Globalization : Meaning, Definition, India and Globalization, Globalization of Education in India, Advantages and Disadvantages

Globalization

Meaning and Definition of Globalization

The etymological meaning of the term 'globalization' is to propagate extend some thought, activity or object in the entire world. In the present context meaning is somewhat different and a little more extensive. Until a few years ago, term was used only in commerce; at that time, globalization meant to allow different countries to trade in one another's countries, to approve setting up industry manufacture, sell and purchase goods. However, at present, its scope has exponent  -days, all countries of the world have become proximal due to mean transport and development of telecommunication technology, and all are be influenced by the development occurring in another country. Now, almost all court are exchanging in social, cultural, economic, political, scientific and technological fie to effect development in their own countries. Presently, the process of globalization does not integrate economy alone, it also embraces culture and technology etc. 

In words of Knight :

By globalization is meant the increasing flow of technology, finance, trade, knowledge, values and thoughts across borders.

However, increasing flow across borders does not signify interrelation between nations, nor does it signify exchange. Therefore, in our view, it should defined in the following words :

By globalization at present means establishing interrelations with ea other country of the world and making change in each field of life-culture economic, political, scientific and technical.

India and Globalization

It has become necessary for any country in the world now that it undertake exchanges in all fields of life with all other countries of the world in order to maintain continuity in its progress and to march together with them. India is a developing count and its goal is to enter the class of developed countries by the year 2020; for which is essential that the process of globalization is adopted. In its absence, how could have attained nuclear and space technology from developed countries! It is absolute necessary for it to join in this process in order to achieve rapid development. Of course the process of globalization has also caused disadvantages in addition to advantages.

Globalization has helped to increase agricultural production with a higher demand for it abroad. It has increased competition in the industrial field, so production and quality have shot up together with demand in other countries. This has helped to raise the foreign exchange reserve in the country. Import of nuclear and space technology has made the country the sixth major power in the world. In sum, the country is making strides in progress in every field. According to Dr. A.P.J. Abdul Kalam, the former President, our country will be one of the developed countries before 2020.

In spite of these advantages, the country is also facing some disadvantages. It is the influence of globalization that our spirituality-oriented culture is being replaced by materialistic culture. It is the influence of foreign political policies on our native political policies that once we went for public enterprises, but now we are marching towards privatization. In the economic field, the influence of globalization appears to be pleasing, yet its distant outcomes will be quite harmful. Being part of the process of globalization, a number of foreign companies are setting up their industries and trade centers in our country, which is giving employment to our educated youth. Also, our industrialists are setting up industries in other countries and are earning vital foreign: exchange. All these are very fascinating dreams. The truth is that our profit is good, but what the foreign companies earn here is ten times as much. Its negative impact is that the consumption of native goods has been fallen day by day. The day is not far when our small native industries will be closed down and foreign industries will have their sway. Not only this, giving concession to harmful products like wine, beer, soft drinks and junk foods will amount to giving open invitation to newer diseases. Our field is education, so we think it necessary to discuss the influence of globalization in the field of education.

Globalization of Education in India

The meaning of globalization of education is not restricted to exchange of educational views among different countries and get education abroad, but it also comprises setting up educational institutions in one-other countries. At present, there are several such educational institutions in our country which are recognized and affiliated to foreign educational institutions (boards and universities); they run their courses, conduct examinations for students studying in them and grant them certificates and degrees, and these certificates and degrees are recognized in our country. On the other hand, there are a number of educational institutions of our country being run in other countries, and their certificates and degrees are recognized in those countries. The IGNOU has set up a number of centers abroad.

A few years ago, it came to light that there are several such foreign universities in India that have set up their educational centers here, but they are not recognized in their respective countries, while they are charging hefty fee from students here. The then HRD minister, Dr. Murli Manohar Joshi had talked of bringing these under control, but the fact remains that a network of these institutions is covering the whole of India. The Government of India has allowed up to 50 percent foreign direct investment in the field of higher education. This has opened the path for foreign recognized universities to enter joint ventures with India's government and recognize private universities and open campuses. The government argues in favour of decision that about 1,30,000 students go abroad to get higher education and take admission in universities there, and they have to spend as much as 4 billion dollar per annum. If these campuses are established in India, the number of Indian student going abroad will come down and consequently the expenditure incurred by them w come down too. Yet another merit of it is that the students who can not go abroad d to any reason would be able to get that education in the country itself. This argument does not bode well. Why is there so much of attraction for foreign degrees? Can note of our universities provide a matching higher education? We need to emancipam ourselves from this intellectual slavery. But it is inevitable for the country at present Therefore, we should consider its merits and demerits before accepting it with  precaution.

Advantages and Disadvantages of Globalization of Education in India

At present, education is being globalised in the country, yet it amounts to lea of advantage and more of disadvantage. Let us discuss the advantages and disadvantage of globalization of education in the Indian context.

Advantages of Globalization of Education

(1) Foreign universities will introduce newer courses and youth of India will be benefited from them.

(2) Entry of foreign universities in India will start a competition between India and foreign universities, which will raise the quality of Indian universities.

(3) The thought and achievements in educational field will benefit each other.

(4) India will make still higher advancement in the technological field. 

(5) Globalization of education will mean the arrival of foreign universities in the country and ours going to other countries; this will help exchange culture and civilization.

(6) Cultural tolerance will be cultivated in all countries.

 (7) It will enhance international goodwill. 

Disadvantages of Globalization of Education

(1) India comes next to China in terms of population. Ten to one will be the ratio between the educational institutions coming in and going out, this will result into the foreign educational institutions making a lot of money.

(2) These educational institutions will come equipped with newer courses, resulting into import of textbooks, which will be a loss-making endeavour.

(3) In toto, these foreign educational institutions will prove to be costlier than the self-financed educational institutions. 

(4) Despite their being expensive, people will be attracted to them, and a new elite class will emerge in the country.

(5) These foreign educational institutions will bring with them their culture; the western culture will have an even wider influence. 

(6) In a few years, these institutions will start to lead us intellectually, and our prestige will be in jeopardy.

(7) Neo-imperialism will be encouraged in the name of globalization, knowingly or unknowingly.

An Opinion

However, disadvantageous globalization of education might be, but under the changing situations of the world, we would have to adopt it. What is needed is to exercise some caution as follows:

(1) The educational institutions of only those countries should be allowed to enter India that allow India's educational institutions enter their countries.

(2) Only those foreign educational institutions should be allowed to operate in India which are recognized in their home countries.

(3) Besides, it is also necessary that only those educational institutions of our country should be allowed to set up campuses abroad which are recognised here. It is essential to have uniform conditions of exchange.

(4) The foreign educational institutions coming to India should first enter in joint venture with some government recognized Indian universities of India, 

(5) The Government of India should have control over the programmes and fee of all foreign educational institutions. 

(6) All those rules should be enforced on these foreign educational institutions which are enforced on Indian educational institutions. 

(7) A controller regulator like the UGC should be set up to overlook the control of these foreign educational institutions. 

International Understanding : Meaning, Definition, Emotional Integration, National Integration, Internationalism, Merits and Demerits

 International Understanding

Meaning and Definition of International Understanding

By international understanding is meant good understanding and goodwill among different nations of the world. By understanding is meant the knowledge of culture, science and technology and of other fields of other nations; and by goodwill is meant possessing a liberal attitude towards the culture of other nations and exchange in the field of science and technology. It is the stage in which the developed nations help the backward and developing nations in their development. However, some people take the meaning of internationalism differently. According to them, internationalism is that feeling which takes out an individual out of the national limit and makes him a citizen of the global nation. 

 In the words of Goldsmith: Internationalism is a feeling that the individual is not only a member of his state, but a citizen of the world.

It means that there is a global nation above nations, and all individuals are also the citizens of this global nation besides being the citizens of their own nations. In such a case, the definitions of nation and citizenship will continue to change. The reality is that the spirit of internationalism does not create a global nation, rather it believes in the independent existence of all nations of the world. It is a political concept which is based on the following five basic principles

(1) Peaceful coexistence. 

(2) Cooperation

3) Non-interference in internal matters.

(4) Non-aggression.

(5) Peaceful solution to problems.

Now we can define internationalism in the following way:

When there exists good understanding and goodwill among different nations and they believe in coexistence and cooperation, then it is called international understanding or internationalism.

Emotional Integration, National Integration and Internationalism

When two or more persons bind themselves with 'we' feeling on the basis of caste, sex, religion, culture, profession or any other basis, it is called emotional integration. Its scope can be smallest to largest National integration and international are the broad form of this National integration is that feeling of oneness in the people of a nation based on common interest, that binds them to their nation despite their differences on the basis of regions, castes, sexes, religions, cultures and on other bases, and they give their individual and collective interests before national interests. 

