Book Review “Prejudice and Pride” by Krishna Kumar Essay

The piece of work which is being reviewed is authored by an eminent educationist Krishna Kumar. The title of the book is Prejudice and Pride which has been published by Penguin Books India Limited,Viking in the year 2001. The subtitle of the book ‘School Histories of the Freedom Struggle in India and Pakistan’ reflects major concern as well as the prime area of investigation in this book by the author. It is a comparative study between the school history textbooks of the neighboring countries India and Pakistan. The impetus to take up this path of exploration by Krishna Kumar can also be seen somewhere as his response to the several decades of hostility between India and Pakistan. The writer takes this despair further and observes the general gloom prevailing in the education system of both the countries. However, according to him this becomes clearer by looking on the situation of children’s education in both India and Pakistan, which can be seen as a recipient o f a certain degree of despondency giving it a low priority. Moving on to history teaching more specifically we can see that this problem aggravates as the focus of teaching history only arises political concern without translating it as a concern for the children who are at the receiving end. Therefore with the study of school history textbooks of both the countries Krishna Kumar seems to be tracing different trajectories of ideological presentation of a shared past. This can be seen as also adding up to the hostile attitude of both the countries towards each other. This study is thus based on a comparative study of the school history textbooks of India and Pakistan. Out of this comparison the author brings forth a number of concepts and ideas where both countries who share a common historical background have different takes on its account and staging. However the basic question which the author enquires into is the perception of the past that Indian and Pakistani children encounter at school. Following this research question the major objectives of the author while writing this book can be stated as follows. The one is to examine the rival ideologies of nationalism into which schools attempt to socialize the young. While another is to probe the politics of history writing as a means to understand the contribution that schooling makes to the Indo-Pak conflict. However the author is focusing only the master narratives available in the textbooks for the period of freedom struggle. The relevance of taking textbooks as the centre of observation to achieve these objectives  can be seen in the very nature of textbooks. This can be further explained as interrelation between economy, state and culture can be better understood through the textbooks. They are the clearest embodiments of these relations. Textbooks are simultaneously economic goods (they are often sold to students, parents, and schools), political objects (they are subject to state control and regulation and hence a re the result of political and ideological tensions and compromises), and cultural representations (what is included and not included, and how such knowledge is organized, is a form of cultural politics). Thus the textbooks can be seen as a real epitome of a nation’s ideological, cultural and social background. The central theme of this book thus revolves around the idea that history textbooks are also a recipient of certain kind of representation which is in accordance with the national ideology. This is further elaborated by the author during the course of study where he finds that how the knowledge about the past is selected, reconstructed and represented in the textbooks. This he assumes that holds a great significance for this type of study which intends to probe how a common past acquires distinct versions under two systems of education. He further adds to this argument that why history has taken such a symbolic form. He says that this is because education in India and Pakistan is conceived in both learning and committing to memory, sets of facts that encapsulate, rather than explicate and interpret meaning. This is evident in the examination system where a student is required to learn certain things and just reflect the same in the paper. This he makes clear by using a concept of memory posters which makes a child to remember the reconstructed past without giving much space for reasoned analysis. Thus the history textbook are also conceived as a storehouse of knowledge about the past, about the ‘great men’ of those times and their vision, which children have to learn, imbibe, as it were-never mind that this vision was seldom unified or synchronic in the manner that textbooks would have us believe. Therefore through this the author portrays how the formulation of history textbooks on these premises serves the abovementioned idea that they are primarily composed of nationalistic ideology. The central idea which is propagated through this book is explained very explicitly through various explanations and concepts. The book is divided into three parts excluding the introduction. The part one primarily consists of three chapters where he  focuses on the basic ideas of how the children are made familiar to past, the popular perception about the shared past in both the countries and how a certain ideology is propagated through textbooks. The chapter one possess the title Children and the Past. This chapter examines the psycho-social characteristics of children’s response to the past. Here he talks about the tacit knowledge which is imparted in a child during the course of early socialization in his home. This type of knowledge does not provide any room for rational enquiry. This further leads a child to build up a notion of self as a member of a society and also at the same time to build up a notion of ‘other’ for whom they have a fixed image whose me mory stocks are different to theirs. Thus we can see how the seed of otherness for the one having different historical picture is sowed in the primary socialization of a child. Later the child enters the realm of education in school. Here he explains the need to understand history as a subject with a capacity to enter into a time frame and perspective without being submerged in it. But to attain this he says becomes a hard task as the teaching of history faces challenges against the knowledge of past by children in the form of beliefs and attitude. His next chapter then comes toward the general conceptions of different popular perceptions of past in both India and Pakistan. The idea of freedom and partition is explained very differently in both the countries. The use of the images of Jinnah and Gandhi in Pakistan and India respectively can be seen as a means to portray the image of a reminder of the unfinished business of the freedom movement in both the countries. The chapter after this tends to focus on the relationship between ideology and textbooks. He uses the concept of ‘prescribed’ texts to define the nature of books used in the post colonial countries where teaching of history is highly related to larger socio-political milieu. He uses the concept given by Ayesha Jalal to reflect upon the argument that in both India and Pakistan textbooks represent the grammar of ‘national ideology’. Moving towards the second part of the book which is coined as Rival Histories has six chapters in it. The part initiates with a chapter on how freedom struggle is presented as a narrative in both the countries. The effort to consolidate the nation state is very much explicit in the history teaching. He uses the idea from Anderson that how ‘deep shaping of imagination’ among children is required to have faith in national community. This