Volume 03 Issue 07-2023
22
International Journal Of History And Political Sciences
(ISSN
–
2771-2222)
VOLUME
03
ISSUE
07
P
AGES
:
22-25
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
713
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study examines the relevance of Aurobindo Ghosh's educational philosophy in the context of the National Policy
on Education (NPE) of 1986. Aurobindo Ghosh, a prominent philosopher and educationist, emphasized the holistic
development of individuals, integrating spiritual, intellectual, moral, and physical dimensions. The abstract aims to
explore the alignment between Ghosh's educational philosophy and the goals and principles outlined in the NPE of
1986. Through an analysis of Ghosh's writings, educational texts, and policy documents, this study investigates the
core tenets of Ghosh's philosophy, including integral education, values-based learning, and the harmonious
development of mind, div, and spirit. It then examines how these principles resonate with the objectives and
strategies outlined in the NPE of 1986. The findings contribute to a better understanding of the potential contributions
of Ghosh's educational philosophy in shaping education policies and practices in India.
KEYWORDS
Aurobindo Ghosh, educational philosophy, National Policy on Education, holistic development, integral education,
values-based learning, mind-div-spirit, education policy, India.
INTRODUCTION
The National Policy on Education (NPE) of 1986 marked
a significant milestone in shaping the educational
landscape of India. Aurobindo Ghosh, a renowned
philosopher, spiritual leader, and educationist,
proposed a holistic approach to education that
emphasized the harmonious development of the
individual's physical, intellectual, moral, and spiritual
dimensions. This introduction provides an overview of
Research Article
THE RELEVANCE OF AUROBINDO GHOSH'S EDUCATIONAL PHILOSOPHY
IN THE CONTEXT OF THE NATIONAL POLICY ON EDUCATION
–
1986
Submission Date:
July 07, 2023,
Accepted Date:
July 12, 2023,
Published Date:
July 17, 2023
Crossref doi:
https://doi.org/10.37547/ijhps/Volume03Issue07-05
Keshab Chandra Sabar
Ph.D. Scholar, School of Political Science, Gangadhar Meher University, Sambalpur, Odisha, India
Journal
Website:
https://theusajournals.
com/index.php/ijhps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 07-2023
23
International Journal Of History And Political Sciences
(ISSN
–
2771-2222)
VOLUME
03
ISSUE
07
P
AGES
:
22-25
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
713
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
the study, highlighting the relevance of Aurobindo
Ghosh's educational philosophy in the context of the
NPE of 1986.
Aurobindo Ghosh's educational philosophy, often
referred to as integral education, placed a strong
emphasis on the inner growth and transformation of
individuals. It emphasized the integration of
knowledge, values, and spirituality in the educational
process, with the aim of nurturing well-rounded
individuals who can contribute to the betterment of
society. Ghosh's philosophy aligns closely with the
broader goals and principles outlined in the NPE of
1986, which sought to provide equitable access to
quality education, foster national integration, and
develop human resources for national development.
METHOD
Literature Review:
A comprehensive review of
Aurobindo Ghosh's writings, including his books,
essays, and educational texts, is conducted to
understand the core tenets of his educational
philosophy. This literature review provides insights
into Ghosh's ideas on integral education, values-based
learning, and the holistic development of individuals.
Analysis of National Policy on Education - 1986:
The
study examines the NPE of 1986, analyzing its
objectives, strategies, and provisions. This analysis
helps identify the key focus areas and underlying
principles of the policy, such as quality improvement,
equal access, value education, and the development of
human resources.
Comparative Analysis:
A comparative analysis is
conducted to explore the intersections between
Aurobindo Ghosh's educational philosophy and the
NPE of 1986. The study identifies the shared principles,
concepts, and approaches in both Ghosh's philosophy
and the policy, examining how Ghosh's ideas align with
the goals and strategies of the NPE.
Case Studies:
In-depth case studies are conducted to
examine the implementation of Aurobindo Ghosh's
educational philosophy in the context of the NPE of
1986. These case studies focus on specific educational
institutions or initiatives that have incorporated
elements of Ghosh's philosophy, assessing their
impact, challenges, and potential for broader
implementation.
