Nowadays the importance of knowledge is very high. The more and latest one’s knowledge is, the more it influences others. Wherever he is, or wherever he goes, he gets recognition. Education gives sufficient knowledge to a person, updates him and makes him serious in terms of knowledge. In this form, we can consider the knowledge-goal of education as a ‘base goal’. Socrates said, “He who acquires true knowledge becomes perfect. Knowledge and Curriculum is the path of education-related race, on which the child achieves his personality development goal by running. Curriculum is the means by which the goals of education and life are achieved. It is a definite and logical sequence of study, through which the personality of the learner is developed and new knowledge and experience are acquired.
Nowadays the importance of knowledge is very high. Whose knowledge (information) is more and latest (up to date) the more it affects others. Wherever he is, or wherever he goes, he gets recognition. Education gives sufficient knowledge to a person, updates him and makes him serious in terms of knowledge. In this form, we can consider the knowledge-goal of education as a ‘base goal’. Socrates said, “He who acquires true knowledge becomes perfect.”
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Meaning and Definitions of Knowledge
Knowledge is awareness of reality and understanding of particular aspects. It is pure information known to reality by the process of reasoning. The traditional concept of knowledge is that for knowledge it is necessary to have the following three things-
(1) Truth
Truth is the foundation of knowledge. Knowing any untrue thing does not come under the category of knowledge. It is very important for it to be true.
The great philosopher Aristotle said, “To say of a thing that is not true, or to say that it is not in reality, is untrue. I am not really saying that it is not true.”
(2) Faith (Belief)
The second important point of knowledge is belief because a person cannot know anything about an object or subject in which he does not have faith. To say about something – “I know such and such thing but I do not believe that it is true, would be untruth.”
(3) Justification
Rationality is the third important quality of any knowledge. Any knowledge is considered true only then or people believe in it only when it is rational.
Following are the main characteristics of knowledge-
(1) Knowledge is like wealth, the more a man has, the more he desires.
(2) Knowledge is the means to reach the truth.
(3) Like religion, knowledge should also be experienced to know it.
(4) Knowledge is the basis of the principles of love and human freedom.
(5) Knowledge once acquired illumines beyond its own limits.
(6) Facts and values form the basis of the body of knowledge.
(7) Knowledge moves step by step, does not jump.
(8) Knowledge never ends.
(9) Information is the source of knowledge.
(10) Knowledge is power.
(11) Knowledge exists to impart it to others.
(12) Knowledge is the result of time.
(13) There is no limit to knowledge.
There are mainly three types of knowledge-
(1) A Posteriori Knowledge
This type of knowledge is based on our experience and observation. John Locke was the originator of this type of knowledge. According to his opinion, the mind of a child at the time of birth is like a blank strip (Tabula Rasa). As he gets experience. Writing starts on this strip. This means that knowledge keeps on increasing through experiences. Must provide a holistic experience for learning. The supernatural has no place in this type of knowledge.
(2) Experimental knowledge
Knowledge is gained through experimentation, such is the belief of pragmatists. One must try to convert an idea into practice and learn from the fruits that result from such an effort. According to this view, knowledge is not anything that we think can be finally understood by experience or observation, when we use methods such as induction. It is something that is active in experience, as an act that makes experience go forward satisfactorily.
(3) A priori knowledge
Knowledge itself is understood as perceptible. When principles are understood, truths are recognised, then there is no need to prove them by observation, experience or experiment. The philosopher Kant was the promoter of this ideology. According to him, general truths should be independent of experience, they should be clear and definite in themselves. Knowledge of mathematics is understood as prior knowledge.
The literal meaning of skill is skill, proficiency, dexterity or the state of being skilled. It is clear from the literal meaning of the word skill that if a person achieves proficiency in any work with dexterity or through his hard work and practice, then that person attains the state of skill in that work. And this state of skill is called skill. That is, we can say that when a person achieves proficiency in that work by repeating a work again and again, then it is called a skill.
Skill is not a one-time achievement but it is knowledge acquired through deliberate, sustained effort which is applied in complex situations. There are also different types of ways to do different types of tasks and when mastery is achieved in the way of doing these tasks, then it is called the skill of that work. The above facts highlight that skills can be of different types, for example – writing skills, driving skills, language skills, management skills, etc.
(1) Skills are helpful in modifying the behavior of the students. Each skill can be seen, heard and felt. It is possible to use all the skills in practice and these skills are clearly manifested in the teaching work.
(2) Each skill is indicative of a learning task. In other words, a skill refers to a specific pattern of learning tasks and is meant to achieve desired outcomes.
(3) The organization of skills shows how alert and aware a person is in the execution of action.
(4) Skill is helpful in analyzing teaching tasks. Analyzing the activities of teaching by them, special attention is paid to their structure. The skill of conducting the teaching process is an important unit.
(5) Skills prove helpful in clear thinking, interest of students, development of workshops, development of intelligence and personal balance.
(6) Increase the efficiency of skills which helps them towards achieving the objectives and they can easily achieve their objectives.
In short, it can be said that skills are very important for both the individual and the students. These skills are related to actions and behaviours, and they help in generating interaction situations. At the same time, they facilitate the students in learning and help in achieving the objectives.
Difference between knowledge and skill
| knowledge | Skill |
| (1) Children who acquire knowledge learn by using cognitive abilities.
(2) There is no need to motivate children to read facts, rules and principles to give knowledge. (3) Knowledge can take the child to a higher level of education. (4) In knowledge, the facts, principles and rules related to any particular can be accepted from different conditions. (5) No practice is required to acquire knowledge. (6) The form of knowledge is abstract and indirect. (7) Knowledge can be easily transferred to any child. (8) The nature of knowledge is in both theoretical and practical forms, but mostly knowledge reveals the cognitive path of the child. |
(1) Whereas children who acquire skills learn by doing.
(2) While children need to be encouraged and motivated to learn skills. (3) While through skill the child can attain proficiency in one area. (4) While the information and principles acquired in the skill can be used in the context of different situations. (5) Whereas practice is required to acquire skill. (6) While skill can be seen directly. (7) While the skill cannot be transferred to another child. (8) While skill is related to the functional side of the child. |
The English equivalent of information is derived from the Latin word inform are which means to inform or to shape the mind or to discipline, to teach or to teach. Another Latin word information is also the source of this word which means idea. The word information is derived from the verb inform are whose meaning has been explained above. The word inform is derived from a French word which also means to form or form an idea. Information is that fact, form which informs and answers some questions like what is it, where is it, when is it, where is it etc. Information is the form from which elements and knowledge are obtained.
According to the dictionary meaning of the word information is information, news or knowledge. It is the act or condition of reporting; it is the complaint that is given to the court and it is the result that is collected from a program according to specific instructions.
Information is a human idea. Being a social animal, man is directly related to human activities. When something is needed in the society, research is done on it, new hypotheses are born, new ideas enter the human mind. The sensations received through the five sense organs are then taken to the brain through nerves. The brain processes them like the CPU of a computer and forms an idea. New facts arise from this. These are known as information. It can be said that information is generated when there is an interaction between the knower and the known. In this way, when a man thinks or interacts, many information gets collected in his brain.
The same information or knowledge can be expressed in various ways such as orally, by signs, by documentary forms etc. No good information can be called effective until it reaches the recipient through proper communication channels. Defining information is a very difficult task. By the way, contemporary events are information. Facts, figures, data etc. are considered as information.
Various communication experts and information scientists have tried to define information in the following way:
(1) According to Rowley and Tanner, “Information is data that can be transmitted between individuals and each individual can use it.”
(2) J.H. According to Sherra, “The form in which information is used in biology and bibliography is called fact. It is a stimulus, which we present through our sense organs. It may be a single fact or a whole set of facts, however (it is a unit), it is a unit of thought.
(3) According to Berner, the exchange that takes place with the external world and when we establish harmony with it and on which we experience harmony, the name of its subject matter is called information. The meaning of life is to live with information actively and effectively.
(4) In the words of J. Baker, “The facts related to a subject are called information.”
(5) In Hoffmann’s view, “Information is a collection of statements, facts and figures.”
(6) According to Bell, “Information is related to news, facts, figures, reports, acts, tax codes, judicial decisions, proposals, and the like.”
Characteristics of Information
Every information has value. Many factors affect this value. These factors are the characteristics of ‘information’ which are as follows-
- Availability
Many times many information is not available at first but becomes available later. Information available later is new to the individual and proves to be very beneficial for the individual in decision making.
- Accuracy
Information must be accurate or relevant. Misinformation can harm any person or organization.
- Timeliness
The desired information should be made available very quickly. Information available late is not useful.
- Completeness
Only complete information can be beneficial. The information collected should be complete in all respects. Incomplete information can also be harmful.
- Presentation
Information should be presented effectively. This increases the value of information. Presenting information in a meaningful way can make it more effective and valuable.
Difference between knowledge and information
| knowledge | Information |
| 1. Knowledge is well organized.
2. Knowledge transforms into information. 3. Knowledge is based on information. 4. Knowledge requires cognitive and analytical abilities. 5. Knowledge is a fluid that is a mixture of experience, values, information and intuition. 6. Knowledge is true belief. |
1. Information is not necessary to be organized or not.
2. Information is a refined fact. 3. Information is based on facts. 4. Information does not require such abilities. 5. Information is a fact given in a context. 6. Information is a fact motivated by some context and purpose. |
Teaching is a social process. The word teaching is derived from the English word teaching, which means to teach. Teaching is a tripartite process, in which the teacher and the student, through the curriculum, achieve their form. That is, we call teaching only the exchange of ideas or mutual interaction between the teacher and the learner by making a subject matter a medium.
The narrow meaning of teaching is related to school education in which a child is brought to a certain place by a teacher in a specific environment and changes in his behavior according to the curriculum by certain teachers. In this, some knowledge or advice is given by the teacher to the student in the class.