 And internationalism is that feeling that creates for understanding and Goodwill among different nations and the different nations of the world believe in coexistence and cooperation.

There are two forms of nationalism narrow nationalism and liberal nationalism. 

Narrow nationalism (my nation is best) does not believe in the basic principles of internationalism coexistence and cooperation; it keeps the individual limited to the national interests only; so there is basic difference between it and internationalism. However, liberal nationalism allows the individual to respect other nations besides his own and does not permit harm to other nations in the interest of his own nation. This liberal attitude gives birth to coexistence and cooperation. It has no conflict with internationalism. Really, individuals can work in the interests of other nations too while being loyal to their own nations; this is true nationalism and it i internationalism too. 

Merits and Demerits of Internationalism –

Man has his own unique nature; his heart is the abode of love and hate our cooperation and non-cooperation and peace and war at the same time. His feeling for love, cooperation and peace has given birth to internationalism. The development of this feeling will benefit the world in the following ways:

(1) All nations of the world will abide by the principles of coexistence and cooperation and conflict among them will cease.

(2) The developed nations will cooperate in the development of developing and the backward nations and backwardness of the nations will be rid of.

(3) There will be no fear of wars and the whole power of all nations will directed towards human welfare. 

(4) The money spent on wars will be saved and it will help rise the standard of human life.

(5) Internationalism is the demand of humanity, it must be developed.

Demerits Or Disadvantages

(1) The feeling of competition among nations will cease and it is beyond h conception that any nation will still develop at the same rate.

(2) When the developed and strong nations will help the undeveloped and weak nations of the world only on the basis of humanity, it will make half the population of the world inactive.

(3) It is mere fantasy that a nation will help any other nation without a selfish motive.

(4) The rich nations will only exploit, the poor nations.

(5) Internationalism is the sweet slogan of exploiters, it is a political movement, we should be careful of it.

Need of International Understanding in the Modern Age

Our country India taught universal fraternity thousands of years ago. The welfare of people of the world is inherent in it. But the internationalism that we are king about is the contribution of the modern age. Universal fraternity is the principle Vedic religion, internationalism is the need of modern politics. Attention towards Internationalism was first given in 1912, by the then American President Taft in order prevent the First World War, but he did not succeed in it. The League of Nations stormed in 1920, but it could not prevent the Second World War. The United Nations Organization (UNO) was formed in 1945. At present, the world is passing rough a new turn of events. International understanding is essential today in order to understand the world from future political calamities:

1. For the Protection of Independent Existence of Nations.

2. For the Cessation of Wars.

3. For the Fulfillment of Physical Needs.

4. For International Trade.

5. For the Development of Backward Nations.

6. For the Well-Being of Mankind.

Obstacles in the Development of International Understanding

All nations of the world are feeling the need of international understanding today, especially the undeveloped and developing nations, and they are making for its development too; but it has not happened due to some causes. These causes as follows:

1. Narrow Nationalism

2. Different Political Ideologies

3. Different National Groups

4. Cultural Differences 

 Development of International Understanding

 In 1912, the then American President Traft hapd made efforts to call an international conference at Hague in order to prevent the world war, yet he did not succeed in it and it culminated in the First World War in 1914. More attention was paid to the need of internationalism after this. The UNO was founded for this purpose. The UNO supports the principles of coexistence, non-interference in internal matters, non-aggression and peaceful solution to problems. One of its agencies is the United Nations Educational, Scientific and Cultural Organization (UNESCO). Its chief function is the development of international understanding.

Role of UNESCO in the Development of International Understanding

The functions of UNESCO, as far as the development of internationalism is concerned, are very important. This agency of the UNO provides education at the international level and makes effort in creating the spirit of internationalism in the children of different countries.

It is contributing especially in the countries that have suffered during the second world war and other backward countries of the world.

 It is making efforts for the removal of illiteracy and ignorance from the world. Thus, it is educating every individual in the world in order to expand his attitude. 

This organization also conducts teacher exchange programmes, excursions in other countries and organization of cultural programmes in order to bring the people of the world nearer. 

This also organizes art and literature exhibitions of international level in different countries. 

 The UNESCO believes that wars start in the mind. When the people have the feeling of enmity in their minds, wars occur. Enmity towards one another develops on several bases. The most powerful basis for this is cultural difference. So the UNESCO lays foremost emphasis on the development and synthesis of the cultures. It helps develop internationalism.

The UNESCO distributes related literature among all member nations. Through this literature, the children are acquainted with the aims and methodology of the organization and make effort to organize international festivals in their schools. 

Thus, the UNESCO believes in the exchange of education, science and culture, and is especially active in this field. We should cooperate with it in order to give momentum to its efforts.

 

Education is the basic means of development of internationalism. For development of internationalism by education, we will have to do two tasks. narrow nationalism and development of internationalism.

Methods of Preventing Narrow Nationalism

 In order to prevent the expansion of narrow nationalism, we have to our attitude.

 First, we have to develop in the students respect for other languages and flags, besides our own national language and flag. 

Second, have develop among our students respect for other cultures and religions besides culture and religion.

International days should be celebrated to teach children to respect the of other nations besides their own national flag. 

While celebrating national festivals, we should not describe other nation inferior. The interests of other nations too should be kept in view besides of our It is not considered proper to celebrate the birthdays of the leaders who favoured m nationalism. We should celebrate the birthdays of the leaders who adopted  methods for the realization of their aims.

Methods of Development of Internationalism

We will have to effect some changes in the aims of education, curriculum teaching methods and other educational programmes for the education internationalism. We can discuss them under the following headings:

1. Broad Aims of Education: This is necessary for the development internationalism that the aims of education are broad. Besides the aims of child physical, mental, social, cultural, moral and character and vocational development will have to include the aims of development of national integration and international too.

2. Broad Curriculum: The curriculum should be constructed according to aims. The curriculum will have to be made wider for development of internationalism In the subjects geography, history and other social subjects, we will have to incl the geographical conditions, histories and cultures of different countries in the curriculum. It is necessary to tell the students about the institutions and organization of international importance, so they too should be included in the curriculum. Beside co-curricular activities of international standard should be included in it, such celebration of international days, birthdays of leaders of international fame, debate on international topics, cultural programmes based on civilizations and cultures different countries, etc. Language is the basis of these all. We should know our nation language to understand our nation, and national languages of other countries understand them.

3: Reform in Teaching Methods: For the development of internationalism, the children should necessarily have free thinking, free expression, self-confidence and broad attitude, and all these can be developed by proper teaching methods. For it, those teaching methods should be especially adopted in which the children get opportunities to learn by doing and self-experience, and in which the children perform activities with each other cooperation.

4. Reform in Textbooks: Necessary amendments should be done in language textbooks. Such subject-matter should be deleted from them which encourages narrow nationalism. It should include the life sketch and incidences from the lives of international leaders. The natural location of other countries and material regarding their civilization and culture should also be included in them.

5. Equal Behaviour: We should treat the children and objects of other nations, especially their national flags and cultures with respect. We ought to develop the attitude of accepting the good and renouncing the evil. The good can be borrowed from anywhere.

6. Morning Assembly: The school should begin with a 15-minute morning assembly. This should begin with prayers and end with national anthem. The remaining time should be utilized for health discussion, moral education, discussion of different cultures of our and other countries, emotional integration, national integration and need of internationalism, etc. If this time is utilized for presenting the ancient ideals of universal happiness, the children will learn the lesson of universal fraternity. Only slogans cannot achieve it, it should have solid moral basis.

7. International Days: International days should be celebrated in the schools. Each school should have the flags of all nations of the world which should be unfurled at these occasions and play the national anthem of the country. Ten minute time may be given in the morning assembly for this purpose.

8. Speeches of International Leaders: The world has shrunk today, we can got to any place at any time. We should take advantage of this situation and should present the leaders of the country and other nations for delivering speeches. It would give the children opportunities to acquaint themselves with others' views. This task can be done on international days. The tapes of speeches can be played in the absence of persons.

9. Birthdays of International Leaders: We should celebrate the birthdays of top most leaders of the world in schools. We may devote ten minutes in their praise at morning assembly.

10. International Games and Sports: Games and sports should be organized at international level for the development of internationalism. It is generally seen that when a country wins or loses in the competitions of this level, the whole country rejoices or feels sad and each individual looks at the win or loss from national perspective, but it also occurs when two brothers play; it should not create ill-will but competition. The nations progress due to this feeling.

11. Cultural Programmes at International Level: Youth programmes should be organized at international level and all countries should present their respective cultural glimpses. It acquaints the youths with the cultures of different countries, they begin to respect them and it develops internationalism. 