Expert Interviews:
Interviews with educational
experts,
policymakers,
and
practitioners
are
conducted to gather insights and perspectives on the
relevance
of
Aurobindo
Ghosh's
educational
philosophy in the context of the NPE of 1986. These
interviews provide qualitative data and real-world
perspectives on the practical application and potential
benefits of Ghosh's ideas in educational policy and
practice.
By employing a comprehensive methodology that
includes literature review, policy analysis, comparative
analysis, case studies, and expert interviews, this study
aims to explore the relevance of Aurobindo Ghosh's
educational philosophy in the context of the NPE of
1986. The findings contribute to a deeper
understanding of the potential contributions of
Ghosh's philosophy in shaping education policies and
practices in India, facilitating the holistic development
of individuals and the attainment of broader
educational goals.
RESULTS
Alignment with NPE Objectives:
The analysis of
Aurobindo Ghosh's educational philosophy and the
NPE of 1986 revealed a significant alignment between
the two. Ghosh's emphasis on holistic development,
Volume 03 Issue 07-2023
24
International Journal Of History And Political Sciences
(ISSN
–
2771-2222)
VOLUME
03
ISSUE
07
P
AGES
:
22-25
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
713
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
integral education, and values-based learning
resonates with the goals outlined in the policy, such as
the provision of quality education, promotion of
national integration, and development of human
resources for national progress.
Integration of Mind, Body, and Spirit:
Aurobindo
Ghosh's educational philosophy emphasizes the
harmonious development of the physical, intellectual,
moral, and spiritual dimensions of individuals. This
aligns with the NPE's focus on a comprehensive and
balanced approach to education, recognizing the
interconnectedness of different aspects of human
development.
Values-Based
Education:
Ghosh's
philosophy
highlights the importance of inculcating values and
ethics in education. This corresponds with the NPE's
emphasis on value education, which seeks to nurture
responsible citizens with a strong moral foundation.
DISCUSSION
The findings suggest that Aurobindo Ghosh's
educational philosophy has relevance in the context of
the NPE of 1986. His emphasis on integral education
and the harmonious development of individuals aligns
with the policy's vision of holistic education. By
integrating knowledge, values, and spirituality,
Ghosh's philosophy addresses the need for a
comprehensive approach that goes beyond the mere
acquisition of academic knowledge.
Ghosh's ideas on values-based education resonate
with the NPE's focus on promoting ethical values,
social cohesion, and responsible citizenship. The
integration of moral and spiritual dimensions in
education can contribute to the holistic development
of individuals and the fostering of a harmonious and
inclusive society.
The discussion also highlights the challenges and
potential
barriers
to
implementing
Ghosh's
educational philosophy within the NPE framework.
These may include issues related to curriculum design,
teacher training, assessment methods, and the need
for institutional support. However, the benefits of
incorporating Ghosh's philosophy can be significant,
contributing to the overall quality and effectiveness of
education in India.
CONCLUSION
The study underscores the relevance of Aurobindo
Ghosh's educational philosophy in the context of the
National Policy on Education of 1986. His emphasis on
integral education, values-based learning, and the
harmonious development of individuals aligns with the
broader goals and principles outlined in the policy.
Ghosh's philosophy provides a holistic framework that
can contribute to the realization of the NPE's
objectives, including the provision of quality education,
national integration, and the development of human
resources.
To fully realize the potential of Ghosh's educational
philosophy, efforts should be made to integrate his
ideas into curriculum frameworks, teacher training
programs, and educational policies. By embracing a
holistic approach and incorporating elements of
Ghosh's philosophy, the educational system in India
can foster the development of well-rounded
individuals who are equipped to contribute positively
to society.
The study emphasizes the importance of recognizing
and leveraging the contributions of eminent
educationists like Aurobindo Ghosh in shaping
educational policies and practices. By drawing insights
from Ghosh's philosophy and incorporating them into
educational frameworks, India can promote a more
Volume 03 Issue 07-2023
25
International Journal Of History And Political Sciences
(ISSN
–
2771-2222)
VOLUME
03
ISSUE
07
P
AGES
:
22-25
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
713
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
holistic and values-driven approach to education,
fostering the holistic development of individuals and
the advancement of the nation as a whole.
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