AN IDEAL EDUCATION SYSTEM

FEBRUARY 28, 2014

Contents
Introduction ................................................................................................................................ 2

Education through history .......................................................................................................... 2

Education in the Indian Sub-Continent .................................................................................. 3

Conventional Teaching Methodology........................................................................................ 5

Ideal Educational System ........................................................................................................... 8

Conclusion ............................................................................................................................... 14

Bibliography ............................................................................................................................ 15

Introduction
Education is a topic that is widely prominent in the lives of all individuals belonging to
developing and developed nations of the world, it is one of the most important factor in
creating a level playing field between the developed and developing nations. India is one
nation that has vastly benefited from the advent of education, this can be witnessed by the
tremendous growth of India made possible by tapping the vast human potential present in the
country. Although it is an extremely important aspect of the 21st Century, it is an instance
where much discussion is needed and that too urgently. The field of education has been
alarmingly slow in adopting to the ever-changing landscape of the human civilization. The
problems faced by the society with respect to education are two-fold, on one side there is a
responsibility on the government to make sure that every person has access to the bare
minimum of primary education and on the other side there is a responsibility on the
educational institutions to inculcate learning and to foster proper implementation of that
learning. This paper aims to address the latter of these problems and put forth positive
criticism on the current educational system.

Education through history

Human beings are neither the strongest living things nor are they fastest living things, but our
ability to process information is what sets up apart from the rest of the living beings on earth
and that is the reason behind the humungous progress witnessed by the human civilization
when compared to other beings. This use and utilization of information has given us an edge
over other living creatures. This ability to process information has been always recognised as
an important tool since the earliest human being and man has been trying to pass on such
valuable information to its future generations. Such a mechanism of passing down
information from one generation to another for the betterment of the next generation is called
as Education. The word educate is derived from the Latin word educatus which means to
bring up (children), train1. The earliest form of education is one where in the younger
generation copies or imitates the older generation. Valuable life lessons were passed on in the
1

"Online Etymology Dictionary." Online Etymology Dictionary. Douglas Harper, n.d. Web. 18 Feb. 2014.
<http://www.etymonline.com/index.php?term=educate>.

form of songs, stories and other folklore. At later stages, a member of the community was
appointed to instruct the children on various topics, this is said to be the earliest forms of a
school.2 With the introduction of the written alphabet, the overall scope of education changed
dramatically.

Education in the Indian Sub-Continent

Earliest records of history state that education was given a lot of emphasis in the Indian
subcontinent even in the pre-historic era. The Vedas and the Upanishads elucidate on the
importance of learning and education. In the words of the Vedas:
Do not forsake learning and teaching.3
At the adolescent stages of the Indian society education was not restricted to a particular class
of individuals, everyone was free to learn and be taught but as society progressed and the
class system (called as Varnas) was introduced education was restricted to the selected
classes of individuals. After the emergence of the class system, each class of individuals was
given training in the profession they were to take up later in life. For example, the priestly
class were trained in scriptures and religious text, the warrior class were trained in political
texts and the weaponry skills, the merchant class were trained in the art of tradesman-ship
and the lowest strata of the society was unfortunately restricted from education.4

In that

stage of society and also later stages of society, education was synonymous with religion. It
was seen as an extension of religion but that does not necessarily mean that only religious
texts were taught, the centres of education like Taxila and Nalanda were the earliest pioneers
in teachings related to Grammar, Music, Poetry, Medicine, Rhetoric etc. In fact, records state
that these centers of education attracted students from areas like China and Central Asia. 5
Contrary to the practice in the 20th century, women were encouraged to learn and study
various subjects during the early ages of Indian history.

