Skip to main content
SpringerLink
Log in

Mahatma Gandhi’s Views on Education and the Indian Education System—Some Insights

  • Chapter
  • First Online:
Relevance of Duties in the Contemporary World

  • 125 Accesses

Abstract

Indubitably education plays a very significant role in ameliorating the socioeconomic existence of not only the individual concerned, but also the society as a whole. Education improves one’s knowledge, imparts necessary skills and brings holistic changes in human personality and attitude, thereby accelerates the process of development with an element of certitude. At the time, when the entire nation was engulfed in the state of servitude under the British Raj, the Gandhian insights on education proved to be a milestone in ensuring the mass participation in the freedom struggle movement. He regarded the scheme of education as spearheading the silent social revolution and expected it to provide a healthy relationship between the city and the village, which would go a long way in eradicating the poisoned relationship between the classes. According to him, education is a birth right of an individual and convincingly believed that education is as much necessary for an individual for any type of development be it physical, mental or spiritual as a milk of a mother for the growth of a child. Gandhian philosophy on education encapsulates every aspect of individuals’ holistic growth as a member of a human society. In his wisdom, Gandhi focuses upon every possible minute detail about the education: curriculum design, importance of craftsmanship, teaching methodology, role and character of a teacher and importance of discipline including the role of spirituality. The present study aims at conceptualizing the Gandhian views on education and its observation in India, particularly with reference to constitutional norms, legislative instruments and judicial delineations along with the scholarly views.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Young India (Young India, 1-6-1921) ‘I have never been able to make a fetish of literary training. My experience has proved to my satisfaction that literary training by itself adds not an inch to one's moral height and that character-building is independent of literary training. I am firmly of opinion that the Government schools have unmanned us, rendered us helpless and godless. They have filled us with discontent, and providing no remedy for the discontent, have made us despondent. They have made us what we were intended to become, clerks and interpreters’.

  2. 2.

    V. N. Rajashekharan Pillai.

  3. 3.

    Bharatan Kumarappa (ed.), Towards New Education, by M. K. Gandhi https://www.gandhiashramsevagram.org/pdf-books/towards-new-education.pdf. Last accessed 12 January 2021.

  4. 4.

    The National Education Policy, 2020 available at: https://pib.gov.in/PressReleasePage.aspx?PRID=1642061 (visited on 10 January 2021).

  5. 5.

    P. S. Aithal, & Shubhrajyotsna Aithal, ‘Analysis of the Indian National Education Policy 2020 towards Achieving its Objectives’, 5 International Journal of Management, Technology, and Social Sciences (IJMTS) 2, 2020, pp. 19–41, http://doi.org/10.5281/zenodo.3988767. Accessed 12 January 2021.

  6. 6.

    Government of India, ‘National Education Policy 2020’, Ministry of Human Resource Development, 2020.

  7. 7.

    The right to education is codified in the Universal Declaration of Human Rights (‘UDHR’), International Covenant on Civil and Political Rights (‘ICCPR’), International Covenant on Economic, Social and Cultural Rights (‘ICESCR’), the Convention on the Elimination of All Forms of Discrimination against Women (‘CEDAW’) and Convention on the Rights of the Child (‘CRC’).

  8. 8.

    M P Jain, Indian Constitutional Law 1227 (Lexis Nexis, Gurgaon, seventh edn, 2014). Right to education was initially not included in the chapter of fundamental right in the Constitution, and it was included as directive principles in Art 45 which required the State to endeavour to provide within a period of 10 years from the commencement of the Constitution, for free and compulsory education for all children until they complete the age of 14 years.

  9. 9.

    Niranjan Aradhya (Dr.) and Aruna Kashyap, The ‘Fundamentals’ Right to education in India, available at: https://unesdoc.unesco.org/ark:/48223/pf0000151010 (last visited on October 27 2020). The Kothari Commission was appointed by the Government of India to have complete scrutiny of education sector in 1964. The Commission submitted its report in 1966 with the recommendations inter alia to have a comprehensive National Policy on Education. On the recommendations of Kothari Commission, National Education Policy was enacted by the Government in 1968, which inter alia provides for free and compulsory education, though within the existing scheme of the Directive Principles of the State Policy. It is also important to note that ‘The 1968 Policy was the first official document evidencing the Indian Government’s commitment towards elementary education’ A second round of studies was conducted by the Ministry of Education in conjunction with the National Institute of Educational Planning and Administration, and this process contributed to the formation of the National Policy on Education, 1986. This policy, while re-affirming the goal of universalization of elementary education, did not recognize the ‘right to education’.

  10. 10.

    AIR 1992 SC 1858. The matter pertains to charging of capitation fees by the private medical institution as a consideration for admission. The Court observed that “When the State Government grants recognition to private educational institutions it creates an agency to fulfil its obligation under the Constitution”. The students are given admission to the educational institutions whether state owned or state recognized—in recognition of their right to education under the Constitution. Charging capitation fee in consideration of admission to educational institution is a patent denial of a citizen’s right to education under the Constitution. Restricting admission to non-meritorious candidates belonging to the richer section of the society and denying the same to poor meritorious is wholly arbitrary against the constitutional scheme and as such cannot be legally permitted. In the same case the court has also reiterated that the directive principles and the fundamental rights are not isolated, but are supplementary to each other. The Court authoritatively observed that the State is under a constitutional mandate to create conditions in which the fundamental rights guaranteed to the individuals could be enjoyed by all.

