8609 assignment 1 autumn 2022

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Future Developments

Minimum credit rate.

Qualified disaster zones.

Notice 2021-12.

Revenue Ruling 2021-20.

Housing credit agency.

Building identification number (BIN).

Allocation of credit.

Multiple Forms 8609.

Land on which the building is located.

Where to file form 8609., building owner's recordkeeping.

Addition to qualified basis.

Amended form.

When requirements of Regulations section 1.42-8 must be met.

Additions to qualified basis..

Line 3b. Special rule to increase basis for buildings in certain high-cost areas.

Lines 6a and 6d.

Rural projects., privacy act and paperwork reduction act notice., instructions for form 8609 (02/2022), low-income housing credit allocation and certification.

Section references are to the Internal Revenue Code unless otherwise noted.

Revised: 02/2022

Instructions for Form 8609 - Introductory Material

For the latest information about developments related to Form 8609 and its instructions, such as legislation enacted after they were published, go to IRS.gov/Form8609 .

The Taxpayer Certainty and Disaster Tax Relief Act of 2020 set a new minimum applicable credit percentage of 4% for certain buildings. See Line 2 and Line 9a , later.

The Taxpayer Certainty and Disaster Tax Relief Act of 2020 extends the deadlines for meeting the 10% and placed-in-service requirements under section 42(h)(1)(E) for designated buildings located in a qualified disaster zone. See Line 5b , and also Allocation of credit under Purpose of Form , later.

The instructions have been updated throughout, as needed, to reflect the temporary relief provided in Notice 2021-12, 2021-6 I.R.B. 828 (at IRS.gov/pub/irs-drop/n-21-12.pdf ), as clarified by Notice 2021-17, 2021-14 I.R.B. 984 (at IRS.gov/pub/irs-drop/n-21-17.pdf ), and as amended by Notice 2022-5, 2022-5 I.R.B. 457 (at IRS.gov/pub/irs-drop/n-22-05.pdf ).

As a result of Revenue Ruling 2021-20, 2021-51 I.R.B. 875 (at IRS.gov/pub/irs-drop/rr-21-20.pdf ) as clarified by Revenue Procedure 2021-43, 2021-51 I.R.B. 882 (at IRS.gov/pub/irs-drop/rp-21-43.pdf ), the 4% floor in section 42(b)(3) does not apply to certain arrangements. See Line 2 , later.

General Instructions

Purpose of form.

Owners of residential low-income rental buildings are allowed a low-income housing credit for each qualified building annually over a 10-year credit period. Form 8609 can be used to obtain a housing credit allocation from the housing credit agency. A separate Form 8609 must be issued for each building in a multiple building project. Form 8609 is also used to certify certain information.

This is any state or local agency authorized to make low-income housing credit allocations within its jurisdiction.

This number is assigned by the housing credit agency. The BIN initially assigned to a building must be used for any allocation of credit to the building that requires a separate Form 8609 (see Multiple Forms 8609 , later). For example, rehabilitation expenditures treated as a separate new building shouldn't have a separate BIN if the building already has one. Use the number first assigned to the building.

For an owner to claim a low-income housing credit on a building (except as explained under Tax-exempt bonds , later), the housing credit agency must make an allocation of the credit by the close of the calendar year in which the building is placed in service, unless:

The allocation is the result of an advance binding commitment by the housing credit agency made not later than the close of the calendar year in which the building is placed in service (see section 42(h)(1)(C));

The allocation relates to an increase in qualified basis (see section 42(h)(1)(D));

The allocation is made for a building placed in service no later than the second calendar year following the calendar year in which the allocation is made if the building is part of a project in which the taxpayer's basis as of the date which is 1 year after the date that the allocation was made is more than 10% of the project’s reasonably expected basis as of the end of that second calendar year (for certain calendar year 2021 or 2022 allocations to buildings in qualified disaster areas replace "second calendar year" with "third calendar year" and "1 year" with "2 years" (see your housing credit agency and the Taxpayer Certainty and Disaster Tax Relief Act of 2020, sections 301(2) and 305(a)(3), for more information)) (also see the TIP below for other extensions); or

The allocation is made for a project that includes more than one building if:

The allocation is made during the project period,

The allocation applies only to buildings placed in service during or after the calendar year in which the allocation is made, and

Each building in the project to which the allocation applies is identified by a separate building identification number (BIN).

Regarding (3) and (4) (carryover allocations), see sections 42(h)(1)(E) and 42(h)(1)(F);Taxpayer Certainty and Disaster Act of 2020, sections 301(2) and 305(a)(3); and Regulations section 1.42-6.

The agency can only make an allocation to a building located within its geographical jurisdiction. Once an allocation is made, the credit is allowable for all years during the 10-year credit period. A separate Form 8609 must be completed for each building to which an allocation of credit is made.

Regarding (3) (carryover allocations), if the last day for an owner of a building with a carryover allocation to meet the 10% test is:

On or after April 1, 2020, and on or before December 31, 2021, the deadline is extended to the original deadline plus 2 years;

On or after January 1, 2021, and before December 31, 2022, the deadline is extended to December 31, 2022.

For buildings meeting the 10% test, if the original placed-in-service deadline for the building is:

December 31, 2020, the last day for the owner to place the building in service is December 31, 2022;

December 31, 2021, and the original deadline for the 10% test in section 42(h)(1)(E)(ii) was before April 1, 2020, the new placed-in-service deadline again is December 31, 2022;

December 31, 2021, and the original deadline for the 10% test in section 42(h)(1)(E)(ii) was on or after April 1, 2020, and on or before December 31, 2020, then the new placed-in-service deadline is December 31, 2023;

December 31, 2022 (and thus the original deadline for the 10% test was in 2021), then the new placed-in-service deadline is December 31, 2023.

Allocations of credit in separate calendar years require separate Forms 8609. Also, when a building receives separate allocations for acquisition of an existing building and for rehabilitation expenditures, a separate Form 8609 must be completed for each credit allocation.

Tax-exempt bonds.

No housing credit allocation is required for any portion of the eligible basis of a qualified low-income building that is financed with tax-exempt bonds taken into account for purposes of the volume cap under section 146 if principal payments on the financing are applied within a reasonable period to redeem obligations the proceeds of which were used to provide the financing, or the financing is refunded as described in section 146(i)(6). An allocation isn't needed when 50% or more of the aggregate basis of the building and the land on which the building is located (defined below) is financed with tax-exempt bonds described in the preceding sentence. However, the owner must still get a Form 8609 from the appropriate housing credit agency (with the applicable items completed, including an assigned BIN).

This includes only land that is functionally related and subordinate to the qualified low-income building. (See Regulations sections 1.103-8(a)(3) and 1.103-8(b)(4)(iii) for the meaning of “functionally related and subordinate.”)

Filing Requirement

Complete and sign Part I of Form 8609 and make copies of the form. Submit a copy with Form 8610, Annual Low-Income Housing Credit Agencies Report, and keep a copy for the records. The agency must send the original, signed Form 8609 (including instructions) to the building owner.

Building owner.

You must make a one-time submission of Form 8609 to the Low-Income Housing Credit (LIHC) Unit at the IRS Philadelphia campus address below. After making a copy of the completed original Form 8609, file the original of the form with the unit no later than the due date (including extensions) of your first tax return with which you are filing Form 8609-A, Annual Statement for Low-Income Housing Credit.

Send the properly completed and signed form(s) to:

The housing credit agency may require you to submit a copy of Form 8609 with a completed Part II to the agency. You should contact the agency to obtain agency filing requirements.

Also, file Form 8609-A for each year of the 15-year compliance period. The credit is claimed on Form 8586, Low-Income Housing Credit. See the forms for filing instructions.

Keep the following items in your records for three years after the due date (including extensions) of the owner's tax return for the tax year that includes the end of the 15-year compliance period.

A copy of the original Form 8609 received from the housing agency and all related Forms 8609-A (or predecessor Schedules A (Form 8609)), Forms 8586, and any Forms 8611, Recapture of Low-Income Housing Credit.

If the maximum applicable credit percentage allowable on line 2 reflects an election under section 42(b)(1)(A)(ii), (or former section 42(b)(2)(A)(ii), for buildings placed in service before July 31, 2008), a copy of the election statement.

If the binding agreement specifying the housing credit dollar amount is contained in a separate document, a copy of the binding agreement.

