Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 2 Pandit Gopabandhu Das Questions and Answers.
CHSE Odisha 12th Class Education Chapter 2 Question Answer Pandit Gopabandhu Das
Group – A
Short type Questions with Answers
1. Answer with in Two/Three sentence :
Question 1.
What was Utkalmani Gopabandhu Das’ perspective on the meaning of education?
Answer:
Utkalmani Gopabandhu Das believed education went beyond school teachings, emphasizing the ancient Indian institutions’ holistic approach that included spiritual and religious aspects.
Question 2.
How did Gopabandhu Das’s attachment to the Deccan Education Society influence the establishment of Satya Badi Bana Vidyalaya?
Answer:
Gopabandhu Das, inspired by the Gurukul tradition, founded Satya Badi Bana Vidyaiays to provide liberal education irrespective of caste, aiming for mental, physical, and spiritual growth to instill a sense of duty to the nation.
Question 3.
What were Gopabandhu’s views on the National System of Education, and how die he critique the contemporary system?
Answer:
Gopabandhu advocated for education fostering national solidarity, criticizing the existing system for enslaving minds. He believed in language-based education aligned with societal values, promoting service to the nation and emotional.integration.
Question 4.
How did Gopabandhu Das envision Universal Education, and what were his beliefs regarding free education?
Answer:
Gopabandhu emphasized universal education, rejecting discrimination based on caste, creed, or socio-economic status. He advocated for free education, establishing institutions like Grove School with minimal fees, ultimately abolishing fees under Mahatma Gandhi’s influence.
Question 5.
According to Gopabandhu Das, what was the goal of education concerning character development and the all-round personality of students?
Answer:
Gopabandhu emphasized character-building as the primary goal of education, aiming for students to develop moral, intellectual, and social virtues. He focused on all-round personality development, incorporating patriotism, brotherhood, and social virtues into the curriculum.
Question 6.
How did Gopabandhu Das view religious and moral education in his educational philosophy?
Answer:
Gopabandhu believed in integrating ethical principles and religious values into education to produce civilized individuals dedicated to national development. He stressed the importance of moral instructions, stating that morality influences even material activities like trade and commerce.
Question 7.
What was Gopabandhu Das’ stance on women’s education, and how did he perceive the role of women in society?
Answer:
Gopabandhu Das advocated for women’s education, considering them agents of social change. He emphasized no distinction between educating boys and girls, aiming to develop women with characters embodying virtues like Seeta and Savitri.
Question 8.
How did Gopabandhu Das structure the curriculum of Satya Badi Bana Vidyalaya, and what were the three types of education he introduced?
Answer:
Gopabandhu structured the curriculum based on three types of education: General Education (similar to government schools), Brahmacharya Education (emphasizing morality and personality development), and Social Education (creating rural teachers and workers).
Question 9.
How did Gopabandhu Das stress the importance of co-currkular activities in Satya Badi Bana Vidyalaya?
Answer:
Gopabandhu recognized the significance of co-curricular activities, encouraging literary activities, debates, excursions, physical exercises, and prayer assemblies to ensure holistic development beyond classroom learning.
Question 10.
What teaching method did Gopabandhu Das prefer, and how did he involve teachers in the educational process?
Answer:
Gopabandhu favored the Discussion Method of Socrates over traditional lecture methods. Teachers engaged in mutual discussions on student and school issues, with regular interaction and sharing of ideas.
Question 11.
How did Gopabandhu view the role of teachers in Satyabadi Vidyalaya, and what additional responsibilities did they have?
Answer:
Gopabandhu regarded teachers as dedicated and exemplary individuals, not just involved in classroom teaching but also in activities like hostel management, student discipline, debates, excursions, and community service.
Question 12.
Why did Gopabandhu Das emphasize the use of mother tongue as a medium of instruction?
Answer:
Gopabandhu believed mother tongue facilitated maximum cognitive development, originality, and cultural understanding. He opposed Lord Macauley’s idea of degrading regional languages, stating that true education required instruction in the mother tongue.
Question 13.
How did Gopabandhu Das view discipline in Satyabadi Vidyalaya, and what unique system did he implement for maintaining order?
Answer:
Gopabandhu favored strict discipline, dividing the hostel into three houses with separate monitors. The “Chhatra Adalata” or Student Court resolved minor issues, while serious offenses were reported to the Supervisor or Headmaster.
II. Answer with in Five/Six sentence :
Question 1.
What did Utkalmani Gopabandhu Das mean by education, and| how did he distinguish it from mere teaching in schools?
Answer:
Utkalmani Gopabandhu Das emphasized that education, in his view, transcended the conventional teaching in schools. According to him, education .should draw inspiration from the ancient Indian institutions and religious centers throughout the province. It involves a holistic approach that goes beyond classroom instruction, aiming to impart not just knowledge but also values and a sense of duty to society.
Question 2.
How did Gopabandhu Das’s association with the Deccan Education Society influence the establishment of Satya Badi Bana Vidyalaya, and what were the key principles underlying its foundation?
Answer:
Gopabandhu Das’s connection with the Deccan Education Society, which operated in the Gurukul tradition, inspired the establishment of Satya Badi Bana Vidyalaya. The school aimed to provide a liberal, non-sectarian education that focused on the mental, physical, and spiritual growth of students. Gopabandhu believed education was essential for individuals to recognize their innate freedom and fulfill their duties to the nation.
Question 3.
How did Gopabandhu Das envision the National System of Education, and what values did he want to instill in young students?
Answer:
Gopabandhu Das advocated for a National System of Education that would instill values like service to the nation, sacrifice for common causes, and emotional integration. He criticized the existing education system for enslaving the minds and hearts of the educated masses. According to him, a true National System of Education should be based on the language of the child and the language of society, fostering the ideals of patriotism and social responsibility.
Question 4.
What were the key aims of education according to Gopabandhu Das, particularly focusing on universal and free education, self-reliant practical education, character development, and the all-round personality development?
Answer:
Gopabandhu Das aimed for Universal Education without discrimination based on caste, color, creed, or socio-economic status. He advocated for free education and self-reliant practical education, emphasizing economic self-sufficiency. The primary goal of education, according to him, was character development and the all-round personality development of students, encompassing physical, mental, social, and spiritual aspects.
