Sub Point Unit-3 (D)Indian Culture
Difference between Culture and civilization
Culture Civilization
1It’s an abstract, invisible 1.It’s a concrete, visible
2It touches to the mental aspects 2.It touches to the economical and physical
aspects
3It can measured 3.It cannot be measured
4Less dynamic 4.More dynamic
5It cannot be given to others 5.It can be given to others
6Culture is different from place to place in the entire World 6.One civilization
can be possible in the entire World
7Culture cannot be a medium for civilization 7.Civilization can become a medium
for culture
8Culture is higher than civilization 8.Civilization is providing one type of
atmosphere for culture
9Men’s control over internal virtues is called culture 9.Men’s victory over
nature is called civilization
10Culture is almost inflexible 10.Civilization is flexible and measure
Maciver said “Our culture is what we are and our civilization is what we use”
Monday, September 6, 2010
Concept of Philosophy and philosophy of Education
Core-1 Unit-1
Sub point –[A] Education and Philosophy
What is Philosophy?
In simple words, Philosophy is a way of life. It is an attitude towards life. Every Human being has a philosophy of his own whether it is good or bad .It does not matter that someone thinks in bad way and he has negative point of view that is his philosophy. From our birth we learn what is right and what is wrong and when we have our own view about correct and false but we don’t know that this would be considered as a philosophy of ours. A man starts/begins his learning from his birth and it ends at his death and in between these starting point to the goal he has his own attitude towards life and he passes his journey of life through his attitude, thinking and sense of judgment What is this? This is philosophy of his towards life.
The word ‘philosophy’ is derived from two Greek words- Philos’ and ‘sophia’ Where philos means ‘love’ and Sophia means ‘wisdom’. Thus philosophy means love of wisdom.
We all know what wisdom is. It means the knowledge that a society or culture has gained over a long period of time. As above Mentioned philosophy means love of wisdom- this suggests philosophy is a science through which we see or receive the knowledge of reality.
According to Dr. Radhakrishnan “Philosophy is a logical enquiry in to the nature of reality”
This means philosophy is an investigation or probing to know what is wrong –and what is right-the real thing but it is rational probing in the world that exist around us.
J.Raymant “Philosophy is an unceasing effort to discern the general truth that lies behind appearance”
Here j. Rayment is of the opinion that philosophy is the endless effort to be aware of or to recognize the truth which hides behind reality or in other words we can say it is a continuous process to find out the truth is science of value par excellence.
According to Immanuel Kant, the German philosopher-“Philosophy is the science and criticism of cognition” And in the words of B. Russel, The truth philosopher –“Philosophy is like all other studies aims primarily at knowledge”
These means that philosophy is deals with Being as much as with becoming. Thus it includes science within its ken. Man experiences eternity as well as change. Philosophy is an explanation of the total experience of man, seeks the integral truth i.e. knowledge. It should widen its field to include all types of experience, religious, moral, scientific, spiritual etc. It is also said that ”A true philosophy is an” aspirate de ensemble’, a synoptic vision of reality. It is the intellectual search for the fundamental truth for things.”
All there mean that philosophy is abstract difficult discipline. It has its own vocabulary. It provides means to lead a kind of life.
“Science is what you know, philosophy is what you don’t know” - Bertrand Russell
“Philosophy as rightly defined is nothing but the love of wisdom” -Cicero
“Some would reject every philosophy, but that rejection is itself a philosophy” - V. Samuel
“Whence?, whether?, why? and How? These questions cover all philosophy.” -Joseph Joubert
“Higher education results in philosophy and philosophy is a guide to action”. – S. Radhakrishnan
‘Philosophy asks the simple question: What is it all about? - A. N. Whitehead
“Philosophy is an art of living”
- Plutarch
”Philosophy: a route of many roads leading from nowhere to nothing”
- Bierce
What is Education:-
We all know what is education? In simple words, it is a process of teaching, training and learning especially in schools or colleges, to improve knowledge and develop skills. It has been taken from the word educare – which means to bring up or to draw out respectively. It can be defined as the instrument for developing the best in man. It is also a socially approved activity which helps a person to grow and develop to the fullest.
Rig Veda defines “Education is something that makes a man self-reliant and selfless.” That means education is a continuous process which moulds every human being and makes them self reliant. According to Aristotle- “education is the creation of a sound mind in a sound body.” Here Aristotle points out that it is the process which produces reliable sensible- that is likely to correct mind in a sensible body. This suggests self development. T. Raymont is of the opinion that “education is the complete development from infancy to maturity, the process by which he adopts himself gradually in various ways of his physical, social and spiritual environment.” Raymont suggests all-round development of the self.
Point [A] II. Cocept of Philosophy of Education:-
Philosophy of education is eventually a method of approaching educational experience. It is the criticism of the general theory of education. It consists of critical evaluation and systematic reflection upon general theories. It is a synthesis of educational facts with education values. In brief it is a philosophical process of solving educational problems through philosophical method, from philosophical attitude to arrive at philosophical conclusions and results. The main problems of philosophy of education includes aim and ideals of education, analysis of human nature, relationship of education and state, educational values, theory of knowledge and its relationship to education, economic system and education, the place of school in educational system, the curriculum and the process of education and finally the relationship of education and social progress. Following are the problems of education, education philosophy helps to solve these kinds of problems:-
1. Why do we educate?
It deals with the aims of education or purpose behind the teaching-learning process. It suggests the development i.e. overall development- psychological, spiritual, physical, social & moral…. Bread & butter aim, developing skills, economic development, and acceptance and understanding culture and so on. These are the common aims to set education.
2. What do we mean by teaching or education?
This suggests the continuous process of education- what is education? It takes place in a formal way by importing knowledge to bring about desirable change in a person’s/learner’s behavior. Everyone learns not only from schooling or colleges but also from day to day experiences and from environment. It is a continuous process from womb to tomb.
3. What to teach?
This question points out the course content means which subjects to teach – math, science, social studies, English, Guajarati, Hindi….. and in subjects which are the topics to teach if it is language then poetry, prose, grammar should be taught or if it is mathematics then at which level, which kind of math’s should be taught, e.g. at third standard a teacher ought to teach some simple sums related to multiplication, substraction, addition and so on.
4. How to teach?
This question gives answer to which methodologies, approaches and techniques are used to teach whether to use lecture method, seminar and workshop, group discussion, play-way technique, communicative approach & so on.
5. Whom to teach?
Here this question focuses the role of students as well as role of a teacher. A teacher should be taken in to consideration the level of students and then he should decide that which one is appropriate method, approach & technique. The level of students contains primary class student, secondary level, collegiate level etc.
6. What is the role of a teacher?
In teaching-learning process, teacher’s role is very important role. She/he plays different role in education, e.g. as a role model, a guide, a motivator, a facilitator and so on. Students observe their teacher and also follow them so teacher is a role model for them. A teacher always motivate/encourage the students to speak out, to participate in different activities etc. so she/he is a motivator. A teacher provides a platform and creates an opportunity to bring out the inner talent of the learners and also identify their specially and she/he allows to flourish it so she/he also plays a role of a facilitator.
7. Relation between teacher & learner:-
Relation between & teacher and learners should be more friendly and approachable. And how a teacher establishes rapport between him & students and which are different methods to remove the distance between a teacher and learners? Educational philosophy helps to solve this problem.
8. How to evaluate?
Evaluation is necessary tool through which teacher comes to know about the progress of learners or where learners are lagging behind. In schools evaluation is done in two ways- 1. Summative evaluation: In which internal test and external test are kept in focus to judge the development of learners, which is on the basis of the marks or grade. 2. Formative evaluation examines all activities learners do which includes attendance, assignments, responsibilities, participation in co-curricular activities, behavior etc.
These are general problems, philosophy of education helps to solve them. We know that education deals with knowledge. It is determined by the sources, limits, criteria and means of knowledge. The discussion of all these however falls within the jurisdiction of epistemology, an area of philosophy. The most important service of philosophy of education to a cause of education everywhere, is the prescription of criteria for deciding the relationship of state and education, economic system and education curriculum administration, discipline, progress etc. and the most important part of the scope of the philosophy of education is formed by the education values which is determined by philosophical values. Thus philosophy of education is an important branch of applied philosophy of the three divisions of philosophy- metaphysics, epistemology and axiology; philosophy of education falls in the third. It is, therefore, mainly concerned with education values.
Sub point –[A] Education and Philosophy
What is Philosophy?
In simple words, Philosophy is a way of life. It is an attitude towards life. Every Human being has a philosophy of his own whether it is good or bad .It does not matter that someone thinks in bad way and he has negative point of view that is his philosophy. From our birth we learn what is right and what is wrong and when we have our own view about correct and false but we don’t know that this would be considered as a philosophy of ours. A man starts/begins his learning from his birth and it ends at his death and in between these starting point to the goal he has his own attitude towards life and he passes his journey of life through his attitude, thinking and sense of judgment What is this? This is philosophy of his towards life.
The word ‘philosophy’ is derived from two Greek words- Philos’ and ‘sophia’ Where philos means ‘love’ and Sophia means ‘wisdom’. Thus philosophy means love of wisdom.
We all know what wisdom is. It means the knowledge that a society or culture has gained over a long period of time. As above Mentioned philosophy means love of wisdom- this suggests philosophy is a science through which we see or receive the knowledge of reality.
According to Dr. Radhakrishnan “Philosophy is a logical enquiry in to the nature of reality”
This means philosophy is an investigation or probing to know what is wrong –and what is right-the real thing but it is rational probing in the world that exist around us.
J.Raymant “Philosophy is an unceasing effort to discern the general truth that lies behind appearance”
Here j. Rayment is of the opinion that philosophy is the endless effort to be aware of or to recognize the truth which hides behind reality or in other words we can say it is a continuous process to find out the truth is science of value par excellence.