If the housing credit dollar amount allocated online 1b reflects an allocation made under section 42(h)(1)(E) or section 42(h)(1)(F), a copy of the allocation document.

Specific Instructions

Part i—allocation of credit, completed by housing credit agency only.

Check this box if an allocation relates to an increase in qualified basis under section 42(f)(3). Enter only the housing credit dollar amount for the increase. Don't include any portion of the original qualified basis when determining this amount.

Check this box if this form amends a previously issued form. Complete all entries and explain the reason for the amended form. For example, if there is a change in the amount of initial allocation before the close of the calendar year, file an amended Form 8609 instead of the original form.

Identify the building for which this Form 8609 is issued when there are multiple buildings with the same address (e.g., BLDG. 6 of 8).

Generally, where Form 8609 is the allocating document, the date of the allocation is the date the Form 8609 is completed, signed, and dated by an authorized official of the housing credit agency during the year the building is placed in service and mailed to the owner of the qualified low-income building.

However, if an allocation is made under section 42(h)(1)(E) or 42(h)(1)(F), the date of allocation is the date the authorized official of the housing credit agency completes, signs, and dates the section 42(h)(1)(E) or 42(h)(1)(F) document used to make the allocation. If no allocation is required (i.e., 50% or greater tax-exempt bond financed building), leave line 1a blank.

Enter the housing credit dollar amount allocated to the building for each year of the 10-year credit period. The amount should equal the percentage on line 2 multiplied by the amount on line 3a. The housing credit agency is required to allocate only the amount necessary to assure project feasibility. To accomplish this, the agency can, to the extent permitted by the Code and regulations, lower the percentage on line 2 and the amount on line 3a. See Line 2 next and Line 3a , later, for the limits that apply. For tax-exempt bond projects for which no allocation is required, enter the housing credit dollar amount allowable under section 42(h)(4).

The maximum applicable credit percentage allowable is determined in part by the date the building was placed in service. Follow the instructions pertaining to the date the building was placed in service.

Enter the maximum applicable credit percentage allowable to the building for the month the building was placed in service or, if applicable, for the month determined under section 42(b)(1)(A)(ii). This percentage may be less than the applicable percentage published by the IRS monthly in the Internal Revenue Bulletin.

4% is in effect for new federally subsidized buildings, and for existing buildings, placed into service after December 31, 2020. For the minimum 4% rate to apply, a building must also receive an allocation of housing credit dollar amount after December 31, 2020, or have a portion of the building financed with an obligation described in section 42(h)(4)(A) that is issued after December 31, 2020. If these circumstances apply, don’t enter less than 4% on line 2. See section 42(b)(3) and the Taxpayer Certainty and Disaster Tax Relief Act of 2020, section 201. But see the Note next.

9% is in effect for new non-federally subsidized buildings placed in service after July 30, 2008. The 9% minimum applies to new non-federally subsidized buildings even if the taxpayer made an irrevocable election under former section 42(b)(1)(A)(ii). If this circumstance applies, don’t enter less than 9% on line 2. See section 42(b)(2).

As a result of Revenue Ruling 2021-20, 2021-51 I.R.B. 875 (at IRS.gov/pub/irs-drop/rr-21-20.pdf ) as clarified by Revenue Procedure 2021-43, 2021-51 I.R.B. 882 (at IRS.gov/pub/irs-drop/rp-21-43.pdf ), the 4% floor in section 42(b)(3) does not apply to:

A building that is financed in part with a draw-down exempt facility bond issue that was issued in 2020 and on which one or more draws are taken after December 31, 2020;

A building that is financed in part with proceeds of an exempt facility bond issue that was issued in 2020 and in part with proceeds of a different exempt facility bond issue that was issued in a minimal amount after December 31, 2020; or

A building that receives an allocation of housing credit dollar amount in 2020 and a minimal additional allocation after December 31, 2020.

If an election was made under section 42(b)(1)(A)(ii) to use the applicable percentage for a month other than the month in which a building is placed in service, the requirements of Regulations section 1.42-8 must be met. The agency must keep a copy of the binding agreement. The applicable percentage is published monthly in the Internal Revenue Bulletin. For new buildings that aren't federally subsidized under section 42(i)(2)(A) and are placed in service after July 30, 2008, use the applicable percentage for the 70% present value credit, but don't enter less than 9%, unless the housing credit agency determines that a lesser amount is necessary to assure project feasibility. For new buildings that are federally subsidized, or existing buildings, use the applicable percentage for the 30% present value credit, but don’t enter less than 4% if they meet the criteria in Line 2 above for the 4% percentage. See Line 6 , later, for the definition of “federally subsidized,” and the time period for which the definition applies. A taxpayer may elect under section 42(i)(2)(B) to reduce eligible basis by the proceeds of any tax-exempt obligation in order to obtain the higher credit percentage.

For allocations to buildings for additions to qualified basis under section 42(f)(3), don't reduce the applicable percentage even though the building owner may only claim a credit based on two-thirds of the credit percentage allocated to the building.

Enter the maximum qualified basis of the building. In computing qualified basis, the housing credit agency should use only the amount of eligible basis necessary to result in a qualified basis which, when multiplied by the percentage on line 2, equals the credit amount on line 1b. However, the housing credit agency isn't required to reduce maximum qualified basis and can lower the maximum applicable percentage on line 2. To compute qualified basis, multiply the eligible basis of the qualified low-income building by the smaller of:

The fractional number of low-income units to all residential rental units in the building (the “unit fraction”) or

The fractional amount of floor space of the low-income units to the floor space of all residential rental units in the building (the “floor space fraction”).

Generally, the term "low-income unit" means any unit in a building if the unit is rent-restricted and the individuals occupying the unit meet the income limitation applicable to the project of which the building is a part. See section 42(i)(3)(A). Generally, a unit isn't treated as a low-income unit unless it's suitable for occupancy and used other than on a transient basis. Section 42(i)(3)(B) provides for certain exceptions (e.g., units that provide for transitional housing for the homeless may qualify as low-income units). See sections 42(i)(3) and 42(c)(1)(E) for more information. If individuals are medical personnel or other essential workers (as defined by state or local governments) who provided services during the COVID-19 pandemic, then, for purposes of emergency housing provided from April 1, 2020, to December 31, 2022, owners of low-income housing projects may treat these individuals as if they were “displaced individuals.” That is, owners could have provided emergency housing for these individuals during this period pursuant to the provisions of Revenue Procedure 2014-49, 2014-37 I.R.B 535 (at IRS.gov/pub/irs-drop/rp-14-49.pdf ), and Revenue Procedure 2014-50, 2014-37 I.R.B. 540 (at IRS.gov/pub/irs-drop/rp-14-50.pdf ), as applicable. See Notice 2021-12, section V.E, as amended by Notice 2022-5, section V.E.

Except as explained in Line 3b next, the eligible basis for a new building is its adjusted basis as of the close of the first tax year of the credit period. For certain existing buildings, the eligible basis is its acquisition cost plus capital improvements through the close of the first tax year of the credit period. See Line 3b next and section 42(d) for other exceptions and details.

If the building is located in a high-cost area (i.e., “qualified census tract” or “difficult development area”), the eligible basis may be increased as follows.

For new buildings, the eligible basis may be up to 130% of such basis determined without this provision.

For existing buildings, the rehabilitation expenditures under section 42(e) may be up to 130% of the expenditures determined without regard to this provision.

Enter the percentage to which eligible basis was increased. For example, if the eligible basis was increased to 120%, enter “120.”

Section 42(d)(5)(B)(v) permits a similar increase in basis for any non-federally subsidized building designated by the state agency to need the basis increase to be financially feasible as part of a qualified low-income housing project.

Before it is increased, the eligible basis must be reduced by any federal subsidy which the taxpayer elects to exclude from eligible basis. For buildings placed in service after July 30, 2008, the eligible basis can't include any costs financed with federal grant proceeds.

Enter the percentage of the aggregate basis of the building and land on which the building is located that is financed by certain tax-exempt bonds. If this amount is zero, enter -0-. Don't leave this line blank.

The placed-in-service date for a residential rental building is the date the first unit in the building is ready and available for occupancy under state or local law. Rehabilitation expenditures treated as a separate new building under section 42(e) are placed in service at the close of any 24-month period over which the expenditures are aggregated, whether or not the building is occupied during the rehabilitation period.