Question 5.
How did Gopabandhu Das structure the curriculum in Satya Badi Bana Vidyalaya, and What were the three types of education he introduced ?
Answer:
Gopabandhu Das structured the curriculum into three types of education: General Education (Sadharana Sikshya), Brahmacharya Education (Brahmacharya Shikshya), and Social Education (Laukika Shikshya). General Education covered subjects like Oriya, English, Hindi, Mathematics, Science, Geography, History, and Economics, similar to government schools. Brahmacharya Education focused on moral development and specialization, while Social Education aimed to create rural teachers and workers for societal upliftment.
Question 6.
How did Gopabandhu Das emphasize co-curricular activities, and what were some examples of these activities in Satya Badi Bana Vidyalaya?
Answer:
Gopabandhu Da5 recognized the importance of co-curricular activities and implemented various initiatives. Literary activities, debates, excursions, physical exercises, games, and prayer assemblies were integral parts of the school. Students actively participated in literary pursuits, debated contemporary issues, undertook foot excursions to historical places, engaged in physical exercises for holistic development, and started each day with a compulsory prayer meeting.
Question 7.
What teaching methods did Gopabandhu Das prefer, and how did he differ from traditional teaching methods?
Answer:
Gopabandhu Das rejected traditional lecture methods and favored the Discussion Method of Socrates. Teachers engaged in mutual discussions on student and school issues, dedicating time at the beginning and end of each period for course discussions and student work evaluation. This approach promoted interactive learning and ensured continuous student-teacher dialogue.
Question 8.
What role did teachers play in Satya Badi Bana Vidyalaya, and how were they perceived by Gopabandhu Das?
Answer:
Teachers in Satya Badi Bana Vidyalaya played a crucial role, being not only educators but also exemplars of dedication. Despite meager pay, they were dedicated, qualified, and served as role models for students and society. Gopabandhu Das regarded teachers as friends, philosophers, and guides, emphasizing their importance in shaping students’ characters and providing holistic education. .
Question 9.
Why did Gopabandhu Das emphasize the use of the mother tongue as a medium of instruction, and how did he view its role in the cognitive development of students.
Answer:
Gopabandhu Das believed that the mother tongue was essential for teaching young students, enhancing their cognitive capacity, originality, and creativity. He argued that instruction in the mother tongue facilitated a better understanding of cultural and social systems, contributing to meaningful learning. He strongly opposed Lord Macauley’s attempts to diminish the regional language and insisted that true education must be imparted through the mother tongue.
Question 10.
What was Gopabandhu Das’s stance on discipline in Satya Badi Bana Vidyalaya, and how was it maintained?
Answer:
Gopabandhu Das advocated for strict discipline, dividing the hostel into three houses supervised by different teachers. Monitors were appointed for studying, accounts, and external matters, ensuring vigilance and order. A student court, “Chhatra Adalata,” addressed minor issues through student meetings. Gopabandhu believed in upholding a disciplined environment to foster a conducive learning atmosphere. Serious offenses were reported to the concerned supervisor or headmaster for resolution.
Group – B
Long Type Questions With Answers
Question 1.
How did Gopabandhu Das integrate practical activities and vocational skills into his educational system, and what role did he envision these playing in the students’ lives ?
Answer:
Gopabandhu Das was a visionary who recognized the limitations of the prevailing education system, which he perceived as theoretical, bookish, and socially disconnected. In response, he advocated for a more practical and vocational approach to education, aligning it with the real- world needs of the students. His educational philosophy aimed to equip students with skills that would make them economically self-sufficient, emphasizing work relevant to their individual capabilities and needs.
Gopabandhu, inspired by Mahatma Gandhi, underscored the importance of craft-base*! activities related to industry and agriculture. The curriculum at Satyabadi Bana Vidyalaya incorporated practical activities and vocational courses such as agriculture, carpentry, weaving, and cooperative banking. By doing so, Gopabandhu aimed to break away from the conventional mold of education that often left graduates ill-prepared for life’s practical challenges.
Furthermore, Gopabandhu critiqued the existing education system for its emphasis on literary pursuits and its failure to provide business training. He believed that education should extend beyond theoretical knowledge, instilling in students the value of morality in business and preparing them for the struggles of life. The introduction of practical skills and vocational training aimed to bridge this gap, fostering independence and self-sufficiency among the students.
Gopabandhu’s commitment to practical education went hand in hand with his vision for a more inclusive and socially conscious society. By incorporating vocational skills into the curriculum, he sought to empower students to contribute meaningfully to their communities. The emphasis or; agriculture, weaving, and other skills aligned with Gopabandhu’s belief that education should nor only be a means of personal advancement but also a tool for community development.
In conclusion, Gopabandhu Das’s integration of practical activities and vocational skills into his educational system was a deliberate effort to address the shortcomings of traditional education. By providing students with tangible skills and real-world knowledge, he aimed, to create well rounded individuals capable of navigating life’s challenges while contributing positively to society.
Question 2.
How did Gopabandhu Das address the financial constraints of students in hi* educational philosophy, and how did he ensure low-cost education without compromising quality ?
Answer:
Gopabandhu Das recognized the economic challenges faced by many individuals an/ families, leading him to emphasize the importance of affordable education. In his educations! philosophy, he strategically designed the Satyabadi Bana Vidyalaya to minimize the cost of education Recognizing the financial limitations of the students, Gopabandhu set the tuition fee at a minimum, making education more accessible to a broader section of society.
Moreover, he enriched the school’s library to eliminate the need for students to purchase expensive books. By providing a well-stocked library, Gopabandhu ensured that students had access to necessary resources without incurring additional expenses. Additionally, the school’s location ir Bakul Churiana Forest contributed to reduced infrastructure costs, as the natural surroundings required minimal development.
Despite the focus on cost reduction, Gopabandhu remained committed to maintaining the quality of education. He understood the value of education in empowering individuals and sought to make it a transformative experience for students, regardless of their financial background. By addressing economic barriers, Gopabandhu aimed to create a more inclusive educational environment that prioritized accessibility without compromising educational standards.
Question 3.
What was the life philosophy of Gopabandhu Das?
