Aims of Education: NBSE Class 11 Education solutions, notes

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Here, you will find summaries, questions, answers, textbook solutions, pdf, extras etc. of (Nagaland Board) NBSE Class 11 Education Chapter 2: Aims of Education. These solutions, however, should be only treated as references and can be modified/changed.

Introduction

The chapter “Aims of Education” delves into the purpose and objectives of education, discussing both individual and societal aims, and their synthesis. It also explores specific aims such as citizenship, vocational, and national integration.

It emphasizes that the aim of education is the desired outcome of an activity, which varies with the age one is living in, the kind of society, and the stages of life. Aims are crucial in education as they provide direction, help assess outcomes, and ensure efficient functioning of educational institutions. They also assist individuals in acting intelligently and give a sense of continuity to education.

The individual aim of education is to prioritize the growth and development of an individual. It argues that education should make the individual a free, thoughtful, generous, and dutiful citizen of a free country. The individual is not a slave to society, but it is their duty to support society and contribute to its progress.

The chapter also discusses the social aim of education, which is to make individuals active in their communities and societies, and responsible as citizens. It emphasizes the importance of collective work for a common good cause, producing loyal individuals who lead a devoted life for the betterment of the nation.

The vocational aim of education is also discussed. In the modern age, with advancements in science, technology, and industrialization, educational institutes have to perform the functions of training children in professions and helping them earn their livelihood.

The chapter also highlights the role of education in national integration, emphasizing the need to strengthen the solidarity of the nation for its proper growth and development. It discusses various disruptive forces such as casteism, communalism, and linguism that hinder national integration and the role of education in overcoming these challenges.

Very Short Answer Type Questions

1. What is the purpose of education according to Rivilin?

Answer: The purpose of education according to Rivilin is that “Education is purposeful and ethical activity, hence it is unthinkable without aims.”

2. What has been emphasised in the basic scheme of Education by Mahatma Gandhi?

Answer: In the basic scheme of Education by Mahatma Gandhi, emphasis has been laid on social efficiency and the ability of the pupil to make significant contributions to the Indian society through crafts, skills, vocational training, and citizenship.

3. What do you understand by ‘Individuals and society are like bricks and wall’?

Answer: The phrase ‘Individuals and society are like bricks and wall’ signifies that both are interdependent on each other. According to John Adam “Individuality requires a social medium to grow, without social conducts we are not human.”

4. Explain the necessity of Aims of Education.

Answer: The necessity of Aims of Education is manifold. Aims give direction to an activity. They are formulated keeping in view the needs of situations. Aims are related to life and the society where one lives. They are correlated to the ideals of life. Without aims, education is like “a boat without rudder.” It can never reach the destination. Without aims, “a man is like an aimless wanderer” who can never reach his goal.

Short Answer Type Questions

1. What do you understand by Aims of Education?

Answer: Aim is the desired outcome of an activity. Goals, objectives, purposes, and other similar words are synonyms of the word aim. Aims differ with the age one is living in, with the kind of society, and the stages of life. Aims give direction to an activity. Aims are formulated keeping in view the needs of situations. Aims are related to life. Aims are related to the society where one lives. Aims are correlated to the ideals of life.

2. Explain the individual aim of education.

Answer: The aim of education is that an individual and his growth and development should be in the forefront. The individual should be trained first. The aim of the influence of home, family, and school is to make the life of an individual better. These institutions should provide the individuals a conducive environment for their personality development. Emphasis is laid on education which makes the individual a free, thoughtful, generous, and dutiful citizen of a free country.

3. What are the limitations of individual aim?

Answer: The idea of autonomous development of individuality does not take into account its effect on the social environment. It is the society – when properly recognized which helps the individual to grow and develop. Every individual should contribute towards the society for its development and reorganization.

4. Discuss the social aim of education.

Answer: According to the social aim of education, society is superior to individual. In simple form, social aim means growth of social sense and cooperation of individuals. According to some educators, the aspect of social aim in education produces cohesion and a sense of cooperation among individuals. This is important for enjoying the amenities of life. It is a belief that individuals cannot live a developed life in isolation.

5. Explain the social aim of education according to John Dewy.

Answer: Dewey has explained social aim in a little different way. According to him, social aim means social efficiency. It is the extreme form of social aim, where an individual is only the tool of a society. The responsibility of an individual is handed over to the society/ state. John Dewey’s social efficiency may be regarded as the liberal form of social aim where he asserts that civic efficiency and vocational efficiency should be the goals toward which the schools should strive.

6. What is the citizenship aim.

Answer: The citizenship aim of education is to make individuals capable of influencing the world, active in their communities and societies, and responsible as citizens. The capacities do not develop unaided. They have to be learnt, while a certain amount of citizenship may be picked up through ordinary experiences at home, school or at work. The approach for citizenship education should be inclusive, pervasive and life long.

7. Discuss the importance of vocational aim of education.

Answer: The vocational aim of education is to help students find out what they are fitted to do and to secure an opportunity to do it. It should be the duty of educational institutions, schools and colleges to help the students to find out the type of profession suitable for him/her and provide training for the same. So, after completing the studies every one should be able to find his/her livelihood without any difficulty.

8. What is the role of school in vocational awareness?

Answer: The role of school in vocational awareness is to perform the functions of parents in training students for their future professions. The schools have to perform these functions along with the responsibility of providing education. Some special institutes have come forward to train children in some professions and help them to earn their livelihood.

