Education should be child-centred
meeting the demands and challenges of our times. The spectrum of this view is quite wide, and at one end, it advocates some major reforms, and at the other end, it advocates a number of radical reforms. In any case, this view argues that education must aim at the integral development of personality and that we need to have complete education for the complete human being. Analysing the concept of the integral development of personality, it pleads for the harmonisation of the physical, vital and mental personality. It also recognises that the mental personality itself requires harmonisation of the rational, the ethical and the aesthetic. Two further propositions are also added: first, that the personality develops best when the educational atmosphere provides to every student a good deal of freedom; — freedom in pursuing inner inclinations, freedom in regulating pace of progress, and freedom in determining directions of education; and secondly, that education should be so child-centred that it not only puts the child in the centre of the classroom but also in the centre of the society itself.
Innovations and reforms of education.
Implications of these contentions are momentous. They require major changes in the attitudes of teachers, parents and educational administrators, even of the students themselves. They demand applications of new methodologies of education and transformations in the classroom situation, teaching-learning materials and in the established routine of the educational institutions; they also demand radical reviews of curricula, syllabi and the current examination system.
Closely connected with these demands, life-long education is also being underlined. Correspondingly,