All the best for

2. Contributions of
Educational Thinkers to
Indian Education
1888
1975
Dr. Sarvapalli Radhakrishnan

3. Introduction
Many philosophers contributes to
Indian Education.
 Swami
Dayananad,
Swami
Vivekananda, Gandhi, Tagore, J.Krish
namurti,
Sri
Aurobindo,
Zahir
Husain, Dr. Radhakrishnan are
important.


4. Short Life





In 1888 sep 5th, Dr. Radhakrishnan was born in
a Niyogi Telugu Brahmin family at a village near
Tirutani in Madras State (Now Tamilnadu).
His
father‟s
name
was
Sarvapalli
Veerasami,
mother‟s
was
Sitamma.
Radhakrishnan was married in 1906, at the
tender age of 18 and while still a student, to
Sivakamamma.
Radhakrishnan wrote his thesis for the M.A.
Degree on “the Ethics of the Vedanta and its
Metaphysical Presuppositions”.
His philosophy professor was Dr. Alfred George
Hogg.
Radhakrishnan‟s thesis was published when he
was only 20.

5. Teachers day


In 1962 when Dr. Radhakrishnan
became president of India that his
birthday in September 5, came to be
observed as „Teachers Day‟.
For
his
birthday,
To
this
Dr.
Radhakrishnan
said,
Instead
of
celebrating my birthday separately, it
would be my proud privilege it that day is
observed as “Teachers Day”. From then
onwards, the day has been observed as
teacher‟s day all over the country.

6. Curriculum
Dr. Radhakrishnan was an idealist. His
curriculum to these of idealism.
 He suggested Yoga, Religion, Morality,
Geography,
General
Science,
Agriculture, Political Science, Ethics,
Literature and philosophy for the
students.
 Intellectual and moral activities which
form base of Dr. Radhakrishnan‟s
curriculum poetry, art mathematics
must be taught.


7. Method of teaching
Intuition is the source of knowledge, Selfknowledge is the source of
knowledge, Reasoning is source of
knowledge. Method of teaching cannot be
lecture, cannot be demonstration. It can
be question-answer and discussion.
 It should provide adequate opportunities
to the students for
conversation, debate, discussion and
Exchange of opinions and thoughts with
their teachers.
 He wants that student should come closer


8. Discipline
Yoga and spiritual activities are not
possible
without
discipline.
He
believed in discipline that only would
lead to self-realization.
 He stresses that the students should
be trained to approach life‟s problems
with fortitude, self-control and a sense
of balance which the new conditions
demand.


9. Teacher
He says “A teacher who has attained
the goal may help the aspiring soul. Truth
was not only to be demonstrated but also
communicated. It is relatively easy to
demonstrate, a trust
but it can be
communicated only by one who has
thought, willed and felt the truth. Only a
teacher can give it with his concrete
quality. He that has must be a proper
teacher
who
embodies
truth
&
tradition, only those who have the flame in
then can stir the five in others”.
“From Recovery of Faith”

10. Meaning & Functions of
Education
Aims of Education
To teach that life has a meaning,
 To awaken the innate ability to live the
life of soul by developing wisdom,


To train for democracy,

To train self-development,

To acquire with cultural heritage

11.  Education-
Training of Intellectual, Heart
and Spirit
- “Education, to be complete, must be
humane, it must include not of the sonly
the training of the intellect but the
refinement of the heart and the discipline
spirit. No education can be regarded as
complete if it neglects the heart and the
spirit.
 Humanism in Education
- No nation in this world can hold its
place of primacy in perpetuity.
What
counts is the moral contribution we make
to human welfare. Let us, therefore, try
and develop the qualities of charity in
judgment and compassion for people who

12.  Education
for democracy
- Education must be develop
democratic
attitude.
Educational
institutions should train people for
freedom, unity, and not localism, for
democracy, not for dictartorship.
 Education
for scientific sprit
- Science is to be used for productive
work. We should develop spirit for inquiry
and dedication in the pursuit of science
and scholarship.
Cont…

13.  Education
and Human value
- There is a great deal of intellectual and
technical skill but the ethical and spiritual
vitality is at a low ebb. Man‟s completeness
results from the pursuit of truth and its
application to improve human life, the
influence of what is beautiful in nature, man
and art, and spiritual development and its
embodiment in ethical principles.
 Education and Spiritual values
- Education is the means by which we can
tide up our minds, acquire information, as
well as a sense of values. A true democracy
is a community of citizens differing from one
another but all bound to a common goal.
Cont…

14. – A search for Integration
- Education aims at making us into
civilized human beings, conscious of our
moral & social obligations. When we
attain truth our burdens are lightened
and our difficulties are diminished. It
lights up our pathway with the radiance
of joy.
 Education – A capacity for discernment
- Education has for its aims not
merely acquisition of information but the
capacity for discernment. Purity is
essential in daily life and administration.
Cont…
 Education

15.  Education
to Develop the spirit of enquiry
- We should develop the spirit of enquiry &
dedication to the pursuit of science &
scholarship. We waste our years in college in
trivialities & inanities. We need education in
character.
 Education
to Train People for Freedom and
Democracy
- If we twist the minds of the young out of
shape, they will be a danger to society. Our
young should „ve a sense of purpose.
Cont…

16.  Education
and Self-Discipline
- We must train the young to the best
possible all round living, individual and
social. We must make them intelligent and
good.
 Education Institutions to Preserve the
Spirit of the youth
- Unless we preserve the spirit of
youth, keep an open mind and change our
belief and practice, we cannot endure.
India has endured for centuries; it is
because she has kept her spirit of youth.
Cont…

17. Education
of Women
- Women are human-beings and
have as much right to full development
as men have. In regard to opportunities
for
intellectual
and
spiritual
development,
we
should
not
emphasize the sex of women even as
we do no emphasize sex of men. In all
human beings, irrespective of their sex,
the same drama of the flesh and the
spirit, of finitude and transcendence
takes place.