12. International Exhibitions: This type of exhibitions can be very helpful in the development of internationalism, such as exhibitions of costume, art, handicraft literature, books, cottage industries, heavy industries, scientific inventions, etc. The w small children take interest in toys made in the country and abroad, so their exhibition should be organized. Through them the children are acquainted with the civilizations e and cultures of the country and abroad, and all this is included in their knowledge and sphere.

13. International Programmes on Radio and Television: Radio and television should relay the programmes which are helpful in the development of internationalism during the period of schools. It is pleasant to note that our government is making efforts in this direction. Newspapers and periodicals too can play a great role in the development of internationalism. We should procure literature of international importance in school libraries and reading rooms.

14. International Friends: We suggest in this regard that children should make friends in other countries by correspondence or internet. When they wish one another from time to time, it would inculcate goodwill in them and it is necessary for the development of internationalism. But this task can be accomplished by a few children only.

15. Exchange of Teachers at International Level: For the development of this spirit, exchange of teachers should be conducted at the international level. This programme can be adopted at the university level. When the teachers of one country visit another country, it expands their cultures and the right picture of the world is presented before the students.

16. Arrangement of Studies at International Level: The need for the students of one country to visit another for studies is being felt. We can see that the students who study in other countries love them as much as their own countries. This task may not be possible at a large scale, but it can be certainly expanded.

17. Foreign Tours: The only way to get rid of narrowness is to come out of the circle. The world vision is necessary for getting rid of narrow nationalism. Though this facility cannot be granted to all students, yet some students can certainly make it, while other students can benefit from it by their experiences. Visiting the country and abroad naturally develops the experience of unity in the world. We should make efforts in this direction.

Special Mention

The matter of development of internationalism is being considered all over the world, but the fact remains that the more we cry for it, the less it is achieved. We feel that each gives out the slogan of internationalism only to make other inactive Disarmament and coexistence are only political slogans, the world is at the brink o the third world war. If we want to save ourselves from the destruction of this war, we will have to adopt the principle of coexistence in its proper sense. The whole world must understand this fact that if a nation is helpful in the development of other nations all nations will progress with one another's cooperation, else they will continue to spend their income on wars, and God forbid, if the third world war takes place, the whole world would see its end.

We will have to acquaint our children with this attitude. The most effective Ones effort will be to make them understand, if we do not think of others' interest, those nations will not involve themselves in our interest. We should relate religion to all this. Our religion tells us that the whole mankind is one, the whole world is like a family, and we should live together with love. By awakening love for the whole mankind, we can develop the spirit of internationalism. For it, the schools and other informal agencies will have to cooperate. The teachers will have to play the most vital role in it; they should come out of narrowness to march towards universal brotherhood, only then they can teach their students the lesson in world brotherhood.

Education: Meaning, Nature And Modes

Meaning of Education

The word 'education' is derived from the Sanskrit root 'education' by adding a suffix. 'Shiksha' means learning and teaching. Therefore, the literal meaning of the word 'education' is - the act of learning and teaching. The word 'Education' is used in English for the word 'Shiksha'. The word education has evolved from the Latin word 'Educatum' and the word 'Educatum' is made up of the words A (E) and Duco (Duco) of the same language. A (E) means - from within, while Duco (Duco) means - to move forward. Hence the meaning of the word 'education' is to move forward from within. The question arises that what is meant by moving forward from within? In fact, at the time of birth, some innate powers are present in the seed form inside every child. These powers develop when they come in contact with proper environment, whereas in the absence of proper environment, these powers either do not develop completely or take unwanted forms. Through education, an attempt is made to develop the innate powers of a person from inside to outside in the proper direction. In other words, we can say that the word 'Education' is used for the process of manifesting or developing the inner powers of a person or child outwardly. The Latin words 'educare' and 'educere' are also accepted as the root of the word 'education'. The meaning of both these words is to bring forward, to lead out or to raise. It is clear that the literal meaning of both the words education and its English synonym 'Education' is the process of advancing, developing or extolling the inner powers of man. Therefore, it can be said in conclusion that the meaning of the word education is the process of all-round development of innate powers.

To understand the real meaning of the word education, it will be necessary to observe the views expressed by various scholars regarding the meaning of education.

Swami Vivekananda accepted man as perfect by birth and according to him the purpose of education was to reveal his perfection. In his words, 

"Education is manifestation of perfection already present in man."  -Swami Vivekananda

Father of the Nation Mahatma Gandhi explained education as a process of physical, mental and spiritual development of an individual. In his words, 

"By Education I mean an all round drawing out of the best in child and man- body, mind and spirit."    -Mahatma Gandhi

According to the famous Greek philosopher Socrates,

"Education means the bringing out of the ideas of universal validity which are learnt in the mind of everyman."    -Socrates

Emphasizing on physical and mental development, Aristotle had said that- 

"Education is the creation of a healthy mind in a healthy body."   -Aristotle

Herbert Spencer, emphasizing on adjusting the real conditions of human life, said that 

"Education means establishing coordination between the inherent powers and the external world."   -Herbert Spencer

In the words of John Dewey - 

"Education is the development of all those capacities in the individuals which will enable him to control his environment and fulfill his possiblities."     -John Dewey

German educationist Pestalozzi, defining education as the development of innate powers, has said that- 

"Education is a natural, harmonious and progressive development of man's innate powers."

                                                                                                                                  -Pestalozzi

"Education is a process of physical, mental & intellectual development."     -Plato

 "Education is human development in a controlled environment."      - Trow

"Education is a process by which the child makes its internal external."    -Froebel

"In wider sense, it is a process that goes on throughout life and is promoted by almost every experience in life."       -S. S. Mackenzi

Indian Concept

"Education is that whose end product is salvation."    -Upnishads

"Education is the realization of the self."    -Shankracharya

Modern Concept

"Education is helping the growing soul to draw out that is in itself."    -Aurobindo Ghosh

"Education means to enable the child to find out the ultimate truth...... making truth its own and giving expression to it."     -R.N. Tagore

"Education is the consciously controlled process whereby changes in behaviour are produced in the person and through the person within the group. "    -Brown

Characteristics of Education

"Plants are developed by cultivation and man by Education."   -Locke

Based on the analysis of the above definitions of education, the following characteristics of education can be said-

1. Education is not limited to knowledge imparted in schools.

2. Education is a life-long process.

3. Education Develops the inherent powers of a child.

4. Education is a dynamic process.

5. Education is a Bi-polar process.

6. Education is a Tri-polar process.

7. Education is a process of modifying behaviour and character formation.

8. Education is a Direct and Indirect process both.

9. Enrichment of Experiences.

10. All round development of the individual.

11. A process of adjustment with the environment.

Education as a Bi-polar Process

As mentioned earlier, education is a process, not a prescription. Two persons are involved in this process – there is interaction between the teacher and the learner, the result of their efforts is education. Thus education becomes a participatory activity or sharing of experiences. Adams calls this a bipolar process. “In this process, there is a continuous interaction between the teacher and the student and like the interaction of two poles, there is an interaction of two individuals. Thus, education becomes a conscious and thought process in which communication and manipulation of knowledge, one personality acts upon the other to bring about changes in the development of personality. A child is also an active participant in the teaching and learning process. Ross writes, "Like a magnet Education must have two poles." (Like magnet education must have two poles).

Discussing about the bipolar nature of education, Adams explains about the two sides of the process of education, subjective and objective, saying that in his view, education becomes subjective when The learner does not question the authority of the teacher and directly responds to the stimuli given by him. This is what usually happens. On the other hand, education becomes objective when the learner understands the intentions of the teacher and sometimes challenges or even opposes him using his discretion. This happens only occasionally. Hence Adams states, "In the experience of most students, education remains bipolar throughout, both subjective and objective."

Teacher Pole → One personality acts on the other to change its development.

Education is bipolar  →  The process is also conscious and thought-out.

Student - Dhruv   →  The personality of the teacher and the direct effect of the use of knowledge add to the knowledge flowing from teacher to student. Its means is mutual discussion.

 

Education as a Tri-Polar Process

The modern view of education is called 'three dimensional'. It is said that all education takes place in the society and in the social system. J.E. Adamson presented the three polar theory of education. According to him, the essence of education is the adjustment between the child and the child's world. The process of adjustment is both active and passive. The child is influenced by his environment and at the same time he influences and shapes the environment.

Forms of Education

Education is a lifelong process. It continues from birth to death in the form of formal, informal and informal. It is a broad concept that includes knowledge obtained from various sources such as radio, newspapers, television, educational institutions, etc. A common man understands it as the education received in educational institutions which is of course quite different from the education received from other sources. Educationists have described the following types of education:

1. General Education - The main function of education is to provide general education to the child up to the secondary level and we also consider this as the main objective of education. It is the minimum level of education which is necessary for every individual to meet his various needs. It enables the child to behave appropriately. Its objective is to develop the general abilities of the child so that his personality can develop and he can become capable of adjustment in the environment. After independence in India, all education has been made free and compulsory.