According to Immanuel Kant, the German philosopher-“Philosophy is the science and criticism of cognition” And in the words of B. Russel, The truth philosopher –“Philosophy is like all other studies aims primarily at knowledge”
These means that philosophy is deals with Being as much as with becoming. Thus it includes science within its ken. Man experiences eternity as well as change. Philosophy is an explanation of the total experience of man, seeks the integral truth i.e. knowledge. It should widen its field to include all types of experience, religious, moral, scientific, spiritual etc. It is also said that ”A true philosophy is an” aspirate de ensemble’, a synoptic vision of reality. It is the intellectual search for the fundamental truth for things.”
All there mean that philosophy is abstract difficult discipline. It has its own vocabulary. It provides means to lead a kind of life.
“Science is what you know, philosophy is what you don’t know” - Bertrand Russell
“Philosophy as rightly defined is nothing but the love of wisdom” -Cicero
“Some would reject every philosophy, but that rejection is itself a philosophy” - V. Samuel
“Whence?, whether?, why? and How? These questions cover all philosophy.” -Joseph Joubert
“Higher education results in philosophy and philosophy is a guide to action”. – S. Radhakrishnan
‘Philosophy asks the simple question: What is it all about? - A. N. Whitehead
“Philosophy is an art of living”
- Plutarch
”Philosophy: a route of many roads leading from nowhere to nothing”
- Bierce
What is Education:-
We all know what is education? In simple words, it is a process of teaching, training and learning especially in schools or colleges, to improve knowledge and develop skills. It has been taken from the word educare – which means to bring up or to draw out respectively. It can be defined as the instrument for developing the best in man. It is also a socially approved activity which helps a person to grow and develop to the fullest.
Rig Veda defines “Education is something that makes a man self-reliant and selfless.” That means education is a continuous process which moulds every human being and makes them self reliant. According to Aristotle- “education is the creation of a sound mind in a sound body.” Here Aristotle points out that it is the process which produces reliable sensible- that is likely to correct mind in a sensible body. This suggests self development. T. Raymont is of the opinion that “education is the complete development from infancy to maturity, the process by which he adopts himself gradually in various ways of his physical, social and spiritual environment.” Raymont suggests all-round development of the self.
Point [A] II. Cocept of Philosophy of Education:-
Philosophy of education is eventually a method of approaching educational experience. It is the criticism of the general theory of education. It consists of critical evaluation and systematic reflection upon general theories. It is a synthesis of educational facts with education values. In brief it is a philosophical process of solving educational problems through philosophical method, from philosophical attitude to arrive at philosophical conclusions and results. The main problems of philosophy of education includes aim and ideals of education, analysis of human nature, relationship of education and state, educational values, theory of knowledge and its relationship to education, economic system and education, the place of school in educational system, the curriculum and the process of education and finally the relationship of education and social progress. Following are the problems of education, education philosophy helps to solve these kinds of problems:-
1. Why do we educate?
It deals with the aims of education or purpose behind the teaching-learning process. It suggests the development i.e. overall development- psychological, spiritual, physical, social & moral…. Bread & butter aim, developing skills, economic development, and acceptance and understanding culture and so on. These are the common aims to set education.
2. What do we mean by teaching or education?
This suggests the continuous process of education- what is education? It takes place in a formal way by importing knowledge to bring about desirable change in a person’s/learner’s behavior. Everyone learns not only from schooling or colleges but also from day to day experiences and from environment. It is a continuous process from womb to tomb.
3. What to teach?
This question points out the course content means which subjects to teach – math, science, social studies, English, Guajarati, Hindi….. and in subjects which are the topics to teach if it is language then poetry, prose, grammar should be taught or if it is mathematics then at which level, which kind of math’s should be taught, e.g. at third standard a teacher ought to teach some simple sums related to multiplication, substraction, addition and so on.
4. How to teach?
This question gives answer to which methodologies, approaches and techniques are used to teach whether to use lecture method, seminar and workshop, group discussion, play-way technique, communicative approach & so on.
5. Whom to teach?
Here this question focuses the role of students as well as role of a teacher. A teacher should be taken in to consideration the level of students and then he should decide that which one is appropriate method, approach & technique. The level of students contains primary class student, secondary level, collegiate level etc.
6. What is the role of a teacher?
In teaching-learning process, teacher’s role is very important role. She/he plays different role in education, e.g. as a role model, a guide, a motivator, a facilitator and so on. Students observe their teacher and also follow them so teacher is a role model for them. A teacher always motivate/encourage the students to speak out, to participate in different activities etc. so she/he is a motivator. A teacher provides a platform and creates an opportunity to bring out the inner talent of the learners and also identify their specially and she/he allows to flourish it so she/he also plays a role of a facilitator.
7. Relation between teacher & learner:-
Relation between & teacher and learners should be more friendly and approachable. And how a teacher establishes rapport between him & students and which are different methods to remove the distance between a teacher and learners? Educational philosophy helps to solve this problem.
8. How to evaluate?
Evaluation is necessary tool through which teacher comes to know about the progress of learners or where learners are lagging behind. In schools evaluation is done in two ways- 1. Summative evaluation: In which internal test and external test are kept in focus to judge the development of learners, which is on the basis of the marks or grade. 2. Formative evaluation examines all activities learners do which includes attendance, assignments, responsibilities, participation in co-curricular activities, behavior etc.
These are general problems, philosophy of education helps to solve them. We know that education deals with knowledge. It is determined by the sources, limits, criteria and means of knowledge. The discussion of all these however falls within the jurisdiction of epistemology, an area of philosophy. The most important service of philosophy of education to a cause of education everywhere, is the prescription of criteria for deciding the relationship of state and education, economic system and education curriculum administration, discipline, progress etc. and the most important part of the scope of the philosophy of education is formed by the education values which is determined by philosophical values. Thus philosophy of education is an important branch of applied philosophy of the three divisions of philosophy- metaphysics, epistemology and axiology; philosophy of education falls in the third. It is, therefore, mainly concerned with education values.
Role of School in the process of socialization
Unit-3. [C] Role of School in the process of socialization
`School is an important part of the society. It is known as social organization because it is the school which provides an exposure to educands and it prepares the students to occupy social roles according to their capacities after receiving the school. School is considered a sa second home for for students because it is a school where in students passes most of the time of his day and this is utilized in form of learning. Every educand learns about social life, social norms and social believes etc..and he will be produced as a social being. So in OS in the process of socialization school plays a very significant role. Its functions are as under.
The first and the foremost function of the school is to transmit knowledge and skills to the younger generation. So in the process of socialization the younger generation can utilize the knowledge and skills. They are become aware about social rights, rules, regulation and social believers so that they live according to their own ideas and knowledge. The agricultural institutions tell the sons of cultivators about better means of cultivation. All schools impart knowledge of 3rs I.E., Reading, Writing and arithmetic which help students to skillfully manage the household affairs and also matters concerning everyday life. These 3rs are converted into 7rs i.e. reading writing, arithmetic, relationship, responsibilities, recreation only through school education because school education which make educands familiar about social responsibilities as a social being. They develop thinking skill so recreation lies in their behavior.
School keeps the moral power of the society, secure and also maintain social heritage of the society. This social heritage is handed on the following generation by the school. So it brings awareness in an individual about moral power of society and social heritage. Ex. Have a skit related to society.
School protects the historical continuity of society. It performs the function of acquainting the new generation with ancient myths and legends and maintaining the patterns of behavior in the form of traditions and customs. So students become aware about ancient myths and legends and behavior thereby they behave in a particular social way. Ex. By performing drama.
The school is like a family, a social; institution which socializes the individual and provides him some experience in social control therefore , the individual will learn to accept the kind of social control that is imposed on him in school and will also demand similar social control from society for this reason , there is a great insistence in democratic countries that the atmosphere in the school should be democratic and we find the democratic climate in school around us which acquaints students with democratic norms of social control which is very important in the process of socialization. Thus students learn how to live with democratic norms and how to behave with each other which help in the process of socialization.
School fosters all round development of personality Students, physical, mental, emotional and social . School involves all students in different co- curricular activities so that students develop physically, mentally and socially. Eg. Curricular activities like Puzzles, games, group discussion, sport related to the curriculum. Which develop students physically, socially and mentally thinking skills and co –curricular or extra activities including debate, elocution,
competition, drawing etc.. develop individual differences and particular skills to educands. They also develop social leadership qualities other political leadership traits etc..which indirectly help every individual to be asocial being that mean every individual are socialized by such activities.
The school provides social environment before children by organizing students inions, social service camp social functions and parents- teacher association etc.. So that all the socially desirable values namely sympathy, co- operation, tolerance, social awakening and discipline in them so school develops social dealing in all children.
School works under the light of social ideals and develop the child with reference to such ideals and aims. School encourages children to come in active contact with the libraries and youth welfare countries organized by the community or Govt.
The miniature school life is brought into active and lively contact with wider world out-sides that means school provides a conducive climate. The head masters and teachers allow freedom to the students which make them more responsible. They impart knowledge of social customs and traditions and develop values of society among students.
These are the main functions of school in the process of socialization.
`School is an important part of the society. It is known as social organization because it is the school which provides an exposure to educands and it prepares the students to occupy social roles according to their capacities after receiving the school. School is considered a sa second home for for students because it is a school where in students passes most of the time of his day and this is utilized in form of learning. Every educand learns about social life, social norms and social believes etc..and he will be produced as a social being. So in OS in the process of socialization school plays a very significant role. Its functions are as under.
The first and the foremost function of the school is to transmit knowledge and skills to the younger generation. So in the process of socialization the younger generation can utilize the knowledge and skills. They are become aware about social rights, rules, regulation and social believers so that they live according to their own ideas and knowledge. The agricultural institutions tell the sons of cultivators about better means of cultivation. All schools impart knowledge of 3rs I.E., Reading, Writing and arithmetic which help students to skillfully manage the household affairs and also matters concerning everyday life. These 3rs are converted into 7rs i.e. reading writing, arithmetic, relationship, responsibilities, recreation only through school education because school education which make educands familiar about social responsibilities as a social being. They develop thinking skill so recreation lies in their behavior.
