Swami Vivekananda had a visionary approach to education and women's development. He believed education should develop character, intellect and self-reliance. He advocated for educating women and masses, seeing it as key to India's progress. For women's education, he emphasized imparting knowledge and skills while instilling virtues of strength, fearlessness and dignity.
educational philosophy of Swami VivekanandaRahulDeb22
Swami Vivekananda believed that education should develop students spiritually and morally. He advocated for educating all people, regardless of gender, caste, or socioeconomic status. Education should develop character, teach Western sciences, and synthesize Eastern and Western knowledge. The teacher's role is to help students discover inherent knowledge and develop spiritually through love. Physical education, mother tongue instruction, and religious teachings should also be part of the curriculum.
This document provides biographical information about Swami Vivekananda, a prominent Hindu monk and philosopher. It details that he was born in 1863 in Calcutta as Narendranath Datta, received a Bachelor's degree from Scottish Church College, and had a pivotal meeting with his guru Sri Ramakrishna in 1881. In 1893, he addressed the Parliament of Religions in Chicago, bringing Hinduism to the Western world for the first time. The document outlines Vivekananda's philosophy, which emphasized concepts like karma yoga, bhakti yoga, and gyan yoga. It also discusses his views on education, the role of teachers, women's rights, and the importance of character development.
Gyan Darshan is a set of educational television channels in India launched in 2000 to provide educational content. It began as a two-hour daily test channel and expanded to 24/7 programming within a year. Gyan Darshan has multiple channels - Channel I provides programs from educational organizations, Channel II offers interactive distance learning, Channel III focuses on vocational education, and Channel IV is for higher education. Channel V will focus on science, technology, and sustainability. Television is an effective educational tool as it brings the world into the classroom, combines audio and visuals, and can reach large audiences simultaneously. Gyan Darshan transmits nationwide using satellite technology to expand educational access.
difference between naturalism,idealism and pragmatism.pptxDr. Harpal Kaur
The document discusses four major philosophies of education: naturalism, pragmatism, idealism, and realism. Naturalism views nature as the ultimate reality and focuses on science education. Idealism believes that ideas and spirit are true reality and emphasizes moral and spiritual development. Pragmatism sees reality as dynamic and tests ideas based on practical results. Realism regards the physical world as real and focuses on preparation for practical life. The document provides detailed comparisons of these philosophies across various aspects of education including metaphysics, epistemology, axiology, and educational aims, methods, and curriculum.
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.
Salient features of national policy on educationAbu Bashar
Salient Features of National Policy on Education (1986)
National Policy on Education: Feature # 1.
The Essence and Role of Education:
1. All-round Development:
“In our national perception education is essential for all, as it is fundamental to our all round development—material and spiritual”.
2. Acculturating Role:
Education has to play an acculturating role as it refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit—thus furthering the goals of socialism, secularism and democracy enshrined in our constitution.
3. Man-power Development:
Education develops man-power for different levels of national economy. It is also the substrata on which research and development flourish, being the ultimate guarantee of national self-reliance.
4. A unique Investment:
Education is a unique investment in the present and the future for all round development of nation in all its manifestations.
educational philosophy of Swami VivekanandaRahulDeb22
Swami Vivekananda believed that education should develop students spiritually and morally. He advocated for educating all people, regardless of gender, caste, or socioeconomic status. Education should develop character, teach Western sciences, and synthesize Eastern and Western knowledge. The teacher's role is to help students discover inherent knowledge and develop spiritually through love. Physical education, mother tongue instruction, and religious teachings should also be part of the curriculum.
This document provides biographical information about Swami Vivekananda, a prominent Hindu monk and philosopher. It details that he was born in 1863 in Calcutta as Narendranath Datta, received a Bachelor's degree from Scottish Church College, and had a pivotal meeting with his guru Sri Ramakrishna in 1881. In 1893, he addressed the Parliament of Religions in Chicago, bringing Hinduism to the Western world for the first time. The document outlines Vivekananda's philosophy, which emphasized concepts like karma yoga, bhakti yoga, and gyan yoga. It also discusses his views on education, the role of teachers, women's rights, and the importance of character development.
Gyan Darshan is a set of educational television channels in India launched in 2000 to provide educational content. It began as a two-hour daily test channel and expanded to 24/7 programming within a year. Gyan Darshan has multiple channels - Channel I provides programs from educational organizations, Channel II offers interactive distance learning, Channel III focuses on vocational education, and Channel IV is for higher education. Channel V will focus on science, technology, and sustainability. Television is an effective educational tool as it brings the world into the classroom, combines audio and visuals, and can reach large audiences simultaneously. Gyan Darshan transmits nationwide using satellite technology to expand educational access.
difference between naturalism,idealism and pragmatism.pptxDr. Harpal Kaur
The document discusses four major philosophies of education: naturalism, pragmatism, idealism, and realism. Naturalism views nature as the ultimate reality and focuses on science education. Idealism believes that ideas and spirit are true reality and emphasizes moral and spiritual development. Pragmatism sees reality as dynamic and tests ideas based on practical results. Realism regards the physical world as real and focuses on preparation for practical life. The document provides detailed comparisons of these philosophies across various aspects of education including metaphysics, epistemology, axiology, and educational aims, methods, and curriculum.
