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Education Essay

Essay on Education

Nelson Mandela rightly said, “Education is the most important weapon to change the world.” Education plays an important role in the development of an individual and making him a knowledgeable citizen. It is the education that makes an individual self-reliant, helps to suppress the social evils and contribute towards the development of the society and nation as a whole.

Education helps in unravelling the mystery of nature. It enables us to understand and improve the working of our society. It creates conditions for a better life. Education brings out the capabilities to fight injustice happening in society. Every individual has the right to education.

Introduction

Education is a significant tool that provides knowledge, skill, technique, information and enables people to know their rights and duties towards their family, society and the nation. You can expand your vision and outlook to see the world around us. It changes our perception of life. Education builds up the ability to explore new things to enhance your creativity. Your creativity is a tool to develop the nation.

Importance of Education

People still don't realise what role education and being educated plays in our lives and society. So, before making people aware of education and working for their access, it is very important to understand the need and importance of education. Education includes traditional learning methods that include theories and modern methods that include practical implementation of the subjects.

In schools, education is categorised into four stages, and each stage is important for each student:

Primary

Secondary

Senior secondary

Education can be classified into Various Forms:

Formal education: teaches us the academic part of any course or class, skills, or theory.

Non Formal education: We learn from our community, culture, nation-based programs, and the society that we live in

Informal education: We learn from our life lessons, experiences, other people, their experiences, nature, surroundings, etc.

Education empowers everyone. It is an important aspect that shapes the modern and industrialised world. People need education to be able to cope up with the advancements in this competitive world. Following are some areas where education is needed:

Removing Poverty: Education helps in eradicating poverty from our society. An educated person can secure a good job and take care of all the basic needs and requirements of his family.

Safety and Security against Crime: A well-educated person cannot be easily duped or become a victim of any crime. They can develop the ability to stand against injustice.

Increases Productivity: Educated people are more productive. With the help of knowledge and skills, they can explore new ideas.

Confidence: A good education doesn’t mean to go to schools and colleges only. Education helps to become self-dependent and build great confidence within them so that they are able to accomplish difficult tasks.

Improved Standard of Life: On getting an education, quality of life gets improved. Education helps you to secure good jobs by which you can fulfil your dreams of buying a house or car or other luxury things.

Women Empowerment: Education helps in empowering women. Women can voice out themselves in the society against the injustice done to them. They can be self-reliant and need not be dependent on anyone. Women empowerment will bring a lot of development in society as well as in the nation.

Upliftment of the Economically Weaker Section: Education is the most significant ingredient to change the world. Illiterate people suffer the hardships of discrimination, untouchability and injustice prevailing in the society. With the advancement of education, the weaker section can improve their quality of life.

Communication: Communication is related to education. Good education helps to communicate better with others. It also improves our skills such as speech, body language, etc.

Development of a nation: The countries that focus on educating their citizens and have a higher education level are considered more developed nations in every aspect of their lives.

Individual growth: An educated individual always stands out in a crowd of uneducated people. They will be able to make better life decisions because with education comes knowledge. When an individual knows something, they will be able to understand things in a better manner.

Independent: Education acts as a catalyst for a human being to be independent. If an individual is educated enough, they can manage their own life without being dependent on anybody.

Success: Education helps in framing our mindset in a positive direction, and with this mindset, people can make their lives better. With education comes a degree, and with a degree comes a lot of opportunities. You just have to make a better choice for yourself, and everything will fall in place.

Talking particularly about India, education is a constitutional right of every citizen irrespective of caste, creed, race, religion, gender, etc. That’s the status given to education in India because educated people are always treated well and are well respected everywhere in the world.

Role of Education in Society

Education is the social institution through which the society provides its members with knowledge, facts, job skills and values. One of the most important roles of education is that it improves personal lives and helps society to run smoothly. As mentioned above, poverty can be eradicated and every individual can contribute towards the development of the country.

Education Creates a Better Society: An educated person is more likely to develop better moral and ethical values as compared to an uneducated person. Education brings equal opportunity for everyone and educated people will be able to create a better society.

Education is the Backbone of Society: Education is an integral part of human society. Lack of education gives birth to numerous social problems like poor health, conflicts, and poor living standards. Education helps people overcome all problems by finding better solutions.

Education Encourages Innovation and Creativity: Education leads to innovation. Innovation and creativity can only occur when skilled people know how to advance with different technologies. Educated people always can solve problems with the help of better techniques.

Education Creates a Better Human Being: Education is the most powerful weapon by which the entire perspective of the world can be changed. Through education, a person can develop good moral values. It helps us to become a better person in life.

Understanding the Responsibilities: As a social being, it becomes the responsibility of every individual to give something back to society and make it a better place for our next generation. An educated person is aware of his personal and social responsibilities.

Education helps in shaping the values of an individual. It helps individuals develop their moral values, humbleness, sympathy and empathy towards society, etc.

Students or any individual learn to express their viewpoints by reading, writing, learning. And these qualities or skills are taught with the help of education and nothing else.

Steps Taken to promote Education:

After discussing the importance of education, awareness is the next big step. People, especially those living in remote areas, should be aware and should have access to a better education system. The government has taken several steps for this purpose. It has started various initiatives to make education accessible to all and improve the quality of education for the betterment of every student.

Some of the Prominent Steps:

The formation of the Right to Education Act, 2009 made education a fundamental right for every child belonging to 6-14 years.

Sarva Shiksha Abhiyan

Adult education and national development scheme

Beti bachao, beti padhao

Midday meal scheme and many more.

Various other initiatives that the government has taken are Udaan, Saksham, Pragati, etc., to make education accessible to every part of the county.

Conclusion:

Education is the pathway for a nation’s progress. Education is the backbone of society. The government should take all measures to provide education to every individual of the country. This will bring equality among people and when people improvise their way of living, they become more responsible towards society.

The literacy rate of more developed nations is also high, and the literacy of every nation depends upon its education system. The government undoubtedly has made laws and formulated schemes, but implementing those schemes is a major task.

The government, along with co-operation with the citizens, should make the society and nation a better place to live in. The growth of every nation depends upon the kind of population it has. A well-educated population will make a well-developed nation.

FAQs on Education Essay

1) Why is education important?

Education is important for the development of an individual. It is the most powerful weapon by which a person can contribute towards the development of the society and nation as a whole.

2) How is education a pathway to success?

Education provides job opportunities and also helps to expand your vision and change your outlook to see the world around us.

3) How can education help the economically backward people?

Uneducated or illiterate people do not have the ability to overcome hardships like discrimination, untouchability, and injustice. When these people get basic education, then they can become self-reliant and stand for their rights. With the advancement of education, they can improve their standard of living and poverty can be eradicated from the face of the Earth.

4) How are women empowered through education?

Education helps in empowering women. Women can voice out themselves in the society against the injustice done to them. They can be self-dependent. Women empowerment will bring a lot of development in society as well as in the nation.

5) What are the roles that education plays?

Education is vital in shaping the world and society. An educated society forms an educated nation. It is essential in creating a positive mindset and positive skills in an individual.

Build Character to Build Nation (Part 1)

Introduction.

Human existence is going through a crisis. The excessive emphasis on material gains, power and positions, and over-dependence on scientific and mechanical ways of life have led to depreciation of humanity to its lowest levels ever. Moral and spiritual values are constantly being undermined. Conflicting ideas, manners and habits are pervading the atmosphere. Education alone can show us the way out of this turmoil, Swami Vivekananda (1863–1902) often emphasized.

But for that to happen, education must first become truly holistic and rooted in the higher values. Education must be able to inculcate and develop ethics, ideals and values in the students so that they can conduct their life consciously and conscientiously. With just minimal intervention, the students should be able to decide what is right or wrong, what is good or evil and what is just or unjust, and act accordingly. Education therefore must help students to develop the courage to execute the right.

Swamiji laid stress on education for character development. He emphasised the need for a ‘life-building, man-making, character-making, nation-building’ education, and he prepared the scheme of this education in the light of his overall philosophy of Vedanta. He always believed that the development of a nation is not possible without real education.

Education is the process by which character is formed, strength of mind is increased and intellect is sharpened; and all of these provide immense strength to an individual. His ‘man-making’ education aims at producing a conscious population which is necessary for national development. He said that ultimately it is education that can provide solutions to all social, political and global problems. So he emphasized on awakening the individual to his or her spiritual self, which, he said, is the very purpose of education.

This essay, presented in two parts, expounds on Swami Vivekananda’s views on character development and also briefly discusses the basic themes of his philosophy of man-making education in the light of practical Vedanta.

Swamiji’s Educational Philosophy

Swami Vivekananda was probably among the first Indian thinkers to give a psychological and spiritual orientation to education and nation-building. His ideas and thoughts on education have been influenced by his philosophy of life, drawn from Vedanta.

According to Swamiji, the true and lasting foundation of nation-building should not be economics or politics but education. Also, this education should be ‘man-making’ education, with a predominant emphasis on building character, will-power and the power of concentration. Man-making, as he very often explained, means a harmonious development of the body, mind and soul. A true system of education must sincerely take care of an integral and harmonious growth of various parts within us.

It is disappointing that for a couple of centuries now, the modern system of education, in India and elsewhere, has, to a great extent, ignored the overall growth of personality.

As a result, most of us, even after extensive formal education, walk around with shrouded personalities, and are very often engaged in work that has no correspondence with our real genius and with our inner delight of existence. And thus we live in deep suffering, separated from ourselves. We need an education which helps in the blossoming of an all-encompassing personality; encourages perfection and integration of personal traits; develops character and intelligence, mental and spiritual powers; and instills self-confidence and self-reliance.

In Swami Vivekananda’s philosophy of education we find a reconciliation of the principles of education with that of the principles of Yoga.