In ancient times, education was teacher-centered, that is, the teacher used to give education to the children according to him, in which the interests and preferences of the child were not kept in mind. But in present times education has become child centered. That is, in the present time, education is given according to the interests and preferences of the child.
In the broad sense of education, everything that a person learns in his whole life is included. That is, the broad meaning of education is that in which a person learns through formal, informal and non-formal means. In this, the learner continuously develops all his powers from birth till death.
- According to H.C. Morrison, “Teaching is the process in which the more developed personality comes in contact with the less developed personality and the developed personality arranges for the further education of the less developed personality”.
- According to B.F. Skinner, “learning is a sequence of contingencies of repetition.”
- According to Burton, “Teaching is the motivation, direction, direction and encouragement to learn.”
- According to Raeburn, “There are three points of teaching – teacher, learner and subject matter. To establish a relationship between these three is teaching. This relationship helps in the development of the child’s powers.”
The nature of teaching can be explained in the form of the following statements-
(1). learning is an internal process.
It is operated for special work between the teacher and the students. In this, the process of teaching goes on in the classroom in which both the teacher and the learner are involved. If the teacher continues to give blank lectures and the learner remains a passive audience, then interaction will not be possible.
(2). Teaching is both an art and a science.
The nature of teaching is both artistic and scientific. The nature of teaching planning and evaluation activities is more scientific while the process side of teaching is artistic in which the teacher uses his skills. The presentational aspect of teaching is the art in which appropriate teaching skills are used by the teacher in such a way that the subject matter is well understood by the learners and other learning objectives are achieved. An element of entertainment is also given so that the teaching does not become monotonous.
(3). learning is a developmental process.
Children are developed through the teaching process and expected changes in behavior are brought about from them. Cognitive, affective and functional aspects are developed.
(4). learning is a continuous process.
Teaching is a continuous process which continues till the achievement of teaching-learning objectives. It has three aspects – action, teaching and evaluation.
(5) Teaching is a process of guidance
In teaching, efforts are made to develop the students according to their abilities. Thus the goal is directed.
(6). Teaching is a tripartite process.
Most of the educationists have called teaching as a tripolar process. According to Bloom, there are three aspects of teaching- (i) learning objectives, (ii) learning experiences and (iii) behavior change.
(7). learning is a purposeful process.
Activities of teaching are done to achieve some specific objectives. For them, it adopts the form of a planned process.
(8). Teaching is a social and professional process.
The process of teaching is done in the group of teachers and students only. It is absolutely necessary to have at least one teacher and one student. Teaching is a professional activity that people make a means of earning their livelihood, which are called teachers.
(9). learning is measured.
Teaching is measured in terms of teacher behavior. Measurement of teacher behaviors and analysis of behavior patterns are also done by observational methods.
(10). teaching is a science.
The skill of presentation of teaching is an art, but their actions can also be logically inspected and evaluated. This gives it a scientific basis.
Following are the functions of teaching-
1 To provide an organized and orderly form to the class.
2- Creating learning situations.
3- Analyzing the subject matter and work.
4- Motivating the student to learn.
5-To provide information about individual differences of students.
6- To develop children from ordinary to creative beings.
7- Diagnosing the learning problems of the students.
8 Understanding the initial behavior of the students.
9 Explaining growth, belief concepts and problems.
10 To conduct evaluation to check the final behavior of the students.
11- Preparation of course material.
12 Evaluation.
Teaching has the following characteristics-
- Aids in learning
Through teaching, students learn from the knowledge of various subjects. Education is an important requirement for the all-round development of the student. Teaching is the medium through which information about various subjects is provided to the learners.
- Information Communication
Teaching is an important source of learning. Teaching is a process that can take place in any environment and through which different types of information are communicated.
- Development of skill potential
Teaching plays an important role in developing skill potential in the learner.
- Helpful in changing the behavior of the students.
Teaching is helpful in changing the behavior of the learners. In the middle of teaching, the teacher gives various ancient and contemporary information to the students. Learners are motivated to behave according to the information they are given. Therefore, teaching is a process of behavior change.
- Building Better Relationships
Teaching means establishing a good relationship between teacher-learner ie curriculum. Teaching establishes a relationship between the teacher, the learner and the subject. Teaching builds social and democratic relations between teacher and learner and exchanges knowledge through interaction. John Dewey and Raeburn have described teaching as a tripartite process. These are tripartite — teacher, learner and subject.
- ACHIEVEMENT OF OBJECTIVES AND TARGETS
Objectives or goals can be achieved through proper teaching. Teaching is a purposeful process.
- Social Development
Teaching helps in the social development of the learner. Teaching takes place only between the teacher and the students. Both the individual and the society progress through good education. The best teaching happens with empathy.
- Helpful in Customization
Teaching is also helpful in adaptation. Teaching makes the student adaptable to the environment. It gives emotional stability to the student as well as enables him to adjust to the environment.
- Business Process
Teaching is a professional process. Many people consider it as a means of earning a living. It develops various skills in the student and makes him skilled for a particular occupation.
Teaching has many more features which are as follows-
1, Keeping a clear and definite aim of teaching.
2, Promote student responses.
3, To develop interest in the students towards the objectives to be achieved.
4, To encourage student leadership and responsibility.
5, Adapting the work to the ability and environment of the students.
6, To focus the attention of the students.
7, Providing new knowledge on the basis of prior knowledge.
8 Determining and correcting errors.
9 Measuring and evaluating the progress of the students.
10, Informing the students about the result of the examination.
11 Being honest of the teacher.
Need for and Importance of Teaching
1, Teaching is a skillful process. Teaching means imparting knowledge.
2, Changes are brought about in the attitudes and behaviors of the students through teaching.
3 Education is an important tool for the success of present and future life.
4, Provides scientific basis for designing instructional design.
5, Teaching is necessary to impart knowledge to the students.
6 Teaching provides information to students.
7 Teaching is necessary to develop various abilities and capabilities in the students.
8, Teaching exposes students to life experiences.
Training is an organized activity in which the knowledge and skills of people are increased and new relevant knowledge and skills are introduced to achieve certain objectives of the organization. In training, information is provided on meaningful and important elements of the business environment so that people can ensure effective performance of tasks. In this way, the ability, efficiency and skill of the person increases under training.
In simple words, training is the act of increasing the knowledge and skills of an individual to accomplish a particular job. Training is a short-term educational process and involves the application of a systematic and organized method by which a person learns technical knowledge and skills for a definite purpose.
In other words, training improves, changes and adapts an individual’s knowledge skills, attitudes, abilities and attitudes towards the work and needs of the organization. Thus training is a learning experience. In which it tries to bring about relatively permanent changes in an individual, thereby improving his work performance.
Some of the major definitions of training are as follows: –
Edwin B. According to Filippo– “Training is the act of increasing the knowledge and skills of an employee to perform a particular job.”
Dell S. According to Beach– “Training is an organized process by which people learn knowledge and/or skills for a definite purpose.”
According to Michael Junius– “Training is a process by which the attitudes, skills and abilities of employees are enhanced to perform a specific job.”
Based on the above description, the nature of training shows the following characteristics: –
1 Training is a continuous process.
Training increases the efficiency of the employees.
3 Training is an important responsibility of the management.
4 Training is the process of acquiring learning experience.
5 Training is a form of practical learning of a job.
6 Training is a systematic and pre-planned process of employee development.
7 Training is a purposeful investment of human resources, as it helps in the fulfillment of organizational goals.
8 Training is an important sub-system of human resource development and one of the basic operational functions for human resource management.
9 Through training, the knowledge and skills of the employees are enhanced, and their attitudes, interests and attitudes are changed.
Training is an important process. It plays an important role in the all-round development of the organization. It not only increases the productivity of the organization but also enhances the knowledge and skills of the employees and protects them from accidents. Through this, the resources of the environment are optimally utilized and while ensuring sustainable development, a positive direction is given to the development of the society and the nation. The importance of training can be understood under the following points:
1 Increase in the productivity and efficiency of the organization
A good training program enhances the quantity and quality of production. Works are being done faster, due to which productivity is increasing. Greater skill and knowledge reduce material wastage and degradation and reduce wear and tear of machines and equipment. Thus, efficiency increases through training.
2 Enhanced Security
The training program tells the right and easy way to do the work. These methods of working reduce the number and severity of accidents, thereby increasing the safety of machines and workers. Existing work inefficiencies, ignorance and bad habits among the employees are resolved or their level is reduced by training. This type of work increases the safety of employees.
3 Reduced need for inspection
In the training program, the employees are made aware of the proper method of working. Therefore, workers begin to do their jobs more efficiently and make fewer mistakes, thereby reducing problems and saving inspector time and labor.
4 Stability and flexibility in the organization
Training creates stability and flexibility in the organization. The personnel prepared through training take charge in the absence of skilled employees and provide stability to the organization. Thus, the activities of the organization continue with effectiveness.
Elasticity of the organization is the ability of the organization in which the employees of the organization adjust themselves according to the changes taking place in the organization in the short term. Flexibility is found in progressive institutions. There is a great need of such officers and employees in this type of organization, so that they can efficiently adjust to the progressive technological and practical changes in the shortest possible time. This is possible only through training.
5 Develop a sense of responsibility among employees.
A good training program develops a sense of responsibility among the employees. The trainer makes the employees aware of their responsibilities and motivates them to discharge them.
Difference between teaching and training
The difference between these two is shown as follows-
| Teaching | Training |
| 1. Teaching is an impersonal effect, it is an art and science and a logical process of solving the problems of learning, creating learning environment, motivating students, providing them with information and their | The training takes place by a person wiser than them whether in the class room, laboratory, play ground or any other place which leads to the development of inner powers, adjustment capacity, behavior and personality and individuality of the students.
