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1.

1) Introduction
Tagores experience of his first day at school is repeated with greater or
less intensity in most childrens first encounter with school. all of a sudden I
found my world vanishing from around me, giving place to wooden benches &
straight walls staring at me with the blank stare of the blind.
Even today we find that most of the education is being imparted in the same manner
as it was being done at the time of Tagore. It deprives the child of the joy of learning and
suppresses the spirit of innovation. The mainstream education deposits the childs mind with
heavy amount of information & when it is expected from them to return the information in
the name of examination; their minds develop chronic anxiety & pressure. To keep a check
on such issues a something different system emerged & it was called Alternative
Education. There are various educationists from India and abroad who started schools
based on their own educational philosophies. These schools are quite different from the
mainstream normal public & private schools. Actually the educationists like Aurobindo
Ghosh, Tagore, J. Krishnamurty, Swami Vivekananda, Paulo Freire, John Dewey and others
have their ideologies which were against the existing education system.
Nobel laureate Rabindranath Tagore in 1901, started a school with only five
students, the school is characterized by its philosophy of learning with the heart in closeness
to nature without any superficial barriers between teachers and students, as opposed to the
strict, repetitive and the rote learning system that was mainstream during Tagore's
childhood. The school was named as Patha Bhavana: is an institution of primary and
secondary education in Santiniketan, West Bengal, India. The Idea of harmony in nature and
universality inbuilt in human nature must be developed through education.
J. Krishnamurti's chief concern was always education. He felt that if only the
young and the old could be awakened to their conditioning of nationality, religion,
prejudices, fears, and desires, which inevitably leads to conflict, they might bring to their
lives a totally different quality. His concern found expression in the establishment of schools
in India and abroad.
When Krishnamurti spoke to school children, his language was lucid and simple. He
explored with them their relationship to nature and to one another, and to psychological
problems like fear, authority, competition, love and freedom. To him the schools were a
milieu in which the larger existential issues could be explored in an atmosphere of freedom
and responsibility.
The more apparent features of this spirit are shared by all schoolslarge campuses
of great natural beauty; a friendly, caring relationship between teachers and students; simple,
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wholesome vegetarian diet; austere but comfortable living quarters; spacious and inviting
classrooms; well-equipped libraries and laboratories; and a small teacher-student ratio with
highly qualified and motivated teachers.
Sri Aurobindos philosophy of education is based on the principle of evoking the
potential of the individual in all its entirety, which should be developed according to human
nature. Free Progress Education is based on the assumption that a human being is good in
himself, and that positive freedom is a pre-requisite to helping children by allowing them
space to experiment and providing opportunities for growth. As The The Mothers says, A
free and natural growth is the condition of genuine development. Free progress is a
progress guided by the soul and not subjected to habits, conventions or pre-conceived ideas
(The The Mothers, 1956). According to The The Mothers (1956), education, in order to be
complete, must contain five principal aspects relating to the five principal activities of the
human being: physical, vital or affect-related, mental, psychic and spiritual. This concept of
education is totally dependent on ideology of Integral Yoda and aims to develop a human
being in to superhuman.
Swami Vivekananda used to say that education is the panacea of all social evils.
But by education he did not mean merely book learning. He said, 'We must have lifebuilding, man-making, character-making assimilation of ideas.' And added 'What we want
is that education by which character is formed strength of mind is increased, the intellect is
expanded and by which one can stand on one's feet.' The Vidyalaya at Narendrapur
endeavours to educate the students in its charge according to the best traditions of the
country, while instructing them in all directions physically, mentally, intellectually and
spiritually. As it prepares the students for public examination, it also tries to attend to their
all round growth and development so that they may become strong and healthy citizens of
the country rooted in sound moral principles, learn to respect the higher values of life and
become conscious of their obligation to the society and its people. The chief aim of his
education was to develop divine potential already exist in human being and cultivate
benevolent human being so called man making Education.
The schools based on the ideologies of the great philosophers like Tagore,
Aurobindo, Vivekananda & Krishnamurty are performing well by keeping themselves
abreast with the demands of new society without compromising on the values & basic
ideologies. But the question is do we have enough schools to fulfil the needs of Indian
students? or are we really aware of such schools & their culture? Therefore in this context
there emerges a need to examine the impact of different ideologies on the development of
personality & values of the children so that the existing general system of education which
focuses on competition, collection of information, materialism, ego-centrism etc can be
modified to a better education world for global learners.

