Rabindranath Tagore was a Bengali poet, philosopher, and educator who founded the Visva-Bharati University. He was born in 1861 in Bengal and dedicated much of his life to educational reform in India. He believed education should be rooted in nature, culture, and community. Tagore established the Santiniketan school in 1901 which later developed into Visva-Bharati University, aiming to create a synthesis of Eastern and Western thought. His educational philosophy emphasized freedom, creativity, internationalism, and learning through experience rather than textbooks.
The IT@School project was launched in 2001 by the Department of General Education in Kerala, India to modernize teaching methods using information technology. Its goals are to create an IT literate community, improve education quality with new technologies, and strengthen the department with effective e-governance. The project offers various educational television and radio programs as well as teacher training on new technologies. IT@School has received several national and international awards for its work, including the National e-Governance Award in 2005.
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, development differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
Education for collective living and peaceful livingThanavathi C
The document discusses the role of education in fostering human development and reducing issues like poverty, exclusion, and conflict. It identifies tensions that will be central problems in the 21st century, such as balancing global and local needs, tradition and modernity, and short-term vs. long-term considerations. Education can help address these tensions by developing understanding between individuals and groups. It also outlines six learning processes for collective, peaceful living through education's relationship with culture, citizenship, social cohesion, work, development, and research. The document provides contact information for Dr. C. Thanavathi, an Assistant Professor of History.
National policy on education (1986) critical analysisNudrat Saleem
This document discusses key aspects of India's National Policy on Education from 1986. It outlines the goals of establishing a national system of education, promoting equality of educational opportunity, and reorganizing education at different stages.
The policy aims to develop a national system of education that provides comparable quality education to all students regardless of attributes like caste, creed or gender. It emphasizes establishing a common school system, common educational structure, national curricular framework promoting secular and democratic values, and minimum learning standards.
The document also discusses promoting equality in access and conditions for success in education. It outlines plans to strengthen early childhood care, universalize elementary education, expand secondary and vocational education, promote adult education and literacy, and enhance
Role of education to curb social evils like corruption, terrorism,anti nation...Jincy24
Education plays an important role in curbing social evils like corruption, terrorism, and anti-nationalism. It helps develop moral character and values in students through teachings of honesty, kindness, generosity and respect. For corruption, value-based education can reduce it by imparting good values. Lack of proper education also causes terrorism, so making quality education available for all can help reduce extremism and terrorism. Education must teach students about different religions and cultures to develop international understanding and curb anti-nationalism. Teachers have a significant role in cultivating the right attitudes in students to promote self-discipline, nationalism, and internationalism.
The IT@School project was launched in 2001 by the Department of General Education in Kerala, India to modernize teaching methods using information technology. Its goals are to create an IT literate community, improve education quality with new technologies, and strengthen the department with effective e-governance. The project offers various educational television and radio programs as well as teacher training on new technologies. IT@School has received several national and international awards for its work, including the National e-Governance Award in 2005.
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, development differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
Education for collective living and peaceful livingThanavathi C
The document discusses the role of education in fostering human development and reducing issues like poverty, exclusion, and conflict. It identifies tensions that will be central problems in the 21st century, such as balancing global and local needs, tradition and modernity, and short-term vs. long-term considerations. Education can help address these tensions by developing understanding between individuals and groups. It also outlines six learning processes for collective, peaceful living through education's relationship with culture, citizenship, social cohesion, work, development, and research. The document provides contact information for Dr. C. Thanavathi, an Assistant Professor of History.
National policy on education (1986) critical analysisNudrat Saleem
This document discusses key aspects of India's National Policy on Education from 1986. It outlines the goals of establishing a national system of education, promoting equality of educational opportunity, and reorganizing education at different stages.
The policy aims to develop a national system of education that provides comparable quality education to all students regardless of attributes like caste, creed or gender. It emphasizes establishing a common school system, common educational structure, national curricular framework promoting secular and democratic values, and minimum learning standards.
The document also discusses promoting equality in access and conditions for success in education. It outlines plans to strengthen early childhood care, universalize elementary education, expand secondary and vocational education, promote adult education and literacy, and enhance
Role of education to curb social evils like corruption, terrorism,anti nation...Jincy24
Education plays an important role in curbing social evils like corruption, terrorism, and anti-nationalism. It helps develop moral character and values in students through teachings of honesty, kindness, generosity and respect. For corruption, value-based education can reduce it by imparting good values. Lack of proper education also causes terrorism, so making quality education available for all can help reduce extremism and terrorism. Education must teach students about different religions and cultures to develop international understanding and curb anti-nationalism. Teachers have a significant role in cultivating the right attitudes in students to promote self-discipline, nationalism, and internationalism.
The document discusses education as a discipline, outlining several key elements. It notes that education has a distinct body of knowledge that has developed over a long history and is based on philosophical, psychological, and sociological foundations. This body of knowledge contains concepts, theories, and principles that form an interconnected theoretical structure. Education also has its own research methodology focused on theory building. The document emphasizes that studying education as a discipline is important as it can help improve education processes and methods, develop new approaches to education, and inform how to understand learners and the responsibilities of teachers.
I. According to Jiddu Krishnamurti, education should help develop a total human being who is perfect both externally and internally, rather than just focusing on acquiring knowledge and facts.
II. He believed education should help discover lasting values and break down social barriers in order to promote unity between all people.
III. Krishnamurti emphasized that teachers should observe and guide students, rather than just provide information, and should allow students freedom to think for themselves.
Role of Education in National integrationASHUTOSH JENA
Education plays an important role in promoting national integration in India. The government has taken several steps to emphasize this, such as establishing the Education Commission to promote education's role in national development. Curriculums and educational institutions also contribute by teaching subjects from a national perspective, celebrating national days, and encouraging co-curricular activities. Teachers are seen as central to this effort through the way they teach, by sharing stories of national heroes, and by not discriminating against students.
Jiddu Krishnamurti was a philosopher and speaker who was originally groomed to be a World Teacher but later rejected this role. He spoke on topics like psychological revolution, meditation, and bringing about radical change. He stressed the need for an internal revolution in every person's psyche rather than change imposed by external groups. According to Krishnamurti, education should help students see the whole of life, discover lasting values, and break down social barriers. His contributions to education emphasized developing students' independent and critical thinking skills rather than teaching them what to think.
