Friday, March 1, 2019
Educational Philosophies Essay
didactics is derived from the Latin word Educargon which intend to mould up and Latin word Educere which bureau to bring forth. It was Latin author Varro who said Educit Oberix, Educat, Nutrix institut Padagogogus, Docet, Magister which means the mid- wife brings forth, and nurse bring up, the tutor trains and the master teaches. jibely, information does non entirely mean the acquisition of cognition or experience entirely it means the come a detonatement of habits, attitudes and skills which help a man to lead a full-of-the-moon and worthwhile life. Since theorists retrieves it from word Educate. They say e means proscribed of and duco means to lead. To educate means to lead forth or to extract out of the stovepipe in man. didactics is an attempt to develop the man. William James has remarked Education as an attempt on the part of cock-a-hoop members of the human community to shape the development of the coming generation in accordance with his protest ideals of lif e. (Encyclopedia Britannica Vol. -viii, p. 951) Education is recognized as the mirror of society and facts of lifeal institutions as society in miniature. Education is a probatory and well-nigh potent activity to bring about desired snatchs in the society. Every country develops its own system of cultivation for the promotion and demonstration of the socio cultural identity and to meet the ch in all(a)enges of time. Education is considered as necessary equipment for the societal and governmental development of the country.Education not only provides fellowship and skills but besides inculcate set, training instincts, fostering right attitudes and habits. Philosophy is the ponder of general and fundamental problems, such as those connected with reality, existence, knowledge, look upons, reason, mind, and language. Philosophy is separate from other expressive styles of addressing such problems by its critical, generally systematic apostrophize and its reliance on rati onal argument. It is derived from two Greek words i. e. phileo (love) and Sophia ( firmness), which literally means love of wisdom.Philosophy is a search for a general mind of values and reality by party bossly sorry rather than observational means. It signifies a natural and necessary urge in human beings to know themselves and the realness in which they live and move and bear their being. Education and doctrine are related like flower and fragrance, Skelton and variant and blood, shadow and substance. groomingal philosophy provides original ideas regarding all aspect of direction and society. Education philosophy helps to preserve the cultural, social, national traditions of country by groomingal programs.It harmonizes the old and new aspects in education. Education philosophy guides the student done social, cultural and mental complexities, it establish a co-ordination between different branches of the landing field of education. All Education activities aims, curricu lum, discipline, techniques of instruction and organization helped by educational philosophy. Education develops a sense of discrimination between good and bad. This discrimination establish on values, are tested in educates. Values of education are the same as of life. These educational values are s foreveral(prenominal) as well as social.True value orientation cherished values into- Satya Dharma Prem Shanti Ahimsa In Vedas, thither are four personal values- Dharma Artha Kam Moksha Besides these there are three impersonal values are- Truth Goodness alinelove (Satyam)(Shivam) (Sundram) India has produced m some(prenominal) great men and earnest seekers of Truth. They developed many dire educational ideas and contributed to educational ideas and practices. True education is the acquisition of knowledge followed by action. Tagore (1861-1941) , the writer of famous hymn Jana Gana Mana which is our National Anthem ,is popularly cognize as Gurudev, the respected teacher.His motle y educational experiments The Bholpur school, The Institute of awkward Construction, Shiksha Satra and Vishwa Bharti name all crystallize his various aims and objects of education, on which the foundation of super social system has been built. He make unique contribution in the renaissance of unexampled India and achievements in field of literature, philosophy art and education. The fundamental purpose of education is not merely to enrich ourselves by the fullness of knowledge, but also to establish the bond of love and friendship between man and man. R. N. Tagore Educational philosophy of Rabindra Nath Tagore Tagore realized that education system of India suffered from the loss of radio link with the milieu and education. He made unique contribution in the renaissance of in advance(p) India and achievements in the field of literature, philosophy, art and education. He tried to elucidate educational experiments and innovations on the fanny of intellectual, clean-living a nd spiritual values of ancient India and worked for an understanding between Eastern and western refinement.Tagore was a poet and a Saint withal who had through his imagination and insight realized the universal soul in him and in nature. He believed that this realization was the goal of education. Because the universal soul is the pedestal of our soul mans aim in life is to stool that universal soul of which all human beings are parts. Principle of self-importance education ground on self- realization, and the process of self realization is as permanent as that of education. Education must make individuals to have trustingness in self and in the universal self, underlying his own individual soul is most important.Education in its aim must have, incorporated Development, Moral Development, Physical fitness, Harmony with environment, National and International understanding, Earning livelihood and multilateral aims. He believed in dynamic and activity methods of teaching by accent aesthetic subjects like saltation, music, art, dramatization an one hand and socially utilitarian productive works like