9. Without the knowledge of aims, education is like “a boat without rudder” Justify this statement.

Answer: Without the knowledge of aims, education is like a boat without a rudder because aims give direction to an activity. They are formulated keeping in view the needs of situations. Aims are related to life and the society where one lives. They are correlated to the ideals of life. Without aims, education can never reach the destination. Without aims, a man is like an aimless wanderer who can never reach his goal.

10. What is the role of education in the process of National Integration?

Answer: The role of education in the process of National Integration is to develop a feeling of oneness among students. It should foster human values of secularism through quality education. Education should reform the curriculum in the light of national need and promote co-curriculum activities and cultural integration. Respect for others and for the national flag, national anthem should be the motto of school education. Education should promote co-operation and peaceful co-existence and introduce national integration to bring oneness in every aspect of the diverse culture of India.

Long Answer Type Questions

1. “Aim gives direction to an activity.” Explain.

Answer: Aim is the desired outcome of an activity. Goals, objectives, purposes, and other similar words are synonyms of the word aim. Aims differ with the age one is living in, with the kind of society, and the stages of life. Aims give direction to an activity. Aims are formulated keeping in view the needs of situations. Aims are related to life. Aims are related to the society where one lives. Aims are correlated to the ideals of life. It is rightly said “Without the knowledge of aims” education is “like a boat without rudder.” It can never reach the destination. Without aims “a man is like an aimless wanderer” who can never reach his goal.

2. What are the limitations of social aim of education?

Answer: The limitations of the social aim of education include the fact that it makes an individual a tool. The powerful society ignores the needs, desires, and aspirations of an individual. It considers the individual as a means or tool. The social aims demand blind loyalty to the society/country. It wants silent obedience from the individual. But it is unacceptable to the modern generation. It reduces an individual to a mere non-entity. There is no scope for personality and unique characteristics to flourish. Individual has to work for society for its progress. A person’s social efficiency and progress give birth to deep dissatisfaction. A person wants individuality and development as the aim of education.

3. Synthesise the social aim and individual aim of education.

Answer: Individual aim and social aim of education run parallel to each other. They are opposites. An individual is the product of a society, while a society is based on the development of its members. According to John Adam “Individuality requires a social medium to grow.” T.P. Nunn says “Individuality develops in social environment. According to James Ross “The aim of education is the development of valuable personality and spiritual individuality.” Philosophers, thinkers, and educationists of recent times are of the opinion that the individual and social aims of education seem to appear contradictory. A careful consideration of both aims of education reveals that neither the individual can do without the society nor can the society exist without an individual. Both are important.

4. Compare and contrast individual and social aim of Education.

Answer: The individual aim of education is focused on the development of the individual, while the social aim of education is focused on the development of society. The individual aim of education may lead to the development of selfish individuals who do not care for others and for the society, which can lead to the breakdown of society. On the other hand, the social aim of education may lead to the development of individuals who are only tools of society, which can lead to the suppression of individuality. However, both aims can function together. According to Ross, “Individuality is of no value and personality is a meaningless term apart from the social environment in which they developed and manifested. Self-realisation can be achieved only through social service. Social ideas of real value can come into being only through free individuals who have developed valuable individuality.”

5. Discuss the importance of National Integration.

Answer: National Integration means the realisation of collective identity among the natives of a country. It signifies that even though we all belong to diverse religions, regions, castes, and speak different languages, we must always feel that we all are one. Such feeling of oneness is very crucial for building a prosperous and strong nation. The real meaning of integration is the existence of multifarious identities with a unifying thread. According to Benjamin Franklin, “National Integration is the assimilation of the entire people of the country to the common identity.” Integration means a harmonisation of loyalties and interests. National Integration means harmonisation of loyalties of the entire people of the country. The development and prosperity of a nation depend upon the prevailing unity and solidarity among the citizens of that nation.

6. Suggest some steps to achieve National Integration.

Answer: Some methods suggested, tested, and applied to achieve National Integration are as under:

• Education should develop a feeling of oneness among students.
• It is desirable to have emotional integration with “we” feeling.
• Exchange of ideas among students and teachers for nation-building.
• Organisation of inter-state cultural camps of students and teachers for National Integration.
• There should be constitutional safeguards for national unity and emotional integrity. It should be put into practice in letter and spirit.
• Government and non-government agencies should foster human values of secularism through quality education.
• Reform the curriculum in the light of national need.
• Promotion of co-curriculum activities and cultural integration.
• Respect for others and for the national flag, national anthem should be the motto of school education.
• Promote co-operation and peaceful co-existence and introduce national integration to bring oneness in every aspect of the diverse culture of India.
• ‘Live and let live,’ ‘Respect and get respect,’ should be the motto of educated citizens.

Higher Order Thinking Skills (HOTS) Questions

1. You have studied about National Integration. Think about some hindrances that come in the way of National Integration. Give suggestions to overcome these hindrances.

Answer: Some hindrances to National Integration include casteism, the lack of a common language, communalism, the decline of old values, illiteracy, increasing militant behaviour and disruptive behaviour, and linguism. To overcome these hindrances, the following suggestions can be followed:

• Education should develop a feeling of oneness among students.
• There should be emotional integration with a “we” feeling.
• Exchange of ideas among students and teachers for nation-building.
• Organization of inter-state cultural camps of students and teachers for National Integration.
• There should be constitutional safeguards for national unity and emotional integrity. It should be put into practice in letter and spirit.
• Government and non-government agencies should foster human values of secularism through quality education.
• Reform the curriculum in the light of national need.
• Promotion of co-curriculum activities and cultural integration.
• Respect for others and for the national flag, national anthem should be the motto of school education.
• Promote cooperation and peaceful co-existence and introduce national integration to bring oneness in every aspect of the diverse culture of India.
• ‘Live and let live,’ ‘Respect and get respect,’ should be the motto of educated citizens.