2. Specific Education - The present age is the age of specialization. One person cannot be specialized in all fields. If the child is given special education according to his innate qualities, abilities and capabilities, then he will get the best opportunities for the development of his abilities. Its purpose is to make a person proficient in a particular skill. It provides specially trained man in every sector of the society. Thus it helps in the development of the nation as well as in its welfare. It is provided in specialized institutions like medical colleges, engineering colleges, technical institutes, management institutes, computer centers etc.

3. Direct Education - In this type of education, there is a direct relationship between the teacher and the learner. The personality of the teacher has a direct impact on the student. This education is not possible where the number of students becomes very large because in such a class it becomes difficult for the teacher to maintain cordial relations with each and every student. This is the reason why in today's time the emphasis is on keeping the class size small.

4. Indirect Education - In the present era, indirect education came into existence because due to the development of mass communication, it has become possible to convey the thoughts of great educationists to those people who never came in direct relation with these people. Indira Gandhi Open University is providing indirect education in various fields all over the world. Many other universities are also running distance education programmes. Radio, television etc. are becoming more popular for teaching at higher level. In today's time, if any person wants to get information with the help of internet, he can do it. This type of education is becoming more popular in the West.

5. Individual Education - It has been psychologically proved that all persons are not the same, therefore it is being emphasized that the teacher should take care of each child individually. The experiment done by Rabindranath Tagore in Shantiniketan has proved to be successful, but if it is adopted as a method of education on a large scale, it will be completely impractical. Kindergarten method at primary level, Montessori method are high methods of individual attention to the child.

6. Collective Education - As the name suggests, it Education is the education imparted to persons gathered collectively at one place. When a teacher teaches a large number of students at one time, such education becomes economical in terms of time and money. The pace at which India's population is increasing, in such circumstances, this education is considered appropriate.

7. Narrow Education - It is limited to school and university education. It starts when the child takes admission in the educational institution and ends when he leaves the educational institution. It is planned, not accidental. In this, there is a direct relationship between the teacher and the student. The scope of this type of education is very narrow.

8. Wider Education - It is a lifelong education. It starts from birth and continues throughout life. It includes the experience gained from all agencies of education, formal, informal and non-formal. Every member of the society acts as a teacher at one time and as a student at another time. The scope of this type of education is very wide.

9. Formal Education - Formal education is that education which Organized according to objectives and ideals. it is for a particular time period, particular time However, it is formally imparted to the child according to the prescribed curriculum. to teach Work is given to specific persons in a particular field. In this area the child is normal, Specialized one-on-one and direct instruction is provided. this type of education student formal Receives in institutions. Education is imparted in a systematic manner. this type of education society and is provided to meet the needs of the individual.At the same time, education can be imparted to a large number of students in a scientific manner and continuously.

10. Informal Education - It is a supplement to formal education without which education is incomplete. It is natural and accidental. This results in a sudden and essentially change in behavior without any accompanying understanding effort. It is a life long process in which all are eligible to receive non-formal education. There is no fixed age for this. There is no fixed place and time in this. In this type of education, there is no pre-determined curriculum and objectives. Drivers learn from experiences and the knowledge gained through this is more permanent than through formal education. Such education is not imparted by any organized agency. It does not require financial resources to make it.

11. Non-formal Education – Both formal and informal, it is the link between formal and informal education. Its main focus is the world outside the school and its work includes education to improve mass education, skills, techniques and lifestyles. Due to the explosion of knowledge as a result of scientific and technological development, this concept was developed after the publication of the report 'Learning to be' of the International Committee on the Development of Education. It was felt by this committee that even after spending so many financial resources on education, a large section of the population remains deprived of education. They are busy in earning a living, that's why they cannot attend formal education institutions in a fixed time. That's why it was suggested by the committee that for such people, who are willing to get education, proper education should be arranged during the leisure time.

This type of education is essential in India. As a result many programs like adult education, correspondence education, open university education etc. have been started. Their objective is the social and economic development of every section of the society. It is life centered and environment based and prepares the individuals for future changes.

विस्मृति (Forgetting) - विस्मृति का अर्थ व परिभाषा, विस्मृति के प्रकार, विस्मृति के कारण, विस्मृति कम करने के उपाय, शिक्षा में विस्मृति का महत्त्व

विस्मृति (Forgetting)

जब हम कोई नई बात सीखते हैं या नया अनुभव प्राप्त करते हैं, तब हमारे मस्तिष्क में उसका चित्र अंकित हो जाता है। हम अपनी स्मृति की सहायता से उस अनुभव को अपनी चेतना में फिर लाकर उसका स्मरण कर सकते हैं। पर कभी-कभी, हम ऐसा करने में सफल नहीं होते हैं। हमारी यही क्रिया- 'विस्मृति' है। दूसरे शब्दों में, “भूतकाल के किसी अनुभव को वर्तमान चेतना में लाने की असफलता को 'विस्मृति' कहते हैं।"

विस्मृति का अर्थ व परिभाषा (Meaning & Definition of Forgetting)

हम 'विस्मृति' के अर्थ को और अधिक स्पष्ट करने के लिए कुछ परिभाषाएँ दे रहे हैं-

1.मन के अनुसार –"सीखी हुई बात को स्मरण रखने या पुनः स्मरण करने की असफलता को विस्मृति कहते हैं।"

2. ड्रेवर के अनुसार–"विस्मृति का अर्थ है-किसी समय प्रयास करने पर भी किसी पूर्व अनुभव का स्मरण करने या पहले सीखे हुए किसी कार्य को करने में असफलता।"

विस्मृति के प्रकार (Kinds of Forgetting)

विस्मृति दो प्रकार की होती है-

1. सक्रिय विस्मृति (Active Forgetting):- इस विस्मृति का कारण व्यक्ति है। वह स्वयं किसी बात को भूलने का प्रयत्न करके उसे भुला देता है। 

2. निष्क्रिय विस्मृति (Passive Forgetting):- इस विस्मृति का कारण व्यक्ति नहीं है। वह प्रयास न करने पर भी किसी बात को स्वयं भूल जाता है।

विस्मृति के कारण (Causes of Forgetting)

'विस्मृति' या 'विस्मरण' के कारणों को हम दो भागों में विभक्त कर सकते है-

(अ) सैद्धान्तिक कारण (Theoretical Causes):- बाधा, दमन और अनभ्यास के सिद्धान्त।

(ब) सामान्य कारण (General Causes):- समय का प्रभाव, रुचि का अभाव, विषय की मात्रा इत्यादि।

1. बाधा का सिद्धान्त (Theory of Interference):- इस सिद्धान्त के अनुसार, यदि हम एक पाठ को याद करने के बाद दूसरा पाठ याद करने लगते हैं, जो हमारे मस्तिष्क में पहले पाठ के स्मृति-चिन्हों (Memory Traces) में बाधा पड़ती है। फलस्वरूप वे निर्बल होते चले जाते हैं और हम पहले पाठ को भूल जाते हैं। 

2. दमन का सिद्धान्त (Theory of Repression):- इस सिद्धान्त के अनुसार, हम दुःखद और अपमानजनक घटनाओं को याद नहीं रखना चाहते हैं। अतः हम उनका दमन करते हैं। परिणामतः वे हमारे अचेतन मन में चली जाती हैं और हम उनको भूल जाते हैं। 

3. अनभ्यास का सिद्धान्त (Theory of Disuse)- थार्नडाइक एवं एबिंगहॉस (Thorndike and Ebbinghaus) ने विस्मृति का कारण अभ्यास का अभाव बताया है। यदि हम सीखी हुई बात का बार-बार अभ्यास करते हैं, तो हम उसको भूल जाते हैं। 

4. समय का प्रभाव (Effect of Time):- हैरिस (Harris) के अनुसार : सीखी हुई बात पर समय का प्रभाव पड़ता है। अधिक समय पहले सीखी हुई बात अधिक और कम समय पहले सीखी हुई बात कम भूलती है। 

5. रुचि, ध्यान व इच्छा का अभाव (Lack of Interest, Attention Will):- जिस कार्य को हम जितनी कम रुचि, ध्यान इच्छा से सीखते हैं, उतनी ही जल्दी हम उसको भूलते हैं। स्टाउट के अनुसार :- "जिन बातों के प्रति हमारा ध्यान रहता है, उन्हें हम स्मरण रखते हैं।" 

