A TABLE OF CONTENTS FOR:

CHILD, TEACHER AND TEACHER EDUCATIONKireet Joshi, kireetjoshiarchives.com (PDF)

CHILD, TEACHER AND TEACHER EDUCATION...............................................................................1PREFACE.......................................................................................................................................................2

The children of today are different.........................................................................................................2- Correspondingly the teachers of today and tomorrow have to be different.....................................2

Teachers of today and tomorrow need to have new programmes of training...............................2- We need to establish and conduct centers for research in education....................................3- We also need to evolve and implement programmes of teacher's education.........................3

1. Learning-Teaching Process.......................................................................................................................5The old ways of learning and teaching are found to be too rigid and too outmoded..............................5

- Each individual is a great potential dynamo of energy – A tremendous waste...............................5- There is a risk of succeeding in developing only highly egoistic and selfish individuals...............5

To direct these potentialities towards their highest values – Value-oriented education...............5An unprecedented education experiment – New models of learning-teaching......................................5

- Processes by which the process of learning or of transmutation can be accelerated.......................5The tremendous feat of learning that the child performs in the first few years of its life.............5To create the same conditions which obtain in the child's encounter with its universe................5

- It has also been argued that the learner learns best under the conditions of freedom......................6- Learning by doing is being increasingly advocated.........................................................................6

There are, for different categories of learners, different ways of learning....................................6- Self-learning is being given in several experiments a pre-eminent place........................................6

An important variant of individualised learning – Consultation with the teacher........................6Project systems try to combine self-learning with group-learning................................................6

- The phenomenon of unprecedented explosion of knowledge.........................................................7- The necessity of continuous or lifelong education..........................................................................7- An unparalleled width and depth of enquiry – Comprehensive and yet specialised.......................7- A great quest towards the synthesis of knowledge and synthesis of culture...................................7

A synchronisation of studies, work-experience and flowering of faculties and values................7The situation in India is in a sense more complex than in many other countries...................................8

- India is passing through a tremendous period of scientific and cultural efflorescence...................82. New Roles for the Teacher.........................................................................................................................9and Methods Relevant to Teacher Education..............................................................................................9

The dimension of values, but also providing more effective methods of education..............................9- According to one extreme view, the method of lecturing should be eliminated.............................9

The method of lecturing not as an exclusive method, but as an integral part...............................9The most essential role of the teacher is to try to understand his students and to help.................9The teacher should inspire by his enthusiasm and his own uplifting example.............................9

- Teachers have to play roles which are largely new and which are admittedly difficult..................9The conditions in which teachers are trained should be profoundly changed.............................10

- The qualities, capacities and skills that should be aimed at among teachers......................10- New methods and techniques of learning during their training programmes.....................11

At the end of the training period – The possibility of taking a Public Examination...................12- The Public Examination should consist of a written test and an oral test...........................12- Cheating in the written tests – Various suggestions to cure this malady.............................12- Candidates who would be declared successful would be entitled to appointment...............12

3. Notes Relating to Philosophy of Education and Life.............................................................................14Perennial Aims of Education.....................................................................................................................14

There are three fundamental ideas underlying the educational process................................................14- First, the pursuit of man to know himself and the universe and to relate himself.........................14

1

- Secondly, a process of transmission of the accumulated results of the past..................................14- Thirdly, a deliberate attempt to accelerate the process of human progress...................................14- These three premises provide us the perennial objectives of education........................................14

There are at least three emerging objectives – Let us dwell briefly on these objectives......................14Education for Peace...................................................................................................................................15

An elementary condition is that of struggle for existence....................................................................15- As man becomes increasingly self-conscious – The laws of harmony..........................................15

In recent times, the human survival itself has become endangered......................................................15- An imperative need of understanding, harmony and peace...........................................................15

Peace implies a rigorous pursuit of international understanding and cooperation......................15- International understanding – From a discovery of the inner identity and universality.....16

To discover the highest conceivable aim of life – Harmonious relationships and peace............16- To multiply human beings of this kind – One of the most important objectives..................16

- Today the ideal of human unity.....................................................................................................16Through education, the heart and mind can be made ready for the needed change....................16The growing search for the unification of mankind reveals one basic tension...........................17

- Two opposing tendencies – Towards uniformity, and towards unity...................................17- Care should be taken to recognize the needs and truths of collective life of mankind........17- Unity in diversity is preferable to uniformity – The task is to prepare men and women.....17

Education for Development.......................................................................................................................18Development is an ambiguous concept and needs to be clarified.........................................................18

- An acceptable concept of development involves productivity and social justice..........................18Social justice – To combine democracy and socialism...............................................................18

- Democracy should mean the freedom to grow towards perfection by self-determination...18- Socialism – A cultivated awareness of the collectivity and a voluntary subordination.......18

- Development needs the promotion of science and technology......................................................19Encouragement to the development of scientific temper and right use of knowledge................19

- This encouragement can best be expected from the teacher................................................19There are four important ingredients of scientific temper...........................................................19

- Observation, experimentation, unprejudiced consideration, courage to go to the end.......19Science, no less than art, can be conceived as a creative activity...............................................20

- The framing of hypothesis requires imagination on the part of the scientist.......................20- A great effort is needed to promote, in particular, the value of art.....................................20- Information on creativity is not enough. What is required is some direct experience.........21

- Development needs also to be related to the highest conceivable principles and values..............21We are here in need of a new programme of research................................................................21

- Here, again, we begin to make a very heavy demand on the contemporary teacher...........21Education for integral Personality.............................................................................................................22

Sometimes a distinction is made between personality and character...................................................22- For a proper definition of personality, we should take into account the individual......................22- The discovery and development of this individual – The integration of personality....................22

Relevant to the growth of integral personality – The highest possible aim of life...............................22- In the course of history, there have emerged four main theories of the aim of life.......................23

In the Supra Cosmic View the supreme Reality is alone entirely real........................................23- The recommended path is that of renunciation and rejection of physical life and matter...23

The Cosmic Terrestrial View considers cosmic and physical existence as the only reality.......24Earth is the temporary field; but there is no other permanent field........................................24- Humanity and its welfare and progress is the largest field..................................................24

The Supra Terrestrial View believes in the immortality of the human spirit..............................24- The emphasis is on the development of the ethical and spiritual being...............................24

The Integral View is that there is the Divine Reality which manifests itself as the universe.....24- To discover the Divine Reality and to work for its full manifestation is the Aim.................25

- Every student should get an opportunity to examine life and its aim............................................25A simultaneous development of powers and faculties of human personality.......................................25

- Various parts of the being, physical, vital, rational, aesthetic, moral and spiritual.......................26Value-oriented education – Corresponding to each capacity there are specific values..............26

