Every civilization of the world had its own idea and ideal of education. Even when primitive men began to be united with a view to living a clannish life, some unwritten norms of social life had been laid down which gradually became more and more vivid. These in course of thousands of years got divided into two streams. One took the form of education system and the other was called religion.
This education system again had two aspectes- one was specific for the clan, society, state and country concerned; the other was general-later termed universal. This, in course of time, gave rise to educational science. Throughout the globe in the present situation 'Educational Science' deals with educational methodology, history of development of the science in national and international levels, educational psychology, different theories and ideas of education. educationists and educational scientist so on and so forth. Examination system, art and science of making questions of different types are also not only discussed but constantly researched and experimented on.
One aspect of this subject is conspicuous. Everywhere and always there has been a stress on religion. Our poet has said,' 'Who have no religion at the root of education- that education is but decapitated in Satanic schools. The ancient education system of India had laid great importance on this aspect. But to them religion did not mean just recitation of scriptures as we come across in Western and parts of Oriental world where there are state religions. To the ancient Indian sages religion was synonym to property-property of a true man.
Neovedantists had revived this aspect in universal educational science. Swami Vivekananda Sri Aurobindo, Sister Nivedita, Rabindranath Tagore, Sri Anirvan are such pioneers. Some of course consider Mahatma Gandhi to be so. While taking classes on "Vedantic system of education and its implementation in modern system" in the department of Education, Jadavpur University, I was attracted towards the subject and found the works of these neo-fantasts quite vast and fascinating.
It is noteworthy that the list of the subjects to be considered by the Radhakrsnan commission (1948-49), the first education commission of independent India included 'religious education. The commission in its report had put some recommendations. But instead of religious education what had been prescribed should better be called moral education. The commission claimed to have considered the pros and cons of religious education Imparted in other countries and chronological history of the same. So far as inclusion in syllabus was concerned few of the recommendations had been complied with e.g. life-histories of religious leaders of different ages were included in rapid-readers and readers of lower classes. Radhakrsnan himself had all along been engaged in setting up a relation between religion and philosophy and introducing the same in normal life and living of the students avoiding too much reflection of the same in rites and rituals. But religion was not or rather could not be taken as the driving force behind educational policy of independent India.
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