6. विषय का स्वरूप (Nature of Material):- हमें सरल, सार्थक और लाभप्रद बातें बहुत समय तक स्मरण रहती हैं। इसके विपरीत, हम कठिन, निरर्थक और हानिप्रद बातों को शीघ्र ही भूल जाते हैं। 

7. विषय की मात्रा (Amount of Material)- विस्मरण, विषय की मात्रा के कारण भी होता है। हम छोटे विषय को देर में और लम्बे विषय को जल्दी भूलते हैं। 

8. सीखने में कमी (Underlearning) - हम कम सीखी हुई बात को शीघ्र और भली प्रकार सीखी हुई बात को विलम्ब से भूलते हैं। 

9. सीखने की दोषपूर्ण विधि  (Defective Method of Learning) - यदि शिक्षक, बालकों को सीखने के लिए उचित विधियों का प्रयोग न करके दोषपूर्ण विधियों का प्रयोग करता है, तो वे उसको थोड़े समय में भूल जाते हैं। 

10. मानसिक आघात (Mental Injury) - सिर में आघात या चोट लगने से स्नायुकोष्ठ छिन्न-भिन्न हो जाते हैं। अतः उन पर बने स्मृति-चिन्ह अस्त-व्यस्त हो जाते हैं। फलस्वरूप, व्यक्ति स्मरण की हुई बातों को भूल जाता है। वह कम चोट लगने से कम और अधिक चोट लगने से अधिक भूलता है। 

11. मानसिक द्वन्द्व (Mental Conflict)- मानसिक द्वन्द्व के कारण मस्तिष्क में किसी-न-किसी प्रकार की परेशानी उत्पन्न हो जाती है। यह परेशानी, विस्मृति का कारण बनती है। 

12. मानसिक रोग  (Mental Disease) - कुछ मानसिक रोग ऐसे हैं, जो स्मरण शक्ति को निर्बल बना देते हैं, जिसके फलस्वरूप विस्मरण की मात्रा में वृद्धि हो जाती है। इस प्रकार का एक मानसिक रोग-दुःसाध्य उन्माद (Psychosis) है। 

13. मादक वस्तुओं का प्रयोग (Use of Intoxicants)- मादक वस्तुओं का प्रयोग मानसिक शक्ति को क्षीण कर देता है। अतः विस्मरण एक स्वाभाविक बात हो जाती है। 

14. स्मरण न करने की इच्छा (Lack of Desire to Remember) - यदि हम किसी बात को स्मरण नहीं रखना चाहते हैं, तो हम उसे अवश्य भूल जाते हैं। "We forget much that we do not want to remember.” -Sturt & Onkden

15. संवेगात्मक असन्तुलन  (Emotional Disturbance) - किसी संवेग के उत्तेजित होने पर व्यक्ति की शारीरिक और मानसिक दशा में असाधारण परिवर्तन हो जाता है। उस दशा में उसे पिछली बातों का स्मरण करना कठिन हो जाता है। बालक, भय के कारण भली प्रकार याद पाठ को भी भूल जाता है।

विस्मृति कम करने के उपाय  (Ways of Minimising Forgetfulness)

 किसी बात की कम विस्मृति का अर्थ है- उसे अधिक समय तक स्मरण रखने या स्मृति में धारण रखने (Retention) की क्षमता न होना। अतः विस्मृति को कम करने या धारण-शक्ति में उन्नति करने के लिए निम्नांकित उपायों को प्रयोग में लाया जा सकता है। 

1. पाठ की विषय-वस्तु (Content Matter)- कोलेसनिक का मत है - पाठ की विषय-वस्तु अर्थपूर्ण, क्रमबद्ध और बालक की मानसिक योग्यता के अनुरूप होनी चाहिए, क्योंकि इस प्रकार की विषय-वस्तु की विस्मृति की गति और मात्रा बहुत कम होती है। इसके अतिरिक्त, पाठ में आवश्यकता से अधिक तथ्य, तिथियों और विस्तृत सूचनाएं नहीं होनी चाहिए, क्योंकि इनकी विस्मृति की गति और मात्रा बहुत तीव्र होती है। 

2. पूरे पाठ का स्मरण  (Memorising the Whole Lesson) -- बालक को पूरा पाठ सोच-समझकर याद करना चाहिए। जब तक उसे पूरा पाठ याद न हो जाय, तब तक उसे स्मरण करने का कार्य स्थगित नहीं करना चाहिए। साथ ही, उसे पाठ को आंशिक रूप से स्मरण नहीं करना चाहिए। ऐसा करने से पाठ का भूल जाना आवश्यक है। 

3. पाठ का अधिक स्मरण (More Learning of the Lesson)- पाठ स्मरण हो जाने के बाद भी बालक को उसे कुछ समय तक और स्मरण करना चाहिए। इसका कारण बताते हुए नन ने लिखा है :-"पाठ स्मरण हो जाने के बाद जितना अधिक स्मरण किया जाता है, उतना ही अधिक वह स्मृति में धारण रहता है।" 

4. बालक का स्मरण करने में ध्यान (Attention in Memorising)-पाठ को स्मरण करते समय बालक को अपना पूर्ण ध्यान उस पर केन्द्रित रखना चाहिए। वुडवर्क के शब्दों में इसका कारण यह है :- "सीखने वाला जितना अधिक ध्यान देता है, उतनी ही जल्दी वह सीखता है और बाद में उतनी ही अधिक देर में वह भूलता है।" 

5. अधिक समय तक स्मरण रखने का विचार (Decision for Long Retention) - बालक को पाठ यह विचार करके स्मरण करना चाहिए कि उसे उसको बहुत समय तक याद रखना है। तभी वह उसे शीघ्र भूलने की सम्भावना का अन्त कर सकता है। 

6. विचार- साहचर्य के नियमों का पालन (Use of Association Laws)- पाठ याद करते समय बालक को विचार-सहचर्य के नियमों का पालन करना चाहिए। उसे नवीन तथ्यों और घटनाओं का उन तथ्यों और घटनाओं से सम्बन्ध स्थापित करना चाहिए, जिनको वह जानता है। ऐसा करने से वह सम्भवतः पाठ का कभी विस्मरण नहीं करेगा। 

7. पूर्ण व अन्तरयुक्त विधियों का प्रयोग (Use of Spaced and Non-spaced Methods) – बालक को पाठ याद करने के लिए पूर्ण (Whole) और अन्तरयुक्त (Spaced) विधियों का प्रयोग करना चाहिए। इसका कारण यह है कि खण्ड (Part) और अन्तरहीन (Unspaced) विधियों की अपेक्षा इन विधियों से याद किए गए पाठ का विस्मरण कम होता है। 

8. सस्वर वाचन (Loud Reading) - बालक को पाठ बोल-बोलकर स्मरण करना  चाहिए। वुडवर्थ के शब्दों में इसका कारण यह है :- सक्रिय सस्वर वाचन के पश्चात् विस्मरण की गति धीमी होती है।" 

9. स्मरण के बाद विश्राम (Rest after Memorizing) - बालक को पाठ स्मरण के उपरान्त कुछ समय तक विश्राम अवश्य करना चाहिए, ताकि पाठ के स्मृति-चिन्ह उसके मस्तिष्क में स्पष्ट रूप से अंकित हो जायें।

10. पाठ की पुनरावृत्ति (Repetition)- पाठ को स्मरण करने के बाद बालक को उसे थोड़े-थोड़े समय के उपरान्त दोहराते रहना चाहिए। पाठ की जितनी ही अधिक पुनरावृत्ति की जाती है, उतनी ही अधिक देर से वह भूलता है "Relearning improves the memory traces and reduces forgetting."- Woodworth 

11. स्मरण करने के नियमों का प्रयोग (Use of Laws of Memory) - बालक को विस्मरण कम करने के लिए स्मरण करने की मितव्ययी विधियों का प्रयोग करना चाहिए। 

शिक्षा में विस्मृति का महत्त्व (Importance of Forgetting in Education)

कॉलिन्स व ड्रेवर ने लिखा है: "यह सत्य है कि विस्मरण, स्मरण के विपरीत है, पर व्यावहारिक दृष्टिकोण से विस्मरण लगभग उतना ही लाभप्रद है, जितना कि स्मरण।" "It is true that forgetting is the opposite of remembering, but from a practical point of view forgetting is almost as useful as remembering. "

1. क्षणिक महत्त्व की बातों को भुलाना

2. समान रूप से अनुपयोगी बातों का भुलाना 

3. अस्त-व्यस्तता से बचाव 

4. दुःखद अनुभवों को भूलना

5. भाषा शिक्षण में उपयोगी

6. सीमित क्षेत्र का उपयोग-बालक का स्मृति

7. पुरानी बातों को भूलकर नई बातों को सीखना 

 

 हम कह सकते हैं कि बालक की शिक्षा में विस्मरण का स्थान अति महत्त्वपूर्ण है। वह विस्मरण करके ही शिक्षा सम्बन्धी नई बातों को सीख सकता है। ठीक लिखा है : "स्मरण करने की एक शर्त यह है कि हमें विस्मरण करना चाहिए।" "One condition of remembering is that we should forget."-M. Ribot. शिक्षक को चाहिये कि वह छात्रों में नवीन चीजों को सीखने पर बल दे। उन्हें संतुलित रूप से सिखाये । संवेगात्मक संतुलन बनाये रखे।

शिक्षक को चाहिये कि वह छात्रों में नवीन चीजों को सीखने पर बल दे। उन्हें संतुलित रूप से सिखाये संवेगात्मक संतुलन बनाये रखे। 

Some important questions:

1. विस्मरण के कारणों का वर्णन कीजिए। बालकों में विस्मरण को कम करने के लिए किन उपायों का प्रयोग किया जाना चाहिए ?