2

- Values are found to be the highest expressions of our psychological fulfilment.................26- The role for the teacher in relation to the integral development of personality.............................27

A part of the discipline required for the development of his own personality............................27The possibility of an acceleration of man's quest of himself and of the universe................................27

- Education carries forward the accumulated answers from age to age...........................................27How can the answers be carried forward at the highest possible speed?....................................28

- Necessary changes in the objectives and contents of education..........................................28The search for definitions, for meaning, for the highest aim of life.....................................................28

- Some overall important questions to stimulate introspection, and a search for meaning..............28The entire movement of New Education is against fragmentation and artificiality.............................29

- Learning by snippets has to go......................................................................................................29- What we need is man-making education.......................................................................................29

Unfailing concentration and irresistible will – The basis of man-making education..................29- There has to be a detailed and comprehensive programme of man-making education.......29

The need to appeal to the living enthusiasm of children and youth......................................................30- That deeper layer of problems – The infusion of a new spirit in our education............................30

The central issue – We want the youth to be inspired wholly in their full being........................30We want our youth to be the creators of the new future.............................................................30

- To kindle that light and spirit is the central issue of education – An answer is crucial.................30- There is an Indian formulation of this answer...............................................................................30

The answer – Freedom of growth and fullness of the development of personality....................31The answer is contained in the formulae, 'learning to learn' and 'learning to be'........................31

- Education for personality and education for profession are one and the same process.....31- Freedom, if it is directed towards growth, necessarily flowers into self-discipline.............31

We should invite the attention of educationists to the Indian experiment............................................32- An Indian answer to the problems of freedom and of the development of personality.................32- The Indian experiment deeply absorbed western ideas of New Education...................................32

The results of this experiment are valuable, not only in India, but in the world.........................32- The Indian experiment confirms that freedom can easily be abused.............................................32

Directing of freedom towards growth is not a sufficient antidote to its possible misuse............32A trinity – Freedom united with the quest for truth and the austerity of harmony.....................32If these three vibrate united also in the atmosphere – True knowledge......................................33

- Similar discoveries and proposals – Also in regard to the development of personality................33The concept of the fourfold personality as a new basis for integral education...........................33

- These four values are: knowledge, power, harmony and skill in works..............................33Life-long education is the natural corollary of this concept of the integral personality.............34

- The practical implications are tremendous – Our call must be to Young India............................34Three major powers that uplift life – Illumination, heroism and harmony...........................................34

- It may be useful to explore the meanings of these terms...............................................................34Illumination is that ignition of inner light. stimulating and inspiring.........................................35Heroism is inspired force and self-giving and sacrifice..............................................................35Harmony is a progressive state and action of synthesis and equilibrium....................................35

A question in pedagogy – In what does our true fulfilment consist?....................................................36- What is the nature and content of that knowledge which all should pursue?................................36

There is today an unprecedented explosion of information........................................................36A pressure towards specialization, inter-disciplinary and holistic knowledge...........................36The specialized knowledge and efficiency tend to become obsolete at a rapid rate...................36The increasing mechanization of life and dehumanization – Inner conflicts..............................37The question of human fulfillment is becoming increasingly relevant.......................................37

- All this impels us to institute fresh enquiry and research..............................................................38How best we can arrive at the knowledge of ourselves and the universe and of relating?.........38

- The key to knowledge is the development of deeper and higher levels of consciousness....38- The effectivity of our action depends upon certain states and qualities of self-experience. 39

- We may make one general proposition of fundamental value in pedagogy..................................39One aim – Each individual to develop states of higher and higher degrees of sincerity.............39Wandering thoughts, desires and impulses prevent us from having inner sincerity...................39

3

Education aims at self-knowledge by self-control through methods of purification..................40- Three aspects under which we try to know ourselves – Body, vital being, mind.................40- Behind – The inner physical being, the inner vital being and the inner mental being........40- Further – The inner psychic self, the true individual and still further heights and depths..40

- We may undertake the study of all the aspects of education for self-knowledge..........................41As a first step, we need to concentrate upon the question of physical education.......................41

Self-knowledge as a means of a certain kind of other-knowledge and world-knowledge...................42- The universe comes to be possessed by the identity of the self with the universe........................42

A sound knowledge, control and purification of one's body................................................................43- Facilitating the acquisition of deeper realms of self-knowledge...................................................43

Learner-centered teaching is being advanced in progressive schools...................................................43- A good teacher is always a help in the pupil's pursuit of accomplishment...................................44- Instruction, example and influence are the three instruments of a good teacher...........................44

A good teacher harmoniously blends formal with informal instruction.....................................44A good teacher knows that example is more important than instruction....................................45Even more powerful than example is the direct influence..........................................................45

- A good teacher suggests but does not impose – Inspired by humility...........................................45- A good teacher is a constant learner – He also continues to enrich his personalit........................46

The most important characteristic of the good pupil is his zeal or enthusiasm....................................46- A seeker of knowledge motivated by curiosity and a growing sense of wonder...........................46- A good pupil realizes that both body and mind should be developed...........................................46

The qualities needed in physical education contribute a great deal............................................46A good pupil tries to develop different aspects of his mind........................................................47

- A harmonious development of the rational mind, ethical sense and aesthetic sensibility.............47- A good pupil strives to integrate the triple powers of reason, will and imagination.....................47- The choice between the good and the pleasant – The secret of self-discipline.............................48

Sincerity is the golden key to continuous and integral learning..................................................48This burning fire of sincerity imparts to the pupil the right thrust and direction........................48

- But, like any pupil, the good pupil too needs help and guidance from the teacher.......................49The need for external help diminishes as the pupil advances.....................................................49The sacredness of the living relationship between the good pupil and the good teacher............50

A good system of education – The multiplication of good teachers and good pupils..........................50- An ideal system is yet to be invented – If three things are assured...............................................50

First, there must be a great change in the lecture system............................................................50Second, the present syllabus system must undergo a major modification..................................50Finally, the examination system must be thoroughly revised.....................................................50

- An ideal system of education – Blending freedom and discipline................................................51Two conditions: the pursuit of truth and the pursuit of harmony................................................51

There are four essentials while restructuring or reforming the educational system.............................52- Firstly – The child and its latent potentialities and its quiet soul are to be subserved...................52

We must not build a system that would suffocate or smother that little child............................52Second – The child is like a closed bud that grows slowly or swiftly and blossoms.......................56

Thet natural and spontaneous growth of the faculties and capacities of the pupil......................56Third – Increasing possibilities of utilising dynamic methods of teaching-learning.......................57

4. Notes on Value-Oriented Education.......................................................................................................58I..................................................................................................................................................................58

Education is a subset of a larger setting of culture...............................................................................58- The basis thrust of culture and education is inevitably Value-Oriented........................................58- During the last 200 years and more, factors have retarded the right upward impulses.................58