The document discusses the individual aim of education. It defines the individual aim of education as emphasizing the development of each learner's unique individuality according to their natural tendencies. It explores both the narrow and wider meanings of individual aim, and discusses arguments in favor and against it. Support for the individual aim comes from biologists, naturalists, psychologists, progressivists, spiritualists, existentialists, and democrats who argue that every person is distinct and education should develop their individual potential.
Challenges in achieving universalization of educationThanavathi C
The document discusses challenges in achieving universal elementary education in India. Key challenges include: the government's policy being based on idealism rather than practicality; administration of education being ineffective at local levels; lack of adequate funding for schools; shortage of trained teachers, especially in rural areas; insufficient school buildings; unsuitable curriculum; high rates of student wastage and stagnation; and social evils like child marriage and untouchability that deprive children of education. Overcoming these hurdles is necessary to fulfill India's constitutional mandate of free and compulsory education for all children until age 14.
School subject & academic discipilneFousiya O P
This document discusses school subjects and academic disciplines. It defines school subjects as areas of learning within the school curriculum that are institutionally defined for teaching and learning. Academic disciplines are branches of knowledge taught and researched in higher education that have accumulated bodies of specialized knowledge, theories, terminology, research methods, and institutional manifestations. The relationship between school subjects and academic disciplines is complex, with some seeing them as essentially continuous while others see them as basically discontinuous or different but related. The document also examines various aims and discourses of schooling.
Unit VIII Language Policy in Education Dr.C.ThanavathiThanavathi C
1. The document discusses India's language policy during pre-independence and post-independence periods. During British rule, English became the medium of instruction in educational institutions established by Christian missionaries. Various commissions after independence recommended adopting the mother tongue or regional languages as mediums of instruction up to higher secondary levels, with Hindi and English as additional compulsory languages.
2. The Indian Constitution designates Hindi as the official language of the Union, while allowing the continued use of English for official purposes. It also requires states to provide education in mother tongues for linguistic minority groups.
3. The document outlines the views of Tagore, Gandhi, and Vivekananda on medium of instruction. Tagore emphasized mother
This document discusses the relationship between democracy and education. It defines democracy as "power of the people" and education as "systematic instruction." The educator John Dewey believed education and democracy are reciprocally related, as democracy requires an educated populace that understands freedom and responsibility. For democracy to function properly, all citizens must receive an education that teaches democratic values and prepares them to participate actively in civic life. The development of democracy depends on the level of knowledge and awareness societies have achieved through education.
Diagnostic teaching and remedial teachingKetan Kamble
The document discusses diagnostic teaching and remedial teaching. It explains that diagnostic testing helps identify student strengths and weaknesses, informs curriculum planning, and guides instruction. The stages of diagnostic testing include preparing a blueprint, reviewing and editing tests, and creating a model answer scheme. Remedial teaching is important as it provides corrective measures, makes students aware of weaknesses, improves performance, and removes learning deficiencies. Various remedial teaching strategies are discussed such as group teaching, self-learning, buddy teaching, individual teaching, and class teaching.
Dr. Priti Sonar has extensive educational qualifications and experience in teaching and administration. She has over 14 years of teaching experience and 7 years of administrative experience. She was previously a member of the Board of Studies at SNDT Women's University.
Dialogue based learning focuses on using dialogue and discussion to promote learning. It recognizes that learners' life experiences influence how they learn new concepts. Through dialogue, teachers can understand students' perspectives and help overcome misunderstandings. Curriculum is dynamic and views learning as experiences. Teaching methods include lectures, discussions, demonstrations, group work and role-playing to encourage creativity. Teachers act as facilitators and role models. Evaluation considers daily observations, oral contributions, projects and tests. Dialogue helps resolve issues, promote understanding, and reveal inconsistencies in thoughts. It keeps the story moving forward and reveals characters.
National Curriculum Framework 2005 Dr.C.ThanavathiThanavathi C
This document summarizes key aspects of the National Curriculum Framework 2005 for school education in India. It discusses problems with the existing curriculum such as an overemphasis on examinations. It describes the process of drafting the NCF, including the formation of focus groups. The NCF aims to make learning student-centered and linked to real life. It advocates seeing the child as an active learner and recognizing local and traditional knowledge. The NCF outlines reforms for various curriculum areas like science, languages and social sciences. It also proposes systemic reforms in areas like teacher education, examinations and quality of education.
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathiThanavathi C
RUSA (Rashtriya Ucchatar Shiksha Abhiyan) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to state higher education institutions. The funding flows from the central ministry to state governments and institutions and is based on state higher education plans and institutional development plans. RUSA seeks to improve access, equity and excellence in higher education by upgrading colleges to universities, supporting infrastructure development, faculty recruitment and improving research. It also aims to increase gross enrollment ratios, ensure quality standards, promote autonomy and reforms, and address regional imbalances. Key challenges to achieving its goals include gender disparity, inadequate infrastructure, low industry training, faculty shortage and large college affiliations to universities.
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING.pptxMonojitGope
The State Council of Educational Research and Training (SCERT) came into existence through the transformation and upgradation of the former State Institute of Education. SCERT works to enhance the quality of education through research, improve teacher education, enhance the quality of educational institutions, and upgrade educational methodology. It oversees departments related to curriculum development, teacher training, examinations, research coordination, and subjects like science, art, and adult education.
Gandhiji life and educational contributionsaryavs55
Gandhiji believed that true education improves character rather than just enabling students to earn more. He saw education as drawing out the best in body, mind and spirit. As the architect of India's freedom, Gandhiji experimented with satyagraha and truth. His educational philosophy proposed Basic Education - an education for life through life based on Indian culture and crafts. It aimed to provide minimum standards and develop students holistically through their basic needs and potentials. However, Basic Education faced challenges in implementation like lack of resources and commitment.