However, for purposes of section 42(e)(3)(A)(ii), if the last day of the 24-month period for a building is:

On or after April 1, 2020, and before December 31, 2021, the last day to incur the minimum rehabilitation expenditures for the building is postponed to the original deadline plus 18 months;

On or after January 1, 2022, and on or before June 30, 2022, then that deadline is extended to June 30, 2023;

On or after July 1, 2022, and on or before December 31, 2022, then that deadline is extended to the original date plus 12 months;

On or after January 1, 2023, and on or before December 30, 2023, then that original deadline is extended to December 31, 2023.

The placed-in-service date for an existing building is determined separately from the placed-in-service date of rehabilitation expenditures treated as a separate new building.

Check this box if the date of allocation on line 1a is in calendar year 2021 or 2022, the building is located in a qualified disaster zone, and the allocation is discussed in the parenthetical in (3) under Allocation of credit in Purpose of Form , earlier.

If you have checked the box on line 5b of your Form 8609, include, on line 7a of Form 8610, the credit amount allocated by your Form 8609.

Not more than 90% of the state housing credit ceiling for any calendar year can be allocated to projects other than projects involving qualified nonprofit organizations. A project involves a qualified nonprofit organization if that qualified nonprofit organization owns an interest in the project (directly or through a partnership) and materially participates (within the meaning of section 469(h)) in the development and operation of the project throughout the compliance period. See section 42(h)(5) for more details.

Generally, no credit is allowable for acquisition of an existing building unless substantial rehabilitation is done. See sections 42(d)(2)(B)(iv) and 42(f)(5) that were in effect on the date the allocation was made. Don't issue Form 8609 for acquisition of an existing building unless substantial rehabilitation under section 42(e) is placed in service.

A building is treated as federally subsidized if at any time during the tax year or prior tax year there is outstanding any tax-exempt bond financing, the proceeds of which are used (directly or indirectly) for the building or its operation. If a building is federally subsidized, then box 6a or 6d must be checked regardless of whether the taxpayer has informed the housing credit agency that the taxpayer intends to make the election under section 42(i)(2)(B) to reduce the eligible basis by the proceeds of any tax-exempt obligation.

Part II—First-Year Certification

Completed by building owner with respect to the first year of the credit period.

Enter the eligible basis (in dollars) of the building. Eligible basis doesn't include the cost of land. Determine eligible basis at the close of the first year of the credit period (see sections 42(f)(1), 42(f)(5), and 42(g)(3)(B)(iii) for determining the start of the credit period).

For new buildings, the eligible basis is generally the cost of construction or rehabilitation expenditures incurred under section 42(e).

For existing buildings, the eligible basis is the cost of acquisition plus rehabilitation expenditures not treated as a separate new building under section 42(e) incurred by the close of the first year of the credit period.

If the housing credit agency has entered an increased percentage in Part I, line 3b, multiply the eligible basis by the increased percentage and enter the result.

Residential rental property may qualify for the credit even though part of the building in which the residential rental units are located is used for commercial use. Don't include the cost of the nonresident rental property. However, you may generally include the basis of common areas or tenant facilities, such as swimming pools or parking areas, provided there is no separate fee for the use of these facilities and they are made available on a comparable basis to all tenants in the project. If an amenity or common area in a low-income building or project was temporarily unavailable or closed during some or all of the period from April 1, 2020, to December 31, 2022, and the unavailability or closure was in response to the COVID-19 pandemic and not because of other noncompliance for section 42 purposes, then this temporary unavailability or closure does not result in a reduction of the eligible basis of the building. See Notice 2021-12, section V.C, as amended by Notice 2022-5, section V.C.

The eligible basis shall not include any costs paid by the proceeds of a federal grant. Also, reduce the eligible basis by the entire basis allocable to non-low-income units that are above average quality standard of the low-income units in the building. You may, however, include a portion of the basis of these non-low-income units if the cost of any of these units doesn't exceed by more than 15% the average cost of all low-income units in the building and you elect to exclude this excess cost from the eligible basis by checking the “Yes” box on line 9b. See section 42(d)(3).

You may elect to reduce the eligible basis by the proceeds of any tax-exempt obligation to obtain a higher credit percentage. To make this election, check the “Yes” box in Part II, line 9a. Reduce the eligible basis by the obligation proceeds before entering the amount on line 7. You must reduce the eligible basis by such obligation proceeds before multiplying the eligible basis by the increased percentage in Part I, line 3b.

Multiply the eligible basis of the building shown on line 7 by the smaller of the unit fraction or the floor space fraction as of the close of the first year of the credit period and enter the result on line 8a. Low-income units are units occupied by qualifying tenants, while residential rental units are all units, whether or not occupied. See Line 3a , earlier.

Each building is considered a separate project under section 42(g)(3)(D) unless, before the close of the first calendar year in the project period (defined in section 42(h)(1)(F)(ii)), each building that is (or will be) part of a multiple building project is identified by attaching the statement described below.

The statement must be attached to this Form 8609 and include:

The name and address of the project and each building in the project,

The BIN of each building in the project,

The aggregate credit dollar amount for the project, and

The credit allocated to each building in the project.

Two or more qualified low-income buildings may be included in a multiple building project only if they:

Are located on the same tract of land (including contiguous parcels), unless all of the dwelling units in all of the buildings being aggregated in the multiple building project are rent restricted units (see section 42(g)(7));

Are owned by the same person for federal tax purposes;

Are financed under a common plan of financing; and

Have similarly constructed housing units.

A qualified low-income building includes residential rental property that is an apartment building, a single-family dwelling, a town house, a row house, a duplex, or a condominium.

Follow the instructions that apply for the date the building was placed in service.

You may elect to reduce the eligible basis by the proceeds of any tax-exempt obligation and claim the 70% present value credit on the remaining eligible basis. However, if you make this election, you may not claim the 30% present value credit on the portion of the basis that was financed with the tax-exempt obligation.

See Line 7 , earlier.

You may elect to begin the credit period in the tax year after the building is placed in service. Once made, the election is irrevocable.

Section 42(g)(3)(B)(iii) provides special rules for determining the start of the credit period for certain multiple building projects.

Partnerships with 35 or more partners are treated as the taxpayer for purposes of recapture unless an election is made not to treat the partnership as the taxpayer. Check the “Yes” box if you don't want the partnership to be treated as the taxpayer for purposes of recapture. Once made, the election is irrevocable.

You must meet the minimum set-aside requirements under section 42(g)(1) for the project by electing one of the following tests. Once made, the election is irrevocable.

20-50 Test. Twenty percent (20%) or more of the residential units in the project must be both rent restricted and occupied by individuals whose income is 50% or less of the area median gross income.

40-60 Test. Forty percent (40%) or more of the residential units in the project must be both rent restricted and occupied by individuals whose income is 60% or less of the area median gross income.

Average Income Test. Forty percent (40%) or more (25% or more in the case of a project described in section 142(d)(6)) of the residential units in the project must be both rent restricted and occupied by individuals whose income does not exceed the imputed income limitation designated by the taxpayer with respect to the respective unit. The average of the imputed income limitations designated must not be more than 60% of the area median gross income. The designated imputed income limitation of a unit can only be 20%, 30%, 40%, 50%, 60%, 70%, or 80% of the area median gross income.

Owners of buildings in projects located in New York City may not use the 40-60 Test. Instead, they may use the 25-60 Test . Under the 25-60 Test, 25% or more of the residential units in the project must be both rent restricted and occupied by individuals whose income is 60% or less of the area median gross income (see section 142(d)(6)).

For purposes of the 20-50, 40-60, average income, and 25-60 tests, “national non-metropolitan median income” will be used for determining income if it exceeds “area median gross income,” but only for determinations of income made after July 30, 2008, and buildings with an allocation of credit. See section 42(i)(8) for details.

The deep rent skewed 15-40 election isn't an additional test for satisfying the minimum set-aside requirements of section 42(g)(1). The 15-40 test is an election that relates to the determination of a low-income tenant's income. Generally, a continuing resident's income may increase up to 140% of the applicable income limit.

If the 20-50, 40-60, or 25-60 test under the minimum set-aside rules described, earlier, in Line 10c has been elected, the applicable income limit generally is 50% or less or 60% or less of the area median gross income (or, when applicable, national non-metropolitan median income).

