Educational philosophy of Mahatma Gandhi.pptx

This PowerPoint presentation delves into the educational philosophy of Mahatma Gandhi, one of the most influential figures in modern Indian history. The presentation outlines the core principles that Gandhi championed in his approach to education, which included a deep commitment to values such as self-reliance, character building, social responsibility, and the integration of learning with daily life.

The presentation is a valuable resource for educators, students, and anyone interested in understanding how Mahatma Gandhi’s educational ideas can still be relevant and transformative in today’s world.

1. EDUCATIONAL PHILOSOPHY OF M.K. GANDHI Chiranjibi Behera Lecturer in Education Deogarh College, Deogarh, Odisha, India

2. EDUCATIONAL PHILOSOPHY OF M.K. GANDHI

3. BRIEF LIFE SKETCH Born Mohandas Karamchand Gandhi 2 October 1869 Porbandar, Porbandar State, Kathiawar Agency, British India Died 30 January 1948 (aged 78) New Delhi, Dominion of India Spouse Kasturba Gandhi​ Parents Karamchand Gandhi Putlibai Gandhi

4. GANDHI'S VIEWS ON EDUCATION “By education I mean all-round drawing out of the best in child and man-body, mind and spirit.” True education is that which draws out and stimulates the spiritual, the intellectual and physical faculties of the children. Gandhiji has paid highest importance to character because according to him education without character can avail nothing if they do not cultivate purity of heart. The end of all knowledge may be the building of character. The educational views of Gandhi are based on idealistic, naturalistic and pragmatic backgrounds. Gandhi viewed education as a powerful instrument of social reconstruction. He gave practical shape to his educational philosophy. Gandhi is of the view that education should develop the body, mind and heart . He changes the 3R's (reading, writing and arithmetic) to 3H's (hand. head and heart). Hence, the function of education is to develop the h andhead and heart

5. GENERAL PHILOSOPHY OF GANDHIJI Belief in god: Gandhi believed in the Almighty God. He says, "God cannot be bound in any definition. We can only experience Him but cannot see Him. To me God is Truth and Love. God is the source of light and life". According to him, " God is changeless, that holds all together, that creates, dissolves and recreates". Truth: God for Gandhi is truth and truth is God. He used to say, "I have no God to serve but Truth". The denial of truth means the denial of God, and hence, the denial of all that is good in life. Gandhi advocated truth in all his personal and social dealings. Ahimsa: Gandhi believes that Ahimsa is the only means to the realisation of truth and God. For Gandhi, truth and ahimsa are the two sides of the same coin. Truth and ahimsa are so intertwined that it is practically impossible to disintegrate and separate them. According to him, "The only certain means of knowing God's Non-violence, Ahimsa and Love." Love: Gandhi advocates that the only true religion of man is the religion of love. He says, " To see the universal and all prevailing spirit of truth face to face, one must be able to love the nearest of creation as oneself ”. The statement means that if you want to truly understand and experience the deep truth that connects everything in the world, you need to start by loving those closest to you—like your family, friends, and even yourself.

6. GENERAL PHILOSOPHY OF GANDHIJI Fearlessness: Mahatma Gandhi emphasises the fact that without fearlessness, it is practically impossible to practice truth and ahimsa. A coward cannot adhere to these principles of truth and ahimsa. According to him , "Fearlessness connotes freedom from all external fear—fear of disease, bodily injury and death, or dispossession or of losing one's nearest and dearest, of losing reputation or giving offence, and so on". Brotherhood of man: Mahatma Gandhi has deep faith in the gospel of the brotherhood of man. His motto is "Thou shalt love thy neighbour as thyself". It means that you should treat other people with the same kindness and respect that you want for yourself. His dream is the establishment of a universal community of free persons without radical discrimination and artificial barriers of caste, colour , creed, wealth and power. Satyagraha: The practical application of non-violence, truth and love is Satyagraha. It is the method of securing a right by personal suffering and not inflicting injury on others. It is to achieve a change of heart by self-suffering based on truth and non-violence. In the words of Gandhi, " So, the doctrine came to mean vindication of truth, not by infliction of suffering on the opponent but on one's self’. It means when it comes to standing up for what is true or right, you should not try to hurt or punish others who disagree with you. Instead, you should be willing to endure difficulties or sacrifices yourself. Service to humanity: Mahatma Gandhi believes that God is the temple of humanity. He devotes his entire life in the service of humanity, because it is the only way to see him in his creation. He states, "I shall work for an India in which the poorest shall feel that it is their country, ... an India in which all communities shall live in perfect harmony. In such a society even the women shall enjoy the same right as men".

