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Meaning, Definition and characteristics of Education

MEANING DEFINITION AND CHARACTERISTICS OF EDUCATION[edit]

UNIT STRUCTURE

1.0 Objectives

1.1 Introduction

1.2 Nature and Meaning of Education

1.2.1 Meaning of Education

1.2.2 Definition of Education

1.2.3 Nature of Education

1.3 Scope and Functions of Education

1.3.1 Scope of Education

1.3.1.1 Relation with other Disciplines

1.3.1.2 Areas of Education

` 1.3.1.3 Types of Education

1.3.2 Functions of Education

1.4 Characteristics of Education

1.5 Summary

1.6 Exercise

1.7 References

1.0 OBJECTIVES

After studying this unit, you will be able to:

• define the term education and derive its meaning

• explain meaning and describe the nature of education

• understand the scope of education

• discuss the various functions of education

• formulate and verify the characteristics of education

1.1 INTRODUCTION Human life is the best creation of God, has got two aspects: the biological and the socio-cultural. Biological aspect is found in plant and animal life. But the socio-cultural aspect is the rare distinction of human life alone. It is only man who is capable of being educated.

Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship. Hence, through education, he tries to seek new ideas and new ways of life. It is again through education that he promotes his intelligence and adds his knowledge with which he can move the world for good or for evil, according to his wishes. Thus, he attempts to understand himself in relation to the world about him and to transmit that knowledge succeeding generations.

1.2 NATURE AND MEANING OF EDUCATION

1.2.1 Meaning of Education

The word "education" is traced to different sources of derivation. According to the one view the word education is derived from Latin word "educo" means 'I lead out' here E means 'out of' while 'duco' means 'I lead' in other words it means 'I lead out of darkness into light' and here 'I' denotes the teacher. The hindi word Vidya or vidyā (Sanskrit: विद्या) primarily means science, learning, philosophy, knowledge, and scholarship, any knowledge whether true or false. Its root is vid (Sanskrit: विद्), which means "to reason upon", knower, finding, knowing, acquiring or understanding.

There is another view that the word 'education' is derived from the word 'educare', meaning 'to rear' 'to bring up' 'to nourish'. This meaning implies that the child is lacking and she is to be brought up with certain preconceived ideas. for which, she is to be fed with knowledge in proper way so that, child or student can utilize his innate power to achieve his ends in other words, it means that the child is to be brought up according to certain aims and ends in view. The modern educationalists, the child is not to accept imposition, but has to observe, think and draw conclusions for him. Therefore, education means 'to lead out', 'to lead forth', or 'to unfold the hidden talents of man'. It is very much the art of developing and cultivation the various powers of mind, physical, mental and moral. However, it should be noted clearly that nothing can be drawn, unless something is put before hand, means the growth of the child will not take automatically, it needs certain knowledge and experience, so we have to give him knowledge and experience before we expect to draw out the best in the child.

Hence, education can be looked upon a process of providing desirable knowledge and experience to the child so as to develop his inner powers to the maximum possible extent. In other words, 'education' means both the acquisition of knowledge and experience as well as the development of skills, habits, and an attitude which helps a person to lead a full and worthwhile life in this universe. It is in fact, a process of training the individual through various experiences of life, so as to draw out the best in him.

According to Mahatma Gandhi, "By education I mean an all-round drawing out of the best in the child and man- Body, mind and spirit. It is one of the means whereby man and women can be educated. Literacy in itself is no education."

All-round means, Man is neither mere intellect nor the gross animal body, nor the gross animal body, nor the heart or soul alone. A proper and harmonious combination of all these is required for the making of the whole man.

