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ISBN
Title
Author
Year
Edition
Vol
Publisher

Contact
Price
Pages
Subject
Language

978-81-925192-5-8
Shikshan Pratiman
Dr. Jagdip Sonwane
2013
First
www.edupublication.com
Dr. J. R. Sonwane
Department of Education
M. K. Bhavnagar University, Bhavnagar
INDIA
edupublication@gmail.com
Free
63
Educational Technology
Gujarati

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aipti jNiv[ C[ k[ A model is a representation of structure in a physical
system and/or its properties. It describes (or specifies) four
types of structure, each with internal and external
components:

systemic structure specifies

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composition (internal parts of the system)

environment (external agents linked to the

system)

connections (external and internal causal links)

geometric structure specifies

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position with respect to a reference frame

(external geometry)

configuration (geometric relations among the

parts)

temporal structure specifies change in state

variables (system properties)
o

descriptive models represent change by explicit

functions of time

causal models specify change by differential

equations with interaction laws

interaction structure specifies interaction laws

expressing interactions among causal links, usually as
function of state variables

(http://serc.carleton.edu/introgeo/models/Def.html )

a[k ay yiyimi> ji[ys an[ v[el jNiv[ C[ k[View of Joyce and Weil: They have given three meanings
of teaching models:

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(i) Teaching models are just instructional designs. They

describe the process of specifying and

producing

particular environmental situations which cause the

student to interact in such a way that specific change
occurs in his behavior. (1972)
(ii) Teaching model is a pattern or plan which can be
used to shape a curriculum or course, ot select
instructional materials and to guide a teachers actions.
(1972) Models are designed to attain specific goals. When
a teacher identifies a goal, selects a particular strategy
designed to attain that goal, we can say that he is using
model approach.
(iii) A model of teaching consists of guidelines for
designing educational activities and
environments. It specifies ways of teaching and learning
that are intended to attain certain kinds of goals.
View of N.K. Jangira: A model of teaching is a set of
inter-related components arranged in a sequence which
provides guidelines to realize specific goal. It helps in
designing instructional activities and environmental

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facilities, carrying out of these activities and realization of
the stipulated objectives. (1983)
H. C. Wyld, To confirm in behavior, action and to direct
ones action according to some particular design or ideal.

(http://iasethrissur.edu.in/public/downloads/concept.pdf)

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Teaching Model f

Educational models are the philosophical foundation of

any overall approaches and beliefs about learning,
instruction, and content. An educational model is both
narrower in subject than a common life philosophy and
more general than specific methods used in instruction.
Main-stream academic writers usually only recognize 2-4
overall models of education. Depending on what you
believe about education, the learner, knowledge, society,
etc; you fall into the traditional or progressive education
models.

Some break these down by philosophy:

perennialism,

essentialism,

progressivism,

and

postmodernism.
All of these models stem from your general philosophy of
life, knowledge, ethics, and truth. All of them affect the
educational methods you implement (at least they should).

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11

It can be argued that there are more than four general

models of education, especially among those in the
alternative education camp. We might say that holistic
education is a model. Homeschooling, however, is not an
educational model. It is influenced by different models,
but it is the application or implementation of a certain
philosophical viewpoint. Homeschooling, unschooling,
and even certain school models are actually methods.
(http://naturalfamilytoday.com/education/definingeducation-models-and-methods/)

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(SxN p\(tmin

26

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(SxN p\(tmin

27

sBf ;FDFlHS V\TolS|IF 5|lTDFGM o

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(SxN p\(tmin

28

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29

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30

sCf J{IlSTS 5|lTDFGM o

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(SxN p\(tmin

32

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(SxN p\(tmin

36

5|J'lVM lJX[ SX\]

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(SxN p\(tmin

37

sVlU|D f ;\U9S 5|lTDFG (Advanced Organiser Modelf o

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(SxN p\(tmin

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39

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(SxN p\(tmin

40

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41

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VF l;F\T VG];FZ VF 5|lTDFG VG];FZ ;F{ 5|YD H[ T[ lJQFI
S[ lJQFIF\UGL ZH}VFT SZJFDF\ VFJ[ K[ VG[ tIFZAFN T[GM lJlJW
,1F6MGL lJlXQ8TFVMGL RRF" SZJFDF\ VFJ[ K[P H[ v T[ lJQFIGL
VFUJL ,F1Fl6STFVM v lJlXQ8 ,F1Fl6STFVM ATFJLT[ S[JL ZLT[

