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JOURNAL of INDIAN EDUCATION Volume XXXV Number 3 November 2009

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JOURNAL of INDIAN EDUCATION Volume XXXV Number 3 November 2009 JOURNAL OF INDIAN EDUCATION Volume XXXV Number 3 November 2009 CONTENTS Editor’s Note 3 Education as Empowerment — Twins in Search of an 5 Alternative Education SWAPAN MAJUMDAR Pedagogy in Patha-Bhavana School of Tagore’s Santiniketan 18 SARMILA BANERJEE Educational Philosophies of Advaita-Vedanta and Islam 27 SHAMIM AHMAD An Introduction to Cognitive Constructivism in Education 39 RAJESH KUMAR and V.K. GUPTA Role of Kasturba Gandhi Balika Vidyalaya in the 46 Educational Development of Scheduled Tribe Girls in Jharkhand PUSHPA MANDAL Relevance of Pre-service Elementary Teacher 60 Education Curriculum to Real Classroom Situation ANITA RASTOGI and CHANCHAL GOEL Basic Facilities in Secondary Level Schools in Rural India 72 VIRENDRA PRATAP SINGH and SANDEEP KUMAR S HARMA How Informed Citizens, Prospective Teachers Are? 90 An Exploratory Study of Political Interest and Political Efficacy ALOK GARDIA and SOMU SINGH Status of Para-teachers in India 102 S. ESWARAN and AJIT SINGH Environmental Education at School Level : Issues at Glance 111 KAVITA SHARMA Engineering in Mathematics Education: Mathematical Engineering 120 PRAVEEN KUMAR CHAURASIA Motivation and Stress Management Essential Skills for Parents, Teachers and Students 133 JASIM AHMAD EDITOR’S NOTE Development of human beings has been passing through different phases since time immemorial. In almost all the phases, many philosophers, educationists, scholars, scientists, and leaders made their contribution on varied aspects viz., educational, psychological, scientific, economic and political, and lead the processes ahead. Contributions of a few of them e.g., Einstein, Gandhi, Tagore, Piaget, Vygotsky, etc. were proved transformative to be carried out from phases to phases and generation to generation as benchmark. In many respects, their ideas stand uncontested and valid even today. This is why, often authors, writers and researchers attracted by their writings and practices and philosophies try to explore these ideas with respect to contemporary perspectives in different fields. With regard to education contemporary writings based on earlier works need to find place in different forums to provide educational practitioners food for thinking and guidance for implementing emerging ideas. One such forum i.e., Journal of Indian Education (JIE) contributes towards this objective. The present issue of JIE includes written text of a Memorial Lecture ‘Education as Empowerment : Twins in Search of an Alternative Education’ bestowed by Swapan Majumdar highlighting the educational thoughts/ philosophy of Rabindranath Tagore and also an article written by Sharmila Banerjee ‘Pedagogy in Patha-Bhavana School of Tagore’s Santiniketan’ which provides readers reading material containing glimpses of the realisation of Tagore’s philosophy into practice. Further in this series ‘Educational Philosophies of Advaita -Vedanta and Islam’ is an article by Shamim Ahmad where he differentiates on the ideological perspective of two philosophies. He draws the relevance of Advaita-Vedanta and Islam with the present world educational system. His analysis shows that both the philosophies are still relevant for the educational curriculum which carries the basic subjects of spiritual and temporal faculties of learning. Learning is a process of the construction of knowledge. Rajesh Kumar and V.K. Gupta in their article ‘An introduction to Cognitive Constructivism in Education’ explain that human beings construct their own knowledge through experience and also by connecting new ideas to the existing ideas on the basis of materials presented to them. These ideas, unless, find place in schools or in some spaces of learning stay as ideas without any recognition in the practical world. In this context, articles : ‘Role of Kasturba Gandhi Balika Vidyalaya in the Educational Development of Scheduled Tribe Girls in Jharkhand’ by Pushpa Mandal, ‘Relevance of Pre-Service Elementary Teacher Education Curriculum to Real Classroom Situation’ by Anita Rastogi and Chanchal Goel and ‘Basic Facilities in Secondary Level Schools in Rural India’ by Virendra Pratap Singh and Sandeep Kumar Sharma highlight school scenarios in our country. When the issue of schools arises, one can not leave teachers behind. What do we aspect from teachers and what we are providing them in the name of facilities and training. An article : ‘How Informed Citizens, Prospective Teachers Are? An Exploratory Study of Political Interest and Political Efficacy’ by Alok Gardia and Somu Singh reflects the role of teachers in promoting educational programmes and making children aware of political participation. An article entitled ‘Status of Para-teachers in