2. Suggest some steps for synthesis of individual and social aims of education.

Answer: The synthesis of individual and social aims of education can be achieved by recognizing that these two aims, while seemingly opposite, are actually interdependent. Individuality requires a social medium to grow, and it develops in a social environment. The aim of education should be the development of valuable personality and spiritual individuality. Both individual and social aims are important. A child-centric school which has recognized and encouraged the unique development of the individual child can contribute significantly to this synthesis.

Additional/extra questions and answers

1. What is the meaning of ‘aim’? 

Answer: Aim is the desired outcome of an activity. It is synonymous with goals, objectives, and purposes. 

2. How are aims formulated? 

Answer: Aims are formulated keeping in view the needs of situations. They are related to life, the society where one lives, and are correlated to the ideals of life. 

3. What is the importance of aims in education according to scholars, philosophers, and educators? 

Answer: According to scholars, philosophers, and educators, the importance of aim in education is crucial as it brings direction to an activity. Acting with an aim is akin to acting intelligently. Without aims, education would be like a boat without a rudder, aimlessly wandering and never reaching its goal. Education is seen as a purposeful and ethical activity, hence it is unthinkable without aims. 

4. What are the benefits of having aims in education? 

Answer: The benefits of having aims in education are manifold: 

• Aims give direction to an activity. 
• Aims help to assess the outcomes of the education process. 
• Aims are necessary for the efficient functioning of a school. 
• Aims are useful for parents. 
• Aims are useful for the public. 
• Aims help in acting with meaning. 
• Aims help an individual in acting intelligently. (viii) Aims give a sense of continuity to education. 

5. What are the contradictions between individual aims and social aims in education? 

Answer: In the context of education, there is a contradiction between individual aims and social aims. The question that arises is whether education should benefit an individual or the society, and what is more important: social needs or individual needs? The key issue is which is more important in the process of education – the individual or society? 

6. How is education beneficial for the individual according to the individual aim of education? 

Answer: The individual aim of education emphasizes the growth and development of the individual. It suggests that an individual should be trained first and that the influence of home, family, and school should make the individual’s life better by providing a conducive environment for their personality development. It asserts that education can make the individual a free, thoughtful, generous, and dutiful citizen of a free country and that it can help the individual to solve problems. The individual is not seen as a slave to society but rather, it is his duty to support society and contribute to its progress. The key argument for the individual aim of education is individual freedom, which is the cornerstone of a democratic society. 

Q. How does John Dewy define education and how does it relate to the aims of education? 

Answer: According to John Dewy, “Education is not a preparation for life, but is life itself.” This implies that education is an ongoing process that is intertwined with life. When the objective of life changes, the aims of education also change. This is because an individual lives in society, and society is for the development of individuals. Education therefore should not be seen as a separate entity but as an integral part of life that evolves as life itself does. This perspective compels us to consider both the individual and social aims of education, acknowledging that they may vary based on the individual’s stage in life, the society they live in, and the current times. 

Q. What does Nunn believe about the individual and education? 

Answer: Nunn believes in the infinite value of an individual and that allowing maximum freedom to an individual could help him to develop fully. According to him, freedom is the base of education and should be given to every individual. He states that “Nothing good enters into the human world except in and through the activities of individual men and women and all educational practice must be shaped to accord with this truth.” He also asserts that the purpose of education is to secure conditions conducive to the complete development of the individuality and to help him live a fully and truly characteristic human life as his nature permits. 

Q. How do G. Thompson, A.W. Whitehead, Prof A.S. Neill view the development of individuality through education? 

Answer: G. Thompson, A.W. Whitehead, Prof A.S. Neill believe that the development of individuality of an individual through education is synonymous with self-expression. They argue that an individual should be made capable of asserting one’s power of expression. 

Q. How do Montessori and Froebel analyze individual development? 

Answer: Montessori and Froebel’s analysis of individual development slightly differs in that they believe society is the environment in which the child gets freedom to exercise his power for the development of his personality. They assert that self-realisation does not always mean freedom from restraint. 

Q. What is Bertrand Russell’s view on the development of individuality? 

Answer: Bertrand Russell believes that the development of individuality is better than preparation of a citizen. He posits that if individuality is not developed properly, none can achieve distinction in life. Education, according to him, gives knowledge and through that an individual experiences the joy of discovery. 

Q. What are the limitations of individual aim according to Bertrand Russel? 

Answer: The limitations of individual aim according to Bertrand Russel are:

• Individual Aim Makes an Individual Selfish: According to Russel, if individual aim is carried to an extreme, it can make an individual selfish, leading them to only care for their personal development, and not the social benefit of fellow humans or society. 
• Individual Cannot Develop from Vacuum: An individual develops in a social atmosphere and society provides the environment for the proper development of the personality. Without society, development is not possible. 
• Individual Cannot Develop Unless Society Develops: The development of society aids in the development of the individual. As society develops, so does the individual. 
• How will he/she Recognise Society when the Individual is Selfish? When an individual is selfish, they will not care for others and for the society, which will make them undisciplined and break the society. Hence, without recognition of society, an individual cannot become disciplined and have proper development. 

