
an effect on social relationships. Decrease or increase in population has
an immediate effect upon economic institutions and associations. The
ratio of men to women in society effects marriage, family and the conditions
of women in society. In the same way the birth and death rate also
influence social change.
4. Psychological Factors - Most sociologists regard psychological
factors as important elements in social change. The cause of social
change is the psychology of man himself. Man by nature is a lover of
change. He is also trying to discover new things in the sphere of his
life, and is always anxious for novel experience. Because of this
tendency, the mores, traditions, customs etc. of vary human society are
perpetually undergoing change. This does not mean that man always considers
the new superior to the old. While he is always, attending to what is new
and unique; he wants to preserve what is old. Change is the law of life.
When changes do not occur
at
the appropriate time revolution takes place, wars are fought, epidemics
spread, and change are violently introduced.
5. Biological Factors - Biological factors too have some
indirect influence upon social change. Among the biological factors is
the qualitative aspect of the population related to heredity. The
qualitative aspect of population is based upon powerful and great men and
their birth is dependent largely on heredity and mutation. Hence,
biological factor play a part in social change in that extent. In the course of
human history, it is remarked that there are physical and mental
differences among
population distributed in the
different countries of the world. This amounts to hereditary differences
in races leading to ethnocentrism.
6. Technological Factors - The technological factor has immense
influence in social change. To quote Ogburn,”Technological changes
society by changing our environment to which we in turn adopt.” This
change is usually in material environment and adjustment we make to the
changes often modifies customs and social institutions. In this way, the
increase in the machines and methods due to new discoveries has had a
very great influence upon social relationships. The form of society is
undergoing change because of the development and invention of electric,
steam and petrol driven machines for production, the means of transport
and communication, and various mechanical appliances is everyday life.
Even institutions like family and marriage have not remained immune to
the effect of these developments. The explicit effects of the
technological advance are labour organisation, division of labour, specializations,
high speed of life, increase in production etc. in modern age;
technological factors are among the predominant causes of social
change.
7. Other Factors - In addition to above mentioned
factors, another factor of social change is the appearance of new
opinions and thoughts, e.g. changes in the attitudes towards dowry, caste
system, female education etc., have resulted in widespread social
variations and modifications. In fact, a majority of social revolutions
takes place because of the evolution of new ways of thinking. Similarly,
war is also a cause
of social change because it influences
the population, the economic situation, and ratio of male to female
etc.
Q.11
Define Leader? Leadership? Classification? Types of it? Roles of
leadership in Agril. Extension?
Ans -
Leader is a person who exerts an influence over a number of
people.
Leadership
is process of
influencing the behavior of the individual in a real situation.
Classification
based on the types of leadership -
1. Traditional leaders: - They emerge out of tradition and stick
to tradition. They are of static type and do not accept change. They have
vested interest and have the fear that changes may overthrow them from
power position e.g. tribal chief Mulkhi Patil, Deshmukh, Inamdar.
2. Caste leader: - Followers belong to the same caste as
that of the leader. The leader provides leadership in matters relating to
the caste e.g. Mulla, Pope.
3. Religious leaders: - become leader by practicing religious
doctrines, or performing religious acts or rituals. They advice followers
on religious matters. e.g. Pujari.
4.
Political leaders: - they
arise out of the political system. e.g. MLA, MP, chief Minister, Prime
minister etc.
5.
Functional leaders: - they
are recognized as leaders because of their specialized knowledge and
function in the society. e.g. doctors, scientist etc
7. Opinion leader: - These are
the persons to whom people to whom people go for opinion and advice on
certain issue. Opinion leaders also act as legitimizes and influence
decision making of the opinion seekers. e.g. Sarpanch, progressive
farmers.
Other Classification of
leaders:-
1.
Operational leaders: those
persons who actually initiate action within the group, regardless of
whether or not they hold an elected office e.g. Anna Hazare
2. Popularity leaders: means in a group a popular person will
be elected to a position of leadership because the members like him.
