International Referred Research Journal, October,2010. ISSN- 0974-2832VoL.

II *ISSUE-21

Research PaperEducation

EDUCATIONAL PHILOSOPHY OF MAHATMA GANDHI AND SWAMI VIVEKANAND: A COMPARATIVE STUDY

* Dr. K. Rao,
October, 2010

* Principal, Rao Lal Singh College of Education, Sidhrawali (Gurgaon) Haryana

on taking in indiscriminately, we would be no better INTRODUCTION Philosophy is the basis of education. Philosophy is than machines. The best way to do this, in Gandhijis indispensable for every aspect of education. There is opinion, is for the teacher rigorously to practice these need for Philosophy in every aspect of education. In virtues in their own person, their very association with the absence of philosophical foundations, education the boys whether on the playground or in the class becomes irrelevant, meaningless, lifeless and colourless. room will then give the pupils a fine training in these Education is the dynamic side of Philosophy. It is quite fundamental virtues. The most important event in the appropriate to quote Rusk from every angle of field of education in modern India is the contemplation educational problem comes thus the demand for a over its various aspects by contemporary philosophers. philosophical basis of the subject. There is no escape These philosophers raised their voice against the from Philosophy of life and educationThe art of prevailing educational system and called for an education would never attain complete clearness in educational revolution in the light of philosophical itself without Philosophy.Both Philosophy and bases.Out of various great educational philosophers education are independent.Education without the names of Dr. Radha Krishnan, Mahatma Gandhi, Philosophy is blind and Philosophy without education Madan Mohan Malviya, Rabinder Nath Tagore, Swami Dayanand, Shri Aurbindo, Swami Vivekanand,Dr. is invalid. EDUCATIONAL PHILOSOPHY OF MAHATMA Mohammad Iqbal and Dr. Zakir Hussain etc. are worth GANDHI By education I mean an all around drawing mentioning. out of the best in child and man body, mind and spirit. JUSTIFICATION OFTHE STUDY Literacy is not the end of education not even the Swami Dayanand, Swami Vivekanand, Sri Aurobindo, beginning. It is one of the means whereby man and Mahatma Gandhi, Raja Ram Mohan Roy, Dr. Zakir woman can be educated. Literacy in itself is no Hussian, Dr. Mohammad Iqbal and Madan Mohan Malviya education Harijan, July 31st, 1937 In his philosophy like many educationists have taken birth in our country of education Gandhiji rises above dualistic thinking from time to time. The educational progress our nation is and tries to resolve all anti thesis between various witnessing today is due to the great contributions of these opposing aims. Gandhiji planned this system of educationists. It is very necessary to study their educational education so that all this would be accomplished without thoughts in context with present scenario Swami the horror of a bloody class war, because the schools Vivekanand and Mahatma Gandhi were such great will be a co-operative. Communities where students will philosophers. learn lessons of love, truth, justice, co-opeartive OBJECTIVES OF THE STUDY endeavour, equality and brotherhood of man and social * To study the educational philosophy of Mahatma service. With these, ideals in view, students will grow Gandhi. * To study the educational philosophy of Swami into citizens who will form a society known as the Vivekanand.* To compare the educational philosophies Sarvodya Samaj. In which the aim is to attain a new of Mahatma Gandhi and Swami Vivekanand. * To study humanism based on nonacquisitiveness, non the educational philosophies of both in context with violence and truth. This concept of education is in present educational scenario. A critical analysis of these conformity with the modern concept of education. It is two in the form of philosopher and educationists can be universally admitted in the modern times that personality done as following: constitutes body, heart and mind, and it is the function (a) HUMANITARIANAPPROACH of education, therefore, to bring about a harmonious Both the thinkers were human lover. They development of all these aspects of human personality. believed that understanding humanity will enable us to In Gandhian educational philosophy the teachers role reach the final goal of life. According to Swami is very significant. It is the duty of the teacher says Vivekanand, The worship of human soul in human Gandhiji, to teach his pupils discrimination. If we go body is the worship of God. SHODH SAM IKS HA AUR MULYANKAN 43

International Referred Research Journal, October,2010.ISSN- 0974-2832VoL.II *ISSUE-21