Contribution of Rabinder Nath Tagore in education .pptxRashmi Chauhan
Rabindranath Tagore was an Indian polymath who was born in 1861 in Bengal. He came from a prosperous family and received an education focusing on Sanskrit and Indian philosophy. Tagore went on to become a prolific poet, novelist, painter or playwright who was awarded the Nobel Prize in Literature in 1913. He established Visva-Bharati University in 1921 with a goal of international and inter-cultural exchange. Tagore's works reflected Indian spiritual ideas and he developed a philosophy of education emphasizing freedom, creativity, and harmony with nature.
Rabindranath Tagore was a renowned Indian philosopher, poet, and educationalist. He established Vishva-Bharati University in 1921 to implement his progressive educational ideas. Tagore believed education should be a natural, student-centered process that fosters holistic development through experiential learning, intellectual freedom, physical activities, and connecting with nature. He emphasized developing students' creativity, social skills, and spiritualism over rigid book learning. Tagore integrated ideas from Indian philosophy with Western concepts to establish an educational system focused on self-realization, intellectual growth, physical development, and building universal brotherhood.
The document discusses education as a discipline, outlining several key elements. It notes that education has a distinct body of knowledge that has developed over a long history and is based on philosophical, psychological, and sociological foundations. This body of knowledge contains concepts, theories, and principles that form an interconnected theoretical structure. Education also has its own research methodology focused on theory building. The document emphasizes that studying education as a discipline is important as it can help improve education processes and methods, develop new approaches to education, and inform how to understand learners and the responsibilities of teachers.
I. According to Jiddu Krishnamurti, education should help develop a total human being who is perfect both externally and internally, rather than just focusing on acquiring knowledge and facts.
II. He believed education should help discover lasting values and break down social barriers in order to promote unity between all people.
III. Krishnamurti emphasized that teachers should observe and guide students, rather than just provide information, and should allow students freedom to think for themselves.
Role of Education in National integrationASHUTOSH JENA
Education plays an important role in promoting national integration in India. The government has taken several steps to emphasize this, such as establishing the Education Commission to promote education's role in national development. Curriculums and educational institutions also contribute by teaching subjects from a national perspective, celebrating national days, and encouraging co-curricular activities. Teachers are seen as central to this effort through the way they teach, by sharing stories of national heroes, and by not discriminating against students.
Jiddu Krishnamurti was a philosopher and speaker who was originally groomed to be a World Teacher but later rejected this role. He spoke on topics like psychological revolution, meditation, and bringing about radical change. He stressed the need for an internal revolution in every person's psyche rather than change imposed by external groups. According to Krishnamurti, education should help students see the whole of life, discover lasting values, and break down social barriers. His contributions to education emphasized developing students' independent and critical thinking skills rather than teaching them what to think.
The document discusses the individual aim of education. It defines the individual aim of education as emphasizing the development of each learner's unique individuality according to their natural tendencies. It explores both the narrow and wider meanings of individual aim, and discusses arguments in favor and against it. Support for the individual aim comes from biologists, naturalists, psychologists, progressivists, spiritualists, existentialists, and democrats who argue that every person is distinct and education should develop their individual potential.
Challenges in achieving universalization of educationThanavathi C
The document discusses challenges in achieving universal elementary education in India. Key challenges include: the government's policy being based on idealism rather than practicality; administration of education being ineffective at local levels; lack of adequate funding for schools; shortage of trained teachers, especially in rural areas; insufficient school buildings; unsuitable curriculum; high rates of student wastage and stagnation; and social evils like child marriage and untouchability that deprive children of education. Overcoming these hurdles is necessary to fulfill India's constitutional mandate of free and compulsory education for all children until age 14.
School subject & academic discipilneFousiya O P
This document discusses school subjects and academic disciplines. It defines school subjects as areas of learning within the school curriculum that are institutionally defined for teaching and learning. Academic disciplines are branches of knowledge taught and researched in higher education that have accumulated bodies of specialized knowledge, theories, terminology, research methods, and institutional manifestations. The relationship between school subjects and academic disciplines is complex, with some seeing them as essentially continuous while others see them as basically discontinuous or different but related. The document also examines various aims and discourses of schooling.
Unit VIII Language Policy in Education Dr.C.ThanavathiThanavathi C
1. The document discusses India's language policy during pre-independence and post-independence periods. During British rule, English became the medium of instruction in educational institutions established by Christian missionaries. Various commissions after independence recommended adopting the mother tongue or regional languages as mediums of instruction up to higher secondary levels, with Hindi and English as additional compulsory languages.
2. The Indian Constitution designates Hindi as the official language of the Union, while allowing the continued use of English for official purposes. It also requires states to provide education in mother tongues for linguistic minority groups.
3. The document outlines the views of Tagore, Gandhi, and Vivekananda on medium of instruction. Tagore emphasized mother
This document discusses the relationship between democracy and education. It defines democracy as "power of the people" and education as "systematic instruction." The educator John Dewey believed education and democracy are reciprocally related, as democracy requires an educated populace that understands freedom and responsibility. For democracy to function properly, all citizens must receive an education that teaches democratic values and prepares them to participate actively in civic life. The development of democracy depends on the level of knowledge and awareness societies have achieved through education.
Diagnostic teaching and remedial teachingKetan Kamble
The document discusses diagnostic teaching and remedial teaching. It explains that diagnostic testing helps identify student strengths and weaknesses, informs curriculum planning, and guides instruction. The stages of diagnostic testing include preparing a blueprint, reviewing and editing tests, and creating a model answer scheme. Remedial teaching is important as it provides corrective measures, makes students aware of weaknesses, improves performance, and removes learning deficiencies. Various remedial teaching strategies are discussed such as group teaching, self-learning, buddy teaching, individual teaching, and class teaching.
Dr. Priti Sonar has extensive educational qualifications and experience in teaching and administration. She has over 14 years of teaching experience and 7 years of administrative experience. She was previously a member of the Board of Studies at SNDT Women's University.
Dialogue based learning focuses on using dialogue and discussion to promote learning. It recognizes that learners' life experiences influence how they learn new concepts. Through dialogue, teachers can understand students' perspectives and help overcome misunderstandings. Curriculum is dynamic and views learning as experiences. Teaching methods include lectures, discussions, demonstrations, group work and role-playing to encourage creativity. Teachers act as facilitators and role models. Evaluation considers daily observations, oral contributions, projects and tests. Dialogue helps resolve issues, promote understanding, and reveal inconsistencies in thoughts. It keeps the story moving forward and reveals characters.
