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CHAPTER-VI
CONCLUSIONS & SUGGESTIONS
6.1 Conclusions of the Study :
On the basis of above analysis we draw the conclusion that
Bertrand Russell propounded realistic educational philosophy of high
quality. From the view point of philosophy, he is a neo-realist, logical
atomist and logical positivist. Neo-realism recognizes mind and logic
and does not accept any notion without analyzing and defining. It
considers consciousness as light only and does not prefer to discuss
existence on the basis of knowledge alone. It is against pluralism and
idealism. In the beginning, Russell negated idealist philosophical
theories and propounded existence of matter so some scholars call him
neo-realist.
By logical atomism Russell wants to say that we should not
believe in the prevailing beliefs as they are. We should test them on the
basis of logic. Russell emphasized that we should be logical. Through
arguments we can reach the ultimate depth of an idea and can take
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self-decision. Thus he propounded his thought on the basis of
mathematical logic. This ideology is called logical atomism.
Logical positivism is that logical knowledge which is obtained on
the basis of experiment or directly. Logical positivism is a philosophical
system and not a theory of education. In philosophy its contribution is
particularly notable in the field of epistemology. Logical positivists insist
upon meaningful propositions so that some meaning may be conveyed.
Therefore, according to them, the aim of education is to distinguish
between sense and nonsense, knowledge and ignorance, meaningful
and meaningless propositions. They develop a scientific theory of truth.
They reject metaphysics, religion and all such knowledge which may not
be verified. Religious, moral and spiritual education has no place in
positivist curriculum. Science occupies a prestigious place in it. It rejects
self-criticism everywhere. Thus, logical positivists act as catalysts.
Russell has worked the most on sense-data, and has done it on the
basis of logic, so some philosophers call him a logical positivist.
The effect of idealism, naturalism, behaviourism and realism can
be seen on Russell, yet due to his emphasis on utility, reality and
scientific attitudes, he is nearer to realism. Realism is the theory which
holds that existence of objects is real. Realism thinks that whatever we
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listen, see and experience in the world, is present before us directly.
According to the realists, education should be made to conform to the
social and individual needs of the child so that he may lead a happy and
contented life in the future. Russell attaches importance only to those
theories and ideals which are related to the present life of man. He was
not in favour of bookish knowledge. He favours the empirical method of
teaching in which all education is done through actual experience.
Our senses are the basis of all knowledge. In present time most
of the educationists give importance for imparting the knowledge
through sense-organs. Knowledge received through sense-organ is
more durable and the learner can apply this knowledge in new
situation. The sense-realists emphasized the training of the senses.
They held that senses are the conveyers of knowledge, and learning
takes place through the operation of the senses.
Russell accepts the importance of sense organ for giving
knowledge. He has worked so much on sense data that his philosophy
is called as the philosophy of sense-data. The advancement of science
has contributed much in the propagation of sense realism due to which
the effect of scientific researches can be seen on it. Scientific
researches have influenced sense realists. They considered nature as
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the source of knowledge and truth and they believed that education
should be imparted naturally. Sense realists have said that knowledge is
got by nature observation and sense contact. So our education should
be such which provides an opportunity to a child to come into the
contact of nature and he can get the knowledge of natural matters and
laws.
Russell believed that education should be imparted naturally as
against artificially. He has analyzed perception very minutely due to
which he became a supporter of neo-realism. He tries to discover the
truth with the help of scientific methods. He believes that religion is
merely man-made and there is no God. Like neo-realists, he says about
doubt and error that there is no question of doubt and error. The object
that we accept as true, we experience them true even in our dream.
Thus, he comes out a logical perceptionalist.
Due to his pragmatist thought and materialist tendency, man has
accepted the useful form of knowledge and thinks it meaningless to
acquire knowledge only for knowledge sake. Opposing this thought
Russell says that even if pragmatist outlook is adopted, still knowledge
is attainable because the initial form of any task of society is theoretical
and man cannot develop in that field until his outlook is not
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experimental. Such outlook can be possible by knowledge only.
Knowledge should be related to real life by which it can prove to be
meaningful. Russell is very much against the things which do not have
existence. The God, soul can not be interpreted in terms of their
existence. So it seems that he has no interest in spiritual world because
the spiritual things can not be visualize through eyes.
The wider sense of philosophy is not limited to the analysis of the
forms of soul, God, being, world, nature only; rather it includes logical
and orderly analysis of mankind and the knowledge, science developed
by it, its problems and materialistic and non-materialistic achievements.