Sri Aurobindo quotes Swami Vivekananda when he says that Yoga “may be regarded as a means of compressing one’s evolution into a single life or a few years or even a few months of bodily existence.” ( CWSA, Vol. 23, p. 6 )

Education too, in its deeper sense, is a rapid psychological progress towards perfection, a search for knowledge and values. It is also an uncovering, cultivating and perfecting the layers of human faculties and qualities. It is a process of the discovery of the self (as described in the Brihadaranyaka Upanishad, 2.4.5 – aatmaavaa are drashtavyah, mantavyah, shrotavyah, nididhyasitavyah ), which aims at a true self-knowledge that can liberate from all kinds of bondage ( saa vidyaa yaa vimuktaye , Vishnu Purana, 1.19.41).

Education in this sense is a search for that knowledge which would fulfill one, not only individually but also as a harmonious member of the universe.

A true system of education aims at bringing perfection that lies within every evolving soul. This is what Swami Vivekananda professed. This idea of bringing forth the ‘perfection within’ was the keynote of Swami Vivekananda’s thought on education (Complete Works of Swami Vivekananda [CWSV], 1989, 4:358). Here the question arises – what is meant by perfection? Is perfection an end by itself? Does it mean skilfulness or excellence?

What is Perfection?

Perfection in a higher sense is to grow conscious of and realize the soul’s own ever-perfect nature. The soul, the real essence within everyone, is perfect, but its ever-perfect nature is veiled by the imperfections and impurities of the faculties through which it can grow to its entirety. Which are these faculties that guide a soul to perfection?

The three major faculties are body, mind and intellect, which need to be honed and their full potentialities realized before they can work on a person’s soul. It is by strengthening and sharpening these endowments that the capacity to learn and absorb knowledge is possible. This is what, according to Swami Vivekananda, a true education does.

However, the modern system of education hardly pays any attention to the training of inner faculties and development of the senses. A closer look at the present system of education reveals that everyone is busy cutting trees with blunt instruments, chiselling away to create perfect ‘trophies.’ As a result, this system of education makes humans work and behave like machines.

True, holistic education must make the man a man, not a machine. Swamiji wanted education to be life-building, man-making and character-making (CWSV, 1989, 3:302; as also found in the Vedic dictum, manurbhava janaya divyam janam, Rigveda, 10.53.6). The purpose of this education is not just individual development but also the development of the nation.

What is Character?

Character-building is the perpetual challenge confronting everyone, individually and collectively. The word ‘character’ started appearing in various Western and European literature and self-improvement manuals and guides around the 17th century CE. It became more popular and peaked around the 19th century CE (Susman, 1984).

Susman writes that during the 1800s, character was a keyword in the vocabulary of Englishmen and Americans, and men were spoken of as having strong or weak character, good or bad character, a great deal of character or no character at all. Young people were admonished to cultivate real character, high character, and noble character, and they were told that character was the most priceless thing one could ever attain.

In the beginning of the 20th century, however, Susman found that the ideal of character began to be replaced by that of personality and the connotation of ‘character’ kept changing. In the course of time, character was defined not in terms of cultivation of virtues, but in terms of people’s hobbies, dress, and material possessions, etc.

This shift from ‘character’ to ‘personality’ was a shift from achievement to performance.

A person who performed well was considered to be a man with good personality irrespective of whether he carried any higher virtues or soul values. Further, the notion of character was split into good and bad, personality into famous and infamous, so that in a culture of personality one could be famous without having done anything to earn it.

The words most associated with character in the 19th century were ‘citizenship, duty, democracy, work, building, golden deeds, outdoor life, conquest, honour, reputation, morals, manners, integrity, and above all, manhood’, while the words most associated with personality in the 20th were ‘fascinating, stunning, attractive, magnetic, glowing, masterful, creative, dominant, and forceful’. This was mostly the idea about character and personality in the West during 19th and 20th centuries.

But the word ‘character’ has a different connotation for the visionaries of India.

Character is understood as an accumulation of habits. Repeated habits form character. Repetition—repeated thinking of a thought or performing of an action— creates what we call character. It is an outcome of experience, thoughts, actions, reactions and responses to life’s events. According to Swamiji, a human character is nothing but the aggregate of an individual’s tendencies, the sum total of his or her bent of mind. A well-known maxim about character-building says: Sow a thought, reap an action. Sow an action, reap a habit. Sow a habit, reap your character. And sow character and reap your destiny.

As per the Vedantic tradition, we are what our thoughts have made us [1] . While speaking on Karmayoga, and especially about the samskaras or ‘inherent tendencies’ in the Vedantic perspective, Swamiji explains:

Every work that we do, every movement of the body, every thought that we think, leaves such an impression on the mind-stuff, and even when such impressions are not obvious on the surface, they are sufficiently strong to work beneath the surface, subconsciously. What we are every moment is determined by the sum total of these impressions on the mind. What I am just at this moment is the effect of the sum total of all the impressions of my past life. This is really what is meant by character; each man’s character is determined by the sum total of these impressions. If good impressions prevail, the character becomes good; if bad, it becomes bad. (CWSV, 1989, 1:27)

In other words, if the sum total of these impressions is negative, it creates a negative character; and if it is positive, it creates the positive character. The aim of education is to build positive character in humans, made of uplifting qualities such as courage, compassion, kindness, etc.

Is it Really Possible to Change One’s Character?

One important question arises whether character is inherited or subject to change. It is necessary to have clarity on this issue as it is essential to the whole process of character-building. According to Swamiji, the nature of a person at birth does have a role to play. He once said, “One child is born of a divine nature, another of a human, others of lower character” (CWSV, 1989, 9:325).

While parentage and formative period of one’s life do cast an influence on one’s character, every human being has an opportunity to change himself. He has a choice and can transform himself for better or for worse. This has been the teaching of all spiritual and religious scriptures. If past actions have played a role in making our present character, it naturally follows that our future character will be determined by what we do now. Everyone has the potential to change himself.

The first step towards this change is that one must be convinced that one can change and that change is required.

Without this conviction the very process of changing oneself would not take place. Further, once this conviction is there, one must will to change and be strong in one’s conviction till the change takes place. At the foundation of character-building is this will-power which needs to be trained.

In addition, one should become the master of oneself instead of becoming a slave to senses and mind or thoughts. This is an inner training wherein the buddhi or the intelligence has to be strengthened and re-educated. It has to learn to control the senses and the mind, and not be controlled by them. Character-building is at the very core of self-development. Swami Vivekananda says:

He who has succeeded in attaching or detaching his mind to or from the centres at will has succeeded in Pratyahara, which means, ‘gathering towards,’ checking the outgoing powers of the mind, freeing it from the thraldom of the senses. When we can do this, we shall really possess character; then alone we shall have taken a long step towards freedom; before that we are mere machines. (CWSV, 1989, 1:140)

This freedom, according to Swamiji, is the only condition for growth (CWSV, 1989, 5:18). In the process of evolution, the child must experience a free and natural growth and that is the condition for a genuine development. Since education is a creative process, and since creativity and compulsion cannot go together, freedom has to be a very important instrument in education.

But this freedom should not lead the child to become a svecchaachaarin or hypocrite. This demands inculcation of discipline. Without discipline it is impossible to realize anything. How do we then bring a synthesis between freedom and discipline?

The ideal condition is obtained when discipline becomes the choice of a child, and discipline is transformed into self-discipline. And it is then that the real character of an individual is formed. Discipline cannot be imposed artificially. Nor does it emerge spontaneously except in a few rare cases. We have to nurture it. This nurturing is the process of building character. In this nurturing, one has to take care of one’s svabhava and svadharma (one’s innate nature and own law of being). Nothing must be done as a compulsion.

How to Build Character?

According to Swami Vivekananda, character is shaped by karma. In his insightful words:

Karma in its effect on character is the most tremendous power that man has to deal with. Man, as it were, is a centre, and is attracting all the powers of the universe, towards himself. Good and bad, misery and happiness, all are running towards him and clinging round him, and out of them he fashions the mighty stream of tendencies called character and throws it outwards. (CWSV, 1989, 1:26)

Therefore, one has to take care of one’s karma in order to build a good character, for which one has to avoid all that can create bad impressions and imbibe those values that can build good character.

Swamiji explains:

If a man continuously hears bad words, thinks bad thoughts, does bad actions, his mind will be full of bad impressions; and they will influence his thought and work without his being conscious of the fact. In fact, these bad impressions are always working, and their resultant must be evil, and that man will be a bad man; he cannot help it. The sum total of these impressions in him will create the strong motive power for doing bad actions. He will be like a machine in the hands of the impressions, and they will force him to do evil. Similarly, if a man thinks good thoughts and does good works, the sum total of these impressions will be good; and they, in a similar manner will force him to do good even in spite of himself. When a man has done so much good work and thought so many good thoughts there is an irresistible tendency in him to do good, in spite of himself and even if he wishes to do evil, his mind, as the sum total of his tendencies, will not allow him to do so; the tendencies will turn him back; he is completely under the influence of the good tendencies. When such is the case, a man’s good character is said to be established. (CWSV, 1989, 1:46)

By character Swamiji also meant strengthening of the will (CWSV, 1989, 2:286).

A well-trained will-power to be straightforward, fearless and honest, coupled with sincerity to act and even to fight nobly and courageously in order to embody in one’s own life and in the life of the society all that is true and all that can foster solidarity and unity leads to an uplift in humanity as a whole.

The will-power plays a great part in character-building. The will is strengthened through repeated practices ( abhyaasa ). Repetition brings out the potential muscles. It is a process that works inside-out, a process of manifesting the perfection that is already within. Moreover, the will-power becomes feeble when an individual yields to every little tendency, inclination and fancy he has; but when he fights against every little desire, propensity and penchant, he learns to fight with himself, and in this way he develops will-power.

