Meaning, Nature and Aims of Education

Education is a systematic process through which a child or an adult acquires knowledge, experience,
skill and sound attitude. It makes an individual civilized, refined, cultured and educated. For a
civilized and socialized society, education is the only means. Its goal is to make an individual perfect.
Every society gives importance to education because it is a panacea for all evils. It is the key to solve
the various problems of life.
Education has been described as a process of waking up to life:
· Waking up to life and its mysteries, its solvable problems and the ways to solve the problems and
celebrate the mysteries of life.
· Waking up to the inter-dependencies of all things, to the threat to our global village, to the power
within the human race to create alternatives, to the obstacles entrenched in economic, social and
political structures that prevent our waking up.
– Education in the broadest sense of the term is meant to aid the human being in his/her pursuit of
wholeness. Wholeness implies the harmonious development of all the potentialities God has given to a
human person.
– True education is the harmonious development of the physical, mental, moral (spiritual), and social
faculties, the four dimensions of life, for a life of dedicated service.
ETYMOLOGICAL MEANING OF EDUCATION
Etymologically, the word ‘Education’ has been derived from different Latin words.
a) ‘educare’ which means ‘to bring out’ or ‘to nourish’.
b) ‘educere’ which means ‘to lead out’ or ‘to draw out’.
c) ‘educatum’ which means ‘act of teaching’ or ‘training’.
d) ‘educatus’ which means ‘to bring up, rear, educate’.
e) ‘ēducātiō’ which means “a breeding, a bringing up, a rearing.”
· The Greek word ‘pedagogy’ is sometimes used for education.
· The most common Indian word ‘shiksha’ is derived from the Sanskrit verbal root ‘shas’ which
means ‘to discipline’, ‘to control’, ‘to instruct’ and ‘to teach’.
· Similarly the word ‘vidya’ is derived from Sanskrit verbal root ‘vid’ which means ‘to know’. Vidya
is thus the subject matter of knowledge. This shows that disciplining the mind and imparting
knowledge where the foremost considerations in India.
Back in the 1500s, the word education meant “the raising of children,” but it also meant “the training
of animals.” While there are probably a few teachers who feel like animal trainers, education these
days has come to mean either “teaching” or “the process of acquiring knowledge.”
DEFINITIONS
Since time immemorial, education is estimated as the right road to progress and prosperity. Different
educationists’ thoughts from both Eastern and Western side have explained the term ‘education’
according to the need of the hour. Various educationists have given their views on education. Some
important definitions are:
Indian Concept of Education
Rig Veda: “Education is that which makes a man self-reliant and selfless.”
Upnishads: “Education is that whose end product is salvation.”
Kautilya’s: “Education means training for the country and love for the nation.”
Mahatma Gandhi – “By education I mean an all-round drawing out of the best in man – body, mind
and spirit.”
Rabindranath Tagore – “Education enables the mind to find out the ultimate truth, which gives us
the wealth of inner light and love and gives significance to life.”
Dr. Zakir Husain – “Education is the process of the individual mind, getting to its full possible
development.”
Swami Vivekananda – “Education is the manifestation of divine perfection already existing in man.”
Indira Gandhi – “Education is a liberating force and in our age it is also a democratizing force,
cutting across the barriers of caste and class, smoothing out inequalities imposed by birth and other
circumstances.”
Western concept of Education

Aristotle – “Education is the creation of sound mind in a sound body.”

