Assignment CC-01/1 Education in India 1.(b) Man making educations in India different systems are very useful. Relationship between the teacher and the taught is possible only in a Gurukula system of education. Therefore, Vivekananda favoured the ancient Indian Gurukula system of education. In these Gurukulas, the pupils served the teacher, who in his turn helped the pupils everywhere to achieve knowledge. Self-Development; Fulfilment of Swadharma; Freedom of Growth and Character Formation. In contrast to the contemporary system of education, Vivekananda advocated education for self-development. Education according to most of the Western educationalists, aims at mans adjustment with the environment. According to the Indian philosophical tradition true knowledge does not come from outside, it is discovered with the individual, in the self which is the source of all knowledge. According to Vivekananda, the function of education is the uncovering of the knowledge hidden in our mind. Vivekananda supported the idea of Swadharma in education. Every one has to grow like himself. No one has to copy others. External pressure only creates destructive reactions leading to stubbornness and disorderliness. In an atmosphere of freedom, love and sympathy alone, the child will develop courage and self-reliance. He should be talked to stand on his own, to be himself. Each child should be given opportunities to develop according to his own inner nature. Vivekananda is a staunch champion in education. Freedom is the first requirement for self development. The child should be given freedom to grow according to his own nature. The teacher should not exert any type of pressure on the child. The child should be helped in solving his problems himself. The teachers should have an attitude of service and worship. Education ultimately aims at realization. It is a means of a sorority of mankind. Then according to swami ji ; Teach yourselves, teach everyone his real nature, call upon the sleeping soul and see how it awakes. Power will come, glory will come, goodness will come, purity will come, and everything that is excellent will come when this sleeping soul is roused to self-conscious activity. 1.(c) Individual and Social Aims: Individual aims and social aims are the most important aims of education. They are opposed to each other individual aims gives importance for the development of the individuality. Social aim gives importance to the development of society through individual not fulfilling his desire. But it will be seen that development of individuality assumes meaning only in a social environment. Individual Aims: Sir Percy Nunn observes, “Nothing goods enters into the human world except in and through the free activities of individual men and women and that educational practice must be shaped the individual. Education should give scope to develop the inborn potentialities through maximum freedom.” Social Aim: The supporters believe that society or state is supreme or real. The individual is only a means. The progress of the society is the aim of education. Education is a for the society and of the society. The function of education is for the welfare of the state. The state will make the individual as it desires. It prepares the individual to play different roles in society. Individuality has no value, and personality is meaningless apart from society. If society will develop individual will develop automatically. Here society plays an important role. Individual aim of education........every human being is unique and possess different attitudes, aptitudes, interests, capacity and ability. thus the main aim of education is all round development of the individual .its aim is to draw out the innate powers of the individual.education is a natural,harmonious and progessive development of mans innate powers. on the other hand social aim of education means development of society . it says that individual is part of society therefore unless society develops individual cannot develop or in other words we can say that individual cannot develop in vaccum.therefor social aims of education tends to stress on the development of society of which individual is considered a part . 2.(a) Salvation is being saved or protected from harm or being saved or delivered from some dire situation.In religion, salvation is stated as the saving of the soul from sin and its consequences. The academic study of salvation is called soteriology. It concerns itself with the comparative study of how different religious traditions conceive salvation and how they believe it is obtained. Salvation distinguishes a notion common to men and women of a wide range of cultural traditions. Meaning - In religion, salvation is stated as the saving of the soul from sin and its consequences. It may also be called deliverance or redemption from sin and its effects.Salvation is considered to be caused either by the free will and grace of a deity. Religions often emphasize the necessity of both personal effort—for example, repentance and asceticism—and divine action (e.g. grace). Though there is some overlap in terminology, the divine act of saving a being (i.e., the soul) from biological death is properly called resurrection, not salvation, although the two distinct concepts are naturally related. Within soteriology, salvation has two related meanings. On the one hand it refers to the phenomenon of being saved by divine agency—such as is the case in Christianity, Judaism and Islam. On the other it refers to the phenomenon of the soul being saved (as in safe) from some unfortunate destiny. In the former, divine agency gives rise to the situation of the latter. However, devotion, petition, supplication and liturgical participation though considered integral to Roman Catholic and Eastern Orthodox Christianity are not considered enough alone to bring about salvation. Asceticism and repentance are advocated as essential from both a practical and sacramental point of view. Protestant Christianity (particularly evangelical Christianity) with its emphasis on sola fide asserts that salvation comes by way of grace through Jesus and is effected by faith alone. 3.