Answer:
Gopabandhu Das, a multifaceted personality, was not merely an educationist but a social reformer, freedom fighter, and philosopher. His life philosophy was deeply rooted in the principles of service, simplicity, and societal welfare. In examining his life, one discovers a tapestry woven with threads of compassion, education, and a relentless pursuit of national integration.
Service to Society : Central to Gopabandhu Das’s philosophy was the concept of ‘seva’ or service. He believed that the purpose of education and life, in general, was to serve humanity selflessly. His commitment to social service was evident in various aspects of his life, from his involvement in the Non-Cooperation Movement to the establishment of educational institutions that focused on the holistic development of individuals.
During the floods and famines, Gopabandhu and his students actively engaged irt relief work, distributing rice, clothes, medicine, and other essentials to the affected communities. His vision extended beyond individual success, emphasizing the importance of contributing to the welfare of the larger society.
Education as a Tool for Transformation : Gopabandhu’s deep conviction in the transfc mni ive power of education shaped his life’s work. He believed that education should not only impart knowledge but also instill values, ethics, and a sense of responsibility towards society. His establishment of Satyabadi Bana Vidyalaya was a testament to this belief, where he aimed to create a system of education that went beyond academic excellence.
Gopabandhu’s emphasis on practical activities, vocational training, and moral education reflected his commitment to preparing individuals for the challenges of life. His philosophy rejected the notion of education as a mere passport to lucrative careers; instead, he envisioned it as a tool for social change and national development.
Simplicity and High Thinking: A distinctive feature of Gopabandhu’s life philosophy was the promotion of a simple and austere lifestyle. He believed in the principle of ‘simple living, high thinking,’ encouraging individuals to find contentment in their needs rather than succumbing to greed. This philosophy was reflected in the daily lives of the students at Satyabadi Bana Vidyalaya, where simplicity extended to their accommodation, food, and daily activities.
By practicing and promoting simplicity, Gopabandhu sought to create a society that valued inner richness over material wealth. This approach aimed to foster a sense of equality and shared responsibility, transcending societal divisions.
National Integration and Patriotism : Gopabandhu Das’s life philosophy was deeply intertwined with a strong sense of patriotism and a vision for national integration. He viewed education as a means to cultivate a love for one’s country and a commitment to its well-being. His call for a national system of education was grounded in the idea that education should nurture individuals who are dedicated to the service of the nation.
The Non-Cooperation Movement, where Gopabandhu declared his school a national school and urged students to participate, exemplified his commitment to the national cause. His vision went beyond regional or linguistic boundaries, emphasizing the need for emotional integration and solidarity among diverse communities.
Conclusion : Gopabandhu Das’s life philosophy was a harmonious blend of service, education, simplicity, and patriotism. His vision for a better society was not confined to rhetoric but manifested in concrete actions, from his educational initiatives to active participation in the freedom struggle. Gopabandhu’s philosophy resonates as a guiding light, inspiring generations to come, to embrace a life dedicated to the service of humanity, the pursuit of knowledge, and the upliftment of the nation.
Question 4.
What was the educational philosophy of Gopabandhu Das?
Answer:
Gopabandhu Das, an eminent scholar, freedom fighter, and social reformer, crafted an educational philosophy deeply rooted in the principles of inclusivity, practicality, and societal transformation. His vision for education extended beyond conventional academic boundaries, aiming to mold individuals into responsible, ethical, and socially conscious beings.
1. Low-cost Education and Accessibility: Gopabandhu recognized the economic challenges faced by the masses and sought to make education accessible to all, irrespective of financial constraints. His educational philosophy emphasized minimizing the cost of education, ensuring that economic limitations did not hinder the pursuit of knowledge. In his Satyabadi Bana Vidyalaya, he kept tuition fees minimal, easing the burden on economically disadvantaged students. The availability of an enriched library further mitigated the need for additional book expenses. This aspect of Gopabandhu’s philosophy aligned with his broader goal of creating a more equitable society, where education was not a privilege of the affluent but a fundamental right for all individuals.
2. Scope for Practical Activities : Critical of the prevailing education system, Gopabandhu believed that education should prepare individuals for practical aspects of life, making them economically self-sufficient. His emphasis on ‘craft-based activities’ aligned with Mahatma Gandhi’s vision and predated the recommendations of the Kothari Commission. Gopabandhu wanted education to be closely tied to employment, fostering skills relevant to the students’ needs and levels.
The inclusion of vocational courses in agriculture, carpentry, and weaving aimed at imparting tangible skills, ensuring that graduates were not confined to theoretical knowledge but equipped for real-world challenges. Gopabandhu’s vision recognized the importance of a diversified skill set in creating a self-reliant and adaptable workforce.
3. Provision for Moral and Religious Education : While advocating for practVai sJ!L. Gopabandhu did not neglect the moral and ethical dimensions of education. The core of ho educational philosophy was rooted in ethical principles and religious values. He aimed to produce individuals who were not only knowledgeable but also civilized and cultured, contributing positively to national development.
Gopabandhu’s approach was a departure from a purely secular model, recognizing the role of moral and religious education in shaping an individual’s character and worldview. His educational institutions integrated these values into the curriculum, fostering a holistic approach to personal development.
4. Social Service and National Integration : Gopabandhu envisioned education as a tool for social service and national integration. Beyond academic pursuits, his educational philosophy sought to instill a sense of duty towards society. The objective was to prepare students not just for personal success but for a life dedicated to the service of others.
His emphasis on values like compassion, empathy, and community engagement was reflected in the active involvement of students and teachers in relief work during natural disasters. Gopabandhu’s educational institutions aimed to create responsible citizens with a deep understanding of their role in the larger societal framework.
5. Mother Tongue as a Medium of Instruction: Gopabandhu advocated for the use of the mother tongue as the primary medium of instruction. Recognizing the cognitive and cultural significance of learning in one’s native language, he opposed the colonial mindset that sought to marginalize regional languages. Gopabandhu believed that true education could only occur when students were taught in their mother tongue.
This aspect of his philosophy aimed to preserve cultural identity, enhance comprehension, and provide a more meaningful learning experience. Gopabandhu’s stand against the denigration of regional languages echoed his commitment to an inclusive and culturally rich educational environment.
