CHSE Odisha Class 12 Education Solutions Chapter 1 Mahatma Gandhi

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 1 Mahatma Gandhi Questions and Answers.

CHSE Odisha 12th Class Education Chapter 1 Question Answer Mahatma Gandhi

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence.

Question 1.
When and where was Mahatma Gandhi born, and what role did he play in the Indian independence movement?
Answer:
Mahatma Gandhi was born on October 02-1869, in Porbandar, British India. He played a prominent role in the Indian independence movement, becoming a symbol of nonviolent resistance and civil disobedience.

Question 2.
What were the immediate aims of education according to Mahatma Gandhi?
Answer:
The immediate aims of education, according to Gandhi, included providing individuals with the ability to earn a livelihood for self-sufficiency, promoting Indian culture, and building character through ethical conduct.

Question 3.
What was the ultimate aim of education according to Mahatma Gandhi, and how did he define it?
Answer:
The ultimate aim of education, according to Gandhi, was self-realization. He defined education as an all-round drawing out of the best in a child and man body, mind, and spirit

Question 4.
What subjects did Mahatma Gandhi propose to include in the school curriculum for Basic Education?
Answer:
Gandhi proposed the inclusion of subjects such as basic craft (agriculture, spinning, weaving, woodwork), mother tongue, arithmetic, social studies, general science, music, drawing, and Hindustani language.

Question 5.
Describe Mahatma Gandhi’s method of teaching as emphasized in his educational philosophy.
Answer:
Gandhi stressed education through craft, emphasized the activity method, learning by self-experience, correlation method, and a combination of lecture and questioning methods. He advocated for using the mother tongue as the medium of instruction.

Question 6.
What did Gandhi believe about the concept of discipline, and how did he define it in the context of education?
Answer:
Gandhi believed in a discipline that extended beyond external control, emphasizing self-control in mind, thought, feeling, and action. He saw education as a means to foster personal and social discipline, creating responsible citizens.

Question 7.
What attributes and qualities did Mahatma Gandhi envision in teachers, according to his educational philosophy?
Answer:
Gandhi envisioned teachers as well-trained, knowledgeable, faithful, enthusiastic, action- oriented, and devoted individuals with a strong sense of character and nationalistic sentiments. Teachers were seen as friends, philosophers, and guides to students.

Question 8.
How did Mahatma Gandhi perceive the role and purpose of a school in his educational vision?
Answer:
Gandhi saw a school not just as an educational institution but as a dynamic space for inquiries, discoveries, and experiments. He envisioned schools as community centers nurturing future citizens, focusing on holistic development in physical, intellectual, social, moral, and spiritual dimensions.

Question 9.
What were Mahatma Gandhi’s views on women’s education, and how did he believe. women could contribute to the educational system?
Answer:
Gandhi believed in the emancipation of women and saw them as crucial in educating young children. He advocated for tailored education aligning with women’s natural inclinations, empowering them to undertake responsibilities in education.

Question 10.
How did Mahatma Gandhi’s educational philosophy contribute to his broader vision for social progress and justice?
Answer:
Gandhi’s educational philosophy aimed at holistic development, emphasizing truth, non-violence, and simple living. His focus on character formation, vocational training, and efficiency aligned with his broader vision for a just and socially progressive society, promoting values essential for well-rounded citizenship.

Question 11.
Why did Mahatma Gandhi criticize the British Government’s education policies during the Round Table Conference in London in 1931?
Answer:
Gandhi criticized the British Government’s education policies for creating a permanent divide between the highly educated few and the uneducated many, establishing a detrimental barrier. He considered English education as the source of this division, emphasizing its harmful impact on Indian society.

Question 12.
What key principles were adopted during the Wardha Educational Conference in 1937 regarding Basic Education, according to Gandhiji?
Answer:
The Wardha Educational Conference adopted four resolutions: free and compulsory education for seven years nationwide, the use of the mother tongue as the medium of instruction, incorporation of manual and productive work in education, and the gradual generation of remuneration for teachers.

Question 13.
How did Gandhiji envision the relationship between theoretical knowledge and practical activities in Basic Education?
Answer:
Gandhiji’s Basic Education emphasized “learning by doing,” fostering a harmonious correlation between theoretical knowledge and practical activities like gardening, weaving, spinning, and carpentry. The goal was to integrate education with the physical and social environment, aligning with the predominantly village-centric nature of India.

Question 14.
According to Gandhiji, what was the age range for free and compulsory education in Basic Education?
Answer:
Gandhiji advocated for free and compulsory education for all children aged seven to fourteen. This initiative aimed to make education accessible to every child, focusing on mental, physical, and spiritual faculties.

Question 15.
Why did Gandhiji emphasize the use of the mother tongue as the medium of instruction in Basic Education?
Answer:
Gandhiji believed that using the mother tongue as the medium of instruction would bridge cultural and linguistic gaps, fostering a deeper understanding and positive attitude towards learning. This approach aimed to create a more inclusive and culturally sensitive educational environment.

Question 16.
What was the significance of craft-centered education in Gandhiji’s Basic Education philosophy?
Answer:
Craft-centered education in Basic Education was crucial for making education self-supporting. It aligned with the Indian context, providing practical skills through crafts like weaving and carpentry, breaking down barriers between manual and intellectual work.

Question 17.
How did Gandhiji envision the development of creativity and critical thinking in Basic Education?
Answer:
Gandhiji’s philosophy of Teaming by doing’ in Basic Education stimulated creative and critical thinking. Practical work from an early age was believed to develop disciplined minds, contributing to a holistic education.

Question 18.
What role did collaborative learning play in Gandhiji’s Basic Education model?
Answer: Gandhiji
emphasized collaborative learning in Basic Education, fostering cooperation, tolerance, and a sense of responsibility. Craft work played a role in developing collaborative learning skills and an appreciation for honest labor.

Question 19.
According to Gandhiji, why was moral education essential in Basic Education?
Answer:
Gandhiji underscored the significance of ethics and morality in Basic Education, believing that true peace could only be achieved through moral and ethical principles. Education, therefore, should be rooted in these values.

Question 20.
How did Gandhiji envision Basic Education contributing to self-reliance and patriotism?
Answer:
Basic Education aimed to make individuals self-supporting by teaching crafts or occupational skills for livelihood. Gandhiji desired that education ensures employment, making individuals self-sufficient. Patriotism was instilled through practical engagement and a focus on contributing positively to the nation.

II. Answer with in Five/Six sentence :

Question 1.
How did Mahatma Gandhi’s educational philosophy reflect his broader principles of life?
Answer:
Mahatma Gandhi’s educational philosophy was deeply intertwined with his broader principles of life, emphasizing peace, truth, and non-violence. Viewed as an “experiment with truth,” Gandhi’s commitment to moral and ethical values formed the foundation of his educational ideals. His belief in God as truth and the ultimate goal of realizing truth in human life guided his educational vision. Gandhi saw education as an all-round development of an individual, encompassing body, mind, and spirit, aligning with his holistic approach to life.

Question 2.
What were the immediate aims of education according to Mahatma Gandhi?
Answer:
According to Mahatma Gandhi, the immediate aims of education were multifaceted. The “Bread and Butter Aim” focused on enabling individuals to earn a livelihood, ensuring self-sufficiency and serving as insurance against unemployment. The “Cultural Aim” emphasized the preservation and promotion of Indian culture, reflected in dress, speech, conduct, and behavior. Additionally, the “Character Aim” underscored the importance of education in building ethical and spiritual character. The “Perfect Development Aim” aimed at the all-round growth of the individual, fostering comprehensive development of the head, heart, and hand.

Question 3.
How did Mahatma Gandhi envision the ultimate aim of education?
Answer:
According to Mahatma Gandhi, the ultimate aim of education was self-realization. He believed that education should guide individuals towards understanding themselves and achieving spiritual freedom. This pursuit of self-realization was intricately linked to the concept of spiritual freedom, providing knowledge of both God and self. Gandhi envisioned education as a transformative journey that transcended worldly concerns, leading individuals towards a deeper understanding of their true selves and spiritual liberation.

Question 4.
What subjects did Mahatma Gandhi propose to be included in the curriculum of his educational framework?
Answer:
Mahatma Gandhi proposed the inclusion of several subjects in his educational framework, reflecting a holistic and practical approach. These subjects included Basic Craft (such as agriculture, spinning, weaving, and woodwork), Mother Tongue, Arithmetic, Social Studies (history, civics, geography), General Science (covering various scientific disciplines), Music and Drawing, and Hindustani Language. The curriculum aimed to provide practical, hands-on learning experiences and foster a well-rounded education aligned with the cultural and practical aspects of students’ lives.

