education in emerging indian society 1
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B.Ed. Special Education, Hearing ImpairmentTRANSCRIPT
EDUCATION IN EMERGING INDIAN SOCIETY - 1 Understanding Education
“Education is not a preparation for life but life itself!”- John Dewey
MEANING & NATURE OF EDUCATION By education, I mean an all round drawing
out of the best in the child. – M.K. Gandhi
Education is the manifestation of divine perfection already existing in man.
– Swami Vivekananda
Education is helping the growing soul to draw out what is in itself. – Sri Aurobindo
Education is fundamental to our all round development – material & spiritual. It is a unique investment in the present & the future.
- NPE(1986)
INDIAN CONCEPT OF EDUCATION “That is education that
emancipates..” Education fails if it doesn’t
cultivate the art of life. Tagore dreams of freedom where
“the mind is without fear & the head is held high”
Good education enables a person to understand other people, their thinking & action.
PHILOSOPHY OF EDUCATION Different philosophies of education as: Idealism – Plato Realism – Locke Naturalism – Rousseau Pragmatism – John Dewey(USA) – Democracy
& Education (1916)
IDEALISM Stress on spiritual
development & self- realization
Eternal ideals & values Truth, Goodness & Beauty Cultivation of moral
values Values are inherent in
individual
REALISM Concerned with world as here &
now. Senses are the doors to
knowledge. Stress on knowledge of society,
science, nature, vocation etc. Focus on first hand experience. Locke, the founder of
comprehensive realism, emphasizes role of immediate experience & sense perception.
NATURALISM Child- centered education. Stress on direct experience with
nature without the interference of the teacher or society.
Aims to understand the nature of child & provide the opportunities accordingly.
Advocates play-way method in earlier stages. Don’t believe in rigidity of time-table. Teacher’s role as a facilitator & observer. The child learns through his free choice. Rousseau wrote a book Emile
IDEALISM VS. PRAGMATISM
PRAGMATISM Stress on utilitarian aspect of knowledge &
experiences. Make the child a useful citizen of the society. To a pragmatist, truth is that which works, it
is not absolute. Dewey - a great exponent of Pragmatism The project method is the contribution of
Pragmatism. In spirit, Pragmatism is naturalistic; in
method it is scientific & practical; & in purpose it is social & human.
CONTRIBUTIONS OF INDIAN THINKERS TO EDUCATION Mahatma Gandhi Rabindra Nath Tagore Sri Aurobindo
MAHATMA GANDHI Best known
contribution → NAI-TALIM or Basic Education
Education must begin with parents & community.
Stress on “Learning by doing”
Three main centers → craft work, natural environment & social environment.
RABINDRA NATH TAGORE Ideas similar to Rousseau. Object of education →
freedom of mind. Emphasized the activity
method. Nobel Prize in 1913 Shantiniketan in 1901,
converted into university in 1921
SRI AUROBINDO “The first principle of true teaching is that
nothing can be taught. The teacher is not an instructor or task
master, he is a helper & a guide. His business is to suggest & not to impose”
AIMS OF EDUCATION
CLASSIFICATION OF AIMS Acquiring knowledge Character formation Vocational Aim Overall development Aim Leisure Aim
CONTEMPORARY AIMS OF EDUCATION Education Commission (1964-66)
recommends: Increasing productivity Social & National Integration Modernization Cultivation of social, moral & spiritual values.
CONTEMPORARY AIMS OF EDUCATION NPE 1986 recommends: 10+2+3 structure for entire nation National Curriculum Framework Ten core components to be studied by every
child: History of India’s freedom movement Constitutional obligations Small family norm Scientific temper Gender equality Environment protection National identity etc.
THE NEED FOR A NEW APPROACH The NPE states that there are moments in
history when new direction has to be given to an age old process.
That moment is today. This is age of ‘explosion of knowledge’,
‘technological revolution’ & ‘multiple alternatives’
Education must become vibrant & dynamic.
