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Literature Review Literature Review:- The previous researches carried out on the educational thoughts of various philosophers and its relevance on the modern society, the researches done earlier show that still so many other aspects of educational thoughts of these thinkers have not been picked up and explored. Although there are some researches which are quite significant as they extend their horizon and take initiative to include multifarious themes of education yet the number of such is quite less. Hence there is still a gap in the previous research done which can be noticed with the review of these following papers: Sharma (2012): studied the educational ideas of Swami Vivekananda. The aim of education is not to acquire degrees but to get to know about the country and its people hence to serve them. He believed that the aim of education was to awake man from ignorance and to guide him to knowledge. Love, peace, co-operation, equality, mutual understanding were some of the saint’s ideals on the basis of which he propounded his theory of education. He emphasised on the role of concentration in education. The mentor is very significant in Vivekananda’s philosophy of education. Sengupta (2014): studied the contribution made by Rabindranath Tagore, Vivekananda and Sri Aurobindo in the field of education. He brought out the influence of Upanishadic thoughts on the three mentioned educators. At the time of setting up Ashram Vidyalaya at Shantiniketan, Rabindranath was influenced by the ideals of Upanishads. He laid emphasis on real pursuit of knowledge which has been expressed in Svetasvata Upanishad. Vivekananda, influenced by Upanishadic thoughts, is of the opinion that concentration is very important for self-exploration. Aurobindo talks about the role of teacher as a facilitator. Akhter (2015): studied the concept of integral education of Sri Aurobindo at length. The main aim of education according to philosophy of Aurobindo is the overall development of the mind, body and soul. Integral education implies the enhancement of knowledge, harmony and will- power. Aurobindo is of the opinion that moral values, character building and humanity must be inculcated through education. True education awakens man’s consciousness and transforms him from man into superman. He also stressed on Yoga as integral part and parcel of education system. Hooda & Sarika (2014): revealed that Swami Vivekananda is of the view that education does not mean filling empty minds with only information and bear facts, if that information is not perceived properly by the students. Education in his terminology is a lifelong process which brings out self- development, character formation, intellectual growth etc. He was in favour of practising ‘Brahmcharya’. He believed education must bring universal brotherhood, love and cooperation and thus form a strong nation. He also supported technical education in order to grow industrialisation. Saha & Maji (2013): studied the philosophy of Aurobindo concerned with education. Aurobindo’s concept of integral education includes holistic education, developing spiritual, moral, philosophical, social values of the students. He was a firm believer in elemental education which should be child centred i.e. according to the needs of a child. He believed in providing full liberty to the students. He was the supporter of practice and observation. In the modern world of rapid changes the philosophical ideas of Aurobindo may not seem much apt. T. Pushpnathan (2013): studied extensively the contribution of Tagore in the educational field. The aim of education is self- realisation. Self- realisation means to recognise the universal spark in oneself. Another aim of education is universal brotherhood and harmony between man and nature. Tagore lays emphasis on independence, physical development and mental development. His educational philosophy is coloured with the ideals of Geeta and Upanishadic thoughts. Deshmukh & Mishra (2014): made a study of educational thoughts of Sri Aurobindo. As per his philosophy it is not enough to develop physical psychic and mental aspects only but to enhance beauty, knowledge, power and love. The amalgam of all these is known as his concept of integral education. As per teaching is concerned, he proposed three methods of teaching. The first being nothing can be taught to the students. It means the role of teacher is not to instruct but to guide and help. The second method is that the mind of the student be consulted in order to shape their growth and personality. The third being to work from known to unknown. Students’ learning is conditioned by past and his environment. Jaiswal et al (2014): studied the relevance of Vivekananda’s philosophy in the curriculum of the discipline Family and Community Resource Management has been reviewed. There are two specialisations under it. Hospitality Management Interior Design. Both correspond to Vivekananda’s ideals of education namely development of