6. Education Based on No-Discrimination Policy: In a society marked by caste-based discrimination, Gopabandhu’s educational philosophy took a bold stand for equality. Despite having Brahmin teachers, he advocated for a no-discrimination policy based on caste or social status. His establishment of the ‘Universal Education League’ underscored the proposition of equal rights to education for everyone.
Gopabandhu’s philosophy positioned education as a process of mental illumination rather han a tool for societal division. By rejecting discrimination, he envisioned a more inclusive educational landscape that bridged social gaps and promoted unity.
7. Education as Community Living: Gopabandhu believed that true education should promote community spirit and cooperation. To actualize this vision, he established residential schools where both teachers and students lived together. The residential setting aimed to foster a healthy relationship between teachers and students, blurring the lines between formal education and ommunity living.
The structured organization of hostels, frequent communal activities, and a focus on community dining, prayers, and cultural programs contributed to an environment where education extended oeyond the classroom, nurturing a sense of camaraderie and shared responsibility.
8. Constructive Method of Teaching: Gopabandhu’s educational philosophy extended to die teaching methodologies employed in his institutions. The emphasis was not solely on completing courses or preparing for examinations but on holistic development. Teachers at Satyabadi School engaged in mutual discussions, supervising and counseling students beyond class hours.
The practice of teachers visiting students in hostels, addressing individual challenges, and devoting time to practical activities like agriculture, gardening, carpentry, and music reflected a commitment to a well-rounded education that went beyond theoretical knowledge.
9. Education for Development of Village: Recognizing the importance of rural life in the Indian context, Gopabandhu advocated for educational institutions to be located away from urban centers. His philosophy emphasized that the heart of India lies in its villages, and education should equip individuals to work in rural settings.
Students from Satyabadi Bana Vidyalaya actively engaged with nearby villages, raising awareness about health, organizing night schools, and contributing to agricultural and community development. Gopabandhu’s vision aimed to bridge the gap between urban-educated individuals and their less-advanced rural counterparts, fostering mutual understanding and collaboration.
10. National System of Education: Gopabandhu envisioned a national system of education that instilled a sense of national solidarity, sacrifice, and emotional integration. He criticized the contemporary education system for enslaving the minds and hearts of the educated mass and proposed an education based on the language of the child and the language of the society.
His efforts at Satyabadi aimed to infuse values of national unity, urging students to dedicate themselves to the service of the nation, Gopabandhu’s vision transcended regional boundaries, emphasizing the need for an education system that fostered a deep connection to the nation.
11. Education Based on Climatic Need: Considering the climatic conditions of India, Gopabandhu advocated for a change in school timings to better align with the country’s weather patterns. His philosophy recognized the importance of adjusting the school schedule to enhance students’ efficiency and well-being.
The practical adaptation of school timings at Satyabadi School reflected Gopabandhu’s commitment to an education system that took into account the physical and climatic needs of students, ensuring a conducive learning environment.
12. A Blend of Democracy and Discipline: In Satyabadi School, Gopabandhu implemented a system of student self-government, combining democratic principles with necessary discipline. Students had freedom in managing their academic affairs, engaging in discussions with teachers, yet faced disciplinary measures for unsocial habits.
Question 5.
What is the present contextual relevance of educational philosophy of Gopabandhu Das?
Answer:
Gopabandhu Das’s educational philosophy, although formulated in the early 20th century, resonates strongly in the present context, offering valuable insights and principles that remain relevant for shaping a holistic and inclusive education system. As we navigate the complexities of the contemporary educational landscape, Gopabandhu’s vision provides a compass for addressing challenges and fostering a system that transcends mere academic excellence.
Inclusivity and Accessibility : In an era marked by global efforts towards inclusivity and accessibility in education, Gopabandhu’s emphasis on low-cost education strikes a chord. With increasing awareness about the importance of education as a fundamental right, his vision aligns with the current push for making quality education accessible to all, irrespective of socio-economic backgrounds. Initiatives like scholarship programs, open educational resources, and technology- driven learning platforms echo Gopabandhu’s commitment to breaking down financial barriers to education.
Practical Skills for Employability : The contemporary job market demands not only academic qualifications but also practical skills. Gopabandhu’s focus on vocationalizing education and providing scope for craft-based activities anticipates the present need for an education system that prepares students for diverse career paths. In the context of a rapidly evolving economy and job market, his philosophy encourages the integration of practical, skill-based learning to enhance employability and adaptability.
Ethical Education for Global Citizens: In a world grappling with ethical dilemmas and cultural diversity, Gopabandhu’s insistence on moral and religious education gains significance. The need for fostering global citizens with a strong ethical foundation is more pressing than ever. His vision aligns with the contemporary call for education that goes beyond academic achievements to instill values of empathy, compassion, and ethical decision-making, fostering individuals who contribute positively to a diverse and interconnected world.
Community Engagement and Social Responsibility : Gopabandhu’s emphasis on social service and national integration remains pertinent in the context of pressing global challenges. The call for education to instill a sense of social responsibility and active community engagement resonates with the present need for students to understand and address societal issues. The integration of community service and civic engagement into the curriculum reflects a broader shift towards education that prepares students to be responsible and empathetic global citizens.
Language Preservation and Cultural Identity : As the world becomes more interconnected, Gopabandhu’s advocacy for mother tongue as a medium of instruction gains renewed importance. The preservation of regional languages and cultural identity is increasingly recognized as essential for cognitive development and maintaining diversity. In a globalized world, his philosophy aligns with current efforts to promote multilingual education and preserve linguistic diversity.
Equality and Inclusion : Gopabandhu’s stance against discrimination based on caste and social status remains a guiding principled the contemporary pursuit of inclusive education. Despite progress, educational institutions continue to grapple with issues of inequality. His establishment of the ‘Universal Education League’ serves as an inspiration for ongoing efforts to create a level
playing field, ensuring equal access to educational opportunities for all, regardless of background.
Holistic Education and Lifelong Learning: In a rapidly changing world where knowledge evolves swiftly, Gopabandhu’s advocacy for a holistic education system gains prominence. His philosophy encourages a broader understanding of education, extending beyond academic achievements to encompass practical skills, moral values, and community engagement. This aligns with the current discourse on fostering lifelong learners equipped for the challenges of the 21st century.
