Rabindranath Tagore Contribution Towards Education

What are the contributions of Mahatma Gandhi in precept? SWASTIK Historical information of basic Edcuation Mahatma Gandhi explained the concept of raw material Education by dint of a serial publication of articles in his Harijan magazine in 1937. In the conference at Wardha after a detailed discussion about Gandhijis articles the scheme of radical Education took shape under the leadership of Dr. Zakir Hussain. The following four reroots were passed. (i) renounce and compulsory raising should be given to all children for a diaphragm of seven years. (ii) The medium of instruction should be the mother tongue, iii) The work out of program line should be centred round numerous form of manual production toy in the shape of a craft. (iv) This education should be self-supporting to some extent. The Central Advisory Board of Education set up a Committee under the Chairmanship of Sri B. G. Kher to suggest measures for implementing these resolutions. Then another Committee was app ointed under the same Chairman to recommend action coordinating the base Education with higher education. The recommendations of some(prenominal) these Committees were approved by the CABE and included in the Report on Post-war Educational Development in India.Also read Woman Unknown by Rabindranath TagoreIn 1944, although Govts, both at the national and articulate levels accepted staple fiber Education as the national pattern, progress in its implementation was not satisfactory. Merits of canonic Education (1) Work as a central place Since work occupies a central place in life, it had an important place in fundamental Education. Dignity of labour was forceful by him and work was made an integral part of this education. (2) A in the raw method of teaching Through staple fibre Education Gandhiji introduced a recent method of teaching. This method is to teach all subjects through crafts and taken as activity-centred meant to free children from tyranny of words and cramming. 3) Self-supporting education As a corollary to craft-centred education, it was envision by Gandhiji that schools need be self- supporting. The carfts make scientifically would solving in more production and the sale-proceeds must fetch a devout income. (4) Socially get system of education Basic education was sound sociologically. The then class-labour and chasm between mental and physical labour and the spirit of dependence on others were required to be removed from the society. In short, Basic education was intended to eradicate many ills of the society. 5) Training for Citizenship Basic education was providing for gentility students in democratic living and practices. It was aiming at forming positive attitudes, creating interests and appreciation, developing sagaciousness and imparting skills in citizenship. On the whole, it was a training citizenship. Drawbacks in Basic Education (1) Selection of Crafts Since craft was occupying an important place in Basic school curricu lum, selection of a suitable craft was determining the achievement and efficiency of Basic Education. But most of the schools followed the trodden path or tereotyped process without bothering for the local conditions and needs. For example, in the areas where cotton was not grown and had to be brought from a long distance, weaving was introduced as a craft even in those areas. (2) The Principles of Correlation In Basic schools every subject was being taught through a craft. The principle of coefficient of correlation was tried to be adopted in all subjects, but in real situation it was done as a ritual without any sincerity or seriousness. In fact, correlation was a slogan and fiction. (3) The Idealism of self-sufficiencyIt was complained that the schools cannot be made independent with the production by children. The concept of self-sufficiency was thought to be idealism and was not emphasized by most of the teachers and inspecting officers. Products by unskilled men were not selling well and fetching adequate income. Rather Basic Schools were more expensive than traditional schools. (4) The Principles of Equality Although Basic Education was visualized to be socially sound for removing the existing disparities, it was rather aggravating the situation.It was upkeep to be meant for the children of poor labourers and farmers only and children of high class families were not spill to these schools. The gulf between poor and rich classes rather widened due to Basic Education. (5) Proper Orientation and Understanding Basic schools called for highly qualified and well-equipped teachers for by rights teaching subjects through correlation and organizing crafts with efficiency. But in fact many teachers employed in such schools were lacking proper understanding of the Basic Education principles and desired orientation with the idealism or places impregnated in the system.Present Condition Although Basic Education faced a sorry put forward of affairs many of its principles are still appreciated for their practical value and psychology as well as sociological importance. The Kothari Commission, 1964-66 endorsed a astronomic number of its essential features like work experience, community living, community service, citizenship training, piece brotherhood, social and spiritual values and integrating knowledge with experience and so no. After a lapse of more than three decades a National Education conference was convened by Shriman Narayan at Sevagram in 1972 where Basic Education was praised by many.A resolution was passed with consensus of all Education Ministers and Vice Chancellors who attend the conference, education at all levels should be imparted through socially reclaimable and productive activity, linked with economic growth and development in both rural and urban areas. The Iswarbhai Patel Committee supported most of the principles of Basic Education with great stress on work education or socially utilizable productive work. The UNESCO Commission Report Learning to Be besides used the term Basic Education for Primary Education and fixed emphasis on many forms of social and economic activities to be organized in the schools.The Basic Education system has been hailed as the ideal solution for the reform of teaching methods in Indian Schools by Dr. Gunnar Myrdal, the celebrated cause of Asian Drama and as one of the most interesting and bright developments in Indian Education by Prof. Castle the renowned author of Education for self-help. It goes without saying that India would have been a happier place at present, if the useful features of Basic Education had been given effect to with sincerity of all concerned.