Sometimes such an individual may or may not be the actual leader of the
group. Such persons holding elective positions do very little about
initiating action for the group and are mere figureheads or ornamental
leaders. They are also called nominal leaders e.g. Film personality
3. Representative type: refers
to a person selected to work with a committee or other leaders because
the latter have assumed that he represents another group they desire to
work with; he may or may not be a leader of the group e.g. Rahul Gandhi,
Priyanka Gandhi
4. Prominent talent: e.g. artists and musicians who have
exhibited an outstanding ability and accomplishment in their respective
fields. It may include the experts and intellectual leaders e.g. Lata
Mageshkar, A. P. J. Kalam.
5.Professional leaders/ Operational
leaders: -
the professional leader is one who has received specific specialized
training in the field. He works full time as an occupation and is paid
for his work. e. g. Extension Officer, Gram Sevak, Agricultural Officer
etc.
6. Lay leaders: - the lay leader may or may not have
received special training, is not paid for his work and usually works
part time e.g. youth club president, Gram Sahayak etc. Lay leaders also
called as Volunteer leaders, or local leaders or natural leaders. These
local leaders may be either formal leaders or informal leaders, depending
on whether they are regular office bearers of organized groups or not.
e.g. Youth club President members of grampanchayat.
Classification
based on style of working patterns of leader:-
1. Autocratic
leader: Autocratic
leader is also known as authoritarian leader. He operates as if he cannot
trust people. He thinks his subordinates are never doing what they should
do; that the employee is paid to work and therefore must work. If he is a
benevolent (kind) autocrat he may tend to view employees as children and
encourage them to come to him with all their problems, no matter what is the
nature or magnitude of the problem. e.g. Zamindar
2. Democratic leader: He shares with the group members the
decision making and planning of activities. The participation of all
members is encouraged. He works to develop a feeling of responsibility on
the part of every member of the group. He attempts to understand the
position and feelings of the employee. e.g. Sarpanch and members of
grampanchayat.
3. Laissez-faire leader: He believes that if you leave workers
alone, the work will be done. He seems to have no confidence in himself.
If at all possible he puts off decision-making. He tends to withdraw from
the work group.
Roles of leader in Agricultural
Extension
1.
They coordinate the efforts of the group to achieve its goals.
2.
They establish proper social climate in the group
3.
Leaders assists the group to organize themselves
4.
The promote thee spared of messages of extension programme
5.
They act as demonstrator for the innovations
6.
They create inner and intra group coordination
7.
They help in planning and execution of development programmme
8.
They encourage other for action
9.
They develop self confidence among members
10.
They create favorable climate for introducing development programmes.
11.
They act as model for members
12.
They support and motivate others to make efforts to realize their needs.
13.
They help in making effective group decision and develop specific decision
making process.
Q.12 Define Psychology? Educational
Psychology? Scope & importance of Educational Psychology in
Agricultural Extension? Its role in Agriculture Extension?
Ans - Father of Psychology is Sigmund
Freud. Psychology has its origin from two Greek words psyche
(soul) and logos means science (a rational course or a study)
Thus, literally it means study or science of soul.
Psychology
is the scientific
study of the behavior of an individual.
Educational Psychology is the branch of psychology that
describes and explains the learning experiences of an individual and the
progress in his educational development from birth to old age.
Scope
of Educational Psychology in Agricultural Extension –
1. To identify the nature and
characteristics of
learner
2.
The nature of learning process
3.
The principles of teaching and learning process
4.
The human growth and development
5.
The techniques employed in teaching
6.
Identification of personality traits
7.
Development and adjustment of psychological traits
8.
Scientific measurement and evaluation of psychological traits
9. To
value the scientific attitude towards education.
10.
The educational significance of individual differences in rate and limit of
learning.
11. The inner change that occur during
learning.
12.
The relation of teaching procedures to leaning outcomes.
13.
The most effective techniques for evaluating progress in learning.
14.
The relative effect upon an individual of formal learning as compared
with incidental or informal learning experiences.
15. The psychological impact upon
learner’s attitude of sociological conditions. Agricultural extension is
education and its main purpose is to change the behaviour of farmers.
Therefore, knowledge of educational psychology is useful to extension
agent for understanding the factors affecting the teaching and learning
process.
Importance
of Educational Psychology in Agricultural Extension
It is
immense as both disciplines deal with human behaviour in educational
environment.
1. It helps the teacher to understand the
developmental characteristics of children
2. To understand the nature of classroom
learning
3.
Help to understand individual differences.
4.
