Learning and Nature Synthesis

Concept Questions (CQ) and theory questions (TQ):

5.CQ.

Learning:

Learning is understood as the modification of behavior through

practice, training, or experience. This simple meaning needs to
be supplemented with four important components:
a. Learning involves change, although the change may be
for good or bad from an organisations point of view. The
change may not be evident until a situation arises in which
the new behavior can occur; learning is not always reflected
in performance.
b. Not all changes reflect learning. To constitute learning,
change should be relatively permanent. Temporary changes
may be only reflective and fail to represent any learning.
This requirement, therefore, rules out behavioral changes
caused by fatigue or drugs.
c. Learning is reflected in behavior . A change in an
individuals thought process or attitudes, not accompanied by
behavior, is no learning. It should be further clarified that
learning needs to result in behavior potentiality and not
necessarily in the behavior itself.

d. The change in behavior should occur as a result of

experience,

practice,

or

training. This implies that

behavior caused from maturation, the behavior will eventually

disappear.

e. The practice or experience must be reinforced in

order for learning to occur. If reinforcement does not
accompany the practice or experience, the behavior will
eventually disappear.

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f. Though not implied in any standard definition is that,

contrary to popular belief, learning is not confined to ones
schooling. Learning occurs throughout ones life.
Definition of learning:
1.Learning may be defined as a relatively permanent change in
behavior that occurs as a result of prior experience.
2.Generally, it (learning) is described as the process of having
ones behavior modified, more or less permanently, by what he
does and the consequences of his action, or by what he
observes.
3. Learning can be defined as relatively permanent change in
behavior potentially that results from reinforced practice or
experience.
6. CQ.and 10 & 11TQ. Types of learning:
a. Modern theories:
Four theories have been offered to explain the process of
learning. They are based on the principle of conditioning,
conditioning is based on the principle of learning viz., association.
E.g. The normal stimulus for a flow of saliva is the taste of food.
But often the mouth waters at the mere sight of luscious peach,
on hearing it described or even thinking about it. This happens
because the sight or sound or thought of the peach has occurred
together in the past with its actual taste. Thus one situation is
substituted for another to elicit behavior. This is called
conditioning.

Learning and Nature Synthesis

Theory 1. Classical Conditioning:

This is the association of one event with another desired
event resulting in a behavior, is one of the most easy to
understand the processes of learning.
E.g. An experiment was conducted, a piece of meat was given to
a dog, the dog exhibited a noticeable increase in salivation. When
merely the doorbell was rang and there was no presentation of
meat, the dog had no salivation.
Next the psychologist proceeded to link the meat and the
ringing of the bell. After repeatedly hearing the bell before
getting the food, the dog began to salivate as soon as the bell
rang. After a while, the dog would salivate merely at the sound of
the bell, even if no food was offered. In effect, the dog has learnt
to respond to the bell.
From the above example the following points can be deduced:
a. Salivation in response to food is a natural, unlearned
response-in short a reflex. This response was called the
unconditional reflex.
b. The food, because it elicited the unconditional reflex
automatically, was called the unconditioned stimulus.
c. When repeated presentation of the bell followed by food led
the dog to salivate in response to the bell alone, this
salivation was designed as conditional reflex, which
emphasized that arousal of the reflex was dependent upon
a

stimulus

other

than

the

neutral

conditional stimulus.
E.g. In context with an organization:

stimulus,

as

the

Learning and Nature Synthesis

At a manufacturing plant, every time the top executives from the

head office would make a visit, the plant management would
clean up the administration offices and wash the windows. This
went on for years. Eventually, employees would turn on their best
behavior and look prim and proper whenever the windows were
cleaned even in those occasions when the cleaning was not
paired with the visit from the top brass. People had learnt to
associate the cleaning of the windows with the visit from the
head office.
Shortcomings of this theory:
a. Modern theorists said it represented only a very small part
of total human learning.
b. Some felt it explains only the responding behaviors
(reflexing).
To overcome the above problem as and to have more precise
theory 2 was used which studies the behavior with respect to the
environment.
Theory

2.

Operant

Conditioning/

Instrumental

Conditioning:
Operant

conditioning

argues

that

behavior

is

function of its consequences. Behavior is likely to be repeated if

the consequences are favorable. Behavior is not likely to be
repeated

if

the

consequences

are

unfavorable.

