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Educational Thinkers: NBSE Class 11 Education solutions, notes
Here, you will find summaries, questions, answers, textbook solutions, pdf, extras etc. of (Nagaland Board) NBSE Class 11 Education Chapter 4: Educational Thinkers. These solutions, however, should be only treated as references and can be modified/changed.
If you notice any errors in the notes, please mention them in the comments
Introduction
The chapter introduces five influential educational thinkers – Pestalozzi, Froebel, Montessori, Tagore and Gandhi. It discusses their educational philosophies and contributions.
Pestalozzi emphasised learning through first-hand experience and introduced object lessons. He believed education should develop all faculties of the child. Froebel founded kindergartens and focused on educating young children through self-activity and play. Montessori developed child-centered methods and materials to support sensorimotor learning.
Rabindranath Tagore established an experimental school to give students freedom and promote creative self-expression. He was critical of rote learning. Gandhi proposed Basic Education to make learning relevant to everyday life. It centered around productive handicrafts and learning by doing.
The chapter highlights how these thinkers promoted child-centered, activity-based learning grounded in the child’s interests and environment. They advocated holistic development and opposed mechanical methods. Their innovative ideas and educational experiments continue to influence teaching-learning practices. For instance, Montessori schools are popular across the world. Tagore and Gandhi’s visions have shaped Indian education.
Though developed in particular contexts, the philosophies of these educators contain universal insights. They stress learning by experience rather than instruction, promoting the child’s natural curiosity and creativity. This facilitates integrated development and joyful learning. Their humanistic views emphasise education’s role in nurturing individuals and building peace. The thoughts of these eminent thinkers remain relevant in the 21st century.
Textual questions and answers
Very Short Answer Type Questions
1. What do you understand by the term Anschaung?
Answer: Anschaung is the first hand knowledge and not second hand one. Immediate, actual and genuine experience should be the foundation of knowledge. It means “knowledge should be earned.” It was Pestalozzi’s unique discovery and intuitive apprehension.
2. What is kindergarten? Who coined the term kindergarten?
Answer: Kindergarten is a German word, which means “garden of children”. It was coined by Friedrich Froebel.
3. Explain the aim of education according to Pestalozzi.
Answer: According to Pestalozzi the ultimate aim of education is unfolding of all that is enfolded in child. While expanding this aim, we can conclude that he aimed at all round, harmonious, natural and progressive development through the process of education.
4. What is the educational philosophy of Froebel?
Answer: Froebel’s philosophy for education of children was based on – Education should be according to the nature and needs of the child, Atmosphere of freedom of the child, Playground for kids in free natural atmosphere, Natural and spontaneous activities for the child.
5. What is ‘Montessori System’?
Answer: The Montessori System of education was founded by Maria Montessori. In the Montessori System of learning, sensory discrimination is more important than reasoning and thinking. It focuses on taking care of one’s own self like hygiene, gymnastics and clay modelling and didactic apparatus was designed and used for teaching, writing, reading and arithmetic for the children
6. What system of education was proposed by Mahatma Gandhi?
Answer: The system of education proposed by Gandhiji was the “Wardha Scheme of Education”. It is also known by other names. i.e., ‘Buniyadi Shiksha” or “Nai Talim”. But most commonly it is known as Basic Education or Wardha Scheme of Education.
7. When was the Wardha Scheme of Education accepted?
Answer: In October 1937 at the All India National Education Conference held at Wardha.
8. What is Basic Education?
Answer: The term ‘Basic’ is derived from the word ‘base’ which means ‘Bottom’ or ‘Foundation’. Therefore, Basic Education is fundamental to the whole scheme of education. It is basic because minimum learning must be acquired by the average child. It is basic in the fact that it relates to the basic occupation of the human life. It is basic as it is correlated to the basic needs of the child.
9. What do you understand by ‘Earning While Learning’?
Answer: ‘Earning while Learning’ refers to the self-supporting aspect of Basic Education, where students earn through the sale proceeds of finished craft products made by them during the process of learning. This means that at the end of the period of basic education the individual should become self-reliant and self-supporting.
Short Answer Type Questions
1. Name any four educational philosophers.
Answer: Johann Heinrich Pestalozzi, Friedrich Froebel, Maria Montessori, and Rabindranath Tagore.
2. Discuss two educational thoughts of Pestalozzi.
Answer: Pestalozzi propagated the importance of psychology in education. He introduced the concept of Anschaung or learning through direct experience.
3. What made Maria Montessori start the Montessori System?
Answer: After spending almost 12 hours in a day with mentally challenged children, Maria Montessori used to work hard at night making notes, tabulating, comparing, analysing about these children. This inspired her to develop the Montessori system of education.
4. Reproduce the famous quotation of Tagore on Education.
Answer: “The highest education is that which does not merely give us information but makes our life in harmony with all existence.”
5. Explain the concept “Learning by doing”.
Answer: The concept of ‘Learning by doing’ is summed up in the educational methods of basic education. It is absolutely wrong to think that true education is acquired from books alone. There are other methods and sources which are more helpful in acquiring true knowledge. The chalk talk method is also not very useful. All educationists have condemned bookish knowledge. Gandhiji believed that school must be a place for doing many things. In the basic system of education, children acquire the knowledge of the formal school subjects as a by-product of purposeful activities.
Long Answer Type Questions
1. Write a note on the early life of Froebel.
Answer: Friedrich Wilhelm August Froebel was born on 21 April 1782 in Germany. He received neither early education nor parental care and love. His early days were full of tears. He was doing odd jobs till 14. A turning point came in his life when he joined Pestalozzi’s school at Yverdum. After completing his studies he created the concept of the “kindergarten” and coined the word which soon entered the English language as well. He opened an institution for children of age group 4 to 6 years at Banhenberg. It was a new era in infant education and this new innovation made him a great educator and philosopher not only in Germany but also in the entire world.
2. What is Rabindranath Tagore’s educational philosophy?
Answer: Rabindranath Tagore’s educational philosophy include:
- Freedom is the essence of education.
- Promotion of creative-self expression.
- Direct, first-hand experiences from activities like music, fine arts, drawing, craft, etc.
- Peaceful co-existence with all living and non-living things in the environment.
- Education should take place through natural manifestation in natural environment.
- The ideal of educational institutions should bring the child’s mind in very close union with nature.
- Being an internationalist he stood for the essential unity of mankind.
- His ideals of unity of community, nation, empire and world are possible if there is no division between body and mind.
- Man is a manifestation of God the ultimate truth. It is through men that values and virtues of life are realized.
- The aim of education is to improve human race and it is possible through the individual improvement from within.
- He emphasized on spiritual and moral development along with physical and intellectual development.
- The teacher should be a true guide, guardian and strength of the child.
- The sympathy should be the watch word of the teacher.
- According to him, “One who has lost the child in himself is totally unfit to undertake the task of educating children.”
- “Positive and self-discipline” was given the new term “rational discipline” based on the response to the inner voice of conscience.
- A child should be taught and treated with love, care and attention.
3. Discuss the educational philosophy of Mahatma Gandhi.
Answer: The educational philosophy of Mahatma Gandhi include:
i. Education in Mother Tongue: Gandhiji advocated that mother tongue should not only be a subject of study but also a medium of instruction. It was his firm belief that mother tongue helps the children to express themselves efficiently and clearly. One can learn much better in one’s mother tongue.
ii. Free and Compulsory Education for all: Gandhiji wanted that education from 6-14 years of age should be free and compulsory for all children in the country.
iii. Education Should be Craft Centred: Gandhiji had a strong belief in the principle of “Learning by doing”. According to Gandhiji, highest development of personality is possible only through handicraft which is based on learning by doing.
iv. Self Supporting Education: India being a poor country cannot afford to educate millions of illiterate people residing in the country. Therefore, he suggested that education should be self-supporting. It was his belief that handicraft will help in developing the personality of the child and also make education self-supporting.
v. Education Based on Non-violence: Gandhiji wanted the application of the law of non-violence in the training of the child as a good citizen of the nation as well as of the world. He wanted to create a generation which would believe in non-violence.
4. Discuss the aims of education according to Mahatma Gandhi.
Answer: Gandhiji had ultimate aims, which included knowledge of God, self-realisation, spiritualism, and oneness with God, and immediate aims, which included:
i. All round Personality Development: Gandhiji was of the view that there should be an all round development of the personality of the individual. Education should take care of physical, mental, intellectual development of individuals. It should go side by side.
ii. Preparing for Complete Living: Life is very complex. Gandhiji realised it and applied this principle to the scheme of education. This would make the child capable of coping with the complexities of life. If a child could adjust himself to his individual self, occupation and society, then he can be considered prepared for complete living.
iii. Character Building: According to Gandhiji, the most important aim of education was character building. He made this the base of education. Gandhiji regarded character as the expression of the whole personality including its ethical and spiritual aspects. Individual should keep the society ahead of his self interests.
iv. Training for Citizenship: Every individual lives in a society. He has to obey the rules and laws of the society. Education should impart such training to the students that they respect the rules of society, contribute for the welfare of the society with love and sense of belongings (Page 6).
v. Harmonious Development: According to Gandhiji, “Education is an all round drawing out of best in child and man, body, mind and soul”. The chief goal of Gandhiji’s education was “Harmonious development of all powers innate and acquired.
vi. Cultural Aim: Simple acquisition of knowledge is not enough for an individual. Culture is the need of every individual for refining his personality. One should have the qualities of mind which may reflect in his or her daily conduct. Culture plays an important role in developing the personality.