1.2) Need of the Study


The quest to satisfy why this study? many different attempts have been started to
realize the goal to setup a strong and efficient education system that can prepare good citizen and
man of strong will and firm character. This study will try to explore the hidden treasure lies in the
ideology of great Indian thinkers who devoted deeply to education and started institutions based
on their ideology to materialize their dream.
But what actually happening there is unknown to people who are not the part of these
institutions.
Therefore researcher decided to act on this topic to make it available to all which seem
mysterious but useful for people engaged in educational processes for its betterment. For the
people who are concerned with education and worried about declined status of current
educational output in terms of Values and character; this research will fulfill dire needs.

1.3) Justification of the Study


The problem under investigation is of utmost importance. This country has rich heritage
of thoughts and proper education. There are various institutions running by persons who claim to
provide good education. Education has always been pivotal instrument for development of
person and nation as well. In this study researcher has selected for study some reputed
institutions of unique status in itself claiming to provide quality education. The education
provided by them will certainly lead the people in right direction and make them able to achieve
their goal of life. Thus it is important to know the actual fact and reality about nature of these
institutions and their product. It will also help us to choose their strong points to incorporate in
our education institutes to make them best institute in the world.

1.4) Statement of the Problem


When area was selected to investigate for Values education the idea was flashed that there
are so many institutes in India running on well accepted educational ideologies those are deeply
rooted and tuned with indigenous thought heritage of India. Thus this was decided to conduct a
study on some well established institutions to see and understand their functioning and to assess
truthness and validity of the claims made by founders so that we can have a better ideas to
reconstruct and reenergize our current educational set up. Therefore the problem in particular
form came in following wordsA Study of Personality Traits and Values of Students studying in Institutions based
on different Ideologies

1.5) Research Questions


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Table - 1.0
(Research Questions)
Sl. No.
1.
2.

Research Questions
Does a particular ideology create distinctive atmosphere and regulate functions of an
educational institution?
What are the peculiar Values promoted by the institutions based on different
ideologies?

1.6) Objectives
Table - 1.1
(Objectives)
Sl. No.
1.
2.
3.
4.
5.
6.

Objective
To Study Personality Traits of students studying in institutions based on different
ideologies.
To Compare Personality Traits of students studying in institutions based on
different ideologies..
To Study Values of students studying in institutions based on different
ideologies..
To Compare Values of students studying in institutions based on different
ideologies..
To Analyze the Ideologies of Institutions.
To Identify the Values promoted by Institutions based on different ideologies.

1.7) Hypothesis
Table - 1.2
(Hypothesis)
Sl. No.
1.
2.

Hypothesis
There is no significant difference among Personality Traits of students of
Institutions based on different ideologies.
There is no significant difference among Values of students of Institutions
based on different ideologies.

1.8) Operational Definition of Terms


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Personality

Values

Personality
is that which permits a prediction
I.
Delimitations
of what a person will do in a given situation.
- Cattell

Value is a quality of things having intrinsic worth. It is


the basis of the principles by which we lead our lives.

The study has numerous dimensions and vast in nature with unmeasurable depth. To
make compatible to work out properly researcher has chosen deliberately two important
aspect to study. To make possible and perform efficiently researcher decided to delimit the
work as followsa. Ideologies of only four philosophers will be considered in this study.
b. Students of class 6 to 10 will be under study.

2.0) Review of Related Literature


There are several reviews related to the area of this Research which researcher has
done are as follows

Tonga, Deniz (2016), had conducted study on the topic Transforming Values into
Behaviors: A Study on the Application of Values Education to Families in Turkey.
This study suggests that Values education aimed at teaching individuals certain Values is
not sufficiently practiced by families in Turkey. 10 families participated in the program
and the data was collected from 25 individuals. The resulting data was subjected to
content analysis. 3 main themes were found to be important in the light of the data: moral
development, communication skills, and religiousness.