National Curriculum Framework 2005 Dr.C.ThanavathiThanavathi C
This document summarizes key aspects of the National Curriculum Framework 2005 for school education in India. It discusses problems with the existing curriculum such as an overemphasis on examinations. It describes the process of drafting the NCF, including the formation of focus groups. The NCF aims to make learning student-centered and linked to real life. It advocates seeing the child as an active learner and recognizing local and traditional knowledge. The NCF outlines reforms for various curriculum areas like science, languages and social sciences. It also proposes systemic reforms in areas like teacher education, examinations and quality of education.
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathiThanavathi C
RUSA (Rashtriya Ucchatar Shiksha Abhiyan) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to state higher education institutions. The funding flows from the central ministry to state governments and institutions and is based on state higher education plans and institutional development plans. RUSA seeks to improve access, equity and excellence in higher education by upgrading colleges to universities, supporting infrastructure development, faculty recruitment and improving research. It also aims to increase gross enrollment ratios, ensure quality standards, promote autonomy and reforms, and address regional imbalances. Key challenges to achieving its goals include gender disparity, inadequate infrastructure, low industry training, faculty shortage and large college affiliations to universities.
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING.pptxMonojitGope
The State Council of Educational Research and Training (SCERT) came into existence through the transformation and upgradation of the former State Institute of Education. SCERT works to enhance the quality of education through research, improve teacher education, enhance the quality of educational institutions, and upgrade educational methodology. It oversees departments related to curriculum development, teacher training, examinations, research coordination, and subjects like science, art, and adult education.
Gandhiji life and educational contributionsaryavs55
Gandhiji believed that true education improves character rather than just enabling students to earn more. He saw education as drawing out the best in body, mind and spirit. As the architect of India's freedom, Gandhiji experimented with satyagraha and truth. His educational philosophy proposed Basic Education - an education for life through life based on Indian culture and crafts. It aimed to provide minimum standards and develop students holistically through their basic needs and potentials. However, Basic Education faced challenges in implementation like lack of resources and commitment.
Contribution of Rabinder Nath Tagore in education .pptxRashmi Chauhan
Rabindranath Tagore was an Indian polymath who was born in 1861 in Bengal. He came from a prosperous family and received an education focusing on Sanskrit and Indian philosophy. Tagore went on to become a prolific poet, novelist, painter or playwright who was awarded the Nobel Prize in Literature in 1913. He established Visva-Bharati University in 1921 with a goal of international and inter-cultural exchange. Tagore's works reflected Indian spiritual ideas and he developed a philosophy of education emphasizing freedom, creativity, and harmony with nature.
Rabindranath Tagore was a renowned Indian philosopher, poet, and educationalist. He established Vishva-Bharati University in 1921 to implement his progressive educational ideas. Tagore believed education should be a natural, student-centered process that fosters holistic development through experiential learning, intellectual freedom, physical activities, and connecting with nature. He emphasized developing students' creativity, social skills, and spiritualism over rigid book learning. Tagore integrated ideas from Indian philosophy with Western concepts to establish an educational system focused on self-realization, intellectual growth, physical development, and building universal brotherhood.
Rabindranath Tagore was a pioneering Indian educator who founded educational institutions that promoted multiculturalism and global cultural exchange. He grew up in a culturally rich family environment that influenced his views. Dissatisfied with traditional schooling, he opened his own school called Santiniketan that used a rural, less formal setting. Later he established Visva-Bharati University to integrate different cultures and bring East and West together through the mutual sharing of ideas. Tagore advocated analyzing history and culture in a way that emphasized breaking down barriers and integrating diverse people. His educational efforts aimed for holistic student development in touch with the environment.
Rabindranath Tagore established an experimental school called Shantiniketan in 1901 which later developed into Visva-Bharati University. The school/university was based on Tagore's progressive educational philosophy which emphasized freedom of thought, learning through nature, the unity of East-West cultures, and developing the whole personality through art, music, dance etc. rather than just academics. It aimed to be a meeting place for the exchange of ideas between East and West in a spirit of mutual understanding beyond boundaries of nationality, creed or caste. The community-based residential model with self-governance had a lasting impact on Indian education.
Philosophy and Education in Malaysia - Philosophers’ perspective Cynt Marie
Muhammadiyah
Teacher: Sumatera Thawalib,
Teacher: University of Islam,
Teacher: University of Muhammadiyah
Rector: High Institute of Islam
Professor: University of Mustopo
His books: Tafsir Al-Azhar, Tafsir Al-Azhar Jilid 2, Tafsir Al-Azhar Jilid 3, Tafsir Al-Azhar Jilid 4, Tafsir Al-Azhar Jilid 5, Tafsir Al-Azhar Jilid 6, Tafsir Al-Azhar Jilid 7, Tafsir Al-Azhar Jilid 8, Tafsir Al
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.
Rabindranath Tagore was an Indian philosopher, poet and educator who established an experimental school called Shantiniketan in Bengal. Some key aspects of Tagore's educational philosophy included:
1. Emphasis on natural and holistic development of students through experiential learning rather than rote memorization.
2. Blending of Eastern spiritualism and Western progressive ideas.
3. Importance of arts, music, dance and nature in the curriculum.
4. Focus on freedom for students to develop interests, intellectual curiosity and creativity.
The document provides details on Tagore's life and work, his philosophical influences, aims of education and methods used at Shantin
This document provides biographical information on several influential Indian philosophers and thinkers from the 19th-20th centuries:
- Vivekananda was influenced by Ramakrishna and helped spread Indian philosophy to the Western world.
- Aurobindo studied Western philosophy but returned to India to intensely study yoga and Indian thought, writing over 30 volumes.
- Tagore founded an university based on Upanishadic ideals that blended arts and sciences. He was the first non-European to win the Nobel Prize for literature.
- Gandhi developed the philosophy of non-violent resistance through his experiences in South Africa, leading India to independence.