5. Write an essay on relevance of educational philosophy of any Indian educational philosopher.
Answer: The study of educational philosophy and methods of teaching of philosophers, thinkers, and educationists makes one feel their importance, and it seems all of them are equally convincing. We conclude that they were great thinkers in the field of education and their contribution is unique, genuine, and creative, both individually and collectively. Education was not so developed at that time, but the ideas they have presented in the field of education are relevant even today. Now the educators are trying to interpret, expand the outlook of those thinkers, educators, and philosophers.
Let’s take the example of Mahatma Gandhi, an Indian educational philosopher. His philosophy of education, often referred to as ‘Basic Education’, is still relevant today. Gandhiji was a realist and an idealist. He had an ultimate aim and he took immediate action to fulfill his aim. The ultimate aims of education according to him were the knowledge of God and spiritualism. He believed that “True education should result not in the material power but in spiritual force”. That is why he laid great stress on religious education of the students. The immediate aims were self-realisation and oneness with God.
Gandhiji advocated the method of correlation. The teaching of various subjects should be in the form of correlated knowledge. The teaching of craft should be the focus and other subjects should be related to craft. He believed that education must be given through the medium of mother tongue. Mother tongue should be the base for teaching and learning of the subjects. There should be an emphasis on activity in the field of learning and teaching. All education should be imparted through craft. The principle of Learning-by-doing should be adopted. According to Gandhiji, the most effective means of developing the character and personality of an individual is through the study of religion and morality. He emphasized on self-sacrifice, social service, Ahimsa, and Bramhacharya. These are the four essential elements of life. He wanted that every child in the school should be educated in such a way that he shows the spirit of respect for all religions and morality in his actual conduct.
The relevance of Gandhiji’s philosophy of education is evident in today’s educational practices. His emphasis on learning by doing, character building, and the importance of the mother tongue as the medium of instruction are principles that are widely accepted and practiced in the field of education today. His philosophy of education is not only relevant but instrumental in shaping the educational practices and policies in India and around the world. The principles, methods, and practices of present-day education are largely influenced by the ideas and philosophies of thinkers like Gandhiji. Their relevance will remain forever. They were the pillars of educational philosophy.
Higher Order Thinking Skills (HOTS) Questions
1. Compare the educational philosophy of any two educators.
Answer: The educational philosophies of Pestalozzi and Froebel, for instance, have unique, genuine, and creative contributions to the field of education. Pestalozzi advocated the importance of psychology in the process of education, while Froebel and Tagore advocated the ideas of naturalistic growth and their comparison of students as plants and teacher as gardener. These philosophies are beneficial to all students and should be applied in school environments. The philosophy of each one is unique, and if a careful analysis is done, it gives us the answer to the controversy between individual aim and social aim. All of them stand for individual development of the child that culminates into social progress.
2. In what way Gandhiji’s Basic Education is helpful to fulfil the needs of Indian villages?
Answer: Gandhiji’s Basic Education is designed to be self-supporting, with the education imparted through some handicraft or industry. This education should be related to the environment of the child, with emphasis given on those subjects which concern our people, our life, our country, and physical and social environment. The teaching and learning should be in the mother tongue, instead of English. Gandhiji introduced craft as an essential part of the curriculum. Craft was not added as an additional subject but as a medium of instruction. He was of the view that, “The process of education should be imparted through some handicraft or industry.” The teaching through craft was not to produce craftsmen but to explore its educational values. This approach is particularly relevant to the needs of Indian villages, where craft skills can be directly applied to the local economy and social structure.
Additional/extra questions and answers
1. When and where was Johann Heinrich Pestalozzi born?
Answer: Johann Heinrich Pestalozzi was born in Switzerland on 12 January, 1746 at Zurich.
2. Which famous philosopher had a significant influence on Pestalozzi?
Answer: Rousseau’s method of education based on nature had a great influence on Pestalozzi.
3. What is Pestalozzi’s most famous slogan and how was it received?
Answer: Pestalozzi’s most famous slogan is “Psychologize Education.” Initially, this slogan was rejected, but later on and even today, his slogan is highly accepted, appreciated and quoted.
4. Can you explain Pestalozzi’s Naturalistic Education and how it was influenced by Rousseau?
Answer: Pestalozzi’s Naturalistic Education was greatly influenced by Rousseau’s philosophy. Rousseau proposed an education system based on the uniform laws of nature, and Pestalozzi adopted this perspective. He believed in a pedagogical method based on psychological necessity, arguing that education should aid in “the unfolding of all that is enfolded in a child.” This implies an all-round, harmonious, natural, and progressive development through the process of education.
5. What are the maxims based on Pestalozzi’s philosophy of education?
Answer:
- Simple to complex
- Pupil’s Activity
- Repetition
- Born teacher (Not made)
6. Define Pestalozzi’s concept of ‘Anschaung’.
Answer: According to Pestalozzi, ‘Anschaung’ refers to first-hand knowledge, not second-hand knowledge. It emphasizes immediate, actual, and genuine experience as the foundation of knowledge. It means “knowledge should be earned.” This concept involves sense awareness, sense perception, or sense presentation apprehension, or immediate perception that involves fewest elements of rational insight. He believed that knowledge must be cultivated by one’s own investigation and love to have intrinsic value for an individual.
Q. What are some of the revolutionary thoughts and practices Pestalozzi introduced in the field of education?
Answer: Pestalozzi introduced several revolutionary thoughts and practices in education:
(i) Discipline: He proposed a loving discipline or ‘Thinking Love’, being against brutal discipline and emphasizing discipline with love.
(ii) Drawing: He gave drawing an important place in his method of Anschaung, a practice that is still accepted today.
(iii) Introduction of New Subject Matter: Through his tireless efforts, the study of nature, geography, elementary science, arithmetic (especially mental arithmetic) got their place in the curriculum.
(iv) Learning of Language: He innovated the teaching of language, using phonetics and syllabics, as opposed to the traditional method of spelling and reading only.
It was a great revolution in the learning of language.
(v) Object Instruction: It was the new method of learning in which he suggested to study the object first and then the word symbols. It has great appreciation in the field of education.
His famous mottos are :
(1) “Learning by head, hand and heart” (2) “Psychologise education”
Q. Who was Friedrich Wilhelm August Froebel?
Answer: Friedrich Wilhelm August Froebel was born on 21 April 1782 in Germany. He is credited with creating the concept of “kindergarten”.
Q. What was Friedrich Froebel’s early life like?
Answer: Friedrich Froebel had a difficult early life. He received neither early education nor parental care and love. His early days were full of tears and he was doing odd jobs till he was 14 years old.
Q. What turning point came in Friedrich Froebel’s life and at what age?
Answer: The turning point in Friedrich Froebel’s life came when he joined Pestalozzi’s school at Yverdum at the age of 14.
Q. What is the meaning of the term ‘kindergarten’?
Answer: Kindergarten is a German word, which means “garden of children”.
Q. What did Friedrich Froebel establish after completing his studies?
Answer: After completing his studies, Friedrich Froebel created the concept of the “kindergarten”. He opened an institution for children of age group 4 to 6 years at Banhenberg.
Q. What is the significance of Friedrich Froebel’s contributions to the world of education?
Answer: Friedrich Froebel’s contributions brought about a new era in infant education. His new innovation, the kindergarten, made him a great educator and philosopher not only in Germany but also in the entire world. His system of education for young kids is highly popular and followed all over the world, which made him a household name among educators, teachers, and students globally.
Q. What are the titles of Friedrich Froebel’s works in the field of education?
Answer: (i) Pedagogies of Kindergarten (ii) The Education of Man (iii) The Education by Development (iv) Mother play and Nursery songs
Q. According to Friedrich Froebel, what role does the teacher play in a Kindergarten system?
Answer: In the Kindergarten system, the teacher is like a gardener. The teacher takes care of the young children for their natural growth and development in the area of education.
Q. What were Friedrich Froebel’s philosophies for the education of children?
Answer: Friedrich Froebel’s philosophy for the education of children was based on several aspects:
- Education should be according to the nature and needs of the child.
- There should be an atmosphere of freedom for the child.
- There should be a playground for kids in a free, natural atmosphere.
- Natural and spontaneous activities should be encouraged for the child.
Q. According to Froebel, what should be considered in the education and development steps of each period?
Answer: According to Froebel, the characteristics of each period should be taken into consideration in the education and development steps.
Q. What are the three characteristics on which the Kindergarten system is based according to Froebel?
Answer: The Kindergarten system is based on three characteristics:
- Self-activity
- Social participation
- Creativity
Q. When and where was Maria Montessori born?
Answer: Maria Montessori was born on 31 August 1870 at Chiaravalle in Italy.
Q. What was the unique achievement Maria Montessori had in Italy related to her education?
Answer: Maria Montessori was the first woman in Italy to be honoured with the degree of Doctor of Medicine in 1896.
Q. Describe Maria Montessori’s initial work with mentally deficient children.
Answer: Maria Montessori was the directress of a state-run school for mentally deficient children. Her commitment to these children was evident as she spent almost 12 hours in a day working with them, after which she would further extend her hours into the night making notes, tabulating, comparing, and analysing about these children.
Q. What is Maria Montessori best remembered for, and what is its global significance?
Answer: Maria Montessori is best remembered as the founder of the Montessori System of education. This system of education, characterised by its unique principles and focus on child-centric learning, is popular all over the world.
Q. Enumerate the principles of the Montessori System of education.
Answer: The Montessori System of education is based on a number of principles:
- Liberty in environment.
- Active help given to the child for his life expansion.
- Development from within.
- Education should be helpful to unfold child’s individuality.
- Child by its very nature is capable to learn.
- Self-development of the individuality.
- Principle of auto education.
- Self-education through which individuality of the child unfolds.
