Full In-depth Explanation: Gandhi's Educational Philosophy (DU Exam Guide)

UNIT I: Gandhi’s Philosophy and Education

1. Gandhi’s Philosophy on Education
Mahatma Gandhi believed that true education means the development of the whole person – body,
mind, and soul. His philosophy was rooted in Indian traditions and values, and he wanted an education
system that would serve the needs of rural India.

Key Features:

• Holistic Education: Not just about reading and writing but about shaping a person’s character,
values, and practical skills.
• Moral and Spiritual Development: Education must build inner strength, truthfulness, non-
violence, and respect for all.
• Practical Learning: Learning should be connected to real life, involving manual labour, crafts,
and village-based activities.
• Indian Culture and Traditions: Gandhi wanted education to respect Indian languages,
traditions, and rural life.

He was against the British system of education that focused only on producing clerks for government
jobs. He said that education should lead to freedom — both personal and national.

2. Education for Character Building and Moral Development

Gandhi believed that the most important aim of education was character building. He said that an
educated person without character is dangerous for society.

Values he promoted:

• Truth (Satya)
• Non-violence (Ahimsa)
• Self-discipline
• Service to others
• Respect for elders and teachers

He emphasized that teachers should be role models. They must live a life of simplicity, honesty, and
morality because students learn more from what teachers do than what they say.

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3. Education Relating to Health, Hygiene, Heritage, and
Handicraft

A. Health and Hygiene:

Gandhi believed that health is the foundation of all activities. Children should be taught about personal
cleanliness, healthy food, physical exercise, yoga, and sanitation.

• Clean body and clean surroundings were part of school routine.

• Manual cleaning of classrooms and toilets was encouraged to promote dignity of labour.

B. Heritage:

Students should be made aware of India’s cultural richness – including traditions, festivals, art forms,
and local history.

• Learning folk songs, traditional dances, and local stories was part of education.
• Gandhi believed this would help students take pride in their identity.

C. Handicrafts:

Manual work and craft-based education was central to Gandhi’s idea.

• Spinning, weaving, carpentry, gardening, pottery were to be part of daily school life.
• It helped develop patience, concentration, and economic independence.

UNIT II: Gandhi’s Experiments in Education

1. Use of Indian Languages as Medium of Instruction
Gandhi strongly opposed English as the only medium of education. He believed that children learn best
in their mother tongue.

Why mother tongue?

• It helps in better understanding.

• It connects students to their culture.
• It is easier to express ideas, emotions, and ask questions.

Gandhi said that education in a foreign language alienates children from their society.

2. Textbooks and Teacher

A. Textbooks:

Gandhi believed that textbooks should not dominate the classroom. Teachers should use: - Real-life
examples, - Stories, - Nature-based observations.

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He saw books as helpers, not masters. Children should learn from experience first, and then relate it to
written knowledge.

B. Teachers:

A teacher, according to Gandhi, must be: - A moral guide, - A friend and philosopher, and - A
hardworking example.

The personality of the teacher has a huge impact on the moral and mental development of students.

3. Elementary and Adult Education

A. Elementary Education:

Gandhi introduced the idea of Basic Education (Nai Talim) for children from ages 7 to 14.

• It focused on craft-based learning (spinning, agriculture, etc.).

• It was free and compulsory.
• It included mother tongue, basic science, math, social science, and health.

Learning was activity-based, not textbook-based.

B. Adult Education:

Gandhi understood that most adults in villages were illiterate. So he promoted: - Night schools for
adults. - Teaching basic literacy, hygiene, farming skills. - Discussions on social issues (alcohol, caste,
women’s rights).

This was aimed at national awakening through informed villagers.

4. Higher Education
Gandhi was critical of higher education as it existed under the British. He believed: - It was too
expensive. - It created a divide between the educated elite and common people. - It made youth job-
seekers, not job-givers.

Gandhi's Vision:

• Higher education should be for national service.

• It should promote simplicity, rural upliftment, character-building.
• Students should engage in productive work and community service alongside study.

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UNIT III: Gandhi’s Thought on Skill and
Vocational Education
1. Rural Development through Skill and Local Need-Based
Education
Gandhi believed that India lives in its villages, and true development can only come when villages
become self-sufficient.

His Approach:

• Educate children in skills that are useful in local areas.

• For example: carpentry, spinning, farming, sewing, pottery.
• Education should solve local problems – like sanitation, clean water, small-scale industries.

This will help stop migration to cities and make villages strong.

2. Skill Education in NEP 2020 and Gandhi

Similarities:

The National Education Policy 2020 reflects Gandhi’s vision: - Vocational education starts from Class 6.
- Students will do internships and learn local crafts. - Emphasis on mother tongue as the medium of
instruction. - Focus on values, critical thinking, and practical knowledge.

This shows how Gandhi’s century-old ideas are being respected in the new national vision.

3. Gandhi's Idea of Self-Reliance (Swavalambi Shiksha)

Swavalambi Shiksha means Self-reliant Education.

• Gandhi believed every student should learn to earn a living.

• Education must not just create job seekers, but confident, skilled youth who can work with
dignity.
• Through crafts and vocational training, students should become economically independent.

Modern Reflections:

• Skill India Mission

• Startup India
• Vocational Training Programs in schools and colleges

These are all modern examples of Gandhi’s idea of self-sufficiency.

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Conclusion
Gandhi’s educational philosophy was far ahead of its time. His ideas of combining moral education,
practical learning, Indian culture, and self-reliance are highly relevant even today.

For Gandhi, education was not just a tool for earning a living but a means to live a good, meaningful,
and ethical life. His ideas continue to inspire education reform policies in India today.