1. Knowledge of Subject concerned : Senior Secondary Level

 Scientific Method and Logic

(i) Methods of Natural and Social Sciences- Value of Science, Nature and aim of Scientific Methods: Difference between Scientific induction and Induction by simple enumeration. Difference between methods of Natural Sciences and Social Sciences.

(ii) Observation and Experiment- Their differences; fallacies of observation.

(iii) Science and Hypothesis- The place of hypothesis in scientific method, Formulation of relevant hypothesis. Formal conditions is valid hypothesis. Hypothesis and crucial experiments.

(iv) Mill's Methods of Experimental Inquiry- The method of agreement; The method of difference; The joint method of agreement and difference; The method of concomitant variation; The method of residue.

Indian Logic- Introductory Knowledge of 16 categories of Nyaya darshan, difference between various types of debates- Vada, Jalpa, Vitanda, PramaAparma, Pramans- Defination & Constituents, Classification of Pramans, Types of Pratyaksa(perception), Anuman(Inference).

(vi) The nature and scope of Logic- What is Logic? Use and application of Logic. Difference between Truth and Validity.

(vii) Terms and Propositions - Definition of Term; Denotations and Connotation of Terms. Definition of Proposition and traditional classification of Propositions. Distribution of Terms. Relation between Proposition, Traditional Square of Propositions.

(viii) Elements of Symbolic Logic- Value of using symbols in Logic, Truth- Tables.

 Indian Philosophy

(i) Nature of Indian philosophy, Astik and Nastik schools, Main characteristics of Indian philosophy, Concepts of Karma, Rit and Purushartha.

(ii) Philosophy of Bhagwadgita- Nishkam Karma, Svadharma and Lokasamgraha.

(iii)Buddhism and Jainism- Four Nobel Truths and eight- fold paths, Pratitayasamutpada, Anenkantavada, Syadvada.

(iv)Philosophy of Vaisheshik, Samkhya and Yoga. Vaisheshik's theory of Padarthas, Dualism (Prakriti and Purusha) of Samkhya, Yoga- the eight-fold path.

(v)Vedanta- Traditional and Modern

(a) Samkara Concept of Brahman and Maya

(b) Vivekananda's Practical Vedanta.

 Western Philosophy

(i)Rationalism Descartes- Methods of doubt, Proof for the existence of God, The mind-body problem. Spinoza- Monism, The mind-body problem. Leibnitz- Monadology and theory of pre-establish harmony.

(ii)Empiricism Locke- Empiricism, Refutation of Innate Ideas, Ideas and their classification, distinction between primary and secondary Qualities. Berkeley- Rejection of Materialism, abstract Ideas and distinction between primary and secondary Qualities, Subjective Idealism. Hume- View regarding Soul and World. Scepticism.

(iii)Critical of Philosophy Kant- Criticism of Empiricism and Rationalism.

(iv) Causation Theories- Concept of Causation according to Aristotle and Hume.

2. Knowledge of Subject Concerned :Graduate Level

Indian Philosophy

(i) Charvak- Materialism, Refutation of Inference.

(ii) Jainism- Nature of Jiva, Theory of Bondage and salvation.

(iii) Buddhism- Theory of Kshanikvada (Momenterism), Anatmavada, Nirvana, Vijayanavada, Shumyavada.

(iv) Nyaya- Theory of Pramana, Concept of God and Soul.

(v) Veisheshik- Parmanuvada.

(vi) Mimansa- Sruti and its importance, Kumaril & Prabhakar schools and their differences.

(vii) Vedanta- Advaitavada of Samkara Vishishtadvaitvada of Ramanuja.

(viii)Contemporary Indian Philosophy- Philosophy of Shri Arvinda (Evolutionism).

 Western Philosophy

(i) Greek philosophy- Plato's theory of Ideas, Aristotle's theory of matter and form.

(ii) Rationalism- Descartes dualism of Matter and Mind Spinoza's concepts of substance, attributes and Modes.

(iii) Empiricism- Epistemology of Locke, Berkeley's theory of "esse est Percepi" and Epistemological theory of Hume.

(iv) Critical Philosophy of Kant- Possibility of Synthetic apriori judgement, The Copernican Revolution concept of Time & Space, Categories of Reason, phenomena and Noumena.

 Ethics

(i) Nature of Normative ethics and Metaethics.

(ii) Concept of virtue's in greek philosophy (socrates, plato and Aristotle)

(iii) Moral standards- Hedonism, Utilitarianism, Kant's moral theory of categorical imperative.

(iv) Theory of Panchmahavrata (Jainism) Trustiship and Means-End theory in Gandhiji's moral Philosophy.

 Logic (Western & Indian)

(i) Aristotelian classification of categorical propositions, square of opposition.

(ii) Categorial syllogism: figures and moods, rules of validity fallacies.

(iii) Bollean interpretation of propositions, Venn diagram technique of testing the validity of syllogisms.

(iv) Theory of inference in Nyaya: definition- Constituents process and types of anumana, Paramarsa, vyapti, Types of Vyapti, Major Hetvabhasa.

(v) Theory of inference in Buddhism: definition- constituents process and types of anumana, Vyapti and types of Vyapti.

3. Knowledge of Subject Concerned : PG Level

 Indian Philosophy

(i) Causation Theories- Nyaya, Samkhya, Buddhism and Vedanta.

(ii) Nature of Prama- Aprama and Pramanyavad (Nyaya and Mimansa)

(iii) Theory of Error (Nyaya and Mimansa)

(iv) Mimansa darshan- Arthapati and Anuplabhadi Praman.

 Western Philosophy

(i) Moore- Refutation of Idealism.

(ii) Russel- Logical Atomism.

(iii) Wittegenstein- Picture-theory and Language game.

(iv) J. Dewey- Instrumentalism.

 Applied Ethics

(i) Philosophy and value consciousness.

(ii) Environmental ethics.

(iii) Professional and Business Ethics.

Part – IV (Educational Psychology, Pedagogy, Teaching Learning Material, Use of computers and Information Technology in Teaching Learning)

1. Importance of Psychology in Teaching-Learning :  Learner,  Teacher,  Teaching-learning process,  School effectiveness.

2. Development of Learner  Cognitive, Physical, Social, Emotional and Moral development patterns and characteristics among adolescent learner.

3. Teaching – Learning :  Concept, Behavioural, Cognitive and constructivist principles of learning and its implication for senior secondary students.  Learning characteristics of adolescent and its implication for teaching.

4. Managing Adolescent Learner :  Concept of mental health and adjustment problems.

5  Emotional Intelligence and its implication for mental health of adolescent.  Use of guidance techniques for nurturing mental health of adolescent. Instructional Strategies for Adolescent Learner :  Communication skills and its use.  Preparation and use of teaching-learning material during teaching.  Different teaching approaches: Teaching models- Advance organizer, Scientific enquiry, Information, processing, cooperative learning.  Constructivist principles based Teaching.

6. ICT Pedagogy Integration :  Concept of ICT.  Concept of hardware and software.  System approach to instruction.  Computer assisted learning.  Computer aided instruction.  Factors facilitating ICT pedagogy integration.