INTRODUCTION:

Liberal studies is the speedily moving and widely accepted model of education today. The word ‘liberal’ itself seems attractive apparently especially if in education. But it is not about being liberal about studies or assignment or attendance or exam. The institute may provide flexibility but it is about liberating the mind, knowledge, wisdom, thinking and creativity. In other words, making mind, knowledge and creativity shackle free and not limiting education or a course only to a specific topic or educating self for a particular profession only and nothing out of it.

“Liberal Education is an approach to learning that empowers individuals and prepares them to deal with complexity, diversity and change. It provides students with broad knowledge of the wider world [e.g. science, culture and society] as well as in-depth study in a specific area of interest. A liberal education helps students develop a sense of social responsibility, as well as strong and transferable intellectual and practical skills and as communication, analytical and problem-solving skills, and demonstrated ability to apply knowledge and skills in real-world settings.-Association of American Colleges and Universities, 2015” [1] Liberal studies has endeavoured to break the water tight compartment of education, especially university degree education which limited a student in terms of knowledge but also in following a profession and understanding other aspects of the world. Liberal studies focuses on skills, human life, critical thinking and creativity and thus broadens the choice of profession and occupation a person can take with a better understanding of self and world. Though the western model of liberal studies in contemporary there is a striking similarity between Mahatma Gandhi’s concepts of education called ‘Nai Talim’. This is something he preached and practised in the institutes established by him and other Gandhians. Gandhi’s influence on education can be seen from Shantiniketan to Montessori Method.

What are the similarities between modern liberal studies and Gandhi’s Nai Talim? How are both relevant today? What are the contrasts or limitations of each? How are they complementing each other for a better educational endeavour? These are the questions this research article will try to discuss and put forth.

DISCUSSION:

Liberal education or studies in the later part of twentieth century and now in the twenty first century flowered under the American initiative but it can be traced back to ancient Indian civilization and ancient Greek and Roman civilization when critical thinking, creativity, spirituality, religion, science and culture etc. were the objects of learning. “I do believe that not to know what a study of Sanskrit, and particularly study of the Veda, has already done for illuminating the darkest passages in the history of the human mind, of that mind on which we ourselves are feeding and living is a misfortune.” [2] “Socrates had begun the process of human emancipation by initiating an early form of liberal education method involving dialogue and critical thinking; this would equip the individual in knowing how to think, not simply what to think.” [3]. The modern model of liberal studies has amalgamated the relevant ancient concepts and understanding with relevant trends and needs.

The twentieth century saw many mishaps in world politics, religious conflicts, industrial problems, economic struggles and individual development and dilemmas. The trend in education became too focused of getting a degree that will fetch a lucrative job. This degrees narrowed down all the other faculties of mind, all other knowledge areas and other career options. A mechanical engineer would study nothing but machines or an accountant would study nothing but accounts and book keeping or a student of literature would study nothing but literary theories and classics and that too of a particular language thus narrowing down the knowledge to specialization, something one must do at doctorate level. This also reduced the scope of developing skills and learning and appreciation of other fields. An engineer would not develop good communication skills, an accountant would not know anything about psychology or law and a language teacher would not understand fundamentals of science or basics of calculations. Education begins primarily by developing an individual. It is a forgone conclusion that if individuals are well developed and act responsibly, society and the world will be take care automatically. An individual is like a cell that together makes society or the world and if each cell is healthy the entire body will be healthy but if some of the cells catch disease gradually the entire body will be infected.

