TNTEU B.Ed., Contemporary India and Education BD1CE- Unit 4. LANGUAGE POLICY IN EDUCATION
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The document outlines the educational history of India, emphasizing the evolution from traditional Hindu and Buddhist education to Islamic and Western influences during the colonial period. It discusses various educational philosophies from figures like Rabindranath Tagore, Mahatma Gandhi, and Swami Vivekananda, highlighting their views on the aims, methods, and roles of teachers in education. Overall, it presents a comprehensive view of the diverse educational approaches that have shaped contemporary India.
TNTEU B.Ed., Contemporary India and Education BD1CE- Unit 4. LANGUAGE POLICY IN EDUCATION
- 1. Contemporary India and Education Dr.Raja Mohammed T M.Sc.,M.Ed.,M.A(His).,M.Phil.,M.A.,(Psy).,Ph.D.,TNSET
- 3. INTRODUCATION The educational history of the Indian subcontinent commenced with the teachings focused on traditional subjects like Indian religions, mathematics, and logic in Hindu and Buddhist educational hubs like Taxila and Nalanda. This initial phase predates the Islamic era. Subsequently, Islamic education became prominent during the Islamic empires' rule in the region during the medieval period. Later, European colonization introduced Western education to colonial India. Over time, a sequence of actions spanning the early 20th century culminated in establishing the groundwork for education in the Republic of India.
- 4. VEDIC EDUCATION: FOUNDATION OF ANCIENT INDIAN LEARNING a) Aims of Education: The ultimate aim of education in ancient India was not knowledge as preparation for life in this world or for life beyond, but for complete realization of self for liberation of the soul from the chains of life both present and future. b) Curriculum: Students had necessarily to obtain knowledge of metrics. Arithmetic was supplemented by the knowledge of geometry. Students were given knowledge of four Vedas – Rigveda, Yajurveda, Samaveda and Atharvaveda. The syllabus took within its compass such subjects as spiritual as well as materialistic knowledge, Vedas, Vedic grammar, arithmetic, knowledge of gods, knowledge of the absolute, astronomy, logic, philosophy, ethics, conduct, etc.
- 5. VEDIC EDUCATION: FOUNDATION OF ANCIENT INDIAN LEARNING Methods of Instruction It was a pupil-centered education. No single method of instruction was adopted, though recitation by the pupil followed by explanation by the teacher, was generally followed. Besides question and answers, debate and discussion, story-telling was also adopted according to the need. There was no classroom teaching. However, monitorial system was established and senior pupils were appointed to teach juniors.
- 6. VEDIC EDUCATION: FOUNDATION OF ANCIENT INDIAN LEARNING Role of Teacher In ‘Guru’ has significant place. It consists of two words, Gu-ru. The word ‘Gu’ indicated darkness and ‘ru’ means controller. It means to avoid darkness or ignorance. In Vedas the term ‘achariya’ is used for guru. Guru is considered greatest treasure of knowledge. In educative process, teacher and students are the two components; a teacher provides physical, materialistic and spiritual knowledge to his students. The educative process is teacher-centred. Guru satisfies the curiosity and needs of his students. Guru was the spiritual father of his pupils. Gurus were taking care of their pupil in same manner as a father takes care of his son.
- 7. BUDDHISM AND EDUCATION Lord Buddha, the founder of Buddhism did not write any book himself. His followers made the collection of his preaching 100 years after his death. The collection is known as ‘Tripitikas’. Aims of Education The main aim of education was to attain ‘Salvation’. Buddha formulated eightfold path, known as ‘Ashtang Marg’. Mainly, eight objectives of Buddhist’s education: (i) Right Will, (ii) Right Speech, (iii) Right Actions, (iv) Right Vocation, (v) Right Exercise, (vi) Right Memory, (vii) Right Concentration, and (viii) Right knowledge.
- 8. BUDDHISM AND EDUCATION Curriculum In Buddhist’s education, education was divided into two stages: I)Primary Education, and ii) Higher Education. Primary Education of the period aimed at teaching reading, writing and arithmetic. At the higher stage students studied a variety of different subjects. Word knowledge, Painting, Printing, Sculpture, Medicine Knowledge, Logic Spiritual Education, Games and Sports, Archery, Geology, Arithmetic and Religious discussion were included.
- 9. BUDDHISM AND EDUCATION Methods of Teaching Verbal Methods was used during the Vedic age. Buddhism emphasis teaching of all subjects through Pali. Question-Answer Method, Debates and Discussions were organized to bring about proper education. Direct Method had a great recourse for teacher and knowledge was presented in the form of sutras Method of Meditation was practiced by Monks to realize the supreme knowledge.
- 10. BUDDHISM AND EDUCATION Role of the Teacher In the Buddhist’s period, teacher was called ‘Acharya’. He was pious, religious and spiritual. The teacher must give the Bhikshus all possible intellectual and spiritual help and guidance by teaching and by instruction. Teacher will follow the Buddha’s Eight-fold Path. In Buddhism, teachers as of three distinct types: (i) Acharyas (ii) Upadhyas, and (iii) Special Teachers.
