Who Is The Father Of Social Aims Of Education?


Who Is The Father Of Social Aims Of Education
Answer: Therefore, all the aforesaid democratic states, having accepted the individual aim of education which develops patriots and dynamic citizens duly motivated to serve the state sincerely to the best of their efforts. The American educationists John Dewey andBagley have accepted the wider meaning of social aim.
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Who was the father of individual aim of education?

 Sir Percy Nunn reveals himself as a naturalist when he argues in favour of individual aim on the basis of biological phenomena in the second chapter of his book.  Nunn believes that if an individual is cut away from society, he can not develop himself in any way.9.
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What is the social aim of education?

Social Aim – The supporters believe that society or state is supreme or real. The individual is only a means. The progress of the society is the aim of Education. Education is for the society and of the society. The function of Education is for the welfare of the state.
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Who is the main supporter of social aim of education?

Class 11 Education Chapter 1 Concept and Aims of Education – Also, you can read the SCERT book online in these sections Solutions by Expert Teachers as per SCERT ( CBSE ) Book guidelines. These solutions are part of SCERT All Subject Solutions, Here we have given Assam Board/NCERT Class 11 Education Chapter 1 Concept and Aims of Education Solutions for All Subject, You can practice these here 10.

  • What is meant by education for individuality? How far do you accept this view? Ans: According to Percy Nunn the ardent advocates of individuality life aims at the fullest development of individuality and therefore education should aim at developing the individuality of the child.
  • In his words “educational efforts, it would seem be limited to securing for every one the conditions under which individuality is most completely developed, that is to enabling him to make his original contribution to the variegated whole of human life as fully and as truly characteristics as his nature permits, the from of contribution being left to the individual as something which each must in living an by living forge out himself.

” The individualistic ideal of education emphasises individuals excellence and personal self-realisations. I accept this view due to its some advantages. These are : (1) Biological support : The biologists believe that every individual is different from the other.

In the words of prof.G. Thompson, “Education is for the individual, its function being to enable the individual to survive and live out its complete life. Education is imparted to preserve the individual life. Community exists for the individual, not the individual for the community. Therefore, individual and not society should be the centre of all educational efforts and activities :” (2) Naturalists’ support : Naturalists like Nunn and Rousseau believe that the aim of education should be the autonomous development of the individual.

They stress that education should be imparted according to the nature of the individual. (3) Psychologists ‘ support : According to psychology, every individual has his own unique personality. Every individual differs from the other in terms of mental abilities and talents.

  • The task of education should be to help in the development of the innate powers of an individual.
  • 4) Spiritualists’ support : The spiritualist believes that every individual is a separate entity and responsible for his own actions.
  • The chain task of education should therefore, be to help the individual in self-realisation.11.

Explain the social aim of education with its merits and demerits. Ans: John Dewey, the pragmatic philosopher has put forward a broad aim of education which is known as the socialistic aim. According to this socialistic theory the claims of society are always above the claims of the individual members composing the society.

Therefore, every scheme of education should try to prepare individuals for social living. In fact the school should be a “miniature society” and everything taught in the school should have social bearing. Education is really a strong instrument of social change. The champions of these ideals maintain that society as a proper personal entity has the absolute right to dictate what should be the intimate aim of education.

Every individual should try to contribute as far practicable towards social welfare and social progress. Merits of social aim : Educationists have stressed on the social aim of education for the following reasons : (1) Man is a social animal and therefore, he develops through social contacts.

It is not possible for an individual to live without society. Raymonth believes that the ‘isolated individual is a figment of the imagination ‘. (2) John Dewey, the chief supporter of this aim believes that education should develop in each and every individual social efficiency which must be achieved by the positive use of individual powers and capacities in social occupations.

Such a person is not a burden on society but contributes to its developments. He also follows the moral and social standards of conduct. (3) Gandhi who also supported this aim had formulated the basic scheme with the objective of making people realise that education was not only for their individual benefits but also for the needs of a predominantly rural and agrarian population.

  1. Demerits of social aim: (1) Some educationists are of the view that the social basis of human nature is not instinctive but habitual.
  2. We can change the habit of an individual, but not his instincts.
  3. Education helps us to the develop good habits to lead a healthy social life.
  4. 2) Social aim if carried to the extreme reduces the individual to a mere entity.