India’ by S.Eswaran and Ajit Singh brings out how Para-teachers are being exploited in many states. This issue also includes writings on various other concerns such as Environment, Mathematics Education, etc. In this sequence articles such as ‘Environmental Education at School Level : Issues at Glance’ by Kavita Sharma; ‘Engineering in Mathematics Education : Mathematical Engineering’ by Praveen Kumar Chaurasia and ‘Motivation and Stress Management : Essential Skill for Parents, Teachers and Students’ by Jasim Ahmad contribute in broadening the gamut of education. It is our sincere hope that this issue will help the readers to reflect on various issues of educational development in our country. Academic Editor JIE Education as Empowerment Twins in Search of an Alternative Education* SWAPAN MAJUMDAR Abstract Of the multi-faceted activities of Rabindranath Tagore, education had been the corner-stone. He was not only a visionary and philosopher of education, he was at the same time an ardent activist for the cause of education. He stands unique also as a writer on education which extends from creative to critical constructive writings on the subject. On the other hand, he even sacrificed personal family property to give his ideas a tangible form.Tagore’s first effort in setting up a family school started at Sialadh in 1898. In the same year, in keeping with the stipulation of the Trust Deed willed by his father Devendranath Tagore. Tagore’s nephew Balendranath started a Brahmacharyasrama in Santiniketan. It was a very short- lived enterprise. In 1901, Tagore moved to Santiniketan and revived the school which passing through a process of reforms was made into an eastern university, Visva-Bharati, in 1921. In 1924, he added a new school, Siksha-Satra for the depraved section at Sriniketan, among the cluster of faculties. Tagore was constantly engaged in experimenting and improving the pedagogic quality and system practised in his institution. His other worry was to collect adequate finance to sustain it. Many fellow travellers throughout the world came forward to help him in different ways. It was truly an essay negotiating with western modernism on the one hand, and colonial education system, on the other. For Tagore, education did not consist in achievements alone. His ideal was to help create a complete man by making open choices and opportunities before the students and thereby letting them develop their latent talents. Generation of Atmasakti or self-reliance for him was not conditioned by anti-colonial excitement, it was the result of all out self-disciplining in life.Through Visva-Bharati Tagore was also trying to negotiate the East-West relations seen from the vantage of the East. That too was aimed at a reconciliation of the best features of the two cultures. In the process Tagore had also been trying to create alternative spaces for cultures of creativity – the ultimate ideal of education for Tagore. The second half of the paper deals with the theme of empowerment as approached by two great minds of our times – Tagore and Gandhi. Their approach routes may be apparently different, they might also have differences in opinions and positions, yet the innermost truth they had been seeking in their educational enterprises underlines the amity of visions. *Text reproduced from NCERT Memorial Lecture Series published by NCERT on a lecture delivered as Rabindranath Tagore Second Memorial Lecture by Swapan Majumdar, Director, Culture and Cultural Relations and Adhyaksha, Rabindra Bhavan, Vishva Bharti, at RIE Bhopal on 14 January, 2009. 6 Journal of Indian Education November 2009 Education as Empowerment : books, addresses, monographs, Twins in Search of an Alternative pamphlets and very many letters Education containing gems of thoughts on the We all know, Rabindranath Tagore subject. Even he ventured to write a (1861-1941) was essentially a poet. We scathing sarcastic story on the theme of usually think, poets are driven more by tyranny of forced education, a classic of emotion rather than by reason and its kind, “The Parrot’s Tale”. And above consequently are weak in essaying all, by the time he barely crossed two discourses. Tagore was an exception on scores of his life, he was busy setting up all counts to this common belief. His a residential school at then a remote writings on education: its pedagogic suburb away from Calcutta. For the sake philosophy and applied apparatus in of nurturing a faith, he spared not selling particular have been providing food for his wife’s ornaments and attending to all thought no less for the present day sorts of teething problems of the new education scientists. For example, no found institution. poet of Tagore’s eminence from The Poet’s father, Devendranath Aeschylus to Eliot has ever cared to Tagore stipulated in the Trust Deed of compile primers for the tiny taught
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