2. Teaching generally leads to knowledge of information facts about different and areas. 3. Teaching is more related to the theoretical side. 4. Consciousness about an idea and knowledge is made available in teaching. 5. Knowledge is gained by teaching. 6. Teaching supplies general information to a large area. 7. Teaching gives the ability to acquire knowledge. 8. Teaching in general is used in schools. 9. Feedback is usually given to students about their success in teaching. 10. One who is taught is called a student. 11. The person who teaches is called teacher or teacher. 12. Teaching fills the mind of students with knowledge. 13. It has a long duration. 14. It is related to expansion of general knowledge in all fields. 15. It inspires to know others. 16. It is related to a subject area. 17. Many methods are used in teaching like speech method, textbook method, theoretical method, discovery method, experiment method, work method, project method, laboratory method etc. |
1. Training is the process of adding value and developing ability and knowledge in oneself or others, which leads to the development of ability, competence, growth, attitude, productivity, efficiency, etc.
2. Training enables a person to do his job more efficiently, quickly, economically, cheaply, effectively and successfully. 3. Training is more concerned with the practical side. 4. In training, understanding is given to apply the knowledge in reality. 5. Training enables one to work more efficiently. 6. Training gives complete knowledge. But the expansion is limited. 7. Training develops hidden abilities that are internal and acquired. 8. Training is generally practiced at the work place. 9. Feedback is generally obtained from the trainees in training. 10. The person undergoing training is called a trainee. 11. The person who imparts training is called a trainer. 12. Training develops habit and positive attitude towards work. 13. Duration of training is limited. 14. It provides in-depth specialized knowledge in a specific area. 15. It is the reason for doing or learning any work and it gets their inspiration. 16. It is related to the executive stage. 17. The methods of training are workshop, conference, game, drama, simulation etc. |
Literally the English equivalent of logic, Reason is derived from the Latin and French words reason, reason and logos, which are used interchangeably. Logos means speech or analysis. Reasoning is a mental ability due to which the power to reason is known. Reasoning is the process of telling the meaning of an object, event, situation or behavior etc. in which logic is applied, facts and behavior are given proper form and justified. Logic is a mixture of analysis, goal, basis, justified point, argument, validity, cause and effect, truth and falsehood and it is a basic principle which is related to thinking, cognition and intelligence.
(1) Definition of logic according to gates
Thinking in which pre-experiences are reorganized or incorporated in new forms and ways to solve a problem.
(2) Definition of logic according to Garrett
Logic is to think sequentially keeping an aim and goal in mind.
(3) Definition of logic according to man
Logic is the application of past experiences to solve a problem that cannot be solved using previous solutions alone.
Analyzing the opinions of the above scholars, we find the following characteristics related to logic-
- Definite goal
Reasoning power starts for achieving the goal. Human progress depends on the attainment of goals. Therefore, the goals of life are determined by thinking and logic.
- Slackness in response
Reasoning power begins with the laxity of reaction. When a person is unable to do any work, he makes different types of reactions but without getting success, he becomes relaxed and takes support of logic.
- Previous knowledge
In logic, prior knowledge, prior experience and prior experiences are analyzed. In these new methods of problem solving are born.
- Discovery of cause
In logic, the cause of an event is sought. The relationship between cause and effect’ is seen by finding answers to questions like ‘why, how’ etc. Finding the cause makes solving the problem easier.
- Use of learning method
Different methods of learning ‘by trial and error’, ‘by understanding’, ‘by imitation’, ‘by association’ etc. are used in reasoning. These methods are used sequentially so that the problem is solved correctly.
- Problem-solving
Logic is used for problem solving. As long as there are problems, logic will continue to be used.
The English equivalent word of the word Vishvas is Belief, which is made by adding two words be = life. The former meaning existence or state of being and the latter derived from the Indo-European word Lueb, meaning love. Therefore, Vishvas literally means ‘in love with’.
Faith refers to that condition in which there is certainty and there is no room for doubt. It means faith, belief, positive mental growth, assurance, certainty, acceptance and firmness. Belief can be individual or collective. Personal belief means faith, belief, attitude, certainty, assurance and firmness that a person has about another person, event, object. Collectives are the combined views of various in which a certain belief is held. It is a state of mind in which a person or group believes something to be true or real and for which no empirical evidence or validity is available. In other words, belief is a situation when a person believes something to be true or real when he does not have any valid valid basis to prove it.
Following are some definitions of Belief.
(1) In the words of Bennett, “Beliefs are at the root of who we are, what we do and the success we achieve.”
(2) According to William James, ‘Believe that life is worth living and your belief will help create this fact.’
(3) According to Franklin D. Roosevelt, ‘We are bound by hope, faith and belief that there is a better living world beyond the horizon.’
(4) According to Alexis Carrel, ‘Those who wish to rise as high as the human condition will permit must give up their intellectual pride, their belief in the supreme power of clear thinking and in the absolute power of reason.’
Difference between Reason and Belief
| Reason | Belief |
| 1. Literally the equivalent English word Reason is derived from Latin and French word raison which means conversation or analysis indicating the power of reasoning.
2. Reasoning is a mental ability that gives an indication of the power of reasoning. 3. Reasoning is the logical process of making sense, applying logic, validating and justifying facts and practices. 4. Logic, Reason, Rationality, Purpose, Analysis, Basis, Justify, Argument, Validity, Reason and truth and falsehood and is a mixture of basic principle and it is related to thinking, cognition and intelligence. 5. It is a process of fact checking. 6. It is the process of giving legitimacy and justification to facts and practices. |
1. The English equivalent word of the word Belief is made up of two words be = life in which the first means existence and the second has its source from the Indo-European word leubh which means love.
2. Belief signifies a state of mind in which doubt is absent. 3. Belief is the attitude of a person towards some true or false ideas. 4. Belief consists of belief, faith, feeling, certainty, truthfulness, assurance, firmness etc. 5. No investigation is possible in relation to faith. 6. There is no validity or authenticity in the matter of belief. |
Education and Human Resource Development
Education is very important in human life because education not only helps in changing our thinking but also gives us equal place in the whole society. The importance of education is not only to get the knowledge of four books, but the educated person takes education in his own behavior in a civilized way in life. Education builds personality, improves knowledge and skills and at the same time leads man towards civilization. An educated person knows well the difference between right and wrong, and at the same time his power of thinking and understanding is strong. Good education shows people the right path to achieve high status. Proper education gives a man the right opportunity to move forward in the future and also opens many avenues. Not only this but it gives the right way to live in the society and many options to fight the economic problems.
Education is very important to promote the progress of the whole nation, it not only gives us self-confidence but is also considered helpful in developing the intelligence of every person. To say that we are in such an era where today people can go till the moon, but even today there are such people somewhere in the society, who start giving respect to women by keeping them in veil more than education.
Due to such conservative thinking, the progress of women does not happen and if the progress of women is stopped in a country, then it can prove to be a harmful thing for the whole country, this is the reason that we should understand the importance of education because right education This is the only way to remove such conservative thinking and bring change in the society. That’s why it is very important for every person to take education so that every person can move forward on the path of progress and consider everyone as equal.
Swami Vivekananda – Man Making Education
Swami Vivekananda mainly emphasized on the education of man making. Man making means development of the child in respect of emotional, moral, humanity, character, physical, health etc. Here we are going to know in detail about Swami Vivekananda – Man making education with education development, philosophy, syllabus.
Life introduction of Swami Vivekananda
Swami Vivekananda was born on 12 January 1863. His home name was Narendra Dutt. His father Shri Vishwanath Dutt believed in western civilization. He also wanted to make his son Narendra run on the lines of western civilization by teaching English. Narendra’s intelligence was very sharp since childhood and the longing to get God was also strong. For this he first went to Brahmo Samaj but there his mind was not satisfied.
Shri Vishwanath Dutt died in 1884. The burden of the house fell on Narendra. The condition of the house was very bad. Kushal was that Narendra was not married. Narendra was a great guest-servant even in extreme poverty. Being hungry himself, he used to feed the guest, he himself used to lie outside in the rain all night getting wet and put the guest to sleep on his bed.
Hearing the praise of Ramakrishna Paramhans, Narendra first went to him with the idea of arguing, but on seeing Paramhansji, he recognized that this is the same disciple whom he has been waiting for many days. With the grace of Paramhansji, he got self-realization, as a result, Narendra became prominent among the disciples of Paramhansji. After retirement, his name became Vivekananda.
Swami Vivekananda had dedicated his life to his Gurudev Swami Ramakrishna Paramhans. In the days of Gurudev’s death, regardless of the delicate condition of his home and family, regardless of his own food, he was constantly present in the Guru’s service. Gurudev’s body had become very sick. Due to cancer, sputum, blood, phlegm etc used to come out from the throat. He used to clean all these very carefully.
Due to the glory of exclusive devotion and loyalty towards the Guru, he could best serve his Guru’s body and his divine ideals. He could understand Gurudev, he could merge his own existence in the form of Gurudev. May the fragrance of India’s priceless spiritual treasures be spread all over the world. The foundation of this great personality of his was such devotion to Guru, service to Guru and exclusive loyalty towards Guru.
At the age of 25, Narendra Dutt wore saffron clothes. After that he traveled the whole of India on foot. In 1893, the Council of World Religions was being held in Chicago (America). Swami Vivekanandaji reached there as a representative of India. At that time, the people of Europe and America used to look at the dependent Indians very inferiorly. There people tried a lot that Swami Vivekananda did not get time to speak in the Sarvadharma Parishad. He got some time due to the efforts of an American professor, but all the scholars were surprised to hear his views.
Then he was very welcomed in America. There was a big community of his devotees. He lived in America for three years and continued to provide the wonderful light of Indian philosophy to the people there. ‘The world would be orphaned without spiritualism and Indian philosophy’, this was the firm belief of Swami Vivekananda. He established many branches of Ramakrishna Mission in America. Many American scholars accepted his discipleship.
He left his body on July 4, 1902. They always address themselves as servants of poor. He always tried to brighten the pride of India in the country and abroad.
