Essay On The Aims Of Higher Education.The sixties are more than ever the age of further education -- we need to train youths for the technological way of life and an understanding of its impact on the humanities. This' type of education, apart from providing immense opportunities, also poses challenges for the future. The object of education, in general, is to enable individuals to be fuller and society to be richer. Education must be constantly adaptable to new conditions, need and discoveries. It must provide for all.
While planning for higher education, we should if found necessary sidestep the burden of custom. and free our outlook from the shackles of traditionalism so as to would our universities to the needs of today and tomorrow. This must be a continuous process from earliest childhood to maturity.
In one respect this would break away from the old-type of departmental specialization which often ended with a student knowing a great deal about his own subject but very little about anything related to it. We cannot ignore the fact that specialization is necessary in a complex, modern society, but synthesis -- the bringing together of subjects so that we can perhaps find an underlying pattern in them -- is just as necessary.
To achieve this, it would be useful to tbllow an integrated course of study, giving time for students to pursue their specialized subjects for half the period of any course, and then allowing them to study with their fellow students in related subjects for threats of the period. Such a course would make their specialized learning meaningful. It might even turn experts into wise men.
Any system of learning which strives only to stuff individuals with knowledge will fall short of the broad aims of education. One •of the cardinal aims of education should be development of character and personality. For this students should be trained to think and judge independently, and to broaden their vision so as to understand, appreciate and accommodate opposing views. Most important of all, they should be trained to take a genuine interest in the life at surrounds them and to show a keen desire to contribute to its improvement.
This spirit of social obligation and readiness to sink personal and group activities in the common good of a larger whole, should be developed in full in the individuals. Education, in short, should be designed to produce a people capable of concessive action to identify their collective interests and to act in furtherance of them.
A fitting epitome to the aims of higher education is the remarks by Dr. Zakir Husain in a take on The state and Higher Education" that you (the students) have to work on yourselves to build, on the foundations of our peculiar endowiamt, a harnorious, stable and sensitive character. This character VGd will lytrness to some of the higher values of life,, that is, more than the merely personal. It will transform you into a moral personality. For individuality though character to personality is the destiny Of a worth while human life." This should be the goal of higher education.
While planning for higher education, we should if found necessary sidestep the burden of custom. and free our outlook from the shackles of traditionalism so as to would our universities to the needs of today and tomorrow. This must be a continuous process from earliest childhood to maturity.
In one respect this would break away from the old-type of departmental specialization which often ended with a student knowing a great deal about his own subject but very little about anything related to it. We cannot ignore the fact that specialization is necessary in a complex, modern society, but synthesis -- the bringing together of subjects so that we can perhaps find an underlying pattern in them -- is just as necessary.
To achieve this, it would be useful to tbllow an integrated course of study, giving time for students to pursue their specialized subjects for half the period of any course, and then allowing them to study with their fellow students in related subjects for threats of the period. Such a course would make their specialized learning meaningful. It might even turn experts into wise men.
Any system of learning which strives only to stuff individuals with knowledge will fall short of the broad aims of education. One •of the cardinal aims of education should be development of character and personality. For this students should be trained to think and judge independently, and to broaden their vision so as to understand, appreciate and accommodate opposing views. Most important of all, they should be trained to take a genuine interest in the life at surrounds them and to show a keen desire to contribute to its improvement.
This spirit of social obligation and readiness to sink personal and group activities in the common good of a larger whole, should be developed in full in the individuals. Education, in short, should be designed to produce a people capable of concessive action to identify their collective interests and to act in furtherance of them.
A fitting epitome to the aims of higher education is the remarks by Dr. Zakir Husain in a take on The state and Higher Education" that you (the students) have to work on yourselves to build, on the foundations of our peculiar endowiamt, a harnorious, stable and sensitive character. This character VGd will lytrness to some of the higher values of life,, that is, more than the merely personal. It will transform you into a moral personality. For individuality though character to personality is the destiny Of a worth while human life." This should be the goal of higher education.
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