7. GENERAL PHILOSOPHY OF GANDHIJI Ram R ajya: Mahatma Gandhi tries to establish Ram Rajya which he identified with justice, peace, happiness and welfare of all. Individual as a spiritual being: Mahatma Gandhi believes in the spiritual essence of all human beings. As an idealist he says " What though we have different bodies but we have one soul. The rays of the sun are many through refraction, but they have the same source. All humanity is, therefore one. All are brothers". It means even though people look different and have different bodies, we all share the same essence or spirit. Just like sunlight can appear as many rays when it passes through a prism, we are all part of one larger human family. Useful citizen: Mahatma Gandhi tries to create a society in which the government may guarantee freedom, justice and fraternity for all. He wants that each individual should be trained to be a useful citizen, shouldering responsibilities and fulfilling duties he owes to the society.

8. EDUCATIONAL PHILOSOPHY OF GANDHIJI I. Education for each child up to 14 years of age should he free, compulsory and universal. 2. All education should be imparted to the child through the medium of his mother tongue. 3. English should not be given any importance in the education of a child, that is, no place for English in the curriculum. 4. Mere literacy cannot be equated with education. It should develop human values in the child. 5. Education should enable the child to realise the ultimate truth (God) through non-violence and purity of means. 6. Education should develop all the powers of the child so as to fit him into the community of which he is an integral part. 7. Education should develop the total personality of the child, that is education should aim at achieving harmonious development of his mind, body and soul.

9. PUBLICATIONS OF GANDHI ON EDUCATION An autobiography Village swaraj All men are my brothers Way to communal harmony All are equal in eyes of God Truth is God Towards new education My non-violence India of my dreams Key to health My religion Essence of Hinduism Character and nation building Social service, work and reform Prayer Ramanama Village industries Satyagraha in South Africa Message of Gita Panchayat Raj Gandhi is a great educator, a social reformer and a famous writer. He has published a few books on education aimed at bringing about the socio economic development of our nation by changing the system of education.

10. COMBINATION OF KARMAYOGA AND GYANYOGA • Gandhian philosophy is a fine blending of gyan and karma, knowledge and work. He said, “by education I mean an all- round drawing out of the best in a child and man's- body, mind and spirit.” • According to him, the purpose of life is to acquire spiritual knowledge to self-control and activity.

11. MAIN FEATURES OF THE SYSTEM OF EDUCATION BASED ON GANDHIJI’S PHILOSOPHY Education for a just social order Self sufficient education Correlation Freedom to children but under discipline Education through craft and manual work Education related to life activities and experiences Religious education Character development Education through mother tongue Dignity of labour Spiritual training Mass education Women education

12. OTHER CONTRIBUTION OF GANDHI TO EDUCATION 1. Free and Compulsory Education Objective: Mahatma Gandhi advocated for free and compulsory primary education  for all boys and girls aged 7 to 14. Curriculum Focus: He proposed that elementary education up to matriculation should exclude English , emphasizing a curriculum that aligns with local needs. State Responsibility: Gandhi believed that the state should finance and manage school education to ensure accessibility for all. 2. Mass Education Illiteracy as a Curse: Gandhi viewed illiteracy as a significant barrier to national progress, stressing the need for mass education. Strategies for Education: Implement free and compulsory primary education for children up to age 14. Promote adult education, focusing on cleanliness, health care, and moral, vocational, and social development. Community Responsibility: He emphasized that the responsibility for educating the illiterate lies with society, urging social leaders and organizations to take action. 3. Co-Education Primary and Higher Education: Gandhi supported the idea of co-education at both primary and higher levels but deemed it unsuitable for adolescents. Societal Choice: He allowed communities the freedom to choose whether to adopt co-education based on their specific environments.

