Namita Education & Welfare Society

SIDDHARTH B.ED COLLEGE

Boradpada-Chargaon

SUBJECT: CORE COURSE 1 (CC 1)

CHILDHOOD AND GROWING UP

TASK 2:

PSYCHOLOGICAL TEST ON
SELF EFFICACY

Name of the Student: Ms. TAHEREEN

NOORULHUDA MOMIN

Class: FY B.Ed. (2018-19)

Index

1. Introduction

2. Meaning & Aims of Education

3. Gandhi’s Views on Education

4. Education Through Craft

5. Curriculum

6. Methods of Teaching

7. Role of Teacher

8. Concept of Discipline

9. Basic Education
i. Merits
ii. Demerits
10. Gandhiji’s Contribution to Education

11. Relevance of Gandhi’s Views on Education in the Modern Context

12. Gandhi’s Publication on Education

13. Conclusion

14. Evaluation of Basic Education

 TASK1
Critical appraisal of philosophy and practice of education advocated
TOPIC: “M.K. GANDHI”
INTRODUCTION
Mohandas Karamchand Gandhi was a great leader, a practical
philosopher, and an educational thinker of great repute. He wanted to
establish a free and casteless society with no exploitation and racial
discrimination. For this purpose, he used education as an instrument.
His philosophy of education was the outcome of his long experiences
of political, social, and economic life of the country. The meaning of
education, according to Gandhiji, is to promote the physical, mental,
and spiritual development of an individual. Reading and writing is
only a means of education, and it is not all. To Gandhiji no education
is worth the name unless it makes boys and girls good citizens.
Gandhiji’s basic education was the practical embodiment of his
philosophy of education. The main aim of basic education was to
purify the heart and mind of all people and create a society free from
all exploitation and aggression. Viewed in this light Gandhiji was a
great educationist also.

Gandhiji’s contribution to education is unique. He was the first

Indian who advocated a scheme of education based upon the essential
values of Indian culture and civilization. The methods and techniques
advocated by him and the environment he prescribed revolutionized
Indian thinking and way of living. At heart he was devoted to idealism.
He wanted to translate his ideals and values in to practice. His
philosophy of education is a harmonious blending of idealism,
naturalism, and pragmatism. It may be noted that there is no inherent
conflict between the three philosophies. Idealism is the base of
Gandhiji’s philosophy whereas naturalism and pragmatism are the
helpers in translating that philosophy into practice. Gandhiji
advocated the ideals truth, non-violence and moral values to achieve
the ultimate truth of self-realization. He is a devotee of naturalism
when he speaks about the development of the child according to his
nature and he becomes a pragmatist when he advocates learning and
doing by experience. All this leads to integration, so essential to
effective education and development of the total personality.
Life sketch

Mohandas Karamchand Gandhi was born in October 2nd,1869 in

Porbandar on the West coast of India. He had a reasonably
conventional middle class Indian upbringing. Gandhi went to school,
did not particularly excel at anything but learned the things that were
expected of him. He married in 1882, aged 13. His wife, Kasturbai
Makanji who was also 13 (Gandhi was later to speak strongly of the
‘cruel custom of child marriage’). At the end of his formal schooling he
decided that he wanted to be a lawyer. To do this he had to come to
England to enroll at the Inner Temple. He was called to the Bar in the
summer of 1891. Mahatma Gandhi was a highly learned and
intelligent person. He could have easily chosen a lucrative career and
a settled family life however his love for his country made him dive
into the freedom struggle. He gave up his polished career to join the
Indian struggle for independence and gave his heart and soul to it.
Indian lawyer, politician, social activist, and writer who became the
leader of the nationalist movement against the British rule of India. As
such, he came to be considered the father of his country. Gandhi is
internationally esteemed for his doctrine
of nonviolent protest (satyagraha) to achieve political
and social progress. He was aware that he had been
a beneficiary of Western education and for several
years while he was in South Africa he still tried to
persuade Indians to take advantage of it. However, it
was not until the early years of this century, when he
was in his middle thirties, that he became so opposed to English
education that he could write about ‘the rottenness of this education’
and that ‘to give millions a knowledge of English is to enslave them
that, by receiving English education, we have enslaved the nation’. He
was enraged that he had to speak of Home Rule or Independence in
what was clearly a foreign tongue, that he could not practice in court
in his mother tongue, that all official documents were in English as
were all the best newspapers and that education was carried out in
English for the chosen few. He did not blame the colonial powers for
this. He saw that it was quite logical that they would want an elite of
native Indians to become like their rulers in both manners and values.
In this way, the Empire could be consolidated. Gandhi blamed his
fellow Indians for accepting the situation. Later in his life he was to
declare that ‘real freedom will come only when we free ourselves of the
domination of Western education, Western culture and Western way of
living which have been ingrained in us. Emancipation from this
culture would mean real freedom for us’.

