What Did Mahatma Gandhi Say About Western Education?

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What Did Mahatma Gandhi Say About Western Education
Mahatma Gandhi said that western education was focused on and rather than, reading, writing, oral knowledge Right on! Give the BNAT exam to get a 100% scholarship for BYJUS courses reading, oral knowledge, writing No worries! We‘ve got your back. Try BYJU‘S free classes today! writing, oral knowledge. Suggest Corrections 7 : Mahatma Gandhi said that western education was focused on and rather than,
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What were the Mahatma Gandhi’s views on education?

Gandhi’s Educational Thoughts – Gandhiji’s Basic Education was the practical embodiment of his philosophy of education. His basic education takes up the challenging task of preparing the young learners to become morally sound, individually independents, socially constructive, economically productive and responsible future citizens which can prove helpful in solving the problem of unemployment by making youth self-employed by giving them skill training.

  • Gandhiji believed that education should develop all the capacities of the child so that he becomes a complete human being.
  • In this way, fully and harmoniously developed personality is able to realize the ultimate aim of life which is Truth or God.
  • Gandhiji has himself explained – “By education I mean all-round drawing out of the best in child’s and man’s body, mind and spirit.

Literacy is neither the beginning nor the end of education. This is only a means through which man or woman can be educated.” His Basic Principles of Education includes:-

From seven to fourteen years of age, education of each child should be free, compulsory and universal. The medium of instruction should be mother-tongue. Mere literacy cannot be equated with education. Education should employ some craft as a medium of education so that the child gains economic self-reliance for his life. Education should develop human values in the child. Education should create useful, responsible and dynamic citizens. By education all the hidden powers of child should develop according to the community of which he is an integral part. Education should achieve the harmonious development of child’s body, mind, heart and soul. All education should be imparted through some productive craft or industry and a useful correlation should be established with that industry. The industry should be such that the child is able to achieve gainful work experience through practical work. Education should be made self-supporting through some productive work. Education should lead to economic independence and self-reliance for livelihood.

Thus, in Gandhiji’s educational thoughts the development of the personality of child is more important than mere literacy or knowledge of different subjects. In other words he believed in life-centered as well as child-centered education. Besides learning of three R’s Reading, Writing and Arithmetic in school, he insisted on development of these H’s Hand, Heart and Head.

  1. Thus, the aim of Education should be of developing the integrated personality of the child.
  2. Gandhiji was having clarity in the idea that one of the basic principles of education is that work and knowledge must never be separated.
  3. Separation of learning from labor results in social injustices.
  4. In dynamic societies, education has to equip individuals with the skills and attitudes necessary for them to adapt to changing conditions, and for constructive participation in the task of social change.

This can prove helpful in solving the problems of frustration, depression, anxiety and feeling of committing suicide among youth. According to Gandhiji through education a child must be able to learn a productive craft to meet his future needs of life by adopting some industry or business.

Hence, he advocated education for self-reliance and capacity to earn one’s livelihood as the main aim of education. By this aim he did mean to make the child a laborer but wished that each child should earn while engaged in learning and gain some learning as he is busy with earning. He advocated that together with vocational education cultural advancement should also be achieved.

The two aspects of development should go together side by side. Gandhiji insisted that education should develop all aspects of individuality harmoniously. He also believed that one of the essential aims of education is the moral development or character development.

  • Gandhiji wishes that every child should grow into a divine human being by realizing Godliness in his self.
  • Gandhiji himself writes.
  • To develop the self is to build character and to prepare the self for complete realization and realization of Godliness.
  • Gandhiji’s ‘Basic Education’ was job centered, value based and mass oriented.

Here it is important to note that these are still the important requirements of education in our country. In his scheme of education, knowledge must be related to activity and practical experiences. Therefore his curriculum is activity centered. Its aim is to prepare the child for practical work, conduct experiments and do research so that he is able to develop himself physically, mentally and spiritually and become a useful member of society.

