Educational perspectives of mahatma Gandhi and dr. Zakirhussain – A comparative study

Vol-4 | Issue-03 | March 2019 | Published Online: 13 March 2019    PDF ( 202 KB )
Author(s)
Waseema Hameed 1

1Sr. Assistant Professor, GWC, M.A. Road, Sgr, Cluster University, Srinagar, J&K (India)

Abstract

Gandhi’s contribution to educational theory and practice is outstanding. He was a great educational thinker of modern Indian. The common people ordinarily identify his educational philosophy with the popular wardha scheme. It is of course an integral part of his educational philosophy or Basic scheme of education. The wardha scheme covers the age group from 7 to 14 years of age. This is not the only scheme which Gandhi had profounded. He had made several experiments in education during his life time, of which the wardha scheme is only a culmination of his system. Therefore, it is not synonymous with his entire philosophy of education. In his system of thought, education is for life and through life and therefore, everything is related to eternal values. He is a revolutionary educational thinker, in the sense that he wanted to bring about a new social order through his new scheme of education.ZakirHussain educational philosophy shields the whole of life in its various aspects. It moves between the ‘poles of the eternal and the temporal’, between the awakened conscience and skilled efficiency, between conviction and achievement. His philosophy comes close to the Platonic thought that education is a movement from darkness to light. It recognized the Aristotelian logic of the intellectual element in education but it laid more stress on the moral component in it, as Kant had done. ZakirHussain`s humanism was dream from Plato, his idealism from Hegal and his liberalism from Gandhiji. He rejected the utilitarian thought of John Stuart Mill who has linked education to the pursuit of pleasure.

Keywords
Educational Perspective, Gandhiji, ZakirHussan
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