Question 5.
What were the key methods of teaching advocated by Mahatma Gandhi in his educational philosophy?
Answer:
Mahatma Gandhi advocated several key methods of teaching in his educational philosophy. These included education through craft, emphasizing practical skills and hands-on experiences in crafts like agriculture and weaving. He stressed the importance of the activity method, promoting learning by doing and self-experience. The correlation method was encouraged, presenting education in different subjects as correlated knowledge. Gandhi acknowledged the use of both the lecture method and questioning method, combining essential information delivery with active engagement and critical thinking. Additionally, he emphasized the use of the mother tongue as the primary medium of instruction.

Question 6.
How did Mahatma Gandhi perceive the concept of discipline in education?
Answer:
Mahatma Gandhi embraced a comprehensive concept of discipline that extended beyond external control to encompass the realms of mind, thought, feeling, and action. Central to his idea was the practice of self-control, emphasizing both inner-discipline and self-discipline. While personal discipline was a focus, Gandhi also recognized the importance of aligning individual discipline with social discipline.. He believed that education played a vital role in fostering a collective spirit, Oil creating a sense of “we-feeling” and transforming individuals into responsible citizens. Gandhi’s concept of discipline harmonized personal self-control with broader social discipline.

Question 7.
How did Mahatma Gandhi envision the role of teachers in his educational philosophy?
Answer:
Mahatma Gandhi envisioned teachers as dedicated individuals committed to their profession and serving the illiterate masses. In his vision, teachers were expected to be well- trained, proficient, possessing knowledge, faith, zeal, enthusiasm, action-oriented spirit, and unwavering devotion. Character and nationalistic sentiments were deemed essential attributes for educators. Gandhi emphasized that teachers held the responsibility of sculpting the character of their students and should be a friend, philosopher, and guide. His vision of a teacher extended beyond the traditional role, emphasizing a holistic approach combining knowledge, character-building, and a sense of national duty.

Question 8.
How did Mahatma Gandhi perceive, the role of a school in his educational vision ? Answer: In Mahatma Gandhi’s perspective, a school was envisioned as a dynamic space where individuals engaged in inquiries, made discoveries, and conducted experiments. Beyond an educational institution, a school was seen as a community center, nurturing future citizens. The purpose extended beyond academics to encompass the holistic development of individuals in physical, intellectual, social, moral, and spiritual dimensions. A school was viewed as a cradle shaping not only academic knowledge but also cultivating values essential for well-rounded citizenship. Gandhi’s vision emphasized the transformative power of education in creating responsible, contributing members of society.

Question 9.
What was Mahatma Gandhi’s vision regarding free and compulsory education under the concept of Basic Education, and why did he consider it crucial?
Answer:
Mahatma Gandhi advocated for free and compulsory education for all children aged seven to fourteen as a fundamental aspect of Basic Education. He believed that education should be a universal right, accessible to every child, regardless of socio-economic background. Gandhi considered education as a means to cultivate mental, physical, and spiritual faculties, emphasizing its importance for holistic development. By making education free and compulsory, Gandhi aimed to break down barriers to access, ensuring that every child had the opportunity to benefit from the transformative power of education.

Question 10.
How did Mahatma Gandhi address linguistic and cultural aspects in his Basic Education philosophy, specifically regarding the medium of instruction ?
Answer:
In his Basic Education philosophy, Mahatma Gandhi emphasized the use of the mother tongue as the medium of instruction. This approach aimed to bridge cultural and linguistic gaps, fostering a deeper understanding and positive attitude towards learning. Gandhi believed that learning in one’s native language was crucial for effective expression and communication of ideas. By prioritizing the mother tongue, he aimed to preserve cultural identity, promote linguistic unity, and create a learning environment that resonated with the cultural ethos of the Indian society.

Question 11.
What was the significance of craft-centered education in Mahatma Gandhi’s Basic Education system, and how did it contribute to the self-supporting nature of education?
Answer:
Mahatma Gandhi stressed the significance of craft-centered education in his Basic Education system. This approach involved practical activities such as gardening, weaving, spinning, and carpentry, aligning with the predominantly village-centric nature of India. Craft-based learning served as a means to make education self-supporting by providing employment opportunities. Gandhi aimed to break down barriers between manual and intellectual work, emphasizing the importance of aligning education with the physical and social environment. The self-supporting nature of Basic Education minimized the need for extravagant financial investments, making education more sustainable and accessible to a broader population.

Question 12.
How did Mahatma Gandhi’s philosophy of ’learning by doing’ contribute to the development of creativity and critical thinking in Basic Education?
Answer:
Mahatma Gandhi’s philosophy of ‘learning by doing’ was integral to his Basic Education approach, stimulating creative and critical thinking. Gandhi believed that practical work from an early age would contribute to the development of disciplined minds and a holistic education. By engaging in activities such as gardening, weaving, spinning, and carpentry, students learned through hands-on experiences. This experiential learning fostered creativity as students actively applied theoretical knowledge to practical situations. Gandhi envisioned Basic Education as a trans formative tool that not only imparted information but also encouraged students to think critically, problem- solve, and develop a deeper understanding of the subjects through active engagement.

Question 13.
How did Mahatma Gandhi envision collaborative learning in the context of Basic Education, and what role did craft work play in this aspect?
Answer:
Mahatma Gandhi emphasized collaborative learning in Basic Education, fostering cooperation, tolerance, and a sense of responsibility among students. Craft work played a significant role in developing collaborative learning skills. Students engaged in activities such as gardening, weaving, spinning, and carpentry collectively, learning from each other and working towards common goals. Gandhi believed that collaboration was essential for instilling values of teamwork and community spirit. Through craft-based learning, students not only acquired practical skills but also developed a sense of camaraderie and mutual support, contributing to the overall ethos of collaborative learning within the Basic Education system.

Question 14.
According to Mahatma Gandhi’s Basic Education philosophy, what role did ethics and morality play in the educational system, and how did he envision character building through education?
Answer:
Mahatma Gandhi underscored the significance of ethics and morality in the Basic Education system. He believed that true peace could only be achieved through moral and ethical principles, and education should be rooted in these values. The goal of education, according to Gandhi, was character-building. He emphasized the development of personality, compassion, kindness, fair-mindedness, and dedication as essential aspects of education.

Gandhi’s vision for Basic Education went beyond academic knowledge, aiming to mold individuals with strong moral foundations. By instilling values of truth, non-violence, and social responsibility, he envisioned Basic Education as a transformative force that not only equipped individuals with skills but also shaped their character and contributed to the betterment of society.

Group – B

Long Type Questions With Answers

Question 1.
What were the key principles and objectives underlying Mahatma Gandhi’s concept of Basic Education, and how did he envision its role in transforming Indian society?
Answer:
Mahatma Gandhi’s concept of Basic Education, also known as ‘Nai Talim, ’ was rooted in fundamental principles aimed at holistic development and societal transformation. Envisioned as a response to the inadequacies of the existing education system, Gandhi’s Basic Education philosophy sought to create individuals capable of contributing positively to society and fostering a self-sustaining and morally grounded community.

1. Universal Access to Education : Gandhi strongly advocated for free and compulsory education for all children aged seven to fourteen. His vision was to make education a fundamental right accessible to every child, regardless of socio-economic background. By emphasizing universal access, Gandhi aimed to break down barriers that limited educational opportunities, ensuring that every individual had the chance to develop their mental, physical, and spiritual faculties.

2. Mother Tongue as the Medium of Instruction : A crucial aspect of Gandhi’s educational philosophy was the use of the mother tongue as the medium of instruction. This approach aimed to bridge cultural and linguistic gaps, fostering a deeper understanding and positive attitude towards learning. Gandhi recognized the cultural and emotional richness embedded in languages and sought to create an educational environment that resonated with the cultural ethos of Indian society.

3. Craft-Centered Education : Craft-centered education was a cornerstone of Gandhi’s Basic Education philosophy. Gandhi stressed the significance of practical skills and hands-on experiences in activities such as gardening, weaving, spinning, and carpentry. This approach was not only about imparting vocational skills but also about making education self-supporting. By aligning education with the physical and social environment, Basic Education aimed to break down barriers between intellectual and manual labor, fostering a more integrated and self-sustaining society.

4. Development of Creativity and Critical Thinking : The philosophy of ‘learning by doing’ was integral to Gandhi’s approach, stimulating creative and critical thinking. Gandhi believed that practical work from an early age would develop disciplined minds and contribute to a holistic education. By actively applying theoretical knowledge to practical situations, students were encouraged to think critically, problem-solve, and develop a deeper understanding of the subjects.