- Krishnamurti rejected being viewed as a messiah and maintained that
This document discusses the life and educational philosophy of Rabindranath Tagore. It notes that he established an experimental school called Shantiniketan in 1901 and later an international university called Visva-Bharati in 1921 based on his philosophy. His philosophy emphasized harmony with nature, freedom, creative self-expression, and internationalism. He believed in a broad-based curriculum incorporating subjects, activities, and community service. Tagore saw education's role as unfolding students' goodness through experience and self-realization rather than just imparting knowledge.
The document discusses the Junior Model United Nations student diplomat program run by the World Affairs Council's Education Team. It provides definitions of key concepts like cultural diplomacy, diplomacy, and what makes a diplomat. Cultural diplomacy is defined as promoting shared understanding through cultural exchange. Diplomacy is the art of maintaining good relationships between countries and finding common ground. A diplomat represents their country's interests and encourages international cooperation. As student diplomats, participants will discuss global issues and work to find solutions, while learning about different cultures through cultural diplomacy.
Title: What is culture and what is history?
Unit: PAE001-1 Practising Ideas: Approaches to Theory
Course: Performing Arts
Institution: University of Bedfordshire
Tutors: Dr Louise Douse
Viswakawi Rabindranath Tagore has made great contributions in various field. He was a idealist, naturalist and humanist. Learn more about his philosophical, educational ideas and aims of education.
A Key-note address delivered during the National Seminar on Indian Literature in Transition. Key-note Speaker Dr. Mahendra Madhav Kamat, Shri S. H. Kelkar College, Devgad, Sindhudurg (MS)
A seminar was organized by Department of English, Gogate-Walke College, Banda, Dist. Sindhudurg (Maharashtra, India)
Tarun Joshi IE Business School Express YourselfTarunJoshi2906
Tarun Joshi IE Business School Express Yourself
If all of the world´s cultural heritage (sports, music, fashion, architecture, literature, painting, etc..) was contained in a time capsule, what would you include to demonstrate the legacy of your country?
Aditya Raj completed a project on "The Last Lesson" for his English class. He expresses gratitude to his teacher Ms. Kaushiki Banerjee for guiding him on the intriguing topic. The certificate and declaration confirm Aditya completed the project successfully under Ms. Banerjee's supervision. The project discusses linguistic chauvinism through historical examples and the characters in "The Last Lesson". It concludes that suppressing a population's language and culture is a method of maintaining control over conquered lands.
To think about the elements which constitute culture. Differences between attitudes based on culture and on individual personality and how does culture affects communication. To use a visual aid and theoretic input to think about behavioural attitudes and culture.
The document discusses the concept of internationalism and the need for its development through education. It defines internationalism as developing insight beyond one's own interests to appreciate other cultures, seeing individuals as global citizens rather than just members of a single nation. It argues internationalism is needed for world peace, cooperation, and addressing global issues. UNESCO and education systems have important roles in fostering internationalism by promoting mutual understanding and global citizenship through curriculum, exchanges, and celebrating diversity. Overall, the document advocates for reconstructing education to cultivate a view of the world as a single community.
Internationalism refers to developing understanding and cooperation between all people and cultures worldwide. It involves seeing oneself as both a member of one's own country as well as a global citizen. Modern technology and economic interdependence have increased the need for internationalism to promote peace, welfare, and mutual understanding between nations. Education plays a key role in developing an international outlook and international organizations like UNESCO work to advance internationalism through various educational and cultural programs and exchanges.
Rene Descartes used a method of systematic doubt called "methodic doubt" to establish a firm foundation for knowledge and beliefs. He doubted all senses, knowledge, and even his own existence to determine what could be known with certainty. The only thing he could prove through doubt was his own thinking in the statement "I think, therefore I am." However, his method of doubting the senses can be partially defended, as senses are sometimes deceiving. Descartes' methodic doubt was aimed at rebuilding knowledge on a solid basis, but it did not fully achieve this goal.
Similar to Educational Thoughts of Rabindranath Tagore Dr.C.Thanavathi (20)
This document provides information on using SPSS for educational research. It discusses descriptive statistics, common statistical issues in research, procedures for creating a SPSS data file and conducting descriptive analyses. It also explains how to perform t-tests, analysis of variance (ANOVA), frequencies analysis and other statistical tests in SPSS. The document is intended as a guide for researchers on applying various statistical analyses in SPSS.
This document provides an overview of key concepts in biostatistics and how to use SPSS software for data analysis. It discusses learning objectives for understanding biostatistics, different types of data (nominal, ordinal, interval, ratio) and variables (independent, dependent
Active Learning Methods in Teaching.pdfThanavathi C
This document discusses active learning methods in teaching. It begins by defining active learning as any instructional method that engages students in the learning process by having them apply or practice the concepts being taught. Some key active learning methods discussed include think-pair-share, roundtable brainstorming, circular questioning, one minute papers, jigsaw method, concept mapping, peer teaching and team quizzes. The document emphasizes that active learning increases student engagement, participation, retention and higher-order thinking compared to passive lecturing. It concludes by stating active learning creates a more vibrant learning environment when teachers involve students and partner with them to energize the classroom.
Bibliotherapy is a form of therapy that involves reading as part of the treatment process. It can be used for various mental health issues like depression, anxiety, and trauma. Reading materials are selected that are intended to help address a person's problems or symptoms. Research has found bibliotherapy can be an effective treatment for conditions like depression when used as part of a guided program with a mental health professional. It has also shown benefits for caregivers. Bibliotherapy can be delivered individually or in a group setting and the reading materials may include classical literature, psychology-based works, or self-help books.
This document provides instructions for creating a portfolio or Google Site. It discusses defining a portfolio, different forms portfolios can take, and uses of portfolios including evaluating student learning and progress. Steps are outlined for creating a Google Site, including choosing a theme, adding and organizing pages, inserting content, and publishing the site. The document concludes with answering some questions about customizing and sharing a Google Site.
Computer Course Digital Classroom Tools Notes Unit 1, 2, & 3/Dr.C.ThanavathiThanavathi C
This document provides an overview of the features and tools available in Microsoft Word 2007. It discusses the new ribbon interface and how to access common commands like save, print, and open. It also summarizes the various tabs in the ribbon including Home, Insert, Page Layout, References, Mailings, Review, and View. Each section of the ribbon is described in 1-2 sentences. The document is intended to help users familiar with earlier versions of Word learn the updated user interface in Word 2007.