Now philosophy is not a subject which is limited to only intellectuals. In
its wider sense, logical, rational and sequential thinking about things
related to any form of nature and human life is philosophy, and all
those are philosophers who undertake sufficient thinking and meditation
before doing any task and those who think over these problems. There
is no field of knowledge and science today on which philosophers and
common people do not express their thoughts. Today every individual
thinks about the goals, ideals and values of life and the form, goals,
ideals and values of the world in which he lives, and he forms certain
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assumptions about it and these assumptions are called his life
philosophy.
Men live in accordance with their philosophy of life, their
conception of the world. From this point of view, every individual in the
world is involved in the discovery of truth in one or other form, because
philosophy is the discovery of truth. Russell considers materialistic world
as true which we see directly. This universe is materialistic and it is
true. There is no spiritual world. The knowledge of material world is
possible through science.
A democratic system of to-day excels in science. Without the
progress of science, democracy can not develop. Impressed by this,
China gave its traditional educational system and began to make efforts
for the education of scientific development. Russell considers that
scientific attitude should be developed in children. It can make them
active. Science compiles many types of information and it lays down
general rules after analysis. In order to develop such type of intellectual
proficiency, a teacher should provide maximum opportunities for
enquiry.
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Russell favours intellectual philosophy. He considers logic as the
test of philosophy, due to which his philosophy seems to be inclined
towards logical atomist as against traditional philosophy. He tried to
bring change in the ideas of ethics, epistemology and nature etc., on
the basis of his wisdom, experience and logic.
The curriculum laid down by Bertrand Russell gives a glimpse of
idealist, naturalist, experimentalist and realist theories, but he is more
inclined towards realism and naturalism. Russell considers that only
those subjects should be included in the curriculum which are directly
related to life and are useful for man. The various stages of life have
their own characteristics. If the education is given according to these
characteristics, the child take interest, otherwise all educational efforts
go in vain. He has presented his curriculum plan according to the stages
of development.
1. From birth to 5 years
2. From 5 to 14 years
3. From 14 to 18 years
4. Above 18 years of age.
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Pre-Primary level (from birth to 5 years of age)
In our present education system from the very beginning the
students are doomed to a vast curriculum, which emphasizes
exclusively bookish knowledge. This leads to the minds of the children
to be an information centre. Due to this they loose all their contacts
with the practical social life.
It is being felt that the load of school bag is gradually increasing;
the children who once carried bag in their hands have to carry them on
their shoulders with bending forward. And the situation is so grim that it
is causing more harm than good. The burden of the books should be
reduced in the nursery and Montessori school and this has been said by
Bertrand Russell long before. Too much of bookish burden at the initial
stage affects the health and mostly the eye-sight of the children.
Russell suggested this curriculum for pre-primary level :
1. Physical activities involving muscular and limb movement etc.
2. Looking after personal hygiene - how to drink milk, discharge
urine etc.
3. Simple athletics like walking, running, jumping etc.
4. Training in organs of perception etc.
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Pre-primary education does not need a curriculum of the types of
vogue in primary schools. The age from birth to 5 years is the period of
sensory development, muscular coordination, and development of
healthful habits, enjoyment through playful activities and understanding
of the surrounding their simple observation. Russell has supported the
Montessori and Kindergarten methods at this stage.
This curriculum can be imparted to the kids in the play schools as
well as in the houses. Family occupies an important place in a child's
education. A child is born in the family, learns to speak in the family,
and learns to behave with other people in the family. In the family, a
child lives the most with the mother, so he is influenced the most by his
mother's habits, activities and conduct. So, mother is called the first
teacher. Family provides such environment to a child by which he gets
opportunities for protection of his health and effect physical
development. A child learns good habits of eating food, wearing clean
clothes, and living with cleanliness, exercising etc. He learns social
ideals, traditions and conducts in the company of other family
members. So the mother and the other family members are very much
helpful in developing these habits in children. The role of both the
institutions cannot be overlook.
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Primary level (education from 5 to 14 years of age)
Russell suggests general education for the children of this age.
The special aptitudes and interests should be found out. The maxim
from easy to difficult should be followed in teaching.
During first five years along with reading and writing, dancing,
singing and painting should be taught. Subjects requiring mental
powers should be taught after the age of 7 years. The study of
mathematics requires more mental exercise and for its teaching,
Montessori play-way method will be better because the child may learn
easily the elementary principles of mathematics through play.