  1. In this activity-centered curriculum, Gandhiji included Mother-tongue, Basic Craft, Arithmetic, Sociology, General Science, Art, Music and other like subjects.
  2. He further advocated that curriculum for boys and girls from classes 1 to 5 should be the same.
  3. After that boys should be taught some Craft and girls should study Home-Science.

It should be noted that Gandhiji’s scheme of Basic Education is limited to primary and junior stages only. Gandhiji also insisted that his scheme for primary education would include “the elementary principles of sanitation, hygiene, nutrition,” besides “compulsory physical training through musical drill.

Gandhiji argues that his scheme would make students strong, confident and useful to their parents and their country. Gandhiji adds that his system would lead to communal harmony because it would be the same for all; it would this be “practical religion, the religion of self help”. Gandhiji disapproved rote learning educational methods and considered it as defective and emphasized to make crafts and vocations as means of education.

He wished that some local craft should be made as medium of education for children so that they develop their body, mind and soul in a harmonious way and also meet the ends needs to their future life. In this way, Gandhiji’s method of teaching was therefore, different from the current one.

To achieve mental development, training of senses and parts of the body should be given. Reading should precede the teaching of writing. More opportunities should be given for learning by doing. Encouragement should be given to learning by experience. Correlation should be established in the teaching methods and learning experiences.

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In what sense does Gandhiji and Tagore’s thoughts were different about Western education Class 8?

Question – In many ways, Rabindranath Tagore and Mahatma Gandhi thought alike about education. However, they also had differences.” Explain. – 22 December 2021 Answer – Both Mahatma Gandhi and Rabindranath Tagore saw education as a tool for the development of human mind and consciousness and believed that the process of being literate or simply reading and writing cannot be considered education.

Mahatma Gandhi believed that colonial education developed a sense of inferiority in the minds of Indians. Due to this they started considering western culture as superior and they lost their sense of pride in their culture. As a result educated Indians started praising the British rule. He laid great emphasis on the fact that the medium of instruction should be the Indian language, as English education could not connect the masses with each other. Western education, in his view, focused on reading and writing (i.e. theoretical knowledge) rather than on actual experiences and practical knowledge, and therefore lacked skill development.

Tagore’s thoughts:

According to Tagore, the emphasis should be on self-study in childhood rather than the rigid and limited discipline of the school education system. The teacher should be more imaginative to understand the child so as to help him develop his curiosity. In his view, creative education can be encouraged only in the natural environment. He also stressed on the need to provide science and technology education along with art, music and dance education in Santiniketan.

Similarities in their views:

Both believed that education is necessary as a means of integrated development of human personality. Both believed that education should be linked with practical knowledge and special attention should be paid to the importance of mother tongue in education. Both criticized the colonial education system.

Disparities in their views:

Mahatma Gandhi was a bitter critic of Western education, but Rabindranath Tagore wanted to integrate the best elements of Western education into the Indian education system. Mahatma Gandhi was critical of machines and technology, while Rabindranath Tagore believed in the teaching of modern science along with traditional knowledge. Tagore adopted Plato’s method of creating curiosity as a means of education, but Mahatma Gandhi believed in ‘learning by activity’ through his concept of “Nai Talim”.

Thus, there were both similarities and dissimilarities between Tagore’s and Gandhi’s views on education. His views in this regard were influenced by his different socio-cultural backgrounds, political views and life experiences. Download our APP – Go to Home Page – Buy Study Material – Join Our Whatsapp Group For Daily, Weekly, Monthly Current Affairs Compilation & Daily Mains Answer Writing Test & Current Affairs MCQ
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What were the views of gandhiji and Tagore about Western education?

Q.1 What was Gandhi’s view on nationalism? Ans.1 Gandhi’s nationalism was based on a sophisticated and intricate moral philosophy. He aimed to create a tolerant, cohesive nation called “Mother India” that would encompass all ethnic groups.Q.2 What were Rabindranath Tagore’s views on nationalism? Ans.2 According to Rabindranath Tagore, Nationalism was a Maya or mirage concept and it shouldn’t be pursued relentlessly.

