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Nai Talim, or Basic Education, is a principle which states that knowledge and work are not separate.
Mahatma Gandhi
Mohandas Karamchand Gandhi (; ; 2 October 1869 – 30 January 1948), popularly known as Mahatma Gandhi, was an Indian lawyer, anti-colonial nationalist Quote: "... marks Gandhi as a hybrid cosmopolitan figure who transformed ... anti- ...
promoted an educational curriculum with the same name based on this pedagogical principle.
It can be translated with the phrase 'Basic Education for all'. However, the concept has several layers of meaning. It developed out of Gandhi's experience with the English educational system and with colonialism in general. In that system, he saw that Indian children would be alienated and 'career-based thinking' would become dominant. In addition, it embodied a series of negative outcomes: the disdain for
manual work
Manual labour (in Commonwealth English, manual labor in American English) or manual work is physical work done by humans, in contrast to labour by machines and working animals. It is most literally work done with the hands (the word ''manual'' ...
, the development of a new elite class, and the increasing problems of
industrialization
Industrialisation ( alternatively spelled industrialization) is the period of social and economic change that transforms a human group from an agrarian society into an industrial society. This involves an extensive re-organisation of an econo ...
and
urbanization
Urbanization (or urbanisation) refers to the population shift from rural to urban areas, the corresponding decrease in the proportion of people living in rural areas, and the ways in which societies adapt to this change. It is predominantly t ...
.
The three pillars of Gandhi's pedagogy were its focus on the ''lifelong character'' of education, its ''social character'' and its form as a ''holistic process''. For Gandhi, education is 'the moral development of the person', a process that is by definition 'lifelong'.
Education
Gandhi's model of education was directed toward his alternative vision of the social order: "Gandhi’s basic education was, therefore, an embodiment of his perception of an ideal society consisting of small, self-reliant communities with his ideal citizen being an industrious, self-respecting and generous individual living in a small cooperative community.
Nai Talim also envisaged a different role for the new teacher, not simply as a professional constrained by curricula and abstract standards, but rather as a person relating directly to the student in the form of a dialogue:
"A teacher who establishes rapport with the taught, becomes one with them, learns more from them than he teaches them. He who learns nothing from his disciples is, in my opinion, worthless. Whenever I talk with someone I learn from him. I take from him more than I give him. In this way, a true teacher regards himself as a student of his students. If you will teach your pupils with this attitude, you will benefit much from them.
Gandhi's disciple,
Vinobha Bhave
Vinayak Narahari, also known as Vinoba Bhave (; 11 September 1895 – 15 November 1982), was an Indian advocate of nonviolence and human rights. Often called ''Acharya'' (Sanskrit teacher), he is best known for the Bhoodan Movement. He is co ...
, developed the idea further as a means of social transformation: "The crux of Nai Talim lay in overcoming distinctions between learning and teaching, and knowledge and work. Vinoba discusses the need to redefine the relationship between teacher and student, "they must each regard the other as a fellow worker..." Instead, the ‘teacher’ was to be skilled in a kala/hunar (and to derive sustenance from this and not a teaching salary). The student was to live, work and grow with the teacher and his/her family. In this process s/he would learn the kala/hunar — the skill as part of a way of life, code of ethics, web of relationships, etc.".
Finally, Buniyadi shiksha was conceived as a response to one of the main dialectics of modernity as Gandhi saw it--the dialectic between human being and 'machine' or 'technology': "In this dialectic, man represented the whole of mankind, not just India, and the machine represented the industrialized West." It is for this reason, among others, that Gandhi placed such central emphasis in his pedagogy on the role of handcrafts such as weaving, metal work, pottery, spinning; they symbolized the values of self-sufficiency or
Swaraj
Swarāj ( sa, स्वराज, translit=Svarāja '' sva-'' "self", '' raj'' "rule") can mean generally self-governance or "self-rule". It was first used by Chhatrapati Shivaji Maharaj to attain self rule from the Mughal Empire and the Adil ...
and independence or
Swadeshi
The Swadeshi movement was a self-sufficiency movement that was part of the Indian independence movement and contributed to the development of Indian nationalism. Before the BML Government's decision for the partition of Bengal was made public in ...
.