If a person’s weaknesses and inability to counter his faults grow stronger than his will-power, he experiences in his life several enemies existing in his own self, and he finds it difficult to combat them.

This is because inclinations, fancies and tendencies, when powerful, do not let will-power work against them. By practicing self-denial (or vairaagya , a sense of non-attachment) along with self-control and self-discipline, in time an individual attains a power which may be called ‘mastery over oneself.’

Training the will means training or controlling the senses, desires and the mind, and not be controlled by them. It is most necessary that one should learn how to face the world—the world where one experiences sorrows and troubles, pleasures and pains. It is very difficult for one to hide from the world, and at the same time a prudent person is not meant to show all he feels or to show at every moment what he feels.

An uncontrolled person, like a machine, reacts and responds to every outer influence and inner impulse; and in this way loses the gift that he or she has received in the human spirit, senses and sensibilities.

According to Swamiji, character formation requires traits such as purity, thirst for knowledge, hard work, perseverance, faith, humanity, submission and veneration. Character development, in the first place, refers to the existence of a heroic will. One must instill in oneself this heroic determination and spirit, to become free from all fears and all that weakens the spirit.

Swami Vivekananda always inspired the youths to emerge as heroes. He used to encourage and exhort the youth by saying, “Be a hero. Always say, ‘I have no fear. Tell this to everyone—’Have no fear.’ (CWSV, 1989, Vol. 7, p.136).

We find this same truth expressed in the Bhgavad Gita, (Chapter 2, verse 3):

क्लैब्यं मा स्म गमः पार्थ नैतत्त्वय्युपपद्यते। क्षुद्रं हृदयदौर्बल्यं त्यक्त्वोत्तिष्ठ परन्तप॥

klaibyaṁ mā sma gamaḥ pārtha naitattvayyupapadyate, kṣudraṁ hṛdayadaurbalyaṁ tyaktvottiṣṭha paraṁtapa.

“Fall not from the virility of the fighter and the hero, O Partha! it is not fitting in thee. Shake off this paltry fainthearted-ness and arise, O scourge of thine enemy!”

Along with being heroic and strong, one also needs to inculcate wisdom. One has to have the knowledge—the knowledge of oneself and of the world. It is by knowing oneself that one can develop love and compassion for others. Developing compassion and universal love is another important aspect of character development.

Swamiji points out:

“Religions of the world have become lifeless mockeries. What the world wants is character. The world is in need for those whose life is one burning love, selfless. That love will make every word feel like thunderbolt.” (CWSV, 1989, 7:305)

A man of character has to be a man of action, of competence, of chiselled skill, of untiring labour and of love for one and all. Great work requires great and persistent effort for a long time. Character has to be established through a thousand stumbles. But one needs to persist despite of numerous failures. A well-developed character is an integrated and harmoniously developed personality.

Continued in Part 2 …

[1] BrihadAranyaka Upanishad, 4.4.5 – ‘As your desire is, so is your will. As your will is, so is your deed. As your deed is so is your destiny.’ yo yathaakaamo bhavati tatkraturbhavati. yatkraturbhavati tatkarma kriyate. yatkarma kriyate tadabhisampadyate.

Cover image: Swami Vivekananda, circa 1900. Photo available in public domain.

Experiencing the Divine through Nature’s Mandalas

India, the Spiritual Battlefield of the World

On Indian Nationalism and Yoga

Vivekananda’s Teachings on Character-Building

Vivekananda propounded ‘man-making education’ which involves the harmonious development of the body, mind and soul.

Human existence is going through a crisis. The tremendous emphasis on material gain and power, and the overt dependence on science and technology, are fast resulting in the devaluation of humanity. Moral and spiritual values are being undermined. The fundamental principles of civilisation are being ignored. Conflicts of ideas, manners and habits pervade the atmosphere. In this situation, the way out, as Vivekananda emphasised is ‘education’. We need to first rework our system of education to make it more holistic and value-based. There has to be an education through which ethics, ideals and values can be developed among students so that they can conduct their life consciously and conscientiously. With the right education, they should be able to decide what is right or wrong, what is good or evil and what is justice or injustice.

Vivekananda was of the opinion that it was not sufficient to be able to distinguish between what is right and wrong, but that we also needed to develop the courage to execute ‘the right’. He stressed a ‘spiritual’ education, by which he meant education that can build good character. More than this, we need ‘life-building, man-making …[and] nation-building’ education. For this Vivekananda prepared an outline of an educational system in accordance with fundamental principles that he thought were critical to achieving this end. Without a proper education, he did not believe it would be possible to develop the nation. Education was needed to strengthen the mind, sharpened the intellect and provide the strength to stand on one’s own feet. With these strengths, he believed education could provide solutions to all social, political and global problems.

My purpose in this chapter is to explain Vivekananda’s basic philosophy of ‘man-making education’ and the central role of character-building in that process.

Vivekananda’s educational philosophy

Vivekananda was probably among the first Indian thinkers to give a psychological and spiritual orientation to education and nation-building. His ideas about education were based on Vedantic doctrine. According to Vivekananda education, like Yoga in its deeper sense, is a rapid psychological process towards perfection. ‘Manifesting the perfection already within man’ was the keynote in Vivekananda’s approach to education ( CW , 1989, Vol. 4, p.358; Vol.3, p.224). This is rooted in the Vedantic idea of growing conscious of the ever-perfect nature of the Self and discovering the Self. The Brihadaranyaka Upanishad (2.4.5)[*] says:

atma vaa are drashtavyah , mantavyah , shrotavyah , nididhyasitavyah.

This means that the Self alone has to be seen, thought, heard and contemplated on. Education therefore must aim at true self-knowledge which can liberate humanity from all kinds of bondage:

sa vidya ya vimuktaye.

True knowledge alone can liberate ( Vishnu Purana , 1.19.41)[†].

According to Vivekananda, the lasting foundation for nation-building was not economics or politics but education. In Vivekananda’s words:

It is a man-making religion that we want. It is man-making theories that we want. It is man-making education all round that we want. And here is the test of truth — anything that makes you weak physically, intellectually, and spiritually, reject as poison; there is no life in it, it cannot be true. Truth is strengthening. Truth is purity, truth is all-knowledge; truth must be strengthening, must be enlightening, must be invigorating.” ( CW , 1989, Vol.3, pp.224-225)

In other words, ‘man-making education’ involves the harmonious development of the body, mind and soul. For this to be achieved, education had to involve the integration of the different aspects of our personalities. However, the modern system of education in India and elsewhere, has largely ignored the development of personality. As a result, most of us emerge from the formal educational process with semi-formed personalities. The work we engage in often bears no correspondence with our real genius. Thus we live in deep suffering, separated from ourselves. What we need is an educational process that helps us develop rounded personalities with strong mental and spiritual powers. Education should instil us not only with intelligence but also self-confidence and self-reliance. Vivekananda’s teachings on this reflect contemporary understandings of how a successful educational process should be evaluated. In this sense, he was many decades ahead of his time. For Vivekananda, the principles of education matched and reinforced the principles of yoga. He said:

Yoga may be regarded as a means of compressing one’s evolution into a single life or a few months or even a few hours of bodily existence’ (Vivekananda cited by Aurobindo, 1999, Vol.23, pp. 23:6).

Such a compression made perfection accessible to all human beings for it did not require any special isolation from everyday life. The perfection of which Vivekananda spoke was veiled by the imperfections and impurities of the three faculties that constituted an individual: the body, mind and intellect. These needed to be honed for their full potential to be realised. That honing process was the true purpose of education, according to Vivekananda. For him the educational system needed to realise the Vedic dictum ‘ manurbhavajanayadivyamjanam ’ – Be a man and create a Divine population ( CW , 1989, Vol.3, p.302; Kashyap and Sadagopan (Eds.), 1998, 10.53.6).

The contrast between Vivekananda’s vision and the modern educational system is stark: it is as if we are busy cutting trees with blunt instruments, chiselling away hoping to create perfect ‘trophies’. But the end product of our labours is that humans work and behave more like machines. The existing, conventional educational system is counterproductive to the wellbeing of individuals, the nation and humankind in general.

What is character?

The word ‘character’ first appeared in Western and European literature and self-improvement manuals around the 17th century CE. It became more popular and peaked around the 19th century CE. Susman writes that during the 1800s, ‘character was a key word in the vocabulary of Englishmen and Americans’, and men were spoken of as having strong or weak character, good or bad character, a great deal of character or no character at all (Susman, 1984 p. 273).Young people were told to cultivate real character, high character and noble character. Character was the most priceless thing they would ever have. In the beginning of the 20th century, however, Susman found that the ideal of character began to be replaced by that of personality and the connotations of the word ‘character’ kept changing. In the course of time, character was defined not in terms of the cultivation of virtues, but in terms of people’s hobbies, dress, and material possessions, etc. This shift from ‘character’ to ‘personality’ was a shift from achievement to performance. A person who performed well was considered to be a man with a good personality irrespective of whether he held any high values or had any virtues. Further, it thus happened that while the notion of character was split into good and bad, personality was divided into the two dominant categories of, namely famous and infamous. The majority of people, however, did not rate a mention at all – presumably, they were without ‘personality’. In this culture of personality, you could become famous without having done anything to earn it. The words most associated with character in the 19th century were ‘citizenship, duty, democracy, work, building, golden deeds, outdoor life, conquest, honour, reputation, morals, manners, integrity, and above all, manhood’. By contrast, the words most associated with personality in the 20 th century were ‘fascinating, stunning, attractive, magnetic, glowing, masterful, creative, dominant, and forceful’ (Susman, 1984, p.277).

