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Mahatma Gandhi's Contribution to Education Orissa Review * December - 2008 Mahatma Gandhi's Contribution to Education Dinabandhu Dehury India's recorded and unrecorded culture and incorporating his philosophy, approach and civilization is one of the longest in the course of strategy. world history. Today, along with modernization, His contributions : it is very much a part of our living culture, at every level of the society, as well as a documented Gandhiji's model was not only historic and testimony to the greatest strength of education, practical, it was highly decentralized and integrated which catapulted the Indian Civilization to its with a demonstrated capacity to motivate the zenith. Perhaps few other cultures and civilizations entire community and place responsibility and have produced such courageous, saintly and accountability at the community level versus the visionary role models such as Radhakrishnan, Sri State. Aurobinda, Swami Vivekananda, Mira Bai, Rani An investment in human Capital : of Jhansi, Netaji, Rabindra Nath Tagore, Sant On economic, political and military Kabir, Sant Ram Das, Mahatma Gandhi to name grounds, India was of first rate importance to the a few. British and education was the instrument by which Gandhiji influenced the liens of our they sought to maintain and strengthen their countrymen for more than half a century. His dominating by experimenting with a unique model approach to most issues was down-to-earth and of education an elite through a foreign language. holistic be it social, cultural, economic, health or However, contrary to the popular belief, English education. His philosophies were very deep and education was not forced on the Indians (Basu, farsighted. His strategies were very realistic and 1978). Rich Indian citizens had actively come practical. The villagers was the center of his forward in setting up the system as the only way economic thought. His warnings against the British to modernize their society. So much time was Education system were prophetic. Today, when spent in mastering English language by the Indian Indian illiteracy rate stand at 34.62%, crime, School boys that the main purpose of education violence and corruption are at its zenith, and more was missed. The premium on rate learning and than a third of our population lives below the examination was so high, that the growth of poverty line, it is indeed tempting to muse over inquisitiveness and an experimental bent of mind, the relevance of Gandhiji's contribution to so necessary for economic development, were education as well as his model of basic education, not cultivated. But more important was an invisible 1 Orissa Review * December - 2008 and quiet change in attitudes and values of viewing components that give direction to educational education as a social welfare activity for girls and outcomes through the curricular content, syllabus an investment for boys (Dhawan 1995; Naik and evaluations. These four components are highly 1982, Krishna Raj, 1982). As an outcome the influenced by four interconnected foundation system concentrated on a centralized and uniform blocks namely, epistemology (the nature of higher education. knowledge) society/culture, the individual and Since the system of education had little use learning theories (Zais, 1976). But since aims, for the masses, there were inadequate facilities goals and objectives collectively as a component for children aged 6-11 years as well as poor of curriculum provide direction and focus for the enrolment. In many ways the situation hurt the entire educational programme they are particularly girls more then the boys. Gandhiji who viewed sensitive to these four fundamental forces. education as an investment in human capital, It was Gandhiji, who in 1937 first warned against this system because it disorganized recognized the interconnectedness of the eight villagers made them helpless and paralyzed and curricular forces and questioned the futility of the steadily sunk them into poverty, unemployment British education system. Based on his wisdom and despair (Gandhi, 1937). Instead, productive and successful experiments with education in skills were the focus of his Nai Talim (Basic South Africa, he put forth a Basic Education Plan Education) given food, shelter and clothing as the which had the merit of achieving one aim of peace three basic essentials for human survival and and freedom for which all mankind yearns today. security. Also, recognizing the futility of a centralized plan Given the impact of radical changes in and control in implementing programmes, he also Societies the world over, brought about by the outlined a comprehensive but decentralized model Industrial Revolution Gandhiji's Philosophy of to be implemented by the village republics. The education was based on his findings derived from vital objective of his model was to develop Scientific research of theories of economic political productive and social skills among the masses. and child development (both western and oriental) To the centre, remained the overall responsibilities and his successful experiments in South Africa. of coordinating