scholarly journals Role of Philosophy of Education in India

2017 ◽  
Vol 9 (2) ◽  
pp. 11-21
Author(s):  
Kiran Srivastava
Keyword(s):  
Educational Philosophy ◽  
Indian Philosophy ◽  
Philosophy Of Education ◽  
Integrated Approach ◽  
Educational Institutions ◽  
Everyday Functioning ◽  
Rabindranath Tagore ◽  
Sri Aurobindo ◽  
Education In India

One of the important aspects of educational philosophy is that it helps to construct a comprehensive system of education. During different periods, India has witnessed various stages of development. New priorities have emerged in education with the influences of monastic scholastic, realistic, idealistic and pragmatic trends. While education institutions have evolved, there remain several gaps between the philosophical ideals proposed by educational institutions and their everyday functioning. The paper brings forth the urgent need to bridge the gaps in order to attain a comprehensive philosophy of education, in principle and in action. The authors posit that the Indian philosophy of education, normatively speaking, could extend the culture and tradition of the philosophical positions of Mahatma Gandhi, Rabindranath Tagore, Sri Aurobindo and Swami Vivekananda. Such an approach could help in developing an integrated approach of teachers towards education and assist in strengthening their role in shaping the inner potential of a learner in a constructive manner.

scholarly journals A. MACEINOS FILOSOFINĖ PEDAGOGIKA

Problemos ◽  
2008 ◽  
Vol 75 ◽  
pp. 77-85
Author(s):  
Juozas Vytautas Uzdila
Keyword(s):  
Educational Philosophy ◽  
Phenomenological Analysis ◽  
School Education ◽  
Educational Institutions ◽  
National Education ◽  
Theory Of Education ◽  
State Pedagogical ◽  
History Of ◽  
And Training

Antanas Maceina (1908–1987) – iškilus tarpukario Lietuvos ugdymo mokslo – tautinio auklėjimo teorijos, pedagoginio santykiavimo, švietimo ir mokyklų vaidmens lietuvių kultūroje, pedagoginio vitalizmo problemos, fenomenologinės pedagoginio akto analizės, visuotinės pedagogikos istorijos – atstovas, pagrindęs filosofijos ir pedagogikos santykį, teigęs realistinį idealizmą. Pirmasis VDU apgynęs pedagogikos daktaro disertaciją Tautinis auklėjimas (1934, vadovas – prof. Stasys Šalkauskis), A. Maceina parašė kapitalinį Pedagogikos istorijos veikalą (1939), kuriame svarsto tautinio auklėjimo ir atitautinimo problemas, aiškina lavinimo ir auklėjimo esmę, teigia ugdymo kūrybinį pobūdį ir mokyklų laisvę valstybėje. Straipsnio autorius, vertindamas įvairialypį A. Maceinos pedagoginį palikimą, koncentruoja dėmesį į tautinio auklėjimo teorijos reikšmingumą, švietimo ir mokyklų vaidmenį keliant lietuvių kultūrą, taip pat į fenomenologinę ugdymo, ypač pedagoginio akto, analizę. Iš akiračio neišleidžiama A. Maceinos pedagoginių pažiūrų raida, ugdymo interpretacijų kaita, ryškėjančio filosofo pastanga kurti universaliąją pedagogiką. Nors A. Maceinos palikimo leidėjai suskubo ugdymo teoriją pavadinti „pedagogikos filosofija“, straipsnio autorius linkęs sugrąžinti autentiškesnį, paties pedagogikos veikalų autoriaus teiktą „filosofinės pedagogikos“ įvardijimą ir analizuoti jos virsmą į ugdymo filosofiją. Pagrindiniai žodžiai: ugdymo filosofija, pietizmas pedagogikoje, tautinio auklėjimo ir atitautinimo teorija, švietimas ir mokykla valstybėje, kūrybinis ugdymo pobūdis.Philosophical Pedagogy of A. MaceinaJuozas Vytautas Uzdila SummaryAntanas Maceina (1908–1987) is an outstanding representative of pedagogical education inbetween the two wars. He worked in the spheres of the theory of national education, pedagogical correlation, and the history of world pedagogy, analyzed the role of education and educational institutions in Lithuanian culture, the problem of pedagogical vitalism, and gave a phenomenological analysis of the pedagogical act. A. Maceina grounded the close connection between philosophy and pedagogy, asserted their integral synthesis and realistic idealism. At Vytautas Magnus University he was the first to maintain a doctoral dissertation in pedagogy “National Education” in 1934 (scientific research supervisor Prof. Stasys Šalkauskis). In 1939, A. Maceina wrote his great work “A History of Pedagogy” where, with his characteristic pietism, he considered the problems of national education and denationalization, elucidated the essence of education and training, asser ted the creative nature of fostering and the freedom of educational institutions in Lithuania. The article focuses on A. Maceina’s diverse pedagogical heritage emphasizing the significance of his theory of national education, the role of school education in promoting Lithuanian culture, the phenomenological analysis of the pedagogical act, the development of his ideas of pedagogy, and his determined attempt to create world pedagogy. Although the publishers of A. Maceina’s works labeled his theory of education as “philosophy of pedagogy”, the author of the article is inclined to call back a more authentic term “philosophical pedagogy” given by A. Maceina himself and then to analize its transformation to educational philosophy.Keywords: philosophical pedagogy, educational philosophy, pietism in pedagogy, theory of national education and denationalization, school education in the state, pedagogical act, creative nature of education.