Rousseau – “Education is the child’s development from within.”
Herbert Spencer– “Education is complete living.”
Plato – “Education is the capacity to feel pleasure and pain at the right moment.”
Aristotle – “Education is the creation of a sound mind in a sound body.”
Pestalozzi – “Education is natural, harmonious and progressive development of man’s innate powers.”
Froebel -“Education is enfoldment of what is already enfolded in the germ.”
T.P. Nunn – “Education is the complete development of the individuality of the child.”
John Dewey – “Education is the process of living through a continuous reconstruction of
experiences.”
Some others definition of Education
1. The principle goal of education in the schools should be creating men and women who are capable
of doing new things, not simply repeating what other generations have done. -- Jean Piaget, 1896-
1980, Swiss developmental psychologist, philosopher
2. An education isn't how much you have committed to memory, or even how much you know. It's
being able to differentiate between what you know and what you don't.-- Anatole France, 1844-
1924, French poet, novelist
3. Education is the most powerful weapon which you can use to change the world. -- Nelson
Mandela, 1918-2013, South African President, philanthropist
4. The object of education is to teach us to love beauty. -- Plato, 424 – 348 BC, philosopher
mathematician
5. The function of education is to teach one to think intensively and to think critically. Intelligence
plus character - that is the goal of true education -- Martin Luther King, Jr., 1929-1968, pastor,
activist, humanitarian
6. Education is what remains after one has forgotten what one has learned in school. Albert Einstein,
1879-1955, physicist
7. It is the mark of an educated mind to be able to entertain a thought without accepting it. --
Aristotle, 384-322 BC, Greek philosopher, scientist
8. Education is the power to think clearly, the power to act well in the world’s work, and the power to
appreciate life. -- Brigham Young, 1801-1877, religious leader
9. Real education should educate us out of self into something far finer – into a selflessness which
links us with all humanity. -- Nancy Astor, 1879-1964, American-born English politician and
socialite
10. Education is not the filling of a pail, but the lighting of a fire. -- William Butler Yeats, 1865-1939,
Irish poet
11. Education is freedom. – Paulo Freire, 1921-1997, Brazilian educator, philosopher
12. Education is not preparation for life; education is life itself. -- John Dewey, 1859-1952,
philosopher, psychologist, education reformer
13. Education is the key to unlock the golden door of freedom.-- George Washington Carver, 1864-
1943, scientist, botanist, educator
14. Education is an admirable thing, but it is well to remember from time to time that nothing that is
worth knowing can be taught. – Oscar Wilde, 1854-1900, Irish writer, poet
15. The whole purpose of education is to turn mirrors into windows. -- Sydney J. Harris, 1917-1986,
journalist
16. Education's purpose is to replace an empty mind with an open one. -- Malcolm Forbes, 1919-
1990, publisher, politician
17. No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a
child. The effort of every true education should be to unlock that treasure. – Emma Goldman,
1869 – 1940, political activist, writer
18. Much education today is monumentally ineffective. All too often we are giving young people cut
flowers when we should be teaching them to grow their own plants. -- John W. Gardner, 1912-
2002, Secretary of Health, Education, and Welfare under President Lyndon Johnson
19. Education is simply the soul of a society as it passes from one generation to another.-- Gilbert K.
Chesterton, 1874-1936, English writer, theologian, poet, philosopher
20. Education is the movement from darkness to light. -- Allan Bloom, 1930-1992, philosopher,
classicist, and academician
21. Education is learning what you didn't even know you didn't know. -- Daniel J. Boorstin, 1914-
2004, historian, professor, attorney
22. The aim of education is the knowledge, not of facts, but of values. -- William S. Burroughs, 1914-
1997, novelist, essayist, painter
23. The object of education is to prepare the young to educate themselves throughout their lives. --
Robert M. Hutchins, 1899-1977, educational philosopher
24. Education is all a matter of building bridges. -- Ralph Ellison, 1914-1994, novelist, literary critic,
scholar
25. What sculpture is to a block of marble, education is to the soul. -- Joseph Addison, 1672-1719,
English essayist, poet, playwright, politician
26. Education is the passport to the future, for tomorrow belongs to those who prepare for it today. --
Malcolm X, 1925-1965, minister and human rights activist
27. Education is the key to success in life, and teachers make a lasting impact in the lives of their
students. -- Solomon Ortiz, 1937-, former U.S. Representative-TX
28. The very spring and root of honesty and virtue lie in good education. -- Plutarch, 46-120AD,
Greek historian, biographer, essayist
29. Education is a shared commitment between dedicated teachers, motivated students and enthusiastic
parents with high expectations. Bob Beauprez, 1948-, former member of U.S. House of
Representatives-CO
30. The most influential of all educational factors is the conversation in a child’s home. – William
Temple, 1881-1944, English bishop, teacher
31. Education is the leading of human souls to what is best, and making what is best out of them. --
John Ruskin, 1819-1900, English writer, art critic, philanthropist
32. Education levels the playing field, allowing everyone to compete. -- Joyce Meyer, 1943-,
Christian author and speaker
33. Education is what survives when what has been learned has been forgotten. – B.F. Skinner, 1904-
1990, psychologist, behaviorist, social philosopher
34. The great end of education is to discipline rather than to furnish the mind; to train it to the use of
its own powers rather than to fill it with the accumulation of others. – Tyron Edwards, 1809-1894,
theologian
35. Let us think of education as the means of developing our greatest abilities, because in each of us
there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and
greater strength of the nation. -- John F. Kennedy, 1917-1963, 35th President of the United States
36. Education is like a lantern which lights your way in a dark alley. – Zayed bin Sultan Al Nahyan,
1918-2004, President of the United Arab Emirates for 33 years
37. When educating the minds of our youth, we must not forget to educate their hearts. -- Dalai Lama,
spiritual head of Tibetan Buddhism
38. Education is the ability to listen to almost anything without losing your temper or self-confidence.
-- Robert Frost, 1874-1963, poet
39. The secret in education lies in respecting the student. -- Ralph Waldo Emerson, 1803-1882,
essayist, lecturer, and poet
40. My mother said I must always be intolerant of ignorance, but understanding of illiteracy. That
some people, unable to go to school, were more educated and more intelligent than college
professors. -- Maya Angelou, 1928-, author, poet