Hence, both Liberal Studies and Gandhi’s Nai Talim focus on the development of an individual. “Gandhi believed that the type of society which he had envisaged would naturally emerge from minds so developed. Or, in his words, ‘I would feel that if we succeed in building the character of the individual, society will take care of itself.’[4] Of course Gandhi stressed more and more and repeatedly on the development of character of an individual than any of the educational models or philosophy. When we talk about the development of an individual or self, there are a few facets that we need to consider here. Liberal studies focuses on critical thinking, creativity, soft skills and communication, application of knowledge and practical experience through exposure and internships. Modern liberal studies imparted in many of the universities has endeavoured to amalgamate all of the above mentioned facets responsible for an all-round development of an individual in its curriculum. It has also argued to put some of the subjects and pedagogical tools successfully practised in specific education like engineering and medical to prepare a rounded individual as well as professional. “In the context of building socially cohesive societies and sustainable models of development, the humanities and social sciences can never be irrelevant. For example, studies in psychology, sociology and philosophy need to be reoriented to reflect new information and communication technologies.” [5] A student of liberal studies undergoes lot of life-enhancing curriculum and he/she gets to experiment with new subjects, skillsets hitherto untried. A student gets study varieties of subjects ranging from literature to science in everyday life to basics of financial management to international relations. This broadens the width of intellect and critical analysis. The students are encouraged for various exposure programmes like visiting industries, government offices, rural areas, international visits, internships etc. and many universities have put it as a part of curriculum and grading system as well. The thrust on practical training and exposure combined with classroom study and discussions enable students to understand the application of knowledge in the practical world and with the help of experts and faculties they can also bring the practical knowledge back into the theory sessions and class interactions. “These graduates didn’t leave learning at the classroom door. Instead, they have experimented and experienced life, often through internships, and in the process they fine-tuned their careers.” [6]. Here Liberal Studies and Gandhi’s Nai Talim contrast in the chronology of the learning process. Liberal Studies starts with the study of classroom, theories and books whereas Gandhi uses backward integration in learning but putting the practical work first and then the acquisition knowledge and development of intellect. “Questions may be asked how intelligence can be developed through the takli or the spinning wheel. It can to a marvellous degree if it is not taught merely mechanically. When you tell a child the reason for each process, when you explain the mechanism of the takli or the wheel, when you give him the history of cotton and its connection with civilization itself and take him to the village field where it is grown, and teach him to count the rounds he spins and the method of finding the evenness and strength of his yarn, you hold his interest and simultaneously train his hands, his eyes and his mind. (H5:130) [7] “A carpenter teaches me carpentry. I shall learn it mechanically from him, and as a result I shall know the use of various tools, but that will hardly develop my intellect. But if the same thing is taught to me by one who has taken a scientific training in carpentry, he will stimulate my intellect too. Not only shall I have become an expert carpenter but also an engineer. For the expert will have taught me mathematics, also the difference between different types of timber, the place where they come from, giving me thus a knowledge of geography and also a knowledge of elementary geometry and arithmetic. (H5:246) [8]

Though the chronology of learning contrasts in Liberal Studies and Gandhi’s Nai Talim, the purpose is same that of doing and learning and learning and doing thus developing an individual ready with knowledge and for working well in a particular profession. Creativity and development of arts and performing arts is one of the motives practised in Liberal Studies curriculum. An individual with a creative bent of mind and a little love for various arts be it literature, painting, music or dramatics can develop self and understand the ways of the world with broader perspective to humanity and society. The students learn new art forms, whether they follow it as profession or hobby is a different story but they learn to appreciate the art and the artist. These art forms also develop their other skills like learning dramatics develops their communication and rhetoric skills, creative writing enables them to develop writing abilities and practise the difference between using emotions for creative writing and using intellect for formal or business writing. These are the skills pertinent to any professional and individual as person of any society or culture. “You need to write a concise statement that the recipient can simply eyeball. Many emails are trashed because of rambling and unfocused messages.” [9] And a Liberal Studies student scores an advantage point with such skills. However, Gandhi’s Nai Talim does not give much importance to study of literature beyond entertainment “His intellectual education would include a knowledge of mathematics and the various sciences that are useful for an intelligent and efficient exercise of his avocation. If to this is added literature by way of recreation, it would give him a perfect well-balanced, all-round education in which the intellect, the body and the spirit have all full play and develop together into a natural, harmonious whole (H5:104)” But the recent trends in multidisciplinary study has shown that study of creative literature facilitates not only moral and intellectual upbringing but also study of subject like law and management.