Troncone, Alda, Letizia Drammis and Labella, Alida (2014), had conducted research
on the topic Personality Traits, Self Esteem and Academic Achievement in Secondary
School Students in Campania, Italy. To this aim in a sample of 439 subjects.
Researcher had found that the academic results correlated significantly both with
personality traits and with some dimensions of self-esteem.

DSilva, Jeffery and Hamid, Jamaliah (2014), had conducted research on the topic
Influence of Career Anchors, Work Values and Personality Traits toward
Employability Orientation among Malaysian University Students. This is a
quantitative study whereby a total of 711 undergraduates were randomly selected from
public universities in Malaysia to participate in the study. The principal result of this
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study showed that there were eight sub-dimensions that contributed around 52.0% of the
variation in employability orientation.

Asri, Muhammad and Tahir, Lokman (2014), had conducted research on the topic The
Influence of Principals Self Personality Values towards their Work Culture. This
study aimed to identify the influence of principals self personality Values toward
teachers work culture in high schools. The sample consisted of 34 Principals. The
instrument used was a questionnaire. Data were analyzed using Statistical Package for
Social Application Software Science version 20.0. The results show that honesty and
compliance are both top components of self Values of Principals in implementing
principalship at school.

Kumar, Sumith and Arockiasamy, S. (2012), had conducted research on the topic
Parental Influence on Psychological Values Perception of Co-Curricular Activities:
Its Links with Improving Personality Traits of Higher Secondary Students. The
study utilized data from 1000 higher secondary school students. Findings indicated a
negative influence of parents; however the psychological Values of co-curricular
activities exerted significant positive influence on the selected personality traits of higher
secondary students.

Nalls, Ann (1987), had conducted research on the topic The Oak Grove School: An
Alternative Approach to Education and its Effects upon the Creativity of its
Students. The sample consisted of 100 Students (50 males + 50 females) from Class VII
and VIII are randomly selected. In this study researcher found that the alternative
approach to education is effective to promote their creativity.
In the light of above mentioned reviews researcher found that many researches
had done with the variable i.e. Personality Traits and Values time to time but both the
variables were not studied together in the settings of specific institutions based on
different ideologies. So that ways this study is very important, novel and original.

3. Methodology
3.1)
3.2)
3.3)

3.4)

Approach of Research: Quantitative and Qualitative Approach both will be used.


Type of Research: Comparative Study will be used.
Population: Students studying in institutions based on different ideologies i.e. Ideology
of J. Krishnamurty, Ideology of Sri Aurobindo, Ideology of Ravindra Nath Tagore,
Ideology of Swami Vivekananda will be population of the study.
Sample: Sample will be constituted by 50-50 students of VI to X Class of each selected
institute based on different ideology. Thus total sample will contains 200 participants.

Table - 3.0
(Sample Collection)
6

Sl. No.
1.

2.

Name of the Ideology and Institution


Selected Institute based on Ideology of
J. Krishnamurti

Total
Selected Institute based on Ideology of
Sri Aurobindo

Class
VI

No. of Students
10

VII
VIII
IX
X

10
10
10
10
50
10

VI
VII
VIII
IX
X

3.

Total
Selected Institute based on Ideology of
Ravindra Nath Tagore

VI
VII
VIII
IX
X

4.

Total
Selected Institute based on Ideology of
Swami Vivekananda

VI
VII
VIII
IX
X

Total
Grand Total

10
10
10
10
50
10
10
10
10
10
50
10
10
10
10
10
50
200

Sampling Procedure: Random selection of students from each institute and from each
class based on different ideologies.
Figure 3.0
(Sampling Procedure)
Collect the List of Students of Class VIth to Xth

From List of each class Randomly selection of 10


students will be done
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Same process for each institute will be adopted. Thus total sample of 200 students will be
taken.

Tools

Personality

A Standard Personality Test/Questionnaire will be used.

A Self constructed Value Assessment tool will be used.


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Values

A Self constructed Personal Data Sheet will be used.

Semi Structured Interview Schedule will be used.

Data Collection, Analysis and Interpretation


For the Collection of Data, Analysis and Interpretation, Quantitative and
Qualitative data analysis techniques will be used.