Describe the causes of forgetting. What methods should be used to minimise forgetfulness in children?

 2. शिक्षा में विस्मरण के कार्य और महत्त्व पर एक संक्षिप्त निबन्ध लिखिए।

Write a short essay on the function and importance of forgetting in education.

3. कक्षा में सीखे गये पाठ को स्मृति में धारण करने में अधिक दक्षता प्राप्त करने की कौन-सी विधियाँ हैं ?

What are the methods of acquiring great perfection in retaining in memory the lesson learnt in the class.

4. विस्मृति के कौन-कौन-से कारण हैं? एक शिक्षार्थी को कौन-सी विधियाँ अपनानी चाहिए, जिनसे उसे अधिक अच्छा याद रह सके ? 

What are the causes of forgetting? What methods should a learner adopt in order to ensure better retention?

आदर्शवाद (Idealism)

 आदर्शवाद 

(Idealism)

आदर्शवाद का अर्थ (Meaning of Idealism)

आदर्शवाद अंग्रेजी शब्द idealism का पर्याय समझा जाता है। आइडियलिज्म दो शब्दों के योग से निर्मित है—(1) Idea' अर्थात् विचार तथा (2) 'ism' अर्थात् वाद शाब्दिक व्युत्पत्ति के अनुसार आदर्शवाद (Idealism) का अर्थ विचारवाद होता है। प्राचीन यूनानी दार्शनिक प्लेटो (Plato) आदर्शवादी विचारधारा में मन या विचार की ही चिरन्तन सत्ता स्वीकार करता था, अर्थात् इस विचारधारा के अनुयायीयों को मनवादी (mentalist) या आध्यात्मवादी (spiritualist) भी कहा जाता था। कालान्तर में उच्चारण की सुविधा के कारण मूल शब्द आइडियाज्म में 'ल' ध्वनि सम्मिलित हो गई और इस शब्द का रूपान्तर आइडियलिज्म (Idealism) हो गया जो हिन्दी के आदर्शवाद का परिचायक बना। आदर्शवाद का अर्थ, पाश्चात्य विचारकों के अनुसार, इस प्रकार है- "इस दर्शन के अन्तर्गत आत्मा और मन को लेकर मानव और प्रकृति के सम्बन्ध पर प्रकाश डाला जाता है और जीवन में चिन्तन को मुख्य स्थान दिया जाता है।“ आदर्शवादी प्राकृतिक, भौतिक तथा वैज्ञानिक तत्त्वों की अपेक्षा मानव तथा उसके विचारों, भावों तथा आदशों को अधिक महत्त्वपूर्ण मानते हैं और जीवन का लक्ष्य शाश्वत सत्यों, आदर्शो एवं मूल्यों की प्राप्ति को मानते हैं।

आदर्शवाद प्राचीनतम विचारधारा है। पाश्चात्य देशों में आदर्शवाद का प्रतिपादन प्रसिद्ध दार्शनिक सुकरात और प्लेटो ने किया। आधुनिक युग में आदर्शवादी दार्शनिकों से डेकार्ट (Descrates), स्पिनोजा (Spinoza), लाइबनीज (Leibniz), बर्कले (Berkely), कान्ट (Kant), फिक्टे (Fichte), हीगल (Hegel), शैलिंग (Schelling), तथा जेन्टाइल (Gentile), प्रमुख हैं। शिक्षा में आदर्शवादी विचारधारा के प्रवर्तकों में कमेनियस (Comenius), पेस्टालॉजी (Pestalozzi) तथा फ्रोबेल (Froebel) मुख्य हैं। भारतीय आदर्शवादी दार्शनिकों में महात्मा गाँधी, स्वामी विवेकानन्द, महर्षि अरविन्द तथा रवीन्द्रनाथ टैगोर की गणना की जा सकती है।

परिभाषाएँ (Definitions)

आदर्शवाद के सन्दर्भ में कुछ दार्शनिकों द्वारा दी गई निम्नांकित परिभाषाएँ उल्लेखनीय हैं—

 हैरोल्ड टाइटस (Harold Titus ) — "आदर्शवाद यह स्वीकारता है कि वास्तविकता भौतिक वस्तुओं तथा शक्ति की अपेक्षा विचारों, मन या स्व में निहित है।" 

"Idealism asserts that reality consists of ideas, thoughts, minds or selves rather than materials, objects and force."

हॉर्न (Horne) — “आदर्शवादी शिक्षा दर्शन मानसिक जगत का मानव को अभिन्न अंग समझने की अनुभूति का विवरण है।" 

"An idealistic philosophy of education is in account of man finding himself as an integral part of universe of mind."

रॉस .(Ross) — "आदर्शवाद के अनेक एवं विविध रूप हैं किन्तु इन सबका अन्तर्निहित सिद्धान्त है कि मस्तिष्क या आत्मा ही सम्पूर्ण जगत का मूल तत्त्व है तथा चिरन्तन सत्ता मानसिक है। 

आदर्शवाद के प्रमुख सिद्धान्त (Main Principles of Idealism)

आदर्शवाद के प्रमुख सिद्धान्त निम्नलिखित हैं-

1. सम्पूर्ण जगत् के दो रूप (Two Forms of World) - आदर्शवाद के अनुसार सम्पूर्ण जगत् के केवल दो रूप हैं—(1) आध्यात्मिक जगत् तथा (2) भौतिक जगत् । आदर्शवादी भौतिक जगत् की तुलना में आध्यात्मिक जगत् को अधिक महत्त्व देते हैं। उनका विश्वास है कि आध्यात्मिक जगत् क तुलना में भौतिक जगत् केवल एक झलक मात्र है। लाइबनीज महोदय ने लिखा है- “भौतिक तत्त्वसार रूप में मानसिक या आध्यात्मिक है। (Matter is in its essence mental or spiritual)। इसी प्रकार फेचनर महोदय का कथन है- "विश्व का भौतिक पहलू सार्वभौमिक मन का बाह्य प्रकटीकरण है।" (The physical aspect of uniterne is outer expression of universal mind) I

2. वस्तु की अपेक्षा विचार का महत्त्व ( Ideas more important than Objects)- आदर्शवादियों के अनुसार मन तथा आत्मा का ज्ञान केवल विचारों के द्वारा ही प्राप्त किया जा सकता है। इसलिए उन्होंने भौतिक जगत् के पदार्थों तथा वस्तुओं की तुलना में विचार एवं भाव जगत् को अधिक महत्त्वपूर्ण माना है। उनका पूर्ण विश्वास है कि वस्तु अथवा पदार्थ असत्य है। केवल विचार की सत्य हैं, सर्वव्यापी हैं तथा अपरिवर्तनशील हैं।

3. जड़ प्रकृति की अपेक्षा मनुष्य का महत्त्व (Man is more important than Nature)-आदर्शवाद के अनुयायी जड़ प्रकृति की अपेक्षा मनुष्य को अधिक महत्त्व देते हैं। इसका कारण यह है कि मनुष्य में विचार तथा अनुभव करने की शक्ति होती है। क्योंकि आदर्शवादी अनुभव जगत को अधिक महत्त्व देते हैं, इसलिए अनुभवकर्ता स्वयं और भी अधिक महत्त्वपूर्ण हो जाता है । रस्क (Rusk) ने मनुष्य के महत्त्व पर प्रकार डालते हुए लिखा है- "इस आध्यात्मिक तथा सांस्कृतिक वातावरण का निर्माण स्वयं मनुष्य ही किया है, अर्थात् समस्त नैतिक तथा आध्यात्मिक वातावरण समस्त मनुष्यों की रचनात्मक क्रियाओं का ने ही फल है।" (The spiritual and cultural environment is an environment of man's own making. It is product of man's creative activity.) 

