Indian Education is on the Crossroads: The role of Teacher-Education
Chaman Lal Banga, Assistant Professor (Education), Department of Education, ICDEOL, Himachal Pradesh University Shimla, Email: Chamanbanga80@gmail.com ABSTRACT
There is a view that the present system of education is, after all, quite reasonable and what we need is to make it a little more sophisticated, much more polished, with some modifications here and there like vocationalisation and job-orientation, and what we further need is to ensure accountability of teachers and educational institutions. It has even been prominently asked, in defence of the present system, if we ourselves are not the products of that astern and whether we are not, more or less, quite well-equipped deal with our responsibilities. t is noteworthy that the greatest representatives of the Indian renaissance, from Maharshi Dayananda Saraswati to Sri Aurobindo had perceived in the ancient Indian system of education such an uplifting and inspiring model that they had all advocated for free India a national system of education, rooted in the ancient Indian conception of education, which would, at the same time, cater to the ideals of internationalism and universality. They had all dreamt of a free India where students would relive the presence and guidance of the wise and benign and courageous Rishis who had sown in the soil of India the seeds of perennial inspiration. They wanted to recreate sanctuaries of living souls who could be fostered by teachers who would, like Vashistha and Vishwamitra, Vamadeva and Bharadwaja, remain unfettered by dogma or any restraining force of limitation or obscurantism. The home of the teacher, which came to be called the ashrarma or gurukula, was centred on students, and each student received individual attention. The teacher looked upon his task as that of an observer, as a helper, as a guide, — not as that of a taskmaster. He taught best, not so much through instruction, as through the example of his wisdom and character and through his personal and intimate contact with the soul of each student. He had no rigid or uniform methods; but he applied every possible method in a varying manner in regard to every student. By K. Rasheeduddin , While much is being touted about the higher education in the country, the scene at the primary and higher secondary education level remains dismal as ever. We celebrate what we have achieved in the course of our progression as a nation. But we have no time to ponder over what we could have achieved. School was the big thing for a long time. School is tests and credits and note taking and meeting standards. Learning, on the other hand, is 'getting it'. It's the conceptual breakthrough that permits the student to understand it then move on to something else. Learning doesn't care about workbooks or long checklists. For a while, smart people thought that school was organized to encourage learning. For a long time, though, people in the know have realized that they are fundamentally different activities. Our education system is suffering from a systemic failure. We failed to evolve a system of education which could provide all our citizens with a level playing field. We have inherited from our foreign masters a legacy of education which did not suit our culture. In due course of time we successfully perpetuated a system where education has become pawn in the hands of a few, a monopoly of the rich and the elite.
Key words: Indian Education, Crossroads, Teacher-Education.
"Education has continued to evolve, diversify and extend its coverage since the dawn of history. Every country develops its system of education to express and promote its unique socio-cultural identity and also to meet the challenges of time".
The education in India is at a crossroads. Its liberal and secular character and content, carefully nourished during the last fifty years, despite several vicissitudes,...
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