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.
Salient features of national policy on educationAbu Bashar
Salient Features of National Policy on Education (1986)
National Policy on Education: Feature # 1.
The Essence and Role of Education:
1. All-round Development:
“In our national perception education is essential for all, as it is fundamental to our all round development—material and spiritual”.
2. Acculturating Role:
Education has to play an acculturating role as it refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit—thus furthering the goals of socialism, secularism and democracy enshrined in our constitution.
3. Man-power Development:
Education develops man-power for different levels of national economy. It is also the substrata on which research and development flourish, being the ultimate guarantee of national self-reliance.
4. A unique Investment:
Education is a unique investment in the present and the future for all round development of nation in all its manifestations.
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
The UGC was established in 1953 and became a statutory body in 1956. It aims to coordinate, determine, and maintain standards of university education in India. The UGC plays a key role in curriculum development by recommending the introduction of programs like B.Ed to train effective teachers and the Choice Based Credit System (CBCS) to provide flexibility. The CBCS allows students to learn core subjects while exploring other disciplines and benchmarks courses with best practices. The UGC also recommends a 70% uniform curriculum for undergraduate programs across universities.
The revised National Policy on Education presented in 1992 made several changes to the original 1986 policy. It accepted the 10+2+3 structure for education across India. It emphasized universal access, enrollment, and retention in elementary education up to age 14. It aimed to expand secondary education, particularly for girls, scheduled castes, and scheduled tribes. The policy also aimed to increase vocational education and computer literacy. It proposed setting up an autonomous commission for higher education and strengthening open universities and distance learning.
Jawahar Navodaya Vidyalayas (JNVs) are a system of residential schools in India that aim to provide good quality education to talented rural children. Some key points:
- JNVs were established in 1986 under the Navodaya Vidyalaya Samiti to help talented rural children receive an education equivalent to the best urban schools.
- There are now around 598 JNVs across India, with one school in each district. Admission is through a common entrance exam and aims for a student body comprising 75% rural and 33% girl students.
- JNVs provide free boarding and education from grades 6 through 12, following the CBSE syllabus
This presentation provides an overview of the Sarva Shiksha Abhiyan (SSA) program in India. SSA was launched in 2002 with the goal of providing universal elementary education and reducing educational disparities. Key points of the presentation include:
- SSA aims to provide 8 years of quality education to all children ages 6-14 by 2010.
- It focuses on increasing access, enrollment, and retention, especially for girls and disadvantaged groups.
- SSA integrates prior programs like Operation Blackboard, DPEP, and the Mid-Day Meal scheme.
- Enrollment has increased significantly since SSA's launch, though challenges remain in improving quality and reducing dropout rates.
The document provides an overview of Navodaya Vidyalayas, which are a system of residential schools for talented rural children in India. Some key points:
- The schools were established to provide quality education comparable to best private schools for talented rural children.
- Objectives include promoting national integration, providing modern education, and ensuring students attain competence in three language formula of their state.
- Schools are co-educational, residential, and provide free education, boarding, uniforms, books, etc. for students from Class 6 to 12.
- Admission is based on merit via an annual entrance exam, with reservations for rural, SC/ST, and girl students.
The Buddhist system of education was developed by Buddhist monks and focused on spiritual development and knowledge attainment. Education was provided free of cost in monasteries and temples. The system included primary education from ages 6-12, higher education from 12-20, and specialized Bikshu education for those pursuing religious studies. Education emphasized moral development, social welfare, vocational skills, religion, and philosophy. Teaching methods included imitation, questioning, explanation, and debate. Students were disciplined according to the monastery's rules.
Programme of Action 1992 by Dr.C.ThanavathiThanavathi C
The document outlines the Programme of Action under the National Policy on Education in India from 1992. It discusses key objectives of correcting social and regional imbalances and empowering women. It covers features like the role of education, establishing a national education structure, providing equal access to education, and programs for scheduled castes, women, tribes, adults, minorities, and primary education. It also discusses vocational education, higher education, technical education, and concludes by comparing India's education system to others.
National council of educational research and trainingparulagarwal81
The National Council of Educational Research and Training (NCERT) was established in 1961 by the Ministry of Education, Government of India. NCERT is headquartered in New Delhi and assists the central and state governments in improving school and teacher education through curriculum development, research, and training. Key functions of NCERT include developing curriculum and study materials, organizing teacher training programs, and conducting educational research.
Meaning classification of academic disciplineKetan Kamble
The document discusses the classification of academic disciplines into four main categories:
1) Hard disciplines like physics and chemistry use quantitative data and experimental methods.
2) Soft disciplines like language and anthropology use qualitative data from surveys and case studies.
3) Pure disciplines like pure mathematics focus on fundamental research and discovery.
4) Applied disciplines like engineering apply existing knowledge to solve real-world problems.
Disciplines can also be classified as hard-pure, hard-applied, soft-pure, or soft-applied based on whether they use quantitative/qualitative data and focus on fundamental research or applications.