Models of Teaching - Unit IV - Dr.C.ThanavathiThanavathi C
This document discusses different models of teaching, including philosophical, psychological, and modern models. It provides definitions of a teaching model from various experts and outlines the key elements and functions of teaching models. Specifically, it describes Plato's insight model, John Locke's impression model, and Immanuel Kant's rule model as examples of philosophical teaching models. It also discusses Robert Glasser's basic teaching model and Ned Flanders' interaction model as examples of psychological teaching models. The document emphasizes that teaching models help guide instruction, select materials, develop social skills and cognitive abilities in students, and establish effective teaching-learning relationships.
This document outlines the syllabus for the course "Contemporary India and Education" from the Tamil Nadu Teachers Education University.
It begins with course objectives focused on understanding social diversity, contemporary issues in India, educational policies over time, and language policies. The syllabus then lists 5 units that will be covered: the constitutional context of education in India, understanding social diversity, educational demands of individuals and communities, language policy, and implications of equality in educational opportunities. Suggested activities and textbooks are also provided. The document concludes with intended course outcomes.
The document provides an overview of key features in the National Education Policy 2020 related to school education, higher education, and governance structures for education. Some of the main points include:
- Implementing a 5+3+3+4 curriculum structure for school education with mother tongue/local language as the medium of instruction till Grade 5.
- Establishing a Higher Education Commission of India as an umbrella body with four independent verticals for regulation, accreditation, funding, and standards setting.
- Transforming higher education institutions into large multidisciplinary universities and colleges through a phased removal of the affiliation system over 15 years.
- Providing integrated multidisciplinary undergraduate education with multiple exit and entry
This document discusses inclusive education and its key aspects. It defines inclusive education as addressing diversity of needs of all learners through increased participation and reducing exclusion. The objectives of inclusive education policies are to prioritize improving education systems to include all children regardless of differences. Benefits include developing strengths, confidence and friendships for all children. Challenges include ensuring facilities, teaching methods and support match students' needs. Inclusive education aims for "education for all" compared to traditional integration, and requires planning, resources and trained staff.
Dr. C. Thanavathi is an Assistant Professor of History at V.O.C. College of Education in Thoothukudi, India. The document discusses integrated education, which aims to provide equal educational opportunities to disabled children alongside their non-disabled peers. Integrated education helps remove the inferiority complex of disabled children and provides peer support, but faces challenges including a lack of trained teachers and awareness of disabilities. The Indian government has implemented schemes like Integrated Education for Disabled Children to promote inclusion, but shortcomings remain in fully achieving the goals of integrated schooling.
How to handle online classes in google meet/Dr.C.ThanavathiThanavathi C
This document provides information about a workshop on using Google Meet for online classes. The workshop will be held on January 24, 2022 from 9:30 am to 11:30 am and conducted by Dr. C. Thanavathi. The workshop will cover topics such as creating Google Meet links, scheduling meetings, conducting video conferences, and being knowledgeable resources for online classes. It provides an agenda with overview, objectives, instructions, and details on various Google Meet features that will be demonstrated like sharing screens, chatting, recording, and using the mobile app. The goal is to help participants effectively handle and master online classes through the Google Meet platform.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA)Thanavathi C
This document contains contact information for Dr. C. Thanavathi, an Assistant Professor of History, as well as information on her educational qualifications. It also lists 10 objectives of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a scheme aimed at improving access to and quality of secondary education in India. Finally, it outlines several challenges to achieving universal secondary education, such as lack of parental support and motivation, poverty, child marriage, and absenteeism.
This document provides guidance on writing a research proposal. It begins by defining what a research proposal is and its purpose. It then discusses the key components of a research proposal such as the problem statement, objectives, hypotheses, research methodology, time schedule and expected outcomes. Examples of different types of research proposals and their formats are also provided. Overall, the document serves as a comprehensive guide for developing an effective research proposal.
Sarva Shiksha Abhiyan (SSA) is India's flagship program for achieving Universal Elementary Education launched in 2001. It aims to provide useful and relevant elementary education to all children aged 6-14 by 2010. Key objectives include enrolling all children in school by 2003, completing 5 years of primary schooling by 2007, and 8 years of elementary education by 2010. It focuses on improving access through school infrastructure development, teacher training, and community mobilization with the goal of closing gender and social gaps in education attainment. While significant progress has been made in enrollment, retention remains a challenge.
How to enroll and access swayam courseThanavathi C
This document provides instructions on how to enroll in and access courses on the SWAYAM online learning platform. It outlines the following steps:
1) Register for an account on the SWAYAM website or mobile app.
2) Search for and select courses to enroll in. Courses cover a wide range of subjects from high school to university level.
3) Access enrolled course content, which includes videos, readings, assessments, and discussion forums. Content can be downloaded.
4) Participate in discussion forums by posting questions, answers, and providing feedback to other students.
The document discusses various digital initiatives of the Ministry of Human Resource Development (MHRD) in India, including the National Mission on Education Through Information and Communication Technology (NMEICT). Some of the major ongoing initiatives under NMEICT aimed at improving access to quality education include SWAYAM, SWAYAM Prabha, National Digital Library, e-Yantra, FOSSE, Spoken Tutorials, and Virtual Labs. These initiatives are being implemented by various higher educational institutions in India to infuse digital education solutions and improve learning outcomes. The document also provides links to additional resources on the digital initiatives of MHRD and the Government of India's flagship 'Digital India' program.
Digital initiatives in higher educationThanavathi C
SWAYAM is India's indigenous online learning platform offering massive open online courses (MOOCs) in all subjects from school to post-graduation level. The document provides details about the various initiatives under SWAYAM including the number of courses available, enrollments, SWAYAM Prabha educational TV channels, National Digital Library of India, Virtual Labs and other projects to promote online and technology-enabled education in India. Over 5 lakh students have been certified and courses have received over 1.25 crore enrollments on the SWAYAM platform.
