Education for Citizenship : Meaning, Definition, Meaning of Citizenship in the Context of India, Nature, Characteristics, Need and Importance of Development of Democratic Citizenship

Education for Citizenship

Meaning and Definition

Generally, the country in which a man is born, he is considered a cit that county however, in real sense of the term, he becomes the citizen of that when he has faith in the Constitution and government of that country, and ab the principles, laws and rules of the Constitution and government, and behaves accordingly. Thus:

By citizenship is meant that quality of citizens which incline them to have faith  in the Constitution and government of that, and abides by the principles, laws  and rules and to conduct accordingly

Meaning of Citizenship in the Context of India

Our country gained freedom on 15 August, 1947 and our Constitutions into force from 26 January, 1950. In our Constitution, each individual is accept the citizen of the country without any discrimination on grounds of religion, race, religion or sex, at the same time, it expects of its citizens that they would have fa the Constitution and government of the country and follow their principles, laws roles. The basic sprit of the Constitution has been mentioned in its preamble as follows:

"WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute b into a Sovereign, Socialist, Secular, Democratic Republic and to secure to all its citizens JUSTICE, social, economic and political, LIBERTY of thought, expression, belief,i and worship, EQUALITY of status and of opportunity; and to promote among all: FRATERNITY assuring the dignity of the individual and the unity and the integration of the Nation. In our Constituent Assembly this twenty-sixth day of November 1949 do Hereby, Adopt, Enact and Give to Ourselves this Constitution." 

This declaration and resolve explains that India is a democratic country and is based on six principles of freedom, equality, fraternity, socialism, secularism and justice .Therefore, it is necessary to enlighten on this topic.

Freedom: The first principle of democracy is freedom. Democracy consider every human as the most valuable thing of the world, and provides him free opportunity to express himself and develop himself. With this freedom, our Indian democracy! allows freedom to follow one's religion and worship accordingly. In the Article 1 the Constitution, each citizen has been given the freedom to think, express, assemble. tour, reside, earn and sell property and choose trade or vocation. Democracy does not give the right to any person to occupy another's property, or one state to occupy another. or one society to occupy another. So, it would be apt to say that in democracy, freedom means to protect one's own freedom as well that of others.

Equality: Equality is the second principle of our democracy The Constitution of India does not discriminate between people on grounds of caste, culture, religion or sex etc. (Article 15); considers everybody as equal before the law (Article 14); gives equal opportunities to all in public services (Article 16); gives equal opportunities to use public places (Article 15); prohibits untouchability (Article 17); and also ends all titles introduced by the English, as those of Rai Bahadur, and thus, considers all citizens equal. All citizens are given equal rights in the Indian democracy, however, equal rights are corollary to the equal duties too.

Fraternity: Democracy favours national integration together with individual dignity. It can be possible when all citizens of the country are linked to one another with the feeling of 'we' This is called fraternity or brotherhood in other words Democracy wishes to see this spirit sprout in the entire humanity, it believes in the principle of coexistence. According to it, any problem of the country or world should be resolved through dialogue, and not by conflict.

Socialism: The term 'socialism' is taken to mean in two contexts: in the context of social structure and in the context of economy. In the social context, socialism signifies a classless society; that is, a society in which there is not practised any discrimination between man and man on any ground such as caste, culture, race, religion and sex etc.; all are given equal status. In the economic context, socialism lays stress on three points: first, the state should own the entire wealth of the country, second, all people should be paid according to their work; and third, there should be minimum difference between physical work and intellectual work. However, we can see several forms of socialism in the world. Indian socialism does not distinguish people on grounds of caste, culture, religion and sex etc.; and adopts mixed economy in the economic sphere, and gives people an opportunity to effect their economic development independently, however, it is opposed to any kind of exploitation.

Secularism: By secularism is commonly meant 'devoid of religion". In this sense, our democracy is not based on any religion; their is no religion as national religion. Its specific sense is equal respect to all religion. It has been adopted by our democracy in the sense of Gandhiji's Sarva Dharma Sambhav (harmony or equality of all religions). Articles from 25 to 28 in our Constitution have explained this in detail. Our Constitution has given the freedom to follow one's religion and worship accordingly. Besides, it gives freedom to profess and propagate it too, but it prohibits forced conversion. It also clearly declares that no educational institution run by the state will impart education of any religion. The state-aided educational institutions are also prohibited to impart any religious education.

Justice : Democracy espouses social, economic and political justice. In our Indian democracy, social justice has been meted out by eradicating untouchability, giving equal opportunities for education to all children in 6-14 years age group giving equal rights to all men and women, besides, it has done economic just ending begar custom, slavery custom and bonded labour and by providing equality for equal work, and political justice has been realized on giving everybody the rig vole and contest election without any discrimination on grounds of caste, religious or education etc. Besides, there is a provision of justice by the state without any discrimination , in case of any dispute regarding Fundamental Rights and for of rights.