John Locke said, “Plants are developed by cultivation and men by education”. This world would have
been enveloped in intellectual darkness if it had not been illuminated by the light of education. It is
right to say that the story of civilization is the story of education. Thus, education is an integral part of
human life. It is the basic condition for a development of a whole man and vital instrument for
accelerating the wellbeing and prosperity by the light of education.
NATURE OF EDUCATION
As is the meaning of education, so is its nature. It is very complex. Let us now discuss the nature of
education:
1. Education is a life-long process- Education is a continuous and lifelong process. It starts from the
womb of the mother and continues till death. It is the process of development from infancy to
maturity. It includes the effect of everything which influences human personality.
2. Education is a systematic process- It refers to transact its activities through a systematic institution
and regulation.
3. Education is development of individual and the society- It is called a force for social
development, which brings improvement in every aspect in the society.
4. Education is modification of behaviour- Human behaviour is modified and improved through
educational process.
5. Education is purposive: Every individual has some goal in his life. Education contributes in
attainment of that goal. There is a definite purpose underlined all educational activities.
6. Education is a training- Human senses, mind, behaviour, activities; skills are trained in a
constructive and socially desirable way.
7. Education is instruction and direction- It directs and instructs an individual to fulfill his desires
and needs for exaltation of his whole personality.
8. Education is life- Life without education is meaningless and like the life of a beast. Every aspect
and incident needs education for its sound development.
9. Education is continuous reconstruction of our experiences- As per the definition of John Dewey
education reconstructs and remodels our experiences towards socially desirable way.
10. Education helps in individual adjustment: a man is a social being. If he is not able to adjust
himself in different aspects of life his personality can’t remain balanced. Through the medium of
education he learns to adjust himself with the friends, class fellows, parents, relations, neighbours and
teachers etc.
11. Education is balanced development: Education is concerned with the development of all
faculties of the child. it performs the functions of the physical, mental, aesthetic, moral, economic,
spiritual development of the individual so that the individual may get rid of his animal instincts by
sublimating the same so that he becomes a civilized person.
12. Education is a dynamic process: Education is not a static but a dynamic process which develops
the child according to changing situations and times. It always induces the individual towards
progress. It reconstructs the society according to the changing needs of the time and place of the
society.
13. Education is a bipolar process: According to Adams, education is a bipolar process in which one
personality acts on another to modify the development of other person. The process is not only
conscious but deliberate.
14. Education is a three dimensional process: John Dewey has rightly remarked, “All educations
proceeds by participation of the individual in the social consciousness of the race.” Thus it is the
society which will determine the aims, contents and methods of teachings. In this way the process of
education consists of 3 poles – the teacher, the child and the society.
15. Education as growth: The end of growth is more growth and the end of education is more
education. According to John Dewey, “an individual is a changing and growing personality.” The
purpose of education is to facilitate the process of his/her growth.
Therefore, the role of education is countless for a perfect society and man. It is necessary for every
society and nation to bring holistic happiness and prosperity to its individuals.

Scope of Education
Scope of education can be defined as availability of different forms of educational operations in terms
of different learning environments, major focus of the study of knowledge or the mode of imparting
education.
On the basis of presence of social space between educator and learner, Educationists have
categorized education into:
Formal
Informal
Non-formal
On the basis of focus of study, educational operation has been categorized into:
Liberal Education
 Liberal education refers to the arts education which aimed at developing the powers of intelligence
and imagination which helps in attainment of intellectual goals. By the end of middle ages, liberal arts
education was the most dominating form of education in the university system. There are three ways in
which liberal education has been interpreted:
1. Liberal means freedom.
2. Liberal education means education in all knowledge, the sciences, the arts etc.
3. Liberal education means education which respects the autonomy and freedom of the learners,
and does not make use of freedom violating methods like indoctrination.
Professional Education
Professional Education former aims at cultivation of human mind and development of mental
faculties, and creating discipline based knowledge, however, the latter aims at imparting, a body of
specialized knowledge and application of this knowledge to serve the society in desirable ways.
Professional education implies implementing theoretical specialized knowledge into practical
situations. Professional education is meant to be used for social welfare and earning a livelihood and
not as a leisure time activity.
Technical Education-
Technical education, the academic and vocational preparation of studentsfor jobs involving applied
science and modern technology. It emphasizes the understanding and practical application of basic
principles of science and mathematics, rather than the attainment of proficiency in manual skills that is
properly the concern of vocational education. Technical education has as its objectives the preparation
of graduates for occupations that are classed above the skilled crafts but below the scientific or
engineering professions. People so employed are frequently called technicians. Technical education is
distinct from professional education, which places major emphasis upon the theories, understanding,
and principles of a wide body of subject matter designed to equip the graduate to practice
authoritatively in such fields as science, engineering, law, or medicine. Technical occupations are vital
in a wide range of fields, including agriculture, business administration, computers and data
processing, education, environmental and resource management, graphic arts and industrial design,
and health and medicine; technical educational curricula are correspondingly specialized over a broad
range. (History- The beginning of formal technical education in India can be dated back to the mid-
19th century. Major policy initiatives in the pre-independence period included the appointment of the
Indian Universities Commission in 1902, issue of the Indian Education Policy Resolution in 1904, and
the Governor General’s policy statement of 1913 stressing the importance of technical education, the
establishment of IISc in Bangalore, Institute for Sugar, Textile & Leather Technology in Kanpur,
N.C.E. in Bengal in 1905, and industrial schools in several provinces.)

Vocational Education
In earlier times, the vocational education was provided by the family and the community. There was
no formal system of vocational education. Gradually, as industrialization occurred, there was an
expansion in the range and diversity of vocational education. It led to the establishment of formal
institutions for vocational education.
Vocational education can be defined as that form of education that prepares a person for a skilled
occupation. Vocational education can be gained from formal as well as informal sources.

On the basis of mode of transmission educational operation can be categorized as:

 Face-to-face education, and
Distance education.

