it is basic & primary need of person & state government can be very helpful in this process; Dewey had faith that it would be sufficient if the state gave a helping hand to institutions and individuals. 7. Gandhi and Dewey both had same opinion in terms of performance of sensory organs in the process of education. They both gave an institution where individual could learn the basic learning. For this purpose Gandhi gave the craft-centered Basic School & Dewey gave a Laboratory School. 8. Gandhi and Dewey both had same opinion in term of teacher's personality. The student did not vary the teacher from the subject he taught. Gandhi was in against from Dewey in instructing teachers to observe by the ideas and strategies received by society. 9.
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They are as follows: (i) Nunn aimed at complete development of individuality of child in a free atmosphere. (ii) Dewey did not favor the recommendation of any particular aim for the children. He found the aim of education in the process itself. Education always proceeded from the process of reconstruction of experiences. (iii) Bertrand Russell believed that for proper growth of the child personality, it was necessary to give freedom to the children in schools. (iv) A great feature of Tagore’s educational philosophy was the naturalistic trend. He never appreciated the artificial method of learning and teaching. He wanted to establish schools away from the artificial atmosphere of cities, in the open beauty of the sky and seasons. (v) Gandhi’s thoughts contained a number of philosophic under-currents. He was an idealist, a realist, a pragmatist and a naturalist at the same time. His writings might not be placed in any particular branch of philosophy, but there were abundant examples that placed him in the category of naturalists. Like Rousseau he protested against an artificial system of education being dissatisfied ‘with the unnatural atmosphere around the students. Like Rousseau, Gandhi stood for freedom in education born out of self discipline. He disliked all kinds of restrictions which stood in the way of man’s free expression. (Neshla, 1979) conducted a study on “Impact of Western Educational thinkers on Modern Indian Education.” She found the conclusion that a union of the finest values of east and the west balancing and complementing. Each other is seen to be the most urgent need of the age. (DEV, 1981) The spiritual Element in the Educational Philosophy of Mahatma Gandhi, Ph.D. Edu, MSU. The purposes of the study were: (i) to investigate the spiritual foundation of the activities of the Mahatma, (ii) to prove that the actual purpose of all education was self-realization, a purpose which was impossible
They are as follows: (i) Nunn aimed at complete development of individuality of child in a free atmosphere. (ii) Dewey did not favor the recommendation of any particular aim for the children. He found the aim of education in the process itself. Education always proceeded from the process of reconstruction of experiences. (iii) Bertrand Russell believed that for proper growth of the child personality, it was necessary to give freedom to the children in schools. (iv) A great feature of Tagore’s educational philosophy was the naturalistic trend. He never appreciated the artificial method of learning and teaching. He wanted to establish schools away from the artificial atmosphere of cities, in the open beauty of the sky and seasons. (v) Gandhi’s thoughts contained a number of philosophic under-currents. He was an idealist, a realist, a pragmatist and a naturalist at the same time. His writings might not be placed in any particular branch of philosophy, but there were abundant examples that placed him in the category of naturalists. Like Rousseau he protested against an artificial system of education being dissatisfied ‘with the unnatural atmosphere around the students. Like Rousseau, Gandhi stood for freedom in education born out of self discipline. He disliked all kinds of restrictions which stood in the way of man’s free expression. (Neshla, 1979) conducted a study on “Impact of Western Educational thinkers on Modern Indian Education.” She found the conclusion that a union of the finest values of east and the west balancing and complementing. Each other is seen to be the most urgent need of the age. (DEV, 1981) The spiritual Element in the Educational Philosophy of Mahatma Gandhi, Ph.D. Edu, MSU. The purposes of the study were: (i) to investigate the spiritual foundation of the activities of the Mahatma, (ii) to prove that the actual purpose of all education was self-realization, a purpose which was impossible