MEANING :
“Mahatma Gandhi – “By education I mean an all-round drawing out of
the best in man – body, mind and spirit.”

According to Gandhiji “literacy is neither the beginning nor the end of

education. This is only a means through which man or woman can be
educated”. This is how Gandhiji summed up his idea of true education
accordingly.

AIMS OF EDUCATION
Gandhiji has divided education Aims of Education: -
 Bread and Butter Aim: Bread and Butter aim refers to utilitarian aim
which is an immediate requirement. Gandhiji focused on education that
provides learning while learning. This must be a tool with each learner. S/he
can remove unemployment keeping in mind the poverty and unemployment
of India.
 Cultural Aim: According to Gandhiji cultural aspect of education is more
important than the literacy. Culture is the foundation, the primary thing
which the girls ought to get from here. It should show in the smallest detail
of your conduct and personal behavior, how to sit, how to walk, how to dress
etc. it is the education through which students or everyone learn the
glorious culture of the country-India, its incredible arts, religions and so on.
Thus, Gandhiji laid much emphasis on cultural aim of education and
recommended that Geeta and Ramayana to be taught as a means of
introducing students to their rich cultural and spiritual heritage.
 Harmonious development: - Education should develop all the three levels
i.e. 3RS- read, write and arithmetic. The education should help in feeling
what is taught and what happens to him and to express, what he feels and
also what he wants to do.
 Moral Aim: Education should make person aware of what is right & wrong.
It inculcates in us values and manners and moulds our character. Gandhiji
focused more on character building than on literacy. According to him
development of personality was more significant than accumulation of
intellectual tools and academic knowledge.
 Social and individual Aim: - The aim of education of Gandhiji is both social
and individual. He wanted individual perfection and a new social order
based on ―Truth‖ & ―Non-violence‖.
  Ultimate Aim: - Self-realization is the ultimate aim of life as well as of
education. Through education everyone understands about themselves and
get answer of the universal question who am I? It is the education which
helps them to understand their existence and its purpose. In the words of
Gandhiji- ―true education should result not in material power but in
spiritual force. It must strengthen man ‘s faith in God and not awaken It.‖ he
further adds ―Development of the whole-all were directed towards the
realization of the ultimate reality –the merger of the finite being in to infinite.

Perspective on education

1. Objectives of education: The ultimate objective of the new

education is not only a balanced and harmonious individual but also a
balanced and harmonious society – a just social order in which there
is no unnatural dividing line between the haves and have-nots and
everybody is assured of a living wage and the right to freedom.

2. Education through craft: The uniqueness of this scheme is that

education is to be given through village crafts. The need for a
machine-less society, Gandhi developed his ideas on education. The
core of his proposal was the introduction of productive handicrafts in
the school curriculum. The idea was not simply to introduce
handicrafts as a compulsory school subject, but to make the learning
of a craft the center piece of the entire teaching program. Knowledge of
the production processes involved in crafts, such as spinning,
weaving, leather-work, pottery, metal-work, basket-making and
bookbinding had been the monopoly of specific caste groups in the
lowest stratum of the traditional social hierarchy.

3. Curriculum: Curriculum in Gandhi’s scheme is activity centered

and craft centered. As M.S Patel has put it in style; “Craft occupies the
position of the sun in the vast solar system of human life” satisfying
our material needs in perfect harmony with the higher values of life.
The subject in the curriculum includes in the following:

1. Basic craft – Agriculture, Spinning, Weaving etc.

2. Mother – tongue

3. Mathematics – useful for craft and community life.

4. Social studies – social and economic life of the community, culture the
community, history of craft etc.

5. General science – nature study, zoology, physiology, hygiene, physical

culture, anatomy etc.

6. Drawing and music.

Gandhiji advocated uniform education for boys and girls up to

the fifth grade and diversified education there after - general science to
be replaced by domestic science for girls along with craft for both. He
laid special stress on development of good handwriting. The technique
of correlation is another characteristic of the scheme. This will
encourage self - activity rather than role memory. In his scheme of
education Gandhiji proposed a life centered and activity centered
curriculum where knowledge and skills are imparted through self-
supporting productive craft.