Russell means to say that below the age of 14 years, there
should be no specialization in the education of children. Only those
things which are general and are necessary for the general
development of man should be taught. But what specific education is
required by them in future should be found out during this stage.
Secondary level (Education from 14 years to 18 years of
age) :
According to Russell, special education should be provided to the
children after the age of 14 years. It should be provided only to
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intelligent boys and girls. Child below average should not be given
special education. The students who have not manifested their interest
and aptitude for any particular subject, general education should
continue for them for some time. However, the children whose interest
and aptitude, have been ascertained, they should be motivated for
specific ability.
If education is according to the interest of children, they will
receive it happily and easily. The children will be eager to come to the
school and return back happily. Therefore, the atmosphere of the
school should be congenial. Interesting and psychological method
should be used. Russell has classified special education into the
following three groups :
(a) Language
(b) Mathematical and Science
(c) Humanities
Out of these, three groups, the study of any one of them should
be completed before leaving the school. Language problem is a great
problem for our country. A lot of languages are spoken in India. In the
curriculum presented by NCERT, the three language formula has been
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accepted as (i) mother tongue / regional language, (ii) any modern
Indian language or English in Hindi-speaking areas and Hindi or English
in non Hindi speaking areas and (iii) English or any modern Indian
language that might have not been taken in (ii). In our view, this three-
language formula should be done away with and the teaching of mother
tongue (regional language) only should be made compulsory from class
1 to 10. Of course, keeping in view the present circumstances and the
demand of society, the facilities for learning of national language Hindi
and international language English in non Hindi speaking areas and for
the learning of any language of national importance and international
language English should be provided in the Hindi speaking areas. But
the study of these languages should not be made compulsory. It would
eliminate the burden of the students for three languages and the
talented students would have the opportunities of studying national
language Hindi or any other language of national importance and
international language English. Russell has said that mother tongue and
one other language (Hindi or English) are essential to meet the
requirement of the pupils for daily communication.
Russell considers that science and mathematics are mutually
co-related. So their study can continue together. Even then it will be
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better to teach these subjects separately according to the interest. It is
not necessary that one who is interested in science should have interest
in mathematics also. There have been many scientists who had no
interest in mathematics. So science and mathematics should be taught
separately, because a child may be successful in learning science or
mathematics according to his interest.
According to Russell, when the child studies special subjects, he
should not forget other things of his environment. Knowledge of other
things of the environment is also necessary for the development of life.
Humanities include physiology, hygiene, history, geography and civics
etc. which are essential for the progress of life. The social system is
developed through the knowledge of humanities. The knowledge of
these subjects should be necessarily given to the extent to which the
students can utilize in their daily life.
Tertiary Level (Education for 18 years and above)
Higher secondary education should be given generally to all boys
and girls, but according to Russell, it is not necessary that university
education should be given to all. It should be given only to able and
really willing students. There should be two chief aims of the education:
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(1) To prepare trained men and women for various vocations.
(2) To expand knowledge and research.
Keeping these aims in view, the students should be admitted for
university education. Only that person should be admitted in university,
who has capacity for higher education and possess the ability for
research work.
Today whatever development is there in the treasure of research
is due to the continuous research in the new knowledge. If effort is not
made for the attainment of new knowledge, the progress of the world
will stop. At the university level abstract thinking should be developed
among the students and the scholars should be trained for achieving
higher knowledge through high technology which is the demand of the
day. So Bertrand Russell's philosophy of education is very much
relevant and adoptable in the present situation.
In brief it can be said that Bertrand Russell attempted to take
down man from the higher ground of spirituality to the ground of
reality, and at the real base. He attempted to free him from humanistic
weaknesses in order to take him towards human good qualities, and for
it presented the exhaustive education plan. Russell discussed all the
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aspects of education such as aims of education, curriculum, method of
teaching and activities to be imparted to the learner from the pre-
primary stage to university stage. Through the curriculum he said that
real education should be imparted to the children who are needed for
their survival and livelihood. He has presented very clear thoughts on
morality and sex-education. He opines that if sex education is imparted
unrealistically, it may have adverse impact which can hinder the
intellectual development of a child. He was very much against the
burden of books and said that thoughts, beliefs, desires, pains and
emotions are all built up out of sensation and images. That is why he
emphasized the education to be given through sensory organs. Thus
Russell has played a great role in determining the form of progressive
education; he is considered to be the foremost leader in the educational
field.