5. Collaborative Learning and Moral Education: Gandhi emphasized collaborative learning, fostering cooperation, tolerance, and a sense of responsibility. Craft work played a role in developing collaborative learning skills and an appreciation for honest labor. Moreover, Gandhi underscored the significance of ethics and morality in education. He believed that true peace could only be achieved through moral and ethical principles, and education should be rooted in these values.

6. Character Budding and Self-Reliance : The ultimate aim of education, according to Gandhi, was character-building. He emphasized the development of personality, compassion, kindness, fair-mindedness, and dedication as essential aspects of education. Basic Education aimed a at making individuals self-supporting by learning crafts or occupational skills for livelihood. Gandhi desired that education ensures employment, making individuals self-sufficient. Patriotism was instilled through practical engagement.

7. Social Services and Cleanliness : Encouraging students to engage in community services was essential for Gandhi. He believed that education must focus on social welfare, and students should actively contribute to the well-being of their communities. Additionally, Gandhi was a staunch advocate for cleanliness and the eradication of untouchability. He sensitized students on the merits of cleanliness and actively worked towards breaking down caste barriers.

8. Transformation of Indian Society : Gandhi envisioned Basic Education as a powerful tool for transforming Indian society at its core. By imparting practical skills, moral values, and a deep connection to one’s cultural roots, Basic Education aimed to create responsible citizens capable of addressing societal challenges. The emphasis on self-sufficiency and vocational skills sought to break the cycle of dependence and poverty, fostering economic empowerment at the grassroots level.

The holistic development of individuals was seen as a means to build a harmonious and self- sustaining community. Gandhi’s Basic Education philosophy aligned with the predominantly village centric nature of India, aiming to create a society where intellectual and manual labor were seamlessly integrated. The emphasis on local languages and crafts aimed to preserve cultural identity, fostering a sense of pride and unity among diverse communities.

In conclusion, Mahatma Gandhi’s concept of Basic Education was characterized by its emphasis on universal access, the mother tongue as the medium of instruction, craft-centered education, the development of creativity and critical thinking, collaborative learning, character building, and a focus on social services. Gandhi envisioned Basic Education as a transformative force, empowering individuals to contribute meaningfully to society while preserving cultural values and fostering self-sufficiency at both individual and community levels.

Question 2.
How did Mahatma Gandhi’s emphasis on the mother tongue as the medium of instruction contribute to his vision of Basic Education, and what significance did it hold in preserving cultural identity and fostering a positive attitude towards learning?
Answer:
Mahatma Gandhi’s emphasis on the mother tongue as the medium of instruction was central to his vision of Basic Education, reflecting his deep understanding of the importance of language in preserving cultural identity and fostering a positive attitude towards learning. By prioritizing the use of the mother tongue in education, Gandhi sought to create an educational environment that was not only linguistically accessible but also culturally enriching and emotionally resonant.

1. Preservation of Cultural Identity : One of the key objectives of Gandhi’s Basic Education philosophy was to preserve and promote India’s rich cultural heritage. Gandhi recognized language as an integral part of culture, serving as a repository of traditions, values, and collective memory. By advocating for the use of the mother tongue in education, Gandhi aimed to ensure that students remained connected to their cultural roots and identity.

The mother tongue served as a medium through which cultural knowledge and wisdom could be transmitted from one generation to the next Through literal me. folklore, and oral traditions passed down in the mother tongue, students were exposed to the depth and diversity of Indian culture. This intimate connection to their linguistic and cultural heritage instilled a sense of pride and belonging among students, reinforcing their identity as members of a vibrant and diverse society.

2. Fostering a Positive Attitude Towards Learning : Gandhi believed that learning should be a joyful and empowering experience, accessible to all students regardless of their background or socio-economic status. By using the mother tongue as the medium of instruction, Gandhi sought to create a learning environment that was familiar, comfortable, and conducive to active engagement.

When students are taught in their mother tongue, they arc more ikely to feel confident and motivated to participate in the learning process. Language barriers are reduc ed, allowing students to express themselves more freely and articulate their thoughts and ideas with greater clarity. This „ enhanced communication fosters meaningful interactions between teachei s and students, facilitating deeper learning and comprehension.

Moreover, learning in the mother tongue promotes linguistic proficiency and fluency, enabling students to develop strong foundational skills in reading, writing, and communication. As students become more proficient in their mother tongue, they are better equipped to engage with complex concepts and ideas across different subject areas.

3. Empowerment and Inclusivity : For Gandhi, education was a tool for empowerment and social inclusion. By using the mother tongue as the medium of instruction, Gandhi sought to empower students from diverse linguistic backgrounds, ensuring that they had equal access to educational opportunities.

Prioritizing the mother tongue in education also had implications for social justice and equity. In a multilingual and multicultural country like India, language can be a source of exclusion and marginalization for minority communities. By affirming the value of every student’s mother tongue. Gandhi challenged linguistic hierarchies and promoted a more inclusive and egalitarian educational system.

4. Resistance to Colonial Influence : Gandhi’s emphasis on the mother tongue as the medium of instruction also represented a form of resistance to colonial influence and cultural imperialism. During British i ule. English was promoted as the language of education and administration, often at the expense of indigenous languages and cultures.

By advocating for the use of the mother tongue m education. Gandhi sought to reclaim India’s linguistic and cultural sovereignty. He recognized the importance of decolonizing the educational system and restoring indigenous knowledge systems that had been marginalized under colonial rule. By promoting linguistic diversity and linguistic pride, Gandhi sought to build a more inclusive and culturally vibrant society.

In conclusion, Mahatma Gandhi’s emphasis on the mother tongue as the medium of instruction was instrumental in his vision of Basic Education. By prioritizing the mother tongue, Gandhi aimed to preserve cultural identity, foster a positive attitude towards learning, promote empowerment and inelusivity, and resist colonial influence. Through his advocacy for the mother tongue, Gandhi sought to create an educational system that honored India’s linguistic diversity and empowered students to embrace their cultural heritage with pride and confidence.

Question 3.
What were the major challenges and shortcomings that led to the failure of Mahatma Gandhi’s Basic Education model, and how did factors like resistance to change, economic constraints, and educational inequality contribute to its limitations?
Answer:
The failure of Mahatma Gandhi’s Basic Education model can be attributed to a combination of challenges and shortcomings that hindered its effective implementation. Factors such as resistance to change, economic constraints, and educational inequality played crucial roles in limiting the success of this innovative educational approach;

1. Implementation Issues : One of the primary challenges faced by the Basic Education model was the difficulty in translating its
theoretical principles into practical, on-the-ground strategies. The model emphasized a holistic approach to education, integrating theoretical knowledge with practical skills through activities like gardening, weaving, and carpentry. Implementing such- an integrated curriculum required significant planning, training, and resources at the grassroots level, making it challenging to achieve widespread success.

2. Resistance to Change : The traditional educational system and societal norms resisted the shift towards Basic Education. The prevailing mindset favored conventional methods of teaching and learning, and there was reluctance to embrace a model that deviated from established norms. Deep-rooted perceptions and resistance to change hindered the acceptance and widespread adoption of this innovative approach, particularly among educational institutions and policymakers.

3. Economic Constraints : The self-supporting nature of Basic Education faced economic challenges. While the model aimed to minimize the need for extravagant financial investments in education, sustainable funding mechanisms were essential for its success. Economic constraints at both individual and governmental levels posed significant obstacles. The model required financial support for training teachers, providing infrastructure, and ensuring the availability of resources for craft-based learning.

4. Lack of Infrastructure : Inadequate infrastructure, especially in rural areas, posed a significant barrier to the effective implementation of Basic Education. The model called for facilities that could support craft-based learning, such as workshops and laboratories. However, the lack of appropriate infrastructure, insufficient resources, and a shortage of qualified teachers hindered the practical execution of the Basic Education principles, particularly in remote and underserved communities.

5. Mismatch with Modernization : As India underwent socio-economic changes and modernization, the emphasis on traditional crafts and vocational skills in the Basic Education model seemed less aligned with emerging industrial and technological needs. The evolving economic landscape created a mismatch between the skills imparted through Basic Education and the demands of a rapidly changing society. This misalignment contributed to the model’s struggle to remain relevant in the face of modernization.

6. Limited Reach and Accessibility : The ambitious goal of providing free and compulsory education for seven years on a nationwide scale faced limitations in reach and accessibility. Remote areas and marginalized communities often lacked the resources and infrastructure needed to implement Basic Education effectively. The model struggled to address the diverse needs of different regions, resulting in uneven access to quality education.

7. Educational Inequality : The Basic Education model faced challenges in addressing inherent inequalities in the educational system. Disparities in access to quality education, especially for marginalized groups, persisted and were not adequately mitigated. The model struggled to bridge the gap between urban and rural education, and certain socio-economic groups continued to face barriers in accessing Basic Education.