Tagore attempted to associate nationalism with concepts like peace, harmony, and welfare in an effort to distance himself from the general belief in nationalism.Q.3 What is the difference between Mahatma Gandhi and Rabindranath Tagore? Ans.3 The difference between Rabindranath Tagore and Mahatma Gandhi is that Tagore believed that modern nationalism would eventually take a violent form, whereas Gandhi believed that lingua franca would play a crucial role in fostering nationalism.Q.4 What was the difference between Mahatma Gandhi and Rabindranath Tagore’s views on English? Ans.4 Both Gandhi and Tagore placed a strong emphasis on the student’s native language serving as the medium of instruction.

However, Tagore aimed to meld Indian traditions with western education.Q.5 In what sense did Gandhi Ji and Tagore think were similar and different in western education? Ans.5 Gandhi and Tagore both agreed that education is a strong tool for life. But Gandhi believed that western education was harming Indian culture while Tagore recognised the value of science and technology and wanted to promote it.
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In what sense does gandhiji and Tagore were similar and different about Western education?

Gandhiji was highly critical of Western civilisation and its worship of machines and technology. Tagore wanted to combine elements of modern Western civilisation with what he saw as the best within Indian tradition. He emphasised the need to teach science and technology at Santiniketan, along with art, music and dance.
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In what sense does Gandhiji and Tagore’s thoughts were similar about Western education?

Both believed in the practical knowledge that would allow child to do some creative work through art, crafts, child must be allowed to learn outside the rigidities of books, discipline as established by the British.
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What is the concept of Western education?

researchClue.com IMPACT OF WESTERN EDUCATION IN THE TEACHING OF ISLAMIC EDUCATION IN NIGERIA CHAPTER ONE INTRODUCTION 1.1 BACKGROUND TO THE STUDY Western education is a system originated from the west and penetrated to the world after Islamic education in the earliest 15th century.

  • Its main approach was the modernization of social life through science and technological advancement (Farid, 2005).
  • Western system of education was first propagated by the missionaries and promoted by colonialist to different part of the globe, in their view for westernization and globalization in the name of modernity.

It is a complete secular system that differentiated life and religion and focuses on materialism. It’s also rationalistic in its quest for knowledge as relied more on human ability of reason than spiritual inspiration. The preparation made to man in this system was very limited as it fall short in training only the body and the physique in this fair of life, therefore the modern western system does not consider the relationship between God and human as socially or intellectually relevance, hence revelation or the revealed knowledge, they are ignored even when modern secular subjects are introduced in the curriculum for the traditional older system (Rosnani, 2004).

  • However, Islamic education is simply translated as ‘tarbiyyah al Islamiyyah ‘.
  • It contained a concept of ” ta alim ” (instruction), tahadhib (rear or sustain) and other sub concepts like hikmah (wisdom), Adl (justice) Amanah (trust) and as the extreme is Khilafah (vicegerancy) and Ibadat (worship).
  • The main sources in this type of education are the Quran and Hadith,

Islamic education connotes whole life approach and signifies complete integration into man’s life, it emanation can be trace to the existence of man on earth of the holy Quran, It is the true system that first takes man from the darkness of ignorance and illiteracy to the light of knowledge and education, it shapes so many relevance and advantages not only to Muslims but to entire humanity.

  1. Islam faces education as an act of worship and a life long process (Hashim, 2004).
  2. Therefore, its philosophy, method, content and general curriculum are towards human successful integrative life.
  3. Education is an art that allows humans to accumulate every leaving experience in their life and subsequently transmit to a new generation.

In Islam, the actual education which are required are the content of Quran and Hadith, because these are the motivations which derives the Muslim community so as to place due importance on advancement of knowledge which is borne out from the Quran and Hadith,

Islamic education can also be defined as a process of nurturing and training of the mind, the physique and the spirit of human based on Islamic values which are sourced from the Quran and Sunnah, It is intended to bring forth humans who are God conscious and subservient only to Allah (Nor, 2012). However, the Islamic education left many legacies to the west as it recorded a tremendous achievement in architecture, history, philosophy, medicine and all branches of liberal and natural sciences.