6.2 RELEVANCE OF BERTRAND RUSSELL'S VIEWS IN PRESENT
INDIAN EDUCATIONAL SYSTEM :
Education is the foundation of the future of country and to make
it strong in last fifty years as such no effective measure has been taken.
It was so big task that it was not considered as national Challenge and
no effort has been made accordingly. No doubt India has made
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tremendous progress in various field of education. But it is sad fact that
Indian education presents grave problems before our educationalists.
Now a days, humanity is suffering from war, violence, valueless and
materialism. In such a condition, Russell's views about education can be
a ray of hope to guide the humanity in his present and future path of
life.
Due to political instability, economic crisis, communal hatred,
religious fanaticism, social disparity caused by unequal distribution of
wealth, resulting in a class war between the rich and the poor and
terrorism from outside, the atmosphere is vitiated that conductive
environment for creative and constructive activities like education is
very difficult if not impossible to build and restore. Only right type of
education can produce the forces which in turn shall create
environment suitable for imparting education. Gandhiji had observed
fifty years ago that, "Students are the real wealth of the country. If,
therefore, the flame of freedom is to shine brightly in India, the very
first need is a revolution in education." Ever since he expressed his
views, it is a stark fact that we have been, still, far from the goal, that
the dream remains unrealized and we have failed in our mission.
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Today casteism, communalism, corruption, problem of
international understanding, lack of national integration, decline in
social, moral and character values, decline in teacher - taught
relationship etc. are the great challenge for our education. In such a
critical condition Bertrand Russell's contribution in his discipline of
education will be much helpful for us.
An aim is essential to guide and make all the activities of an
individual successful in all spheres of life. This is true in the field of
education also as there always remains a gulf between the needs of the
newly child and the developing or already developed society.
Educational aims determine the direction of education. In ancient time,
the aims of education were very broad. The main aims of education
were preservation and enhancement of health, development of
knowledge, acquaintance and observation of social and national duties,
preservation and development of culture, moral and character
development, education of livelihood, arts and skills and spiritual
development. Of course the maximum emphasis was laid upon the
development of knowledge, character building and spiritual
development. Our education at present should also have all these as its
aims. Besides these aims, keeping in view the need of the time, the
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students should also be inculcated with the feelings of national
integration and internationalism and should be gravitated towards the
achievement of national games.
Russell has discussed several aims and functions of
education such as character development, intellectual
development, and development of scientific attitude,
development of scientific attitude, development of individuality
and citizenship and development of internationalism.
Students should develop a sort of personality that would be able
to resist all evil influences and will stand unshaken. If the students of
today are succumbing to immoral ways, the reason is that their moral
base in school was not well laid out. A person can learn only when he
possesses qualities like observation, patience, industry and faith in
the possibility of knowledge. It is not correct to say that the above
list of qualities is sufficient for one's complete development. Russell is
confident that in order to develop the whole personality of children, the
above qualities will be of immense help.
It is being felt today that we are lagging behind in our education
more than the other countries. The main reason of it is our curriculum.
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After getting education our students have to face many problems such
as depression, unemployment etc. because our curriculum is not related
to the real situation of life. It is not able to solve the problems of life.
Education needs rethinking and reformation both on the level of
curriculum design as well as on the practical level i.e. skill and
application oriented, with constant openness and readiness to update
the educational system. Instead of theoretical, it has to be more
pragmatic and result oriented since 'to do' is more important than
merely 'to know' in today's production based world. We have to
prepare in such a way as many yield great dividends in the future.
While in the Western world these are purely materialistic and monetary,
in India the expectations are different altogether. As we have still to
make our nation great in the next century, which we have failed to do
in the current, our primary objective will be to develop a force within, a
massive strength of the educated youth dedicated to the nation and
devoted to the motherland, determined to eradicate exploitation,
corruption, poverty, terrorism, illiteracy, ignorance, communalism
regionalism, casteism, dowry system and other problems of the country.
As a school is a sub-system of society, it has to generate an ethos
which affects everyone around it. The goal can be achieved through
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promotion of the ideal of national integration. In such a condition
Russell's curriculum of education may be more beneficial.
Russell has included all those subjects in his curriculum such as
singing, dancing, geography, history, mathematics, science,
literature and science etc. which are necessary in today's conditions
of life. He has decided the whole curriculum of education into two parts
- one that is compulsory for all and the second which is not
compulsory for all. Besides he has constructed different curricula for
children of different level. The curriculum for 1 to 14 years is
compulsory for all children and specialization is provided after this
stage.