These western notions of character and personality are far removed from conceptions expressed by Indian visionaries. Vivekananda, for example, saw human character as an aggregate of an individual’s tendencies. In this he echoed the Vedantic tradition: we are what our thoughts have made us. While speaking on Karma Yoga [‡] and especially about the Samskaras or ‘inherent tendencies’ within an individual, Swamiji explained what he meant by character:

Every work that we do, every movement of the body, every thought that we think, leaves such an impression on the mind-stuff, and even when such impressions are not obvious on the surface, they are sufficiently strong to work beneath the surface, subconsciously. What we are every moment is determined by the sum total of these impressions on the mind. What I am just at this moment is the effect of the sum total of all the impressions of my past life. This is really what is meant by character; each man’s character is determined by the sum total of these impressions. If good impressions prevail, the character becomes good; if bad, it becomes bad. (CW, 1989, Vol. 9, p.193)

If the sum total of these impressions is negative, then a person has a negative character; if the impressions are positive, then a positive character emerges. The aim of education is to build individuals into positive characters who exemplify uplifting qualities such as courage, compassion, kindness and other good values. Birth and upbringing play a role in character formation. In Vivekananda’s words: ‘One child is born of a divine nature, another of a human, others of lower character’ ( CW, 1989, Vol. 9, p. 327).

Despite these influences, every human being has an opportunity to change themselves. One has a choice to transform oneself for better or for worse. The first step towards change is the personal conviction that change is necessary. After that, the person must have the will to change and be strong in their conviction till the change takes place. The foundation of character-building is this willpower, which needs to be trained so that one becomes the master of oneself instead of becoming a slave to senses, the mind or thoughts. This is inner training wherein the buddhi or the intelligence has to be strengthened and re-educated. Character-building is at the very core of this self-development. According to Vivekananda the pre-requisites for the growth of character is freedom from attachment:

He who has succeeded in attaching or detaching his mind to or from the centres at will has succeeded in Pratyahara, which means, ‘gathering towards,’ checking the outgoing powers of the mind, freeing it from the thraldom of the senses. When we can do this, we shall really possess character; then alone we shall have taken a long step towards freedom; before that, we are mere machines (CW, 1989, Vol.1, pp.173-174).

The freedom of which Vivekananda speaks demands the inculcation of discipline. Yet at first sight, discipline and freedom appear to be opposing forces. Such contradictions are reconciled by self-discipline which also has to be nurtured. This nurturing is the process of building character. In nurturing nothing must be done as a result of compulsion: rather one takes into account an individual’s svabhava (innate nature) and svadharma ( own law of being ) .

The role of karma in building character?

According to Vivekananda, character is shaped by karma which he described as follows:

Karma in its effect on character is the most tremendous power that man has to deal with. Man, as it were, is a centre, and is attracting all the powers of the universe, towards himself… Good and bad, misery and happiness, all are running towards him and clinging round him, and out of them he fashions the mighty stream of tendencies called character and throws it outwards (CW, 1989, Vol. 1, pp.29-30).

Vivekananda had a dualistic view of karma – the good vs the bad. But, he was not fatalistic. The kind of karma acquired by any individual was a matter of choice: to build a good character required one to imbibe the positive values that can build good character:

If a man continuously hears bad words, thinks bad thoughts, does bad actions, his mind will be full of bad impressions; and they will influence his thought and work without his being conscious of the fact. In fact, these bad impressions are always working, and their resultant must be evil, and that man will be a bad man; he cannot help it. The sum total of these impressions in him will create the strong motive power for doing bad actions. He will be like a machine in the hands of the impressions, and they will force him to do evil. Similarly, if a man thinks good thoughts and does good works, the sum total of these impressions will be good; and they, in a similar manner will force him to do good even in spite of himself. When a man has done so much good work and thought so many good thoughts there is an irresistible tendency in him to do good, in spite of himself and even if he wishes to do evil, his mind, as the sum total of his tendencies, will not allow him to do so; the tendencies will turn him back; he is completely under the influence of the good tendencies. When such is the case, a man’s good character is said to be established (CW, 1989, Vol.1, p.54).

The character-building process depended on the strengthening of an individual’s will ( CW , 1989, Vol. 2, p.357)- to be straightforward, fearless and honest, coupled with a sincerity to act and even to fight courageously. In this way, one’s own life and the life of society could uphold all that is true, foster unity and uplift humanity.

Everyone’s willpower could grow through repeated practice ( abhyaasa ). Repetition ‘brings out’ the potential of the muscles and brain. It involved a process of bringing the best to the front: ‘manifesting the perfection already in man’ ( CW , 1989, Vol. 4, p.358). Yet, willpower could become enfeebled when an individual yields to every inclination and fancy that occurs to him. But such weakness could be fought and one’s faults could be countered by confronting the several enemies that exist within one’s own self. Self-denial ( vairaagya, or non-attachment) could be achieved through self-control and self-discipline so that over time, any determined individual could attain the power which enabled them to have ‘mastery over oneself’.

In building character it is necessary that one should learn to face the world, despite its many sorrows, troubles, pleasures and pains. It is very difficult to hide from these experiences. At the same time, a wise person is not meant to show all that they feels at every moment. The ordinary person, who is not mindful of these principles, is like a machine: he reacts to every external influence and inner impulse. As a result, he very often cannot follow the music of life.

According to Vivekananda, character formation required traits such as purity, a thirst for knowledge, hard work, perseverance, faith, humanity, submission and veneration. He sought to inspire youth to become heroes by developing these traits and setting aside fear. Fear, said Vivekananda, was death, sin, hell, imprisonment and led to false choices. At the root of the world’s negativity was fear. ‘Face the monster’ was the lesson that Vivekananda sought to convey. All the hardships of life could be defeated if we stood our ground courageously. Such courage was a sign of a person’s mental and physical health. Vivekananda exhorted the youth by saying:

Be a hero. Always say, ‘I have no fear.’ Tell this to everyone—

Have no fear ( CW , 1989, Vol. 7, p.136).

A strong, positive and fearless person was also one who had compassion and love for his fellow human beings. In Vivekananda’s words:

Religions of the world have become lifeless mockeries. What the world wants is character. The world is in need of those whose life is one burning love,selfless. That love will make every word tell like thunderbolt ( CW , 1989, Vol. 7, p.501).

Such love was more important than fame or money and without it character building was not possible: ‘it is character that cleaves its way through adamantine walls of difficulties’ ( CW , 1989, Vol. 4, p.298). A man of character has to be a man of action, competent, skilled, someone who exerts untiring labour and of love for one and all. Character is built through a thousand stumbles. In his own words, a well-developed character took the form of an integrated and harmonious person:

…what we want is to see the man who is harmoniously developed…great in heart, great in mind, [great in deed]….We want the man whose heart feels intensely the miseries and sorrows of the world…..And [we want] the man who not only can feel but can find the meanings of things, who delves deeply into the heart of nature and understanding. [We want] the man who will not even stop there, [but] who wants to work out [the feeling and meaning by actual deeds]. Such a combination of head, heart, and hand is what we want. Ultimately what is needed is a perfect sincerity, holiness, gigantic intellect and an all-conquering will (CW, 1989, Vol. 6, p.49).

How education can promote character development

Independent self-learning within the context of a holistic educational system would lead to character development. A child should be encouraged to exercise his free will and develop at a pace suited to his needs. These inner motivations needed to be accompanied by the educational institutions and teachers promoting the right values that would lead to the development of good character. The right values have already been discussed in the previous section of this chapter but they also included the power to observe beauty, forgiveness, and the persistent search for perfection (Joshi, 1997, pp. 41-61)

For Vivekananda, the teacher played a critical role as the guide and role model in inspiring students to place a high value on character development:

No one was ever really taught by another; each of us has to teach himself. The external teacher offers only the suggestion which rouses the internal teacher to work to understand things ( CW , 1989, Vol.1, p.93).

The aim of education was to develop a balanced and well-rounded personality – ‘a combination of head, heart and hand’. Above all, education was a process of gaining self-knowledge by reflection and self-control. This teaching by Vivekananda was the essence of his practical Vedanta:

You know but little of that which is within you. For behind you is the ocean of infinite power and blessedness. ‘This Atman is first to be heard of.’ Hear day and night that you are that Soul. Repeat it to yourselves day and night till it enters into your very veins, till it tingles in every drop of blood, till it is in your flesh and bone. (CW, 1989, Vol. 2, p.302)

It was this self-knowledge and self-confidence that released the enormous powers of the individual and enabled one to realise the integrated nature of the universe. Faith in yourself means ‘…faith in all because you are all. The love for yourself means love for all, love for animals, love for everything because you are all one’ ( CW , 1989, Vol. 2, p.301).

Vivekananda’s worldview required mankind to focus on its inward motivations and development. Education played a critical role in this ‘man-making’ process. The inside spirit and personality of a man had to be polished not the outward appearances which were illusionary and deceptive:

The ideal of all education, all training, should be this man-making. But instead of that, we are always trying to polish up the outside. What use is polishing up the outside when there is no inside? The end and aim of all training are to make the man grow. The man who influences, who throws his magic, as it were, upon his fellow-beings, is a dynamo of power, and when that man is ready, he can do anything and everything he likes; that personality put upon anything will make it work (CW, 1989, Vol. 2, p.15).

For Vivekananda, it was through the rigours of character-building that the light of spirituality could shine.

Vivekananda’s teachings demonstrate a deep insight into the needs of modern man and the times in which we live. His focus on an educational system based on character building and encouraging all individuals to develop their inner spirit of goodwill and confidence speaks to the pressures of modern living. The educational system should not think of individuals are mere resources needed by economic systems. The true function of any educational system is to take care of developing balanced, integrated personalities. Such character building was the true foundation of individual happiness and social order for it made it possible to achieve an equilibrium between the motivations of individuals and society.

Vivekananda’s vision of education was a noble one. The more selfless the individual the better their own welfare and that of the surrounding society. Through inspiring teachers and educational institutions that promoted positive values not only would man-building promote the inner growth of individuals but also the growth and strength of the nation and ultimately the well-being of all humanity.

