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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Journal of International Islamic Law, Human Right and Public Policy
Zahida Jan
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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RELEVANCE OF DE-SCHOOLING SOCIETY PROPOSED BY IVAN ILLICH IN THE MODERN EDUCATIONAL SYSTEM Zahida Jan; Afshana Magrey
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 4 (2024): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i4.1776

Abstract

Ivan Illich’s "Deschooling Society" presents a radical critique of traditional education systems, advocating for their dismantling and the adoption of a decentralized, learner-centric model. Illich's arguments against the institutionalization of education, the hidden curriculum, and the monopoly of formal schooling remain relevant in today's educational discourse. The advent of digital technology personalized learning, and alternative education models such as homeschooling and unschooling, echo Illich’s vision by promoting self-directed, lifelong learning. Critical pedagogy and community-based learning networks further align with his call for more participatory and egalitarian education. However, challenges such as ensuring equity, scalability, and socialization persist, requiring thoughtful implementation of Illich’s ideas. As modern education grapples with issues of accessibility and relevance, Illich’s work inspires ongoing critical examination and innovation. His vision challenges us to create educational environments that empower individuals, foster creativity, and address social inequalities, thus contributing to a more just and liberated society.
BASIC SCHEME OF EDUCATION ADVOCATED BY MAHATMA GANDHI: THE APOSTLE OF PEACE Zahida Jan
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 3 No. 8 (2024): JULY
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v3i7.489

Abstract

Mahatma Gandhi's Basic Scheme of Education, known as Nai Talim, is a holistic educational philosophy that integrates intellectual, physical, and moral development. Rooted in the socio-economic and cultural context of India, it emphasizes self-sufficiency, practical skills, and the dignity of labor. Central to this approach is the concept of "learning by doing," where productive crafts form the core of the curriculum, fostering self-reliance and economic independence. Gandhi advocated for education in the mother tongue, the inclusion of moral and ethical teachings, and the promotion of community living to instill values of cooperation and social responsibility. Despite challenges in implementation and adaptation to modern contexts, Gandhi's principles remain relevant, offering a model that balances academic learning with vocational training and character development. His vision underscores the importance of an education system that is inclusive, culturally rooted, and capable of producing well-rounded individuals who contribute positively to society. Revisiting Gandhi's Nai Talim can provide valuable insights for creating a more equitable and sustainable educational framework in contemporary times.
IDEALISM AND ITS RELEVANCE IN THE PRESENT SYSTEM OF EDUCATION Zahida Jan; Afshana Magrey
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 3 No. 7 (2024): JUNE
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v3i7.494

Abstract

Idealism, a philosophy emphasizing the mental and spiritual aspects of reality, has profoundly influenced educational theory and practice. Rooted in the works of Plato and other classical philosophers, idealism prioritizes intellectual, moral, and ethical development over mere acquisition of factual knowledge. In contemporary education, idealism remains relevant through its advocacy for holistic development, critical thinking, and the cultivation of self-realization. Modern educational practices, such as social-emotional learning, personalized learning, and the integration of the arts and humanities, reflect idealistic principles. However, idealism also faces criticisms for its abstract nature, potential elitism, and lack of emphasis on vocational training. Despite these challenges, idealism offers valuable insights into creating a balanced and comprehensive educational approach that nurtures well-rounded individuals capable of critical thinking and moral reasoning. Integrating idealistic principles with modern educational practices can address current educational challenges and foster a more enriching learning environment.
EDUCATIONAL PHILOSOPHY OF RABINDARNATH TAGORE WITH SPECIAL REFERENCE TO INTEGRAL EDUCATION Zahida Jan
Journal of International Islamic Law, Human Right and Public Policy Vol. 1 No. 4 (2023): December
Publisher : PT. Radja Intercontinental Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59733/jishup.v1i4.71

Abstract

Rabindranath Tagore, a luminary in literature, art, and philosophy, revolutionized education with his holistic and integral approach. His educational philosophy emphasized the development of the entire personality, integrating intellectual, physical, emotional, and spiritual growth. Rejecting the rigid and oppressive colonial education system, Tagore envisioned an education that fostered creativity, freedom, and a deep connection with nature. This vision materialized in Shantiniketan, a school he founded in 1901, which later evolved into the Visva-Bharati University. Shantiniketan embodied Tagore's principles through its open-air classrooms, diverse curriculum, and integration of arts and culture, fostering a sense of community and collaborative learning. Tagore's ideas have had a lasting impact; influencing progressive educational practices in India and globally, emphasizing experiential learning, arts integration, and global citizenship. Despite criticisms regarding the practicality of his methods in contemporary systems focused on standardization, Tagore's emphasis on environmental harmony, emotional well-being, creativity, and cultural understanding remains profoundly relevant. His visionary approach offers valuable insights for creating more humane and enriching educational experiences, highlighting the transformative potential of holistic and integrative education.
Co-Authors Afshana Magrey