 Methods of teaching:
Gandhiji’s aims of education were different from those prevalent
during his days. Current education was subject centred. Gandhiji
disapproved that educational method considering as defective and
emphasized to make crafts and vocations as means of education. He
wished that some local craft should be made as medium of education
for children so that they develop their body, mind and soul in a
harmonious way and meets the ends and needs to their future life. In
this way, Gandhiji’s method of teaching was therefore, different from
the current one. He emphasized the importance of the following
principles in his method of teaching -
 To achieve mental development, training of senses and parts of the
body should be given.
 Reading should precede the teaching of writing.
 Before teaching of alphabets, art training should be given.
 More opportunities should be given for learning by doing.
 Encouragement should be given to learning by experience.
 Correlation should be established in the teaching methods and
learning experiences.
 Mother tongue to be the medium of instruction.
 Productive craft as the basic of all education.

 Teaching through creative and productive activities.

 Learning by living, service and participation, self – experience.

 Lecture, questioning and discussion method.

 Oral instruction to personal study.

 All syllabi should be woven around vocational training.

In addition to the above, Gandhiji emphasized the need of co-

curricular activities, planning, realistic experiences, initiative and
sense of individual responsibility to be associated with the craft
centred teaching method.

 Role of teacher as per Gandhi’s view:

1)He wanted the teacher to be a model of behavior an image of society
a compendium of virtues.

2) He wanted teachers to teach by example than by precept. He

opposed corporal punishment. How can an apostle of non – violence
advocated anything like that? Teacher must be well trained, proficient,
man of knowledge, faith action and devotion.

3)Teachers are responsible for carving the statues of their students.

4) A teacher should be the epicene of character, a symbol of values,

well disciplined, a unique personality, cultured and having a good
mentality. 5)His serenity and magnanimity should be outstanding and
shining. He should be polite, pious, and having sea of knowledge.

6)He should be a psychologist, a philosophies, a historian, a

technologist in the matters of knowledge and seduction.

7)He should be a guide, mentor, and guru for imparting knowledge to

the students – the valuable pearls.

 Concept of discipline:
His concept of discipline is based on self - control. Self-control refers
to inner discipline which leads to self - discipline. His concept of
discipline was, however in tune with social discipline. He emphasized
the value of self - discipline in life. He assists that every individual is a
productive citizen, a worker and a parent. Education is to be
recognized as a potent means for generating then us - feeling among
the individuals to make them, useful and responsible citizen of their
country.

 BASIC EDUCATION
To materialize the vision of society Gandhi evolved a scheme of
education after many trials and experiments over a period of 40 years.
His ideas revolutionized the current thinking about education. This
scheme of education is known as Basic education or Wardha scheme
of education or Nai Talim or new education or Buniyandi Shiksha.
Gandhiji used the term basic to describe his scheme of education
because it is intimately related with the basic needs and interest of
Indian children. Moreover, it is closely related to the people living the
villages. It is an educational scheme for common man who constitutes
the base or backbone of our country. The goal of a basic education is
to enable a student to acquire the desired fruit through his or her own
actions.

 Features of basic education:

Basic education was an embodiment of Gandhi’s perception of an
ideal society as one consisting of small, self-reliant communities. The
basic scheme of education has the following important features:
The core aim of basic education is to help students to develop self-
sufficiency.
Basic education laid a strong emphasis on manual work.
There should be free, compulsory and universal education within the
age group 7 to 14.
It envisages providing education through the medium of craft or
productive work so that the child gains economic self-reliance for his
life.
 The medium of education should be mother tongue.
 Education should develop human values in the child.
 It is aimed to achieve the harmonious development of the child’s
body, mind heart and soul.
 In basic scheme education is imparted through some local craft
or productive work.
 The basic education is self-supported through some productive
work.
  It is geared to create useful, responsible and dynamic citizens.
 Play is an essential part of basic education.
 Subjects are taught in correlation with craft, with environment
and with other subject.

 EVALUTION OF BASIC EDUCATION

MERITS
The following are the merits of basic education;
 Basic scheme is an education for life, education through life, and
education throughout life. Shortly, it was a life centred education.
 This system is suited to our needs, requirements, genius, and
aspirations for the future.
 The craft centered education will give greater concreteness and
reality to the knowledge acquired by children.
 It synthesized the individual and social aims of education.
 It was a need based education which curtailed rural
unemployment.
 Gandhiji’s scheme was highly practical as it starts with action
rather than reflection.
 Basic scheme takes in to account the needs, interests and aptitude
of the child. Thus, it is essentially child centered.
 The basic scheme was nationalist in setting, idealist in nature and
pragmatic on one hand while social in purpose and spiritual in
intent on the other hand.
 The Wardha scheme is non-theoretical and as such it enables the
student to undertake independent action.
 Basic education provides for the inculcation of an attitude of truth
in children.