Thus

the

relationship between behavior and consequences is the essence

of operant conditioning. Thus, the relationship between term

Learning and Nature Synthesis

operant indicates that the organism operates on its environment

to generate consequences.
E.g. If the boss assures his subordinate that he would be suitably
compensated in the next performance appraisal, provided the
employee works overtime. However, when the evaluation time
comes, the boss does not fulfill his assurance to his subordinate,
though the later did attend to overtime work. Next time, the
subordinate coolly declines to work overtime when requested to
do so. The behavior of the employee is explained by the operant
conditioning.
If the behavior fails to be positively reinforced, the
probability that the behavior will be repeated declines. Vice versa
if a worker works hard and is suitably awarded then he works
even more hard and does this work with lot of enthusiasm.
Examples of operant conditioning in daily life:
Turning your key in a lock, writing a letter, saying I Love
You, calling parents on the telephone, all these are operant acts,
operant in the sense that we do them in anticipation of reward,
which acts as a rein forcer for the commission of these behaviors.
Theory 3. Cognitive theory of Learning
Cognitive refers to an individuals thoughts, knowledge,
interpretation, understandings, or ideas about himself, and his
environment. Cognitive theory of learning assumes that the
organism learns the meaning of various objects and events and
learned responses depending upon the meaning assigned to
stimuli. Cognitive theorists argue that the learner forms a

Learning and Nature Synthesis

cognitive structure in memory, which preserves and organizes

information about the various events that occur in learning a
situation. When a test is made to determine how much has been
learned, the subject must encode the test stimulus and scan it
against his memory to determine an appropriate action. What is
done will depend upon the cognitive structure retrieved from
memory. Thus, the subjects response is a decision process that
varies with the nature of the test situation and the subjects
memory for prior events.
Here the role of an organism in receiving, memorizing,
retrieving and interpretation stimuli, and reacting is recognized
and emphasized and is not like the above two theories which deal
with the (S-R) approach i.e. the stimulus-response approach, in
which the contribution of the organism is minimized or ignored.
Today, the cognitive approach is very much alive and is
relevant, e.g. expectations, attributions, locus of control and goal
setting are all cognitive concepts.
Theory 4. Social Learning Theory
The social learning theory stresses upon the ability of an
individual to learn by observing models-parents, teachers, peers,
motion pictures, TV artists, bosses and others. The influence of
the model is central to the social learning viewpoint. Four
processes have been found to determine the influence that a
model will have on an individual.
a. Attentional process: People learn from a model when they
recognize and pay attention to its critical features. We tend
to be most influenced by models that are attractive,

Learning and Nature Synthesis

repeatedly available, which we think are important, or we

see as similar to us.
b. Retention Process: A models influence will depend on how
well the individual remembers the models action, even
after the model I no longer readily available.
c. Motor Reproduction Process: After a person has seen a new
behavior by observing the model, the watching must be
converted to doing. This process then demonstrates that
the individual can perform the modeled activities.
d. Reinforcement Process: Individuals will be motivated to
exhibit the modeled behavior if positive incentives or
rewards are provided. Behaviors that are reinforced will be
given more attention, and performed more often.
Steps under the social learning:
i.

Precisely identify the goal of target behavior that will lead

to performance improvement.

ii.

Select the appropriate model and modeling medium (for

example, a line demonstration, a trading film, or a
videotape.)

iii.

Make sure the employee is capable of meeting the

technical skill requirements of the target behavior.

iv.

Structure

favourable

learning

environment

that

increases the probability of attention and reproduction

and that enhances motivation to learn and improve.
v.

Model the target behavior and carry out supporting

activities, such as role-playing. Clearly demonstrate the
positive consequences of the modeled target behavior.

Learning and Nature Synthesis

vi.

Positively reinforce reproduction of the target behavior,

both in training and back on the job.

vii.

Once it is reproduced, maintain and strengthen the target

behavior,

first

with

continuous

schedule

of

reinforcement and later with an intermittent schedule.

b.