Swami Vivekananda’s attitude towards education
According to Swami Vivekananda, it was only through the process of education that it was possible to liberate Indian culture from its age-old sufferings, from its uncivilized conditions. The agony of decadence and poverty, social constraints such as age-old starvation, servitude, inaccessibility and inhumane practices associated with the act of religion (such as sati), and moreover, the absence of education had pushed the potential of the individuals. Think independently and make balanced decisions based on a fair assessment of social situations cast in some hazy foundation.
It was unrealistic to bring about social and monetary reform in Indian culture without developing the basic, rational frame of mind that Swami Vivekananda was working for. Without such a recovery, Swamiji firmly believed, the majority would not have the capacity to understand the assessment of the hereafter, which is the root and foundation of Indian culture. The way to the next world passes through the advancement of the social and material conditions of life. So to fulfill this objective Swamiji derived from Vedanta a social doctrine which was both dynamic and practical. Swamiji’s vision of another India was that of an India that was firmly established in supernaturalism, yet possessed all the attributes of a sophisticated, progressive society. To be established in the social environment, in the other world,
In the social milieu, the reformation of rational outlook suggests the advancement of a humanistic mindset that is unbiased and free from the grip of personal contradictions of place, network, caste, religion and nationality, and free from excessive, idiosyncratic beliefs. Practice.
It was Swamiji’s vital belief that such advancement of the human self could be accomplished through education, which included training of the physical and mental self, to elevate both to the highest profound dimension. Swamiji’s concept of Manav Nirman Shiksha, thus, gives a largely noble, optimistic and fair image of human identity.
Swami Vivekananda’s view on the education of man making
Swamiji clearly emphasized that man-making education should be purposeful and free from barely conceived goals. Education should be for all and should involve continuous development of identity, continuous development of character and subjective growth of life. Education must not necessarily consist in filling the mind, but in training the mind.
“We need that education by which character is formed, quality of mind is increased, intelligence is expanded and by which one can live without the feet of another.”
Swamiji did not favor the possibility that education should be based on examinations, preparing individuals for professions. It must take forever to train.
In the words of Swami Vivekananda – “The end of all education must be man-making. The end and point of all training is to influence man to grow. That training by which the current and expression of the will is brought under control and ultimately productive What is created is called education.
This vision of education was in consonance with the advanced need, though markedly different in relation to the old system of Indian education.
The vague and anachronistic system of traditional education continued to be an acute complication for Swamiji’s dynamic and comprehensive conception of education. This framework was described by an invariable framework, which was inherent only to privileged societies or the two-hypothetical status quo. The structure of its expert association was hereditary and closed. The work of teachers and students was subjective descriptive. This framework did not allow for justification. It is said that the traditional structure of education rested on a firm belief in the doctrine of the chain of command created by Hinduism. Accordingly, the innate good and subjective qualities of humans were thought of progressively i.e. in higher or lower stations corresponding to their introduction to the world. People belonging to higher positions were expected to have magnetic good blessings to a greater extent than those of lower status. The concept of pecking order of attractive characteristics in human tendency moves towards a lower level of non-egalitarian mindset. Thus, a master or instructor must certainly be a brahmin.
This kind of closed social demand especially in the field of education revolted Swamiji’s cognition. This request went against the innate human inclination to chance and the free modification of human identity according to one’s will. It undermined essential human dignity and awareness and held individuals back even when they were ready to make good achievements.
Looking at the condition of Indian culture at the time of Swamiji, it can be well said that the need for a new system of education was acute. It was important that the framework embodies a system of values that is simple, logical, broad-based and compassionate. In addition, it should have the capacity to meet the general needs of man and society. It should include standards of opportunity, fairness, humanism and a refusal to trust in authoritative opinion. It should expand the cognition of man.
Factors responsible for the decadent condition of Indian society
Swami Vivekananda believed some elements behind the corrupt condition of Indian culture, which he tried to remove through the present education. He refers to these situations as follows.
- Ignore the past
Due to such forgetfulness, Swamiji was of the view that Indian culture has become dead in the way of speaking. He has said thus, “Nowadays everyone blames those people who are always thinking about their past. It is said that looking back into the past is the cause of all India’s misfortunes.” Contrary to what might be expected, it appears that the opposite holds true. As long as they ignored the past, the Hindu country remained in a state of confusion; And when he began to examine his past, a whole new life appeared on all sides.
- Narrowing Our Viewpoint
The degeneration of the mind was attributed to the narrowing of the range of our activities. Swamiji says thus, “We fail to compare things and different countries, fail to stamp out the workings around us, that has been an incredible reason for this degradation of the Indian mind.”
- Perversion of religion
Swamiji explained how the great religion of India, Hinduism, has turned itself into a kitchen religion of ‘don’t touch’ and shallow rituals. The elders neglected to understand the nature of dharma and focused on minor activities for dharma for a long time. Swamiji has said, “There is a danger of our religion entering the kitchen. We are neither Vedantists, nor are most of us now, nor Puranic, nor Tantric. We are simply ‘not to touch’. Our religion is the kitchen. .
- Torture on the public
Swamiji wanted the Indian people to be brought out of numbness, subordination and longing. He bluntly said, “I think the greatest national sin is the neglect of the majority, and this is one of the causes of our ruin. No, the remedy of legislative issues will do no good unless India has a majority.” ” Again knowledgeable, encouraging in every way and very considerate. They pay for our education, they build our temples, but they get kicked as a result. They are our slaves for all intents and purposes. We must work for them if we are to recover India.”
- Neglect of women
Pointing to what Swamiji Mann has said, ‘Where women are respected, the gods are satisfied’, he says that the incredible contradiction that has been created among the people is beyond comprehension. Vedanta has declared that there is the same enlightened soul present in every living being, then why should humans cling to contradictions. Swamiji hated calling women, ‘terrible insects’, ‘the gateway to the fire of hell’ etc. In the woman he saw the living example of the Divine Mother.
- Lack of self confidence
Swamiji said, the long subjugation under the foreign standard has freed the Indian man from self-confidence. He has said, “Being a defeated race, we have forced ourselves to believe that we are weak and that we have no freedom in anything. Shraddha is lost? We have to bring back true Shraddha afresh.” We have to instill confidence in ourselves, and only then, we will gradually understand all the problems facing our country.
- Lack of self-help
Swamiji was of the view that the entire national character was one of childish dependence. He has said, that…. “If you cannot help yourself then you have no right to live.” Look to others for help.” Without the mindset of freedom, no country or individual can progress. The ability to make decisions independently as an individual of human culture is the mark of progress.
- Laziness, childishness and desire
Swamiji was strongly condemning the tendency of not coming together. He believed that speaking like a parrot about the importance of Indian culture is not going to lead to ideal reform as per the consensus of the general public. He has clearly stated, “We are lethargic, we cannot work, we cannot unite, we do not love each other; we are too childish, the three of us without hating each other, Can’t get along without being jealous.” each other’s This is the condition we are in – a pitifully disorganized mob, largely narrow minded, fighting each other for far too long to put a certain check on our temple one way or the other Or not,
- Lack of organization capability
Swamiji highlighted the extraordinary importance of the border in relation to organization, pointing to the fact that forty million British could drive three hundred million Indians past the British in light of the concrete closeness of the border in relation to organization.
- Lack of professional integrity
Swamiji saw that the business spirit of the Indian people was not efficient enough. For example, individuals were not strict in keeping accounts. Strict mercantile principles were not laid down, in light of which there was no spirit to keep the fellowship away from mercantile dealings.
11 Lack Of Love
Swamiji strongly condemned the act of treating a section of the general public as caste outcasts and separating them from the social mainstream. He felt that this training in itself was counterproductive and regressive and, subsequently, an insurmountable obstacle to the reformation of society. He has said, “No man, no nation… can live by scorning others. India’s fate was sealed the day he invented the word mlechha and stopped associating with others.” Was.”
To achieve social and monetary advancement Swamiji says – “What we need is to consider, independent of foreign control, the various parts of learning which are our own, and with this the English language and western science; and everything else is needed to build up industries so that the people, instead of looking to the administration, may win enough to accommodate themselves, and save some for a rainy day.”
Swamiji’s outlook on education reflected his Catholic and rational mindset, in which he saw education as a specialist in the financial and material advancement of the masses, yet as a leading driver that leads man socially and morally. makes it commendable. Person The possibility of revealing through education the impunity inherent in man’s knowledge is also noteworthy on the ground that this revelation enhances the impunity of the general public of which he is a part. Swamiji’s concept of advancement of knowledge of man from the socially useful dimension of life to the good and finally to the most wonderful transcendental dimension through the teaching of man-making gives us a largely noble, idealistic and appropriate image of human identity.
Child-centred education is in a way a rebellion against subject-centred education. Child-centred education seeks to provide a natural flow and spontaneous development of the child’s activity. He should be allowed to enjoy complete freedom of action, provided he does not interfere with the freedom of others.
The teacher’s role is that of a willing observer and at most a guide who encourages, advises and enthuses the child when needed. The child is driven to activity by his own felt needs and inner motivations. Learning takes place when he tries to satisfy his needs and gives expression to his motivations. Here immediate aims and interests are the motivating factors, which may vary with the situation, Modern education is child-centred.
Child is the center of the entire education process. Great philosophers at different times emphasized on this. The role of the teacher is that of a guide and supervisor to provide complete freedom to the child to develop naturally. Child-centered education is the ideal system to reveal the hidden talent of the child. Education in this process is not an extra venal imposition but a natural stimulus for the growth of the child.
Mahatma Gandhi’s attitude towards education
The education system proposed by Mahatma Gandhi is called “Basic Education”. His main goal is education in mother tongue and he said to give entrepreneurship education to children to make them skilled and independent. Gandhiji wanted to create small, self-sufficient groups, the ideal civic cooperation being small and all hardworking, romantic and generous individuals living in community. His wish was that the children should be taught some local craft so that they could develop their mind, body and soul and also fulfill the glimpse of their future life through the medium. Such Gandhian startup ideas provide solutions to the persistent problems of unemployment, penury, poverty and many more for development.
