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Education
Education & Culture by Bhuwan Thapaliya & Bhola Prasad Thapaliya Man is capable of many things. He has aesthetic and cognitive propensities. Literature, Art and Music are objective representation of the productive power of his aesthetic facility. Philosophy and the Science are the products of main cognitive powers. The purely cognitive science like philosophy, social sciences and the natural sciences do indicate the advance of the human intellect. They are products of analytical subtlety -- power of observation, experimentation, and the capacity for theoretical systematization. Each one of these fields is significant for the growth of man. They have deep implication for culture but culture does not include whole of them. A cultured man should have a taste for philosophy and should understand the general implication of the social and natural sciences but an intricate knowledge of banking, finance and organic chemistry cannot be regarded as an integral component of culture. Culture is the harmonious perfection of a man’s being and personality. Education and Cultural Change: Culture is a collective entry. It represents the result of cumulative growth. Education is an agency of cultural change. It is a promoter of social and cultural changes. All education cannot be regarded as a means to culture. That part of education best described as utilitarian pursuit of a vocation cannot be regarded as a part of Culture. The essence of Culture is the liberation of the mind for its own sake. Hence we would exclude technical education, vocational education and such from the category of Culture. Rather literary and moral education and education in the Arts constitute real techniques for the realization of cultural values. Transmission of Culture: Apart from the general culture of society, a family may belong to a sub-cultural group, which may be distinct from the national culture. In this case, home transmits its specific and peculiar culture to the child. Their way of training also differ a great deal. Home transmits its own culture and also the culture of society to the child. Learning starts from the home. They spend their infancy and pre-school stage almost entirely under the care and supervision of elders in the family moreover. Home provides vocational education. Children, who are engaged with the family become apprentices and in future may adopt the same profession. Culture of peace, cooperation and religious instructions begins from home. As a result, the child can develop qualities like charity, kindness, service to others, devotion to duty, goodness etc. Every society has some aims and values. In order to achieve these aims and values, education plays a double role. First it attempts to develop the personality of the child and then prepares him for membership in the society. Thus, we cannot think of an individual without a society and the vice versa. He or she needs education for the development of his personality and for the adjustment into society. Throughout his life man tries to make adjustment to his physical and the social world around it. It is obvious that a school shares the most intimate relationship with the society. It is, in fact, a social institution created to serve special social needs. The school should, therefore, be established in the heart of the society. If the school is removed from the society, it runs the danger of providing a false system of value and catering for a kind of education, which may have little relevance to life. In short, the school should have the closest relationship with its social environment. It should change its character according to the change in social character and requirement. The role of the school for example cannot be the same in urban and rural environments. It is wrong to think that education in the school is the exclusive responsibility and privilege of the teachers. It is the business of the whole society. Teachers should find ways and means of attracting the society to the school. It may be that the school may become a social center for the adults in the evening. They can , therefore, feel that the school belongs as much to them as it does to the younger people. In this way, they also come in contact with the teachers and have some ideal of the activities carried on in the school. The cooperation of the adult members in the school work could also be secured by associating them with the governing body of the school. The cooperation of the parents should certainly be secured in school activities, whenever there is an opportunity. Invitations to the school functions should be issued to the parents. In short, the teacher should try to have a constant flow of ideas from the society to the school. Thus, society, as an agency of education, can play a vital role in promotion of culture, as well as in the conservation and transmission of culture from one generation to another. About the Author(s): Mr. Bhola Prasad Thapaliya is the father of Bhuwan Thapaliya. He is an eminent educationalist of Nepal. See under Our Contributors to find out about the Author(s) of this article. |
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