(b) Admimistration : Lack of money. By far one of the most pressing problems is the unavailability of money or inadequate funding of Indian education programs or systems. The demand far exceeds the supply, and available monies are only for the most basic educational needs of the students . . . the traditional curriculum. Very small amounts, if any, are available for innovative programs and ideas. Without adequate funding, the ideology and philosophy of Indian education become so many words. The concept of Indian education faces a bleak future characterized by stagnation, insensitivity, inadequate facilities and personnel. Is this what we educators wish to be contented with? Lack of qualified Indians in Indian education. By far the most glaring problem is the acute shortage of qualified Indians in Indian education. Materialistic gains, incentives and opportunities entice the qualified Indian educator away from this challenging field. There is much hard work and many challenges in Indian education: isolation, poor or inadequate facilities, eager but academically deprived students, but one’s ingenuity, creativity, patience and forbearance are put to a real test in facing these and other challenges. If Indian education is to meet the needs of the students, if it is to have the sensitivity required, if it is to be dynamic and viable, it must have more qualified Indian educators —it must reach the stage wherein it will challenge the Indian educator to take up arms to join its ranks and to improve its lot. Insensitive school personnel. It is tragic that this exists in the 20th Century. Too many administrators and teachers are not knowledgeable about the American Indian. Whether it is attributable to apathy, indifference or design does not lessen the problem. If school personnel are truly educators, it behooves them to learn about the people they are teaching: To fail in this task is to fail to educate. The burden of this responsibility rests squarely on the shoulders of the educator, and the exercise of that responsibility is long overdue. Differing expectations of education programs. As noted in the section on irrelevant curricula, the American educational system is foreign in concept, principle and objective to the Indian student. The thinking, attitudes and experiences of the non-Indian are the base of the value structure rather than the aspects of Indian culture. Thus the educational perspectives of the Indian are not considered. The Indian views education as providing him with immediate practical skills and tools, not a delayed achievement of goals or as means for a future gain. Lack of involvement in and control of educational matters. The Indian has not been able to express his ideas on school programming or educational decision-making. When they have been expressed, his participation has been limited and restricted. If problems in Indian education are to be resolved, the Indian citizen must become involved. He needs to have more control in the programs to which his children are exposed, to have a say in what types of courses are in the curriculum, to help hire teachers, to establish employment policies and practices, and all of the other responsibilities vested in school administration—that of being on a Board of Education. There are working examples of Indian- controlled school boards. These dynamic systems point up the fact that Indians can handle school matters. It is time that more Indians became involved in such control. Too many instant-Indian education experts. To the detriment of Indian education and its growth, each day sprouts more instant Indian education experts, who do more damage than good. Usually, these experts have all the answers: they have completely identified the problems and have formulated solutions, but they leave it to the Indian to implement. Again, the Indian is given something to implement which he has had no part in formulating. These experts usually depend on superficial, shallow studies done in one visit to a reservation or school, or they depend on one or two conferences with Indians who have little or no knowledge of the critical problems confronting the Indian generally. Indian education can well do without these experts who cannot be reasoned with or who feel they know what is best for the Indian. Supervision : There are number of challenges that schools and colleges face, because of educational supervision and inspection. School inspectors face a challenge of their own as they are responsible for producing figures, that will include how the school is run, how well the teachers are doing, and how well classes of pupils and learners are doing. Inspectors also, look into the achievement of the school as a whole, and this is done by collating the information from inspections and analyzing the different areas that the school or college is proficient in, and those in which it can improve. School inspectors are responsible for a wide range of subjectsthroughout their inspection, and the inspection needs to meet certain criterion. Some of these criterion include defining the qualities of the leadership of the school, and the relationship between the quality of the teaching taking place and the leadership thereof. The contribution of the bodies that govern the schools should also be looked into, as should the curriculum. The curriculum, should follow a certain pattern and certain subjectsmust be taught at all schools in the country. These subjects fall under different departments and these departments are all looked at individually and accessed as stand alone, before the results are placed into the final inspection documents, after analyzing. The schools performance isnt simply based on the academic performance, but also takes into account the improvements made since the previous visit, the social inclusion within the school, and the way that teachers performance is managed. Graphs are often used to illustrate progress in the school and to compare certain subjects against others, giving a final report that is clear and concise, and easy for the school to follow, so that improvements can be made if needed. Like ·Comment · Share
Posted on: Sun, 19 Jan 2014 15:14:26 +0000
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