At around 1st and 2nd Century AD, education was given tremendous prominence, educators
were given ample places to teach and profess the various arts by the monarch. This resulted
2

Hughes, Paul; More, Arthur J. "Aboriginal Ways of Learning and Learning Styles", Paper presented at the
Annual Conference of the Australian Association for Research in Education Brisbane, December 4, 1997
3
Taittriya Upanishad,1.11.1.
4
Prabhu, Joseph . "Educational Institutions and Philosophies, Traditional and Modern." Encyclopedia of India .
London: Thomson Gale, 2006. 2328. Print.
5
Blackwell, Fritz. India a global studies handbook. Santa Barbara, Calif.: ABC-CLIO, 2004. Print.

in the emergence of cities like Varanasi which were deemed to be the centres of learning
during that period. By the time Muslims entered India to expand their civilization, there were
numerous educational institutions in all parts of the sub-continent. The Muslim invasion
brought about Muslim influence into the sphere of education. Madrasas and Maktabs were
introduced for the furtherance of education, in these institutions too, like their predecessors,
there were a mix of religious education with the combination of various skills necessary for
the development of each individual.6

The emergence of Colonialism in India brought about tremendous change in the Indian subcontinent. The British colonists were in urgent need of educated Indians who could act as
intermediaries between the colonists and the inhabitants of India.7 To fulfil this requirement
educational institutions specializing in British system of education were established en masse.
The medium of education was changed from Persian, followed during the Mughal era, to
English. The emergence of Western school of thought brought a change in outlook of the
people in India. India was combination of a thousand kingdoms with their own culture and
language, the emergence of Western Education brought together people from various cultures
and gave them an opportunity to converse in a language which was not possible before the
Britishers arrived in India. Ironically, the one tool (Western style of education) used by the
colonists to separate the inhabitants from their roots resulted in the unification of the
subcontinent and acted as a catalyst in speeding up the Indian independence moment.

As much as Western style of education brought about unity to the disjointed subcontinent of
India, it resulted in a method of teaching and learning that was detrimental to the intellectual
future of the country. The Western style of Education was a type of learning that was situated
in classrooms devoid of practical knowledge of the subjects being taught. This was in stark
contrast to style of teaching practiced in the Pre-Colonial Era. In the Pre-Colonial Era
learning was an inclusive process wherein the students were taught various subjects with a
view of the practical implications of the knowledge, teaching was a tool to inculcate problem
solving. This resulted in students being inspired to solve the problems present in the society
at that time rather than mere memorization of topics which did not have any practical

Kumar, Deepak. "India." The Cambridge History of Science (4)Eighteenth-Century Science edited by Roy
Porter. Cambridge : Cambridge University Press, 2003. 669687. Print.
7
Evans, Stephen. "Macaulay's minute revisited: Colonial language policy in nineteenth-century India." Journal
of Multilingual and Multicultural Development 24.4 (2002): 260-281. Print.

implications in the day-to-day life of the students. The Pre-Colonial era saw the emergence of
various advancements in different spheres of human life. Indian medical practitioners were
performing surgeries long before their western counterparts could understand the
ramifications of the process.8 The human biological system was mapped before any other
civilization. Similar instances of advancements can be found in the field of Medicine
(Ayurveda), Rhetoric (Kautilyas Arthashastra), Astronomy,9 Mathematics etc.. All of this
can be attributed to the teaching methodology practised in the Pre-Colonial Era. It would be
foolish on the part of any individual to belittle the effects of the Western style of Education
but at the same time those aspects of conventional learning have long passed their utility and
time has come for drastic change in the way we learn.

Conventional Teaching Methodology

It is said that if the entire 4.5 Billion years of history is compressed into the timeframe of a
day it would seem something like this. Life would have appeared at around 4am, land plants
at 10:24pm, dinosaur extinction at 11:41pm, and human history would have begun at
11:58:43pm.10 In this meagre time frame we have achieved more than any species in our near
vicinity, our man-made instruments have crossed the boundaries of interstellar space11 and in
the near future we would start harvesting asteroids for natural resources. 12 All of this can be
attributed to our ability to process information and use it to our advantage. Learning and
education is the tool that fosters the optimum utilisation of information. Opening the gates of
education to the larger population of the world has resulted in solving numerous problems
prevalent in the world. Unfortunately and ironically, this tool of education, which has
facilitated for tremendous changes in the lives of human beings, has remained stagnant for a
long period of time. We have continued to use the same methods of imparting information
8