Narrower Meaning of Education

In narrower sense, education is limited in schooling. It is the conventional and traditional type of
schooling system. The curriculum, methods of teaching and examination and teachers are prefixed and
predetermined. It is a systematic to achieve the definite goals of education through classroom
instructions and teaching. Learner can get proper employment after getting certificate from these
institutions. Overall, we can say that formal education is the narrower meaning of education. In this
system education becomes a purposeful activity, which is deliberately planned by the society for the
development of society.
In its narrow sense, school instruction is called education. In this process, the elders of society strive to
attain pre-determined aims during a specified time by providing pre-structured tit bits of knowledge to
children through set methods of teaching. The purpose is to achieve mental development of children
entering school. In the process, the teacher is the most important factor and the child is assigned a
subsidiary role. The teacher is expected to instill readymade dozes of knowledge in the child's mind.
Such knowledge strangles the natural development of the child and hence is of no use to him for his
actual future life. In spite of this, school education has merits of its own. In the words of John Stuart
Mill, "The culture which each generation purposefully gives to those who are to be its successors, in
order to qualify them for at least keeping up, and if possible for raising the level of improvement
which has been attained."Following opinions of some educationists represent the narrow meaning
of education.
"In narrow sense, education may be taken to mean any consciously directed effort to develop and
cultivate our powers."—S.S. Mackenzi.
"Education is a process in which and by which knowledge, character and behaviour of the young are
shaped and moulded." --Prof. Drever .
"The influence of the environment on the individual with a view to producing a permanent change in
his habits of behaviour of thought and attitude." —G.H. Thompson
Education, in the narrower sense, is regarded as equivalent to instruction. It consists of the “specific
influences” consciously designed in a school or in a college or in an institution to bring in the
development and growth of the child.
In short-
-Limited to schooling only
-starts with individual entry in institution and end with completion of instruction.
-Teaching and instruction related process acts/run only inside the school.
-Imparts limited knowledge of specific subjects
-content of this education includes only academic disciplines

Wider Meaning of Education

In broader sense education is not limited within the four walls of the classroom but it is life-long
process. It is modification of behavior and experiences from different means of sources of education. It
helps one to cope and adjust in the changing environment. It equips an individual with different
knowledge, experiences and skills for his all-round development. In broader sense, it is called life. Life
is education and education is life. The experiences gained through temple, home, church, family,
playground, club, society, school include the broader meaning of education. In fact, we can say that
narrower meaning is a means for total education system whereas broader meaning of education can be
realized through different agencies of education.
In its wider sense, education is not the communication of information by the teacher or the acquisition
of knowledge by the child but the total development of child's personality. Education consists of
all those experiences in the process by which an individual freely develops his self according to his
nature in a free and uncontrolled environment. It is a life-long process of growth and development. It
is not confined to the limits of time, place and individual .Any person who gives the child a new
experience is a teacher and any place where this giving and receiving takes place may be termed as a
school. Thus, education is essentially a process of growth and development which goes on throughout
the whole life. Rousseau developed his philosophy of naturalism keeping this wider concept of
education in his mind. Following eminent scholars interpret education in the wider context.
"In the wider sense, it is a process that goes on throughout life, and is promoted by almost every
experience in life." —S.S. Mackenzi.
"By education, 1 mean the all-round drawing out of the best in child and man—body, mind and soul".
— M.K. Gandhi
In short-
-Lifelong process (Starts from birth and end with death)
-each and every experience of life comes under umbrella of this education.
Content encompasses whole life
Focus on all round development of individual
No fix curriculum

Education is essential for every society and individual. It is life itself but not a preparation for life. Man has
various qualities. These qualities of the individual should be developed for the improvement of the country. So
education plays a complementary role for overall individual, social and national development. It enables an
individual to realize his highest self and goal. The key functions and roles of education towards individual,
society and country are listed below.
Functions of education towards individual:
(1) Development of inborn potentialities- Education helps the child to develop the inborn potentialities of
child providing scope to develop.
(2) Modifying behavior- Education helps to modify the past behavior through learning and through different
agencies of education.
(3) All-round development- Education aims at the all round development of child-physical, mental, social,
emotional, and spiritual.
(4) Preparing for the future- After completion of education the child can earn its livelihood getting proper
education, which has productivity. The education should be imparted according to the own interest of the child.
(5) Developing personality- The whole personality of the child is developed physically, intellectually, morally,
socially, aesthetically and spiritually. He is recognized in the society.
(6) Helping for adjustability- Man differs from beast. Man has reasoning and thinking power. Man tries his
best to adjust with his own environment through education.
Functions of education towards society:
(1) Social change and control:
The society is never station. It is progressive and dynamic. The child lives in society. It is the social
environment where the personality of the child can be developed. The old traditions, customs are preserved and
transmitted with the situations, which are ever changing. We should not think or believe in the blind beliefs,
which are hindrances towards our development. Education helps to walk with the development of science and
technology.
(2) Reconstruction of experiences:
Education is life-long process. Life is education and education is life. Life is full of experiences. One cannot
live with his past experiences which are unable to adjust in the society. So education helps the individual to
reconstruct the experience and adjust with the environment.
(3) Development of social and moral value:
Society is always in tension with narrowism. There is no social or moral value. Now the man is behaving like an
animal. Animality can be changed with moral education. Education teaches the moral value and social value
like co-operation, tolerance, sympathy, fellow feelings, love affection, respect towards elder, helping the poor
and needy persons.
(4) Providing opportunity or equality:
Indian Constitution has introduced the term ‘equality’ because we are not getting equal opportunities in all
aspects. Education teaches us to give equal opportunities in all aspects irrespective of caste, creed, color, sex
and religion.
Functions of education towards nation:
(1) Inculcation of civic and social responsibility- Education helps to make rising generation to understand its
rights and duties as citizens of a democratic country.
(2) Training for leadership- The leadership quality of the individual is developed when he participates in all
spheres of social, political, religious and educational activities.
(3) National integration- We are living in one country having diversities in respect of color, caste, language,
diet, dress, habits and physical environment.
Educational integration leads to emotional integration. Education trains people for unity, not for locality, for
democracy and not for dictatorship.
Education serves the most important end of educating the man.
(4) Total national development- Education helps for bringing about total national development by developing
its all aspects i.e. social, economic, cultural, spiritual, moral, educational, etc.
Therefore, really education is an essential ingredient for all ages and stages of the life of an individual, society
as well as the nation. Education can be a real panacea for all social evils.