CW (Complete Works of Swami Vivekananda). 1989, Vols. 1, 2, 3, 4, 6, 7 and 9, Kolkata: Advaita Ashrama.

Aurobindo, Sri. 1999. Complete Works of Sri Aurobindo, Vol.23, Sri Aurobindo Ashram, Pondicherry.

Joshi, Kireet (Ed.). 1997. Education for character development, Delhi: Dharma Hinduja International Centre of Indic Research.

Kashyap, R. L. and Sadagopan. S (Eds.), Rigveda Samhita , (1998), Bangalore: Sri Aurobindo Kapali Sastry Institute of Vedic Culture.

Susman, Warren I. (1984), ‘ ‘Personality’ and the making of twentieth-century culture’, in Susman, Warren I. (ed.), Culture as history: The transformation of American society in the twentieth century, New York: Pantheon Books.

[*] The Brihadaranyaka Upanisad, one of the 10 principal Upanishads. The rest are: Isha, Kena, Katha, Prashna, Aitareya, Taittiriya, Prashna, Mundaka, Mandukya and Chandogya.

[†] The Vishnu Purana is one of 18 medieaval Hindu texts known as the Mahapuranas.

[‡] For a discussion of Karma Yoga see Chapters 1 and 7 in this collection.

About Author: Sampadananda Mishra

Dr. Sampadananda Mishra is working as a Professor at the Rashtram School of Public Leadership, Rishihood University, Sonipat. Dr. Mishra, an eminent scholar of Sanskrit has spoken at various conferences, seminars, and literary & religious festivals, both nationally and internationally on Indian culture, Sanskrit, Yoga and Education. In addition Dr. Mishra, as a devotee of Sri Aurobindo and the Mother, is familiar with their writings and feels comfortable in delivering lectures on Philosophy and practice of Sri Aurobindo’s Yoga. He has been to the USA several times for giving lectures, conducting workshops and participating in conferences and seminars. He was one of the keynote speakers in the Waves conference that took place in Trinidad and Tobago in the year 2010. In the year (2014) Dr. Mishra was invited to the Monash university, Melbourne for giving a talk on character development and service to humanity in a seminar on Swami Vivekananda. Dr. Mishra worked as the Associate Editor of the Collected Works of Vasishtha Kavyakantha Ganapati Muni published in twelve volumes. Dr. Mishra has founded and launched the first ever 24hours Sanskrit Radio called Divyavani Sanskrit Radio and is single handedly managing the entire content since its inception in 2013. In the year 2014 Dr. Mishra founded Samskrita Balasahitya Parishad with the aim of creating, evaluating and propagating children’s literature in Sanskrit. The Govt. of India has conferred the President’s award (Maharshi Badarayna Vyasa Samman 2011) on Dr. Mishra for his outstanding contribution to Sanskrit.In the year 2014 the Ministry of Culture, Govt. of India conferred the Senior Fellowship Award to Dr. Mishra for carrying out his research on the Vedic Art of Multiple Concentration. Dr. Mishra was conferred the Kendra Sahitya Akademi Bala Puraskar for 2018 for his book Shanaih Shanaih – A book of Rhyming songs in Sanskrit for children. Dr. Mishra has published several books on Sanskrit, Sri Aurobindo, Chandas etc.

Swami Vivekananda – Man Making Education

Here we are going to learn Swami Vivekananda - Man Making Education in details with education development, philosophy, curriculum.

Table of Contents

Swami Vivekananda mainly emphasized on Man making education. Man making means development of a child in respect to their emotionally, morality, humanity, character, physically, health etc. Here we are going to learn Swami Vivekananda – Man Making Education in details with education development, philosophy, curriculum.

Swami Vivekananda (Man Making Education)/

स्वामी विवेकानंद (मनुष्य निर्माण शिक्षा), life sketch : –.

Swami Vivekananda was born in 1863 in a Kshatriya family of Calcutta. Before he became a monk, his name was Narendra Nath Datta. While he was a student in college at seventeen years of age, he came under the influence of Sri Ramakrishna Parmahansa. Narendra Nath was an earnest student of philosophy and poetry. He studied all the systems of western philosophy.

He urged for the uplift of the masses and wanted to make them strong and self dependant. As he had sympathy for the poor, he was a fore runner of Mahatma Gandhi. He pleaded for social reform in India and for religious freedom in the west. Till his death in 1902, he repeatedly asserted that Indians had become weak and poor because they did not apply their Vedanta to life. He asserted that India needs strength – giving religion and a man – making education.

जीवन रेखाचित्र : –

स्वामी विवेकानंद का जन्म 1863 में कलकत्ता के एक क्षत्रिय परिवार में हुआ था। साधु बनने से पहले उनका नाम नरेंद्र नाथ दत्त था। जब वे सत्रह वर्ष की आयु में कॉलेज के छात्र थे, वे श्री रामकृष्ण परमहंस के प्रभाव में आ गए। नरेंद्र नाथ दर्शन और कविता के एक गंभीर छात्र थे। उन्होंने पश्चिमी दर्शन की सभी प्रणालियों का अध्ययन किया.

उन्होंने जनता के उत्थान के लिए आग्रह किया और उन्हें मजबूत और आत्मनिर्भर बनाना चाहते थे। गरीबों के प्रति सहानुभूति होने के कारण वे महात्मा गांधी के अग्रदूत थे। उन्होंने भारत में सामाजिक सुधार और पश्चिम में धार्मिक स्वतंत्रता की वकालत की। 1902 में अपनी मृत्यु तक, उन्होंने बार-बार कहा कि भारतीय कमजोर और गरीब हो गए हैं क्योंकि उन्होंने अपने वेदांत को जीवन में लागू नहीं किया। उन्होंने जोर देकर कहा कि भारत को ताकत देने की जरूरत है – धर्म देने और एक आदमी बनाने वाली शिक्षा

Educational philosophy : –

His educational philosophy is based on Vedanta and Upanishads. He believes that soul exists in every individual. The very recognition of this soul is religion. Education is the process of self – development. The child educates himself. True improvement is self – inspired. The basic principles of his educational philosophy are as under :

Knowledge resides within the individual. He holds that knowledge is inherited by man. It is something inside him and not born out of the external environment. Man’s soul within him is the source of all true knowledge.
Self – education. The child teaches himself. The teacher is to arrange the necessary environment for him so that he may do his growing.
Education according to needs of children. The teaching should be adjusted according to the needs of children, his inherent tendencies and not what the parents or teachers think.
Education for all. He advocated universal education. It is the birth right of every human being.
National system of education. He wanted to reorganize education on the national basis.
Women education. He believed that the uplift of the women must come first and then only can real good come about for the country – for India.
Religious education. He felt that education is incomplete without religious raining.

शैक्षिक दर्शन : –

उनका शैक्षिक दर्शन वेदांत और उपनिषदों पर आधारित है। उनका मानना है कि आत्मा हर व्यक्ति में मौजूद है। इस आत्मा की पहचान ही धर्म है। शिक्षा आत्म-विकास की प्रक्रिया है। बच्चा खुद को शिक्षित करता है। सच्चा सुधार स्व-प्रेरित है। उनके शैक्षिक दर्शन के मूल सिद्धांत इस प्रकार हैं:

ज्ञान व्यक्ति के भीतर रहता है। उनका मानना है कि ज्ञान मनुष्य को विरासत में मिला है। यह उसके अंदर कुछ है और बाहरी वातावरण से पैदा नहीं हुआ है। उसके भीतर मनुष्य की आत्मा सभी सच्चे ज्ञान का स्रोत है।
स्व-शिक्षा। बच्चा खुद पढ़ाता है। शिक्षक को उसके लिए आवश्यक वातावरण की व्यवस्था करनी है ताकि वह अपनी वृद्धि कर सके।
बच्चों की आवश्यकता के अनुसार शिक्षा। शिक्षण को बच्चों की आवश्यकताओं, उनकी अंतर्निहित प्रवृत्तियों के अनुसार समायोजित किया जाना चाहिए, न कि माता-पिता या शिक्षक जो सोचते हैं।
सभी के लिए शिक्षा। उन्होंने सार्वभौमिक शिक्षा की वकालत की। यह हर इंसान का जन्मसिद्ध अधिकार है।
राष्ट्रीय शिक्षा प्रणाली। वह राष्ट्रीय आधार पर शिक्षा का पुनर्गठन करना चाहते थे।
महिला शिक्षा। उनका मानना था कि महिलाओं का उत्थान पहले होना चाहिए और तभी देश के लिए – भारत के लिए वास्तविक भलाई आ सकती है।
धार्मिक शिक्षा। उन्होंने महसूस किया कि धार्मिक वर्षा के बिना शिक्षा अधूरी है।

Meaning of education : –

According to Vivekananda, “Education is the manifestation of the divine perfection already existing in man.” In the words of Vivekananda, “You cannot teach a child any more than you can grow a plant. The plant develops its own nature.”

शिक्षा का अर्थ :-

विवेकानंद के अनुसार, “शिक्षा मनुष्य में पहले से मौजूद दिव्य पूर्णता की अभिव्यक्ति है।” विवेकानंद के शब्दों में, “आप एक पौधे को उगाने से ज्यादा बच्चे को नहीं सिखा सकते। पौधा अपनी प्रकृति स्वयं विकसित करता है।”

Aims of education : –

He emphasized following aims of education :

Physical development aim. Physical development of the individual is an important aim of education. Self – realization and character building is impossible in the absence of physical development.
Mental development aim. Mental development of the individual is other important aim of education.
Moral, spiritual and character development. Vivekananda asserted that education should aim at development of character, morality and spirituality. He stated that we must have life building, man – making and character – making education.
Vocational aim. According to him education which does not enable the individual to stand on one’s own feet is useless, so there should be a vocational aim of education.
Aim of reaching perfection. Every child has certain hidden powers. Education helps in the manifestation and development of these powers.
Aim of promoting universal brotherhood. For Vivekananda, education is a means for establishing brotherhood in all mankind.
The aim of searching unity in diversity. Vivekananda synthesized spiritual and material values. Education should enable man to find out unity in diversity.

