Gijubhai Badheka bed 1st year pppt presentation

Bed 1st year ppt presentation

1. GIJUBHAI BADHEKA (1885-1939)

2. Anamika Singh (61) Aliya Khurshid (43) Madhu Kumari (96) Nishu Kumari (52) Poorniam Kumari (64) Priti Kumari (28) Somi Ali (83) Tannu Kumari (87) Presented by: Group 9

3. INTRODUCTION “Games are real education. Great powers are born on the playground. Games mean character-building.” Gijubhai Badheka was born as Girjashankar Bhagwanjibhai Badheka on 15 th November,1885, in Vallabhipur, Gujarat. Son of Bhagwanjibhai Badheka, a pleader in Vallabhipur and Kashibai. He is also referred to as “Moocchali Maa ”. His experiment in the field of child education was greatly influenced by Maria Montessori. He adopted a humanistic approach. Gijubhai wrote more than 200 books – 180 books for children and 20 for parents and teachers.

4. EARLY LIFE AND EDUCATION Girjashankar Bhagwanjibhai Badheka, generally known as Gijubhai Badheka, was a pioneer educationist who brought the montessori system of education for pre school in India. Young Girjo, as he was called, was admitted to the primary school in Vala at the age of six years. As he recalled later he had already been taught the basics of reading and writing by a young girl Bhooba who used to come to play with him and he considered her as his “adi guru” or first teacher. He later matriculated from Bhavnagar and joined the Shamlals College, but did not complete his studies.

5. In order to earn a living he went to East Africa in 1907. After trying a few different jobs, he worked with the Solicitor and advocate Mr. J.P. Stevenson in Nairobi. On his return to India he studied law in Bombay. He started his practice in 1911 as a District Pleader and later enrolled himself as a High Court Pleader. Gijubhai’s maternal uncle Hargovind Pandya had a great influence in moulding his personality. Following the birth of his son in 1913, he developed an interest in childhood education and development. He closely observed the child education classes conducted under the guidance of Motibhai Amin at Vaso in Gujarat. It is here that Gijubhai was presented a Gujarati book describing Montessori method of education and got introduced to the thinking of Maria Montessori and her writing.

6. Philosophy of Life G ijubhai B adheka

7. Philosophy of Life The philosophical ideas of Gijubhai can be explained through the following points: According to Gijubhai, God is the creator and destroyer of this universe. The best work of God is human and the ultimate goal of life is the attainment of God, which man can achieve through religion, morality and devotion to God. Gijubhai considered both spiritual and material knowledge necessary and believed that the knowledge of spirituality can be obtained through conscience and the materialistic knowledge can be obtained through senses.

8. According to him, religion and morality are the basis of human life. Human in all aspect should follow truth, non-violence, honesty etc and should have love, compassion, affection, kindness towards other. He wanted to create such a social system where there are full opportunities and full facilities are available for the development of a person’s personality, where every person can end their differences and be united. Gijubhai had deep faith in democracy. He wanted to build a prosperous and progressive democratic nation, in which every man and woman would get justice and a secure life. He considered education necessary in a democracy. According to him democracy and education enrich each other, without education the secular outlook of an individual cannot be effectively developed.

9. According to Gijubhai, nationalism has its place in every country and should be nurtured, but it should not be allowed to become aggressive and hinder the international development. He believed that no country can progress without the feeling of nationalism among the citizens

10. EDUCATIONAL PHILOSOPHY G ijubhai b adheka’s

11. EDUCATIONAL PHILOSOPHY Gijubhai’s contribution to education in general and teaching learning process in particular are immense. He gave a new shape and definition to education. He was not happy about the system of education especially the way teaching and learning took place in schools. Though he borrowed ideas from the west, he systematically oriented these thoughts to suit Indian conditions. His system of education was indigenous in nature and suited to the Indian socio-cultural fabric. He is credited for bringing the Montessori system of learning into action in the country.

12. Educational Ideas Gijubhai is an educationist of high quality, he has given a very important place to the child in his educational thinking. Child Liberty : According to Gijubhai a child should be given complete freedom. We should not impose our wishes and decisions on children. A child should be free to choose any particular activity from the development oriented conditions. Along with this, freedom to participate in that trend should be given in case of interest.

13. Respect for Children: He used to give a lot of respect to children. He used to say that seeing children with respect leads to their development. Self-reliance: According to him a child should not be made dependent. Children should be motivated and encouraged to do physical, mental and all activities themselves. Self-discipline : According to Gijubhai, self-discipline should be emphasized in the education of children. With this, children's inner powers will get an opportunity to grow naturally in a natural direction. Self-discipline is a very practical step towards self-learning.

