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CHAPTER-VI

CONCLUSIONS & SUGGESTIONS

6.1 Conclusions of the Study :

On the basis of above analysis we draw the conclusion that

Bertrand Russell propounded realistic educational philosophy of high

quality. From the view point of philosophy, he is a neo-realist, logical

atomist and logical positivist. Neo-realism recognizes mind and logic

and does not accept any notion without analyzing and defining. It

considers consciousness as light only and does not prefer to discuss

existence on the basis of knowledge alone. It is against pluralism and

idealism. In the beginning, Russell negated idealist philosophical

theories and propounded existence of matter so some scholars call him

neo-realist.

By logical atomism Russell wants to say that we should not

believe in the prevailing beliefs as they are. We should test them on the

basis of logic. Russell emphasized that we should be logical. Through

arguments we can reach the ultimate depth of an idea and can take

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self-decision. Thus he propounded his thought on the basis of

mathematical logic. This ideology is called logical atomism.

Logical positivism is that logical knowledge which is obtained on

the basis of experiment or directly. Logical positivism is a philosophical

system and not a theory of education. In philosophy its contribution is

particularly notable in the field of epistemology. Logical positivists insist

upon meaningful propositions so that some meaning may be conveyed.

Therefore, according to them, the aim of education is to distinguish

between sense and nonsense, knowledge and ignorance, meaningful

and meaningless propositions. They develop a scientific theory of truth.

They reject metaphysics, religion and all such knowledge which may not

be verified. Religious, moral and spiritual education has no place in

positivist curriculum. Science occupies a prestigious place in it. It rejects

self-criticism everywhere. Thus, logical positivists act as catalysts.

Russell has worked the most on sense-data, and has done it on the

basis of logic, so some philosophers call him a logical positivist.

The effect of idealism, naturalism, behaviourism and realism can

be seen on Russell, yet due to his emphasis on utility, reality and

scientific attitudes, he is nearer to realism. Realism is the theory which

holds that existence of objects is real. Realism thinks that whatever we

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listen, see and experience in the world, is present before us directly.

According to the realists, education should be made to conform to the

social and individual needs of the child so that he may lead a happy and

contented life in the future. Russell attaches importance only to those

theories and ideals which are related to the present life of man. He was

not in favour of bookish knowledge. He favours the empirical method of

teaching in which all education is done through actual experience.

Our senses are the basis of all knowledge. In present time most

of the educationists give importance for imparting the knowledge

through sense-organs. Knowledge received through sense-organ is

more durable and the learner can apply this knowledge in new

situation. The sense-realists emphasized the training of the senses.

They held that senses are the conveyers of knowledge, and learning

takes place through the operation of the senses.

Russell accepts the importance of sense organ for giving

knowledge. He has worked so much on sense data that his philosophy

is called as the philosophy of sense-data. The advancement of science

has contributed much in the propagation of sense realism due to which

the effect of scientific researches can be seen on it. Scientific

researches have influenced sense realists. They considered nature as

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the source of knowledge and truth and they believed that education

should be imparted naturally. Sense realists have said that knowledge is

got by nature observation and sense contact. So our education should

be such which provides an opportunity to a child to come into the

contact of nature and he can get the knowledge of natural matters and

laws.

Russell believed that education should be imparted naturally as

against artificially. He has analyzed perception very minutely due to

which he became a supporter of neo-realism. He tries to discover the

truth with the help of scientific methods. He believes that religion is

merely man-made and there is no God. Like neo-realists, he says about

doubt and error that there is no question of doubt and error. The object

that we accept as true, we experience them true even in our dream.

Thus, he comes out a logical perceptionalist.

Due to his pragmatist thought and materialist tendency, man has

accepted the useful form of knowledge and thinks it meaningless to

acquire knowledge only for knowledge sake. Opposing this thought

Russell says that even if pragmatist outlook is adopted, still knowledge

is attainable because the initial form of any task of society is theoretical

and man cannot develop in that field until his outlook is not

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experimental. Such outlook can be possible by knowledge only.

Knowledge should be related to real life by which it can prove to be

meaningful. Russell is very much against the things which do not have

existence. The God, soul can not be interpreted in terms of their

existence. So it seems that he has no interest in spiritual world because

the spiritual things can not be visualize through eyes.

The wider sense of philosophy is not limited to the analysis of the

forms of soul, God, being, world, nature only; rather it includes logical

and orderly analysis of mankind and the knowledge, science developed

by it, its problems and materialistic and non-materialistic achievements.

