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Explore the role of social sciences in higher education and its impact on society. Discover the challenges and opportunities in the Indian education system.
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Faculty Development Programme IITM, Janakpuri November 16, 2018 (Friday) Nai Tamil –Social Science Engagement in Higher Education Professor Kaushal Kumar Sharma Centre for the Study of Regional Development School of Social Sciences-III Jawaharlal Nehru University New Delhi-110067 Ph: 9810002953 Email: kaushalkumar@mail.jnu.ac.in
At the entrance of the University of South Africa the following message was posted for the contemplation: “Destroying any Nation does not require the use of atomic bombs or the use of long range missiles It only requires lowering the quality of education and allowing cheating in the examination by the students” Patients will die at the hands of such doctors Building will collapse at the hands of such Engineer ‘Money is lost at the hands of such economists and accountants Humanity dies at the hand of such religious scholars Justice dies at the hands of such Judges The collapse of Education is the Collapse of the Nation
Social Concerns Students don't want to Study and Teachers don't want to teach Dropout rate has increased Molestation of Children from school to Higher Education Father/relatives molesting their own Children Cheating at different level has increased in all form of examinations Education System Promotes Rat Race Education Does Not Builds Persona of a Child No Critical Analysis, only Following the Establishment Missing Innovation & Creation because Only Aping West India should combine Modern Education with Basic Human Values rooted in its traditional teachings
Higher Education System in India after Independence The First Commission to be appointed was the University Education Commission in 1948, under the chairmanship of Dr. S. Radhakrishna, to report on Indian University Education and suggest improvements and extensions that would be desirable to suit the present and future requirements of the country. The Draft National Policy on Education 1979states that an ideal system of education should enable individuals to know and develop to the fullest their physical and intellectual potentialities, and promote their awareness of social and human values, so that they can develop a strong character, live better lives and function as responsible members of the society. It should strengthen values of democracy, secularism and socialism. Education should promote national unity, pride and cultural heritage, and faith in the country's future. The effort must be to inculcate scientific and moral values and facilitate the pursuit of knowledge. Higher Education assumed importance in view of its contribution to national development. It preferred relieving pressure OR higher education, containing the proliferation of non-viable institutions and establishment of centers for excellence. The focus of the proposed DRAFT NEW NATIONAL POLICY-2016 on Education is on improving the quality of education and restoring its credibility. It seeks to create conditions to improve the quality of teaching, learning and assessment, and promote transparency in the management of education.
SOCIAL SCIENCES have been the frontier in changing the mindset of the younger generation toward national building.
Higher Education–Community Engagement Aim is to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners
A Realm of Real Education in India Swami DayanandSarswati to unlocking of the Vedic knowledge. In Lahore on 1st June 1886.. The first ever Dayanand Anglo-Vedic School was founded. The DAV movement had begun The AryaSamaj was divided between the Gurukul Section and the DAV Section. Swami Shraddhanand (1856–1926), was an Indian educationist and an AryaSamaj missionary who propagated the teachings of DayanandaSaraswati. This included the establishment of educational institutions, like the GurukulKangri University,
Sevagram (meaning "A village for/of service") is the name of a village in the state of Maharashtra, India. It was the place of Mohandas Gandhi's (Gandhiji's) ashram and his residence from 1936 to his death in 1948. SEVAGRAM is home to the first rural medical college in India, the Mahatma Gandhi Institute of Medical Sciences, and an engineering college which is also run by a rural trust (BapuraoDeshmukh College of Engineering, previously called Sevagram engineering colleges are equipped with modern infrastructure and students from all over India come to these colleges. THE STORY OF NAI TALIM FIFTY YEARS OF EDUCATION AT SEVAGRRAM INDIA (1937-1987) http://www.swaraj.org/shikshantar/naitalimmarjoriesykes.htm
Swamiji defines New Tamil/Education as ‘the manifestation of the perfection already in man.’ According to Swamiji, the culture values of the country should form an integral part of the curriculum of education. The culture of India has its roots in her spiritual values. The time-tested values are to be imbibed in the thoughts and lives of the students through the study of the classics like Ramayana, Mahabharata, Gita, Vedas and Upanishads. This will keep the perennial flow of our spiritual values into the world culture.
Deendayal Research Institute (DRI) was founded in 1972 by Deshmukh to validate the philosophy of Integral Humanism propounded by PanditDeendayalUpadhyaya (1916–1968). Integral Humanism gave a vision for Bharat that, with an approach to man and his relationship to society that is integral and complementary, could transform Bharat into a self-reliant and compassionate example for the world to follow. NanajiDeshmukh He also established Chitarkoot GramodayVishwavidyalayain Chitrakoot, India's first rural University, Nanaji implemented the philosophy of integral humanism to improve the living standards of more than 150 villages of Bundelkhand. DRI has association with the following important institutions among others. The Wadia Group, Apeejay Education Society (AES), Indian Council of Agricultural Research (ICAR), Khadi and Village Industries Commission (KVIC), India Development and Relief Fund (IDRF), Madhya Pradesh Council of Science and Technology (MPCST), India Development Coalition of America (IDCA), Department of Elementary Education (DEE), The Sir Dorabji Tata Trust, Ayurveda Yoga & Naturopathy UnaniSiddha and Homoeopathy(AYUSH) and Sewa International (SI)
NAI TALIM Neo- Humanistic Approach NaiTalim is a spiritual principle which states that knowledge and work are not separate
My model of NaiTalim is directed toward my alternative vision of the social order It is an embodiment of perception of an ideal society consisting of small, self-reliant communities with ideal citizen being an industrious, self-respecting and generous individual living in a small co-operative community NaiTalim also envisaged a different role for the teacher, not simply as a professional constrained by curricula and abstract standards, but rather as a person relating directly to the student in the form of a dialogue A teacher who establishes rapport with the taught, becomes one with them, learns more from them than he teaches them. He who learns nothing from his disciples is, in my opinion, worthless. Whenever we talk with someone we learn from him. We should take from him rather we give him. In this way, a true teacher regards himself as a student of his students. If you will teach your pupils with this attitude, you will benefit much from them.
The crux of NaiTalimlay in overcoming distinctions between learning and teaching, and knowledge and work. It the need to redefine the relationship between teacher and student, they must each regard the other as a fellow worker...Instead, the ‘teacher’ was to be skilled in a kala/hunar. The student was to live, work and grow with the teacher and his/her family. In this process s/he would learn the kala/hunar — the skill as part of a way of life, code of ethics, web of relationships, etc. NaiTalim was conceived as a response to one of the main dialectics of modernity (New Concept of GURU KUL)
