It is the duty of every human being to master at least to some extent not only the language of the intellect but also that of the personality which is the language of Art. [...] It is not the organization and co-ordination of the various institutions that is important but as he himself puts it—"I have set all my resources to create an atmosphere of ideas in the asrama." The more a teacher is imbued with the feeling that he is in the asrama because of his own innermost need and not because of his ambition for doing benefit to others the better does he function. [...] The quality of the lessons the perfection of method the knowledge of subjects—all this is undoubtedly relevant but what is important is that there should be no distrust of the spirit lurking in his mind no consciousness of self-importance no inclination to look for the cause of his failures outside him and in others. [...] The education the desires and the pursuits of those whom we call gentlefolks and the opportunities they enjoy belong to the dry cave on one side of the dead river : an impassable distance separates them from those who are on the other side in knowledge and beliefs customs and habits and the mode of daily life. [...] It is by means of the nervous system that the feeling of the limbs is transmitted to the brain and the body becomes conscious of itself by the united consciousness of its limbs.
Authors
- Pages
- 252
- Published in
- India
- SARF Document ID
- sarf.120091
Segment | Pages | Author | Actions |
---|---|---|---|
Frontmatter
|
i-vii | Kshitis Roy | view |
Thoughts on Education
|
1-8 | Rabindranath Tagore | view |
Rabindranath and His Asrama School
|
9-16 | Jnanendranath Chattopadhyay | view |
Rabindranath’s Contribution to Education in India
|
17-i | Tanayendranath Ghosh | view |
Education for Rural India
|
25-29 | Rabindranath Tagore | view |
Rabindranath’s Educational Ideals and the West
|
30-37 | Alex Aronson | view |
The Place of Music in Education and Culture
|
38-45 | Rabindranath Tagore | view |
Tagore’s Educational Philosophy in Relation to Basic Education
|
46-51 | Anathnath Basu | view |
Basic Education
|
52-59 | Priyaranjan Sen | view |
The Wardha Scheme: a Psychological Analysis
|
60-68 | P.S. Naidu | view |
A New Social Order Through Basic Education
|
69-74 | G. Ramachandran | view |
Education in Free India and Its Central Purpose
|
75-90 | Sunil Sarkar | view |
Indian Education in Upanishadic Age
|
91-i | Kshitimohan Sen | view |
Education for Non-Violence
|
97-102 | Gurdial Mallik | view |
Religious Education
|
103-108 | Margaret Barr | view |
Religious Education in India
|
109-114 | Miriam Benade | view |
The Place of the English Language in Indian Education
|
115-121 | Marjorie Sykes | view |
Some Recent Developments in Adult Education in England
|
122-127 | Eric Baker | view |
Adult Education in India
|
128-133 | R.K. Balbir | view |
Problems of Teacher-Training
|
134-144 | K.D. Ghose | view |
Education in a Changing Society
|
145-149 | Sampurnananda | view |
Montessori System and Basic Education
|
150-179 | Dusityanta Pandya | view |
Music and Education
|
180-186 | R. Srinivasan | view |
Activity Curriculum and Correlation
|
187-202 | Santoshkumar Bhanja | view |
Rabindranath Tagore on Education a Bibliography
|
203-215 | Pulinbehari Sen | view |
Appendices
|
i-vii | Kshitis Roy | view |
Backmatter
|
i-xix | Kshitis Roy | view |