- Self-direction.
- Self-correction.
- Sense training – the properly trained senses would facilitate the educational growth of the child.
- Motor development – Motor efficiency is complementary to sense training and it should be encouraged.
- Individual development must lead to social development.
- ‘Child’s house’ to discipline the child for both individual and social development.
- Self-learning shall be encouraged.
Q. Explain the three major types of activities in the Montessori System of learning.
Answer: The Montessori System of learning comprises three major types of activities:
- Exercise for Sensory Training: This emphasizes that sensory discrimination is more important than reasoning and thinking. Self-education can take place only through the proper development of senses, for which Maria Montessori devised graded materials for developing each sense.
- Exercise for Practical Life: This includes learning to take care of one’s own self, such as hygiene, gymnastics, and clay modelling. These activities are seen as self-exercises for practical life.
- Didactic Exercises: These are designed and used for teaching writing, reading, and arithmetic to children. The didactic apparatus was an integral part of the learning process.
Q. Explain in detail the philosophy and principles of the Montessori System of education and their impact on a child’s development.
Answer: The Montessori System of education is characterized by a child-centric approach, focusing on the holistic development of the child. The philosophy rests on several key principles, all designed to foster the child’s individuality and natural learning tendencies.
Liberty in the environment implies a prepared and ordered environment, equipped with learning materials, allowing the child to freely explore and interact. Active help is given to the child for their life expansion, implying that adults provide support and guidance, but ultimately it’s the child who directs their learning.
Development from within and the principle of auto-education imply that the education should be directed to help unfold the child’s individuality.The inherent nature of the child is recognized and respected; it is believed that a child, by its very nature, is capable to learn. Self-development and self-direction are encouraged. The child is given the opportunity for self-correction, reinforcing the idea of learning from mistakes.
Sense training is emphasized in Montessori education. The properly trained senses would facilitate the educational growth of the child. Along with this, motor development is promoted as it is considered complementary to sense training. The system values individual development leading to social development, thereby underlining the importance of a child’s role in society.
The ‘Child’s house’ is a concept that provides a structure for discipline in both individual and social development. The child is given the freedom within limits, fostering a sense of order, independence, and respect for others.
Finally, self-learning is encouraged, as Montessori believed that the best learning is that which the child does for itself.
These principles of the Montessori system are devised to enable children to become self-motivated, independent, and lifelong learners. They stimulate a child’s natural curiosity and love for knowledge, fostering intellectual, social, emotional, and physical growth. As a result, children who are educated under the Montessori system are observed to be well-rounded individuals, showing respect for themselves, others, and their environment.
Q. Describe the role and significance of the three major types of activities in the Montessori System of learning.
Answer: In the Montessori System of learning, there are three major types of activities: Exercise for Sensory Training, Exercise for Practical Life, and Didactic Exercises.
Exercise for Sensory Training is of great importance as sensory discrimination is prioritized over reasoning and thinking. Maria Montessori believed that self-education can take place only through the proper development of senses. She understood the importance of refining the senses from a young age as a foundation for intellectual growth. For this reason, she devised graded materials to help develop each sense. By exploring these materials, children develop an understanding of concepts like size, shape, color, sound, texture, and weight.
Exercise for Practical Life involves activities designed to help children take care of themselves and their environment. This could include activities related to hygiene, gymnastics, and clay modelling. These practical life exercises foster independence, coordination, orderliness, concentration, and respect for the environment. It gives the children the means to perform daily life activities independently, enhancing their motor skills and hand-eye coordination.
Didactic Exercises are designed for teaching reading, writing, and arithmetic. Montessori believed that children have an intrinsic motivation to learn, and these didactic materials help them in their self-directed learning. Each material isolates a fundamental concept and has a control of error, thereby allowing the child to ‘discover’ knowledge independently and correct their own mistakes. This method of learning aids the children in understanding abstract concepts by working with concrete materials.
Overall, these activities aim at the holistic development of the child, fostering their cognitive, physical, and social-emotional skills. The approach of learning by doing enables children to be active learners, promoting their understanding and retaining the knowledge better. It creates a joyful learning environment where children are encouraged to explore, investigate, and learn at their own pace, following their interests.
Q. What was Mahatma Gandhi’s contribution to the field of education?
Answer: Mahatma Gandhi made significant contributions to the field of education as a philosopher and educationist. His philosophical beliefs significantly influenced the educational methods he proposed. Gandhi contributed to education on the basis of reality, which was quite suitable for the socio-economic conditions of India at the time. According to Gandhi, education is a potent force for social reconstruction. He saw education as an activity necessary for social progress as well as moral, political, and economic development. Gandhi evolved a new education philosophy, where he defined education as “an all round drawing out of the best in the child and man, body, mind and soul.” He emphasized that literacy should not be the end or even the beginning of education. It is just one of the means to make men and women, boys and girls, self-reliant and independent. He also placed great emphasis on the personality of the teacher, believing that it had a profound influence on growing children.
Q. What were the key principles of Gandhi’s educational philosophy?
Answer: The key principles of Gandhi’s educational philosophy were:
- Education in Mother Tongue: Gandhi advocated for the mother tongue to not only be a subject of study but also the medium of instruction. He believed that this was essential for efficient and clear self-expression and that one could learn much better in one’s mother tongue.
- Free and Compulsory Education for All: Gandhi wanted education for all children in the country from the ages of 6-14 to be free and compulsory.
- Education Should be Craft Centred: Gandhi had a firm belief in “learning by doing.” He proposed that the highest development of personality could only occur through handicrafts, which are based on this principle.
- Self Supporting Education: Considering India’s poverty, Gandhi proposed that education should be self-supporting. He suggested that this could be achieved by teaching useful handicrafts to children from the beginning of their training, making each school self-supporting.
- Education Based on Non-violence: Gandhi wanted the principle of non-violence to be applied in the training of children as good citizens of the nation and the world.
Q. Explain in detail the principle of ‘Education in Mother Tongue’ as proposed by Mahatma Gandhi.
Answer: According to Mahatma Gandhi’s educational philosophy, the mother tongue plays a crucial role. He advocated that the mother tongue should not only be a subject of study but also the medium of instruction. He saw the use of English as the medium of instruction as a significant drawback in the education system of his time, believing that it hindered the development of understanding and clarity of ideas among learners. It was his firm belief that using the mother tongue for education would help children express themselves more efficiently and clearly, as learning is most effective in one’s native language.
Q. Discuss the principle of ‘Free and Compulsory Education for All’ as proposed by Mahatma Gandhi.
Answer: Mahatma Gandhi’s educational philosophy included the key principle of ‘Free and Compulsory Education for All’. He firmly believed that all children in the country, regardless of their socio-economic backgrounds, should have access to education. His vision was for education from the ages of 6 to 14 years to be free and compulsory for all children in the country. This principle emphasized his belief in equality and universal access to education, viewing it as a fundamental right for every child, crucial for the overall development of the nation.
Q. Elaborate on Gandhi’s principle of ‘Education Should be Craft Centred’.
Answer: The principle of ‘Education Should be Craft Centred’ was a significant aspect of Mahatma Gandhi’seducational philosophy. According to this principle, Gandhi strongly believed in “learning by doing”. He suggested that the highest development of a person’s personality is possible only through handicrafts, which embody this principle. In Gandhi’s vision, the education of a child should commence with teaching him or her some useful handicraft and enabling him or her to produce from the moment the training begins. This would make every school self-supporting as the state could utilize the products manufactured by the students. Importantly, Gandhi did not wish for crafts to merely be taught as subjects in schools, but rather desired that the entire educational process should be conveyed through handicrafts.
Q. Explain the ‘Self Supporting Education’ principle in Gandhi’s educational philosophy.
Answer: Mahatma Gandhi, in his educational philosophy, laid out the principle of ‘Self Supporting Education’. Recognizing the socio-economic condition of India, Gandhi suggested that the education system should be self-reliant. He did not want millions of children to be left uneducated until the government arranged the necessary funds for their education. Gandhi proposed that education could be made self-supporting by teaching children useful handicrafts from the beginning of their training, enabling them to produce from the moment they start learning. These produced goods could be utilized by the state, thereby making each school self-sustaining. His belief was that such an approach would help develop the personality of the child and make education accessible for all, despite economic constraints.
Q. Discuss the relevance of the principle of ‘Education Based on Non-violence’ in Gandhi’s educational philosophy.
Answer: ‘Education Based on Non-violence’ was a unique and essential principle in Mahatma Gandhi’s educational philosophy. He emphasized the significance of teaching non-violence as a fundamental life principle to children, thus fostering peaceful citizens of the nation and the world. This principle was not just about the absence of physical violence; it also entailed respect for all life, compassion, understanding, and the resolution of conflicts through peaceful means. For Gandhi, the application of non-violence in education wasn’t limited to teaching about it theoretically but included its integration into all aspects of learning and living. He believed that this principle, when embedded in education, could cultivate a generation that upheld peace, respected diverse opinions, and contributed towards a harmonious society.
Q. What were Mahatma Gandhi’s ultimate aims of education?
Answer: The ultimate aims of education according to Mahatma Gandhi were (i) Knowledge of God and (iii) Spiritualism. He believed that true education should result not in material power but in spiritual force, which is why he emphasized greatly on religious education for students.
Q. What immediate aims of education did Gandhiji propose?
Answer: The immediate aims of education, as proposed by Gandhiji, were (ii) Self-realisation and (iv) Oneness with God. These aims indicate the significance of personal growth and spiritual connection in his educational philosophy.