is the  chapter where he introduces the very important concepts which were used to compare the master narratives of both the countries. The first refers to how history textbooks in both countries choose or do not choose to represent events. Facts are chosen to illustrate the distinctive turn of the narrative that each nation favours at crucial moments in the freedom plot. The second concept is that of pacing. Pacing or the rhythm to which the historical tale is set in the textbooks of both countries is problematic. The tale in both instances is a fast paced one and children are expected to read on and on continuously. They actually slip upon several decades of historical account and focus mainly upon the great personalities and their constructed role. The third concept which he mentions is about the way they end the history writing. The history ends on a different note for both the countries master narratives. It is precisely due to the way they perceive the time of partition. For India the moment of freedom was a time of partial happiness and a sense of loss are reflected in the narration of partition. However for Pakistan it appears as a great triumph to be finally freed from the clutches of highly dominating Hindu country. It does not end only on this note but it also expresses how entering into the new era of self rule of will be exciting and what should be the goals to be attained. This is evident in the Pakistani books as an extension of historical account is visible there in comparison to India where the post partition problems and the activities related to it are also discussed. On the basis of these measures we can see how Krishna Kumar in further chapters investigates into the history from 1857 to 1947. In these chapters he proceeds with a very keen analysis of comparisons of the accounts on all events and their different interpretation. Moreover he also points that how some episodes are omitted and how some are given over emphasis. He takes up the accounts of 1857 and brings up the differences between the presentations. The major differences can be explained in context of portraying the causes of uprising. In India though the writers desist from using the term national but they do say that revolt made the Indian people more politically conscious than before. But what politics might mean in a mid-nineteenth century context is not explained. While in Pakistan a completely different picture is projected where emphasis is mostly on the role of Muslims. Moreover it goes beyond and this is seen as the dilemmas in history writing in Pakistan. This is because  the narrative should not only describe how colonial rule ended but also explain how Pakistan came into being. Thus to justify the happening of Pakistan it must also have a long national movement seeds of which can be seen in the revolt of 1857.Thus Krishna Kumar says that with the help of highly compressed story which does not allow the listener to ask for details therefore the aim of Pakistani textbooks can be seen in the indoctrination rather than explanation. In later chapters writer presents the difference in periodization. Pakistani textbooks put an emphasis on the period from 1907 to 1927 by contrast Indian textbooks generally select the year 1919 as marker of historical times which shaped the course of freedom struggle until the mid 1930s. He further brings above the motive behind focusing on different years as it makes way for the portrayal of Gandhi and Jinnah as heroes and their actions as the ultimate deeds. One more thing he points out is the vise-versa attempt on the portraying Gandhi as a Hindu leader and Jinnah as a Muslim leader in Pakistan and India respectively. Similarly in the book we can see several events which have been a shared experience for both India and Pakistan has been selected and depicted in very different manner. Both the nations form a different take on all the instances and personality. By using the three concepts which has been mentioned earlier i.e. politics of mention, pacing and concept of ending he thus brings forth different angles of the history textbooks in India and Pakistan. He points to how each of these time segments is recorded in the textbooks and reads both omissions and inclusions as symptomatic of larger national anxieties. Importantly, the choice or omission of an event che ats the child of an opportunity to know a situation in all its complexity. In fact, this is a recurring theme in the book the manner in which history textbooks conceives of and interpellates the intended child reader. Thus children are not made aware of the complex arguments in regard to certain historical events. Krishna Kumar ends this book on a very interesting note where he asks children from both the countries to write on the topic ‘The division of India and Pakistan’. He thus brings above a varying picture of opinions. In India he sees a dominant picture of Pakistan coming over where the children perceive it as a synonym for Muslims. This is evident in the idea of a Hindu India with a stereotype of Muslims which is based on hatred and distrust as writer points out. Moving to ideas of the Pakistani students  we can see whole range of historical periods mentioned where the aim is to show how Muslims suffered at the hands of Hindus and thus partition actually gave them the space of first class citizens. In both sides we can find a common bone of contention between India and Pakistan is Kashmir. Thus in this exercise also there is a reflection of the ideas which are propagated through textbooks. In the last chapter he brings forth the relationship between history and peace. The major argument which he traces in the whole book is that both India and Pakistan differ on the grounds of depicting freedom movement. In India which is defined in terms of tensions between communal and secular forces it actually reflects India’s national identity which also makes Pakistan come under suspicion. On the other hand the freedom movement in Pakistan attains the picture of an age long movement for the freedom of Muslims from a Hindu country. This is evident in the idea that an Indian historian focuses on as to why the partition took place whereas in Pakistan the new birth is celebrated by focusing on how the partition took place. This can be precisely the answer to the question he posed to enquire in the starting of the book. However in the different parts of book he tends to achieve the objectives of his study. The comparative study of history textbooks from both the countries thus helped him to probe into the reflection of the conflict between India and Pakistan in the history textbooks through which the ideologies of young minds are framed . This thus preserves the hostility between the two countries. However he ends on a very positive note where he sees role of education as vital one which can lead to overcome the unsettling effects of their interlocked frames of perceptions. This books thus in comparison to his earlier works can be on one hand as an extension of his focus on school and curriculum and their flaws. While in his book ‘What is worth teaching’ he focuses on fractured, contradictory and divisive nature of curriculum and school knowledge in our country and its insidious disempowerment of the teacher. His very important work the Political Agenda of Education also revolves around the concept of political ideologies involved in the education system. However this book in comparison to his other works comes up with a very different objective and method of investigation. While looking on for other books from other writers which have ventured into similar type of analysis cannot be found yet. Moving from the achievements of the writer we also come across certain gaps  visible in the work. It is known that he is building up a picture of investigation around the period of freedom struggle but he confines himself to a very limited events and personalities of that period. His projection that part of history comes up as if it is only in relevance to Pakistan. He also tends to omit the other popular beliefs of the time which was visible in the form of questions raised by Dalit leaders and also the division of India on the basis of language leading to a discontent in South India Thus the book can be seen as a very different creation with experiment of a new type. The central idea that national ideologies shape the history writing of school textbooks is very cogently presented in the books. The role of history teaching and its impact on the socialisation of the young minds and leading to their formulation of the notion of ‘other’ is also very much clear in this book. But this book also suffers loops and holes in course of omitting other aspects of freedom struggle like low caste and tribal resistances. Book Review Prejudice and Pride: School Histories of the Freedom Struggle in India and Pakitan