Mahatma Gandhi was born on 2 October 1869 in a Hindu family in Porbandar, Gujarat. He was named Mohandas by father Karamchand Gandhi and mother Putlibai, from which his full name became Mohandas Karamchand Gandhi. Mahatma Gandhi’s mother was a very religious woman, so she was brought up in a Vaishnavism family and was deeply influenced by Jainism. This was the reason that he had introduced its main principles like non-violence, self-purification and vegetarianism in his life.
Mohandas was an average student from the point of view of education, but he also received awards and scholarships from time to time. He was very promising in English subject, but his performance in subjects like Geography was not that good. At the same time, he was a middle class student in arithmetic and he did not get good comments even in the matter of handwriting.
Although Gandhi ji used to serve his parents, help his mother in household chores, obey orders, go for walks, but you will be surprised to know that Mahatma Gandhi did this during the rebellious times of his life. Also adopted secret atheism, smoked and consumed non-vegetarian food. But after that he never repeated all these things again with a firm determination never to repeat them in life. Gandhiji accepted Prahlada and King Harishchandra as ideals.
Mahatma Gandhi was married only at the age of 13. When he was studying in school, he was married to Kasturba Makhanji, the daughter of a merchant from Porbandar, and at the age of just 15, Gandhiji became the father of a son. But that son could not survive. In this way Gandhi ji had a total of four sons Harilal, Manilal, Ramdas and Devdas. After marriage and at the end of school life, after studying for a few days in a college in Mumbai, he went to London and his further education was initiated in London. After 3 years of education, he became a barrister. After this the real journey of his life started which started from non-violence movement till he became the father of the nation, and continued till his life….
Gandhiji returned to India in 1914. The countrymen gave him a grand welcome and started calling him Mahatma. He spent the next four years studying the Indian situation and preparing people who could join him in removing the social and political evils prevalent in India through Satyagraha.
In February 1919, he opposed the British on the Rowlatt Act law made by the British, under which there was a provision to send any person to jail without trial. Then Gandhiji announced the Satyagraha movement. This resulted in a political earthquake that shook the entire subcontinent in the spring of 1919.
Taking inspiration from this success, Mahatma Gandhi continued to oppose Satyagraha and non-violence in other campaigns for Indian independence, such as ‘Non-cooperation Movement’, ‘Civil Disobedience Movement’, ‘Dandi March’ and ‘Quit India Movement’. With all these efforts of Gandhiji, India got independence on 15 August 1947. Such a great personality, Mahatma Gandhi was shot dead on January 30, 1948 by Nathuram Godse at Birla Bhawan in New Delhi.
People knew about peace and non-violence even before Mahatma Gandhi, but the way he forced the British to leave India by following the path of Satyagraha, peace and non-violence, no other example of that can be seen in world history. His journey from the non-violence movement till he became the father of the nation, and continued throughout his life….
Life philosophy of Mahatma Gandhi
There is no other example like Gandhiji’s philosophy of life in the history of mankind. We find four important elements in his life.
- Truth
‘Truth’ is the best principle in Gandhiji’s principles. There are many principles involved in this. Gandhiji’s whole life is an experiment for truth. Gandhiji’s truth is absolute truth, according to him truth and God are the same thing. Truth in thought must be truth in speech and truth in action if that was his philosophy.
- Nonviolence
Mahatma Gandhi did various experiments with non-violence and got freedom for India on the strength of non-violence. He had only one principle related to non-violence that “If someone slaps you on one cheek, turn your other cheek to him. ,
- Fearlessness
Giving a broad meaning to fearlessness, Gandhiji has written – Fearlessness means freedom from all binding fears, such as fear of disease, fear of losing reputation, fear of physical injury, fear of death etc.
- Satyagraha
By Satyagraha, Gandhi meant reliance on the force of truth. He also called it self-confidence. He did not allow the use of force on his opponent, but patiently and sympathetically wanted to remove him from the wrong path.
Education philosophy of Mahatma Gandhi
Mahatma Gandhi’s philosophy of education is inspired by the all-round and best development of human body, mind and soul. According to Mahatma Gandhi, education is that which develops the body, mind and soul of the child. Gandhi ji believes in liberation as the ultimate aim of human life; liberation means physical, mental, economic, political and spiritual.
Friends, Gandhiji was one of the people with an influential personality. Gandhi ji is called by the name of Father of the Nation in India and by the respected name like Bapu. Today we will know about the educational thoughts of such a great person.
Most of the people consider Gandhiji as a great politician, but his contribution in various fields of life and society is invaluable. He gave birth to social revolution along with political revolution and gave a major place to education in it. He was a great educational thinker. The ‘Basic Education System’ is a practical form of his educational ideas.
Wardha Education Scheme is also known by the names of ‘Basic Education’, Basic Education’, ‘Nai Talim’. But it is more popularly known as ‘Basic Education’. ‘Basic’ means fundamentals, because this education scheme was based on the national culture and civilization of India. It was also expected that this education plan would be closely related to the basic needs and interests of the student and that this education would provide the student with such knowledge that he would be able to make proper relation with the environment and use his knowledge in this work. Will help. It was also expected that the focal point of this education scheme would be some crafts, the learning of which would help the student to solve the problem of his livelihood.
Gandhi ji presented his thoughts regarding education, “The one who makes you capable of liberation, that is education.” Therefore, the one who does not purify the mind, does not teach the mind and senses to work in the lineage, does not create fearlessness and self-reliance, does not show the means of livelihood, does not generate enthusiasm and ability to live in freedom from slavery, whether in that education No matter how much the corpus of knowledge, skill of logic and proficiency in language are present, it is not education. In relation to education, Gandhiji also said- “By education I mean the expression of all that is best in child and man, in body, mind and soul as a whole. Literacy is neither the end nor the beginning of education. It is one of the means by which man and woman can be educated. Literacy itself is not an education.
Gandhi ji wanted that every person in India should be educated. He did not consider mere literacy as education. They did not even accept it as knowledge or medium of knowledge. In his words, “Literacy is neither the end nor the beginning of education. It is only one of the means by which man and woman can be educated.”
Initially, basic education was accepted in the following form-
(1) Arrangements should be made for free and compulsory education for all the children of the country at the national level.
(2) The medium of instruction should be the mother tongue.
(3) The center of education should be a productive handicraft.
(4) Gradually the cost of teacher’s salary will also come out of the education system.
(5) Special importance should be given on labor and hard working spirit should be generated.
(6) Education should be according to the environment of the child.
(7) The child can become a good citizen.
(8) The education of crafts should be given in such a way that children can earn their livelihood by it.
(9) Along with economic importance in the education of crafts, its social and scientific importance should be given place.
(10) The things made by the children should be used and economic benefits should be made from them, the expenses of the schools should be met.
Objectives of education according to Gandhiji
(1) Physical development
According to the education philosophy of Mahatma Gandhi, physical education should also be provided to the students. Education should be such that the child’s body should be developed because according to him, a healthy mind is formed only in a healthy body, that is why first of all he emphasized on physical development. Gave.
(2) Mental and intellectual development
According to Gandhiji, just as a child needs mother’s milk for physical development, in the same way education is needed for mental development.
Personal and social development – Gandhi ji emphasizes on the development of individual, society and nation, social development means that spiritual development is possible only by love of man in society and service to mankind.
(3) Cultural development
Gandhi ji used to lay special emphasis on the need of knowledge of culture for spiritual development, according to him, culture has an important role in education philosophy.
(4) Moral and character development
Gandhi ji, through education, the qualities of truth, non-violence, celibacy, tastelessness, non-attachment and dependence etc. should be developed in the child.
(5) Professional Development
Gandhi ji used to emphasize on vocational education for the freedom of economic development lack and wants to make man self-reliant, that is why he emphasizes on handicraft and industry.
(6) Spiritual development
Gandhi ji considers liberation, self-realization and self-realization as the ultimate aim of human life. Gandhi ji gives equal emphasis on knowledge, work, devotion and yoga, it gives concrete form to non-violence and satyagraha.
(7) Curriculum
Basic education from 1 to 8 in this handicraft, industry, mother tongue, practical mathematics, social subjects, general science, music, painting, health science and conduct education.
(8) Establishment of Sarvodaya Samaj
Man is a social animal; Therefore, there should be social development of man through education, but Gandhiji had a specific meaning from social development. He wanted to build a society in which no one would exploit anyone, everyone would love each other, everyone would cooperate with each other, everyone would be helpful in each other’s progress, everyone would rise.
(9) Development of citizenship
From the point of view of the nation, a person is called a citizen. It is necessary for the citizens of any nation to follow the rules of the nation, be sensitive to the nation, perform their duties, protect their rights. This is the main objective of any national education system. Basic education being a national education scheme, it is natural to have this objective.
Basic principles of basic education
Basic education was developed on the following basic principles-
(1) The principle of making education compulsory and free
Gandhiji considered education as the birthright of man. He has clearly said that depriving any child of the right to education is a violation of his rights, this act is untrue and violence on human criteria. First of all, he emphasized that the state should make arrangements for compulsory and free primary education for all children in the age group of 7 to 17 years.
(2) The principle of making mother tongue the medium of instruction
Gandhi ji made it clear that children have a natural right on the mother tongue, through which arrangements for mass education can be made. This is the reason why in basic education the principle of making mother tongue the medium of expression as the medium of instruction was accepted.
(3) The principle of focusing education on handicrafts
Gandhi ji had many ideas behind focusing education on a handicraft or industry. Firstly, he wanted to tell the importance of labor to the children. Secondly, he wanted to make children self-reliant, to enable them to earn their livelihood. Thirdly, he wanted the rise of all. Fourthly, he wanted to connect education with the life of villages, and fifthly and lastly, he wanted to make education self-reliant. Wanted to deduct the expenditure of the schools from the production done in the schools.
(4) Principle of making education self-reliant
Gandhiji was faced with the question of universal, compulsory and free primary education and at that time the state did not have the means to arrange it; Therefore, he emphasized on making education of handicrafts compulsory in schools. He estimated that the expenditure of the schools would be covered by the goods produced by the children.