Now a days, Indian universities are passing through a critical
conditions. There has been a great expansion of universities education
after 1947, i.e. after the achievement of independence. Therefore, the
quantitative expansion of university education is chiefly responsible for
fall of standard of university education. No attention is paid on the
qualitative development of universities. There are no admission criteria
for admission in universities. The backward and lower caste people are
getting reservation in admission. Thus no one can be deprived of this
facility whether he is fit or unfit for the same. It shows the degradation
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in quality or standard. Because of it, the atmosphere of universities is
degrading day by day. Russell was in favour of qualitative education.
According to him, it is not necessary that university education should be
given to all. University education should be given only to willing as well
as the students whom so ever fulfilling the criteria for admission.
Students should be admitted on the basis of their ability and not on the
basis of their economic condition. Only those boys and girls should be
admitted in a university, who has capacity for higher education and
posses the ability for research work. University teachers should be
hardworking, sincere and competent. They should be free from financial
worries. Unworthy and lazy teachers should be weed out from
university.
It is an age of psychology. Child is the main focus of the
educational system. The school exists to satisfy his needs and meet his
demand and serve his interest; to make his career, to develop his traits,
to build his character, to train his skills and above all, fulfill the aim of
his life. The whole system is basically 'child centered.' and a competent
teacher is advised to be a friend, philosopher and guide to him. The
pupil is the end of the whole teaching learning process, all the other
constituents merely a means to it. The nation invests in planting,
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tending and developing the tree of education so that its future
generations may consume, relish and enjoy its fruit. Russell
constructed child centered curriculum and expected of the teachers to
love their students. He respected the personality of the students and
wanted to make the whole planning of education according to them.
But he wanted to awaken the students towards their duties. It is
considered necessary even today.
Russell's views about sex education are of a great relevant in the
conditions of today. He has much emphasized sex education to be an
integral part of education. Of course, sex education is much important
to solve the social and biological problems. Among the many inner
urges and derives of human being, it is the most universal and powerful
drive. The curiosity about sex related things is generally taken as a sign
of great danger. The children get rebuked by the parents or are given
wrong information in an atmosphere of great hush and embarrassment.
This intensifies their curiosity in a much greater force than earlier. Now
they try to get information from other sources. In doing so they more
often, knock wrong doors and thereby gather wrong and dangerous
information. The fear of impotency, frigidity, guilt feeling in connection
with material sex relationships, venereal diseases, sex perversions etc.
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are the product of unnecessary repression, taboos, secrecy and guilt
environment surrounding about sex.
According to Russell, sex education should be given to every
child. The children should be given adequate information concerning
general, hygiene and growth, pregnancy, abortion, working and
functioning of the reproductive organs and sex processes concerning
the birth of a child etc. in a simple and most natural way. He clarified
that repression of sex feeling creates several physical ailment in man.
We have noticed that the difficulties of regionalism, casteism,
communalism and linguism are present in India. Development of
nationalism is an essential function of education. We can encourage
nationalism in schools but it should not be taken in narrow sense.
Narrow nationalism produces several evils in its citizen; they think that
their nation is supreme and that only their nation should advance. This
type of nationalism has proved fatal to the world. Blood has flowed due
to this in the past, and clouds of wars envelops due to it. Therefore,
today is the need of education for internationalism. According to
Russell, narrow nationalism is the result of war. He believes that so long
people do not rise above narrow nationalism to adopt internationalism;
peace can not be established in the world. Feeling of narrow
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nationalism should not be created in children. For the development of
international feeling, it is essential that nobody should regard himself
superior and other inferior.
In the age of today, most of the students are not ready to face
those challenges, which can cultivate power and abilities in them for
creative work and new changes. The reason is that today our teaching
method is based only on class-room teaching which is un psychological
and no attention is paid on child's need, interest, attitude and abilities
etc. In our traditional education system, they do not get real knowledge
and practical thinking. Therefore, it is necessary to make some change
in our present teaching methods. Russell considered that teaching
method should be based upon the need, interest, attitude and abilities
of the students. Educational standards must be maintained. In the
context of teaching methods according to level, he has supported the
Montessori and Kindergarten methods at the infant level; direct,
storytelling, demonstration, learning by doing methods at the
childhood level; and direct, demonstration, learning by doing,
lecture, analysis and self study methods at the higher level.