Now philosophy is not a subject which is limited to only intellectuals. In

its wider sense, logical, rational and sequential thinking about things

related to any form of nature and human life is philosophy, and all

those are philosophers who undertake sufficient thinking and meditation

before doing any task and those who think over these problems. There

is no field of knowledge and science today on which philosophers and

common people do not express their thoughts. Today every individual

thinks about the goals, ideals and values of life and the form, goals,

ideals and values of the world in which he lives, and he forms certain

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assumptions about it and these assumptions are called his life

philosophy.

Men live in accordance with their philosophy of life, their

conception of the world. From this point of view, every individual in the

world is involved in the discovery of truth in one or other form, because

philosophy is the discovery of truth. Russell considers materialistic world

as true which we see directly. This universe is materialistic and it is

true. There is no spiritual world. The knowledge of material world is

possible through science.

A democratic system of to-day excels in science. Without the

progress of science, democracy can not develop. Impressed by this,

China gave its traditional educational system and began to make efforts

for the education of scientific development. Russell considers that

scientific attitude should be developed in children. It can make them

active. Science compiles many types of information and it lays down

general rules after analysis. In order to develop such type of intellectual

proficiency, a teacher should provide maximum opportunities for

enquiry.

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Russell favours intellectual philosophy. He considers logic as the

test of philosophy, due to which his philosophy seems to be inclined

towards logical atomist as against traditional philosophy. He tried to

bring change in the ideas of ethics, epistemology and nature etc., on

the basis of his wisdom, experience and logic.

The curriculum laid down by Bertrand Russell gives a glimpse of

idealist, naturalist, experimentalist and realist theories, but he is more

inclined towards realism and naturalism. Russell considers that only

those subjects should be included in the curriculum which are directly

related to life and are useful for man. The various stages of life have

their own characteristics. If the education is given according to these

characteristics, the child take interest, otherwise all educational efforts

go in vain. He has presented his curriculum plan according to the stages

of development.

1. From birth to 5 years

2. From 5 to 14 years

3. From 14 to 18 years

4. Above 18 years of age.

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Pre-Primary level (from birth to 5 years of age)

In our present education system from the very beginning the

students are doomed to a vast curriculum, which emphasizes

exclusively bookish knowledge. This leads to the minds of the children

to be an information centre. Due to this they loose all their contacts

with the practical social life.

It is being felt that the load of school bag is gradually increasing;

the children who once carried bag in their hands have to carry them on

their shoulders with bending forward. And the situation is so grim that it

is causing more harm than good. The burden of the books should be

reduced in the nursery and Montessori school and this has been said by

Bertrand Russell long before. Too much of bookish burden at the initial

stage affects the health and mostly the eye-sight of the children.

Russell suggested this curriculum for pre-primary level :

1. Physical activities involving muscular and limb movement etc.

2. Looking after personal hygiene - how to drink milk, discharge

urine etc.

3. Simple athletics like walking, running, jumping etc.

4. Training in organs of perception etc.

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Pre-primary education does not need a curriculum of the types of

vogue in primary schools. The age from birth to 5 years is the period of

sensory development, muscular coordination, and development of

healthful habits, enjoyment through playful activities and understanding

of the surrounding their simple observation. Russell has supported the

Montessori and Kindergarten methods at this stage.

This curriculum can be imparted to the kids in the play schools as

well as in the houses. Family occupies an important place in a child's

education. A child is born in the family, learns to speak in the family,

and learns to behave with other people in the family. In the family, a

child lives the most with the mother, so he is influenced the most by his

mother's habits, activities and conduct. So, mother is called the first

teacher. Family provides such environment to a child by which he gets

opportunities for protection of his health and effect physical

development. A child learns good habits of eating food, wearing clean

clothes, and living with cleanliness, exercising etc. He learns social

ideals, traditions and conducts in the company of other family

members. So the mother and the other family members are very much

helpful in developing these habits in children. The role of both the

institutions cannot be overlook.

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Primary level (education from 5 to 14 years of age)

Russell suggests general education for the children of this age.

The special aptitudes and interests should be found out. The maxim

from easy to difficult should be followed in teaching.

During first five years along with reading and writing, dancing,

singing and painting should be taught. Subjects requiring mental

powers should be taught after the age of 7 years. The study of

mathematics requires more mental exercise and for its teaching,

Montessori play-way method will be better because the child may learn

easily the elementary principles of mathematics through play.