4. आध्यात्मिक सत्यों तथा मूल्यों में विश्वास (Faith in Spiritual Values) – आदर्शवादियों के अनुसार जीवन का लक्ष्य आध्यात्मिक मूल्यों तथा सत्यों को प्राप्त करना है। ये मूल्य हैं‐ (1) सत्य (2) शिवं तथा (3) सुन्दरम्। आदर्शवादियों के अनुसार मूल्य अमर हैं। जो मनुष्य इन आध्यात्मिक मूल्यों को जान लेता है वह ईश्वर को प्राप्त कर लेता हैं। एस० रॉस का भी यही मत है- आदर्शवादियों के अनुसार सत्य, शिवं तथा सुन्दरम् निरपेक्ष गुण जिसमें से प्रत्येक अपनी आवश्यकता के कारण उपस्थित है तथा वह अपने आप में पूर्णतया वाहनीय है।

5. व्यक्तित्व के विकास का महत्त्व (Emphasis on Personality Development) - आदर्शवादी दार्शनिक मनुष्यों के व्यक्तित्त्व को अधिक मूल्यवान समझते हैं। अतः वे व्यक्तित्व के विकास पर विशेष बल देते हैं। उनके अनुसार व्यक्तित्व के विकास का अर्थ आध्यात्मिक पूर्णता प्राप्त करना है। प्लेटो का मत है कि प्रत्येक व्यक्ति का एक आदर्श व्यक्तित्व होता है जिसको प्राप्त करने के लिए यह निरन्तर प्रयत्नशील रहता है। 

6. भिन्नता में एकता के सिद्धान्त का समर्थन (Unity in Diversity) – आदर्शवादी एकता के सिद्धान्त का समर्थन करते हैं। उनका विश्वास है कि संसार की समस्त वस्तुओं में भिन्नता हुए भी एकता निहित है। इसी एकता को उन्होंने एक शक्ति, चेतना तत्त्व अथवा ईश्वर आदि विभिन्न नामों से पुकारा है।

7. सर्वोच्च ज्ञान आत्मा का ज्ञान है (Highest Knowledge is of the Self) — आदर्शवादी दार्शनिक आत्मा के ज्ञान को ही सर्वोत्कृष्ट ज्ञान मानते हैं। उनके अनुसार यह ज्ञान इन्द्रियों के द्वारा संभव नहीं बल्कि तर्क के द्वारा होता है। तर्क से प्राप्त ज्ञान वास्तविक होता है और वह मनुष्य के द्वारा सरलता से ग्राह्य होता है। 

आदर्शवाद के रूप (Forms of Idealism)

रॉस महोदय के अनुसार, आदर्शवाद के विविध रूप हैं।

 इनमें से कुछ प्रमुख रूपों का वर्णन प्रकार है-

1. आत्मनिष्ठ आदर्शवाद (Subjective Idealism) - आदर्शवाद के इस रूप का प्रतिपादक एवं प्रमुख समर्थक आइरिश दार्शनिक बिशप बर्कले ( Bishop Berkely) था। उसने तत्कालीन भौतिकवाद के दुष्परिणामों को देखकर आत्मनिष्ठ आदर्शवाद का समर्थन किया। उसके विचार से वस्तु का अस्ति केवल मन के कारण है, अपने आप नहीं वह बाह्य जगत को केवल मन का प्रत्यक्षीकरण मानता है। आत्मनिष्ठ आदर्शवाद के अनुसार, संसार एक मानसिक जगत है जहाँ पर विचारों का सर्वोच्च स्थान है। सत्य वास्तविकता (True Reality) मन ही है।

2. प्रपंचात्मक आदर्शवाद (Phenomenalistic Idealism ) — वर्कले के आत्मनिष्ठ आदर्शवाद को काण्ट (Kant) ने भी स्वीकार किया किन्तु उसने बर्कले के विपरीत वस्तु जगत का भी अस्तित्व स्वीकार किया है। इस कारण उसने प्रपंचात्मक आदर्शवाद का प्रतिपादन किया। काण्ट ने अन्तरात्मा अनुभव, कर्तव्य और नैतिक मूल्यों के जगत को वास्तविक माना है। उसका विचार है कि हम जो कुछ भी जानते हैं वह प्रपंचात्मक ज्ञान है इसके अतिरिक्त जो वास्तविक जगत है उसका हमको प्रत्यक्ष ज्ञान हो सकता है।

3. निरपेक्ष आदर्शवाद (Absolute Idealism) - आदर्शवाद की इस विचारधारा के प्रतिपादक हीगल (Hegal) और प्रमुख समर्थक फिक्टे (Fichte) हैं। इस विचारधारा को परम् आत्मा का आदर्शवाद भी कहा जाता है। फिक्टे आत्मा की निरपेक्ष सत्ता को स्वीकार करता है। उसके अनुसार, 'समस्त सत्ता आत्म की है। हीगल के अनुसार, ब्रह्माण्ड एक महान 'विचार प्रक्रिया' (Thought Process) है। उसकी धारणा थी कि ईश्वर विचार करने वाला है, उसके विचार का बाह्य और दृष्टिगोचर होने वाला रूप ही यह भौतिक जगत् है।"(God is thinking and physical universe is thought externalized and made visible)".- Fichte

4. व्यक्तिगत आदर्शवाद (Personal Idealism)—आदर्शवाद के इस रूप के पोषक जर्मन दार्शनिक रूडोल्फ यूकेन थे। व्यक्तिगत आदर्शवाद में उन्होंने प्रकृति एवं आत्मा को सक्रिय व्यक्तिगत अनुभव के द्वारा जोड़ने का प्रयास किया है। व्यक्तिगत आदर्शवाद व्यक्ति के नैतिक आदर्शों पर बल देता है यह व्यक्ति के विकास पर प्रभाव डालने वाले तत्त्वों पर भी विश्वास करता है। इसमें मानव प्राणी के जीवन को साधारण प्राणियों की अपेक्षा सर्वोच्च स्थान प्रदान किया गया है।

5. प्लेटो का आदर्शवाद (Platonic Idealism) — प्लेटो के आदर्शवाद में नैतिक मूल्यों को सर्वाधिक महत्त्व प्रदान किया गया है। यह सौन्दर्यपरक एवं नैतिक मूल्यों के दर्शन के रूप में कार्य करता है। प्लेटो के आदर्शवाद को स्पष्ट करते हुए रॉस ने लिखा है- "इसकी व्याख्या किये जाने की आवश्यकता नहीं है, क्योंकि संसार में निरपेक्ष सुन्दर, निरपेक्ष शिव (अच्छाई) और निरपेक्ष महानता इत्यादि का अस्तित्व है। इस जगत् में हम जिस वस्तु को वास्तव में अच्छी या सुंदर देखते हैं वह इस कारण अच्छी या सुंदर है क्योंकि उसमें निरपेक्ष अच्छाई या सुन्दरता की प्रकृति का कुछ अंश है।"

आदर्शवाद और शिक्षा (Idealism and Education)

शिक्षा आदिकाल से ही विभिन्न दार्शनिक विचारधाराओं से प्रभावित होती चली आ रही है किन्तु इस पर सबसे अधिक प्रभाव आदर्शवाद का पड़ा है। शिक्षा के क्षेत्र में आदर्शवाद को प्रमुखता देने वालों में सर्वप्रथम प्लेटो (Plato), कामेनियस (Comenius), पेस्टालॉजी (Pestalozzi) और फ्रोबेल (Froebel) का नाम विशेष रूप से उल्लेखनीय है। इन्होंने शिक्षा के अन्य अंगों की अपेक्षा उद्देश्यों पर अधिक बल दिया है और शिक्षा के निश्चित तथा उत्तम आदर्शों का निर्धारण किया है। 

(1) आदर्शवाद और शिक्षा के उद्देश्य (Idealism and Aims of Education)

आदर्शवाद के अनुसार शिक्षा के अधोलिखित उद्देश्य हैं-

 1. मानव ईश्वर की सुन्दर एवं महानतम कृति है। इसलिये शिक्षा का प्रमुख उद्देश्य मानव व्यक्तित्व का विकास या आत्म-साक्षात्कार है।

2. बालक को आध्यात्मिक मूल्यों एवं सत्यों (Values and Truths) की अनुभूति कराना।

 3. बालक को सत्यं शिवं, सुन्दरम् के आदर्श वाक्य को अपने जीवन का आधार बनाना।

4. सांस्कृतिक घरोघर की रक्षा करना एवं उसमें योगदान देना।

5. बालक की बुद्धि एवं विवेक का विकास करना। 

6. बालक के जीवन में पवित्रता को प्रमुख स्थान देना।

7. बालक की मूल प्रवृत्ति को आध्यात्मिक प्रवृत्ति में बदलना।

(2) आदर्शवाद और पाठ्यक्रम (Idealism and Curriculum)