(SxN p\(tmin

44

VFUJL lJlXQ8TFVMG[ ,LW[ lJlXQ8TF WZFJ[ K[ T[GL T,:5XL" ZH]VT

SZ[ K[P
s2f ;]U|lYT V[SZFlUTFGM l;F\T

sPrincipal

off

Integrated Reconciliation o
VF l;F\T D]HA GJF bIF,M v ;\S<5GFVMG[ 5}J"7FG ;FY[ S[JL
ZLT[ ;F\S/LG[ ;]:YFl5T SZL XSFI K[ T[ NX"FJ[ K[P G}TG 7FGG[
5}J"5lZlRT 7FG ;FY[ V[JL ZLT[ V[SLS'T SZJFDF\ VFJ[ S[ H[YL
lJnFYL"VM 5}J"7FGG[ VFWFZ[ G}TG 7FGG[ ;]U|lYT SZL XS[P VF
l;F\T VG];FZ 5}J"7FGG[ ,LW[ lJnFYL"G[ GJ\] 7FG D[/JJFDF\ SM.
D]xS[,L pEL YTL GYLP G}TG 7FG ;CH ZLT[ 5}J"7FG ;FY[ V[SLS'T
Y. HFI K[P
CJ[4 SM.56 5|lTDFGGL RRF" GLR[GF +6 D]N'FVMG[ VFWFZ[
SZJL HM.V[P SM.56 5|lTDFG V\TU"T VF +6[ AFATMG[ ;lJX[QF
ZLT[ S[lgT SZLG[ ;DHJFDF\ VFJ[ TM T[ 5|lTDFGGL :5Q8TF IMuI ZLT[
Y. XS[ K[P VF +6 VUtIGL AFATM GLR[ D]HA K[P
5|lTDFG o
s1f S[gLITF VYJF wI[I sFocus or Aimf
s2f DF/B]\ v ;\ZRGF sStructuref

(SxN p\(tmin

s3f ;FDFlHS 5|6Fl, VG[ ;CFIS T\+

sSocial System and Support system f
s2f VF;]A[,GF VlU|D ;\U|9S 5|lTDFGGF wI[IM o
VlU|D ;\U9| S 5|lTDFGGF wI[IM GLR[ D]HA CM. XS[P
s1f lJQFI S[ lJQFIF\UGL ;\S<5GFVM q bIF,MG] 7FG VF5J\]
s2f 7FGFtDS ;\ZRGF s DF/BFf G\] lGDF"6 SZJ\P]
s3f 5}J"7FGGL ZH}VFT SZJLP TyIM IF CSLSTMGL ;DH
VF5JL VG[ tIFZAFN GJF qV5lZlRT 7FGG[ V[JL ZLT[
lJnFYL"VM ;D1F VlEjIST SZJ\] S[ H[YL G}TG
;\S<5GFVMG[ 5}J"7FG ;FY[ ;C;\A\lWT SZL XSFIP

DF/B\] o
VlU|D ;\U|9S 5|lTDFGDF\ +6 ;M5FGM K[P 5|YD ;M5FGDF\
VlU|D ;\U9SGL ZH}VFT SZJFDF\ VFJ[ K[P lTLI VYJF ALHF
;M5FGDF\ VwIIG 5|SFI" staskf GL ZH}VFT SZJFDF\ VFJ[ K[ VG[
+LHF ;M5FGDF\ lJnFYL"VMG\] 7FGFtDS ;\U9G T[DGF DFG;DF\ T{IFZ
YFI VG[ T[ 7FG ;]N'- AG[ T[JF 5|IF;M T[ ;M5FGDF\ SZJFDF\ VFJ[ K[P
VCL\ ;M5FGM FZF V[JL 5|J'lTVM D}SJFDF\ VFJ[ K[P S[ H[YL

