A New Approach to Education
A TABLE OF CONTENTS FOR:
A NEW APPROACH TO EDUCATION
Integral Education Series, AuroPublications, Second revised edition, 1996
CONTENTS i
Preface ii
What is needed today, in the field of education, is a new vision of education ii
- A radical reappraisal of the aims and values of the present system ii
Whether these aims correspond to the higher aims of life ii
- Not skills but values are the intangible guiding forces of evolution iii
Only in the consciousness of the Spirit higher values become living realities iii
The new aim of education has to be to learn the art and science of Creative Living iii
Basic principles of Education 1
The true basis of education is the study of the human mind 1
- The educational system of Europe – An insufficient knowledge of human psychology 1
A system of teaching shall be natural, easy and effective 1
- The first principle of true teaching is that nothing can be taught 2
- The second principle is that the mind has to be consulted in its own growth 2
- The third principle of education is to work from the near to the far 3
The Education of a Human Being 5
The education of a human being should continue throughout his whole life 5
- If the education is to have its maximum result, it must begin even before birth 5
The nature of the child about to be born will depend very much upon the mother 5
- Five principal aspects – The physical, the vital, the mental, the psychic and the spiritual 5
Usually, these phases of education succeed each other in a chronological order 5
Before we enter into the details of the subject – A recommendation to parents 6
- The first thing to do is to educate oneself, to become conscious and master of oneself 6
Parents, you should have a high ideal and act always in accordance with that ideal 6
- If you wish to be respected by your child, be at every moment worthy of respect 7
Never be arbitrary, despotic, impatient, ill-tempered 7
When your child asks you a question – You can always make yourself understood 7
- Do not scold your child except when quite indispensable 7
When a child has made a mistake, see that he confesses it to you spontaneously 8
Man-making Education 9
Knowing is unveiling 9
Education is the manifestation of the perfection already in man 9
- All knowledge and all power are within 9
- No one was ever really taught by another. Each of us has to teach himself 10
Self-education 11
You cannot teach a child – But you can help it to go forward in its own way 11
Free Growth 11
Owing to undue domination exercised by the parents, our boys do not get free scope 11
Positive Ideas 12
Take every one where he stands and push him forward 12
Liberty is the first condition of growth – Every soul is the Soul of God 12
Assimilation of Ideas 13
We must have life-building, man-making, character-making, assimilation of ideas 13
- Character, strength of mind, expanded intellect and technical education 14
The Goal of Man-making 14
The current and expression of will are brought under control and become fruitful 14
Concentration: The Only Method of Education 14
The very essence of education is concentration of mind 14
- The more the power of concentration, the greater the knowledge that is acquired 15
- High achievements in arts, music, etc., are the result of concentration 16
- The practice of meditation leads to mental concentration 16
Brahmacharya 16
Complete continence gives great intellectual and spiritual power 16
- Chastity m thought, word and deed always and in all conditions 17
Changing Concepts of Education 18
True education – To learn to exploit the human resources, individual and collective 18
- To help the individual to find his cultural identity and enable him to participate 18
There is a good deal of rethinking everywhere on the concept and role of education 19
- Children have begun to learn in the congenial environment, of the home 19
- The real school is life itself. And the art of fronting life is true education 20
Parties to the project – The student, the teacher, the parents, the funding source 20
- The teacher has to develop links with the parents and make them partners in his effort 20
- The teachers need to be reminded that theirs is not a profession but a mission 21
- The student must be helped to grow in all the different aspects of his being 21
An integral education – A maximum coordination around the soul 21
The social aspect – The student is called upon to interact with the society 22
The national aspect – The national soul demands fulfilment of its cherished truths 22
The religion of humanity – The world is steadily moving towards a universal order 22
The progress of Science – Utilised to radically alter our systems of communication 23
- The coming of the computer particularly has been effectively utilised in the West 23
- Many factors today are favourable for developing a holistic education 23
The question of restructuring our system of education in India 23
- Education has got to be value-based – The aspiration to develop the higher qualities 24
The artistic sensitivities, aesthetic perceptions must be revived 24
- The cult of Beauty must form an integral part of the temple of learning 24
- Education hereafter will be child-oriented, not teacher-centred 25
The teacher’s role has to be that of an awakener, a friend and guide 25