leadership, self- empowerment, self-development, self- confidence, man–making, women-education, training of mind, freedom in education. Education also aims at development of mind, body and soul. This discipline is so structured as to bring holistic development of the child. Deb (2014): studied the growth of educational system in India during the British Rule. Lord Macaulay came out with his famous Minute in 1835 whereby he proposed to conflate vernacular Indian Languages with that of Western Literature and Science. Gradually many reforms were done and at the present time the education system followed in India is modelled on the educational system framed during the British reign only. P.R. Shinde: studied Vivekananda’s educational thoughts, his concept of education and aim of education. The new concept that is taken up for study is methods of teaching and learning, the qualities of teacher and taught, curriculum, women education etc. As per Swami ji’s thoughts student must be: Pure in thought and speech. Must practice celibacy He should have lust for knowledge Further he advocated the study of languages especially Sanskrit and English and also emphasized on the importance of Geography, History, Economics and Psychology. K, Rao (2010): dwelt on the comparative study of the educational thoughts and ideals of two great educators i.e. Swami Vivekananda and Mahatma Gandhi. Both the educators laid much emphasis on the importance of vocational education and activity based education which can reduce the indiscipline among the students by inculcating their interest in the studies and the curriculum which is being taught. Education should be such that it can help a man earn his livelihood. Both were open to many ideological isms like pragmatism, naturalism, idealism. They picked up the best from wherever they could lay their hands on. Being an idealist, they advocated that the child should uplift himself spiritually and morally. They became naturalist by providing full freedom to the child. As far as aim of education is concerned both are having divergent views. Swami ji believed that the aim of education should be to uplift poor Indian masses. Whereas Gandhi believed that education should aim at converting students into self- reliant individuals. As per curriculum is concerned, Swami ji proposed the study of arts, history, geography, Sanskrit, technology and commerce whereas Gandhi placed handicraft as the integral part of the curriculum so that the child should adapt himself to his surroundings. P, Nithiya (2012): emphasized on Vivekananda’s educational thoughts, his concept of education and aim of education. The new concept that he talked further is about the methods of teaching and learning, the qualities of teacher and taught, curriculum, women education etc. As per Vivekananda thoughts a taught must possess some qualities like he must be: pure in thought and speech, must have lust for knowledge and must practice “Brahmcharya” i.e. celibacy to make his life a success. Kadam (2012): dealt with the women education and the steps taken up to provide education to women in his study. During the ancient Vedic and later Vedic period women were given proper education and they had right to get married at a proper age. With Manu Samiti and with the advent of Mughals the position of women started deteriorating and later Christianity put the women in clutches. During Middle ages the condition of women was humiliating as women became sufferers in all walks of life. Raja Ram Mohan Roy and many other struggled for the betterment of women’s condition. With the contribution of Raja Ram Mohan Roy many schools were opened and free education was given to women. Singh (2014): highlighted the importance of women education in the present time. Vivekananda believed that without women education it is not possible to develop the nation as both men and women complement each other. This paper also focuses on the steps taken at the present time to ameliorate the women education by the Government. As per 2011 census Kerala topped in female literacy rate with 91.98% and Rajasthan dipped to the bottom with only 52.66%. The overall female literacy rate in India as per 2011 census was65.46% only. There are many policies taken like Mahila Samakhya Programme in 1988, Kasturba Gandhi Balika Vidyalaya Scheme (KGBV) in 2004 and National Programme for Education of Girls at Elementary Level (NPEGEL) in 2003. Mandal & Behera (2015): studied Raja Ram Mohan Roy as a contributor and pioneer in the field of Indian education. Raja Ram Mohan Roy, a great reformer and educationalist laid much emphasis on western education. He is also of the view that young students must be provided with English education to bring a feeling of unity among the westerns. He is of the view that for the development and progress of the society and its people women education is mandatory. Besides this, with the help of David Hare in the year 1817, he opened the Hindu College at Calcutta; in 1822 he succeeded in opening the Anglo-Hindu school and many more.
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