SEM-01_A2-56-65 PDF - Gandhi's Philosophy of Education

as an instrument for the real working of the spirit in the mind and body of the individual and the nation. His Integral education is conceived as a process of organic growth and the way in which the various faculties could be developed and integrated. Jiddu Krishnamurti argues that the...

as an instrument for the real working of the spirit in the mind and body of the individual and the nation. His Integral education is conceived as a process of organic growth and the way in which the various faculties could be developed and integrated. Jiddu Krishnamurti argues that the purpose of education should not just be to prepare students for a career, but to prepare them for life. That is done by making students feel free, so that they can think freely and won’t conform to society. Answers to check your progress 1. Two educational aims of Rabindranath Tagore - (1) Self Realization: Spiritualism is the essence of humanism; this concept has been reflected in Tagore’s educational philosophy. Self-realization is an important aim of education. Manifestation of personality depends upon the self-realization and spiritual knowledge of individual. (2) Intellectual Development: Tagore also greatly emphasized the intellectual development of the child. By intellectual development he means development of imagination, creative free thinking, constant curiosity and alertness of the mind. Child should be free to adopt his own way learning which will lead to all round development. 2. Gandiji’s concept of 3 r’s and 3 h’s -3h’s: Hand-psychomotor domain/skills Heart-spiritual domain/skills Head-Cognitive domain/skills 3r’s: Reading, writing and arithmetic 3. The role of teacher according to Aurobindo- A true teacher removes the clouds of ignorance The role of teacher is to suggest, not to impose. Teacher is a “guide”, not a “master”. “Nothing can be taught”. A teacher should be like torch-light. 4. Concept of ‘Right Education’ by Jiddu Krishnamurti- Right education should enable children to perceive truth, to keep their minds empty. It shoud empty the student’s mind of its fictitious content of ideas, beliefs, opinions, hopes, and regrets, fears which are, in fact, the manifestation of thought entering the realm of truth or freedom. Cultivating thought beyond a certain limit creates 55  imbalance in life. Right education should not allow thought to dominate to whole of the mind and life. It may condition the mind with information to the extent necessary but it cannot neglect the vast field of one’s being and life. Sub-unit End Exercises 1. Discuss the educational philosophy of Mahatma Gandhi. 2. Critically estimate the contribution of Rabindranath to Indian education. 3. Discuss Aurobindo’s educational ideas. 4. Discuss the educational views of Krishnamurti. References 1. V.R Taneja- Educational thoughts and Practices. 2. Bhatia and Bhatia- Theory and Principles of Education. 3. http://www.preservearticles.com/201106238413/gandhi-on-education.html 4. www.preservearticles.com/.../contribution-of-rabindranath-tagore-in-edu 5. ddceadipur.org/ebooks/sriaurobindoeducation.pdf 6. www.unipune.ac.in/snc/cssh/ipq/english/IPQ/26.../29-4A.729-4-9.pdf 1.5.1 Gandhi’s Philosophy of Education One man who always stood for peace and valued it above political and ideological conflicts, Mahatma Gandhi’s views on education was always focused on an all-round education, not just literacy. He stressed on the development of a child as a whole, not just the mind. He said “By education, I mean an all-round drawing of the best in child and man in body, mind and spirit.” Educational Philosophy of Mahatma Gandhi Gandhiji as an Idealist:- Gandhiji had very high ideals that he followed ideals like simplicity, truthfulness, non violence. He had not only there principles in mind but also practised them in his life. Gandhiji as a Pragmatist:- Pragmatist is one who solves problem in a realistic way. Gandhiji believed that the best way to learn is by doing and it is believed that when you learn by doing you remember 90% and it leads to knowledge. Pragmatism is the hallmark of Gandhian philosophy. Gandhiji as a Naturalist:- He believed that Nature is the best source of knowledge. 56 Gandhiji gave the concept of 3 r’s and 3 h’s Hand-psychomotor domain/skills Heart-spiritual dornain/skills Head-Cognitive domain/ skills 3r’s: Reading, writing and arithmetic Gandhiji emphasized certain ideals, practical work and the potentiality of students in education. It is education through which we can find out the potential of the students and teach them certain ideals which will help them to be a good citizen and through practical activities students will be in a position to think practically and they will be attentive and active, this will help them to mould their character. Thus Gandhian education has been characterized as encompassing the head, the heart and the hands that means the all-around development of child. According to him education is that which draws out and stimulates the spiritual, intellectual and physical faculties of children. Thus Gandhiji’s purpose of education is to raise man to a higher order through full development of the individual and the evolution of a “new man.” Aims of Education :- 1. Bread and Butter aim: Bread and Butter aim refers to utilitarian aim which is an immediate requirement. Gandhiji focused on education that provides learning while learning. This has to be a tool with each and every learner. S/he can remove unemployment keeping in mind the poverty and unemployment of India. Gandhiji focused and suggested industrial training and development of manual skills and handicraft as subject of education which will give satisfaction to the educand of his earning and self reliance but also it will be proved as a support to his/her family and nation at large. 