(3) The extreme notion of the all powerful state or society ignores the legitimate needs, desires and interests of the individual and suppresses his creative power. (4) It makes the individual only a tool in the hands of the govt, and demands unquestioning obedience and loyalty from the individual.

Sl. No. Contents
Chapter 1 Concept and Aims of Education
Chapter 2 Stages of Human Development
Chapter 3 School and its Organizations
Chapter 4 (A) Psychology and Education
Chapter 4 (B) Education Psychology and its Significance
Chapter 5 Physical Basis of Mental Life
Chapter 6 Bases and Direction of Human Behaviour
Chapter 7 Primary Education in India and Assam

12. Make a difference between individual and social aim of Education. Ans: The difference between individuals and social aim of education can be discussed under the following points: (1) Basis : Individual aim of education is based on biological heredity of man.

While the social aim of education is based on social heredity of man. (2) Power of freedom : Individuals aim of education entrust complete freedom to the individual. While the social aim of education entrust complete freedom and power to the state. (3) Believes : Individual aims of education believe social development as a sub originate to the individual development.

While the social aim of education believes individual development as a sub-originate to the social development. (4) Dependent : Individual aim of education is dependent on the philosophy of naturalism. The social aim of education depends on the physiology of pragmatism.13.

The individual and social aim of education are not contradictory but complementary to each other. Discuss the statement. Ans: As man is potentially divine, education should help the individual to develop his potentialities to such an extent that he is in a position to perfect himself. Man should therefore be educated as man.

If education fails to realize the unique potentialities of each man, it will harm him as well as the society. Progressive thinkers feel that when individuals are developed society will automatically be developed. Great socio-culture changes have been brought in this world by the personal influencing of exceptional individuals.

  • For example, no one can deny the contribution of people like Buddha.
  • Mahatma Gandhi, Lenin, Martin Luther King etc.
  • Have had tremendous influence on the life of the people.
  • People live these create society and preserve, purify and promote and transmit culture to the young generation.
  • Therefore, the aim of education should be to develop individuality.
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Bertrand Russell rightly said that, “Education of the individual is a fair thing than the education of the citizen. ” By instinct, man is social. The sociological approach stresses that the development of an individual should be thought of in relation to his society and culture.

  1. Dewey maintained that education should produce socially efficient individuals who are socially aware and culturally refined.
  2. Every individual in the society must be vocationally efficient or else he will be a parasite in the society.
  3. He should also be tolerant towards others and he is aware about the rights and duties of a citizen.

Hence, the social aim of education gives more importance to social heredity. The individual and social aims of education are contradictory to each other. Some one say that a synthesis of education for individuality and education for the development of the state is not possible.

  1. In their extreme from both the aims are undesirable and not at all.
  2. Conducive for the enhancement of either the individual or the society because unrestricted freedom produces undisciplined and selfish people and on the other hand subordination of individuals by the state results in the suppression of one’s potentialities.

In reality, however, the argument that the two aims are contradictory is baseless. Events in history have proved that there have been unparalleled individual achievements in the field of art, literature, science, philosophy etc. Percy Nunn one of the chief exponents if the individual aim admitted that ‘individuality develops only in a social environment where it can feed on common interests and common activities “.

Aristotle also said that, “The individual human being was not only a rational but a social and political animal, and because of this he had always lived in some kind of society. ” Thus it follows that a person develops as a human being in a community, a family, a village or in a city state. Neither the individual nor the society should be regarded as superior to each other.

Instead the individual is essential for the society and the latter is necessary for the individual. John Dewey rightly said that, ‘The individual who is able to be educated is a social individual and the society is an organic union of individuals.14. What is the vocational aim of education? What makes this aim so important for society.

Ans: One of the most important aims of education in the present society is the vocational aim. In today’s world earning one’s livelihood is considered to be the most honourable experience of his life. Parents expect their children to be educated enough to earn a respectable being this makes them self-sufficient in life and consequently develops self satisfaction, mental and moral strength and self confidence vocational aim of education makes education a purposely activity.

It helps to develop various interests and arouses thoughts and feelings in the minds of the young students. Vocational aim again helps in placing a person in the right vocation and instills the right attitude to work. This aim increases the industrial competency of a person without which he becomes a parasite in the society.