If the average income test in Line 10c has been elected, the applicable income limit generally is the imputed income limitation designated by the taxpayer with respect to the respective unit. The average of the imputed income limitations designated must not exceed 60% of the area median gross income (or, when applicable, national non-metropolitan median income). Also, the designated imputed income limitation of any unit must be in 10% increments between the range of 20% and 80% of the area median gross income (or, when applicable, national non-metropolitan median income).

When the deep rent skewed election is made, the income of a continuing resident may increase up to 170% of the applicable income limit. If the deep rent skewed election is made, at least 15% of all low-income units in the project must be occupied at all times during the compliance period by tenants whose income is 40% or less of the area median gross income (or when applicable, national non-metropolitan median income). A deep rent skewed project itself must meet the requirements of section 142(d)(4)(B). Once made, the election is irrevocable.

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Philosophy of Education (8609) B.Ed Spring & Autumn 2023 Solved Assignments

February 21, 2023 Sarfraz Allma Iqbal Open University , Universities 0

Philosophy of Education (8609) B.Ed Spring & Autumn 2023 Solved Assignments

Philosophy of Education (8609) B.Ed Autumn 2021 Solved Assignments

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AIOU Solved Assignment 1 & 2 Code 8609 Autumn & Spring 2024

AIOU Solved Assignments 1 & 2 Code 8609 Autumn & Spring 2024. Solved Assignments code 8609 Philosophy of Education 2024. Allama iqbal open university old papers.

Assignment No. 1 Autumn & Spring 2024 Philosophy of Education (8609)

Q.1Definephilosophyofeducationanddiscussitsscope.

PhilosophyofEducation

DefinitionofPhilosophyofEducation

Dr.K.M.Chettyinhispaper“PhilosophyofEducationintheChangingWorldOrder”wrote,“in thephilosophyofeducation,bothphilosophersandeducatorswhocometogethershouldhave acommonconcernandcommitmentaboutthenatureofeducationthatisrequiredtouphold thedignityofhumanbeings.Theyshouldkeepintheirmindthedifferentvaluesthatgointo safeguardingthewholehumanity.Itiswiththisbroaderperspectivethatbothphilosophersand educatorsjointogethertobuildaphilosophyofeducation.”Thereforethechiefactivityofthe philosophyofeducationistobringoutitsnatureofeducationandthevalueswhichsafeguard thewholehumanity.

Philosophyofeducationisageneralphilosophicalstudyandexplanationofeveryaspectof education.Thephrase’PhilosophyofEducation’isnotonlyapartofphilosophy,butalsoapart ofeducation.Itisabranchofaxiologyasitstudiesabouteducationalvalue.Againitis acceptedasabranchofeducationasitisthestudyofthepurpose,process,natureandideals ofeducation.WilliamKFrankena,theanalyticphilosopherofeducationconsidersitapartof axiologybecausethephilosophyofeducationquestionstheaims,methodsandalltheelements ofeducationrelatedtothemoralandsocialconditions.Itisapartofeducationalsowhenit consistsofnormativeandanalyticalaspectsofeducation.Theproblemsofphilosophyof educationarenotlimited,itdoesnottakeapartialviewofeducation.Instead,itcomprehends everyaspectofeducationalprocess.Itinterpretsvariousareassuchascurriculum,context, method,learning,teaching,motivationandothers.Whenthephilosophyofeducationis consideredasapartofeducation,itdiscussesonlyanaspectofeducation,suchaseducational psychology,environmentaleducation,educationalstatistics,etc.,whicharerelatedtodifferent areasandshareaverylimitedgroundofeducation.Asabranchofeducation,philosophyof educationismoreexperimentalandpractical.Butasapartofphilosophy,itisamajorsubject matterofphilosophy.Ithelpsintheunderstandingofnotonlyanaspectofeducationbutof

educationasawhole.Itisconcernedwiththeaimsofeducationandthebasicphilosophical problemsarisinginthefieldsofeducation.Itisasynthesisofeducationalfactswith educationalvalues.

Thephrase‘PhilosophyofEducation’hasbeenusedtoreplacethephrase‘Educational Philosophy’.‘EducationalPhilosophy’standsforcomprehensivetheoriesofeducation.Italso referstothegeneraltheorieswhichtrytodealwitheducation,likemetaphysiciansdealwith reality.Butthesehistoricalgeneraltheorieswithgreatmeritsalsohadconsiderable shortcomings.Theywereoftengroundedonassumptionsnotgenerallyacceptableandoften adoptedwithoutargument.Theywereseldombasedonsystematicresearch.

‘PhilosophyofEducation’ontheotherhanddoesnotelaborategeneraltheories.Itisbasedon analysisandcriticism.Itdealswitheveryeducationalproblemengagedineverydayeducational affairs.Initspresentanalyticalmodephilosophyofeducationowesitsorigintotheanalytical workoftheBritishphilosophers.Thephilosophicalmethodisinessenceanalytical,clearand critical.Itisconcernedwithsuchtasksaselucidationofconcepts,logicalappraisalofdifferent kindsofstatementsandarguments,validationoftheoriesandjustificationofgroundsofbelief andknowledge.Philosophyofeducationissuchanactivityperformedoneducation,its concepts,theories,beliefsandarguments.

ScopeofPhilosophyofEducation

Thephilosophyofeducationasanindependentstudyhasitsownscopeandfunction.The scopeofthephilosophyofeducationincludesthecriticalevaluationofaims,ideasand education,analysisofhumannature,educationalvalues,thetheoryofknowledgeandthe relationshipofeducationandsocialprogress.Itseemstoperformthreefunctions:

1)speculative,

2)normative,and

3)critical.

Thespeculativefunctionofphilosophyofeducationconsistsinpursuingandenquiry,forming theoryabouteducation,itscausesandnature.Whiledoingsoittriestomakeasurveyofthe wholefield.

Normativefunctionsarerelatedtotheformationofgoals,normsandstandards.

TheCriticalfunctionconsistsinscrutinizingrigorouslythetermsandpropositionsinvolvedin educationalthoughtandpractice.

Nowthequestionarises,whataretheproblems‘philosophyofeducation’dealswithR.S. Pandeymentionedsomeproblems,whichareanalyzedbythe’philosophyofeducation’.These are-

1.Whatisthenatureofeducation?

2.Whyshouldeducationbeimparted?

3.Whatistheneedofeducation?

4.Forwhatobjectivesshouldeducationbeimparted?

5.WhatistherelationshipbetweenEducationandPhilosophy?

6.Whatistheimpactofphilosophicalthoughtsoneducation?

7.Howtotheorizeorphilosophizetheeducationalpractices?

8.Howcantheexcellenceofeducationbebroughtabout?

9.Whatareeducationalvalues?

10.Towhatextentcanthevaluesbetaught?11

Thoughthesequestionsareregardedastheprimaryquestionsforthephilosophicalanalysisof education,however,foreveryphilosopherofeducationtheaimisnotthesame.Theyare contradictoryintheirviewsregardingacquisitionofknowledge,characterdevelopment, individualdevelopmentandsocialdevelopment.Thephilosopherswhosupportknowledgeas theaimofeducationrecognizeknowledgeaspower,virtueandhappiness.Forotherseitherthe materialisticdevelopmentorthesocialadjustmentistheonlyaimofthephilosophyof education.Fewofthememphasizeonthemetaphysicalupliftmentastheaimofeducation.But ifweshowinterestonlyinonesideofthedevelopmentastheaimofphilosophyofeducation,it willbethesameastheoldstoryofthesixblindmenandtheelephant.

AIOU Solved Assignment Code 8609 Autumn & Spring 2024

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Q.2DiscussBranchesofPhilosophy.

BRANCHESOFPHILOSOPHY

Whilestudyingthephilosophicalthoughtsofaphilosopher,westudyhisthinkingindifferent branchesofphilosophy.Thesebranchesofphilosophyareasfollows:

(1)Epistemology.Philosophyisthesearchforknowledge.Thissearchiscritical.Hence,the firstproblemwhicharisesbeforeaphilosopherisaboutthenatureofknowledgeandits limitations.Therefore,epistemologyisthemostfundamentalbranchofphilosophy.Itdiscusses philosophicallytruth,falsehood,validityofknowledge,limitsofknowledgeandnatureof knowledge,knowerandknownetc.