The scientific and technological advancement of the modern world owe a lot to the research conducted by the Muslimscientist, Islamic education also predate the western education in Nigeria and Malaysia just as Islam has a longer history than Christianity in the world.

In Nigeria, western education has greatly influenced the teaching of Islamic education considering the fact that most Islamic schools now adopt some western approach of education.1.2 STATEMENT OF THE PROBLEM The secular system considers education as an engine for development; it sees education as the instrument of life, and believed for education as a means of individual and national development.

It also viewed education as an element of continuous and harmonious human existence and wellbeing just as the case in Islamic world view. However, we may wish to consider Islamic education as a system of education, which entails ideological concept expounding the very nature of life (here and after), and prescribing the position of man and his role on earth.

It is important to note that Islamic education is not synonymous with Islamic studies, which is just a subject in the Nigerian western-oriented educational system. The basic discernible difference is that Islamic studies is an academic subject offered in a formal school setting. Western education started winning popularity as a result of the patronage.

Nasiru (1977) advances some other reasons for the prosperity of the Western education in Nigeria, namely, the payment of a monthly salary to the teachers from the parent body of the mission abroad, as against the economically strapped Mallamswho depended on voluntary gifts from the public as a means for their survival.

Also the free education programme of the Christian missionaries towards western education development was elaborate than that of the Muslims, as they received financial and moral aid from Europe and could afford to give out books, slates, and writing materials freely to the students. In addition to this, appointments into government offices were made from the rank and file of school leavers and not the students of Islamic schools.

On graduation, they could only perform at Islamic social gatherings like naming, marriage and burial programmes. However, the researcher seeks to analyze the impact of western education in the teaching of Islamic education.1.3 OBJECTIVES OF THE STUDY The general objective of this study is to examine the impact of western education on the teaching of Islamic education and the following are the specific objectives:

  1. To examine the impact of western education on the teaching of Islamic education.
  2. To identify the differences between western education and Islamic education.
  3. To examine the factors that favour western education over Islamic education.
  • 1.4 RESEARCH QUESTIONS
  1. What is the impact of western education on the teaching of Islamic education?
  2. What are the differences between western education and Islamic education?
  3. What are the factors that favour western education over Islamic education?
  1. 1.5 HYPOTHESIS HO: Western education does not influence the teaching of Islamic education
  2. HA: Western education does influence the teaching of Islamic education
  3. 1.6 SIGNIFICANCE OF THE STUDY The following are the significance of this study:
  1. This study will be useful for the general public has it will enlighten on how western education has influenced the teaching of Islamic education by considering the factors that gave western education popularity over the Islamic education.
  2. This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied, it will go to an extent to provide new explanation to the topic.

1.7 SCOPE/LIMITATIONS OF THE STUDY This study on the impact of western education on the teaching of Islamic education will cover all the activities that promoted the fast growth and adoption of western education by the general public. This study will also consider its impact on the teaching and general output of Islamic education.

  1. LIMITATION OF STUDY Financial constraint – Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
  2. Time constraint – The researcher will simultaneously engage in this study with other academic work.

This consequently will cut down on the time devoted for the research work.1.8 DEFINITION OF TERMS Education : the process of receiving or giving systematic instruction, especially at a school Western : originating from the West, in particular Europe or the United States.

  • Western society” REFERENCES Farid S. A (2005).
  • From Jamiah to University.
  • Multiculturalism and Christian Muslim dialogue.
  • International sociological association, National University Singapore. Hashim R. (2004).
  • Educational dualism in Malaysia,
  • Oxford University Press, Kuala Lumpur Malaysia.
  • Nasiru, W.O.A.
  • 1977), “Islamic Learning Among the Yoruba (1896-1963)”.