8. Complexity in Generating Remuneration : The idea of generating remuneration for teachers through the proposed self-supporting system faced complexity. Dependence on this approach proved challenging, especially when economic realities and administrative issues came into play. Ensuring fair and sustainable remuneration for teachers became a hurdle in the effective execution of the Basic Education model.

9. Shift in Educational Paradigm: The shift from a conventional educational paradigm to one focused on holistic development, spirituality, and practical skills faced resistance. The model challenged existing norms and was often perceived as divergent from mainstream educational goals. This resistance from within the educational establishment and broader society contributed to the model’s inability to gain widespread acceptance.

10. Insufficient Training and Awareness : Teachers and stakeholders often lacked the necessary training and awareness to effectively implement Basic Education. The success of the model depended on a deep understanding of its principles, yet insufficient training programs and awareness campaigns hindered its adoption. This lack of preparation at the grassroots level impeded the successful execution of Basic Education in various educational institutions.

In conclusion, the failure of Mahatma Gandhi’s Basic Education model can be attributed to a complex interplay of challenges and shortcomings. Resistance to change, economic constraints, educational inequality, and a mismatch with modernization were among the key factors that contributed to its limitations. While the model embodied noble ideals, its practical execution faced formidable obstacles that prevented it from realizing its full potential in transforming the Indian education system.

Question 4.
Examine Mahatma Gandhi’s educational curriculum, encompassing subjects like basic craft, mother tongue, arithmetic, social studies, general science, music and drawing, and Hindustani language. Discuss how this curriculum aligns with his vision of education and contributes to the holistic development of individuals.
Answer:
Mahatma Gandhi’s educational curriculum was a reflection of his vision for holistic development and self-sufficiency. The curriculum encompassed a diverse range of subjects, each contributing to the well-rounded growth of individuals. Basic craft was a cornerstone of Gandhi’s educational framework, emphasizing hands-on learning in areas such as agriculture, spinning, weaving, and woodwork. This craft-centered education aligned with the Indian context, providing practical skills that were relevant to local conditions. Gandhi believed that this approach would not only make education self-supporting but also create employment opportunities.

The inclusion of the mother tongue as a subject was a crucial aspect of Gandhi’s curriculum. Recognizing the cultural and linguistic importance of learning in one’s native language, Gandhi emphasized the study of the mother tongue as an effective instrument for the expression and communication of ideas. This contributed to preserving cultural identity and fostering a positive attitude towards learning.

Arithmetic in Gandhi’s curriculum was correlated with real-life situations, focusing on practical applications and relevance to the individual’s immediate context. This approach aimed to mak arithmetic a useful subject for day-to-day life, aligning with the broader goal of education as a tooi for self-sufficiency.

Social studies covered subjects such as history, civics, geography, and current events. The emphasis was on promoting individual and social virtues, cultivating a sense of civic responsibility and awareness. This holistic approach aimed to create informed and responsible citizens.

General science covered a wide range of subjects, fostering an intelligent and scientific outlook. Gandhi proposed domestic science for girls, ensuring a well-rounded education that includec nature study, zoology, physiology, hygiene, chemistry, botany, and astronomy. This approach aimed to provide practical knowledge and skills relevant to daily life.

The inclusion of music and drawing in the curriculum aimed to spark a genuine interest i t education among boys and girls. These subjects were considered integral to nurturing creativity and aesthetic sensibilities, contributing to the overall development of individuals.

Gandhi also advocated for the inclusion of Hmdustani language in the school curriculum. This move aimed to foster a sense of national identity and promote linguistic unity, aligning wit, Gandhi’s broader vision of a united and culturally rich India.

In conclusion, Gandhi’s curriculum reflected his commitment to practical, experiential learning that aligned with the cultural and practical aspects of students’ lives. The inclusion of craft, mothc tongue, arithmetic, social studies, general science, music and drawing, and Hindustani languae contributed to the holistic development of individuals, aligning with Gandhi’s vision of education as a tool for self-sufficiency and societal transformation.

Question 5.
“How did Mahatma Gandhi’s philosophy of education prioritize holistic development, and what were the key principles that guided his vision for transforming individuals and society through the educational process?”
Answer:
Mahatma Gandhi’s philosophy of education was deeply rooted in the principles of holistic development, emphasizing the transformation of individuals and society through a unique educational process guided by key principles. The core tenets of Gandhi’s educational philosophy were designed to foster not only intellectual growth but also physical, moral, and spiritual development, contributing to the overall well-being of individuals and society.

Holistic Development in Gandhi’s Educational Philosophy :
Gandhi’s philosophy prioritized the holistic development of individuals, recognizing that education should extend beyond the mere acquisition of academic knowledge. For Gandhi, literacy alone did not constitute true education; rather, he envisioned a comprehensive approach that drev. out the best in a person’s body, mind, and spirit. This holistic perspective aimed at nurturing well rounded individuals capable of contributing meaningfully to society.

Key Principles Guiding Gandhi’s Vision :
Education, according to Gandhi, was the “all-round drawing out of the best” in an individual. It encompassed physical fitness, intellectual acumen, and spiritual enlightenment. Gandhi emphasized physical activities, including craft-based education, to ensure a balance between mental and manual skills. This approach aimed at developing a harmonious and integrated personality. Gandhi’s educational philosophy was deeply grounded in spiritual principles. He believed that education should lead individuals towards self-realization and spiritual freedom. The curriculum included subjects that fostered a spiritual outlook, and the method of teaching incorporated the values of truth and non-violence. The ultimate aim was to guide students on a path of self-discovery and enlightenment.

Gandhi introduced the concept of Basic Education or Nai Talim, focusing on practical skills and learning by doing. This approach aimed at making education relevant to daily life and fostering self-sufficiency. Craft-centered education, use of the mother tongue, and an emphasis on manual work were integral components of Basic Education. These principles aimed at connecting education with the practical aspects of individuals’ lives.

Gandhi stressed the importance of preserving and promoting Indian culture through education. The cultural aim aimed at instilling pride in one’s heritage. The curriculum included the study of the mother tongue, Hindustani language, and an emphasis on traditional crafts. These elements were intended to bridge cultural gaps and nurture a positive attitude towards indigenous values. Gandhi regarded character as the expression of the whole personality, including ethical and spiritual aspects. Education should focus on building character, emphasizing purity and ethical conduct.

The curriculum included subjects that emphasized moral values, and teachers were expected to play a pivotal role in shaping the character of their students. Practical work and collaborative learning were seen as means to develop character traits like compassion and fair-mindedness.

The ultimate aim of education, according to Gandhi, was self-realization and spiritual freedom. Education should guide individuals towards understanding themselves and transcending worldly concerns. The curriculum and teaching methods were designed to encourage introspection and self-discovery. Gandhi believed that true freedom could only be achieved through knowledge of oneself and adherence to moral and ethical principles.

Conclusion : Mahatma Gandhi’s philosophy of education was a visionary approach that sought to transform individuals and society through a holistic and spiritually grounded educational process. The key principles of all-round development, spiritual foundation, Basic Education, cultural preservation, character building, and self-realization guided Gandhi’s vision. His philosophy remains a source of inspiration for educators and policymakers, highlighting the profound impact that education can have in shaping individuals and contributing to the betterment of society.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers :

Question 1.
What is Mahatma Gandhi’s full name?
(i) Mohanlal Karamchand Gandhi
(ii) Mohandas Karamchand Gandhi
(iii) Mahesh Karamchand Gandhi
(iv) Madhav Karamchand Gandhi
Answer:
(ii) Mohandas Karamchand Gandhi

Question 2.
When was Mahatma Gandhi bom?
(i) September 2, 1869
(ii) October 2, 1869
(iii) November 2, 1859
(iv) December 2, 1865
Answer:
(ii) October 2, 1869

Question 3.
What does the title “Mahatma” mean?
(i) Great Warrior
(ii) Great Soul
(iii) Wise Leader
(iv) Mighty Ruler
Answer:
(ii) Great Soul

Question 4.
In which country did Gandhi study law and develop his principles of Satyagraha?
(i) India
(ii) England
(iii) South Africa
(iv) USA
Answer:
(iii) South Africa

Question 5.
What philosophy did Gandhi emphasize in his fight against British colonial rule?
(i) Violent Resistance
(ii) Nonviolent Resistance
(iii) Military Intervention
(iv) Diplomatic Negotiation
Answer:
(ii) Nonviolent Resistance

Question 6.
When did Gandhi return to India?
(i) 1905
(ii) 1915
(iii) 1925
(iv) 1935
Answer:
(ii) 1915