Q. What is the implication of the autonomous development of individuality on the social environment? 

Answer: The idea of autonomous development of individuality does not take into account its effect on the social environment. It’s the society, when properly recognised, that helps the individual to grow and develop. Therefore, it’s crucial that every individual should contribute towards the society for its development and reorganisation. 

Q. What does the social aim of education imply according to John Dewey? 

Answer: According to John Dewey, the social aim of education implies social efficiency. He asserts that civic efficiency and vocational efficiency should be the goals towards which the schools should strive. 

Q. Can you explain the role of social aim in education in the context of certain historical events and ideologies? 

Answer: Education has been instrumental in certain historical events and ideologies. For example, the Japanese and Nazi regimes passionately believed that education should produce patriotic citizens who can fight for the security of their nations and establish their national superiority. Similarly, the revolution of 1960 in China was directed towards the achievement of progress and prosperity in the country, wherein individuals were developed to bring progress. 

Q. What are some specific educational aims that are embedded within the larger social aim of education? 

Answer: The social aim of education encompasses several specific aims. These include character formation, development of personality, social efficiency, enlightenment, and discipline. These aims call for changes not only in the educational environment but also in the larger community or society. Besides, it also includes fostering good citizenship, tolerance, and respect for others. 

Q. How does the social aim of education relate to individual and societal development according to some educationists? 

Answer: According to some educationists, the social aim of education views the society as supreme and the individual as a means to attain larger social goals. They assert that education is for the society and of the society and its function is the welfare of the society. Education prepares the individual to play different roles in society. They further posit that if the society develops, the individual will automatically develop, thus underlining the importance of societal development for individual growth. 

Q. How has the social aim of education been incorporated into specific educational practices in certain democratic countries? 

Answer: Many democratic countries, including the United Kingdom and North America, uphold the social aim of education. These countries promote the notion of “education for social service” or “education for citizenship,” asserting that the aim of education is the good of the community or society. Cooperative learning and citizenship attitudes are developed through various activities in educational settings, with the demands of the society given priority over the individual’s inclination. 

Q. Can you explain the basic scheme of education proposed by Mahatma Gandhi in the context of the social aim of education? 

Answer: Mahatma Gandhi’s basic scheme of education emphasises on social efficiency and the ability of the pupil to make significant contributions to the Indian society through crafts, skills, vocational training, and citizenship. The object was to make people realise that education was not for the purpose of an individual’s intellectual perfection but for the betterment of society. This scheme underscores the societal objective of education, asserting that the individual should be educated for the sole purpose of developing the society. 

Q. What are the implications of the social aim of education for teaching and learning practices in schools? 

Answer: The social aim of education implies a broad range of teaching and learning practices. For instance, when the teaching of subjects like history, physical education, science, and arts is aimed at bringing a cultural revolution for the prosperity of the nation, it underscores the societal purpose of education. Furthermore, practices like the use of a common uniform in school that abolishes individual identity reinforce the social aim of education. This goes beyond the imparting of bookish knowledge and embraces diverse activities of social life. The social aim of education also promotes cooperative learning and develops citizenship attitudes through various activities. 

Q. What does the social aim of education demand from an individual? 

Answer: The social aim of education demands blind loyalty to the society/country. It considers the individual as a means or tool, expecting silent obedience from them. 

Q. How does the social aim of education affect an individual’s personality and unique characteristics? 

Answer: The social aim of education reduces an individual to a non-entity, leaving no scope for their personality and unique characteristics to flourish. The individual has to work for the progress of the society which often leads to deep dissatisfaction as their individuality and personal development are stifled. 

Q. What is the criticism of some educationists towards the social aim of education and citizenship? 

Answer: According to some educationists, the philosophies of social aim of education and citizenship are inherently fallacious. The legitimate needs, desires, and interests of the individual are often ignored. Individuals are not encouraged to critically evaluate the problems and the evils existing in their society. This approach might lead to the mindset of “my country / society, whether it is right or wrong,” which can cause aggression and violence against other countries. 

Q. How does the social aim of education interfere with the development of an individual’s individuality? 

Answer: The social aim of education is against the development of an individual’s individuality. The state/society controls and directs all affairs, including education, to shape its citizens according to its needs. The mode and type of education are decided by the state/society for its welfare. The individual interests must be subordinate to those of the state/society, which hinders the development of individuality. 

Q. How does John Adam view the relationship between individuality and society? 

Answer: John Adam posits that individuality requires a social medium to grow, indicating a fundamental interconnection between the individual and the society. 

Q. How does the view of T.P. Nunn complement that of John Adam? 

Answer: T.P. Nunn complements John Adam’s view by asserting that individuality develops in a social environment. This means that while individuality thrives on its unique traits, it’s the society that provides the fertile ground for these traits to develop and manifest. 

Q. What does James Ross propose as the aim of education? 

Answer: According to James Ross, the aim of education is the development of valuable personality and spiritual individuality. This highlights the importance of personal growth and development in education. 

Q. Why do philosophers, thinkers, and educationists of recent times find the individual and social aims of education contradictory? How do they propose to reconcile these aims? 

Answer: Philosophers, thinkers, and educationists of recent times find the individual and social aims of education contradictory because the individual aim focuses on personal development and the social aim on societal benefit, often at the expense of the individual. However, a careful consideration reveals that neither the individual can do without the society nor can the society exist without an individual. Both are important. They propose that a child-centric school, which recognizes and encourages the unique development of the individual child, can make a great contribution to society, and therefore, a balance between individual and social aims should be achieved. 

