Education contribution of dr. radhakrishnan assnt i


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Education contribution of dr. radhakrishnan assnt i

  1. 1. Contributions of Educational Thinkers to Indian Education 1888 1975 Dr. Sarvapalli Radhakrishnan
  2. 2. Introduction Many philosophers contributes to Indian Education.  Swami Dayananad, Swami Vivekananda, Gandhi, Tagore, J.Krish namurti, Sri Aurobindo, Zahir Husain, Dr. Radhakrishnan are important. 
  3. 3. Short Life      In 1888 sep 5th, Dr. Radhakrishnan was born in a Niyogi Telugu Brahmin family at a village near Tirutani in Madras State (Now Tamilnadu). His father‟s name was Sarvapalli Veerasami, mother‟s was Sitamma. Radhakrishnan was married in 1906, at the tender age of 18 and while still a student, to Sivakamamma. Radhakrishnan wrote his thesis for the M.A. Degree on “the Ethics of the Vedanta and its Metaphysical Presuppositions”. His philosophy professor was Dr. Alfred George Hogg. Radhakrishnan‟s thesis was published when he was only 20.
  4. 4. Teachers day   In 1962 when Dr. Radhakrishnan became president of India that his birthday in September 5, came to be observed as „Teachers Day‟. For his birthday, To this Dr. Radhakrishnan said, Instead of celebrating my birthday separately, it would be my proud privilege it that day is observed as “Teachers Day”. From then onwards, the day has been observed as teacher‟s day all over the country.
  5. 5. Curriculum Dr. Radhakrishnan was an idealist. His curriculum to these of idealism.  He suggested Yoga, Religion, Morality, Geography, General Science, Agriculture, Political Science, Ethics, Literature and philosophy for the students.  Intellectual and moral activities which form base of Dr. Radhakrishnan‟s curriculum poetry, art mathematics must be taught. 
  6. 6. Method of teaching Intuition is the source of knowledge, Selfknowledge is the source of knowledge, Reasoning is source of knowledge. Method of teaching cannot be lecture, cannot be demonstration. It can be question-answer and discussion.  It should provide adequate opportunities to the students for conversation, debate, discussion and Exchange of opinions and thoughts with their teachers.  He wants that student should come closer 
  7. 7. Discipline Yoga and spiritual activities are not possible without discipline. He believed in discipline that only would lead to self-realization.  He stresses that the students should be trained to approach life‟s problems with fortitude, self-control and a sense of balance which the new conditions demand. 
  8. 8. Teacher He says “A teacher who has attained the goal may help the aspiring soul. Truth was not only to be demonstrated but also communicated. It is relatively easy to demonstrate, a trust but it can be communicated only by one who has thought, willed and felt the truth. Only a teacher can give it with his concrete quality. He that has must be a proper teacher who embodies truth & tradition, only those who have the flame in then can stir the five in others”. “From Recovery of Faith”
  9. 9. Meaning & Functions of Education Aims of Education To teach that life has a meaning,  To awaken the innate ability to live the life of soul by developing wisdom,   To train for democracy,  To train self-development,  To acquire with cultural heritage
  10. 10.  Education- Training of Intellectual, Heart and Spirit - “Education, to be complete, must be humane, it must include not of the sonly the training of the intellect but the refinement of the heart and the discipline spirit. No education can be regarded as complete if it neglects the heart and the spirit.  Humanism in Education - No nation in this world can hold its place of primacy in perpetuity. What counts is the moral contribution we make to human welfare. Let us, therefore, try and develop the qualities of charity in judgment and compassion for people who
  11. 11.  Education for democracy - Education must be develop democratic attitude. Educational institutions should train people for freedom, unity, and not localism, for democracy, not for dictartorship.  Education for scientific sprit - Science is to be used for productive work. We should develop spirit for inquiry and dedication in the pursuit of science and scholarship. Cont…
  12. 12.  Education and Human value - There is a great deal of intellectual and technical skill but the ethical and spiritual vitality is at a low ebb. Man‟s completeness results from the pursuit of truth and its application to improve human life, the influence of what is beautiful in nature, man and art, and spiritual development and its embodiment in ethical principles.  Education and Spiritual values - Education is the means by which we can tide up our minds, acquire information, as well as a sense of values. A true democracy is a community of citizens differing from one another but all bound to a common goal. Cont…
  13. 13. – A search for Integration - Education aims at making us into civilized human beings, conscious of our moral & social obligations. When we attain truth our burdens are lightened and our difficulties are diminished. It lights up our pathway with the radiance of joy.  Education – A capacity for discernment - Education has for its aims not merely acquisition of information but the capacity for discernment. Purity is essential in daily life and administration. Cont…  Education
  14. 14.  Education to Develop the spirit of enquiry - We should develop the spirit of enquiry & dedication to the pursuit of science & scholarship. We waste our years in college in trivialities & inanities. We need education in character.  Education to Train People for Freedom and Democracy - If we twist the minds of the young out of shape, they will be a danger to society. Our young should „ve a sense of purpose. Cont…
  15. 15.  Education and Self-Discipline - We must train the young to the best possible all round living, individual and social. We must make them intelligent and good.  Education Institutions to Preserve the Spirit of the youth - Unless we preserve the spirit of youth, keep an open mind and change our belief and practice, we cannot endure. India has endured for centuries; it is because she has kept her spirit of youth. Cont…
  16. 16. Education of Women - Women are human-beings and have as much right to full development as men have. In regard to opportunities for intellectual and spiritual development, we should not emphasize the sex of women even as we do no emphasize sex of men. In all human beings, irrespective of their sex, the same drama of the flesh and the spirit, of finitude and transcendence takes place.