Q. What does the term ‘all round personality development’ mean according to Gandhiji’s scheme of education?
Answer: According to Gandhiji’s scheme of education, ‘all round personality development’ means that education should cater to the physical, mental, and intellectual development of individuals concurrently. He believed in a holistic approach to education that promotes all facets of an individual’s growth, not just academic or intellectual.
Q. What does Gandhiji mean by ‘Preparing for Complete Living’?
Answer: ‘Preparing for Complete Living’ in Gandhiji’s perspective means making the child capable of dealing with the complexities of life. If a child can adjust themselves to their individual self, occupation, and society, then they can be deemed prepared for complete living. This principle implies an emphasis on practical life skills, adaptability, and social integration in education.
Q. How did Gandhiji view the role of character building in education?
Answer: Gandhiji considered character building to be the most crucial aim of education. He saw character as an expression of the entire personality, including its ethical and spiritual aspects. Individuals should prioritize society over their self-interests. Gandhiji believed that a person who can cooperate and collaborate with others to establish a new social order exhibits true character. In this context, education is more than just knowledge acquisition; it shapes character, which guides actions and attitudes in societal interactions.
Q. What did Gandhiji mean by ‘Training for Citizenship’ in the context of education?
Answer: According to Gandhiji, ‘Training for Citizenship’ meant that education should impart such training to students that they respect the rules of society, contribute to the welfare of society with love and a sense of belonging. He believed that an individual’s education must equip them to be a good citizen who respects societal rules and contributes to societal welfare, thereby promoting harmony and peace.
Q. How did Gandhiji envision the ‘Harmonious Development’ of students through education?
Answer: For Gandhiji, ‘Harmonious Development’ through education meant an all-round development of the child in body, mind, and soul. He defined education as the process of drawing out the best in a child and a man, emphasizing the balanced and complete development of all innate and acquired powers. He perceived education not as a linear or unilateral process but as a comprehensive one that promotes harmonious development.
Q. What was the ‘Cultural Aim’ of education according to Gandhiji?
Answer: The ‘Cultural Aim’ of education according to Gandhiji was not just simple acquisition of knowledge. He believed that culture is crucial for refining an individual’s personality. The qualities of mind that one develops through education should reflect in daily conduct. Therefore, culture plays a vital role in shaping an individual’s actions and behavior, and hence forms an integral part of Gandhiji’s educational philosophy.
Q. What was the ‘Ultimate Aim’ of Gandhiji’s scheme of education?
Answer: The ‘Ultimate Aim’ of Gandhiji’s scheme ofeducation was self-supporting education that considers the basic needs of human life such as food, shelter, and clothing. He held two perspectives of self-supporting education:
- The education that helps one to be self-sufficient.
- The education that meets one’s expenses.
The ultimate aim of education should be learning and earning. Gandhiji believed that a man can lead a fulfilling life only if he has been educated in a way that makes him self-reliant and able to meet his basic needs.
Q. What were Gandhiji’s views on the curriculum of education at his time?
Answer: Gandhiji believed in a complete overhaul of the existing curriculum during his time. He held the view that education should be intimately related to the environment of the child and focus should be given to subjects concerning the people, the country, and the physical and social environment. He proposed the medium of instruction to be the mother tongue, not English, as he believed English hindered understanding and obstructed clarity of thought. He also introduced craft as an integral part of the curriculum, not as an additional subject, but as a medium of instruction.
Q. Why did Gandhiji emphasize teaching and learning in the mother tongue?
Answer: According to Gandhiji, the teaching and learning process should be carried out in the mother tongue instead of English because English as a medium of learning obstructed understanding, hindered clarity of thoughts, and put a check on one’s self expression.
Q. What was the role of craft in Gandhiji’s suggested curriculum?
Answer: In Gandhiji’s vision of education, craft was introduced as an essential part of the curriculum. However, it was not added as an additional subject but as a medium of instruction. Gandhiji’s intention of teaching through craft was not to produce craftsmen but to utilize its educational values. He emphasized that children should be educated through the medium of some craft and all other subjects in the school can be taught through it.
Q. How did Gandhiji perceive the concept of discipline in education?
Answer: Gandhiji believed in achieving discipline through self-control. He emphasized self-discipline which comes from self-restraint and self-sacrifice. According to him, discipline should come from within and should be imposed upon one’s own self for the well-being of society. He saw this as a way of life that could mold students into successful and responsible future citizens. He considered the teacher’s role very significant in instilling self-discipline in students.
Q. What is the correlation method as advocated by Gandhiji?
Answer: Gandhiji advocated for the method of correlation in education. According to him, the teaching of various subjects should be presented in the form of correlated knowledge. The teaching of craft should be the focus and other subjects should be related to this craft.
Q. How did Gandhiji view the role of religion and morality in education?
Answer: According to Gandhiji, the most effective means of developing an individual’s character and personality is through the study of religion and morality. He placed emphasis on self-sacrifice, social service, Ahimsa, and Bramhacharya, considering them the four essential elements of life. He envisaged an education system where every child is educated in a way that they show respect for all religions and embody morality in their actual conduct.
Q. What are the key principles that Gandhiji emphasized in his suggested methods of teaching?
Answer: Gandhiji’s proposed methods of teaching emphasized several key principles:
- Education through Craft: Children should be educated through the medium of a craft, using it as a platform to teach all other subjects.
- Self-Discipline: Discipline should be achieved through self-control, with discipline coming from within, imposed upon oneself for societal well-being.
- Correlation Method: Teaching of various subjects should be in the form of correlated knowledge, with craft being the focus and other subjects related to it.
- Mother Tongue: Education should be imparted through the medium of the mother tongue.
- Emphasis on Activity: The principle of Learning-by-doing should be adopted with all education imparted through craft.
- Religiousand Moral Education: Gandhiji believed that character and personality development is most effectively achieved through the study of religion and morality. He emphasized elements such as self-sacrifice, social service, Ahimsa, and Bramhacharya.
Q. In Gandhiji’s proposed educational system, what are the four essential elements of life and how should a child be educated concerning these?
Answer: In Gandhiji’s vision of education, he considered self-sacrifice, social service, Ahimsa (non-violence), and Bramhacharya (chastity) as the four essential elements of life. He believed that these principles were the cornerstone of character and personality development. He envisioned an education system where each child is educated in such a way that they respect all religions and incorporate morality into their actual conduct. This would not just involve the theoretical teaching of these elements, but a practical engagement, embodying these principles in day-to-day life and actions, instilling them deeply into their value system.
Q. What is the meaning of the term ‘Basic’ in Gandhiji’s scheme of education?
Answer: The term ‘Basic’ in Gandhiji’s scheme of education is derived from the word ‘base’, which signifies ‘Bottom’ or ‘Foundation’. Hence, Basic Education is fundamental to the whole scheme of education as it relates to the basic occupation of the human life, correlated to the basic needs of the child, and denotes the minimum learning to be acquired by the average child.
Q. What was the origin of Gandhiji’s Basic Education or Wardha Scheme of Education?
Answer: The origin of Gandhiji’s Basic Education or Wardha Scheme of Education traces back to the All India National Education Conference held at Wardha in October 1937. Gandhiji’s principle of Basic Education was accepted as a suitable scheme of education for India during this conference. It is also referred to as ‘Buniyadi Shiksha’ or ‘Nai Talim’.
Q. What is the significance of education according to Gandhiji?
Answer: Gandhiji viewed education as a potent instrument of national reconstruction. He emphasized the self-sufficiency aspect of education along with other aspects and wanted India to be self-reliant in every facet of national life. He once wrote in the Harijan, “By education, I mean an all-round drawing out of the best in the child and man body, mind and spirit… Literacy itself is not education, I would therefore, begin the child’s education by teaching it a useful handicraft and enabling it to produce from the moment it begins its training. Thus, every school can be made self-supporting.”
Q. Explain the key features of the Wardha Scheme of Education.
Answer: The Wardha Scheme of Education is marked by several key features:
- It recommends free and compulsory education for eight years, divided into two stages: the junior stage for five years and the senior for three years.
- Education is conducted in the mother tongue.
- The scheme centers education around some form of productive work, using the social and physical environment for correlation in addition to craft.
- The sale of the finished goods from the students’ productive work should help the school cover part of its expenditure, but this self-supporting aspect should not be overemphasized.
- External examinations are abolished, and the student’s day-to-day work becomes the determining factor for evaluation.
- It discourages the use of textbooks and emphasizes the importance of cleanliness, health, citizenship, and recreation.
Q. How is the school day divided under the Wardha Scheme of Education?
Answer: The daily schedule under the Wardha Scheme of Education, with a total duration of approximately 5 ½ hours, is divided as follows:
- Physical activities: 20 minutes
- Mother Tongue: 20 minutes
- Social Studies & General Science: 60 minutes
- Art: 40 minutes
- Arithmetic: 20 minutes
- Craftwork including study of correlated subjects: 2 ½ hours.
Q. What are the merits of Basic Education as per Gandhiji’s scheme?
Answer: Gandhiji’s Basic Education scheme carries several merits:
- It advocates educating children through some form of productive work, considered a highly effective approach for providing integral, all-sided education.
- It fosters the coordination of mind and body, breaking down existing barriers between manual and intellectual workers and instilling a sense of dignity of labor and human solidarity.
- By increasing the productive capacity of the learners, it boosts economic growth.
- It introduces a significant craft as the basis of education, which lends greater concreteness and reality to the knowledge acquired by children, correlating various aspects
Q. What did Gandhiji mean by “education”?
Answer: For Gandhiji, education was more than mere literacy. He wrote in the Harijan: “By education, I meant an all-round drawing out of the best in child and man body, mind and spirit… Literacy itself is not education, I would therefore, begin the child’s education by teaching it a useful handicraft and enabling it to produce from the moment it begins its training.”