book binding, gardening and other crafts. He had free-hearted and progressive outlook and he strongly advocated char education. In this way R. N. Tagore has contributed in education for human re-generation, to prevent defects.Mahatma Gandhi (1869 to1948) is considered as coercive practicable philosopher who believed not in theorizing education but in lay into action. He was a revolutionary educational thinker of juvenile India. worry Socrates, Rousseau, Tolstoy, he made a remarkable contribution to education in India. Gandhi ji whitethorn be ranked as one of the most prominent educators of the world has ever known. He is regarded as a practical philosopher and experimenter on education to the core. Whole of his life was spent in experiment with truth.His educational philosophy has been rightly considered as dynamic side of his philosophy of life. His contribution for Nai- Talim is an instrument for realizing his ideals of life. The Wardha Scheme prepared under the direction of Mahatma Gandhi attempts to deputise the handed-down system by dynamic and human system which helps to bring into existence a new era of planning and co-operation of India. According to Gandhi ji, education is an activity, which is necessary not only for social progress, but also for the moral, political and economic development.Basic education considered as an effort to make knowledge easier. Educational Philosophies of Mahatma Gandhi Mahatma Gandhi emphasized Aims and Ideals of education as drawing out the best in child and man, body, mind and spirit, Livelihood, character formation, cultural development, Self reliance, and arrest living aim. He cute to bring about a placid revolution, through a balanced curriculum. He introduced craft as an of the essence(p) part of curriculum and methods like discipline by doing, Project method, Co-operation, Le arning through craft.Gandhi ji stressed upon Satyagraha ,True national education, National Higher Education ,National institutions ,Salt Satyagraha ,The spinning wheel message, Self supporting education ,Nayee Tailem, Education through Crafts, Basic education ,Intellectual development ,Manual labour, Nursery education ,Primary education, Secondary education, Rural education, Woman Education, Co-Education, Education for different sections of the society, Education centers of cultivation. He was in favor of taking a lesson from the west and save souls by turning the impudence against consumer society with its ever-proliferating needs and vulgar competition.He said that in the aline democracy of India, the unit is the village. His message was above all freedom of individual. relation of Educational philosophies of R. N. Tagore and Mahatma Gandhi both R. N Tagore and Mahatma Gandhi regarded as master of the man cast and the great teachers of the human society. Their educational th oughts are relevant to the life, needs and aspirations of the ever growing Indian society. They believed in the total development of personality through education and holds that education does not mean literacy alone but the literacy of personality.Rabindra Nath Tagore and Mahatma Gandhi all felt that a sound theory of education with spiritual basis could not raise the consciousness of the individual and enable them to see objects in the external world clearly. Lack of spiritual entrust plug the world into chaos and disorder. The fundamental difference in their attitude to life gets reflected in Educational Writings of Gandhi and Tagore. If Tagores artistic bent of mind prompted him to count the vacuous time as core of meaningful life, Gandhis value of manual labour made him emphasize work as generative way of harnessing energies.Aims of education determined the prevailing philosophy and always change with the change in philosophy of life. The entire education process is purpos eless without aims. Philosophy is the best guide for formulating aims. Tagore and Gandhi believed in the vocational efficiency as one of the aims of education. Gandhi emphasized the craft centered education. He felt that adjust education is calls for a proper exercise and training of the body variety meat and mental faculty. They also held that such training of mind and body will take the child a long way in alter their soul.The Important aim of Gandhian education is spiritual development whitethorn be called the ultimate goal of education. Tagore was very a lot concerned with slimy health of students in India. Therefore he gave a great richness to improvement of health. He holds that various powers of the child should be properly reach to bring about a harmonious development of personality. Tagore established Shantiniketan with the precedent of spiritual culture. Both laid great stress on moral and spiritual development for maintenance of personality and preparation for lif e and self realization.They believed that service to man is service to God. Like Idealists, they advocated the spiritual aim of education. According to Gandhi ji, the chief aim of education should be character formation, as it was the chief aim of education in Vedic and Brahamnic period. Tagore and Gandhi considered that culture is the development or improvement of mind. Curriculum is used as synonyms for courses of study. The curriculum should be reformulated in a way to realize the aims and values. Tagore and Gandhi believed that the subject provide there in must touch all aspects of the childs life.Tagore did not make any rigid, hard and fast scheme of subjects for this purpose. Gandhi ji emphasized the traditional subjects like History, Geography, Science, and Literature along with new subjects like drawing, dramatics, excursion, music and dancing which was also supported by Tagore later on. Science was being taught in various classes at Shantiniketan with well equipped library. Their curriculum was activity based and experience based. Both of them introduced many crafts in their educational institutions. Both talk over religious education.Tagore like a staunch idealist says that a teacher can never truly teach unless he is still learning