Russell means to say that below the age of 14 years, there

should be no specialization in the education of children. Only those

things which are general and are necessary for the general

development of man should be taught. But what specific education is

required by them in future should be found out during this stage.

Secondary level (Education from 14 years to 18 years of

age) :

According to Russell, special education should be provided to the

children after the age of 14 years. It should be provided only to

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intelligent boys and girls. Child below average should not be given

special education. The students who have not manifested their interest

and aptitude for any particular subject, general education should

continue for them for some time. However, the children whose interest

and aptitude, have been ascertained, they should be motivated for

specific ability.

If education is according to the interest of children, they will

receive it happily and easily. The children will be eager to come to the

school and return back happily. Therefore, the atmosphere of the

school should be congenial. Interesting and psychological method

should be used. Russell has classified special education into the

following three groups :

(a) Language

(b) Mathematical and Science

(c) Humanities

Out of these, three groups, the study of any one of them should

be completed before leaving the school. Language problem is a great

problem for our country. A lot of languages are spoken in India. In the

curriculum presented by NCERT, the three language formula has been

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accepted as (i) mother tongue / regional language, (ii) any modern

Indian language or English in Hindi-speaking areas and Hindi or English

in non Hindi speaking areas and (iii) English or any modern Indian

language that might have not been taken in (ii). In our view, this three-

language formula should be done away with and the teaching of mother

tongue (regional language) only should be made compulsory from class

1 to 10. Of course, keeping in view the present circumstances and the

demand of society, the facilities for learning of national language Hindi

and international language English in non Hindi speaking areas and for

the learning of any language of national importance and international

language English should be provided in the Hindi speaking areas. But

the study of these languages should not be made compulsory. It would

eliminate the burden of the students for three languages and the

talented students would have the opportunities of studying national

language Hindi or any other language of national importance and

international language English. Russell has said that mother tongue and

one other language (Hindi or English) are essential to meet the

requirement of the pupils for daily communication.

Russell considers that science and mathematics are mutually

co-related. So their study can continue together. Even then it will be

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better to teach these subjects separately according to the interest. It is

not necessary that one who is interested in science should have interest

in mathematics also. There have been many scientists who had no

interest in mathematics. So science and mathematics should be taught

separately, because a child may be successful in learning science or

mathematics according to his interest.

According to Russell, when the child studies special subjects, he

should not forget other things of his environment. Knowledge of other

things of the environment is also necessary for the development of life.

Humanities include physiology, hygiene, history, geography and civics

etc. which are essential for the progress of life. The social system is

developed through the knowledge of humanities. The knowledge of

these subjects should be necessarily given to the extent to which the

students can utilize in their daily life.

Tertiary Level (Education for 18 years and above)

Higher secondary education should be given generally to all boys

and girls, but according to Russell, it is not necessary that university

education should be given to all. It should be given only to able and

really willing students. There should be two chief aims of the education:

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(1) To prepare trained men and women for various vocations.

(2) To expand knowledge and research.

Keeping these aims in view, the students should be admitted for

university education. Only that person should be admitted in university,

who has capacity for higher education and possess the ability for

research work.

Today whatever development is there in the treasure of research

is due to the continuous research in the new knowledge. If effort is not

made for the attainment of new knowledge, the progress of the world

will stop. At the university level abstract thinking should be developed

among the students and the scholars should be trained for achieving

higher knowledge through high technology which is the demand of the

day. So Bertrand Russell's philosophy of education is very much

relevant and adoptable in the present situation.

In brief it can be said that Bertrand Russell attempted to take

down man from the higher ground of spirituality to the ground of

reality, and at the real base. He attempted to free him from humanistic

weaknesses in order to take him towards human good qualities, and for

it presented the exhaustive education plan. Russell discussed all the

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aspects of education such as aims of education, curriculum, method of

teaching and activities to be imparted to the learner from the pre-

primary stage to university stage. Through the curriculum he said that

real education should be imparted to the children who are needed for

their survival and livelihood. He has presented very clear thoughts on

morality and sex-education. He opines that if sex education is imparted

unrealistically, it may have adverse impact which can hinder the

intellectual development of a child. He was very much against the

burden of books and said that thoughts, beliefs, desires, pains and

emotions are all built up out of sensation and images. That is why he

emphasized the education to be given through sensory organs. Thus

Russell has played a great role in determining the form of progressive

education; he is considered to be the foremost leader in the educational

field.