The document discusses digital initiatives in higher education in India undertaken by the Ministry of Human Resource Development. It describes the National Mission on Education through ICT which aims to improve access to quality education through digital technologies. Major ongoing initiatives under NMEICT include SWAYAM, SWAYAM Prabha, National Digital Library, e-Yantra, and Virtual Labs. SWAYAM is India's online courses platform offering over 2,200 courses across all disciplines for anyone to access freely. It has over 50 lakh registered students and 1 crore course enrollments. Regulations allow students to transfer up to 20% of credits earned through SWAYAM courses.
This document discusses concepts related to teaching as a profession, including the nature and characteristics of teaching, continuing professional development for teachers, and teacher professional ethics and accountability. It provides definitions of teaching, outlines the objectives and aims of teaching. It also describes the nature of teaching as being dynamic, social, and humane as both an art and a science. Key characteristics of teaching discussed include content knowledge, pedagogical knowledge, technological knowledge, and reflective practice. Strategies for continuing professional development include lectures, workshops, online learning, and conferences.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
10. Kaviguru with
Helen Keller in
NY- aami chini
go chini
tomare ogo
Videshini..
Rare picture
of
Rabindranath
Tagore with
Helen Keller in
New York in
1930.
10/29/2020Dr.C.Thanavathi
10
11. In this rare
photograph from
The Hindu’s
archives, Helen
Keller, the blind
American author
and labour
rights activist,
greets
Rabindranath
Tagore at a
meeting in New
York in 1930
10/29/2020Dr.C.Thanavathi
11
13. Rabindranath
Tagore, when in
Berlin, paid a visit to
Professor Albert
Einstein in his cottage
at Caputh near
Berlin, where the two
world famous men
had an enjoyable
time in this August
24, 1930 picture. pic
courtesy:http://www.
thehindu.com
10/29/2020Dr.C.Thanavathi
13
15. Mahatma Gandhi's
promise of meeting
Rabindranath
Tagore annually is
honoured when he
visited him at
Santiniketan in this
February 20, 1940
picture. Here
Tagore is in rapt
attention to what
Mahathma Gandhi
is saying. pic
courtesy:http://ww
w.thehindu.com
10/29/2020Dr.C.Thanavathi
15
16. Poet Rabindranath
Tagore reclining in his
bed in a railway
compartment at
Howrah station when
he left for
Shantiniketan after
recovery from his
illness. This photo was
published on
November 22, 1940.
pic
courtesy:http://www.th
ehindu.com
10/29/2020Dr.C.Thanavathi
16
17. Poet Rabindranath
Tagore reclining in his
bed in a railway
compartment at Howrah
station when he left for
Shantiniketan after
recovery from his illness.
This photo was
published on November
22, 1940. pic
courtesy:http://www.the
hindu.com
10/29/2020Dr.C.Thanavathi
17
18. Sir Maurice Gwyer,
Rabindranath
Tagore, Sarvepalli
Radhakrishnan
come out from
Sinha Sadan,
Santiniketan after
the Oxford
University
Convocation on
August 7, 1940.
pic
courtesy:http://ww
w.thehindu.com
10/29/2020Dr.C.Thanavathi
18
19. Mahatma
Gandhi and
Kasturba at a
reception
given by
Rabindranath
Tagore at
Santiniketan in
this February
20, 1940
picture. pic
courtesy:http:/
/www.thehind
u.com
10/29/2020Dr.C.Thanavathi
19
22. Tagore was born on 6th may 1861 in Bengal in a prosperous family.
At primary level his father provided him education in Sanskrit language,
Indian philosophy & Astronomy.
For higher education he was sent to Bengal Academy where in he
developed an aversion to the prevalent dull rigid and dull education.
He was then sent to England where in he left it and further studied on
his own. He gradually started writing in magazines etc.
He turned into a poet, dramatist, philosopher and painter. He was then
awarded the title of Gurudev
He got the Nobel prize as he translated Gitanajali in English.
The Indian govt. awarded him with the degree of Doctorate in1915 which
he eventually gave away after the Jallianwala bagh incident.
He established Vishwa Bharti on 22nd sept,1921 whose aim was to
create a synthesis of he east and west.
He died in 1941 10/29/2020
Dr.C.Thanavathi 22
23. His literary and educational
pursuit:
1. Rabindranath composed his first poem at age eight,
and by the end of his life, had written over:
2. twenty-five volumes of poetry,
3. fifteen plays,
4. ninety short stories,
5. eleven novels,
6. thirteen volumes of essays,
7. initiated and edited various journals,
8. prepared Bengali textbooks,
9. kept up a correspondence involving thousands of letters,
10. composed over two thousand songs; and –
11. after the age of seventy – created more than two thousand pictures and sketches.
12. He dedicated forty years of his life to his educational institution at Santiniketan, West
Bengal. Rabindranath’s school contained a children’s school as well as a university known as
Visva-Bharati and a rural education Centre known as Sriniketan.
10/29/2020Dr.C.Thanavathi
23
24. His Philosophy
As a Vedantist: He had a firm belief in the philosophy
of veda.
He believed in “I am Brahma”
There is a spiritual bond between man and man.
As an Individualist: he believed in giving right type
of freedom to individual.
Every individual is unique.
10/29/2020
Dr.C.Thanavathi 24
25. As an Idealist: He believed that the man should live for the ultimate
truth which liberates us from from cycle of birth and death
Had faith in absolute values.
As a Spiritualist: He believed that every individual should try to attain
spiritual perfection.
As a Humanist: He preached human brotherhood, having faith in
fundamental unity of mankind.
He remarked that ”even God depends upon man for perfecting his
Universe.”
10/29/2020
Dr.C.Thanavathi 25
26. As a Naturalist: He considered nature as a great
teacher
God revealed himself through various forms, colors
and rhythm of nature.
Tagore’s Internationalism: He was an ardent
prophet of world unity.
He believed in world brotherhood
10/29/2020
Dr.C.Thanavathi 26
27. Philosophy of Education
BASIC PRINCIPLES OF TAGORE’S PHILOSOPHY OF
EDUCATION
Harmony with all things: harmony with nature, human
surroundings, and harmony in international relations.
His philosophy of education Is based on naturalism,
humanism, internationalism and idealism.
Principle of freedom.
Principle of Creative self –expression.
Active communication with nature and man.