45

(SxN p\(tmin

46

lJnFYL"VMDF\ VlU|D ;\U9S 5|lTDFGGL IMuI :5Q8TF YFI VG[ T[

FZF 7FG :YFIL VG[ lRZ\HLJ AG[P NZ[S ;M5FGGL ;FD[ T[ ;M5FGGL
VFG]QF\lUS 5|J'lTVM ZH} SZJFDF\ VFJ[ K[P
;\U9SGL jIFbIF VF5TF\ GM\W[ K[ S[ The organizer is
importantly concept itself and needs to be taught. It
may be a concept or a statement of relationship.
Time must be taken to explain and develop the
organizer, because only when it is fully understand
can if serve to organize subsequent material."
VFU/ HTF\ T[VM GM\\W[ K[ S[PPPPP
" Advance organizers are generally based on
the major concepts, proportions, generalization ,
principles and laws of discipline."
VFD VlU|D ;\U9S V[8,[ PPPPP
v

lJnFYL"VMGF DFG;DF\ 7FGFtDS DF/BFGL ;\ZRGF

T[GF 5}J"7FG ;FY[G\] GJF 7FGG\] V[8,[ S[ ;\S<5GFVM4

5}J"WFZ6FVM VG[ l;F\TMG\] ;]UY
| G v ;\U9G

(SxN p\(tmin

47

5}J"7FG ;FY[G\] GJF 7FGG\] V[SLSZ6 S[ H[YL T[VM G}TG

;\S<5GFVM bIF,MG\] lJlXQ8SZ6 v T[GL ,F1Fl6STFVM
IMuI ZLT[ ;DHLG[ T[DG[ N'-LE}T SZL XS[P
5NIMHGFGF o VlU|D ;\U|9S 5|lTDFG
s Syntax of Advance Organizer Modelf

;M5FG (Phase )

5|J'lVM ( Activities )

;M5FG v 1 o VlU|D ;\U9SGL 1P 5F9GF wI[IMGL :5Q8TF SZJLP

ZH}VFT

2P ;\U9S slJQFIJ:T]f GL ZH}VFT

v pNFCZ6M VF5JF\
v ;\NEM" 5}ZF 5F0JFP
v GM\W SZJL4 VC[JF, VF5JMP
3. VwI[TFGF ;];\UT 7FG
VG[Syntax of Advance
Organizer Modelf
(Phase )
( Activities )
1. VG]EJMGL tJlZT
2. ;EFGTFP

(SxN p\(tmin

48

;M5FG v 2 o VwIIG 5|SFI" 1. VwIIG lJQFIJ:T]s;FDU|LfGL

staskf GL ZH}VFT

ZH}VFT
2.

wIFGFSQF"STF

wIFG

vV[SFU|TFfGL HF/J6L
3P ;\U9S slJQFI f GL :5Q8TF
4PVwIIG lJQFIJ:T]GL

TFlS"S

S|DDF\ ZH}VFT
v:5Q8TF
;M5FG v 3 o 7FGG\] ;\U9G v 1. 7FGGF V[SLS'T lG~56GF
5|F%T 7FGG[ N-LE}T
SZJ\P]

l;F\TMGM p5IMU s lJlGIMU f

2. VwIIGGL ;lS|I U|C6XL,TFG[
5|Mt;FCG
3.

lJQFIJ:T]GM

VlEUD
4. :5Q8TF

;DL1FFtDS

(SxN p\(tmin

49

JF:TlJS ;\U9S V[ H T[ lJQFI VYJF lJnFXFNFGF VeIF;M

D]bI ;\S<5GFVM v bIF,M JU[Z[GL VFH]AFH] S[lgT SZJFDF\ VFJ[ K[P
5|YD VG[ ALHF ;M5FG NZlDIFG

VlU|D ;\U9SGM p5IMU

jIFbIFG4 RRF"4 lO<DM4 5|IMU VG[ JF\RG FZF SZJFDF\ VFJ[ K[P
+LHF ;M5FGGM VFXI lJnFYL"VMGF JT"DFG 7FG ;FY[ GJL
VwIIG ;FDU|LG[ HM0JFGM K[P T[DGF JT"DFG 7FGG[ JWFZ[ ;D] VG[
;]N'- AGFJJFGM K[]P VFYL +LHF ;M5FG NZlDIFG lJnFYL"VMG\]
5}J"7FG H[ V[DGL 5F;[ 50[,\] K[ T[ N'-LE}T YFI K[4 TFH\] YFI K[4 VG[
T[DF\ GJF 7FGGM pD[ZM YTF\ 7FGGL ;D'l JW[ K[P HM S[ +LHF
;M5FGDF\ lX1F6 NZlDIFG lX1FSM VG[ lJnFYL"VM JrR[ VFNFG v
5|NFG YFI K[P lX1FSM VG[ lJnFYL"VM VCL\ ;lS|I AG[ K[P HM S[
lX1FSMG[ lJnFYL"VMGL H~lZIFTG[