Examinations have outlived their utility – Enabling the student to assess his progress 25
- The nature of the textbooks – Textbooks need to excite the interest of the student 26
- The medium of instruction – English, the mother-tongue, Hindi 27
- Is it permissible in a democratic set-up like ours to maintain elitist institutions? 27
A question of raising standards instead of lowering them in the name of democracy 27
The role of pioneering institutions – These must be encouraged 28
- Vocational education – The vocational engagement must lead to creative activity 28
The New Approach to Education 30
The word education – To educe that inner potential secret within every human being 30
The True Values of the Individual 30
The true value of a human being is surely that which he alone can contribute 30
- The only way to elicit this potential – A revolutionary re-statement of education 30
The First Values 31
The dawn of education when all learning arose out of a true spiritual experience 31
Sri Aurobindo – The first essential is to educe that greater potential yet to be evolved 31
The Present System of Education 32
This cannot be done under the present system of education 32
- We believe the time has come to help usher in the new Dawn of greater possibilities 32
The Response of Sri Aurobindo Ashram 32
We have much to contribute towards the education problem – The need of the youth 33
The youth of the world intuitively know that the secret of life lies within themselves 33
Mankind has entered upon a great adventure which is to take him beyond 34
New Education for New Values 34
A new set of values have entered the earth atmosphere 34
- The true aim of education – To educe the true individual potential within each student 35
The new approach to education necessitates a re-assessment of the psychology 35
- Psychology of the five minds – Physical, Vital, Mental, Psychic, Spiritual 35
- We need, at first, concern ourselves with the first three – Physical, Vital and Mental 35
The new function of education – To put these minds in their right place 35
Reconciling discipline with freedom – The two fundamentals of love and security 35
- These two fundamentals – With a special understanding given to the first Three minds 36
Physical Mind 36
The Physical mind must form the basis for discipline and security 36
- Physical education should be always compulsory and should continue 36
Vital Mind 37
- The education of the vital mind – Languages not as a problem but as a play 37
Languages can be learnt through an environment of art and beauty 37
- A disciplined physical mind followed by a fulfilled vital mind – A sense of security 37
Mental Mind 37
- At ten years of age the mental mind opens 37
At this age the child wants to discover things for himself and yearns for freedom 37
This freedom can only be given effectively if physical is disciplined, vital mind fulfilled 37
- The Physical Mind has to be introduced to the joy of discipline 38
- The Vital Mind has to be fulfilled 38
- The Mental Mind has to be given freedom 38
- Those three progressive terms of growth accomplished – The Psychic Mind can come 38
The Purpose of Education 39
The aim of education is always twofold – A collective aspect and an individual aspect 39
- The individual and the society can grow together and help each other 39
- The human mind tends always to emphasize one aspect to the detriment of the others 39
The recent trend in social thought is to give more importance to the society 39
A demand for scientists, engineers and technicians – The result is an over-specialization 40
The aim of human life as it is conceived largely by the ruling class at the time 40
There are other ways in which the social outlook influences education 41
- Our society is still a competitive one – Many find themselves in great difficulty 41
- The part played by money in modern society – Money has become a corrupting agent 42
- Examinations and diplomas – The current system seems unavoidable 42
- Education can only be reformed when a corresponding change has begun in society 43
In a period of crisis, the importance of education may be decisive 43
The True Aim of Education 45
and our Present Situation 45
Education can never be allowed to become merely a utilitarian activity 45
Education is the highest cultural activity of life – The capabilities of human personality 45
The Human Personality 46
Education is concerned with the growth of human personality – A comprehensive view 46
- An integrated personality bids fair to become the dynamic ideal of education and culture 46
Our Present Indian Education 47
Intellectualism and liberalism constitute the essential nature of all education today 47
- Is an intellectual view of personality and human culture enough? 47
Education must develop the whole personality 47
- Can Western science be not pursued, even more successfully, under Indian attitudes? 48
- Relations between science and humanities should be more cordial under Indian attitudes 48
Striking Deficiencies of Contemporary Indian Education 49
A few striking deficiencies of our contemporary education 49
- It does not evoke spontaneous joy and acceptance 49
- Our present education is carried on in a utilitarian spirit 49
- Education does not command the respect of being the highest cultural activity of life 49