Q. How does the Basic Education or Wardha Scheme of Education correlate education with craftwork?
Answer: The Wardha Scheme of Education correlates education with craftwork by dedicating a significant amount of the school day, approximately 2 ½ hours, to craftwork and the study of correlated subjects. The purpose of this is to give greater concreteness and reality to the knowledge acquired by the children. It fosters a sense of dignity of labour, human solidarity, and increases the productive capacity of the students. The sale proceeds of the finished goods can even help the school cover some of its expenditure.
Q. Why are textbooks avoided as much as possible in the Wardha Scheme of Education?
Answer: The Wardha Scheme of Education aims to provide an all-round and practical form of education. As such, it tries to avoid reliance on textbooks, which tend to encourage rote learning and do not provide the hands-on, experiential learning that Gandhiji advocated. Instead, the emphasis is on practical activities and craftwork, which correlate knowledge to real-life applications.
Q. What age range does the Basic Education or Wardha Scheme of Education cater to, and how is it structured?
Answer: The Basic Education or Wardha Scheme of Education caters to children between the ages of 6 and 14 years. It is divided into two stages: the junior stage, which covers five years, and the senior stage, which lasts for three years.
Q. In what way does the Wardha Scheme of Education foster the idea of self-sufficiency?
Answer: The Wardha Scheme of Education fosters the idea of self-sufficiency by making every school self-supporting. This is achieved by introducing some form of productive work that all children participate in. The finished goods produced can then be sold, with the proceeds helping the school cover some part of its expenditure.
Q. How does the Basic Education or Wardha Scheme of Education contribute to national reconstruction according to Gandhiji?
Answer: According to Gandhiji, the Basic Education or Wardha Scheme of Education contributes to national reconstruction by promoting self-sufficiency and economic development. The productive work integrated into education increases the productive capacity of learners, thereby boosting economic growth. Additionally, the scheme cultivates a sense of dignity of labor and human solidarity, which is vital for social development and unity.
Q. What is the main principle of the educational method advocated by the basic education curriculum?
Answer: The main principle is that all teaching should be carried out through concrete life situations relating to craft or to social and physical environment, so that whatever a child learns becomes assimilated into his growing activities.
Q. Explain the concept of ‘Learning by Doing’ as part of basic education.
Answer: ‘Learning by doing’ summarizes the educational methods of basic education. The philosophy asserts that education is not just about acquiring knowledge from books alone. Other methods and sources, such as experience and practical application, are considered more helpful in acquiring true knowledge. This system posits that children acquire the knowledge of formal school subjects as a by-product of purposeful activities.
Q. How does basic education view social activities and community life?
Answer: Basic Education views social activities and community life as the cornerstone of the educational process. It promotes the ethos of ‘living together and doing together’ and believes that schools should involve productive activities and occupations in their curriculum, making them an essential part of the learning environment. This approach to education aims to foster a sense of community and social responsibility among students.
Q. What was Gandhiji’s belief regarding self-sufficiency in the education system?
Answer: Gandhiji believed that the education system should not only be work-centered, but also self-supporting. He emphasized that rural education, particularly, should be made self-supporting for it to be made compulsory. Gandhiji envisioned this form of education as a sort of insurance against unemployment. The aim was to make the individual self-reliant and self-supporting at the end of their basic education. His belief was rooted in both the economic, social, and moral perspectives.
Q. What was Dr. Zakir Hussain Committee’s modification of Mahatma Gandhi’s views on self-sufficiency?
Answer: The Dr. Zakir Hussain Committee cautioned against over-emphasizing craftwork and stressed that other forms of learning like oral work, drawing, and expression work should not be neglected. The committee shifted the emphasis from complete self-support to partial self-support, stressing the importance of the educative aspect over the economic aspect. This change meant that earnings from craftwork might be used to fund uniforms, mid-day meals, or purchase necessary equipment for the school.
Q. Why is seven years of free and compulsory education a cardinal principle in the basic education scheme?
Answer: Free and compulsory education for seven years is a cornerstone of the basic education scheme for two primary reasons. First, it recognizes that the success of democracy in India hinges on enlightened citizens. Therefore, education is crucial. Leaders like Gopal Krishna Gokhale have long advocated for the introduction of compulsory education. Secondly, Gandhiji envisioned a society free of exploitation, both economic and social. This vision can only be realized if everyone is educated, hence, the importance of free and compulsory education.
Q. Why did Gandhiji assert that education must be imparted through the medium of mother tongue?
Answer: Gandhiji believed that a child learns most effectively when the medium of instruction is their mother tongue. He argued that education through a foreign medium was not possible and therefore, all elementary education should be imparted in the student’s mother tongue. This stance reflects a universal understanding that the child can learn with great ease if they are taught in their native language.
Q. What is the significance of correlation in the scheme of basic education?
Answer: Correlation is a critical feature of Basic Education. Gandhiji wished to impart knowledge as a compact whole and modern educationists also endorse this approach. Correlation in basic education is an effort to link the child’s life with their immediate physical and social environment. It makes knowledge more meaningful and easier to assimilate. For example, lessons in math could be correlated with tasks in craftwork, creating a relevant, real-world application for the concepts learned.
Q. Can you explain the concept of Integrated Knowledge in the context of basic education?
Answer: Integrated Knowledge in the context of basic education means treating knowledge as a holistic entity rather than fragmented pieces of information. The curriculum is built around three integrally related centers: Physical environment, Social environment, and Craft work. In other words, all aspects of learning are interconnected and interrelated. For example, a lesson about local geography (Physical environment) could be linked to social studies (Social environment), and then connected to an art project or craft (Craft work). This way, learning is meaningful, coherent, and more engaging for the students.
Q. How does basic education relate to life and the community?
Answer: Basic education asserts that a school must be an active environment where teaching is connected to the life of the miniature community of the school and the community itself. Education is meant to address the needs of life and should not be isolated from the real situations of life. This means that the curriculum and methods of teaching should reflect and respond to the child’s physical and social environment. By doing so, learning becomes relevant, relatable and encourages students to apply their knowledge in real-life situations, fostering a sense of connection and responsibility towards their community.
Q. What are the main objectives of Basic Education?
Answer: Basic education primarily aims at developing mutual understanding and cooperative habits among students through various practical and constructive programmes. It strives to instil a sense of personal warmth, dignity, and efficiency in the future citizens, along with a desire for self-improvement and social service in a cooperative community. This education system seeks to offer greater freedom for both teachers and students, promoting intelligent use of freedom and encouraging experimentation. Its ultimate goal is to establish a social order without unnatural divisions between the affluent and the needy, assuring everyone of a living wage and the right to freedom.
Q. Explain the concept of ‘freedom’ in the context of Basic Education.
Answer: In the realm of Basic Education, the term ‘freedom’ is not synonymous with order or external restraint. It signifies the intelligent use of autonomy. The teachers are granted the liberty to experiment, formulating their own ideas and executing their plans in practice. This idea of freedom ensures that the educational process is not rigidly structured and allows for growth and creativity from both the teachers and students.
Q. What are the criticisms towards the Wardha Scheme of Education?
Answer: The Wardha Scheme of Education has been criticized on various grounds. Firstly, it is accused of having unsound psychological foundations as it neglects the individuality of a child, treating them as mere units in a homogeneous mass, and ignoring the three aspects of human nature: cognitive, affective, and co-native. Secondly, it has been criticized for its undue emphasis on craft as the sole basis of correlation, which critics argue is an ineffective way to associate craft with all subjects of cultural value in the curriculum. Finally, it is seen as unsuited for an age of industrialization since it doesn’t align with the economic policy of the state and could potentially produce more societal misfits in an increasingly industrialized environment.
Q. Discuss how Basic Education is viewed in relation to industrialization.
Answer: Basic Education is seen as a misfit in an era of rapid industrialization. It claims to foster an integrated individual, however, it doesn’t correlate with the economic policy of the state which leans towards a fully developed economy. Critics argue that in the industrialized context of India, knowledge of science and mathematics could be more desirable than skills in handicrafts, which are the focus of Basic Education. This view is supported by I.S. Nataraja, who suggests that Basic Education’s emphasis on handicrafts is misplaced in a nation that’s industrializing rapidly.
Q. Explain the implications of the statement, “The Wardha Scheme emphasizes the last aspect piously hoping that the student will willy-nilly get trained in the first through his training in the last. The middle aspect is completely ignored.”
Answer: The statement refers to the three aspects of human nature: cognitive, affective, and co-native. In the Wardha Scheme, the co-native aspect is greatly emphasized with the expectation that training in this aspect will incidentally train the students in the cognitive aspect. However, the affective aspect, which deals with emotions, feelings, attitudes, and values, is completely ignored. This is seen as a flaw in the scheme, as all aspects of human nature are important for the holistic development of a child.
Q. When and where was Rabindranath Tagore born?
Answer: Rabindranath Tagore was born on 7th May, 1861.
Q. What did Rabindranath Tagore call the schools during his time?
Answer: Rabindranath Tagore used to call schools during his time as “Mills of learning.”
Q. Can you mention the year and place when and where Rabindranath Tagore established his own ashram school?
Answer: Rabindranath Tagore established his own ashram school in 1901 at Bolpur.
Q. When did the ashram school established by Rabindranath Tagore become Vishwa Bharati University?
Answer: The ashram school established by Rabindranath Tagore became the Vishwa Bharati University in 1921.