  17. 17. Functions of University  A university is not a mere information shop – it is a place where a man‟s intellect, well and emotions are disciplined. In its experience and adventure are combined . . .  A university man should be unattached without being unconcerned, unambitious without being indolent, without being sentimental. warm-hearted
  18. 18. Universities – Place of Culture Universities are expected to prepare young men and women with not only information, knowledge & skill but also spirit of dedication & detachment.  Universities are not mere places of learning, they are homes of culture.  A ripening of the understanding both of nature & of Society? That is the supreme test of the functioning of any University. If we are not able to fulfill this purpose we are responsible for the failure. 
  19. 19. University and Teachers of High Quality     The kind of education that we provide for our youth is determined overwhelmingly by the king of men & women we secure as teachers. Magnificent buildings and equipment are no substitute for the great teachers. The University teacher should be helped to live in comfort, if he is to devote himself to learning, teaching and research. As the example of the teacher has great influence on the pupils, we can not evade our responsibility to the teaching profession.
  20. 20. Teachers as Removers of Spiritual Blindness We in our country look upon teachers as „gurus‟, „acharyas‟: its indicate „achar‟ or conduct is exemplary is good.  We must love the good & detest the bad.  A true teacher will be remembered by us. Andhakaranirodhata gurur ityabhidhiyate „Andhakar‟ is not merely intellectual ignorance but spiritual blindness. Who is able to remove that kind of spiritual blindness is called a „guru‟.  That is the first thing that everyone of us will‟ve to realise. 
  21. 21. Contribution of Dr. Radhakrishnan in Education The contribution of Dr.Radhakrishnan is greatest to educational thought & practice is the report of the University Education Commission 1940-49.  The commission observed: Our education of mind, strength of conscience and integrity of purpose. It has further observed, “If we claim to be civilized, we must develop thought for the poor and the suffering, chivalrous regard and respect for women, faith in human brother hood regardless of race or colour, nation or religion, love of peace and freedom, abhorrence of cruelty and ceaseless devotion to the claims of Justice”. 
  22. 22. Philosophical Quotes “It is not God that is worshipped but the authority that claims to speak in His name. Sin becomes disobedience to authority not violation of integrity”.  “Reading a book gives us the habit of solitary reflection and true enjoyment”.  “When we think we know we cease to learn”. Cont… 
  23. 23.  “A literacy genius, it is said, resembles all, though no one resembles him”.  “There is nothing wonderful in my saying that Jainism was in existence long before the Vedas were composed.
  24. 24. Works on Philosophy & Education Indian philosophy 1923  The Hindu view of life 1926  An Idealist view of life 1929  Eastern Religious and western Thought- 1939  Religion and Society 1947  Recovery of faith 1956  A Source Book in Indian Philosophy 1957 
  25. 25. Idealists The Vedic Rishis  Plato – Greek (427-347 B.C.)  Kant – German (1562-1626 A.D.)  Hegel – German (1770-1831 A.D)  Froebel – German (1772-1852 A.D.)  William T. Haris - America (1835-1809A.D.)  Swami Dayananda - India (1825-1883A.D.)  Tagore – India (1861-1941)  Aurobindo Ghosh – India (1872-1950)  Radhakrishnan – India (1888-1975) 
  26. 26. Realists  Aristotle (383-322 B.C.)  John Locke (1690-1781 A.D.) Naturalists Democritius (460-370 B.C.)  Epicurus (435-355 B.C.)  Bacon (1562-1626 A.D.)  J.A. Comenius (1529-1670 A.D)  Herbert Spencer (1820-1903 A.D.)  Huxley (1825-1895A.D.)  Rousseau (1712-1778 A.D.) 
  27. 27. Pragmatists  C. B. Pierce (1839-1914 A.D.) William James (1842-1910 A.D.)  John Dewey (1859-1952 A.D) Existentialists  Soren Kiegeard - Danish (1813-1835 A.D.)  Jean Paul Sartre - French  Karl Jaspers - German  Paul T‟llich  Reinhold Niebuhr 
  28. 28. Conclusion  The above mentioned brief summary of contributions of Dr. Sarvepalli Radhakrishnan in Indian Education clearly reveals that, he is a ‘Great Teacher’.  He is a teacher of teachers.  The great soul left for heaven on April 17, 1975
  29. 29. Thank you…