Question 7.
What tragic event led to Mahatma Gandhi’s death?
(i) Plane Crash
(ii) Assassination
(iii) Natural Causes
(iv) Car Accident
Answer:
(ii) Assassination

Question 8.
What is the significance of January 30, 1948, in Gandhi’s life?
(i) Birth Date
(ii) Independence Day
(iii) Assassination Date
(iv) Marriage Anniversary
Answer:
(iii) Assassination Date

Question 9.
According to Gandhi, what is the ultimate aim of education?
(i) Wealth Accumulation
(ii) Self-Realization
(iii) Cultural Preservation
(iv) Career Advancement
Answer:
(ii) Self-Realization

Question 10.
What did Gandhi consider as the immediate aim of education related to livelihood?
(i) Cultural Aim
(ii) Bread and Butter Aim
(iii) Character Aim
(iv) Perfect Development Aim
Answer:
(ii) Bread and Butter Aim

Question 11.
What is the meaning of education according to Gandhi?
(i) Memorization of Facts
(ii) All-round Development
(iii) Mastery of Skills
(iv) Accumulation of Degrees
Answer:
(ii) All-round Development

Question 12.
Which language did Gandhi emphasize as the medium of instruction in education?
(i) English
(ii) Hindi
(iii) Mother Tongue
(iv) Sanskrit
Answer:
(iii) Mother Tongue

Question 13.
What did Gandhi advocate for the inclusion of in the school curriculum to foster a sense of national identity?
(i) Foreign Language
(ii) Regional Dialects
(iii) Hindustani Language
(iv) Ancient Scripts
Answer:
(iii) Hindustani Language

Question 14.
What method of teaching did Gandhi stress, involving practical skills like agriculture and weaving?
(i) Lecture Method
(ii) Activity Method
(iii) Correlation Method
(iv) Questioning Method
Answer:
(ii) Activity Method

Question 15.
According to Gandhi, what is the concept of discipline based on?
(i) External Control
(ii) Inner-Discipline and Self-Discipline
(iii) Punishment and Rewards
(iv) Strict Rules and Regulations
Answer:
(ii) Inner-Discipline and Self-Discipline

Question 16.
What role did teachers play in Gandhi’s vision of education?
(i) Authoritarian Figures
(ii) Sculptors of Character
(iii) Administrative Authorities
(iv) Skill Instructors
Answer:
(ii) Sculptors of Character

Question 17.
How did Gandhi view a school in terms of its purpose?
(i) Academic Institution Only
(ii) Community Center for Future Citizens
(iii) Sports and Recreation Facility
(iv) Vocational Training Center
Answer:
(ii) Community Center for Future Citizens

Question 18.
What did Gandhi believe about women’s education and their role in educating children?
(i) Women should not be educated
(ii) Women are best suited to educate children.
(iii) Women should focus only on domestic duties.
(iv) Women should pursue higher education.
Answer:
(ii) Women are best suited to educate children.

Question 19.
What term did Gandhi use to describe his educational philosophy?
(i) Modem Education
(ii) Basic Education
(iii) Advanced Learning
(iv) Technical Education
Answer:
(ii) Basic Education

Question 20.
In Gandhi’s educational vision, what was the emphasis in the curriculum on subjects like agriculture, weaving, and woodwork?
(i) Theoretical Knowledge
(ii) Practical and Hands-on Learning
(iii) Scientific Concepts
(iv) Historical Narratives
Answer:
(ii) Practical and Hands-on Learning

Question 21.
How did Gandhi describe his life in the context of truth?
(i) Experiment with Lies
(ii) Experiment with Fiction
(iii) Experiment with Truth
(iv) Experiment with Deception
Answer:
(iii) Experiment with Truth

Question 22.
What major event symbolized Gandhi’s leadership in the fight against British colonial rule?
(i) Quit India Movement
(ii) Boston Tea Party
(iii) French Revolution
(iv) Russian Revolution
Answer:
(i) Quit India Movement

Question 23.
What principles did Gandhi emphasize in his philosophy?
(i) Liberty, Equality, Fraternity
(ii) Satyagraha, Truth-force, Nonviolent Protest
(iii) Survival of the Fittest
(iv) Authoritarian Rule
Answer:
(ii) Satyagraha, Truth-force, Nonviolent Protest

Question 24.
Which campaign involved Gandhi’s famous Salt March?
(i) Tea Tax Protest
(ii) Salt Satyagraha
(iii) Women’s Suffrage Movement
(iv) Civil Rights March
Answer:
(ii) Salt Satyagraha

Question 25.
What global impact did Gandhi’s commitment to nonviolence have?
(i) Limited to India
(ii) Influenced Civil Rights Movements
(iii) No Impact on Global Movements
(iv) Advocated Violence
Answer:
(ii) Influenced Civil Rights Movements

Question 26.
What did Gandhi emphasize for the eradication of untouchability?
(i) Separate Schools
(ii) Economic Sanctions
(iii) Social Reforms
(iv) Religious Isolation
Answer:
(iii) Social Reforms

Question 27.
What was the focus of Gandhi’s educational vision regarding vocational training?
(i) Office Jobs
(ii) Industrial Skills
(iii) Academic Excellence
(iv) Artistic Pursuits
Answer:
(ii) Industrial Skills

Question 28.
What did Gandhi believe about the economic sustainability of his proposed education system?
(i) Dependent on Foreign Aid
(ii) Self-supporting
(iii) He did not address economic aspects
(iv) Funded by the Government
Answer:
(ii) Self-supporting

Question 29.
Which aspect of education did Gandhi believe could provide spiritual freedom?
(i) Scientific Knowledge
(ii) Vocational Skills
(iii) Economic Prosperity
(iv) Spiritual Education
Answer:
(iv) Spiritual Education

Question 30.
What qualities did Gandhi highlight as essential for teachers in his educational system?
(i) Academic Excellence Only
(ii) Character, Nationalistic Feelings, Knowledge, Faith
(iii) Administrative Skills
(iv) Strict Discipline
Answer:
(ii) Character, Nationalistic Feelings, Knowledge, Faith

Question 31.
What term did Mahatma Gandhi use to describe his educational philosophy?
(i) Modem Education
(ii) Traditional Education
(iii) Advanced Learning
(iv) Basic Education
Answer:
(iv) Basic Education

Question 32.
When did Mahatma Gandhi propose his scheme of Basic Education (Nai Talim)?
(i) 1920
(ii) 1931
(iii) 1937
(iv) 1945
Answer:
(iii) 1937

Question 33.
Where was the Wardha Educational Conference held to discuss aspects of the Basic Education scheme?
(i) New Delhi
(ii) Mumbai
(iii) Wardha
(iv) Kolkata
Answer:
(iii) Wardha

Question 34.
According to Gandhi, what did he find problematic in the present system of education?
(i) Lack of English language
(ii) Overemphasis on manual work
(iii) Wastefulness and harmfulness
(iv) Excessive focus on literature
Answer:
(iii) Wastefulness and harmfulness

Question 35.
What did Gandhi propose as the fundamental principle of Basic Education?
(i) Learning by Reading
(ii) Learning by Memorization
(iii) Learning by Doing
(iv) Learning by Observation
Answer:
(iii) Learning by Doing

Question 36.
According to Gandhi, what did the Basic Education system aim to cultivate hr students?
(i) Academic Excellence
(ii) Patriotism and Self-Reliance
(iii) Athletic Abilities
(iv) Artistic Talents
Answer:
(ii) Patriotism and Self-Reliance

Question 37.
What age group did Gandhi propose should receive free and compulsory education under Basic Education?
(i) 3-8 years
(ii) 7-14 years
(iii) 10-16 years
(iv) 15-20 years
Answer:
(ii) 7-14 years

Question 38.
What language did Gandhi emphasize as the medium of instruction in Basic Education?
(i) English
(ii) Sanskrit
(iii) Mother Tongue
(iv) French
Answer:
(iii) Mother Tongue

Question 39.
What did Gandhi suggest should be integrated into the scheme of Basic Education along with craft and industry?
(i) Music
(ii) Science
(iii) Health
(iv) Sports
Answer:
(iii) Health

Question 40.
What did Gandhi mean by the term “Nai Talim”?
(i) New Thought
(ii) New Revolution
(iii) New Education
(iv) New Technology
Answer:
(iii) New Education

Question 41.
What was the main focus of education in Gandhi’s Basic Education scheme?
(i) Reading and Writing
(ii) Manual Work and Craft
(iii) Theoretical Knowledge
(iv) Sports and Recreation
Answer:
(ii) Manual Work and Craft

