PERSPECTIVES OF COMMERCE AND OBJECTIVES OF TEACHING COMMERCE

 

PERSPECTIVES OF COMMERCE AND OBJECTIVES OF TEACHING COMMERCE

Meaning and importance of Commerce:

        Commerce is a collection of many activities which are engaged in the removal of the hindrances in buying and selling of goods and services.

           Commerce includes many activities, such as trade, transport, insurance, banking, warehousing and advertising or it includes trade and aids to trade or auxiliaries to trade.

Definition of Commerce:

1.  James Stephenson “Commerce is the sum total of all those processes which are engaged in the removal of the hindrances of persons, place and time in the exchange of commodities.”

2. According to Dr. Evelyn Thomas, “Commerce is a term that embraces all those activities and function involved in making, buying, selling and transport of goals.

       Commerce may be divided into two broad categories namely, trade and auxiliaries to trade.

Importance of Commerce:

1.       Commerce tries to satisfy human wants.

2.       Commerce helps to increase our standard of living.

3.       It links producers and consumer.

4.       Commerce generates employment opportunity.

5.       Commerce increases national income and wealth.

6.       Commerce helps in expansion of aids to trade.

7.       Commerce helps in growth of industrial development.

8.       It encourages international trade.

9.       It benefits under developed countries.

10.   It helps during emergencies.

CORRELATION OF COMMERCE WITH OTHER SUBJECTS

     The close linkage and correlation of commerce with a number of subjects have been highlighted here. It has been pointed out there that the scope of commerce is very vast and it include all aspects of modern life. It involves a study of many related disciplines apart from its own specialized branches. At the same time the correlation of commerce with four subjects namely Economics, Geography, Mathematics and Social science are especially significant.

Correlation of Commerce with Economics

 

Ø  Economics is divided into four parts namely production, exchange, distribution and consumption. Of this sub-division of economics, commerce is connecting with the whole of the exchange and a part of production.

Ø  Commerce includes all those activities that takes place in the flow of goods between producer and consumer.

Ø  Economics and its aspect is known as exchange, the exchange part of economics is exclusively the contribution of commerce.

Ø  Many specialized sub-divisions of commerce provide us with the theoretical and practical suggestion helpful to facilitate the exchange of goods and services.

Ø  These ideas are professionally used by economists to make exchange a scientific endeavor.

Ø  The goods produced should reach the hands of consumers to satisfy their wants for their possession and ownership must be transferred from the producer to the consumer.

Ø  The commercial activities involved in this transfer include the activities of various middlemen involved in the exchange.

Ø  In short, we can say that economics is mother of commerce. As such studies in commerce have to make use of ideas from economics. In turn, the modern development in commerce helps to enrich the theory and Practice of economics, thus they supplement and complement each other.

Correlation of Commerce with Geography

Ø  Geography studies about the earth and its climate, land scope etc. The producer are producing agricultural goods and mineral products in time with the climate condition of the region, they inhabit.

Ø  It is not possible to produce all the commodities necessary for human living at the same place.

Ø  The raw materials required for any commercially significant commodity have to be collected from various place and made available in the center of production.

Ø  The availability of such material is always based on geographical condition. E.g. A flood or a drought can fail even the function of commercial endeavor. From these aspects it is clear that there is very close relationship between commerce and geography.

Correlation of Commerce with Mathematics

       Commerce means all the activities that take place in the exchange of goods from the producer to the consumer.

Ø  A business concern keenly observes these activities and records them in the books of accounts.

Ø  A skillful accountant prepares accounts in such a way as to show up all the deficiency and strong points of the firm concerned.

Ø  An accountant applies the fundamental arithmetical process in preparing the accounts further in the field of sale tax, income tax etc.

Ø  Knowledge of mathematics is essential. Statistical techniques are profusely used for interpretation of data and for making prediction. All these make relation between commerce and mathematics evident.

Correlation of Commerce with Social Science

 

Ø  Social science, commerce and sociology are correlated with each other or in other words we can say that they both are like one as heart and acquiring the knowledge of human society the living ways of people and various social costumed.

Ø  The social condition of the country helps the producers or industrialists a lot because they can produce the goods according to the needs of society.

Ø  Different societies have their different needs whatever is the need of Indian people, who is not that imparting that goods will also suit to western countries. So, keeping in mind need of the society, producers produce the goods.

Ø  Why the wearing of cloths to show the different culture? Thus, knowledge of society sociology helps in understanding commerce in education exactly.