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Rresearch proposal Essay According to Karen A. Matthews, Ph. D (2009), people who are engaged in multiple enjoyable activities are better off physically and psychologically .This statement of Karen A.Matthews is indirectly stating that one must not frustrate himself working too much .There is a need to enjoy and relax in order to become a better person . Students who are dedicated on their studies spend a lot of time thinking about their studies, doing their assignments and constructing their projects. They focus almost all of their time in doing academic stuff in order for them to step up and achieve their goals as students. These kind of students are the students that are in demand for different scholarship programs. These are the students of International Maritime Employers’ Council (IMEC), an organization which is dedicated to maritime industry ,have . 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The proponents chose to do the study for the reason that in doing so; hopefully, it will help the proponents to leisure activities and academic performance of The International Maritime Employers’Council (IMEC) Cadets. This study of leisure activities and academic performance of The International Maritime Employers’ Council (IMEC) Cadets will hopefully become a medium to open up new ideas to improve the status of the IMEC Cadets, IMEC Administrators, Instructors and the society. This study will provide answers that cannot be stated through surface analysis, but by providing valid information and data that will show the correlativity of leisure activities and academic performance of IMEC Cadets. Theoretical Background Compensatory Theory of Leisure (Burch, 1994).The main idea of the compensatory theory is that â€Å"work is seen as the dominant force in life, and leisure is seen compensating for either the boredom or the excitement of the job.† (Bammel Bammel, 1992) This theory can explain some of the leisure behavior seen in modern society. For example people exciting jobs often seek relaxation after work. It seems from that mostly people with an extreme level of either boredom or excitement in their job fall under this theory. This indicates that this approach has some relevance for modern society. On the other hand, this theory cannot explain why the school teacher becomes a sports trainer in his free time or why a dentist is also a passionate watchmaker. ( Haecker, 2002) The compensatory hypothesis suggests that whenever the individual is given the opportunity to avoid his regular routine, he will seek a directly opposite leisure activity such as music, art, community involvement, and physical fitness for relaxation, broadening of knowledge, and spontaneous social participation. (Burch, 1994) Spillover Theory of Leisure (Wilensky, 1996). Spillover Theory is the antithesis to the compensatory theory. It states leisure somehow parallels or results from work activity. It suggests that work has a strong impact on the worker’s personality and therefore also determines his leisure behavior. This means that a teacher gets used to teaching so much that he cannot help continuing it after work. ( Haecker, 2002) These last two theories equal Kelly’s approach to leisure as contextual, which sees leisure embedded in habits, relationships and social arrangements like work. (Kelly, 2000) This theory, too, explains some parts of modern leisure behavior. A lot of people do things similar to their work in their free time, some even regard their work leisure. But like the compensatory theory it can only explain parts of modern leisure behavior. There seem to be more variables involved. (Haecker, 2002).More positively, the worker may enjoy work so much that its basic themes are repeated in leisure pastimes. For example, a student who enjoys long hours of reading books also has a hobby of collecting books or other reading paraphernalia that may lead to discovery of more knowledge which can improve his rational skills and academic performance. Moreover, for student populations, participation in leisure activities is also believed to be a benign mechanism for fighting social ills such as drug abuse, juvenile delinquency, and other deviant behaviour (Vicary, Smith, Caldwell, Swisher, 1998). Another positive effect of participation in leisure includes the broadening of an individual’s perspective on the world of work (Munson Savickas, 1998). Munson (1993) conducted a survey of 251 American youths and found that the stronger the perceived freedom in leisure, the higher the leisure participation, conviction, and value. Moreover, the higher the perceived freedom, the less likely that participation in activities would be restricted by exogenous factors. More importantly, investigations by Munson and Widmer (1997) and Munson and Savickas (1998) indicate that significant relation-ships exist among thinking and contemplating, ethical leisure behaviour, and occupational identity; that is, the more those students involve themselves in intellectual and creative leisure activities, the better they advance in occupational identity development with clear career goals. In an environment immersed with pragmatism, leisure activities have traditionally been treated as a residual issue in the cultivation of students, while the idea that leisure and career roles reciprocally influence each other (Super, 1984) is generally neglected. Fitzgerald, Joseph, Hayes, and O’Regan (1995) suggest that an understanding of youth and young adults’ leisure activities and interests can help further our knowledge of their individual needs, development, and social world. Self-development Theory (Dumazedier, 1992).This is based on Dumazedier ´s tripartite theory of leisure, consisting of three functions of leisure: relaxation, entertainment, and personal development. He supposes that there will be a time when personal growth, not working for a living, will be life’s primary motivator. Here, relaxation is a prerequisite for leisure, as we need to overcome fatigue, entertainment is the diversion aspect of leisure, and finally personal development is the enduring component of leisure (Bammel Bammel, 1992). Bammel and Bammel state that this approach has found its way into modern society, as most people regard work less important than personal growth. More and more workers make use of the possibility of sabbaticals for self-development, and for many young students not the money they will earn with their future job, but the satisfaction they hope to find there, seems to be the major influence on the choice of study. But even though