It is also noteworthy that both Liberal Studies and Gandh’s Nai Talim give lot of importance to hand work or physical labour. Student are taught hand work right from creative hand work like paper cutting or folding, painting and sketching, other such art work and also physical labour in internships, disaster management, cleanliness and field visits. Both of them believe in the connection of mind, matter and heart i.e intellect, body and emotion of which an individual in composed of. “As against this, take the case of a child in whom the education of the heart is attended to from the very beginning. Supposing he is set to some useful occupation like spinning, carpentry, agriculture, etc., for his education and in that connection is given a thorough and comprehensive knowledge relating to the theory of the various operations that he is to perform and the use and construction of the tools that he would be wielding. He would not only develop a fine, healthy body but also a sound, vigorous intellect that is not merely academic but is firmly rooted in and is tested from day to day by experience.” [11]

Professional life or occupation is an integral part of an individual, rather it is the second side of the coin of life the first being social. If an individual is well developed social being but not a developed professional he/she is doing no good to self and society in general. Liberal Studies and Gandhi’s Nail Talim both focus equally on this interconnectivity of an individual. If an individual is morally sound, good in character he/she also need to put his/her skills, knowledge etc. for the development of profession and economic aspect.

Liberal Studies offers a wider basket of opportunities in pursuing a profession or even mingling economic activities with passion or hobbies. It also provides professional and life wisdom of facing challenges and accepting changes in the professional as well as societal and social fronts. It makes you ready by inculcating various skills, leadership qualities, facilitating critical and critical thinking and experiential and exposure learning. “Life is unstructured. There is no scoreboard. There are no midterm grades, no final exams no Dean’s list. The liberal arts education allows individuals to make sense of this world, determine how they will fit into it, and create a scoring system that is meaningful for them. Some will choose cash as the value mechanism; some will choose non-profit board positions; some may even choose LinkedIn skill recommendations. All are equally meaningful in the big picture and the role of the liberal arts institution is to help each individual find the right unique path.” [12] Gandhi’s Nai Talim too gives importance to education that facilitates professional development of an individual. “A second reason for Gandhi’s belief in self-support was that to produce saleable items would be a kind of quality control, a check put in place to ensure that the education imparted had been truly vocational. His scheme of education can also therefore be understood as facilitating a form of economic planning.” [13]. An individual needs to balance both the sides of the coin of his/her life for an all-round development.

When an individual is well developed with the moral and professional sides, he/she has a role to play in the civic life. An individual also has to be a responsible citizen of a country and the world. The application of the acquired traits of critical thinking, creativity, knowledge etc. must not be put only for self but also for the betterment of the world. Of course, when he/she acts morally and responsibly both in social and professional circle the macrocosm-world is taken care of. Liberal Studies also inspires and facilitates the development of leadership and sound civic sense for social engineering. The society is dynamic and it is moving in many directions dragging along its problems also. An educated individual has to play an important role here to insure that it moves in the right direction and with disasters on the way. “The fundamental purpose of a liberal arts education has remained unchanged: to enable individuals to take an active role in civic life.” “The very nature of the liberal arts institution is to synthesize superficially disparate items. How does a capitalistic society protect the weak? How do we find science in religion? How do we integrate technology and nature?” [14]. Gandhi was perhaps one of the most insightful and dynamic civic life activists the world has seen and who led one the most unique, all-encompassing and spectacular social engineering activity that the world has hitherto seen. Gandhi’s Nai Talim amalgamated civic responsibility in the education process. “Recognizing education's potential as an instrument of man-making and social engineering, he concentrated on as education that could draw out the best in the child-body, mind and spirit for developing a peace loving human personality.” [15] The world needs people who understand the problems of people, culture, and economics and find solutions for a better world. Positive sides of the history of the world is a witness that individuals with such vision and responsibility have always made it a good place to live in. It is the need of the hour with many perils like war and violence, climate change, cultural and religious conflicts, economic discords looming large in the 21^st Century to have more and more people thinking of solutions. The involvement of Liberal Studies and it amalgamation into other branches of education and the fundamentals of Gandhian ideas of sustainable development and civic life can be the change agents. “Liberal arts education creates the “stem cells” of our world.

Their creation occurs when we design educational systems, train facilitators, and embrace socioeconomic diversity needed to achieve depth through breadth.” [16] “Gandhi would try to develop courage, strength, strength, virtue, the ability to forget oneself in working towards great aims. This is more important than literacy, academic learning is only a means to this greater end.” [17]

