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Interrelationship of Nationalism, Universalism and Secularism with

Education with Special Reference to Tagore and


Krishnamurti
EPC - 3 ( Critical Understanding of ICT )
Dayanand Women's Training College, Dehradun
B.Ed IV Semester
Session 2017-19

Submitted To : Submitted By :
Ms. Shobha Prashali , Anjali , Sudipta,
Pooja, Deepika
Content
Part 1 Nationalism And Education
Part 2 Universalism And Education
Part 3 Secularism And Education
Part 4 Educational Thought Of Tagore
Part 5 Educational Thought Of J.
Krishnamurti
1. Nationalism and Educat
ion
• Nationalism
• Nationalism And Edu
cation
1.1 Nationalism

Nationalism deals with three main goals


such as
• National identity
• National unity
• Autonomy

Hence nationalism is an Idealogy that


holds a nation as the fundamental unit
for human social life.nationalism may
manifest itself and expressed as
civic,ethic,cultural,religious types of
nationalism
1.2 Objectives of Education for Nationalism

• To promote national unity.


• To promote social,economical,tech
nological and industrial needs of nat
ional
development.
• To promote positive attitude towa
rds our nation
• To promote respect for and develo
pment of our culture.
• To promote positive attitude towa
rds our religious and moral values.
2. Universalism And Education
• Universalism
• Universalism
And Educati
on
2.1 Universalism

Universalism is an idea Universalism is We can divide


or belief in the not in itself a universalism
existence of a universal common into two
, objective or eternal ideology but a i) Ethical univer
truth that it unique feature salism
in the way or ii) Philosophical
determines everything.
seeing the universalism.
world or huma
n life.
2.2 Objectives of Universalism in Education:
• To analyse various perspectives
of universality of a truth

• To apply ethical values


universally

• To develop scientific curriculu


m based on universal truth.
How universalism can be applied in education
• Education For All.
• No Discrimination at the time of Admission.
• Freedom to select the Subjects & Activities.
• Equal Opportunities for Individual as well as Social Development.
• Specific Dress Code of students in each School.
• Set up of Self-Government system in schools.
• Facilitate Election process of Student Unions.
• Democratic School Environment.
• Freedom of Expression
• No exploitation of students.
3. Secularism and Educati
on
• Secularism
• Secularism And E
ducation
3.1 Secularism Secularism is the principle of the separati
on of government institutions
and persons representing the state from
religious institutions and religious
dignitaries.

Secularism is a principle that involved tw


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• The first one is the strict separation of s


tate from religious institution.
• The second one is that people of differ
ent religious and beliefs are equal
before law.
3.2
Secularism in Education
• No Specific Religious Education shall be imparted in schools.
• Including only Commonly Accepted Principles of Chief Religions. (e
.g.- morning assembly).
• Including Celebration of All Chief Religious Festivals in school curr
iculum.
• Organize Visits to Religious Places related to different religions for
students.
• Instill in young minds, the Respect & Acceptance for every religion.
• In no case shall school, turn into a Religious place preaching specifi
c religious beliefs & ideas.
4.Educational Thought of Tag
ore • Tagore's Secularism
• Tagore's Universalism
• Tagore’s Nationalism
• His view of Aim of Educatio
n
4.1

• Rabindranath Tagore is popularly known as


“ Gurudev ”.
• He was born in Calcutta on 7th May , 1861.
• Man of Multi-Dimensional personality.
• Great name in Bangla Literature.
• Great contribution in National Awakening
& Development of International Spirit.
• A renowned Educationist.
4.2 Tagore's Nationalism

Rabindranath Tagore had an ambivalent response towards Nationalism.


Tagore developed the concept of 'syncretic' civilization as the basis of
Nationalist civilization, where ‘Samaja' (society) was given centrality,
unlike the European model of state-centric civilization, he stated that
“There is only one history – the history of man. All national histories are merely chapters
in the larger one…. I am not against one nation in particular, but against the general idea
of all nations. What is the Nation? It is the aspect of a whole people as an organized
power. This organization incessantly keeps up the insistence of the population on
becoming strong and efficient. But this strenuous effort after strength and efficiency
drains man’s energy from his higher nature where he is self-sacrificing and creative”
4.3 Tagore’s universalism

“The world is a human world – the scientific view of it i


s also that of the scientific man. Therefore, the world ap
art from us does not exist; it is a relative world, dependi
ng for its reality upon our consciousness.
There is some standard of reason and enjoyment which
gives it truth, the standard of the eternal man whose ex
periences are made possible through our experiences.”
4.4 Tagore’s Secularism
• This new science was the science of human p
ossibilities. Tagore’s secularism or
harmony or Samanvaya is the new science. It h
as sprung from the roots of Indian
literature.
Tagore was highly influenced by Upanishads an
d the Vedas.
Tagore was also inspired by the life and words
of Lord Buddha. Three centuries after Lord
Buddha, the great Mauryan Emperor Asoka tra
nslated the spirit of religion into social
experience and political state policy.
4.5 Tagore's views about Aims of Edu
cation
• Physical Development
• Intellectual Development
• Individual and Social Development
• Cultural Development
• Development of National and Internatio
nal Spirit
• Moral Development
• Vocational Development
• Spiritual Development
“Education should necessarily develop the spirit of welfa
re of all in all the children”

• Ultimate aim of human life is to – Experience Spiritual Unity.