TypicalEpistemologicalquestions:

-Whatisknowledgeandhowdoesitdifferfrombelieforopinion?

-Whatistruth,andhowcanweknowifastatementistrue?

-Whatarethesourcesofknowledge?

-Doabsolutesexist,andifso,canweknowthem?

-Whatistherelationshipbetweenfaithandreason?lo

(2)Metaphysics.Thisisthestudyofexistence,realityoressence.Itsmainbranches

areasfollows:

(i)Cosmogony.Thisisastudyofcreation.

-Istheworldcreated,orisiteternal?

-Howwasworldcreated?

-Whywasitcreated?

-Whocreatedtheworld?

-Whatisthepurposeincreation?

Allthesearetheproblemsofcosmogony.

(ii)Cosmology.Themainproblemsofcosmologyare:

-Istheworldoneoritmany,orisitbothoneandmany?

(iii)Ontology.Ontologyisthestudyofultimatereality.

-Istherealityoneorisitmanyorisitbothoneandmany?

-Ifrealityismany,whatistherelationbetweenthesemanyelements?

Alltheseareontologicalquestions.

(iv)Philosophyofself.Thisismainlyconcernedwiththephilosophicalanalysisofself.

-Whatisself?

-Whatisitsrelationwiththebody?

-Isitfreeordoesitdependonthebody?

-Isitoneormany?

Alltheseareproblemsofphilosophyofself.

(v)Eschatology.Thediscussionoftheconditionofsoulafterdeath,thenatureoftheother world,etc.,formthesubjectmatterofthisbranchofphilosophy.

(3)Axiology.Thisbranchofphilosophyphilosophicallystudiesvalue.Ithasbeendividedinto thefollowingthreebranches:

(i)Ethics.Ethicsdiscussesthecriteriaofrightandgood.

TypicalEthicalquestions:

-Whatisgood/bad?

-Whatisright/wrong?

-Whatisthefoundationofmoralprinciples?

-Aremoralprinciplesuniversal?

(ii)Aesthetics.Aestheticsdiscussesthenatureandcriteriaofbeauty.

TypicalAestheticquestions:

-Whatisaworkofart?

-Whatisartisticcreativityandhowdoesitdifferfromscientificcreativity?

-Whyareworksofartconsideredtobevaluable?

-Whatdoworksofartcommunicate(ifanything)?

-Whatisbeauty?

-Doesarthaveanymoralobligationsorconstraints?

(iii)Logicstudiestruth.Thesubjectmatteroflogicincludesthemethodsofjudgment,typesof proposition,hypothesis,definition,comparison,division,classificationandfundamentallawsof thoughts,etc.

(4)PhilosophyofSciences.Thisbranchofphilosophyisconcernedwiththephilosophical examinationofthepostulatesandconclusionsofdifferentsciences.

(5)PhilosophiesofSocialScience.Thephilosophicalproblemsindifferentsocialsciencesgive birthtodifferentbranchesofphilosophyofwhichthemainareasfollows:

(i)PhilosophiesofEducation.Thisisconcernedwiththeaimofeducationandthebasic philosophicalproblemsarisinginthefieldofeducation.

(ii)SocialPhilosophy.Thisbranchofphilosophydiscussesthephilosophicalbasisofsocial processesandsocialinstitutions.

(iii)PoliticalPhilosophy.Thisbranchofphilosophyisconcernedwiththeformsofgovernment, formsofstateandotherbasicproblemsarisinginthepoliticalfield.

TypicalPoliticalPhilosophyquestions:

-Whatformofgovernmentisbest?

-Whateconomicsystemisbest?

-Whatisjustice?

-AreweobligatedtoobeyalllawsoftheState?

-Whatisthepurposeofgovernment?

(iv)PhilosophyofHistory.Thesubjectmatterofthisbranchofphilosophyisthenatureof historicalprocess,itspurposeanditsrelationswiththecosmicprocess.

(v)PhilosophyofEconomics.Thisbranchofphilosophystudiestheaimofman’seconomic activitiesandthefundamentalproblemsarisingintheeconomicfield.

Besidestheabovementionedbranchesofphilosophybasedonsciences,theremaybecertain comparativelylesserbranchesofphilosophysuchasphilosophyofphysics,philosophyof commerce,philosophyofphysicaleducation,philosophyofmarriage,philosophyoffamilyetc. These,however,arenotsufficienttoformindependentbranchesofphilosophy.

(6)Semantics.Themostimportantbranchofphilosophy,accordingtothecontemporaryschool ofLogicalPositivism,issemanticswhichisconcernedwiththedeterminationofthemeanings ofdifferentwordsusedindifferentlanguages.

AIOU Solved Assignment 1 & 2 Code 8609 Autumn & Spring 2024

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Q.3Evaluatetheroleoffollowingbranchesofphilosphyimsystemofeducation.

i.Epistemologyii.Axiology

i.Epistemology

Itdealswiththedefinitionofknowledgeanditsscopeandlimitations.IttranslatesfromGreek tomean’theoryofknowledge’.Itquestionsthemeaningofknowledge,howweobtain knowledge,howmuchdoweknow,andhowdowehavethisknowledge?Epistemologyis furtherdividedinto

Alethiology-Thestudyofnatureoftruth

FormalEpistemology-Theuseoflogicandprobabilitytoilluminateproblemsrelatedto epistemology

Meta-epistemology-Meta-philosophicalstudyofthemethodsandaimofepistemology

SocialEpistemology-Thestudyofsocialdimensionsofknowledge

Epistemologyhasvarioustheoriesofjustification.Skepticism,internalism,externalism, foundationalism,probabilitytheory,andempiricism,areafewofthem.Famousepistemologists likeDescartes,KantandHume,havemadeanotablecontributiontothisbranchofphilosophy.

Theverydefinitionofeducationistheacquisitionofknowledge.Butwhatisknowledge?How doyouknowyouarelearningorgainingknowledge.Howdotheteachersknowtheyknowwhat theyclaimtoknow?Whyareyoudoingit?Theanswerstothesequestionsaren’tasobviousas mostpeoplewouldbelievethemtobe.Therefore,Ibelievethatepistemologyhasavery importantroleineducationforthreereasons.

Itdeepensstudents’understandingsandtiesvariousdisciplinestogether.

Epistemologycantietogethermanydifferentdisciplinesandhelpstudentsunderstandthe fieldsalotbetter.WhenIwasinhighschool,IstruggledalotwithvarioussubjectsasItriedto applythesameapproachtolearningtoeachofthem.Forexample,Itriedtomakebiologydown tothecoreandunderstanditfundamentally.Thisworkedextremelywellforsubjectslike physicsandmathwhereconceptswouldclickafteryouvisualizedandunderstoodthem intuitively.However,Icouldneverreallyfundamentallyunderstandmostoftheconceptswe learntinbiology.Sometimesmybiologyteacherwouldgettiredandevensay“Stopaskingwhy, thisisbiology.Somethingswejustassume.”Whenwedidourscienceunitinourepistemology classandunderstoodthefundamentaldifferencesbetweenhowknowledgeisgainedin differentdisciplines,Ifinallyconcededsometimesbiologycannotbeintuitive.Epistemology helpedmealothowIstudiedfordifferenttopics,participiallyinthesciences.Itespecially helpedmewhenwelearntthehistorybehindthisscienceandIcouldreallyengagewithhowthe scientiststhoughtandhowdifferentideasdeveloped.Thismadetheconceptsthemselvesalot easiertounderstandinmyopinion.

Itencouragesstudentstoquestiontheirownbeliefandknowledgesystems

Teachingepistemologyraisesawarenessforourownpersonalbiasesandidealswhichcan sometimesdisruptourlearning.Teachingstudentsepistemologyallowsstudentstobeaware ofthemselves:whattheythink,howtheythinkandwhytheythinkthatway.Thisalsomakes themmoreawareoftheworldaroundthemandthewaydifferentpeoplefromdifferentcultures andbackgroundsthinkaswellandmightmakethemmoreacceptingorunderstandingof differences.Theneedformoreempatheticandindividualisticpeopleisstrongerthaneverinour currentglobally-interconnectedworld.Withtheprevalenceoftheinternetandespeciallysocial media,itiseasierthanevertoshareopinions.However,itisalsoeasierthaneverforindividuals tostopthinkingforthemselvesandjustthinkhowtheyaretold.Mobmentalityrunsrampanton socialmediaandideasareincreasinglybeingcensored.Itisveryimportanttoraisea generationthatisawareofallthecomplexitiesthatcomealongwithknowledge.