A new awakening today to infuse Value Orientation both in culture and in education..............58II.................................................................................................................................................................59

Three factors – Macaulay, Materialism and Mercantile barbarism......................................................59- Macaulay had explicitly stated the purpose of the education system in India...............................59

Four main elements with perilous consequences........................................................................59- First of all, it eliminated the study of poetry, music and art................................................59- Secondly, it eliminated the study of philosophy, dharma and spiritual knowledge.............59

4

- Thirdly, it presented the dominant British view of history and science...............................59- Fourthly, it omitted altogether physical education and skills of art and craft.....................59

- The extensive spread of a materialistic approach to knowledge and reality..................................60It is mistakenly supposed that science and materialism are logically interrelated......................60

- The Macaulayan scheme of education does not provide scientific rigour...........................60- Materialism has promoted what can be called mercantile barbarism............................................61

Mercantilism compels competition and strife, and we see today terrorism spreading................61The issues that confront us to promote education – What kind of education.......................................61

- So that India can recover her true spirit and stand out as a leader of the future............................61Once of the best means of achieving this goal is Value-Oriented Education.............................61

III [Missing text]........................................................................................................................................62IV...............................................................................................................................................................62

The task is difficult and enormous, but there are several favourable circumstances............................62- During the freedom struggle – Five greatest leaders of modem India were educationists............62

The first – Maharshi Dayananda Saraswati went back to the Vedic foundations.......................62The second – Swami Vivekananda spoke of man-making education.........................................62Another line of educational experiment was initiated by Mahatma Gandhi...............................62Gurudev Rabindra Nath Tagore established an experimental Institution...................................62Sri Aurobindo formulated the philosophy of the National System of Education.......................62

- We have also a favourable climate – The progressive experiments in the West...........................64The basic idea is that the individual is not merely a social unit, but a soul................................64

- UNESCO's initiatives are also helpful – Two great Reports.........................................................64- Our own Constitution under Article 51A of Fundamental Duties.................................................64- The question what is that knowing which everything can be known?..........................................65

The knowledge of what can be described as all-embracing Self and universal Reality.............65V.................................................................................................................................................................65

During the last hundred years, science has crossed rapidly several horizons.......................................65- Modem science is preparing itself to look upon the phenomenon of Consciousness....................66- Philosophy is also likely to admit the phenomena of Consciousness............................................66- Sounder foundations for the philosophy of value and value-oriented education..........................67

The need to bridge the gulf between science and value..............................................................67VI...............................................................................................................................................................68

Value-oriented education should emphasize the relationship between Science and Value..................68- There is in us a dimension of Value and this is an undeniable objective fact...............................68

The highest goodwill for the highest good of all is the highest conceivable Value....................685. Philosophy of Value-Oriented Education – 1.........................................................................................69

The term, value, in the context of educational philosophy...................................................................69- Truth, Beauty and Goodness are the supreme values of life.........................................................69

All true education is fundamentally a process of training to embody those values....................69Various energies in us – Physical, emotional, mental, aesthetic, moral and spiritual..........................69

- The task of education – The development of our energies to their rightful ideals........................69The present system – Too preoccupied with the mental development of memory.....................69

- We are not giving importance to understanding, imagination, the pursuit of Truth...........69- Physical education and aesthetic education – The situation is far from satisfactory..........69- The domain of moral and spiritual values – A deeper exploration is required...................69

- In regard to moral and spiritual values – Several powerful trends of thought...............................69It is sometimes held that scientific method is the only door to knowledge.................................69Against this – An education by which the individual is enabled to embody values...................69

- Some guidelines from the contemporary educational thought and from experiments..................70The values to seek – Physical, emotional, mental, aesthetic, moral and spiritual education......70The pursuit of the values is not related to any particular moral or religious doctrine.................71Whether there is any valid distinction between moral and spiritual values................................71

- In Indian thought, the distinction between morality and spirituality...................................71- What is called religious is clearly distinguishable from the moral and the spiritual..........71- Education in moral and spiritual values is quite distinct from 'religious instruction'.........72

The values which are being promoted by UNESCO...................................................................72

5

- World peace, international understanding and unity of mankind – The value "to be"........72- "To be" – The complete fulfillment of man, in all the richness of his personality...............72

The Indian educational thought – Integrated personality is a recognised ideal..........................72- A fourfold personality that harmonises wisdom, power, love and skill in works.................72

There are, indeed, certain other values which are uniquely Indian.............................................72- The ideal of tolerance – The ideal of synthesis....................................................................72- The accompanying idea of unity, mutuality and oneness in diversity..................................73- Secularism in the Indian context is a very special value that is uniquely Indian................73

There are several other Indian values which require a special mention......................................73- The sense of joy that is behind various festivals in India.....................................................73- The Indian idea of the rhythm of life and the law of harmony.............................................73- The place that India has given to womanhood and to motherhood.....................................73- The value that we attach to the pursuit of knowledge, purity, wisdom................................73

Certain elements which are Indian should find no place in our educational system...................73- Such as casteism, regionalism and fanaticism – Ignorance, superstition and division.......73

The great Indian values – A study of our nationalist movement.................................................746. Philosophy of Value Oriented Education – II........................................................................................75

The need for value-oriented education requires clarification...............................................................75I. Value-Oriented Education Inherent in the Concept of Education..........................................................75

In its very nature, education is a normative endeavour – Value-oriented.............................................75- Three fundamental assumptions of the educational process..........................................................75

The pursuit of man to know himself and the Universe and to relate...........................................75A process of transmission of the accumulated results of the past...............................................75A deliberate attempt to accelerate the process of human progress..............................................75

Human culture today – Additional reasons for value-oriented education............................................75II. Basic Issues...........................................................................................................................................76

According to some educationists, values cannot be taught...................................................................76- On the other hand, there is a view that value systems should be emphasised...............................76

A rigorous inquiry into those values, which transcend relativity and subjectivity.....................76III. The Question of the Relativity and Subjectivity of Values.................................................................76

Several standards of conduct, in an ascending scale or ladder.............................................................76- The first is personal need, preference and desire...........................................................................76

The standards of conduct based on that are bound to be relative and subjective........................76- Every social group tends to create and impose its own standards of conduct...............................77

There are several strands of consideration..................................................................................77At the highest level of these strands is what may be called objective utilitarianism..................77

- It is not able to resolve the conflict between the social good and the individual good........77- A law of conduct emerging from the moral intention and will.....................................................77

The concept of absoluteness and objectivity of the good and the right......................................77The standards of absolute love, absolute justice, absolute right reason......................................77

- It is difficult to find an agreement where a given particular action can be adjudged.........78- While the development of goodwill can be considered to be objectively good....................78- It is preferable to propose value-oriented education rather than value-education.............78- Value-oriented education promotes unconditional pursuit towards goodwill.....................78- Its method would be that of an exploration of the realm of values......................................78