2. Cultural Aim:- According to Gandhiji cultural aspect of education is more important than the literacy. Culture is the foundation, the primary thing which the girls ought to get from here. It should show in the smallest detail of your conduct and personal behaviour, how to sit, how to walk, how to dress etc. it is the education through which students or everyone learn the glorious culture of the country-India, its incredible arts, religions and so on. Education is the device which makes them familiar with our great culture and it is to be taught that how do they adopt and what is the importance of value of our culture. Thus Gandhiji laid much emphasis on cultural aim of education and recommended that Geeta and Ramayana to be taught as a means of introducing students to their rich cultural and spiritual heritage. 3. Harmonious development:- Education should develop all the three levels i. e. 57  3RS- read, write and arithmetic. The education should help in feeling what is taught and what happens to him and to express, what he feels and also what he wants to do. So all the faculties of person should be developed. Writing and reading will make him literate and arithmetic will help in calculating day-to-day expenses and more importantly it will help in logical thinking and analyzing things. 4. Moral Aim:- Education should make person aware of what is right & wrong. It inculcates in us values and manners and moulds our character. Gandhiji focused more on character building than on literacy. According to him development of personality was more significant than accumulation of intellectual tools and academic knowledge. And we also believed that an educand should be taught nonviolence, truth, and importance of thoughts, word and deed. 5. Social and individual Aim:- The aim of education of Gandhiji is both social and individual. He wanted individual perfection and a new social order based on “Truth” & “Non-violence”. Education trains an individual and makes him an ideal citizen who will help his nation. An individual learns so many things from surrounding, culture, society and so on and he progresses simultaneously society progresses because the individuals’ growth is nothing but the growth of the society and nation. 6. Ultimate Aim:- Self-realization is the ultimate aim of life as well as of education. Through education everyone understands about themselves and get answer of the universal question who am I? It is the education which helps them to understand their existence and its purpose. It is the spiritual education which provides knowledge of God and self-realization. The individuals recognize their potentials or abilities and prove them as ideal citizens of their nation via education. It is the education which makes them familiar with spirituality and different religious and finally every individual realize what they are? This is the self-realization- the ultimate aim of education. In the words of Gandhiji- “true education should result not in material power but in spiritual force. It must strengthen man’s faith in God and not awaken It.” he further adds “Development of the whole-all were directed towards the realization of the ultimate reality-the merger of the finite being in to infinite.” Tyeps of Education: After the Zakir Hussain’s report of education Gandhiji initiated a concept of Sarvoday Society. Gandhiji has given six types of education under the Sarvoday society. 1. Basic Education 58 2. Buniyadi Talim 3. Nayi Talim 4. National Education 5. Wardha Shikshan/Education 6. Life Education Basic tenets of Gandhian education Ø Free primary education - Gandhiji advocated for free and compulsory education for all boys and girls between seven and fourteen years. A free primary universal education is to be imparted to all the children in the village. Ø Vocational education - Being free from mere bookish knowledge, a student resort to manual work. Thus he put emphasis on vocational and functional education. Ø Emphasis on morality - By education, Gandhiji meant the improvement of morality within a student. Without being bookish, a student should adopt certain moral ethical codes like truth, non-violence, charity which will illuminate the character of the student. Ø Non-participation in politics - Gandhiji wanted to keep the students away from politics. He thought that politicians will utilize them and that will hamper the development of a student and his education will suffer a setback. Ø Women education - Gandhiji was a protagonist of women education. He advocated that there should be no distinction in equality of status between men and women in society. Gandhiji emphasized the need of women education to improve the society. Basic education Gandhi’s model of education was directed toward his alternative vision of the social order. Gandhi’s basic education was, therefore, an embodiment of his perception of an ideal society consisting of small, self-reliant communities with his ideal citizen being an industrious, self-respecting and generous individual living in a small cooperative community. Principles of Basic Education: 1. Free and Compulsory Education: - Gandhiji regarding basic education or Bunyadi Talim, has given his views that education is i.e. elementary education should be free of charge and all should get educated so that they can do minute calculations 59  of daily life expense, read and write. This is necessary because this will make a person live independently. 