The document discusses language policy in India before and after independence. It outlines the various articles of the Indian constitution related to language and the views of important thinkers such as Tagore, Gandhi, and Vivekananda on the medium of instruction in educational institutions. Specifically, it notes that Tagore advocated for education through the mother tongue in the elementary level and emphasized creativity, freedom, and connection with nature.
Differences in School Boards in India (State/CBSE/ICSE/IGCSE/IB)Dr. Anand Wadadekar
This is the presentation I made to parents whose children were in the kindergarten and wished to know how to select and decide which education Board to decide for further education. This I made in 2018.
Jiddu Krishnamuti's View On Nationalism and His Interrelationship of Education and Nationalism.
By- All India Khilafat College of Education. F.Y.B.Ed Students.
GROUP MEMBERS :
Fatima Ansari-02
Umama Ansari-05
Mittal Kamariya-09
Lareb Khan-11
Afsheen Malim-13
Riba Sayed-18
Shaikh Zeba-22
Zahra Sonkachwala-25
Alfiya Surve-26
The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
3 language formula in education system in India is still a topic of debate after independence. After referring to some articles and research papers I have made a presentation on 3 language formula.
Differences in School Boards in India (State/CBSE/ICSE/IGCSE/IB)Dr. Anand Wadadekar
This is the presentation I made to parents whose children were in the kindergarten and wished to know how to select and decide which education Board to decide for further education. This I made in 2018.
Jiddu Krishnamuti's View On Nationalism and His Interrelationship of Education and Nationalism.
By- All India Khilafat College of Education. F.Y.B.Ed Students.
GROUP MEMBERS :
Fatima Ansari-02
Umama Ansari-05
Mittal Kamariya-09
Lareb Khan-11
Afsheen Malim-13
Riba Sayed-18
Shaikh Zeba-22
Zahra Sonkachwala-25
Alfiya Surve-26
The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
3 language formula in education system in India is still a topic of debate after independence. After referring to some articles and research papers I have made a presentation on 3 language formula.
Philosophy of Various Thinkers on EducationVaibhav Verma
Philosophy of Various Thinkers on Education a topic from B.A. B.Ed. Education Psychology 2nd year syllabus. A very precise and detailed presentation may help the learners.
This report is a brief about our visit to Aurobindo Ashram, School & Dining. Overall this report gives a glimpse about their institutional setup and Functioning.
Rabindranath Tagore was influenced by his personal lifestyle. He was impressed by the ancient Indian system and there is a clear reflection of that system in his literature. Self education builds up self realization. It is assimilated in education. So a student must have self confidence. Purpose of education is to introduce one with the whole universe. So the syllabus of education is the main bearer of that culture. He was not just a mere poet or writer he was the harbinger of an era of literature which elevated him to the stature of the cultural ambassador of India. Even today, decades after his death, this saintlike man, lives through his works in the hearts of the people of Bengal who are forever indebted to him for enriching their heritage. He was the most admired Indian writer who introduced India’s rich cultural heritage to the West and was the first non European to be bestowed the prestigious Nobel Prize. Rabindranath Tagore’s educational model has a unique sensitivity and aptness for education within multi racial, multi lingual and multi cultural situations, amidst conditions of acknowledged economic discrepancy and political imbalance. Kaushik Sarkar "Educational Thought of Rabindranath Tagore" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38556.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38556/educational-thought-of-rabindranath-tagore/kaushik-sarkar
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
CONTEMPORARY INDIA AND EDUCATION -UNIT 4 (B.Ed.1 YEAR - 1 SEMESTER)
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.
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.
21.
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
26.
27.
28.
29.
30.
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.
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
44. Methods of Teaching
Natural Conditions
Practical Teaching-
Science
Mother Tongue of Teaching-
Elementary Edn.
Direct Experience
Creativity Work – All
Subjects
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.
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.
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
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.