Q. What, according to Ross, is the role of social environment in developing individuality and personality? 

Answer: Ross states that individuality and personality have no value and are meaningless terms apart from the social environment in which they are developed and manifested. According to him, self-realisation can only be achieved through social service, and valuable social ideas can only come into existence through free individuals who have developed valuable individuality. 

Q. Elaborate on John Adam’s viewpoint on the necessity of a social medium for the growth of individuality. 

Answer: John Adam emphasises the need for a social context for the growth of individuality. He asserts that without social conducts, we cannot truly be human. Therefore, the development of individuality is reliant upon the social medium, highlighting the interdependency of individuals and society, akin to bricks and a wall. 

Q. How do the individual and social aims of education interrelate? 

Answer: Both individual and social aims of education are interdependent, like bricks and a wall. Both are essential for holistic education and can work together. The synthesis of these two aims brings out the real purpose of education, which is the highest development of the individual as a member of society. 

Q. What are the specific aims of education acknowledged by philosophers, thinkers and educationists, apart from individual and social aims? 

Answer: Apart from the individual and social aims, there are more specific aims of education acknowledged by philosophers, thinkers and educationists. These include the citizenship aim, which defines education as the process of making a good citizen. Citizenship education involves educating children from early childhood to become clear thinkers and enlightened citizens who actively participate in the decision-making processes of society. 

Q. Explain the significance of citizenship education in society. 

Answer: Citizenship education is vital as it prepares individuals to become good citizens who are clear thinkers and active participants in societal decision-making processes. Good citizens are essential for the smooth running of a state, as each citizen enjoys certain rights and has duties to perform. By preparing budding citizens to discharge their duties efficiently, education contributes significantly to societal functioning. Furthermore, citizenship education is essential for preparing young people for a democratic life, equipping them with the capacity to meet the challenges and opportunities of a changing world. 

Q. What are the specific aims of citizenship education? 

Answer: The specific aims of citizenship education are: 

• To bring awareness about the rights and responsibilities of a citizen. 
• To provide information about the social and political world. 
• To help individuals articulate their opinions and arguments. 
• To instil concern for the welfare of others. 
• To empower individuals to influence the world. 
• To encourage active participation in communities and societies. 
• To foster responsibility as citizens. 

Q. How should the education system operate in a democracy? 

Answer: In a democracy, the education system should function like a machine that trains future citizens. It should be based on the finest qualities of head and heart. Schools should act as miniature societies where interests are mutually interdependent, providing a democratic environment that represents real-life situations in a purified and simplified manner. This way, children can receive proper training for cooperative living and mutual help. 

Q. What is the aim of citizenship education in relation to the social order and the individual’s role in a democracy? 

Answer: The aim of citizenship education in a democracy is to ensure that individuals are trained to take responsibility for the peace, prosperity, and wellbeing of the nation. It should produce loyal individuals who are dutiful, responsible, and lead a devoted life for the betterment and progress of the nation. Good citizenship depends on collective work for a common good cause. It also aims to respect the individual’s rights while propagating citizenship aims for the welfare of the nation and the maintenance of an individual’s dignity. In other words, citizenship education should foster a sense of mutual sharing of interests for the benefit of everyone. 

Q. What was the traditional method of vocational training in ancient times? 

Answer: In ancient times, a son would adopt the profession of his father, who was there to train him, negating the need for external training or guidance. 

Q. How has the role of education changed in the modern era and why? 

Answer: In the modern age, due to advancements in various fields and increased work responsibilities of parents, educational institutions have assumed the role of providing vocational training in addition to education. The complexity of professions today also necessitates specialized training, which is catered to by these institutions. 

Q. What does the term “Bread and Butter Aim” refer to in the context of education, and who endorsed this view? 

Answer: “Bread and Butter Aim” refers to the belief that the purpose of education should be utilitarian, focusing on enabling students to earn a livelihood. This view was endorsed by Mahatma Gandhi who believed in the aim of “earning while learning.” 

Q. What, according to John Dewey, is the key to happiness? 

Answer: According to John Dewey, finding out what one is suited to do and securing an opportunity to do it is the key to happiness. 

Q. What role should educational institutions play in promoting the vocational aim of education? 

Answer: Educational institutions, schools, and colleges should help students discover the type of profession suitable for them and provide training for the same. They should enable students to be self-sufficient after their studies, so that they can earn their livelihood without difficulty. 

Q. How has the importance of vocationalisation of education been emphasised? 

Answer: Every education commission has emphasised the importance of the vocationalisation of education. They propose that education should enable an individual to learn skills that can help them earn and lead a better life, thus aligning education with the practical needs of life. 

Q. What does National Integration mean? 

Answer: National Integration means the realization of collective identity among the natives of a country. It emphasizes that despite belonging to diverse religions, regions, castes, and speaking different languages, there should be a feeling of unity and oneness. It’s the harmonisation of loyalties and interests of the entire people of the country. 

Q. What is the role of education in promoting national integration? 

Answer: Education plays a crucial role in promoting national integration. It strengthens the solidarity of the nation for its proper growth and development. By instilling a sense of collective identity, unity, and integrity in students, education can foster national integration, making them understand the importance of harmonisation of diverse interests and loyalties. 

Q. What is the view of Benjamin Franklin on national integration? 

Answer: Benjamin Franklin views national integration as the assimilation of the entire people of the country to the common identity. He suggests that the existence of diverse identities should be bound by a unifying thread, which is essential for the harmony of the nation. 