Studyingepistemologyisfun!!!Ifyougotalktoyourfriends,familyorrandompeopleonthe streetandaskthemiftheyknowwhatepistemologyis.Unlessyou’reinthephilosophybuilding ofanuniversityorjusthappentocomeacrossawellreadindividual,chancesaretheywon’t knowwhatepistemologyis.Valueethicstendtodominantthegeneralpublic’sperceptionofthe studyofphilosophybutthatisjustoneofthebranchesonthegreattree.Therereallyisnoother subjectquitelikeepistemologyandmoststudentswillfinditenjoyabletodeviatefrom “traditionalacademicsubjects”andlearnaboutsuchanuniqueandinterestingtopicasthe studyofknowledgeitself.

ii.Axiology

Axiologyisthatbranchofphilosophywhichdealswiththestudyofvalue.Thetwovalues studiedinaxiologyareasfollows:

Aestheticsdealswithsense,perception,andappreciationofbeauty.Itbroadlyincludes everythingtodowithappreciationofart,culture,andnature.Italsoexamineshowthe perceptionofbeautyisdeterminedbytasteandaestheticjudgment.Thepracticeofdefining andcriticizingappreciatingartandartformsisbasedonaesthetics.Aestheticsquestionsthe definitionandvalueofart.Symbolism,romanticism,classicism,modernism,etc.,arethe varioustheoriesassociatedwithaesthetics.DenisDuttonidentifiedthesixuniversalsignatures inhumanaestheticsasexpertise,style,criticism,imitation,specialfocus,andnon-utilitarian pleasure.Socrateswastheonewhofirstcontributedtothisfield,followedbyhisownstudents PlatoandXenophon.

Ethicsisconcernedwithquestionsonmoralityandvalues,andhowtheyapplytovarious situations.Ethicsseekstounderstandthebasisofmorals,howtheydevelop,andhowtheyare andshouldbefollowed.Ethicscanbefurtherdividedinto:

Meta-ethics-Studiesthefoundationofmoralvalues

NormativeEthics-Examineswhatactionsarerightandwrong

AppliedEthics-Dealswithmorallycorrectactionsinvarioushumanfields,forexample- professional,businessandenvironmentalethics.

WorksofPlato,Aristotle,KantandNietzscheinthefieldofethicsisquiteillustrious.

Axiology-derivedfromtheFrenchaxiologieandGreekaxia-referstovalues.

So,thequestionreframedis:Whatistherelevanceofvaluestoeducation?

A:Everything.

Axiologyaffectswhyyouarelearning(motivations,desiredoutcomes),whatyouarelearning (dominantculturalpractices),andevenhowyoulearn(factualrecallvs.‘learnbydoing’).

Togiveafewexamples:

Ifyouareaskedinyoureducationtolearnabout‘theU.S.Presidents,’andyouoperatefroman axiologyofindividualism,youmaychoosetoseeindividualPresidentsasexceptionalleaders. Youmayseektodiscoverthehabitsthatmadethemsuccessful,andtoemulatethese strategiestoattainsuccessforyourself.

Ifyouoperatefromanaxiologyofpragmatism,youmaysimplymakealistoffactsabouteach Presidenttotemporarilymemorizeandapplytoamultiple-choicetest.

Ifhumanrightsandsocialchangeareyouraxiologies,youmayreadaboutU.S.Presidentsand ask:“Whyaretheyall(but1)Whitemen?”“Whosevoicesareexcludedifweonlyreadabout theseselectfewindividuals?”

YoumaystudyU.S.Presidentstofigureout‘thegame’ofpoliticsandpower,andhackitto empoweryourownneighborhood,togatherandorganizeneighbors,toadvocateforbetter safety,accesstoaffordablehousing,transportation,dignifiedemployment,andahigher-quality educationforyourchildren.

Thisisespeciallytrueifyouvaluecommunity.Andwho‘chooses’thesetopicsforustolearn aboutanyways?Teachers?RespondingtodirectivesfromPrincipals,Superintendents,School Boards,andStateEducationofficials,whoholdcomplianceandaccountabilitytostatelawas essentialaxiologies.

Andwhowritesthoselaws?Statelegislatorswhovaluepatriotism,andsaytheyvalue

citizenshipbutmightbethinkingobedience,lawandorder,andtranquility,whichiseasyto achievewhenyoudonotchallenge‘thewaythingsare.’

So,howwillyoulearn?

Sittingdocileinadesk,eyesalertandlipszipped?Surroundedbyawarmaxiologyof‘being good’and‘followingrules’(and‘avoidingbacklash’)?

Orwillyoubeoutinthestreetschantingprotestsamidsthot,densecrowds,ortalkingfeverishly afterwardsincrampedapartmentsaboutthefuture,orinanartstudiothrowingclay,ora softwareengineeringdepartmentcloakedinahoodieandtryingtocreatesomethingfresh?

Thebeautifulthingis,IcannotsayandIcannotdecidebecauseyouhavethepowertoidentify theaxiologiesthatdriveandshapeyoureducation.

AIOU Solved Assignment 1 & 2 Code 8609 Autumn 2018

Q.4Discussthedevelopmentofpragmaticcurriculum.

Oneofthemostimportantschoolsofphilosophyofeducationispragmatism.Theterm pragmatismhasbeenderivedfromtheGreektermpragmawhichmeansuse.Thuspragmatism isanismaccordingtowhichuseisthecriteriaofreality.Pragmatismasaphilosophical traditionbeganintheUnitedStatesaround1870.CharlesSandersPeirce,generallyconsidered tobeitsfounder.Pragmatismrejectstheideathatthefunctionofthoughtistodescribe, represent,ormirrorreality.Instead,pragmatistsconsiderthoughtaninstrumentortoolfor prediction,problemsolvingandaction.Pragmatistscontendthatmostphilosophical topics—suchasthenatureofknowledge,language,concepts,meaning,belief,andscience—are allbestviewedintermsoftheirpracticalusesandsuccesses.Thephilosophyofpragmatism emphasizesthepracticalapplicationofideasbyactingonthemtoactuallytesttheminhuman experiences.

Ashasalreadybeenpointedout,pragmatistsfavouraneducationalcurriculumwhichpermits theeducandtodevelopallhisqualitiesandobtainallknowledgethathecanusefruitfullyin futurelife.Theyhavesuggestedtheperusalofthefollowingguidelinesindetermininga curriculum:

1.Principleofutility.Pragmatistsareutilitarianswhobelievethatutilityliesinfacilitatinghuman adjustmentandadaptation.Thegreaterthesatisfactionofhumanneeds,thegreateristhe

utilityoftheobjectachievingsuchsatisfaction.Themoreithelpsthechildtoadaptinhislater life,thegreateristheutilityofhiseducation.Hencethecurriculummustmakeiteasyforthe childtolaterontakeupsomeprofession.Forthisreason,technicalandscientificeducation formsanimportantpartofthepragmaticcurriculum.Pragmatistssuggestthatgirlsshouldbe taughthomescienceandboystrainedinagricultureandthesciences.Apartfromthis,great stressislaidonphysicaltrainingbecauseitisessentialforphysicaldevelopment.Puttingit briefly,pragmatistsfavourtheinclusionofallthosesubjectswhichwillhelptheeducandin adaptingtohiscircumstancesinlaterlife.Thatiswhyitissuggestedthatthecurriculumshould includehistory,geography,mathematics,hygiene,etc.Nouselesssubjectwhichcannotassist inthechild’sadaptation,shouldbeincludedinthecurriculum.Theaimofeducationishuman progresswhichcanbeachievedthroughvariouskindsofknowledge.Onlythosesubjectsthe knowledgeofwhichcanassistinthisprogressshouldbetaught.