प्राचीन आदर्शवादी प्लेटो के अनुसार शिक्षा का उद्देश्य - सत्यम् शिवम् सुन्दरम् के आदशों को प्राप्त करना है। इसलिए पाठ्यक्रम में उन सब विषयों को स्थान दिया जाना चाहिए जो इन मूल्यों की ओर ले जाते हैं। मनुष्य की प्रमुख क्रियाएं बौद्धिक, कलात्मक और नैतिक हैं। बौद्धिक क्रियाओं के लिए पाठ्यक्रम में भाषा, साहित्य, इतिहास, भूगोल, गणित और विज्ञान को स्थान दिया जाना चाहिए। कलात्मक क्रियाओं के लिए कला और कविता का अध्ययन आवश्यक है। नैतिक क्रियाओं हेतु पाठ्यक्रम में धर्म, नीति-शास्त्र, अध्यात्म-शास्त्र जादि का अध्ययन सम्मिलित होना चाहिए। 

(3) आदर्शवाद और शिक्षण विधियाँ (Idealism and Methods of Teaching)

आदर्शवादियों ने शिक्षा क्षेत्र में अनेक शिक्षण विधियों का विकास किया। प्लेटो के गुरु सुकरात ने वाद-विवाद, व्याख्यान तथा प्रश्नोत्तर विधियों को अपनाया। प्लेटो प्रश्नोत्तर विधि के साथ-साथ संवाद-विधि (Dialectic Method) का प्रयोग करते थे। प्लेटो के शिष्य अरस्तू ने आगमन (Inductive) तथा निगमन (Deductive) विधियों के प्रयोग पर बल दिया। आधुनिक आदर्शवादी विचारकों में हीगल ने तर्क विधि (Logical Method), पेस्टालॉजी ने अभ्यास विधि (Practice Method), हरबार्ट ने अनुदेशन निधि (Instruction Method) तथा फ्रोबेल ने सेन-विधि (Play-way Method) का विकास किया।

(4) आदर्शवाद व अनुशासन (Idealism and Discipline)

आदर्शवादी अनुशासन की स्थापना पर बहुत बल देते हैं। थॉमस और लैंग के शब्दों में "प्रकृतिवादियों का नारा 'स्वतन्त्रता है, जबकि आदर्शवादियों का नारा अनुशासन' है।" "Freedom is the cry of the Naturalists, while discipline is that of the Idealists." -Thomas and Lang.

लेकिन आदर्शवाद द्वारा समर्पित अनुशासन दमनात्मक न होकर प्रभावात्मक है। दूसरे शब्दों में आदर्शवादी बाह्य नियन्त्रण एवं शारीरिक दण्ड का विरोध करते हैं तथा पूर्णकाओं एवं के आधार पर ही अनुशासन की स्थापना चाहते हैं। 

विश्वास है कि बालक अनुशासन में रहकर ही आत्मानुभूति को प्राप्त कर सकता है। 

(5) आदर्शवाद और शिक्षक (Idealism and Teacher)

आदर्शवाद शिक्षक को अत्यंत गौरवपूर्ण स्थान प्रदान करता है। शिक्षक की छत्रछाया में ही बालक का आध्यात्मिक विकास सम्भव है। फ्रोबेल ने बालक की उपमा एक पौधे से तथा शिक्षक की उपमा एक माली से देते हुए बताया कि जिस तरह माली पौधे को आवश्यकतानुसार सींचकर तथा काट-छांटकर सुव्यवस्थित रूप से पनपाता है जिससे वह एक सुन्दर एवं मनमोहक वृक्ष में ढल सके, उसी प्रकार शिक्षक का दायित्व भी बालक रूपी पौधे की उचित देखभाल करना है। शिक्षक के महत्व का वर्णन करते हुए रॉस लिखते हैं- एक प्रकृतिवादी केवल कांटों को देखकर ही सन्तुष्ट हो सकता है, परन्तु आदर्शवादी सुन्दर गुलाब का पुष्प देखना चाहता है। इसलिये शिक्षक अपने प्रयासों से बालक को, जो अपनी प्रकृति के नियमों के अनुसार विकसित होता है, उस उच्चता तक पहुंचाने में सहायता देता है, जहाँ तक वह स्वयं नहीं पहुँच सकता।"

"The naturalist may be content with brairs, but the Idealist wants fine roses. So the educatory by his efforts assists the educand, who is developing according to the laws of his nature to attain levels that would otherwise be denied to him"– J.S. Ross.

(6) आदर्शवाद एवं बालक (Idealism and Child)

आदर्शवाद के अनुसार बालक केवल शरीर ही नहीं है बल्कि वह शरीर से भी बहुत ऊपर है। वस्तुतः आदर्शवादी बालक को मन एवं शरीर दोनों मानते है जिसमें मन अधिक महत्त्वपूर्ण है। आदर्शवादी शिक्षा में आदशों व विचारों को सबसे अधिक महत्त्व देते हैं और यही कारण है कि वे शिक्षा को बालकेन्द्रित नहीं मानते हैं। उनके अनुसार बालक में उच्च आदशों को स्थापित करने के लिये उनमें अन्तर्दृष्टि या सूत्र का विकास करना ही शिक्षा का प्रमुख कर्त्तव्य होना चाहिये। इस प्रकार हम कह सकते हैं कि प्रकृतिवाद जहाँ शिक्षा को बाल-केन्द्रित बनाने में विश्वास रखता है वहाँ आदर्शवाद बालक को इस योग्य बनाने में विश्वास रखता है कि वह सूझ-बूझ के बल पर कठिन से कठिन चुनौतियों का स्वयं सामना कर सकें।

आदर्शवाद का मूल्यांकन (Estimate of Idealism)

आदर्शवाद का मूल्यांकन इसके गुण-दोषों के आधार पर निम्न प्रकार से किया जा सकता है

गुण (Merits) आदर्शवाद के प्रमुख गुण निम्न हैं- 

1. आदर्शवादी शिक्षा के अन्तर्गत बालकों में 'सत्यम्, शिवम् और सुन्दरम् जैसे गुणों का विकास किया जाता है, इसके फलस्वरूप उनमें उत्कृष्ट चरित्र का निर्माण होता है।

2. आदर्शवादी शिक्षा इस अर्थ में अद्वितीय है कि इसमें शिक्षा के उद्देश्यों की विस्तृत व्याख्या के गई है।

3. आदर्शवादी शिक्षा में शिक्षक को गौरवपूर्ण स्थान दिया गया है। यह बालक और समाज दोनों के लिये मंगलमय है।

4. आदर्शवादी शिक्षा में बालक के व्यक्तित्व का आदर किया जाता है। यह शिक्षा उनकी रचना शक्तियों के विकास पर भी बल देती है।

5. यह शिक्षा आत्म-अनुशासन एवं आत्मनियन्त्रण के सिद्धान्तों को प्रतिपादित करती है। यह दमनात्मक अनुशासन का विरोध करता है।

6. आदर्शवादी दर्शन के परिणामस्वरूप विद्यालय एक सामाजिक संस्था बन गया है। इसीलिये व्यक्तिव एवं सामाजिक मूल्यों को समान महत्त्व दिया जाता है।

 दोष (De-merits) —

 आदर्शवाद में प्रमुख दोष निम्न हैं-

1. आदर्शवादी शिक्षा के उद्देश्य न केवल 'अमूर्त' हैं, वरन् इनका सम्बन्ध भी मात्र भविष्य से है। इस प्रकार यह शिक्षा सैद्धान्तिक अधिक है और व्यावहारिक कम ।

2. आदर्शवादी पाठ्यक्रम में आध्यात्मिक विषयों को ही प्रमुख स्थान दिया गया है जबकि आज के औद्योगिक युग में इनको आवश्यक नहीं समझा जाता । 

3. शिक्षण विधि के क्षेत्र में आदर्शवाद की कोई विशेष देन नहीं है। इसने कोई निश्चित शिक्षण विधि का प्रतिपादन नहीं किया है।

4. विचार और मन पर अधिक बल देने से इस शिक्षा में बौद्धिकता को आवश्यकता से अधिक महत्त्व दिया गया है।

5. यह शिक्षा शिक्षक को तो बहुत ऊँचा स्थान देती है, किन्तु इसमें बालक का स्थान गौण है।

6. आदर्शवाद हमें जीवन के अन्तिम ध्येय की ओर ले जाता है जिसकी हमें तात्कालिक आवश्यकता नहीं है। इस समय तो हमारी आवश्यकतायें रोटी, कपड़ा और मकान से ही मुख्य रूप से सम्बन्धित हैं।