- 11. BUDDHISM AND EDUCATION Freedom and Discipline In Buddhist education, students were expected to live an ideal life in pursuit of Buddha’s Eight-fold Path. There was no punishment. The Buddha Bhikku took the vows of charity and poverty. Character was the basis of moral discipline.
- 12. JAINISM AND EDUCATION In the field of knowledge, Jaina philosophy is pluralist and relativist(dependent ) . Consciousness is the essence of the soul or Jiva. Knowledge according to Jaina system is of two kinds: Pramana and Nyya. Pramana is again of two kinds i.e., indirect and direct knowledge. Direct knowledge is gained by the means of the sense organs. Direct is valid in its own right. Direct knowledge is either practical or other worldly. Practical knowledge is achieved through mind and senses. Other worldly is immune from the effect of actions and independent of mind and senses. The indirect knowledge is an enlightened one.
- 13. JAINISM AND EDUCATION Aims of Education: Jain system recommended liberation as the ultimate aim of education. According to this system, liberation is of two types i.e., Jivan Mukti and Dravya Mukti. Education should, help the student to do such karmas which leads towards Jivan Moksha, which again will lead towards the higher level Dravya Moksha. Thus, this system stresses social, economic, moral, and spiritual aims of education.
- 14. JAINISM AND EDUCATION Curriculum Jaina curriculum includes those subjects which lead students towards different actions or activities. And thus the Jaina curriculum is activity- centered, co- curricular activities and different cultural activities. Apart from this, Jaina curriculum also emphasized vocational education. The Jaina curriculum includes social sciences, natural sciences, moral education, vocational education, various co-curricular activities, and yoga.
- 15. JAINISM AND EDUCATION Methods of Instruction Jaina system of education emphasized experimental method and learning by doing method. Jaina system emphasised work-oriented education. Vocational education provide practical knowledge or work experience to the students. In this way education may become useful for life as it will help the students in earning their living. Thus, this system emphasized socialised techniques, experiments, learning by doing, co-ordination, etc.
- 16. JAINISM AND EDUCATION Role of Teacher According to Jainism, high qualities were expected of teachers. He must know his subject well, he must know how to teach effectively and he must have genuine love for his pupils. This implies, he must be learning continuously, to be up-to-date in his field of knowledge.
- 17. JAINISM AND EDUCATION Freedom and Discipline Like idealistic philosophy, Jainism enjoins strict discipline for the pupils. True education cannot be imparted without discipline, anger, ego, luxury, illness and laziness are some of the main hindrances in acquiring true education.
- 18. EDUCATION DURING MUGHAL PERIOD Aims of Education The ultimate aim of Islamic education was to get ‘Nijat’ (Mukti). The important aims of muslim education (i) Development of Character and Morality., (ii) Spread of Knowledge, (iii) Political development.
- 19. EDUCATION DURING MUGHAL PERIOD Curriculum Curriculum at primary stage knowledge of 3R’s- Reading writing and arithmetic. Urdu formed one of the chief subjects of study, religious instructions were also given at Primary level. At the Secondary level, Grammar, Natural Science, History, Astronomy, Military education given to the students. Methods of Instruction In medieval period, oral method, monitor system, lecture method, Reading and writing, self- study method, potential symposia, analytical and inductive methods, experimental method are used as methods of teaching.
- 20. EDUCATION DURING MUGHAL PERIOD Role of Teacher During the medieval period, the teacher was very much respected. There was intimate and cordial relationship between the teacher and the taught. The pupils followed the precepts of the teacher. Students, who acquired special knowledge in religion, wore given the degree of ‘Aim’.
- 21. EDUCATION DURING MUGHAL PERIOD Role of Teacher During the medieval period, the teacher was very much respected. There was intimate and cordial relationship between the teacher and the taught. The pupils followed the precepts of the teacher. Students, who acquired special knowledge in religion, wore given the degree of ‘Aim’.
- 22. THE MADRASAHS OR MADRASAS The ‘Madrasahs’ imparted secondary and higher education. Often these Madrasahs were attached to mosques The term ‘Madrasahs’ is derived from Arabic word ‘dars’ (a lecture) and means a place where lecture is given. There was difference in principles between the Madrasahs and other mosques. When a particular room was set apart in a mosque for the teaching purposes it was called a Madrasahs
- 23. THE MADRASAHS OR MADRASAS Religious education comprised deep study of the Quran, Islamic law Sufism Literature, logic, history, geography, astronomy, astrology, arithmetic, agriculture Medicine, Some madrasahs had hostels attached to them which provided free boarding and lodging.
- 34. VIEWS OF GREAT THINKERS ON MEDIUM OF INSTRUCTION Education according to Tagore is development of the individual. It is the enrichment of personality and education should be Indian and not borrowed from the West. RABINDRANATH TAGORE
- 35. RABINDRANATH TAGORE CURRICULUM Tagore was a naturalist and also an idealist and he wants things of beauty and nice virtues (Good Qualities) to be taught in the curriculum. He lays stress on those subjects that make a child full and rich in knowledge. He also wants them to appreciate truth, beauty and goodness.