wIFGDF\ ZFBLG[ lJQFIJ:T]GL

AZFAZ :5Q8TF YFI T[ DF8[ T[GL VlEjIlST V[JL V;ZSFZS VG[

VFSQF"S

AGFJJL HM.V[ S[ H[YL lJnFYL"VMGL VwIIG1FDTFDF\

;]WFZM YFIP T[VMGL U|C6XL,TF JW[ VG[ T[DGFDF\ GJF lJQFIGL v

;\S<5GFVM S[ l;F\TMGL :5Q8TF AZFAZ Y. XS[ VG[ T[DG\]
VwIIG 56 JW] V;ZSFZS AG[P T[YL +LHF ;M5FG TASSFDF\
VwIF5S IF lX1FSGL DF{lBS S[ ,[lBT VlEjIlST S[ RRF"DF\ ;]WFZM

(SxN p\(tmin

50

YJM HM.V[P T[G\] VwIF5G H[8,\] V;ZSFZS CMI T[8,\] H VwI[TF IF

lJnFYL"G\] VwIIG 56 V;ZSFZS AG[ K[4 T[DGL U|C6XL,TF JW[ K[P
VFD VlU|D ;\U9S 5|lTDFG V[ GJF lJQFIGL VS[ HMTF\
V;ZSFZS 5|:TFJGF U6L XSFIP lX1FS GJF lJQFIJ:T]G[ 5|:T]T SZTL
JBT[ H[8,F V;ZSFZS N'Q8TF\TM VF5L XS[P SM. N'xI v ,FE ;FWGM
H[JF\ S[ lO<D4 8[5"Z[SM0"Z JU[Z[GM p5IMU SZL XS[4 H[8,L DF{lBS S[
,[lBT VlEjILST V;ZSFZS AGFJL XS[ T[8,F 5|DF6DF\ VG[
lJnFYL"VMGF 5|JT"DFG 5}J"7FGGL ;FY[ GJF lJQFIG[ H[8,F ;]; \Sl,T
SZL XS[ T[8,F 5|DF6DF\ VF VU|JTL" ;\U9S 5|lTDFG JW] SFI"1FD AGL
XS[P
;FDFlHS 5|6Fl, o
VF 5|lTDFGDF\ lX1FS H JWFZ[ ;lS|I AGL ZC[ K[P VF;]A[,GF
D\TjI D]HA lX1FS H 7FGG[ jIJl:YT VG[ TFlS"S DGMJ{7FlGS
S|DDF\ ZH} SZL XS[ K[P lX1FS[ GJF lJQFIGL S|DA ZLT[ TFlS"S S|DDF\
5}J"7FG ;FY[ ;F\S/LG[ V;ZSFZS ZH}VFT lJnFYL"VM ;D1F SZJL
HM.V[P
5|YD TASSFDF\ lX1FS[ 7FGGL ;\S<5GFVMG[ V;ZSFZS ZLT[
ZH} SZJL HM.V[P lJnFYL"VMG[ V[JL VG]E}lT G YJL HM.V[ S[ H[YL
lX1FS JU"B\0DF\

;ZD]BtIFZGL

H[D ZH}VFT SZ[ K[P lX1FS[

(SxN p\(tmin

51

lJnFYL"VMGF ;lS|I VG[ pQDF5}6" ;NIYL ,MSXFCL ZLT[ ;CH ZLT[

lJQFIGL GJF 7FGGL ZH}VFT SZJL HM.V[P HM S[ VCL\ lJnFYL"VM
lX1FSGL VlEjIlST lGlQS|I zMTF AGL ZC[ K[P VCL\ lJnFYL"VMGL
E}lDSF AC] V<5 5|DF6DF\ CMI K[P 5Z\T] ALHF VG[ +LHF TASSFDF\
lX1FS VG[ lJnFYL"VM lX1FSGL VlEjIlST lGlQS|I zMTF AGL ZC[ K[P
VCL\ lJnFYL"VMGL E}lDSF AC] V<5 5|DF6DF\ CMI K[P 5Z\T] ALHF
VG[ +LHF TASSFDF\ lX1FS VG[ lJnFYL"VM JrR[ VFNFG v 5|NFG JWL
HFI K[P VCL\ lJnFYL"VM 5|`GM 5}K[ K[4 5MTFGL D\}hJ6M ZH} SZ[ K[4 T[
JBT[ lX1FS S[ lJnFYL"VMG[ IMuI pZM VF5L lJQFIJ:T]GL :5Q8TF
SZJFGL ZC[ K[P VF p5Z\FT lJnFYL"VMG[ T[DGF 5}J"7FG V\U[ 5|`GM
5}KL T[DGF pZM D[/JL GJF lJQFIJ:T]G[ ;\Sl,T SZJFGM lX1FS
ALHF VG[ +LHF TASSFDF\