"Sushruta Samhita." Wikipedia. Wikimedia Foundation, 28 Feb. 2014. Web. 28 Feb. 2014.
<https://en.wikipedia.org/wiki/Sushruta_Samhita>.
9
Paramhans, S. A. "Astronomy in Ancient India. Its Importance, Insight and Prevalence." Indian journal of
history of science 26.1 (1991): 63-70.
10
Howard, Jacqueline. "'Evolution Of Life On Earth': 4.5-Billion-Year History Compressed Into Two Minutes."
The Huffington Post. TheHuffingtonPost.com, 29 Nov. 2012. Web. 26 Feb. 2014.
<http://www.huffingtonpost.com/2012/11/29/evolution-of-life-on-earth-video-45-billion_n_2212926.html>.
11
"NASA Spacecraft Embarks on Historic Journey Into Interstellar Space." NASA Official Website. N.p., 12
Sept. 2013. Web. 26 Feb. 2014. <http://www.jpl.nasa.gov/news/news.php?release=2013-277>.
12
EFRATI, Amir. "A Quixotic Quest to Mine Asteroids." The Wall Street Journal. Dow Jones & Company, 23
Apr.
2012.
Web.
26
Feb.
2014.
<http://online.wsj.com/news/articles/SB10001424052702303513404577356190967904210>.

and knowledge for the past two centuries, the basic idea of education has remained the same.
Although, it may be argued that there have been changes in the educational system but they
have been abysmally minimum, there are microscopic changes but the basic idea of education
still remains the same. The time has come for a re-think on the idea of imparting education.

The moment somebody says the word education or learning, the first image that pops
into the heads of most people is that of a classroom filled with small children who are neatly
dressed sitting in rows of benches repeating whatever the teacher says. This constant
repetition of information to fix such information into the memory is called rote
memorization. Rote memorization is a technique of learning where a person embeds
memory in his brain without understanding abstract concepts necessary for its use. Rote
memorization is the bane of modern society, to learn something without understanding its
usage is what equates human beings to domestic animals. All educational institutions
vehemently deny practising rote learning but at the end of the day it is practiced most of the
schools in some way or the other.

For a long duration of time, education has embodied the principles of "assignment-studyrecitation-test" which is repeated ad infinitum. This method of teaching has been come to be
known as Conventional Teaching Methodology. In this method of teaching the main aim is
to transmit to the next generation those skills, facts, and standards of moral and social
conduct that adults deem to be necessary for the next generation's material and social success.
The role of students in this schema of operation is only to receive and believe these fixed
answers and the role of the teacher is to enforce the behaviour and transmit the information.13
Conventional educational practice can easily be associated with coercion. Any diversion from
accepted norms of behaviour invokes punishment. Students are forced to follow the norms
prescribed by the authority and to enforce these norms corporal punishment is used.
Although, the use of corporal punishment is increasingly being condemned in schools it is
still very much prevalent in many schools.

The core problem with conventional educational system has been that it has always been a
teacher centric system of education rather than a student centric system. Schools might
advertise that students are the focal point of education but realistically, the sole responsibility
13

Dewey, John. "Introduction." Experience and education. New York: Collier Books, 1963. 1-5. Print.

lies on the teacher. The teacher is the person who is supposed to impart knowledge, enforce
behavioural norms, embed the information into the minds of the students and also to test the
knowledge. In short, education starts with the teacher and ends with the teacher. Students are
reduced to a passive role as they are required to meet these standards and memorise the
information provided. Due to the fact that the sole responsibility falls on one person mistakes
are bound to crop up. For example, from time immemorial we have been taught that our body
has five sense organs i.e., touch, taste, smell, sight and sound. The system of five sensory
organs has been propounded by Aristotle in the 3rd century BC whose theories on biology
have been superseded from centuries.14 In fact, scientists believe that we have as many as 14
to 20 sense organs.15 It would be unfair to judge a system based solely on one fact but, why is
it that such a simple fact has gone unnoticed for decades? This simple fact explains the
jarring loopholes present in our educational system. The present educational system follows a
top to bottom approach, where information is passed from one source to another without any
analysis. Any deviation from this approach invites punishment. This kind of approach can
almost be called as being regressive.