modern people have more free time than ever before, Bammel Bammel state, â€Å"with additional free time, many workers simply increase their television-watching time†. This means that most people will only realize the first two steps of Dumazedier ´s tripartite theory: relaxation and entertainment. For many people this is what leisure means: easy entertainment. To achieve self-development some reflection and â€Å"work† on oneself is necessary, and this does not fit into a lot of people’s perceiving of leisure. Similar from conservative- Marxist perspective, Dumazadier (1974 cited in Rojek 1995) defines leisure as time orientated towards self-fulfilment as an ultimate end. However, this leisure time is granted to the individual by society, when they have complied with his occupational, family, socio-spiritual and socio-political obligations, which makes leisure a necessary element of social order as an opportunity for free time activities contribute to well-being of individual and society. Furthermore, Kaplan (1984 cited in Rojek 1995) claims that the leisure is the primary value of mankind in industrial society as it is â€Å"a relatively self-determined activity experience that falls into economically free-time roles ; that is psychologically pleasant in anticipation and recollection; that potentially covers the whole range of commitment and intensity; that contains characteristic norms and constraints; and that provides opportunities for recreation, personal growth and service to others † (Kaplan 1975 cited in Rojek 1995). (Zurawik, 2012) Perspectives on Leisure `Leisure is defined as freedom from paid labour or as a voluntary behavior (Rojek 2005). Developing this concept, Mannell and Kleiber(1997) state that leisure is commonly characterised as an activity in time free from obligations, which provides meaningful and satisfying experience identified with freedom, choice and life satisfaction. In 1974, John Neulineger created a model classification of the perceived freedom and fundamental motivation dimensions. Neulinger identified a criterion of leisure as a perceived freedom- a state in which a person feels that what they are doing is done by choice and because they want to do it (Neulinger, 1981 cited in Mannell, Kleiber 1997:126). He also distinguished between intrinsic- rewards coming from engaging in activity itself, which can be explained by self –determination theory; and extrinsic motivation- engagement in activity leads to other rewards (money, grades). According to Neulinger’s typology when activity is freely chosen for intrinsic reasons it is called a pure leisure. At the opposite extreme there is activity least leisure like – pure job. Neulinger’s pure job also known as Godbey’s anti-leisure is â€Å"an activity which is undertaken compulsively, as a means to an end, from a perception of necessity, with high degree of externally imposed constrains, with considerable anxiety, with high degree of time-consciousness, with minimum of personal autonomy, and which avoids self- actualization, authentication and finitude† (Neulinger 1989 cited in Rojek 1995). Following this socio- psychological perspective, Kaplan (1960 cited in Rojek, 2005 p. 80) identified seven essential elements of pure leisure experience: psychological recognition of activity which is antithesis of work, identification of leisure with pleasure, minimum involuntary role obligation, psychological perception of freedom, inclusion of an entire range of responses from inconsequence and insignificance to weightiness and importance, general psychological recognition of play, identification of activity as being close to the values of culture. (Zurawik, 2012) Review of Related Literature This part presents the literatures that have bearing on the concerns of the study. A number of pieces of literature, documents, pamphlets, handouts, unpublished theses were perused and analyzed to provide the necessary framework of this study. Ideas, insights, theories, conclusions and recommendations advanced by these papers were cited as authorities of the study. Related Studies The study of Hickerson, Benjamin D. and Beggs, Brent A. (1992), about Leisure time boredom: issues concerning college students, examined the impact of boredom on leisure of college students in relation to gender, level of education, and activity choice. Subjects at a Midwestern university completed the Leisure Boredom Scale and a modified version of the Leisure Activities Blank. No significant differences were found between overall levels of leisure boredom and the three independent variables. However, examinations of individual Leisure Boredom Scale items indicated specific differences. Hultsman, 1993).For many young adults, the college years are a period of expanding freedoms and focusing interests (Gitelson Thomason, 1992). College is seen as the last stage of formal education for most people and it is also one of the last structured opportunities for individuals to form leisure time behavior patterns before they move into the workforce (Cheng et al., 2004). The college environment has a unique influence on leisure behavior, including different patterns of free time availability and the acquisition of new activities. Leisure participation in college students has long-term ramifications as it molds attitudes and behaviors leading to continued recreation participation in later life (Gordon Catalbiano, 1996). Students who do not have leisure skills, cannot manage leisure time, or are not aware that leisure can be psychologically rewarding are more likely to be bored during leisure (Hickerson, et al., 2007). The study of American Journal of Health Studies Publisher (2000) investigated the interrelationship among academic stress, anxiety, time management, and leisure satisfaction among 249 university undergraduates by age and gender. Time management behaviors had a greater buffering effect on academic stress than leisure satisfaction activities. Freshmen and sophomore students had higher reactions to stress than juniors and seniors. Anxiety, time management, and leisure satisfaction were all predictors of academic stress in the multivariate analysis. Anxiety reduction and time management in conjunction with leisure activities may be an effective strategy for reducing academic stress in college students. A disturbing trend in college student health is the reported increase in student stress nationwide (Sax, 1997). Stressors affecting students can be categorized as academic, financial, time or health related, and self-imposed (Goodman, 1993; LeRoy, 1988). Academic stressors include the students perception of the extensive knowledge base required and the perception of an inadequate time to develop it (Carveth, Gesse, Moss, 1996). Students report experiencing academic stress at predictable times each semester with the greatest sources of academic stress resulting from taking and studying for exams, grade competition, and the large amount of content to master in a small amount of time (Abouserie, 1994; Archer Lamnin, 1985; Britton Tesser, 1991; Kohn Frazer, 1986). When stress is perceived negatively or becomes excessive, students experience physical and psychological impairment (Murphy Archer, 1996). Methods to reduce stress by students often include effective time management, social support, positive reappraisal, and engagement in leisure pursuits (Blake Vandiver, 1988; Mattlin, Wethington, Kessler, 1990). Leisure satisfaction is defined as the positive feeling of contentment one perceives as a result of meeting personal needs through leisure activities (Seigenthaler, 1997). Although relationships among some leisure domains and perceived stress have been studied in a variety of settings involving retirees to school-related settings (Kabanoff OBrian, 1986; Kaufman, 1988; Pickens Kiess, 1988; Ragheb McKinney, 1993; Tice Baumeister, 1997), relationships between leisure satisfaction and academic stress of college students have not been addressed directly. The only scientific research that specifically related leisure satisfaction to academic stress was that of Ragheb and McKinney (1993), who established a negative association between academic stress and leisure satisfaction. A limitation of this study, however, was that it measured academic stress using seven items that were extracted inclusively from occupational stress inventories (Misra, 2000). The above literature suggests that the tendency to structure ones time and leisure satisfaction may be an important factor in reducing academic stress. The purpose of this study was to examine the interrelationship (and predictors) of college students academic stress with anxiety, time management, and leisure satisfaction. It was hypothesized that academic stress would show a significant positive correlation with anxiety, and a significant negative correlation with self-reported time management behaviors and leisure satisfaction of college students. A person engaging more frequently in time management behaviors will report fewer physical and psychological symptoms of stress. The greater satisfaction with leisure that students indicate the lower their perceived academic stress will be (Misra, 2000). The Journal Expanding Opportunities for Young People and Communities explains that young people’s discretionary time is worth a significant amount of attention, partly because it is a potential breeding ground for youth problems, but mainly because it presents endless possibilities for constructive development. It is critical that a positive vision of leisure time activities be put forward and defined, and that time and care be given to specifying how such time should be used and why it should be protected (World Youth Report, 2003). International plans and commitments such as the Dakar Youth Empowerment Strategy offer such a positive vision, taking a clear stand against severe infringements on young people’s right to free time. Most have their source in the promise of the Convention on the Rights of the Child, amplifying, reiterating and expanding on the following basic provisions of article 31:1. States Parties recognize the right of the child to rest and leisure, toengage in play and recreational activities appropriate to the age ofthe child and to participate freely in cultural life and the arts. 2. States Parties shall respect and promote the right of the child toparticipate fully in cultural and artistic life and shall encourage theprovision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity (World Youth Report, 2003). Echoing these international commitments, a developing body of research—and a growing choir of advocates and practitioners—emphasize the importance of play and recreation for younger children. Leaders in child development have long identified play as critical space for children’s cognitive, identity, and social/emotional development (World Youth Report, 2003). Research indicates that the specific types of thinking and problem solving involved in play provide valuable skills for the future. Researchers, therapists, and childcare practitioners have made play a central element of their work with children, with demonstrated impact. While the nature of â€Å"play† may change as (especially Western) young people get older—with increases in peer leisure and time spent talking for some and in structured recreational and sports activities for others—it appears to be no less critical to adolescents than to younger children. Though the precise effects are not certain, time spent informally with peers and adults in activities such as talking and playing is likely to result in both stronger social networks and stronger social skills for adulthood (World Youth Report, 2003). The physical exercise and habits associated with sports and recreation, again in concert with the social skills and relationships gained through such activities, constitute an important input to young people’s health. Adolescents’ play and recreation, though defined differently in cultures around the world, has intrinsic value (World Youth Report, 2003). The shift from a negative view of leisure to a positive vision that emphasizes the value of leisure in its own right is a critical first step towards protecting young people’s right to discretionary time and to quality leisure activities. This message is important for developing and least developed countries, where economic pressures often propel young people into the labour force at an early age; it is equally important for highly industrialized countries concerned about improving academic performance (World Youth Report, 2003). Around the world, the amount of time young people spend in work has decreased, replaced by a larger amount of time in school. In the developing countries, school generally occupies a relatively small amount of young people’s time. In much of Asia, however, the combination of a longer school day, an expansive network of non-school academic enrichment programmes (many geared towards test preparation), and more time dedicated to homework means that up to half of young people’s time is spent in academic pursuits. In developed countries, frustration with educational reform efforts and continued pressure for academic achievement has resulted in an explosion of academic after-school programmes (World Youth Report, 2003). At the heart of this international phenomenon is an important fact: young people’s learning need not—and does not—stop at the end of the school day. Their leisure time provides a rich opportunity for learning and a particularly rich climate in which to facilitate the development of lifelong learners. Pushing for more â€Å"time on task†, many programmes simply replicate the teaching practices used during the school day and extend them into young people’s leisure time, despite growing evidence that â€Å"more of the same† is both unproductive and developmentally dangerous (World Youth Report, 2003). Research supervised by Deborah Vandell(2003) shows that young people in Thailand who were involved in high-yield arts and cultural activities that had reading, writing and mathematics as the â€Å"hidden curriculum† rather than the lead curriculum not only performed better on State tests than those enrolled in strict content-drill programmes, but were also emotionally healthier. This study speaks to a tension that is developing, at least in the United States, challenging the belief that academic outcomes are best bolstered by the application of formal school-derived practices during out-of-school hours (Vandell, 2003). Based on research findings such as these, there is growing recognition that learning during leisure hours cannot appear identical to that inside of schools and, equally important, an increased willingness to describe learning as a primary goal for leisure-time activities. The ideas of â€Å"serious leisure† and â€Å"leisure education† put forward by World Leisure in its Charter for Leisure and other documents imply a set of principles, professional standards, practices and pedagogical orientations that are distinct from but complementary to what goes on in formal education settings (World Youth Report, 2003). The model of learning put forward by J. Falk and L. Dierking goes further in specifying the contextual, personal and social factors in place when young people participate in learning that is volitional, recreational, and engaged in as a form of self-fulfillment. Falk’s and Dierking’s framework for freechoice learning, developed through investigation focusing largely on