Need of Aims of Education

Education is a purposeful activity. By education we intend to bring certain desirable changes in
the students. Education is a conscious effort and, as such, it has definite aims and objectives. In the
light of these aims the curriculum is determined and the academic achievements of the student are
measured. Education without aim is like a boat without its rudder. Aims give direction to activity.
Absence of an aim in education makes it a blind alley. Every stage of human development had some
aim of life. The aims of life determine aims of education. The aims of education have changed from
age to age and thus it is dynamic because the aims of life are dynamic.
Nature of the Aims of Education
In order to know the aims of education, we must know the nature of aims. Aims of education
are not fixed, eternal and universal. These are changeable and relative. The nature of the aims of
education can properly be understood in the light of two distinct philosophies of life-idealism and
pragmatism. Idealism stands for absolute, ultimate, eternal and universal values. It advocates high
ideals of life, which are mainly spiritual in nature. Idealism pleads “knowledge for knowledge’s sake.”
In an idealist society, education is for the general and moral development of a person. According to
idealism, the aims of education are spiritual and idealistic in nature and they are predetermined,
absolute, unchangeable and universal. The aim of idealist education is to realize these pre-existing,
absolute and universal values. It is “Education for complete living.”
Pragmatism deals with life as it is and not as it should be. It is also known as the realistic
approach to life. In realism the existing or prevailing social, political and economic conditions of life
are taken into consideration. The existing conditions of life determine the aims of pragmatic education.
Pragmatism does not believe in absolute and eternal values: philosophy of life is always reflected in
the aims of education. Plato considered that the guardians of the state should have high philosophical
ideals. Locke emphasized “the disciplined and well-ordered mind.” Hegel stress on idealistic aim of
education, i.e. glorification of the state and the fulfillment of the will of the absolute. Marx was a
materialist. So he emphasized material aim of education, i.e., the practical economic needs of man. In
a materialist society, educational aims are based on the materialistic outlook of the people. In such a
society moral or spiritual values have nothing to do with education. The idealist society tries to glorify
those values and emphasize moral upliftment of personality.
The socio-political ideologies also determine the aims of education. A democratic government,
a fascist government, a communist government- each one formulates its own ends and means of
education. Democratic ideals of life are flexible and change with the changing conditions of life.
Hence, in a democracy aim at the highest development of the innate potentialities of the individual. In
fascism the individual exists for the state and education aims at glorification and welfare of the state.
Man is regarded to be the creature of the state. Social and economic issues also serve as determinants
of educational aims and objectives. Education must prepare the future generation for the economic and
social system of the country. In determining its educational objectives, every country has to take into
consideration its economic conditions. Thus we find, variability is the nature of educational aims. The
Secondary Education Commission (1952) puts it: “As the political, social and economic conditions
change and new problems arise, it becomes necessary to re-examine carefully and re-state clearly the
objectives which education at definite stage should keep in view.”
Historical Evolution of Aims of Education
In Ancient India the ideal of life was spiritualistic. Educational aim was determined by the
conception of life. Thus the aim of education was self-realization or the realization of Brahma or the
Absolute.
In ancient Sparta education was not individualistic but socialistic. Each man was born not for
himself, but for the state. The state itself was a school. The immediate aim of this state-controlled
system of education was to train the youths in military barracks away from home, to develop a hardy
mind in a hardy body, to produce courageous soldiers. Individual liberty was thus not allowed.
Education was primarily physical.
In Athens, the individual occupied the pivotal position in the education field. Athenian
education aimed at harmonious development of personality physical, intellectual, moral and aesthetic.
It secured harmony between the individual and the state, between physical and mental development,
between thought and action. Its immediate aim was to develop a beautiful mind in a beautiful body.
Socrates, Plato and Aristotle, the Greek idealists, discarded extremely individualistic aim of education.
Socrates emphasized on the acquisition of universal and eternal knowledge or truth. Plato advocated
harmonious development of all the powers of the individual and equated personal realization with
social solidarity. Aristotle championed the ideal of harmony between the individual and the society,
between intellect and character and theory and practice.
 The ancient Romans had no interest in the acquisition of purely theoretical knowledge. Their
outlook was materialistic. Their highest aim of life was the attainment of material success. The aim of
Roman education was, therefore, to produce a worthy citizen of the Roman state, able to enjoy the
rights and perform the duties of a citizen.
During the middle ages, education was wholly a priestly affair. Mysticism, monasticism,
chivalry and scholasticism dominated life in every field. Education was absolutely formal in character
and religious in outlook.
With the passage of time this liberal humanistic education degenerated into an artificial and
formal system. Against this artificial education the Realistic movement started under the leadership of
Bacon and Comenius. According to them, ignorance was at the root of all evils. So they pleaded
spread of universal and integrated knowledge. The child’s individuality, his powers and interests were
given supreme importance. Due to religious, social, psychological and pedagogical reasons, a new
theory of education, known as theory of mental or formal discipline came into vogue. John Locke was
the historical representative of this new doctrine. According to him, the aim of education should be to
produce a sound mind in a sound body. The aim of education would be to discipline all the faculties
such as memory, imagination, perception, thinking etc.
A true individualistic ideal of education came into existence in the 18 th century. J.J. Rousseau
revolted against the existing artificial and demoralized system of education. He not only championed
the cause of the common people but also the cause of the child in the field of education. Thus
naturalism appeared in education. Rousseau’s concept of negative education emphasized education
according to nature. The child was regarded as the important and the central factor in the field of
education. The aim of education should be therefore, spontaneous natural self-development of the
child’s nature in close contact with nature. Kant was greatly influenced by the individualistic concept
of education and defined education as the process by which man becomes man through his voluntary
efforts.
Pestalozzi introduced the psychological tendency in education and with it the child-centric
movement in education received a new momentum and fillip. According to him, education was the
process of the spontaneous unfolding of latent powers of the individual towards perfection. Herbart
shouldered this task and he developed a systematic psychology of the methods of teaching. Froebel,
the German idealist, regarded education as the spontaneous development of a joyful, creative self-
activity.
From the above survey of the educational ideals it is evident that the aims and functions of
education have been variously defined in different ages by different educators. Hence, we can
conclude by saying that aims of education are not fixed and static but these are subject to constant
change and dynamic.