The Programme of Action (POA) of 1992 aimed to implement the National Policy on Education (NPE) of 1986 in a revised manner. It envisioned conducting a common entrance exam on an all-India basis for admission to professional programs. Key features included promoting education for all through measures like equal access, adult literacy programs, vocational education, and emphasis on early childhood education, education for women and minorities. The policy strengthened primary, secondary and higher education as well as emerging areas like open universities and technical education.
Swami Vivekananda was a Hindu monk and philosopher who advocated for educational reform in India. He believed that education should develop character, promote self-reliance and service to others. He also emphasized the cultural heritage of India, scientific knowledge, vocational skills, and physical education. Vivekananda felt teachers should motivate students to discover their own potential and properly understand their mind, body and spirit. His educational ideas promoted concepts like universal brotherhood, equality, and free compulsory education that remain highly relevant today.
Edusat was India's first dedicated educational satellite, launched in 2004 to expand the reach of education across India. It carried transponders in Ku-band and extended C-band frequencies to provide interactive satellite-based learning opportunities like virtual classrooms, video conferencing, and live lectures. While active for around 6 years, Edusat helped facilitate equal access to quality education throughout India.
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.
Contribution of Mahatma Gandhi towards education presentationDivyaSS7
Mohandas Gandhi was an influential Indian leader who advocated for a new system of education called Basic Education. Basic Education emphasized learning practical skills through crafts, using the local language as the medium of instruction, and developing students' character. It aimed to make students self-sufficient and prepare them to rebuild Indian society. Some key aspects of Basic Education included integrating subjects with crafts and the environment, the importance of play, and teaching methods focused on experiential learning.
Buddhism had a significant impact on education in ancient India from 600 BC to 600 AD. Key aspects included:
- Education was centered in monasteries and focused on religious and spiritual development based on Buddha's teachings.
- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
- Teaching methods emphasized oral discussions, memorization, and questioning.
- Education included religious texts, languages, mathematics, medicine, arts, and vocational skills.
- Monasteries were organized democratically and served as international centers of learning.
Vedic education originated from ancient Hindu scriptures known as the Vedas. It focused on spiritual knowledge and moral development through studying sacred texts. Education was provided through residential schools known as gurukuls and followed a structured system involving different stages of a student's life. The goals of Vedic education were moksha (liberation), formation of character, and preservation of culture. While it emphasized spiritual learning and women's education, it also lacked secular subjects and mass education. Overall, Vedic education placed a high value on the teacher-student relationship and moral development of students.
This was the Day on which Swami Vivekananda gave the world-famous speech in 1893 at Chicago in the World Parliament of Religions. We are celebrating it as "Digvijay Divas"; Swami Vivekananda conquered the world on this day with his spirituality in practice and that too at a time when India was not even independent.
Final File - Most Influential Women Shaping India's Future, 2024_compressed (...theknowledgereview1
This edition features a handful of business Most Influential Women Shaping India’s Future, 2024 that are at the forefront of leading us into a digital future
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
The UGC was established in 1953 and became a statutory body in 1956. It aims to coordinate, determine, and maintain standards of university education in India. The UGC plays a key role in curriculum development by recommending the introduction of programs like B.Ed to train effective teachers and the Choice Based Credit System (CBCS) to provide flexibility. The CBCS allows students to learn core subjects while exploring other disciplines and benchmarks courses with best practices. The UGC also recommends a 70% uniform curriculum for undergraduate programs across universities.
The revised National Policy on Education presented in 1992 made several changes to the original 1986 policy. It accepted the 10+2+3 structure for education across India. It emphasized universal access, enrollment, and retention in elementary education up to age 14. It aimed to expand secondary education, particularly for girls, scheduled castes, and scheduled tribes. The policy also aimed to increase vocational education and computer literacy. It proposed setting up an autonomous commission for higher education and strengthening open universities and distance learning.
Jawahar Navodaya Vidyalayas (JNVs) are a system of residential schools in India that aim to provide good quality education to talented rural children. Some key points:
- JNVs were established in 1986 under the Navodaya Vidyalaya Samiti to help talented rural children receive an education equivalent to the best urban schools.
- There are now around 598 JNVs across India, with one school in each district. Admission is through a common entrance exam and aims for a student body comprising 75% rural and 33% girl students.
- JNVs provide free boarding and education from grades 6 through 12, following the CBSE syllabus
This presentation provides an overview of the Sarva Shiksha Abhiyan (SSA) program in India. SSA was launched in 2002 with the goal of providing universal elementary education and reducing educational disparities. Key points of the presentation include:
- SSA aims to provide 8 years of quality education to all children ages 6-14 by 2010.
- It focuses on increasing access, enrollment, and retention, especially for girls and disadvantaged groups.
- SSA integrates prior programs like Operation Blackboard, DPEP, and the Mid-Day Meal scheme.
- Enrollment has increased significantly since SSA's launch, though challenges remain in improving quality and reducing dropout rates.
The document provides an overview of Navodaya Vidyalayas, which are a system of residential schools for talented rural children in India. Some key points:
- The schools were established to provide quality education comparable to best private schools for talented rural children.
- Objectives include promoting national integration, providing modern education, and ensuring students attain competence in three language formula of their state.
- Schools are co-educational, residential, and provide free education, boarding, uniforms, books, etc. for students from Class 6 to 12.