museums, is one of a number of research-and-practice efforts to underscore the unique nature of learning that happens during leisure. Other efforts push even further in defining the specific features of environments that support young people’s leisure-time learning and development (World Youth Report, 2003). International documents including â€Å"Programming for adolescent health and development: report of the WHO/UNFPA/UNICEF Study Group on Programming for Adolescent Health† and Adolescence: A Time That Matters, published by UNICEF, and country documents such as the New Zealand Ministry of Youth Affairs’ Youth Development Strategy Aeteatoa, published in 2002, present a set of common features of environments that support young people’s development. Research and synthesis by M. McLaughlin, by J.P. Connell, M.A. Gambone and T.J. Smith, by the Forum for Youth Investment, and, most recently, by the National Research Council confirms that there are core principles relevant to learning that goes on during leisure time—principles applicable to schools as well but not consistently presen t within them (World Youth Report, 2003). This set of central principles—in reality, conditions for effective learning and engagement— includes, inter alia, the presence of caring relationships, challenge and relevance, choice and voice, high expectations, physical and emotional safety, and experiences of â€Å"mattering† and contribution. This research and practice goes far in validating and clarifying the significance of leisure-based learning. Research results indicate that community-based leisure-time settings may actually be more effective than schools in engaging students in learning (World Youth Report, 2003). A study by R. Larson (2002) indicates that young people are only cognitively and emotionally engaged a small amount of the time, even though such engagement is a critical precondition to learning. Importantly, this combination of cognitive and emotional engagement is far more likely to happen in structured, voluntary leisure-time settings than during school. Apparently, the blend of principles that make leisure-based learning what it is offers a powerful model for engagement and achievement. Based on these findings, stating that leisure time provides an opportunity for learning represents a richer and more promising claim than the argument that students should spend more time doing what they do in school. As indicated by the research just described, the â€Å"how† (pedagogy) of learning during leisure is significantly different. The â€Å"what† of learning—the appropriate content for learning that goes on outside school hours—is also different (Larson, 2002). As both the Convention on the Rights of the Child and the Dakar Youth Empowerment Strategy acknowledge, leisure time is critically a space in which young people express themselves creatively, take part in arts and cultural activities, and develop as individuals. Culture, creativity, and identity are central, defining features of the content of learning during leisure time. Research confirms that leisure time is important in helping young people achieve a broad range of positive outcomes, as follows: social/emotional development, engagement, vocational development, engagement, civic development, engagement, physical development, and engagement (World Youth Report, 2003). Social/emotional development and engagement: the ability to respond to and cope with both positive and adverse situations, reflect on one’s emotions and surroundings, engage in leisure and fun, and sustain caring friendships and relationships with others. Vocational development and engagement: acquiring the functional and organizational skills necessary for employment, including an understanding of careers and options and the pathways to follow to reach these goals. Physical development and engagement: biological maturation and the evolving ability to act in ways that best ensure current and future physical health for oneself and others. Cognitive development and engagement: the ability to gain basic knowledge, to learn in school and other settings, to use critical thinking, problem-solving, and creative and expressive skills, and to conduct independent study. Civic development and engagement: the growing recognition of one’s impact on one’s surroundings and responsibility to others, as well as the ability and opportunity to work collaboratively towards a common goal. Leisure is a developmental opportunity and an imperative. Larson argues that adolescence, including leisure time during this period, should be defined and understood as a time of preparation for family life, employment, good citizenship, lifelong learning and personal fulfilment.It also provides an opportunity for the development of communities and societies (World Youth Report, 2003). Young people are more likely to engage fully in learning if the learning environment incorporates structured leisure time activities .Research shows that leisure time has a number of positive outcomes for individuals involved-including the ability to:react and solve diverse problems –which include emotional and environmental reflection, active relaxation; maintaining friendship or relationship with others;acquire needed functional and employment skills; growth and physically healthy; acquire basic knowledge through education-this includes the development of critical thinking and problem solving skills;be socially raised and involved / participate fully in civil upbringing (World Youth Report, 2003). Leisure time, therefore, provides an opportunity for personal growth.Larson and Verma (1999) points out that ‘the period of adolescence’ needs to be understood as a preparation stage for employment ,family and civil life , lifelong learning ,personal development , and future achievements . Other studies agree that :young people who regularly take part in community programmes achieve better academic and social endeavors ;young people who do not spend time in extra-corricular activities have 57% more chance of dropping out of school(Eccles et al.,1999,cited in World Youth Report, 2003) (Livazovic, 2011). The study of how leisure improves health and boost mood which appears in the journal Psychosomatic Medicine: Journal of Biobehavioral Medicine. For the study, 1,400 adults reported how often they participated in a variety of leisure activities, including spending time unwinding, visiting friends or family, going on vacation, going to clubs or religious activities or playing sports. Adults with higher scores — indicating the most time spent in different leisure activities — had lower blood pressure, waist circumference, body mass index and cortisol measurements, all markers of good health. People who spent more time doing diverse leisure activities also reported stronger and more diverse social networks, more feelings of satisfaction and engagement in their lives and lower levels of depression. Those who logged the most leisure time also slept better and exercised more consistently, the authors say. Other studies have examined the link between specific activities, such as exercise, and improved physical and psychological health, but this is the first to show that the accumulation of multiple sources of enjoyable activity benefits health, Matthews said. The study outcomes add to what we know about the connection between body and mind, said Kathy Richards, Ph.D., a registered nurse and professor of health promotion at the University Of Pennsylvania School Of Nursing in Philadelphia (Sutton, 2009). Another study of Schooler C, Mulatu MS(1999) of Section on Socio-Environmental Studies, National Institute of Mental Health, Bethesda, Maryland USA by using data from a representative longitudinal survey, the authors provide strong evidence that complex leisure time activities increase intellectual functioning for workers and nonworkers. Although the effects were relatively moderate, both the present article and its predecessor on the effects of paid work (C. Schooler.Mulatu, Oates. 