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author: Rina Avinash Pitale Puradkar
Urgency of the research. Education must aim at the integral development of personality and that we need to have complete education for the complete human being. An educational system which did not help to inculcate nationalism is useless. A real educational system should able to inject a sense of pride in the nation’s history, culture and its ancestors. The colonialism had an internal psychological construct and paid less attention to the externally superimposed domination of the foreign power. It is essential to review the educational policies under the British rule to understand the present and visualize the future.
Target setting. Development of education system during the British period was determined by the needs of the colonial powers. If we analyze the development during British period, we will find that the colonial interests have always shaped the then educational policies of India. Sri Aurobindo says, patriotism is the pure love and devotion for the motherland. He dreamed of a nationalism which moved towards universal humanism. He believed that the educational system should be capable of infusing nationalism among the new generation.
Actual scientific researches and issues analysis. Macaulayan system of education of pre-colonial period grew, and it has become so hardened that in spite of great efforts at the recovery of Indian pedagogy, we find it extremely difficult to develop and establish in India the real soul of the Indian pedagogy and its new progressive forms in post-colonial era. Sri Aurobindo, Mahatma Gandhi, Rabindranath Tagore, K. M. Munshi and other nationalist upheld the concept that the national education should be part of the struggle for freedom.
The research objective. The main objective is to find the possible answers to the above mention problem and its impact. The greatness of the Indian system of education and the aim of national education is to imparted educational curricula rooted in national values in all over the country.
The statement of basic material. The greatest educationalist, those who played important roles in designing education systems have, in their quest to develop ideal processes and structure of education. The new pedagogy of national education impels a further realization of the potentialities of the child and its soul, a realisation that was explicitly stated in the writings of the nationalist leaders who inspired and led the movement of national education in India. In this paper I have tried to revisit the philosophy of education of Sri Aurobindo who tried to provide solution to the problem generated by Macaulayan education system in India during pre and post-colonial period.
Conclusion. Contemporary education system serves to popularize the culture of consumerism. This leads the society unavoidably to a situation of cut-throat competition. The reason for the present societal restlessness can be traced to this philosophy of ‘the survival of the fittest’. Sri Aurobindo agrees to this observation and states that, “Our goal is not mechanical. It is spiritual and based on the concept of ‘dharma’ (righteousness).
Keywords. Pre- and post- colonial India, British rule, Macaulayan education system, education crisis, Clerk making machine, Swaraj, Indian pedagogy, Indigenous education (Swadeshi), National education, Integral education, holistic education pattern.
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author: Amita Valmiki
Urgency of the research. There is a strong debate going on among the academicians regarding lifting up the veil of Western or Colonial way of looking at every stream of Indian Education; be it arts, science or commerce and also other newly found and ever-growing faculties. Indians have always viewed Indian Education System with the lenses of British glasses and it is the need of the time to view it neutrally as that would suit Indian life style. The metamorphosis is urgently required and that has to come from the academicians. This issue is not just pertaining to India but all former colonies of different countries. Imperialism has left its marks so deep and completely engraved in Indian life-style that every realm of Indian life is first weighed in the weighing scale of Western World. So the urgency of the research is to decolonize or revitalize the education system and view it either with complete neutrality or as it is.
Target setting. The whole of Indian Education System need to be reconsidered and re-evaluated. India is a land of diversity where different religions, languages, dialects, races and cultures live under one of the largest democracy in the world. The umbrella is vast enough to accommodate the variety and the division of Indian states after independence from British was based on languages. These languages play a pivotal role in Indian life as it demonstrates Indian culture. The topography and the geography is so variegated that it needs a very subtle way of handling this diversity. How is this to be done? So the target setting is to install a new way of looking and analyzing the Indian Education System from its diversified states having different language and culture; and introduce new policies to enrich the education system.
Actual scientific researches and issues analysis. A thorough analysis of education system in pre-British India, during British Rule and Post-British Rule is a pre-requisite condition for decolonizing Indian Education System. Also to keep in mind that - is decolonizing in this globalized world possible? Somewhere one has to begin and it has to start with academicians and educationists; those who were there and are working at present on the issue.
The research objective. The research objective is very obvious, to find solution to the above mentioned queries. To view Indian Education System in its entirety as it is and having knowledge of the International Academics that are looking forward to bright future; frame education policies that are fitting to Indian life style with going back to the roots of Indian Education System and see if it fits to the current generation – their necessities, requirements and prosperity; to rejuvenate the Indian Education System in synthesis to International Education System. This will be more apt research objective. Also one has to find out what role does language, in case of India “English” medium, play to enrich or deteriorate the situation.