- Admission is based on merit via an annual entrance exam, with reservations for rural, SC/ST, and girl students.
The Buddhist system of education was developed by Buddhist monks and focused on spiritual development and knowledge attainment. Education was provided free of cost in monasteries and temples. The system included primary education from ages 6-12, higher education from 12-20, and specialized Bikshu education for those pursuing religious studies. Education emphasized moral development, social welfare, vocational skills, religion, and philosophy. Teaching methods included imitation, questioning, explanation, and debate. Students were disciplined according to the monastery's rules.
Programme of Action 1992 by Dr.C.ThanavathiThanavathi C
The document outlines the Programme of Action under the National Policy on Education in India from 1992. It discusses key objectives of correcting social and regional imbalances and empowering women. It covers features like the role of education, establishing a national education structure, providing equal access to education, and programs for scheduled castes, women, tribes, adults, minorities, and primary education. It also discusses vocational education, higher education, technical education, and concludes by comparing India's education system to others.
National council of educational research and trainingparulagarwal81
The National Council of Educational Research and Training (NCERT) was established in 1961 by the Ministry of Education, Government of India. NCERT is headquartered in New Delhi and assists the central and state governments in improving school and teacher education through curriculum development, research, and training. Key functions of NCERT include developing curriculum and study materials, organizing teacher training programs, and conducting educational research.
Meaning classification of academic disciplineKetan Kamble
The document discusses the classification of academic disciplines into four main categories:
1) Hard disciplines like physics and chemistry use quantitative data and experimental methods.
2) Soft disciplines like language and anthropology use qualitative data from surveys and case studies.
3) Pure disciplines like pure mathematics focus on fundamental research and discovery.
4) Applied disciplines like engineering apply existing knowledge to solve real-world problems.
Disciplines can also be classified as hard-pure, hard-applied, soft-pure, or soft-applied based on whether they use quantitative/qualitative data and focus on fundamental research or applications.
The Programme of Action (POA) of 1992 aimed to implement the National Policy on Education (NPE) of 1986 in a revised manner. It envisioned conducting a common entrance exam on an all-India basis for admission to professional programs. Key features included promoting education for all through measures like equal access, adult literacy programs, vocational education, and emphasis on early childhood education, education for women and minorities. The policy strengthened primary, secondary and higher education as well as emerging areas like open universities and technical education.
Swami Vivekananda was a Hindu monk and philosopher who advocated for educational reform in India. He believed that education should develop character, promote self-reliance and service to others. He also emphasized the cultural heritage of India, scientific knowledge, vocational skills, and physical education. Vivekananda felt teachers should motivate students to discover their own potential and properly understand their mind, body and spirit. His educational ideas promoted concepts like universal brotherhood, equality, and free compulsory education that remain highly relevant today.
Edusat was India's first dedicated educational satellite, launched in 2004 to expand the reach of education across India. It carried transponders in Ku-band and extended C-band frequencies to provide interactive satellite-based learning opportunities like virtual classrooms, video conferencing, and live lectures. While active for around 6 years, Edusat helped facilitate equal access to quality education throughout India.
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.
Contribution of Mahatma Gandhi towards education presentationDivyaSS7
Mohandas Gandhi was an influential Indian leader who advocated for a new system of education called Basic Education. Basic Education emphasized learning practical skills through crafts, using the local language as the medium of instruction, and developing students' character. It aimed to make students self-sufficient and prepare them to rebuild Indian society. Some key aspects of Basic Education included integrating subjects with crafts and the environment, the importance of play, and teaching methods focused on experiential learning.
Buddhism had a significant impact on education in ancient India from 600 BC to 600 AD. Key aspects included:
- Education was centered in monasteries and focused on religious and spiritual development based on Buddha's teachings.
- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
- Teaching methods emphasized oral discussions, memorization, and questioning.
- Education included religious texts, languages, mathematics, medicine, arts, and vocational skills.
- Monasteries were organized democratically and served as international centers of learning.
Vedic education originated from ancient Hindu scriptures known as the Vedas. It focused on spiritual knowledge and moral development through studying sacred texts. Education was provided through residential schools known as gurukuls and followed a structured system involving different stages of a student's life. The goals of Vedic education were moksha (liberation), formation of character, and preservation of culture. While it emphasized spiritual learning and women's education, it also lacked secular subjects and mass education. Overall, Vedic education placed a high value on the teacher-student relationship and moral development of students.
This was the Day on which Swami Vivekananda gave the world-famous speech in 1893 at Chicago in the World Parliament of Religions. We are celebrating it as "Digvijay Divas"; Swami Vivekananda conquered the world on this day with his spirituality in practice and that too at a time when India was not even independent.
Final File - Most Influential Women Shaping India's Future, 2024_compressed (...theknowledgereview1
This edition features a handful of business Most Influential Women Shaping India’s Future, 2024 that are at the forefront of leading us into a digital future
Swami Dayananda Saraswathi was a renowned teacher of Vedanta who taught for over 50 years in India and around the world. The document discusses Swamiji's background and teaching career, as well as his connections to Mysore where he delivered numerous talks. It also shares quotes from Swamiji about topics like meditation, flexibility of mind, religion, and contentment.