2.Principleofchild’sinterest.Thechild’sowninterestplaysasignificantpartintheprocessof learning.Generally,childrenevincefourkindsofinterests-talking,searchingordiscovering, creativeactivityandartisticmanifestation.Inordertoshapethecurriculumaccordingtothese interests,itmustbemadetoincludereading,counting,handicraft,painting,etc.Asthechild develops,hisinterestsalsoundergochangeandmodification,andthereforeitisdesirablethat thecurriculumatdifferentstagesofeducationshouldaccordwiththeinterestsmanifestedby theeducandatthatstage.

3.Principleofchild’sexperience.Beingempiricists,thepragmaticthinkersinsistonteaching throughprovidingthechildwithactualexperienceratherthanroteleaning.Thus,teaching throughbooksshouldbesupplementedbyprogrammeswhichprovidepracticalexperienceof variouskinds.Inthisconnection,Deweyhaspointedout,”Abandonthenotionofsubjectmatter assomethingfixedandreadymadeinitself,outsidethechild’sexperience;createthinkingof thechild’sexperiencesassomethinghardandfast;seeitissomethingfluent,embryonic,vital; andwerealisethatthechildandthecurriculumaresimplytwolimitswhichdefineasingle process….Thestudiesrepresentthepossibilitiesofdevelopmentinthechild’simmediatecrude experience.”Thus,thepragmaticconceptionofacurriculumisdynamic.Itisdesirabletocreate suchacommunityandenvironmentintheschoolwhichwillenablethechildtolearnthe techniqueofself-disciplineandevolvequalitiesofcitizenshipinit.

4.Principleofintegration.Pragmatistsbelievethatknowledgeandintelligencearesameallover theworld,andthatiswhyintegrationisofspecialimportanceineducation.Intheschool,the differentsubjectsshouldnotbecompletelysegregatedfromeachother,becausethesubjects themselvesarenotimportant.Whatismoreimportantisthehumanactivitytheyencourage. Theeducandshouldbeencouragedtoacquireknowledgeofmanysubjectsandthereforethe teachingofvarioussubjectsshouldnotbeseparated,butintegratedintoasingleunit.

AIOU Solved Assignment 1 & 2 Autumn 2024  Code 8609

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Q.5DiscussSourcesofKnowledge.

Thissortofknowledgeisbaseduponrevelationfromsomesupernaturalcelestialbeings.This typeofknowledgeiscommonlyfoundinreligiousjargon.Revealedknowledgeisthebasisfor qualia/phenomenalproperties,aswellasthebeliefinGod.RevealedKnowledge,orRevelation, isthatbodyofknowledgethatexistsindependentofhumanconception.RevealedKnowledgeis thatspecialKnowledgewithwhichthisuniverse,andprecedinguniverses,anduniversesinthe making,anduniversesyettobemadeareformed,sustained,andultimatelydissolved.

RevealedKnowledgedescribedasaknowledgethatGodhasdisclosedtoman.Godinspired certainmantowritedownthetruththatHerevealedtothemsothatthesetruthmightbeknown thereafterbyallmankind.Revealedknowledgeisexternalknowledge.Forthosewhoprofess thisknowledge,theconditionisthattheremustbeatotalsurrenderingofoneselftothesource ofsuchrevelation,thatis,thesupernaturalbeing,iseternallysuperiorandcannotbesaidtolie ormakeamistake.

IntheIslamictradition,theQuranisheldtobeanauthoritativeandrevealedsourceof knowledge.IntheChristianfold,forinstance,dreams,visionsandeventheBiblehavecometo beacceptedasformsofrevealedknowledge.InAfricantraditionalreligions,thestatusofself- revelationisgiventodeities,ancestors,divinationoforaclesanddreams.

IntuitiveKnowledgeistheabilitytoutilizeandacquireknowledgewithouttheuseofreason;that scienceisnowfacilitatingandhelpingexplain.Itisthefacultyofknowingwithouttheuseof rationalprocesses.Itisthemostpersonalwayofknowing.Itisimmediatecognitionorsharp insight.Itoccursbeneaththethresholdofconsciousness.Intuitiveknowledgeisbasedon intuition,faith,beliefsetc.Humanfeelingsplaysgreaterroleinintuitiveknowledgecomparedto relianceonfacts.Intuitiveknowledgeinvolvesdirectandimmediaterecognitionofthe agreementordisagreementoftwoideas.Ityieldsperfectcertainty,butisonlyrarelyavailableto us.Intuitionasamodeofknowledgedevelopsonthebasisofimmediateapprehension.

BertrandRussel(1912)claimedthatallourknowledgeoftruthdependsuponourintuitive knowledge.AccordingtoEzewu,intuitivewayofknowingisthatwhichinvolvesanimmediate insightoreruptionintoconsciousnessofanideaproducedbyalongprocessofunconscious work.Thissimplymeansthatintuitionisawayofknowingsomethingthatonecannotreally explainbecauseittranscendsordinarysenseexperienceorreason.Intuitionmayoccurasa suddenarrivalofsolutiontoone’sproblemorpuzzle,havingworkedforsomehoursordays withoutarrivingatsuchsolution.Itmayalsocomeintheformofquickguessofsolutiontoa problempresentedbyanotherperson.Intuitiveknowledgecannotbeverifiedbythesensesor theintellect.Thetrueknowledgethatcomesfrombeyondtheintellectandthatistheintuitive knowledge.

Everybodyhasgotthisabilityandwehaveexperiencedinourlifethisgutfeeling,knowledge fromsomewhere,whichyoucannotreallymakeoutwhatitis.Howmanyofyouhaveever experienced?Seeeverybody.Somewhereyoufeelthisistherightthingtodoandsomething happensinyourtummy.Andthatknowledgecomesupatthattimebutthenwedon’thonorit. Manytimeswestickontotheintellectorsensoryperceptions.

Authoritarianknowledgereliesoninformationthathasbeenobtainedfrombooks,research papers,experts,supremepowersetc.Authoritativeknowledgecomesfromtheexperts.Itis onlyasvalidastheassumptionsonwhichitstands.Thiskindofknowledgeacquiredbymaking recoursetoordependingonauthoritywithoutverifyingclaims.Thiskindofknowledgeis derivedfromthewrittenworks,documentationandreportsofothers.IfJulietacceptsthatKano isthelargestcommercialcityinnorthernpartofNigeriabecausehewastoldbyhisteacher, suchknowledgeisauthoritative.Again,ifJulietacceptsthatAsabaistheCapitalofDeltaState havingreaditfromabook,hissourceofknowledgeisacceptedbaseontheauthorityofothers.

Authoritativeknowledgeisusedinallacademicactivitiesasreferencesare,mosttimes,made toauthorities,writers,andauthorsinsomespecificfields.Intheuseofauthoritativeknowledge, caremustbemadetoavoidunnecessaryorpsychologicalappealtoauthorityasthiswillmake nonsenseofthissourceofknowledge.

Rationalistsholdthatatleastsomeofourknowledgeisderivedfromreasonalone,andthat reasonplaysanimportantroleintheacquisitionofallofourknowledge.Rationalistsbelieve thatknowledgecanbearrivedatthroughtheuseofreasonordeductivereasoning.Theview thatreasoningorlogicisthecentralfactorinknowledgeisknownasrationalism.Thereis clearlyalimittowhatwecanlearnthroughabstractthought,buttherationalist’sclaimisthat reasonplayaroleinobservation,andsothatthemindismorefundamentalthanthesensesin theprocessofknowledge-acquisition.Someonewhoviewstheworldthroughthelensof revealedknowledgehasabelief,andthenattemptstoforcealloftheevidencetosupportthe conclusion.Ifitdoesnotsupporttheconclusion,isiteitherdiscountedordiscarded.Someone whoviewstheworldthroughthelensofrationalknowledgewouldlookattheevidenceand eitheradmitshedidn’tknow,ortheorizeonthemostprobablelikelihood,acceptingthe possibilitythathemightbeincorrect,meaninghemayneedtoadjustinthefutureasmore evidenceisdiscovered.Inshort:

RationalKnowledge=Evidenceinsearchofaconclusion

Epistemologyhasmanybranchesandincludesessentialism,historicalperspective, perennialsm,progressivism,empiricism,idealism,rationalism,constructivismandothers.

Empiricismandrationalismcanbespecifiedasthetwomajorconstructingdebateswithinthe fieldofepistemologicalstudy.Empiricismacceptspersonalexperiencesassociatedwith observation,feelingsandsensesasavalidsourceofknowledge,whereasrationalismrelieson empiricalfindingsgainedthroughvalidandreliablemeasuresasasourceofknowledge. Empiricalknowledgereliesonobjectivefactsthathavebeenestablishedandcanbe demonstrated.