The statement of basic materials. The material is to go back to the work of the master-academicians of British Rule and Post British Rule times. Some asked for radical change in the education system, like Rabindranath Tagore; but people like M. K. Gandhi were moderate and thought of self-sufficient education system. Many other academicians till date are figuring out new educational policies either to ‘decolonize’ or ‘revitalize’ Indian Education System; this being the Indian ‘post-modern deconstruction’ of rigid and orthodox being replaced by progressive and invigorating policies; not giving up the old but ‘revitalizing’ the old in new scenario.
Conclusions. The study of master academicians’ view from India, during British rule and post-British India; their working on education system of India and trying to find befitting solution to the crisis of Indian Education System can give us some frame-work to do ‘what’ in present times and in future of India.
Keywords: decolonization, revitalization, colonial rule, colonial education system, indigenous cultures, swaraj (self-rule), nationalism, native language(s).
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Kyvliuk O.
THE BOUNDARIES OF THE INFORMATION PEDAGOGY IMPLEMENTATION IN THE CONTEXT OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS
DOI 10.33930/ed.2019.5007.13(5)-1
Halytskyi O.
MANAGEMENT OF ELECTRONIC EDUCATIONAL RESOURCES USING WEB-ORIENTED COMPUTER SYSTEMS
DOI 10.33930/ed.2019.5007.13(5)-2
Verezomska S.
IMPLEMENTATION OF TRAINING TECHNOLOGIES IN THE EDUCATIONAL PROCESS: EXPERIENCE AND PERSPECTIVES
DOI 10.33930/ed.2019.5007.13(5)-3
Povoroznyuk S.,
Pavlyshena M.
PECULIARITIES OF FORMATION OF FAMILI AND DOMESTIC COMPETENSE OF CHILDREN OF THE SENIOR PRESCHOOL AGE BY MEANS OF UKRAINIAN FOLK TALES
DOI 10.33930/ed.2019.5007.13(5)-5
Voloshchenko N.
Korniichuk A.
THE ROLE OF A STORY-ROLE GAME IN FORMING THE MORAL NORMS OF BEHAVIOR OF PRESCHOOLAGE’S CHILDREN
DOI 10.33930/ed.2019.5007.13(5)-6
Polishchuk K.
MODERN TOY: RELEVANCE, TENDENCIES, PERSPECTIVES OF INFLUENCE ON A CHILD
DOI 10.33930/ed.2019.5007.13(5)-7
Mordous I.,
Karpachova M.
TO THE ISSUE ABOUT THE INTEGRATION OF FOREIGN LANGUAGE IN THE DAY-TO-DAY LIFE OF PRESCHOOL AGE CHILD
DOI 10.33930/ed.2019.5007.13(5)-8
authors: Bulhakova T., Hryshko V.
Urgency of the research. In the conditions of globalization and saturation of the information time, the issue of artistic and aesthetic education of the young generation is especially important. The analysis of the concepts of artistic and aesthetic education in in general education establishments of Ukraine in the second half of the 20th century is the basis for the selection of effective methods for solving modern education problems.
Target setting. In the last century, the importance of artistic and aesthetic education of students is given?
Actual scientific researches and issues analysis. The psychological aspects of artistic and aesthetic education of children and young people are reflected in the writings of I. Beha, O. Demyanchuk, V. Moskalets, and others. The problem of organization and effectiveness of artistic and aesthetic education is devoted to the works of D. Kabalevsky, B. Nemensky, V. Sukhomlynsky and others.
The research objectives. The system of modern education in Ukraine as a strategic field of the state must be in line with the principles of existing economic relations, the attitude of society to it, and the level of educational needs. During recent years a lot has been done to identify and direct the activities of general educational institutions on the way of perspective actions. Successful achievement depends on many factors, the important of which is the upbringing of future Ukrainian citizens with a high level of aesthetic culture.
The statement of basic materials. The modern school is intended to develop the need for children to perceive cultural values, to accumulate artistic experience and to use them as a basis for harmonizing the attitude towards the surrounding world. The foundations of this were laid in the second half of the last century, although there was a significant shift in the direction of communist upbringing. In the Soviet age of the period of our study in education, prevailing formation of the qualities of a cultural citizen, the builder of communism. In the artistic and aesthetic education, the formation of patriotism and internationalism, the fiction, music, and fine arts were penetrated.
Conclusions. The complexity, breadth and multiplicity of problems of artistic and aesthetic education at school, the multidimensionality of its connection with real life necessitates the use of existing experience on this issue and the development of new approaches. Studying the achievements of Ukrainian theory and practice of education will contribute to improving the work on raising.
Keywords: artistic and aesthetic education, pupils, education, Soviet period, democratization.
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