Q. What was Rabindranath Tagore’s view on humanity?
Answer: Rabindranath Tagore had a comprehensive view on humanity. He was a naturalist, viewing nature as a supreme entity and synonymous with the creator. He believed in self-realization, achievable by fulfilling the dharmas or ideals of life. He was a humanist, having great faith in the goodness of humanity. He believed that man’s soul should get deliverance from the grip of self and attain communion with the infinite soul. Tagore was an individualist and a realist, acknowledging the realities of life and tirelessly worked to revive the traditional culture of India. He was an internationalist, advocating for a judicious synthesis of the east and the west, and was a great supporter of world unity.
Q. What was Rabindranath Tagore’s educational philosophy?
Answer: Rabindranath Tagore’s educational philosophy was built around the essence of freedom and promoted creative-self expression. He believed in direct, first-hand experiences from activities like music, fine arts, drawing, craft, etc. He advocated for peaceful co-existence with all living and non-living things in the environment and believed that education should take place through natural manifestation in a natural environment. The ideal of educational institutions, according to him, should bring the child’s mind in very close union with nature. Being an internationalist, he stood for the essential unity of mankind and believed in the unity of community, nation, empire and world, provided there is no division between body and mind.
Q. How did Rabindranath Tagore’s dislike for the system of physical punishment inspire him?
Answer: Rabindranath Tagore was deeply unhappy with the system of physical punishment prevalent in the schools during his time. He believed that “Little children learn more quickly from the attitude of the teacher than the knowledge imparted to them by the teacher.” This deep resentment for the prevailing education system and the system of corporal punishment inspired him to establish his own ashram school in 1901 at Bolpur, with a vision to bring a radical change in the education system.
Q. Can you explain Rabindranath Tagore’s belief about the communion between the man’s soul and the infinite soul?
Answer: Rabindranath Tagore believed that man’s soul should get deliverance from the grip of self and attain communion with the infinite soul. This belief was deeply rooted in his understanding of Indian philosophy and spiritualism. According to Tagore, the realization of one’s own soul’s oneness with the infinite soul is the ultimate goal of human life. This idea underlined the spiritual aspect of his philosophy where the individual self, upon recognizing its divine nature, overcomes the illusion of separateness and becomes one with the universal soul.
Q. What does Rabindranath Tagore’s term ‘unity of mankind’ encompass and how does it reflect in his educational philosophy?
Answer: Rabindranath Tagore’s term ‘unity of mankind’ refers to his belief in the inherent connectedness and essential unity of all human beings. It was a reflection of his humanist and internationalist perspectives. Tagore believed that despite individual differences, we all share a common humanity. This principle was deeply embedded in his educational philosophy. He believed that education should promote the understanding of this unity and help individuals transcend their individual boundaries. He advocated for education that is holistic, incorporating physical, intellectual, and spiritual growth, and fostering the unity of body and mind. In his vision of education, there is no room for division between the body and mind, reflecting his ideals of unity of community, nation, empire, and world. His philosophy emphasized harmony and peaceful co-existence, reflecting his belief in the essential unity of mankind.
Q. Elaborate on how Rabindranath Tagore’s philosophy on humanity influenced his perspective on education, and how it is reflected in his ashram school and later in Vishwa Bharati University?
Answer: Rabindranath Tagore’s philosophy on humanity significantly influenced his perspective on education. His belief that nature is synonymous with the creator and the idea of self-realization being achieved by fulfilling the dharmas of life were the foundational stones of his educational philosophy. He was of the opinion that education should not just focus on academic knowledge but should promote self-realization, creative self-expression, and the development of the whole personality.
His belief that man’s soul should attain communion with the infinite soul, his respect for individual freedom, and his recognition of the realities of life deeply influenced his ideas about the educational process. He envisioned education to be a means to free the individual soul from the grip of self and materialistic concerns, thereby facilitating its union with the infinite soul. This philosophy is reflected in the foundation of his ashram school and later in Vishwa Bharati University.
Tagore’s educational philosophy also emphasized the essential unity of mankind. His school and later, the university, were intended to be places where students from different parts of the world could come together and learn in an atmosphere of mutual respect and understanding. He advocated for a judicious synthesis of the east and the west, which is evident in the curriculum and pedagogy of the Vishwa Bharati University.
Moreover, Tagore’s view of the child as a plant to be loved, cared for, and nurtured also influenced his educational philosophy. He believed that children learn best in an environment of love and care, where their innate curiosity and creativity are nurtured rather than stifled. This philosophy was manifested in the teaching methods used in his ashram school and the university, which promoted creativity, curiosity, and the pursuit of knowledge for its own sake.
In conclusion, Tagore’s philosophy on humanity greatly influenced his views on education, shaping the pedagogical practices in his ashram school and later in Vishwa Bharati University.
Q. What is Tagore’s definition of education?
Answer: Tagore’s definition of education is “The highest education is that which does not merely give us information but makes our life in harmony with all existence”.
Q. What is the famous quote of Tagore and how does it relate to his philosophy of education?
Answer: The well known quotation of Tagore is “A lamp can never light another lamp unless it continues to burn in its own flame.” This relates to his philosophy of education in the sense that a teacher, like a lamp, must continue to grow and learn in order to effectively educate others.
Q. How did Pestalozzi and Maria Montessori contribute to the development of psychology in education?
Answer: Pestalozzi advocated the importance of psychology in the process of education and Maria Montessori emphasized it. As a result of their advocacy, psychology has become a subject of education. They saw the value in understanding the psychological processes of learning in order to more effectively educate students.
Q. Discuss the concept of learning by doing as introduced by Pestalozzi and reiterated by Mahatma Gandhi.
Answer: The concept of learning by doing, initially introduced by Pestalozzi and reiterated by Mahatma Gandhi, emphasizes experiential learning. It is known as Anschaung. This concept encourages learners to gain knowledge and skills through hands-on experiences. It has now become the foundation stone of students activity and project work in modern educational practices.
Q. Compare the ideas of naturalistic growth advocated by both Froebel and Tagore.
Answer: Both Froebel and Tagore advocated the ideas of naturalistic growth. They compared students to plants and the teacher to a gardener. This metaphor encapsulates their belief in the importance of fostering individual growth in a nurturing environment, much like how a gardener tends to plants. Their emphasis on the realization of individuality forms a deep-rooted concept in educational philosophy, and continues to influence modern pedagogical approaches.
Q. How did Maria Montessori’s philosophy of education influence modern boarding schools?
Answer: Maria Montessori advocated the importance of sense training and community life in education. This philosophy has become the foundation of modern boarding schools. Her belief in the power of sensory experiences for learning and the value of community involvement in children’s education is incorporated into the holistic learning environments of contemporary boarding schools.
Q. Describe the teacher-centric philosophy of Perennialism.
Answer: Perennialism is a teacher-centric philosophy that focuses on the values associated with reason. It considers knowledge as enduring, seeks everlasting truths, and views principles of existence as constant or unchanging. It encourages a rigorous academic curriculum that focuses on developing intellectual and moral qualities.
Q. Discuss the student-centric philosophy of Progressivism and its relevance in modern education.
Answer: Progressivism is a student-centric philosophy that believes that ideas should be tested by experimentation, and that learning comes from finding answers to questions. This philosophy values the scientific method of teaching, allows individuals to have their own beliefs, and promotes the interaction of students as valuable to the learning process. In the modern educational system, progressive practices are evident in inquiry-based learning, problem-solving approaches, and an emphasis on critical thinking and creativity.
Q. What are the core tenets of the Constructivism philosophy in education?
Answer: Constructivism is a student-centric philosophy that emphasizes hands-on learning and active participation of students in lessons. Constructivists believe that students should be able to discover lessons on their own through hands-on activity as it is considered the most effective way of learning and is considered true learning. This philosophy fosters creativity, problem-solving skills, and a deeper understanding of concepts
Q. What does the Behaviorism philosophy in education focus on and how is it applied?
Answer: Behaviorism is a teacher-centric philosophy that is closely related to realism. This philosophy focuses on human behavior as a reaction to external stimuli, and believes that changing the environment can change misbehavior. In the context of education, behaviorism is applied by manipulating the learning environment to encourage positive behaviors and discourage negative ones. It places a strong emphasis on observable behaviors and the use of positive and negative reinforcements.
Q. Explain the Humanism philosophy in education and how it influences student learning.
Answer: Humanism is a student-centric philosophy that focuses on enhancing one’s innate goodness. It rejects the idea of group-oriented education, and upholds the idea of enhancing individual development. This philosophy also believes that students should be actively involved with their education at all levels, and students should be able to make choices about what they will be learning. As such, humanistic education tends to be flexible and adaptable to the needs of the individual student. It emphasizes personal growth, freedom, and responsibility.
Q. Describe the Essentialism philosophy and its main objectives in the context of education.
Answer: Essentialism is a teacher centered philosophy that believes that there is a common set of skills and knowledge that educated people should have. It focuses on respect for authority, developing sound habits of the mind, and training in fundamentals. The main objective of this philosophy is to instill students with the “essentials” of academic knowledge and character development. It lays stress on “the three R’s” in education: Reading, wRiting and aRithmetic. It values the cultural heritage and promotes the basic skills and subjects that contribute to the development of civic competence.
Q. How does the philosophy of each educational thinker mentioned contribute to the controversy between individual aim and social aim?
Answer: Each educational philosopher mentioned focuses on individual development of the child that ultimately leads to social progress. Their philosophies, whether teacher-centric or student-centric, all aim to provide students with the best education possible, which in turn benefits society as a whole. The focus on individual growth and development, whether through hands-on learning, sensory experiences, or the fostering of innate goodness, all culminate in individuals who are capable of contributing to social progress.
