Here is your essay on the Main Principles of Gandhi’s Educational Philosophy:
1. All-round Development:
As an absolute idealist, Gandhiji believed in the spiritual aims of education.
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By education he meant, “An all round drawing out of the best in child and man -body, mind and spirit.” All round development – physical, mental, intellectual, aesthetic, moral and spiritual and not mere literary is the true goal of national education. “True education should result not in material power but in spiritual force.
“This was the ultimate aim. But he did not lose sight of the immediate aim of education, which is to impart training in citizenship, build character, give professional training and impart culture. For training in citizenship he wanted the pupils to know the functioning of Panchayats and local bodies and to practise democracy in school.
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2. Character-Building:
He introduced craft in order to encourage dignity of labour, self-sufficiency and to break down the existing barriers of prejudices between the so- called intellectuals and the manual workers. Again he laid emphasis or character-building. He draws the corrective in the following words:
“All our learning of recitation of Vedas, correct knowledge of Sanskrit, Latin or Greek and what not, will avail us nothing, if they do not avail us to cultivate absolute purity of heart. The end of all knowledge’s must be building of character.” Again he says, “Students have to search within and to look after their personal character. Purity of personal life is an indispensable condition of building a sound education.
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“The means to character building is not outer discipline or restraint from outside, but inner discipline or restraint from within. Self-restraint is a virtue and it conforms to the universal law. As he says, “Restraint self- imposed is no compulsion. A man who chooses the path of freedom from retraint releases himself. All things in the universe obey certain laws. It is discipline and restraint that separate us from the brute.”
3. Self-Sufficiency:
Gandhiji was alive to the need of every individual. Hence he signalized economics self- sufficiency as one of the most important fruits of good education. He was painfully conscious of the fact that prevailing system of education caused educated unemployment and made the educated person helpless.
He wanted the pupils to learn their native professions – agriculture and cottage industry. The craft bias to education would bring about economic prosperity and enable them to choose independent career, be self-sufficient and contribute to the society by acting as economic producers.
4. Cultural Development:
Again, the cultural aim of education was well- emphasised by Gandhiji. According to him, it is the function of education to impart culture and native heritage. This culture,” he said “should show itself in smallest detail of your conduct and personal behaviour, now you sit, how you walk, how you dress, etc.
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Inner culture must be reflected, in your speech, the way in which you treat visitors and guests and behave towards one another and your teachers and elders. “Education must transmit the age old spiritual traditions of our land. Our pupils must not remain foreigners in their native land. They must be truly Indians. Gandhiji further says:
“The field of education which holds the seed of the future of the children to the soil requires absolute sincerity, fearlessness in the pursuit of truth and boldest experiment, provided always that they are sound and based upon deep thought, matured and sanctified by a life of consecration.”
5. Social Uplift and Welfare:
The goal of national education according to Gandhiji is the same as the goal of the society explained above. Education must be based on social good, welfare for all, and must uplift the human aspect rather than the mechanistic aspect.
The must build relationship between the material gain in the spiritual values. None of the two are to be ignored. National education must build our society, free from exploitation and class-distinction an ideal state (Ramarajya).
These ideals must be put into actual practice in the school. Manual work and craft work will ensure dignity of labour. Charkha is an emblem of decentralization of industries. Community activities will foster co-operation and goodwill. Village pupils will continue their native profession. There will be no class distinction in the school. Education will be related to life.