2. Mother tongue as a medium of education: - Gandhiji emphasized the mother tongue to be the medium of instruction. Mother tongue would enable the children to express themselves effectively and clearly. If a student/child learns through mother tongue then he can easily learn ethical and moral values and importance of national heritage. According to him if English is to be taught as medium of instruction then it hinders the development of understanding and clarity of thoughts/ ideas. 3. Craft centeredness:- Learners should get exposure to learn skills and craft like knitting, weaving, agricultural activities, cooking which make them self-dependent because they will not only earn on their own but also develop three domains:- Physical Domain - by doing physical work like agriculture which will give good physical exercise. Psycho-motor Domain- by developing social skills- how to behave, how to work in groups; how to co-ordinate. Cognitive Domain- by developing thinking skill, analyzing, estimating- what would be the expense to prepare craft and how much material will be required. Gandhiji also suggested there should be any inferiority or superiority regarding work. We should do every work/everything with the thinking that those works are mine and they have value whether it is sweeping or working in an office. 4. Self-sufficiency:-Bas\c education should provide such training that one can realize that immediate aim- earning- after or during basic education. Earning for one’s own self and satisfying one’s needs. 5. Co-related teaching:- Gandhiji considered knowledge as a whole that is each and every subject interrelated. While doing craft work, it requires economical skills to buy material and to keep estimate how much it would require. It will also require mathematical skills to calculate the earnings and so on. As the subject should be taught which will lead to all-round development, students should develop love for subjects to learn them. 6. Non-violence:- One of the aims of basic education is to prepare ideal and responsible citizen who will develop virtues like non-violence so that they are not attracted by violence and other antisocial activities. If each would try to inculcate this value 60  then there will be peace and harmony among the citizen of India. There will not disagreement and it will good understanding with each other. 7. Ideal citizen:- Education makes man to think from broader and ideal perceptive therefore Gandhiji focused on preparing ideal citizens of the nation who are responsible and sensible to nation, duties and rights. Education of civics will give them civic sense- rights and duties to the nation, how government works and it exist. History will make them aware of golden days as well as of the bravery of the nation, heroes who fought for the freedom of India which will lift their nationalistic feeling. Curriculum of Basic Education Basic Craft. (i) Spinning and Weaving, (ii) Carpentry, (iii) Agriculture, (iv) Fruit and Flower Cultivation, (v) Leather work, (vi) Culturing Fish, (vii) Pottery, (viii) Any handicraft according to the local need, (iv) Home Science for girls. 2. Mother tongue. 3. Mathematics. 4. Geography, History and Civics to be combined as Social Studies. 5. Painting and Music. 6. P.T., Drill and Sports etc. 7. General Science comprising Physics Chemistry, Botany, Zoology, Hygiene and Nature Study etc. 8. Hindi for that area in which it is not the mother tongue. 61 The role of a Teacher: The teacher has higher responsibilities. He has to develop values among the learners. The teacher should follow morality. There should not be any dark patch on his character because he is role model for many students. Gandhiji says-”education of the heart could only be done through the living touch of the teacher.” Education becomes effective and faithful only to the extent to which there is personal touch between the teacher and the taught. It will be very difficult to achieve character building in the absence of devotion to the teacher. He should have devotion to duty, to the students and to God. He is to play the role of a mother. An ideal teacher in Gandhiji’s word is the “mother teacher.” He says I used the word “mother teacher” because the teacher must really be a mother of children. Merits of Basic Education The scheme is financially sound and acceptable in a poor country like India, where about half of the total illiterate people of the world reside. It is helpful for rapid expansion of elementary education with fewer burdens on public exchequer. It is also economically productive as it is based on the principle of work. Work occupies the central place in basic education. The system is production oriented and helps in the programme of national economic reconstruction. The system was able to remove class and caste distinction. It helps to bring social solidarity and national integration. It also removes the barriers between the educated and the non-educated, between manual work and intellectual work, between the rich and the poor and village and the town. Basic education is activity-centred