• A child should undergo - Natural Physical Development – in the lap
of nature.
• Intellectual Development through Activity-Based Learning.
• Emphasizes on - Individual Differences.
• Cultural & National Development of child.
• Development of International Spirit in child (e.g. – making child mu
lti-lingual & multi-cultural.)
• Emphasis on - Good Human Behavior & Moral Values.
• Emphasis on education of – Handicrafts, Artisanry & Agriculture.
• Spiritual development of child through Self - Realization.
• Medium of instruction – Mother Tongue.
• Activity- based Curriculum. (e.g. – agriculture , games , music , dance , socia
l service , creative writing etc.)
• Teaching methods – Learning By Doing & Experiment Method.
• Teacher should be – trained , qualified , patient & affectionate.
- of high character & works as a facilitator.
• School should be in the lap of nature.
• Opposed co-education system.
• Emphasized on - Mass Education , Adult Education & Village Education.
• Supporter of Inter-Nationalism.
• Vocational educational through - Agriculture & Cottage Industries.
• Advocated the importance of Women’s Education.
• Religious Education through – Service to Mankind.
5. Educational Thought of
J. Krishnamurti
• Introduction
• His thought on Nationalism
• Krishnamurti as a universalist
• Krishnamurti’s Secularism
• His thought about Aims of Edu
cation
5.1

• Jiddu Krishnamurthi was an Indian Philosop


her, Speaker & Writer.
• He was born on 12th May,1895 in Andhra
• Pradesh.
• He divided knowledge into three classes :
• - Scientific (which is based on the analysis o
f facts) ,
• - Collective (which is related to man’s interr
elationship
• with nature) &
• - Individual (which is related to the inner se
lf)
5.2 J Krishnamurti on Nationalism

• The psychological necessity for identification is the out


come of inward poverty. Self- expansion through identifi
cation breeds mischief and destruction. In understandin
g this process there comes freedom and intelligence, and
not substitution.
• When you substitute religion for nationalism or nation
alism for religion, both become the means for self-expan
sion and so lead to contention and misery. Any form of s
ubstitution, however noble, leads to illusion. Substitutio
n is bribery. Only in understanding the problem at its diff
erent levels, outward as well as inward, Intelligence com
es into being.
5.3
Krishnamurti as a Universalist
At the core of his teachings Krishnamurti was a Universalist, he made the claim th
at
“truth is universal and prejudice has no place in the search for truth.”
According to him Removing prejudice requires a far more dedicated effort, than s
hifting evidence, partly because it is a disease that infects the living tissue of the
mind, nerves, emotions and intellect. He expanded the thought further in stating
that,
“When you separate yourself by belief, nationality, tradition, it breeds viole
nce. One who is seeking to understand violence does not belong to any coun
try, to any religion, political party or partial system; he is concerned with the
total understanding of mankind”.
5.4
Krishnamurti’s Secularism
Krishnamurti’s philosophy was truly secular, according to him
“What we call religion is merely organized belief, with its dogmas, ritua
ls, mysteries and superstitions. Each religion has its own sacred book, it
s mediator, its priests and its ways of threatening and holding people. T
hough all religions assert that they worship God and still instill fear thro
ugh their doctrines of reward and punishment,.”
In his book education and the significance of life he states
“Organized religion is the frozen thought of man, out of which he buil
ds temples and churches; it has become a solace for the fearful, an op
iate for those who are in sorrow. But God or truth is far beyond thoug
ht and emotional demands.”
5.5

• Emphasized on such education which will make ,”Man A Man”.


• Knowledge of inner mind is education i.e. Self- Realization.
• There are two main - Aims of Education.
Basic Ai Ancillary
m Aims

Development of Total Human Being Development Of Sensitiveness


Development Of Creativity
Development Of Scientific Mind
Development Of Spirituality
Synthesis b/w Scientific Mind & S
pirituality
Vocational Training
Creation Of A New Culture
Tagore started Shanti Niketan Ashram near Bolpur in 1892
with only 5 students initially.

Shanti Niketan

Vishwa Bharati University

Campuses

Shanti Niketan Sri Niketan

Pre-Primary to Higher & Technological Education.


• Curriculum – (Science & Technology through Physical knowledge)
(Vocational Education for Livelihood)
(Art , Music & Poetry for development of Aesthetic Sense & Creativity
)

• Method Of Teaching – (Observation, Experiment, Experience & Self Study Methods)

• Krishnamurthy disapproved – (The Theory Of Self-Discipline.)

• Teacher – (Teacher & Student both share experiences.)


(A good teacher wins love & confidence of students.)
(Must take care of Individual Difference)
(Both teacher & student participate in School Administration)
(Existence of teacher & student council)
• School – (It should be in a Peaceful Environment.)
(Limited Number of students in each classroom.)
CONCLUSION
Both Tagore & Krishnamurthy emphasized on the All Round
Development of Child through Practical Experiences & in a Free & Natural En
vironment. They believed that Child should be the Center not the Teacher. Henc
e, educational practices must be
favorable to each child’s development.
Both believed that education must prepare a child for life & activate his/he
r innate powers. It should help him/her to earn
livelihood through vocational education. Also, they laid
importance to Self – Realization.
In the present education system we can clearly see that their
educational thoughts are being adopted for making curriculum
child – centered & inclusive , to cater the needs of each Child & to bring out the
best in them for INDIVIDUAL , SOCIAL & NATIONAL DEVELOPMENT.
THANK YOU!

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