School keeps the moral power of the society, secure and also maintain social heritage of the society. This social heritage is handed on the following generation by the school. So it brings awareness in an individual about moral power of society and social heritage. Ex. Have a skit related to society.
School protects the historical continuity of society. It performs the function of acquainting the new generation with ancient myths and legends and maintaining the patterns of behavior in the form of traditions and customs. So students become aware about ancient myths and legends and behavior thereby they behave in a particular social way. Ex. By performing drama.
The school is like a family, a social; institution which socializes the individual and provides him some experience in social control therefore , the individual will learn to accept the kind of social control that is imposed on him in school and will also demand similar social control from society for this reason , there is a great insistence in democratic countries that the atmosphere in the school should be democratic and we find the democratic climate in school around us which acquaints students with democratic norms of social control which is very important in the process of socialization. Thus students learn how to live with democratic norms and how to behave with each other which help in the process of socialization.
School fosters all round development of personality Students, physical, mental, emotional and social . School involves all students in different co- curricular activities so that students develop physically, mentally and socially. Eg. Curricular activities like Puzzles, games, group discussion, sport related to the curriculum. Which develop students physically, socially and mentally thinking skills and co –curricular or extra activities including debate, elocution,
competition, drawing etc.. develop individual differences and particular skills to educands. They also develop social leadership qualities other political leadership traits etc..which indirectly help every individual to be asocial being that mean every individual are socialized by such activities.
The school provides social environment before children by organizing students inions, social service camp social functions and parents- teacher association etc.. So that all the socially desirable values namely sympathy, co- operation, tolerance, social awakening and discipline in them so school develops social dealing in all children.
School works under the light of social ideals and develop the child with reference to such ideals and aims. School encourages children to come in active contact with the libraries and youth welfare countries organized by the community or Govt.
The miniature school life is brought into active and lively contact with wider world out-sides that means school provides a conducive climate. The head masters and teachers allow freedom to the students which make them more responsible. They impart knowledge of social customs and traditions and develop values of society among students.
These are the main functions of school in the process of socialization.
Thursday, March 4, 2010
Eductional Philosophy of Rousseau
point
Rousseau’s Philosophy
He is known as a revolutionary philosopher, who wrote against the contemporary social and political set up, hypocrisy, artificiality, cruelty, correlation, despotism prevalent at that time. The key notes of his philosophy is termed Naturalism, It contains his concepts of “Natural state”, “Natural man” and Natural civilization.
“Natural state is a simple farming community or state without the evils of large cities corrupt rulers, social classes and luxury. He believed that goodness was innate and evils as acquired. About natural man he says,” Man is born free, but everywhere he is in chains” In the words of Rousseau, “Civilized man borns, lives and dies in a state of slavery”
Natural man according to Rousseau is governed and directed by the laws of his own nature rather than those of social institutions. He believed the man would have been happier if he had been allowed to remain in his natural stage. He was against so called Civilization.
By natural civilizations he meant the simple farming life. Rousseau “God makes all the things good; man meddles with them and they become evil” HE declared” Everything is good as it comes from the hands of the Author of nature, but everything degenerates in the hands of man”.
Rousseau remarked,” Leave the child alone. Let him be a natural man rather than a civilized man. Let him have a state of nature rather than artificial surroundings that stunt the proper growth and arrest his natural development”. Natural civilization id free from artificial surroundings and rigid barriers that pollute the goodness of our nature.’Return to nature ‘was his method to cure all troubles human nature his natural heritage is essentially good and must be given the full opportunities for fee development. He advocated the concept of liberty, equality and fraternity.
1. Isolation from society should be isolated from society and brought up by laws of nature. He should not be allowed to acquire the evils of the society.
2. Innate Tendencies of the child: In the words of Rousseau, the innate tendencies to primitive emotions, instinctive judgment and natural instinct are more reliable bases for action than the experience gained from the society .In this sense education means the spontaneous development of these innate tendencies of the child .
3. Contact with natural environment is tot make contact with the natural environment i.e hills, trees, plans birds, animals, woods, stones and physical forces. Thus the child should be brought up in natural environment. As a result of it he will automatically become a rational being and act according to the voice of his conscience.
New point
Educational philosophy of Rousseau/ Concept of education
His educational philosophy is born out of his philosophy i. e Naturalism there are some characteristics which are as under.
1. Concept of education: For Rousseau education does not mean merely imparting information or storing knowledge. It is not accretion from without. It is the development of the child’s natural powers and abilities from within. According to nature, Men, Things.
A] Education from nature: It consists in the spontaneous development of our endowment and faculties. i. e of child’s natural tendencies and interests. He gave it the top priority.
B] Education from Man: It consists in influencing our social contacts and various groups. He did not favor it at least in initial stages.
C] Education from things: It consists in the acquisition of knowledge and information through contact with physical surroundings and our experience of dealings with the things.
Rousseau conviction was that education should be considered as “the process of development into an enjoyable, rational harmoniously balanced useful and hence natural life”.
Types of education he advocated two types of education.
A} Negative type of education: he wanted that the first education to the child should be given ion negative. During the age of 5 to 12, the child should be given negative education. Rousseau held the opinion, “I call negative education that which tends to perfect the organs that are the instruments of the knowledge, and before giving this knowledge directly and that endeavours to prepare the way for reason by proper exercise of the sense. A negative education does the time of idleness, far from it. It does not give virtues, it projects from vice. It does not inculcate truth. It projects from errors. Following are the characteristics of negative education.
1. Time saving not favored: Rousseau said” Do not save the time but lose it” By running, dancing, playing the child will have continuous reconstruction of experiences, which is nothing but education.
2. Book learning not favored: Rousseau said “Reading is the curse of childhood.” He hates books, as they are of no value. He considers them to be the cause of child’s misery and suggest a remedy fro its removal by saying,”By relieving school children of their courses and books, we can take away the cause of their misery.
3. Formal Lessons Not Favored: Rousseau did not believe in the efficacy of verbal lessons. He stated,” Get rid of the lesson and we get rid of the chief cause of their sorrow”. Rousseau remarked” give me a child of five who know nothing and at the fifteen I shall return him to you knowing as much as those who have been under instruction since infancy with difference that your pupil only knows things by heart while mine know how to use his knowledge.”
4. Habit Formation Not Favored: Rousseau holds the views”The only habit which the child should be allowed to form is to contract no habit at all.” He did not want the children to be slaves of their habits. He wished them to be free in their unrestricted activities. If any habits are to be formed let the children for natural habits.
5. Direct Moral Education Favored: Rousseau believed that no moral training should be imparted to the child. Let him get moral training through natural consequences.
6. Social Education Not Favored: He held the view that the society is corrupt and it degenerates him. So he should be protected from its evil influences.
7. Formal Discipline Not Favored: Rousseau believed in discipline according to natural consequences. If the child climbs a tree, let him fall and learn not to attempt it again.
8. Old Customary Procedure Favored: Rousseau was dissatisfied with the prevailing conditions of the country and that is why he remarked.” Man was once happy, now he is miserable. Undo what has been done and he will be happy again.”
B] Positive Education: Rousseau “ I call positive education one that tends to form the mind prematurely and to instruct the child in the duties that belongs to man.” The characteristics of positive education are
1. Stress on verbalism
2. Stress on duty, morality and religion
3. Stress on strict discipline
4. Stress on Social education
5. Emphasis on formation of habits.
Rousseau revolted against the positive education and also these characteristics. He termed it as unnatural and inhuman and opposed it fully. It was in revolt this that he introduced negative education.
Educational philosophy of James Jacques Rousseau
Aims of education
1] Development of child’s inner facilities
Rousseau says that the most important aim of education is the natural development of the child’s inner faculties and powers. To live is to work, to develop and to properly utilize the various part of the body. In his book, Emile’, Rousseau seeks to train Emile in the profession of living so that he may become a human being before becoming a soldier, a magistrate, or a priest education aim at making the child a real human being.
2] Different aim at different stages:
In addition to the above mentioned aim, education should be different at each stage in the life of the individual.
A] Development of well regulated freedom
During the period of infancy i.e. .up to 5 years the aim of education is top develop in Emile a well regulated freedom according to his capacities.
B] Develop sufficient strength at childhood stage
At the childhood stage ie. from 5 to 12 years , the aim of education is to develop in the child sufficient in order to have well regulated freedom. Rousseau’s advice for this period is, ”Exercise the body, the organs, the senses and powers and keep the soul lying fellow, as long as you can.
C] Intellectual development in Pre- adolescent Period:
At the boyhood stage ie., from 12 to 15 years, the aim of education is to develop the intellect of the Emile. Education should help in the acquisition of knowledge which may enable him to the practical needs of life.
D] Emotional, Moral and religious development during Adolescence:
During the fourth stage i.e., from 15 to 24 years Emile, should learn to live for others and to live together in social relationships. His emotions should be sublimated. Moral and religious bias should be given to education. In short, during this stage, education should aim at emotional, moral and religious development of the Emile.
New point
Rousseau’s Curriculum For Emile
Even in framing the curriculum, Rousseau paid attention to these four stages in development, which have discussed under aims above infancy, childhood, boyhood and adolescence.
A] Infancy state [up to 5 years]
“A feeble body makes a feeble mind. All wickedness comes from weakness. Give his body constant exercise, make it strong and healthy.” During this stage of infancy the child should be properly protected.
B] For childhood stage [from 5 to 12 years]
Rousseau says,”childhood is the sleep of reason and the educator is not to disturb hi9m in this sleep”
So at this stage, neither intellect nor moral or social education is to be imparted to the child. Negative education will consists of the free development of his physical organs and the exercises of his senses. The child should be given maximum freedom. There should be no verbal lessons, in language, History and geography. Physical exercises constitute the core of the curriculum at his stage.
C] For Boyhood Stage [from 12 to 15 years]
Physical sciences, languages, mathematics, manual work, a trade, social relations, music and drawing will constitute the curriculum at this stage. Sciences will develop heuristic attitude, mathematics will develop precise thinking, manual craft will develop qualities of character of drawing will train eyes and muscles. However the knowledge of social relations will impress upon the boy the need of co operation an economic inter dependence of man upon man.