Q. Explain Mahatma Gandhi’s Basic Education and its relevance today.
Answer: Mahatma Gandhi’s Basic Education, while it may not hold as much importance today in its original form, still carries significant relevance. His philosophy encourages one to stand on one’s own feet and earn his livelihood. This philosophy was a vocational mode of education that is increasingly discussed for better living in today’s society. It emphasized self-reliance and practical skills, which remain key elements in today’s vocational and technical education.
105. Discuss the significance of the contributions of the thinkers, philosophers, and educators mentioned in the context of present-day education.
Answer: The thinkers, philosophers, and educators mentioned were instrumental in laying the foundation of principles, methods, and practices of present-day education. They introduced various teaching philosophies, some focusing on the teacher as the main guide and others advocating for student-centered learning. They emphasized the importance of psychological understanding, hands-on experiences, and fostering individual growth in education. These concepts are all relevant and applied in contemporary education. Their unique contributions to the field of education are still widely recognized and respected today.
Additional/extra MCQs
1. When was Johann Heinrich Pestalozzi born?
A. 12 February, 1746 B. 12 January, 1746 C. 12 January, 1846 D. 12 February, 1846
Answer: B. 12 January, 1746
2. Where was Johann Heinrich Pestalozzi born?
A. Geneva B. Paris C. Zurich D. Rome
Answer: C. Zurich
3. Who had a great influence on Pestalozzi’s method of education?
A. Plato B. Aristotle C. Rousseau D. Socrates
Answer: C. Rousseau
4. What was Pestalozzi’s famous slogan?
A. “Psychologize Education” B. “Psychologize Science” C. “Psychologize Knowledge” D. “Psychologize Learning”
Answer: A. “Psychologize Education”
5. What is the ultimate aim of education according to Pestalozzi?
A. Rote Learning B. Competition C. Unfolding of all that is enfolded in a child D. Exam Oriented Learning
Answer: C. Unfolding of all that is enfolded in a child
6. Pestalozzi’s philosophy of education is based on moving from:
A. Complex to Simple B. Simple to Complex C. Known to Unknown D. Unknown to Known
Answer: B. Simple to Complex
Q. What does ‘Anschaung’ mean according to Pestalozzi?
A. Second-hand knowledge B. Inherited knowledge C. Bookish knowledge D. First-hand knowledge
Answer: D. First-hand knowledge
Q. What type of discipline did Pestalozzi advocate for?
A. Brutal Discipline B. Thinking Love C. Strict Discipline D. No Discipline
Answer: B. Thinking Love
Q. Which of the following subjects got their place in the curriculum due to Pestalozzi’s efforts?
A. Music B. Art C. Elementary Science D. Drama
Answer: C. Elementary Science
Q. How did Pestalozzi change the teaching of language?
A. By using spelling only B. By using reading only C. By using phonetics and syllabics D. By using sign language
Answer: C. By using phonetics and syllabics
Q. Who is credited with creating the concept of “kindergarten”?
A. Pestalozzi B. Friedrich Froebel C. Montessori D. Plato
Answer: B. Friedrich Froebel
Q. What does the term ‘kindergarten’ translate to in English?
A. Child’s Garden B. School for Kids C. Garden of Children D. Early School
Answer: C. Garden of Children
Q. For which age group did Friedrich Froebel open his institution at Banhenberg?
A. 2 to 4 years B. 3 to 5 years C. 4 to 6 years D. 5 to 7 years
Answer: C. 4 to 6 years
Q. Where did Friedrich Froebel receive his education?
A. Berlin University B. Banhenberg School C. Pestalozzi’s School at Yverdum D. Heidelberg University
Answer: C. Pestalozzi’s School at Yverdum
Q. What was Friedrich Froebel doing until he was 14?
A. Studying B. Teaching C. Doing Odd Jobs D. Writing
Answer: C. Doing Odd Jobs
Q. Which of the following is not one of Friedrich Froebel’s works in the field of education?
A. Pedagogies of Kindergarten B. The Education of Man C. The Art of Learning D. The Education by Development
Answer: C. The Art of Learning
Q. In Friedrich Froebel’s Kindergarten system, who is likened to a gardener?
A. The Child B. The Parent C. The Teacher D. The School Principal
Answer: C. The Teacher
Q. According to Friedrich Froebel, what type of atmosphere should be created for a child’s education?
A. Controlled B. Freedom C. Structured D. Regulated
Answer: B. Freedom
Q. Which of the following is not a characteristic of the Kindergarten system according to Froebel?
A. Self-activity B. Social participation C. Creativity D. Structured Learning
Answer: D. Structured Learning
Q. Who is associated with the famous motto “Learning by head, hand and heart”?
A. Albert Einstein B. Friedrich Froebel C. Pestalozzi D. Maria Montessori
Answer: B. Friedrich Froebel
Q. What profession did Mahatma Gandhi have?
A. Teacher B. Doctor C. Advocate D. Engineer
Answer: C. Advocate
Q. According to Gandhi, what is the ideal age range for free and compulsory education?
A. 3-10 years B. 4-12 years C. 6-14 years D. 5-15 years
Answer: C. 6-14 years
Q. What principle did Gandhi advocate in the field of education?
A. Education in English B. Education in Mother Tongue C. Education in Sanskrit D. Education in Hindi
Answer: B. Education in Mother Tongue
Q. What method of learning did Gandhi emphasize for the highest development of personality?
A. Learning by Listening B. Learning by Doing C. Learning by Reading D. Learning by Observing
Answer: B. Learning by Doing
Q. What kind of education did Gandhi suggest considering the socio-economic condition of India?
A. State-funded Education B. Private Education C. Self Supporting Education D. Foreign-funded Education
Answer: C. Self Supporting Education
Q. What principle did Gandhi want to apply in the training of children as good citizens?
A. Principle of Violence B. Principle of Competition C. Principle of Non-violence D. Principle of Dominance
Answer: C. Principle of Non-violence
Q. According to Gandhi, who exercises a profound influence on growing children?
A. Peers B. Parents C. The Teacher D. Society
Answer: C. The Teacher
Q. What is the role of handicrafts in Gandhi’s philosophy of education?
A. Decorative Purpose B. To Promote Tradition C. To Make Education Self-supporting D. To Keep Children Occupied
Answer: C. To Make Education Self-supporting
Q. According to Gandhi, education is an all round drawing out of the best in a child in terms of…
A. Body and Mind B. Mind and Soul C. Body, Mind, and Soul D. Body and Soul
Answer: C. Body, Mind, and Soul
Q. What language did Gandhi identify as a handicap to education in his time?
A. Hindi B. Sanskrit C. English D. Gujarati
Answer: C. English
Q. According to Mahatma Gandhi, what should true education result in?
A. Material Power B. Spiritual Force C. Physical Strength D. Intellectual Ability
Answer: B. Spiritual Force
Q. What were the immediate aims of education proposed by Mahatma Gandhi?
A. Knowledge of God B. Self-realisation C. Oneness with God D. Both B and C
Answer: D. Both B and C
Q. What does ‘all round personality development’ mean in Gandhiji’s education scheme?
A. Physical Development B. Mental Development C. Intellectual Development D. All of the above
Answer: D. All of the above
Q. In Gandhiji’s view, if a child can adjust himself to his individual self, occupation, and society, he is prepared for what?
A. Complete Living B. Advanced Studies C. Professional Career D. Leadership Roles
Answer: A. Complete Living
Q. According to Gandhiji, what was the most important aim of education?
A. Character Building B. Knowledge Acquisition C. Skill Development D. Cultural Understanding
Answer: A. Character Building
Q. What kind of education did Gandhiji believe would help an individual to become a good citizen?
A. Civic Education B. Training for Citizenship C. Professional Education D. Religious Education
Answer: B. Training for Citizenship
Q. What does ‘Harmonious Development’ in Gandhiji’s education philosophy refer to?
A. Physical Development B. Mental Development C. Spiritual Development D. All of the above
Answer: D. All of the above
Q. According to Gandhiji, what plays an important role in developing an individual’s personality?
A. Professional Skills B. Cultural Understanding C. Scientific Knowledge D. Historical Context
Answer: B. Cultural Understanding
Q. In Gandhiji’s scheme of education, what was the ultimate aim of education?
A. Academic Excellence B. Self-supporting Education C. Global Citizenship D. Leadership Training
Answer: B. Self-supporting Education
Q. According to Gandhiji’s ultimate aim of education, what should a man be able to do?
A. Learn and Earn B. Teach and Learn C. Work and Play D. Learn and Lead
Answer: A. Learn and Earn
Q. According to Gandhiji, education should be intimately related to which of the following?
A. Individual’s ambition B. Global events C. Child’s environment D. Ancient scriptures
Answer: C. Child’s environment
Q. Gandhiji proposed that the medium of instruction should be in what language?
A. English B. Hindi C. Sanskrit D. Mother tongue
Answer: D. Mother tongue
Q. What was introduced by Gandhiji as an integral part of the curriculum?
A. Sports B. Craft C. Music D. Drama
Answer: B. Craft
Q. How should discipline be achieved according to Gandhiji?
A. Strict rules B. Punishments C. Self-control D. External monitoring
Answer: C. Self-control
Q. Which method of teaching did Gandhiji advocate for?
A. Rote learning B. Correlation method C. Inquiry-based learning D. Flipped classroom
Answer: B. Correlation method
Q. The study of what does Gandhiji believe to be the most effective means of developing an individual’s character and personality?
