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A Philosophy of Education for
the Contemporary Youth

It is universally admitted that the possibility of an acceleration of man’s quest of himself and of the universe constitutes the basic premise of all education. What precisely is man? What is the nature of the universe? And what is the secret formula of the equation of man with the universe? These are the central questions that education fosters, and it carries forward the accumulated answers from age to age.

How can they be fostered and by what means can the answers be carried forward at the highest possible speed? These constitute the very heart of the problem of the educational process. Evidently, these are very difficult questions, and the teacher or the educationist, in attempting to answer them, assumes great responsibility not only for his own age but also for posterity.

The task of the contemporary educationist is rendered particularly difficult by the extraordinary conditions of his times. It has been argued that one of the urgent needs of our education is to appreciate the significance of certain combinations of tendencies and circumstances that are developing in the world today; and to allow them to determine the necessary changes in the objectives and contents of education.

It has been pointed out that there is today a phenomenon of unprecedented explosion of information, which necessitates a continuous or lifelong programme of education. There is also today, it is underlined, an unparalleled width and depth of inquiry, which necessitates a new kind of education that would simultaneously be comprehensive and specialized or varied so as to suit each individual. Finally, it is urged that the modern man is today, as never before, subject to psychological turmoil, necessitating a new dimension in education that still remains undefined and insufficiently explored.

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