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1) Introduction
Tagores experience of his first day at school is repeated with greater or
less intensity in most childrens first encounter with school. all of a sudden I
found my world vanishing from around me, giving place to wooden benches &
straight walls staring at me with the blank stare of the blind.
Even today we find that most of the education is being imparted in the same manner
as it was being done at the time of Tagore. It deprives the child of the joy of learning and
suppresses the spirit of innovation. The mainstream education deposits the childs mind with
heavy amount of information & when it is expected from them to return the information in
the name of examination; their minds develop chronic anxiety & pressure. To keep a check
on such issues a something different system emerged & it was called Alternative
Education. There are various educationists from India and abroad who started schools
based on their own educational philosophies. These schools are quite different from the
mainstream normal public & private schools. Actually the educationists like Aurobindo
Ghosh, Tagore, J. Krishnamurty, Swami Vivekananda, Paulo Freire, John Dewey and others
have their ideologies which were against the existing education system.
Nobel laureate Rabindranath Tagore in 1901, started a school with only five
students, the school is characterized by its philosophy of learning with the heart in closeness
to nature without any superficial barriers between teachers and students, as opposed to the
strict, repetitive and the rote learning system that was mainstream during Tagore's
childhood. The school was named as Patha Bhavana: is an institution of primary and
secondary education in Santiniketan, West Bengal, India. The Idea of harmony in nature and
universality inbuilt in human nature must be developed through education.
J. Krishnamurti's chief concern was always education. He felt that if only the
young and the old could be awakened to their conditioning of nationality, religion,
prejudices, fears, and desires, which inevitably leads to conflict, they might bring to their
lives a totally different quality. His concern found expression in the establishment of schools
in India and abroad.
When Krishnamurti spoke to school children, his language was lucid and simple. He
explored with them their relationship to nature and to one another, and to psychological
problems like fear, authority, competition, love and freedom. To him the schools were a
milieu in which the larger existential issues could be explored in an atmosphere of freedom
and responsibility.
The more apparent features of this spirit are shared by all schoolslarge campuses
of great natural beauty; a friendly, caring relationship between teachers and students; simple,
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wholesome vegetarian diet; austere but comfortable living quarters; spacious and inviting
classrooms; well-equipped libraries and laboratories; and a small teacher-student ratio with
highly qualified and motivated teachers.
Sri Aurobindos philosophy of education is based on the principle of evoking the
potential of the individual in all its entirety, which should be developed according to human
nature. Free Progress Education is based on the assumption that a human being is good in
himself, and that positive freedom is a pre-requisite to helping children by allowing them
space to experiment and providing opportunities for growth. As The The Mothers says, A
free and natural growth is the condition of genuine development. Free progress is a
progress guided by the soul and not subjected to habits, conventions or pre-conceived ideas
(The The Mothers, 1956). According to The The Mothers (1956), education, in order to be
complete, must contain five principal aspects relating to the five principal activities of the
human being: physical, vital or affect-related, mental, psychic and spiritual. This concept of
education is totally dependent on ideology of Integral Yoda and aims to develop a human
being in to superhuman.
Swami Vivekananda used to say that education is the panacea of all social evils.
But by education he did not mean merely book learning. He said, 'We must have lifebuilding, man-making, character-making assimilation of ideas.' And added 'What we want
is that education by which character is formed strength of mind is increased, the intellect is
expanded and by which one can stand on one's feet.' The Vidyalaya at Narendrapur
endeavours to educate the students in its charge according to the best traditions of the
country, while instructing them in all directions physically, mentally, intellectually and
spiritually. As it prepares the students for public examination, it also tries to attend to their
all round growth and development so that they may become strong and healthy citizens of
the country rooted in sound moral principles, learn to respect the higher values of life and
become conscious of their obligation to the society and its people. The chief aim of his
education was to develop divine potential already exist in human being and cultivate
benevolent human being so called man making Education.
The schools based on the ideologies of the great philosophers like Tagore,
Aurobindo, Vivekananda & Krishnamurty are performing well by keeping themselves
abreast with the demands of new society without compromising on the values & basic
ideologies. But the question is do we have enough schools to fulfil the needs of Indian
students? or are we really aware of such schools & their culture? Therefore in this context
there emerges a need to examine the impact of different ideologies on the development of
personality & values of the children so that the existing general system of education which
focuses on competition, collection of information, materialism, ego-centrism etc can be
modified to a better education world for global learners.
Table - 1.0
(Research Questions)
Sl. No.
1.
2.
Research Questions
Does a particular ideology create distinctive atmosphere and regulate functions of an
educational institution?
What are the peculiar Values promoted by the institutions based on different
ideologies?
1.6) Objectives
Table - 1.1
(Objectives)
Sl. No.
1.
2.
3.
4.
5.
6.
Objective
To Study Personality Traits of students studying in institutions based on different
ideologies.
To Compare Personality Traits of students studying in institutions based on
different ideologies..
To Study Values of students studying in institutions based on different
ideologies..
To Compare Values of students studying in institutions based on different
ideologies..
To Analyze the Ideologies of Institutions.
To Identify the Values promoted by Institutions based on different ideologies.
1.7) Hypothesis
Table - 1.2
(Hypothesis)
Sl. No.
1.
2.
Hypothesis
There is no significant difference among Personality Traits of students of
Institutions based on different ideologies.
There is no significant difference among Values of students of Institutions
based on different ideologies.
Personality
Values
Personality
is that which permits a prediction
I.
Delimitations
of what a person will do in a given situation.