Satabhishekam brochure - 20-22 July 2011 CoimbatoreSurya Tahora
Sri Swami Dayananda Saraswati is being celebrated with a Satabhishekam ceremony to honor his lifelong dedication to sharing spiritual wisdom and restoring global and societal harmony. He has established many institutions that provide education, healthcare, and preserve cultural traditions. Donations are being accepted to honor his inspiring ideals and compassion through celebrations in Coimbatore from July 20-22, 2011.
Sawami Vivekanand is great philosohpor of india.In present time after the birth of vivekananda all the views of vivekananda are related with our current needs and value in today prospective also.
Swami Vivekananda's inspiring personality was well known both in India and in America during the last decade of the nineteenth century and the first decade of the twentieth.
A one-day programme was specially conducted for the faculty of Geethanjali Engineering College, Hyderabad, by the Vivekananda Institute of Human Excellence, Ramakrishna Math, Hyderabad.
Role of a Teacher in Nation Building was the subject matter for presentation, in one of the sessions. The aim of the presentation was to impress upon the faculty that they must get motivated to play their part in the nation building activity. If interested, you can listen to the live recording, by visiting www.archive.org and searching for Prof. V. Viswanadham. The speech is mainly in English, with a sprinkling of Telugu, the local language.
Swami Vivekananda was a Hindu monk and chief disciple of Ramakrishna. He was born in 1863 in Calcutta to a lawyer father and pious mother. He received a traditional education as a child and was highly intelligent. He completed his bachelor's degree in 1884. Vivekananda met Ramakrishna in 1881 and became his disciple, spending 10 years with him learning philosophy and spiritual teachings. After Ramakrishna's death in 1886, Vivekananda traveled throughout India for several years, teaching and lecturing on spiritual ideas. He represented Hinduism at the 1893 Parliament of the World's Religions in Chicago, raising awareness of Hindu philosophies in the Western world.
The document discusses strategies for empowering women and achieving gender parity. It begins by providing context around International Women's Day and its 2022 theme of gender equality for a sustainable future. It then discusses concepts like the glass ceiling and barriers that women face in leadership roles. Specifically, it notes disparities in leadership positions in higher education in India based on AISHE reports. The document also shares the author's personal experiences overcoming barriers and their efforts to promote women through programs like mentoring and multiple pathways in education. Overall, the document advocates for deliberate efforts to support women's leadership and break down barriers like the glass ceiling.
The newsletter summarizes the various activities at the school over the past month, including parties, competitions, workshops, and achievements of students. It highlights performances in poetry recitation, quiz, talent shows, and athletic competitions. It also describes workshops held on health, cyber laws, and career counseling to benefit students. International cultural exchange programs and visits to places like NASA are mentioned. The principal emphasizes the school's commitment to shaping students with human values.
The newsletter summarizes various activities at the school over the past month, including parties, competitions, workshops, and achievements. It provides updates on events like an ice cream and lemonade party for toddlers, a dramatics session, Mother's Day celebrations, poetry and quiz competitions, and the swearing-in of prefects. It also highlights inter-house competitions in areas like folk song, qawwali, and talent hunt. Various teachers attended conferences and workshops on education, skills, and cyber laws. The school's athletic team won competitions at the inter-zonal and state levels. A group of students visited NASA in the USA.
Swami Vivekananda was a Hindu monk who introduced Indian philosophies of Vedanta and Yoga to the Western world. He traveled to the West in 1893 and raised awareness about Hinduism. Some key facts:
- He studied under gurus Ramakrishna and Sarada Devi and was influenced by various religious texts and philosophers.
- He founded several organizations in India dedicated to social service, education, and spreading Vedanta teachings.
- His universal message of seeing God in all and his teachings on different paths to realize the divine like karma yoga, bhakti yoga, and jnana yoga remain highly influential today.
Sarvepalli Radhakrishnan was an Indian scholar, politician and statesman who served as India's first Vice President and second President. Teachers' Day is celebrated in India on September 5th to honor Radhakrishnan's birthday in recognition of his contributions as a teacher and philosopher. The document provides biographical details of Radhakrishnan's life and career as an educator and leader. It also includes quotes about the important role that teachers play in developing society and inspiring students.
Swami Vivekananda was a Hindu monk born in 1863 in Calcutta who played a key role in introducing Hindu philosophies of Vedanta and Yoga to the Western world. He represented Hinduism at the 1893 Parliament of the World's Religions in Chicago, raising awareness of Hinduism in the Western world. He went on to travel to the US and UK, delivering lectures on Vedanta philosophy and establishing Vedanta Societies. Upon returning to India in 1897, he founded the Ramakrishna Mission to serve humanity through social service, education, and religious awakening. He advocated for national pride in India's culture and heritage and influenced many national leaders through his teachings on spirituality and service
1) The document discusses the Gurukula model of university education based on ancient Indian traditions.
2) It describes the Gurukula college as being located in natural surroundings away from cities, similar to ancient ashrams.
3) The curriculum would focus on life training rather than just academics, and include martial arts training, physical culture, and play to develop strong bodies in addition to minds.
4) The goal of the Gurukula education would be to transform students from brute to divine and give them a rebirth of knowledge and character to serve the national good.