14. Self Expression : Expression brings lightness in the child, removes his tiredness and leads to healthy development. Gijubhai has described children's story, children's play, folk song, folk art collection etc. as a strong medium of expression. He said that by obstructing the expression, many disorders arise in the child and their development stops. Training of Senses : It is on the basis of the senses that the intellectual development of the child takes place. If the senses are not strong, the process of gaining knowledge cannot be dynamic. He considered the period between 3 and 7 years suitable for sensory training.

15. Teaching in Nature: Gijubhai has given special emphasis to nature. According to him, nature is a teacher who teaches the child equality and generosity. Knowledge of nature leads to intellectual development of children, nurtures creativity and moral education. Nature is a medium for acquiring scientific knowledge and developing observational power. Nature teaches patience and develops reverence

16. AIMS OF EDUCATION Intellectual Development: According to Gijubhai ‘education is not just the training of abilities nor the training of knowledge, but it is to make a human being intelligent and full of humanity’. Physical Development: He believed that a healthy body is essential for a healthy mind. Cultural Development: According to him, the aim of education is to make the child civilized, polite and cultured. Education is necessary for our youth and prepares the mind of young men and women to accept the good and life giving elements of their own culture.

17. Social Development: A person is a part of the society, their development happens by living in the society, all his needs are fulfilled by the society. Gijubhai said the aim of education should be to develop a sense of duty towards the society in the child. Development of moral and spiritual values: Gijubhai was a person of religious tendency, so he gave maximum emphasis on the moral development of children. Development of creativity: According to him education should be able to enhance the creativity of a child.

18. CURRICULUM The curriculum should be objective. The curriculum or subject material should be such that it can fulfill the objectives of teaching that subject. Curriculum should be experimental rather than exam centric. Social and economic problems should be included in the curriculum. Moral values should be given sufficient place in the curriculum so that children can develop moral qualities and they can deeply inculcate them in their lives. The curriculum should be according to the natural abilities, interests and needs of the child.

19. METHODS OF TEACHING Gijubhai’s teaching method is child centered and activity based He emphasized the use of teaching methods of Montessori and Froebel with certain changes according to the Indian conditions and environment. He did activities according to child’s nature, songs, acting, story telling, gardening, sports, etc were made the basis of teaching. He emphasized that the children should not be taught anything forcibly.

20. DISCIPLINE Gijubhai was in favour of self-discipline. He said that children should be given complete freedom to express their thoughts. They should be given opportunities to perform activities independently. There should be no control over them in schools, corporal punishment should not be allowed. Opposing ‘repressive discipline’, he said that it was a temporary discipline. True discipline is self discipline.

21. SCHOOL While Montessori named the school as nursery and Froebel as a children’s garden, Gijubhai called the school as Bal Mandir. A Bal Mandir, wherein the priest in the form of teacher worships the God in the form of a child. He said that the environment of Bal Mandir should be fear free Opportunities should be provided to the children in the Bal Mandir to learn according to their interest, need and ability. In fact, this Bal Mandir of Gijubhai is an experimental place for child development.

22. ROLE OF TEACHER Teacher has been given an important place in Gijubhai’s education system. He has seen the teacher as a friend and guide. The teacher should have a sense of dedication towards teaching. The teacher should have a thorough knowledge of child psychology and physiology. They should be familiar with the child’s needs, interest, abilities, capabilities, attitudes etc. The teacher should have qualities like love, trust, cooperation and sympathy toward the children.

23. The teacher should be without pride and have humility. They should take care that no injustice is done to the students. The teacher should have restraint of speech’ The teacher should be free from prejudices. The insight of a teacher should be as subtle and sharp as a scientist.

24. IMPLICATIONS OF GIJUBHAI’S PHILOSOPHY Gijubhai revolutionized the field of child education. He emphasized on making the education child centered. His e ducational objectives are very useful. They are in favour of all round development of the child. He opposed the exam oriented curriculum and emphasized on experiential curriculum. He favoured self learning of the child. He emphasized self discipline. In fact, self discipline is a very practical step in the direction of self learning .

25. He laid a lot of emphasis on child expression. Gijubhai gave an important place to introduction of nature in the education of child . The entire focus of his learning process was on experimentation which involved games, stores and other cultural practices as the means of transmitting knowledge The thoughts expressed by Gijubhai regarding parents are very relevant in today’s circumstances. It is very important to say that parents should act as a complement to teacher. It is their duty to follow their own religion and moral rules, treat their children with love and give them opportunities for free expression and creative work.

26. CONCLUSION Freedom in the learning space is a point Badheka stressed on. He criticised the conventional methods of education. He rejected a system of education that did not give freedom to children to learn in a free and natural environment, especially in the formative years. He was impressed by the Montessori system of education and took the bold step of experimentation with alternate ways of knowledge transmission. Opposing the system of determining capacities by ranks and examinations, Badheka emphasized on creating an environment in the classroom that encouraged students to explore rather than meekly following what the teacher said.

27. QUOTES BY GIJUBHAI BADHEKA