The modern tendency is to regard education as a bipolar (two-way) process involving interplay of educator (teacher) and educand (student) during which the educator’s personality acts on the educand to modify his/her development. The educator consciously and deliberately tries to develop the educand along definite lines by modifying his/her behaviour. According to Dewey, education is the process of living through the continuous reconstruction of experiences. It is the development of all those capacities in the individual which will enable him to control his environment and fulfill his possibilities. Dewey also states that education is a psychological and sociological process. Psychological aspect involves the study of the child’s urges and powers. It furnishes the material and gives the starting point for education. Sociological aspect emphasises participation of the individual in the social consciousness of the race. This socialisation begins at birth and continuously shapes and affects the individual’s personality and thinking. So, we can rightly say that the role of the educator is to shape and modify the personality of the educand according to the needs and demand of the society.

Education is the process of development of an individual from infancy to maturity and so we can rightly say that life is education and education is life. In the narrower sense, education includes inly those deliberately planned and chosen influences which effect changes to bring about better adjustment of human nature with surroundings. Education should make an individual self-reliant and selfless. Education is higher and finer than mere instructions. Instruction includes communication knowledge or acquisition of useful skill. Instruction is an essential educational instrument.

1.2.2 DEFINITION OF EDUCATION

Formally, education can be defined as (in Oxford dictionary):

• The action or process of educating or of being educated a stage of such a process.

• The knowledge and development resulting from the process of being educated a person of little education.

• The field of study that deals mainly with methods of teaching and learning in schools.

Definition of Education by Indian philosophers and ancient Indian scripts:

• Education is something, which makes a man self-reliant and self-less. - Rigveda

• Education is that whose end product is salvation. – Upanishada

• Education means development of self-contentment. -Kannada

• Education is the process of the individual mind getting to its full possible development… it is a long school, which lasts a life time. -Zakir Hussain

• Education is the manifestation of divine perfection already existing in man. -Vivekananda

1.2.3 NATURE OF EDUCATION

According to John Dewey, Education is the process of living through continuous reconstruction of experiences. Based on this ideology, nature of education is as follows:

• Education is life-long process- Education is life long process because every stage of life of an individual is important from educational point of view.

• Education is a systematic process- It refers to transact its activities through a systematic institution and regulation.

• Education is development of individual and the society- It is called a force for social development, which brings improvement in every aspect in the society. Education should be relevant to life situations.

• Education is modification of behaviour- Human behaviour is modified and improved through educational process. It brings about integrated development of individuals.

• Education is a training- Human senses, mind, behaviour, activities; skills are trained in a constructive and socially desirable way.

• Education is instruction and direction- It directs and instructs an individual to fulfil his desires and needs for exaltation of his whole personality.

• Education is life- Life without education is meaningless and like the life of a beast. Every aspect and incident needs education for its sound development.

• Education is continuous reconstruction of our experiences- As per the definition of John Dewey education reconstructs and remodels our experiences towards socially desirable way.

• Education is a power and treasure in human being through which he is entitled as the supreme master on the earth.

• Education is a tripolar process- It includes interrelation between the Educator (teacher), the Educand (student) and the Society.

Therefore, the role of education is countless for a perfect society and man. It is necessary for every society and nation to bring holistic happiness and prosperity to its individuals.

CHECK YOUR PROGRESS

1) The three poles of the education system are Teacher- Pupil- Society. Justify their position.

2) Formally define the term Education and state its meaning in the Indian context.

1.3 SCOPE AND FUNCTIONS OF EDUCATION

1.3.1 SCOPE OF EDUCATION

Scope means range of view, outlook, field or opportunity of activity operation and application. Education has a wider meaning and application.

The facets of the scope of education are as follows:

• Relation with other disciplines

• Areas of Education

• Types of Education

1.3.1.1 Relation with Other Disciplines

1. Education and Philosophy: Philosophy of education covers aims of education, nature of education, importance of education, function of education. It’s very old and essential part of education.

2. Education and Psychology: Main aim of education is the development of child. Psychology helps to understand the child better and development of child with respect of physical, mental, emotional, social adjustment, individual difference, personality, thinking, reasoning, problem solving.