Help to understand effective teaching methods
5.
Problem of children
6.
Provide knowledge of mental health
7.
Help in curriculum construction
8.
Help to measurement of learning out come.
Role
of Educational Psychology in Agricultural Extension
1. Educational psychology helps the
extension agent to know the learner, his interest, attitudes, aptitude,
level of aspiration, intelligence, interests, individual behaviour in
group, etc. which plays a major role in one's learning.
2.
Its main concern is on teaching and learning. This helps in formulating
training programmes for improving the knowledge and skill of
extension agent and farmers. It also helps in selection of teaching
methods and aids for organizing effective learning situations and
suggests technique of learning as well as teaching.
3. It helps in imparting better education by organising
the subject matter of learning experience, preparation of different text
books, development of assessment patterns, etc for heterogeneous
learners.
4.
Educational psychology helps in acquainting learner with the mechanism of
heredity and environment.
5. It
also deals with the problem-solving which is very important for extension
agent to develop problem-solving skills amongst farmers.
6. It helps extension agent to find
causes of prejudices, the habit of sticking to old practices of farming
and ways of doing things, the doubts and lack of confidence and factors
affecting motivation.
7. It
also helps them to know the emotions and feelings of farmers, how farmers
learn new practices.
Q.13
Define Intelligence? State factors affecting it?
Ans -
Intelligence is the ability of an individual to make profitable use of
past experience.
Factors
affecting Intelligence –
1. Heredity and environment: heredity provides the physical body
to be developed with certain inherent capabilities while environment
provides maturation and training of the organism. Newman concludes that
the variations in I.Q. or intelligence were determined about 68 % by
heredity and 32 % by environment. It means that 68 % of intelligence of
the individual comes through heredity and 32 % by environment.
2. Age: Brightness or dullness in childhood
tends to remain bright or dull throughout his life. The intelligence is
maximum at 20 years and remains relatively stable if health and other
factors do not interfere, until around 70 years when it rapidly decreases
due to decline in physical efficiency
3. Health and physical development: Health and physical development are
directly related to mental activity. Physical and physiological defects
result in sub-normal intelligence or less intelligence
4.
Race: As it is race has
no influence over the intelligence but certain races which are
socio-economically and culturally week show marginal effect on
intelligence
5. Sex: Not much difference is noticed as per
the sex of the individual. According to Crow and Crow males are slightly
superior than females in questions that involve mathematical material and
scientific concepts or in performance of certain scientific tasks (work
related to science) and girls excel that deal more directly with the
humanities (languages, literature, philosophy, fine arts, history
etc.)
6. Social and economic conditions: if these conditions are good then
physical development and mental development will also be fairly good and
intelligence will be better.
7. Culture: - Culture influences the intelligence of
the individuals to a degree. It determines the attitude and abilities of
the individuals.
Importance
of Intelligence in Extension work:
1.
Intelligence does not follow a set of similar types of pattern but depends
largely on the complexity of demand of their environment and the kind of
training they receive
2.
Intelligence remain constant when the conditions remain constant i.e.
health, types of education and situation
3. In
all, the differences in intelligence can be treated to either heredity or
environment since individual is a product of both
4.
Gifted persons with higher intelligence can be better utilized by offering
broader opportunities and with programmes for their accelerated
growth
5. It
is easy to identify the mentally retarded people or people with less
intelligence and problem men (persons with less intelligence due to physiological
defects) in rural society and such people should be given special
attention while training them in agricultural technologies
6. An extension worker can increase his effectiveness by
using appropriate techniques for teaching farmers with different levels
of intelligence and thereby smooth introduction of the programs of
change.
Q.14
Define Personality? State types of it? Factors affecting personality?
Role of it in Agriculture Extension?
Ans -
Personality is the sum total of an individual’s behavior in social
situations. Types of Personality –
A.
Extrovert:-
1. An
extrovert is socially adaptable and interested in people.
2. He
likes to make friends and very soon creates a circle of friends around
him.
3. He
prefers working in company with other people, is talkative and fond of
talking.
4. He
is self assertive and generally takes things lightly.
5. He
never feels embarrassed.
6. He
has a keen sense of observation and is attentive. Reformers and social
workers are generally extroverts.
B.
Introvert:-
1. An
introvert limits his acquaintance to a few.