Today, observing increased indiscipline in the students of our
country, not only school authorities but whole of the nation is worried.
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In most of the institutions, at present, students do not follow the rules
of the institutions, frequently bunk their classes, and misbehave with
their teachers in the classes. Ragging is also the result of indiscipline. It
has become common phenomenon in medical and engineering college.
It is a matter of great sorrow that after independence, this problem has
become more serious. In this regard Russell's views seem to be very
satisfactory. He has given much creative suggestion to establish
discipline. He wanted to see a good effect of society and teacher on
child. He wanted that the child should get the education of love, co-
operation, sympathy etc. so that he may be self-disciplined. He did not
want to force any child. He criticized harsh punishment and complete
freedom both and supported the middle path. In this way, Russell's
views of self disciplined will be highly beneficial to remove the student's
unrest.
In today's scientific world, science has awoken new hopes and
aspirations for the development of human welfare, so it has become
necessary that scientific attitude should be developed in children. Now a
days science is a part of culture and new hopes are bind with it for
human welfare. To train the habits of children, to search out their basic
instinct and scientific analysis of their problems are an important part of
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Russell's educational philosophy. Russell considered that intellectual
training should be given to man so that he may not curse the boon of
science. According to Russell, scientific attitude can be developed in
children through the method of experiment, observation, decision
and objectivity. For the development of scientific attitude, he has
stressed the need of control over his feelings, desires and
excitements, faith in truth and freedom from prejudices. Thus,
Russell's educational thoughts are relevant even today. The need is that
his thoughts and experiments should be understood and implemented
in present Indian education system.
6.3 SUGGESTIONS FOR THE IMPROVEMENT IN PRESENT
INDIAN EDUCATIONAL SYSTEM :
As a result of modern scientific inventions and discoveries as well
as advance in the field of technology, the life of modern man is
changing very fast. Our educational system should be able to equip the
child with a general ability to adopt himself to changing conditions. If
the education has to meet the needs of modern conditions, necessary
changes must be introduced in the curriculum and teaching methods. It
is now felt all over the world that curriculum must reflect the needs of
the society and those of individuals to be educated. The various courses
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of study should be integrated and should not be so much as to overload
a student. Suggestions at different levels are as follows :
Primary Level :
"Well begun is half done" is a well-known maxim. The entire
super-structure of the educational set up of a nation rests upon primary
education. It is on the start that the entire growth, development and
enrichment of mental as well as physical potentialities of the child
depend. The purpose of primary education is to equip children in
fundamental processes in order that they may be able to receive
profitably further education. With changes in society, the social needs
have naturally changed.
The curriculum of Primary education should not be rigid and
bookish. It should be experience and activity centered. It should be
related with the natural and social life of the children. Activities,
included in curriculum, should enable the children to develop their
individual potentialities and lead a corporate life in the school. Social
service and work experience should be included in the curriculum.
The atmosphere of the school should be so attractive and
natural that the children may like to spend much of their time there.
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Such an atmosphere may be made available only when the teaching
methods, devices and materials are organized on psychological lines.
Teaching methods, at primary stage need drastic changes.
Modern methods and techniques of teaching should be adopted.
Teaching at primary stage should be child centered and should satisfy
its psychological needs. The Kindergarten, Montessori and play-
way methods should be used for teaching at pre-primary and primary
level. The training institutions should also not give only theoretical
information of these methods of teaching but should impart practical
training for the successful implementation of these methods. Moreover,
teaching should be made interesting with the use of audio-visual aids.
The need for research in the field of primary education is more
pressing and desirable than in any other branch of education. Since we
are anxious to fulfill the constitutional directive of free and compulsory
universal education, a number of problems are cropping up. Subjects
in which research is immediately needed are - stagnation and
wastage, cheap school building, multiple class teaching,
orienting traditional schools to basic pattern etc. This research
should be organized in universities, teachers' training colleges and in
government research institutes. The state government should
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encourage research in primary education departments. The research
scholars in this area should be given handsome stipends for carrying
out their research projects successfully.
It becomes the responsibility of the educated class of the society
to build up awareness among the masses towards the selfish acts of the
people and resist their acts of personal interests at all levels. It will be
helpful not only in the development of education but also in the overall
growth of all good practices in the society.