18. Functions of University

A university is not a mere information shop
– it is a place where a man‟s intellect, well
and
emotions
are
disciplined.
In
its
experience and adventure are combined . .
.

A university man should be unattached
without being unconcerned, unambitious
without
being
indolent,
without being sentimental.
warm-hearted

19. Universities – Place of Culture
Universities are expected to prepare
young men and women with not only
information, knowledge & skill but also
spirit of dedication & detachment.
 Universities are not mere places of
learning, they are homes of culture.
 A ripening of the understanding both of
nature & of Society? That is the
supreme test of the functioning of any
University. If we are not able to fulfill
this purpose we are responsible for the
failure.


20. University and Teachers of High
Quality




The kind of education that we provide for
our youth is determined overwhelmingly
by the king of men & women we secure
as teachers.
Magnificent buildings and equipment are
no substitute for the great teachers.
The University teacher should be helped
to live in comfort, if he is to devote himself
to learning, teaching and research.
As the example of the teacher has great
influence on the pupils, we can not evade
our responsibility to the teaching
profession.

21. Teachers as Removers of Spiritual
Blindness
We in our country look upon teachers as
„gurus‟, „acharyas‟: its indicate „achar‟ or
conduct is exemplary is good.
 We must love the good & detest the bad.
 A true teacher will be remembered by us.
Andhakaranirodhata gurur ityabhidhiyate
„Andhakar‟
is not merely intellectual
ignorance but spiritual blindness. Who is able
to remove that kind of spiritual blindness is
called a „guru‟.
 That is the first thing that everyone of us
will‟ve to realise.


22. Contribution of Dr. Radhakrishnan in
Education
The contribution of Dr.Radhakrishnan is
greatest to educational thought & practice is
the report of the University Education
Commission 1940-49.
 The commission observed: Our education of
mind, strength of conscience and integrity of
purpose. It has further observed, “If we claim to
be civilized, we must develop thought for the
poor and the suffering, chivalrous regard and
respect for women, faith in human brother
hood regardless of race or colour, nation or
religion, love of peace and freedom,
abhorrence of cruelty and ceaseless devotion
to the claims of Justice”.


23. Philosophical Quotes
“It is not God that is worshipped but
the authority that claims to speak in
His name. Sin becomes disobedience
to authority not violation of integrity”.
 “Reading a book gives us the habit of
solitary reflection and true enjoyment”.
 “When we think we know we cease to
learn”.
Cont…


24. 
“A literacy genius, it is said, resembles
all, though no one resembles him”.

“There is nothing wonderful in my
saying that Jainism was in existence
long before the Vedas were
composed.

25. Works on Philosophy &
Education
Indian philosophy
1923
 The Hindu view of life 1926
 An Idealist view of life 1929
 Eastern Religious and
western Thought- 1939
 Religion and Society
1947
 Recovery of faith
1956
 A Source Book in Indian
Philosophy
1957


26. Idealists
The Vedic Rishis
 Plato – Greek (427-347 B.C.)
 Kant – German (1562-1626 A.D.)
 Hegel – German (1770-1831 A.D)
 Froebel – German (1772-1852 A.D.)
 William T. Haris - America (1835-1809A.D.)
 Swami Dayananda - India (1825-1883A.D.)
 Tagore – India (1861-1941)
 Aurobindo Ghosh – India (1872-1950)
 Radhakrishnan – India (1888-1975)


27. Realists
 Aristotle (383-322 B.C.)
 John Locke (1690-1781 A.D.)
Naturalists
Democritius (460-370 B.C.)
 Epicurus (435-355 B.C.)
 Bacon (1562-1626 A.D.)
 J.A. Comenius (1529-1670 A.D)
 Herbert Spencer (1820-1903 A.D.)
 Huxley (1825-1895A.D.)
 Rousseau (1712-1778 A.D.)


28. Pragmatists

C. B. Pierce (1839-1914 A.D.)
William James (1842-1910 A.D.)
 John Dewey (1859-1952 A.D)
Existentialists
 Soren Kiegeard - Danish (1813-1835 A.D.)
 Jean Paul Sartre - French
 Karl Jaspers - German
 Paul T‟llich
 Reinhold Niebuhr


29. Conclusion

The above mentioned brief summary of
contributions
of
Dr.
Sarvepalli
Radhakrishnan in Indian Education
clearly reveals that, he is a ‘Great
Teacher’.

He is a teacher of teachers.

The great soul left for heaven on April
17, 1975

30. Thank you…