IV Integral Value-Oriented Education.......................................................................................................79Each major element of the personality needs to be integrated..............................................................79

- The physical, the vital, the mental, the psychic and spiritual have a relationship.........................79The psychic and the spiritual powers need to be brought forward..............................................79

- Physical education, vital education, mental education, psychic and spiritual education...............79The values that are implied.........................................................................................................80

- Physical, emotional, vital, rational, aesthetic, moral, psychic, spiritual education............80Integral value-oriented education is a matter of research............................................................80

V. Morality and Spirituality.......................................................................................................................80An effort should be made to arrive at clear conceptions of morality and spirituality...........................80

- Both are distinct and yet related, and both need to be distinguished from religion.......................80

6

- It is also useful to distinguish religion from what in India is called dharma.................................81Spirituality proceeds directly by change of consciousness...................................................................81

- It replaces the moral law by a progressive law of self-perfection.................................................817. Philosophy of Value-Oriented Education – III......................................................................................83

Imperative to explore deeper and higher dimensions of human resources...........................................83- In this context the theme of education for character development has emerged...........................83The dimensions of will-power and of cultural, ethical and spiritual potentialities..........................83- In India, our constitution has been wisely prefaced – Article 51A was inserted...........................83

The Verma Committee – Report on 31st October, 1999.............................................................83- The Universal Declaration of Human Responsibilities.................................................................83

We do not do to others what we do not wish to be done to us....................................................83We should do unto others as we would have them to do unto us................................................83

- The Government of India underlined the importance of value education.....................................84Unfortunately, our curricula, by and large, have changed little or only arginally......................84

- There has been a long debate on what values should be promoted.....................................84- In answer to this debate, one thing is very clear, the Fundamental Duties.........................84- The Fundamental Duties include the obligation to abide by the Constitution.....................84- We have a wide spectrum of values, spiritual, moral, economic, social and political........84

The operationalisation of duties in the field of education – A good beginning..........................85- There is a dimension of values, which transcends the dimension of duties..................................85

They have to be encouraged not as duties but as irresistible demands of our being...................85Self-knowledge and self-control are the true foundations of value education............................85

- These reflections have two important consequences in value-oriented education........................85Firstly, it becomes a process of exploration, and it crosses the border of constraints................85Secondly, it opens the gates of the harmony between truth, beauty and goodness.....................85

- It is necessary to bring out these important dimensions of value-oriented education...................85We require redesigning of programmes of teachers' education..................................................85Methods of value-oriented education have to be different..........................................................85A three-pronged exercise in the teacher education programmes................................................86

- Programmes must be so inspiring that teachers come to look upon the task as sacred......86- The theory of value-oriented education and a component of the practice...........................86- The duration assigned to teacher education programmes should be enlarged...................86

- In any programme of education for value-orientation – Three important questions.....................86What we mean by character and how the development of character can be stimulated.............86

- The part played by communication of information is not of chief importance....................86- A greater part is played by the development or cultivation of faculties..............................86- Of even greater importance – The development of attitudes and states of consciousness...87- How to develop, therefore, virtuous states of consciousness and how to stabilize them.....87

The second set of questions – The aim of life.............................................................................87- Educational process should provide both time and scope for this kind of exploration.......87- The quality of life and the quality of character reflect the quality of aim of life.................87

A third set of questions – Character development has to become a conscious process..............87- This perhaps is the most important part of education for character development..............87

8. Philosophy of Spiritual Education – I.....................................................................................................88In the U.K. during the last two decades – Discussion on spiritual education.......................................88

- David Carr examines three conceptions – 'Reductionist’, 'process’, 'content' based.....................88The Reductionist conceptions – Spirituality as the sublime, and as the ineffable......................88

- We are not helped by it to explain the distinctive characteristics of spirituality.................88Objects of spiritual attitude, which can be construed in terms of process..................................88

- The difficulty lies in the fact that one cannot genuinely identify spiritual attitudes............88'Content' based conceptions.........................................................................................................89

- The risk of becoming easily a matter of indoctrination.......................................................89He concludes that no genuine understanding can be had except via some initiation..................89

- This conclusion is at odds with those who advocate spiritual education to be spread........89Carr – An enquiry limited to spirituality acknowledged in the institutional religions................89

- Larger conceptions of spiritual education can be formulated.............................................89

7

- There are grounds in yoga to show that spiritual experience has many gates....................90- Spiritual pursuit in its decisive movement must be preceded by a choice...........................90- The idea that the survival and fulfilment of civilization require spiritual development......90- The central question – What kind of preparation would enable a voluntary choice...........90

- An important conclusion that follows – The methods of spiritual education................................90Avenues of development to prepare students to understand what is spirituality........................90What are the gates of spirituality if one voluntarily chooses to enter.........................................90

- These observations point to the need of exploration of various gates...........................................91Conceptions of spiritual experiences which can be captured in intellectual terms.....................91The development of emotions and aesthetic imagination – Truth, Beauty and Goodness.........91The development of volition directed in the search of virtues – The Right and the Good.........91In various experiences of the mundane – The curriculum for the spiritual education................91

- All common schools can accept them without infringing freedom and rationality..............91- According to Carr, this essential aspect cannot be provided for in common schools.........91

Sincerity can and should be expected even in respect of scientific knowledge..........................92- Common schools – The quality of sincerity can be fostered................................................92

Certain enquiries are not at present in the curriculum of common schools................................92- A curriculum relating to meaning of life or aim of life can justifiably be proposed............92

- Michael Hand on 'Spiritual Education' – A critique of David Carr's work...................................92Enquiry into spiritual truth – Why unsuitable for the common school?.....................................92The activity of cultivating spiritual values – Spiritual education may include...........................92Michael Hand – Ways in which the adjective 'spiritual' might qualify the noun 'education'......93

- Various aspects that should be taken into account while speaking of spiritual education. .93He comes to the conclusion – Only education of the human spirit in the common schools.......93

- A conclusion sacrificing aspects of spiritual education which may seem to be central......939. Philosophy of Spiritual Education – II...................................................................................................94

A philosophical study – A programme of Spiritual Education with pedagogical rigor........................94I. Spirituality and Yoga..............................................................................................................................94

In India, Yoga has come to be distinguished from religion, occultism and philosophy.......................94- Yoga is a systematic pursuit of spirituality and direct spiritual experience..................................94

Spirituality is, in its essence and in its initial stages, an awakening to the inner reality.............95Spirituality aims at a transformation of our whole being as a result...........................................95There are several tentative beginnings, and they are followed by slow processes.....................95