A. Science B. History C. Religion and morality D. Literature
Answer: C. Religion and morality
Q. What are the four essential elements of life as per Gandhiji’s educational philosophy?
A. Wealth, health, happiness, peace B. Love, empathy, courage, respect C. Self-sacrifice, social service, Ahimsa, Bramhacharya D. Knowledge, wisdom, understanding, patience
Answer: C. Self-sacrifice, social service, Ahimsa, Bramhacharya
Q. According to Gandhiji, what should be the focus of correlated knowledge?
A. Religion B. Morality C. Craft D. History
Answer: C. Craft
Q. What principle of learning did Gandhiji emphasize on in his teaching methods?
A. Learning-by-reading B. Learning-by-doing C. Learning-by-listening D. Learning-by-rote
Answer: B. Learning-by-doing
Q. In Gandhiji’s proposed educational system, what should a child show respect for?
A. All professions B. All religions C. All subjects D. All teachers
Answer: B. All religions
Q. What is the duration of the school day according to the Wardha Scheme of Education?
A. 4 hours B. 5 hours C. 5 ½ hours D. 6 hours
Answer: C. 5 ½ hours
Q. At what age does the Basic Education or Wardha Scheme of Education begin?
A. 5 years B. 6 years C. 7 years D. 8 years
Answer: B. 6 years
Q. What is the primary medium of instruction in the Wardha Scheme of Education?
A. English B. Hindi C. Mother Tongue D. Sanskrit
Answer: C. Mother Tongue
Q. What activity is given the most time in the school day as per the Wardha Scheme of Education?
A. Physical activities B. Mother Tongue C. Art D. Craftwork
Answer: D. Craftwork
Q. How many stages are there in the Basic Education or Wardha Scheme of Education?
A. One B. Two C. Three D. Four
Answer: B. Two
Q. According to the Wardha Scheme of Education, what is the determining factor for student evaluation?
A. External examinations B. Textbooks C. Craftwork D. Day-to-day work
Answer: D. Day-to-day work
Q. What is another name for the Wardha Scheme of Education?
A. Shiksha Niti B. Buniyadi Shiksha C. Kala Shiksha D. Vidya Niti
Answer: B. Buniyadi Shiksha
Q. What was the principle of Basic Education accepted as during the All India National Education Conference in 1937?
A. Scheme of Education for Europe B. Scheme of Education for America C. Scheme of Education for Africa D. Scheme of Education for India
Answer: D. Scheme of Education for India
Q. According to Gandhiji’s Basic Education, what does the term ‘Basic’ signify?
A. Top B. Middle C. Bottom D. Side
Answer: C. Bottom
Q. What aspect of education did Gandhiji emphasize?
A. Competition B. Literacy C. Self-sufficiency D. External examinations
Answer: C. Self-sufficiency
Q. What principle is stressed in the proposed activity curriculum of the school?
A. Passive Learning B. Bookish Knowledge C. Work-centered Learning D. Second-hand Information
Answer: C. Work-centered Learning
Q. According to the basic education methods, where should all teaching occur?
A. In Laboratories B. In Libraries C. Through Life Situations D. In Lecture Halls
Answer: C. Through Life Situations
Q. What sums up the educational methods of basic education?
A. Learning by Listening B. Learning by Doing C. Learning by Reading D. Learning by Observing
Answer: B. Learning by Doing
Q. In the basic education system, what is viewed as the cornerstone?
A. Individual Study B. Social Activities and Community Life C. Craft Work D. Bookish Knowledge
Answer: B. Social Activities and Community Life
Q. What belief did Gandhiji have regarding the educational system?
A. It should be Foreigner-centered B. It should be Government-supported C. It should be Self-supporting D. It should be Parent-funded
Answer: C. It should be Self-supporting
Q. Who pointed out the dangers of overemphasis on craft work in education?
A. Dr. Zakir Hussain Committee B. Mahatma Gandhi C. Gopal Krishna Gokhale D. Foreign Educators
Answer: A. Dr. Zakir Hussain Committee
Q. How many years of free and compulsory education is proposed in the basic education scheme?
A. Three Years B. Five Years C. Seven Years D. Ten Years
Answer: C. Seven Years
Q. What is universally recognized as the best medium of instruction for a young child?
A. English B. The Mother Tongue C. A Second Language D. The National Language
Answer: B. The Mother Tongue
Q. What is the most important feature of Basic Education according to Gandhiji?
A. Competitive Learning B. Solo Learning C. Correlation D. Craft work
Answer: C. Correlation
Q. What centers does the basic education’s curriculum built around?
A. Urban environment, Social environment, and Music B. Physical environment, Social environment, and Craft work C. Natural environment, Political environment, and Sports D. School environment, Home environment, and Art
Answer: B. Physical environment, Social environment, and Craft work
Q. What does Basic Education aim to develop among students?
A. Competitive spirit B. Mutual understanding C. High academic standards D. Individualistic tendencies
Answer: B. Mutual understanding
Q. What does Basic Education strive to instil in the future citizens?
A. Dignity B. Superiority C. Entitlement D. Ambition
Answer: A. Dignity
Q. In Basic Education, what does the term ‘freedom’ signify?
A. Disorder B. External restraint C. Intelligent use of autonomy D. Non-interference
Answer: C. Intelligent use of autonomy
Q. What is the ultimate objective of Basic Education?
A. Career success B. Equality in society C. Wealth acquisition D. Intellectual growth
Answer: B. Equality in society
Q. What aspect of human nature does the Wardha Scheme of Education emphasize?
A. Cognitive B. Affective C. Co-native D. None of the above
Answer: C. Co-native
Q. According to the criticisms, what is given undue emphasis in the Wardha Scheme of Education?
A. Craft B. Mathematics C. Science D. Literature
Answer: A. Craft
Q. According to the critics, how is Basic Education viewed in the age of industrialization?
A. Suitable B. Inadequate C. Progressive D. Advanced
Answer: B. Inadequate
Q. What aspect of human nature is ignored in the Wardha Scheme of Education?
A. Cognitive B. Affective C. Co-native D. All of the above
Answer: B. Affective
Q. What skill does the industrialized context of India potentially find more desirable than handicrafts?
A. Art B. Music C. Science and mathematics D. Literature
Answer: C. Science and mathematics
Q. How does the Wardha Scheme of Education view a child?
A. As an individual B. As a soldier C. As a student D. As a learner
Answer: B. As a soldier
Q. When was Rabindranath Tagore born?
A. 5th May, 1861 B. 7th May, 1861 C. 7th April, 1861 D. 5th April, 1861
Answer: B. 7th May, 1861
Q. What did Rabindranath Tagore refer to schools as?
A. Factories of knowledge B. Mills of learning C. Institutions of wisdom D. Academies of enlightenment
Answer: B. Mills of learning
Q. In what year did Tagore establish his ashram school?
A. 1891 B. 1901 C. 1911 D. 1921
Answer: B. 1901
Q. Where was Tagore’s ashram school established?
A. Bolpur B. Calcutta C. Delhi D. Shantiniketan
Answer: A. Bolpur
Q. When did Tagore’s ashram school become the Vishwa Bharati University?
A. 1901 B. 1911 C. 1921 D. 1931
Answer: C. 1921
Q. According to Tagore, what was the supreme entity?
A. Humanity B. Self-realization C. Nature D. Knowledge
Answer: C. Nature
Q. What did Tagore view as the ultimate deliverance for man’s soul?
A. Love for nature B. Knowledge acquisition C. Communion with the infinite soul D. Self-discipline
Answer: C. Communion with the infinite soul
Q. What was the essence of education according to Tagore?
A. Discipline B. Knowledge C. Freedom D. Obedience
Answer: C. Freedom
Q. What was Tagore’s philosophy on co-existence?
A. With human beings only B. With all living things only C. With all living and non-living things D. With nature only
Answer: C. With all living and non-living things
Q. According to Tagore, a child should be nurtured like a ____.
A. Pearl B. Diamond C. Plant D. Star
Answer: C. Plant
Q. What term is used to describe the philosophy of learning through hands-on experiences, introduced by Pestalozzi and reiterated by Mahatma Gandhi?
A. Anschaung. B. Constructivism. C. Montessori. D. Perennialism.
Answer: A. Anschaung.
Q. Whose educational philosophy is focused on the importance of sense training and community life?
A. Pestalozzi. B. Tagore. C. Montessori. D. Froebel.
Answer: C. Montessori.
Q. Which philosophy of education compares students to plants and the teacher to a gardener?
A. Progressivism. B. Essentialism. C. Naturalistic growth. D. Humanism.
Answer: C. Naturalistic growth.
Q. In the philosophy of Perennialism, what is considered to be constant or unchanging?
A. Ideas. B. Practices. C. Principles of existence. D. Educational policies.
Answer: C. Principles of existence.
Q. According to Progressivism, what method should be used for teaching?
A. Scientific. B. Philosophical. C. Experiential. D. Lecture-based.
Answer: A. Scientific.
Q. What philosophy of education emphasizes hands-on learning and active participation of students in lessons?
A. Progressivism. B. Essentialism. C. Constructivism. D. Perennialism.
Answer: C. Constructivism.
Q. Which philosophy focuses on human behavior as a reaction to external stimuli?
A. Constructivism. B. Behaviorism. C. Humanism. D. Essentialism.
Answer: B. Behaviorism.
Q. Which student-centric philosophy focuses on enhancing one’s innate goodness?
A. Essentialism. B. Perennialism. C. Humanism. D. Progressivism.
Answer: C. Humanism.
Q. Essentialism in education places an emphasis on what?
A. Individuality. B. Behavioral modification. C. The “three R’s”. D. Natural growth.
Answer: C. The “three R’s”.
104. What was Mahatma Gandhi’s philosophy of education known as?
A. Essential Education. B. Basic Education. C. Fundamental Education. D. Core Education.
Answer: B. Basic Education.