(5) Principle of truth, non-violence and Sarvodaya
Gandhiji was a worshiper of truth and non-violence. They considered any kind of exploitation in the society as violence and at that time the English educated people were exploiting the common people. That’s why Gandhi ji accepted the principle of equal education for all, there will be no difference between big and small, no one will exploit anyone, everyone will get equal opportunities for their upliftment.
(6) The principle of developing knowledge as a unit
If we look at it from a physical point of view, then there is only one goal of education – to prepare man for real life. Then all the subjects and activities of the curriculum should be related to the real life of man. From this point of view, Gandhiji had emphasized on developing knowledge as a complete unit. This thought of his gave birth to the integration method of teaching. Psychologically also, knowledge is a complete unit, it should be developed as a complete unit only.
The aim of the Basic Education Scheme is the development of the complete individual – the development of his physical, intellectual, moral and spiritual powers in the best possible way –
(1) Basic Crafts
Such judicious skilling should be acquired in the chosen craft, which would help the students to use it as a vocation after completing their course. The following can be selected as basic handicrafts in different schools-
(i) agriculture, (ii) spinning and weaving, (iii) carpentry (wood craft), (iv) horticulture of fruits and vegetables, (v) fishery (fish) farming, (vi) leather work, ( vii) potter’s work, (viii) any other handicraft according to the geographical environment of the area
(2) Mother-tongue
Mother tongue is to be used as a medium of instruction in schools, as it is an effective means of expression and exchange of ideas. Proper teaching of mother tongue is the basis of all types of education. Without the ability to speak effectively and to read and write accurately and clearly, no one can develop clarity of thought or ideas. Apart from this, it is a means of introducing the child to the invaluable cultural tradition of the thoughts, feelings and aspirations of his society, therefore it can be made an invaluable means of social education and at the same time moral ideals can be inculcated in the mind. . Mother tongue is also a natural means of expression for the child to express his aesthetic understanding and appreciation and if the right approach is adopted, the study of literature becomes a source of joy and creative appreciation.
(3) Mathematics
The goal is to develop in the student the ability to solve simple numerical and geometric problems quickly, arising in relation to his handiwork and his home and social life. Students should also acquire knowledge of business law and finance. Mathematics should have a reciprocal relationship with life situations and basic handcrafts. Mathematics is a very useful subject for daily life.
(4) General Sciences
General Science includes the following— (i) Nature Studies, (ii) Botany, (iii) Zoology, (iv) Chemistry, (v) Astronomy, (vi) Elementary Health Sciences, (vii) Lives of famous scientists- Knowledge of stories should be imparted.
(5) Drawing
The aims are (i) to train the eye to observe and distinguish between shapes and colours, (ii) to develop the memory to remember shapes, (iii) to see what is beautiful in nature and art to inculcate in them a knowledge and appreciation, (iv) to develop an ability for tasteful design and decoration, (v) to develop an ability to make working drawings of things to be manufactured.
(6) Music
The goal is to teach many melodious songs to the students and inculcate in them a love for melodious music. The child’s natural sense of rhythm should be developed by teaching him to beat with his hands. Running along with a definite goal can be helpful in achieving it. Attention should be paid to the selection of only the best and most inspiring songs. Special emphasis should be given on group singing.
Time Table for Basic Education
| Subject | Time |
| Basic craft
Mother toungue Music, Painting and Mathematics Social Studies & General Science physical education vacation time
sum (time period) |
3 hours 20 minutes
40 minutes 40 minutes 30 minutes 10 minutes 10 minutes
5 hours 30 minutes |
Teaching method of basic education
In basic education, instead of traditional narration and book system, emphasis has been laid on activity oriented teaching method. The main features of this method are-
(1) Activities and experiences are given the most importance in basic education. Children are given opportunities to observe nature and participate in social activities, thus providing opportunities for hands-on experience and learning by doing.
(2) In basic education, all subjects and activities are taught by relating them to each other, this is called co-relation method. In the beginning, the basis of co-relation was kept only on a handicraft or industry, later it was allowed to make natural environment or social environment as its basis. In this method, children acquire real knowledge and skills by participating in real activities in real situations and acquire them all as a complete unit.
(3) In basic education, real knowledge is imparted to the children through real activities of life.
(4) In basic education, knowledge of mother tongue is also taught naturally- first oral language (listening-speaking) is taught, then written language (reading and writing) is taught.
(5) Children are provided with free opportunities for self-expression in basic education.
student
The student is the center of the process of education. According to Gandhiji, students should be disciplined and they should follow celibacy. Gandhi ji used to give complete freedom to the children for their personal development, but keeping in view their social and spiritual development. Gandhi ji used to emphasize on the development of physical, mental, intellectual and spiritual strength in children and to make them self-reliant. According to them, only such a person can do good for himself and the world. According to Gandhiji, students should be self-controlled as well as curious.
Teacher
Much of the success of Mahatma Gandhi’s ideal education depends on the teachers. Therefore, teachers should be such that they are full of human qualities, increase children’s curiosity and curiosity, guide their feelings, interests and needs and solve their worries and problems. They should have full knowledge of local conditions so that they can successfully use local businesses, handicrafts and industries for education. According to Gandhiji, teachers should become trustworthy of children and they should try to fulfill their responsibilities completely. Although Gandhiji did not believe in teacher-centred education, but he considered the teacher as a friend, counselor and guide of the child and wanted him to develop all human qualities in the child in a friendly manner.
school
Gandhiji wanted to organize the school as a community center. According to him, schools should be such centers where there is all-round development of the students, who serve the society and who cooperate with the society. The organization of the school should be in such a way that they can become self-sufficient, that is, the expenses of the school can be recovered from the products of handicrafts.
Discipline
Gandhiji accepted the need for discipline, but he was of the opinion that discipline should be self-motivated. He opposed corporal punishment for discipline and was not in favor of imposing discipline from above or outside. They expect the teachers to impress the children with their self-confidence and ideals and the children should adopt high ideals by following them. In this way, Gandhiji considered self-discipline to be supreme through self-control.
Gandhi ji has an important contribution in the field of education because the basic education propounded by him is prevalent in India even today. He developed a plan to train the hand, heart and brain. He made the social environment a medium of education to improve the society.
Created a curriculum based on manual skills to achieve the objectives of education. He emphasized on learning by doing. It is expected from the teacher to guide the children by treating them with love and sympathy. Apart from this, he expressed views on public education, adult education, women’s education and religious education. In relation to his educational ideas, M.S. Patel said that “Gandhiji’s philosophy of education is naturalistic in plan, idealistic in aims and pragmatist in working method.”
Rabindranath Tagore’s attitude towards education
Tagore has taken the meaning of the word education in a broad sense, he has written in his book ‘Personality’ – “The best education is that which harmonizes our life with the whole creation.” “The highest education is that which make’s in our life harmony with all existence.” By holistic view, Tagore means all the four and fixed, inert and animate, living and non-living things of the world. Our life can be in harmony with these things only when all our powers are fully developed and reach the highest point, this is what Tagore has called complete humanity. The function of education is to bring us to this state. From this point of view, according to Tagore, education is a process of development. It develops man physically, intellectually, economically, professionally, religiously and spiritually. Therefore, in Tagore’s view, the form of education is very broad. In the broad sense of education, Tagore has kept in mind the ancient Indian ideal of education. That ideal is ‘Sa Vidya Ya Vimuktaye’. According to this ideal, education liberates man from life and death by giving him spiritual knowledge. Tagore has also given a comprehensive form to this ancient ideal of education. He says that education liberates man not only from transportation but also from economic, social, political and mental slavery. Therefore, man should collect that knowledge through education which has been accumulated by his ancestors, this is the true education. Tagore himself has written – “True education consists in making use of every piece of useful knowledge accumulated, in knowing the true nature of that part and in building a true shelter for life in life.”
Biography of Rabindranath Tagore
Gurudev Rabindranath Tagore was born on 7 May 1861 in Kolkata. Rabindranath Tagore was a poet, novelist, dramatist, painter, and philosopher. Rabindranath Tagore was the first person from Asia to be awarded the Nobel Prize.
He was the thirteenth child of his parents. In childhood, he was fondly called ‘Rabi’. At the age of eight he wrote his first poem, at the age of sixteen he started writing stories and plays.
In his life, he wrote one thousand poems, eight novels, eight story collections and many articles on various subjects. Not only this Rabindranath Tagore was a music lover and he composed more than 2000 songs in his life. Two songs written by him are today the national anthems of India and Bangladesh.
For 51 years of his life, all his achievements and successes were confined to Kokata and its surrounding area only. At the age of 51, he was going to England with his son. While going from India to England by sea route, he started translating his poetry collection Gitanjali into English. He had no intention behind translating Gitanjali, just to pass the time he started translating Gitanjali. He translated Gitanjali into English in his own hand in a notebook.
While disembarking in London, her son forgot the suitcase in which she had kept the notebook. This historical masterpiece was not destined to disappear in a locked suitcase. The person who got that suitcase himself delivered that suitcase to Rabindranath Tagore the very next day.
When Tagore’s English friend Chitrakar Rothenstein in London came to know that Gitanjali had been translated by Rabindranath Tagore himself, he expressed his desire to read it. After reading Gitanjali, Rothenstein became infatuated with her. He told his friend W.B. Told Yeats about Gitanjali and gave him the same notebook to read. What happened after that is history. Yeats himself wrote the preface to the original English version of Gitanjali. In September 1912, a limited number of copies of the English translation of Gitanjali were published in collaboration with the India Society.
The book was well received in the literary circles of London. Soon the melody of Gitanjali’s words mesmerized the whole world. For the first time the western world saw a glimpse of Indian Manisha. Rabindranath Tagore was awarded the Nobel Prize in 1913, a year after the publication of Gitanjali. Tagore was not only a great creator, but he was the first person who worked as a bridge between the Eastern and Western worlds. Tagore is a great beacon of literature, art and music, not only of India, but of the whole world, which pillar will shine till eternity. Rabindranath Tagore died on 7 August 1941 in Kolkata. This was an unprecedented loss to Indian literature.
