In an ancient India the model of
life was spiritualistic. The purpose of education is determined by the design
of life. Thus the aim of the education was self-realization or we may say the
realization of Brahma or the Absolute.
In ancient Sparta education was
not egocentric but the socialist. Each man was not born for only himself, but
was born for the state. The state itself was a school. The instant goal of this
education system controlled by the state was to train young people in the
barracks away from home, developing a rustic spirit in a robust body to produce
brave soldiers. Human freedom was not allowed. Education was primarily physical.
In Athens, the individual
occupied the central place in the field of education. Athenian education aimed
at harmonious development of personality physical, intellectual, moral and
aesthetic. It secured harmony between the people and the state, between the physical
and also the mental development, between thought and the action. Its immediate
goal was to develop a beautiful spirit in a beautiful body. Plato and
Aristotle, Socrates, the Greek idealists, discarded extremely individualistic
aim of the education.
Socrates stressed the acquisition
of knowledge or the universal and eternal truth.
Plato advocated the harmonious
development of all the powers of the individual and personal achievement
equated with social solidarity.
Aristotle defended the ideal of
harmony between the individual and society, between intellect and character and
the theory and practice.
The ancient Romans had no
interest in the acquisition of just the theoretical knowledge. Their outlook
was materialistic. Their highest aim of life was the attainment of material
success. The purpose of the Roman education was therefore to produce a worthy
citizen of the Roman state, able to enjoy the rights and perform the duties of
a citizen. During the middle ages, education was wholly a priestly affair. Mysticism,
monasticism, chivalry and scholasticism dominated life in all areas. Education
was absolutely formal and religious character in Outlook.
With the passage of time, this
liberal humanistic education has degenerated into an artificial and formal
system. Against this false education the Realistic movement started under the
leadership of Bacon and Comenius. According to them, lack of knowledge was at
the root of all evils. So they pleaded spread of universal and integrated
knowledge. The individuality of the child, powers and interests were of utmost
importance. For religious, social, psychological and educational reasons, a new
educational theory, known as the theory of mental or formal discipline was in
vogue. John Locke was the historical representative of this new doctrine. He
said the purpose of education should be to create a healthy mind in a healthy
body. The purpose of education is to discipline all faculties such as memory,
imagination, perception, thought, etc.
A true individualistic ideal of
the education came into existence in the 18th century. J.J. Rousseau rebelled against
the existing artificial and demoralized system of education. He not only
championed the cause of ordinary people but also the cause of the child in the
field of education. Thus the naturalism emerged in education. Rousseau’s concept
of negative education highlighted education according to the nature. The child
was considered to be important and central factor in the field of education.
The aim of the education should be therefore, spontaneous natural
self-development of the child’s nature in close contact with nature.
Kant was strongly influenced by
the individualistic conception of education and identified education as the
process by which man becomes human through its voluntary efforts.
Pestalozzi introduced the
psychological tendency in the education and with it the movement of the
centrique child in education has received a new impetus and boost. According to
him, education is the process of spontaneous unfolding of latent powers of the
individual towards perfection.
Herbart shouldered this task and
has developed a systematic psychology of teaching methods.
Froebel, the German idealist,
regarded education as the spontaneous development of a joyful auto business,
creative.
From the above survey of educational
ideals, it is clear that the objectives and functions of education have been
variously defined in different ages by different teachers. Therefore, we can
conclude by saying that the goals of education are not fixed and static, but
they are subject to constant and dynamic changes.
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