- A certain kind of religiosity, morality, philosophical or scientific thought.........................95- At a later stage, there occurs a preparatory influence or influx of the spiritual light.........95- At still higher stages, intuitions and illuminations grow in insistence.................................95

In the higher or highest stages – The liberated man who has realized the Self...........................96Beyond these heights, the paths have been built towards the supramental ascent......................97

Spirituality and Knowledge..................................................................................................................97- Spirituality and direct spiritual experiences claim certainty of knowledge...................................97

In this respect, spirituality has been distinctly contrasted with religion and morality................97- Morality is riddled with a state of uncertainty and disequilibrium......................................97

- Religion largely appeals to dogma and belief – Still governed by mental consciousness........97- The claim in regard to knowledge, certainty and truth is not easy to resolve................................98

Spirituality, Science and Criteria of Validity of Knowledge................................................................98- Science demands physical valid proof of facts for building up beliefs.........................................98

Consciousness is intrinsically supra-physical.............................................................................98- Examples of the faculty of second sight and of psychic faculties.........................................98

It is argued that the supra-physical experience is subjective – No standard of verification.......99- But in the yogic sciences, valid means of verification have been developed.......................99

There is in science insistence on the criterion of public character..............................................99- But experience must be of the kind appropriate to the order of the truths..........................99

Yoga as Science and Validity of Spiritual Knowledge.......................................................................100- Methods of spiritual seeking have been developed, their assured results verified......................100

In India, Yoga has been recognized as shastra or science.........................................................100- Yoga deals scientifically with the ranges of the psychical and spiritual being..................101

8

II. Problem of Conflicting claims of Religions and Spiritual Experiences.............................................103- The data of plurality of religions and the claims of each religion...............................................103

Cottingham's Analysis of the Problem................................................................................................103- A distinction between religion and spirituality – Praxis rather than belief..................................103- But even then, he points out the problem of pluralism of spiritual experiences..........................103

Possible Solution of the Problem........................................................................................................103- Cottingham is led to enquire as to on what basis one can take one religion or the other............103

He refers to a solution, according to which, the choice can be personal...................................103Cottingham refers also to the solution suggested by John Hick................................................104

- That human beings are always conditioned by the cultural backgrounds.........................104- But the difficulty – The object in each religion is claimed to have been revealed.............104

Cottingham refers also to the apophatic tradition, opposed to cataphatic tradition..................105- What is common among all religions is the ineffable experience of Reality..............................105

Is Spiritual Experience Unavoidably Ineffable?.................................................................................106- Whether mystical or spiritual experiences are utterly ineffable..................................................106

Cottingham proposes that liturgy provides a transition to the human dimensions...................106- The problem – Liturgy ceremonies in different religions differ.........................................106

It is true, he contends, that religions have gone on the path of exclusivism.............................106- Cottingham speaks of integration that lies in the practice of morality and spirituality....107

Cottingham's Solution and Indian Solution of Conflict of Religions.................................................108- Cottingham – Close to the solution of pluralism of religions in the Indian experience..............108

The development of pluralism in Indian religion and spirituality.............................................108- All religions are true in their own way and degree............................................................108

- Religions have tended to place or recognize four necessities......................................................108A belief in a highest consciousness or state of existence universal and transcendent..............108The need of self-preparation by development and experience..................................................108A well-founded, enlarging way of knowledge and spiritual or religious discipline.................108A framework of personal and social discipline and conduct.....................................................108

- A speciality of religion in India attached to the last a great importance......................................109Still the core of Indian religion is a spiritual, not social discipline...........................................109A general unity of spirit, of fundamental type and form and of spiritual temperament............109What came to unite the plurality of religions was the emphasis on the dynamic praxis...........109

Yet the Problem of Religious Conflict Persists..................................................................................111- The tendency towards exclusivism is not entirely absent even today.........................................111- One important element which can open up a wide gate for the solution.....................................111

Religions all look upon spirituality and spiritual experience as a final point...........................111But this element has not really sufficiently been utilized for arriving at the solution..............111

III. Another Line of Inquiry: Verifiability of Spiritual Experiences.......................................................112- In order to determine as to which among various religions lies the right way............................112

To compare spiritual experiences which lie at the roots of religions........................................112There are, however, religions – That verification of such experiences is not feasible.............112

- That the only way is to take recourse to verbal or intellectual formulations.....................112- We are still in the midst of sharpness of conflict of religions............................................112

Dialogue among Religions for Conflict Resolution: Exclusivism Persists.........................................113- In the healthier climate, three alternative attitudes have come to be formulated........................113

One – All religions are equally sacred, and deserve to be equally respected............................113Another – All religions give the same message at least in the moral prescriptions..................113Third – Each religion will stand to profit if all religions agree to learn from each other.........113

- All these three views can be supported........................................................................................113The sense of the Holy permeates all religions – Equal respect can be sustained......................113

- Still, a ground for claiming superiority – A higher degree of sacredness.........................113The view that all religions are essentially one can greatly be substantiated.............................114

- But differences and conflicts among religions lie at deeper roots.....................................114The only alternative – Whether the claims of spiritual experiences can be examined.............115

Exclusion of Exclusivism As a Solution.............................................................................................115- A comparative study of religions – Unique points seen as special contributions........................115

9

Religions can give up their exclusiveness by sharing the uniqueness of each religion............115- The colossal experiment carried out by Sri Ramakrishna Paramahansa..........................115- Sri Aurobindo – Recognizing special contributions that different religions have made. . .116

- Individuals may adopt a practice where exclusivism of religions is excluded............................116A major difficulty – There are varying notions and conflicting notions...................................116

IV. Ethics, Religion and Yoga.................................................................................................................117A divine being in us can be directly contacted by the pursuit of spirituality......................................117

- The methods are neither religious nor ethical, but yogic.............................................................117Does Yoga Promise Solution?............................................................................................................117

- Does yogic endeavour lead to perfection and to the highest welfare of humanity?....................117Solution in a New Synthesis of Yoga.................................................................................................118

- The answer in the affirmative......................................................................................................118A new Synthesis of Yoga by Sri Aurobindo in collaboration with the Mother........................118Exclusivism of religions cannot be transcended merely by any exclusive method of yoga.....118

- This new synthesis – Neither the combination nor the culmination of the earlier paths.............119Integral aim – To achieve total and integral integration, perfection, harmony and unity.........119The integral path excludes exclusivism, includes everything which is essential......................120The new synthesis of yoga has been able to seize on some central principle common to all...121It has also been able to seize on some central dynamic force which is common......................121What is attempted by means of the synthesis of yoga is to build the higher Nature.................121The principle and central dynamic Force in all systems of yoga is that of concentration........121

- Sri Aurobindo and the Mother recognize three outstanding features..........................................122First, it does not act according to a fixed system of succession................................................122Secondly – This process accepts our nature and compels to a divine change...........................122Thirdly – Every experience is used for the yogic development................................................122

