By Jane Sahi
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The process of reductionism has run concurrent with a growing depersonalization and sense of alienation in work, human relationship and from nature itself. The individual is being increasingly defined by what he or she owns, and has achieved in terms of material success. Gandhi’s understanding of individuality as the integrated and responsible person stands in stark contrast to this aggressive individualism. This essay is in three parts. The first part looks at Gandhi’s concept of the individual and the growth of each person in relationship to God through service to people.
Gandhi, Quoted in The Essential Writings of Mahatma Gandhi, Ed. Raghavan lyer, Oxford University Press, 1993, pp. 71-2. 19. K. , p. 72. 20. R. Tagore, The Centre of Indian Culture, Viswa Bharati Bookshop, 1951, p. 2. 21. K. Gandhi, Quoted in The Essential Writings of Mahatma Gandhi, OUP, 1993, p. 183-4. 22. K, Gandhi, Young India, March 1919. 23. R. ” 24. R. Tagore, ‘My School’ in Personality, Macmillan, 191 7, p. 3. 25. Rousseau, 1762, Bk 2. F. Dearden, The Philosophy of Primary Education Cha.
An educational system that limits or denies individuality is intrinsically violent. Gandhi defined education as “that which liberates”. Liberation for Gandhi includes not only freedom from being exploited but, equally important, freedom from exploiting others. Gandhi considered the colonial and literary oriented educational system not only as inadequate, but harmful to the person. It was divisive in society, fragmenting for the individual and culturally alienating. Basic Education sought to create a participatory form of learning, where there was consistency in inner thought, outer world and action.