Education for Development
EDUCATION FOR DEVELOPMENT[edit]
Unit Content
2.0 Objectives
2.1 Introduction
2.2 National Integration
2.2.1 Meaning and Need of National Integration
2.2.2 Obstacles to National Integration
2.2.3 Role of Education in Promoting National Integration
2.3 International Understanding
2.3.1 Meaning and Need of International Understanding
2.3.3 Obstacles to International Understanding
2.3.2 Role of Teachers and Education in International Understanding
2.4 Citizenship
2.4.1 Teaching Citizenship Education
2.4.2 Global Citizenship
2.5 Summary
2.6 Exercise
2.0 OBJECTIVES
After studying this unit, you will be able to:
• define the terms National Integration, International Understanding and Citizenship
• explain meaning of the term National Integration
• justify the need of International Understanding
• explain the role of education in promoting International Understanding
• understand the need of being a Global Citizen
• discuss the role of education in attaining citizenship in its true essence
• formulate and verify the characteristics of education
2.1 INTRODUCTION
In the previous unit we have seen how Culture and Education are closely related with each other. Education conserves and transmits culture from generation to generation and contribute towards perpetuation. Hence, it was rightly concluded that, Education is a vital ingredient in the process of socialization of the individual which is a tremendously important aspect of culture.
In this unit, we shall be seeing the role of Education in maintaining National Integration, developing International Understanding and understanding the role of a national and global citizen.
2.2 NATIONAL INTEGRATION
National Integration is the cherished desire of peace-loving people of India. The country showed its humanitarian values at the time of freedom movement adhering to non-violence-strategy to release the country from the foreign shackles. This sub continental country needs unity and integrity for its survival with all peculiarities of differences in its culture.
2.2.1 MEANING AND NEED OF NATIONAL INTEGRATION
Meaning:
National integration is the awareness of a common identity amongst the citizens of a country. It means that though we belong to different castes, religions and regions and speak different languages we recognize the fact that we are all one. This kind of integration is very important in the building of a strong and prosperous nation. Need:
In India national integration is needed due to following reasons:
• Threat of Foreign Aggression
National integration is vital for India’s survival especially at a time when the country is under the threat of foreign aggression and internally the people are divided on the basis of castes, religions, regions, communities, languages and Races
• For the Development of National Character
National integration is an essential element for the development of national character. These days there is lack of national character. Corruption is increasing day-by-day. We are sacrificing national interests for the sake of money. National character can be formed only when we have the feeling of national integration.
• For Success of Democracy
India is a democratic country. National integration is an essential pre-requisite for the success of our democracy. It is a basic need for the success of democracy; otherwise, the fissiparous tendencies in the country may lead to serious consequences.
• For Diversity
National unity is essential for any country at any time. There is unity in diversity in India but now unity is in danger. Therefore, national unity is essential in order to maintain the eternal value of unity in diversity.
• For Peace
National integration is essential for keeping peace at national and international level.
Modern age is the age of science. It has changed the whole world in a family. Every nation is dependent on one another. Therefore, scientific achievement should be used for constructive work in order to provide peace to humanity. This feeling can develop only when we have the thought of national integration.
2.2.2 OBSTACLES TO NATIONAL INTEGRATION
Following are the major barriers that come in front of National Integration (in India)
• Communalism
Communalism is one of the great obstacles on the way of national integration. There are many communities, tribal groups and parties in India trying their best to snatch the fruit of independence for satisfying their selfish desires ignoring the interest of the society as a whole. As a result of which, every now and then, we have communal riots taking place in different parts of our country.
• Casteism
In ancient times Indian society was divided into a number of castes, sub-castes and sub-castes based on birth. The people of high castes develop a feeling of superiority towards the low caste. This causes bitterness among the people. It becomes very difficult to develop a sense of oneness among the people.
• Regionalism
Regionalism is also an obstacle on the way of national integration. Now our country has been divided into a number of states. This develops a rivalry between different regions, different states and also within the slate. Now the people of Assam, Meghalaya and Manipur have started agitation against the outsiders living in these states which go against national integration.
• Provincialism
People of different province think themselves as Gujarati, Marathi, Bengali, Punjabi etc. without thinking themselves to be Indians. This tendency of provincialism should be checked because it lends to disunite us.
• Linguism
India is a land of many languages. This variety of language is an indication of cultural enrichment. But it is a matter of regret that a number of ‘linguistic conflicts exist in our country. People have developed a tendency of unwillingness to grant to other languages the same rights as they claim for their own. Quarrel or conflict over languages will definitely disintegrate us.