  11. 11.

    Supra note 7 at 1070.

  12. 12.

    T.M.A. Pai Foundation v. State of Karnataka, AIR 2003 SC 355.

  13. 13.

    Inserted by the Constitution (Eighty-sixth Amendment) Act, 2002, sec. 2 (w.e.f. 1-4-2010).

  14. 14.

    Article 45—Provision for free and compulsory education for children—The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. However, the original text of Art 45 as mentioned above is replaced with the following text ‘The State shall endeavour to provide early childhood care and education for all children until they complete the age of six years’ by the Constitution (Eighty-sixth Amendment) Act, 2002, sec. 3 (w.e.f. 1-4-2010).

  15. 15.

    The Constitution (Eighty-sixth Amendment) Act, 2002, sec. 4 (w.e.f. 1-4-2010). Inserted clause (k) in Article 51A—‘who is a parent or guardian to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years.’

  16. 16.

    The Right of Children to Free and Compulsory Education Act, 2009 (Hereinafter REA) came into stature book with the objective to strengthen the social fabric of democracy through provision of equal opportunities to all, where universal elementary education plays a key role, to address the challenges of drop out ratios, particularly from disadvantaged groups and weaker sections, to ensure satisfactory quality of learning achievement and to achieve the dutiful mandate of article 21A of the Constitution of India.

  17. 17.

    Gandhi on education, National Council for Teachers’ Training.

  18. 18.

    S.P Pani and N.R Dash, Modern Educational Thinkers Part XI, Director Directorate of Distance & Continuing Education Utkal university, Bhubaneswar, 2014 Available at https://ddceutkal.ac.in/Syllabus/MA_Education/Paper_11.pdf (last accessed 15 January 2021).

  19. 19.

    A Selvan (Dr.) and P. Paul Devanesan (Dr.), Gandhi’s Contribution To Education (last visited on 12 January 2021).

  20. 20.

    Supra note 2 at 74.

  21. 21.

    Raman Bihari Lal and Neetu Sabbarwal, Philosophical Perspectives of Education 177 (R Lall Book Depot, Meerut, 2013 edn.).

  22. 22.

    Ibid. at 178. He reasoned that until a man is free from physical weakness, mental pressures, economic deficiencies and political slavery, he cannot attain spiritual emancipation.

  23. 23.

    Infra 24 at 241. Colonial rule destroyed the earlier Indian system of education. The East India Company created a distinct class among Indians, which was to be educated in the Western mode. The purpose of this class was to fill the minor positions in the administration, which were considered neither sufficiently dignified nor sufficiently lucrative for Englishmen.

  24. 24.

    Joy A Palmer, Liora Bresler, (2001).

  25. 25.

    Sr. Jincy Joseph, Gandhian Philosophy on Education, St. Thomas College of Teacher Education, Pala Available at http://assisiaruvithura.blogspot.com/2013/06/mk-gandhi.html?m=1 (last accessed January 13, 2021).

  26. 26.

    Ibid.

  27. 27.

    Supra note 24 at 242.

  28. 28.

    Supra note 25 at 5.

  29. 29.

    In defining the concept of ‘character building’, he emphasized upon of moral values such as truthfulness, non-violence, courage, strength of mind, righteousness, self-restraint and service of humanity. He believes that education will automatically develop an ability in the child to distinguish between good and bad.

  30. 30.

    He emphasized upon the need of a man for self-reliance and capacity to earn one’s livelihood. He wished that each child should earn while engaged in learning and gain some learning as he is busy with earning. In his own words, ‘Education ought to be for them (children) a kind of insurance against unemployment. He included education of handicraft or industry in it.’

  31. 31.

    Gandhi considered cultural aspect of education more important and essential than academic aspects. In the words of Gandhi ‘I attach more importance to cultural factor of education than its literary factor. Culture is primary and basic thing which the girls should receive from school.’

  32. 32.

    According to Gandhi, the real education should bring real change in human personality, and he advocates for complete development of human body mind and soul. According to him, ‘Man is neither mere intellect, nor the gross animals’ body, nor heart or soul alone. A proper and harmonious contribution of all the three is required for the making of the whole man and constitutes the true economics of education.’

  33. 33.

    For the survival of democracy, a good leader is sine qua non, and he believed the education should imbibe the qualities of leadership. Cooperation, coordination and taking lead in subject should be taught and practiced.

  34. 34.

    One should be free from all kinds of social, economic, political and mental slavery.

  35. 35.

    One should not feel shy from doing any kind of work. The education should enable a person to earn his own livelihood. He should stand up on his own feet. The students must learn the dignity of labour.

  36. 36.

    Supra note 25 at 5.

  37. 37.

