Reading maketh a full man; conference a ready man and writing an exact man, says Bacon. Reading for drawing out and cultivating excellence must be purposive, conscious, probing, provoking and stimulating. Similarly 'conference' should be with those who are intellectual enough to enlighten, elucidate and examine the view point. Writing without a sincere effort will frustrate its purpose.
Reading, writing and conference are not isolated activities; they constitute the shades of the total impression which can be called education. Stripped of its ideological and academic trappings, education is quite expensive and embracive though its purpose basically remains the same. According to Mannhein education means the "fostering of the free development of the personality through the unhampered unfolding of innate qualities". It helps in the flowering of the creative potentiality, in bringing out the inherent faculty of man. It means the awakening of intelligence and the fostering of an integrated life. Without realising this purpose young men become entities that cannot fit in the structure of society. "Education has many tasks", says Livingstone "training the intelligence, widening the mind and enlarging its interests, and teaching the technique on which modern civilisation is based".
Clearly education demands that there should be discipline of reason and discipline of emotions. A person who is guided by emotions and not by reason is nothing more than an animal whereas purely rational person is nothing less than a thinking machine. The judgements of the emotional person will not be balanced and a rational person my distort reason in order to suit his personal likings.
Without discipline of reason and emotions the personality of the person cannot be properly coordinated. Mahatma Gandhi goes a step further when he says that there should be education of intellect, spirit and body. By this he simply means that there should be an integrated development of the whole personality of man. In other words without the development of all aspects of personality the attitude of the individual will not be conducive to the welfare of the society and will not be able to adjust the individual within the framework of democracy.
Clearly enough one of the important tasks of education is to produce men integrated with their environments. In fact our moral and creative nature is a unique non-recurring fact and education provided the individual with the language of culture through which he explores himself and the world. In society man;s life is governed by the complex pattern of thinking, feeling and actions, called a tradition.
A tradition is accumulated social experience expressed in the form of choices and education gave the awareness of the tradition. White-Head has pointed out that life is rhythmic and the purpose of education is to adjust the rhythm of life and each individual with the rhythm of society. It may be Hegel's rhythm of thesis, anti-thesis and synthesis or White-Head's of romance and justification. Education makes us aware of the drift in things.
[ Part 2 ] [ Part 3 ] [ Part 4 ]
Reading, writing and conference are not isolated activities; they constitute the shades of the total impression which can be called education. Stripped of its ideological and academic trappings, education is quite expensive and embracive though its purpose basically remains the same. According to Mannhein education means the "fostering of the free development of the personality through the unhampered unfolding of innate qualities". It helps in the flowering of the creative potentiality, in bringing out the inherent faculty of man. It means the awakening of intelligence and the fostering of an integrated life. Without realising this purpose young men become entities that cannot fit in the structure of society. "Education has many tasks", says Livingstone "training the intelligence, widening the mind and enlarging its interests, and teaching the technique on which modern civilisation is based".
Clearly education demands that there should be discipline of reason and discipline of emotions. A person who is guided by emotions and not by reason is nothing more than an animal whereas purely rational person is nothing less than a thinking machine. The judgements of the emotional person will not be balanced and a rational person my distort reason in order to suit his personal likings.
Without discipline of reason and emotions the personality of the person cannot be properly coordinated. Mahatma Gandhi goes a step further when he says that there should be education of intellect, spirit and body. By this he simply means that there should be an integrated development of the whole personality of man. In other words without the development of all aspects of personality the attitude of the individual will not be conducive to the welfare of the society and will not be able to adjust the individual within the framework of democracy.
Clearly enough one of the important tasks of education is to produce men integrated with their environments. In fact our moral and creative nature is a unique non-recurring fact and education provided the individual with the language of culture through which he explores himself and the world. In society man;s life is governed by the complex pattern of thinking, feeling and actions, called a tradition.
A tradition is accumulated social experience expressed in the form of choices and education gave the awareness of the tradition. White-Head has pointed out that life is rhythmic and the purpose of education is to adjust the rhythm of life and each individual with the rhythm of society. It may be Hegel's rhythm of thesis, anti-thesis and synthesis or White-Head's of romance and justification. Education makes us aware of the drift in things.
[ Part 2 ] [ Part 3 ] [ Part 4 ]
No comments:
Post a Comment