Question 42.
According to Gandhi, what is the primary aim of education?
(i) Economic Prosperity
(ii) Molding of Character
(iii) Academic Excellence
(iv) Social Recognition
Answer:
(ii) Molding of Character

Question 43.
What role did Gandhiji envision for teachers in the Basic Education system?
(i) Strict Disciplinarians
(ii) Supporters of Caste System
(iii) Producers of Goods
(iv) Sculptors of Character
Answer:
(iv) Sculptors of Character

Question 44.
What concept did Gandhi emphasize to stimulate creativity and critical thinking in students?
(i) Learning by Reading
(ii) Learning by Observing
(iii) Learning by Doing
(iv) Learning by Memorization
Answer:
(iii) Learning by Doing

Question 45.
How did Gandhi view the relationship between craft and education in Basic Education?
(i) Craft as a separate entity
(ii) Craft as a hindrance to education
(iii) Craft as a medium for education
(iv) Craft as a luxury in education
Answer:
(iii) Craft as a medium for education

Question 46.
What did Gandhi believe should be the source of running expenses for Basic Education?
(i) Government Funding
(ii) Parent Contributions
(iii) Educational Process Itself
(iv) Foreign Aid
Answer:
(iii) Educational Process Itself

Question 47.
What principle did Gandhi consider essential for education based on his philosophy?
(i) Truth and Non-violence
(ii) Competition and Ambition
(iii) Caste Discrimination
(iv) Westernization
Answer:
(i) Truth and Non-violence

Question 48.
According to Gandhi, what does true education lead to?
(i) Physical Fitness
(ii) Mental and Spiritual Development
(iii) Economic Prosperity
(iv) Social Recognition
Answer:
(ii) Mental and Spiritual Development

Question 49.
What did Gandhi emphasize in terms of cleanliness and untouchability in Basic Education?
(i) Ignoring Cleanliness
(ii) Promoting Untouchability
(iii) Sens itizing on Cleanliness and Opposing Untouchability
(iv) Focusing on Cleanliness only
Answer:
(iii) Sensitizing on Cleanliness and Opposing Untouchability

Question 50.
What did Gandhi believe was the only education that is ‘self-supporting’?
(i) Traditional Education
(ii) Modern Education
(iii) Basic Education
(iv) Vocational Education
Answer:
(iii) Basic Education

II. Fill in the blanks :

Question 1.
Mahatma Gandhi pointed out the ineffectiveness of the primary education system of India at the Round Table Conference in London in the year _____ .
Answer:
1931

Question 2.
According to Gandhi, the present system of education is not only wasteful but positively harmful because it creates a permanent bar between the highly educated few and the uneducated many. He proposed his scheme of Basic Education (Nai Talim) in the year _____.
Answer:
1937

Question 3.
The All India education conference to discuss different aspects of Gandhi’s scheme of education was held in _____ on 22nd and 23rd October, 1937.
Answer:
Wardha

Question 4.
According to the resolutions passed in the Wardha Educational Conference, free and compulsory education is to be provided for _____ years on a nationwide scale.
Answer:
Seven

Question 5.
Gandhi proposed that the medium of instruction in basic education should be the _____ .
Answer:
Mother tongue

Question 6.
According to Gandhiji, the primary aim of basic education was to utilize ____,_____ and rather than concentrating on reading or writing only.
Answer:
Head, heart, hand

Question 7.
Gandhiji emphasized on _____ centered education, which had great importance in the Indian scenario.
Answer:
Craft

Question 8.
Gandhiji believed in the principle of ‘learning by doing,’ which stimulates the individual’s mind to think ______ and _____.
Answer:
Creatively, critically

Question 9.
True education, according to Gandhi, is a lifelong process that helps in cultivating the spirit of _____, _____, _____ and a sense of responsibility.
Answer:
Cooperation, tolerance, collaboration

Question 10.
According to Gandhiji, education must be based on _____ and _____ .
Answer:
Ethics, morality

Question 11.
Gandhiji considered  _____ as an important and essential part of education, and basic education was also based upon the principle of truth and non-violence.
Answer:
Non-violence

Question 12.
The main purpose of basic education, according to Gandhi, was to achieve an integral development of children and to create a sense of _____ through the practice of handicraft.
Answer:
Patriotism

Question 13.
Gandhiji desired that the basic education system should be _____ for every child by learning a craft or occupational skill for livelihood.
Answer:
Self-supporting

Question 14.
According to Gandhiji, education should shed its fragrance in the surroundings and students should be involved in practical _____ to serve the people.
Answer:
Community services

Question 15.
Students should be sensitized on the merits and demerits of cleanliness and the evils of _____, according to Gandhiji.
Answer:
Untouchability

Question 16.
Gandhiji opposed untouchability and caste system, and he tried his best to break the centuries- old caste system and remove the mark of _____ from Hinduism.
Answer:
Untouchability

Question 17.
At the age of twelve, Gandhiji disagreed with his mother’s warnings on not to touch an untouchable who used to clean their latrines in their house, emphasizing the importance of _____.
Answer:
Equality

Question 18.
According to Gandhiji, the basic education system should sensitize students on the importance of hygiene and sanitation, and he proposed the concept of _____ .
Answer:
Samagra Gramaseva

Question 19.
Gandhiji wanted education to ensure _____ , and he believed that the only education is that which is ‘self-supporting.’
Answer:
Employment

Question 20.
Gandhiji’s philosophy of basic education was based on the fundamental principle of ______.
Answer:
Learning by doing

Question 21.
Mohandas Karamchand Gandhi, widely known as Mahatma Gandhi, was bom on _____ 1869, in Porbandar, British India.
Answer:
October 2

Question 22.
Gandhi studied law in _____ and later practiced in South Africa, where he developed his principles of Satyagraha and nonviolent protest.
Answer:
London

Question 23.
Gandhi emerged as a key figure in the fight against British colonial rule upon returning to India in ______.
Answer: 1915

Question 24.
The title “Mahatma,” meaning “Great Soul,” was bestowed upon Gandhi for his leadership in campaigns like the _____ and Quit India Movement.
Answer:
Salt March

Question 25.
Mahatma Gandhi was assassinated on January 30, _____ , in New Delhi, by a Hindu nationalist.
Answer:
1948

Question 26.
Gandhi’s educational philosophy aimed at the holistic development of individuals  _____ and _____ .
Answer:
body, mind, and spirit

Question 27.
According to Gandhi, literacy in itself is no education; he defined education as an all-round drawing out of the best in _____ and _____ .
Answer:
child, man

Question 28.
Gandhi’s immediate aims of education included the “Bread and Butter Aim,” which focused on ensuring _____ atid serving as a form of insurance against unemployment.
Answer:
livelihood

Question 29.
The cultural aim of education, according to Gandhi, emphasized obtaining ______ culture, reflected in dress, speech, conduct, and behavior.
Answer:
Indian

Question 30.
Gandhi regarded character as the expression of the whole personality, including _____and _______ aspects.
Answer:
ethical, spiritual

Question 31.
The ultimate aim of education, according to Gandhi, is _____ .
Answer:
self-realization

Question 32.
Gandhi proposed the inclusion of basic crafts such as ______, _____ and ______ in his educational framework.
Answer:
agriculture, spinning, weaving

Question 33.
The study of the _____ was considered essential, serving as an effective instrument for the expression and communication of ideas.
Answer:
mother tongue

Question 34.
Arithmetic was to be correlated with _____, making it a useful subject for day-to-day life.
Answer:
real-life situations

Question 35.
Gandhi advocated for the inclusion of  _____ in the school curriculum to foster a sense of national identity and linguistic unity.
Answer:
Hindustani

Question 36.
Gandhi stressed the importance of integrating education with _____ or production work.
Answer:
craft

Question 37.
According to Gandhi, education should focus on building _____ and efficiency to enable individuals to earn their living independently.
Answer:
character

Question 38.
Gandhi’s method of teaching emphasized _____ learning, correlation of knowledge, and the use of the mother tongue.
Answer:
practical, experiential

Question 39.
Gandhi’s concept of discipline extended beyond external control to encompass the realms of ______, _____ and ______ in daily life.
Answer:
mind, thought, action

Question 40.
Gandhi envisioned teachers as individuals possessing knowledge, faith, zeal, enthusiasm, action-oriented spirit, and unwavering _____.
Answer:
devotion

III. Correct the Sentences :

Question 1.
Returning to India in 1915, Gandhi emerged as a key figure in the fight against British colonial rule.
Answer:
Returning to India in 1915, Gandhi emerged as a key figure in the struggle against British colonial rule.

Question 2.
His leadership in campaigns like the Salt March and Quit India Movement earned him the title of “Mahatma,” meaning “Great Soul.”
Answer:
His leadership in campaigns like the Salt March and Quit India Movement earned him the title of “Mahatma,” signifying “Great Soul.”