It is prejudicial to place the entire blame on the teacher, they themselves are under serious
pressure to make sure the students perform. The teachers are under an obligation to show that
students are learning and under this pressure they yield to tactics of cramming information
into students. The teachers are obligated to perform by the school authorities who in turn are
under pressure from parents or the educational board; who in turn are under pressure of the
educational ministry. This is a vicious never ending cycle that affects the student. The
problem cannot be placed on one body or entity, the system in place is itself at fault. As has
been stated before there is an urgent need for the system to change. It is unfair that the brunt
of this system is on the students, who are not capable to express their opinion or comprehend
the gravity of the situation they are forced into. To change this system, we need to go back to
the basics of human phycology. The basics tenants of human learning are to be analysed and
a system must be put forth that follows the path taken by the human mind in learning and
assimilating information. Based on this path of learning an educational system must be
formed.

14

Johansen, T. K.. Aristotle on the sense-organs. Cambridge: Cambridge University Press, 1997. Print.
Cerretani, Jessica . "HMS." Extra Sensory Perceptions. Harvard Medical School, n.d. Web. 26 Feb. 2014.
<http://hms.harvard.edu/news/harvard-medicine/extra-sensory-perceptions>.
15

Ideal Educational System

For centuries, our idea of education has revolved around imparting knowledge with an aim to
use this knowledge for whatever future work the person is supposed to do. In simpler terms,
there exists a separation between knowledge and what is done with the knowledge.
Knowledge is treated as a self-sufficient substance which is independent from the situation in
which it is going to be used. Schools have been concerned only with the transfer of
knowledge which comprises of abstract, de-contextualised formal concepts. The activity of
learning is merely treated as a path towards acquiring knowledge. Recent studies16 regarding
learning paint a different picture, they state that there is no separation between the activity
taken to acquire knowledge and learning. There is no difference between knowing something
and doing something, they are both interconnected.

Vocabulary teaching involves the method where students are taught words based on the
dictionary definitions of the words and a few exemplary sentences but that is contrary to the
method used to learn vocabulary outside the boundaries of school. People generally learn
words in the context of ordinary communication, in fact such a way of learning vocabulary by
listening, talking and reading is at the least 50 times faster than the method used in schools.
An average 17 year old can learn 5000 words per year for 16 years by merely communicating
while learning from abstract definitions can teach not more than 100 to 200 words per year.
Moreover, much of what has been taught is mostly useless in the daily practice of
communication.17 Experienced readers understand that words are situated. That is the reason
why they ask for the rest of the sentence or the context before stating their interpretation of a
words but students who learn from dictionary definitions assume that the dictionary definition
are sufficient.

Parallels can be drawn between vocabulary and acquiring knowledge. Knowledge is a

product of the activity and situations in which they are produced. For example, a concept will
continually evolve with each new occasion of use, because new situations and activities
recast it in a new and more densely textured form. So context like meaning is always under
16

Rogoff, Barbara, and Jean Lave. "Skiing as a model of instruction." Everyday cognition: its development in
social context. Cambridge, Mass.: Harvard University Press, 1984. 139-150. Print.
17
Bloom, Paul. How children learn the meanings of words. Cambridge, MA: MIT Press, 2000. Print.

construction. Learning and acting are indistinct, learning being a continuous, life long process
resulting from acting in situations.

Knowledge of a particular subject is nothing but a tool. A trained doctor will use his
knowledge of medicine to save life while a solder in war will use his weapon as a tool to
protect the country. A carpenter and a cabinet maker may use a chisel differently to reach
their end result. When one tool is used differently by different professions why is it that
students are given one tool (education) to solve the problems in the profession they seek to
enter later on in their lives? Students are too often asked to use the tool without being able to
adopt its actual usage. To learn to use the tool as practitioners use them, a student must enter
the profession and adopt its usage in the real world problems faced by the practitioners of a
profession.

