Language Policy In Education

1. Unit – IV Language Policy In Education
Language policy during the pre-
independent and post-independent
India- Language policy as specified in
Indian Constitution – Views of great
thinkers on medium of instruction:
Views of great thinkers- Tagore,
Gandhi, Vivekananda.

4. Pre-Independent Period in India

18. Devanagari
• An abugida script used to write several Indian
languages, mainly Sanskrit and Hindi, but also
Marathi, Kashmiri, Sindhi, Bihari, Bhili,
Konkani, and Bhojpuri. It is also used to write
Nepali in Nepal.
• தேவநாகரி
என் பது சமஸ
் கிருதம், ஹிந்தி, மராட்டி,
காஷ
் மீரி, சிந்தி பபான் ற இந்திய
மமாழிகளையும், பநபாைிளயயும் எழுத
ப் பயன
் படுத்தும் ஒரு எழுத்து
முளறளமயாகும்

19. Article 346 – Connective Language
among the state Governments
• This article states that the existing
connective language among the state
governments should be used for
administrative purposes.
• If the state governments decide to use
Hindi among them as a connective
language they may be allowed to use it.

20. Article 347 –People Demanding a particular
Language as their Administrative Language
• This article states that if the majority
of the people in a particular area of
any state demands that their
language may be made as their
administrative language of that part
of the state.

22. Article - 349
• Amendment in the Language
usage should not be brought
without the consent of
president of India

23. Article – 350 Language to be used in
representations for redress of grievances"
This article states that the
citizens of India should submit their
demands in Hindi or in the
administrative language of their state
government.

24. Article 350A of Constitution of
India "Facilities for instruction in
mother-tongue at primary stage“
Article 350B Appointing special
Officer for the Language Minority
People
Article – 351
• Usage of Hindi

25. Efforts Taken to Resolve the
Language Issue in the
Post-Independent India
The Language Problem in
Education
 Changes in language policy after
the independence of the country

31. View of Great Thinkers on Medium of
Instruction in Our Educational Institutions
• Our great leaders and educationists
such as Rabindranath Tagore,
Mahatma Gandhiji and
Vivenkanadha gave their view about
the medium of instructions as
follows.

32. Rabindranth Tagore
(1861 – 1941)

33. Synopsis
Introduction
Life – Sketch
Tagore’s Education Philosophy
Aims of Education
Curriculum
Methods of teaching
Role of Teacher
Discipline
Tagore’s Shantiniketan and Vishwabarathi
The Motto of Vishwabarathi
Salient Features of Shantiniketan
Conclusion

34. Introduction
He was a great musical composer and
director of stage-production. He was a great
artist and he founded his own school of art
and music. He was well versed in Sanskrit
literature and Indian philosophy, religion and
culture. He was a Rishi, a Saint and Guru.

35. Life – Sketch
 Born : 7th May 1861 in Calcutta
 Parents : Debendranth Tagore & Sarada devi
 Spouse : Mrinalini Devi
 Children: Five Children, two of whom died in childhood
 Occuption: Writer, Painter
 Language: Bengali, English
 Nationality : Indian
Cont…

36.  In 1901 – Tagore established a school of Shanthinikethan at
Bholpur
 In 1909 – Gitanjali was published
 In 1913 – he was awarded the noble prize for literature
 In 1915 – The British Government made him the Knight award
 In 1919 – he renounced it as a protest against the massacre of
jallianwala bugh, Amritsar.
 In 1921 – Shanthinikethan School – the famous international
university of Vishwabharthi
 In 1941 - 7th August he was died

37. Tagore’s Educational Philosophy
The four main principles that encompass his
educational thought are:
 Freedom- for children freedom of the kite
 Creative Self-expression-learning by doing, art
& craft, drawing, painting, music, dancing
(Heart, hand work & head)
 Active communication with nature and man –
Sympathy, fellow-feeling & co-operation
 Internationalism- culture, spiritual unity in
the nation

38. Freedom
Tagore wanted freedom of mind, heart and will
which led to spontaneous self expression to
display their emotional outbursts, feelings,
impulses and instincts.
This is possible through various activities and in
nature atmosphere changed with freedom. The
content and quality of education should be
natural

39. Creative Self-expression
Excessive intellectual domination of education
was strongly critised and opposed by Tagore.
Like Gandhi and other progressive educationists,
he discarded mere intellectual development.
Education should take place through some
activities and direct experiences promoting
creative self-expression through craft, music,
drawing and dramatics.

40. Active Communication with Nature
and Man
• Tagore stresses on the point that children should be
brought up into direct contact with nature.
• Education should take place through natural
manifestation in natural environment.
• This will help in the realization of the immediate
relationship with nature.
• To Tagore there is a spiritual relationship between nature
and God, nature and man, and hence between man and
God.
• His naturalism was different from that of Rousseau’s
naturalism. Tagore’s concept of naturalism is that there
should be love and harmony with everything that exists
in nature.