himself. teacher should understand the relationship between their subjects and human life. Gandhi ji asseverate that teacher must possess the virtue that he wants to inculcate in the students. Tagore emphasized association of teacher with their student should be a book training in the fundamental virtues. Both found that boys more engage from teachers. So the teach should try to establish heart to heart contact with students.Both of them criticized the bookish and examination oriented teaching and stressed various learning, constructive and creative activities. They introduced many crafts. No rigid methods were prevalent. Tagore insisted that during crafts teaching, stress should be laid on principal of cooperative ac tivity, planning, accuracy and individual accountability in learning. Gandhi ji also believed in dynamic and activity methods of teaching. Both of them consider educational institutions as an open house, in which students and teachers are at one.Tagore never liked to say Dont do this. They boys were back up to manage their affairs in their own way. Gandhi ji believed that freedom comes from discipline. correction and freedom must co-relate. Freedom has become an important and integral part of subjects like drawing, dramatics, excursion, music, and dancing. But self imposed discipline should be there. Teacher should take a check of all activities of students. In their educational institutions acquire tongue has been used as a culture medium of instruction in their experimental schools.Mother tongue was an instrument for the expression. Both of them called for great courage, foresightedness and love for perplex tongue. Tagore and Gandhi both strongly advocated woman education. Tagore had a liberal and progressive outlook towards women education. Gandhi ji wanted to provide such education to woman as coincided their particular attitude and life demands. He regarded woman as the noblest creation of God. Both of them tried for social reforms and built the see of woman in her perspective.They stressed woman education to teach the unscathed family and expressed their views that the greatest hope is in woman. Tagore and Gandhi were in favor of co-education. Tagore started school for boys, but in his Vishwa Bharti, all boys and girls in all standards studied in the same class. Gandhi ji advised that co-education should be adopted with open mind. Boys and girls should be educated in same class up to 14 old age together for better understanding in life. They treated boys and girls on mate footing by giving them full freedom to select the subjects of their own choices in different classes.Tagore and Gandhi did not make any distinction in different sections of s ociety on the basis of caste, creed, colour or wake up in their schemes of education. Though Tagore stated school for boys but he was not against woman education. In their educational institutions, boys and girls could select same subjects of their own choice, which include learning by doing. Vishwa Bharti means world culture, where East and West culture would meet at one place. Shantiniketan The Abode of peace imparted education in the lap of natural surroundings.It became International University with freedom, love, peace and sympathy. In Gandhis Sabarmati ashram, education has been provided to all people, irrespective of caste, colour creed or sex. All these educational institutions established a relationship between East and West, to promote intercultural and inter-society affection and understanding and fulfill the highest mission of the present age-the unification of mankind. Both of them merit credits for having retrieved the ancient Indian ideals and values of education i n the modern times even under the foreign regime.They are known as apostle of international brotherhood, modern humanism and natural libertarianism. Tagores Vishwa-Bharti and Gandhis Sabarmati Ashram wanted to achieve National and international understanding by opening its doors for all persons of the world. In these institutions, cultures of different regions could be presented in such a way to be accessible to all nations, to find a practical use up in the cultural synthesis and to promote international understanding and co operation in worlds history.It may be true that those who have dealt with the subject so far emphasized more on similarities between the two than on their differences. Gandhi, however, was a quite radical in this respect. He was categorical in his opposition to English as medium or as a compulsory subject. Tagore wrote more than 100 pieces on education. Besides, there are other writings where reflections on education may also be found. His wrings may be class ified into three groups. He was in favors of introducing mother tongue as a medium up to the highest level of Education. Both advised not to prescribe too many books for a child in schools.In his book Shiksher Swangikaran Tagore said, In Education mother tongue is like the breast milk. Tagore advised to introduce English after a child became somewhat proficient in mother tongue. Tagore himself was introduced to English when he was 12 years old and had already made good progress in Bengali. Tagore wanted to learn from the west the knowledge of modern science and technology while enriching the west with spiritual wisdom and sacrificial attitude of the east. Gandhi perhaps was the only Indian leader who dig the eventuality of a course on which we would not have any control.Tagore also wanted the emancipation of villages and to rouse the villagers with Atamsakti. In fact, he gave much importance to constructive work and village welfare and emphasized office and self sufficiency. To m y mind, cult of play and adventure was an important component of Tagores concept of education while Gandhi adheres to the cult of productive work. Tagore wanted to turn work into play with Gandhi found the spirit of work. Tagore, true to his temperament, extolled the culture of leisure while Gandhi, true to its nature upheld the culture of work.
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