AIMS OF EDUCATION
Aims give direction to activities. Aims of education are formulated keeping in view the needs of
situation. Human nature is multisided with multiple needs, which are related to life. Educational aims
are correlated to ideals of life.
The goal of education should be the full flowering of the human on this earth. According to a
UNESCO study, “the physical, intellectual, emotional and ethical integration of the individual into a
complete man/woman is the fundamental aim of education.”
The goal of education is also to form children into human persons committed to work for the creation
of human communities of love, fellowship, freedom, justice and harmony. Students are to be moulded
only by making them experience the significance of these values in the school itself. Teachers could
achieve this only by the lived example of their lives manifested in hundreds of small and big
transactions with students in word and deed.
Individual and Social Aims:
Individual aims and social aims are the most important aims of education. They are opposed to each
other individual aims gives importance for the development of the individuality. Social aim gives
importance to the development of society through individual not fulfilling his desire. But it will be
seen that development of individuality assumes meaning only in a social environment.
Individual Aims – Sir Percy Nunn observes, “Nothing goods enter into the human world except in
and through the free activities of individual men and women and that educational practice must be
shaped the individual. Education should give scope to develop the inborn potentialities through
maximum freedom.”
Because:
(1) Biologists believe that every individual is different from others. Every child is a new and unique
product and a new experiment with life. Thompson says, “Education is for the individual”. Individual
should be the centre of all educational efforts and activities.
(2) Naturalists believe that central aim of education is the autonomous development of the individual.
Rousseau said, “Everything is good as it comes from the hands of the Author of Nature, but everything
degenerates in the hands of man.” God makes all things good, man meddles with them and they
become evil. God creates everything good man makes it evil. So individual should be given maximum
freedom for its own development.
(3) Psychologists believe that education is an individual process because of individual differences. No
two individuals are alike. So education should be according to the interest of the individual.
Criticism of Individual Aim:
Individual aim is not desirable because man is a social animal. Society’s interest should be protected.
(1) Individual aim makes individual selfish.
(2) Maximum freedom may go against the society.
(3) Individuality cannot develop from a vacuum; it develops in a social atmosphere.
(4) Unless society develops, individual cannot develop.
(5) Who will recognize society- where individual is selfish?
Social Aim:
The supporters believe that society or state is supreme or real. The individual is only a means. The
progress of the society is the aim of education. Education is for the society and of the society. The
function of education is for the welfare of the state. The state will make the individual as it desires. It
prepares the individual to play different roles in society. Individuality has no value, and personality is
meaningless apart from society. If society will develop individual will develop automatically. Here
society plays an important role.
Criticism of Social Aim:
(1) It makes individual only a tool of government.
(2) It reduces individual to a mere non-entity.
(3) Society ignores the legitimate needs, desires and interests of the individual.
(4) It is against the development of individuality of the individual.
Synthesis between individual and social aims of education:
Individual aim and social aim of education go independently. Both are opposing to each other. It is not
in reality. Neither the individual nor the society can exist. The individual is the product of the society
while society finds its advancement in the development of its individual member.
Individual cannot develop in vacuum. According to John Adams, “Individuality requires a social
medium to grow.” And T.P. Nunn says,” Individuality develops in social environment.”
Conclusion: According to James Ross, “The aim of education is the development of valuable
personality and spiritual individuality.” The true aim of education cannot be other than the highest
development of the individual as a member of society. Let education burn the individual flame,
feeding it with the oil of society.
Aim of Education In India
Educational aims in India should be judged in relation to the lives of the Indian people. Indian
civilization is one of the ancient civilizations of the world.
Aims of Education in Ancient India
The aim of education in ancient India was the ultimate outcome of the Indian theory of knowledge and
the corresponding scheme of life and values. People in ancient India were greatly impressed and affected by the
fact of death as the central fact of life. Their one aim of life was to solve the problem of death by achieving
knowledge of the whole truth of which life and death are arts and phases. The aim was not simply abstract and
theoretical. There were practical and concrete aims too. The first was the acquisition of knowledge. This was
evident in the Vedic period. Inculcation of social and civic duties in the minds of the students was also regarded
as an important aim of education in those days. Education for occupation was another important aim. Character
training and moral education was regarded as very important aim of ancient Indian education.
Aims of Education in Medieval India
During medieval age religion was the main guiding force in life and society. Medieval civilization
centered round religion. The Muslim rulers of India generally took a keen interest in education, and many of
them founded schools, colleges and libraries in various places in their kingdoms. The mosque was a center of
instruction and of literary activity. Muslim education included those eternal teachings and values of the Quran
and Haditha, which would promote moral and spiritual knowledge. Islamic education aimed at both physical
and mental development of the students. Thus, it aimed at total development of personality of individual.