1999) showed that, even in old age, carrying out complex tasks has a positive effect on intellectual processes. In both cases, initially high levels of intellectual functioning led to high levels of environmental complexity, which in turn raised levels of intellectual functioning, thus providing a pathway contributing to the high correlation of intellectual functioning over a 20-year period in middle and late adulthood. The present findings indicate that even in old age carrying out substantively complex tasks builds the capacity to deal with the intellectual challenges such complex environments provide. (Mulatu, 1999) Leisure activities feel like rain shower during scorching heat. Leisure is the time to be together with your friends and family and to have fun. Devoting some time for leisure helps in staying healthy and achieving a peace of mind. Leisure activities serve as a way of relaxing and as researches have shown recreation on a daily basis reduces stress, sharpen skills improves mental and physical health and improves the quality of life (Jade, 2012). Statement of the Problem This study aims to determine the leisure activities and academic performance of International Maritime Employers’ Council (IMEC) Cadets in University of Cebu-Maritime Education and Training Center during the school year 2012-2013. Specifically, it seeks to provide answers to the following: 1. What is the profile of the respondents according to: 1.1 age; 1.2 course; 1.3 year level; 1.4 first semester grades (2012-2013)? 2. What activities do IMEC cadets do during leisure times in terms of the following: 2.1 board games; 2.2 physical related activities; 2.3 watching TV or playing computer games; 2.4 other activities? 3. What is the degree of attachment of the respondents to their chosen leisure activity? 4. What is the academic performance of the respondents according to their first semester (2012-2013) grade point average? 5. Is there a significant relationship between the profile, leisure activities and the degree of attachment of the respondents to their chosen leisure activity? 5.1 profile; 5.2 leisure activities; 5.3 degree of attachment of the respondents to their leisure activity? Statement of the Null Hypothesis Ho: There is no significant relationship between the profile of the respondents and the degree of attachment of the respondents to their chosen leisure activities Ho: There is no significant relationship between the degree of attachment of the respondents to their chosen leisure activities and academic performance of the respondents Significance of the Study This study leisure activities and academic performance of International Maritime Employers’ Council (IMEC) Cadets will be a significant endeavor that will help the IMEC Cadets, IMEC Administrators, Instructors and the future researcher, the researcher, the academe and the university in order to efficiently handle each role. IMEC Cadets. The proposed study serves to IMEC Cadets as their reference in distinguishing whether the leisure activities they are attached are contributing for their better academic performance or not. It will help the cadets to identify the best activities they must choose and prioritize during leisure time. This study will also determine the length of time the cadets must occupy in doing their leisure activities. Lastly, this study will provide solutions to their common problems in relationship with the leisure activities and their academic performance. IMEC Administrators. The proposed study can help the IMEC Administrators to formulate and establish new rules and regulations in relation with the leisure activities.By this study they will come up with more suitable rules that will enhance the students’ academic performance with regards to the cadets leisure activities. And lastly, the Administrators will become aware of what facilities for leisure activities suit for enhancing the academic performance of the cadets. Instructors .The proposed study will help instructors to have a deeper understanding to the relationship of leisure activities to their student academic performance and become aware of its effects. This will also serve as a guideline for the teachers on what activities to promote for their students better academic performance. The Academe.The proposed study can be a great help in the academic society to illuminate the significant relationship of leisure and academics. This will become hopefully an important basis for setting standards in the academic world. The University. The proposed study will provide some insights and information on how the university is going to develop new teaching approach and to improve the university’s standards in academic in relation with the leisure activities. This study will also encourage them to choose the proper equipment and facilities to improve the IMEC Cadets and the students’ academic performance. The Researchers. The proposed study will help the researcher to know the present status of the IMEC Cadets in relation with the leisure activities and academic performance. Future Researchers. The proposed study will benefit and help the future researcher as their guide. The study can also open in development and improvement of this study. RESEARCH METHODOLOGY This section contaiins the well-organized account of the research design, research dependents, research instruments, research procedure s and treatment of data. Research Design This study will use the descriptive-correlation survey method of investigation to achieve the results that the researchers required. Descriptive-correlation survey method because this study aims to provide information and data about the relationship between two or more variables . The choice of this research design ensures that the study will not result to anything insignificant. Preparations and efforts will come up to a quality and a reliable research output. Research design refers to the plan of action in meeting the objectives of the study. It will involve collecting of data in order to test a hypothesis or find out answers concerning the present status of the subject under study. It is also concerned with conditions of relationship that exist. Research Environment The researchers will conduct the study in University of Cebu- Maritime Education and Training Center (UC-METC) and on the International Maritime Employers’ Council (IMEC) institution. University of Cebu has improved from its opening in 1964 which was formerly known as Cebu College of Commerce (CCC) to Cebu Central Colleges in 1972 through the hard work and effort of Atty. Augusto W. Go. The UC-METC is a University of Cebu campus that specializes in training and educating world classseafarers. It is one of the outstanding maritime universities in the Philippines and is accredited by the Det Norske Veritas (DNV).It is positioned near the sea with an 8-hectare area accommodating multiple facilities necessary for the seafarers of the future. The exact address of this well-resourced and well-equipped institution is Alumnos, Mambaling Cebu City Philippines. International Maritime Employers’ Council was formerly known as International Maritime Employers’ Committee (IMEC). IMEC commenced activities at the University of Cebu-Maritime Education Center (METC) in the University of Cebu in 2008, by sponsoring an initial 50 cadets .The programme has steadily grown from strength to strength and now has more more than 300 cadets. The IMEC office is located at I-Building, 2nd