6.2 RELEVANCE OF BERTRAND RUSSELL'S VIEWS IN PRESENT

INDIAN EDUCATIONAL SYSTEM :

Education is the foundation of the future of country and to make

it strong in last fifty years as such no effective measure has been taken.

It was so big task that it was not considered as national Challenge and

no effort has been made accordingly. No doubt India has made

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tremendous progress in various field of education. But it is sad fact that

Indian education presents grave problems before our educationalists.

Now a days, humanity is suffering from war, violence, valueless and

materialism. In such a condition, Russell's views about education can be

a ray of hope to guide the humanity in his present and future path of

life.

Due to political instability, economic crisis, communal hatred,

religious fanaticism, social disparity caused by unequal distribution of

wealth, resulting in a class war between the rich and the poor and

terrorism from outside, the atmosphere is vitiated that conductive

environment for creative and constructive activities like education is

very difficult if not impossible to build and restore. Only right type of

education can produce the forces which in turn shall create

environment suitable for imparting education. Gandhiji had observed

fifty years ago that, "Students are the real wealth of the country. If,

therefore, the flame of freedom is to shine brightly in India, the very

first need is a revolution in education." Ever since he expressed his

views, it is a stark fact that we have been, still, far from the goal, that

the dream remains unrealized and we have failed in our mission.

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Today casteism, communalism, corruption, problem of

international understanding, lack of national integration, decline in

social, moral and character values, decline in teacher - taught

relationship etc. are the great challenge for our education. In such a

critical condition Bertrand Russell's contribution in his discipline of

education will be much helpful for us.

An aim is essential to guide and make all the activities of an

individual successful in all spheres of life. This is true in the field of

education also as there always remains a gulf between the needs of the

newly child and the developing or already developed society.

Educational aims determine the direction of education. In ancient time,

the aims of education were very broad. The main aims of education

were preservation and enhancement of health, development of

knowledge, acquaintance and observation of social and national duties,

preservation and development of culture, moral and character

development, education of livelihood, arts and skills and spiritual

development. Of course the maximum emphasis was laid upon the

development of knowledge, character building and spiritual

development. Our education at present should also have all these as its

aims. Besides these aims, keeping in view the need of the time, the

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students should also be inculcated with the feelings of national

integration and internationalism and should be gravitated towards the

achievement of national games.

Russell has discussed several aims and functions of

education such as character development, intellectual

development, and development of scientific attitude,

development of scientific attitude, development of individuality

and citizenship and development of internationalism.

Students should develop a sort of personality that would be able

to resist all evil influences and will stand unshaken. If the students of

today are succumbing to immoral ways, the reason is that their moral

base in school was not well laid out. A person can learn only when he

possesses qualities like observation, patience, industry and faith in

the possibility of knowledge. It is not correct to say that the above

list of qualities is sufficient for one's complete development. Russell is

confident that in order to develop the whole personality of children, the

above qualities will be of immense help.

It is being felt today that we are lagging behind in our education

more than the other countries. The main reason of it is our curriculum.

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After getting education our students have to face many problems such

as depression, unemployment etc. because our curriculum is not related

to the real situation of life. It is not able to solve the problems of life.

Education needs rethinking and reformation both on the level of

curriculum design as well as on the practical level i.e. skill and

application oriented, with constant openness and readiness to update

the educational system. Instead of theoretical, it has to be more

pragmatic and result oriented since 'to do' is more important than

merely 'to know' in today's production based world. We have to

prepare in such a way as many yield great dividends in the future.

While in the Western world these are purely materialistic and monetary,

in India the expectations are different altogether. As we have still to

make our nation great in the next century, which we have failed to do

in the current, our primary objective will be to develop a force within, a

massive strength of the educated youth dedicated to the nation and

devoted to the motherland, determined to eradicate exploitation,

corruption, poverty, terrorism, illiteracy, ignorance, communalism

regionalism, casteism, dowry system and other problems of the country.

As a school is a sub-system of society, it has to generate an ethos

which affects everyone around it. The goal can be achieved through

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promotion of the ideal of national integration. In such a condition

Russell's curriculum of education may be more beneficial.

Russell has included all those subjects in his curriculum such as

singing, dancing, geography, history, mathematics, science,

literature and science etc. which are necessary in today's conditions

of life. He has decided the whole curriculum of education into two parts

- one that is compulsory for all and the second which is not

compulsory for all. Besides he has constructed different curricula for

children of different level. The curriculum for 1 to 14 years is

compulsory for all children and specialization is provided after this

stage.