D] For Adolescence Stage
Rousseau laid special stress on moral and religious education at this stage. Moral education is to be given through activities and occupations and not through lectures on ethics Besides moral and religious education, history Geography sex education, physical culture and aesthetics are to constitute the curriculum. For all these subjects he has specific aims i.e History is to be taught for the service of moral instructions. Religious education for realizing the existence of god and sex education about sex affairs. Aesthetics is to be taught for the cultivation and improvement of tastes.
New point
Rousseau’s Methods of teaching
A] Learning by doing
Rousseau says,” Teach by doing whenever you can, and only for fall back upon words when doing is out of question. The child should take part in various activities and learn in natural way. It will help him in satisfaction of creative activity.
B] Direct experience
Knowledge acquired through books in second hand and easily forgotten. On the other hand knowledge directly acquired from various learning situations is permanent. He also urged experience before expression and object before words.
C] Method of Individual instruction
Rousseau asserted that the teacher should properly recognize in the individually of the child and place emphasized individual instructions.
D] Heuristic Method
In this method the child is placed in the position of a discoverer. He is to be given an opportunity to make experiment with the apparatus that he made himself or invented. Rousseau also advocates the heuristic method of teaching.
E] Example is better than precept
For imparting moral education Rousseau stated.” Example is better than precept. Teacher should practice morality. He should provide opportunities to practice virtue. Lectures on morality will not prove useful.
I] Social Participation
During the period of adolescence will get knowledge about social relations by actually visiting places and establishing contact with the members of the community practically.
New point
Rousseau’s concept of discipline
Rousseau opposed imposed discipline ‘leave the child free’. It is only in free atmosphere that the child can develop his innate powers. No punishment should be given to the child for improving his behavior. He advocated discipline by natural consequence. He remarked,” Allow the child to suffer the natural results of his acts.” For example of the child puts his hand into fire, let him burn his hand and learn by consequence”.
New point
Role of the teacher
Rousseau did not assign high place to the teacher. The teacher should see that the education of the pupils is the free development of their interest and motives. He should provide suitable opportunities. He should protect the child from repression mental conflicts and mental; disorders for all kinds.
New point
Limitations of the educational philosophy of Rousseau
1] Anti social Attitude: Rousseau had no faith in the influence and goodness of the society. One of the fundamental aims of education in democratic way of life is socialization community is to he activity involved is the development of the child. All is not bad with the social set-up.
2] Women Education: Rousseau’s views, that literary education of women of culture is the plague to all, do not such to he modern concept equality of the sexes is all aspects of life enshrined in democratic way of life.
3] Little important to positive virtue: Rousseau laid stress on negative education and hence he left little scope for the inculcation of the positive virtues.
4] No higher ideals:
There is no place foe higher morality and ideals in Rousseau’s educational theory, while these are a must for a dignified society.
5] Faulty Theory of Discipline
Rousseau’s theory of discipline through natural consequences is very dangerous and not suitable to the modern way of life where as modern gugets can prove to be fatal if proper human care of the teacher is not there.
New point
Rousseau’s impact on education:
In gist Rousseau’s contribution to education has been profound. He influenced education in its organization, aims, methods, curriculum and discipline, the auto development of personality , free discipline , lack of any restrain , utilizing the senses , interests and activities of the child have influenced the moderns education in many other ways. The rights of childhood, the human welfare are the natural rights of every man can be realized through proper type of education. Munro rightly said” Out of Rousseau’s teachings came ‘new education’ of nineteenth century based on interest. It gave clear formulations of direct impetus to psychological, sociological and scientific conception of education” He was in facts the founder of the grand idea of liberty, equality and fraternity.
Rousseau’s Philosophy
He is known as a revolutionary philosopher, who wrote against the contemporary social and political set up, hypocrisy, artificiality, cruelty, correlation, despotism prevalent at that time. The key notes of his philosophy is termed Naturalism, It contains his concepts of “Natural state”, “Natural man” and Natural civilization.
“Natural state is a simple farming community or state without the evils of large cities corrupt rulers, social classes and luxury. He believed that goodness was innate and evils as acquired. About natural man he says,” Man is born free, but everywhere he is in chains” In the words of Rousseau, “Civilized man borns, lives and dies in a state of slavery”
Natural man according to Rousseau is governed and directed by the laws of his own nature rather than those of social institutions. He believed the man would have been happier if he had been allowed to remain in his natural stage. He was against so called Civilization.
By natural civilizations he meant the simple farming life. Rousseau “God makes all the things good; man meddles with them and they become evil” HE declared” Everything is good as it comes from the hands of the Author of nature, but everything degenerates in the hands of man”.
Rousseau remarked,” Leave the child alone. Let him be a natural man rather than a civilized man. Let him have a state of nature rather than artificial surroundings that stunt the proper growth and arrest his natural development”. Natural civilization id free from artificial surroundings and rigid barriers that pollute the goodness of our nature.’Return to nature ‘was his method to cure all troubles human nature his natural heritage is essentially good and must be given the full opportunities for fee development. He advocated the concept of liberty, equality and fraternity.
1. Isolation from society should be isolated from society and brought up by laws of nature. He should not be allowed to acquire the evils of the society.
2. Innate Tendencies of the child: In the words of Rousseau, the innate tendencies to primitive emotions, instinctive judgment and natural instinct are more reliable bases for action than the experience gained from the society .In this sense education means the spontaneous development of these innate tendencies of the child .
3. Contact with natural environment is tot make contact with the natural environment i.e hills, trees, plans birds, animals, woods, stones and physical forces. Thus the child should be brought up in natural environment. As a result of it he will automatically become a rational being and act according to the voice of his conscience.
New point
Educational philosophy of Rousseau/ Concept of education
His educational philosophy is born out of his philosophy i. e Naturalism there are some characteristics which are as under.
1. Concept of education: For Rousseau education does not mean merely imparting information or storing knowledge. It is not accretion from without. It is the development of the child’s natural powers and abilities from within. According to nature, Men, Things.
A] Education from nature: It consists in the spontaneous development of our endowment and faculties. i. e of child’s natural tendencies and interests. He gave it the top priority.
B] Education from Man: It consists in influencing our social contacts and various groups. He did not favor it at least in initial stages.
C] Education from things: It consists in the acquisition of knowledge and information through contact with physical surroundings and our experience of dealings with the things.
Rousseau conviction was that education should be considered as “the process of development into an enjoyable, rational harmoniously balanced useful and hence natural life”.
Types of education he advocated two types of education.
A} Negative type of education: he wanted that the first education to the child should be given ion negative. During the age of 5 to 12, the child should be given negative education. Rousseau held the opinion, “I call negative education that which tends to perfect the organs that are the instruments of the knowledge, and before giving this knowledge directly and that endeavours to prepare the way for reason by proper exercise of the sense. A negative education does the time of idleness, far from it. It does not give virtues, it projects from vice. It does not inculcate truth. It projects from errors. Following are the characteristics of negative education.
1. Time saving not favored: Rousseau said” Do not save the time but lose it” By running, dancing, playing the child will have continuous reconstruction of experiences, which is nothing but education.
2. Book learning not favored: Rousseau said “Reading is the curse of childhood.” He hates books, as they are of no value. He considers them to be the cause of child’s misery and suggest a remedy fro its removal by saying,”By relieving school children of their courses and books, we can take away the cause of their misery.
3. Formal Lessons Not Favored: Rousseau did not believe in the efficacy of verbal lessons. He stated,” Get rid of the lesson and we get rid of the chief cause of their sorrow”. Rousseau remarked” give me a child of five who know nothing and at the fifteen I shall return him to you knowing as much as those who have been under instruction since infancy with difference that your pupil only knows things by heart while mine know how to use his knowledge.”
4. Habit Formation Not Favored: Rousseau holds the views”The only habit which the child should be allowed to form is to contract no habit at all.” He did not want the children to be slaves of their habits. He wished them to be free in their unrestricted activities. If any habits are to be formed let the children for natural habits.
5. Direct Moral Education Favored: Rousseau believed that no moral training should be imparted to the child. Let him get moral training through natural consequences.
6. Social Education Not Favored: He held the view that the society is corrupt and it degenerates him. So he should be protected from its evil influences.
7. Formal Discipline Not Favored: Rousseau believed in discipline according to natural consequences. If the child climbs a tree, let him fall and learn not to attempt it again.
8. Old Customary Procedure Favored: Rousseau was dissatisfied with the prevailing conditions of the country and that is why he remarked.” Man was once happy, now he is miserable. Undo what has been done and he will be happy again.”
B] Positive Education: Rousseau “ I call positive education one that tends to form the mind prematurely and to instruct the child in the duties that belongs to man.” The characteristics of positive education are
1. Stress on verbalism
2. Stress on duty, morality and religion
3. Stress on strict discipline
4. Stress on Social education
5. Emphasis on formation of habits.
Rousseau revolted against the positive education and also these characteristics. He termed it as unnatural and inhuman and opposed it fully. It was in revolt this that he introduced negative education.
Educational philosophy of James Jacques Rousseau
Aims of education
1] Development of child’s inner facilities
Rousseau says that the most important aim of education is the natural development of the child’s inner faculties and powers. To live is to work, to develop and to properly utilize the various part of the body. In his book, Emile’, Rousseau seeks to train Emile in the profession of living so that he may become a human being before becoming a soldier, a magistrate, or a priest education aim at making the child a real human being.
2] Different aim at different stages:
In addition to the above mentioned aim, education should be different at each stage in the life of the individual.
A] Development of well regulated freedom
During the period of infancy i.e. .up to 5 years the aim of education is top develop in Emile a well regulated freedom according to his capacities.
B] Develop sufficient strength at childhood stage
At the childhood stage ie. from 5 to 12 years , the aim of education is to develop in the child sufficient in order to have well regulated freedom. Rousseau’s advice for this period is, ”Exercise the body, the organs, the senses and powers and keep the soul lying fellow, as long as you can.