(b)BELIEFINDEMOCRACY Both the thinkers were staunch supporters of democracy. They were democratic in their attitude. According to them the aim of education is to develop democratic qualities by keeping him in democratic environment. (c) MASS EDUCATION Both the educationists emphasized Mass-education. Mass-education means education of the masses. It includes the immature and adults. The society should make arrangements of education for them. In the absence of education the condition of messes was pitiable. The lower class poor people did not even manage to get sufficient meals. (d) INSISTENCE FOR TRUTH The Truth is far more powerful than any weapon of mass destruction. Mahatma Gandhi Both the thinkers emphasized insistence for truth. Gandhi Ji used to say that the best means to realize God is truth. Long before Gandhiji & Swami Vivekanand termed God and truth. (e) WOMEN EDUCATION Both the thinkers were in favour of women education. Both believed in the principal that where a woman is respected there lies God. They believed that condition of women can be reformed through education only. Education will make them self-confidant and they will be able to help themselves. Religious education is a necessary part of women education. Both of the thinkers wanted the Indian women to become like Sita and Gargi and not to become a specimen of western women. (f) RELIGIOUSEDUCATION Religious education does not mean education of a particular religion. Both the thinkers have emphasized equality of all religions. They said that God is one, with varied forms. They did not delimit the religion to any time or place. Temples, mosques, churches, etc. do not make religion.True religion lies in realizing the Truth. According to Gandhiji true education develop the mental, spiritual and physical powers of the child. (g) DISCIPLINE Both the educationist emphasized discipline in education. But they were against forced discipline. According to Indian tradition Vivekanand wanted to make the teacher learner relationship more cordial. The students learn the lesson of discipline from the personal life of the teachers. Similarly Gandhi Ji was of the view that if discipline is to be developed in the students first of all the teacher himself should be disciplined. (h) CHILDCENTEREDEDUCATION Both Mahatma Gandhi Ji and Swami Vivekanand supported child centered education. They respected the personality of the child. They believed that education is for the child and not child for education. (i) SUPPORTER OF MORALEDUCATION Swami Vivekanand emphasized that the aim of education should be moral, spiritual and character development. There aims can be achieved only through moral education. Gandhi Ji supporting the moral side of education said true education consists not in reading writing but in character development. (j) IDEALISTS Both Mahatma Gandhi Ji and Swami Vivekanand were idealists. Both has a firm belief in God. According to them God is omnipotent and the ultimate reality. Both the thinkers were of the view that real beauty lies in those values which are immortal. (k) PHYSICAL& MENTALDEVELOPMENT According to Swami vivekanand the secondary aim of education is the physical and mental development of the child. He enforced physical development because todays children will become fearless and strong citizens in the future who will contribute in the progress of nation. (l) SUPPORTERS OF LEARNING THROUGH SELF EXPERIENCE Both the thinkers believed in hard work. Both of them believed that education can be attained while playing, through senses and through self experience. (m) SYNTHESIS OF IDEALISM, NATURALISM & PRAGMATISM The ideologies of both the philosophers seem to be impressed by Idealism, Naturalism, Pragmatism and such great philosophies.Like naturalists they asserted that true education can be achieved by remaining in contact with nature. 5. DISSIMILARITIES (a) Dissimilarities in the aims of education Swami Vivekanand education has the aim to improve the condition of poor Indian masses. He called for the educational opportunities for poor and uneducated. He cared for the all round devolvement of children. According to Swami Ji the main objective of education is to search for unity in diversity. Education should be such that the child experiences unity in diversity. Gandhi Ji said that education should enable the students to become self dependent in their life. Gandhi Ji wanted to give them the education of various trades, so that they can become capable of fulfilling their basic necessities of life. Gandhi Ji termed education as the insurance against unemployment. (b) Dissimilarities in Methods of Teaching Swami Vivekanand was of the view that the learner gets education through self activity. Through education he recognizes his cultural heritage and utilizes it in the struggle of life. The path of education is full of difficulties and barriers. On the other hand Mahatma Gandhi said

44

'k k s /k l eh { kk

vk S j ewY ; ka du

International Referred Research Journal, October,2010. ISSN- 0974-2832VoL.II *ISSUE-21