Gurukul

System

of

learning

(refer

to

concept

question 8)
7.CQ and 9 TQ. Importance of Learning:
a. Shaping the behavior
Shaping

behavior

is

the

tool

for

implementing

in

the

organisations.
Learning takes place on the job as well as prior to the job,
managers are more concerned to behave in the way most
beneficial to the organisations. When we attempt to mould
individual by guiding by learning in graduated shapes it is termed
s shaping behavior.
There are different methods of shaping behavior
Positive response
Following a response with something pleasant is called positive
reinforcement. Ex: -A boss who praises an employee for a well
done job.
Negative reinforcement
Termination or withdrawal of something unpleasant
Ex: -A professor asks a question to a student which he cannot
answer.
Punishment

Learning and Nature Synthesis

It means causing an unpleasant condition in an attempt to

eliminate undesirable behavior.
Ex: - Giving an employee a two-day suspension from work
without pay for some unpleasant act of his.
Extinction
When the behavior is not reinforced, it tends to gradually be
extinguished.
Ex.:-College instructor who wish to discourage students from
asking questions in class can eliminate this behavior in the
students by ignoring those who raise their hands to ask questions
.
Thus it can be stated that both positive & negative
reinforcement result in learning. They strengthen the response
& increase the probability of repetition
b. Learning is pointed out to be a fundamental variable in human
behavior. Organisational behavior, to some extend depends on
learning and hence it is vital to understand organizational
behavior.
a. Using Lotteries to Reduce Absenteeism: Management can
make use of the learning theory to reduce absenteeism. For
e.g., in 1966 the management of hardware retail store
found that tardiness and absenteeism on the part of
employees were too serious. The management embarked
on an innovative programme to tackle the problem. The
programme consisted of a lottery with attractive prizes.
What was unique about the lottery was its eligibility
requirements. Only employees with perfect attendance and
no tardiness were eligible to content. The programme was a

Learning and Nature Synthesis

rousing success. Attendance improved so much that even a

storm could not deter the employees from being present a
work.
b. Well pay v/s Sick pay: Most organisations provide their
employees with paid sick leave as part of the employees
fringe benefit programme. But ironically, organisations with
paid sick leave programme experienced almost twice the
absenteeism than organisations without such a programme.
The reality is that sick leave encourages wrong behavior
absence from work. Organisations should have programme
designed to encourage good attendance and not for
frequent absence from work. An attendance bonus, which is
practiced in most organisations, is designed to encourage
good attendance.
c. Employee indiscipline: Employee indiscipline exhibited in
such acts as drunkenness on the job, late arrivals to work,
insubordination, stealing company property and the like is
common. Every manager is frequently confronted by such
indiscipline.

The

manager

gives

simple

warnings

but

research shows that the manager should act immediately to

correct the problem, match the severity of punishment to
the severity of the crime, and ensure that the employee
sees the link between the punishment and the undesirable
behavior.
But punishment is not the answer to this problem,
punishing a person will only tell him, what not to do but not
what had to be done. Continued use of punishment rather
than positive reinforcement also tends to produce a

Learning and Nature Synthesis

conditional fear of the manager. This can undermine the

manager-employee relations. The popularity of discipline
lies in its ability to produce quick results in the short run.
Managers are reinforced to use discipline because it
produces as immediate change in the employees behavior.
But

in

the

long-run,

when

used

without

positive

reinforcement of desirable behavior, it is likely to lead to

employee frustration, fear of the manager, recurrences of
the

problem

behavior,

increase

in

absenteeism

and

decrease in turnover.
d. Developing Training Programmes: Learning is useful in
developing effective training programmes. A social learning
theory, in particular, tells the organizers, that training
should provide a model, it needs to grab the trainees
attention; provide motivational properties, help the trainee
to file away what he or she has learned for later use;
provide opportunities to practice new behaviors; provide
positive rewards for accomplishments; and if the training
has taken place off the job, allow the trainees some
opportunity to transfer what he has learned on the job.
Concept of Learning organisations- An Example:
Learning has tremendous importance in organisations .In
todays scenario a concept called as learning organisations is
gaining immense importance.
It