5|IF; SZ[ K[P HM S[ lJQFIJ:T]GL

;CGXL,TFGM VFWFZ lJnFYL"VM 5MTFGF 5}J"7FG ;FY[ T[G[ ;]; \Sl,T

SZJF S[8,F Tt5Z AG[ K[ T[GF 5Z ZC[,M K[4 T[VM T[DGL ;DL1FFtDS
lJRFZWFZFGM S[8,M VG[ S[JL ZLT[ p5IMU SZ[ K[ T[GF 5Z 56 ZC[,M
K[P VF p5ZF\T G}TG VwIF5G ;FDU|LG[ V;ZSFZS AGFJJFDF\
lX1FSGL V;ZSFZS VlEjIlST4 ZH}VFTGL X{,L VG[ ;FDU|LG\]
;\S,G 56 DCtJGM EFU EHJ[ K[P

(SxN p\(tmin

52

;CFIS 5|6Fl, o
lJnFYL"VMG[ lJQFIG\] GJ\] 7FG VF5JF DF8[ VYJF lJQFI 5|J[X
DF8[ H[ v T[ VwIF5G ;FDU|L ;];\Sl,T4 ;];\Ul9T CMJL HM.V[P T[
VF 5|lTDFGGL VlGJFI" VFJxISTF AGL ZC[ K[P VlU|D ;\\U9S
5|lTDFG V[ ;\S<5GFtDS ;\U9S VG[ lJQFIJ:T]GF VlEgG VG[
;]IMuI ;\A\W 5Z VFWFlZT K[P ;\S<5GFVMGL :5Q8TFYL lJQFIJ:T]
;FY[GM VlJlrKgG ;\A\W :YFl5T Y. XS[ K[P 7FGFtDS ZH}VFT DF8[
lX1FS[ H[ T[ ;\U9SGL ZH}VFT DF8[ 5|`GMTZLGM ;]IMuI VG[ lJJ[S5}6"
p5IMU SZJM HM.V[P
VlU|D ;\U9S 5|lTDFGGM lX1F6DF\ lJlGIMU s p5IMU f o
5|:T]T VlU|D ;\U9S 5|lTDFG V[ VeIF;S|DG[ S|DA v
S|lDS VG[ jIJl:YT TS"A ZLT[ UM9JJFDF\ p5IMUL AG[ K[P
VeIF;S|DG[ TFlS"S ZLT[ ZH} SZJFDF\ VF 5|lTDFG B}A p5IMUL AG[
K[P VF p5ZF\T RFJL~5 bIF,M S[ ;\S<5GFVM ;DHFJJFDF\ VF
5|lTDFGGM p5IMU ;FZL ZLT[ SZL XSFIP VF p5ZF\T lX1F6DF\ T[GM
p5IMU GLR[GL AFATM DF8[ SZL XSFI K[P
s1f S[8,LS VD}T" AFATM S[ H[ D}T" S[ NxIDFG CMTL GYL4T[ JL
AFATMG\] lX1F6 VF 5|lTDFG FZF ;C[,F.YL VF5L XSFI
K[P

(SxN p\(tmin

53

s2f ;NZC] 5|lTDFGYL lX1F6GF 7FGFtDS C[T]VM s

Cognitivef ;FZL ZLT[ l; SZL XSFI K[P 5;\NUL IF
T],GF4 ;\S,G4 VlEjIlST VG[ V;ZSFZS ZH}VFT DF8[
VF 5|lTDFG p5IMUL GLJ0[ K[
s3f 5|:T]T 5|lTDFGGF lX1F6DF\ lJlGIMUYL TyIFtDS DFlCTL
s factual information f S[ H[ bIF,M IF lJRFZM S[
;\S<5GFVM ;FY[ VF RFJL~5 bIF,M ;FY[ ;\,uG SZLG[
;FZL ZLT[ ;DHFJL XSFI K[P TyIFtDS DFlCTL ;FY[ G}TG
7FGGF bIF,M VG[ ;\S<5GFVM ;FY[ HM0LG[ lJnFYL"VMGL
U|C6XlSTDF\ JWFZM SZL XSFI K[P lJnFYL"VMG\] VwIIG
JW] V;ZSFZS AG[ K[P H[D S[ lJlJW ;\:S'lTVMGL
;FDFlHSLSZ6GL