C] Intellectual development in Pre- adolescent Period:
At the boyhood stage ie., from 12 to 15 years, the aim of education is to develop the intellect of the Emile. Education should help in the acquisition of knowledge which may enable him to the practical needs of life.
D] Emotional, Moral and religious development during Adolescence:
During the fourth stage i.e., from 15 to 24 years Emile, should learn to live for others and to live together in social relationships. His emotions should be sublimated. Moral and religious bias should be given to education. In short, during this stage, education should aim at emotional, moral and religious development of the Emile.
New point
Rousseau’s Curriculum For Emile
Even in framing the curriculum, Rousseau paid attention to these four stages in development, which have discussed under aims above infancy, childhood, boyhood and adolescence.
A] Infancy state [up to 5 years]
“A feeble body makes a feeble mind. All wickedness comes from weakness. Give his body constant exercise, make it strong and healthy.” During this stage of infancy the child should be properly protected.
B] For childhood stage [from 5 to 12 years]
Rousseau says,”childhood is the sleep of reason and the educator is not to disturb hi9m in this sleep”
So at this stage, neither intellect nor moral or social education is to be imparted to the child. Negative education will consists of the free development of his physical organs and the exercises of his senses. The child should be given maximum freedom. There should be no verbal lessons, in language, History and geography. Physical exercises constitute the core of the curriculum at his stage.
C] For Boyhood Stage [from 12 to 15 years]
Physical sciences, languages, mathematics, manual work, a trade, social relations, music and drawing will constitute the curriculum at this stage. Sciences will develop heuristic attitude, mathematics will develop precise thinking, manual craft will develop qualities of character of drawing will train eyes and muscles. However the knowledge of social relations will impress upon the boy the need of co operation an economic inter dependence of man upon man.
D] For Adolescence Stage
Rousseau laid special stress on moral and religious education at this stage. Moral education is to be given through activities and occupations and not through lectures on ethics Besides moral and religious education, history Geography sex education, physical culture and aesthetics are to constitute the curriculum. For all these subjects he has specific aims i.e History is to be taught for the service of moral instructions. Religious education for realizing the existence of god and sex education about sex affairs. Aesthetics is to be taught for the cultivation and improvement of tastes.
New point
Rousseau’s Methods of teaching
A] Learning by doing
Rousseau says,” Teach by doing whenever you can, and only for fall back upon words when doing is out of question. The child should take part in various activities and learn in natural way. It will help him in satisfaction of creative activity.
B] Direct experience
Knowledge acquired through books in second hand and easily forgotten. On the other hand knowledge directly acquired from various learning situations is permanent. He also urged experience before expression and object before words.
C] Method of Individual instruction
Rousseau asserted that the teacher should properly recognize in the individually of the child and place emphasized individual instructions.
D] Heuristic Method
In this method the child is placed in the position of a discoverer. He is to be given an opportunity to make experiment with the apparatus that he made himself or invented. Rousseau also advocates the heuristic method of teaching.
E] Example is better than precept
For imparting moral education Rousseau stated.” Example is better than precept. Teacher should practice morality. He should provide opportunities to practice virtue. Lectures on morality will not prove useful.
I] Social Participation
During the period of adolescence will get knowledge about social relations by actually visiting places and establishing contact with the members of the community practically.
New point
Rousseau’s concept of discipline
Rousseau opposed imposed discipline ‘leave the child free’. It is only in free atmosphere that the child can develop his innate powers. No punishment should be given to the child for improving his behavior. He advocated discipline by natural consequence. He remarked,” Allow the child to suffer the natural results of his acts.” For example of the child puts his hand into fire, let him burn his hand and learn by consequence”.
New point
Role of the teacher
Rousseau did not assign high place to the teacher. The teacher should see that the education of the pupils is the free development of their interest and motives. He should provide suitable opportunities. He should protect the child from repression mental conflicts and mental; disorders for all kinds.
New point
Limitations of the educational philosophy of Rousseau
1] Anti social Attitude: Rousseau had no faith in the influence and goodness of the society. One of the fundamental aims of education in democratic way of life is socialization community is to he activity involved is the development of the child. All is not bad with the social set-up.
2] Women Education: Rousseau’s views, that literary education of women of culture is the plague to all, do not such to he modern concept equality of the sexes is all aspects of life enshrined in democratic way of life.
3] Little important to positive virtue: Rousseau laid stress on negative education and hence he left little scope for the inculcation of the positive virtues.
4] No higher ideals:
There is no place foe higher morality and ideals in Rousseau’s educational theory, while these are a must for a dignified society.
5] Faulty Theory of Discipline
Rousseau’s theory of discipline through natural consequences is very dangerous and not suitable to the modern way of life where as modern gugets can prove to be fatal if proper human care of the teacher is not there.
New point
Rousseau’s impact on education:
In gist Rousseau’s contribution to education has been profound. He influenced education in its organization, aims, methods, curriculum and discipline, the auto development of personality , free discipline , lack of any restrain , utilizing the senses , interests and activities of the child have influenced the moderns education in many other ways. The rights of childhood, the human welfare are the natural rights of every man can be realized through proper type of education. Munro rightly said” Out of Rousseau’s teachings came ‘new education’ of nineteenth century based on interest. It gave clear formulations of direct impetus to psychological, sociological and scientific conception of education” He was in facts the founder of the grand idea of liberty, equality and fraternity.
Friday, February 19, 2010
Critical study of Indian Culture
New point.
Critical study of Indian culture its strength and weakmnesses
1] Ancient culture
As a strength: Ancient culture affected the present culture si that people still believe in the law of karma , Upanishadas , Vedas, Scriptures which has been become inspirational forces for all .People still believe in ultimate aim self actualization and monuments .They are living with Ayurveda, yoga and meditation etc. .Which lead upliftment in their lives .The literature of ancient time has not been completely read so people are reading and follow in their lives which become strength for them.
As a weaknesses
Due to the influences of ancient culture people still believe in culture, system religion and orthodox traditions which affect the structure of the society. Thereby there is a clash between new generations to new generation. So, we can find partition ion one family and increased number of old houses. Due to caste system lower class. People are exploited and they live devoid of equality and justice.
2] Unity:
As a strength
Unity is a real strength of Indian culture. All live together with peace and harmony. NO doubt there are explosion communal riots but still Hindu, Muslim, Christian and others live together with a sense of indianness. They inculcate values together such as tolerance acceptance of different opinions fraternity etc..So different cultures and religious people has been living together. Democratic set up of Indian culture in diversity and people believe in equality, fraternity freedom- pillars of democracy.
As a weaknesses
Due to unity, people has been suffering from discrimination in terms of religion, caste and creed. They have been facing inequality, imbalance and exploitation. Owing to unity for selfish motives we can find communal riots and political leaders take advantages of it. Due to unity, in Indian culture none of ready to take initiative all are throwing responsibilities in another shoulders. So the problems of injustice and exploitation still have not been solved.
3] Flexible, easily influenced culture
As a strength
Due to flexible and easily influenced culture people has been living in multi-cultures society and for them world is a family. They inculcate different values including acceptance of different opinions, tolerance, love, fraternity flexibility of culture maintain link between different cultures societies. There is not strict rules and regulation so people feel free too live and they can easily influenced culture people can bring change in their tradition and way if lives so that their culture is modified
As a weaknesses
Because of easily influenced flexible culture people are affected by different culture so their lives style would be changed which creates clash in their family. Owing to flexibility of culture we easily identify today’s problem westernization and its impact on our culture. People are now living materialistic life. We easily identify the eroism of value in Indian culture.
4] Multi cultures and multilingual culture
As a strength
Because of multicultures and multilingual culture all has been living together with peace and harmony multilingual of culture keep a link between different cultures societies and it creates a sense of world as a family. Indians can easily interact with others which affects their social, economical, political situation thereby we can find the upliftment of Indian culture.
As a weaknesses
Multi- linguality is not perceived in the true sense because we can find the problem in communication eg youth Indian has not been accepting Hindi as their national language. In some villages people do not understand English well. And because of multi lingualty ethnic clashes has been observed in many societies, which directly affect political system of nation.
5] Democracy
As a strength
In Indian culture because of giving equal opportunities and freedom people willingly accepted India as their own country. In democratic set up an individual develops as well as a whole nation as develops. The democratic nature of Indian culture brought so many changes in rules and regulation in way of life style in culture itself etc.. And any individual can bring change in social and political and religious system. Eg our social reformers like Raja Ram Mohanray who changed sati -pratha and gave respected place to women.
As a weaknesses
Because of democracy we have found conflict and communal riots in societies wherein layman suffers as seap goal where as others easily save their lives. In democratic set-up nobody is ready to take initiative or nobody care fro others sometimes so we can find shifting from responsibilities in different societies wherein layman suffered a lot these hinder the progress of nation.
6] Negligence of material life
As a weaknesses
Now –a days in the world of science and technology everyone should accept material life otherwise they who do not accept it will log behind and keep standing on their place as they were. Today change becomes the law of life so all should keep pace with such changes and in the rapid changing world individual growth becomes very significant, No doubt, there must be spiritual fragrance in our lives but we should not forget our situations in the present era where everything is needed if you want to live peacefully. Some people have been believing in simple life style but in the world of drastic change we can not live simply. Eg computer becomes very essential now a day. In the future, if one will not connect with internet than his life will be miserable in terms of earning and learning.
7 Ecological Balance
As a weaknesses
Due to having blind faith, superstitions and ritualistic life style people do not accept ecological balance that means the balance between the relationship of plants and living creatures to each other and to their environment. In other words we can say owing to blind faith, superstitions people become lazy and contented of their lives. They don’t want change such inertia is ob served in accepting science and so they have been living in the same way.
Critical study of Indian culture its strength and weakmnesses
1] Ancient culture
As a strength: Ancient culture affected the present culture si that people still believe in the law of karma , Upanishadas , Vedas, Scriptures which has been become inspirational forces for all .People still believe in ultimate aim self actualization and monuments .They are living with Ayurveda, yoga and meditation etc. .Which lead upliftment in their lives .The literature of ancient time has not been completely read so people are reading and follow in their lives which become strength for them.