scholarly journals THE IMPACT OF SRI AUROBINDO GHOSHS EDUCATIONAL PHILOSOPHY

2021 ◽  
Vol 9 (01) ◽  
pp. 1090-1091
Author(s):  
Krishnendu Majumdar ◽  
Keyword(s):  
Education System ◽  
Educational Philosophy ◽  
Philosophy Of Education ◽  
Cambridge University ◽  
Sri Aurobindo ◽  
Aims Of Education ◽  
Philosophical Contribution ◽  
Relationship Of ◽  
The Impact

Sri Aurobindo can be rightly called a perfectionist because he was never satisfied with partial remedies. Born in Kolkata , India Aurobindo was educate at Cambridge University . The presence study highlights the philosophical contribution of Aurobindo Ghosh in our education system . It explains different philosophical aspects of Aurobindo Ghosh- aims of education relationship of teacher and pupil and finally the implication of Aurobindos philosophy of education.

Going beyond the Self1

2018 ◽  
pp. 372-400
Author(s):  
Bharat Suri
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Educational Philosophy ◽  
Andhra Pradesh ◽  
Educational Resources ◽  
Education In India ◽  
Self Knowledge ◽  
Institutional Challenges ◽  
Contemporary Context

This chapter is a study of the efforts of Rishi Valley Institute for Educational Resources (RIVER) to transform teacher education in India; it explores the aims, intents and structure of RIVER’s Teacher Enrichment Programme (RTEP). Through RTEP, RIVER seeks to supplement the implementation of the Diploma in Elementary Education (DElEd) programme in teacher education institutes across Andhra Pradesh. RTEP is grounded in the educational philosophy of Jiddu Krishnamurti and places immense faith in the compassionate role of the teacher; it may be read as RIVER’s application of Krishnamurti’s ideas to the contemporary context of Indian teacher education. In attempting to bring about teacher self-knowledge in its content and form, as well as openness in its method of dissemination, RTEP responds to the existing institutional challenges of teacher education in India. In doing so, this chapter argues, RTEP represents and reflects the tremendous power, foresight, and malleability of Krishnamurti’s philosophical thought.

A PHILOSOPHY OF EDUCATION: OUR EDUCATIONAL INSTITUTIONS AND THE ECONOMY

Think ◽  
2017 ◽  
Vol 16 (45) ◽  
pp. 53-65
Author(s):  
Adrian Brockless
Keyword(s):  
Economic Impact ◽  
Philosophy Of Education ◽  
Educational Institutions ◽  
Economic Welfare ◽  
Material Wealth ◽  
The Times ◽  
The Individual ◽  
Critical Resistance

The topics of education and the role of educational institutions in society are seldom far from the headlines, the lips of politicians, schoolteachers and parents. Discussion of education (and its associated institutions) within these forums tends to assume uncritically that its ultimate point is to benefit the economy and, by extension, empower the individual through increased prestige and material wealth. This article argues that such a conception of education is misguided and, indeed dangerous, as it estranges us from forms of thought that are frequently united with our conception of what it means to be human, alongside damaging prospects of long-term economic welfare. It is, therefore, the responsibility of our educational institutions to maintain a critical resistance to the culture of the times by ensuring that they do not merely become factories that train their students in ways purely designed to maximize economic impact and increased personal wealth.

scholarly journals Pedagogical Curricula and Educational Media: The Malignancy of Saffronised Otherisation in India

2020 ◽  
Vol 11 ◽  
pp. 146-199
Author(s):  
Titas Biswas
Keyword(s):  
Educational Institutions ◽  
Political Movement ◽  
Far Right ◽  
Indian History ◽  
The Social ◽  
Education In India ◽  
The Impact ◽  
Academic Resources ◽  
Political Actions