10/29/2020Dr.C.Thanavathi
27
29. According to Tagore,
“God reveals himself through nature more effectively than through man
made institutions. Hence ,the education of the child should be under
natural surroundings so that he develops love for all things around him”
According to Tagore,
"That education is highest which not only imparts information and
knowledge to us, but also promotes love and follow feeling between us
and the living beings of the world”
Concept of Education
10/29/2020Dr.C.Thanavathi
29
31. Physical
development
To include
activities like
swimming,
diving,
climbing trees,
plucking
flowers, etc.
Mental
Development
Acc to Tagore
”In comparison
with bookish
learning,
knowing the real
living directly is
true education.
It not only
promotes the
acquiring of
some
knowledge but
develops the
curiosity &
faculty of
learning and
knowing so
powerfully that
no class room
teaching can
match it.”
Moral &Spiritual
Development
Education should
strive for a
number of moral
and spiritual
qualities like self
discipline,
tolerance,
courtesy and
inner freedom
Development of
all faculties
Chief aim of
education should be
the drawing out of
the latent faculties
of the child.
To him a child is
more important
than himself
problems hence he
opposed the
crushing of the
child's individuality.
Hence he should be
given full freedom
International
Brotherhood
Though Tagore
was a individualist
yet he believed in
socialism,
internalism.
Acc to Tagore
individual should
develop to the
fullest extent and
then he should
contribute his
best to the
promotion of
international
welfare
10/29/2020Dr.C.Thanavathi
31
32. Dialogue
The highest education is that which does not merely
give us information, but makes our life in harmony
with all existence.
At first, children must gather knowledge through
their life because children are in love with their life,
and it is their first love. All its color and movement
attract their eager attention, and then they will
renounce their lives to gain knowledge.
10/29/2020Dr.C.Thanavathi
32
34. 1. Subjects: Literature and languages,
Mother tongue, other Indian Languages and other foreign languages;
Mathematics;
Natural sciences such as Botany, zoology ,physics, chemistry, general science;
health education;
Social Sciences like geography, history, civics, economics, and Sociology;
Agriculture and Technical Subjects;
Arts, Music, Dance etc.;
Philosophy; Psychology and Religion
Broad-based Curriculum
10/29/2020Dr.C.Thanavathi
34
35. 2. Activities and Occupations:
Dancing
Dramatics
Music
Games and Sports
Drawing and Painting
Excursions
Agriculture and Gardening
Regional Study
Laboratory work
Social Service
3. Actual living and Community Service
Broad-based Curriculum
10/29/2020Dr.C.Thanavathi
35
36. 1. Education through emotions
through music, fine arts, painting, dance, dramatics and crafts
2. Education through mother-tongue
but was not against of English language
3. Manual training for spiritual aspect
found God in the labourer, the path-breaker and the tiller
4. Physical and Social Sciences
real legacy is the cultural heritage of the whole community
Curriculum : Other views
10/29/2020Dr.C.Thanavathi
36
38. Methods of Teaching
Teaching while travelling
Debate and discussion method
Activity method
Heuristic method
10/29/2020Dr.C.Thanavathi
38
39. Teaching by
Walking
The mind in the
class room
does not
remain active
Hence by
walking the
mind remains
active awake,
hence the child
easily grasp
things
“Teaching by
walking is the
best method of
education
Discussion &
Question Answer
Real education is
based on real
problems of life
hence question-
answer method is
effective wherein
the teacher put the
questions & ask the
students to
participate in
discussions.
Thus they gain
essential
knowledge
Activity
Method
This method is
of great
importance
because it
activates all the
faculties of the
body & mind. In
Vishwa Bharti,
he made
compulsory the
learning of
handicraft.
He allowed any
physical
exercise or
activity even
during the
class teaching
10/29/2020Dr.C.Thanavathi
39
41. 1. Tagore gave an important place to teachers and asked them to carry
out the following activities.
2. Believing in purity and in his own experiences, innocence of child, the
teacher should behave with him with great love and affection,
sympathy, affection.
3. Instead of emphasizing on book learning, the teacher should provide
conducive environment to the child so that he engages himself in
useful and constructive activities and learn by his own experiences.
4. The teacher should always be busy with motivating the creative
capacities of the children so that they remain busy with constructive
activities and experience.
5. Education can be successfully imparted by understanding childhood
and giving oneself totally in love and union with it
How the teacher is?
10/29/2020Dr.C.Thanavathi
41
42. Some other features of education
Women Education: he advocated women education
In 1908 he established department of women
education in Shantiniketan
Education for masses (Universal Education)
Vocational Education
Religious Education
10/29/2020Dr.C.Thanavathi
42
43. Vishwa Bharti
In 1901 Tagore set up a school Shantiniketan.
Gradually over the years, it devoloped into Vishwa
Bharti- an international university
Teachers and students live together in a spirit of
perfect comradeship with the motto “ where the
whole world forms its one single nest.”
10/29/2020Dr.C.Thanavathi
43
45. Basis Naturalism
Followers • Rabindranath Tagore
• Aristotle
• Pestalozzi
Discipline Uncontrolled freedom
Teacher Behind the scene
Nature Naturocentric (nature is centre of reality)
Supremacy Physical and natural laws
Beliefs Does not believe in existence of God
Outlook Materialistic and mechanical
Emphasis Opposes bookish knowledge
Centre Child centered
10/29/2020Dr.C.Thanavathi
45
46. Basis Naturalism
Aims of education Self expression
Development Autonomous development
Curriculum Emphasis on science
Methods of teaching Learning by doing
10/29/2020Dr.C.Thanavathi
46
47. Evaluation of Tagore’s Philosophy
According to Radha Krishnan –”
Rabindranath did not claim to produce any original philosophy. His aim
was not to analyze or speculate about the Indian tradition .He
expressed in his own vivid phrases and homely metaphors, and showed
its relevance to modern life.”
In the words of H.B.Mulherji –”
Tagore was the greatest prophet of educational renaissance in modern
India. He waged ceaseless battle to uphold the highest educational
ideal before the country, and conducted educational experiments at his
own institutions, which made them living symbols of what an ideal should
be.”
10/29/2020Dr.C.Thanavathi
47