As a weaknesses
Due to the influences of ancient culture people still believe in culture, system religion and orthodox traditions which affect the structure of the society. Thereby there is a clash between new generations to new generation. So, we can find partition ion one family and increased number of old houses. Due to caste system lower class. People are exploited and they live devoid of equality and justice.
2] Unity:
As a strength
Unity is a real strength of Indian culture. All live together with peace and harmony. NO doubt there are explosion communal riots but still Hindu, Muslim, Christian and others live together with a sense of indianness. They inculcate values together such as tolerance acceptance of different opinions fraternity etc..So different cultures and religious people has been living together. Democratic set up of Indian culture in diversity and people believe in equality, fraternity freedom- pillars of democracy.
As a weaknesses
Due to unity, people has been suffering from discrimination in terms of religion, caste and creed. They have been facing inequality, imbalance and exploitation. Owing to unity for selfish motives we can find communal riots and political leaders take advantages of it. Due to unity, in Indian culture none of ready to take initiative all are throwing responsibilities in another shoulders. So the problems of injustice and exploitation still have not been solved.
3] Flexible, easily influenced culture
As a strength
Due to flexible and easily influenced culture people has been living in multi-cultures society and for them world is a family. They inculcate different values including acceptance of different opinions, tolerance, love, fraternity flexibility of culture maintain link between different cultures societies. There is not strict rules and regulation so people feel free too live and they can easily influenced culture people can bring change in their tradition and way if lives so that their culture is modified
As a weaknesses
Because of easily influenced flexible culture people are affected by different culture so their lives style would be changed which creates clash in their family. Owing to flexibility of culture we easily identify today’s problem westernization and its impact on our culture. People are now living materialistic life. We easily identify the eroism of value in Indian culture.
4] Multi cultures and multilingual culture
As a strength
Because of multicultures and multilingual culture all has been living together with peace and harmony multilingual of culture keep a link between different cultures societies and it creates a sense of world as a family. Indians can easily interact with others which affects their social, economical, political situation thereby we can find the upliftment of Indian culture.
As a weaknesses
Multi- linguality is not perceived in the true sense because we can find the problem in communication eg youth Indian has not been accepting Hindi as their national language. In some villages people do not understand English well. And because of multi lingualty ethnic clashes has been observed in many societies, which directly affect political system of nation.
5] Democracy
As a strength
In Indian culture because of giving equal opportunities and freedom people willingly accepted India as their own country. In democratic set up an individual develops as well as a whole nation as develops. The democratic nature of Indian culture brought so many changes in rules and regulation in way of life style in culture itself etc.. And any individual can bring change in social and political and religious system. Eg our social reformers like Raja Ram Mohanray who changed sati -pratha and gave respected place to women.
As a weaknesses
Because of democracy we have found conflict and communal riots in societies wherein layman suffers as seap goal where as others easily save their lives. In democratic set-up nobody is ready to take initiative or nobody care fro others sometimes so we can find shifting from responsibilities in different societies wherein layman suffered a lot these hinder the progress of nation.
6] Negligence of material life
As a weaknesses
Now –a days in the world of science and technology everyone should accept material life otherwise they who do not accept it will log behind and keep standing on their place as they were. Today change becomes the law of life so all should keep pace with such changes and in the rapid changing world individual growth becomes very significant, No doubt, there must be spiritual fragrance in our lives but we should not forget our situations in the present era where everything is needed if you want to live peacefully. Some people have been believing in simple life style but in the world of drastic change we can not live simply. Eg computer becomes very essential now a day. In the future, if one will not connect with internet than his life will be miserable in terms of earning and learning.
7 Ecological Balance
As a weaknesses
Due to having blind faith, superstitions and ritualistic life style people do not accept ecological balance that means the balance between the relationship of plants and living creatures to each other and to their environment. In other words we can say owing to blind faith, superstitions people become lazy and contented of their lives. They don’t want change such inertia is ob served in accepting science and so they have been living in the same way.
Tuesday, February 16, 2010
Educational philosophy of Mahatma Gandhiji
Unit-2 Eductional thinker mahatma Gandhiji
When we talk about Gandhiji, automatically certain ideals come to our mind i.e. truth, nonviolence, simplicity, love for all, leadership, dignity of labour and implementation or practicising ideas rather than just propagating them. These ideals or qualities reflected to educational philosophy of Gandhiji.
• Definition:-
“By education I mean all-around drawing out of the best in the child and man-body, mind and spirit. Literacy according to him is neither the end of education nor even the beginning. It is one of the means whereby man and woman can be educated. Literacy in itself is not education.”
Gandhiji emphasized certain ideals, practical work and the potentiality of students in education. It is education through which we can find out the potential of the students and teach them certain ideals which will help them to be a good citizen and through practical activities students will be in a position to think practically and they will be attentive and active, this will help them to mould their character. Thus Gadhian education has been characterized as encompassing the head, the heart and the hands that means the all-around development of child. According to him education is that which draws out and stimulates the spiritual, intellectual and physical faculties of children. Thus Gandhiji’s purpose of education is to raise man to a higher order through full development of the individual and the evolution of a “new man.”
• Aims of Education :-
1. Bread and Butter aim:
Bread and Butter aim refers to utilitarian aim which is an immediate requirement. Gandhiji focused on education that provides learning while learning. This has to be a tool with each and every learner. s/he can remove unemployment keeping in mind the poverty and unemployment of India. Gandhiji focused and suggested industrial training and development of manual skills and handicraft as subject of education which will give satisfaction to the educand of his earning and self reliance but also it will be proved as a support to his/her family and nation at large.
2. Cultural Aim:-
According to Gandhiji cultural aspect of education is more important than the literacy. Culture is the foundation, the primary thing which the girls ought to get from here. It should show in the smallest detail of your conduct and personal behavior, how to sit , how to walk, how to dress etc. it is the education through which students or everyone learn the glorious culture of the country-India, its incredible arts, religions and so on. Education is the device which makes them familiar with our great culture and it is to be taught that how do they adopt and what is the importance of value of our culture. Thus Gandhiji laid much emphasis on cultural aim of education and recommended that Gita and Ramayana to be taught as a means of introducing students to their rich cultural and spiritual heritage.
3. Harmonious development:-
Education should develop all the three levels i. e. 3RS- read, write and arithmetic. The education should help in feeling what is taught and what happens to him and to express, what he feels and also what he wants to do. So all the faculties of person should be developed. Writing and reading will make him literate and arithmetic will help in calculating day-to-day expenses and more importantly it will help in logical thinking and analyzing things.
4. Moral Aim:-
Education should make person aware of what is right & wrong. It inculcates in us values and manners and moulds our character. Gandhiji focused more on character building than on literacy. According to him development of personality was more significant than accumulation of intellectual tools and academic knowledge. And we also believed that an educand should be taught non-violence, truth, and importance of thoughts, word and deed.
5. Social and individual Aim:-
The aim of education of Gandhiji is both social and individual. He wanted individual perfection and a new social order based on “Truth” & “Non-violence”. Education trains an individual and makes him an ideal citizen who will help his nation. An individual learns so many things from surrounding, culture, society and so on and he progresses simultaneously society progresses because the individuals’ growth is nothing but the growth of the society and nation.
6. Ultimate Aim:-
Self-realization is the ultimate aim of life as well as of education. Through education everyone understands about themselves and get answer of the universal question who am I? It is the education which helps them to understand their existence and its purpose. It is the spiritual education which provides knowledge of God and self-realization. The individuals recognize their potentials or abilities and prove them as ideal citizens of their nation via education. It is the education which makes them familiar with spirituality and different religious and finally every individual realize what they are? This is the self-realization- the ultimate aim of education. In the words of Gandhiji- “true education should result not in material power but in spiritual force. It must strengthen man’s faith in God and not awaken It.” he further adds “Development of the whole-all were directed towards the realization of the ultimate reality –the merger of the finite being in to infinite.”
• Features of Basic Education:
• Free and compulsory Education:-
Gandhiji advocated free and compulsory education for all because within the age of group 7 to 14 everyone enables to read, write, and count the basic expenses or sums. If the education is not free and compulsory then students who are coming from poor families remain illiterate who will be the future of India. He wanted to combine the primary with secondary education and called: it “English less Matriculation”
• The curriculum:-
According to Gandhiji curriculum of the basic education should be consisted of the craft, the mother tongue of the students, social studies, natural science and music. He introduced the following subjects:-
1. The craft:
Gandhiji believed in the utilization of swadeshi things so the Basic National Education aimed at providing education through the medium of craft or productive work. The basic craft which may be agriculture or spinning and weaing or card board, wood and metal work, gardening, leather work etc. His curriculum was activity centered which should transform the schools in to “place of work, experimentation and discovery.”
2. Mother Tongue:-
Gandhiji emphasized the mother tongue to be the medium of instruction. Mother tongue would enable the children to express themselves effectively and clearly. If a student/child learns through mother tongue then he can easily learn ethical and moral values and importance of national heritage. According to him if English is to be taught as medium of instruction then it hinders the development of understanding and clarity of thoughts/ideas.
3. Subjects:-
Gandhiji emphasized mathematics, social studies, general science including nature study botany, zoology, chemistry, astronomy, hygiene, physical culture and knowledge of stars. According to him mathematics helps the students to solve the numerical and geometrical problems connected with craft and community life and in teaching of mathematics emphasis were laid on practical measuring and field work. Teaching of mathematics helped the students to develop their reasoning capacities.
Social studies was a combination of some subjects like History, Geography, Civics and Economics. It was introduced to enable the students to understand and appreciate their own culture and also to understand nature and function of family state and the nation and their inter-relationship.
General science is necessary from the point of view of knowing our health, hygiene and also to think logically the cause and effect relationship. It gives students an intelligent and appreciate outlook on nature. It forms in the students the habit of accurate observation and of testing experience by experiment. Domestic science was initially for both boys and girls but how it is limited to girls only. It is necessary to learn about how to manage house and its expense.
