Keywords- Dharma, Karma, Human Value, Morality. The modern society badly requires the Dharma that is enshrined in the epic Ramayana. In present era a son disrespects his father’s advice. Devotion to the Guru should be the primary duty of student but students are incorrigibly disrespectful towards teachers. In such a condition, everyone needs to follow the ideals of the Ramayana.
5.0 CONCLUSION In all four educational philosophies there were differences that can be distinguished in terms of definition and the functions of education from the philosophers. According to Vivekananda knowledge in actually inherited and not from external sources; it is already in the human’s mind. Meanwhile, al-Farabi believes that education deals with the human soul and ensures that individuals are being prepared from early age to become beneficial member of society and achieve high level of perfection to reach goal which he was created. For Confucius, he believes that moral values in the main core for education and from it a good person can be educated to become better and virtues in establishing disciplined and stable society. As in Plato,
Browning as a Moralist and Religious Teacher Abasyn Univeristy, Peshawar, Pakistan Author: Alam Zeb Alamzeb.firstname.lastname@example.org Abstract As a moralist and religious preacher, Browning held an extremely particular spot among the essayists of Victorian Age. He lectured God and Immortality as the focal truths of his theory of life and he lectured them as one completely guaranteed of their existence. His verse was all through a dissent against the cynical state of mind incited by that invalidation. The despairing, wavering soul so frequently communicated by Tennyson, discovers no spot in his verse. 'Trust hard in the unpretentious thing that is soul' was the note of his message to his era.
The journey of self-enlightenment is an unending process; nowadays, instead of ignoring the problem, one is encouraged to reflect upon himself and learn from his mistake. Both Confucius and St. Augustine embrace this philosophy and use their mistakes as a pedestal to improve themselves and attain the highest understanding. The concept of self-reflection is an essential part of Confucius and Saint Augustine’s path to enlightenment, their different education background and life philosophies have created very different processes of how one would attain self-improvement: While Confucius has an idea of how a virtuous man should be and one should follow the three virtues to reach enlightenment, Saint Augustine is unclear about his path to God, as he is a man of rhetoric and felt the need to understand God before committing himself to Christianity. Confucius regards education as the only way to self-improvement and morality; he believes that if one were willing to learn, he will naturally find the way and become a virtuous man. It is Confucius’s desire to obtain The Way, which leads him onto the journey of seeking wisdom.
Adamson affirms by saying that the whole business is between the individual and his worlds, and the teacher is outside it. Adamson also reiterated that children must be left free to express themselves; they must discover knowledge for themselves because for him the only true education is self-education. Galileo said that you cannot teach a man anything, you can only help him find it within himself. Law of Exercise This is the second law of learning which means that drill or practice helps in increasing efficiency and durability of learning. According to Thorndike’s S-R Bond Theory, the connections are strengthened with trail or practice and the connections are weakened when
INTRODUCTION 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.
purifying the mind that is indispensable if one wants to progress spiritually and attain the necessary wisdom that will remove all his doubts and weak mindedness that are born out of his ignorance by making him knowledgeable. Lord Krishna is putting before the entire mankind through Arjuna, each one of these Spiritual paths so that each can choose any one of these or all the paths or Yogas or the spiritual disciplines as per his inherent dominant nature that make him choose to be a Braahmana or a Kshatriya or a Vysya or a Shoodra and also as per his role in life so that one can come out of his ignorance with the necessary wisdom. By highlighting each of these paths Lord Krishna is only trying to show the equal importance of all these Spiritual
CONCLUSION The ideas of Swami Vivekananda went a long way in generating and developing national consciousness by promoting a desire to unite under a government of their own. Vivekananda highlighted the Indian heroic past. He advocated broad nationalism, which would lead to freedom, development and socio-economic and political equality. Swami Vivekananda was a visionary, a monk, a nationalist and a reformer par excellence. He rejected the idea that the spirituality and secular ideas are opposed to each other.
“He is widely regarded as the father of the critical pedagogy perspective of education. Brazilian educator Paulo Freire, perhaps best known for his book, Pedagogy of the Oppressed, and for popularizing the practice of “critical pedagogy,” also wrote passionately and profoundly about what it means to be human” (Anderson, 2016). He views teachers as authoritative and refers to this as the banking system which is the act of transferring information from teachers head and depositing in students heads. In opposition to this domesticating system, Friere suggests a problem posing education which will break the vertical pattern characteristics of the traditional teacher student relations by establishing a horizontal dialogue and encouraging critical pedagogy (Sabarish-P, 2014). He believes education should raise the awareness of the students so that they become subjects, rather than objects, of the world.
As this proves to be a very slow process, heinfluenced a little caste Hindu boy to give him lesson at an anna per lesson everyday. Bakha’s craving desire for education stems from his love for all that is English. He exhibits an awareness of the values and problems of getting education. When Gandhiji speaks for the abolition of untouchability, Bakha feels that he must be