41. Internationalism
 Tagore was an internationalist to the core
as mentioned earlier.
 He translated his passion for the unity of
man in Viswa Bharti which still remains
the symbol of world culture and
international understanding.

42. Aim’s of Education
Physical Development
Intellectual Development
Moral and spiritual Development
Harmonious development or education for
fullness
International understanding as an aim of
education

43. Curriculum
Music & Fine arts
Painting, dance, crafts
Creativity subjects
English
Spiritual

44. Methods of Teaching
Natural Conditions
Practical Teaching-
Science
Mother Tongue of Teaching-
Elementary Edn.
Direct Experience
Creativity Work – All
Subjects

45. Role of Teacher
Stimulate Guide
Sympathetic
Attitude
Respective Mind
and Learning
Attitude

46. Discipline
Self imposed discipline
Maximum freedom

47. Tagore’s Shantiniketan and Vishwabarathi
Shantiniketan was established in 1901
and was turned in to an international
university as Viswabharati in 1921.
It combines a home, temple and school
in one.
Teachers and pupils live together like
parents and children.
The children get love and affection and
an informal education in a homely
atmosphere.

48. The children are free to express themselves
through creative work.
They share their joys and sorrows with each
other.
There are three main section sin these great
institutions – path bhawan, Vishwabarathi
University and Rural reconstruction institute.

49. Tagore’s Shantiniketan

50. Tagore’s Vishwabarathi

51. Path Bhawan
It has education from elementary to high school level.
Here students develop all round personality. They grow physically,
mentally, spiritually, emotionally and socially.
Vishwabarathi University
It has press, library, post office, hospital and a work
shop of its own. Art, Religion, Philosophy, Language, Literature ad
Cultural are taught practically through various institutions.
Rural reconstruction institute
Giving education and training in cottage industries to the
villager is the main aim of institution.
The whole group in the Ashram works for two hours in
the morning before break-first and they finish their class work before
noon.
In the afternoon they do their cultural activities and they
teaching villages at night.

52. The Motto of Vishwabarathi
The Motto of Vishwabarathi is “Where the
whole world forms its one single unit”, “Simple living and
high thinking is the noble ideal of all its in mates.
Vishwabarathi University has the following
eight institutions offering higher education :
1) Vidhya Bhavan- languages, philosophy, literature
&culture
2) Cheena Bhavan- cheenalanguages, philosophy & religion
3) Kala Bhavan- arts & crafts
4) Sangeet Bhavan- music & dance
5) Hindi Bhavan- Hindi languages, literature
6) Adyapak Siksha Bhavan- training institute for teachers
7) Rabindra Bhavan- research on tagore
8) Institute for studies in Islamic culture and religion

53. Salient features of Shantiniketan
Education in the Midst of Natural Surroundings- under
the tree, atmosphere of joy & freedom, love & peace
Gurukula type of Education – teachers & pupils live
together, like parents & children
Community Life- common living, co-operative living,
games, picnics, excursion & celebrations
Spiritual Activities in the Daily Routine- mass –prayer,
silent worship & spiritual development
Importance for Fine-Arts – music, songs,
dancing,dramatics & other artistic activities
Fusion of international Cultures- culture & literature
Spread of Universal Brotherhood – no caste, colour,
race, nationality
Devotion in Rural Reconstruction Work- social service
is compulsary

54. Conclusion
According to him, life should be
truthful, beautiful and virtuous. The
classroom should provide adequate
freedom. Moreover, he says that,
freedom is the provision of liberty and
ability to every objective of child. Tagore
said that education should make a link
between man and nature.

56. Shri Aurobindo Ghosh
(1872 – 1950)

57. Synopsis
1. Introduction
2. Life – Sketch
3. Aurobindo’s Educational Philosophy
4. Basic Principles of educational philosophy
5. Aims of educational
6. Curriculum
7. Methods of Teaching
8. Role of Teacher
9. The Ashram School
10. Conclusion

58. Introduction
Today, Sri Aurobindo Ashram is
known as a great centre of spiritual
endeavour. People from all over the world
come to Puducherry (formerly Pondicherry), in
South India, to bathe in an atmosphere full of
peace, light and joy, to live a life of sadhana
and yoga, to imbibe a new spiritual force that
can embrace and perfect life.

59. Life – Sketch
 Born: 15th August 1872 in Calcutta
 Parents : Krishna Dhun Ghose and Swarnalotta Devi
 Spouse: Mrinalini Bose
 Occuption: Lecturer and Politician
 Philosophy: Integral Yoga, Involution (Sri Aurobindo),
Evolution, Integral Psychology, Intermediate Zone,
supermind
 At the age of 7, he went to England and lived there for 14
years. Besides English, he mastered Latin & Greek and also
learnt French, German, Italian and Spanish.
 In 1893, Joined Baroda college as lecturer. He devoted
himself to cultural and literary activities learned Sanskrit,
Marathi, Gujarati and Bengali.