means

an

organisation,

which

has

developed

the

continuous capacity to adapt & change. Just as individuals learn

so do the organisations. Infact all organisations learn, whether

Learning and Nature Synthesis

they choose it consciously or not. It is a fundamental requirement

for their existence.
Some organisations engage in single loop learning, which
means when errors are detected the correction process relies on
past routines and present policies.
In contrast there are some organizations which use double
loop learning which means when a error is detected, its is
corrected in ways that involves the modification of organisations
objectives, policies, standards and routines. Thus this provides
opportunities for radically different solutions to problems &
dramatic jumps on improvements. Its an organisation where
people put aside their old ways of thinking, learn to open with
each other, understand how their organisations really work, form
a plan or a vision that everyone can agree upon and then work
together to achieve that vision.
Thus these components of learning organisations prove it as
a remedy for three fundamental problems present in an
organisation not adopting this concept of learning organization.
Fragmentation: Based on specialization creates walls &
chimneys

that

separate

different

functions

in

to

independent and warring fiefdoms.

Competition: It undermines collaboration, here the
members of the group try to prove how correct they are
or who knows more.
Reactivates: Misdirects

managements

attention to

problem solving rather than creation .The problem solver

tries to make something go away while a creator tries to
bring something new in to being.

Learning and Nature Synthesis

There

are

some

basic

characteristics

of

Learning

Organisations:
There exists a shared vision, which everyone has agreed upon.
People discard their old ways of thinking and the standard
routines, which they use for problem solving, or doing their
jobs.
Members think of all organizational processes, activities,
functions & interactions with the environment as a part of the
interrelationships.
People openly communicate with each other across vertical
and

horizontal

boundaries

without

fear

of

criticism

or

punishment.
People sublimate their personal self-interest & fragmented
departmental

interests

to

work

together

to

achieve

the

organisations shared vision.

8. CQ. Gurukul System of Learning: Education in India has

always been regarded as one of the basic inputs in human

resource development. In ancient India, the Gurukul system of
education was prevalent. The Gurukul system of education was
followed where an overall knowledge was imparted to the student
who is to be away from home for most of his educative years. It
was a residential type of education with total submission to the
Guru or teacher. This system concentrates on the overall
development of an individual. It not only develops the external
but also the internal facets of ones personality. It emphasizes on
the physical, mental, social, and so also the spiritual well being of
a person. In this system of education, self-knowledge is given

Learning and Nature Synthesis

priority over the superficial and

one-sided knowledge of

different subjects.
It emphasizes on the fact that unless a person is spiritually
enlightened i.e. he has a healthy mind; it is rather difficult to
gather any kind of knowledge holistically.
It helps in the development of moral values required for the
harmony

and

development

of

the

society.

It

enables

combination of subjective nad objective approach. It helps one

strike a perfect balance of practicality and philosophy.
The actual process:
. The village school in ancient India was called gurukul, as the
schooling took place at the home (kul) of the teacher, who was
called the guru. It is not known whether a person became a guru
because of his scholarship or was a person from among the
educated in the village who had also received training in
becoming a guru. Here the teacher was the Guru and the disciple
was the Sishya. The disciples lived in the Guru's aashram during
the course of their training and in turn offered their services to
the ashram. This period of learning of, about 12 years, was
considered as a great sacrifice or a penance. The Guru identified
the capability of his Sishya and accordingly imparted knowledge.
The sishyas learnt amidst the natural surroundings of the ashram,
in open air, in close contact with nature.
The Kings sent their Princes to Gurus for training on the art
of using weaponry, vedas, music, art and physical forms of
exercising & defence. At the end of their training, the disciples

Learning and Nature Synthesis

thanked their Gurus with a gift in the form of a gurudakshina which literally means "offerings to the Guru".
Values taught at Gurukul:
There are 12 Wonder Values which shall tell us the confined
values which a person should imbibe himself /herself with.
They are as follows: 1) Dignity of human individual, based on his spiritual identity.
2) Love and goodwill for all, based on the concepts that the world
as a family.
3) Self-respect & regard of respect for others.
4) Humility.
5) Honesty & Integrity.
6) Purity & cleanliness.
7) Equanimity peace, tolerance & non-violence.
8) Concern for well being of all : sympathy & service
9) Unity & cooperation.
10)

Effort for excellence.

11)

Contentment.