13. OTHER CONTRIBUTION OF GANDHI TO EDUCATION 4. Religious Education Faith in Religion: Mahatma Gandhi held a strong belief in God and viewed religion as essential for developing personality and character. He stated, "Life without religion is life without principle" . Moral Values: He emphasized imparting religious education through virtues such as truth, peace, love, justice, and non-violence, rather than focusing on specific religious doctrines. This approach aimed to prevent communalism in India's diverse society . Universal Principles: Gandhi advocated for teaching the general principles common to all religions, promoting moral education as a foundation for unity and brotherhood among different faiths. Service to Humanity: He believed that true religion is reflected in service to mankind, transcending individual religious identities. 5. Medium of Instruction Mother Tongue Preference : Gandhi argued that the medium of instruction for basic education should be the mother tongue, as it facilitates better understanding and fosters a positive attitude towards learning

14. OTHER CONTRIBUTION OF GANDHI TO EDUCATION National Education New Educational System: Mahatma Gandhi proposed a national education system tailored to India's unique context, emphasizing that every youth should dedicate one year to social service, using crafts as the educational core. This approach allows for regional adaptability in the curriculum based on local needs. Comprehensive Education Holistic Development: Gandhi envisioned education as a means for all-round personality development, focusing on the training of the three H's: head, hand, and heart, instead of the traditional three R's (reading, writing, arithmetic). He believed true education stimulates spiritual, intellectual, and physical faculties. Women Education Empowerment through Education: Gandhi asserted that women are essential for societal development and that their education is crucial. He believed that educating girls and boys should be equally prioritized. Roles of Women: He emphasized that women should be educated not only in academics but also in domestic affairs, health, and hygiene to fulfill their roles as mothers and builders of society. Gandhi expressed hope for women's empowerment, stating they need support to rise from societal constraints.

15. MEANING AND PHILOSOPHY OF BASIC EDUCATION The word 'Basic' is derived from the word 'base' which means the bottom or the foundation of a thing upon which the whole thing rests or is made to stand. Gandhiji wanted to make the foundation of the educational edifice strong. It is with this objective that he put forward this scheme. This scheme of education is based on the national culture and civilization of India.

16. ORIGIN OF BASIC EDUCATION It is based on ancient Indian Culture . It lays down the minimum educational standards which every Indian child is entitled to receive without any distinction of caste or creed. It is closely related to the basic needs and interests of the child. It makes use of the native potentialities of the child. It is intimately related to the basic occupations of the community. It is for the common man of the country, who is the foundation and back bone of our national life. It comes first in the primary period of our education. The principle of non-violence is the basis of basic education. Through basic education, Mahatma Gandhi wants to develop qualities which are necessary for building a non-violent society. It is against exploitation and centralisation . He finalised the basic system of education in 1937 at Wardha under the Chairmanship of Dr. Zakir Hussain . This scheme of education is known as the Wardha Scheme or the Basic National Education . The aim of basic education is to build a non-violent society.

17. SCHEME OF BASIC EDUCATION The working hours of a school under the scheme of basic education is 51/2 hours.   Minutes Basic craft and correlated subjects 150 Physical Activities 10 Mother tongue teaching 40 Art 40 Arithmetic 20 Social Studies and General Science 60 Recess 10 Time distribution might vary from craft-to-craft (spinning and weaving, carpentry, agriculture, fruit and vegetable gardening, leather work and any other craft), but in no case the time allotted to the basic craft should exceed the above estimation. The school should work for 288 days in a year. Each school should have attached to it a plot of land big enough for garden and a playground.