Environmental Consciousness: Gopabandhu’s consideration of climatic needs in education anticipates the present emphasis on environmental consciousness. As the world grapples with climate change, his vision for adapting school schedules to align with natural rhythms reflects an awareness of the interconnectedness between education and environmental sustainability.
Democratic Values and Discipline : Gopabandhu’s blend of democracy and discipline in educational governance provides a nuanced perspective for contemporary institutions. As educational institutions strive to empower students and promote democratic values, the need for a balanced approach that instills discipline and responsibility is evident. Gopabandhu’s model serves as a valuable reference for institutions seeking to strike this delicate balance.
Global Citizenship Education : Gopabandhu’s vision of education as a tool for national integration extends seamlessly to the present need for global citizenship education. In an interconnected world, the promotion of values like tolerance, cultural understanding, and a sense of shared humanity is crucial. His emphasis on a national system of education that instills a sense of emotional integration finds resonance in the contemporary call for education to transcend borders and promote global solidarity.
In conclusion, Gopabandhu Das’s educational philosophy remains a source of inspiration and guidance in the present context. The enduring relevance of Wr vision lies in its ability to address contemporary challenges while upholding timeless principles of inclusivity, practicality, and societal transformation. As educators and policymakers navigate the evolving landscape of education, Gopabandhu’s philosophy stands as a beacon, reminding us of the holistic and humanistic essence that education should embody.
Group – C
Objective type Questions with Answers
1. Multiple Choice Questions with Answers :
Question 1.
What is Pandit Gopabandhu Das popularly known as?
(i) Jewel of India
(ii) Utkal Mani
(iii) Sage of Odisha
(iv) Freedom Fighter
Answer:
(ii) Utkal Mani
Question 2.
What was Gopabandhu Das’s belief regarding India’s salvation?
(i) Economic development
(ii) Political freedom and educational enlightenment
(iii) Social equality
(iv) Religious reforms
Answer:
(ii) Political freedom and educational enlightenment
Question 3.
In which year was Gopabandhu Das bom?
(i) 1875
(ii) 1877
(iii) 1880
(iv) 1882
Answer:
(ii) 1877
Question 4.
Where did Gopabandhu Das establish Satya BadiVana Vidyalaya to implement his educational ideas?
(i) Cuttack
(ii) Sakhigopal
(iii) Puri
(iv) Bhubaneswar
Answer:
(ii) Sakhigopal
Question 5.
Which educational society influenced Gopabandhu Das during the establishment of Satya BadiVana Vidyalaya?
(i) Indian Education Society
(ii) Deccan Education Society
(iii) National Educational Society
(iv) Gurukul Educational Society
Answer:
(ii) Deccan Education Society
Question 6.
When did Satya BadiVana Vidyalaya become a National School?
(i) 1910
(ii) 1914
(iii) 1921
(iv) 1926
Answer:
(iii) 1921
Question 7.
Why did Satya BadiVana Vidyalaya face financial issues and eventually close in 1926?
(i) Lack of student interest
(ii) Curriculum-related challenges
(iii) Gopabandhu Das’s resignation
(iv) Financial difficulties
Answer:
(iv) Financial difficulties
Question 8.
What does Gopabandhu Das mean by education?
(i) Classroom teaching
(ii) Ancient Indian institutions
(iii) Religious teachings only
(iv) Academic knowledge
Answer:
(ii) Ancient Indian institutions
Question 9.
Which educational society influenced Gopabandhu Das in establishing Satya Badi Bana Vidyalaya?
(i) Indian Education Society
(ii) Deccan Education Society
(iii) National Educational Society
(iv) Gurukul Educational Society
Answer:
(ii) Deccan Education Society
Question 10.
What was the primary aim of Gopabandhu Das’s National System of Education?
(i) Economic development
(ii) Emotional integration
(iii) Religious exclusivity
(iv) Scientific advancements
Answer:
(ii) Emotional integration
Question 11.
What did Gopabandhu Das believe about the right to education?
(i) Limited to certain classes
(ii) Based on economic status
(iii) Equal right for everyone
(iv) Only for the privileged
Answer:
(iii) Equal right for everyone
Question 12.
What was Gopabandhu Das’s stance on free education?
(i) Tuition fees for all
(ii) Free education for all
(iii) Only for economically backward
(iv) Government-funded education
Answer:
(ii) Free education for all
Question 13.
What type of education did Gopabandhu Das emphasize for economic self-sufficiency?
(i) Theoretical knowledge
(ii) Craft-based education
(iii) Fine arts education
(iv) Sports education
Answer:
(ii) Craft-based education
Question 14.
According to Gopabandhu Das, what is the ultimate goal of education?
(i) Economic prosperity
(ii) Political power
(iii) Character-building
(iv) Scientific achievements
Answer:
(iii) Character-building
Question 15.
What did Gopabandhu Das focus on for the all-round development of personality?
(i) Academic achievements
(ii) Physical, mental, social, and spiritual development
(iii) Specialized skills
(iv) Political awareness
Answer:
(ii) Physical, mental, social, and spiritual development
Question 16.
What role did Gopabandhu Das assign to religious and moral education in his philosophy?
(i) Limited significance
(ii) Not important
(iii) Essential for material activities
(iv) Optional for students
Answer:
(iii) Essential for material activities
Question 17.
What was Gopabandhu Das’s perspective on women’s education?
(i) Not necessary
(ii) Equal to men’s education
(iii) Secondary importance
(iv) Limited to certain subjects
Answer:
(ii) Equal to men’s education
Question 18.
Which philosophy influenced Gopabandhu Das regarding education?
(i) Existentialism
(ii) Idealism
(iii) Pragmatism
(iv) Vedanta
Answer:
(iv) Vedanta
Question 19.
How many types of education did Gopabandhu Das propose to cater to various student needs?
(i) Two
(ii) Three
(iii) Four
(iv) Five
Answer:
(ii) Three
Question 20.
Which type of education focuses on general knowledge and development of faculties?
(i) Brahmacharya Education
(ii) Social Education
(iii) General Education
(iv) Universal Education
Answer:
(iii) General Education
Question 21.
What was Gopabandhu Das’s view on the development of all faculties of a student?
(i) Specialization is crucial
(ii) Only intellectual development matters
(iii) Full-fledged and complete education
(iv) Focus on vocational training
Answer:
(iii) Full-fledged and complete education
Question 22.
