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Who among the following Indian thinkers has contributed towards the concept of integral education?
  • a)
    Gijubhai Badhera
  • b)
    Swami Vivekananda
  • c)
    Mahatma Gandhi
  • d)
    Sri Aurobindo
Correct answer is option 'D'. Can you explain this answer?
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Who among the following Indian thinkers has contributed towards the co...
Contribution of Sri Aurobindo towards Integral Education:
One of the Indian thinkers who has significantly contributed towards the concept of integral education is Sri Aurobindo.

Philosophy of Integral Education:
- Sri Aurobindo believed in the concept of integral education, which aims at the holistic development of an individual - physically, mentally, emotionally, and spiritually.
- He emphasized the importance of harmonizing different aspects of human personality to achieve a balanced and well-rounded individual.

Key Principles:
- Sri Aurobindo's integral education focuses on the development of all faculties of an individual, including physical, emotional, mental, and spiritual aspects.
- He believed in the importance of self-discovery, self-awareness, and self-realization in the process of education.
- According to Sri Aurobindo, education should not only focus on academic knowledge but also on values, ethics, character-building, and inner transformation.

Practical Application:
- Sri Aurobindo's philosophy of integral education has been put into practice at the Sri Aurobindo International Centre of Education in Puducherry, India.
- The educational approach followed at this institution emphasizes the development of all aspects of an individual - physical, emotional, mental, and spiritual.

Impact:
- Sri Aurobindo's ideas on integral education have inspired educators and institutions around the world to adopt a more holistic approach to education.
- His teachings continue to influence educational practices that focus on the overall development of students, nurturing their physical, mental, emotional, and spiritual well-being.
In conclusion, Sri Aurobindo's contribution towards the concept of integral education has had a profound impact on educational philosophy and practices, emphasizing the importance of holistic development and self-realization in the educational process.
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Who among the following Indian thinkers has contributed towards the co...
Integral Education was given by Sri Aurobindo. It was based on the belief that the education of a human being should begin at birth and continue throughout his life. Also, he strongly believed that education to be complete must have five principal aspects, the physical, the vital, the mental, the psychic, and the spiritual.
  • An Integral Approach to education means that we include multiple perspectives. 
  • It seeks to understand the subjective experience of others and to find value in them.
  • It gives an effective tool to transform ourselves, serve others, and create a multidimensional curriculum.
  • Integral education attempts to discover how the many partial truths of educational philosophies and methods inform and complement each other in a coherent way.
  • His concept of true education is integral education, which concerns five principal 'activities of the human being: the physical, the vital, the mental, the psychic, and the spiritual.
  • Such a scheme of education not only helps the evolution of an individual but also helps the evolution of the nation and finally humanity.
  • Based on his philosophy of education, he advocated three cardinal principles of education, which govern the process of education. There are:
    • Nothing can be taught or improved from outside. According to the Mother, "Fundamentally the only thing you must do assiduously is to teach them to know themselves, and to choose their own destiny, the way they want to follow".
    • The mind has to be consulted in its growth. The aim of education is to help the growing soul draw out its best.
    • The educational process must emphasize "from near to the far, from that is to that which shall be". 
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Direction: Read the following passage carefully and answer the questions. The Draft National Education Policy, 2019 (DNEP) implements the India-centric education system, which contributes to the continuous transformation of our nation into a just and vibrant knowledge society, by providing high-quality education to all. The NITI Aayog has focused policy focus specifically on education and outcomes of education from programs. It has promoted competitive federalism among states to improve their educational indicators that are measurable by a battery of tests on students. But any serious work on No One Left Behind (NOLB) can ask for a new and reformist approach. DNEP has provided some hope, but it calls for further examination of rhetoric and reality. DNEP must be read in the context of the current economic and educational climate in order to estimate the path and speed needed to make its vision a reality. On the one hand, we are in another new era of industrial revolution or skilled age. On the other hand, at present, around one million youth enter the workforce in India each month, but most of them are just raw hands without professional technical knowledge or practical business skills. The weak relationship between education and employment poses a potential risk of turning Indias demographic dividend into a demographic disaster. In the education sector, the elusive chaos of the quantity-quality-equity triangle remains unresolved. Although the merits of education are well recognized as an invaluable public, public investment for this has been minimal. It is relevant to explore how DNEP has addressed some key areas for policy interventions in school education, namely access, which can be measured by the education system, the size and flow of students crossing over to equity, which can be seen development-deprived populations, and lack or persistence of quality, which can be understood by teaching-learning processes and developmental outcomes for children that are more easily implied by attainable scores. Q.Our Indian education sector needs: I. To resolve the elusive conundrum of the quantity-quality-equity triangle II. To acknowledge the merit of education as an invaluable public good III. More public investment IV. Policy intervention in school education

Direction: Read the following passage carefully and answer the questions.The Draft National Education Policy, 2019 (DNEP) implements the India-centric education system, which contributes to the continuous transformation of our nation into a just and vibrant knowledge society, by providing high-quality education to all. The NITI Aayog has focused policy focus specifically on education and outcomes of education from programs. It has promoted competitive federalism among states to improve their educational indicators that are measurable by a battery of tests on students. But any serious work on No One Left Behind (NOLB) can ask for a new and reformist approach. DNEP has provided some hope, but it calls for further examination of rhetoric and reality.DNEP must be read in the context of the current economic and educational climate in order to estimate the path and speed needed to make its vision a reality. On the one hand, we are in another new era of industrial revolution or skilled age. On the other hand, at present, around one million youth enter the workforce in India each month, but most of them are just raw hands without professional technical knowledge or practical business skills. The weak relationship between education and employment poses a potential risk of turning Indias demographic dividend into a demographic disaster.In the education sector, the elusive chaos of the quantity-quality-equity triangle remains unresolved. Although the merits of education are well recognized as an invaluable public, public investment for this has been minimal. It is relevant to explore how DNEP has addressed some key areas for policy interventions in school education, namely access, which can be measured by the education system, the size and flow of students crossing over to equity, which can be seen development-deprived populations, and lack or persistence of quality, which can be understood by teaching-learning processes and developmental outcomes for children that are more easily implied by attainable scores.Q. What calls for further examination of rhetoric and reality?

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Who among the following Indian thinkers has contributed towards the concept of integral education?a)Gijubhai Badherab)Swami Vivekanandac)Mahatma Gandhid)Sri AurobindoCorrect answer is option 'D'. Can you explain this answer?
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