Presentation of paper 4 : Indian writing in English
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Shri Aurobindo was a philosopher, writer, poet, and nationalist who had influential views on education. He believed education should develop the mind, spirit, and senses of students. His key aims for education included physical, mental, moral, and spiritual development. He advocated for a free learning environment where teachers act as guides rather than instructors, and the curriculum is tailored to students' interests and promotes creativity. Subjects should be taught according to the child's stage of development and include their mother tongue, literature, sciences, and more. The goal is to help students acquire knowledge through their own efforts in a supportive environment.
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Her Philosophy is based on liberal feminism
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Marry Wollstonecraft was born on 27th April 1759.
she was the second of the seven children of Elizabeth Dixon and Edward John Wollstonecraft.
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2. Tagore believed that education should be centered around nature and focus on developing students' physical, mental, moral, and spiritual faculties through activities like gardening, crafts, and connecting with the community. Formal classroom learning was deemphasized.
3. Tagore's philosophy promoted naturalism and regulated student freedom over an idealistic, teacher-centered approach. He saw the teacher's role as providing guidance and conducive environments for learning through experience rather than bookish knowledge.
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Sri Aurobindo and Mahatma Gandhi had influential philosophies of education that emphasized holistic development, spiritual growth, and practical, experiential learning. Both believed education should develop students' minds, bodies, and souls. They advocated for child-centered, mother-tongue based systems focused on cultivating values and life skills through crafts, agriculture, and other practical activities. Integral to their visions was the role of the teacher as a guide who helps students discover themselves and their potential through experience rather than rote learning.
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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.
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The document discusses key figures and principles of constructivism. It describes Lev Vygotsky as the "Father of Constructivism" and discusses his work on social and cultural aspects of learning. It also outlines Jean Piaget's concepts of assimilation, accommodation, equilibration, and schemas. Jerome Bruner's principles of instruction are presented as well as how constructivism influences learning by doing, trial and error, and collaboration.
Philo
Gandhi believed education should develop students holistically - physically, mentally, and spiritually. He advocated for education through locally relevant crafts/skills to cultivate self-reliance. The core aims of Gandhian education were the vocational aim of teaching useful skills, the cultural aim of developing well-rounded individuals, and the character aim of inculcating moral values. Gandhi's curriculum and teaching methods emphasized crafts, the mother tongue, and learning through practical experience over rote memorization. He saw teachers as role models and schools as community centers.
CONTEMPORARY INDIA AND EDUCATION - UNIT 2 (B.Ed. 1 YEAR - 1 SEMESTER)
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8609 Thinkers in education unit 6.pptx
1) Maria Montessori developed the Montessori method of education, which is a child-centered and activity-based system where children learn from exploring their environment rather than listening to lectures.
2) The Montessori method provides a prepared environment for children with freedom of choice, time, and repetition to learn through hands-on activities without fear of making mistakes.
3) Friedrich Froebel established the kindergarten system based on principles of self-activity, play, freedom, and social development to allow children's innate powers to unfold and attain spiritual unity with God.
Indian Schools of Philosophy in Education
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Kothari commission 1964 - 66
The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, submitted recommendations to the Indian government on developing education at all levels. The commission's report emphasized linking education to national development, productivity, social/national integration, modernization, and democratic/spiritual values. It recommended major reforms to India's educational structure, including a 10-year period of general education, improved teacher training programs, and increased focus on science, vocational education, and adult literacy. While impactful, some of the commission's views on language instruction and the position of school heads generated controversy.
INDIAN SCHOOL OF PHILOSOPHY IN EDUCATION
This document outlines the objectives and content of the Core Course I on Education in the Emerging Indian Society. The 10 objectives of the course are listed, focusing on understanding various philosophical concepts and their relationship to education, different agencies and issues in Indian society, constitutional provisions for education, and the importance of health and physical education. The course then covers 10 units, with topics like Indian and Western schools of philosophy and their implications for education, important Indian and Western educational thinkers, the relationship between sociology and education, the role of different educational agencies, socio-economic and educational issues in Indian society, education provisions in the Indian constitution, statutory education bodies, the importance of value education, and health education.
Aims & objectives of Teaching Social Science
Acquiring knowledge
The development of reasoning power and critical judgment
Develop the National Integration and Patriotic sense
International Understanding
acquire and understand social concepts ·
Ppt psycholinguistic basis of Curriculum
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MAHATMA GANDHI.pptx
Mohandas Karamchand Gandhi was a great Indian leader and thinker who used education as a tool for social reform. He advocated an education system rooted in Indian culture and values. Gandhi believed education should develop the body, mind, and soul of the child. It should focus on vocational skills and crafts to promote self-sufficiency and dignity of labor. Teachers were to serve as role models exemplifying virtues. Gandhi's educational philosophy combined ideals of character development, spiritual training, and pragmatism through an activity-based curriculum centered on crafts.
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Contribution of Mahatma Gandhi towards education presentation
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Presentation of paper 4 : Indian writing in English
- 1. Shri Aurobindo’s views on Education: • Name : Gohil Jyotiba M • Paper No : 4 : Indian writing in English • Topic : Shri Aurobindo’s view on Education • Roll No : 18 • Batch : 2017 -19 • Enrollment No : 2069108420180016 • Email ID : jyotibagohil96@gmail.com • Submitted to : Smt. S. B. Gardi, Department of English, MK Bhavnagar University.
- 2. Shri Aurobindo Ghosh : ( 1872 – 1950) Philosopher, writer , poet , Nationalist and highly spiritual person His philosophy of life based on verdantic philosophy of Upanishad He saw education as highly serious matter His ideas on Education are contained in book “ Aristotlelian system of National Education ” and “ Shri Aurobindo and Mother on Education”. His concept of education is not only acquiring information but acquiring various kinds of information. Central aim is bulid power of human mind and spirit.
- 3. Aurobindo’s aims of Education : 1)Physical Development 2) To Train all the senses 3) Achieve mental development of child. 4)Moral and Emotional development. 5) development of conscience.
- 4. ● Curriculum Transaction : Free environment for children Infus new life and spirit into each subject and activities Development of super humanbeing possible ● Principle for curriculum : The way child find interesting Includes those subject which promote mental and spiritual development Motivate children towards knowledge of whole world Contain creativity of life and constructive capacities.
- 5. ● Curriculum for different stages of Education 1) Primary stage : Mother tongue, English , French, literature, national history, art , painting, general science, social studies, arithmetic should be taught. 2) Secondary stage : Mother tongue, English, French, literature, arithmetic, art , chemistry, physics, psychology, health education, social studies should be taught. 3) University Level : Indian and western philosophy, history of civilization, English Literature, Franch , sociology, psychology, history, chemistry and physics should be taught. 4) Vocational Level : Art , photography, sculpture, drawing type , mechanical and electrical engineering and nursing should
- 6. ● Role of Teacher : “Nothing can be taught” “He is helper and guide” Role of Teacher “ to suggest not to impose” “ Shows how to acquire knowledge” “ The teacher is not an instructor or Task – Master”
- 7. ● Methods of Teaching : 1. Love and sympathy for child 2. Education through mother tongue 3. Education according to the interest of child 4. Education through self – Experience 5. Education through co-operations of Teacher and student in education process 6. Education according to the nature of child 7. Freedom of child : free environment to gain more knowledge through his own efforts
- 9. Education system in current time :