Question 3.
Throughout his life, Gandhi advocated for social reforms, including the eradication of untouchability, women’s rights, and religious harmony.
Answer:
Throughout his life, Gandhi advocated for social reforms, including the abolition of untouchability, women’s rights, and religious harmony.

Question 4.
Tragically, Mahatma Gandhi was assassinated on January 30, 1948, in New Delhi, by a Hindu nationalist.
Answer:
Tragically, Mahatma Gandhi was assassinated on January 30, 1948, in New Delhi, by a Hindu extremist.

Question 5.
Gandhi’s teachings continue to inspire movements for civil rights, freedom, and social justice worldwide.
Answer:
Gandhi’s teachings continue to inspire movements for civil rights, freedom, and social justice globally.

Question 6.
Mahatma Gandhi, a revered leader and philosopher, made significant contributions to the realms of politics, social service, and spiritual dynamics, embodying principles of peace, truth, and non-violence.
Answer:
Mahatma Gandhi, a revered leader and philosopher, made significant contributions to the realms of politics, social service, and spiritual dynamics, embodying principles of peace, truth, and nonviolence.

Question 7.
Gandhi emphasized the transformative power of education, considering it essential for social progress, moral development, and economic growth.
Answer:
Gandhi emphasized the transformative power of education, deeming it essential for social progress, moral development, and economic growth.

Question 8.
The salient features of Gandhi’s Basic Education included meeting basic societal needs, being useful and productive for villagers, and emphasizing education in the mother tongue. Answer: The salient features of Gandhi’s Basic Education included meeting basic societal
needs, being useful and productive for villagers, and emphasizing education in the mother tongue.

Question 9.
Gandhi’s educational vision aimed to cultivate a well-rounded individual, promoting health, cleanliness, play, and citizenship.
Answer:
Gandhi’s educational vision aimed to cultivate a well-rounded individual, pronx mg health, cleanliness, play, and civic responsibility.

Question 10.
According to Gandhi, literacy in itself is no education.
Answer:
According to Gandhi, literacy in itself is not education.

Question 11.
Bread and Butter Aim: Education must enable every individual to earn a livelihood, ensuring self-sufficiency and serving as a form of insurance against unemployment.
Answer:
Bread and Butter Aim: Education must enable every individual to earn a livelihood, ensuring self-sufficiency and serving as a form of insurance against unemployment.

Question 12.
Gandhi regarded character as the expression of the whole personality, including ethical and spiritual aspects.
Answer:
Gandhi regarded character as the expression of the whole personality, including ethical and spiritual dimensions.

Question 13.
The immediate aim involves the perfect development of the child, emphasizing all-round growth of the head, heart, and hand.
Answer:
The immediate aim involves the perfect development of the child, emphasizing all¬round growth of the head, heart, and hands.

Question 14.
Gandhiji views of making mother-tongue as the medium of instruction and providing freedom to the child reflect his naturalism.
Answer:
Gandhiji’s views of making the mother tongue the medium of instruction and providing freedom to the child reflect his naturalism.

Question 15.
His emphasis on education through the mother-tongue is the accepted principle by all thinkers.
Answer:
emphasis on education through the mother tongue is the accepted principle by all thinkers.

IV. Answer the following questions in one word :

Question 1.
When was Mahatma Gandhi bom?
Answer:
October 2, 1869.

Question 2.
What principles did Gandhi develop during his time in South Africa?
Answer:
Satyagraha (truth-force) and nonviolent protest.

Question 3.
What earned Gandhi the title “Mahatma” ?
Answer:
His leadership in campaigns like the Salt March and Quit India Movement.

Question 4.
In what year did Mahatma Gandhi return to India?
Answer:
1915.

Question 5.
What were the three principles deeply rooted in Gandhi’s philosophy?
Answer:
Truth, nonviolence, and simple living

Question 6.
When was Mahatma Gandhi assassinated?
Answer:
January 30, 1948.

Question 7.
What is the meaning of education according to Gandhi?
Answer:
All-round development of an individual – body, mind, and spirit.

Question 8.
What are the immediate aims of education, according to Gandhi?
Answer:
Bread and Butter Aim, Cultural Aim, Character Aim, Perfect Development Aim.

Question 9.
What is the ultimate aim of education, according to Gandhi?
Answer:
Self-realization and spiritual freedom.

Question 10.
What subjects did Gandhi propose for the school curriculum?
Answer:
Basic Craft, Mother Tongue, Arithmetic, Social Studies, General Sciences Music and Drawing, Hindustani Language.

Question 11.
What is the method of teaching advocated by Gandhi?
Answer:
Education through Craft, Emphasis on Activity Method and Learning by Self-Experience, Correlation Method, Lecture and Questioning Method, Mother Tongue as the Medium of Instruction.

Question 12.
How did Gandhi define discipline in education?
Answer:
Practice of self-control in mind, thought, feeling, and action, aligning personal discipline with social discipline.

Question 13.
What attributes did Gandhi envision for teachers?
Answer:
Well-trained, proficient, knowledgeable, faithful, zealous, action-oriented, and devoted with strong character and nationalistic sentiments.

Question 14.
What is the vision of a school according to Mahatma Gandhi?
Answer:
A dynamic space for inquiries, discoveries, and experiments; a community center urturing future citizens beyond academic pursuits.

Question 15.
What was Gandhi’s perspective on women’s education?
Answer:
Women’s education should be tailored to their aptitudes and life demands, empowering o take on responsibilities, especially in educating young children.

Question 16.
What did Mahatma Gandhi propose at the Round Table Conference in 1931 regarding India’s primary education system ?
Answer:
Gandhiji highlighted the inadequacies and harmful impact of the British Government’s policies, condemning the division created by English education.

Question 17.
When was the concept of Basic Education (Nai Talim) introduced by Gandhiji, and through which medium did he present it ?
Answer:
Gandhiji introduced Basic Education in 1937 through his newspaper ‘Harijan.’

Question 18.
What were the four resolutions adopted at the Wardha Educational Conference regarding Basic Education?
Answer:
Free and compulsory education for seven years nationwide, the use of the mother tongue, incorporation of manual and productive work, and gradual remuneration for teachers.

Question 19.
How did Gandhiji differentiate Basic Education from the Western model, and what was its focus?
Answer:
Basic Education focused on holistic development, distinguishing itself from the Western model that prioritized militarism over balanced growth.

Question 20.
What is the fundamental principle of Basic Education according to Gandhiji, and how is it different from the Western model?
Answer:
The fundamental principle is “learning by doing,” emphasizing a harmonious correlation between theoretical knowledge and practical activities, unlike the Western model.

Question 21.
According to Gandhiji, what age group should receive free and compulsory education in Basic Education?
Answer:
All children aged seven to fourteen should receive free and compulsory education.

Question 22.
What was the significance of using the mother tongue as the medium of instruction in Basic Education?
Answer:
It aimed to bridge cultural and linguistic gaps, fostering a deeper understanding and positive attitude towards learning.

Question 23.
What was the central idea behind Gandhiji’s stress on craft-centered education in Basic Education?
Answer:
Craft-based learning aimed to make education self-supporting, providing employment opportunities and breaking down barriers between manual and intellectual work.

Question 24.
According to Gandhiji, how did ‘learning by doing’ contribute to education in Basic Education?
Answer:
It stimulated creative and critical thinking, developing disciplined minds and contributing to holistic education.

Question 25.
What values did Gandhiji emphasize through collaborative learning in Basic Education?
Answer:
Collaborative learning fostered cooperation, tolerance, and a sense of responsibility, along with an appreciation for honest labor.

Question 26.
What was the ultimate goal of education, as per Gandhiji’s philosophy in Basic Education?
Answer:
The ultimate goal was character-building, emphasizing the development of personality, compassion, kindness, fair-mindedness, and dedication.

Question 27.
How did Basic Education aim to make individuals self-supporting, according to Gandhiji?
Answer:
Basic Education aimed to make individuals self-supporting by learning crafts or occupational skills for livelihood.

Question 28.
What were the fundamental principles rooted in Gandhiji’s concept of Basic Education?
Answer:
The fundamental principles were truth and non-violence, which were integral to both his broader philosophy and Basic Education.

Question 29.
What role did Gandhiji envision for students in Basic Education regarding social services?
Answer:
Students were encouraged to engage in community services, actively contributing to the well-being of their communities.

Question 30.
What societal issues did Gandhiji address through Basic Education, particularly in terms of cleanliness and untouchability?
Answer:
Gandhiji addressed issues of cleanliness and untouchability, sensitizing students on the merits of cleanliness and actively working towards breaking down caste barriers.