  • Advancement of science and technology and rapid industrialization has emphasized the importance of the vocational aim of education.
  • When the people of a national become vocationally efficient, there is economic progress and consequently political and social stability.
  • Mahatma Gandhi said “True education ought to be for children a kind of insurance against unemployment”.

So preparation for a vocational is an important part of our education. Vocational education bridges the gulf between the rich and poor people. The education of the advanced countries lay special emphasis on developing the vocational efficiency of the people.

  • According to John Dewey “Education is meaningful only when it aims at some vocation or employment.” Today’s child should grow up to be a responsible citizen tomorrow and one of his main responsibilities is to earn a living.
  • Hence the importance of the vocational aim of education cannot be ignored.15.

What should be the aim of education in a democracy? Ans: The word Democracy is derived from two Greek words – “Demos” (which means people) and “kratos’ ‘ (which means power), From this we can easily define democracy as the power of the people. Henderson once remarked that ‘Democracy is based upon infinite value and worth of human personality and belief that men are capable of managing their own affairs in such a way as to promote the welfare of all and that they should have the freedom to do so.

  • The basic principle underlying democracy is the importance of individuality and respect for his freedom.
  • The main characteristic of democracy as: (1) Affirming the dignity of the individual.
  • 2) Equality (3) Liberty (4) Fraternity According to the University commission education is the great test instrument of social emancipation.

The relationship between education and democracy is education of the masses. Because the success of democracy depends upon the civic consciousness of the people regarding various problems confronting the society. The democracy and the responsibility of the school are great.

  • Therefore the aims of education is democracy must be formulated on the basis of the following viz.
  • 1) Widespread expansion of education.
  • 2) Preparing future citizens for economic productivity and self dependence.
  • 3) Training for leadership.
  • 4) Training for good citizenship.
  • 5) Aiming at complete development of personality.

(6) Freedom for thought and actions. (7) Training for national discipline. (8) Educating for national integration. (9) Educating for social emancipation. (10) Preparing for international understanding. (11) Accelerating the process of modernization. (12) Educating for social equality and justice. Who Is The Father Of Social Aims Of Education Hi, I’m Dev Kirtonia, Part-Time Blogger, Web Designer & Digital Marketer. Founder of Dev Library. A website that provides all SCERT, NCERT, and BA, B.com, B.Sc with Post Graduate Notes & Suggestions, Novel, eBooks, Biography, Study Materials, and more. Pages: 1 2 3
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Who is contribution of individual aim of education?

Free General Science Mock Test 10 Questions 10 Marks 12 Mins INDIVIDUAL AIM OF EDUCATION

Individual aim emphasizes the development of the individuality of the learner according to his natural tendencies. It holds the central notion that individuals should be at the forefront of the educational process. The individual aim of education means that education should develop individuals according to their interests capacities and specialties. In the present times, since the entry of psychology in the field of education, Rousseau, Pestalozzi, Frobel T.P Nunn, and other eminent educationists emphasized the individual aim of education.

Narrow Meaning of Individual Aim

In Its narrow sense, the individual aim is known as self-expression, all-round development of the child is natural development also. In its narrow sense, the individual aim is based on the philosophy of naturalization’ according to which education should develop the unique individuality of a child in accordance with his instincts.

Wider Meaning of individual Aim

In its wider sense, the individual aim is known as self-realization. Psychology also corroborates the development of individuality. This is because psychological researches have clearly established the fact that each individual is born with his own peculiar and distinct innate tendencies and capacities. Hence, it is the prime function of education to develop each individual fully and completely according to his or her interests, inclinations, aptitudes, and capacities in such a way that he or she becomes an able and capable person. In other words, the education of the individual should be planned with a view to individual good as well as the good of the society of which he is an integral part.

Thus, in its narrow sense, the individual aim of education emphasizes self-expression or natural development of the child so that after receiving education according to his interests, inclinations, capacities, and needs, the child is able to choose a vocation according to his nature.

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Who is the father of world education?

John Amos Comenius, Father of Modern Education | Moravian College.
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What are social aims?

What is Social Enterprise? Social Enterprises are businesses that provide goods or services in order to make a profit. What sets social enterprise apart from traditional private businesses is that the profit is reinvested to create positive social change, rather than going to shareholders.

