On Education - Articles

I

There are at least three fundamental assumptions of the educational process:

  1. There is, first, the pursuit of man to know himself and the Universe and to relate himself with the Universe as harmoniously as possible. This pursuit constitutes the very theme of human culture. And education derives its fundamental thrust from the cultural setting at a given point of time.
  2. Secondly, there is a process of transmission of the accumulated results of the past to the growing generation so as to enable it to carry forward the cultural heritage and to build the gates and the paths of the future.
  3. And thirdly, there is in the process of transmission, a deliberate attempt to accelerate as far as possible the process of human progress.

In its very nature, education is a normative endeavour. Being at once a product and instrument of culture, education tends to promote the highest aims of culture. Hence, education tends to be a process of training whereby individuals in the society are enabled to embody progressively those values, which we in our highest thought and aspiration come to regard as something most desirable. It is in this context that education encourages and fosters the arts and sciences as well as technologies whereby man and the Universe can be ideally interrelated. At the same time, the idea of human progress is built up, and education endeavours to discover and apply efficient means of the right rhythm of acceleration of individual and social progress as also of human progress in general.

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