What is the ultimate aim of character-building, according to Gopabandhu Das?
(i) Economic success
(ii) Political power
(iii) Development of all virtues
(iv) Social status
Answer:
(iii) Development of all virtues
Question 23.
What subjects were covered under General Education (SadharanaSikshya)?
(i) Advanced Sciences
(ii) Specialized Arts
(iii) Oriya, English, Hindi, Mathematics, Science, Geography, History, Economics
(iv) Technical Courses
Answer:
(iii) Oriya, English, Hindi, Mathematics, Science, Geography, History, Economics
Question 24.
Who could join the Brahmachari Education section?
(i) All age groups
(ii) 6-10 years old
(iii) 12-19 years old
(iv) 18-30 years old
Answer:
(iii) 12-15 years old
Question 25.
What was the emphasis in the Brahmachari Education section?
(i) Specialized vocational training
(ii) Development of morality and personality
(iii) Academic excellence only
(iv) Physical fitness
Answer:
(ii) Development of morality and personality
Question 26.
How long did students in the Brahmachari Education section have to stay in the hostel?
(i) Not mandatory
(ii) At least 5 years
(iii) 8 years
(iv) Throughout their education
Answer:
(iii) 8 years
Question 27.
What was the primary focus of Social Education?
(i) Technical skills
(ii) Creating rural teachers and workers
(iii) Arts and culture
(iv) Advanced Sciences
Answer:
(ii) Creating rural teachers and workers
Question 28.
How long was the course duration for Social Education?
(i) 6 months
(ii) 1 year
(iii) 3 months
(iv) 2 years
Answer:
(iii) 3 months
Question 29.
Which of the following is NOT a topic covered under Social Education?
(i) Newspaper Reading
(ii) Science
(iii) Literature
(iv) Laws and rights
Answer:
(ii) Science
Question 30.
What type of activities did Gopabandhu emphasize for the holistic development of students?
(i) Strict academic focus
(ii) Co-curricular activities
(iii) Physical exercises only
(iv) Vocational training
Answer:
(ii) Co-curricular activities
II. Fill in the blanks:
Question 1.
Pandit Gopabandhu Das was bom on in the village Suando in Puri district of Odisha.
Answer:
9th October, 1877
Question 2.
Gopabandhu Das passed his matriculation examination in from the Puri Zilla School.
Answer:
1899
Question 3.
After graduation, Gopabandhu Das took his law degree in
Answer:
1906
Question 4.
Gopabandhu Das was influenced by Mukhiar Ramachandra Das, a nationalist teacher, during his study in .
Answer:
High school
Question 5.
In 1909, Gopabandhu Das established Satya Badi Vana Vidyalaya at in the district of Puri.
Answer:
Sakhigopal
Question 6.
Gopabandhu Das believed that education was necessary for people to become aware of their innate freedom and their duty to their .
Answer:
Country
Question 7.
Satya Badi Vana Vidyalaya became a National School in .
Answer:
1921
Question 8.
The school faced financial problems and was closed in .
Answer:
1926
Question 9.
Gopabandhu aimed to reduce the of education to make it affordable for the poor.
Answer:
cost
Question 10.
The Satyabadi system emphasized practical activities related to and agriculture.
Answer:
industry
Question 11.
Gopabandhu wanted education to be linked to employment, focusing on making students economically .
Answer:
self-sufficient
Question 12.
The core of Gopabandhu’s education system was based on ethical principles and values.
Answer:
religious
Question 13.
The major objective of Satyabadi education was to instill values of social service and integration.
Answer:
national
Question 14.
Gopabandhu urged students to join the Non-Cooperation Movement led by in 1921.
Answer:
Gandhiji
Question 15.
Gopabandhu believed in using the as the medium of instruction for better cognitive development.
Answer:
mothertongue
Question 16.
The Satyabadi School adopted a policy, providing equal education rights to everyone.
Answer:
no-discrimination
Question 17.
Gopabandhu aimed to promote community spirit and cooperation through a — school.
Answer:
residential
Question 18.
The teachers at Satyabadi School practiced a constructive method of beyond regular class hours.
Answer:
teaching
Question 19.
Gopabandhu wanted education to focus on the development of and make villages the center of work.
Answer:
village
Question 20.
Gopabandhu advocated a system of education to foster national solidarity and integration.
Answer:
national
Question 21.
Gopabandhu changed the school timing based on needs, making it twice daily.
Answer:
climatic
Question 22.
Satyabadi School blended democracy with to shape students into useful citizens.
Answer:
discipline
Question 23.
Gopabandhu emphasized women’s education and the idea of pursuing an profession.
Answer:
independent
Question 24.
According to Utkalmani Gopabandhu Das, education is what was imparted in ancient Indian institutions and centers of .
Answer:
Religion
Question 25.
Gopabandhu Das was inspired by the Deccan Education Society, which operated in the Gurukul tradition and aimed to impart a liberal education on a non-sectarian basis,’ focusing on the child’s growth in and .
Answer:
Mentally, Physically, Spiritually
Question 26.
Gopabandhu wanted a system of education that would initiate young students to go for the supreme goal of life, such as service to the nation, sacrifice for a common cause, and feeling of emotional .
Answer:
Integration
Question 27.
Gopabandhu Das believed in providing education without discrimination based on caste, color, creed, religion, or socio-economic status.
Answer:
Equal
Question 28.
Gopabandhu advocated for education, aiming to reduce educational expenditure without deteriorating educational standards.
Answer:
Free
Question 29.
Gopabandhu emphasized balanced economic self-sufficiency education, teaching appropriate crafts, industry, and .
Answer:
Agriculture
Question 30.
Gopabandhu believed that the goal of education is character-building, including moral,
intellectual, and social behavior, and students should develop personality, compassion, kindness, fair-mindedness, and the spirit of .
Answer:
Dedication
II. Correct the Sentences :
Question 1.
Pandit Gopabandhu Das was bom on October 9, 1887.
Answer:
Pandit Gopabandhu Das was bom on October 9, 1877.
Question 2.
In 1906, Gopabandhu Das completed his formal education, including a law degree.
Answer:
Gopabandhu Das completed, his formal education, including a law degree, in 1906.