 In the Indian context, by citizenship is meant having faith in Constitution of India and principles of Indian democracy and to conduct according to them. It is generally called democratic citizenship. 

Nature and Characteristics of Democratic Citizenship

Democratic citizenship contains the following elements: 

1. Faith in democratic principles.

2. Focus on one's own freedom as well that of others.

3. Taking all people of the country as equal and having a sense of respect for them. 

4. Having no discrimination on any grounds including caste, religion, sex or place.

5. Community sense of love, sympathy and cooperation. 

6. Sense of tolerance for all cultures and religions.

7. Belief in social, economic and political justice.

8. Faith in conservation of human rights.

9. Dedication to duty.

Need and Importance of Development of Democratic Citizenship

The system of governance in any country succeeds only when its citizens ha faith in it and they conduct themselves accordingly. At present, we have a democratic system of government in India; it can succeed only when the citizens of the country have faith in democracy and live a democratic way of life. It is a method of living which every individual enjoys the equal significance; everybody looks at another equal respect, and everybody is given complete freedom to effect his development however, without causing an impediment in the development of others. There is place for class discrimination and exploitation in this way of living. However, in o country, the situation is that our citizens have not been able to adopt this Art of Living So, it is compulsory to have a democratic attitude, it would be in this condition that all citizens will be able to use freedom in true sense of the word; they will be able enjoy their lives with a sense of equality, live together in harmony and respect es other's personality and individuality; will be able to cooperate with one another, will cultivate cultural and religious tolerance, everybody will preserve one another rights, and will also follow their own duties. Success of democracy depends democratic attitude and democratic conduct. 

Education for the Development of Democratic Citizenship

To cultivate democratic citizenship in Indian children, it would be mandatory to make the entire educational system democratic. It would be a matter of clation that we have already advanced towards this goal, yet there remains much more to be done.

(1) The first 10-year education should be made compulsory and free in the whole of country. At present, only first 8-year education is compulsory and free. Democratic citizenship cannot be cultivated in children up to this age level  well.

(2) The aims of first 10-year education should be democratic and one of the aims should be to explain the principles of democracy and cultivate democratic citizenship in each child.

(3) The curriculum of the first ten-year education should be based on democratic principles; it should compulsorily comprise social service and national service projects, and importance should be attached to physical work in it.

(4) In the first 10-year course, importance should be attached to democratic teaching-learning methods so that children learn to work collectively.

(5) Harsh discipline should be replaced with self-discipline in schools. Schools should create such environment in which children maintain discipline of themselves.

(6) The attitude of teachers should be democratic. They should be democratic in both thought and deed.

(7) Children should be given liberty to play and express themselves from the very early level; besides, they should be taught that they should protect each other's freedom and should not impede others' freedom.

(8) All children should be considered equal from the infant level; no discrimination should be exercised on grounds of caste, religion, place etc., and they too should consider themselves equal and should respect one another.

(9) All children should be treated with love, sympathy and cooperation right from the pre-primary level, and they should be trained in behaving with others with love, sympathy and cooperation.

(10) Children should be engaged in social service and national service tasks right since childhood.

(11) At the secondary level, adolescent students should be clearly taught about the six principles of Indian democracy, which are freedom, equality, fraternity, socialism, secularism and justice. Their basic spirit should also be explained.

(12) At this level, children should be taught about the Fundamental Rights given to citizens by the state, and they should also be taught about their Fundamental Duties as prescribed by the state, and their faith should be inculcated towards them.

(13) Democracy is a staunch supporter of human rights. At the secondary level, children should be clearly taught about the human rights and they shou inclined towards their conservation.

(14) At this level, adolescent students should be given general knowledge the main cultures and religions of the world, and it should be made clear all religions teach humanity to man. 

(15) For the realization of the above tasks, it is necessary for schools to have democratic form.

(i) There should be equal respect between management, principal and tead It is necessary that they should carry out their duties with love, sympathy and cooperation. It is natural for children to cultivate the sense democratic citizenship in such an environment. 

(ii) Students' cooperation should be sought in all tasks of the school cultivates a sense of joint responsibility.

(iii) Schools should constitute self-governments in order to train students the democratic system. 

(iv) Teachers should assist children in the organization of curricular and curricular activities in both collective and individual forms; their collective and individual problems too should be solved. 

(v) It is necessary that children are not exploited in schools at any level under any situation.

Conclusion 

We have been independent for the past 69 years, and the Constitution of l was brought into force 66 years ago; yet we have not been able to cultivate citizens in our citizens, we have failed to train them in a democratic lifestyle. The more advance towards realization of this goal, the more backward we are pulled by t political parties due to their vested interests. They leave no stone unturned in order form their vote banks by dividing the society in the name of region, caste and religious All of their activities are undemocratic completely; they do not respect the Constitution nor do they abide by the democratic principles. In truth, there is need of youth revolution in the country, and it is by this that the vote politics of the political parties can brought to an end, and it would help establish democracy in the country in true sense of the term.

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?