Drawing and music were included in the curriculum to develop creativity in boys and girls. Drawing has its importance at three levels, it develops expression skill through drawing, it touches to imaginative faculty of mind and also focuses on aesthetic sense to appreciate art at both level- artist’s and interpreter’s level.
Basic curriculum includes three things:
1. Physical environment i.e. seen and felt which compresses biology, botany, zoology, geography and astrology.
2. Child’s social environment which contain his interaction with society- his work as individual and as a member of society.
3. The child’s craft work which helps in knowing craft- how to weave, learning to do something which lead to productivity.
• Basic Education:
1. Free and Compulsory Education:-
Gandhiji regarding basic education or bunyadi talim, has given his views that education is i.e. elementary education should be free of charge and all should get educated so that they can do minute calculations of daily life expense, read and write. This is necessary because this will make a person live independently.
2. Mother tongue as a medium of education:-
Gandhiji emphasized the mother tongue to be the medium of instruction. Mother tongue would enable the children to express themselves effectively and clearly. If a student/child learns through mother tongue then he can easily learn ethical and moral values and importance of national heritage. According to him if English is to be taught as medium of instruction then it hinders the development of understanding and clarity of thoughts/ideas.
3. Craft centeredness:-
Learners should get exposure to learn skills and craft like knitting, weaving, agricultural activities, cooking which make them self-dependent because they will not only earn on their own but also develop three domains:-
1. Physical Domain – by doing physical work like agriculture which will give good physical exercise.
2. Psycho-motor Domain- by developing social skills- how to behave, how to work in groups; how to co-ordinate.
3. Cognitive Domain- by developing thinking skill, analyzing, estimating- what would be the expense to prepare craft and how much material will be required.
Gandhiji also suggested there should be any inferiority or superiority regarding work. We should do every work/everything with the thinking that those works are mine and they have value whether it is sweeping or working in an office.
4. Self-sufficiency:-
Basic education should provide such training that one can realize that immediate aim- earning- after or during basic education. Earning for one’s own self and satisfying one’s needs.
5. Co-related teaching:-
Gandhiji considered knowledge as a whole that is each and every subject interrelated. While doing craft work, it requires economical skills to buy material and to keep estimate how much it would require. It will also require mathematical skills to calculate the earnings and so on. As the subject should be taught which will lead to all-round development, students should develop love for subjects to learn them.
6. Non-violence:-
One of the aims of basic education is to prepare ideal and responsible citizen who will develop virtues like non-violence so that they are not attracted by violence and other anti-social activities. If each would try to inculcate this value then there will be peace and harmony among the citizen of India. There will not disagreement and it will good understanding with each other.
7. Ideal citizen:-
Education makes man to think from broader and ideal perceptive therefore Gandhiji focused on preparing ideal citizens of the nation who are responsible and sensible to nation, duties and rights. Education of civics will give them civic sense- rights and duties to the nation, how government works and it exist. History will make them aware of golden days as well as of the bravery of the nation, heroes who fought for the freedom of India which will lift their nationalistic feeling.
• Basic education and the Teacher:
The teacher has higher responsibilities. He has to develop values among the learners. The teacher should follow morality. There should not be any dark patch on his character because he is role model for many students. Gandhiji says-“education of the heart could only be done through the living touch of the teacher.” Education becomes effective and faithful only to the extent to which there is personal touch between the teacher and the taught. It will be very difficult to achieve character building in the absence of devotion to the teacher. He should have devotion to duty, to the students and to God. He is to play the role of a mother. An ideal teacher in Gandhiji’s word is the “mother teacher.” He says I used the word “mother teacher” because the teacher must really be a mother of children.
• Gandhiji as an idealist:-
Gandhiji had very high ideals that he followed ideals like simplicity, truthfulness, non violence. He had not only there principles in mind but also plasticized them in his life.
• Gandhiji as a pragmatist:-
Pragmatist is one who solves problem in a realistic way. Gandhiji believed that the best way to learn is by doing and it is believed that when you learn by doing you remember 90% and it leads to knowledge. Pragmaticism is the hallmark of Gandhian philosophy.
• Gandhiji as a naturalist:-
He believed that Nature is the best source of knowledge.
When we talk about Gandhiji, automatically certain ideals come to our mind i.e. truth, nonviolence, simplicity, love for all, leadership, dignity of labour and implementation or practicising ideas rather than just propagating them. These ideals or qualities reflected to educational philosophy of Gandhiji.
• Definition:-
“By education I mean all-around drawing out of the best in the child and man-body, mind and spirit. Literacy according to him is neither the end of education nor even the beginning. It is one of the means whereby man and woman can be educated. Literacy in itself is not education.”
Gandhiji emphasized certain ideals, practical work and the potentiality of students in education. It is education through which we can find out the potential of the students and teach them certain ideals which will help them to be a good citizen and through practical activities students will be in a position to think practically and they will be attentive and active, this will help them to mould their character. Thus Gadhian education has been characterized as encompassing the head, the heart and the hands that means the all-around development of child. According to him education is that which draws out and stimulates the spiritual, intellectual and physical faculties of children. Thus Gandhiji’s purpose of education is to raise man to a higher order through full development of the individual and the evolution of a “new man.”
• Aims of Education :-
1. Bread and Butter aim:
Bread and Butter aim refers to utilitarian aim which is an immediate requirement. Gandhiji focused on education that provides learning while learning. This has to be a tool with each and every learner. s/he can remove unemployment keeping in mind the poverty and unemployment of India. Gandhiji focused and suggested industrial training and development of manual skills and handicraft as subject of education which will give satisfaction to the educand of his earning and self reliance but also it will be proved as a support to his/her family and nation at large.
2. Cultural Aim:-
According to Gandhiji cultural aspect of education is more important than the literacy. Culture is the foundation, the primary thing which the girls ought to get from here. It should show in the smallest detail of your conduct and personal behavior, how to sit , how to walk, how to dress etc. it is the education through which students or everyone learn the glorious culture of the country-India, its incredible arts, religions and so on. Education is the device which makes them familiar with our great culture and it is to be taught that how do they adopt and what is the importance of value of our culture. Thus Gandhiji laid much emphasis on cultural aim of education and recommended that Gita and Ramayana to be taught as a means of introducing students to their rich cultural and spiritual heritage.
3. Harmonious development:-
Education should develop all the three levels i. e. 3RS- read, write and arithmetic. The education should help in feeling what is taught and what happens to him and to express, what he feels and also what he wants to do. So all the faculties of person should be developed. Writing and reading will make him literate and arithmetic will help in calculating day-to-day expenses and more importantly it will help in logical thinking and analyzing things.
4. Moral Aim:-
Education should make person aware of what is right & wrong. It inculcates in us values and manners and moulds our character. Gandhiji focused more on character building than on literacy. According to him development of personality was more significant than accumulation of intellectual tools and academic knowledge. And we also believed that an educand should be taught non-violence, truth, and importance of thoughts, word and deed.
5. Social and individual Aim:-
The aim of education of Gandhiji is both social and individual. He wanted individual perfection and a new social order based on “Truth” & “Non-violence”. Education trains an individual and makes him an ideal citizen who will help his nation. An individual learns so many things from surrounding, culture, society and so on and he progresses simultaneously society progresses because the individuals’ growth is nothing but the growth of the society and nation.
6. Ultimate Aim:-
Self-realization is the ultimate aim of life as well as of education. Through education everyone understands about themselves and get answer of the universal question who am I? It is the education which helps them to understand their existence and its purpose. It is the spiritual education which provides knowledge of God and self-realization. The individuals recognize their potentials or abilities and prove them as ideal citizens of their nation via education. It is the education which makes them familiar with spirituality and different religious and finally every individual realize what they are? This is the self-realization- the ultimate aim of education. In the words of Gandhiji- “true education should result not in material power but in spiritual force. It must strengthen man’s faith in God and not awaken It.” he further adds “Development of the whole-all were directed towards the realization of the ultimate reality –the merger of the finite being in to infinite.”
• Features of Basic Education:
• Free and compulsory Education:-
Gandhiji advocated free and compulsory education for all because within the age of group 7 to 14 everyone enables to read, write, and count the basic expenses or sums. If the education is not free and compulsory then students who are coming from poor families remain illiterate who will be the future of India. He wanted to combine the primary with secondary education and called: it “English less Matriculation”
• The curriculum:-
According to Gandhiji curriculum of the basic education should be consisted of the craft, the mother tongue of the students, social studies, natural science and music. He introduced the following subjects:-
1. The craft:
Gandhiji believed in the utilization of swadeshi things so the Basic National Education aimed at providing education through the medium of craft or productive work. The basic craft which may be agriculture or spinning and weaing or card board, wood and metal work, gardening, leather work etc. His curriculum was activity centered which should transform the schools in to “place of work, experimentation and discovery.”
2. Mother Tongue:-
Gandhiji emphasized the mother tongue to be the medium of instruction. Mother tongue would enable the children to express themselves effectively and clearly. If a student/child learns through mother tongue then he can easily learn ethical and moral values and importance of national heritage. According to him if English is to be taught as medium of instruction then it hinders the development of understanding and clarity of thoughts/ideas.
3. Subjects:-
Gandhiji emphasized mathematics, social studies, general science including nature study botany, zoology, chemistry, astronomy, hygiene, physical culture and knowledge of stars. According to him mathematics helps the students to solve the numerical and geometrical problems connected with craft and community life and in teaching of mathematics emphasis were laid on practical measuring and field work. Teaching of mathematics helped the students to develop their reasoning capacities.
Social studies was a combination of some subjects like History, Geography, Civics and Economics. It was introduced to enable the students to understand and appreciate their own culture and also to understand nature and function of family state and the nation and their inter-relationship.