Integral Realization of the Integral Reality.........................................................................................123- The supramental Knowledge – A direct and living experience of the supreme Infinite.............123

The walls constructed by the measuring and separating Intellect have disappeared................123The New Synthesis of Yoga and the New Integral Aim of Life.........................................................123

- The realization of the integral reality is the basic objective of the integral yoga........................123- But Sri Aurobindo and the Mother go farther and determine a new integral aim of life.............123

Let us elucidate this important point in some detail..................................................................123Supra-terrestrial Theories of the Aim of Life.....................................................................................124

- There are supraterrestrial worlds, which exist independent of the physical cosmos...................124Several theories concerning supra-terrestrial planes of existence.............................................124

- The evolution of the soul as a means of ascension – The one proper business of life.......124Supra-cosmic Aim of Life...................................................................................................................125

- The supra-cosmic view – Cosmos and individual souls in the cosmos are unreal......................125This view is that cessation from birth is the right use of human birth......................................125

- The cosmic aim of life insists on the utter fulfillment of terrestrial activities.............................126Spiritual Evolution of the Soul and Terrestrial Existence: Key to the new Integral Aim of Life.......127

- The solution – Spiritual evolution is the sense of our birth and terrestrial existence..................127A complete involution of all that Spirit is and its evolutionary self-unfolding.........................127

Full Manifestation of Spirit in Matter.................................................................................................128- The manifestation of divine life on earth is the aim stated by Sri Aurobindo.............................128

10. Philosophy of Spiritual Education – III..............................................................................................130Why do we need Spiritual Education? Is it practicable? What reforms could we propose?..............130

I................................................................................................................................................................130We need spiritual education................................................................................................................130

- Firstly, we want a true national system of education...................................................................130- The present crisis through which humanity is passing – The West is turning to the East...........130

The best way by which we can prepare ourselves – Spiritual education..................................130- Thirdly – The development of integral personality.....................................................................130

Spiritual education as the overarching domain of integral education.......................................130II...............................................................................................................................................................131

What is spiritual education? And what are the real issues?................................................................131

10

- Spiritual education tends to be confused with the concept of "religious education"...................131There is a clear distinction between spiritual education and religious education.....................131

- Spirituality – States of consciousness beyond doctrines, beliefs or dogmas......................131- Spirituality can be developed by Yogic methodised effort that is scientific in character. .131- Spirituality is marked by universality, silent concentration and contemplation................131- Four psychological traits of personality – The sage, the hero, a saint, a servant.............131

III.............................................................................................................................................................132Underlying the sage is the drive for knowledge.................................................................................132Another power of the spirit develops into what may be called spiritual heroism...............................132

- The potency of action of Buddha, the secret of Christ................................................................132The third power of the spirit flowers in sainthood..............................................................................132The fourth power of the Spirit grows into universal spiritual servant-hood.......................................133

- Servant-hood is the highest glory of spiritual effort and spiritual education...............................133IV.............................................................................................................................................................133

Spiritual education need not be averse to the spiritual core of religions............................................133- Spiritual education is consistent with the study of various doctrines and institutions.................133

The aid from ethical education must be welcomed in spiritual education..........................................133Spiritual education will have no quarrel with all that is rational and scientific..................................134

- Spiritual education will never prohibit but always insist on philosophy and science.................134Music, art and poetry can constitute powerful means of spiritual education......................................134Spiritual education will also take great care to train and purify the vital...........................................134Physical education, too, can form part of spiritual education.............................................................134

The perfection of the body can be a vehicle of the highest spiritual manifestation.......................134Spiritual education should be undertaken as a life-long programme..................................................135

V...............................................................................................................................................................135Three principles characterise the programme of spiritual education..................................................135

- First, there is insistence on the pursuit of truth............................................................................135- Second, the cultivation of the spirit of harmony between all the partners of education..............135

Spiritual education is totally child-centered..............................................................................135All this demands austerity that aims at co-operation and inner sense of fraternity...................136

- The third characteristic is that of liberty......................................................................................136Spiritual development cannot be brought about by compulsion...............................................136Discipline is best when it is self-discipline and when it is the child of freedom......................136

Spiritual education of the children – The levels of education.............................................................137- A number of children respond splendidly to truth, beauty and goodness....................................137

VI.............................................................................................................................................................137How spiritual education can be introduced and what reforms would be necessary...........................137Three remarks may be made...............................................................................................................137

- All major Reports on education have underlined the theme of value-education.........................137- Second – If we are to introduce spiritual education, three things to be undertaken....................138

We have to change the present system of teachers' training.....................................................138The present system will have to be replaced by child-centered education...............................138We shall have to institute widespread education of parents and other partners........................138

- Third – To work for spiritual education is working for the realisation of the best......................13811. Notes Relating to Spiritual Education................................................................................................139

Three respects in which spiritual education will differ from religious education..............................139- First – Strong foundations of physical, vital and mental education.............................................139- Secondly – Spiritual education will combat dogmatism and will admit critical inquiry.............139- Thirdly – Spiritual education will provide experience of the spiritual domain...........................139

In particular, spiritual education would lay emphasis on yogic disciplines........................................140- Yoga librates the spiritual effort from limitations in religions....................................................141- Yoga insists in its methods on psychological refashioning of consciousness.............................142

There are several features in Yogic methods which are similar to those in religions.........................143- But the important point is that Yogic methods aim at living contact..........................................143- In Yoga, there is constant insistence on consecration, discipline and purification......................143- A freedom to utilize methods in accordance with the needs of each individual..........................143

11

- Prayer in Yoga is essentially an ardent aspiration.......................................................................144- In the process of spiritual education, the methods of Bhaktiyoga have a place..........................144- The central issue in spiritual education is that of the truth claim of spiritual knowledge...........145

A systematic body of knowledge with regard to spiritual experiences has been developed.....145Yoga observes and deals scientifically with the ranges of the psychological being.................146

It has been argued that spiritual education should have no place in school education.......................147- Spiritual education is resented on the supposition that it is transcendental.................................147

School education which deals with the requirements of the terrestrial life...............................147- The spiritual is the condition of fulfilment and perfection of earthly faculties and powers........148- Spiritual education would ideally consist of two processes........................................................148

First, it would be a process of discovery of the soul and of the Supreme Divine.....................148Secondly, a process of combining and reconstructing – Peace and self-existent bliss.............148Our entire psychological complex undergoes a radical change................................................148

This is a life-long process, and education in the schools can only be a preliminary..........................148Learning should be irrigated by the atmosphere of quest and discovery in freedom.........................149Spiritual education will exclude no domain of knowledge.................................................................149