Q. What is casteism and how has it impacted society? 

Answer: Casteism refers to the social stratification seen in Hindu society, divided traditionally into four castes: The Brahmin, The Kshatriyas, The Vaishyas, and The Shudras. Over time, this system has led to the gradual degeneration of society, where the ‘lower’ castes have been socially and economically exploited, leading to poverty. This class-based discrimination has resulted in inequality and untouchability, which pose significant challenges for national integration. 

Q. Describe the language situation in the country and its implications. 

Answer: There are more than a hundred languages in the country, yet there is no common language. A common language is considered essential for maintaining cultural and intellectual unity within a nation. The absence of such a unifying language may foster misunderstandings and contribute to regional and cultural divides, thus obstructing the goal of national integration. 

Q. Explain the concept of communalism and how it obstructs national integration. 

Answer: Communalism is characterized by hatred or an aggressive attitude towards other communities or religions. This form of hostility is harmful to national integration, as it leads to divisions, tension, and conflict between different religious or ethnic groups, undermining unity and common national identity. 

Q. What is meant by the ‘dying of old values’ and how does this affect national integration? 

Answer: The ‘dying of old values’ refers to the erosion of traditional values such as love, respect, and tolerance for other communities and religions. As these values decline, crime and anti-social activities increase. This unfavorable shift leads to social disintegration and poses a significant obstacle to national integration, as it hampers mutual respect and peaceful coexistence. 

Q. How does illiteracy impact national integration? 

Answer: Illiteracy hinders national integration as illiterates are easily misled and are often more emotional. Their inability to differentiate between right and wrong makes them susceptible to manipulation, leading to instability and social unrest. The prevalence of illiteracy thus constitutes a significant roadblock to national integration. 

Q. Explain how an increase in militant behaviour and continuation of disruptive behaviour obstruct national integration. 

Answer: The increase in militant behaviour and continuation of disruptive behaviour, fostered by declining patriotism and increasing administrative corruption, pose serious threats to national integration. These factors result in anti-nationalism or militant behaviour, often expressed through movements for socio-economic and cultural separation of the country. This disunity weakens national integrity and undermines the shared sense of identity necessary for a cohesive nation. 

Q. Define linguism and describe how it impedes national integration. 

Answer: Linguism can be defined as a negative sentiment towards individuals speaking a language other than one’s own. It’s not a product of logical thinking and can breed resentment and division between linguistic communities. Education can help mitigate this by encouraging logical thinking and fostering an understanding that just like one has their own mother tongue, others too have their own. Linguism, if unaddressed, can be a hindrance to national integration. 

Q. What role does party politics play in national integration? 

Answer: Party politics can be very detrimental to national integration. The political games played by political parties for their gain often end up dividing people along party lines, creating strife and factionalism. This form of divisive politics hampers efforts at national integration, causing rifts and fostering animosity among citizens based on their political affiliations. 

Q. What is regional imbalance and how does it affect national integration? 

Answer: Regional imbalance refers to the economic inequality and extreme differences in standard of living among different regions within a country. The wide gap in developmental opportunities further fuels these disparities. These imbalances can divide the nation into zones of prosperity and poverty, undermining national unity and solidarity. This type of imbalance constitutes a significant setback for national integration. 

55. What are some methods to achieve national integration? 

Answer: To achieve national integration, multiple methods can be utilized. Education plays a vital role, aiming to develop a feeling of oneness among students and fostering “we” feelings. Exchanging ideas for nation-building and organizing inter-state cultural camps can further cultivate integration. There should also be constitutional safeguards for national unity, which must be put into practice genuinely. Additionally, government and non-government agencies can foster secularism through quality education, and the curriculum should be reformed to align with national needs. Promoting co-curriculum activities and cultural integration, fostering respect for the national symbols, promoting cooperation and peaceful co-existence, and introducing national integration in diverse cultural contexts are also essential. The principles of ‘live and let live,’ and ‘respect and get respect,’ should be the motto of educated citizens.

Additional/extra MCQs

1. What is synonymous with the term ‘aim’? 

A. Purpose B. Vision C. Ambition D. Mission 

Answer: A. Purpose 

2. According to Rivilin, what is education? 

A. Ethical Activity B. Skill Enhancement C. Knowledge Transfer D. Character Building 

Answer: A. Ethical Activity 

3. What happens to education without aims? 

A. It loses direction B. It becomes rigorous C. It becomes fun D. It gets streamlined 

Answer: A. It loses direction 

4. What does an aim do to an activity? 

A. Confuses it B. Slows it C. Gives direction D. Makes it challenging 

Answer: C. Gives direction 

5. Who emphasized the necessity of aims in education? 

A. Aristotle B. Rousseau C. Plato D. Descartes 

Answer: B. Rousseau 

Q. Which of the following is a benefit of having aims in education? 

A. Increase competitiveness B. Increase complexity C. Help in acting intelligently D. Induce stress 

Answer: C. Help in acting intelligently 

Q. Which of the following is an argument for individual aim of education? 

A. Collective development B. Economic prosperity C. Social reform D. Individual freedom 

Answer: D. Individual freedom 

Q. What is education according to John Dewey? 

A. Life preparation B. Life itself C. Knowledge acquisition D. Skill building 

Answer: B. Life itself 

Q. According to the individual aim of education, who should be trained first? 

A. Society B. Family C. Individual D. Teachers 

Answer: C. Individual 

Q. What is the main aim of home, family, and school according to individual aim of education? 

A. Building competitiveness B. Making life better C. Encouraging creativity D. Fostering innovation 

Answer: B. Making life better 

Q. According to Nunn, what is the base of education? 

A. Individuality B. Knowledge C. Freedom D. Self-expression 

Answer: C. Freedom 

Q. What is the concept of individuality synonymous with, as per Nunn’s interpretation? 

A. Self-realisation B. Freedom C. Knowledge D. Social responsibility 

Answer: A. Self-realisation 

Q. According to G. Thompson, A.W. Whitehead, Prof A.S. Neill, what is the development of individuality through education? 

