Unit 2: Aims of Education
Unit 2: Aims of Education
Unit 2: Aims of Education
2.2 INTRODUCTION
ancient Sparta education was not individualistic but socialistic. Each man
was born not for himself, but for the state. The state itself was a school
where the entire educational endeavour was regulated by the state. The
immediate aim of this state-controlled system of education was to train the
youths for military services away from home. The chief purpose of education
was to produce courageous soldiers. There was no place for Individual liberty.
Education was primarily physical.
On the other hand, in Athens, the individual occupied the pivotal
position in the field of education. The aim of Athenian education was
harmonious development of personality physical, intellectual, moral and
aesthetic. It secured harmony between the ‘individual and the state, between
physical and mental development, between thought and action’. Its
immediate aim was to develop a beautiful mind in a beautiful body.
Socrates, Plato and Aristotle, the Greek idealists, discarded extremely
individualistic aim of education. Socrates advocated that in education
emphasise should be laid on the acquisition of universal and eternal
knowledge or truth. Plato had emphasised harmonious development of all
the powers of the individual and equated personal realisation with social
solidarity. Aristotle gave importance to the ideal of harmony between the
individual and the society, between intellect and character, theory and
practice.
The outlook of ancient Romans was materialistic. Their highest aim
of life was the attainment of material success. They had no interest in the
acquisition of purely theoretical knowledge. The aim of Roman education
was, therefore, to produce a worthy citizen of the Roman state, able to
enjoy the rights and perform the duties of a citizen.
During the middle ages, education was wholly a priestly affair.
Mysticism, monasticism, chivalry and scholasticism dominated life in every
field. Education was absolutely formal in character and religious in outlook.
With the passage of time this liberal humanistic education degenerated into
an artificial and formal system.
Against this artificial education the Realistic movement started under
the leadership of Bacon and Comenius. According to them, ignorance was
42 Education, Society and Curriculum
Aims of Education Unit 2
the root of all evils. So they advocated the dissemination of universal and
integrated knowledge. The child’s individuality, his powers and interests were
given supreme importance.
Due to religious, social, psychological and pedagogical reasons, a
new theory of education, known as theory of mental or formal discipline
came into being. John Locke was the historical representative of this new
doctrine. According to him, the aim of education should be to produce a
sound mind in a sound body. The aim of education would be to discipline all
the faculties such as memory, imagination, perception, thinking etc.
J. J. Rousseau revolted against the existing artificial system of
education. With his initiative, a true individualistic ideal of education came
into existence in the 18th century. He not only championed the cause of the
common people but also the cause of the child in the field of education. The
child was regarded as an important and a central factor in the field of
education. Rousseau’s concept of negative education had emphasised
education according to nature. Thus, naturalism appeared in education.
According to Rousseau, the aim of education was meant to be spontaneous
and natural self-development of the child’s nature in close contact with Nature.
Kant was greatly influenced by the individualistic concept of education and
defined education as the process by which man becomes man through his
voluntary efforts.
Pestalozzi had introduced the psychological tendency in education
and with it the child-centric movement in education had received a new
momentum and fillip. According to him, education was the process of the
spontaneous unfolding of latent powers of the individual towards perfection.
Herbart had shouldered this task and had developed a systematic
psychology with regard to the methods of teaching. Froebel, the German
idealist, regarded education as the spontaneous development of a joyful,
creative self-activity.
The twentieth century saw the emergence of the concept of
Pragmatism. Charles Pierce was the first man to introduce the concept of
pragmatism in his philosophy. Later on, it was popularised by John Dewey,
William James, Kilpatrick and Schiller. They believed that the external world
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Unit 2 Aims of Education
is real and the reality is being constantly created and is always changing.
The credit of introducing pragmatic ideology goes to two social thinkers
namely William James and John Dewey. According to John Dewey, the real
value of a thing lies in its utility for human welfare. Education will also be
useful and purposeful if it contributes to human welfare and progress.
From the above survey of the educational ideals, it is evident that the aims
and functions of education have been variously defined across the ages by
different educators. Hence, we may conclude by saying that aims of education
are not fixed and static but are rather subject to constant change and are
dynamic in nature. Educational aims are concerned with the educator and
society. Therefore, there are different aims of education. The reason for this
is that every person by nature is different from the other. Likes and dislikes
differ from person to person. Some may give importance to morality, others
to culture, and so on. So, there is a tendency for people to reflect their own
individuality in their aims. Similarly, changing social needs also demands
different aims of education at different times.
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Q 4: Who was the chief advocate of the doctrine of formal discipline?
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Q 5: What type of aim of education was advocated by realism?
