Mahatma Gandhi was born in 1869 in India. He studied law in England and South Africa, where he experienced racism and fought for the rights of Indians and South Africans. When he returned to India, he led nonviolent movements to gain independence from British rule through civil disobedience and non-cooperation. Gandhi's philosophy emphasized truth, non-violence, brotherhood, and fearlessness. He believed education's role was to develop character, dignity of labor, leadership skills, and spiritual growth for both individuals and society.
Jiddu Krishnamurthy was a philosopher, speaker and writer. he always focus on child centered education.Krishnamurti was born in south India in what is now the modern day Madanapalle of Andhra Pradesh.In early adolescence, he met occultist and theosophist Charles Webster Leadbeater on the grounds of the Theosophical Society headquarters at Adyar in Madras. He was subsequently raised under the tutelage of Annie Besant and Leadbeater, leaders of the Society at the time, who believed him to be a 'vehicle' for an expected World Teacher. As a young man, he disavowed this idea and dissolved the Order of the Star in the East, an organisation that had been established to support it.According to Jiddu Krishnamurthy,
Freedom in learning means that the learner has got capacity to independently observe everything around him and examine all idea without any pressure or compulsion.We should not teach the student ‘what to think’ or ‘how to think’. allow him freedom to think himself.
Study the child thoroughly and employ such method that suits best.
Student should be treated as an equal partner.
Problem solving and explorative methods should be encourage.
Repetition encourage the mind of the child to be sluggish.
Introduction:
Mohandas Karamchand Gandhi was born on 2 October 1869 in Porbandar, a coastal town in present-day Gujarat, India. His father, Karamchand Gandhi (1822–1885), who belonged to the Hindu Modh community, was the diwan (Prime Minister) of Porbander state, a small princely state in the Kathiawar Agency of British India.
Social Position:
Gandhi was born into the second highest caste in Hindu society – the Ruler-Warrior Caste.
As a youth (about 15-years-old):
He had his schooling in nearby Rajkot, where his father served as the adviser or prime minister to the local ruler. In May 1883, the 13-year old Mohandas was married to 14-year old Kasturbai Makhanji in an arranged child marriage, as was the custom in the region. In 1885, when Gandhi was 15, the couple's first child was born, but survived only a few days;
Later Teen Years:
On 4 September 1888, less than a month shy of his 19th birthday, Gandhi traveled to London, England, to study law at University College London and to train as a barrister. His time in London, the Imperial capital, was influenced by a vow he had made to his mother in the presence of the Jain monk Becharji, upon leaving India, to observe the Hindu precepts of abstinence from meat, alcohol, and promiscuity.
Gandhi in South Africa: 1893- 1914 :
In South Africa, Gandhi faced discrimination directed at Indians. He was thrown off a train at Pietermaritzburg after refusing to move from the first class to a third class coach while holding a valid first class ticket. Traveling farther on by stagecoach he was beaten by a driver for refusing to travel on the foot board to make room for a European passenger. These events were a turning point in his life, awakening him to social injustice and influencing his subsequent social activism.
The South Africa Years :
Gandhi served in and lead an Ambulance Corps Unit in both the Boer War 1899-1892 and the Zulu War of 1906. By supporting the British government, Gandhi hoped to gain full citizenship for Indians in South Africa, a goal he did not achieve.
Returning to India in 1915:
In 1915, Gandhi returned from South Africa to live in India. He spoke at the conventions of the Indian National Congress, but was primarily introduced to Indian issues, politics and the Indian people by Gopal Krishna Gokhale, a respected leader of the Congress Party at the time.
Role in World War I :
In April 1918, during the latter part of World War I, Gandhi was invited by the Viceroy to a War Conference in Delhi. Perhaps to show his support for the Empire and help his case for India's independence, Gandhi agreed to actively recruit Indians for the war effort. In contrast to the Zulu War of 1906 and the outbreak of World War I in 1914, when he recruited volunteers for the Ambulance Corps, this time Gandhi attempted to recruit combatants.
Brief Life Sketch, Philosophy of Education, Basic Principles, Concept, Aims of Education, Curriculum, Subjects in the Curriculum, Methods of Teaching, Place of Child , Place of Teacher, Ashram School
divaswapna is a book written by gijubhai bhadeka. The book deals with the orthodox education system of india and possible changes that can be made to make learning easier for students
Prof. Dr. Aung Tun Thet's free seminar at Yangon University, Arts Hall, for the celebration of 125 Years Birth Anniversary of Mahatma Gandhi, organized by Hub Myanmar, India Embassy (Myanmar), UNESCO and Yangon University
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
Jiddu Krishnamurthy was a philosopher, speaker and writer. he always focus on child centered education.Krishnamurti was born in south India in what is now the modern day Madanapalle of Andhra Pradesh.In early adolescence, he met occultist and theosophist Charles Webster Leadbeater on the grounds of the Theosophical Society headquarters at Adyar in Madras. He was subsequently raised under the tutelage of Annie Besant and Leadbeater, leaders of the Society at the time, who believed him to be a 'vehicle' for an expected World Teacher. As a young man, he disavowed this idea and dissolved the Order of the Star in the East, an organisation that had been established to support it.According to Jiddu Krishnamurthy,
Freedom in learning means that the learner has got capacity to independently observe everything around him and examine all idea without any pressure or compulsion.We should not teach the student ‘what to think’ or ‘how to think’. allow him freedom to think himself.