Table - 3.1
(Data Collection, Analysis and Interpretation Techniques)
Sl. No.

Objective

Hypothesis/Research

Data Collection,

Questions

Analysis and
Interpretation
Techniques
8

1.

2.

To Study Personality Traits of There

is

no

significant

students studying in selected

difference among Personality

institution.
To Compare

Traits

of

students

of

Personality Institutions based on different


Traits of students studying in ideologies.
There

studying in selected

difference among Values of


students of Institutions based

4.

institution.
To Compare

5.

institutions.
To Analyze the Ideologies of

Does a particular ideology

institution.

create distinctive atmosphere

is

no

significant

Values

of on different ideologies.
students studying in selected

and regulate functions of an


6.

Deviation and ftest will be used

selected institutions.
To Study Values of students

3.

Mean, Standard

To Identify the Values

Semi Structured
Interview will be

educational institution?
conducted
What are the peculiar Values

promoted by Institution based promoted by the institutions


on different ideologies.

based on different ideologies?

4. Probable Chapters
Figure 4.1
(Chapterization)

Chapterization

Chapter Chapter ChapterChapter Chapter -

Chapter -

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5. References
Books
Ritchie, J. & Lewis, J. (2014). Qualitative research Practice, Thousand Oaks, CA:
Sage
Baste, J.W., Kahn, J.V. (2011). Research In
Education, PHI Learning Pvt. Ltd.,
New Delhi.
Chauhan, S.S. (2011). Advance Educational Psychology, UBS Publishers And
Distributers Pvt. Ltd., New Delhi.
Singh, A.K. (2003). Advanced General Psychology, MotilalBanarasidas Publication,
New Delhi.
Pathak, A. (2002). Social Implications of Schooling-Knowledge, Pedagogy and
Consciousness, Delhi: Rainbow Publishers.

Research Papers

Tonga, Deniz (2016). Transforming Values into Behaviors: A Study on the


Application of Values Education to Families in Turkey, Journal of Education and
Learning, Vol.5, No.2, ISSN: 1927-5250, E-ISSN: 1927-5269.
Troncone, Alda, Letizia Drammis and Labella, Alida (2014). Personality Traits, Self
Esteem and Academic Achievement in Secondary School Students in Campania,
Italy, Universal Journal of Educational Research 2(7), pp 512-520.
DSilva, Jeffery and Hamid, Jamaliah (2014). Influence of Career Anchors, Work
Values and Personality Traits toward Employability Orientation among Malaysian
University Students, International Education Studies, Vol.7, No.9, ISSN: 1913-9020,
E-ISSN: 1913-9039.
Asri, Muhammad and Tahir, Lokman (2014). The Influence of Principals Self
Personality Values towards their Work Culture, International Journal of Evaluation
and Research in Education, Vol.3, No.4, December 2014, pp228-235, ISSN: 22528822.
Kumar, Sumith and Arockiasamy, S. (2012). Parental Influence on Psychological
Values Perception of Co-Curricular Activities: Its Links with Improving Personality
Traits of Higher Secondary Students, Journal on Educational Psychology, Vol.6,
No.1, pp45-52.

Websites/URL

http://www.hrpub.org., 20/09/2016, 12:30pm


http://dx.doi.org/10.5539/ies.v7n9p15., 20/09/2016, 06:30pm
http://iaesjournal.com/online/index.php/IJERE., 22/09/2016, 11:30pm
http://dx.doi.org/10.5539/jel.v5n2p24., 23/09/2016, 05:30pm
http://www.krishnamurti-and-education.org/for-educationalists/some-items-ofresearch-done-on-krishnamurti-education., 24/09/2016, 10:30pm
http://www.rkmvnarendrapur.org/our-vision.aspx., 25/09/2016, 09:30pm
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http://www.jkrishnamurti.org/worldwide-information/schools.php.,25/09/2016,
12:30pm
https://en.wikipedia.org/wiki/Patha_Bhavana., 26/09/2016, 04:30pm
http://www.ipi.org.in/texts/others/anjum-fip-edu.php., 26/09/2016, 12:30pm

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