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What did you learn about how different people/education boards and their thinking about education? (Write key words or sentences that stood out to you, you can also copy paste exact words or sentences)

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What did you learn about how different people/education boards and their thinking about education? (Write key words or sentences that stood out to you, you can also copy paste exact words or sentences)

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What according to these individuals/ education boards is the purpose of education in an individual's life?

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What according to these individuals/ education boards is the purpose of education in an individual's life?

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What impact does education aim to create on a community, country, or the world?

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What impact does education aim to create on a community, country, or the world?

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Do you find any common purpose for education in these individuals or boards of education?

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Do you find any common purpose for education in these individuals or boards of education?

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Mohandas K.Gandhi and Rabindranath Tagore  

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Mohandas K.Gandhi and Rabindranath Tagore  

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I learned that different people have different perspective on education. Like Mohandas K.Gandhi and Rabindranath Tagore. They both aimed at higher goals yet were different in their aims. Gandhi laid importance on the complete development of the child and eradicating casteism while Tagore was emphatic about self-realisation through education. Gandhi stood for educating a common man and making him worthy of the society whereas Tagore wanted to produce saints.

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Mohandas K. Ghandi and Rabindranath Tagore

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Mohandas K.Gandhi and Rabindranath Tagore  

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Mohandas K.Gandhi and Rabindranath Tagore  

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According to Gandhi and Tagore, the purpose of education is -

Spiritual upliftment and social aim of education

Gandhi valued the spirit of cooperation, tolerance, public spirit, and the sense of responsibility that only disciplined education could impart. These qualities can create a harmonious balance between the individual and the social aim of education. He viewed education to stimulate the individual’s mind to think creatively, independently, and critically.

Character Building through Education

Discipline is something Gandhi regarded as the main ingredient of a responsible individual for a peaceful society. Discipline and education went hand in hand for Mahatma because he felt that it is a quality that was required for a human to lead an intellectually, morally, and spiritually uplifting life in society. He firmly believed that the goal of education was the character building of that individual.

According to Gandhi, education does not end at any point but it is an ongoing process. He strongly felt that degeneration of the quality of education would lead to the absence of truthfulness, firmness, and tolerance from society.

- Independence

As a child, he did not like the idea of studying in a room and felt that students should study outside the classroom. This formed his first principle and independence. He believed in complete freedom in every way for students. Students must practice equanimity, harmony, and balance. Freedom should not be confused with lack of control. Self-control is an integral part of independence. Being free is the natural state of humans. Humans must strive to attain this state and once achieved it should not stray from it and all other powers are directed by their ego.

Perfection

Tagore’s second active principle that underlies self-education is perfection. He felt that students must try to develop every aspect of their personality, power, and abilities that had been given by nature. Tagore realised that education is not merely passing examinations and acquiring degrees but the progression should be to earn a living by pursuing some profession. A child’s personality, according to Tagore, would develop when every aspect of their personality is given equal importance without any part getting completed and others getting undesirable attention.

Universality

Tagore’s concept of the universal soul and our progression towards it forms the third principle which is universality. This exists within each individual. Everyone must identify one’s soul with the universal soul. Hence, education is not just based on simple development but the individual rises above their limitations of personality. The universal soul resides in every element of nature. He maintained that the educator should create an environment in which a child’s personality undergoes a free, perfect, and unrestricted development.

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Mohandas K. Ghandi and Rabindranath Tagore 

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Mohandas K. Ghandi and Rabindranath Tagore 

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Education aims that everyone gets quality education and no one is left out in getting education.

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Mohandas K. Ghandi and Rabindranath Tagore 

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Mohandas K. Ghandi and Rabindranath Tagore 

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Gandhi and Tagore believed in God or the universal soul both pointed toward spirituality. Their views were child-centric, respecting the individuality of the child. Children should learn whatever they are interested in. Both insisted on education in mother tongues and they were against imposing the English language. They both were idealists and humanists.

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Education is the passport to the future for it belongs to those who prepare for it today.

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Education can give you a grading certification.

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Education aims that everyone get proper quality education and no one is left out with no educaton

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It takes a noble human being to plant a seed for a tree that will someday give shade to someone

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Your education can help others in the future.

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My Education Matters To You & Power  Of Education

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My Education Matters To You & Power  Of Education

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Both of them were telling how education can help you in the future, how its important and how you can improve it

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The International Baccalaureate aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through understanding and respect. These programs encourage students worldwide to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

The IB wants students to be:

Curious Explorers: Always asking questions and wanting to learn more about the world.

Knowledgeable Thinkers: Learning many things and using their brains to solve problems.

Effective Communicators: Share their ideas clearly and listen carefully to others.

Honest and Fair: Doing what's right and treating everyone with respect.

Open-Minded: Understanding different cultures and ways of thinking.

Kind and Caring: Helping others and making the world a better place.

Brave and Bold: Trying new things and taking risks.

Balanced Learners: Taking care of their minds and bodies.

Reflective Thinkers: Thinking about their learning and growing as people.

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By learning through the IB, we can become better people and make the world a better place.

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Each child is valued as a unique individual. Montessori education recognizes that children learn in different ways, and accommodates all learning styles. Students are also free to learn at their own pace, each advancing through the curriculum as he is ready, guided by the teacher and an individualized learning plan.

Beginning at an early age, Montessori students develop order, coordination, concentration, and independence. Classroom design, materials, and daily routines support the individual’s emerging “self-regulation” (ability to educate one’s self, and to think about what one is learning), toddlers through adolescents.

Students are part of a close, caring community. The multi-age classroom—typically spanning 3 years—re-creates a family structure. Older students enjoy stature as mentors and role models; younger children feel supported and gain confidence about the challenges ahead. Teachers model respect, loving kindness, and a belief in peaceful conflict resolution.

Montessori students enjoy freedom within limits. Working within parameters set by their teachers, students are active participants in deciding what their focus of learning will be. Montessorians understand that internal satisfaction drives the child’s curiosity and interest and results in joyous learning that is sustainable over a lifetime.

Students are supported in becoming active seekers of knowledge. Teachers provide environments where students have the freedom and the tools to pursue answers to their own questions.

Self-correction and self-assessment are an integral part of the Montessori classroom approach. As they mature, students learn to look critically at their work, and become adept at recognizing, correcting, and learning from their errors.

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Given the freedom and support to question, to probe deeply, and to make connections, Montessori students become confident, enthusiastic, self-directed learners. They are able to think critically, work collaboratively, and act boldly—a skill set for the 21st century.

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Waldorf Steiner education is a unique approach to learning developed by Rudolph Steiner an Auustralian philosopher in 1919

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Waldorf Steiner education emphasizes the role of imagination in learning

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Waldorf Steiner education aims to holistically integrate intellectual practical and artistic development

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All are different boards but want their students to be curious, artistic and knowledgeable.

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Malala cares about education so much that even after she got shot by the Taliban she yet kept helping others get education..

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Malala's aim was to make sure that every one gets equal education and to open a school or make her father's better.

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The purpose is to give everyone education