General science is necessary from the point of view of knowing our health, hygiene and also to think logically the cause and effect relationship. It gives students an intelligent and appreciate outlook on nature. It forms in the students the habit of accurate observation and of testing experience by experiment. Domestic science was initially for both boys and girls but how it is limited to girls only. It is necessary to learn about how to manage house and its expense.
Drawing and music were included in the curriculum to develop creativity in boys and girls. Drawing has its importance at three levels, it develops expression skill through drawing, it touches to imaginative faculty of mind and also focuses on aesthetic sense to appreciate art at both level- artist’s and interpreter’s level.
Basic curriculum includes three things:
1. Physical environment i.e. seen and felt which compresses biology, botany, zoology, geography and astrology.
2. Child’s social environment which contain his interaction with society- his work as individual and as a member of society.
3. The child’s craft work which helps in knowing craft- how to weave, learning to do something which lead to productivity.
• Basic Education:
1. Free and Compulsory Education:-
Gandhiji regarding basic education or bunyadi talim, has given his views that education is i.e. elementary education should be free of charge and all should get educated so that they can do minute calculations of daily life expense, read and write. This is necessary because this will make a person live independently.
2. Mother tongue as a medium of education:-
Gandhiji emphasized the mother tongue to be the medium of instruction. Mother tongue would enable the children to express themselves effectively and clearly. If a student/child learns through mother tongue then he can easily learn ethical and moral values and importance of national heritage. According to him if English is to be taught as medium of instruction then it hinders the development of understanding and clarity of thoughts/ideas.
3. Craft centeredness:-
Learners should get exposure to learn skills and craft like knitting, weaving, agricultural activities, cooking which make them self-dependent because they will not only earn on their own but also develop three domains:-
1. Physical Domain – by doing physical work like agriculture which will give good physical exercise.
2. Psycho-motor Domain- by developing social skills- how to behave, how to work in groups; how to co-ordinate.
3. Cognitive Domain- by developing thinking skill, analyzing, estimating- what would be the expense to prepare craft and how much material will be required.
Gandhiji also suggested there should be any inferiority or superiority regarding work. We should do every work/everything with the thinking that those works are mine and they have value whether it is sweeping or working in an office.
4. Self-sufficiency:-
Basic education should provide such training that one can realize that immediate aim- earning- after or during basic education. Earning for one’s own self and satisfying one’s needs.
5. Co-related teaching:-
Gandhiji considered knowledge as a whole that is each and every subject interrelated. While doing craft work, it requires economical skills to buy material and to keep estimate how much it would require. It will also require mathematical skills to calculate the earnings and so on. As the subject should be taught which will lead to all-round development, students should develop love for subjects to learn them.
6. Non-violence:-
One of the aims of basic education is to prepare ideal and responsible citizen who will develop virtues like non-violence so that they are not attracted by violence and other anti-social activities. If each would try to inculcate this value then there will be peace and harmony among the citizen of India. There will not disagreement and it will good understanding with each other.
7. Ideal citizen:-
Education makes man to think from broader and ideal perceptive therefore Gandhiji focused on preparing ideal citizens of the nation who are responsible and sensible to nation, duties and rights. Education of civics will give them civic sense- rights and duties to the nation, how government works and it exist. History will make them aware of golden days as well as of the bravery of the nation, heroes who fought for the freedom of India which will lift their nationalistic feeling.
• Basic education and the Teacher:
The teacher has higher responsibilities. He has to develop values among the learners. The teacher should follow morality. There should not be any dark patch on his character because he is role model for many students. Gandhiji says-“education of the heart could only be done through the living touch of the teacher.” Education becomes effective and faithful only to the extent to which there is personal touch between the teacher and the taught. It will be very difficult to achieve character building in the absence of devotion to the teacher. He should have devotion to duty, to the students and to God. He is to play the role of a mother. An ideal teacher in Gandhiji’s word is the “mother teacher.” He says I used the word “mother teacher” because the teacher must really be a mother of children.
• Gandhiji as an idealist:-
Gandhiji had very high ideals that he followed ideals like simplicity, truthfulness, non violence. He had not only there principles in mind but also plasticized them in his life.
• Gandhiji as a pragmatist:-
Pragmatist is one who solves problem in a realistic way. Gandhiji believed that the best way to learn is by doing and it is believed that when you learn by doing you remember 90% and it leads to knowledge. Pragmaticism is the hallmark of Gandhian philosophy.
• Gandhiji as a naturalist:-
He believed that Nature is the best source of knowledge.
Characteirstics of indian culture
New point : characteristics of Indian culture
1] Ancient culture:
Indian culture is an ancient culture. In the present ultra modern world we still find the ancient root ness of Indian culture. In the ancient era, there were highly respectful people living together. Sanskrit literature is the witness our Indian culture. People were lived in joint family. In the education system there was guru – shishya -parampara , agrarian socio economic structure of the society, caste marriage, the ultimate aim of all was self realization etc…influenced every era of Indian society as satya yug has been affected kalyug. The rules and regulation of ancient society, social beliefs, superstitions, family structure, spirituality etc..We can find in the present world up to some extent. The present world is affected by the ancient culture that means our culture is based on past culture. No doubt because of modern science, influence of different countries today we are living something different than the previous but everything of our Indian society. Do not change still we can find in some families people are sit together , eat together and under one roof , the aim of self realization is there , marriage takes place in caste , students have respect for their teachers, and so they choose them as their role models etc..this suggest the influence of Ancient Indian culture.
2] Indian culture is diverse in nature.
We can find diversity in every aspects of Indian society is that the slogan Unity in diversity is given to Indian society. There has been different societies, different caste, system, languages, cultures, religions observed in our Indian society.
Therefore we can say that Indian society is an ambivalent culture which consists of multi religious, multi cultural, multi lilngual people.
3] Indian culture is easily influenced culture
As we know ancient Vedas, shastra, upanishadas, scriptures influenced our present world. Although indian society is multi cultural and multi religious. People are living together with peace and harmony .Indian culture is easily influenced by all the religions and different culture of the nations. eg. It is easily influenced by the Hinduism, Islam, Christianity, Jainism, Buddhism etc.. and each religion has its own philosophy though all are living together with as sense of Indianness. Today the impact of westernization some what change. You can see in Indian culture but it does not loose it essence.
4] Indian culture is philosophical in terms of ancient literature of Vedas, scriptures, Upanishads etc.. People still believe in law of karma. The ultimate aim of self realization. They also believe in metaphysics, Epistemology and Axiology. The main three pillars of philosophy. So Indian culture is philosophical which has been researched by foreigners.
5] Democratic Indian culture
Indian culture still gives importance to individual’s development and his freedom so that freedom and full development of all individuals are valued most. One and all are allowed full opportunities to develop their individuality to the fullest extent. For this each individual s provided education according to his needs, nature, and requirements. Nothing is forced from outside and nothing is imposed by virtue of any authority. Thus Indian society strongly believes in equality, fraternity, liberty and justice. These are the four pillars of democracy. All are promoted the sense of participation of various levels. To sum up democracy and secularism are the two main characteristics of Indian society.
6] Inclusive Indian culture
Indian culture is an inclusive culture wherein a wide range of people things, ideas etc..are included. That means Indian culture is an amalgam of almost 2 states .Each one has its own importance. They are varied in terms of language and culture of people .Thus, Indian culture is inclusive Indian culture.
1] Ancient culture:
Indian culture is an ancient culture. In the present ultra modern world we still find the ancient root ness of Indian culture. In the ancient era, there were highly respectful people living together. Sanskrit literature is the witness our Indian culture. People were lived in joint family. In the education system there was guru – shishya -parampara , agrarian socio economic structure of the society, caste marriage, the ultimate aim of all was self realization etc…influenced every era of Indian society as satya yug has been affected kalyug. The rules and regulation of ancient society, social beliefs, superstitions, family structure, spirituality etc..We can find in the present world up to some extent. The present world is affected by the ancient culture that means our culture is based on past culture. No doubt because of modern science, influence of different countries today we are living something different than the previous but everything of our Indian society. Do not change still we can find in some families people are sit together , eat together and under one roof , the aim of self realization is there , marriage takes place in caste , students have respect for their teachers, and so they choose them as their role models etc..this suggest the influence of Ancient Indian culture.
2] Indian culture is diverse in nature.
We can find diversity in every aspects of Indian society is that the slogan Unity in diversity is given to Indian society. There has been different societies, different caste, system, languages, cultures, religions observed in our Indian society.
Therefore we can say that Indian society is an ambivalent culture which consists of multi religious, multi cultural, multi lilngual people.
3] Indian culture is easily influenced culture
As we know ancient Vedas, shastra, upanishadas, scriptures influenced our present world. Although indian society is multi cultural and multi religious. People are living together with peace and harmony .Indian culture is easily influenced by all the religions and different culture of the nations. eg. It is easily influenced by the Hinduism, Islam, Christianity, Jainism, Buddhism etc.. and each religion has its own philosophy though all are living together with as sense of Indianness. Today the impact of westernization some what change. You can see in Indian culture but it does not loose it essence.
4] Indian culture is philosophical in terms of ancient literature of Vedas, scriptures, Upanishads etc.. People still believe in law of karma. The ultimate aim of self realization. They also believe in metaphysics, Epistemology and Axiology. The main three pillars of philosophy. So Indian culture is philosophical which has been researched by foreigners.
5] Democratic Indian culture
Indian culture still gives importance to individual’s development and his freedom so that freedom and full development of all individuals are valued most. One and all are allowed full opportunities to develop their individuality to the fullest extent. For this each individual s provided education according to his needs, nature, and requirements. Nothing is forced from outside and nothing is imposed by virtue of any authority. Thus Indian society strongly believes in equality, fraternity, liberty and justice. These are the four pillars of democracy. All are promoted the sense of participation of various levels. To sum up democracy and secularism are the two main characteristics of Indian society.
6] Inclusive Indian culture
Indian culture is an inclusive culture wherein a wide range of people things, ideas etc..are included. That means Indian culture is an amalgam of almost 2 states .Each one has its own importance. They are varied in terms of language and culture of people .Thus, Indian culture is inclusive Indian culture.
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