An unpublished Doctoral Thesis of the Dept. of Arabic and Islamic Studies, University of Ibadan. Ibadan. Nor. A, (2012), “The Impact of Colonialism on the Muslim Educational System”. Al-Tawhid, Vol. IV. No.3. Rosnani E.A (2004). The Missionary Impact of Modern Nigeria.
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What did Mahatma Gandhi say about Western culture?

Opinion | MEANWHILE : Gandhi, for one, would have found it funny (Published 2004) By Salil Tripathi, International Herald Tribune

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LONDON— ST. LOUIS — Senator Hillary Rodham Clinton has apologized for a crack about Mahatma Gandhi, saying it was “a lame attempt at humor.” At a fund-raiser, the New York Democrat introduced a quote from Gandhi by saying, “He ran a gas station down in St. Louis.” After laughter subsided, the former first lady continued, “No, Mahatma Gandhi was a great leader of the 20th century.” (AP)

  • *
  • The irony of the inane controversy surrounding Senator Hillary Clinton’s quip about Mahatma Gandhi is that Gandhi himself would have been amused by the attention it has attracted, and would never have demanded the apology Clinton subsequently offered.
  • “If I had no sense of humor,” he wrote in 1928, “I would long ago have committed suicide.”

Clinton’s quip is taking on a life of its own. Some of Gandhi’s supporters are getting self-righteous, with a few demanding a fuller apology — Clinton apparently continued telling the joke and did not, magically, swallow the words that had already floated forth, and, through cyberspace, reached the far corners of the world.

  1. The talk show host Rush Limbaugh has chipped in, complaining that Clinton is getting a free ride, compared with the roasting Trent Lott faced over his praise of the late Strom Thurmond’s 1948 segregationist campaign for the presidency.
  2. Lost amidst all this is any understanding of how Gandhi would have responded.

While Gandhi was intensely moral, with firm views and rules by which he led his life, he was a shrewd politician as well, not a humorless ascetic. When a reporter asked him what he thought of Western civilization, he famously replied: “I think it would be a good idea.” He did not spare journalists either, saying: “I believe in equality for everyone, except reporters and photographers.” Even the mightiest were not spared.

In order to identify with India’s poorest, Gandhi used to wear a homespun loincloth all the time. Winston Churchill bristled at the thought of a “half-naked fakir” going to meet the British king thus attired. But that’s exactly what Gandhi did at the Round Table Conference in London called to discuss India’s future in the 1930’s.

He went in his loincloth to Buckingham Palace and met the king. Later, when somebody asked him if he felt that was proper, Gandhi replied: “The king had enough for both of us.” Gandhi believed his life was his message, and, as such, he lived simply, usually traveling by the cheapest form of transportation — the third class of Indian Railways.

  • To a reporter’s question as to why he did this, Gandhi said, “Because there is no fourth class.” Political correctness makes many of us swallow our words, draining speech of levity, if not honesty, even if misguided.
  • There’s nothing demeaning about running a gas station.
  • Many Indians in America do that, and many others do more: some run motels, others run newsstands.

There are still other Indians in America who analyze Wall Street stocks, devise economic theories, perform complex heart surgery or design intricate software. Some run magazines like Newsweek, multinationals like Pepsico, or consulting firms like McKinsey.

  1. One has explored the hidden mysteries of space, winning the Nobel Prize; another perished with her brave colleagues in the space shuttle.
  2. One has wielded the baton at the New York Philharmonic Orchestra; another has won the Pulitzer for fiction.
  3. Like other Americans, they are everywhere, living out their own American dream.

Gandhi would have understood that. He was himself an expatriate — he lived 22 years in South Africa — and fought for the immigrant. While representing the interests of Indians in South Africa, he developed his own ideals — including Satyagraha, or insisting upon the truth — and led the nonviolent struggle for freedom for his people and the emancipation of one’s self.

  1. *
  2. The writer, a former correspondent in Asia, is a writer based in London.

: Opinion | MEANWHILE : Gandhi, for one, would have found it funny (Published 2004)
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Who opposed Western education in India?