The way schools use dictionaries or mathematic formula or scientific theorems is completely
different from the ways practitioners use them. Thus, student may pass exams but still not be
able to use the professions tools in authentic practice.18 It would be prejudicial to the students
to expect that all students of mathematics and sciences will become professional
mathematicians and scientists but the point here is that to learn these subjects students need
much more than abstract concepts and non-contextual examples. They need to be exposed to
the use of this knowledge in authentic activity, using this knowledge to tackle the problems of
faced by the practitioners. This way students dabble in problem solving activity that would in
turn arouse their minds to perform better.

It can be argued that school inculcates activity by inserting word problems and contextual
examples in their examinations but these activities do not lead to helping the students in
relation to the usage of their future professions instead these activities foster a path for
students to learn ways on how to score marks. By taking part in school activity, students learn
less about the subject and more on how best to write answers to score higher marks. For
example, Mathematics students use well-know strategies such as the position of a problem in
a particular section of the book (if a problem is in the beginning of a chapter it is understood

18

Schoenfeld, A. H.. On mathematics as sense-making: An informal attack on the unfortunate divorce of formal
and informal mathematics. NJ: Hillsdale, 1983. Print.

to be an easy problem) or keywords in a problem to find answers quickly. Outside of the

problems in school where there are no cues these concepts become useless.19

If the conventional method of teaching concepts is inherently useless in the day to day usage
of knowledge, then what is the way students need to learn new concepts? To understand and
solve this problem a mathematics professor used the concept of coin problems as a method to
teach mathematical tables to fourth standard students. In the first phase of teaching she gave
students simple coin problems such as using only nickels (annas) and pennies (paisas) to
make 82 cents (rupees). In the second phase, her students create stories for multiplication
problems. They learnt that there is no right way to arrive at a solution but different ways to
arrive at the solution with reference to the context. In the third phase, the students were
introduced to standard algorithms now that such algorithms have a meaning and purpose.
Through this method, students develop a composite understanding of four different kinds of
mathematical knowledge:
a) Intuitive knowledge: The kind of short cuts people invent when doing multiplication
problems
b) computational knowledge: the basic algorithms that are usually taught
c) concrete knowledge: The kind of concrete models of the algorithm associated with the
stories the students created
d) Principled knowledge: The principles such as association between theories of
algorithms
By adopting this approach the professor tried to inculcate an inseparable understanding of
these kinds of knowledge and various connections between them, this bridges the huge gap
that emerges from much conventional teaching between conceptual knowledge and problem
solving activity. This approach fosters procedures that help in overall mental development of
a student :
By beginning with a task embedded in a familiar activity, the students know that their
knowledge has some legitimacy using that they can easily manoeuvre unfamiliar tasks.
By pointing to different methods of arriving at the solution, it stresses that learning and
acquisition of knowledge are not absolute, but are dependent on the task at hand and such
way of arriving at a solution can apply to arithmetic too.

19

supra

 By allowing students to generate their own solution paths, it helps make them conscious,
creative members of the culture of problem-solving mathematicians. And, in practising the
profession through this activity, they acquire some of the professions toolsa shared
vocabulary and the means to discuss, reflect upon, evaluate, and validate professional
procedures in a collaborative process.20

Such methods of teaching and learning have been shown to be extremely beneficial to
students and teachers alike. This method of learning has fostered collaboration between
students, as students gain confidence over the subjects they show an inclination to actively
participate in the problem-solving activity attributed to the particular subject. This newly
acquired conceptual knowledge over the subject allows the students to see the subject in a
new light and in turn leads to further development of conceptual knowledge. For example, in
language learning a frail understanding of a word is further developed and its meaning gets
extended with every subsequent usage even though each usage of the word may be different.
This further development of knowledge happens in two stages, in the first stage of learning a
word people quickly assign it to a category (eg. The word burgundy is first assigned to the
general category of a colour). In the second stage, distinction is drawn between the elements
of that category (difference between burgundy and other colors). This is a gradual process
that may never be completed. This second stage of knowledge is what fosters for grown in
conceptual knowledge.21

