Modern Concepts of Education

Modern Concepts of Education

An attempt has been made here to grasp the modern concept of education by a comparative study of the old and modern concepts of education. With the help of this comparative study, we discern the following differences between the old and the new concepts of education: 

(a) Meaning of education: 

The modern concept of education seeks to develop or train the child according to his interests, inclinations, capacities and needs in a social environment. Education, according to the old concept, was taken to mean as a process to thrust readymade knowledge into the mind of a child considering it to be an empty vessel. In short, modification of individual behaviour was the meaning of the old concept of education whereas the present education develops and prepares the personality of the individual to survive and adjust with the surroundings. Thus, the meaning of the modern concept of education is based on philosophical, psychological and sociological aspects. 

(b) Aim of education: 

The aim of ancient education is centered around the mental, spiritual and moral development of the child. It prepares the child to lead a holy life for salvation. Ancient education and its aims were entirely based on ancient philosophy of idealism which held faith in the eternal values and the spiritual world. On the contrary, modern educationists, philosophers and thinkers lay stress on the development of physical, mental, spiritual, social, vocational, moral, emotional and aesthetic aspects. Thus, the aim of modern education is to bring about a total development in the child and attain social efficiency and dynamism. Today, the aim of education is to bring about social and economic development, build up national integration, develop international understanding and prepare world citizens for the progress of the whole world. 

(c) Curriculum: 

The ancient curriculum included and emphasised those subjects and activities promoting mental, spiritual and moral development. The subjects prescribed in the curriculum were not integrated and they were rigid and mostly confined to classroom activities and experience. While constructing the curriculum, interests, inclinations, capacities and needs of the child were not taken into consideration. On the other hand, modern curriculum is flexible, varied and progressive according to the conditions of the ever changing and growing needs of the child and the modern society. It bestows importance on both theoretical and practical knowledge which is confined to classroom and outside school activities and experiences. It includes co-curricular and extra-curricular curricular activities in order to bring out a whole personality development in the child. 

(d) Teaching methods: 

Old methods of teaching laid stress on cramming and it stimulated rote memorisation. Different philosophers and educationists advocated different methods of teaching according to their own interests and the nature of subjects. They recommended lecture, discussion and question answer methods. But the modern educationists and philosophers not only condemn the ancient methods of teaching, but introduce various lively and effective methods according to the interest, inclination and capacities of the child and also the nature of subjects. They follow play way, learning by doing, learning by experience, project method, observation, experimental method, problem solving, travelling etc. These modern methods of teaching stimulate motivation, interest and attention of the child and develop fellow-feeling and cooperation in him, which is essential for community living. 

(e) Discipline: 

Ancient system of education emphasised the use of rod and punishment to enforce obedience and discipline in children. Freedom was restricted to the child. Control and strict discipline were recommended by the ancient educationists. They adhered to the Biblical verse "Spare the rod spoil the child" while punishing the child. But this type of corporal punishment and enforcing discipline through repression has been vehemently criticised by all modern educationists. They advocate self-discipline and social discipline, leading to natural obedience. They stand in favour of providing freedom to the child which enables him to grow in the natural environment. 

(f) Examination: 

The old system of education encouraged essay type questions which led to cramming and rote memorisation. Written test was conducted to evaluate the mental development of the child. On the contrary, modern educationists have given up the old pattern of evaluation and developed modern techniques to evaluate as well as examine the achievement of the child. Such techniques include objective tests, short answer tests, progress reports, cumulative records, interviews and practical performances. 

(g) Agencies of education: 

Ancient educationists regarded that school was the only agency for educating the children. According to modern views all formal, informal and non-formal agencies are imparting education. The non-formal agencies play a vital role in the universalisation of education. 

(h) Teacher: 

In ancient education, teachers occupied the most important position in the educational process. They were respected as co-workers of God, were called `Guru' and placed next to God. But in modern times, a teacher is considered as friend, guide and philosopher. However in the post modern society, the status of teachers has come down because of their poor quality and the mushroom growth of profit oriented educational institutions. 

(i) Child: 

According to the ancient concept of education, a child played a subsidiary role and had been treated very strictly. He was a passive recipient of whatever the teacher instructed. Education was teacher and curriculum centred. But the modern system of education is child centred. The curriculum is constructed and methods of teaching are followed according to the interests, inclination, capacities and the needs of child. The child is freely allowed to interact actively with the teacher and his classmates to achieve effective learning which promotes his own development and that of the society. 

(j) School: 

In the ancient period, school was the only source to educate the child. It served as a shop for selling education (knowledge). It adopted rigid rules and regulations, pre-planned and fixed curriculum and methods of teaching. Teachers were concerned with the input and bothered little about the output. On the contrary, modern educationists regard school as a miniature of society emphasising more on output in comparison with input. It is a place where social qualities are cultivated and developed in the child. 

(k) Education as a discipline: 

According to the ancient concept, education was meant for only getting knowledge and training to lead a holy life. But now education is a separate discipline of deep study, investigation and research like other disciplines-Physics, Chemistry, Mathematics, Economics etc. Today, it is a very important process of human development in all fields of human activities.