There were other Indians, however, who reacted against Western education. Mahatma Gandhi and Rabindranath Tagore were two such individuals. Let us look at what they had to say. Mahatma Gandhi argued that colonial education created a sense of inferiority in the minds of Indians.
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Who was the biggest critic of Western education in India?

Who were against Western education in India? Mahatma Gandhi and Rabindranath Tagore were against western education in India.
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What is the difference between western education and modern education?

Modern education: – Modern Education is the latest and most recent version of education in schools and educational institutions in the 21st century. It focuses not only on outstanding courses in Commerce, Science and Arts but also aims to promote critical thinking, life skills, value education, analytical skills, and decision-making skills for students.

  • Online Education also uses the latest technology such as mobile apps, audio and video forums such as YouTube, Podcasts, E-books, movies, etc.
  • Teaching students and making the learning process attractive and engaging.
  • However, traditional and modern teaching methods are effective and useful in online education.

Modern teaching methods are very important and play an important role in the development of children’s education and knowledge. Modern education includes a variety of learning and teaching methods, including popular spatial learning, which encourages students to switch quickly between activities.

With the application of science and technology in teaching methods, education becomes more interesting, easy, and interesting for students. Get taught by our top teachers for the JEE 2023 Exam and join the league of JEE Toppers. How modern education differs from traditional education? Modern education differs significantly from traditional methods and is now widely practiced in schools with a greater emphasis on science and technology.

A variety of computer technologies, the Internet, and projector presentations help modern education to make classes interesting and interactive for students. Unlike traditional textbooks and theoretical learning, modern education reduces the boundaries of the traditional system to learning through experimentation and experience.

Students were provided with known facts and knowledge in traditional education, but at the same time, critical thinking and problem-solving skills were introduced so that they could conduct research and reach higher levels in online education. Because traditional methods use repetition and memorization of information to teach students, it means they do not develop their critical thinking, problem-solving, and decision-making skills.

Back then, education or knowledge focused only on the skills needed to survive. Then came the era of widespread application of science and technology in everyday life. This was also the period when science and technology began to develop the fastest. By 1911, colleges around the world were trying to become modern universities, and the traditional teaching of conversation was being replaced by new approaches.

  • Modern “folk literacy”, defined by career-oriented and practical writing skills, replaced the traditional “classical literacy”, which was associated with the gentleman’s study of the great books for social and personal satisfaction.
  • Smartphones, laptops, and notepads have become a means of learning these days.

“It was believed that education was meant only for people from high society.” People thought that modern education is bad for their children because modern education does not teach religions, traditions, and customs. Traditional education is the study of culture, traditions, and customs, while modern education teaches students to improve their skills.

  • In traditional teaching methods, students learn through memorization skills, while in modern education systems, students learn through human-environment interaction.
  • Unlike the stressful learning of the old education system, students in the new school find learning and grading very easy and fun.
  • Incremental learning is common in both old and new school systems.

As noted above, modern and progressive education is aimed at meeting the individual needs, interests, and abilities of individual students. Education, a systematic progressive approach to learning for the development of intelligence, is based on dynamism.

  1. At some stages, we need our education to function, which requires traditional and modern teaching methods.
  2. As we discussed earlier, both traditional and modern educational methods are important, and therefore we need to enroll our children in a school that values ​​and promotes education.
  3. We are all very familiar with the traditional methods of teaching where teaching takes place in a classroom for a group of students.

The ancient system of education such as the Gurukulam as well as the system of the medieval period were collectively referred to as the traditional method of education. The teacher-centered educational method has been transformed into a student-centered method.
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What is the difference between Indian and Western education system?

WHAT IS MEANT BY EDUCATION? Education is the process of acquiring knowledge and skills. Education is the means by which society transmits its values and culture to new generations, preparing the next generation to carry on the cycle of social and technological progress. Education also refers to the institutions and systems that are designed to educate people.

  1. The field of education is broad, ranging from education of the young and education of adults to the systems and mechanisms that are used to educate people.
  2. Education is the system by which a society transmits its culture and its value system to the next generation.
  3. It often involves the formal teaching of facts and skills, but can also involve the imparting of philosophy and wisdom.