about the methods of teaching I believe that the true knowledge of mind can be attained though proper practice and training of bodily features such as hands, eyes, nose, ears. (c) Dissimilarities in Curriculum Swami Vivekanand was a supporter of material and spiritual development of child. For the attainment of material objectives he suggested languages (Hindi, Sanskrit, Mother Tongue), Arts, History, Geography, Political Science, Economics, Mathematics, Science, Psychology, Agriculture, Technology, Commerce, Sports and Physical Education to be included in the curriculum. Mahatma Gandhi wanted to make such a curriculum which prepares a child to adjust in the physical and social environment.Therefore the suggested that handicraft should be given central place in the curriculum.Gandhi Ji gave place to activity oriented curriculum in his basic education. In the basic education scheme he included Agriculture, wood work, metal work, leather work, spinning and weaving etc. Apart from this Gandhi Ji suggested Mathematics, Social Science, Lift Science, Chemical Science, Physiology, Nature Science, Astronomy, Music Painting, Drawing etc. to be included in the curriculum. (d) Dissimilarities in Role of Teacher Swami Vivekanand was a believer of self education. He said that every person in his own teacher. The external teacher gives only directions and thoughts through which the internal teacher gets inspiration to do and understand the task. According to swami Ji an ideal teacher is like a skilled gardener. He prepares the soil for the development of the plant, gives manure, water and plus fence around it so that, it can grow in its natural way.The place Gandhi ji has given to the teacher in his scheme of education is different from the normal schools. According to him a good and ideal teacher must learn the art of effective teaching. He should have the qualities of characters, truth fullness, nobility, humility, tolerance, hardworking, etc. 6. CONCLUSION OFTHE COMPARATIVE STUDY IN CONTEXT WITH PRESENT EDUCATIONAL SCENARIO Both Mahatma Gandhi Ji and Swami Vivekanand are counted amongst the greatest educationists of the World. The philosophies of education propounded by them bear great importance to the whole humanity. Both of them bear great importance to the whole humanity. Both of them were well aware of the importance of education in building modern India. In the present times education has become more theoretical. It has become dull and uninteresting due to lack of activity. Both Mahatma Gandhi Ji and Swami Vivekanand proposed activity oriented education. It creates interest in learning.The problem of indiscipline which is prevalent today can also be solved through activity oriented education. Mahatma Gandhi said that education should enable the child to meet the future needs of his life. He said education should be an insurance against unemployment.Whereas the present educational scenario is quiet different.There is no surety of employment even for highly educated persons.To solve this problem the education should become less theoretical and more technical after getting which the person is able to earn his livelihood.The principle of utility should be followed while framing educational policies. Regarding the role of teacher both of them said in the same voice that a teacher should act like a friend, philosopher and guide. In the present schooling system the teacher has adopted the role of s dictator, who tries to mould the character of the child forcefully. The role must be changed.Mahatma Gandhi Ji and Swami Vivekanand both did not attach themselves to any particular ideology. They were idealist, Naturalist and Pragmatist at the same time. As idealist they wanted the child to be morally spiritually strong. As naturalist they wanted to give full freedom to child. His needs, aspirations, aptitudes and abilities should be carefully diagnosed.They wanted activity oriented education which should be purposeful. In this way the present educational scenario can be changed in positive direction by implementing the philosophies propounded by the two great educationists. If India has to excel in both material and spiritual aspects, she has to adopt a synthetic approach of the ideas propounded by Mahatma Gandhi Ji and SwamiVivekanand.

1. Best J. W. : Research in Education New York 1959 2. Bhatia & Bhatia : Great : Swami Vivekanand in West Ganguly Street, Kolkata 4. Chaube S. P. : History of Indian Education Vinod Pustak Mandir, Agra. 5. Dash B. N. :Educational Philosophy and Teaching Practice Kalyani Publishers, New Delhi, 1986. 6. Deopur R. T. :The evaluation of the philosophy of Education in Modern India Ph.D. thesis (Edu.) M. S. Univ.of Baroda, 1964.7.Dwivedi Kamala :A comparative study of the educational Philosophy of Gandhi Ji in the world perspective D. Litt, Edu. Kanpur Univ. 1991 8. Fichte J. C. : Address to the German Nation translated by R. F. Jones & G. H. Turnbulls, Chicago, 1992. 9. Gandhi M. K.: True Education Navjiwan Publishing House, Ahmedabad.10. Gandhi M. K.: Towards New Education Navjiwan Publishing House, Ahmedabad. 11. Gandhi M. K.:The story of my experiments with TruthNavjiwan Publishing House, Ahmedabad. 12. Gigoo, P.N.: Gandhian Educational Philosophy and World Peace Ph.D. (Edu.) Patna Univ., 1976. 13. Good C.V.:Introduction to Educational Research New York, Appleton Century Crafts Inc. 1941. 14. Hussain M.: Educational Philosophy of Swami Vivekanand 15.Kriplani: Mahatma Gandhi Life and Thought Ministry of Information & Broadcasting, Govt. of India. 16. Mahalingam K.:Educational thoughts of Gandhiji and their relevance to contemporary education, M. Phil (Edu.) Annamalai Univ.

R E F E R E N C E Educationists of East and West Doaba House, Delhi 3. Bhattacharya

SHODH SAM IKS HA AUR MULYANKAN

45