EVOLUTION OF SOCIETY Type of Society
Salient Features
Needs Nature of learning
Pace of learning
Primitive/ Hunting – Gathering
Erratic, Nomadic, Instinctive
Primary Accidental, Irregular
Very slow & disorganized
Agricultural
Settled, Inquisitive, Patterned
Limited Observation based, Cooperative
Slow
Industrial Mechanical, Competitive Urbanized,
TechnicalEver- widening
Experimental
Fast
Post Industrial
Knowledge based
Global/ local/ Individual
InteractiveFlexibleLiberal
Very fast
Components of
Past Present Future
Goals/Aims God realizationSelf realization
Gainful employment
Self development
Teachers Next to GodRigidAuthoritarianFull of wisdom
One among othersFlexibleSenior in age
Younger ones
Students DisciplinedObedientLoyal
Less formal InformalAnyone can be a student
Schools Gurukul SchoolCollege
HomeAnywhere
TLM Hand-written DTP EbookVirtual book
Teaching/Learning
ResidentialLife oriented
Curriculum centered
Governed by Learner
Evaluation Informal/Formal
Continuous Self-evaluation
CHANGING DIMENSIONS OF EDUCATION Computer Assisted Instruction Distance Learning Online Learning Human Rights Education De-schooling society Gyan Darshan Special Education Life-long education
UNESCO REPORT : FOUR PILLARS OF EDUCATION Learning to Do Learning to Be Learning to Learn Learning to Live
with others
LEARNING AS
Systematic Rational Empirical Experimental Objective Logistic
Individual Creative Novel Enlightening Aesthetic Joyful Emotive Expressive
Science Art
ROLE OF TEACHERPeriod Role of TeacherAncient Authoritative, Parental,
Personal, Reflective, Perspective, Guiding
Medieval Dogmatic, Ritualistic, Disciplinarian, Metaphysical, Superintendant
Modern Analytic, Impersonal, Suggestive, Associative/ Friendly, Helping, Competent, Specialized
Post-modern Speculative, Participatory, Collaborative, Sensitive to individual needs
INTRODUCTION Vedic Era : 3000 BC to 500 BC Buddhist Era : 500 BC to 1200 AD Muslim Era : 1200 AD to 1700 AD British Era : 1800 AD to 1947 Post Independence : 1947 onwards
VEDIC ERA - GURUKULAS Gurukulas: The abodes of saints/sages
served as centers of learning. Pupil was known as ‘antewasi’
VEDIC ERA- UPNAYAN CEREMONY
VEDIC ERA Curriculum included grammar, rhetoric,
astrology, logic, nirukti, kalp etc. Methods of teaching – Oral and ‘Chintan’
(thinking) Even women like Sita, Ganga, Apala Ghosh
were educated Yoga, meditation, yagna, a disciplined &
celibate life were the key components.
BUDDHIST ERA In post-Vedic age, there were problems like
caste bias, excessive yagnas, violence, rigidity etc.
Gautam Buddha propounded a new philosophy of life & education – Buddhism.
Monasteries became center of learning.
PABBAJJA CEREMONY Pabbajja means ‘going out’ (of worldly
relationships) Budhham Sharanam Gachhami Dharmam Sharanam Gachhami Sangham Sharanam Gachhami
UP SAMPADA CEREMONY After 12 years of education, ceremony was
performed to declare him a complete monk.
BUDDHIST ERA Two types of curriculum – for monks & for
common people. Subjects like Vinaya, Dhamma & Suttant in first, Subjects like spinning, weaving, printing, medicine etc. in other.
Women were admitted later but with many restrictions.
Propagated to Sri Lanka, China, Afghanistan, Thailand, Combodia, Veitnam, Japan etc.
FAMOUS CENTERS OF LEARNING Taxila Nalanda Vallabhi Vikramshila
TAXILA Ancient city, now in
Pakistan Two types of curriculum –
literary & scientific Literary – Buddhist
education Scientific – 18 shilps,
ayurveda, commerce etc.
Alumni like Panini, Jeevak & Kautilya.
NALANDA 60 km from Patna Acharya Nagarjuna
Dev Many famous rulers,
foreigners etc. received their education
Huge building, fully equipped large hostels, 10,000 students, 1500 teachers, free education.