3. Education and Sociology: A child lives in the society so it is important for him to know about the society, the nature of society, type of society, interdependence between culture and society.

4. Education and History: It is also important to know background, origin, development, growth and aspect of the subjects. And also, education system method of teaching during ancient period, medieval period, British period and modern period.

5. Education and Economics: For the growth of business and market the world class economical education is important for each and important.

6. Education and Political Science: Political systems have influenced the theory and practices of education from the very beginning. The influence of politics has been instrumental in educating people to fight against exploitation, injustice and to protect their Human Rights as an individual, citizen and a consumer.

7. Education and Population Studies: Viewing at the undesirable growth of population, an awareness is created through population education.

8. Education and Environmental Studies: Ecological balances have drawn the attentions of intelligence today. So, looking at the environmental problems study of environment education has great importance.

1.3.1.2 Areas of Education

Till now we have seen the relation of education with various disciplines and have enriches the concept of education and understood the role of education in each field of study. The following are the areas of study under education.

1. Educational Philosophy: Philosophy is an integral part of our life. Philosophy provides the fundamental principles and education implements these principles in the area of Educational Philosophy.

2. Educational Sociology: School is a miniature society. The teacher is a social engineer who attempts to bring about the social change through her students and their parents with whom the teacher has a constant interaction. Through Educational Sociology, one can understand how the public institutions and individual experiences affect education and its outcomes. It is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education.

3. Educational Psychology: Educational psychology is the branch of psychology concerned with the scientific study of human learning.

4. Method of Teaching: In ancient time the pupil were passive listeners but now they actively participate with the teacher in the process of education. So the skill and proficiency of different teaching methods needs to be developed.

5. History of Education: It records the stages in the development of education in relation to different aspects and the role of revolutionary teachers and philosophers who have contributed in shaping the education system of the entire world.

6. Comparative Education: It is the comparison of education systems and educational policies of different countries with a view to facilitating the educational comparison of the structure, operation, aims, methods, practices of different countries.

7. Educational Management: Educational management refers to the administration of the education system in which a group combines human and material resources to supervise, plan, strategize, and implement structures to execute an education system.

8. Educational Technology: Educational technology is the use of both physical hardware, software, and educational theoretic to facilitate learning and improving performance by creating, using, and managing appropriate technological processes and resources.

1.3.1.2 Types of Education

Educational thinkers, scholars and philosophers have divided education into different into different types and categories. Among those the most popular division is types based on institution. According to this division education can be of following types:

  1. Formal Education

Formal education is the type of education which is provided in certain institutions like school, college, universities etc. Formal education is designed with fixed aims and objective and provided according to the curriculum. It has fixed time table, examination system and discipline. It is provided in accordance with the rules and regulations of the concerned school and college. The characteristics are as follows:

• It is pre-determined and pre planned.

• It is time bound and regulated by routine.

• It is space bound i.e., institutional.

• It is age bound.

• It follows systematic curriculum.

• It is imparted by qualified teachers.

• It observes strict discipline.

• It is methodical in nature.

     2. Informal Education

Informal education or incidental education is one which occurs automatically in the process of living. It is received by one by living with others, such as cycling, horse riding, fishing etc. Family is one of the most important agencies of informal education as we learn many things from its members. The main characteristic of informal education are as follows:

• It is incidental and spontaneous.

• It is not pre planned and deliberate.

• It is not confined to any institution.

• There is no prescribed syllabus and time table.

• It is not time bound and age bound.

• There are many agencies of informal education.

• It is also known as out of school education.