Whenever we talk about education, be it any branch or level, pivotal point has to be remembered. Teacher or the facilitator is the pivotal point. Though the world is talking about online courses, MOOC courses and self-learning, till date it is an experienced and established fact that learning in any form is not possible without a teacher, a trainer or facilitator. Even the online courses have teachers to teach a particular subject or impart knowledge. There are certain grave limitations of online courses and study like it is a one sided dialogue bereft of interaction and discussion. It is also a secluded study. It does not facilitate development of skills, thinking, creativity and other faculties need to be a good professional and an accomplished person. Liberal Studies and Gandhi’s Nai Talim stress a lot on the teacher’s role and involvement in the process of education. “I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.” [18] “More skilled members in this sense means that a teacher is viewed as a subject matter expert or must have the experience or formal credentials which prove to society that he or she offers a valid knowledge base that can inform and produce positive change in others.” [19] The major challenge for the education system has always been getting the right and capable teacher who is accomplished, has passion for learning and teaching, who can be a role model himself/ herself. Modern education system across the globe has alarmingly shown that the teachers are not well paid compared to the other professionals, the respect too has been reduced in the society and worst of it they have been given lot of non-academic activities. The academic freedom and the freedom to learn and be in quest has been snatched owing to the economic challenges in universities and schools and the involvement of non-academic people in shaping the education policies. Many universities focus on the employability of students and just getting more and more students. The focus has shifted on the employment of the students than all-round development and inculcating sense of moral responsibility and developing attractive infrastructure than a sound faculty base. Here is where the society and the policy makers need to be reminded of Gandhi’s idea of a teacher who is the torch-bearer to development of a sound society and a lighthouse to the travellers in life and profession. They need enough light to burn themselves and must be placed on a pedestal to show the way like a lighthouse. The ancient universities can be taken as a role model here. “The famous ancient Indian universities of Nalanda and Vikramshila developed pedagogical systems largely devoted to widening their students’ spiritual horizons.” [20] The role of a teacher has remained the same since ancient times be it Guru Sandipani or Dr. Radhakrishnan or Socrates and their contribution in developing generations of students who were the positive change agents remains surpassed. Same is applicable for the teachers of today. “Only a seer or a seeker can enlighten the soul. Who will awaken that dormant spiritual energy in us all? Teachers can be had through an advertisement. Is there a column for spiritual quest in the testimonials which they have to produce? Even if there is one, what is its value?

How can we get through advertisements teachers who are seekers after self-realization? And education without such enlightenment is like a wall without a foundation. (CW 30:59)” [21] And a teacher of Liberal Studies who has to develop an individual in faculties like moral uplift, critical and creative thinking, skill enhancement, the task is daunting. “We must create learning environments that let students draw on the internal resources that brought them to college in the first place. As instructors, we must focus our attention on creating an environment where students can gain knowledge and skills in critical thinking and problem solving in their chosen areas of learning.” [22]

CONCLUSION:

Liberal Studies the concept which came quite after Gandhi’s Nai Talim is picking up in the global arena. Both of them have many things in common and things to exchange. However, there are certain limitations in both where they can complement each other. Gandhi talks and focuses more on nationalism than globalization. It was his time and work to get freedom for the country hence nationalism always took the frontal idea. “Gandhi’s views on education can be understood as forming part of the nationalist current of opinion which was responding in various ways to British colonial education in India. We can therefore identify two key factors in the development of Gandhi’s ideas: the Indian nationalist movement, which Gandhi both shaped and was shaped by, and the British administration itself, because it was so often through his radical opposition to the Raj that Gandhi defined his own position.” [23]. Liberal Studies being modern in nature and entering post globalization talks about one world and globalization. It also encourages globalization and multiculturalism which of course Gandhi never opposed but also encouraged. Both the models follow the cycle beginning from development of individual both morally and professionally, individual’s role in civic life and social engineering. Gandhi limits to national building as it was the need of the hour then and Liberal Studies thriving after the later part of 20^th Century and onwards talks about global culture and multi-culture. It is ultimately from self to society to world peace and betterment. “The key to a successful liberal arts education is the discovery process. It is the process that is often taught to entrepreneurs as “lean” or “customary discovery”. It is not about taking a theory and overbuilding an unusable solution. It is about seeing the simplicity of the world.” [24] “A radical discovery for Gandhi: in order to transform others, you first have to transform yourself.” [25]