TZ[CM

;DHFJJFYL

lJnFYL"VM

;FDFlHSLSZ6GL ;\S<5GFG[ JW] ;FZL ZLT[ ;DHL XS[ K[P

VF 5|SFZGF ;\U9S sOrganiserf GM p5IMU SZJFYL
lJnFYL"VMG[ lJlJW ;\:S'lTVMG\] 7FG D/[ K[ VG[ T[G\]
;]N-LSZ6 YFI K[P
s4f lJnFYL"VMGF V;ZSFZS U|C6XL,TF VwIGGF SF{X<I
DF8[ VF 5|lTDFGGM lX1F6DF\ IMuI lJlGIMU SZL XSFIP

(SxN p\(tmin

54

VF 5|lTDFGGF p5IMUYL lJnFYL"VMGL U|C6XL,TFDF\

J'l YFI K[P VG[ T[YL T[DG\] VwIIG q VeIF;
V;ZSFZS AG[ K[P VFGFYL lJnFYL"VM S[ H[ jIJl:YT
S|DDF\

VG[ 7FGGL prRFZLGF

hierachies f

s Knowledge

FZF 5|tI1F lX1F6 D[/J[ K[ T[DG[

;DL1FFtDS lJRFZ5|lS|IF VG[ 7FGFtDS 5]GU"9G FZF

JW] ;FZL ZLT[ ;DHFJL XSFI KP[
s5f VFD TM4 5|:T]T 5|lTDFGGM XF/FDF\ V[S IF ALHL ZLT[
VF56[ p5IMU SZLV[ KLV[P T[YL T[GM ;FZL ZLT[ p5IMU
XF/FVMDF\ SZL XSFI T[JL jIF5S DFgITF K[ VF56[
HIFZ[ ;]jIJl:YT VG[ ;];\Sl,T ZLT[ lJQFIGL ZH}VFT
SZLV[ KLV[ tIFZ[ lJnFYL"VM jIJl:YT S|DDF\ DFlCTL IF
TyIMG[ U \C6 SZ[ K[P
s6f VF 5|lTDFGGF p5IMUYL VMKF ;DIDF\ lJnFYL"VMG[
7FG VF5L XSFI K[P
s7f VlU|D ;\U9S 5|lTDFGGL V;ZSFZSTF JFRG4 jIFbIFGM
VG[ VgI DFwIDMGF FZF 5|F%T YTL VwIIGGL 1FDTF K[
VF 5|lTDFG FZF lJnFYL"VM JF\RG FZF4 jIFbIFGM FZF4

(SxN p\(tmin

55

VgI DFwIDM FZF lJnFYL"VM lX1F6 D[/J[ K[P VG[ T[VM

V;ZSFZS ZLT[ VwIIG SZ[ K[P VF 5|lTDFGGF p5IMUYL
lX1FSGL ZH}VFTGL X{,L4 T[GL VlEjIlST V;ZSFZS4
D]N'F;Z VG[ lH7F;F5|[ZS AG[ K[P T[ lJnFYL"VMGL
lH7F;F VG[ XMWJ'lG[ p[H[ K[PP lX1FSGL VlEjIlST
WFZNFZ VG[ RM8NFZ AG[ K[P
Models of Teahing Bruce Jeyce and Marsha
(New Delhi ):

(SxN p\(tmin

56

9.