The approach of learning as an extension of partaking in problem-solving activity through

social interaction of the requisite professionals would lead to the obvious conclusion that
students need to be grouped based on the profession practised by the individuals. This
grouping is important as it is only within groups of like-minded individuals does conversation
takes place regarding the subject matter. The advantages of group learning are multi-fold.
The concept of group learning entails that students are to be grouped based on the activity
being performed rather than being grouped according to age, which is the general practice in
schools everywhere. The theory that students of the same age group have the same ability to
learn is an inherently flawed concept. No two human beings on the planet are completely

20

Lampert, Magdalene. "Cognition and Instruction." Knowing, doing, and teaching multiplication. East
Lansing, Mich.: Institute for Research on Teaching, Michigan State University, 1986. 305-342. Print.
21
Miller, George Armitage . How children learn words. New Jersey: Princeton University, Cognitive Science
Laboratory, 1987. Print.

identical, human beings are inherently too complicated to be identical. The difference
between different human beings are vast, not just on appearance but also the thought process
and the ability to assimilate and process information. Humans learn information differently,
that is a fact known since time immemorial, then why is it that at the ripe age of learning,
students of different ability are grouped together and taught the same curriculum?

Being of a certain age does not necessarily entail that individuals learn similarly, to address
this problem the most logical solution would be to group individuals based on the their
learning ability. Students abilities are as different as personalities of grown individuals.
Some students have a knack of absorbing grammar and vocabulary at a rate other students
cannot but they may be incapable of understanding the concepts of mathematics or science.
Students need to be grouped based on the subjects they are good at and also on the subjects
they are weak at. A group of highly proficient students in the field of physics or chemistry
when grouped together would promote competition and bonding that a homogenous grouping
cannot. Similar grouping of a slow learning students allows the teachers to concentrate their
efforts and evenly train these students to perform better.

The advantage of group learning in the exercise of problem solving activity as discussed
earlier is also extremely advantages. Group learning instils a need to collectively solve
problems, as groups give rise to insights and solutions that would not come outside the
confines of the group.22 Group learning inculcates into the students a need to display multiple
roles, for the successful completion of problem solving activity there is a need for the
students to understand that every individual has a role in that activity and the ability to
collectively display productivity is what education is really about. Group learning has been
shown as a tool to confront ineffective strategies and misconceptions involved in problemsolving activities. In a conventional educational system, teachers barely have the time to
address the misconceptions in the minds of the students. Group learning helps the students
come together and clear out misconceptions in learning.23 Collaboration between students is
an important facet of education, classroom education does not exactly allow for such
collaboration. Students are encouraged to keep their work to themselves and not share it with
other students but creative problem-solving encourages collaboration. Knowing how to learn
22

Schoenfeld, Alan H. "Ideas in the air: Speculations on small group learning, environmental and cultural
influences on cognition, and epistemology." International Journal of Educational Research 13.1 (1989): 71-88.
23
Disessa, Andy A. "Knowledge in pieces." (1988): 49-70.

and work together is important. Group learning and problem solving activity are two sides of
the same coin. These are inter linked concepts that help in improving the learning ability of
students. A combination of these two concepts would vastly improve not only the learning
ability of students but also helps in mental development of students.

All the above concepts of learning are all focussed on the mental ability of the student but
mere mental activity is not enough for the complete development of the students. Current
educational institutions invariably have every limited physical activity, this has led to
students who are extremely talented in their mental ability but lack any interest in developing
their physical abilities. An ideal educational system must include a culmination of both
mental and physical activity. Arguably, this one topic that has shown positive outlook from
parents and educational institutions. Parents and schools have grown to understand the
importance of physical development and they are pushing their children to take part in
outdoor activity but it has been a slow process. Even after being aware of the importance of
physical activity the amount of physical activity is meagre compared to the amount of
physical activity required.