Study the child thoroughly and employ such method that suits best.
Student should be treated as an equal partner.
Problem solving and explorative methods should be encourage.
Repetition encourage the mind of the child to be sluggish.
Introduction:
Mohandas Karamchand Gandhi was born on 2 October 1869 in Porbandar, a coastal town in present-day Gujarat, India. His father, Karamchand Gandhi (1822–1885), who belonged to the Hindu Modh community, was the diwan (Prime Minister) of Porbander state, a small princely state in the Kathiawar Agency of British India.
Social Position:
Gandhi was born into the second highest caste in Hindu society – the Ruler-Warrior Caste.
As a youth (about 15-years-old):
He had his schooling in nearby Rajkot, where his father served as the adviser or prime minister to the local ruler. In May 1883, the 13-year old Mohandas was married to 14-year old Kasturbai Makhanji in an arranged child marriage, as was the custom in the region. In 1885, when Gandhi was 15, the couple's first child was born, but survived only a few days;
Later Teen Years:
On 4 September 1888, less than a month shy of his 19th birthday, Gandhi traveled to London, England, to study law at University College London and to train as a barrister. His time in London, the Imperial capital, was influenced by a vow he had made to his mother in the presence of the Jain monk Becharji, upon leaving India, to observe the Hindu precepts of abstinence from meat, alcohol, and promiscuity.
Gandhi in South Africa: 1893- 1914 :
In South Africa, Gandhi faced discrimination directed at Indians. He was thrown off a train at Pietermaritzburg after refusing to move from the first class to a third class coach while holding a valid first class ticket. Traveling farther on by stagecoach he was beaten by a driver for refusing to travel on the foot board to make room for a European passenger. These events were a turning point in his life, awakening him to social injustice and influencing his subsequent social activism.
The South Africa Years :
Gandhi served in and lead an Ambulance Corps Unit in both the Boer War 1899-1892 and the Zulu War of 1906. By supporting the British government, Gandhi hoped to gain full citizenship for Indians in South Africa, a goal he did not achieve.
Returning to India in 1915:
In 1915, Gandhi returned from South Africa to live in India. He spoke at the conventions of the Indian National Congress, but was primarily introduced to Indian issues, politics and the Indian people by Gopal Krishna Gokhale, a respected leader of the Congress Party at the time.
Role in World War I :
In April 1918, during the latter part of World War I, Gandhi was invited by the Viceroy to a War Conference in Delhi. Perhaps to show his support for the Empire and help his case for India's independence, Gandhi agreed to actively recruit Indians for the war effort. In contrast to the Zulu War of 1906 and the outbreak of World War I in 1914, when he recruited volunteers for the Ambulance Corps, this time Gandhi attempted to recruit combatants.
Brief Life Sketch, Philosophy of Education, Basic Principles, Concept, Aims of Education, Curriculum, Subjects in the Curriculum, Methods of Teaching, Place of Child , Place of Teacher, Ashram School
divaswapna is a book written by gijubhai bhadeka. The book deals with the orthodox education system of india and possible changes that can be made to make learning easier for students
Prof. Dr. Aung Tun Thet's free seminar at Yangon University, Arts Hall, for the celebration of 125 Years Birth Anniversary of Mahatma Gandhi, organized by Hub Myanmar, India Embassy (Myanmar), UNESCO and Yangon University
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
Main principles of gandhiji (gandhism)
by this ppt u can get the knowledge about the main principles of gandhiji or about gandhism such as ahinsa, fasting etc...
About The Author: Arun Gandhi is one of nine surviving grandchildren of Mahatma Gandhi. He currently lives in Rochester, New York, and is founder president of the Gandhi World-wide Education Institute, Wauconda, Illinois. See: www.gandhiforchildren.org and www.arungandhi.net
A life of inspiration - Mahatma Gandhi 1869-1948Shivam Dhawan
Mahatma Gandhi, Father of our nation, whose profound spirituality and belief in justice inspired the world. In remembrance of his life of inspiration on his birth anniversary.
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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.
Gandhi had a clear goal in mind: to stop the oppression of India internationally. He has an incredible sense of peace, was determined, hard –working and focused.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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