Innovations related to Methods and
Processes of Education
Child-centered education is being increasingly advocated in all programmes of innovative methods of education. That education should aim at each student's ability to exceed the present boundaries of limitations may be regarded as one of the possible formulations of child-centered education. How to materialize or actualize child-centered education is a difficult task, and it can be facilitated only if we can pool together the results of great experiments connected with basic education or Nayi Talim, or with Swami Vivekenanda's message of man-making education, creative education conceived and experimented upon by Gurudev Rabindranath Tagore, radical experiments in integral education conducted in the light of Sri Aurobindo, as also pioneering experiments conducted in different parts of the world under the inspiration of Rousseau, Montessori, Pestalozzi, Bertrand Russell, Paulo Freire and others.
It can be seen that the central knot of the problem that confronts child-centered education consists of the intertwining of three needs in a meaningful process of learning, - the need for self-learning, the need for different kinds and degrees of help from the teacher, and the need for a group or a collaborative study or work-experience. These needs are inter-locked, and yet the organization demanded by each is so different from the one demanded by the other, that a