Social Aims: such as job creation, training or the provision of local services. They have ethical values and their profits are principally reinvested to achieve their social aims. Increasingly, social enterprises measure their social impact. Enterprise Orientation: Organisations are directly involved in business activity, supplying goods or services to a market and earning income as a result. Social Ownership: Many social enterprises are also characterised by their social ownership. They are autonomous organisations whose governance and ownership structures are normally based on participation with stakeholder groups (e.g. employees, users, clients, local community groups, social investors) or with trustees or directors who control the enterprise on behalf of a wider group of stakeholders.

Social enterprises are accountable to their stakeholders and the wider community for their social, environmental and economic impact. Profits can be distributed as profit sharing to stakeholders or used for the benefit of the community. You can find out more about social enterprise on the government’s website.
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Who proposed 4 pillars of education?

THE FOUR PILLARS OF EDUCATION FOR THE 21 st CENTURY The four pillars of Education for the 21 st century that Jacques Delors (2001) refers to UNESCO, in the form of a report, comprises: Learning to Know, Learning to do, Learning to Live and Learning to Be. We present below a brief discussion of each of these pillars.
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What is national aim of education?

What are the Aims and Objectives of Education in India?

  • Aims and objectives of education in India are given below:
  • (a) As per the National Policy on Education (1968), the aim of education is “to promote national progress, a sense of common citizenship and culture and to strengthen national integration”.
  • It laid stress on “the need for a radical reconstruction of the educational system to improve its quality at all stages, and give much greater attention to science and technology, the cultivation of moral values and a closer relationship between education and the life of the people.”
  • (b) The National Policy on Education (1986) reinforced these aims to state that education should further the goals of socialism, secularism and democracy enshrined in the Constitution of India.
  • (c) Education should strive to promote values such as India’s common cultural heritage, egalitarianism, democracy and secularism, equality of the sexes, protection of the environment, removal of social barriers, observance of small family norms and inculcation of scientific temper.

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  1. (d) Education should foster among students on understanding of the diverse cultural and social characteristics of the people living in different parts of the country.
  2. (e) Minimum levels of learning for each stage of education should be provided to ensure the quality of education.
  3. (f) To promote equity, educational opportunity should >e provided in terms of access to education as well as the conditions necessary for success.
  4. (g) Universalization of primary education, total literacy, adult education and provision of wider opportunities for continuing education are also some of the aims of education.
  5. (h) To provide opportunities to those sections of the society which cannot avail of formal education, an access to education through open and distance learning?
  6. (i) To establish network between different institutions in the country so as to facilitate research and development, education in science and technology and participation in all activities of national importance.

: What are the Aims and Objectives of Education in India?
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Who is the founder of education subject?

Lord Macaulay was the father and founder of the present education system, as is referred to in the fourth line of the first paragraph.
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What is individual and social aim of education?

Individual and Social Aims: – Individual aims and social aims are the most important aims of education. They are opposed to each other individual aims gives importance for the development of the individuality. Social aim gives importance to the development of society through individual not fulfilling his desire.
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Is John Dewey the father of education?

Dewey was known as the father of progressive education and was an advocate of social learning (Slaughter, 2009). More than fifty years after his death, some of his ideas and philosophies, although looking very different, are being used to promote student engagement in classrooms through the use of technology.
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Who is father of educational psychology?