• Religious Prejudices
Every community is free to develop its religion but not at the cost of other religions. India is a secular country but still there are sudden out breaks of violence in the name of religion. Our people do not have sufficient knowledge about different religions and ways of life of others. So, they become suspicious of others religion and hate them which creates an obstacle on the way of national integration.
• Economic Conditions
Economic conditions affect national integration. At one end are those millions who suffer from poverty and on the other end those who maintain a life of economic sufficiency. The provision of employment opportunities to those young men shall prove helpful to national integration.
2.2.3 ROLE OF EDUCATION IN PROMOTING NATIONAL INTEGRATION
In view of promoting national integration in November 1960, the Education Ministers of all the States met to consider this matter. The problem of National Integration was considered in all its gravity. It was then decided that a committee be constituted under the leadership of Dr. Sampurnananda for promoting national and emotional unity in the country.
The committee apart from considering other aspects of the problem, devoted thought to the role of education in promoting national integration. The Committee was set up in May 1961 and it began it’s; work soon thereafter.
Education and the Recommendations of National and Emotional Integration Committee: The Committee recommended that the aim of education should be merely to give or exchange knowledge, but also to bring about the all-round development of personality of the students. Through the medium of education, the qualities of sacrifice and tolerance should not be evolved in the student behaviour so that, the feeling of national unity may be fostered.
The important recommendations of Committee as follows:
(i) Recognition of Education Institutions: Recognition should j be granted only to those educational institutions which do not practiced discrimination on the grounds of caste, creed, religion, clan etc.
(ii) Basis of Admission: The basis of admission to educational I institutions should be the merit of student and not caste, clan, religion, class etc.
(iii) School Uniform: The Uniform of students in every school should be identical.
(iv) Oath to be taken by the students: Every year, students should be required to take oath twice to devote themselves to the service of their country and countrymen. The oath was to the effect that “India is my country; all Indians are my brothers and sisters. I love my country. I am proud of its glorious traditions and that I will always strive to make myself worthy of my country.”
(v) National Anthem: Students should be taught the meaning of our national anthem and sing properly in chorus.
(vi) Respect for the National Flag: Students should be taught the importance of the national flag and to show due respect to the national flag.
(vii) Celebration of National Days: Students and teachers in co-operation with other members of the Community should celebrate such national days as 15th August, 26th January, 2nd October etc.
(viii) Organization of lectures of National Unity: The gathering organized for the various activities and purposes of school should be utilized for laying emphasis upon national integration.
(ix) Exhibition of Films and Organizing Tours: The exhibition of films depicting various aspects of national development and national Unity. Organizing tours to places of historical importance.
(x) School Project: Project should be initiated in schools for the specific purpose of acquainting students with their country. These projects should increase knowledge about various parts of the country and thus stimulate love for the country.
(xi) Open Air Theatre: At least four times in a year, play should be staged in schools for the benefit of students. The themes of these plays should be ancient India, contemporary India, and unity at the time of freedom movement and the promotion of national integration.
(xii) Reorganization of the Curriculum: The Curriculum of schools should be organized on the basis of modern India’s democratic and secular values.
(a) Primary Level: Importance should be laid on prayer meeting, singing national songs telling stories of great-men, folk-song, patriotic song and social studies.
(b) Secondary Level: Priority should be given to moral and ethical education, Co-curricular activities, knowledge of languages and literature and social studies.
(c) University Level: Special emphasis should be placed upon the various social science, languages, literature, culture and art.
CHECK YOUR PROGRESS
1) Give the meaning of National Integration
2) Why do we need National Integration in India?
2.3 INTERNATIONAL UNDERSTANDING
Education for International Understanding means a cosmopolitan education which will produce a loyalty to world citizenship. There are some of the ways and means of organising education for promoting the feelings of internationalism and the teacher plays a very vital role in contributing international understanding.