शिक्षा के उद्देश्य :-

उन्होंने शिक्षा के निम्नलिखित उद्देश्यों पर जोर दिया:

शारीरिक विकास का उद्देश्य। व्यक्ति का शारीरिक विकास शिक्षा का एक महत्वपूर्ण उद्देश्य है। शारीरिक विकास के अभाव में आत्म-साक्षात्कार और चरित्र निर्माण असंभव है।
मानसिक विकास का उद्देश्य। व्यक्ति का मानसिक विकास शिक्षा का अन्य महत्वपूर्ण उद्देश्य है।
नैतिक , आध्यात्मिक और चरित्र विकास। विवेकानंद ने जोर देकर कहा कि शिक्षा का उद्देश्य चरित्र, नैतिकता और आध्यात्मिकता का विकास होना चाहिए। उन्होंने कहा कि हमें जीवन-निर्माण, मानव-निर्माण और चरित्र-निर्माण की शिक्षा देनी चाहिए।
व्यावसायिक उद्देश्य। उनके अनुसार शिक्षा जो व्यक्ति को अपने पैरों पर खड़ा करने में सक्षम नहीं बनाती है, वह बेकार है, इसलिए शिक्षा का एक व्यावसायिक उद्देश्य होना चाहिए।
पूर्णता तक पहुँचने का लक्ष्य। हर बच्चे में कुछ छिपी शक्तियां होती हैं। शिक्षा इन शक्तियों के प्रकटीकरण और विकास में मदद करती है।
सार्वभौमिक भाईचारे को बढ़ावा देने का उद्देश्य। विवेकानंद के लिए, शिक्षा सभी मानव जाति में भाईचारा स्थापित करने का एक साधन है।
अनेकता में एकता की खोज का उद्देश्य। विवेकानंद ने आध्यात्मिक और भौतिक मूल्यों का संश्लेषण किया। शिक्षा मनुष्य को अनेकता में एकता का पता लगाने में सक्षम बनाती है।

Curriculum : –

Harmony of science and Vedanta. On the one hand he stressed the study of Vedanta, religion and philosophy of spiritual development and on the other hand he stressed the scientific education.
Education in arts. Education in science must be supplemented by the teaching of arts.
Common language. He stressed the need for a common language for the unity in the country.
Regional language. He felt that it is necessary to encourage every regional language. In fact all education must be given in regional language because it is the mother tongue of child.
Sanskrit is the source of all Indian languages. He said that mere sound of this language granted power, ability and prestige to the race.
History, geography, economics etc. He also recommended the study of subjects like history, geography, economics, mathematics, home science, psychology and agriculture.
Physical and vocational education. He recognized the importance of physical as well as vocational education.

पाठ्यक्रम : –

विज्ञान और वेदांत का सामंजस्य – एक ओर उन्होंने वेदांत, धर्म और आध्यात्मिक विकास के दर्शन के अध्ययन पर जोर दिया और दूसरी ओर उन्होंने वैज्ञानिक शिक्षा पर जोर दिया।
कला में शिक्षा – विज्ञान की शिक्षा को कला के शिक्षण द्वारा पूरक किया जाना चाहिए।
आम भाषा – उन्होंने देश में एकता के लिए एक समान भाषा की आवश्यकता पर बल दिया।
क्षेत्रीय भाषा – उन्होंने महसूस किया कि हर क्षेत्रीय भाषा को प्रोत्साहित करना आवश्यक है। वास्तव में सभी शिक्षा क्षेत्रीय भाषा में दी जानी चाहिए क्योंकि यह बच्चे की मातृभाषा है।
संस्कृत – संस्कृत सभी भारतीय भाषाओं का स्रोत है। उन्होंने कहा कि इस भाषा की ध्वनि मात्र से ही जाति को शक्ति, योग्यता और प्रतिष्ठा प्राप्त होती है।
इतिहास , भूगोल , अर्थशास्त्र आदि – उन्होंने इतिहास, भूगोल, अर्थशास्त्र, गणित, गृह विज्ञान, मनोविज्ञान और कृषि जैसे विषयों के अध्ययन की भी सिफारिश की।
शारीरिक और व्यावसायिक शिक्षा – उन्होंने शारीरिक और व्यावसायिक शिक्षा के महत्व को पहचाना।

Methods of teaching : –

Method of concentration. Vivekananda considers the concentration of mind as the essence of education. Greater attention always helps in working more.
Bramhacharya for concentration. Bramhacharya improves the power of mind and helps power of retention. It gives mental and spiritual power of highest kind.
Discussion and contemplation. In addition to concentration, Vivekananda laid emphasis on the importance of discussion and contemplation as methods of education.
Method of individual guidance and counseling. Pupils can be kept on the right path through the method of individual guidance and counseling.

पढ़ाने के तरीके :-

एकाग्रता की विधि – विवेकानंद मन की एकाग्रता को शिक्षा का सार मानते हैं। ज्यादा ध्यान हमेशा ज्यादा काम करने में मदद करता है।
एकाग्रता के लिए ब्रह्मचर्य – ब्रह्मचर्य मन की शक्ति में सुधार करता है और प्रतिधारण की शक्ति में मदद करता है। यह उच्चतम प्रकार की मानसिक और आध्यात्मिक शक्ति देता है।
चर्चा और चिंतन – एकाग्रता के अलावा, विवेकानंद ने शिक्षा के तरीकों के रूप में चर्चा और चिंतन के महत्व पर जोर दिया।
व्यक्तिगत मार्गदर्शन और परामर्श की विधि – व्यक्तिगत मार्गदर्शन और परामर्श के माध्यम से विद्यार्थियों को सही रास्ते पर रखा जा सकता है।

Place of teacher : –

Provider of suitable environment. The gardener prepares the ground for his plants, protects them from destructive hands and animals, and nourishes them with manure and water from time to time. In the same manner the educator takes care of the child and provides for him an environment in which he can develop without any hindrance.
Teacher as guide. In the words of Vivekananda, “Teacher is a philosopher, friend and guide helping the educand to go forward in his own way.”
Qualities of the teacher. The teacher should be of a very high character. He must be pure in mind and heart. He must have love for his pupils. Love is the best medium to transmit the spiritual force.

शिक्षक का स्थान :-

उपयुक्त वातावरण प्रदान करने वाला – माली अपने पौधों के लिए जमीन तैयार करता है, विनाशकारी हाथों और जानवरों से उनकी रक्षा करता है और समय-समय पर खाद और पानी से उनका पोषण करता है। उसी तरह शिक्षक बच्चे की देखभाल करता है और उसे एक ऐसा वातावरण प्रदान करता है जिसमें वह बिना किसी बाधा के विकसित हो सके।
मार्गदर्शक के रूप में शिक्षक – विवेकानंद के शब्दों में, “शिक्षक एक दार्शनिक, मित्र और मार्गदर्शक है जो शिक्षार्थियों को अपने तरीके से आगे बढ़ने में मदद करता है।”
शिक्षक के गुण – शिक्षक को उच्च चरित्र का होना चाहिए। वह मन और हृदय से शुद्ध होना चाहिए। उसे अपने शिष्यों के प्रति प्रेम होना चाहिए। प्रेम आध्यात्मिक शक्ति का संचार करने का सर्वोत्तम माध्यम है।

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Value of Education Essay

500 words essay on value of education.

Education is a weapon for the people by which they can live a high-quality life. Furthermore, education makes people easy to govern but at the same time it makes them impossible to be enslaved. Let us take a look at the incredible importance of education with this value of education essay.

Value Of Education Essay

Importance of Education

Education makes people independent. Furthermore, it increases knowledge, strengthens the mind, and forms character. Moreover, education enables people to put their potentials to optimum use.

Education is also a type of reform for the human mind. Without education, the training of the human mind would always remain incomplete.

Education makes a person an efficient decision-maker and a right thinker. Moreover, this is possible only with the help of education. This is because education acquaints an individual with knowledge of the world around him and beyond, besides teaching the individual to be a better judge of the present.

A person that receives education shall have more avenues for the life of his choice. Moreover, an educated person will be able to make decisions in the best possible manner. This is why there is such a high demand for educated people over uneducated people for the purpose of employment .

Negative Impact of Lack of Education

Without education, a person would feel trapped. One can understand this by the example of a man who is confined to a closed room, completely shut from the outside world, with no way to exit it. Most noteworthy, an uneducated person can be compared to this confined man.

Education enables a person to access the open world. Furthermore, a person without education is unable to read and write. Consequently, a person without education would remain closed to all the knowledge and wisdom an educated person can gain from books and other mediums.

The literacy rate of India stands at around 60% in comparison to more than 80% literacy rate of the rest of the world. Moreover, the female literacy rate is 54.16% in accordance with the 2001 population census. These figures certainly highlight the massive problem of lack of education in India.

To promote education, the government of India takes it as a national policy. The intention of the government is to target the very cause of illiteracy. As such, the government endeavours to eradicate illiteracy, which in turn would lead to the eradication of poverty .

The government is running various literacy programmes like the free-education programme, weekend and part-time study programme, continuing education programme, mid-day meal programme, adult literacy programme, etc. With the consistent success rate of these programmes, hopefully, things will better.

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Conclusion of Value of Education Essay

Education is one of the most effective ways to make people better and more productive. It is a tool that can make people easy to lead but at the same time difficult to drive. Education removes naivety and ignorance from the people, leaving them aware, informed, and enlightened.