A. Self-expression B. Social development C. Academic achievement D. Self-discipline 

Answer: A. Self-expression 

Q. According to Bertrand Russell, what is better than preparation of a citizen? 

A. Development of individuality B. Academic excellence C. Social responsibility D. Professional achievement 

Answer: A. Development of individuality 

Q. What does education provide according to Bertrand Russell? 

A. Discipline B. Social development C. Knowledge and joy of discovery D. Career prospects 

Answer: C. Knowledge and joy of discovery 

Q. What can an extreme focus on individual aim make a person, as per Bertrand Russell? 

A. Socially aware B. Selfish C. Knowledgeable D. Unfocused 

Answer: B. Selfish 

Q. According to Bertrand Russell, where does an individual develop? 

A. In a vacuum B. In a social atmosphere C. Independently D. Through academics 

Answer: B. In a social atmosphere 

Q. What is the correlation between the development of society and the development of an individual, as per Ross? 

A. Independent of each other B. No connection C. Direct relationship D. Negatively correlated 

Answer: C. Direct relationship 

Q. According to Bertrand Russell, what is the outcome when an individual is selfish? 

A. Excellence B. Self-realisation C. Social disruption D. Independence 

Answer: C. Social disruption 

Q. What helps an individual to grow and develop, according to the information provided? 

A. Selfishness B. Individual aim C. Society D. Freedom 

Answer: C. Society 

Q. According to John Dewey, what should be the goals of schools? 

A. Intellectual Perfection B. Civic and Vocational Efficiency C. Character Formation D. Social Inequality 

Answer: B. Civic and Vocational Efficiency 

Q. What did the Japanese and Nazi regimes believe education should produce? 

A. Global Citizens B. Academically Excellent Students C. Patriotic Citizens D. Vocational Experts 

Answer: C. Patriotic Citizens 

Q. What was the revolution of 1960 in China directed towards? 

A. Creating Intellectual Giants B. Cultural Revolution C. Achievement of Progress and Prosperity D. Vocational Training 

Answer: C. Achievement of Progress and Prosperity 

Q. Which aim of education calls for changes not only in the educational environment but also in the larger community or society? 

A. Intellectual Aim B. Spiritual Aim C. Social Aim D. Vocational Aim 

Answer: C. Social Aim 

Q. According to some educationists, if the society develops, what will automatically happen? 

A. Increase in Inequality B. Individual Development C. Economic Collapse D. Increased Competition 

Answer: B. Individual Development 

Q. Which countries uphold “education for social service” or “education for citizenship”? 

A. Australia and New Zealand B. South Africa and Egypt C. United Kingdom and North America D. Russia and China 

Answer: C. United Kingdom and North America 

Q. What did Mahatma Gandhi’s basic scheme of education emphasise on? 

A. Intellectual Perfection B. Social Efficiency C. Spiritual Growth D. Economic Prosperity 

Answer: B. Social Efficiency 

Q. For what purpose should individuals be educated according to some educationists who uphold the social aims of education? 

A. Individual’s Intellectual Perfection B. Developing the Society C. Spiritual Enlightenment D. Achieving Personal Goals 

Answer: B. Developing the Society 

Q. In the context of the social aim of education, what is the purpose of a common uniform in school? 

A. Fashion Equality B. Discouraging Individuality C. Abolishing Individual Identity D. Reducing Financial Burden 

Answer: C. Abolishing Individual Identity 

Q. What does “education for social service” in democratic countries aim for? 

A. Individual Good B. Economic Prosperity C. Good of the Community D. Global Citizenship 

Answer: C. Good of the Community 

Q. What does the social aim of education expect from an individual? 

A. Independent thinking B. Blind loyalty C. Rebellion D. Innovation 

Answer: B. Blind loyalty 

Q. What does the social aim of education reduce an individual to? 

A. Non-entity B. Leader C. Creator D. Explorer 

Answer: A. Non-entity 

Q. The philosophies of social aim of education and citizenship are considered inherently fallacious by whom? 

A. Politicians B. Educationists C. Students D. Parents 

Answer: B. Educationists 

Q. The social aim of education can lead to the development of what mindset? 

A. Innovative thinking B. Individualism C. My country/society, right or wrong D. Global citizenship 

Answer: C. My country/society, right or wrong 

Q. What is opposed to the development of an individual’s individuality as per the social aim of education? 

A. Society B. Family C. School D. State 

Answer: D. State 

Q. According to John Adam, what does individuality require to grow? 

A. Education B. Freedom C. Social medium D. Independence 

Answer: C. Social medium 

Q. T.P. Nunn suggests that individuality develops in what kind of environment? 

A. Competitive B. Educational C. Social D. Isolated 

Answer: C. Social 

Q. According to James Ross, what is the aim of education? 

A. Academic excellence B. Career success C. Development of valuable personality D. Social obedience 

Answer: C. Development of valuable personality 

Q. What kind of school is proposed to make a great contribution to society? 

A. Child-centric B. Society-centric C. State-centric D. Career-centric 

Answer: A. Child-centric 

Q. Who cannot exist without the other: the individual or society? 

A. Individual B. Society C. Both D. Neither 

Answer: C. Both 

Q. According to Ross, what is necessary for the development of individuality and personality? 

A. Self-realization B. Social environment C. Formal education D. Personal experience 

Answer: B. Social environment 

Q. What, according to John Adam, is crucial for the growth of individuality? 

A. Personal efforts B. Family background C. Social medium D. Formal education 

Answer: C. Social medium 

Q. What does the synthesis of individual and social aims of education result? 

A. Social service B. Highest development of the individual as a member of society C. Individual growth D. Economic progress 