  AIMS AND OBJECTIVES OF TEACHING COMERCE

          Commerce is introduced for the students only at secondary schools, so the following aims are necessary for teaching commerce they are,

1.  Utilitarian aim: Teaching of commerce has great significance in preparing individuals and the society in general for taking up and indulging in commercial activities efficiently. (This is period of globally relevant industrial activities and subsequent commercial activities involving various aspects of trade.)

       The economic stability of nation depends upon how scientifically and systematically these are organized. It gives proper guidance for systematically extending customer services thus, meeting the everyday requirements of people in terms of commodity.

2. Cultural aim:   Culture is evidence by concern socially deserve ways of learning and doing. It is closely related with values and relations. Teaching of commerce helps to transmit many cultural values like systematic dealing, social and service. Orientation fair dealing with customers, good salesmanship, honesty in commercial activity.

3. Social aim:  Teaching of commerce is directly connected with everyday life of human beings. Comfortable life in the society depends upon how efficiently and fairly the dealings associated with commercial transaction like trade, distribution, service etc. related to goods take place in society.

4. Economic aim: The individual must be able to earn money for leading a successful life in society.  Teaching of commerce has a significant role in providing employment opportunities for individual in the society.  This will help a person to gain adequate monetary benefit to serve in the society. This also increases the production and national wealth.

OBJECTIVES OF TEACHING COMMERCE ACCORDING TO BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

 

          The most convincing model of classification of educational objectives is Bloom’s Taxonomy.  Benjamin S. Bloom and his associates has adopted a three-dimensional division of learning experiences which are classified into three domains. They are,

1. Cognitive domain (Knowing)
2. Affective domain (feeling)
3. Psychomotor domain (Doing)

1.Cognitive domain: The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedures and concepts. There are 6 categories of instructional objectives which are in a hierarchy from simplest behavior to the most complex.

     The cognitive domain represents the intellectual component of behavior and is the most important from the point of view of education. This is known as the knowledge component of educational objectives

    The six categories are knowledge, comprehension, Application, Analysis, Synthesis and evaluation.

2. Affective domain: It relates to the emotional aspect of educational objectives. It includes those instructional objectives which are concerned with the development of interests, attitudes, values, appreciation and adjustment.

     The instructional objectives in affective domain are classified into five categories, they are Receiving, Awareness, Responding, valuing and organization.

3. The Psychomotor domain:  It concerns itself with levels of attainment of neuro muscular coordination. As the level of coordination goes up, the action becomes more refined speedy and automatic. In this domain the focus is on development of motor skill.

       During the 1990’s Lorin Anderson, a former student of Bloom, updated the taxonomy, hoping to add relevance for 21^st century students and teachers.

Terminology changes:

Basically, Bloom’s six major categories were changed from noun to verbal forms.

Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

Understanding:  Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing and explain.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking Material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

Evaluating: Making judgments based on criteria and standard through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole, reorganizing element into a new pattern or structure through generating, planning or producing.

1.Cognitive domain:

1. Remembering:	Recall, Recognize
2. Understanding:	Defines, explain, compare, classifies, interpret, summarize, illustrate, critique, reword, paraphrase, reference, etc..
3.Applying:	Use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, respond, role-play etc.
4. Analyzing:	Analyze, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot value, divide etc.
5.Evaluating:	Review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, project manage, etc.
6. Creating:	Develop, plan, build, create, design, organize, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify etc.

2. Affective domain:

1. Receiving: Open to experience, willing to hear.	Ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do feel etc.
2. Responding: React and participate actively.	React, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, etc.
3.Valuing: Attach values and express personal opinions.	Argue, challenge, debate, refute, confront, justify, persuade, criticize, etc.
4. Organizing or Conceptualizing Values: Reconcile internal conflicts; develop value system.	Build, develop, formulate, defend, modify, relate, prioritize, reconcile, contrast, arrange, compare, etc.
5.Internalizing values: Adopt belief system and philosophy.	Act, display, influence, solve, practice, etc..

3. Psychomotor domain:

1. Imitation: Copy action of another, observe and replicate.	Copy, follow, replicate, repeat, reproduce sketch, duplicate etc.
2. Manipulation: Reproduce activity from instruction or memory.	Re-create, build, perform, execute, implement, acquire, conduct.
3.Precision: Execute skill reliably, independent of help, activity is quick, smooth, and accurate,	Demonstrate, complete, show, perfect, calibrate, accomplish etc.
4. Articulation: Adapt and integrate expertise to satisfy a new context or task.	Solve, adapt, combine, coordinate, revise, integrate, develop, modify, etc.
5.Naturalization: Instinctive, effortless, mastery of activity and related skills at strategic level.	Construct, compose, create, design, specify, manage, invent, project-manage, originate etc.