    Sarvepalli Radhakrishnan (Dr.) ‘Gandhi – The Practical Idealist’, available at: https://www.mkgandhi.org/articles/idealist.htm (last visited on 20 January 2021).

  38. 38.

    Supra note 21 at 179.

  39. 39.

    Supra note 25 at 8.

  40. 40.

    Alladi Veerabhdra Rao, ‘Mahatma Gandhi views on Philosophy of Education’, 3 International Journal of Academic Research 96 (2016).

  41. 41.

    Supra note 25 at 8.

  42. 42.

    Prof. (Dr.) Yogendra Yadav, ‘Handicrafts and Mahatma Gandhi’, The Gandhi King Community for Global peace with social justice in a sustainable environment available at https://gandhiking.ning.com/profiles/blogs/handicrafts-and-mahatma-gandhi-1 (last accessed 13 January 2021).

  43. 43.

    Supra note 21 at 179–181. Also See, Supra note 25 at 8.

  44. 44.

    Supra note 25 at 8. See Also, Supra note 21 at 181. Gandhi was never in favour of imposed discipline. He opposed repressionistic method for attainment of discipline. In his view true discipline can be developed by impressionistic method.

  45. 45.

    Surendra Bhana.

  46. 46.

    Ibid. It offers salvation through karma-yoga (selfless action), raja-yoga (bodily discipline), bhakti-yoga (devotional endeavours) and jnana-yoga (knowledge through mental discipline). He chose to stress the first and adapted it to four fundamental Hindu ideas to suit his philosophy of social activism. Thus, Moksha (individual liberation), Tapasya (penitence), Yoga (mind–body harmonization) and Samadhi (withdrawal to prepare for moksha) all were adapted to suit his commitment for social reform and change in the service of the poor and the needy.

  47. 47.

    The Constitution of India, part IV, art. 37.

  48. 48.

    Article 41, which reads: The State shall, within the limits of its economic capacity and development, make effective provision for securing the right to work, to education and to public assistance in cases of unemployment, old age, sickness and disablement and in other cases of undeserved want.

  49. 49.

    The Constitution of India, art. 45.

  50. 50.

    Supra note 21 at 177.

  51. 51.

    1992 SCR (3) 658.

  52. 52.

    AIR 1993 SC 2178.

  53. 53.

    Sudhir Krishnaswamy, Securing Universal Education: Directive Principles, Fundamental Rights and Statutory Rights Available at https://azimpremjiuniversity.edu.in/SitePages/pdf/SudhirK.pdf (last accessed 16 January 2021).

  54. 54.

    Article 21A—Right to Education—The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine.

  55. 55.

    Article 45—provision for early childhood care and education to children below the age of six years—The State shall endeavour to provide early childhood care and education for all children until they complete the age of six years.

  56. 56.

    Sanchayan Bhattacharjee, (2019). Since its enactment, the RTE Act has achieved success in overall enrolment rates but has faced criticism for administrative and structural lapses. Several provisions have fallen short of achieving their intended effect of significantly improving the quality of learning. While some provisions have failed due to implementation hurdles, others struggle due to a lack of coordination and the paucity of funds or delay in allocation.

  57. 57.

    Ibid. According to the District Information System of Education, only 13 percent of all schools in India have achieved full compliance with these RTE norms.

  58. 58.

    Supra note 6. Also see Priya Jain, Finology legal, available at: https://m.youtube.com/watch?v=BIJBveGlgo0 (last visited on 26 January 2020).

  59. 59.

    However, it is important to note that the first education policy was introduced in the year 1968, during the tenure of Smt. Indira Nehru Gandhi, then in 1986 during the reign of Shri. Rajiv Gandhi, Second Education Policy was introduced, which was modified in 1992 under the leadership of Shri. P. V. Narasimha Rao, and finally under the leadership of Shri. Narendra DamodarDass Modi, after the gap of 34 years, we have the first education policy of the twenty-first century.

References

Download references

Author information

Authors and Affiliations

  1. Assistant Professor, School of Law, G D Goenka University, Sohna, India

    Amit Raj Agrawal

  2. Assistant Professor, Campus Law Centre, Faculty of Law, University of Delhi, Delhi, India

    Narender Kumar Bishnoi

Authors
  1. Amit Raj Agrawal
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Narender Kumar Bishnoi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Amit Raj Agrawal .

Editor information

Editors and Affiliations

  1. Campus Law Centre, Faculty of Law, University of Delhi, Delhi, India

    Raman Mittal

  2. Campus Law Centre, Faculty of Law, University of Delhi, Delhi, India

    Kshitij Kumar Singh

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Agrawal, A.R., Bishnoi, N.K. (2022). Mahatma Gandhi’s Views on Education and the Indian Education System—Some Insights. In: Mittal, R., Singh, K.K. (eds) Relevance of Duties in the Contemporary World. Springer, Singapore. https://doi.org/10.1007/978-981-19-1836-0_17

Download citation

  • DOI: https://doi.org/10.1007/978-981-19-1836-0_17

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-19-1835-3

  • Online ISBN: 978-981-19-1836-0

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation