THE CULTURAL GAP IN ANDRAGOGY AND A COMPARISON WITH THE GURUKULA SYSTEM OF EDUCATION
Keywords:Education, Systems of Education, Pedagogy, Andragogy, Human Capital, Indigenous Education, Gurukula
The first and prime right of all human beings is education. Without education, we are incomplete, and our life is meaningless. To assess human capital, education is one of the most important sources. When people speak about education, they tend to associate it with schooling, or any structured institutional idea of education. So, we see many picturing places like schools or colleges when they see or hear the word. They may also think of unique positions, such as teachers or tutors. But is that all that education is? The issue with this is that the way a lot of schools and teachers work is not exactly what we can fairly call education when attempting to help people learn. In addition to that, culture finds no place in such a perspective, and in the system, as a consequence. Although schools, colleges and universities do form a part of education, they are limited, generally, to the formal dimension of education. Education could also be informal, or even non-formal. In essence, it is a process of welcoming truth and opportunity; of promoting and giving time to exploration. In formal or informal settings, education may take place and any experience that has a formative impact on the way one thinks, feels, or acts can be called educational. The teaching approach is called pedagogy, in contrast to which, we have andragogy, a term coined originally in 1833. They could be seen as two different sets of approaches towards learning. However, as a whole, there is a general consensus on the fact that andragogy is learner-directed to a greater extent than traditional pedagogy. Therefore, on the surface, andragogy seems to be a systematically better alternative to pedagogy. Nonetheless, it is not without its own share of criticisms. In the Indian context, the similarities between certain principles of andragogy and the system of Gurukula have previously gone unnoticed. This system of andragogy, which originally entailed merely ‘adult learning’, needs to be analyzed in the Indian context; in specific, within the contours of the Gurukula system of Education. How, in other words, has the system of education made its way down the ages, in this land of utmost diversities. Has there always been the prevalence of the principles of andragogy in the Indian culture?
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