     3. Non-formal Education

Non-formal education is any organized systematic educational activity carried outside the framework of the established formal system. Non-formal education is provided at the convenient place, time and level of understanding or mental growth of children and adult. The main characteristics are:

• Non-formal education is open ended and non-competitive

• Non-formal education is structured and planned but outside the sphere of formal education

• It is consciously and deliberately organized and implemented

• It is programmed to serve the need of the homogeneous groups

• It possesses flexibility in design of the curriculum and process and evaluation

• In non-formal education teacher pupil relationship is much more intimate

• Attendance in non-formal education is voluntary

• In non-formal education many students are working persons

1.3.2 FUNCTIONS OF EDUCATION

The following are the functions of Education:

1) To complete the socialization process:

One of the main social objective of education is to complete the socialization process. With the emergence of nuclear families, the role of school and other institutions in the socialization process has increased considerably. The school trains the child to develop honesty, consideration for others and ability to distinguish between right and wrong. Socialization process also enables the child to co-operate with others and to grow as a good citizen by respecting the laws framed by the society. Socialization is achieved through textbooks and learning experiences intended to develop social skills.

2) To transmit the cultural heritage:

All societies are proud to uphold or highlight their cultural heritage and ascertain that the culture is preserved and transmitted through social organization to future generation. All types of education and all agencies of education have to carry out the function of cultural transmission in an earnest way by teaching the elements of culture like literature, history, art, philosophy, etc.

3) Formation of social personality:

Personality of individual members in a society shares some common features of the culture. Along with the process of transmitting culture, education also contributes to the formation of social personality. Formation of social personality helps man to adjust with his environment and flourish himself in co-operation with others.

4) Reformation of attitude:

In the developmental process, child may have incorporated some undesirable attitudes, beliefs and disbelief, localities, prejudices, jealousy, hatred, etc. It is the duty of the education to reform the undesirable attitudes and other negative aspects by means of removing the wrong beliefs, illogical prejudices and unreasoned localities from the child's mind. A collective effort by the school and home will bring out spectacular results in the matter of reforming attitudes.

5) Education for occupational placement-an instrument of livelihood:

Now a day, this is regarded as the first and foremost function of education by a large section of people. This function is related to the practical aim of education and receiving more attention due to the diversified needs of the society. Education should prepare students not only to foresee the future occupational position but also enable them to attain it in an impressive way. The relevance of this function is evident from the importance we are giving to vocational training.

6) Conferring of status:

It is understood that an individual's status in the society is determined by the amount and type or kind of education he has received. In the current situation, the kind of knowledge one is gaining is important than the amount. For example, a graduate nurse or a diploma nurse can flourish anywhere in the world compared to a person holding Ph.D. in a traditional subject.

7) Education encourages the spirit of competition:

Healthy competition is essential for the growth of a democratic society. Healthy competition can be manifested in the form of quality products and services. From the school level itself students should realize the need for engaging in healthy competition in order to lead a better life. Unfortunately, our present education system is fostering unhealthy competition.

8) Education trains in skills that are required by the economy:

Economy and education always enjoy a bilateral relationship for example. The number of well-functioning hospitals is directly related to the number of qualified and competent nurses passing out from the nursing institutes. More patients will be admitted to a hospital which is providing quality nursing care. This will lead to more money transactions and ultimately results in the economic development of the nearby areas of the hospital.

9) Foster participant democracy:

In participant democracy, ordinary citizen is aware about his rights and duties and participates actively in the democratic process. Literacy is essential to nurture participant democracy and literature is the product of education. Thus, education fosters participant democracy.

10) Education imparts values:

Education help the students to realize the role of values in leading a good life as a social being. Through various activities education imparts values such as co-operation, team spirit, obedience, etc.

11) Education acts as an integrative force:

Education acts as an integrative force in society by communicating values that unite different sections of society. By and large students learn social skills from the educational institutions. In India, through education we are teaching the concept of 'unity in diversity' as a part of developing this integrative force.

12) Values and orientation which are specific to certain professions are also provided by education:

This function deals mainly with the professional education. For example, in nursing institutes, nursing students are educated in a particular way to meet the health needs of the society.

CHECK YOUR PROGRESS

1) Differentiate between the three types of Education.

2) Explain the relation of Education with other disciplines.

3) How does Education encourage spirit of competition?