The two models ultimately endeavour to fulfil the overall ideals of education by developing a person that is microcosm which lead to development of the society and world that is macrocosm. “Dr. Radhakrishnan added that the aim of education is “not the acquisition of information, although important, or acquisition of technical skills, though essential in modern society, but the development of that bent of mind, that attitude of reason, that spirit of democracy, which will make us responsible citizens.”[26] “Indeed, liberal education models can produce learning or change, by being one of the key voices which question how the fruits of scientific, religious, and political ideas help, or not, in educating, developing, and sustaining more whole human beings and, by extension, a more just world.” [27] The common traits between Liberal Studies and Gandhi’s Nai Talim can be seen in the diagram below:

REFERENCES:

1. Draper, Chris “Rediscovering Our Future”, The Press, Iowa, USA 2016. Pg. 11

2. Muller, Max ‘India: What it can Teach us.’ Rupa & Co. New Delhi, 2002. Pg. 178

3. Chaves, Christopher ‘Liberal Arts and Sciences, Trafford Publishing, USA, 2014. Pg. 31

4. Fagg, Henry, “A Study of Gandhi’s Basic Education” National Book Trust, New Delhi, 2002, pg 67

5. Peterson, Patti, Editor ‘Confronting Challenges to the Liberal Arts Curriculum’. ‘India-Structural Roadblocks to Academic Reform’ by Pawan Aarwal and Rajashree Srinivasan Routledge New York. 2012. Pg. 72

6. Curran, Sheila & Greenwald, Suzanne ‘Smart Moves For Liberal Arts Grads’. Ten Speed Press, New York. 2006. Pg. 28

7. Fagg, Henry, “A Study of Gandhi’s Basic Education” National Book Trust, New Delhi, 2002, pg 10

8. Fagg, Henry, “A Study of Gandhi’s Basic Education” National Book Trust, New Delhi, 2002, pg 10

9. Curran, Sheila & Greenwald, Suzanne ‘Smart Moves For Liberal Arts Grads’. Ten Speed Press, New York. 2006. Pg. 33

10. Fagg, Henry, “A Study of Gandhi’s Basic Education” National Book Trust, New Delhi, 2002, pg 9

11. Fagg, Henry, “A Study of Gandhi’s Basic Education” National Book Trust, New Delhi, 2002, pg 9

12. Draper, Chris “Rediscovering Our Future”, The Press, Iowa, USA 2016. Pg. 50

13. Fagg, Henry, “A Study of Gandhi’s Basic Education” National Book Trust, New Delhi, 2002, pg 14-15

14. Draper, Chris “Rediscovering Our Future”, The Press, Iowa, USA 2016. Pg. 22 & 38

15. Swami D. N. “Gandhigiri, A Modern Thought” Shree Niwas Publication, Jaipur, 2010. Pg. 39

16. Draper, Chris “Rediscovering Our Future”, The Press, Iowa, USA 2016. Pg. 43

17. Swami D. N. “Gandhigiri, A Modern Thought” Shree Niwas Publication, Jaipur, 2010. Pg. 48

18. Gandhi, M K, Experiments with Truth. Navjivan Pressm Ahmedabad Pg. 326

19. Chaves, Christopher ‘Liberal Arts and Sciences, Trafford Publishing, USA, 2014. Pg. 98

20. Peterson, Patti, Editor ‘Confronting Challenges to the Liberal Arts Curriculum’. ‘India-Structural Roadblocks to Academic Reform’ by Pawan Aarwal and Rajashree Srinivasan Routledge New York. 2012. Pg. 48

21. Fagg, Henry, “A Study of Gandhi’s Basic Education” National Book Trust, New Delhi, 2002, pg 73

22. Pew Stephen, Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education, Student Motivation Volume 2, 2007

23. Fagg, Henry, “A Study of Gandhi’s Basic Education” National Book Trust, New Delhi, 2002, pg 18

24. Draper, Chris “Rediscovering Our Future”, The Press, Iowa, USA 2016. Pg. 27

25. Easwaran, Eknath “Gandhi the Man” Jaico Books, Mumbai. 1997. Pg. 51

26. Government of India. ‘Report of the University Education Commission, New Delhi. 1948. Pg. 2

27. Chaves, Christopher ‘Liberal Arts and Sciences, Trafford Publishing, USA, 2014. Pg. xvii

Received on 18.02.2019 Modified on 20.03.2019

Int. J. Rev. and Res. Social Sci. 2019; 7(3): 627-632.

DOI: 10.5958/2454-2687.2019.00039.X