Now a days, Indian universities are passing through a critical

conditions. There has been a great expansion of universities education

after 1947, i.e. after the achievement of independence. Therefore, the

quantitative expansion of university education is chiefly responsible for

fall of standard of university education. No attention is paid on the

qualitative development of universities. There are no admission criteria

for admission in universities. The backward and lower caste people are

getting reservation in admission. Thus no one can be deprived of this

facility whether he is fit or unfit for the same. It shows the degradation

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in quality or standard. Because of it, the atmosphere of universities is

degrading day by day. Russell was in favour of qualitative education.

According to him, it is not necessary that university education should be

given to all. University education should be given only to willing as well

as the students whom so ever fulfilling the criteria for admission.

Students should be admitted on the basis of their ability and not on the

basis of their economic condition. Only those boys and girls should be

admitted in a university, who has capacity for higher education and

posses the ability for research work. University teachers should be

hardworking, sincere and competent. They should be free from financial

worries. Unworthy and lazy teachers should be weed out from

university.

It is an age of psychology. Child is the main focus of the

educational system. The school exists to satisfy his needs and meet his

demand and serve his interest; to make his career, to develop his traits,

to build his character, to train his skills and above all, fulfill the aim of

his life. The whole system is basically 'child centered.' and a competent

teacher is advised to be a friend, philosopher and guide to him. The

pupil is the end of the whole teaching learning process, all the other

constituents merely a means to it. The nation invests in planting,

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tending and developing the tree of education so that its future

generations may consume, relish and enjoy its fruit. Russell

constructed child centered curriculum and expected of the teachers to

love their students. He respected the personality of the students and

wanted to make the whole planning of education according to them.

But he wanted to awaken the students towards their duties. It is

considered necessary even today.

Russell's views about sex education are of a great relevant in the

conditions of today. He has much emphasized sex education to be an

integral part of education. Of course, sex education is much important

to solve the social and biological problems. Among the many inner

urges and derives of human being, it is the most universal and powerful

drive. The curiosity about sex related things is generally taken as a sign

of great danger. The children get rebuked by the parents or are given

wrong information in an atmosphere of great hush and embarrassment.

This intensifies their curiosity in a much greater force than earlier. Now

they try to get information from other sources. In doing so they more

often, knock wrong doors and thereby gather wrong and dangerous

information. The fear of impotency, frigidity, guilt feeling in connection

with material sex relationships, venereal diseases, sex perversions etc.

( 234 )

are the product of unnecessary repression, taboos, secrecy and guilt

environment surrounding about sex.

According to Russell, sex education should be given to every

child. The children should be given adequate information concerning

general, hygiene and growth, pregnancy, abortion, working and

functioning of the reproductive organs and sex processes concerning

the birth of a child etc. in a simple and most natural way. He clarified

that repression of sex feeling creates several physical ailment in man.

We have noticed that the difficulties of regionalism, casteism,

communalism and linguism are present in India. Development of

nationalism is an essential function of education. We can encourage

nationalism in schools but it should not be taken in narrow sense.

Narrow nationalism produces several evils in its citizen; they think that

their nation is supreme and that only their nation should advance. This

type of nationalism has proved fatal to the world. Blood has flowed due

to this in the past, and clouds of wars envelops due to it. Therefore,

today is the need of education for internationalism. According to

Russell, narrow nationalism is the result of war. He believes that so long

people do not rise above narrow nationalism to adopt internationalism;

peace can not be established in the world. Feeling of narrow

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nationalism should not be created in children. For the development of

international feeling, it is essential that nobody should regard himself

superior and other inferior.

In the age of today, most of the students are not ready to face

those challenges, which can cultivate power and abilities in them for

creative work and new changes. The reason is that today our teaching

method is based only on class-room teaching which is un psychological

and no attention is paid on child's need, interest, attitude and abilities

etc. In our traditional education system, they do not get real knowledge

and practical thinking. Therefore, it is necessary to make some change

in our present teaching methods. Russell considered that teaching

method should be based upon the need, interest, attitude and abilities

of the students. Educational standards must be maintained. In the

context of teaching methods according to level, he has supported the

Montessori and Kindergarten methods at the infant level; direct,

storytelling, demonstration, learning by doing methods at the

childhood level; and direct, demonstration, learning by doing,

lecture, analysis and self study methods at the higher level.