Handicrafts
Traditional and colonial forms of education had emphasized literacy and abstract, text-based knowledge which had been the domain of the upper castes. Gandhi's proposal to make handicrafts the centre of his pedagogy had as its aim to bring about a "radical restructuring of the sociology of school knowledge in India" in which the 'literacies' of the lower castes--"such as spinning, weaving, leatherwork, pottery, metal-work, basket-making and book-binding"—would be made central.
The other aim of this use of handicrafts was to make schools financially and socially independent of the state—an even more radical concept. Thus in his influential article on education in ''
Harijan
Dalit (from sa, दलित, dalita meaning "broken/scattered"), also previously known as untouchable, is the lowest stratum of the castes in India. Dalits were excluded from the four-fold varna system of Hinduism and were seen as forming a ...
'' in 1937 he argued: "By education I mean an all-round drawing out of the best in child and man-body, mind and spirit. Literacy is not the end of education nor even the beginning. It is only one of the means by which man and woman can be educated. Literacy in itself is no education. I would therefore begin the child's education by teaching it a useful handicraft and enabling it to produce from the moment it begins its training. Thus every school can be made self-supporting."
[http://home.iitk.ac.in/~amman/soc748/sykes_story_of_nai_talim.html]
History
Gandhi's first experiments in education began at the
Tolstoy Farm
Tolstoy Farm was an ashram initiated and organized by Mohandas Gandhi during his South African movement. At its creation in 1910 the ashram served as the headquarters of the campaign of satyagraha against discrimination against Indians in Transv ...
ashram in
South Africa
South Africa, officially the Republic of South Africa (RSA), is the southernmost country in Africa. It is bounded to the south by of coastline that stretch along the South Atlantic and Indian Oceans; to the north by the neighbouring countri ...
.
It was much later, while living at Sevagram and in the heat of the Independence struggle, that Gandhi wrote his influential article in ''
Harijan
Dalit (from sa, दलित, dalita meaning "broken/scattered"), also previously known as untouchable, is the lowest stratum of the castes in India. Dalits were excluded from the four-fold varna system of Hinduism and were seen as forming a ...
'' about education. In it, he mapped out the basic pedagogy:
A national education conference was held at Wardha on 22–23 October 1937. Afterwards two model schools were opened at
Wardha
Wardha is a city and a municipal council in Wardha district in the Indian state of Maharashtra. It is the administrative headquarters of Wardha district. Wardha gets its name from the Wardha River which flows at the north, west and south bounda ...
and nearby Segaon. Post-basic education and pre-basic education schools were developed after Gandhi's death.
The National Planning Commission set up by the central government expressed its opposition to Gandhi's vision of Basic Education on several grounds. The Nehru government's vision of an industrialized, centrally
planned economy
A planned economy is a type of economic system where investment, production and the allocation of capital goods takes place according to economy-wide economic plans and production plans. A planned economy may use centralized, decentralized, part ...
had no place for 'basic education' or self-supported schools, rather it reflected the "vision of a powerful and growing class of industrialists, their supporters in politics and intellectuals with high qualifications in different areas, including science and technology."
A further detailed history of the attempts to implement basic education in India is given by
Marjorie SykesThe History of Nai Talim
Finally, as has been noted b
Krishna Kumar "the implementation of Gandhi’s plan could not survive the ‘development decade’ of the 1960s when the Indian economy and its politics entered into a new phase featuring the penetration of Indian agriculture by the advanced economies of the West and the centralization of power."
Quotations
See also
*
Basic Education
According to the International Standard Classification of Education (ISCED), basic education comprises the two stages primary education and lower secondary education.
Universal basic education
Basic education featured heavily in the 1997 ISCED ...
*
Gandhigram Rural Institute
The Gandhigram Rural University (GRI) is a centrally-funded Deemed university, Deemed University based on Dindigul in Tamil Nadu, India.
History
Dr. T.S. Soundaram and Dr. G. Ramachandran developed the institute. The Gandhigram Rural Institut ...
*
Mahatma Gandhi
Mohandas Karamchand Gandhi (; ; 2 October 1869 – 30 January 1948), popularly known as Mahatma Gandhi, was an Indian lawyer, anti-colonial nationalist Quote: "... marks Gandhi as a hybrid cosmopolitan figure who transformed ... anti- ...
References
External links
THE STORY OF NAI TALIM
{{Mohandas K. Gandhi
1937 introductions
Gandhism
History of education in India