Conclusion of philosophy of education according to tagore and dewey
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J. Krishnamurti was acclaimed as one of the greatest educational thinkers who was
highly disappointed by the contemporary educational crisis. Indeed his model of
right education is verj' relevant which sparked both interest and controversy. He
consistently and untiringly struggled against the drawbacks in the present education
system. In his different talks and dialogues he repeatedly asserted that the
accumulation of facts and the development of capacity, which we call education,
deprive us of the fullness of integrated life and action, and that the wholeness of life
can be understood only through action and experience.
The debate over the means of becoming an integrated individual wdth the help of
right kind of education is the main focus of this research work. It concentrates on
finding the feasibility of Krishnamurti's approach and significance towards
contemporary educational crisis. Many a thinkers like Tagore, Gandhi, Aurobindo,
Radhakrishnan from east and Dewey, Rousseau, Paulo Freire, Ivan Illich from west
offered solutions and new pedagogy to overcome the deficiencies of education
system prevalent in their time. All of these thinkers agree that though the present day
educated people are technically experts they are not able to wipe out the ills of
society as they are ignorant about their inner potentialities. John Dewey's
experimental schools, Montessori's schools, Tagore's Santiniketan, Gandhi's Nai
Talim etc., were all different experiments conducted in trying to manifest the inner
potential of a pupil. However, they all met with partial success.
highly disappointed by the contemporary educational crisis. Indeed his model of
right education is verj' relevant which sparked both interest and controversy. He
consistently and untiringly struggled against the drawbacks in the present education
system. In his different talks and dialogues he repeatedly asserted that the
accumulation of facts and the development of capacity, which we call education,
deprive us of the fullness of integrated life and action, and that the wholeness of life
can be understood only through action and experience.
The debate over the means of becoming an integrated individual wdth the help of
right kind of education is the main focus of this research work. It concentrates on
finding the feasibility of Krishnamurti's approach and significance towards
contemporary educational crisis. Many a thinkers like Tagore, Gandhi, Aurobindo,
Radhakrishnan from east and Dewey, Rousseau, Paulo Freire, Ivan Illich from west
offered solutions and new pedagogy to overcome the deficiencies of education
system prevalent in their time. All of these thinkers agree that though the present day
educated people are technically experts they are not able to wipe out the ills of
society as they are ignorant about their inner potentialities. John Dewey's
experimental schools, Montessori's schools, Tagore's Santiniketan, Gandhi's Nai
Talim etc., were all different experiments conducted in trying to manifest the inner
potential of a pupil. However, they all met with partial success.
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