Today, observing increased indiscipline in the students of our

country, not only school authorities but whole of the nation is worried.

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In most of the institutions, at present, students do not follow the rules

of the institutions, frequently bunk their classes, and misbehave with

their teachers in the classes. Ragging is also the result of indiscipline. It

has become common phenomenon in medical and engineering college.

It is a matter of great sorrow that after independence, this problem has

become more serious. In this regard Russell's views seem to be very

satisfactory. He has given much creative suggestion to establish

discipline. He wanted to see a good effect of society and teacher on

child. He wanted that the child should get the education of love, co-

operation, sympathy etc. so that he may be self-disciplined. He did not

want to force any child. He criticized harsh punishment and complete

freedom both and supported the middle path. In this way, Russell's

views of self disciplined will be highly beneficial to remove the student's

unrest.

In today's scientific world, science has awoken new hopes and

aspirations for the development of human welfare, so it has become

necessary that scientific attitude should be developed in children. Now a

days science is a part of culture and new hopes are bind with it for

human welfare. To train the habits of children, to search out their basic

instinct and scientific analysis of their problems are an important part of

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Russell's educational philosophy. Russell considered that intellectual

training should be given to man so that he may not curse the boon of

science. According to Russell, scientific attitude can be developed in

children through the method of experiment, observation, decision

and objectivity. For the development of scientific attitude, he has

stressed the need of control over his feelings, desires and

excitements, faith in truth and freedom from prejudices. Thus,

Russell's educational thoughts are relevant even today. The need is that

his thoughts and experiments should be understood and implemented

in present Indian education system.

6.3 SUGGESTIONS FOR THE IMPROVEMENT IN PRESENT

INDIAN EDUCATIONAL SYSTEM :

As a result of modern scientific inventions and discoveries as well

as advance in the field of technology, the life of modern man is

changing very fast. Our educational system should be able to equip the

child with a general ability to adopt himself to changing conditions. If

the education has to meet the needs of modern conditions, necessary

changes must be introduced in the curriculum and teaching methods. It

is now felt all over the world that curriculum must reflect the needs of

the society and those of individuals to be educated. The various courses

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of study should be integrated and should not be so much as to overload

a student. Suggestions at different levels are as follows :

Primary Level :

"Well begun is half done" is a well-known maxim. The entire

super-structure of the educational set up of a nation rests upon primary

education. It is on the start that the entire growth, development and

enrichment of mental as well as physical potentialities of the child

depend. The purpose of primary education is to equip children in

fundamental processes in order that they may be able to receive

profitably further education. With changes in society, the social needs

have naturally changed.

The curriculum of Primary education should not be rigid and

bookish. It should be experience and activity centered. It should be

related with the natural and social life of the children. Activities,

included in curriculum, should enable the children to develop their

individual potentialities and lead a corporate life in the school. Social

service and work experience should be included in the curriculum.

The atmosphere of the school should be so attractive and

natural that the children may like to spend much of their time there.

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Such an atmosphere may be made available only when the teaching

methods, devices and materials are organized on psychological lines.

Teaching methods, at primary stage need drastic changes.

Modern methods and techniques of teaching should be adopted.

Teaching at primary stage should be child centered and should satisfy

its psychological needs. The Kindergarten, Montessori and play-

way methods should be used for teaching at pre-primary and primary

level. The training institutions should also not give only theoretical

information of these methods of teaching but should impart practical

training for the successful implementation of these methods. Moreover,

teaching should be made interesting with the use of audio-visual aids.

The need for research in the field of primary education is more

pressing and desirable than in any other branch of education. Since we

are anxious to fulfill the constitutional directive of free and compulsory

universal education, a number of problems are cropping up. Subjects

in which research is immediately needed are - stagnation and

wastage, cheap school building, multiple class teaching,

orienting traditional schools to basic pattern etc. This research

should be organized in universities, teachers' training colleges and in

government research institutes. The state government should

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encourage research in primary education departments. The research

scholars in this area should be given handsome stipends for carrying

out their research projects successfully.

It becomes the responsibility of the educated class of the society

to build up awareness among the masses towards the selfish acts of the

people and resist their acts of personal interests at all levels. It will be

helpful not only in the development of education but also in the overall

growth of all good practices in the society.

