By Sarojini Vittachi, Neeraja Raghavan, Kiran Raj
This publication reports the cutting edge tools of studying utilized in a few substitute Indian colleges. It sheds mild on locations of studying the place the educational technique is enjoyable for the trainer in addition to the scholars, unlike the serious examination-oriented studying in mainstream colleges. Researched facts on substitute colleges within the kingdom, deals the reader an array of associations everywhere in the nation the place efforts are being made to lead to a distinction to conventional methods of studying and instructing. It comprises particular articles through major practitioners who supply an perception into flooring fact whilst a undeniable philosophy is utilized to a faculty. It additionally comprises debts in line with the event of the way such substitute practices mildew the learner and instructor, and effect the father or mother to boot. within the latter a part of the publication is a listing of different faculties in India. such a lot are tucked away in distant corners of the rustic. curiously, the typical thread binding those 'alternative colleges' is the welfare of the kid as well as that of the lecturers, who love their paintings in place of simply doing a task.
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Extra info for Alternative Schooling in India
I know of an alternative school that allowed a teacher of literature to develop the expertise to teach chemistry by first letting her sit in on the classes of a senior chemistry teacher for a year or so. Slowly, this school developed what they called a hand-holding programme to facilitate the development of new expertise in each teacher who desired it. There is no reason why a mainstream school cannot adopt such a practice. Ripples that Spread 49 LEARN HOW TO ENQUIRE AND HOW TO RESPOND TO ENQUIRIES FROM THE STUDENTS AND OTHER TEACHERS Documentation is boring and statutory only if it is made so.
Significant educationists in the first half of the twentieth century included Rabindranath Tagore, Gandhi, Jiddu Krishnamurthy, Gijubhai Badheka, Sri Aurobindo and the Mother. By the 1920s and the 1930s, these stalwarts had created a number of viable models of alternative education, as a considered response to the ills of mainstream education. Some of these ideas were in alliance with the struggles for national independence and the revitalisation of Indian society. The ‘alternatives’ emphasised ethical commitments, and reciprocal links between school and society.
It was a special arrangement for giving lessons… But children are in love with life, and it is their first love. All its colour and movement attract their eager attention. And are we quite sure of our wisdom in stifling this love? ’ (Tagore, in Chakravarty 1961, 218; in Prasad 2005, 81). 30 Deepti Priya Mehrotra Tagore set up his own alternative to the prevailing educational system: Vishwa Bharati in Santiniketan, Bengal. Classes here, were—and still are—held in the lap of nature. Vishwa Bharati became a centre for excellence in art and aesthetics, creative activities and awareness of local as well as world cultures.
Alternative Schooling in India by Sarojini Vittachi, Neeraja Raghavan, Kiran Raj