Thinking Outside of the Box: 100 Years of Educational Psychology at TC Filed Under > It was thinking outside of the box that led Edward Lee Thorndike to focus his life’s work on learning. It was thinking outside of the box that led Edward Lee Thorndike to focus his life’s work on learning. In a series of “puzzlebox” experiments, Thorndike studied how animals learn through trial and error, which leads to the “stamping in” of correct responses. For example, he put a hungry cat in a box and gave it food when it escaped. Gradually the animal learned what it had to do to escape, as shown by the fact that the amount of time it took to escape became shorter. In this type of learning, the connection between the animal’s situation and what it had to do to escape became stamped into its mind. While working at TC, Thorndike applied these laws of associative learning to humans and to the practice of education, which led to the first book in Educational Psychology, called Educational Psychology in 1903. In this book, he discusses the “law of effect,” which says that rewarded behaviors become more frequent. Over the years, he gradually he refined this law, making it one of his most important principles of education. He also challenged the educational doctrine of “formal discipline,” which says that learning subjects like Latin will improve mental muscles and make students better learners. “Thorndike’s work is important because it put the study of learning and education on a scientific footing for the first time,” said James Corter, Chair of the Human Development Department. Thorndike proposed that laws of learning established by animal experiments might show us how to better promote human learning. Thorndike, who worked at TC for most of his career, believed that instruction should pursue specified, socially useful goals. In teacher training, he emphasized attention, memory, habit, mental training, and most importantly, experimental approaches to the study of learning and instruction. By the beginning of the First World War, Thorndike’s accumulated work had succeeded in firmly establishing the field of educational psychology as a distinct discipline within psychology. “Thorndike’s profound influence was that he brought measurement to things that people didn’t measure before,” said Ernst Rothkopf, the Cleveland E. Dodge Professor Emeritus of Telecommunications and Education. “Educational Psychology had a tiny beginning at TC that turned into an explosive thing. Now, Educational Psychology departments are at most major universities.” His pioneer investigations in the fields of human and animal learning are among the most influential in the history of psychology. In 1912, Thorndike was recognized for his accomplishments and elected President of the American Psychological Association. In 1934, the American Association for the Advancement of Science elected Thorndike as the only social scientist to head this professional organization. Though he retired in 1939, he worked actively until his death 10 years later. “Considered the father of Educational Psychology, Edward Lee Thorndike was devoted throughout his career to understanding the process of learning. His interest in and contribution to our understanding of learning ranged from studies with animals, children, and eventually with adults. With the exception of animal studies, Thorndike’s legacy continues at Teachers College to this day in the form of a building named for him and through graduate programs that focus on child development and learning, adult learning, measurement and evaluation,” said W. Warner Burke, Edward Lee Thorndike Professor of Psychology and Education. Educational Psychology, now called “Cognitive Studies in Education” at Teachers College, has evolved from a behaviorist approach in Thorndike’s day to a cognitive approach today. “Now, instead of talking about connecting external stimuli and responses, we talk about cognitive mental mechanisms,” says John Black, the current Cleveland E. Dodge Professor and the Coordinator of the Cognitive Studies Program “We use mental models of mechanisms to improve performance and to design better learning environments.” Today’s students have taken cognitive studies in education in different directions, but all have the same goal-to understand how a person learns and processes ideas. Some are developing educational technology based on cognitive theories. Others are looking at how children comprehend texts. Lately, there has been an upsurge of interest in this department doubling the enrollment in the last three years. Lisa Tsuei, who is a doctoral student, was a science teacher in Seattle with a psychology background before coming to TC. As a science teacher, she saw that kids didn’t have a good understanding of systems, so she became interested in classroom technologies to create visual aids to help with thinking about them. To help children understand complex processes, she is researching the use of technology to support critical thinking and how the applications of human information processes can be modeled in computers. The first phase of her study, inspired by a NASA-sponsored contest, involved getting middle school students to figure out what they would bring to a space station on Mars. The students said they would bring a dog or an oxygen tank, but almost none of them thought to bring items to create a system that would actually sustain life there, such as a tree that produces oxygen. Tsuei found that important connections were missing. In the next phase of the study, the children will be asked to design a colony again. Through graphic representation and learning through causal relations, she hopes the children will think more about how and why rather than what. To help kids create the mental models of systems, they are using a piece of educational software that is already being used in schools. “It is my hope that students can connect information on their own and understand that a system requires multiple variables and things that work together,” said Tsuei. “The children are at an age where this type of thinking will be new, but it will be beneficial to all students at any level. They can use it throughout their educational careers.” Another doctoral student, Andrew Malinow, is working on designing software to help teachers in the classroom, specifically in mathematics. He has designed a program that helps teachers teach word problems with proportions. It gives students concrete visualizations of the abstract word problem and teaches them how to think that way themselves. “Though it was originally intended as a tutor, it is much more powerful with a teacher there,” said Malinow. “You can’t replace a teacher’s skills and strengths with a computer, nor should a computer be asked to.” Just as Thorndike was interested in theories of learning in reading, Joanna Williams, Professor of Psychology and Education, researches text comprehension, beginning reading, and students with learning disabilities and other at-risk students. Williams along with other researchers, including doctoral student Brooke Stafford, are looking at how children, including those with disabilities, comprehend expository or informational text. The instructional program that they developed emphasizes text structure as well as content, rather than content alone, as traditional instruction does. They focused on one expository structure: compare and contrast. Using animal classification for the program content, they selected five animals as typical examples of the five classes. With trade books, an animal encyclopedia and specially written short texts, they provided clear examples of the expository text they were teaching. At the end of the nine lessons taught in 15 sessions, they interviewed the second grade students individually and found out that they were able to learn the three strategies they taught them: clue words, graphic organizer and questions. And, the children also improved in the ability to apply what they learned to new texts. “This program goes beyond reading comprehension, but that’s where the direct benefits are. We are trying to figure out the best ways to organize and present information to children with the hope that these programs will influence the way textbooks are written for students,” said Stafford. “And I am hoping this research will inform how we present knowledge to them, not just in books, but also in other arenas such as television and presentations.” When Thorndike wrote his book on Educational Psychology one hundred years ago, he probably never dreamed of all the ways the field would grow. Based on the research of the current and past TC students and faculty members in educational psychology, the program has a bright future as they continue to think outside as well as inside the boxes-educational technology and computers. Published Monday, Oct.6, 2003 : Thinking Outside of the Box: 100 Years of Educational Psychology at TC
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Who is the first father of education?