Today, the whole atmosphere of working of Indian schools is

such that no inculcation of moral values and attitudes in children is

possible. As such, character - formation remains a distant dream. It is

really a very sorry state of affairs that our school do not aim at such

essential goals and ends to life to be achieved. Russell's views about

the development of character - formation will be much useful in the

present day Indian education system. According to him, character

formation should have four attributes - vitality, courage,

sensitiveness and intellect. If a child posses these qualities, he will

be a child of good character. So our educator should inculcate these

qualities in a child.

( 241 )

Secondary Level :

There is a need to-day to transform education so as to relate it to

the life, need and aspirations of the people. It is desirable to make

education the instrument of social change. For this purpose the school

curriculum should be related to national integration, productivity,

modernization of the society and cultivation of more and spiritual

values.

Curriculum of education should not be rigid and stable. The

curriculum should include a wide range of subjects general, cultural and

vocational. The pupil should be guided to choose subjects according to

their interest, aptitudes and capacities under a system of vocation and

education guidance and counseling. The curriculum should continue to

be re-designed in-accordance with the changing needs of the nation.

Continued research and experimentation are essential to make it related

to life.

Science and Mathematics should be an integral part of school

education at least up to class X. The teaching of these subjects shall

have to be upgraded and curriculum continually renewed. This will give

( 242 )

our children modern knowledge, develop their curiosity, and teach them

the scientific method of inquiry.

Today, the teachers are being given training in new techniques of

teaching through seminars, refresher courses, educational workshops

etc. In spite of all these attempts, no considerable reform in teaching

method is visible. A follow-up programme should be planned and

implemented to see whether new teaching methods are being

introduced in the school or not.

The methods of teaching should be so effective and efficient that

the students should feel the desire to work as effectively, honestly and

thoroughly as possible. Such teaching methods as lay stress upon

verbalism and cramming should be shunned. In this place learning

through purposeful, concrete and realistic situations should be

emphasized. Demonstration, direct and learning by doing

methods should be adopted in teaching.

The Indian Government and the society should make the

collectively efforts to solve the problems of education sector, which

cause the disciplinary disorder among the students.

( 243 )

It is the duty of the government of India to direct the different

education boards to reconstruct the curriculum of primary and

secondary level education thoroughly and make it more practical.

The contribution of teacher's personality in creating a feeling of

internationalism is very important. He should have an ability to create

the feeling of internationalism in the students. He should adopt

impartial attitude to the facts. The interpretation of facts should be

based on criticism and not on caste or community. Critical attitude

should be developed in the students so that they may judge any

statement and distinguish between good and evil. Critical thinking will

enable the students to rise above narrow nationalism.

The world of work is so vast and the job requirement and

preparation are so complex that the students need continuous

information about occupations. Occupational information is worthy of a

place as a separate subject in the secondary school curriculum. This

type of education enables the students to evaluate their suitability for

certain kinds of job. So occupational information should be a separate

subject in the secondary school curriculum.

( 244 )

In the present age of democracy, the concept of discipline is

totally different. Whereas, in the past, perfect order and silence

prevailed in the educational institutions. Now we insist on self-

government of students and free discipline. Russell opposed harsh

punishment and complete freedom both; he supported the middle path.

He has guided us by balancing punishment and freedom; we remain

indebted to him for this.

Students discipline is mainly related to school environment.

Students are disciplined when the teacher understands student's

problems and give them individual attention. Teacher's teaching should

be effective and he should ask the reason for misbehavior before

punishment. There should be an arrangement of personality

development programmes and establishment of guidance and

counseling centre for students in the school so that student's problems

can be solved. Thus we can maintain discipline in school.

Tertiary Level :

After achievement of independence an attempt has been made to

infuse the spirit of nationalism, internationalism and national integration

in our students at all levels - primary, secondary and university.

( 245 )

Accordingly, many necessary improvements have been made in the

course at all these stages. However, these courses still suffer from

certain inadequacies at all the levels of education.

Vocational subjects should be given due place in the curriculum in

order that the desirous students may acquire some vocational skill by

the end of university education. Social sciences and natural sciences

should be given a wider place in the university curriculum. This is

necessary to acquaint the student with the latest development in the

field of arts and sciences. This will broaden their outlook.

The various subjects in the curriculum should be integrated and

corporate as far as possible. In other words, interdisciplinary approach

is necessary for liberalizing the students. Even in specialized courses, an

attempt should be made to acquaint the students with the rudiments of

some other subjects which are generally related with the common-day

human affairs.