FAQs For Value of Education Essay

Question 1: What is the importance of education in our lives?

Answer 1: Having an education in a particular area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also enhances their community. In addition, education develops the human personality and prepares people for life experiences.

Question 2: Explain the meaning of true education?

Answer 2: True education means going beyond earning degrees and bookish knowledge when it comes to learning. Furthermore, true education means inculcating a helping attitude, optimistic thinking, and moral values in students with the aim of bringing positive changes in society.

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Essay on Importance of Education

Importance of Education Essay

Education is one of the key components for an individual’s success. It has the ability to shape one’s life in the right direction. Education is a process of imparting or acquiring knowledge, and developing the powers of reasoning and judgement. It prepares growing children intellectually for a life with more mature understanding and sensitivity to issues surrounding them. It improves not only the personal life of the people but also their community. Thus, one cannot neglect the significance of Education in life and society. Here, we have provided an essay on the Importance of Education. Students can use this essay to prepare for their English exam or as a speech to participate in the school competition.

Importance of Education

The importance of education in life is immense. It facilitates quality learning for people throughout their life. It inculcates knowledge, belief, skill, values and moral habits. It improves the way of living and raises the social and economic status of individuals. Education makes life better and more peaceful. It transforms the personality of individuals and makes them feel confident.

Well said by Nelson Mandela, “Education is the most powerful weapon to change the world”. To elaborate, it is the foundation of the society which brings economic wealth, social prosperity and political stability. It gives power to people to put their views and showcase their real potential. It strengthens democracy by providing citizens with the tools to participate in the governance process. It acts as an integrative force to foster social cohesion and national identity.

In India, education is a constitutional right of every citizen. So, people of any age group, religion, caste, creed and region are free to receive education. An educated person is respected everywhere and well-treated in society. As a kid, every child dreams of being a doctor, lawyer, engineer, actor, sportsperson, etc. These dreams can come true through education. So, investment in education gives the best return. Well-educated people have more opportunities to get a better job which makes them feel satisfied.

In schools, education is divided into different levels, i.e., preschool, primary, secondary and senior secondary. School education comprises traditional learning which provides students with theoretical knowledge. However, now various efforts are being made to establish inbuilt application-based learning by adding numerous experiments, practicals and extracurricular activities to the school curriculum. Students learn to read, write and represent their viewpoints in front of others. Also, in this era of digital Education, anyone can easily access information online at their fingertips. They can learn new skills and enhance their knowledge.

Steps Taken By Government To Promote Education

Education is evidently an important aspect that no government can ignore in order to ensure the equitable development of a nation. Unfortunately, some children still do not have access to education. The Government has thereby taken initiatives to improve education quality and made it accessible to everyone, especially the poor people.

The Government passed the Right to Education Act 2009 (RTE Act 2009) on 4 August 2009. This Act came into effect on 1 April 2010, following which education has become the fundamental right of every child in India. It provides free and compulsory elementary education to children of the age group of 6-14 years in a neighbourhood school within 1 km, up to Class 8 in India. On similar lines, there are other schemes launched by the government, such as Sarva Shiksha Abhiyan , Mid-Day Meal , Adult Education and Skill Development Scheme, National Means cum Merit Scholarship Scheme, National Program for Education of Girls at Elementary Education, Kasturba Gandhi Balika Vidyalaya, Scheme for Infrastructure Development in Minority Institutions, Beti Bachao , Beti Padhao, etc.

For our country’s growth, we require a well-educated population equipped with the relevant knowledge, attitude and skills. This can be achieved by spreading awareness about the importance of Education in rural areas. There is a famous saying that “If we feed one person, we will eliminate his hunger for only one time. But, if we educate a person, we will change his entire life”. Henceforth he will become capable of earning a livelihood by himself.

This essay on the Importance of Education must have helped students to improve their writing section for the English exam. They can also practice essays on other topics by visiting the CBSE Essay page. Keep learning and stay tuned with BYJU’S for the latest updates on CBSE/ICSE/State Board/Competitive Exams. Also, download the BYJU’S App for interactive study videos.

Frequently Asked Questions on Education Essay

How can the literacy rate in india be increased.

People in rural areas must be informed about the importance of providing education to their children. Also, with the COVID-19 situation, the government should take steps by providing laptops/phones for children to follow online classes.

Are girl children still denied their right to get educated?

Although awareness has now improved, there are still many villages in India where girl children are not provided with proper education or allowed to enrol themselves in schools. This mentality has to change for the betterment of the society.

Teaching subjects/academics alone is enough, or should students be introduced to other forms of educational activities too?

Extracurricular activities, moral value education, etc., are also as important as regular academic teachings.

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Education essay in English

Education essay in English about the importance of education and the benefits of education for the individual and society and how the advancement of peoples is only through interest in education. All of this will be found here in Education essay in English .

No one can deny the virtue of education. Without education, the nations will not rise and the peoples will not advance. Here we will learn about the importance of education for the individual and society, as well as the qualities and skills that must be present in the learner. All this is here in Education essay in English.

The importance of education

Education is one of the most important things that a person needs, because it meets all the basic needs that seek behind.

Education is a lighthouse that guides people to the right path they will take in this life, In addition, education is the cause of appearance, progress and elevation, not only at the individual level but also at the level of States.

The state that maintains its educational system is the state that excels in all fields at all levels, whether social, cultural, economic or military, and in all other fields. That is why education is essential for any nation that pursues the well-being and growth of its people.

Education has been and continues to be the first incubator of creativity and many other things, However, the education polish creativity at the person, for example, the beauty of music increases if the player is educated to the science of music.

And the ability of those who work in the repair of cars if he studies mechanical engineering, and so on; When talent or skill meets science, creativity gets and develops.

Hence, every talented person has to polish his talent with science as much as possible, because science is the secret of success, which is its essence and its path as well.

Characteristics of the learner

No person can be a scholar of a particular matter if he does not have the qualities that qualify him to acquire this science.

One of the most important qualities that all those who intend to learn must possess: patience, perseverance and seriousness in seeking knowledge.

Patience and perseverance are the two ways for man to has a useful knowledge useful for him and for people around him.

Seeking knowledge may be difficult in many times, making many people turn away from it because of the distress it causes them, but if they know how much benefit they will learn from it, they would not do this.

Education is not only for material purposes, and even if today’s economy is based on knowledge, there are other goals for science to be aware of.

Science develops the brain, and gives the human abilities he did not have, such as logical thinking, for example, which should be acquired by students of engineering and scientific disciplines.

As well as the self-improvement that can be acquired by students of the humanities and in particular students of religious sciences.

Hence, it is clear that the effects of science on man are more than to be counted . Therefore, everyone should strive for science .

In this way, we have given you Education essay in English, and you can read more through the following link:

English essay

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Essay on Education System

Updated on
Nov 15, 2023

The future of a country is shaped by its classrooms. Implementing a sound education system based on a holistic approach to learning is quintessential for ensuring that every student gets the best learning environment to flourish. As education is the most important and basic right, everyone should have, it is our moral duty to facilitate the perfect learning environment for our students.

With the educational journey playing the foundation role in one’s career, there are contrary views concerning the type of education system and approaches we need to take. Hence, it has become a frequently asked topic under the essay writing section in school tests as well as competitive exams. To help you with this topic, we have curated a complete guide on how to write an essay on education system, with useful tips and tricks as well as reference samples.

This Blog Includes:

How to write an essay on education system, essay on education system in india in 100 words, essay on education system in india in 200 words, sample essay on education system in 300 words, essay on new education system, essay on education system in india during covid-19, essay on education system in india: good or bad, how can we improve the indian education system, list of best education systems in the world.

Generally, the essay topics on education system revolve around analysing a specific education system, its strengths and weaknesses as well as suggesting the solutions for its improvement. You might also be asked about writing an essay on the Education system of India in which you must mention the characteristics of the history of our educational apparatus from the Gurukul Education System to the Current education system in India . You can also take notes from our exclusive blog on the New Education Policy formulated by India with a unique approach to academics. Further, your essay on education system must also imperatively elucidate the key aspects of the system and its salient features as well as an unbiased analysis of its strong characteristics as well as a critical overview of its weak areas where improvement is needed.

Format – Before drafting an essay on education system, you must know about the format of essay writing. Take a look at the following pointers which elaborate upon the general format of writing structured and impressive essays
Introduction -The education system essay introduction should provide an overview of the given topic in the introduction, i.e. highlight the recent instances or questions related to the concerned education system. When it comes to the writing style, the introduction as the first paragraph will set the tone of the whole essay thus make sure that it covers a general outline of your topic
Body of Content – After the introduction, you can start elaborating on the topic of the education system, its role in the development of a country, its key objectives, salient features (if a specific education system is given as a topic) as well as highlight its strong and weak areas. Then, you can further assess how the education system has evolved from earlier times. For example, talk about the history of the education system, and the prominent measures that contributed to its growth, amongst others. Analyse the major points thoroughly according to the essay question and then move towards the next section
Conclusion – The conclusion is the final section as you wrap up your essay underlining the major points you have mentioned. Avoid ending it abruptly, either go for an optimistic touch to it or just summarize what has been mentioned above

The education system in India comprises four levels: pre-primary, primary, secondary and senior secondary system; all these levels are well-structured and developed to systemically introduce students to the subject matter, develop their language and cognitive skills and prepare them for higher education. The Indian education system gives equal value to knowledge-based learning as well as co-curricular. Countries are now rigorously working on providing free access to education. Nowadays, being in school isn’t the same thing as before. Every individual is skilled in different fields and interests with a due focus on the set curriculum. We need a society that is more elevated towards balanced personal and professional growth .

Also Read: Importance of Education in Development

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What I’ve Learned From My Students’ College Essays

The genre is often maligned for being formulaic and melodramatic, but it’s more important than you think.