Question 3.
Gopabandhu established the Puri Sava Samiti in 1909.
Answer:
Gopabandhu established the Puri Sava Samiti, aiding those affected by cholera.
Question 4.
The Satya Badi Vana Vidyalaya evolved into a National School in 1921.
Answer:
The school received affiliations from Calcutta University and Patna University, evolving into a National School in 1921.
Question 5.
Gopabandhu Das’s school closed in 1921 due to financial difficulties.
Answer:
Financial difficulties led to the school’s closure in 1926.
Question 6.
Gopabandhu Das emphasized residential schooling and a natural teaching setting in the Satya Badi System.
Answer:
Gopabandhu Das emphasized residential schooling, a natural teaching setting, and a cordial teacher-student relationship in the Satya Badi System.
Question 7.
Gopabandhu wanted a system of education that would initiate young students into the supreme goal of life, such as service to the nation.
Answer:
Gopabandhu wanted a system of education that would initiate young students to go for the supreme goal of life, such as service to the nation.
Question 8.
Gopabandhu Das criticized the contemporary education system for being liberal and non-sectarian.
Answer:
Gopabandhu Das criticized the contemporary education system by telling that it slaves the mind and heart of the educated mass.
Question 9.
Universal Education League was established to promote equal rights to education for all.
Answer:
Gopabandhu advocated for the ‘Universal Education League’ promoting equal rights to education for all.
Question 10.
Gopabandhu aspired for students to cultivate qualities such as compassion, kindness, fair- mindedness, and a dedicated spirit.
Answer:
Gopabandhu aspired for students to cultivate qualities such as compassion, kindness, fair-mindedness, and a dedicated spirit.
Question 11.
The Satyabadi system emphasized patriotism, brotherhood, social virtues, and character formation.
Answer:
The Satyabadi system emphasized patriotism, brotherhood, social virtues, and character formation.
Question 12.
Gopabandhu Das designed three distinct types of education, namely General Education, Brahmacharya Education, and Social Education.
Answer:
Gopabandhu Das designed three distinct types of education to cater to diverse student needs, namely General Education (Sadharana Sikshya), Brahmacharya-Education (Brahmacharya Shikshya), and Social Education (Laukika Shikshya).
Question 13.
Brahmachari Education was tailored for students aged 12-18 who had completed upper primary education.
Answer:
Brahmachari Education was tailored for students aged 12-15 who had completed upper primary education.
Question 14.
Gopabandhu Das was in favor of the traditional lecture method of teaching.
Answer:
Gopabandhu Das was not in favor of the traditional lecture method or lecture method.
Question 15.
Gopabandhu Das’s educational philosophy is a forgotten philosophy in the present education system.
Answer:
His philosophy has been largely forgotten by the present education system, but we have never practiced it.
III. Answer the following questions in one word :
Question 1.
What did Utkalmani Gopabandhu Das consider as education?
Answer:
Education, according to him, was not just school teaching but the holistic knowledge imparted in ancient Indian institutions.
Question 2.
What inspired Gopabandhu Das to establish Satya Badi Bana Vidyalaya?
Answer:
His attachment to Deccan Education Society, promoting liberal education on a non-sectarian basis, influenced the school’s foundation.
Question 3.
What values did Gopabandhu Das aim to instill in students through the National System of Education?
Answer:
He wanted to build national solidarity, promoting service to the nation, sacrifice, and emotional integration among students.
Question 4.
According to Gopabandhu Das, what was the belief of the Universal Education League?
Answer:
Everyone has an equal right to education, irrespective of caste, color, creed, or socio¬economic status, promoting universal education.
Question 5.
What was Gopabandhu’s stance on education fees at Satyabadi school?
Answer:
Initially, a minimum fee was charged, but later, Mahatma Gandhi’s influence led to the complete abolition of fees.
Question 6.
Why did Gopabandhu Das emphasize economic self-sufficiency in education?
Answer:
He believed the current education system failed to prepare youth for life, emphasizing teaching crafts for economic independence.
Question 7.
According to Gopabandhu Das, what is the fundamental goal of education?
Answer:
Character-building, encompassing moral, intellectual, and social behavior, leading students to become ideal individuals in society.
Question 8.
What aspects of personality development did Gopabandhu focus on in S atyabadi’s education system?
Answer:
Physical, mental, social, and spiritual aspects, fostering patriotism, brotherhood, social virtues, and character formation.
Question 9.
Why did Gopabandhu emphasize religious and moral instruction in education?
Answer:
He believed it was crucial for producing civilized individuals promoting national development and moral values in material activities.
Question 10.
What was Gopabandhu Das’s view on women’s education?
Answer:
He stressed equality in educating both boys and girls, viewing women as agents of social change and emphasizing character development.
Question 11.
What subjects were included in the General Education curriculum of Satyabadi school?
Answer:
Subjects like Oriya, English, Hindi, Mathematics, Science, Geography, History, and Economics were part of General Education.
Question 12.
What was the focus of Brahmachari Education in Satyabadi school?
Answer:
Stressing morality and personality development, this education included general knowledge, Shastras, sciences, and specialized study.
Question 13.
What was the aim of Social Education in Satyabadi, and who was its target audience ? Answer: It aimed to create rural teachers and workers in Odisha, catering to individuals aged 18-30 with some formal or traditional education.
Question 14.
How did Satyabadi school promote literary activities among students?
Answer:
Each class published a manuscript magazine, and regular gatherings and recitations, fostering a poetic spirit, were organized.
Question 15.
Why did Gopabandhu emphasize debates in the school’s co-curricular activities?
Answer:
To develop students as good public speakers and orators, encouraging them to discuss contemporary issues every Saturday.
Question 16.
What was unique about the excursions in Satyabadi school?
Answer:
Students covered historical and geographical places on foot to instill patriotism, historical knowledge, and a sense of Odisha’s glory.
Question 17.
How did Satyabadi school contribute to students’ physical development?
Answer:
Every student had to do morning exercises, promoting physical development, character, discipline, and social virtues.
Question 18.
How did each day begin in Satyabadi school, and why was it important?
Answer:
It started with a compulsory prayer meeting, where moral instructions and religious talks were given to create a disciplined and spiritual environment.
Question 19.
