301.

D Ratio: In progressivism stresses that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation. Source: http://www.hccs.edu/hcc/System%20Home/Departments/Teaching_and_Learning_Resources/CTLE/Fac ulty_Professional_Development/learner_centered_workshop/comparison_edu_philo.pdf

302. C Ratio: 1. The primary business of school is to train children in co-operative and mutually helpful living; to foster in them the consciousness of mutual interdependence; and to help them practically in making the adjustments that will carry this spirit into overt deeds. Source: http://www.brocku.ca/MeadProject/Dewey/Dewey_1907/Dewey_1915b.html

303. A Ratio: Herbarts pedagogy emphasized the connection between individual development and the resulting
societal contribution. Source: http://en.wikipedia.org/wiki/Johann_Friedrich_Herbart#Principles_of_Education

304. B Ratio: At birth, the mind of man is blank. As soon as he is born, and throughout the rest of his life, a variety of sensations are impressed in his brain. It is thus that man learns. Knowledge, then, is derived through sense experience. However, man can capitalize on this knowledge by using reason to discover objects and relationships, which he does not or cannot perceive. That this is so is proved by common sense, for commonsense shows that it is reasonable to assume that objects exist independent of one's mind, and that man can discover these things by using his senses. Whereas reality is material, the test of truth for Realists is whether or not a proposition within the mind is in accord with the material object or condition outside the mind. Thus, if through reasoning one deducts that A must be equal to B, the proposition is true only if A is equal to B in the material world. Source: http://www.tolueislam.org/Bazm/Manzoor/LT_035.htm

315. A Ratio: To Piaget, cognitive development was a progressive reorganization of mental processes as a result
of biological maturation and environmental experience. Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment Source: http://en.wikipedia.org/wiki/Piaget's_theory_of_cognitive_development#cite_note-McLeod-1 316. C Ratio: That people differ from each other is obvious. How and why they differ is less clear and is the subject of the study of Individual differences (IDs). Although to study individual differences seems to be to study variance, how are people different, it is also to study central tendency, how well can a person be described in terms of an overall within-person average. Indeed, perhaps the most important question of individual differences is whether people are more similar to themselves over time and across situations than they are to others, and whether the variation within a single person across time and situation is less than the variation between people. Source: http://www.personality-project.org/revelle/publications/ids.html 317. B Ratio: Social adjustment is an effort made by an individual to cope with standards, values and needs

of a society in order to be accepted. It can be defined as a psychological process. It involves coping with new standard and value. In the technical language of psychology "getting along with the members of society as best one can" is called adjustment.

Source: http://www.preservearticles.com/2011082611930/social-adjustment-is-an-effort-made-by-anindividual-to-cope-with-standards-values-and-needs-of-a-society.html

318. D Ratio: conditioning is a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus.
Source http://www.learning-theories.com/classical-conditioning-pavlov.html 319. A