VALLABHI Kathiawad (Gujarat) Tsang has described 100 Maths there. Subjects like religion, economics, political
science, medicine etc.
VIKRAMSHILA Curriculum –
Buddhism, Grammar, Philosophy, Logic, Astrology etc.
Many Pali/Sanskrit books translated into Tibetan
Deepshankar – famous teacher
Destroyed by Bakhtyar Khilji
OTHER CENTERS At Kashi, Ujjayini, Amravati, Mithila,
Odantpuri, Kanchi etc. Foreigners like Megasthanes, Strabo, Huein
Tsang, Marco Polo, Ibn Batuta etc. praised the ideals, principals & philosophy of Indian system of education
MEDIEVAL ERA Invasion by Muslim dynasties like Slave,
Khilji, Tuglaq, Lodi, Mughal dynasty Rulers like Bakhtyar, Ghazni, Aurangzeb
destroyed the old systems & built Maktabs & Madarsas
Persian & Arabic literature flourished Education was at the mercy of rulers Education was religious & revolved around
holy Quran
BISMILLAH CEREMONY Repeat verses of Quran or say ‘Bismillah’ Ceremony was held when child was 4 years,
4 months, 4 days old.
MEDIEVAL ERA Maktabs imparted elementary education,
Madarsas were for higher education. Curriculum – Holy Quran, Islamic history &
law, literature, Unani medicine etc. Women education was poor, there was
purdah sytem & severe restrictions on women.
Few women like Razia Sultan, Noor Jahan, Mumtaz mahal etc. did manage to get higher education
Military training played a very important role Jaunpur – important center for learning.
Known as “Shiraz-e-Hind”
THE CHARTER OF 1813 Paved the way for British education in India Created bitter “Occidental-oriental
controversy” Orientals like Warren Hastings, H.T. Princep,
Lord Minto, H.H. Wilson etc. favoured Indian literature in Indian languages
Occidentals like Lord Macaulay ridiculed Indian system, literature & languages (in famous Macaulays Minutes)
Downward filtration theory → Only elite Indian class will be educated, & masses will follow elite.
WOOD’S DESPATCH OF 1854 Charles Wood was the prime
architect. Regarded as ‘Magna Carta’ of
Indian Education. Most important document of
Indian education policy, which had far reaching impact.
A new era in education began with this
WOOD’S DESPATCH OF 1854 Aim of education → useful for government The Curriculum → Sanskrit, Arabic, Persian,
English, Western Literature, Science & Law Medium → English, other Indian languages Dept. of Public Instructions in every state University Education at Calcutta & Bombay Graded Education System of Grant-in-aid Teachers Training Women education, Vocational education
THE INDIAN EDUCATION COMMISSION, 1882 Primary Education → Recommended Mother
tongue medium & Training of teachers Secondary Education → English medium,
general/vocational courses, Grant-in-aid system
First ever commission to look into educational problems
Also known as “Hunter Commission” under William Hunter
INDIAN UNIVERSITIES ACT 1904 Universities should provide teaching. Should
not be merely examining bodies Number of members, their tenure fixed Syndicate, the executive power of university Role & power of Senate.
“Swadeshi” movement motivated Gopal Krishna Gokhale & like to initiate reforms in education.
But first world war, 1914 slowed it down
EDUCATION UNDER DIARCHYHartog Committee submitted a report on
Primary education 1929: University education was progressing at the
cost of primary education. Lack of transport to schools Superstitious beliefs Lack of proper inspection
SERGEANT REPORT, 1944 Compulsory education for 6-14yrs. Pre-primary education High school divided in two parts – Literary &
Vocational Literary – Mother tongue, English, History,
Eco, Music etc. Vocational – Applied science, engineering,
short hand etc. Set up UGC Improvement of teacher’s economic
condition
BASIC EDUCATION OR NAI TALEEM Proposed by Gandhi Also known as ‘Wardha Scheme’ Education through handicraft –
weaving/spinning/carpentry/pottery etc. Mother tongue as medium Child centered, flexible curriculum Other subjects like
Science/Mathematics/Social Studies/Painting/Music/Agriculture etc.
1 year/2 year training courses for teachers