Education has a vital role in the development of a society, as it passes on the culture of the past to the next generation, who in turn shape the future of the society. In a sense, education is the mechanism by which a society maintains continuity over the generations.

  1. Education is the process of gaining knowledge and understanding.
  2. It is the process of passing on knowledge, methods, and traditions to the next generation.
  3. Education provides us with the knowledge and understanding we need to navigate the world, and the skills and abilities we need to pursue the lives we want.
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Education has a profound impact on our lives and the lives of those around us, and the quality of education we receive is often determined by the circumstances of our birth. education is the process of developing the abilities and skills of people. It can happen in formal settings, like schools, or in informal settings, like at home.

  • Education is designed to improve a person’s abilities and skills.
  • It helps people learn new things and understand complex ideas.
  • Education is the process of passing knowledge and skills on to others.
  • It can happen in a wide variety of settings, ranging from the classroom to the online platform.
  • Education can be delivered in the traditional classroom setting, where a teacher teaches students in a structured environment.

It can also be delivered online, where students learn at their own pace and direction. INDIAN EDUCATION SYSTEM VS WESTERN EDUCATION SYSTEM What Did Mahatma Gandhi Say About Western Education India is a federal republic consisting of 29 states and 7 union territories. The capital city is New Delhi, while the most populous city is Mumbai. India’s system of education is called the Indian education system. It is a school system that is primarily based on the British education system.

The education system in India is often described as a “brick and mortar” system, which means that it is largely based on the school building, teachers, and curricula. On the other hand, the education system in the United States is often referred to as a “software” system, which means that it is based much more on the availability of information and the way that it is delivered to the students.

This difference in the two systems is one of the most fundamental ways in which the two systems are fundamentally different. This article will compare the Indian education system to the Western education system, and it will highlight the ways in which the two systems are similar and different.

The education system in India is largely uniform across the country. However, in terms of the curriculum, the education system in India is mostly based on the British system. This means that the education system in India largely focuses on the study of English and incorporates the study of the subjects like mathematics, science, and foreign languages.

The education system in India is also predominantly classroom-based. The Indian education system is an amalgamation of several different educational systems that have evolved over time. The education system in India is broadly divided into two systems – the Sanskrit education system and the English education system.

  • The former is based on the ancient Indian education system which is based on Sanskrit scholars and texts.
  • The latter is based on the colonial education system which is based on the English language.
  • India has a federal system of government in which the center and states play a prominent role.
  • The federal government sets policies, provides services and maintains law and order in the country.

The states govern through the elected government of the state. The state government is responsible for the provision of basic education, health and infrastructure in the state. WHICH IS BETTER: INDIAN EDUCATION SYSTEM OR WESTERN EDUCATION SYSTEM? One of the most prominent educational systems in the world is the Western system. It is a system that is centered around the country of the United States. In contrast to the Western system, the Indian system is centered around the country of India. Many people think that the two educational systems are similar, but in reality, the Western system is better than the Indian system.

  1. Western education system is often perceived as better than the Indian education system.
  2. The Western education system is more focused on academics and less on rote learning.
  3. It is also more focused on teaching to the test and less on teaching to the whole child.
  4. The Western education system is also more focused on the theory and less on the practice.

Western education system is better than Indian education system in many ways. Western education system is more focused on teaching than Indian education system. Indian education system is more focused on rituals than teaching. Western education system is more focused on practicals than Indian education system.

India and the West are often used as synonymous to each other when it comes to education. The West is known for its rigorous academic standards, individualized education, and its focus on academics, while the East is known for its focus on holistic development of the students, and its holistic approach to education.

One of the most common debates regarding education is which system is better: the Western system or the Indian system. This article will compare and contrast the two systems, and will help you to understand which system works better for which type of learner.
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Which Western thinker influenced Mahatma Gandhi?

Gandhi was influenced by the ideas and activities of Henry David Thoreau, the well known American Anarchist who refused to pay taxes as a protest against slavery in America.
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Who is known as father of Western education?