Answer: B. Highest development of the individual as a member of society 

Q. What does education prepare budding citizens for? 

A. Economic independence B. Efficiently discharging their duties C. Pursuing higher studies D. Job readiness 

Answer: B. Efficiently discharging their duties 

Q. What is the first aim of citizenship education? 

A. To make individuals responsible as citizens B. To make them active in their communities and societies C. To bring awareness about the rights and responsibilities of a citizen D. To articulate in their opinion and arguments 

Answer: C. To bring awareness about the rights and responsibilities of a citizen 

Q. What role should schools play in a democracy? 

A. A hub for technology B. A miniature society C. A center for sports D. A place for academic excellence 

Answer: B. A miniature society 

Q. What is not required in citizenship? 

A. Duty B. Blind obedience C. Responsibility D. Rights awareness 

Answer: B. Blind obedience 

Q. In ancient times, who typically provided vocational training to a son? 

A. Mother B. Teacher C. Father D. Brother 

Answer: C. Father 

Q. What has prompted educational institutions to take up the responsibility of vocational training in modern times? 

A. Decline in parental roles B. Increased industrialisation C. Advancements in science D. All of the above 

Answer: D. All of the above 

Q. Who proposed the “Bread and Butter Aim” of education? 

A. John Dewey B. Benjamin Franklin C. Mahatma Gandhi D. No one 

Answer: C. Mahatma Gandhi 

Q. According to John Dewey, what is the key to happiness? 

A. Earning while learning B. Finding a suitable profession C. Teaching D. Lifelong learning 

Answer: B. Finding a suitable profession 

Q. After completing their studies, what should every student be able to do according to the vocational aim of education? 

A. Join a university B. Find their livelihood C. Start a business D. Go abroad 

Answer: B. Find their livelihood 

Q. What is the main aim of the vocationalisation of education as emphasized by every education commission? 

A. To earn respect B. To learn and earn C. To become famous D. To become influential 

Answer: B. To learn and earn 

Q. What does National Integration signify? 

A. Collective identity B. Individual identity C. Cultural identity D. Regional identity 

Answer: A. Collective identity 

Q. What is the role of education in fostering National Integration? 

A. Promote diversity B. Enhance cultural exchange C. Strengthen national solidarity D. Encourage competition 

Answer: C. Strengthen national solidarity 

Q. What are the disruptive forces working against the unity of India? 

A. Economic inequalities B. Political parties C. Social and political upheavals D. Industrial growth 

Answer: C. Social and political upheavals 

Q. According to Benjamin Franklin, what is National Integration? 

A. Harmonisation of interests B. Cultural assimilation C. Common identity D. Unity in diversity 

Answer: C. Common identity 

Q. What are the four castes traditionally divided in Hindu society? 

A. Vaishyas, Shudras, Brahmin, Sikhs B. Brahmin, Kshatriyas, Vaishyas, Shudras C. Muslims, Christians, Jews, Hindus D. None of the above 

Answer: B. Brahmin, Kshatriyas, Vaishyas, Shudras 

Q. What does the absence of a common language in a country obstruct? 

A. National Identity B. National Integration C. National Freedom D. National Security 

Answer: B. National Integration 

Q. What form of hostility leads to divisions and conflict between different religious or ethnic groups? 

A. Secularism B. Regionalism C. Communalism D. Casteism 

Answer: C. Communalism 

Q. What is the term for hatred towards people speaking in a language other than one’s own? 

A. Racism B. Linguism C. Nationalism D. Casteism 

Answer: B. Linguism 

Q. The increase in militant behaviour and continuation of disruptive behaviour are fostered by what? 

A. Increasing patriotism B. Declining patriotism C. Religious tolerance D. Economic prosperity 

Answer: B. Declining patriotism 

Q. Which of the following obstructs national integration due to their susceptibility to manipulation? 

A. Literates B. Illiterates C. Politicians D. Children 

Answer: B. Illiterates 

Q. What divides the nation into zones of prosperity and poverty? 

A. National Integration B. Regional Imbalance C. Party Politics D. Linguism 

Answer: B. Regional Imbalance 

Q. Which method is not suggested to achieve national integration? 

A. Promoting co-curriculum activities and cultural integration B. Fostering religious intolerance C. Organising inter-state cultural camps D. Exchanging ideas for nation-building 

Answer: B. Fostering religious intolerance 

Q. Which type of politics can be detrimental to national integration? 

A. Party Politics B. Regional Politics C. Global Politics D. Identity Politics 

Answer: A. Party Politics 

67. What should be the motto of educated citizens for promoting national integration? 

A. ‘Live and let die’ B. ‘Disrespect and get disrespected’ C. ‘Live and let live’ D. None of the above 

Answer: C. ‘Live and let live’