and guiding the work of the states One of those radical changes was the removal of so that national policies could evolve from the manufacture from households into factories and grassroots. shops. The work done at home offered lifelong educational, socialization, communication and After two years of work on Basic vocational benefits to the family members. It kept Education a Conference was organized in the unemployment and crime rates low. The spirit Jamianagar, Delhi, 1941. Report on the working of cooperation and respect prevailed which is of basic schools run by the government, local what Gandhiji tried to revive in his model. bodies, and by private enterprise throughout the country were almost unanimous that general Concrete Definition to Aims, Goals and standards of health and behaviour as well as Objectives of Education : intellectual attainment were very encouraging. If education is the foundation of all growth Compared to the English Medium School the and progress then aims, goals and objectives are Children in Basic Schools were more active, the four interconnected and most significant cheerful, self-reliant, with well-developed power 2 Orissa Review * December - 2008 of self-expression. They were found to be The Basic Philosophy acquiring habits of co-operative work and social (a) True education is all-round development prejudices were breaking down. of the faculties, best attained through action. It Five other equally significant contributions bases itself on the fact that knowledge and to education include, one, an age appropriate and understanding develop in relation to problems set realistic curriculum focusing on social, productive by action. Information thrust on the mind only and academic skills, two, a highly adequate and burdens the memory and causes intellectual effective teacher training programme, three, indigestion, casting learning into oblivion. keeping the financing of education at bay so that (b) Education must be concrete and inter the local community could rise and manage the connected, not abstract or given in isolated finance judiciously, simultaneously providing for sections. Concrete education allows the learner international standards in health and manageable to manipulate problems or sets of problems and levels of population again by placing the study their relationships, character and artistic responsibility and accountability at the hands of the local community. All this and much more he sense. It allows the mind. Heart, hand and eyes achieved through his model. to work simultaneously in a co-related manner, resulting in a harmonious and well-balanced The Eclectic Model : personality. The second focus of the paper is Gandhiji's (c) Education must be imparted in the child's proposed and tested tangible, attainable, mother-tongue and organically connected with the inexpensive, indigenous and sustainable alternative child's Social and Cultural environment. for human security and an insulation against poverty, inequality and its allied problems. Since Aims and Goals : a compartmentalized approach does not address (a) All boys and girls in India should grow up the cause, Gandhiji's alternative was most to seek truth and peace. comprehensive and integrated such as to address (b) All children should grow up as citizens in a the cause. His eclectic model was proposed to new social orders, based on Co-operative work serve as a guideline for formulating a new policy. and with the understanding of their rights, Its implementation, management and finance were responsibilities and obligations in such a society. to be entirely vested with the panchayats and local bodies. (c) Every individual child should have full The six main features of his eclectic model opportunity for the balanced and harmonious incorporating his philosophy, approach and development of all his/her facilities and should strategy are : acquire the capacity for self-reliance in every aspect of a clean, healthy and cultured life, together 1. Basic Philosophy with an understanding of the social, political and 2. Aims and Goals moral implications of such a life. 3. The Five Stages (d) Each individual must develop "a scientific 4. Programme of Work attitude of mind". It means a clean intellectual 5. Implementation Strategy curiosity to know the "how" and "why" of things, 6. Standard of Attainment the patience detachment to test all phenomena, 3 Orissa Review * December - 2008 all ideas and all traditions by the standards of truth, Programme of work the courage and power to think for oneself, the There are five fundamental activities around intellectual and moral authority to abide by all the which the programme of work for adult facts and to 'cook' no results either in the education, pre-school education, primary laboratory or outside. education and Secondary Education are The five stage : recommended. (a) Adult Education i.e. involvement of (a) Clean and Healthy Living to focus on educated parents (with productive skills) and the personal and social habits and attitudes of health, community for a happy, healthy, clean and self- cleanliness and hygiene towards self and reliant life.
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