Father of Modern Western Education in India and His Contribution – Modern western education in India has its birth and fulfils many purposes in various fields. Indian governor-general, Lord William Bentinck is called the father of modern western education in India.

The great governor-general has many contributions to this place. Sati pratha in that time was a very cruel ritual and it was inhuman. This man with great courage and invincible willpower abolishes this ritual. The very important factor here is that the western system of education in India was introduced by Lord Macaulay.

This person helps in westernising the education system of India.
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Who introduce Western education in India?

Who introduced western education in India? (a)Lord Macaulay (b)James Princep(c)Robert Clive(d)Lord Canning Answer Verified Hint: The Britishers thought that it is the white man’s duty to spread the scientific knowledge and to initiate a better education system in their colonies.

They started incorporating the western system of education in India by 1813. Complete answer: Lord Macaulay, the president of the General Committee of Public Instruction played the most important role in introducing the western system of education. However, the process started in 1813. They started incorporating the western system of education in India by 1813.

Lord Macaulay is the one who is said to have introduced western education in India. Lord Macaulay in his book “Minute Upon Indian Education” opposed the publication of books in Sanskrit and Arabic. Through this western education, the Britishers were successful in creating a small section of Indian elites who were mainly from upper castes and now trained in English.

These elites acted as the bridge between the Britishers and the rest of the Indians. They helped the British Government in administration and neutralized any revolutionary aspirations. In post-independence India, these elites formed the middle class which is even very dominant in modern India. Option “a” is the correct answer,

Note: English was made the court language instead of Persian language. The printings of English books were done for free and they were available at cheaper rates. English education was better funded than the other learning system. : Who introduced western education in India? (a)Lord Macaulay (b)James Princep(c)Robert Clive(d)Lord Canning
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Who is the father of Western education?

Who is regarded as the Father of Modern Western Education in India? Q. Who is regarded as the Father of Modern Western Education in India? Answer: Lord William Bentick Notes: Lord William Bentick (1828-34) was the most liberal and enlightened Governor-General of India, who was known as ‘the Father of Modern Western Education in India’.
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What were Mahatma Gandhi’s views on education class 8?

Distinction between education and literacy – Gandhi distinguished education from literacy. Gandhi said, “By education, I mean all-around drawing out of the best in child and man-body mind and spirit. Literacy is not the end of education, not even the beginning. It is one of the means whereby men and women can be educated. Literacy in itself is no education.”
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What were Gandhi’s views on education in Hind Swaraj?

Introduction – The second half of 20th century has witnessed three major explosions of the human world, the population explosion, explosion of knowledge and explosion of our hopes and aspirations. People have realized more and more the need of knowledge to improve their standard of living.

Extensive use of science and modern Information Technology has also provided a wider scope of educating the millions of people to serve their growing needs of education. Under these circumstances, formal school and college education has proved to be inadequate to undertake the gigantic task of educating the increasing number of the world population.

Mere theoretical education is not sufficient in today’s competitive world. In this scenario of problems with global magnitude, the reformation of the education sector is needed to be rethought. Gandhiji visioned a very different education system. The entire world accepts the clarity of his perception and his assessment of the shape of future trends so much so that with the passage of time the relevance of his thoughts and ideas is gaining greater significance globally.

  1. When Gandhi denied the prevailing system of education, he had radical ideas to restructure it.
  2. What was so radical about his views and ideas on education? His concepts and ideas about education were dynamic and futuristic.
  3. Autonomy and Privatisation, the most controversial issues in the field of higher education today were dreamt and advocated firmly by Gandhiji years ago in the form of ‘Swaraj’ in education.

The present paper discusses the relevance of Gandian model of ‘Swaraj ‘in education in the new millennium. The concept of ‘Swaraj’ is developed in this study by correlating it with three aspects viz. Autonomy, Self supporting system and Privatisation. Mahatma Gandhi wanted education-reconstructed -to help India move towards a different form of development which is more suited to its needs and more viable for the world as a whole.
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