Aims of Education in British India

The British uprooted the indigenous system of education in India with definite intentions. The
educational system established by the British was colonial in character. It was designed to prepare Indians only
for taking certain subordinate positions in Government offices. It was not intended to develop among the
people capacities to take leadership and initiative in different walks of life. The main educational objective can
better be understood from the following declaration in the educational policy or Lord Bentinck (1835): “We
want a class of persons Indian in blood and colour but English in tastes in opinion, in morals and intellect.” The
Wood’s Despatch declared almost the same policy. The aim of British education was to inculcate European
knowledge in the minds of the Indians.
Aims of Education in Independent India
After independence the Indian leaders realized the inherent defects in the system of education introduced
by the British. Universalisation of education was the need of the hour. Education must be linked with national
development in all directions. With these national goals in view the Government in independent India set up
different committees and commissions for educational reforms in the desired lines. These committees and
commissions have formulated educational aims and objectives.

Indian University Commission

 Just after independence an education commission was set up to enquire into the various problems of
education, particularly higher education, and to recommend proposals for its improvements. It is commonly
known as Radhakrishnan Commission as Dr. Commission, 1948-49. This Commission has given many
important recommendations regarding higher education. It has also formulated the aims of education of India.
Secondary Education Commission
For reconstruction of Secondary Education, Secondary Education Commission was set up (1952-53)
under the chairmanship of Dr. Lakshmanswami Mudaliar, a noted educationist and ex-Vice Chancellor of the
Madras University. The Commission has made important recommendations for the reconstruction and
development of secondary education in the country. The Commission formulated the following aims of
Secondary Education after considering the dominant needs of India. These are, mainly, four:
1. Developing Democratic Citizenship
The adoption of the goals of democracy and socialism necessitate the development of habits, attitude
and qualities of character, which will enable its citizens to bear worthily the responsibilities of democratic
citizenship. Among theses qualities, which are to be fostered through curricular and co-curricular activities in
secondary schools, are:
· The capacity for clear thinking (clearness in speech and writing);
· The scientific attitude of mind;
· Receptivity to new ideas;
· Respect for the dignity and worth of every individual;
· The ability to live harmoniously with one another
· A sense of true patriotism; and
· A sense of world citizenship.
2. Vocational Efficiency
One of the urgent problems of the country was to improve productive efficiency and to increase the
national wealth and thereby to raise the standard of living. In this respect the commission recommended
fostering dignity of manual labour and promotion of work and technical skill for the advancement of industry
and technology.
3. Development Personality or Character
An important aim of democratic education is the all-round development of every individual’s
personality. This requires that education should take into account all his needs- psychological, social, emotional,
and practical and cater to all of them. It should provide in him the sources of creative energy so that he may be
able to appreciate his cultural heritage, to cultivate rich interests, which he can pursue in his leisure, and
contribute in later life to the development of this heritage. Hence, education should be so organized that subjects
like life, art, craft, music, dancing and the development of creative hobbies should find place of honour in the
curriculum.
4. Education for leadership
Since the youth of today assume leadership in different walks of life tomorrow, special function of the
secondary education is to train persons who will be able to assume the responsibility of leadership in social,
political, industrial and cultural fields. To achieve success in this work, the qualities of justice, courage,
discipline, tolerance, wisdom, sacrifice, initiative, understanding of social issues, civic as well as vocational
efficiency should be developed in the young men and women of our country.
The Indian Education Commission on Educational Aims (1964-66)
In July 1964 the Government of India set up an Education Commission to overhaul and reconstruct the
entire field of Indian education under the chairmanship of Dr. D. S. Kothari. The Commission submitted its
comprehensive report in July 1966. According to it education should aim at:
· Increasing national productivity;
· Achieving social and national integration;
· Accelerating the process of modernization;
· Cultivating social, moral and spiritual values.
National Policy of Education 1968
The Government of India after considering the Report of the Education Commission tried to formulate a
national policy of education. With this report Parliamentary Committee on education was set up in 1967. This
Committee approved the recommendations of the Education Commission and formulated a national policy of
education in 1968.
National Education Policy –1968- Challenge of Education Policy Perspective
After seventeen years of experiment an attempt was made to evaluate the national education
policy,1968. In 1985 the Government of India published and circulated a White Paper entitled “Challenge of
Education: Policy Perspective.” On the basis of these opinions and the evaluation of different Government
agencies, The Government of India declared its new education policy under the title “ National Policy on
Education, 1986.”