- We need a programme for integral development of personality..................................................150The role of the parents is of paramount importance...........................................................................150

- Occasions where ideas regarding Soul and God can be transmitted...........................................150Our next step should be to introduce to the children the ideal of practices........................................151

- Between the first step and the second step, many other things can be done...............................152Stories have in them spiritual truths, which can be verified in deeper experiences..................152

12. Philosophy and Process of Education.................................................................................................154for Integral Development of Personality..................................................................................................154

The 1972 Report by UNESCO, "Learning to be"...............................................................................154- A number of implications round the idea of personality and personality development..............154

But there are controversies regarding personality and the full richness of personality............154- What is most significant – The need to place the child and its personality at the centre............155

There is an insistence on the free choice, individual differences. abolition of tests.................155But what is personality?......................................................................................................................155

- Personality is sometimes identified with character, but very often a distinction is made...........155- One can make a distinction between the real Person and the instruments of the person.............156- The Soul-Force vibrates with the power and presence of the inner person.................................157

The secret of all development of personality lies in that presence and in its force...................157The fullness of personality – By the complete emergence of the inner person.........................157This force has four Powers – Knowledge, strength, mutuality, service....................................158

- We have four basic personalities – Knowledge, strength, harmony, skill.........................158- The full richness of personality is the integration of the fourfold personality...................158

In this idea – The remedy of dangers presented exaggerated formations of egoism................158- According to one conception, personality is identified with egoistic individuality...........158

There is, of course, an idea of a harmonising development of personality...............................159- But harmony is extremely difficult to achieve – A sort of controlled disequilibrium.........159

- The inner person has an inherent power of purification and harmonisation...............................160The coming forward of the psychic person – A momentous stage.....................................................161There are, still, according to Sri Aurobindo, higher levels of consciousness.....................................161

- The higher Mind, the Illumined Min, Intuitive Mind, Overmind and Supermind......................161The secret of personality development is an awakening to the psychic person..................................162

- The development of body, life and mind aid in this awakening..................................................162- The personality development as conceived here is a lifelong edification...................................162

Some practical organisation of education for personality development.............................................162- Sri Aurobindo wrote on a system of National Education – Several guidelines...........................162

These principles are subtle and complex, and no rigid formula of practice can be derived.....163The need of a very flexible structure or organisation................................................................163

- Our present structure of education is imprisoned within the walls of a triple system.................164We may begin with a few remarks regarding the Lecture system............................................164

- Instead of a legitimate and rightful place, lectures are given almost a central place.......165

12

Next, we may examine the syllabus system..............................................................................165- A syllabus cut out rigidly for all the students alike is a heavy chain.................................166- Instead of giving a legitimate place to the syllabus – A backbone of the entire structure.166- There has to be a long period of general culture...............................................................167- Stress on specialisation – Only when the motivation for it begins to arise.......................167- The teacher can certainly guide, counsel, help in choosing, but he should not impose....167

The training for the chosen vocation – The chief vocation of man is to be Man......................168- The ultimate aim of technological training should not be 'utilitarian' in its vulgar sense.169

And now we come to the Examination System.........................................................................169- Tests as a threat and a means of motivation – A barbaric misuse of a useful instrument. 170- The most important aspects of culture lie beyond the scope of our tests...........................170- The motivation for studies has to come from a natural curiosity, a sense of inner need...171- Tests have to be of a varied nature, and for each student helpful to his growth...............172- The right way of judging a student and his progress is by an inner contact.....................172

Some overall propositions...................................................................................................................173- The spirit in which the new organisation should function...........................................................173

Four features of New Education................................................................................................173- The general role of the teachers in this New Education..............................................................173

The teacher – To aid the student in awakening the inner will to grow and to progress............174Two important stages or aspects in the process of learning – 'Culture' and 'training'.........................175

- Some pragmatic distinctions and some definite provisions for these two aspects......................175'Culture' – A result of a spontaneous and natural growth..........................................................175'Training' – Regular, persistent, methodical, rigorous and meticulous exercises......................176

- Most of our educational methods aim at the aspect of training...................................................176In the New Education, this defect must be eliminated – Two things are needed......................176

- Firstly, there must be on the part of the teacher a recognition..........................................176- Secondly – Different organisations for 'culture' and for 'training', with a flexibility........177

- All programmes of 'training' should be conducted in what may be called 'Laboratories'............177The way in which these laboratories might be organised.........................................................177

- A few ideas for the organisation of the stage or aspect of culture...............................................179Many of the features envisaged for laboratory work should more or less be available............179But in cultural work, there will be a stress on freedom.............................................................179

- In the 'laboratory work', the stress will be on rigour, measure and mastery.....................179An adequate organisation of the 'cultural work' will need rooms.............................................179

- These 'Halls of Culture' as well as Laboratories should he quite contiguous...................180A few ideas – The actual working of New Education........................................................................180

- The New Education will be proposed, not imposed upon any one..............................................180- The choice of a subject for study will be freely made by each student.......................................180- Students will take the help of the teacher or teachers whom they might choose.........................181- Each student's programme of studies will be flexible, supple and evolutionary.........................182- At the end of every two or three months, each student will submit a report...............................182- A great stress on 'individual work' – Different ways...................................................................182

There can be several situations in which a 'group work' is desirable and necessary.................183- This imposes upon the student discrimination and an understanding of the process..................184

The following recommendations may be useful.................................................................................184A. Learning by Practising..............................................................................................................184

The secret of learning is the experience which comes by an inner and sincere practice..........185Information must grow from consciousness.............................................................................185

- Paramount importance must be given to the growth of consciousness..............................185- This means a constant practice of concentration and purification....................................185

Our attempt should be to cultivate the right attitude towards life situations.............................186- A good teacher will utilise daily situations – Occasions for the inner art of learning......186

In recent times, there is a great awakening to the value of learning by doing..........................186- Outer action may and often does help the inner – But the foundation has to be inward...186

B. Search for meaning and Unity of Knowledge...........................................................................187Is there a secret knowledge knowing which everything is known?..........................................187

13

The method of learning That is inner process – Three things suggested as an aid...................188- A constant endeavour at 'understanding ', 'comprehension'.............................................188- A constant enlargement of interests, faculties and frontiers of knowledge........................188- A development of skill of perfection, efficiency, speed of performance, mastery..............189

The need for specialisation but also for enlargement and for general education......................189- The idea of 'core' or 'common' subjects in humanistic and technological courses............189- The idea of an interdisciplinary approach to students.......................................................190- These are excellent ideas – But not likely to be the final solution.....................................190

C. Perpetual Education and Perpetual Youth.................................................................................190To progress constantly is to remain young – Constant progress by perpetual education.........190

- The idea of Evolution is spreading everywhere – The force for perpetual education.......192Our students – To progress at their own pace and on the lines of their self-development........192