Today, the whole atmosphere of working of Indian schools is
such that no inculcation of moral values and attitudes in children is
possible. As such, character - formation remains a distant dream. It is
really a very sorry state of affairs that our school do not aim at such
essential goals and ends to life to be achieved. Russell's views about
the development of character - formation will be much useful in the
present day Indian education system. According to him, character
formation should have four attributes - vitality, courage,
sensitiveness and intellect. If a child posses these qualities, he will
be a child of good character. So our educator should inculcate these
qualities in a child.
( 241 )
Secondary Level :
There is a need to-day to transform education so as to relate it to
the life, need and aspirations of the people. It is desirable to make
education the instrument of social change. For this purpose the school
curriculum should be related to national integration, productivity,
modernization of the society and cultivation of more and spiritual
values.
Curriculum of education should not be rigid and stable. The
curriculum should include a wide range of subjects general, cultural and
vocational. The pupil should be guided to choose subjects according to
their interest, aptitudes and capacities under a system of vocation and
education guidance and counseling. The curriculum should continue to
be re-designed in-accordance with the changing needs of the nation.
Continued research and experimentation are essential to make it related
to life.
Science and Mathematics should be an integral part of school
education at least up to class X. The teaching of these subjects shall
have to be upgraded and curriculum continually renewed. This will give
( 242 )
our children modern knowledge, develop their curiosity, and teach them
the scientific method of inquiry.
Today, the teachers are being given training in new techniques of
teaching through seminars, refresher courses, educational workshops
etc. In spite of all these attempts, no considerable reform in teaching
method is visible. A follow-up programme should be planned and
implemented to see whether new teaching methods are being
introduced in the school or not.
The methods of teaching should be so effective and efficient that
the students should feel the desire to work as effectively, honestly and
thoroughly as possible. Such teaching methods as lay stress upon
verbalism and cramming should be shunned. In this place learning
through purposeful, concrete and realistic situations should be
emphasized. Demonstration, direct and learning by doing
methods should be adopted in teaching.
The Indian Government and the society should make the
collectively efforts to solve the problems of education sector, which
cause the disciplinary disorder among the students.
( 243 )
It is the duty of the government of India to direct the different
education boards to reconstruct the curriculum of primary and
secondary level education thoroughly and make it more practical.
The contribution of teacher's personality in creating a feeling of
internationalism is very important. He should have an ability to create
the feeling of internationalism in the students. He should adopt
impartial attitude to the facts. The interpretation of facts should be
based on criticism and not on caste or community. Critical attitude
should be developed in the students so that they may judge any
statement and distinguish between good and evil. Critical thinking will
enable the students to rise above narrow nationalism.
The world of work is so vast and the job requirement and
preparation are so complex that the students need continuous
information about occupations. Occupational information is worthy of a
place as a separate subject in the secondary school curriculum. This
type of education enables the students to evaluate their suitability for
certain kinds of job. So occupational information should be a separate
subject in the secondary school curriculum.
( 244 )
In the present age of democracy, the concept of discipline is
totally different. Whereas, in the past, perfect order and silence
prevailed in the educational institutions. Now we insist on self-
government of students and free discipline. Russell opposed harsh
punishment and complete freedom both; he supported the middle path.
He has guided us by balancing punishment and freedom; we remain
indebted to him for this.
Students discipline is mainly related to school environment.
Students are disciplined when the teacher understands student's
problems and give them individual attention. Teacher's teaching should
be effective and he should ask the reason for misbehavior before
punishment. There should be an arrangement of personality
development programmes and establishment of guidance and
counseling centre for students in the school so that student's problems
can be solved. Thus we can maintain discipline in school.
Tertiary Level :
After achievement of independence an attempt has been made to
infuse the spirit of nationalism, internationalism and national integration
in our students at all levels - primary, secondary and university.
( 245 )
Accordingly, many necessary improvements have been made in the
course at all these stages. However, these courses still suffer from
certain inadequacies at all the levels of education.
Vocational subjects should be given due place in the curriculum in
order that the desirous students may acquire some vocational skill by
the end of university education. Social sciences and natural sciences
should be given a wider place in the university curriculum. This is
necessary to acquaint the student with the latest development in the
field of arts and sciences. This will broaden their outlook.
The various subjects in the curriculum should be integrated and
corporate as far as possible. In other words, interdisciplinary approach
is necessary for liberalizing the students. Even in specialized courses, an
attempt should be made to acquaint the students with the rudiments of
some other subjects which are generally related with the common-day
human affairs.