2.
This person is very conservative and suspicious of the motives of others.
3. He
is not social and prefers to remain in the background on certain occasions.
4. He
avoids embarrassment and public speaking.
5. He
is very reserved, self centre, introspective, absent minded, remains worried
and is always day dreaming.
6. He
is generally slow and hesitant to take the initiative.
7. Philosophers, poets, and scientists
are generally introverts.
C.
Ambivert Personality:
1.
Ambivert types are placed in between extrovert and introverts.
2.
Their behaviour is balanced. Their psychic energy is partially directed inwards
and partly outwards.
3.
They are interested in their own thoughts and emotions and also in other
persons and their action.
4.
Most of us belong to ambivert type.
Factors
affecting personality –
1. Heredity:-
Personality has connection with
heredity as most character is hereditary in nature. The nervous system,
the ductless glands, the organic drives, the emotions, and capabilities
of mental behavior may lead to differences in personality. Heredity
influences upon personality may be both direct and indirect. Indirect
influences are exerted through group evaluation of genetic trait. Direct
influences come from degree of emotional drive and mental alertness.For
example, if you were relaxed and easy going child, it would be result of
your genes, and it would not be possible for you to change those
characteristics. But personality characteristics are not completely
dictated by heredity.
2. Physical and Environment: - Food and climate are the most
significant aspects of the physical environment as they influence
biological development as such personality. Environment to which we are
exposed plays a substantial role in shaping our personalities.
3. Type of culture: - Culture establishes the norms,
attitudes, and values that are passed along from one generation to next
and create consistencies over time. The environmental factors that exert
pressures on our personality formation are culture in which we raised, our
earlyconditioning, the norms among our family, friends, social groups,
social interaction, etc that we experience.
4. Individual experience: - The individual personality centers on
the concept of identity formation. As child develops, he imitates the
personality characteristics of those to him. If he matures properly, he
will get integrate this characteristics and achieve the sense of
identity. Ideas, habit, values, motives are the integral parts to the
personality and are adopted through the process of interactional
interaction.
Role
of personality in agricultural extension
o The knowledge of human personality enables the extension
agent to judge and follow the method of guiding by selecting suitable
teaching methods.
o This helps the extension agent to
properly plan the educational programme to accomplish the objectives for
a desirable change in the farmers.
o By studying the personality of
farmers, extension agent can understand the values and value systems of
its clients and can precede his work accordingly.
o By studying the personality of a particular farmer, the
extension agent can get a clear idea about his various traits such as
sociability. o If a
person found with this trait, then he can be used as a key communicator
to promote developmental activities in a particular village.
o Similarly, farmers with traits of empathy, sympathy,
generosity can be engaged in trustworthy works like seed distribution
etc.
o The extension worker should get into deep study of
knowing the capacities, types and traits of the personalities of his
clients (farmers) with whom he has to work in order to plan and educate
them. This also helps the extension worker to select a suitable farmer
for a certain purpose
o The study of personality of the people
enables extension worker to judge and follow the method of guiding, by
selecting suitable teaching method.
o This enables the extension worker to properly plan the
programmes to advise the farmers for desirable changes in rural
communities.
Q.15
Define Perception? Motivation? Theories of motivation? Importance of
motivation in Agriculture Extension?
Ans -
Perception is
usually described as a response to stimulus.
Perception is the process of assimilating
experiences and relating them to previous experiences, attaching meaning
or value to them and ordering them in to organized patterns of knowledge
and feeling. Motivation is the process of initiating a conscious
and purposeful action.
THEORIES
OF MOTIVATION
MASLOW’S’
CLASSIFICATION OF NEEDS:
According
to the famous psychologist Abraham Maslow (1954), the needs in order
of
importance to individuals i.e. the
fulfillment of needs starts from the first order and if first order needs
are fulfilled the individual thinks of second order and so on as given
below
1. Physiological needs: These are called first order needs.
These needs are necessary for survival of the individual e.g. food,
clothing, shelter etc. these are most important, if these needs are
fulfilled then only the individual steps in to second order needs.
2. Safety needs: These are second order needs. These
needs are for the security of the individual from physical,
physiological, economic and social viewpoints e.g. protection from
danger, threatening etc
3. Social needs: These are third order needs. Man is a
social animal and has an inherent desire to be with others in some form
e.g. friendship, company etc. These are also called response
needs.