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India will have the right to maintain his own specific language,
script and his culture. No person can be refused right of
admission to any educational institution, established by the state,
by reason of religion, race, caste, language or any other similar
consideration.
l According to article 30, every minority community will have the
right to establish and maintain educational institutions of its own
choice, irrespective of whether the minority is a linguistic or
religious one. The state will also not refuse aid to any saucy
institution created by a religious or linguistic minority.
l Articles 45 and 46 determine the policy for education as part
and parcel of the directive principles.
l According to article 45, the state will make every effort to provide
free and compulsory education, within ten years, to every child
below the age of 14.
l According to article 46, the state will pay special attention to the
educational and economic interests of all backward classes,
especially the scheduled castes and scheduled tribes. It also
entrusts the state with the duty of protecting such tribes from
social injustice and exploitation of every kind.
can survive for long. Hence, education has to make deliberate and
planned effort on development of these values in the people. This will
enable our young citizens to adopt democracy not only as a form of
government but also as a way of life.
3. Development Vocational Skill: No nation can progress in the absence
of economic progress. The first duty of the state is to provide a system
and means of education which imparts some vocational and
professional skills to the learners so that they are able to earn their
livelihood at the same time as they contribute to the nation’s economic
growth. Education must aim at increasing the productive or vocational
efficiency of young students for increasing national wealth of the country.
Therefore, another aim of education should be the development of an
attitude towards appreciating the dignity of work and productive
efficiency of the individual.
4. Development of Social, Moral and Spiritual Values: The success
of democracy, its strength and stability are contingent upon people’s
developed sense of social responsibility and a keener appreciation of
moral and spiritual values hence, the aim of education should be the
strengthening and deepening of the sense of social responsibility and
a keener appreciation of moral and spiritual values. Education must
make efforts tpwards developing these values in people. In a
democratic country like India, it is necessary to inculcate social, moral
and spiritual values in the people. Knowledge in the absence of essential
values may be dangerous. The success of democracy, its strength
and stability are contingent upon people’s developed sense of social
responsibility and a keener appreciation of moral and spiritual values
hence, education must make efforts tpwards developing these values
among people.
5. Promoting National Consciousness: India is a land of different
castes, peoples, communities, languages, religions and cultures. The
achievement of social and national integration is an important aim of
our educational system. The main role of education should, therefore,
be to enable our students to discover ‘unity in diversity’ and in this way,
48 Education, Society and Curriculum
Aims of Education Unit 2
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Q 8: What are the aims of education which form the basis of NCF-
2005?
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of individuals.
5. Education should produces an increased quantity of scientifically and
technically trained persons, as the emerging economy is based on
knowledge as a key factor which demands highly trained person in
science and technology.
6. In a global society education should aim at providing students the ability
of working together. Education should be the catalyst for the desire to
live together. At the heart of the same society and in the same ‘global
village’ through universal values such as tolerance and human rights,
the diversity of culture, respect for others and for the environment etc.
maintaining balance between the concerns society and integrity of
individuals. Working in teams requires students to develop skills in-
group dynamics, adjustment, persuasion, organisation, and leadership
and management skills.
7. Education should enable students to think independently to exercise
appropriate judgment and to collaborate with others in order to make
sense of new situations. Education should assist people in criticising
events from global perspectives.
8. Education should help to develop the skill of multi-sided thinking by
enaling individuals to gain the cultural sensitivity and experience, to
develop the language and skills of harmony at work in different cultures.
9. Education should aim at playing an increasingly vital role in resolving
and treating the social contradictions and strains carried by
globalisation.
10. Education should aim at equipping people with the new knowledge
and skills required for the global economy. In such a global context,
education should aim at preparing children to compete in the global
labour force.
11. Education should develop feelings of world citizenship to acquaint the
student with new and current or latest areas of knowledge and to
develop international understanding.
12. In a global world, education should aim at producing better educated
from home.
Ans to Q No 4: John Locke
Ans to Q No 5: Development of child’s individuality, his powers and interests
are the main aims advocated by realism.
Ans to Q No 6: Some aims which reflects our constitutional commitments
are as follows-
i. Development of Democratic Citizenship and values in the people
ii. Training in skilful living
iii. Development of Social, Moral and Spiritual Values
iv. Promoting National Consciousness
Ans to Q No 7: Two aims of education that are emphasised in NPE-1986
are as follows-
i. To foster all round material and spiritual development of the
individual, as well as, the society as a whole.
ii. To promote values such as India’s common cultural heritage,
egalitarianism, democracy, socialism and secularism, equality
of the sexes, national cohesion, removal of social barriers etc.
Ans to Q No 8: The basic aims which form the basis of NCF-205 are-
i. Lifelong Learning
ii. Democratic Values
iii. Meaningful work leading to Social Transformation
iv. Development of Creativity
v. Development of Life Skills
vi. Independence of Thought and Action
vii. Holistic Development of Children
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