Floor, Alumnus, Mambaling, Cebu City and the cadets are boarding at UC-METC Dorm 2, Alumnus, Mambaling, Cebu City . Research Respondents The respondents of this research study are the International Maritime Employers’ Council (IMEC) Cadets of University of Cebu-Maritime Education and Training Center (UC-METC) in the school year 2012-2013 who are scholars with full free grant from their respective companies. They are taking Bachelor ofScience Marine Transportation and Bachelor Science in MarineEngineeringcourses. Research Instruments The instruments used in this study are questionnaires that are given to the respondents who are spending their leisure time on different leisure activities and varying first semester (2012-2013) point grade average. The questionnaire contains different questions that will allow the researchers to obtain their required data for the research. The questionnaire also contains the profile of the respondent. The nature of research instrument was researcher made. Research Procedure The researcher–made instrument will be used in order to gather data about the respondents. The researchers will also ask the full cooperation of the respondents in filling up and answering the researcher-made questionnaires based on their self-assessment. By tabulating and interpreting the data of the respondents show, the researchers will be able to correlate their leisure activity and academic performance. Since leisure activity is one of the major factors that affect the students’ academic performance, the researchers have decided to conduct a study on leisure activities and academic performance of the students to identify the significant correlation of the respondents’ leisure activities and academic performance. Gathering of Data The researchers will start gathering the data by initiating a unique intellectual forum wherein researchers have to argue and agree to whom and where will the study be conducted. The researchers have decided to conduct the study in University of Cebu-Maritime Education and Training Center wherein the respondents are the students from the International Maritime Employers’ Council taking up Bachelor of Science in Marine Transportation and Bachelor of Science in Marine Engineering. The researchers will seek a written approval from the Maritime Superintendent, Capt. Arnel N. Malaga and from the selected respondents to conduct a study about Leisure Activities and Academic Performance of the Bachelor of Science in Marine Transportation cadets of International Maritime Employers’ Council. of University of Cebu-Maritime Education and Training Center. Before the distribution of questionnaires to the respondents, the researchers consulted Mr. Elven B. Lorca to validate the research instrument. After taking up comments and suggestions from the expert validator, the researchers completely revised the research instrument ready for pilot testing. The respondents have been allowed to answer the research questionnaire provided that the researcher is present during the period. The information and data were collected and was able to classify and treated accordingly. Treatment of Data The data will be gathered and treated accordingly. The profile and kinds of leisure activities will be treated with simple percentage. The level of engagement will be dealt by calculating the weighted mean. The significant relationship between variables will be dealt using Chi-square test. After the tabulation, analysis and interpretation of the gathered data , the researchers will summarize the findings, conclusion and recommendation of the study . Definition of Terms The following are the definitions of key terms based on how they are used in this study. Academic Performance.In this study, this is the respondents’ school academic performance based on their average point grades in the first semester (2012-2013). Degree of Attachment. It is the level of frequency of performing the activity of the respondents. Board Games.This is a kind of activity which the respondents perform on their leisure activity which involves the mental aspects. IMEC CADETS/International Maritime Employers’ Council Cadets.In this study they are the scholars which are selected as the respondents of the study. Leisure Activity. This is where the respondents perform their free time in different ways. Physical Related Activities. This is an activity the respondents perform which involves the physical aspects. Profile. This is the respondents’ personal background. LIST OF REFERENCES Books Haecker, Sabine, (2002), The Meanings of Leisure Mulatu,Schooler C, MS (1999)Section on Socio-Environmental Studies, National Institute of Mental Health, Bethesda, Maryland USA. Parker, S.,.and Lawrence, L., 2002. Leisure studies: trends in theory and research. Eastbourne: Leisure Studies Association. Rojek, C., 2005. Leisure theory: principles and practice. Basingstoke: Palgrave Macmillan. Rojek, C., 1995. Decentring leisure: rethinking leisure theory. London: Sage. Journals World Youth Report (2003) The Global Situation of Young People,Department of Economic and Social Affairs, United Nations,NY,ISBN Sutton, Amy (2009) Psychosomatic Medicine: Journal of BiobehavioralMedicine, Health Behavior News Service. Livazovic,Goran( 2011)University of J.J., occasional papers in education and lifelong learning: an international journal volume 4. Strosmayer in Osijec, Republic of Croatia Internet Sources Babcock, P., Marks, M. (2010). Leisure college, USA. Retrieved from http:// www.econ.ucsb.edu/papers/wp02-10.pdf Chan, J. B., May, D. T. (1999). The impact of leisure options on the frequency and spontaneous communication production of a young child with multiple disabilities. Retrieved from http://contents.bjdd.net/Iss88/88-3.PDF Kraus, R. (2000). Basic concepts of play, leisure, and recreation. Retrieved from http:// www.courseweb.uottawa.ca/lsr3515/PDF/lecture5.pdf Moksnes, U. K., Moljord, I. E. O., Espnes, G. A., Byrne, D. G. (2009). Leisure time physical activity does not moderate the relationship between stress and psychological functioning in Norwegian adolescents. Retrieved from http://ntnu.diva-portal.org/smash/get/diva2:408593/FULLTEXT02 Nonis, S. A., Hudson, G. I. (2006). Academic performance of college students: Influence of time spent studying and working. Retrieved from http:// www.fatih.edu.tr//study/ Sirakoulis, K., Deffner, A. (2002). Urban youth leisure, time use research and quality of life: The comparison of leisure preferences of university students in athens and larissa, Greece. Retrieved from http://www-sre.wu- wien.ac.at/ersa/ersaconfs/ersa06/papers/916.pdf Wu, H. C., Liu A., Wang C. H. (2001). Taiwanese university students’ perceived freedom and participation in leisure. Retrieved from http:// www.ntcu.edu.tw/hcwu/51/47.pdf APPENDICES AppendixA Letter to the Respondents February 14, 2013 Dear Respondents: We, a group of students of University of Cebu – Maritime Education and Training Center, will be conducting a study entitled, Leisure Activities and Academic Performance of International Maritime Employers’ Council Cadets of University of Cebu-Maritime Education and Training Center. In this regard, we would like to request for your cooperation in answering this questionnaire, rest assured that we will treat all responses provided with utmost confidentiality. CURRICULUM VITAE A. PERSONAL DATA Name: Caleb L. Geverola Age: 18 Civil Status: Single Home Address: Cansuje, Argao, Cebu City Address: Dorm 2 UC-METC AlumnosMambaling Cebu city Date of Birth: January 13, 1995 Place of Birth: Cansuje, Argao, Cebu Nationality: Filipino B. EDUCATIONAL ATTAINMENT YEAR ATTENDED Primary : Nug-as Elementary School 2001-2007 Secondary: Calagasan Nat’l High School 2007-2011 Tertiary : University of Cebu-METC 2011-2015