Year: 2016 | Month: December | Volume 7 | Issue 3
Nai Talim and Education towards Sustainable Development
Abstract:
Sustainable development is central to 2020 Millennium goals of development. It is the development that meets the needs of the present without compromising the ability of future generations to meet their own needs- World Commission on Environment and Development Report (1987). It is a process for meeting human development goals while maintaining the ability of natural systems to continue to provide the natural resources and ecosystem services upon which the economy and society depend. The goals and targets of sustainable development envisage a society free of poverty and economic dependence on others, free of prejudice and irrational thinking, free of fear, discrimination, injustice, intolerance and violence and also free of insensitivity towards different forms of life and the environment. A society where the economic, academic, social and environmental needs of the present generations are so balanced that the needs of the future generations could be met with the same success. Now the question arises whether is our school education system capacitated to meet the demands of a sustainable society. Does it develop children as responsible and informed citizens with required knowledge, skills and values to participate effectively in sustainable development of the society? In this regard, Mahatma Gandhi’s Nai Talim seems to be relevant and could be a successful alternative for education towards sustainable development. It stresses on indigenous scheme of education with due regard to the creative and constructive capacity of children and the needs of the locality. Hence, it is sought that Nai Talim system should be revisited and researched. The present paper describes how Nai Talim system could be a vital alternative for development of a just and sustainable society? It also highlights the possibilities of reframing the mainstream education around basic tenets of Nai Talim in terms of school curriculum, pedagogic and assessment practices, co-scholastic activities, school climate, school management and innovations.
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