18. MAIN FEATURES OF THE BASIC EDUCATION Free and compulsory education: Gandhiji wanted education to be free and compulsory for all boys and girls between the ages of seven to fourteen. Education through Craft: The basic idea of this scheme is to impart education through some craft or productive work. Craft work helps the child to acquire sensor and motor co-ordination and to appreciate the value of honest labour. Medium of instruction: One of the resolutions that was adopted the All India National Conference at Wardha was that education must be imparted through the mother tongue.

19. MAIN FEATURES OF THE BASIC EDUCATION 3. Ideal of citizenship: Another important feature of the basic scheme is the ideal of citizenship which is implicit in it. It aimed at giving the citizens of the future a keen sense of personal growth, dignity and efficiency and social services in a cooperative community. 4. Flexible-Curriculum-and-free-Environment: The flexibility of the curriculum and free environment for the child to perform according to his own capacity are another remarkable features of basic education. 5. Under this scheme the teachers and students are free to work according to their interest and there is no compulsion for completing a prescribed portion due to fear of examinations.

20. CURRICULUM OF BASIC EDUCATION Basic Craft Mother tongue Mathematics Social Studies General Science Art, Music and Drawing Domestic Science Hindi for that area in which it is not the mother tongue

21. CHARACTERISTICS OF BASIC EDUCATION English has not been included as a subject of study. Although the medium of instruction is mother tongue, all students must learn Hindi language. There is no place for religious and moral education in the curriculum The craft chosen must not be taught mechanically, but systematically and scientifically keeping in view the social significance. It is also economically productive as it is based on the principle of work. The system was able to remove class and caste distinction It also removes the barriers between the educated and the non- educated, between manual work and intellectual work, between the rich and the poor and village and the town.

22. CHARACTERISTICS OF BASIC EDUCATION 8. Basic education is activity - centred education. 9. Basic education is child-centric. 10. Basic education is based on sound educational principle of correlation, where all educational activities are correlated to a basic craft. 11. The system is based upon the cultural and social heritage of the land. 12. It aims at a harmonious development of the body, mind and soul.

23. CHARACTERISTICS OF BASIC EDUCATION (CONTD…) 14. Basic education system recognizes the dignity of labour. 15. It recognizes the importance of mother-tongue as the medium of instruction at the elementary stage. 16. It inculcates democratic values like co-operation, responsibility, fellow-feeling in the minds of the students, which are essential for proper functioning of a democratic social order.

24. DEMERITS OR CAUSES OF FAILURE OF BASIC EDUCATION Too much emphasis on craft had led the neglect of liberal education. A single craft can and should not be the basis of the entire educational process. This scheme turns a school into a centre of small scale industry and the teachers had to depend upon the earnings of the students. It may not help in the development of liberal education and thus would create an imbalance in the educational system between vocational and intellectual education. The method of correlation as technique of instruction was not stressed and sincerely followed. Basic Education is often regarded as inferior type of education meant for the poor villagers. The general public had no confidence in basic schools because of the degraded social value accorded to it

25. DEMERITS OR CAUSES OF FAILURE OF BASIC EDUCATION Too much emphasis on craft had led the neglect of liberal education. A single craft can and should not be the basis of the entire educational process. This scheme turns a school into a centre of small scale industry and the teachers had to depend upon the earnings of the students. It may not help in the development of liberal education and thus would create an imbalance in the educational system between vocational and intellectual education. The method of correlation as technique of instruction was not stressed and sincerely followed. Basic Education is often regarded as inferior type of education meant for the poor villagers. The general public had no confidence in basic schools because of the degraded social value accorded to it