- But what about jobs? – They will be fit in good time for the professions of their choice. .192- The secret of our profession lies in our personality...........................................................193

We shall strive to perceive still deeper, to fathom into the secret of the true person................193- The constant harmonisation of our outer work and circumstances with the inner needs..193- It is this secret of eternal youth that will be the inner soul of New Education..................193

13. Programme of Studies Related to India and Indian values..............................................................195The chronology of events of Indian history is very complex.............................................................195

- A study of Indian history should be encouraged among all teacher-trainees..............................195Every teacher should have at least a sound and authentic idea of Indian culture.....................195

The need for a new model of the presentation of Indian history........................................................195Part I. A Rapid View of Indian History.........................................................................................195Part II. Achievements of Indian Culture........................................................................................198

14. Can Values be Taught?........................................................................................................................200The first principle of teaching is that nothing can be taught...............................................................200

- The teacher should be more a helper and a guide rather than an instructor.................................200Socrates and Plato.....................................................................................................................200

- Knowledge can be gained by some kind of experience which is akin to remembrance.....200- Virtue, too, cannot be taught but can only be uncovered...................................................200

- An opposite view is advocated mainly by behaviourists.............................................................200The claims of behaviourism have been questioned by several rival theories of psychology....201

It is sometimes argued – A distinction between knowledge and values.............................................201- That while knowledge can be taught, values cannot be taught....................................................201- Corresponding to each domain of learning there are valid and appropriate methods.................201

The domain of values is more related to volition and affection, rather than to cognition........201- Methods appropriate to cognition also should have a legitimate place............................201

Instruction, example and influence are the three instruments of teaching..........................................202- Instruction should play a much less important role than example and influence........................202

The idea that passing of an examination and earning of degree is the aim of education..........202It is sometimes argued that values can best be taught through a number of subjects.........................202

- Value-education should receive a special, although not exclusive, attention..............................202There should be a core programme of value-education............................................................202

15. What Is to be Done?.............................................................................................................................204I................................................................................................................................................................204

Teacher education should aim not at merely cultivation of professional skills..................................204- At making a man of higher character and noble vision...............................................................204- The magnitude of the problem of teacher education...................................................................204

Measures for the maintenance of standards of teacher-education.............................................205- The value-orientation and skill-oriented education...........................................................205

The need to provide in-service training in value-oriented education to all the teachers...........205II...............................................................................................................................................................206

The following new thrusts to the programmes of teacher's education................................................206- We may think of 4 or 5 year integrated programme....................................................................206- The theme of interdisciplinarity...................................................................................................206- An experience of integrated teacher education programme – Mysore University......................206

14

- A few foundational courses in the new curriculum – In addition, Core Courses........................206We may briefly analyse the Foundational and Core Courses.............................................................207

1. General Knowledge Course.......................................................................................................207We may conceive of this course to consist of two components – Annexure I..........................207

- The first component would only acquaint the students with the domains..........................207- The second component would consist of a number of alternatives....................................208

2. Contemporary Global World......................................................................................................208This course may have two components – Annexure II.............................................................208

- The first component may consist of the study of domains..................................................208- The second component may consist of a number of alternatives.......................................209

3. Skill-oriented Education.............................................................................................................209The third course will also have two components – Annexure III.............................................209

- The first component would provide a general idea............................................................209- The second component of this course may allow a student to choose...............................209

4. Value-Oriented Education..........................................................................................................210The course on Value-Oriented Education – Annexure IV........................................................210

- The first component part would provide basic philosophy of Value-Oriented Education.210- The second component would provide exploration in any of two or three allied themes. .210

5. Fundamental Duties...................................................................................................................210The course related to Fundamental Duties – Annexure V........................................................211

- Its first component would provide a general introduction.................................................211- Its second component would provide a possibility of more detailed study........................211

6. Indian Culture.............................................................................................................................211The course relating to Indian Culture – Annexure VI...............................................................211

- In its first component general information and discussion................................................211- In the second component – A possibility of choosing.........................................................212

7. Philosophy of Education and Life..............................................................................................212A philosophical exploration of the aims of life – Annexure VII...............................................212

8. Education for Personality Development – Annexure VIII.........................................................212The teachers should be empowered to develop their own integral personality.........................212

CORE COURSES..........................................................................................................................213They are necessary for conducting class teaching.....................................................................213

9. Education for Integral Development of Personality – Annexure IX..........................................21310. Education Through Indian Culture – Annexure X...................................................................21311. Multi-sided Physical Education – Annexure XI......................................................................21312. Multilingual Courses – Annexure XII......................................................................................214

III.............................................................................................................................................................214The Curriculum Committees may like to make recommendations.....................................................214

IV.............................................................................................................................................................215The framing of Time-Tables and the question of compulsory attendance at lectures........................215

V...............................................................................................................................................................215Several Specialised Courses, a tentative list of which is given – Annexure XIII...............................215Proposals for a specialised 5-year course for Personality Development – Annexure XIV................215Details for a specialised course in Philosophy of Education and Life – Annexure XV.....................216Topics in a 5-yeasr course in Physical, Vital and Mental Education – Annexure XVI......................216

VI.............................................................................................................................................................216Examination Reforms need to be revised...........................................................................................216

VII............................................................................................................................................................216We may summarise a tentative proposal for 5 year M.Ed. Programme.............................................216

Annexures I to XIV.....................................................................................................................................218Annexure I...............................................................................................................................................218Annexure II..............................................................................................................................................219Annexure III.............................................................................................................................................220Annexure IV............................................................................................................................................221Annexure V..............................................................................................................................................222Annexure VI............................................................................................................................................223

15

Annexure VII...........................................................................................................................................224Annexure VIII..........................................................................................................................................225Annexure IX............................................................................................................................................226

Classes I and II..................................................................................................................................226Classes III and IV..............................................................................................................................226Directions to Teachers (Classes I-IV)...............................................................................................227Class V................................................................................................................................................229Class VI..............................................................................................................................................230Class VII.............................................................................................................................................232Class VIII...........................................................................................................................................233Class IX..............................................................................................................................................234Class X................................................................................................................................................235Class XI..............................................................................................................................................237Class XII.............................................................................................................................................238

Annexure X..............................................................................................................................................240Class I to IV.......................................................................................................................................240Class V to XII....................................................................................................................................242

Annexure XI............................................................................................................................................246Annexure XII...........................................................................................................................................247Annexure XIII..........................................................................................................................................248Annexure XIV..........................................................................................................................................249Annexure XIV-1......................................................................................................................................250Annexure XIV-2......................................................................................................................................253Annexure XIV-3......................................................................................................................................257Annexure XV [Missing]..........................................................................................................................261Annexure XVI [Missing].........................................................................................................................261

16