2.3.1 MEANING AND NEED OF INTERNATIONAL UNDERSTANDING
Meaning:
Dr. Radhakrishnan has rightly said, "It is essential for us not to live apart but to live together, understanding one another's fears and anxieties, aspirations and thought. We must work for racial harmony. we may be American; we may be Russian but we are essentially human beings. Let us learn to live in a world community." Education for International Understanding means a cosmopolitan education which will produce a loyalty to world citizenship. It also refers to international efforts at co-operation and harmony in the exchange of teachers and students, rehabilitation of backward cultural areas, mutual understanding through school instruction and the like. Need:
The need of international understanding is felt essential all quarters in modern times. The countries are coming close to each other now-a-days through rapid communication revolution. The sense of unity, co-operation and mutual relation are to be fostered among people to ensure a peaceful living in the globe, TV programmes on the role of UNESCO, UNO and World Bank for international understanding. It basically means people coming together, and understanding each other’s differences and cultures, and mixing those cultures all together so that we might all have an understanding of each other, and merge together in a peaceful way
2.3.2 OBSTACLES TO INTERNATIONAL UNDERSTANDING
The problems of all the men of all the countries are the same. The people of the world are fighting to conquer nature and to master science and technology. Their aim is to bring peace in the world with prosperity and sufficiency of everything. But this peace, prosperity and sufficiency cannot be achieved without international understanding. If there is tension in the mind of man, if there is the fear of war, man cannot try for peace People of the world will have to crush the tension of war and destructive elements to conquer peace and prosperity. For this aim, we will have to fight for international understanding and will have, to strive for one world Government.
Now, the world has realized that the national barriers must be broken. These barriers divide men and nations. Men have realized this because they wish to survive and not to be perished. Now men have started thinking over the problem of international under standing. As such the men are thinking to have one world authority— a World Government based on international understanding and good will. This International Government or Government will ensure peace and progress it will give the chance of prosperity to the people of the World.
If we want to serve the human race, we will have to consider this point. If really we are interested in living and progress, some sort of a world state based international understanding is sure to be founded. This is the age when all the barriers are breaking down, when science with technology is trying to remove poverty and maintaining peace. The goal appears to be in our grip. We have simply to held it and make it our state. If we do not solve this problems, the problems of international understanding, we are sure to he ruined.
It would not be here to describe something about two great world wars and their consequences. This will enable us to lay force on international understanding. We all know that First World War (1914-1919) and the Second World War (1939-1945), shattered the entire economic edifice of the world. It gave birth to fear, distrust and suspicion. As a result of these wars, the nations are always in the fear of the next world war, and so they have become self-centered.
All the nations are fighting single-handed to defeat poverty and unemployment but they can do nothing separately. The people will have to be international minded giving up narrow national outlook. They will have to co-operate with one-another in defeating poverty and unemployment. The feeling of nationalism must be changed into internationalism. A concern of universal brotherhood friendliness and good will must prevail. As soon as this feeling arises in our mind, the problem of international understanding will arise itself. We have come to the conclusion that there is great need of international understanding to defeat poverty and to bring prosperity among the nations of the world. There are certain conditions for maintaining international understanding. The more important ones are—
(1) First of all, we shall have to scrap all military pacts and will have to renounce narrow nationalism.
(2) We will have to try that no further blocks or pacts are going to be framed. We will have to wipe off the differences and conflicts for international understanding.
(3) There is the great need of common ideology among all the nations of the world. International brotherhood cannot be considered without the common ideology. So long as there are the conflicting political ideologies, mutual fear, suspicion and political and economic exploitation will exist in the world, and this will be the greatest hindrance in the way of international understanding.
(4) For the foundation of international understanding, exploitation, racial hatred and narrow national interest must be completely avoided. All the nations of the world must be joined together and they must obey the order of the international body. Justice, both political and economic, equality and co-operation must be the principle of the one-world body.
In the end, it may be said that there is great need of international understanding today to wipe off poverty from the world and to secure peace and order. The idea of international understanding is not a dream. The world of today is marching ahead and if the people have to exist in the world, the feeling of international understanding will not be far away. This is the way for peace and prosperity of the world.
2.3.3 ROLE OF TEACHER IN INTERNATIONAL UNDERSTANDING
The teacher is even more important than the curriculum because he is medium through which the curriculum is implemented and its goals are achieved. A teacher can make the following contributions towards international understanding:
i) Broad Outlook
The teacher must have broad outlook among his students. He must have international outlook and world - mindedness to promote international understanding among his students.
ii) To understand man as man
The major objective of the teacher should be to enable children to "understand man as man", first then as a Indian, American, Jew, Hindu or any other
iii) Removing idea of violence and war
The teacher has to keep in mind that, "since war begins in the minds of men, it is in the minds of men that defence of peace must be constructed." Every person should grow up with faith in man and courage in himself.
iv) Emphasizing peace
The teacher must emphasize that the maintenance of peace is the only panacea for all the ills of the present sick world and to build that peace in the minds of man is our major task.
v) Cultivating right values
The teacher should inculcate among children the right values of life, like co-operation, friendliness, love for justice, love for truth and love for humanity.
vi) Educating adult society
The teacher should make an all-out effort to educate the adult society for peaceful co-existence and international understanding.
vii) Correct Interpretation
The teacher should not give a biased view of other countries. He should give correct facts, correct knowledge and correct interpretation of history, culture, life style etc.
viii) Use of effective methods of teaching
The teacher should teach in such a way that ideal of 'world citizenship', 'live and let live' may be developed.
