135x Filetype PDF File size 0.30 MB Source: magazines.odisha.gov.in
Orissa Review * September - October - 2006 Mahatma Gandhi's Contribution to Education Dinabandhu Dehury India's recorded and unrecorded culture and violence and corruption are at its zenith, and more civilization are rare features in the course of world than one third of our population lives below the history. Today, along with modernization, it is very poverty line, it is indeed tempting to muse over much a part of our living culture, at every level of the relevance of Gandhiji's contribution to the society, as well as a documented testimony education as well as his model of basic education, to the greatest strength of education, which incorporating his philosophy, approach and catapulted the Indian Civilisation to its zenith. strategy. Perhaps few other cultures His Contributions : and civilizations have Gandhiji's model was produced such courageous, not only holistic and practical, saintly and visionary role it was highly decentralized models such as and integrated, with a Radhakrishnan, Sri demonstrated capacity to Aurobindo, Swami motivate the entire Vivekananda, Mira Bai, Rani community and place of Jhansi, Netaji Subas responsibility and Chandra Bose, Rabindra accountability at the Nath Tagore, Sant Kabir, community level versus the Sant Ram Das, Mahatma State. To highlight just a few Gandhi, to name a few. of his contributions. Gandhiji influenced the lives of our An Investment in Human Capital : countrymen for more than half a century. His approach to most issues was down-to-earth and On economic, political and military holistic-be it social, cultural, economic, health or grounds, India was of first rate importance to the education. His philosophies were pragmatic and British and education was the instrument by which farsighted. The villager was the centre of his they sought to maintain and strengthen their economic thought. His warnings against the British domination by experimenting with a unique model Education system were prophetic. Today, when of educating an elite through a foreign language. Indian illiteracy rate stands at 34.62%, crime, However, contrary to the popular belief, English 11 Orissa Review * September - October - 2006 education was not forced on the Indians (Basu, factories and shops. The work done at home 1978). Rich Indian citizens had actively come offered lifelong educational, socialization, forward in setting up the system as the only way communication and vocational benefits to the to modernize their society. So much time was family members. It kept unemployment and crime spent in mastering English language by the Indian rates low. The spirit of cooperation and respect School boys that the main purpose of education prevailed, which is what Gandhiji tried to revive was missed. The premium on rate learning and in his model. examinations was so high, that the growth of Concrete Definition to Aims, Goals and inquisitiveness and an experimental bent of mind, Objectives of Education : so necessary for economic development, were If education is the foundation of all growth not cultivated. But more important was an invisible and progress, then aims, goals and objectives are and quite change in attitudes and values of viewing the four interconnected and most significant education as a social welfare activity for girls and components that gives direction to educational an investment for boys (Dhawan, 1995; Naik, outcomes through the curricular content, syllabus 1982; Krishna Raj, 1982). As an outcome, the and evaluations. These four components are highly system concentrated on a centralized and uniform influenced by four interconnected foundation higher education. blocks namely, epistemology (the nature of Since the system of education had little use knowledge), society/culture, the individual, and for the masses, there were inadequate facilities learning theories (Zais, 1976). But since aims, for children aged between 6-11 years as well as goals, and objectives, collectively as a component poor enrolment. In many ways the situation hurt of curriculum provide direction and focus for the the girls more than the boys. Gandhiji, who viewed entire education programme, they are particularly education as an investment in human capital, sensitive to these four fundamental forces. warned against this system because it disorganized It was Gandhiji, who in 1937 first villagers, made them helpless and paralyzed and recognized the interconnectedness of the eight steadily sunk them into poverty, unemployment curricular forces and questioned the futility of the and despair (Gandhiji, 1937). Instead, productive British education system. Based on his wisdom skills were the focus of his Nai Talim (Basic and successful experiments with education in Education), providing food, shelter and clothing South Africa, he put forth a Basic Education Plan as the three basic essentials for human survival which had the merit of achieving one aim of peace and security. and freedom, for which all mankind yearns today. Given the impact of radical changes in Also, recognizing the futility of a centralized plan Societies the world over, brought about by the and control in implementing programmes, he also Industrial Revolution, Gandhiji's Philosophy of outlined a comprehensive but decentralized model education was based on his findings derived from to be implemented by the village Republics. The vital objective of his model was to develop scientific research of theories of economic, productive and social skills among the masses. political and child development (both Western and To the centre, remained the overall responsibilities Oriental), and his successful experiments in South of coordinating and guiding the work of the states Africa. One of those radical changes was the so that national policies could evolve from the removal of manufacture from households into grassroots. 