Mahathma Ghandhi

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Educational philosophy of mahatma gandhi
DR. CH. SUBBA RAO
TEACHING ASSOCIATE
DEPT. OF PHILOSOPHY
ANDHRA UNIVERSITY
VISAKHAPATNAM
EDUCATION MEANS, “TO NOURISH” “TO BRING UP” AND “TO RAISE” THIS MEANS EDUCATING A CHILD, NOURISHING OR BRINGING OUT A CHILD IN ACCORDANCE WITH NORMS, ENDS OR AIDS. IT ALSO IMPLIES TO LEAD OUT OR TO DRAW OUT. THIS MEANS EDUCATING A CHILD OR DRAWING OUT WHAT IS INGRAINED IN CHILD OR TO LEAD OUT OF DARKNESS INTO LIGHT. ANCIENT INDIAN THINKERS VIEWED EDUCATION AS IDEALISTIC OR SPIRITUALISTIC WHERE AS THE MODERN INDIAN THINKERS REGARD EDUCATION FROM THE PRACTICAL STANDPOINT. IN RIG VEDA EDUCATION HAS BEEN UNDERSTOOD AS SOMETHING THAT MAKES MAN SELF-RELIANT AND SELFLESS. IN THE UPANISHADIC THOUGHT EDUCATION HAS BEEN REGARDED, AS A MEANS TO ATTAIN SALVATION. SANKARACHARYA CONSIDERS EDUCATION AS REALIZATION OF THE SELF. PLATO GAVE UTMOST IMPORTANCE TO EDUCATION. ACCORDING TO HIM EDUCATION PLAYS A VITAL ROLE, WHICH HELPS TO SERVE THE RULER, AND IT GIVES RIGHT DIRECTION TO SECURE A HARMONIOUS STATE. PLATO STATED THAT IF CITIZENS ARE WELL EDUCATED THEY WILL BE ABLE TO KNOW THE DIFFICULTIES THAT SURROUND THEM AND FIND SOLUTIONS. IN THE PLATO’S REPUBLIC EDUCATION HAS ASSUMED GREAT IMPORTANCE. IN THE WORDS OF ROUSSEAU THE BOOK OF PLATO’S REPUBLIC WAS THE GREATEST WORK ON EDUCATION EVER WRITTEN. 1

EDUCATION IS A CONTINUES PROCESS WHICH GOES ON WHETHER SCHOOL KEEPS OR NOT. PEOPLE LEARN ANY THING BEFORE THEY ENTER INTO THE SCHOOL FOLLOWED BY CONTINUITY OUTSIDE THE SCHOOLROOM. THEY KEEP ON LEARNING EVEN IF THE FORMAL EDUCATION COMES TO AN END. EVEN DURING THE HOURS OF FORMAL SCHOOLING, THE STUDENTS LEARN MUCH OUTSIDE, WHICH DOESN’T CONSTITUTE A PART OF THE PLANNED CURRICULUM. THE STUDENT SECURES A GREAT DEAL OF EDUCATION FROM THE CHURCH, POLITICAL DISCUSSION AND ALSO FROM MAGAZINES, NEWSPAPERS, RADIO, AND TELEVISION, WHICH ARE EMPLOYED ‘AS A MEANS OF EDUCATING’. EDUCATION IS A DYNAMIC PROCESS THAT CONTRIBUTES TO THE NATURAL HARMONIOUS DEVELOPMENT OF INDIVIDUAL POWERS, WHICH ARE INHERENT AND INNATE. IT CONTRIBUTES TO THE COMPLETE HUMAN DEVELOPMENT RESULTING IN THE DESIRABLE BEHAVIORAL CHANGE AND ULTIMATELY INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881

VOLUME 1, ISSUE 4, SEPT 2012
82
PREPARES FOR A BETTER LIFE. EDUCATION IS A PROCESS OF DEVELOPMENT AT DIFFERENT STAGES OF HUMAN BEINGS FROM INFANCY TO THE MATURED STATE. IT IS A PROCESS BY WHERE HUMAN BEING ADOPTS HIMSELF GRADUALLY IN VARIOUS WAYS OF USE – PHYSICAL, SPIRITUAL AND ENVIRONMENTAL.

A NEWLY BORN INFANT IS A HELPLESS HUMAN BEING. HE HAS NO KNOWLEDGE OF SOCIAL CUSTOMS AND TRADITIONS; HE DOES NOT HAVE AN IDEA TO ACHIEVE AN IDEAL OR VALUES. IN THE PASSAGE OF TIME DOES SHE GROW OLDER WITH THE INFLUENCE OF THE INFORMAL AND FORMAL PROCESS OF EDUCATION. BY THIS WAY HE DEVELOPS IN THE PHYSICAL MENTAL AND EMOTIONAL SPHERES AND HIS FEELINGS HAVE ALSO BEEN DEVELOPED GRADUALLY. PHILOSOPHY IS VARIED IN MEANING AND IN SCOPE. THE WORD PHILO MEANS LOVE OR FOND OF AND SOPHIA MEANS WISDOM. THUS PHILOSOPHY MEANS LOVE OF WISDOM OR PURSUIT OF KNOWLEDGE. PLATO USED THE TERM IN A GENERAL WAY IN HIS BOOK ‘THE REPUBLIC’. HE APPLIED IT TO THOSE WHO SEE THE ABSOLUTE, ETERNAL AND IMMUTABLE AND ALSO TO THOSE WHO LOVE THE TRUTH IN EACH THING.

THE PHILOSOPHY OF EDUCATION HAS UNDERGONE AND CONTINUES TO UNDERGO SOME PROFOUND CHANGES. IN THE PAST AN AUTHOR COULD DISCUSS THE PHILOSOPHY OF EDUCATION WITH REFERENCE TO THE IDEALISTS AND PRAGMATISTS. ALTHOUGH THERE IS NEED FOR EXTENDING THE BOUNDARIES OF PHILOSOPHY OF EDUCATION, THE APPEARANCES OF THE PROBLEMS ASSOCIATED WITH THE PHILOSOPHY OF EDUCATION ARE SPORADIC.

THE ENCYCLOPEDIA OF PHILOSOPHY OF EDUCATION DEFINES EDUCATION IN THE FOLLOWING WORDS.
THE PHILOSOPHY OF EDUCATION MAY BE EITHER THE PHILOSOPHY OF THE PROCESS OF EDUCATION OR THE PHILOSOPHY OF THE PROCESS OF EDUCATION OR THE PHILOSOPHY OF THE DISCIPLINE OF EDUCATION. THAT IS, IT MAY BE PART OF THE DISCIPLINE IN THE SENSE OF BEING...
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