Yuvabharathi has been established itself as the Best Public School in Coimbatore. Yuvabharathi has been ranked as Number 1 in the city - Top CBSE school in Coimbatore. we at Yuvabharathi Public School have adopted exacting standards in education with the support of multimedia, activity & project based learning as pivot of all our instructional strategies.
visit us : https://www.yuvabharathi.in/
Presentation about Vivekananda Rock Memorial and Vivekananda Kendra, Kanyakumari (IN)
You are welcome to visit the website www.vrmvk.org for futher details.
Similar to Swami Vivekanand's thoughts on Women's Education (20)
Digital University Kamat Vasudha 31032022.pdfVasudha Kamat
The document discusses plans for establishing a Digital University in India. It notes that the goal is to increase higher education enrollment rates to 50% by 2035, including through online and distance learning. A Digital University would provide access to quality education across India in various languages and formats. It would use a hub-spoke network model linking top institutions. The document also discusses the digital infrastructure needed, like BharatNet and WiFi networks, and systems like the Academic Bank of Credits that could support a Digital University. It raises questions about converting existing open universities into digital universities and whether states may also establish their own digital universities.
This Webinar was the first in Series organised by Commonwealth of Learning, Canada, the UNESCO Institute for Information Technologies in Education (IITE) and the International Council for Open and Distance Education (ICDE) to support education institutions around the world transitioning to online learning using open educational resources (OER).
Emerging Research areas in Educational ScienceVasudha Kamat
This document outlines emerging areas of research in educational sciences according to Prof. Vasudha Kamat. It discusses topics like the process of learning, foundations of education, 21st century education skills, disruptive technologies, and areas of research in education including augmented reality, virtual reality, mixed reality, and teaching/learning processes. It also examines infrastructure design topics such as classroom spaces, makerspaces, Atal Tinkering labs, and 21st century university campus designs. Finally, it discusses capacity building areas for teachers like models of teacher professional development, learner-centered pedagogies, and curriculum design for Education 4.0.
Developing Future ready Learners, Educators and InstitutionsVasudha Kamat
This document discusses challenges and opportunities for education in the 21st century. It notes that 65% of today's primary school students will work in jobs that don't yet exist, and skills considered crucial for most jobs will change rapidly. New skills like collaboration, problem-solving, and digital literacy are important. Educational approaches need to evolve, such as through personalized, experiential, collaborative and lifelong learning. Teachers require continuous professional development to support new pedagogies like flipped classrooms, makerspaces and blended learning. Campuses should be redesigned to foster these approaches through facilities like challenge sheds and digital libraries.
Employability in higher education v kamat 11102019Vasudha Kamat
The document discusses strategies to improve employability in higher education. It suggests establishing makerspaces on campuses to provide hands-on learning opportunities using emerging technologies. Curriculums should be outcome-based and credit-based, with applied and internship components. Pedagogy should incorporate flipped, cooperative, and blended learning models. Assessment should include internal assessments and higher-order thinking questions. Students would benefit from career counseling and language proficiency courses.
Open design course content issues vasudha kamat slovenia july 3 2018Vasudha Kamat
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There were group activities and presentation by the group in between.
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This presentation was used for Keynote Address at the Inaugural Session of School Leaders Convention 2018 organised Bombay Cambridge Gurukul Initiative, on "REBOOT and RETOOL- Education in Times of Change"
My talk was on "Developing Future Ready Education Institutions in India"
This was a presentation at the Session on "Pedagogical Practices and Innovations" in a National Seminar on “Rejuvenation of Under-graduate Education in India” (Aug 10-11, 2018) organised by Center for Educational and Social Studies, Bengaluru, India
The document announces a workshop for faculty members from June 8-10, 2017 on flipped classroom and co-creation of knowledge. The workshop will be organized by KJ Somaiya College of Science and Commerce and led by Prof. Vasudha Kamat, former Vice Chancellor of SNDT Women's University, Mumbai. It promotes flipped learning, which involves direct instruction moving from group to individual learning space, transforming the group space into an interactive environment where educators guide students in applying concepts. Flipped learning relies on four pillars - a flexible environment, learning culture, intentional content, and professional educators.
Steps in Flipping Classroom V Kamat March 25Vasudha Kamat
In order to flip your class, you must know the step and also to search for relevant resources. This presentation shows you how to proceed step by step.
The document discusses research areas related to integrating technology in classroom teaching. It begins by defining ICTs as technologies used to capture, interpret, store and transmit information. It then discusses trends in how ICTs are being integrated into the teaching and learning process, including blended learning approaches. The need for educational research on ICT integration is explained, in order to improve knowledge and guide policymakers. Key areas of research identified include benchmarking ICT use, studying the impact of ICTs, and evaluating the effectiveness of different ICT tools. Examples of research studies conducted in these areas are also provided.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
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-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. Swami Vivekananda and Women’s Education
Organised by
Swami Vivekananda Saardh Shati Samaroh Samiti
In collaboration with
Narayanamma Institute of Technology & Science for Women
Prof. Vasudha Kamat
Vice Chancellor
SNDT Women’s University, Mumbai
National Seminar on
Swami Vivekananda: Vision
for Women's Development
2. Agenda
Swami Vivekananda: A great Visionary
Swamiji’s thoughts on Education
Swamiji’s thoughts on Women’s Education
Women’s Education: Present Status
Contribution of Women’s Universities
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 2
3. Swami Vivekananda
http://www.slideshare.net/edusparx/vivekanandas-ideas-on-education
Born in 1863 in Calcutta as Narendranath Dutta
He found his Guru in Sri Ramkrishna
Paramhansa
Shot to fame at Chicago‟s Parliament of Religions
in 1893
Died in 1902 at a young age of 39 years and left a
treasure of writings and inspirational thoughts.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 3
Background
4. Swamiji defines education as “the manifestation of the perfection
already in man”.