1.4 CHARACTERISTICS OF EDUCATION

Education is a process of continuous reconstruction of experience. Education exhibits a wide characteristic among which the most important are: 1. Education is a social process: Education occurs only in social environment and without it no one can acquire experiences. As we know experience is the most important ingredient of education and it can only be perceived in social environment, so it is a social process.

2. Interrelationship of life and education: The different situations and strange incidents that occurs in our life and education, both of them influences our life to a great extent. Therefore, we can call life is as education and education is as life.

3. Education is development: Education is directly or indirectly in the all-round development of child. The aim of education is the development of child to its fullest extent. So, education is development and development itself life.

4. Education is the root cause of creativity: Education gives new experiences to individuals and helps them to create new things.

5. Education is the reconstruction of experience: Man acquire different experiences in different situations. In due course of time some of these were excluded and some were converted and new experiences fills the empty spaces. In human life this conversion and reconstruction of experiences is termed as education.

6. Education plays significant role in social conservation: Every society has its own rites and rituals, ethics, morality, language, culture, beliefs, etc. Education helps the society to conserve them.

7. Education is an Art: Education is an art. It develops the inherent qualities of child in beautiful way like Arts. Teaching is also an Art. Therefore, the teacher helps the students good and healthy personality under his guidance.

8. Education is a socializing process: Every society has its own moral values. With the help of education people can develop these moral values. Therefore, it is termed as socializing process.

9. Education brings about desirable change in human behaviour: Education brings change of human behaviour in a desired way. Good and ethical behaviour makes us a good person and helps in our development.

10. Education is the power to make adjustment in new situations: Education gives us strength to solve the difficult problems that we have faced in our life.

CHECK YOUR PROGRESS

1) Write the characteristics of Education.

2) Justify, ‘Education is an Art’.

1.5 SUMMARY

From the above definitions, it is now clear that since the ancient times to the modern times of John Dewey, Swami Vivekananda and Mahatma Gandhi, various educationists have defined education in various ways. The field of education is so vast and varied that to give a specific definition of education about which all educationists agree is very difficult. We see that some educationists have defined only one aspect of education whereas the others emphasize its other phases. The reason of this difference of opinions is that different educationists, most of whom are philosophers, have different views about the aim of life.

The different meanings and definitions of education as given above lead us to the conclusion that education should have a comprehensive definition. Thus, education may be defined as a purposive, conscious or unconscious, psychological, sociological, scientific and philosophical process, which brings about the development of the individual to the fullest extent and also the maximum development of society in such a way that both enjoy maximum happiness and prosperity. In short, education is the development of individual according to his/her needs and demands of society, of which he/she is an integral part.

1.6 EXERCISE

1. Discuss and differentiate between the three forms of education.

2. Elaborate on the different areas of Education with appropriate examples.

3. Discuss and define the scope of education with relevant examples.

4. What is the meaning of education? Define Education using the bases of Indian Philosophers.

5. “Education is the manifestation of divine perfection already existing in man.” was said by:

a. Swami Vivekananda b. John Dewey c. Mahatma Gandhi d. Zakir Hussain

6. Which of the following is not a part of tripolar process of Education:

a. Education b. Educand c. Educator d. Society

7. Which of the following is not a type of process to impart education:

a. Formal b. Informal c. Casual d. Non-Formal

8. Which of the following statements is not true for education:

a. Education is an Art b. Education is not a socializing process c. Education is development d. Education is a cause of creativity

1.7 REFERENCES

Main 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.

Internet References:

[1]. Meaning, Aims and Process of Education. cited 2019 June 5; Available from: http://sol.du.ac.in/Courses/UG/StudyMaterial/16/Part1/ED/English/SM-1.pdf

[2]. Concept and Meaning of Education. [cited 2019 June 15, Available from: http://59.163.61.3:8080/GRATEST/SHOWTEXFILE.do?page_id=user_image&user_image_id=763

Pmanghirmalani (talk)‎

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