- 36. METHODS OF TEACHING- RABINDRANATH TAGORE He wants teaching-learning to be a joyous adventure, full of thrills, wonders, and surprises. School is not to be a factory and learning has to be enjoyable. He believes that children learn their lessons with the aid of their whole body and mind, with all the senses fully active and eager. Tagore does not want teachers to be harsh to children. They should be treated with all sympathy and consideration.
- 37. METHODS OF TEACHING- RABINDRANATH TAGORE He is in favor of easy education that is education through music, art, literature and nature Books must provide students with vivid pictures of their home and society. Education must not lead students to enchanting falsehood.
- 38. THE ROLE OF A TEACHER- RABINDRANATH TAGORE The teacher’s role is to provide an environment, where students have the confidence to express their own learning ability. There is no need for any form of corporal punishment to discipline students because fear of making mistakes prevents an individual from being free to venture a new thought, to innovate, to ask questions and to be creative.
- 39. THE ROLE OF A TEACHER RABINDRANATH TAGORE Discipline should be based on motivations like joy and pursuit of creative tasks. • A teacher must prepare students for the good fortune and character as well.
- 40. MEDIUM OF INSTRUCTION RABINDRANATH TAGORE Tagore emphasized on mother tongue as the medium of instruction. Language is the true vehicle of expression. Tagore wanted to reform Indian education by combining the progressive views of the west and the spirituality of the east.
- 41. MEDIUM OF INSTRUCTION RABINDRANATH TAGORE As he was an artist turned educationist, he gave a new dimension to education- emotional fulfillment through self expression, creative work and communion with nature.
- 42. MAHATMA GANDHI - BASIC EDUCATIONAL CONCEPTS Education for Gandhi is holistic in nature. It leads to the development of all aspects of human personality, an all-round drawing out of the best in child and man, body, mind and spirit. The highest development of the mind and the soul is possible under such a system of education.
- 43. MAHATMA GANDHI - BASIC EDUCATIONAL CONCEPTS Gandhi emphasized the need for educating the child through manual work as the prime means of intellectual training.
- 44. MAHATMA GANDHI - BASIC EDUCATIONAL CONCEPTS He wanted education to be free from the narrow limitations of the formal classroom. He envision compulsory education for all boys and girls. Gandhi was of the view that education should help children to be good citizens. Education for him should cater to the needs of the whole personality: head, heart and hand.
- 45. MAHATMA GANDHI - BASIC EDUCATIONAL CONCEPTS At the primary education level according to Gandhi, children should be given elementary knowledge of history, geography, mental arithmetic and the art of spinning. Through these he proposes to develop their intelligence. He felt that the commencement of training by teaching the alphabet and reading and writing hampers their intellectual growth. The alphabet has to be taught only after they are acquainted with the prevailing conditions and history of the society in which they live.
- 46. GANDHI ON MEDIUM OF INSTRUCTION Gandhi has totally opposed English education. His distaste towards English education is evident in his writings. Gandhi attaches greatest importance to learning in the language into which a child is born. He notes that ‘English is today admittedly the world language. I would therefore accord it a place as a second, optional language, not in the school, but in the university course. We and our children must build on our own heritage’.
- 47. GANDHI ON MEDIUM OF INSTRUCTION Gandhi noted that by borrowing from others we impoverish our own language. His stress was on building knowledge in the languages spoken by people. English medium education causes an undue stress on children.
- 48. GANDHI ON MEDIUM OF INSTRUCTION Gandhi believed that foreign medium will make our children foreigners in our own land. English medium instruction will prevent the growth of our vernaculars.
- 49. SWAMI VIVEKANANDA Vivekananda believed in the unity of man and God. He tried to unite Indian spirituality and western materialism. Education is the discovery of the inner-self i.e self revelation. Education is development from within. Vivekananda doesn’t believe in the system of education where the learners’ mind gets jam packed with information without having any space for independent thinking.
- 50. METHODS OF TEACHING The task of the teacher is only to help the child to manifest knowledge by removing the obstacles in its way. The learner is just like a plant, and we cannot do anything more than supplying it water, air, manure while it grows from its own nature.
- 51. METHODS OF TEACHING The method of teaching must be problem-solving under the bias-free guidance of the teacher. The teacher’s role is just a facilitator, similar to the modern educationist Heuristic method. The teacher has to come down to the level of the learner and give him a push upwards.
- 52. ROLE OF THE TEACHER Teachers must help children’s mind to grow by unfolding and promotion the natural power inherent in them. Children teach themselves and the duty of the teacher is to offer them opportunity and remove obstacles. Teachers must provide conducive environment and the rest will happen by itself.
- 53. MEDIUM OF INSTRUCTION Vivekananda strongly advocates “mother tongue” as the medium of instruction so that it will reach everyone. However, he also believes that it is necessary to learn English and Sanskrit. While English is important for mastering Science.