Saffronisation, a neologism that is derived from the saffron robes worn in particular by holy Hindu men, is used to denote the conflation of linguistic, semiotic and political actions taken by the far-right Hindu nationalist brotherhood in India to mechanically alter Indian history so that it resonates with the rest of the Hindu nationalist propaganda and policymaking. The process of Saffronisation, when coupled with westernised pedagogical curricula, has been inculcated within and beyond the periphery of educational institutions since the early twentieth century. While education in India has remained a concentrated resource in the hands of the communities that constitute the upper castes within the social hierarchy, the exclusivity of available academic resources and intellectual capital in the hands of a selected few has come off as the result of intersectional crises that collectively act as a bridge in connecting class and caste politics. This paper explores the impact of Saffronisation as a socio-political movement on educational institutions, the changes that have been made in textbooks in the recent times and in a holistic sense, attempts to analyse the effects of a neo-Fascist governance on schooling and how it affects students hailing from backgrounds that have been marginalised for generations. It is also an exploration of the role of the saffron propaganda in enabling otherisation of non-Hindu identities in higher education institutions.

scholarly journals SRI AUROBINDO’S EDUCATION POLICY IN PRE AND POST COLONIAL INDIA

2019 ◽  
pp. 20-31
Author(s):  
Rina Avinash Pitale Puradkar
Keyword(s):  
Education Policy ◽  
Education System ◽  
Philosophy Of Education ◽  
Colonial Period ◽  
Post Colonial ◽  
Colonial India ◽  
National Education ◽  
Sri Aurobindo ◽  
Education In India ◽  
Structure Of Education

The greatest educationalist, those who played important roles in designing education systems have, in their quest to develop ideal processes and structure of education. The new pedagogy of national education impels a further realization of the potentialities of the child and its soul, a realisation that was explicitly stated in the writings of the nationalist leaders who inspired and led the movement of national education in India. In this paper I have tried to revisit the philosophy of education of Sri Aurobindo who tried to provide solution to the problem generated by Macaulayan education system in India during pre and post-colonial period.

scholarly journals MAHATMA GANDHI’S EDUCATION POLICY IN PRE AND POST COLONIAL INDIA

2018 ◽  
pp. 91-104
Author(s):  
Rina Avinash ◽  
Pitale Puradkar
Keyword(s):  
Plastic Material ◽  
Bertrand Russell ◽  
Basic Material ◽  
Rabindranath Tagore ◽  
Post Colonial ◽  
Colonial India ◽  
National Education ◽  
Sri Aurobindo ◽  
Education In India ◽  
Swami Vivekananda

The greatest educationalist, who played important roles in fashioning education systems have, in their quest to develop ideal processes and structure of eduation. The pioneering educational philosophers like Rousseau, Montessori, Pestalozzi, Bertrand Russell, Paulo Freire, and Piaget, it is now being increasingly recognised that education must be based on the psychology of the child-nature. Each human being is a self-developing soul and that the business of both parent and teacher is to enable and to help the child to educate himself, to develop his own intellectual, moral, aesthetic and practical capacities and to grow freely as an organic being, not to be kneaded and pressured into form like an inert plastic material. This new pedagogy impels a further realization of the potentialities of the child and its soul, a realisation that was explicitly stated in the writings of the nationalist leaders who inspired and led the movement of national education in India, such as those of Dayananda Saraswati, Swami Vivekananda, Mahatma Gandhi, Rabindranath Tagore and Sri Aurobindo. Their writings gave a clear expression of the deeper self and the real psychic entity within. In this paper I have tried to revisit the philosophy of education of M.K. Gandhi and Swami Vivekananda who tried to provide solution to the problem generated by Macaulayan education system in India. The basic material is to refer to their views from various authors’ books and articles.

scholarly journals Valores e Objetivos da Educação Brasileira: a Questão da Relação entre Filosofia da Educação e Política Educacional, a partir de 1930

2019 ◽  
Vol 72 (171) ◽  
Author(s):  
Sônia Martins de Almeida Nogueira
Keyword(s):  
Educational System ◽  
Educational Philosophy ◽  
Work Groups ◽  
Philosophy Of Education ◽  
Docu Ments ◽  
Close Relationship ◽  
The Relationship