CHECK YOUR PROGRESS
1) Explain any one obstacle to International Understanding.
2) Why do we need to work towards International Understanding?
2.4 CITIZENSHIP
Citizenship education can be defined as educating children, from early childhood, to become clear-thinking and enlightened citizens who participate in decisions concerning society. ‘Society’ is here understood in the special sense of a nation with a circumscribed territory which is recognized as a state. A knowledge of the nation’s institutions, and also an awareness that the rule of law applies to social and human relationships, obviously form part of any citizenship education course. Taken in this sense, citizenship education is based on the distinction between:
• The individual as a subject of ethics and law, entitled to all the rights inherent in the human condition (human rights); and
• The citizen – entitled to the civil and political rights recognized by the national constitution of the country concerned
All human beings are both individuals and citizens of the society to which they belong. Therefore, human rights and citizen rights are interdependent.
Men, women and children all come into the world as individual human beings. Thanks to the immense historical conquest of human rights, we are equal, in rights and dignity, to all other human beings. When citizenship education has the purpose of ‘educating future citizens’ it must necessarily address children, young people and adults, who are living beings, having the status of human beings endowed with conscience and reason. It cannot, therefore, exclude consideration of individuals as subjects, each with individual characteristics. Moreover, human rights include civil and political rights, the latter obviously relating to the rights and obligations of citizens. Thus a comprehensive human rights education takes account of citizenship, and considers that good citizenship is connected with human rights as a whole.
Conversely, citizenship education which trains ‘good’ citizens, ie. citizens aware of the human and political issues at stake in their society or nation, requires from each citizen ethical and moral qualities. All forms of citizenship education inculcate (or aim at inculcating) respect for others and recognition of the equality of all human beings; and at combating all forms of discrimination (racist, gender-based, religious, etc.) by fostering a spirit of tolerance and peace among human beings. Thus, when we speak of the purposes to be ascribed to either citizenship education (producing citizens with moral qualities) or human rights education (comprising a knowledge of the social and political rights of all human beings, and their recognition) we inevitably end up with the complementarity between citizenship and human rights. Depending on the cultural traditions of each education system, we shall have, in some cases, civics education, comprising a knowledge of human rights and their exercise, and in others, human rights education, stressing civil and political rights as the basis of citizenship, and hence the national features assumed by these rights and guaranteed by states. Bearing in mind this complementary, citizenship education means not only ‘educating citizens’ but also ‘training children for adulthood and citizenship’. Citizenship education has, therefore, three main objectives:
• Educating people in citizenship and human rights through an understanding of the principles and institutions [which govern a state or nation];
• Learning to exercise one’s judgement and critical faculty; and
• Acquiring a sense of individual and community responsibilities
These three objectives correspond both to educating the individual as a subject of ethics and law, and to educating citizens. These objectives suggest four major themes for citizenship education:
• The relations between individuals and society: individual and collective freedoms, and rejection of any kind of discrimination
• The relations between citizens and the government: what is involved in democracy and the organization of the state
• The relations between the citizen and democratic life
• The responsibility of the individual and the citizen in the international community
2.4.1 TEACHING CITIZENSHIP EDUCATION
The introduction and continuance in schools of a democratic culture forbid dogmatism in any kind of civics education. The methods and approaches chosen are those based on discussion among pupils and between pupils and teachers, and make provision for children and young people to speak and express themselves. Modes of expression may be varied: in addition to oral exchanges, drawings, songs, poems, different kinds of written material are excellent instruments for reflection on citizenship, democracy, justice, freedom and peace.
In a democracy, citizenship education seeks to educate citizens who will be free to make their own judgement and hold their own convictions. Compliance with existing laws should not prevent citizens from seeking and planning better and ever more just laws. Respect for law, which is one of the objectives of civics education, calls not for blind submission to rules and laws already passed but the ability to participate in drawing them up.
One of the practical tasks of citizenship education is therefore to look at the rules governing a school, improve them and reformulate them. The values transmitted by citizenship education are not dogmatic principles laid down once and for all. A living culture calls for the creation of new values, although they should all be judged by the criterion of respect for others and for human dignity.