12)

Yogi

life

style

i.e

Sattwa,

Simplicity,

Sincerity,

and

Trusteeship.
Every professional or other kind of group will find these values
of great relevance & help, for each value has special
connotation in the context of each profession besides having a
general meaning.
It will be found that these values are comprehensive in their
scope & each one of these has some other values invisibly
included in them.
Any one of the values leads to the inculcation of other.

Learning and Nature Synthesis

Eg .Dignity of human individuals includes understanding the

real identity of the self for ,the real basis of this dignity is that
all are children of God The highest ,The holiest ,The
mightiest. Without understanding the self in this light, we
cannot have divine qualities for long, & therefore cannot be
diginified. Instead, bad qualities will prevail & dignity in real
sense will vanish. It is understanding of self & its divine dignity
that makes self-respect, self-confidence, and self-control also
possible.
Without understanding the dignity of the self as an
individual we cannot make sincere and earnest efforts to raise
our dignity again & to maintain it in relationships with others &
also to consider the dignity of others.
Similarly, love & goodwill are kin values. If there is love
there is good will also vies a versa. Love & goodwill keep
relationships on happy node & teaches us tolerance also.
Similarly equanimity & non-violence also includes tolerance.
Thus we can conclude that these 12 values are like 12
months of a year .As these 12 months have 24 fortnights or 48
weeks or 365 days, so also these 12 values include in them 24
or 36 or 365 big or small values. If these values are observed
carefully even by a few people, these few people will add a
difference to this world, as a result make it a better place to
live and thus make a better world.
One of the most popular cultural institutions in India which still
follows the Gurukul system is Shanthiniketan near Calcutta which
was established by the great teacher, artist, philosopher and
literary laureate Rabindranath Tagore. Kalakshetra in Madras,

Learning and Nature Synthesis

established by the great dancer Rukmini Arundale too follows the

Gurukul system. To-date, a teacher in India is regarded as a Guru,
a master in his discipline.
One of the most ancient universities of India is in Nalanda near
Patna. Founded in the 5th Century AD, this great seat of learning
flourished until the 12th century AD. The founder of Buddhism,
Gautam Buddha and Jainism, Parsvanath Mahavir are believed to
have visited Nalanda. The Chinese chronicler Huen Tsang spent
many years here both as a student and as a teacher. Nagarjuna,
the Buddhist Mahayana philosopher, Dinnaga, the logician and
Dharmapala, the Brahmin scholar taught here. At one point of
time about 2000 teachers and 10,000 students crowded the
portals

of

Nalanda

University.

Besides religious texts, students in the ancient universities learnt

about Ayurveda (Medicine), Ganitha (Mathematics), Arthashastra
(Political science), Jyothisha (Astrology), Vyakarna (Grammar),
Shilpathana

Vidya

(Art

and

Crafts),

and

Adyatma

Vidya

(Philosophy)).
HISTORICAL BACKGROUND
Vikramshila, Takshshila, Nalanda; the emblems of magnificently
high grade ancient Indian Education. Most unbelievably, students
from far and near and even abroad came, stayed, studied and
spread what we may call the essence of entire Indian culture. In
fact the ancient Gurukul system had its say around the globe
Indian Education System was regarded the best and most

Learning and Nature Synthesis

advanced one. No wonder it produced genius from Aryabhatt,

Varahmihira to Chanakya and Charak.
The beginning of modern education system:
The gurukul system lasted till the first quarter of the nineteenth
century when schools similar to schools in Europe replaced
village schools. It was realised that village schoolmasters could
not be expected to teach that in which they themselves had
never been instructed. Between 1815 and 1854, therefore,
opinion in favour of introduction of teacher training gradually
began to build leading to introduction of normal schools in the
country. With the first normal schools that were started in 1856
teacher training became an integral part of the Indian education
system. The Indian Education Commission (1882) approved
introduction of separate teacher education programmes for
elementary and secondary teachers. Training colleges affiliated to
universities were opened in a few of the selected towns. These
colleges conducted programmes called the Licentiate in Teaching,
which later gained the status of a degree, called the B.Ed. Thus a
formal system of teacher education came into being which even
after a lapse of one hundred years carries close resemblance with
its original form. The initial division of jurisdiction for certification
of teachers for teaching at the elementary stage given to the
State Departments of Education and that for teaching at the
secondary stage given to the universities continues to be the
practice even today. Certificate for teaching at the elementary
stage has been given different names by states. Some of them
are

BTC

(Basic

Teaching

Certificate),

D.Ed.