Schools do have time allocated for physical education but the time allocated is woefully
inadequate. Research conducted on the amount of physical activity states that a minimum of
60 minutes of medium to rigours activity is required, compared to the physical activity
received by students in the current school curriculum that is very low. Students spend a lot of
time in the classroom but have one period once a week of active activity, instead curriculum
must be adopted that would provide for physical activity in between classroom activity. This
makes sure activity is spread out and the students are adequately active throughout the day.
Physical education needs to be considered as a core subject on par with other subjects like
Mathematics, Languages, Sciences and Social studies. Right now physical education is
regarded as an extra-curricular activity rather than a part of the regular curriculum.

Physical education does not only mean that students must only participate in physical
activity, physical education needs to be treated as a subject that teaches about healthenhancing physical activity, physical education needs to taught as a subject area that provides
education to ensure students develop knowledge, skill and motivation to engage in healthenhancing physical activity for the rest of their lives.

CONCLUSION
The wheel is said to be the most important invention in the history of mankind, the wheel was
a tool that allowed people to effortlessly transport goods. The ramifications of that invention
can be sensed now too. Just like the wheel ushered human development, education also
helped in pushing human civilization to levels that could not be imagined before. It is said
that due to the emergence of western style of education in the 18th century has led to the
extreme scope of inventions seen during the industrial revolution. Education as a tool for
development of human beings has been an extremely effective but, just like the wheel that
pushed human society to newer heights, education has come to a point where there is an
urgent need to evolve the tool. For an extremely long periods of time this tool has remained
stagnant, time has arrived to address the demands of the current generation of human beings.
The current generation of children are completely different from the generation of children
present during the Victorian era, of which the present system of education has been put forth.
To address the needs of the current generation of students, we need to go back to roots of
education and thought process of the activity of learning. The basic notions of education must
be forgotten and a system must be put forth that takes into account the thought process of
learning. One of such ways to actually teach rather than merely memorizing information is
by taking part in solving problems present in the profession. This way students get a hands on
approach towards knowledge. Instead of teaching as predecessor to performing an activity,
we must work towards a system that takes into performing an activity as an ancillary to
learning. For too long theory has been given much more importance rather than the practical
implications of the theoretical teaching. In conclusion, for a much more efficient tool of
education a mechanism that employs the above mentioned suggestions combined with other
effective teaching mechanisms that would improve learning need to be implemented for the
betterment of future generation.

Bibliography
1. Education Online Etymology Dictionary.
2. Hughes, Paul; More, Arthur J. "Aboriginal Ways of Learning and Learning Styles",
3. Taittriya Upanishad, 1.11.1.
4. Prabhu, Joseph. "Educational Institutions and Philosophies, Traditional and Modern."
Encyclopedia of India
5. Blackwell, Fritz. India a global studies handbook.
6. Kumar, Deepak. "India." The Cambridge History of Science (4)Eighteenth-Century
Science edited by Roy Porter
7. Evans, Stephen. "Macaulay's minute revisited: Colonial language policy in
nineteenth-century India."
8. "Sushruta Samhita." Wikipedia
9. Paramhans, S. A. "Astronomy in Ancient India. Its Importance, Insight and
Prevalence.".
10. Howard, Jacqueline. "'Evolution Of Life On Earth': 4.5-Billion-Year History
Compressed Into Two Minutes."
11. "NASA Spacecraft Embarks on Historic Journey Into Interstellar Space." NASA
Official Website.
12. EFRATI, Amir. "A Quixotic Quest to Mine Asteroids."
13. Dewey, John. "Introduction." Experience and education.
14. Johansen, T. K. Aristotle on the sense-organs.
15. Cerretani, Jessica. "HMS." Extra Sensory Perceptions.
16. Rogoff, Barbara, and Jean Lave. "Skiing as a model of instruction.".
17. Bloom, Paul. How children learn the meanings of words.
18. Schoenfeld, A. H. On mathematics as sense-making: An informal attack on the
unfortunate divorce of formal and informal mathematics
19. Lampert, Magdalene. "Cognition and Instruction." Knowing, doing, and teaching
multiplication.
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