An illustration of a high school student with blue hair, dreaming of what to write in their college essay.

By Nell Freudenberger

Most high school seniors approach the college essay with dread. Either their upbringing hasn’t supplied them with several hundred words of adversity, or worse, they’re afraid that packaging the genuine trauma they’ve experienced is the only way to secure their future. The college counselor at the Brooklyn high school where I’m a writing tutor advises against trauma porn. “Keep it brief , ” she says, “and show how you rose above it.”

I started volunteering in New York City schools in my 20s, before I had kids of my own. At the time, I liked hanging out with teenagers, whom I sometimes had more interesting conversations with than I did my peers. Often I worked with students who spoke English as a second language or who used slang in their writing, and at first I was hung up on grammar. Should I correct any deviation from “standard English” to appeal to some Wizard of Oz behind the curtains of a college admissions office? Or should I encourage students to write the way they speak, in pursuit of an authentic voice, that most elusive of literary qualities?

In fact, I was missing the point. One of many lessons the students have taught me is to let the story dictate the voice of the essay. A few years ago, I worked with a boy who claimed to have nothing to write about. His life had been ordinary, he said; nothing had happened to him. I asked if he wanted to try writing about a family member, his favorite school subject, a summer job? He glanced at his phone, his posture and expression suggesting that he’d rather be anywhere but in front of a computer with me. “Hobbies?” I suggested, without much hope. He gave me a shy glance. “I like to box,” he said.

I’ve had this experience with reluctant writers again and again — when a topic clicks with a student, an essay can unfurl spontaneously. Of course the primary goal of a college essay is to help its author get an education that leads to a career. Changes in testing policies and financial aid have made applying to college more confusing than ever, but essays have remained basically the same. I would argue that they’re much more than an onerous task or rote exercise, and that unlike standardized tests they are infinitely variable and sometimes beautiful. College essays also provide an opportunity to learn precision, clarity and the process of working toward the truth through multiple revisions.

When a topic clicks with a student, an essay can unfurl spontaneously.

Even if writing doesn’t end up being fundamental to their future professions, students learn to choose language carefully and to be suspicious of the first words that come to mind. Especially now, as college students shoulder so much of the country’s ethical responsibility for war with their protest movement, essay writing teaches prospective students an increasingly urgent lesson: that choosing their own words over ready-made phrases is the only reliable way to ensure they’re thinking for themselves.

Teenagers are ideal writers for several reasons. They’re usually free of preconceptions about writing, and they tend not to use self-consciously ‘‘literary’’ language. They’re allergic to hypocrisy and are generally unfiltered: They overshare, ask personal questions and call you out for microaggressions as well as less egregious (but still mortifying) verbal errors, such as referring to weed as ‘‘pot.’’ Most important, they have yet to put down their best stories in a finished form.

I can imagine an essay taking a risk and distinguishing itself formally — a poem or a one-act play — but most kids use a more straightforward model: a hook followed by a narrative built around “small moments” that lead to a concluding lesson or aspiration for the future. I never get tired of working with students on these essays because each one is different, and the short, rigid form sometimes makes an emotional story even more powerful. Before I read Javier Zamora’s wrenching “Solito,” I worked with a student who had been transported by a coyote into the U.S. and was reunited with his mother in the parking lot of a big-box store. I don’t remember whether this essay focused on specific skills or coping mechanisms that he gained from his ordeal. I remember only the bliss of the parent-and-child reunion in that uninspiring setting. If I were making a case to an admissions officer, I would suggest that simply being able to convey that experience demonstrates the kind of resilience that any college should admire.

The essays that have stayed with me over the years don’t follow a pattern. There are some narratives on very predictable topics — living up to the expectations of immigrant parents, or suffering from depression in 2020 — that are moving because of the attention with which the student describes the experience. One girl determined to become an engineer while watching her father build furniture from scraps after work; a boy, grieving for his mother during lockdown, began taking pictures of the sky.

If, as Lorrie Moore said, “a short story is a love affair; a novel is a marriage,” what is a college essay? Every once in a while I sit down next to a student and start reading, and I have to suppress my excitement, because there on the Google Doc in front of me is a real writer’s voice. One of the first students I ever worked with wrote about falling in love with another girl in dance class, the absolute magic of watching her move and the terror in the conflict between her feelings and the instruction of her religious middle school. She made me think that college essays are less like love than limerence: one-sided, obsessive, idiosyncratic but profound, the first draft of the most personal story their writers will ever tell.

Nell Freudenberger’s novel “The Limits” was published by Knopf last month. She volunteers through the PEN America Writers in the Schools program.

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Expert Tips for Excelling in WASSCE English Essay Writing

The West African Senior School Certificate Examination will start in May, and candidates have been worrying about what else remains for them to note in the dying minutes
Regardless of department, all students will take English Language as it is the country's official language
One of the most technical aspects of the examination is the theory section, where students will be required to choose either an essay or a letter to write

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After the nation was left in a state of shock following the mass failure recorded in the recently released results of the 2024 Unified Tertiary Matriculation Examination (UTME), with less than 500,000 candidates scoring above the average mark of 200, the attention has now been shifted to the impending West African Senior School Certificate Examination (WASSCE), which also bears a lot on how better students are placed in getting admission into Nigerian universities.

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English language is a very crucial and important subject. It is mandatory for all students to register and sit for its examination, regardless of department - be it science, commerce or art - ambition in the future as even students aiming to study Yoruba , Igbo or Hausa language in the University are required to take English test.

The English Language needs extra attention because it dictates the fate of other subjects. One may ace all others, but if English is deficient, the result will be inadmissible anywhere.

Hence, the rationale for the spotlighting. In this piece, tips on how to ace the essay part of the examination will be discussed.

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WASSCE's English Language Theory section always has five questions containing essay and letter writing topics, with the students free to choose one of the topics they feel they are most proficient in.

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Below are tips to note to ace essay topics if you are choosing the essay question:

What type of essay

It might be impossible to guess what type of essay will be written for the examination as there are different types. There is a narrative essay, which is always reported in the past, except for where someone is being quoted or special grammatical exceptions like when a verb follows 'to' or the modal verbs.

Argumentative essays or debate questions might require a student to take a stance either for or against a given topic. While partly the same, the latter requires greeting and acknowledgement of the participant.

Barring informal letters , all other forms of essay questions require a heading. Whether it is an expository, argumentative, narrative, or formal essay, the heading is compulsory.

In letters, the heading always comes after the salutation - not before it.

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It is important to note that the question can never be the heading. It is wrong to rewrite the question verbatim as the subject of the letter or essay.

Read the question well

Don't just jump into writing. Read and understand the question thoroughly. Ensure you have gotten all that the examiner is seeking. For the part where you are required to write about causes and effects, don't be too carried away in the causes that you forget the effect part.

Make an Outline

It is very advisable that you jot down points somewhere at the back of your booklets—points that you will later develop when you start writing. Jot the points down in the order you want them in paragraphs, and let them be your guiding light.

Brief Introduction

At most, three paragraphs. The introduction should not be too long. And remember to declare your intention or goal in the introduction.

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Body of the paragraph

This is where you start to develop the points you have noted down before you begin the writing. You make it a point per paragraph. All are linked together by conjunctions like firstly, secondly, however, moreover, in conclusion, etc. Also, remember to input the topic sentence in each paragraph. The topic sentence states the key point of the whole paragraph.

This, like the introduction, should be brief and straightforward. Summarise all that you have written in the body of the piece.

Many excel 2023 WASSCE

Legit.ng had earlier reported that the West Africa Examination Council (WAEC) had said 84.38% of the candidates who sat the 2023 West African Senior School Certificate Examination (WASSCE) for school candidates in Nigeria obtained credits.

The examination body stated that 84% got credits and above in a minimum of any five WAEC subjects.

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As of mid-April 2020, the record has it that, 94 per cent of children that were supposed to be in school studying and many other individuals worldwide were shut out of education, representing 1.58 ...
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The Art of Man Making & Character Building: Inspirations from Swami Vivekananda1. B Mahadevan2. One of the important themes of Swami Vivekananda is the issue of building a strong character among the youth. He advocated for an educational system that is truly man making. Such an education, according to him, will mean manifestation of perfection ...
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Essay on Education

Introduction

Importance of Education

Role of Education in Society

Steps Taken to promote Education:

Some of the Prominent Steps:

Conclusion:

FAQs on Education Essay

Build Character to Build Nation (Part 1)

Swamiji’s Educational Philosophy

It is disappointing that for a couple of centuries now, the modern system of education, in India and elsewhere, has, to a great extent, ignored the overall growth of personality.

In Swami Vivekananda’s philosophy of education we find a reconciliation of the principles of education with that of the principles of Yoga.

Education in this sense is a search for that knowledge which would fulfill one, not only individually but also as a harmonious member of the universe.

What is Perfection?

What is Character?

This shift from ‘character’ to ‘personality’ was a shift from achievement to performance.

But the word ‘character’ has a different connotation for the visionaries of India.

Is it Really Possible to Change One’s Character?

The first step towards this change is that one must be convinced that one can change and that change is required.

But this freedom should not lead the child to become a svecchaachaarin or hypocrite. This demands inculcation of discipline. Without discipline it is impossible to realize anything. How do we then bring a synthesis between freedom and discipline?

How to Build Character?

Swamiji explains:

By character Swamiji also meant strengthening of the will (CWSV, 1989, 2:286).

If a person’s weaknesses and inability to counter his faults grow stronger than his will-power, he experiences in his life several enemies existing in his own self, and he finds it difficult to combat them.

Swami Vivekananda always inspired the youths to emerge as heroes. He used to encourage and exhort the youth by saying, “Be a hero. Always say, ‘I have no fear. Tell this to everyone—’Have no fear.’ (CWSV, 1989, Vol. 7, p.136).

Continued in Part 2 …

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