Thus, with regard to the laws and values accepted by an entire social group, citizenship education can in no way be a catalog of set questions and answers. Citizenship education should be the forum which gives rise to and nurtures a genuine culture of discussion. Whatever the problem posed, such as the ongoing development of humanity or the stability of the rule of law, an exchange of ideas, notions, judgement and individual opinions is necessary. Even among young children, dialogue of this kind is possible.
Citizenship education needs also to be taught in ways that bring out the ever-constant link between knowledge and practice. The interaction between concepts and action gradually produces the ability to think in terms of values and to refer to them. Values are universal when they concern human rights: for example, the values of liberty, dignity, solidarity and tolerance. As they are firmly anchored and promoted in different cultures they can also concern a region of the world or even a special country, nation or religion. All should be made the subject of discussion and reflection and be studied in each course of citizenship education.
In other words, citizenship education is based on knowledge, practice and values that constantly interact. To be precise, let us say that awareness of the necessary reference to values gradually gives rise to practices and action which are themselves related to knowledge and skills about human rights and the institutions that regulate life in society. Pupils benefiting in this way from citizenship education learn step by step that citizenship unfolds and develops in a society imbued with values and in the human community as a whole.
2.4.2 GLOBAL CITIZENSHIP
The large worldwide population flows that are a characteristic feature of the modern world mean that schools cater for children from different cultural backgrounds. This cultural heterogeneity should be regarded as an opportunity for citizenship education.
In this situation, children are all required to mingle with and thus learn about and understand cultures other than their own. Far from blurring the cultural diversity of pupils, citizenship education can bring out the value of differences while respecting and affirming the universality of human rights principles. Respect for others - a universal principle - means, in the daily life of the school, a dialogue with others, and taking an interest in other family lifestyles, social habits and cultural practices. Citizenship education is the ideal forum, since discussion on social issues can be organized so that opinions can be expressed on ways of looking at the world, in other words, on cultures.
This is a new form of action to combat racism. Racism is frequently due to the ignorance in which children are reared in respect of cultures other than that which is the majority culture of their country. Through a knowledge of these other cultures and the very existence of multicultural life in the classroom, children are fortified against despising the ‘Other’ and against hostile indifference, both of which are sources of racist behaviour.
CHECK YOUR PROGRESS
1) Why is there a need to teach Citizenship Education?
2) Explain the role of a global citizen.
SUMMARY
National Integration and International understanding can be developed only through the right education which will provide aware-ness, for healthy attitudes, create desirable interest, and promote critical thinking and appreciation among the students. It is the responsibility of the educational institution to generate a suitable atmosphere in which children can develop the feelings of oneness and world unity.
Students should feel that they are the members of one world, one community. They should be encouraged to practice tolerance, mutual help and respect for others. The feeling of world citizenship is to be fostered among students through co-curricular activities in school. The problem posed by citizenship education is how to blend together the particular and the universal, the national and the international, the individual and society. The difficulty can be solved by integrating human rights education in this new subject, civics education. This approach opens up new paths for education for peace, human rights and democracy.
Thus, citizenship education addresses both the individual and the citizen and provides an avenue for each individual citizen to acquire an understanding of the issues of peace in the world, and the challenges of the globalisation of economic, environmental and cultural problems. Since sustainable development of human beings and the world they live in is linked to the quality of education, the time has come to regard citizenship education as a vital part of any education system and any teaching programme.
2.6 EXERCISE
1. Discuss the importance of National Integration. Explain the role of education in this regard.
2. What is meant by National Integration. Discuss its need and importance in the 21st Century.
3. What are the barriers in the way of achieving National Integration? How can education overcome these?
4. What is meant by International Understanding? Explain its importance in the 21st century.
5. ‘The teacher plays a very significant role in imparting Internationalism.’ Comment.
6. Why do we need to work towards International Understanding?
7. Why is there a need of Global Citizenship?
8. State and elaborate in the objectives of Citizenship.
REFERENCES
[1]. Safaya, R N and B. D. Shaida (1998). Development of Educational Theory and Practice. Delhi: Dhanpat Rai and Sons.
[2]. Aggarwal J C (2010). Theory and Principles of Education (13th Edition). New Delhi: Vikas Publishing house.
[3]. Bhatia, K K and C.L.Narang (1998). Principles of Education. Ludhiana: Prakash Brothers Publishers.
[4]. Taneja,V R (1997). Educational Thought and Practice. New Delhi: Sterling Publishers.