The university education in our country is getting very expensive.
The poor students, in spite of their suitability for higher education are
deprived of higher education because of its being too expensive. In
U.S.A. part-time courses and adult education schemes have been
( 246 )
instituted for helping poor students who can earn a part of their
expenses while getting higher education. The university also tries to
give part time employment to the students, if they, themselves can not
find some. Some such kind of arrangement is necessary in our country
also in order that the poor students may not be deprived of the
opportunity to get higher education.
With the increase in number of universities and colleges the
number of students seeking admission has increased so much that all of
them cannot be admitted. In fact, only the persons having the aptitude
and ability to benefit from university education should be permitted to
go in for this. The rest should be encouraged to take some other
worthwhile pursuits or diverted to obtaining some vocational skills for
becoming economically self-dependent ultimately. This may be possible
if vocational education is made compulsory at the secondary stage. This
will solve the problem of unemployment in a way.
There should be some national policy regarding admission of
students to universities and colleges. It is often seen that a suitable
student is refused admission to the university and an unfit one is easily
admitted. In fact, the admission policy should be objective and
( 247 )
scientific. It will be a national waste of time, energy and money if
without one selection all are given admission to universities.
It is often said that the standard of teaching in universities and
degree colleges has fallen down to a deplorable degree and this is
persistently continued. Some people say that in each and every
department in a university or degree college, there are some teachers
who seldom teach. Such teachers even do not go to visit the
department except when they have to collect their mails or sometimes
they come to show their faces to the peons or office clerks who mark
them present in their minds in order to speak to the immediate boss
that they had been in the department. Many teachers appear to be
more interested in gathering favour from the Heads or Vice-chancellor.
Such teachers are hovering around the authorities in order that they
may favour them in some way of them. In all these situations the
sacred task of teaching and research which is the main duty of the
university and degree college teacher is thrown to winds.
To do research work of high standard is one of the prime duties
of a university. Its function is not only to teach, conduct examination
and confer degrees. Before independence satisfactory facilities were not
available in universities for research. But now our state and central
( 248 )
governments are keen about higher order of research in various areas
of study. So they are giving crores of rupees to various universities for
this purpose. However, it will have to be admitted that there are very
few research works done by universities which have come to
international recognition. So much more efforts are needed in this
direction. Most of teachers and students in universities do not appear to
be very enthusiastic for high order of research. In this respect their
main aim is to help getting the doctorate degree any how. The result is
that the degree is awarded but the thesis which fetches the degree is
seldom an original piece of research of a high standard. Consequently,
the same never comes before others and ever remains in the bound
thesis itself.
The need of the hour in this respect is to establish good
laboratories, workshops and libraries where all needed research
facilities are available to worthy researchers. The supervisors should be
appointed with great care. They should have a missionary zeal to help
the students and they must not require the research schools to attend
to their (supervisor's) domestic affairs. It is an open secret that many
research - scholars are being misused by their supervisors in this
manner. They unnecessarily take 4 or 5 years to complete their so
( 249 )
called research work. Such supervisors who are dishonest to their
research - scholars must give up their bad habits in the best interests of
high order of research.
It is my firm conviction that if these suggestions are accepted and
implemented faithfully, the immense powers of the younger generation
can be turned to the nation's advantage by involving them in the task of
national construction.
6.4 RECOMMENDATIONS FOR FURTHER RESEARCH :
Research work should be done on the following topics related to
the present study by the future researchers so that every aspects of
educational philosophy of Bertrand Russell may be revealed. It is the
need to study the views of other educationists in regard to education
and its relevancy in modern India so that improvement can be made in
Indian's current education system.
1. A comparative study of educational views of Russell and
Rousseau.
2. A study of humanism in the educational philosophy of Russell.
3. An impact of educational views of Russell on National Educational
Policy of India.
( 250 )
4. A critical study of educational views of Bertrand Russell and
Aacharya Rajneesh.
5. A critical analysis of educational views of Bertrand Russell and
John Dewey.
6. A comparative study of educational views of Bertrand Russell and
John Lock.
7. A critical analysis of educational philosophy of Russell and
Spencer.
8. A study of sex education of Russell and its relevance in present
context.
9. A contribution of Russell in the education of international
understanding.
10. A critical analysis of educational views of Russell and whitehead.
11. A comparative study of philosophical problems of Cunningham
and Russell.
12. A comparative study of educational philosophy of Russell and
Vivekananda.