- Response to science has not been as enthusiastic as it could or should have been 49
- A knowledge breathing the spirit of analysis in disregard of the synthetic approach 50
- Our present arrangement – Education is finished when an examination is passed 50
- Our emphasis on the content of education rather than on the growth of personality 50
- External uniformities to provide the integrative forces in our social and political life 51
The sense of national goals and destiny need to be kept alive as best as possible 51
- Lack of due recognition of the educational value of sports and other activities 51
Revitalisation of the true Aim 52
A revelation of the true aim of education is the one real need of our educational life 52
- Primarily an enrichment of personality in its capability of knowledge, emotion and will 52
What is to be Done for Education? 53
Reducing living processes to so-called practicable, rigid and deadening routines 53
Learning and its Evaluation 53
The entire process of education – A constant process of moving from tests to tests 53
- Mostly written tests – A saner view to oral tests, homework and day to day work 54
- We have forgotten to test the growth of hundreds of qualities 54
- And what about the psychic and spiritual dimensions of personality 55
The solution is extremely difficult to find, and difficult to implement 55
- The discovery of the right aim of education, of the right aim of life 55
The ultimate aim of life is to be completely transformed – Perfection, harmony and unity 55
The entire system of education should be so organised as to embody and fulfil this aim 56
The Role of the Teacher 56
The role of the teacher in this system may be summarised as follows 56
- To aid the student in uncovering the inner will to grow and to progress 56
- To evolve a programme of education for each student – To watch, intervene and guide 56
- To radiate inner calm and cheerful dynamism 56
The New System 56
An adequate organisation of the working of the New System 56
- A room or rooms of Silence, of Consultations, of Collaboration, Lecture Rooms 56
- Written or oral, tests must be individual and adapted to each student 57
- The syllabus in this system will be evolutionary with each individual’s need 58
The Content of Education 58
Regarding the content of education – The fundamental truths underlying the subject 58
- The sense of the unity of the truths – The reconciliation of the branches of knowledge 58
The harmony of Science, Philosophy, Technology, and Fine Arts 58
All that is precious in the different organised or as yet unorganised aspects of life 59
The Four Factors 59
Four factors must combine together to effectuate a true revolution in education 59
- First a paramount sense and need to discover the right aim of education 59
- Secondly, an awakening among the parents to demand the right and full education 60
- Third, a large body of teachers fully dedicated to education 60
- Finally, a burning aspiration in the students to learn and to educate themselves 60
Aims of Education 62
Some common meanings given to the word education 62
- One meaning of education is in terms of teaching or instruction 62
- The other meaning of education is in terms of schooling – Whatever in a school 62
- The third meaning which is rarely given – A discipline or a field of study 62
It is this view or meaning of education which is extremely important to bear in mind 62
The Individual Aim of Education 63
Aims of education can be considered from different points of view 63
The aim of education – The development of total personality of the individual 64
The Social Aim of Education 64
The social aim of education takes into consideration the social needs of society 64
As a matter of fact the individual and social aims of education are complementary 65
- Two processes – Individual transformation and social transformation 65
The New Approach to Education in India 67
A General Consensus 67
Sri Aurobindo’s first impression of the system of education prevalent in India 67
- The teaching has been bad in kind and in addition denationalising, degrading 67
The Net Result 68
A population of which seventy per cent is totally illiterate 68
Among the so-called educated classes – The unemployment problem 69
A Matter of Priority 69
If we are to build a great nation, we must reorganise our education 69
The Ultimate Ends m View 70
First we must be clear in our minds as to what exactly we want 70
- A second-hand edition of England or Japan or America? 70
- Or that we are to reject modern truth and the modern method of science? 71
“Indianism” versus “Europeanism” 71
India of the future should not become an exact replica of the India that has been 71
The assumption that it is the European pattern of civilisation that we have to acquire 72
- The civilisation of the West is now in process of dissolution 72
“Cultural Integration” 73
The whole world seems to be coming close together – A common civilization 73
- Each culture shall bring its contribution – Some struggle for survival 73
- It is here that India can contribute much by preserving her spirit 74
A National System of Education 74
The past is our foundation, the present our material, the future our aim and summit 74
- Each must have its due and natural place in a national system of education 74
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