According to him, manifestation indicates a spontaneous growth
provided that the impediments are removed.
He explains the term „perfection‟ as the goal of actualizing the
highest human potential.
Education in Man-making
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 4
Swami Vivekananda
Thoughts on Education
5. 1. Capacity which means the acquisition of a specific
characteristic or competence that makes learning possible.
2. Propensity of doing something when the opportunity comes
- implying the development of learning.
3. Capability, the competence of working towards an intended
outcome with the strength of getting rid of obstacles to
learning. It implies self-development or self-empowerment.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 5
Swami Vivekananda
Thoughts on Education
Swami Prabhananda’s interpretation of ‘Perfection’ in
Swamiji’s definition of education
http://www.sriramakrishna.org/admin/bulletin/_bulletin_1ed16b7a2592fb853a358d57913fb6594766d551.pdf
6. In the spiritual sense, education is the process of
discovering the capacity, propensity and capability of a
human being to realize own soul‟s ever-perfect nature.
In the secular sense, education is the process of bringing
out in a human being the capacity, the propensity and
the capability of self-development and self-
empowerment in order to be self-reliant with a spirit of
philanthropy and courage.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 6
Swami Vivekananda
Thoughts on Education
Swami Prabhananda’s interpretation of ‘Perfection’ in
Swamiji’s definition of education
7. Swamiji urges, …
… we want the education by which
character is formed
strength of mind is increased
the intellect is expanded
one stands on one’s own feet
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 7
Swami Vivekananda
Thoughts on Education
8. Education is not the amount of information
that is put into your brain and runs riot
there, undigested, all your life.
We must have life-
building, manmaking, character-making
assimilation of ideas.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 8
Swami Vivekananda
Thoughts on Education
9. Swamiji delineates moral and ethical education as:
Help and not Fight
Assimilation and not Destruction
Harmony and Peace and not Dissension
Each must assimilate the spirit of the others and yet
preserve his individuality and grow according to his
own law of growth.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 9
Swami Vivekananda
Thoughts on Education
10. Swamiji said,
I see it before my eyes, a nation is advanced in proportion
as education and intelligence spread among the masses.
The chief cause of India‟s ruin has been the monopolizing
of the whole education and intelligence of the land by dint
of pride and royal authority, among a handful of men.
If we are to rise again, we shall have to do it by spreading
education among the masses.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 10
Swami Vivekananda
Thoughts on Education
11. Give them (masses) ideas. That is the only
help they require. Then the rest must follow.
the medium of instruction should be the
mother tongue. The ideas must be taught in
the language of the people.
Create a cult of learning among them to
sustain the education they received.
Impart training in life skills, trade, commerce
and agriculture.
Swamiji’s pedagogical suggestions
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 11
Swami Vivekananda
Thoughts on Education
12. the self-sacrificing monks should go to the
villages and teach them the secular subjects as
well as religion and thus spread education from
door to door.
„Why should not education go from door to door,
say I . . . If a ploughman‟s boy cannot come to
education, why not meet him at the plough, . . .
just wherever he is?‟ said Swamiji.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 12
Swami Vivekananda
Swamiji’s pedagogical suggestions
Thoughts on Education
13. physical culture
aesthetics
classics
language
religion
science and technology
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 13
Subjects of study
Swami Vivekananda
Thoughts on Education
14. language :
Although Swamiji was of the
opinion that mother tongue
is the right medium for
social or mass education,
he prescribes the learning of
English and Sanskrit also.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 14
Subjects of study
Swami Vivekananda
physical culture
aesthetics
classics
language
religion
science and technology
Thoughts on Education
15. Swamiji presses the need for the eradication of
poverty, unemployment and ignorance.
“… We need technical education and all else which
may develop industries, so that men, instead of
seeking for service, may earn enough to provide
for themselves”.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 15
Swami Vivekananda
Subjects of study
Thoughts on Education
16. In Swamiji‟s view, for the development of
a balanced nation,
we have to combine the dynamism and
scientific attitude of the West with
the spirituality of our country.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 16
Swami Vivekananda
Thoughts on Education
17. Netaji Subhash Chandra Bose wrote:
“Swamiji harmonized the East and the West,
religion and science, past and present. And that
is why he is great. Our countrymen have gained
unprecedented self-respect, self-reliance and
self-assertion from his teachings.”
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 17
Swami Vivekananda
Thoughts on Education
18. “There is no chance of the welfare of the world
unless the condition of women is improved.
It is not possible for a bird to fly on one wing.”