Some Important Aims of Education

Development of Physical Resources

It is through the modernization of agriculture and rapid industrialization should also be an important
aim of education in a democracy like India.
To achieve this purpose education should be linked with productivity, science should be made a basic
component of education, work- experience should be considered important, vocational education
should be expanded, scientific and technical education should be improved.
4. Development of Human Resources
It should be considered still more crucial an aim of education in Indian democracy. This aim implies
changes in the knowledge, skills, interests, and values of the People as a whole.
In a democracy the individual is an end in him and the primary purpose of education should be to
provide him with the widest opportunity to develop his potentialities to the full, through social
reorganization and emphasis on social perspectives.
Cultivation of essential values in the people, development of dedicated and competent leadership and
educated electorate are essential for strengthening democracy. Education, therefore, must develop such
human resources needed for the defense of Indian democracy.
5. Development of Social, Moral and Spiritual Values
In a democratic country like India it is inevitable to inculcate social, moral and spiritual values in the
people. Knowledge in the absence of essential values may be dangerous.
The success of democracy, its strength and stability are contingent upon people’s developed sense of
social responsibility and a keener appreciation of moral and spiritual values hence, education must
make efforts on developing these values in the people.
Nehru in his Azad Memorial Lectures (ICCR, 1962) said “Material riches without toleration and
compassion and wisdom may well turn to dust and ashes.”
Development of Democratic Citizenship
The success of democracy depends largely upon the people’s awareness of their rights and duties and
the extent to which people fulfill their responsibilities. Education aims at developing this ability in the
people, because education teaches the man to think and distinguish between right and wrong.
He can understand social, economic and political issues, and reflect on the possibility of solving such
problems. He can decide upon the political party or the leadership which should be entrusted with the
task of forming a government and undertaking administration.
He does this after thinking on the problems facing the country and considering the ability of each
group or leader to face such problems. He can express his ideas and suggestion through lectures,
essays, articles, etc.
He can organize new movements or constitute various kinds of committees to solve the problems
facing the country. It is the duty of the state to insist upon a syllabus which can be expected to
generate such democratic awareness among the children being educated.
2. Training in Skilful Living
Democracy can be said to have succeeded only if it translate the democratic ideals to its society. And,
for this, socialization of the individual through education is essential.
It is desirable to develop such social qualities as collective feeling, cooperation, discipline, tolerance,
sympathy, brotherhood, etc., in the individual. Education must also aim to create faith in social justice
and the willingness to rebel against injustice.
Education helps people in adjusting to each other, and the educated individual is generally tolerant and
liberal. Although he may differ from other people in their opinions, he has the ability to adjust to such
people because he can understand their attitudes.
Hence, education is the only means of removing the obstacles in the path of democracy and also of
achieving some adjustment between people who differ from each other in respect of language, race,
caste, religion, sixe, etc.
3. Development Vocational Skill
The Secondary Education Commission has pointed out that another aim of education is to develop
some vocational skill in the educand. No nation can progress in the absence of economic progress.
The first duty of the state is to provide a system and means of education which imparts some
vocational and professional skills to the educand so that they can earn their livelihood at the same time
as they contribute to the nation’s economic growth.
The country urgently needs skilled craftsmen, engineers, doctors, teachers and administrators. For this,
specialized colleges are required. Every child should be given the right to choose a profession of his
own liking, and he should be given the opportunity to acquire the highest training and education in this
profession.
4. Development of Personality
The success of a democratic society also depends upon whether mature men and women form the
majority or minority in its population. Democracy can succeed only if most of its members have
developed mature personalities, because a mature person has gone through physical, mental, social,
ethical and spiritual development.
Hence, education should aim at the development of all aspects of the educand’ personality through
various kinds of training. Keeping this in view, most schools and colleges now provide many kinds of
extracurricular training, which supplements all that is taught as part of curriculum.
5. Developing Leadership
The success of a democracy depends upon the capabilities of the leadership. The democratic
government is a decentralized government, and for that reason it requires skilled leadership at many
different levels of administration.
The democratic government is run by the elected representatives of the people, who should be
possessed of special qualities. Expert leadership is required for development and progress in every
sphere-political, social, economic, artistic, scientific and cultural.
Education should aim at evolving such leadership, because without doing this education cannot make
any real contribution to democracy, for then it is leaving unfulfilled one of its important
responsibilities. The element of leadership can be encouraged through many kinds of curricular and
extracurricular activities in schools and colleges.

Agencies of Education
Education is a life-long process, i.e., it starts from birth, and end on death. Education transforms the helpless
infant into a matured adult, and this makes education to be significant and remarkable. This transformation is
achieved through the contribution of various institutions and bodies. The various institutions and bodies which
have been contributed to the upbringing and education of the individuals are the agencies of education, which
include the home, school, peer-group, mass media, religions institutions, community, etc.
Society has been developing a number of organizations and institutions to discharge various special
responsibilities in connection with the functions mentioned above. These institutions and organizations are
called the agencies of education. Society has created a number of specialized institutions to carry out these
functions of education. These institutions are known as “Agencies of Education“.
According to B.D. Bhatia, “Society has developed a number of specialized institutions to carry out the
functions of education. These institutions are known as the agencies of education.”
By agencies of education is meant those social groups and organizations which help in the education of people
in any way, directly or indirectly.

Non-Formal Education
Non-formal education system has got many similarities as well as some differences from formal education
system. Non Formal Education: Any organized educational activity outside the established formal system.
whether operating separately or as an important feature of some broader activity that is intended to serve
identifiable learning clienteles and learning objectives.
Characteristics of Non-formal Education System
Goals and Objectives: Non-Formal Education Programs have some specific objectives that it aims to attain. It
might have an objective that those who can’t afford regular study as they have to work as well for their
livelihood. Must also get an equal opportunity to continue their education.
Timing: Non-Formal Education Programs are run for a relatively shorter duration, but are repetitive in nature.
Curricular experiences: Curriculum for non-formal education system is more individualized and not so broad. It
is general in nature. For example, family planning awareness programs will be more individualized as per the
social environment of particular locality.
Teaching-Learning Process: In non-formal education system the teaching-learning process is not so formal. It
is flexible and learner-oriented.
Administrative Mechanism: The lectures, classes, curriculum, mode of transmission, timing of classes etc. are
all organized keeping in mind the convenience of organizers as well as learners
Assessment of Learning Objectives: Non-formal education system also makes use of formative as well as
summative tools of evaluation to check the level of learning amongst students.