Adhyayan) .The study revealed: Karma Yoga was the base of Gandhi’s educational philosophy. As per Gandhi, to make good character was the motive of education. Gandhi was very affected by ideallistic thought of Indian culture; he was in against to western materialism. Annie Besant & Gandhi dedicated their live to their service of planning through education; they taught the message of humanism socialism through their institutions Educational programmes (Vaid, 1985). Annie Besant & Gandhi both have separate methods to synthesize eastern educational philosophy with custom, science and culture.
Philosophy is the vision of the Reality as a whole. It is an insight into the nature of the whole reality” (1). Indian philosophy, in its essence, is spiritual. The ancient Indian philosophical schools or systems fall under two categories orthodox (āstika) and heterodox (nāstika). Those which do not accept the authority of the Vedas are called heterodox or non-orthodox schools.
One example of such movements was the nationwide campaigns held in India by Mohandas Gandhi to ease poverty within the nation, expand women’s rights, undergo economic development and even achieve political autonomy from the British. As a result, the colonial discourse of “mimicry” was derived from this “ironic” situation organized by two different stances during the colonial period (86). Unlike the previous case of Orientalism, the natives from the colonies were not just passively conforming to the status quo, but were raising their voice for development and progress. From this explanation, it is clear that although both theories of the Orientalism and mimicry implicitly agree on the superior position of European authorities over the colonial
1.0 VIVEKANANDA PHILOSOPHY IN EDUCATION Knowledge is actually inherited within a person and not from external sources; it is already embedded in the human’s mind. The stimulus from education is the causes that multiply and widen the knowledge. That is why Vivekananda stated that education is actually the manifestation of the perfection already in man (1993: p.55). Manifestation actually means that something already exists and just waiting to be expressed. In other words, it is the order of making inner or hidden ability to be manifested to the best quality.
3.1 INTRODUCTION This chapter deals with the leadership and educational ideas of Pandit Madan Mohan Malaviya. First, this chapter seeks to explore the role of his birth, background and education in shaping his personality, the chapter presents a brief profile of the evolution of Pandit Malaviya as a leader, by highlighting how his upbringing in the puritan familial cum social background and his exposure to modern formal education at higher education stage, instilled in him the firm belief in the empowering role of education in the national reconstruction and development of India. Second, it highlights the key role played by him as one of the most important leaders in the freedom struggle, which ultimately led to India’s Independence. Third, the chapter discusses the educational ideas, which Malaviya espoused and put them into practice. Pandit Malaviya was concerned about the condition of contemporary education system and raised the issue of hostility of colonial government toward the education in India.
According to Dewey (Aedo, 2002), the key idea is that interaction and continuity are two core characteristics of effective teaching and learning gained through experiences. The characteristic of interaction highlights the importance of the dialogue and communication underlying learning; the continuity characteristic emphasizes that the individual learner must be viewed as the key design element in the whole process. In other words, instruction must be designed so that individual learner can effectively build on what he or she knows, and have sufficient resources and assistance to learn. Under the Principle of Interaction, factors that affect student experience include those that are internal to the student, and those that are “objective” parts of the environment. The students’ perceptions of, and reactions to, the objective factors are influenced by their attitudes,
Curriculum evaluation is process that seeks to define, collating and analyze data to make an informed decision on the curriculum (Davis, 1980). Its purpose is to determine the effectiveness of a programme in achieving its intent, and to make the appropriate changes to it if necessary. Hence, this paper seeks to evaluate on the curriculum of Diploma of Adult and Continuing Education (DACE) Programme base on the three concepts of the intended, enacted and experienced curriculum. Firstly, the intent of the curriculum is identified as to encourage an independent, innovation thinking and self-direct adult educator to adopt the mindset of a reflective practitioner. It is follow by a discussion on the stakeholders top down approach in managing the
Swami Vivekananda (1863 – 1902), a great thinker and reformer of India, embraces education, which for him signifies ‘man-making’, as the very mission of his life. In this paper, which purports to expound and analyze Vivekananda’s views on education, an endeavor has been made to focus on the basic theme of his philosophy, viz. the spiritual unity of the universe. Whether it concerns the goal or aim of education, or its method of approach or its component parts, all his thoughts, we shall observe, stem from this dormant theme of his philosophy which has its moorings in Vedanta. Vivekananda realizes that mankind is passing through a crisis.
Therefore, the problem of study aims at unraveling human attitudes with respect to human indifferences, such as selfishness, greed, slavery, and exploitation; unleashed in the names of caste, creed, religion, culture, tradition and nationality. Considering that Ralph Waldo Emerson representing the West and C.Subramanya Bharathi representing the East are the keen observers of human attitude and the best masters of human society, the comparative analysis focuses on the practical application of values in the pragmatic thought process of these idealists. In this attempt it unravels the likeliness and differences in their undercurrents of philosophy and practice out of their national mission. Eventually, the study foregrounds the ‘values,’ that give sustainability to human society, which keep away from further deterioration. Besides, it also highlights the transcending quality of the values in universal pattern, which is beyond human; all encompassing attitude of humans, animals, and
Terms such as knowledge, awakening, humility, modesty, etc were often used to characterize education in Vedic period. Education was regarded as the source of light and the uneducated person as an ignorant beast. The other objectives of Vedic education in ancient India were worship of God, a feeling of religion, formation of character, fulfillment of public and civic duties, and the protection and propagation of national culture. Fire sacrifices, fasting and taking vows became part of