Swamiji
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 18
Swami Vivekananda
Women Empowerment
19. Swamiji declared that the western ideal of womanhood is
wife, while the eastern ideal is mother.
“The very peculiarity of Hindu women which they
have developed and which is the ideal of their life, is
that of the mother …”
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 19
Swami Vivekananda
Women Empowerment
20. It is very difficult to understand why in this
country so much difference is made between men
and women, where Vedanta declared that one and
the same Self was present in all beings.
Women must be put in a position so that they
could solve their problems in their own way.
Women in statesmanship, managing territories,
governing countries, even making war, have
proved themselves equal to men, if not superior.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 20
Swami Vivekananda
Women Empowerment
21. Whenever they have had the opportunity, they have
proved that they have as much ability as men, with this
advantage – that they seldom degenerate.
They keep to the moral standard, which is innate in their
nature.
And thus as governors and rulers of their state, they
prove-at least in India far superior to men.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 21
Swami Vivekananda
Women Empowerment
22. The main objective of his scheme of women's
education was to make them strong, fearless,
and conscious of their chastity and dignity.
According to him, for women, problems can
be many but none that cannot be solved by
that magic word „education‟.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 22
Swami Vivekananda
Thoughts on Women’s Education
23. He was emphatic that women must be
educated, for it is the women who mould
the next generation, and hence, the
destiny of the country.
Therefore, in Swamiji‟s educational
scheme for India, the uplift of women and
the masses received the highest priority.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 23
Swami Vivekananda
Thoughts on Women’s Education
24. To make a beginning in women‟s education,
his argument centred on chastity because it
is the heritage of Hindu women.
He said, daughters should be supported and
educated with as much care and attention as
the sons.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 24
Swami Vivekananda
Thoughts on Women’s Education
25. He prescribed an education that would create
“great fearless women – women worthy to
continue the traditions of Sangamitra, Lila,
Ahalya Bai, and Mira Bai.
For him development of true ideal of
womanhood was the primary goal of education.
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 25
Swami Vivekananda
Thoughts on Women’s Education
http://samyukta.info/site/node/320
26. Swamiji emphasized women studying
religion, science, art, housekeeping, cooking,
sewing, hygiene, etc. along
with, japa, worship and meditation.
He said, “Ideal characters must always be
presented before the girls to imbue them
with a devotion to principles of selflessness.”
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 26
Swami Vivekananda
Thoughts on Women’s Education
The Complete Works of Swami Vivekananda, Calcutta: Advaita Ashram
27. 9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 27
Bharat Ratna Maharshi Karve
Thoughts on Women’s Education
Women as a class have different
functions to fulfill in the social economy
from those of men…both national and
social economy require that women
should occupy a station of their
own, distinct from that of men.
28. 9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 28
Japan Women’s University
Thoughts on Women’s Education
“Our aim in establishing Women‟s University is
neither to copy the higher institutions for
women in America and Europe nor to rival the
men‟s university courses in this country. We
aim to frame our study to suit the mental and
physical conditions of women at present…”
Mr. Naruse (1901)
29. 9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 29
Asian Women’s University
Thoughts on Women’s Education
“This residential university will focus on
helping women to become innovative leaders in
their fields and promote intercultural
understanding and sustainable development in
Asia and other parts of the world.” (2008)
30. 9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 30
Women’s Universities in India
SNDT Women‟s University 1916
Sri Padmavati Mahila Vishwavidyalaya 1983
Banasthali Vidyapeeth (1935) 1983
Mother Teresa Women‟s University 1984
Avinashllingam University for Women 1988
Karnataka State Women‟s University 2003
BPS Mahila Vishwavidyalaya (1936) 2006
31. 9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 31
In Asia and Africa
Ewha Women‟s University (Korea) 1886
Japan Women‟s University 1901
Seoul Women‟s University 1919
Philippine Women‟s University 1919
Asian Women‟s University (Bangladesh) 2008
Women‟s University in Africa (Zimbabwe) 2002
32. Enrolment of women in higher education
(2009-10)
Total Women %
1,46,24,990 60,80,373 41.6
7 Women‟s Universities till XI Plan
20 more will come up in XII Plan
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 32
Women Enrolment
33. Swamiji‟s vision for Women‟s Education and
present globally emergent issues related to
women‟s education need to be addressed
especially by the Women‟s
Universities, Women‟s Colleges and
institutions of higher learning….
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 33
Next Step
34. Complete Works of Swami Vivekananda (1959), Vol. II,
IV, V, VII Calcutta: Advaita Ashram
Maheshwari V K and Shastri Veena Swami Vivekanand -
Education of women
http://www.scribd.com/doc/51163064/SWAMI-
VIVEKANAND-EDUCATION-OF-WOMEN
Sanyal Bikas C. (2012) Revisiting Educational Thoughts
and Actions of Swami Vivekananda
http://www.sriramakrishna.org/admin/bulletin/_
bulletin_1ed16b7a2592fb853a358d57913fb659476
6d551.pdf
Usha K. B. (2009) Swami Vivekananda On The Women
Question http://samyukta.info/site/node/320
9/29/2013 Prof. Vasudha Kamat, Vice Chancellor, SNDTWU 34
References