Major Demerits or Causes of failure of Basic education:

 The over emphasis on crafts and productive activity has often been
criticized as child labour.
 It neglects education in terms of personality development and
development higher mental abilities,
 The craft centeredness has resulted in enormous wastage of
material as small children are not in a position to produce anything
worth – while.
 Schools would degrade as trade centres.
 It may arrest the child’s spontaneous development.
 The call for correlation becomes forced and unnatural.
  The basic scheme overlooked the possibilities of higher intellectual
development of children.
 To serve as a medium for education the basic craft selected must
answer the test of universality.
 Making handicraft as nucleus of teaching will amount to throwing
the country further behind in this age of science and technology.
 It is not up to the aspirations of the new generation of a digitalized
world.
GANDHIJI’S CONTRIBUTIONS TO EDUCATION
Gandhiji’s contribution to education is unique. He was the first
Indian who advocated a scheme of education based upon the essential
values of Indian culture and civilization. His important contributions
to education are the following:
 Gandhiji put forth a very comprehensive and practical system of
education suited to genius of our country. It is a constructive and
human system integrated with needs and ideals of national life.
 Gandhiji was the first educationist to advocate the large scale use of
handicraft, not only as a productive work but as a pivot round which
the teaching of different subjects should be undertaken.
 He presented a practical scheme of education based on the principles
of equity, social justice, non – violence, human dignity, economic well-
being and cultural self-respect.
 Gandhiji gave a very broad - based concept of education describing it
as all round development of human personality.
 He recommended immediate and ultimate aims of education which
are in accordance with the Indian socio political, economic, cultural
and social aim of education.
 He suggested a very practical and broad-based curriculum. It is
needed an integrated curriculum which is psychologically sound.
 The method of teaching suggested by Gandhiji is highly pragmatic and
pedagogically sound.
 Gandhiji’s educational model was not only holistic and practical; it
was highly decentralized and integrated, with a demonstrated capacity
to motivate the entire community and place responsibility and
accountability at the community level versus the state.
 Gandhiji’s educational scheme revived India’s economic, social and
cultural life through the instrumentality of a handicraft.
 The basic scheme of education was a practical solution for rural
unemployment. Gandhiji succeeded in presenting a type of education
which can provide the necessary economic self-sufficiency and self-
reliance.

GANDHI’S PUBLICATIONS ON EDUCATION

 Basic education.
 Medium of instruction.
 Tasks before Indian students.
 To the students.
 Towards new education.
 True education Gandhi wrote extensively on education in ‘Harijan’.

RELEVANCE OF GANDHI’S VIEWS ON EDUCATION IN THE

MODERN CONTEST
The most important point in Gandhi’s scheme of education is its
emphasis on relating school education to the needs of the society. He
wanted to achieve this objective through a system of Learning while
earning. He gave an important place to the learning of craft. It will be
seen from the curriculum of the present day schools that work
experience and socially useful productive work find an important
place. His views on early childhood education are quite relevant to –
day. Parent education is stressed for the proper development of the
early stages of the life. His emphasis on education through the mother
tongue is the accepted principle throughout the period.

CONCLUSION
Gandhiji’s contribution to education is unique. He was the first
Indian who advocated a scheme of education based upon the essential
values of the Indian culture and civilization. The methods and
techniques advocated by him and the environment he prescribed
revolutionized Indian thinking and way of living. At heart he was
devoted to idealism. He wanted to translate his ideals and values into
practice. His philosophy of education is a harmonious blending of
idealism, naturalism, and pragmatism. According to Gandhiji,
“Education is an all-round drawing out of the best in child and man –
body, mind and spirit”. He advocated that literacy should never be the
end of education or even the beginning. True education according to
him is that which draws out and stimulates the intellectual and
physical facilities of children. He gave greater importance to the child,
than the techniques and method of education. It was him firm belief
that a sound education should produce useful citizens of the entire
humanity. Education in its true and broad sense is a lifelong process,
which begins with beginning of life and ends with the end of life going
on unceasingly.
 Namita Education & Welfare Society
SIDDHARTH B.ED COLLEGE
Boradpada-Chargaon

Certificate
This is to certify that Ms. TAHEREEN NOORULHUDA
MOMIN of the class F.Y.B.Ed. (2018-19) has successfully
completed the task / Activity / Test / Case study / Project
work of the subject CHILDHOOD AND GROWING UP on
the topic/title PSYCHOLOGICAL TEST ON SELF
EFFICACY

Principal