5}K5ZK 5|lX1F6 5|lTDFG sInquirty

Training

Modelfo
;FDFgI ZLT[ NZ[S jIlST 5MTFGL VF;5F;GF JFTFJZ6 lJX[
DFlCTL D[/JJF DF8[ S[ SM. ;D:IFGF ;DFWFG DF8[ 5|`GM 5}KTL CMI
K[P c HM VF 5|`GM TFlS"S ZLT[ S|DA CMI TM T[ ;D:IFG\] ;DFWFG
;Z/ AGFJ[ K[P VFYL XF/FDF\
s2f DFlCTLG\] V[S+LSZ6 v ;tITF RSF;6L o ALHF
;M5FGDF\ lJnFYL"VM V;\UTTF DF8[ J:T]GF :J~54 38GF4 5lZl:YlT
VG[ U]6WDM"G[ ,UTF V[JF SFZ6E}T 5|`GM 5}K[ K[ H[GM HJFA lX1FS
cCFc VYJF c GF c DF\ VF5L XS[P H[ 5|`GMGF pZ cCFc S[ cGFc DF\ G
VF5L XSFI T[JF 5|`GMG[ cCF c S[ cGFc HJFAJF/F 5|`GDF\ ~5F\TZ
SZJFG\] SC[ K[P VF ZLT[ ;tITF RSF;6L FZF lJnFYL'VM ;D:IF DF8[
H~ZL V[JL DFlCTLG\] V[S+LSZ6 SZ[ K[P VF ;M5FGDF\ 5}KFI[,F AWF
5|`GM VG[ lX1FS FZF V5FI[, 5|tI]ZGL GM\W lJnFYL"VM SFI"5+DF\
ZFB[ K[P
s3f DFlCTLG\] V[S+LSZ6 v 5|IMULSZ6 o ALHF ;M5FGDF\
V[Sl+T SZ[, DFlCTLGF VFWFZ[ lJnFYL"VM SFI"SFZ6 ;\A\W lJX[
ptS<5GF AF\W[ K[ VG[ 5|IMU FZF S[ 5|`GM FZF T[G \] 5ZL1F6 SZ[ K[

(SxN p\(tmin

VCL\ lJnFYL"

57

c HM PPPPPPPTM c JF/F 5|`GM 5}KLG[ ptS<5GF v

RSF;6L SZ[ K[P lX1FS 5|`GMGF cCF c S[ c GF c DF\ pZ VF5[ K[P

lJnFYL" .rK[ TM ;tITF RSF;6L FZF JW] DFlCTL V[S+ SZL OZL
5FKM ptS<5GF RSF;6L SZL XS[ K[P lJnFYL"VMV[ ZH} SZ[,
ptS<5GFVM VG[ lX1FSGF pZMGL GM\W lJnFYL"VM SFI"5+DF\ SZ[ K[P
s4f :5Q8LSZ6G\] lGDF"6 o VF ;M5FGDF\ ;tITF RSF;6L VG[
5|IMULSZ6 FZF V[S+ SZ[, DFlCTLGF VFWFZ[ lJnFYL"VM 38GFGL
V;\UTTF V\U[ :5Q8LSZ6 SZ[ K[P ALHF XaNMDF\ VCL\ lJnFY6L"VM
l;F\TMG\] lGDF"6 SZ[ K[P ;RD[GGF DT[ l;F\T v lGDF"6 GLR[GF RFZ
:TZ 5|DF6[ SZJFDF\ VFJ[ K[P

;Z/ l1FlTH l;F\T sSimple Linear Causation f

U]6WDM"GM l;F\T sPrinciple of Properties f

T]<I~5TFGM l;F\=T sPrinciple of Analogies f

;FDFgILSZ6GM

Generalisationf

l;F\=T

Principle

of

(SxN p\(tmin

58

s5f XMW5|lS|IFG\] 5'YSSZ6 o lJnFYL"VMG[ SIF 5|`GM FZF VG[

S[JL ZLT[ :5Q8LSZ6 5|F%T YI\] T[ lJX[ 5|`GM 5}KJFDF\ VFJ[K[P
lJnFYL"V[ SM. 5`G 5}KIM tIFZ[ T[GF DGDF\ XM lJRFZ CTMP SM. V[S
BF; 5|`G SIF VFWFZ[ 5}KIM4 5MTFGL ptS<5GF BM8L 50TF\ S[JL
,FU6L Y. JU[Z[ H[JF 5\`GM 56 lX1FS FZF 5}KJFDF\ VFJ[ K[ VF
5'YZ6 FZF lJnFYL" :5Q8 ;DHL XS[ K[ S[ ;D:IFGF C, DF8[ S[JF
5|SFZGL DF`lCTL V[S+ SZJL HM.V[ VG[ T[ DF8[ S[JF 5|`GM 5}KJF
HM.V[P VD]S H 5|`GM ;D:IFGF pS[, DF8[ H~ZL CTF JU[Z[P VF
;M5FGDF\ lX1FS VgI ;M5FGMG\] 8\}SDF\ 5]GZFJT"G 56 SZFJL XS[ K[P
;FDFlHS 5|6F,L o
VF 5|lTDFGDF\ lX1FS lJnFSLI 5|A\WS VG[ JU"G[TFGL H[D JT["
K[P lX1FS VG[ lJnFYL"GL E}lDSFVM VF D]HA K[P

lX1FSGL E}lDSF o
v

lX1FS[ V;\UT 38GFGL ZH]VFT h05YL SZJL HM.V[P

lJnFYL"VMG[ 5C[, SZJFGL TS VF5JLP

lJnFYL"VMGF 5|`GMGF pZ CF VYJF c GF c DF\ VF5JF\

XMW 5|lS|IF TZO lJnFYL"VMG\] wIFG S[lgT SZJ\P]

lJnFYL"VMG[ 5|Mt;FCG VG[ DFU"NX"G VF5J\P]