(Diploma

in

Learning and Nature Synthesis

Education), TTC (Teachers' Training Certificate) and there are

many others. But all of them are considered equivalent for the
purpose of teaching in primary and upper-primary schools. The
course that prepares teachers for teaching in secondary schools
is called B.Ed. and equivalent degrees are given by as many as
200 universities.
In the post-independence period school education expanded
rapidly. Teacher education also expanded during this period in
response to meeting the requirement of teachers for new schools.
A large number of new teachers' education institutions were
started by both the State and by private management. The 6th
All India Educational Survey carried out by the National
Council of Teacher has revealed that in 1993 there were about
900,000 schools and about 4.6 million teachers in the country. As
of now about 2000 teacher education institutions are engaged in
preparation of teachers for different school stages.
Schooling system in India comprises of pre-school, elementary,
secondary and senior secondary stages. The elementary stage is
split into primary and the upper-primary stages. Schooling is
offered in formal, non-formal and distance modes.
Reasons for the transitions in the education system:
Progress and regress are facts of life. Time and again, the
administrative forces playing over India polluted the education
system as well. Vices like decline in sciences, no scope for higher
education and denial of education to females started to grow. By
the dawn of nineteenth century, condition of education was
pathetic.

The next change that affected education system in

Learning and Nature Synthesis

India were the policies of European Government which, although

keeping in mind its own gains, gave a new dimension to
education. It was truly the commencement of Modern Education
in India, which we received more or less in same form at the time
of Independence.
MODERN EDUCATION SYSTEM
Exactly after independence, the importance of education system
was realized so as to create concrete foundations for the Country
Government spent in as high as nine to ten figures Literacy rate
shot up and was almost doubled within half a century. But our
one question is still unanswered that whether the present
education system is acceptable or not.
6.TQ.Distinguish the traditional Indian Nature of Learning
with the Modern Method of Learning:
Ans: Gurukul v\s modern education systemBENEFITS OF GURUKUL SYSTEM OF EDUCATION:
1) Direct contact with teachers of noble yet simple character
create fruitful impressions upon the students mind during his stay
in the gurukul.
2) Students would then emulate their teachers good conduct and
try to win accolade like them.
3) The tranquil atmosphere in the gurukul certainly creates a
beneficial affect on the minds of the young students. In modern
times much time is diverted in watching TV. parties and other

Learning and Nature Synthesis

such activities. In gurukul the student devotes all his time and
energy to studies and other beneficial activities.
4) As most of the gurukul teaches are married the students get a
good , harmonious atmosphere to learn .
5) It also helped to tone down the personal activities of some
mischievous students and make all students self-reliant and
better acquainted with the practical way of life.
6) Also ancient traditions and culture can be well preserved by
imparting such education in the gurukuls .
7) The primary aim of the gurukuls education system is
maintenance of discipline. It is cultivated in the students as a
habit of self control and not as control imposed from without
which leads to fear of control.
DRAWBACKS AND DIFFICULTIES
It is a well-known fact that the education system in India is exambased and the result of a long study in school or college is judged
by the performance in the examinations which is intended to
test the retention of information by students.
I

A very vital stage in the education system is the pre-

university or +2 stage, the results of the exam for which

,determines the future of students. Every year in India, more than
30 million students across the country write the Plus Two
examinations and the shocking fact is that hardly 32- 39% of
these students pass the examinations. Of this small percentage
of students who take up the examinations , a miniscule of them
are able to score more than 90% marks.

Learning and Nature Synthesis

Maximum of the students studying at the PU level, take up

coaching and the rest of the students do not get the opportunity
to take up tuitions because of affordability. Of the students who
do take up coaching, a majority of them study at coaching
centres where the quality of education is sub-standard. The
coaching that they undergo is not done in a structured way. There
is no supporting quality course material. There are no proper
resources or infrastructure to conduct the coaching.
Many coaching centres are located in ramshackle building or
school classrooms, where coaching is conducted surreptitiously &
a lecturer handles a class of sixty-seventy students, whereby the
coaching centre becomes yet another college- no individual
attention can be given & the end benefit for the students is nil.
Further there is no systematic evaluation of the technical
skills of the students. In short there is no professional approach,
no value-addition & no value for money.
Thus it evident that, schools and Colleges run by the
Government are in bad shape.

