18
results found in
394 ms
Page 2
of 2
Resource name: /E-Library/Disciples/Kireet Joshi/English/Child, Teacher and Teacher Education/Philosophy of Value-Oriented Education 2.htm
PHILOSOPHY OF VALUE ORIENTED EDUCATION-1I
One of the most important programmes of Teacher
Education has to be that of Value Oriented Education.
The need for value-oriented education requires
clarification.
I Value-Oriented Education Inherent in the
Concept of Education
There are at least three fundamental
assumptions of the educational process:
a. There is, first, the pursuit of man to know
himself and the Universe and to relate himself with the Universe as harmoniously
as possible. This pursuit constitutes the very theme of human culture. And
education derives its fundamental thrust from the cultural se
Resource name: /E-Library/Disciples/Kireet Joshi/English/Child, Teacher and Teacher Education/Philosophy of Spiritual Education 2.htm
PHILOSOPHY OF
SPIRITUAL EDUCATION II
A philosophical study of Spiritual
Education needs to delve in to the field of
the spirituality at a deeper level, so that we can propose a programme of
Spiritual Education as a programme of the discovery and realization of the
Spirit with as much pedagogical rigor as he employ in the realm of the
discovery and realization of the natures and power of Matter, Life and Mind.
We have also to show the relevance of Spiritual Education to the programme of
enrichment and fulfillment of life and consequent fulfillment of the various
activities of Matter, Life and Mind, which are at presence pursued in School
Education.
Resource name: /E-Library/Disciples/Kireet Joshi/English/Child, Teacher and Teacher Education/What Is To Be Done.htm
WHAT IS TO BE DONE?
I
Making of a teacher differs
significantly from making, say, of an advocate or a surgeon. The
teacher is more than a mere skilled performer in a branch of his profession. Of
course, he
must have the best of skill in accustoming the pupil to the austere joy of
mastering a difficult
theme, be it quadratic equation or the equation E=MC2 or any other theme. But,
in the end,
when the frontiers of knowledge change, the importance and even the validity of
what is
learnt may not survive. What survives is the discipline of learning and the
values acquired in
the process. Whatever be the topic the teacher teaches, the ultimate values of
Resource name: /E-Library/Disciples/Kireet Joshi/English/Child, Teacher and Teacher Education/Philosophy of Value-Oriented Education 1.htm
PHILOSOPHY OF VALUE ORIENTED EDUCATION-1
There is a need to clarify the term,
value. Evidently the word 'value' is not to be taken
in the sense in which it is used in Economics. The word 'value' as understood in
the
context of educational philosophy refers to those desirable ideals and goals
which are
intrinsic in themselves and which, when achieved or attempted to be achieved,
evoke a
deep sense of fulfillment to one or many or all parts of what we consider to be
the highest
elements of our nature. In a sense, it may be urged that the word 'value' is
basically
indefinable since it denotes a fundamental category and it is itself the highest
Resource name: /E-Library/Disciples/Kireet Joshi/English/Child, Teacher and Teacher Education/Notes Relating to philosophy of Education and Life.htm
NOTES
RELATING TO
PHILOSOPHY OF EDUCATION AND LIFE
Perennial Aims of Education
There are three fundamental ideas
underlying the educational process.
There is, first, the pursuit of man to know himself and the universe and to
relate himself with the universe as .effectively as possible. This pursuit
constitutes the very theme of human culture, and education derives
its
fundamental thrust from the cultural setting at a given point of time.
Secondly, there is a process of transmission of the accumulated results of the
past to the growing generation so as to enable it to carry forward the cultural
heritage and to build
Resource name: /E-Library/Disciples/Kireet Joshi/English/Child, Teacher and Teacher Education/Annexures I to 16.htm
ANNEXURE IX
Education for
Integral Development of Personality
To Know Oneself and to Control Oneself
(An Exploratory Draft
Programme)
Classes I and II
I. Stories and plays to
illustrate the following themes:
1. The ideal of truth:
To speak the truth, whatever the
consequences.
2. Aspiration for perfection:
Whatever you do, do it as perfectly as
you can.
3. Dreams of the new world:
Where truth alone prevails, where
beauty and goodness pervade.
II. Special exhibitions
on the above themes.
III. Teachers may
recommend the following exercises and help each child to practise them:
1. Exerci
Resource name: /E-Library/Disciples/Kireet Joshi/English/Child, Teacher and Teacher Education/Philosophy of Value-Oriented Education 3.htm
PHILOSOPHY OF VALUE-ORIENTED EDUCATION -
III
(Issue of "FUNDAMENTAL DUTIES")
We are passing through a critical stage of a
battle between the best possibilities and the worst possibilities. At a time
when forces of unity and harmony can triumph and science and technology can be
used to abolish poverty and deprivation, precisely at that time, the forces of
violence and gravitational pulls of impulses of the lower human nature are
pressing forward on a global scale. Rationality, in which humanity has placed
great trust for arriving at the fulfillment of its ideals of true knowledge and
comprehensive knowledge, appears to be overtaken
Title:
-14_Philosophy and Process of Education for Integral Development of Personality.htm
View All Highlighted Matches
Philosophy and
Process
of
Education
for
Integral Development of Personality
I
We may begin with a brief reference to
the 1972 Report of the International
Commission on Development of Education, established by UNESCO, — the
Report which conveys its theme so aptly through its own title, "Learning to be".
The Report had become very famous during the seventies, but it has unfortunately
receded into the background. To know, to possess and to be this the central
demand of life, and, rightly, this ought to be the central demand of education,
particularly when, as in the Report, there