Unit-III: EDUCATION AND RELATED DISCIPLINES

1. Meaning and Need of Freedom and Discipline

Meaning of Freedom

In the context of education, freedom (or liberty) does not mean the complete absence of rules or restraint (anarchy). It means providing an environment where the child can develop their natural abilities and interests without undue external pressure or fear.

• Negative Liberty: "Freedom *from*" interference or constraint.
• Positive Liberty: "Freedom *to*" act, to choose, and to realize one's potential.

Educational thinkers like Rousseau and Rabindranath Tagore were great advocates of freedom in education, believing children learn best in a natural and free environment.

Meaning of Discipline

The word "discipline" comes from the Latin word 'disciplus', which means 'pupil' or 'to learn'.

• Traditional Meaning: Often associated with punishment, strict obedience, and external control (e.g., "keep the class in discipline").
• Modern Meaning: Refers to self-control, orderly behavior, and the ability to follow rules based on understanding and reason, not fear. It is about character building and training the mind.

Need for Freedom and Discipline

Both are essential for effective education. They are like the two banks of a river that guide the flow of water (the child's development).

• Need for Freedom: To foster creativity, curiosity, self-confidence, and originality. A child who is constantly afraid of making mistakes cannot learn effectively.
• Need for Discipline: To provide structure, focus, and a safe learning environment. It teaches respect for rules, for others, and for oneself. It channels energy constructively.

2. Relationships among Education, Freedom and Discipline

The relationship between these three concepts is complex and central to any educational philosophy.

• Education leads to Discipline: True education (gaining knowledge and understanding) should lead to self-discipline, where a person behaves correctly not out of fear, but because they understand it's the right thing to do.
• Discipline enables Freedom: A disciplined environment (e.g., a quiet library, a respectful classroom) provides the freedom for all members to learn and express themselves without chaos or disruption.
• Freedom is the Goal of Discipline: The ultimate aim of discipline is not to create robots, but to create free individuals who have the self-control (discipline) to make their own choices responsibly.

John Dewey's View: He advocated for a discipline that arises from engaging in shared activities (social discipline), rather than discipline imposed by the teacher. In his view, interest in an activity naturally leads to the discipline required to complete it.

3. Types of Discipline

This is a very important topic, classifying how control is maintained in an educational setting.

Repressive Discipline

• Basis: Fear, punishment, and absolute authority of the teacher.
• Philosophy: "Spare the rod and spoil the child." Assumes children are inherently naughty and must be controlled.
• Methods: Corporal punishment (hitting), scolding, ridicule, strict silence, threats.
• Outcome: Leads to obedience out of fear, suppression of creativity, resentment, and a lack of self-control when the authority figure is absent. This is an outdated and harmful model.

Impressive (or Impressionistic) Discipline

• Basis: The teacher's personality, charm, and moral example.
• Philosophy: The teacher acts as an ideal role model, and students behave well out of respect, admiration, or love for the teacher.
• Methods: Teacher's exemplary conduct, personal influence, building rapport.
• Outcome: This is better than repressive discipline, but its effect is not permanent. The discipline depends on the *presence* of the specific teacher. It doesn't necessarily build the student's own internal self-control.

Emancipative Discipline (or Self-Discipline / Democratic Discipline)

• Basis: Reason, understanding, and self-control.
• Philosophy: The goal is for the child to understand the reasons behind rules and to choose to follow them independently. It is based on democratic values and mutual respect.
• Methods: Student participation in rule-making, constructive activities, positive reinforcement, and allowing natural consequences for actions.
• Outcome: This is the modern ideal. It leads to lasting self-discipline, responsibility, and a strong moral character. It emancipates (frees) the individual from needing external control.

4. Constitutional Provisions for Education

The Constitution of India contains several provisions that guide the nation's educational policies. Education was originally a State subject, but the 42nd Amendment (1976) moved it to the Concurrent List, meaning both the central and state governments can legislate on it.

Key Articles Related to Education:

• Article 21A (Fundamental Right):
  • Added by the 86th Amendment Act, 2002.
  • It states: "The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine."
  • This right is enforced by the Right of Children to Free and Compulsory Education (RTE) Act, 2009.
• Article 45 (Directive Principle):
  • Originally mandated free and compulsory education for all children up to age 14.
  • After the 86th Amendment, its text was changed to: "The State shall endeavour to provide early childhood care and education (ECCE) for all children until they complete the age of six years."
• Article 51A(k) (Fundamental Duty):
  • Also added by the 86th Amendment.
  • It makes it a duty for "a parent or guardian to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years."
• Article 15: Prohibits discrimination on grounds of religion, race, caste, sex, or place of birth, ensuring access to educational institutions.
• Article 29: Protects the interests of minorities, giving them the right to conserve their distinct language, script, and culture.
• Article 30: Gives minorities (religious or linguistic) the right to establish and administer educational institutions of their choice.
• Article 46: Directs the State to promote the educational and economic interests of Scheduled Castes (SC), Scheduled Tribes (ST), and other weaker sections.

5. Human Rights: Meaning and Role of Human Rights Education

Meaning of Human Rights

Human Rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. These rights are universal, inalienable, and indivisible.

They were formally proclaimed in the Universal Declaration of Human Rights (UDHR) by the UN General Assembly in 1948. Education itself is recognized as a fundamental human right (Article 26 of UDHR).

Role of Human Rights Education (HRE)

Human Rights Education (HRE) is not just learning *about* human rights, but also learning *for* and *through* human rights. Its role is to:

• Create Awareness: To inform people about their own rights and the rights of others, as enshrined in national and international laws.
• Promote Values and Attitudes: To foster a culture of respect, tolerance, and non-discrimination.
• Empower Individuals: To give people the knowledge and skills to claim their rights and defend the rights of others peacefully.
• Prevent Abuses: By creating an informed and vigilant citizenry, HRE acts as a deterrent against human rights violations.
• Foster Democracy and Peace: HRE is essential for building a just, peaceful, and democratic society where everyone's dignity is respected.