Education philosophy of Rabindranath Tagore
Tagore’s family background was very rich in terms of philosophy, science, art, music, poetry, prosperity. His family was the center of various social and cultural movements. Tagore had the ability to grasp anything quickly, which made him a great educationist and litterateur.
Tagore discovered the principles of education from his own experience and started new experiments in Indian education. He mixed Indian and Western ideas and invented his own educational principles. At the time when foreign education was being blindly followed in India, at that time he refused to adopt foreign education completely.
During Tagore’s time there was a sense of kindness and love in the society. He was a naturalist but he had his own principles. He wanted to see the society move forward. The philosophy of ‘mysticism’ is also seen in his philosophy of education. He strongly opposed the fall of human values and wanted to save mankind. He was also a humanist educationist.
Meaning of education according to Rabindranath Tagore
Tagore has taken the meaning of the word education in a broad sense, he has written in his book ‘Personality’ – “The best education is that which harmonizes our life with the whole creation.” “The highest education is that which make’s in our life harmony with all existence.” By holistic view, Tagore means all the four and fixed, inert and animate, living and non-living things of the world. Our life can be in harmony with these things only when all our powers are fully developed and reach the highest point, this is what Tagore has called complete humanity. The function of education is to bring us to this state. From this point of view, according to Tagore, education is a process of development. It develops man physically, intellectually, economically, professionally, religiously and spiritually. Therefore, in Tagore’s view, the form of education is very broad. In the broad sense of education, Tagore has kept in mind the ancient Indian ideal of education. That ideal is ‘Sa Vidya Ya Vimuktaye’. According to this ideal, education liberates man from life and death by giving him spiritual knowledge. Tagore has also given a comprehensive form to this ancient ideal of education. He says that education liberates man not only from transportation but also from economic, social, political and mental slavery. Therefore, man should collect that knowledge through education which has been accumulated by his ancestors, this is the true education. Tagore himself has written – “True education consists in making use of every piece of useful knowledge accumulated, in knowing the true nature of that part and in building a true shelter for life in life.”
Aims of education according to Rabindranath Tagore
Following are the main objectives of education determined by Tagore-
- Physical development
Tagore believed that a healthy body is essential for a healthy mind. Therefore, he emphasized that physical development of the child is the first objective of education. He used to say that if necessary for physical development, study should be left for some time. For physical development, Tagore emphasized on nutritious food by climbing trees, diving in ponds, plucking fruits and doing many types of mischief with Mother Nature, saying that sports and exercise are necessary.
- Mental development
According to Tagore, the true education is to try to know the living person directly. Not only does one get some knowledge from this, but the power of knowing is developed, which is impossible through the lectures given in the class. He believed that mental development is possible only when knowledge is acquired directly in real life situations. For this, the child should get more and more opportunities to do natural activities.
- Moral and spiritual development
Being an idealist, Tagore emphasized that the aim of education should be moral and spiritual development. In his writings, he has discussed many moral and spiritual values and has told inner strength, self-discipline, patience and knowledge to be absolutely necessary for its attainment.
- Development of all powers
Tagore believed that the main aim of education is to develop all the latent powers in the child. Tagore was a great individualist. Therefore, he used to give special importance to the overall development of the person. He was biased towards giving respect and freedom to the individual. Apart from this, he considered the purpose of education to provide freedom to the mind of a person, so that he can develop independently through other means other than bookish knowledge.
- Social development
Tagore was an individualist as well as a socialist. The more importance he gave to the development of a person and his personality, the more importance he gave to society and social service. He considered his social development necessary for the spiritual perfection of a person. Therefore, through education, wanted to tie the person in such a social bond that the person would strive for social development. Therefore, he gave more importance to collective work and public service in his organization.
- Development of nationalism
Being a nationalist, Rabindranath Tagore considered education as the best and successful means of national awakening. Through his thoughts, writings and poems, he attracted people towards patriotism and made them feel national unity.
- Development of international attitude
According to Tagore, the ultimate aim of education is to generate consciousness towards the international society in the child. He wanted to establish unity in the world. Therefore, he wanted that through education, the child should be bound in the bond of the international society, so that he would keep trying for the development of the international society.
Curriculum according to Rabindranath Tagore
He described the “fullness of life” as the goal of life. On this basis, he thinks that the curriculum should be related to the life experiences of the child, should be able to fulfill the curiosity of knowledge, should be built on national and international bases. In this context, supported the inclusion of language, literature, mathematics, science, history, politics, economics, sociology, geography, arts, music, dance, illustration, travel, sports, exercise society and human service etc.
Tagore was in favor of broadening the curriculum. According to him, the curriculum should be so broad that all aspects of a child’s life can be developed within its ambit. Therefore, for the proper development of the child, an activity oriented curriculum should be created. The second thing is that along with their own language and culture, they have also emphasized on the knowledge of languages and cultures of national and international importance. He was an exclusive lover of nature and fine arts. They have given them the main place in the curriculum. He also made it clear that co-curricular activities contribute a lot to the development of the child. Therefore, sports and acting etc. should be given a place in the curriculum. Due to his comprehensive approach, the curriculum prepared by him was very detailed. In the beginning, the action-oriented curriculum that he had kept for his school located in Shanti Niketan. His form was as follows-
(1) Subjects – Mother Tongue, Sanskrit, English, History, Geography, Nature Studies Science, Art and Music.
(2) Useful items – Under this, horticulture, agriculture, regional studies, cosmos, collection of various items and laboratory work.
(3) Other activities – sports, drama, music, dance original composition, village upliftment and social service work.
Opposing the artificiality of the then monotonous education system like the prevailing curriculum, Tagore emphasized that the process of education should precede life. It should be based on the realities of life. In this regard, the idea was that the development of the child should be according to his interests and impulses. For this, it is absolutely essential that he gets opportunities to acquire direct knowledge through independent efforts from direct sources. Therefore, Tagore considered the following activities suitable for the education of the child and used them in his famous educational institution, Santiniketan.
- Reading during the working time
Tagore believed that the education taught in the classroom neither affects the child’s mind nor the child’s body. Such meaningless education is useless. He used to say that the mental powers of the children remain alert while traveling. Therefore, by seeing many subjects directly, they easily acquire knowledge about them. From this point of view, in Tagore’s own words – “Reading while traveling is the best method of teaching.”
- Discussion and question-answer method
Tagore believed that real education was not limited to rote learning of books but was based on the study of life and society. He used to say that children should be taught through questions and answers. Not only this, many types of problems should also be kept before them, so that they can solve these problems easily through debate.
- Activity method
Tagore gave special importance to Kriya Siddhanta. He believed that action gives strength to both body and mind. That’s why he made it compulsory to learn one or the other craft in Shantiniketan. Tagore believed in the principle of purchase so much that even while getting education, if a child asked him – “Should I run”, he used to say – of course. They believed that climbing trees, plucking fruits, and jumping and jumping removed fatigue, put the child in a better condition for acquiring knowledge, and increased the value of the child’s experiences.
- Teaching through mother tongue
Tagore considered mother tongue as the simplest medium of learning. He said that imparting education through foreign language is unfair. Apart from this, Tagore was also a supporter of the spirit of universal brotherhood. Therefore, he said that all cultures should be given place in the curriculum.
- Teaching through play
Tagore said that children should be taught through play. Teaching through games is better because children take interest in games. Experience joy and also experience freedom. This makes learning fun and easy.
- Learning through experience
Tagore believed that education should be done in such a way that the child learns something from his own experiences, therefore it is necessary that education should be focused on the life of the child. When education becomes related to life, its artificiality ends.
Teacher, student and school according to Rabindranath Tagore
He stressed on the urgent need of teachers, according to him the teacher should be fully trained. The teacher should have the qualities of service, sacrifice, cooperation, interest in teaching, dedication, devotion to duty so that he can become an ideal for the students.
Tagore told special qualities for the students like humility in behavior, energetic, disciplined, sociability, meditation etc. They are in favor of integrated development of their personality.
He accepted the ancient Gurukul system. That is, the school should be located in a peaceful environment, in the lap of nature. There should be separate arrangements for primary, secondary, higher, vocational and agricultural education.
Rabindranath Tagore’s contribution to education
He made an important contribution in the field of education by establishing Vishwa Bharatiya in the country. He was a supporter of mass education, women’s education, rural education etc. According to him, the purpose of education, curriculum, teaching method etc. should be arranged keeping in mind the real life circumstances. Tagore gave place to fine arts in education under the education of beauty. Like the Russians, he believed in the importance of free discipline, his philosophy is influenced by idealism, naturalism, realism, pragmatism and humanism. He had a strong desire that illiteracy should be eradicated through education.
Industrialization is the name of a social and economic process. In this, the socio-economic condition of the human group changes, in which industry-business dominates. In fact it is a part of modernization. Large-scale energy-consumption, large-scale production, abundance of metallurgy, etc. are the symptoms of industrialization. In a way, it is a large-scale organization of the economy in order to promote construction activities.
The process of industrialization has changed the entire socio-economic structure which was based on traditional hereditary pre-feudal principles of birth and status. Changes were brought about in the property system and division of labor, and new social strata and castes arose that transcended traditional divisions of region and religion.
Industrialization includes many changes that were not present in pre-industrial societies. New social relations, urbanization, integration of population and changes in occupational structure are introduced. This has resulted in some common features that differ from the appointments of pre-industrial or traditional agricultural societies. Different universities are discussed below in political, early, religious, family, and stratification areas due to the effects of industrialization.
What are the social effects of industrialization in India?
(1) The caste system established in India has been destroyed. People are no longer partners by dynastic lineage. Thus industrialization has strengthened social welfare and social justice.
