Comparative Survey, Descriptive Research

  Comparative survey research is a type of descriptive survey where it aims to compare the status of two or more variable, institutions, strategies etc. This technique often uses multiple disciplines in one study.This does not only compare different groups but also same group over time.Few points are to be kept in mind before starting the comparative survey. ·        Comparison Points -The research should be very clear regarding the points to be compared. This can also be identified through review of literature and experience of experts. ·        Assumption of Similarities -  One has to be clear about the similarities the two variable hold. If the researcher do not find this there is no point of comparison. Criteria of Comparison - The researcher has to identify the criteria of comparison keeping in mind the fairness and objectivity. Appropriate tools has to be identified for measurement of criterion variables. Comparative survey research is carried on when the researcher cannot

Aurobindo’s Concept of Education

Relevance of Gandhi's concept of education to present times

Relevance of Aurobindo's concept of education to present times

Analyse Education as a Discipline

Gandhi's concept of education

Concept of Equality and Equity in Education

 Sri Aurobindo Ghosh’s concept of education can be viewed briefly in his own words,

            Education to be true must not be a machine made fabric, but a true building or living evocation of the powers of the mind and spirit of human being.

Sri Aurobindo’s educational philosophy was student oriented philosophy which recommends focussing on ‘Integral Education’ emphasizing both the aspects ‘matter and spirit’. He insisted that the manifestation of Beauty, Power, Knowledge and Love must be the aim of integral education. ‘Beauty’ involves a programme of physical education to build a body that is beautiful in form, harmonious in posture and powerful in functions. ‘Power’ involves control of sensations; ‘Knowledge’ involves development of an active and alert mind. ‘Love’ involves creation of desirable feelings and emotions which should aim at selfless good to others and communion with the divine.

Further, he laid stress on conscience as the chief aid of a teacher. Conscience had four stages namely- Consciousness, Mind, Intelligence & Knowledge. A teacher should take effort to develop all these four levels harmoniously to promote the development of conscience.

Sri Aurobindo was a staunch Idealist, as such; his philosophy of education was also based on spiritual faith, brahmacharya and yoga practice. According to him, everyman has divinity to some extent in the form of some special ability which should be identified and allowed to grow by the teacher. His concept of education aims at modifying the school curriculum, maximizing the learning modalities, helping the child to achieve his potentiality at his own pace and level and devote his time to discover himself. Sri Aurobindo vehemently condemned the western materialistic education as it could not sustain and develop Indian ideals, values and cultures. According to him education should bridge the gap between the child’s life at school and that at home so that he achieves the maximum.

With these end’s in view, he opened an Ashram at Pondicherry and established an International University providing over there an education suited to the ideals and values of Indian culture based upon brahmacharya, yoga, concentration and meditation through which an individual can develop his physical, mental, vital, psychic and spiritual levels in a harmonious way.


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