The university education in our country is getting very expensive.

The poor students, in spite of their suitability for higher education are

deprived of higher education because of its being too expensive. In

U.S.A. part-time courses and adult education schemes have been

( 246 )

instituted for helping poor students who can earn a part of their

expenses while getting higher education. The university also tries to

give part time employment to the students, if they, themselves can not

find some. Some such kind of arrangement is necessary in our country

also in order that the poor students may not be deprived of the

opportunity to get higher education.

With the increase in number of universities and colleges the

number of students seeking admission has increased so much that all of

them cannot be admitted. In fact, only the persons having the aptitude

and ability to benefit from university education should be permitted to

go in for this. The rest should be encouraged to take some other

worthwhile pursuits or diverted to obtaining some vocational skills for

becoming economically self-dependent ultimately. This may be possible

if vocational education is made compulsory at the secondary stage. This

will solve the problem of unemployment in a way.

There should be some national policy regarding admission of

students to universities and colleges. It is often seen that a suitable

student is refused admission to the university and an unfit one is easily

admitted. In fact, the admission policy should be objective and

( 247 )

scientific. It will be a national waste of time, energy and money if

without one selection all are given admission to universities.

It is often said that the standard of teaching in universities and

degree colleges has fallen down to a deplorable degree and this is

persistently continued. Some people say that in each and every

department in a university or degree college, there are some teachers

who seldom teach. Such teachers even do not go to visit the

department except when they have to collect their mails or sometimes

they come to show their faces to the peons or office clerks who mark

them present in their minds in order to speak to the immediate boss

that they had been in the department. Many teachers appear to be

more interested in gathering favour from the Heads or Vice-chancellor.

Such teachers are hovering around the authorities in order that they

may favour them in some way of them. In all these situations the

sacred task of teaching and research which is the main duty of the

university and degree college teacher is thrown to winds.

To do research work of high standard is one of the prime duties

of a university. Its function is not only to teach, conduct examination

and confer degrees. Before independence satisfactory facilities were not

available in universities for research. But now our state and central

( 248 )

governments are keen about higher order of research in various areas

of study. So they are giving crores of rupees to various universities for

this purpose. However, it will have to be admitted that there are very

few research works done by universities which have come to

international recognition. So much more efforts are needed in this

direction. Most of teachers and students in universities do not appear to

be very enthusiastic for high order of research. In this respect their

main aim is to help getting the doctorate degree any how. The result is

that the degree is awarded but the thesis which fetches the degree is

seldom an original piece of research of a high standard. Consequently,

the same never comes before others and ever remains in the bound

thesis itself.

The need of the hour in this respect is to establish good

laboratories, workshops and libraries where all needed research

facilities are available to worthy researchers. The supervisors should be

appointed with great care. They should have a missionary zeal to help

the students and they must not require the research schools to attend

to their (supervisor's) domestic affairs. It is an open secret that many

research - scholars are being misused by their supervisors in this

manner. They unnecessarily take 4 or 5 years to complete their so

( 249 )

called research work. Such supervisors who are dishonest to their

research - scholars must give up their bad habits in the best interests of

high order of research.

It is my firm conviction that if these suggestions are accepted and

implemented faithfully, the immense powers of the younger generation

can be turned to the nation's advantage by involving them in the task of

national construction.

6.4 RECOMMENDATIONS FOR FURTHER RESEARCH :

Research work should be done on the following topics related to

the present study by the future researchers so that every aspects of

educational philosophy of Bertrand Russell may be revealed. It is the

need to study the views of other educationists in regard to education

and its relevancy in modern India so that improvement can be made in

Indian's current education system.

1. A comparative study of educational views of Russell and

Rousseau.

2. A study of humanism in the educational philosophy of Russell.

3. An impact of educational views of Russell on National Educational

Policy of India.

( 250 )

4. A critical study of educational views of Bertrand Russell and

Aacharya Rajneesh.

5. A critical analysis of educational views of Bertrand Russell and

John Dewey.

6. A comparative study of educational views of Bertrand Russell and

John Lock.

7. A critical analysis of educational philosophy of Russell and

Spencer.

8. A study of sex education of Russell and its relevance in present

context.

9. A contribution of Russell in the education of international

understanding.

10. A critical analysis of educational views of Russell and whitehead.

11. A comparative study of philosophical problems of Cunningham

and Russell.

12. A comparative study of educational philosophy of Russell and

Vivekananda.