4. Esteem needs: These are fourth order needs. The
individual likes to get appreciation and recognition from others in the
society e.g. power, status, prestige etc
5. Self-actualization: These are called last order or fifth
order or highest order needs. It is self realization and knowing self or
the ultimate purpose of human being e.g. what is human being, how he
should live, what is his purpose of living etc.
Importance
of motivation in agricultural extension:
1. Society composes of individuals.
Everyone is different from the other and the degree of difference is
based on the relative importance each one of us assigns to the different
motivating forces and to the various interests we have, which impel us to
act as we do
2.
The job of the extension worker is to understand the basic wants or incentives
of the people with whom he is working
3. He
should show the leaner how to satisfy these basic wants by learning new
things (i.e. by adopting new methods or practices)
4.
The extension worker should find the personal goals of the learner and tie with
his teaching goals.
5.
When people are shown how learning a subject will enable them to gratify
(satisfy) a desire or realize a need, they are being motivated to
learn.
6. A great impetus (momentum or speed)
is given to learning when the learner can see that what he learns will be
of immediate value to him in making his own life more satisfying.
7. A
desire or a want therefore, is the most definite and dynamic of motives, from
the educational point of view.
8. It is possible for extension
workers to motivate people to satisfy the four categories of basic needs
of security, new experience, response and recognition through the
increase of income, provision of new knowledge, skills etc, encouraging farmers
to work in groups and awarding prizes, certificates etc to the winners in
crop competitions respectively.
Q.16
Define Teaching? Learning? Elements of learning situation? Describe
principles of learning?
Ans - Teaching: -Extension teaching is a process of
creating situations that facilitate the learning process. Creating
situation includes providing activities, materials, and guidance needed
by the learner.
Learning:-
Learning is a
process by which a person becomes changed in his behavior through self-
activity. OR
Learning
is a process of progressive behavior adaptation.
Learning Experience: It is the mental and /or physical
reaction one makes through seeing, hearing or doing the things to be
learned, through which one gains meanings and understandings of the
material to be learned.
Learning
is an active process on the part of the learner. Hence a learning
experience is not attained by more physical presence in a learning
situation.
Learning
Situation: It is
a condition or environment in which all the elements necessary for
promoting learning are present namely
1.
Instructor
2.
Learner
3.
Subject matter
4.
Teaching materials and equipments.
5.
Physical facilities.
Characteristics
of the elements of learning situation:
1.
Instructor should:
• Have clear objective
• Know the subject matter and have it well
organized
• Be enthusiastic and interested in the subject
• Be able to communicate with learners
• Be democratic in his leadership
• Allow student participation, ask for it
• Be prepared, be prompt, be friendly, be
courteous
• Use teaching plan
• Speak so that all can hear
• Set a good example of a good leader
and teacher
• Be skillful in the use of teaching materials and equipment
2.
Learner should:
• Have need for information
• Be interested
• Be capable of learning
• Use the information gained
3.
Subject matter or content:
• Related to learner’s needs
• Applicable to real life situations
• Taught at intellectual level of learners
• Well organized – logically presented
• Presented clearly
• Challenging, satisfying and significant to the
learners • Fits
into overall objectives
4.
Physical Facilities:
• Free from outside distractions
• Temperature as comfortable as possible
• Well lighted
• Adequate space for the group
• Furniture comfortable and well arranged
5.
Teaching Equipment and Supplies: (Projectors, Physical Models etc)
• Meet the needs effectively
• Readily available
• Each item used skillfully
Principals
of Learning:
1. Learning is Growth Like and
Continuous:
Teaching should begin from where the learner is i.e. level of knowledge,
understanding and interest. The new idea must be related to old hence it
is growth like and continuous.
2. Learning should be Purposeful: Learning varies directly with
meaningfulness of the subject. Learner must fell that it is useful to
him. The objective of learning must be clear and meaningful to learner.
The objective must specify the change to be brought out and the subject
matter.
3. Learning Should Involve the Maximum
Number of Senses: Messages
reach the human mind through the senses i.e. seeing, hearing, feeling
testing, smelling etc. more than one sense is to be included in the
process of learning so that learning becomes effective.
