Thus, educational aims are changing according to the specific needs and ideals of the
individual as well as the society. Quest of educational aims has been made since time
immemorial. This quest gains momentum with the birth of great thinkers and philosophers
and with their educational experiments. Social and economic
issues also serve as
determinants of educational aims and objectives. Education must prepare the future
generation for the economic and social system of the country. In determining its educational
objectives, every country has to take into consideration its economic conditions. Thus, we
find variability is the nature of educational aims. The Secondary Education Commission
(1952) puts it: “As the political, social and economic conditions change and new problems
arise, it becomes necessary to re-examine carefully and re-state clearly the objectives which
education at definite stage should keep in view.”
The aims of education all over the world in general are the same. It is to help the
citizens as well as the country to grow in a positive direction.
But the specific aims of
education of each country will emerge based on its philosophical, sociological, technological
and many other situations. These aspects determine the aims of education of a nation, and
hence the aims of schooling of that place also.
The following diagram clarifies the relationship between the aims of education as
well as the aims of schooling.
21
Thus, it is clear that the aims of schooling are derived from the aims of education.
There are some general aims of education, as well as schooling,
which applies to all the
nations, but specific aims are nation specific. Therefore, let us understand the aims of
education as well as schooling in general and then get clarified about the aims of schooling
in Indian situation. Hence our discussion starts with the global aims of education, followed
by the deducted aims of schooling in global context. Next, let us proceed with the aims of
education suggested by different documents at different times in India, followed by their
respective implications for aims of schools.
The historic Universal
Declaration of Human Rights, adopted at the UN General
Assembly in 1948, declared that “everyone has the right to education”. Article 26 in the
Declaration stated that “education shall be free, at least in the elementary and fundamental
stages” and “elementary education shall be compulsory”, and that ‘education shall be directed
to the full development of the human personality and to the strengthening of respect for
human rights and fundamental freedom. The idea that education must result in the ‘full
development of the human personality’ continued to be reflected in influential reports such
as that entitled ‘Learning: The Treasure Within’, the International
Commission on Education
for the Twenty-first Century chaired by Jacques Delors, submitted to UNESCO in 1996.
According to Delors, the twenty first century will witness the following main tensions; and
all of us have to confront and overcome them. These tensions are:
•
The tension between the global and the local.
•
The tension between the universal and the individual.
•
The tension between tradition and modernity.
•
The tension between long-term and short-term considerations.
•
The tension between the need for competition and the concern for equality of
opportunity.
•
The tension between the extraordinary expansion of knowledge and human
beings’ capacity to assimilate it.
•
The tension between the spiritual and the material.
Looking at the major tensions that a twenty-first century human being is poised to
encounter, “it is not enough to supply each child early in life with a store of knowledge to
be drawn on from the on. Each individual must be equipped to
seize learning opportunity
throughout life, both to broaden her or his knowledge, skills and attitude, and to adapt to a
changing, complex and interdependent world”.
22
The Commission advocated four types of learning, which are important in a person’s
life and these four types are popularly called the four pillars of education. These are:
1.
Learning to know: To acquire the instruments of understanding
2.
Learning to do: To act creatively on one’s environment
3.
Learning to live together: To participate and cooperate with other people in all
human activities.
4.
Learning to be: An essential progression which
proceeds from the previous
three.
In the traditional system of education, the first two aims of education have been the
major focus. However, there is a need to make all the four aims of education an integral
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