(SxN p\(tmin

5|`GM4 pZM VG[ lJnFYL"VM FZF D/[,F l;F\TM ,BJFP

lJnFYL"GL E}lDSF o
v

JU"DF\ ZH} YI[, 38GFDF\ ZC[,L V;\UTTFG[ VM/BJLP

V;\UT 38GF :\A\WL V[JF 5|`GM 5}KJ4 H[GM HJFA lX1FS

cCFc VYJF cGFcDF\ VF5L XS[P

v

H~Z CMI TM4 DFlCTL ;\S,G DF8[ 5|IMU SZJMP

DFlCTLG[ TFlS"S ZLT[ jIJl:YT SZL ;\A\lWT :5Q8LSZ6

ZH} SZJ\P]

JU"B\0GL 5|lS|IF o
VF 5|lTDFGDF\ ;FD}lCS 5|lS|IF p5Z ERFZ D}SJFDF\ VFJ[ K[P
T[YL lJnFYL"VM GFGF ;D}CDF\ UM9JF. lRFZlJDX" SZL XS[ T[ DF8[
JU"B\0DF\ H~lZIFT 5|DF6[ A[9SjIJ:YFDF\ O[ZOFZ SZJM HM.V[P
lJnFYL"VM 5]:TSF,IGL DNN ,. XS[4 5|IMU SZL XS[4 H~ZL
;FWG;FDU|L D[/JJF DF8[ JU"GL ACFZ H. XS[ T[ DF8[ JU"B \0DF\
D]ST JFTFJZ6 CMJ\] H~ZL K[PXMW 5|lSIF DF8[ JU"DF\ VG]S}/
JFTFJZ6 ;HF"J\] HM.V[P
VF DF8[ ;RD[G[ K lGIDM ZH} SIF" K[ o

59

(SxN p\(tmin

60

s1 f lJnFYL"VM FZF 5}KFI[,F 5|`GM cCF c VYJF c GF c DF\

HJFA VF5L XSFI T[JM CMJM HM.V[P
s2f 5|IMU X~ SIF" 5KL V[S lJnFYL" WFZ[ T[8,F 5|`GM 5}KL
XS[ K[P
s3f ;{\FlTS lJWFG S[ l;F\TG[ ,UTF 5|`GM lJX[ lX1FS
;DY"G S[ cCF c VYJF c GF c DF\ HJFA G VF5L XS[P
s4f SM.56 ;DI[ lJnFYL" SM. 56 l;F\T S[ VG]DFGGL
RSF;6L SZL XS[ K[P
s5f lJnFYL"VM lX1FSGL U[ZCFHZLDF\ V[SALHF ;FY[ RRF"
SZJF .rK[ TM T[VM RRF";EF IMHJF D]ST CMJF HM.V[P
s6f lJnFYL"VMG[ H~lZIFT 5|DF6[ 5|IMU ,F.A|[ZL4 ;\NE"U|\YM
JU[Z[GM p5IMU SZJFGL
:JT\+TF CMJL HM.V[P
;CFIS T\+ o
VF 5|lTDFGGM 5|IMU SZJF DF8[ GLR[GL ;CFIS ;FDU|LGL H~Z
50[ K[P
v

lJlJW l;F\TMG[ ,UTL V;\UT 38GFVMGL A[\S

lJQFIJ:T]VM ;\A\WL ;\NE" ;FlCtI

(SxN p\(tmin

5|IMU SZJF DF8[ H~ZL ;FWG;FDU|L

H~Z 5|DF6[ O[ZOFZ SZL XSFI T[JL A[9SjIJ:YFP

XMW 5|lS|IFG\] 5F9 VFIMHG o

XMW 5|lS|IFGF 5F9 VFIMHGDF\ A[ AFATMG\] VFIMHG H~ZL K[
s1f V;\UT 38GFGL 5;\NUL
s2f JU"B\0G\] ;\RF,G

61

62

(SxN p\(tmin