(2) One may be born in a poor family but may become very rich. Exploitation should not be a matter of birth. Democracy has presented an environment where untouchability has been eradicated. Modern industrialization has helped a lot in this regard.
(3) Social discrimination increases due to industrialization because the whole society is divided into two parts – capitalists and industrial workers. Certainly the economically weak is a powerful factor that can stall the progress of Indian democracy. People believe that new issues of production and exploitation are emerging in the society. Poor charter, exploitation of children and women is increasing day by day.
The Industrial Revolution affected all aspects of society, such as the economic, social and political system, etc. Not only this, this revolution created a stir in the activities of the entire human race. ‘The result of revolution was new people, new classes, new policies, new problems and new empires.’ Industrial Revolution which lasted for a long period. The basis of this was new inventions, new systems and new ideology. It was the Industrial Revolution that gave England economic supremacy in the world. The industrial revolution mainly resulted in the following results, which we can divide into economic, social, political areas-
(1) increase in production
The first impact of the Industrial Revolution was on production. With the help of machines, more quantity of things were being manufactured in less time. At first machines were used in a limited number of industries, but gradually all industries were mechanized. Countries like England, France etc. became prosperous due to increase in production.
(2) Destruction of domestic industries
Before the revolution, artisans used to produce with their families with limited capital and few tools. They used to make things of their interest and used to live by that. Production from machines started becoming more and more cheap and beautiful. Therefore, the customers of the goods of domestic production decreased and the artisans working in the cottage industries became useless, thus the industrial revolution destroyed the cottage industries.
(3) Establishment of large factories
Small factories were established in the initial period of industrial revolution. Encouraged by their success, big factories were set up. In these, thousands of people could work together, these big factories were successful. Apart from labourers, such people were also kept in service. Every time he could study the methods of reducing the cost, reducing the work per person and finding more markets for the finished goods in the factory.
(4) Establishment of factory system
Factory method was adopted in big factories. It had the following characteristics-
- Thousands of people working together in a factory,
- Division of work,
- Appointment of inspectors on labour.
- Running of machines by mechanical power.
- Locking up of capital in a particular industry,
- Labor-owner struggle regarding the value of labour. Thus the industrial revolution made the class struggle more important.
(5) Development of expertise
In the factory system, each person was given small work of the same item, often one person did not know much about the work of other people, this type of specialization developed.
(6) Development of new cities
Big factories run by machines were established at such places where coal and other resources were available to run them. To work, unemployed people from the village came and settled near the factories. As a result, the development of new cities became possible. The development of cities like Manchester, Glasgow, Liverpool etc. in England became possible only during this period.
(7) Unemployment problem
Before this revolution every person was engaged in some or the other work. But as a result of the Industrial Revolution, it became difficult for many people to find work. With these big mechanized factories, it became possible to do the work of many people in less time. From time to time, even during the business recession, workers were retrenched in factories, due to which the problem of unemployment increased.
(8) Protection of national markets
After the Industrial Revolution, importance was given to national production. Heavy import taxes were imposed on manufactured goods of other nations, so that they could not compete with indigenous goods and even if they did, they could not earn much profit. Thus the industrial revolution made it necessary to protect the national market.
(9) Increasing interdependence
Economically, industrial development made all the countries of the world interdependent. Earlier each country used to fulfill its needs on its own, now the means of transport were also developed, due to which all the markets of the world were connected with each other. Industrial countries need raw materials from backward countries and backward countries need machines and finished goods. Thus the industrial revolution made everyone dependent on each other.
(10) Development of joint stock companies
Before the Industrial Revolution, very little capital was required to set up an industry. The industrial revolution changed the method of production and required huge capital which was beyond the capacity of an individual to raise. As a result, companies or circles with joint capital were developed. Initially such companies were of unlimited liability, but later from 1862 companies with limited liability were established.
(11) Change in relations between capitalists and workers
The Industrial Revolution created the employer and the employed; Changed the relations between capitalist and workers. In the domestic production system, the employer and the employed were either members of the same family or due to their small number, family ties were established between them. But in the factory system of joint-stock companies, the worker became a mere part of a machine and his independent existence ceased to exist. As a result, the capitalist class began to dominate and exploit the working class, which later encouraged the development of labor unions.
(12) Industrial monopoly of capitalists
As a result of the industrial revolution, big factories and joint divisions came into existence, which gradually became monopoly of the capitalists and the condition of the laborers became very pathetic and deplorable. Due to the monopoly of the capitalists on the industries, the dominance of the capitalists on the political power also increased.
(13) Organization of banking and insurance business
With the growth of production and trade sector, the area of risk increased and its need for other credit also increased. These problems were solved by the organization of banking institutions and insurance companies and by the development of money and capital markets.
(14) Origin of economic crises
As a result of the Industrial Revolution, the direct relationship between producers and consumers ended. As a result, sometimes the production was less than the demand and sometimes more. Due to this, the prices of commodities started fluctuating.
(15) Localization of industries
Before the Industrial Revolution, industries were decentralized in the form of small production units. But as a result of the industrial revolution, due to large scale production, factory system and use of coal power, industry started to be established in coal areas, raw material producing areas and business centers. The development of means of transport and communication further encouraged the decentralization of industries.
(16) Organization of industrialists
Industrial revolution not only gave birth to the industrialist class, but also created a sense of organization in them to end their interests and competition, as a result of which the Chamber of Industrialists was established in 1785 AD. The main objective of this organization was to influence the economic policy of the government.
(17) Increase in growth rate
The growth rate of England, which was about 1 percent annually between 1700-1780 AD, increased to 3 percent annually in the period 1781-1913 AD as a result of the Industrial Revolution. As a result of the increase in the growth rate, both national income and per capita income increased.
(18) Development of means of transport
As a result of the Industrial Revolution, the means of transport also developed at a rapid pace in the 18th and 19th centuries. All means of transport like road, canal, rail and shipping were developed.
(19) Large scale agriculture and mechanization
Due to labor shortage, mechanization increased in agriculture and due to the adoption of commercial approach in agriculture, agriculture started on a large scale. Thus the Industrial Revolution paved the way for the Agricultural Revolution.
What is the relationship between education and industrialization?
Industrialization is mainly related to getting specialized education after general education. Here special education refers to vocational and technical education. There is a direct relationship between the process of industrialization and education. Different types of skills are developed in the students through education. As a result, the process of industrialization speeds up. It is clear that the process of industrialization is good in those countries where the level of education is high. Therefore, there is a direct and deep relation between education and industrialization.
The relation between education and industrialization is clear from the following points–
(1) Helpful in social development
Both education and industry are ‘social necessity’. The development of any society depends on both. In any society, when the level of education is high, then the methods of doing every work are also of a high level.
(2) Development and use of skills
Through education, the skills inherent in the student are used. He uses these skills in the industrial sector.
(3) Best use of human resources
Human resources are best utilized through education and industrialization. The development of the talent of each student is possible only through education. When the talent of a student is developed, then he uses it in the interest of humanity and the development of the society. For this, by choosing industries according to his talent, he works for his own interest and the interest of the society.
(4) Best use of natural resources
There are many types of important and useful resources in nature. Human beings cannot know about them until they get education. Through education, there is knowledge of the use of various natural resources. After this their best use is possible by the industry.
(5) Development of employment
The process of industrialization is accelerated through education, as a result of which employment is achieved in various industries. At present, many people are getting employment in various forms or areas of industrialization and education and paving the way for development.
(6) Basis of economic development
Industrialization and education are considered the main pillars of economic development. In general, a nation must first be educated. Only then does it develop industries in various fields in the best possible form. As a result, the economic development of the country takes place at a rapid pace.
(7) Helpful in agricultural development
The condition of agricultural development arises only through education. At present, agriculture is done through tractors and other equipment. At present, improved seeds are used, due to which the production is more. In this way education and agriculture industry are related to each other.
(8) Development of standard of living
At present, the standard of living of those nations which have high level of education is also high because there the condition of industrial development is in the best form. With this every person gets all the facilities which are necessary for his all round development.
(9) Helpful in national development
The coordinated form of education and industrialization paves the way for national development. In all the developed countries in the world, both industrialization and education are in the best form.
(10) Education and industrialization complement each other
Education and industrialization are related to each other. Industrial development in any field is possible only through education. The necessity of industrialization has given a new form to education. In the present times the importance of technical education has increased because the need of technical education is felt for the development of industries.
Impact of modernization on education
Theoretically and practically, it is known that in societies where education is sufficient, there is prevalence of education and in which high level of education and dissemination is sufficient. Modernization is found more in those societies and the process of modernization takes place at a rapid pace. There are following reasons for this –
(1) Broadness of Approaches
It is only through education that there is a broadening in the outlook of the people. Because of that wideness and comprehensiveness, dynamism develops in moral values. Due to this dynamism, a person discards old moral values and accepts new values and abandons narrow-mindedness.
(2) Increase in knowledge base
People whose society lacks education, those societies are not able to progress in various fields. Education is the only means through which individuals get information about philosophy, science, literature, technology and electronics. It is only on the basis of its knowledge that he is able to contact modern societies.
(3) Speed in social change
Education is a powerful tool for social change. Education brings about social change through various means and as a result of this social change, modernization emerges. Hence, inspiration is created for social change.
(4) Helpful in economic development
Developed countries have proved that education is the best means of economic, industrial and moral development. The efficiency of workers increases through education and training. New means of production are developed, management skills mature and new methods of exchange and distribution are known.
(5) Upgradation of standard of living
Education raises the standard of living of every person. Teaches a person the method of maximum utility with the help of limited resources. Modernization requires a good standard of living.
(6) Creation of equilibrium
When there is some change in the society, then under this infectious condition, imbalance comes in the social system of that society. This period of abnormality and instability brings uncertainty, and in this period, people get divided into different classes and become in a state of doubt. In this state of confusion, the society or the individual is unable to decide whether to adopt ancient beliefs for the development of life or New beliefs. In this situation, education creates foresight and creates equilibrium.
BY : TEAM KALYAN INSTITUTE
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