Primary School is devoid of

building, furniture and teachers hardly care for studies. Even in

graduation colleges. Business is not going on properly. Teachers
greed for tuitions and students rush for private coachings is
further deteriorating the condition.
Although private education could be a solution to many of
the aforesaid problems but still it too isnt totally fool-proof. To
begin with the extremely high price of private education is a bar
to most people. Then the syllabi itself is far from being practical.
Scholars

are

equipped

only

with

theoretical

and

bookies

Learning and Nature Synthesis

concepts. To follow on are the lack of proper sports facilities and

good and rich libraries. Females still comprise a small fraction.
Most important, the way of evaluation of students is totally
unmindful.

Students are awarded scores on the basis of their

cramming ability, nowhere to count reasoning and logic.

A Comparison between Modern and classical systems:

A Causal Matrix of Cardinal Human Values as per the
Gurukul System:
CORE VALUES

Self
Knowledge

Aesthetics

INNER

OUTER

EXPRESSION

EXPRESSION

Devotion

Service

Mysticism

Sense

Discipline

of Unity

Beauty

Diversity

System

Rationality

Wisdom

Justice

Dynamicity

Missionary

Prosperity

zeal

RESULTANT

Speed

in

Learning and Nature Synthesis

Balance

Inner peace

(Prama)

Eco balance

Surrender

Values studied by Modern Education System:

Terminal values

Instrumental values

A comfortable life (a prosperous Ambitious

life)

(hard

working,

aspiring)

An exciting life (a stimulating, Broad minded (open minded)

active life)
A

sense

of

accomplishment

(lasting contribution)

Capable

(light

hearted,

joyful)

A world at peace (beauty of the Clean (neat and tidy)

nature and the arts)
Equality

(brotherhood,

opportunity to all)

equal Courageous (standing up for

your beliefs)

Family security (taking care of Forgiving (Willing to pardon

loved ones)
Freedom

(independence,

others)
free Helpful

(working

for

choice)

welfare of the others)

Happiness (Contentedness)

Honest (sincere, truthful)

the

Inner harmony (freedom from Imaginative (daring, creative)

Learning and Nature Synthesis

inner conflict)
Mature love (sexual and spiritual Independent (self reliant and
intimacy)
National

self sufficient)
security

(protection Intellectual

from attack)

(intelligent,

reflective)

Pleasure (An enjoyable, leisurely Logical (Consistent, rationale)

life)
Salvation (saved, eternal life)

Loving (Affectionate, tender)

Self respect (Self esteem)

Obedient (dutiful, respectful)

Social

recognition

admiration)
True

(courteous,

well

mannered)

friendship

companionship)
Wisdom

(respect, Polite

(close Responsible

(dependable,

reliable)
(A

understanding of life)

mature Self control (restrained, self

disciplined)

Terminal values are the goals that a person would like to achieve
during his or her lifetime. The instrumental values refer to the
preferable modes of behavior or means of achieving the terminal
values.
From the above comparison, we derive that the modern
education system concentrates only on the extrinsic values
rather than the intrinsic, which is required for proper learning.
ACHIEVEMENTS OF THE INDIAN EDUCATION SYSTEM:
Although problems are posing regularly in the field of education,
although there is a craze among people to study abroad, but still
many crowning achievements of Indian Education System,

Learning and Nature Synthesis

basically higher level education, cannot be overlooked. IIT (Indian

Institute of Technology) has continued to be the second most
prestigious competitive examination in the world.

Our medical

and engineering education is among the best in the world. The

education system could easily be evaluated on considering the
fact that almost a quarter of people at NASA are Indians. Foreign
students come to India to carry out research and to study
humanities. Indian Software engineers are in demand round the
world.
CONCLUSION
Finally, in a nutshell, it could be said that Indian Education
Scenario presents a mixed picture. It is good at places and bad
at others. But certainly, it is leaning towards the rich that is
obviously not an acceptable thing. Improvement in the system at
the grass-root level can do miracles. The ancient prestige of
Indian Education System is still not lost but obviously requires a
fresh polishing.