12 Orissa Review * September - October - 2006 After two years of work on Basic cause. His eclectic model was proposed to serve Education, a Conference was organized in as a guideline for formulating a new policy. Its Jamianagar, Delhi, in the year 1941. Various implementation, management and finances were reports on the working of basic schools run by to be entirely vested with the panchayats and local the governments, local bodies, and by private bodies. enterprise throughout the country were almost The six main features of his eclectic model unanimous in their assesment that general incorporating his philosophy, approach and standards of health and behaviour as well as strategy are : 1. Basic Philosophy, 2. Aims and intellectual attainment were very encouraging. Goals, 3. The Five Stages, 4. Programme of Compared to the English Medium Schools, the Work, 5. Implementation Strategy, 6. Standard Children in Basic Schools were more active, of Attainment. cheerful, self-reliant, with well-developed power The Basic Philosophy of self-expression. They were found to be acquiring habits of co-operative work and social (a) True education is all-round development prejudices were breaking down. of the faculties, best attained through action. It Five other equally significant contributions bases itself on the fact that knowledge and to education include (1) an age appropriate and understanding develop in relation to problems set realistic curriculum focusing on social, productive right by action. Information thrust on the mind only and academic skills, (2) a highly adequate and burdens the memory and causes intellectual effective teacher training programme, (3) keeping indigestion, casting learning into oblivion. the financing of education at bay so that the local (b) Education must be concrete and inter community could raise and manage the finance connected, not abstract or given in isolated judiciously, simultaneously providing for sections. Concrete education allows the learner international standards in education; (4) leaving to manipulate problems or sets of problems and little or no scope for adult illiteracy, unemployment study their relationships, character and artistic or child labour; and (5) provide for international sense. It allows the mind, heart, hand and eyes to standards in health and manageable levels of work simultaneously in a correlated manner, population, again by placing the responsibility and resulting in a harmonious and well-balanced accountability at the hands of the local community. personality. All this and much more he achieved through his (c) Education must be imparted in the child's model. mother tongue and organically connected with the The Eclectic Model : child's Social and Cultural environment. The second focus of the paper is Gandhiji's Aims and Goals : proposed and tested alternative for human (a) All boys and girls in India should grow up security which is tangible, attainable, inexpensive, to seek truth and peace. indigenous and sustainable and an insulation against poverty, inequality and its allied problems. (b) All children should grow up as citizens in a Since a compartmentalized approach does not new social order, based on Co-operative work address the cause, Gandhiji's alternative was most and with the understanding of their rights, comprehensive and integrated to address the responsibilities and obligations in such a society. 13 Orissa Review * September - October - 2006 (c) Every individual child should have full (d) Secondary Education - education through opportunity for the balanced and harmonious self-sufficiency or vocational education of four development of all his/her faculties and should years duration, with the same curricular contents acquire the capacity for self-reliance in every for adolescent boys and girls in the age group of aspect of a clean, healthy and cultured life, together 15-18, irrespective of their caste or class. It must with an understanding of the social, political and provide for a great range of productive activities moral implications of such a life. to support the community and provide the basis (d) Each individual must develop "a scientific for sound and well-organized knowledge. attitude of mind". It means a clean intellectual (e) Tertiary Education - It should either lead curiosity to know the "how" and "why" of things; to the responsibilities of adult family life or some the patience detachment to test all phenomena, form of professional training in the university. all ideas and all traditions by the standards of truth; Programme of Work the courage and power to think for oneself; the There are five fundamental activities around intellectual and moral authority to abide by all the which the programme of work for adult facts. education, pre-school education, primary The Five Stages : education and secondary education are recommended. (a) Adult Education - involvement of (a) Clean and Healthy Living to focus on educated parents (with productive skills) and the personal and social habits and attitudes of health, community for a happy, healthy, clean and self- cleanliness and hygiene towards self and reliant life. An educated adult's participation is community; practical skills to carry out all types closely connected to the success of pre-school, of proper cleaning and sanitation work efficiently. primary and secondary education. (b) Self-Reliance to focus on economic self- (b) Pre-School Education - for children support for its own sake and for character under-7, both boys and girls, to develop their training. faculties conducted by School teachers in (c) Productive Basic Craftsto focus on three cooperation with the parents and the community. most suited crafts for children by age for It includes physical nurture, medical care, personal developing intelligence and general knowledge. cleanliness and health, community cleanliness and The three basic crafts are the main centre of health, self-help, social training, creative activities correlation for the "core subjects" of language, in work and play for the acquisition of basic mathematics, general science and social science. concepts, speech training, development of (d) Citizenship in Community to focus on mathematical sense, nature study, art and music developing habits and attitudes of cooperation and spiritual development. and neighbourliness at home, at school and in the (c) Primary Education- education for self- community. sufficiency, of eight years duration for children in (e) Recreational and Cultural Activities to the age group of 7-15, with the same subjects focus on games, dance, music, drama, festivals and curricular contents for both boys and girls, relating to social, religious, historical and national irrespective of their caste or class. significance. 14
no reviews yet
Please Login to review.