Difference between revisions of "Talk:Educational Systems and Institutions"

From Hindupedia, the Hindu Encyclopedia
 
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Educational Systems and Institutions
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The indigenous ideal of education has always been to treat it as a sacred process. That process activated the individuals inner growth, which could only be achieved by means of constant and close contact between the pupil and the teacher where the teacher's personal touch and constant vigilance counted the most in the pupil's education. Education was taken in its literal and true sense to cultivate and develop the latent capacities, potentialities and the personality of the pupil. It was therefore treated as a process of scientific development and not as a mere mechanical process operating on the basis of collective drill and training.
  
 
 
  
The indigenous ideal of education in India has always been to treat it as a sacred process That process activated the individuals inner growth, which could only be achieved by means of constant and close contact between the pupil and the teacher where the latter's personal touch and constant vigilance counted most in the pupil�s education Education itself was taken in its literal and true sense as the educing and developing of the latent capacities, potenti�alities and the personality of the pupil. It was therefore treated as a process of scientific development and not as a mere mechanical process operating on the basis of collective drill and training.
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==References==
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{{reflist}}
  
 
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* The Caraka Samhita published by Shree Gulabkunverba Ayurvedic Society, Jamnagar, India
  
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[[Category:Ayurveda]][[Category:Charak Samhita]][[Category:Sages]]
  
 
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[[Category:CharakSamhita]]
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Latest revision as of 06:22, 8 May 2018

The indigenous ideal of education has always been to treat it as a sacred process. That process activated the individuals inner growth, which could only be achieved by means of constant and close contact between the pupil and the teacher where the teacher's personal touch and constant vigilance counted the most in the pupil's education. Education was taken in its literal and true sense to cultivate and develop the latent capacities, potentialities and the personality of the pupil. It was therefore treated as a process of scientific development and not as a mere mechanical process operating on the basis of collective drill and training.


References

  • The Caraka Samhita published by Shree Gulabkunverba Ayurvedic Society, Jamnagar, India