- Cattell
The study has numerous dimensions and vast in nature with unmeasurable depth. To
make compatible to work out properly researcher has chosen deliberately two important
aspect to study. To make possible and perform efficiently researcher decided to delimit the
work as followsa. Ideologies of only four philosophers will be considered in this study.
b. Students of class 6 to 10 will be under study.
Tonga, Deniz (2016), had conducted study on the topic Transforming Values into
Behaviors: A Study on the Application of Values Education to Families in Turkey.
This study suggests that Values education aimed at teaching individuals certain Values is
not sufficiently practiced by families in Turkey. 10 families participated in the program
and the data was collected from 25 individuals. The resulting data was subjected to
content analysis. 3 main themes were found to be important in the light of the data: moral
development, communication skills, and religiousness.
Troncone, Alda, Letizia Drammis and Labella, Alida (2014), had conducted research
on the topic Personality Traits, Self Esteem and Academic Achievement in Secondary
School Students in Campania, Italy. To this aim in a sample of 439 subjects.
Researcher had found that the academic results correlated significantly both with
personality traits and with some dimensions of self-esteem.
DSilva, Jeffery and Hamid, Jamaliah (2014), had conducted research on the topic
Influence of Career Anchors, Work Values and Personality Traits toward
Employability Orientation among Malaysian University Students. This is a
quantitative study whereby a total of 711 undergraduates were randomly selected from
public universities in Malaysia to participate in the study. The principal result of this
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study showed that there were eight sub-dimensions that contributed around 52.0% of the
variation in employability orientation.
Asri, Muhammad and Tahir, Lokman (2014), had conducted research on the topic The
Influence of Principals Self Personality Values towards their Work Culture. This
study aimed to identify the influence of principals self personality Values toward
teachers work culture in high schools. The sample consisted of 34 Principals. The
instrument used was a questionnaire. Data were analyzed using Statistical Package for
Social Application Software Science version 20.0. The results show that honesty and
compliance are both top components of self Values of Principals in implementing
principalship at school.
Kumar, Sumith and Arockiasamy, S. (2012), had conducted research on the topic
Parental Influence on Psychological Values Perception of Co-Curricular Activities:
Its Links with Improving Personality Traits of Higher Secondary Students. The
study utilized data from 1000 higher secondary school students. Findings indicated a
negative influence of parents; however the psychological Values of co-curricular
activities exerted significant positive influence on the selected personality traits of higher
secondary students.
Nalls, Ann (1987), had conducted research on the topic The Oak Grove School: An
Alternative Approach to Education and its Effects upon the Creativity of its
Students. The sample consisted of 100 Students (50 males + 50 females) from Class VII
and VIII are randomly selected. In this study researcher found that the alternative
approach to education is effective to promote their creativity.
In the light of above mentioned reviews researcher found that many researches
had done with the variable i.e. Personality Traits and Values time to time but both the
variables were not studied together in the settings of specific institutions based on
different ideologies. So that ways this study is very important, novel and original.
3. Methodology
3.1)
3.2)
3.3)
3.4)
Table - 3.0
(Sample Collection)
6
Sl. No.
1.
2.
Total
Selected Institute based on Ideology of
Sri Aurobindo
Class
VI
No. of Students
10
VII
VIII
IX
X
10
10
10
10
50
10
VI
VII
VIII
IX
X
3.
Total
Selected Institute based on Ideology of
Ravindra Nath Tagore
VI
VII
VIII
IX
X
4.
Total
Selected Institute based on Ideology of
Swami Vivekananda
VI
VII
VIII
IX
X
Total
Grand Total
10
10
10
10
50
10
10
10
10
10
50
10
10
10
10
10
50
200
Sampling Procedure: Random selection of students from each institute and from each
class based on different ideologies.
Figure 3.0
(Sampling Procedure)
Collect the List of Students of Class VIth to Xth
Same process for each institute will be adopted. Thus total sample of 200 students will be
taken.
Tools
Personality
Values
Table - 3.1
(Data Collection, Analysis and Interpretation Techniques)
Sl. No.
Objective
Hypothesis/Research
Data Collection,
Questions
Analysis and
Interpretation
Techniques
8
1.
2.
is
no
significant
institution.
To Compare
Traits
of
students
of
studying in selected
4.
institution.
To Compare
5.
institutions.
To Analyze the Ideologies of
institution.
is
no
significant
Values
of on different ideologies.
students studying in selected
selected institutions.
To Study Values of students
3.
Mean, Standard
Semi Structured
Interview will be
educational institution?
conducted
What are the peculiar Values
4. Probable Chapters
Figure 4.1
(Chapterization)
Chapterization
Chapter -
10
5. References
Books
Ritchie, J. & Lewis, J. (2014). Qualitative research Practice, Thousand Oaks, CA:
Sage
Baste, J.W., Kahn, J.V. (2011). Research In
Education, PHI Learning Pvt. Ltd.,
New Delhi.
Chauhan, S.S. (2011). Advance Educational Psychology, UBS Publishers And
Distributers Pvt. Ltd., New Delhi.
Singh, A.K. (2003). Advanced General Psychology, MotilalBanarasidas Publication,
New Delhi.
Pathak, A. (2002). Social Implications of Schooling-Knowledge, Pedagogy and
Consciousness, Delhi: Rainbow Publishers.
Research Papers
Websites/URL
http://www.jkrishnamurti.org/worldwide-information/schools.php.,25/09/2016,
12:30pm
https://en.wikipedia.org/wiki/Patha_Bhavana., 26/09/2016, 04:30pm
http://www.ipi.org.in/texts/others/anjum-fip-edu.php., 26/09/2016, 12:30pm
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