What teaching method did Gopabandhu Das prefer over traditional methods?
Answer:
He favored the Discussion Method of Socrates, emphasizing mutual discussions among teachers and students to solve problems.
Question 20.
How did Gopabandhu Das view the role of teachers in SatyabadiVana Vidyalaya?
Answer:
Teachers were considered dedicated, exemplary individuals who played a vital role in all school activities, beyond traditional classroom teaching.
Introduction :
• Pandit Gopabandhu Das, a revered poet, educationalist, and social reformer, earned the title of “Utkal Mani” or “Jewel of Odisha.” Bom on October 09-1877, in Suando village, Puri district, Odisha, he completed his formal education, including a law degree in 1906. Deeply influenced by nationalist teacher Mukhiar Ramachandra Das during high school, Gopabandhu’s commitment to social service led to the establishment of the Puri Sava Samiti, aiding those affected by cholera.
• Actively participating in India’s freedom movement, Gopabandhu sought salvation for the nation through political freedom and educational enlightenment. In 1909, he established the Satya Badi Vana Vidyalaya at Sakhigopal, implementing his indigenous educational system known as the Satya Badi System. Influenced by the Deccan Education Society’s Gurukui tradition, Gopabandhu aimed for a liberal education fostering awareness of innate freedom and duty to the country. His system promoted coexistence among children of diverse backgrounds, emphasizing residential schooling, a natural teaching setting, and a cordial teacher-student relationship.
• Despite financial challenges, the school received affiliations from Calcutta University and Patna University, evolving into a National School in 1921. Gopabandhu’s emphasis Curricular activities and instilling nationalistic feelings showcased his visionary approach. However, financial difficulties led to the school’s closure in 1926. Gopabandhu Das’s legacy lies in his pioneering efforts to integrate political and educational ideals, leaving a lasting impact on Odisha’s educational landscape.
Thoughts and Ideas on Education
• Low-cost Education : Gopabandhu recognized financial challenges faced by people and aimed to minimize education costs. He kept tuition fees minimal and stocked the library to reduce book expenses for students.
• Practical Learning Focus : Critical of existing education, Gopabandhu wanted practical skills for real-life employment. He emphasized ‘craft-based activities,’ linking education to economic self-sufficiency, including agriculture and industry-related skills.
• Moral and Religious Foundation : Gopabandhu’s education system integrated ethical and religious values. The core aim was to produce cultured individuals fostering national development while contributing to the country’s moral fabric.
• Social Service and Integration : The educational system prioritized social service and national integration. Students actively participated in community work, providing relief during floods, and engaging in social activities, aligning with Gopabandhu’s vision of education for societal well-being.
• Mother Tongue Emphasis : Recognizing the cognitive benefits, Gopabandhu insisted on teaching in the mother tongue. He believed it enhanced understanding, cultural connection, and expressive capabilities.
• No-Discrimination Policy: Teachers from various backgrounds adopted a no-discrimination policy, offering equal educational opportunities irrespective of caste or social status. Gopabandhu advocated for ‘Universal Education League’ promoting equal rights to education for all.
• Community Living and Democracy : Gopabandhu’s residential school model promoted community living, where teachers acted as elder brothers. Student self-government provided democratic practices, fostering a healthy teacher-student relationship.
• Education for Rural Development: Emphasizing India’s rural nature, Gopabandhu wanted educational institutions away from towns. The curriculum included activities to improve village life, promoting a connection between educated individuals and their rural roots.
• Independent Profession Pursuit: Teachers’ choice of teaching over lucrative government jobs exemplified the spirit of independence. Gopabandhu instilled in students the idea of choosing professions aligned with their passion and independence.
• Simple Living, High Thinking : Students lived a simple life, reflecting Gopabandhu’s philosophy of contentment with necessities. The focus was on a disciplined and satisfying lifestyle.
Educational Philosophy of Gopabandhu Das:
1. Meaning of Education : UtkalmaniGopabandhu Das had a significant contribution in the field of education particularly in establishing the Satya Badi Bana Vidyalaya. According to him, “By Education, I don t mean the teaching in school, education is what was imparted in ancient Indian institutions and center of religion throughout the province.”
2. Background of basic education of Satya Badi Bana Vidyalaya : The idea of Satya Badi Bana Vidyalaya by Gopabandhu Das comes from his attachment with Deccan Education Society which was operated in the Gurukul tradition and aimed to impart a liberal education on a non-sectarian basis, despite opposition from orthodox Brahmins. He believed education was necessary if people were to become aware of both their innate freedom and their duty to the country. He thought that education should help the child to grow mentally, physically, and spiritually.
3. National System of Education : To build the tendency of national solidarity, Gopabandhu wanted a system of education that would initiate the young students to go for the supreme goal of life such as service to nation, sacrifice for common cause and feeling of emotional integration. Gopabandhu criticized the contemporary education system by telling that it slaves the mind and heart of the educated mass. An education based on the language of the child and language of the society is a true presentation National System of Education. At satyavadi he tried to infuse the said values among students every now and then.
Curriculum:
Gopabandhu Das drew substantial inspiration from the educational philosophy of Swami Dayananda Saraswati, emphasizing the need for a comprehensive and holistic education that would foster self-dependence among students. He designed three distinct types of education to cater to diverse student needs, namely General Education (Sadharana Sikshya), Brahmacharya Education (Brahmacharya Shikshya), and Social Education (Laukika Shikshya).
Conclusion:
Educational philosophy of Gopabandhu Das is evergreen philosophy. After analysing his philosophical ideas and principles we can say that ,his philosophy is like a foundation for build a new Nation. He observed our nation in an eagle vision, and formulates his satyabadi education system .The school he established is still there though in a renovated condition after the independence. His philosophy has been largely forgotten by the present education system But we have never practiced it. His concept of coactualisation of education was also great. His experimentation at Satyavadi proved it successfully.
Many pass-outs of the school afterwards got high positions in different fields of society. The trials and attempts made by him gave floodgate of success to him and his colleagues as students started pouring in from all parts of the then Odisha. The experimentation was a success, but the implementation of his philosophy in larger terrain became a failure because of his untimely death. Nevertheless, he was and will be an educationist per excellence. Gopabandhu’s life and ideas are still an universal philosophy in every sphere of the world.