60. Life – Sketch
 In 1904, had some spiritual experiences.
 In 1905, he gave up the Baroda service and joined the
political movement.
 In 1908, he was arrested and reminded the jail for a year. In
this jail, he spent almost all his time in reading the gita and
Upanishads and in intensive meditation and practice of
yoga.
 In 1910, he gave up a political activities and left for
Pondicherry.
 In 1943, Opened the Ashram school.
 In 1950, 5th December, he died.
 In 1952, Developed the Sri Aurobindo international centre
of education.

61. Aurobindo’s Educational Philosophy
– According to Sri Aurobindo, education is a not something faithful merely to
the past, but to the developing present of India and her future needs.
– The foremost duty of education is to develop good citizenship in pupils.
– We must keep abreast with the march of truth and knowledge, fit ourselves
for existence under actual circumstances. Our education must be therefore up
to date and modern in spirit.
– According to Sri Aurobindo, ‘education is a life-long process of self-discovery
of the soul, the real psychology entity within every individual’.
– Sri Aurobindo agreed with all other Indian philosophers, that education must
bring out thechild’s own intellectual and moral capacities to the highest
possible value. He also agreed with psychologists that education should
cultivate the child’s innate potentials, according to his own nature.
Cont……

62. – Sri Aurobindo enumerated the following three principles of teaching,
• 1st Principle – true teaching is that nothing can be taught. The teacher is not an instructor
or task master, he is a helper and guide.
• 2nd Principle – that the mind has to be consulted in its growth.
• 3rd Principle – to take the child from the known to the unknown.
– According to Sri Aurobindo, man’s nature is moulded by his soul’s past, his
heredity and his environment. The past(heredity) is the foundation, the
present (the environment) is the material and the future is the aim and each
must find its due and nature place in any national system of education.
– First priority in acquiring knowledge is for the perfection of the medium and
instrument (mind).
– Mind, which is the instrument of knowledge, should be cultivated for
concentration and reasoning.
– A divine life in a material world implies necessarily a union of the two ends of
existence, the spiritual summit and the material base. Education should lead
to spiritual liberation and material prosperity in life of the child.

63. Basic Principles of educational
Philosophy
Mother tongue is the medium of instruction
Child - centered
Develop the full the latent power of the child
Achieve the physical purification of child
Education should be
Develop consciousness
Train the senses of child
Develop the soul substance of an individual
Interesting of subjects’
Religious tinge in education otherwise it will spread
corruption

64. Aims of educational
Physical Development and Purity – Body, Spiritual
Development of Senses – hearing, speaking, listening,
touching, smelling and tasting
Mental Development – namely-memory, thinking,
reasoning, imagination and discrimination
Development of Morality – emotions, impressions and
habits
Development of Conscience – Chitta, Manas,
Intelligence & Knowledge
Spiritual Development – promote spiritual
development

65. Curriculum
Psychic and Spiritual Studies
Academic Subjects – Humanities (including
languages) & Science
Physical and Health Education
Cultural activities like Art, Music, Dance,
Drama, etc.
Vocational Training
Education for international understanding

66. Methods of Teaching
• Freedom of Child
• Love and Sympathy for the Child
• Education Through Mother Tongue
• Education According to Interests of the Child
• Education Through Self-Experience
• Emphasis on Learning by Doing
• Education Through Co-operation
• Education According to the Nature of Child

67. Role of Teacher
Knowledgeable
person
Helper & Guide
Encourages the
Students

68. The Ashram School
 In order to give a concrete shape to Sri Aurobindo’s vision, the
Mother in 1943 opened the school, mainly for the children of
Sri Aurobindo’s disciples.
 It expanded gradually from primary school to a full fledged
High School and then developed into Sri Aurobindo
International Centre of Education in 1952. The centre is an
integral part of the Ashram.
 There are three sections in this centre, Nursery School,
Middle School & Higher and advanced Centre.

69.  Anyone irrespective of his race, religion, caste and nation
can seek admission here.
 At present there are about 150 teachers and 750 students.
 The centre has well equipped laboratories and a large
library.
 The daily routine starts with prayer and meditation,
Physical growth is taken care of by providing simple
nutritious food; Physical exercises and games help to
maintain a robust body, personal teaching by the teacher of
a selected group of ardent students then begin.
 Here you can study and does not receive the degree
certificate.
 The aim of this Centre is to provide integrated education as
dream by Sri Aurobindo.

70. Conclusion
We have discussed in the lesson of
Sri Aurobindo’s Philosphy. Sri Aurobindo’s
Ashram at Pondicherry and the International
Village at Auroville are the places of attraction
today for international pilgrims. Sri
Aurobindo’s has given a high place to the
Indian ideals, values and culture in his scheme
of education.