education. The child is not a passive learner but an active participant in the learning process. It fosters learning by doing. Thus, instruction is not passive, and the child learns through a productive and useful craft. Basic education is child-centric. The child is the centre of activity. It primarily considered the constructive and creative instincts of children. Basic education is based on sound educational principle of correlation, where all educational activities are correlated to a basic craft. Correlation also takes place between physical environment, social environment and craft work. The system is based upon the cultural and social heritage of the land. As such, it 62  inculcates social and moral values in the minds of the students. It is truly an education for the whole man. It aims at a harmonious development of the body, mind and soul. Basic education system recognises the dignity of labour. It recognises the importance of mother-tongue as the medium of instruction at the elementary stage. It inculcates democratic values like co-operation, responsibility, fellow-feeling in the minds of the students, which are essential for proper functioning of a democratic social order. Demerits or Causes of Failure of Basic Education Ø The self supporting aspect of Basic Education received severe criticism in the academic circle. Teachers, social leaders and educational administrators had shown an indifferent attitude towards it. It was argued that the scheme turns a school into a centre of small scale industry. Moreover, teachers had to depend upon the earnings of the students. This had a demoralising effect on teacher-pupil relationship. Ø Too much emphasis on craft had led the neglect of liberal education. Very often the craft is not properly selected from the point of view of education and social significance and teaching through craft had become just a slogan. Ø Another criticism leveled against Basic Education was that a single craft can and should not be the basis of the entire educational process. It may not help in the development of liberal education and thus would create an imbalance in the educational system between vocational and intellectual education. Ø The method of correlation as technique of instruction was not stressed and sincerely followed. Correlation is no doubt a sound principle of education but correlation of the subjects through craft may appear to be sometimes unusual and time consuming. Ø Basic Education is often regarded as inferior type of education meant for the poor villagers. It has nothing to do with the urban people, who usually sent their children to modern type of schools. The general public had no confidence in basic schools because of the degraded social value accorded to it. Thus Basic education failed to become an integral part of our national system of education. Ø Basic Education can in no way help in the progress of modern scientific and technological development of the society, which was the need of the day. Rapid 63  changes and modernisation of our society can only be possible through the application of modern science and technology in the fields and factories. Ø Lack of finance and the absence of sound administrative policy were also responsible for the failure of Basic Education. Practically there was no coordination between the official and non-official agencies engaged in the organisation and development of Basic education. Ø Teacher occupies the central position in Basic Education. Lack of adequate supply of efficient, trained and sincere teachers was one the most important cause for the failure of this scheme of education. Suitable orientation and training of teachers of basic schools was highly needed, which was rare. The majority of the teachers had no faith in this system. It is quite justified to say that the fundamental principles of basic education are still valid and fruitful in the context of our present educational reform. They are relevant to be used as guiding principles of modern education. In fact, it needs to be reformed on modern lines then it may serve as one of the most interesting and fruitful techniques of instruction at elementary stage. 1.5.2 Rabindranath Tagore’s Philosophy of Education Rabindranath was a philosopher, poet, dramatist, teacher, essayist and painter of outstanding repute. His philosophy of life was based on the ideals of dedication, patriotism and naturalism. Although he was an ideal philosopher, but the thoughts of naturalism, pragmatism and individualism are also reflected in his philosophy. The values which contributed a lot towards enrichment of his life are discussed as follow: (1) Idealist: Tagore believes that man should realize the “ultimate truth” which will liberate him from the worldly bondage. Experience according to him is within the world of illusion (Maya). He thoughts the world is the place of both truth and illusion (Maya). In Tagore’s view man is born with enormous surplus force which is excess of his physical need. This surplus is the limitless potentiality of human personality and creativity. In this lies the infinite future of man. The surplus potentiality manifests itself in man’s religious spiritual and moral activities. As an idealist he was an ardent supporter of truth, virtues and values. According to Tagore, “By art man can experience the wholeness of life. The fine arts were nothing but intellectual and spiritual discipline. He said Bhakti can spiritualize Kama. 64