Theempiricalknowledgeisanattempttodiscoverabasisforourknowledgeinsense experience.Inotherwords,empiricalknowledgeisthetypethatfindsrecourseorconfirmedby theevidenceofsensoryexperience.Itisthusderivedfromtheuseoffivesensessince knowledgecanonlybeacquiredfromtheexperienceofseeing,hearing,smelling,feeling,and tasting.Itistheevidenceofthesensesthatgivesmeaningtoempiricalknowledgesincethe senses,accordingtotheempiricists,arethesourceandoriginatorofourknowledge.Thethrust oftheempiricistsasregardknowledgeisthatthereisnoknowledgepriortosenseexperience andtherecanbenoknowledgeoutsidesenseexperience.Sinceempiricalknowledgeis fundamentallyrootedonsenseexperience,itstandstoreasonthatobservationand experimentationwillalsobebasictoempiricalknowledge.

Empiricalknowledgeisknowledgeofsuchfactsasonemaymeetinexperience.Theseare alwaysparticularandmaybeofmanykinds,includingsuchasneedalotoftrainingorsome apparatustoexperiencethem.

AIOU Solved Assignment 1 & 2 Autumn & Spring 2024 Code 8609

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AIOU Philosophy of Education Code 8609 Assignments of B.Ed And BS Class Autumn 2021

Assignments of philosophy of education code 8609 aiou, there are 2 assignments for this course. you will find all the assignments below., اس کورس کی 2 اسائنمنٹ ہیں آپ کو سب اسائنمنٹ نیچے مل جائے گی۔.

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AIOU Course Code 8606-1 Solved Assignmen Autumn 2022

Course: Citizenship Education and Community Engagement (8606)

Level: B.Ed (1.5/2.5 Years)                     

Semester: Autumn, 2022

Question No.1

Evaluate the role of an individual in the development of any society

The role of an individual in the development of any society is always important. No matter how small or big the part they play is, every person has a contribution to make in order for a community to grow. In this blog post, we will be discussing the different ways an individual can help develop their society. From volunteering and donating to simply spreading awareness, every act counts. Read on to learn more about how you can get involved and make a difference.

The individual’s role in society

The individual’s role in society is to contribute to the development of that society. The individual can do this in many ways, such as through their work, their interactions with others, and their participation in civic and community activities.

Explain the major elements of social structure in Pakistani context

Introduction.

The social structure of Pakistan is made up of a variety of different groups and institutions. The most important element of Pakistani social structure is the family. The family is the most basic unit of Pakistan’s social structure and it plays a very important role in Pakistani society. Other important elements of Pakistani social structure include caste, class, gender, ethnicity, and religion. These elements all play a very important role in Pakistani society and they all interact with each other to create the unique social structure of Pakistan.

Elements of social structure in Pakistani context

Pakistan is a country located in southern Asia. The region now straddling the border of present-day Pakistan and Afghanistan is one of the most torn regions of the world.

Question No.2

How does individual and group behavior affect the school and classroom environment

Behavior in schools and classrooms can have a big impact on the learning environment. Both individual and group behavior can affect the way teaching and learning takes place. It is important to be aware of how your own behavior, as well as the behavior of others, can impact the school or classroom environment.

How Individual Behavior Can Affect the Classroom Environment

Individual behavior can affect the classroom environment in a number of ways. For example, if a student is disruptive, it can negatively impact the learning of other students in the class. Additionally, if a student is not engaged in learning or participating in class activities, it can create a negative atmosphere for other students. Finally, if a student is consistently late to class or absent, it can also negatively affect the classroom environment. All of these behaviors can have a negative impact on the overall school climate as well.

How can group dynamics be applied in your daily calssroom teaching?

Think back to your days in school. Were there certain students you just couldn’t stand to be around? Or maybe there was that one student who always seemed to make things more difficult than they needed to be. Interpersonal relationships are a huge part of our lives, and they can have a major impact on our day-to-day experiences. The same is true for our students. Classroom dynamics can play a big role in how well our students learn and how much they enjoy (or don’t enjoy) school. In this blog post, we’ll explore how group dynamics can be applied in your daily classroom teaching. We’ll look at the different types of groups, how to manage them effectively, and how to use group work to enhance your students’ learning experiences.

What are group dynamics?

Group dynamics are the study of how people interact with each other in groups. It looks at how group members communicate, how they make decisions, and how they resolve conflict.

Question No.3

Discuss the concept of socialization and identify its role in the learingn process

Socialization is the process by which people learn to become members of a society. It is through socialization that we learn the norms, values, and beliefs of our culture. We also learn how to interact with other people and how to behave in various situations. Socialization is a lifelong process, but it begins in childhood. From birth to about 18 years old, we are constantly learning and absorbing new information about our culture and how to function within it. After 18, we are still socializing, but at a much slower rate. Many of us continue to learn new things about our culture throughout our lives.

What is socialization?

Socialization is the process of learning to interact with others and conform to society’s expectations and rules. It’s a lifelong process that starts in childhood and continues throughout our lives.

As children, we learn how to behave in various social situations by observing and imitating the people around us. We learn how to communicate, share, cooperate, and resolve conflicts. We also learn what is expected of us in different situations, such as at home, at school, or in the community.

Suggest ways in which our education system may help in the promotion of our culture

The education system is one of the most important institutions in any society. It is responsible for molding young minds and preparing them for the future. A good education system will promote the culture and values of a society. In this blog post, we will explore how the education system can help in the promotion of our culture. We will look at ways in which the curriculum can be designed to promote our culture, and how extracurricular activities can also play a role. We will also discuss how parents and teachers can help in this process.

Introducing our culture in the curriculum

Our education system may help in the promotion of our culture by teaching about our culture in the curriculum. Students would learn about the history, traditions, and values of our culture. This would help them to understand and appreciate our culture. Additionally, it would help them to see how our culture has influenced the world around us.

Question No.4

Elucidate the role of religious groups and their influence on social behavior

There are many different religious groups in the world, each with their own set of beliefs and practices. While some of these groups may seem to have little influence on social behavior, the truth is that they can actually have a significant impact. In this blog post, we will explore the role of religious groups in society and how their beliefs and practices can influence social behavior. We will also look at some examples of how religious groups have caused social change, both positive and negative.

What is the role of religious groups?

In general, religious groups play a few different roles within society. They can provide a sense of community and support for members, act as moral guides, and promote charitable work. Additionally, they can give people a framework for understanding the world and their place in it.

Religious groups can have a significant influence on social behavior. For example, they can help shape people’s attitudes towards issues like marriage equality or abortion. They can also help create cohesion within communities and foster positive relationships between different groups of people.

Analyze the role of school and mass media as agents of socialization.

School and mass media play a significant role in socialization. In this process, we learn about the norms and values of our society. We also develop our sense of self and our identity. These institutions provide us with the information and skills we need to function in our society. They teach us how to read, write, and communicate effectively. We also learn about important historical events and cultural traditions. While school and mass media are important agents of socialization, they are not the only ones. Family, friends, and our community also play a role in socialization.

The Role of School in Socialization

The role of school in socialization is to provide a setting for children to interact with each other and learn the norms and values of society. School teaches children how to function in a group setting, how to follow rules and regulations, and how to resolve conflicts. Mass media, such as television and movies, also play a role in socialization by providing models of behavior for children to observe and imitate.

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علامہ اقبال اوپن یونیورسٹی  کی   حل شدہ اسائنمنٹس۔ پی ڈی ایف۔ ورڈ فائل۔ ہاتھ سے لکھی ہوئی، لیسن پلین، فائنل لیسن پلین، پریکٹس رپورٹ، ٹیچنگ پریکٹس، حل شدہ تھیسس، حل شدہ ریسرچ پراجیکٹس انتہائی مناسب ریٹ پر گھر بیٹھے منگوانے کے لیے  واٹس ایپ پر رابطہ کریں۔ اس کے علاوہ داخلہ بھجوانے ،فیس جمع کروانے ،بکس منگوانے ،آن لائن ورکشاپس،اسائنمنٹ ایل ایم ایس پر اپلوڈ کروانے کے لیے رابطہ کریں۔

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