Introduction:

• Mohandas Karamchand Gandhi, widely known as Mahatma Gandhi, was bom on October 02,1869, in Porbandar, British India. A prominent leader in the Indian independence movement, Gandhi became a symbol of nonviolent resistance and civil disobedience. He studied law in London and later practiced in South Africa, where he developed his principles of Satyagraha (truth-force) and nonviolent protest.

• Returning to India in 1915, Gandhi emerged as a key figure in the fight against British colonial rule. His leadership in campaigns like the Salt March and Quit India Movement earned him the title of “Mahatma,” meaning “Great Soul.” Gandhi’s philosophy was deeply rooted in his Hindu beliefs, emphasizing truth, nonviolence, and simple living.

• Throughout his life, Gandhi advocated for social reforms, including the eradication of untouchability, women’s rights, and religious harmony. His commitment to nonviolence inspired similar movements globally. Despite facing imprisonment multiple times, Gandhi remained dedicated to his principles, influencing political leaders and civil rights activists worldwide.

• Tragically, Mahatma Gandhi was assassinated on January 30, 1948, in New Delhi, by a Hindu nationalist. His legacy endures as a symbol of peaceful resistance, moral leadership, and the pursuit of justice. Gandhi’s teachings continue to inspire movements for civil rights, freedom, and social justice worldwide.

• Mahatma Gandhi, a revered leader and philosopher, made significant contributions to the realms of politics, social service, and spiritual dynamics, embodying principles of peace, truth, and non-violence. His life was viewed as an “experiment with truth,” highlighting his commitment to moral and ethical values. Gandhi’s philosophy centered around his belief in God as truth and the ultimate goal of realizing truth in human life.

• Gandhi emphasized the transformative power of education, considering it essential for social progress, moral development, and economic growth. His educational philosophy, encompassing the concept of “Basic Education,” aimed at the holistic development of individuals—body, mind, and spirit. He advocated for character formation, vocational training, and efficiency in education to enable individuals to earn their living independently.

• The salient features of Gandhi’s Basic Education included meeting basic societal needs, being useful and productive for villagers, and emphasizing education in the mother tongue. It promoted cultural heritage, citizenship training, and self-supporting learning. The curriculum prioritized practical activities such as spinning, weaving, and agriculture, fostering a hands- on approach to learning. Gandhi’s approach encouraged learning by doing, experience-based education, and the mastery of useful basic crafts.

• Gandhi’s educational vision aimed to cultivate a well-rounded individual, promoting health, cleanliness, play and citizenship. His emphasis on productive crafts and vocations, coupled with a focus on experiential learning, remains a lasting legacy in educational philosophy, addressing the needs and aspirations of emerging societies.

Meaning of Education :
According to Gandhi, literacy in itself is no education. It is one of the means whereby man and woman can be educated. For Gandhi Ji, education means an all – round development of an individual. In the words of Gandhi, “By education I mean all round drawing out of the best in child and man – body, mind and spirit.”

Aims of Education : Immediate Aims of Education According to Mahatma Gandhi.

Bread and Butter Aim : Education must enable every individual to earn a livelihood, ensuring self-sufficiency and serving as a form of insurance against unemployment.

Cultural Aim : Emphasis on obtaining Indian culture, reflected in dress, speech, conduct, and behavior. This cultural aim aims to preserve and promote the rich cultural heritage of India.

Character Aim : Gandhi regarded character as the expression of the whole personality, including ethical and spiritual aspects. Education should focus on building character, emphasizing purity and ethical conduct.

Perfect Development Aim : The immediate aim involves the perfect development of the child, emphasizing all-round growth of the head, heart, and hand. This holistic approach ensures a comprehensive development of the individual.

Ultimate Aim of Education According to Mahatma Gandhi :
Self-Realization : The ultimate aim of education, according to Gandhi, is self-realization. Education should guide individuals towards understanding themselves and achieving spiritual freedom.

Spiritual Freedom : Gandhi believed that spiritual freedom provides knowledge of God and self-realization. Education, therefore, should lead individuals towards spiritual freedom, transcending worldly concerns.

Mahatma Gandhi’s aims of education reflect a dual perspective, with immediate aims focusing on practical aspects of daily life, such as livelihood, culture, and character development. Simultaneously, the ultimate aim revolves around self-realization and spiritual freedom, aligning with Gandhi’s broader philosophy of life.

Curriculum :
Mahatma Gandhi proposed the inclusion of the following subjects in his educational framework:
Basic Craft : Gandhi emphasized a craft-centered education, advocating for the inclusion of basic crafts such as agriculture, spinning, weaving, and woodwork. These crafts should align with the local conditions of life and society, providing practical and hands-on learning experiences.

Mother Tongue : The study of the mother tongue was considered essential, serving as an effective instrument for the expression and communication of ideas. Gandhi recognized the cultural and linguistic importance of learning in one’s native language.

Arithmetic : Arithmetic was to be correlated with real-life situations, making it a useful subject for day-to-day life. The emphasis was on practical applications and relevance to the individual’s immediate context.

Social Studies : Social studies, encompassing subjects like history, civics, geography, and current events, were recommended to promote individual and social virtues. This holistic approach aimed to cultivate a sense of civic responsibility and awareness.

General Science : General science,- covering nature study, zoology, physiology, hygiene, chemistry, botany, and astronomy, was proposed to foster an intelligent and scientific outlook. Domestic science was suggested for girls in the fourth and- fifth grades, ensuring a well-rounded education.

Music and Drawing : The inclusion of music and drawing aimed to spark a genuine interest in education among boys and girls. These subjects were considered integral to nurturing creativity and aesthetic sensibilities.

Hindustani Language : Gandhi advocated for the inclusion of Hindustani, a national language, in the school curriculum. This move aimed to foster a sense of national identity and promote linguistic unity.

Method of Teaching :
• Education through Graft : Gandhi stressed the importance of integrating education with craft or production work. He believed that practical skills and hands-on experiences in crafts like agriculture, spinning, and weaving should form the foundation of education.

• Emphasis on Activity Method and Learning by Self-Experience : Gandhi advocated for the activity method in teaching, emphasizing learning by doing and learning through self-experience as highly effective approaches. This hands-on learning style aimed to make education practical and applicable to real-life situations.

• Correlation Method : The method of correlation was encouraged by Gandhi. He proposed that education in different subjects should be presented as correlated knowledge rather than as separate and isolated subjects. This approach aimed to provide a holistic understanding of various concepts.

• Lecture and Questioning Method : Gandhi acknowledged the use of both the lecture method and the questioning method in teaching. While lectures could convey essential information, questioning allowed for active engagement and critical thinking, fostering a dynamic and participatory learning environment.

• Mother Tongue as the Medium of Instruction : Gandhi advocated for the use of the mother tongue as the primary medium of instruction. He believed that learning in one’s native language was crucial for effective expression and communication of ideas, as well as for preserving cultural and linguistic identity.

• Mahatma Gandhi’s methods of teaching focused on practical, experiential learning, correlation of knowledge, and the use of the mother tongue. These approaches aimed to make education relevant, engaging, and closely connected to the cultural and practical aspects of students’ lives.

Gandhiji as an idealist, naturalist and pragmatic educationist:

• Idealism: Gandhiji emphasis on truth, non-violence and character development clearly indicates that he was an idealist.

• Naturalism: Gandhiji views of making mother-tongue as the medium of instruction and providing freedom to the child reflect his
naturalism.

• Pragmatism: Gandhiji had an experimental approach to educational and other issues. He also emphasized learning through real life activities.

Relevance of gandhiji’s views on education in modern times:

1. The most important point in Gandhi’s scheme of education is its emphasis on relating school education to theneeds of the society. He wanted to achieve this objective through a system of‘Learning while earning’. He gave an important place to the learning of craft, ft will be seen from the curriculum of the present day schools that work experience and socially useful productive work find an important place.

2. His emphasis on education through the mother-tongue is the accepted principle by all thinkers.

3. Gandhiji stress on inculcating dignity of labour is the need of the hour. There is the dire need to develop elements of spirituality in our life which is dominated by materialism.

Conclusion :
To Gandhi education that aims at moulding the pupil as ‘whole person’, rather than concentrating on one aspect of his/her personality is the real education. He viewed education as a highly moral activity. Gandhi envisaged the building of five human values which in 1986 came to be known as ‘National PanchsheeTwhen it was included in the National Policy on Education.

These values are (1) Cleanliness (2) Truthfulness (3) Hardwork (4) Equality and (5) Co-operation.Gandhi’s thoughts on education assume enormous significance in the light of major shifts that are taking place both in the content and management of education in the liberalisation era.