26. AIMS OF EDUCATION Gandhiji had two fold aims : Immediate aims : These are concerned with our day to day life. Bread and butter aim: Education must aim at enabling every individual to earn his livelihood. It must enable him to stand on his own feet. Education should be a kind of insurance against unemployment. Cultural aim: The cultural aim lays emphasis on obtaining an Indian culture. The culture that is reflected in our dress, our manner of speech, our way of conduct and behavior. It enables one to see things in their true perspective. Character aim: He regarded character as the expression of the whole personality including its ethical and spiritual aspects. According to Gandhi, education without character and character devoid of purity would be of no good. Perfect development aim: Perfect development means all round development of child. It means development of head, heart and hand – nothing less and nothing more. Ultimate aim: Self – realization is ultimate aim of life as well as of education. Spiritual freedom provides knowledge of God and self – realization. Hence, education should provide spiritual freedom.

27. CURRICULUM Basic craft: He asserted that education should be craft centered. Basic craft which may be agriculture, spinning, weaving, woodwork etc. should be included in accordance with the local conditions of life and society. Mother tongue: Mother be studied as it is an effective instrument for the expression and communication of ideas. Arithmetic should be correlated with the life situation: It is very useful subject for day to day life. Social studies: It includes subjects like history, civics geography and current events for promoting individual and social virtues. General science: General science including nature study, zoology, physiology, hygiene, chemistry, botany and astronomy should be taught for promoting intelligent and scientific outlook. Domestic science should be added for the girls in the fourth and fifth grades. Music and drawing: These subjects should be included to create in boys and girls a real interest in education. Place for Hindustani: A national language be included and taught in the school curriculum.

28. METHODS OF TEACHING Education through craft: Gandhi Ji emphasized that education should be given through the medium of some craft or production work. Emphasis on activity method and learning by self – experience: He emphasized activity method in the field of teaching. He asserted that learning by doing and learning by self – experience is very effective. Correlation method: He advocated the method of correlation. Education of different subjects should be in the form of correlated knowledge and not in the form of separate subjects. Lecture and questioning method: He accepted the use of lecture method as well as of questioning method. Mother tongue as the medium of instruction: He wanted that all education must be given through the medium of mother tongue.

29. DISCIPLINE Self-Discipline: Gandhi advocated for discipline that arises from within rather than being imposed externally. He believed that true discipline is a form of self-control, rooted in moral and ethical living. Character Building: For Gandhi, the ultimate aim of education is character building. He argued that education should cultivate virtues such as truthfulness, compassion, and responsibility, which are essential for personal and societal development. Freedom with Responsibility: While he emphasized the need for discipline, Gandhi also believed in providing children with sufficient freedom to explore and learn. This balance allows them to develop their potential while adhering to societal norms. Opposition to Corporal Punishment: Gandhi was against corporal punishment, advocating instead for a nurturing environment where discipline is maintained through mutual respect and understanding between teachers and students. Community Connection: He stressed the importance of connecting education with the local community, which helps reinforce discipline through shared values and collective responsibility.

30. ROLE OF THE TEACHER Model of Virtue: Gandhi envisioned teachers as role models who embody the values they teach. They should demonstrate high moral standards, simple living, and strong character traits. Friend, Philosopher, and Guide: Teachers should act as mentors who foster a supportive relationship with students, facilitating an environment conducive to learning through empathy and understanding. Child-Centered Education: He believed that education should be tailored to the child's experiences and interests, promoting active participation in learning processes rather than rote memorization. Holistic Development: Teachers are responsible for nurturing not just academic skills but also physical, moral, social, and spiritual development in students. This comprehensive approach aims to develop well-rounded individuals. Innovative Teaching Methods: Gandhi encouraged teaching methods that involve practical activities and crafts, emphasizing "learning by doing" as a means to engage students actively in their education. Training and Dedication: He insisted that teachers must be well-trained and dedicated to their profession, equipped with knowledge and skills necessary for effective teaching.