MOST IMP FOR TET EXAM: BUNIYADI SHIXAN FULL DETAIL PDF FILE
Gandhi's model of education was directed toward his alternative vision
of the social order: "Gandhi’s basic education was, therefore, an
embodiment of his perception of an ideal society consisting of small,
self-reliant communities with his ideal citizen being an industrious,
self-respecting and generous individual living in a small cooperative
community. Nai Talim also envisaged a different role for the new
teacher, not simply as a professional constrained by curricula and
abstract standards, but rather as a person relating directly to the
student in the form of a dialogue: "A teacher who establishes rapport
with the taught, becomes one with them, learns more from them than he
teaches them. He who learns nothing from his disciples is, in my
opinion, worthless. Whenever I talk with someone I learn from him. I
take from him more than I give him. In this way, a true teacher regards
himself as a student of his students. If you will teach your pupils with
this attitude, you will benefit much from them. Gandhi's disciple,
Vinobha Bhave, developed the idea further as a means of social
transformation: "The crux of Nai Talim lay in overcoming distinctions
between learning and teaching, and knowledge and work. Vinoba discusses
the need to redefine the relationship between teacher and student, "they
must each regard the other as a fellow worker..." Instead, the
‘teacher’ was to be skilled in a kala/hunar (and to derive sustenance
from this and not a teaching salary). The student was to live, work and
grow with the teacher and his/her family. In this process s/he would
learn the kala/hunar — the skill as part of a way of life, code of
ethics, web of relationships, etc.".Finally, Nai Talim was conceived as a
response to one of the main dialectics of modernity as Gandhi saw
it--the dialectic between human being and 'machine' or 'technology': "In
this dialectic, man represented the whole of mankind, not just India,
and the machine represented the industrialized West."[6] It is for this
reason, among others, that Gandhi placed such central emphasis in his
pedagogy on the role of handcrafts such as spinning; they symbolized the
values of self-sufficiency or Swaraj and independence or Swadeshi.
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