4. Learning Must Be challenging and
Satisfying: Learning
must be challenging. It should give satisfaction to the learner. It
should be based on needs and wants of the learner. Teacher’s motivation,
timely recognition and favorable attitude accelerate the learning. While
negative attitude retard learning.
5. Learning Must Result in Functional
Understanding: In
useful learning the learner should not only acquire new facts and ideas
but also understand how to apply them in real condition knowledge is
prerequisite for understanding.
6. Learning is Affected by Physical
and Social Environment: The
general physical and social environment should be suitable for learning;
physical factors include light, ventilation, furniture, sitting
temperature etc. If the social environment is encouraging it helps for
the learning process.
7. Learning Ability Varies among
Individuals: The
level of understanding varies according to intelligence of the
individual. The level of communicator and the level of the learner must
be in the line. So the subject can reach to the learner easily.
8. Learning is General and Gradual
Process Which Requires Several Exposures: Learning is a slow process and it
increases gradually. For complete understanding of the subject several
exposures are required complete understanding of the subject bring the change
in the learner.
9. Learning Capacity is significantly
high in Adult Life: Adult
normally posses a more capacity to learn. The speed of learning decline
after middle age. Learning capacity increases rapidly till the age of 20
years then it remain constant up to around 50 years.
10. Learning is Active Process On the
Part of Learner:
Learning is individual or personal matter. It is active process and
depends upon the interest of the learner and stimulus of the teacher. The
teacher can set up the learning situation and stimulate the person to
learn.
11. Learning Requires Effective
Communication: Communication
is the process by which two or more person exchange ideas for common
understanding. Communication is an essence of learning and
teachings.
12. Theory and Practical must be
Related: Theory
and practical have always relationship. Theory relates to why and
practical relates to how. Theory explains the structure and practical to
its application.
13. Learning and Teaching is an
Intentional Process: The
aim of teaching is to promote learning which will bring the desired
change. When the objective of teaching and objective of learning are not
clear in learning situation than it will lead to confusion.
14.
Learned Behavior Results in to Changes Farms and Home Practices.
Steps
in Extension Teaching –
1. Attention of the learner: - The first step in extension teaching
is to make the people aware of the new ideas and practices. The people
must first know that a new idea, Teaching practice, or object exists.
This is the starting point for change. Until the individuals’ attention
have been focused on the change that is considered desirable, there is no
recognition of a problem to be solved or a want to be satisfied. Teaching
methods may be used at this stage are mass methods like radio, TV,
exhibition etc and personal contact by the extension agent, contact
through local leaders.
2. Stimulating the learner’s interest:
- Once the people
have come to know of the new idea, the next step is to stimulate their
interest. This may be done by furnishing them more information about the
topic in a way they will be able to understand and use. It is necessary
to present one idea at a time, relevant to their needs. The important
teaching methods at this stage are personal contact by extension agent,
contact through local leaders, farm publications, radio, TV, etc.
3. Arousing the learner’s desire for
information:- It
means unfreezing the existing behaviour and motivating the people for
change. At this stage it is necessary to emphasize on the advantage of
the new idea or practice. Visit to demonstrations, farm publications,
personal contact by the extension agent, group discussion etc. are
important at this stage.
4. Convincing the learner for action: - It is the stage of strong persuasion
so as to convince the people about the applicability of the new idea or
practice in their own situation and that it would be beneficial for them.
The people are furnished with adequate information about the idea and how
it works. Field day or farmers’ day, slide show, personal contact by the
extension agent and training are important at this stage.
5. Getting action by the learner: - This is the stage of putting the idea
or practice into operation. Small scale demonstration with supply of
critical inputs may be set up in real life situation of the individuals
who come forward. This provides the opportunity of direct experience on
the part of the learners. At this stage it is necessary to collect
evidence of change such as change in yield, income, employment etc.
Demonstration, personal contact by the extension agent, supply of
critical inputs and ensuring essential services are important at this
stage.
6. Making sure that the learner
obtains satisfaction from his action: -
To produce lasting change, the extension efforts should produce
satisfying results. Satisfaction may come from high yield, more income,
better health etc. A satisfaction reinforces learning and develops
confidence, which generates motivation for further change.
