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. 

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.