Este estudo pretende explorar duas questões que se levantam a partir da análise da relação escola-sociedade-cultura. Essas questões se referem ao pa-pel da filosofia da educação e à intervenção do Estado na educação, via le-gislação do ensino. Assim, é desenvolvida uma breve reflexão sobre a filosofia da educação, considerada uma íntima relação entre educação e axiologia, e são analisadas as exposições de motivos e os relatórios de grupos de trabalho, elaborados para a apresentação e justificativa dos documentos das reformas de ensino de 1931,1942, 1964, 1968 e 1971, buscando-se elementos que favo-reçam a identificação de valores subjacentes, possíveis reveladores de uma efetiva intenção política de ruptura do sistema de ensino com os objetivos e valores da filosofia educacional. Abstract This study is intended to go into two questions that are brought up on a basis of the analysis of the relationship between school, Society and Culture. These questions have to do with the role of philosophy of education and the intervention of Government through legislation on education. A brief com-mentary is thus developed on the philosophy of education, taking into account the close relationship between education and axiology, and an analysis is made of the explanatory introduetions and work groups' reports, drawn up for Présentation and justification of documents on the reforms of 1931, 1942, 1964, 1968 and 1971. The argumentation is built up in questfor those factores favouring identification of subjacent values that might bring to light the actual political intention of breaking up the educational system with its objectives and values pur suant to educational philosophy. Résumé Cette étude veut analyser deux questions qui se posem à partir du rapport école/société/Culture. Ces questions se réfèrent au role de là philosophie de l''éducation et à Vintervention de 1'Etat dans l'éducation, au moyen de là legislation portant sur 1'enseignement. On développe, portant, une breve refle-xión sur là philosophie de V éducation, compte tenu d'un intime rapport entre éducation et axiologie, et Von analyse les exposés de motifs et les rapports de groupes de travail, elabores aux fins de Présentation et justification des docu-ments des reformes de 1'enseignement de 1931, 1942, 1964, 1968 et 1971 à là recherche d'éléments qui favorisent l'identification de valeurs sous-jacentes, qui pourraient révéler une réelle intention politique de rupture entre le système d'enseignemtnt et les objectifs et les valeurs de là philosophie éducationnelle. Resumen Este estúdio pretende explorar dos Cuestiones que se plantean a partir del análisis de là relación escuela/sociedad/cultura. Dichas questiones se refieren al papel de la filosofia de Ia educación, y a Ia intervención del Estado en là educación a través de là legisloción educativa. Así, se desarrollo una breve reflexión sobre Ia filosofia de là educación, considerada una íntima relación entre educación y axiología, y se analizan Ias expresiones set re motivos, e informes de grifos de trabajo, elaborados para là presentación y como justificativa de los documentos de Ias reformas de là ensenanza de 1931, 1942, 1964, 1968 y 1971, buscándose elementos que favorezean là identificación de valores svlyacentes, posibles reveladores de una efectiva intención política de ruptura del sistema de ensenanza con respecto a los objetivos y valores de là filosofia educacional.

scholarly journals Updating methods of teaching economic disciplines in the conditions of economic education modification

2020 ◽  
pp. 73-78
Author(s):  
S.K. Eshugova ◽  
G.V. Kadakoeva
Keyword(s):  
Continuous Improvement ◽  
Integrated Approach ◽  
Economic Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Russian Society ◽  
Special Role ◽  
Economic Knowledge

The systemic transformation of the Russian society in modern market conditions assigns a special role to economic sciences, which form the economic outlook of citizens. The continuous improvement of the quality of economic education in general and methods of teaching economic disciplines, in particular, seems to be undeniably relevant. In the context of a two-level education system in the Russian Federation, the theoretical unpreparedness and dogmatic practical orientation of graduates of economic training areas is completely unacceptable. In this aspect the role of a teacher in the educational process and the use of modern educational technologies and their constant improvement are especially significant. The above mentioned circumstances determine the relevance of the topic of the study. The research substantiates the need for continuous improvement of an integrated approach to teaching economic disciplines, systematizes the experience of teaching economic disciplines in Russian higher educational institutions. The article proposes a new understanding of the process of improving teaching methods of economic disciplines and improving the quality of economic knowledge of students, the author’s list of methods of teaching economic disciplines is given. The following research methods have been used: a formalized method for parsing and analyzing methodological developments, systematization and data synthesis.

Conceptual Bases of Realization of Professional Orientation Work of Higher Education Institutions in the Region

2016 ◽  
Vol 5 (3) ◽  
pp. 6-14 ◽  
Author(s):  
Никулина ◽  
Yu. Nikulina
Keyword(s):  
Higher Education ◽  
Regional Economy ◽  
Career Guidance ◽  
Higher Education Institutions ◽  
Integrated Approach ◽  
Educational Institutions ◽  
Educational Services ◽  
Professional Orientation ◽  
Orenburg Region

Relevance of work is caused by the fact that now the integrated approach to system of professional orientation work with youth starting with the entrant becomes one of important tasks for higher education institutions and finishing the graduate taking into account their personal opportunities and abilities, and also a state and prospects of development of regional economy and labor market. In article functions of the main subjects on career guidance of youth in general are considered and the emphasis for a role of higher education institutions in this direction is placed. Results of research of preferences of entrants are given in the choice of educational services, an assessment of efficiency of professional orientation work in the region, conclusions are drawn. Need of development of the Concept of professional orientation work of higher educational institutions of the Orenburg region with youth is proved. The principles are formulated, the mechanism of realization of professional orientation work is presented and the main directions of improvement of work of higher education institutions of the Orenburg region on career guidance stages are defined.

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