Horace Mann By David Carleton Known as the “father of American education,” Horace Mann (1796–1859), a major force behind establishing unified school systems, worked to establish a varied curriculum that excluded sectarian instruction. His vision of public education was a precursor to the Supreme Court’s eventual interpretation of the and church-state separation principles in public schools.
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Who was the first teacher in the world?

Have you ever wondered, “Who was the first teacher in the world?” It is believed that Confucius became the first teacher in the world. He was a private tutor who gave lessons on history. Earlier, only the royal or noble were allowed access to education.

However, Confucius changed this notion and imparted knowledge to anyone willing to learn. Noble and wealthy families approached him to teach their sons. Confucius made the students learn about the history and various other subjects. In addition, he imparted his wisdom to develop responsibilities and moral character in his students,

He was also the one who received more teacher appreciation than anyone before. Highly knowledgeable and learned men in ancient times became teachers by default. Priests and prophets were considered among the first teachers in the world. Wealthy and noblemen sent their kids to them.

Creation and distribution of educational contentFacilitating learning by developing interactive learning activitiesProviding individualized instruction to each studentAssess and record students’ progress Plan and execute learning activities. Teachers can use in-class and outdoor activities to facilitate learning.Collaborate with parents and other teachers for holistic development of childrenObserve and understand a students’ behavior, social skills, and psyche

These responsibilities are for everyone willing to begin a career in the educational field, Teachers must understand their students’ needs and help them develop professional skills. Moreover, they must possess exceptional communication and listening skills.
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Who suggested education for individual?

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.
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Who is father of education in India?

Who is the father of modern legal education in India? Answer at BYJU’S IAS Neelakanta Ramakrishna Madhava Menon is considered by many as the father of modern legal education in India. He was an Indian civil servant, lawyer and legal educator. He is the founder of the National Law Universities system. Further Reading: : Who is the father of modern legal education in India? Answer at BYJU’S IAS
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Who gave the concept of AIM based education?

Free 80 Questions 80 Marks 50 Mins AIMS OF EDUCATION (Gandhian philosophy) Gandhiji has divided educational aims into two categories as under: Immediate aims of education.

Gandhiji wished that each child should, through his education, be able to l earn a productive craft to meet his future needs of life by adopting some industry or business. He advocated culture is the main foundation and an essential part of education, Culture is the primary and basic thing which the girls should receive from the school. Gandhiji also believed that one of the essential aims of education is moral development or character development. Gandhiji also believed that a proper and harmonious contribution of all three is required for the making of the whole man. Education should liberate the body, mind, and soul. Gandhiji wished that students must learn the dignity of labor. They should not feel shy while doing some work with their hands. Education should imbibe the education of good s.

Ultimate aims of education

The ultimate aim of education is to realize God, All other aims are subservient to this supreme aim. It is the same aim of self-realization which is coming down since the very early times of Indian wisdom and which constitutes the essence of Indian philosophy.

Hence, we conclude that Mahatma Gandhi divided the aim of education into two main types-immediate and ultimate aims. Last updated on Sep 30, 2022 The Delhi Subordinate Services Selection Board (DSSSB) has released the final result and cut-off marks for the DSSSB PRT,
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