Should Minors Be Punished - 864 Words

In today s society, the crime rate is increasing daily. Not only has it increased by adults committing crimes, it has also increased by minors committing violent crimes. The issue of this situation is punishing minors appropriately. Many believe that minors should never be tried as adults while others believe that minors should most definitely be left to be punished for their actions. I believe that minors should be punished as adults according to the crime reasons being, any criminal should have to suffer for the crime, learn from their mistakes, and keep every criminal off the streets. The Juvenile Justice System has become very outdated. Teens have become more advanced. Teens have also become more exposed to criminal activity. There are many kids of have seen many things that the eyes of a child should never have to see. Mary Onelia Estudillo says, â€Å"The juvenile justice system was originally created to provide individualized rehabilitation to offenders of minor crimes such as truancy, shoplifting, and vandalism. But youth today are taking advantage of this lenient and outdated system and are committing violent crimes because they believe they will get off easy.† Most teens are starting to actually believe they’re too young to be punished as adults. These beliefs are causing teens to try anything, no matter how bad of a crime. Teens have started to take advantage of the leniency of the justice system. No criminal should be left in the streets to only continue committingShow MoreRelatedParents And Guardians Responsibility For Their Children’S1729 Words   |  7 Pagesknowledgeable enough to know the price of breaking the law, but still does it either way. Parents or guardians should never be responsible for the crimes committed by their children in any way, unless the parent or guardian is involved or influenced the child to commit the given crime. In 2007, Know Your World Extra, property of Weekly Reader Corporation had a debate if parents should be punished for the crime of their children or not. They stated some pros and cons in both arguments to make people decideRead MoreArgumentative Essay On The Death Penalty989 Words   |  4 Pagesof the death penalty (Gallup). We use this punishment to serve justice for the life of the victim that has been taken. I am in favor of the death penalty and it should be issued in all states for people who commit heinous crimes. The death penalty is constitutional in that it does not violate the Eighth Amendment and an eye for an eye should be deserved. The Supreme Court ruled that the death penalty is not a violation of the 8th Amendment. Criminals do not want to face the consequences for what theyRead MorePutting Juveniles in Juvenile Detention: Does It Help?1082 Words   |  4 PagesIf a ruthless fifteen-year old killed your mother, how would you want the inhumane murderer to be punished? How would you feel if you never got to see your mother alive again while her killer served only a short sentence before being released from jail? Clearly, one would want the worst violent punishment for that murderer to experience. We have to have a system where juveniles, even young juveniles, who commit extremely sophisticated violent criminalities, are not beyond the reach of the law. TrulyRead MoreThe Crime Of The Justice System1482 Words   |  6 Pageswho have done the same crime. A criminal is a criminal that must be punished as no difference between adult and youths if the crimes committed are heinous crimes such as murder and rape. A bullet wound hurts just as much when a child as fires the gun as when an adult fires the gun. Therefore, regardless to age, the youths who commit heinous crimes like murder and rape should be charged as adults and get the punishment as adults should receive. The difference between juvenile court and adult court hasRead MoreFlaws Of The Laws Against Sex Offenders1616 Words   |  7 Pagespreventing the sexual offenses. The main problem with the laws against sex offenders, are the sex offender registries, the registries fail to act as a deterrent for sexual offenses and they encourage vigilante justice. Also, people convicted of a minor sexual offense face harsh punishments and sex offenders face many restrictions. In order to understand why the United States sex offender laws are the way they are, we need to know the story behind on why they were created. In 1993, the Jacob WetterlingRead More old enough to commit crime, too young to do time. Essay1043 Words   |  5 Pages16 and 18 who commit adult crimes should be tried and sentenced as adults. After researching information and cases of minors being tried as adults, I have concluded that if minor offenders were punished in the same degree as adult offenders are, the number of minors committing crimes might be reduced significantly. nbsp;nbsp;nbsp;nbsp;nbsp;While it is not appropriate for these individuals to be placed in the same facilities as adult offenders, they should receive the same degree of punishmentRead MoreHuman Trafficking : The Second Largest Organized Crime980 Words   |  4 Pagesof the sex trafficking of minors (Eccleston). This can take several forms, including: trafficking, prostitution, sex tourism, mail-order-bride trade, involvement in pornography, stripping, battering, incest, rape, and sexual harassment† (Chase, Elaine and Statham, June). Some of the person(s) involved say that the trafficking of minors helps the economy of the country. Even if this could be proven as true, the fact would be quite disagreeable. The selling of a minor for whatever the purpose orRead MorePros And Cons Of Juvenile Offenders1024 Words   |  5 PagesAdult Criminals? The act of participating in a crime by a minor is considered juvenile delinquency. This criminal act may be punished by many different means, designed specifically to deal with those who are under the statutory age of majority, which is the threshold of adulthood in law. However, many people argue that the severity of the juvenile prosecution system isnt high enough to order proper punishment. Therefore, juvenile offenders should be tried under adult laws. In 1899, the Juvenile CourtRead MoreSchools Should Eliminate the Use of Zero-Tolerance Policies Essay969 Words   |  4 Pagesschool shootings or evidence of increased drug use among teenagers, this stance may seem rational. However, because they often force schools to make unjust decisions and are at the same time ineffective in increasing school discipline, public schools should eliminate the use of policies of zero-tolerance. By definition, zero-tolerance policies are restrictive programs in which a thing is not tolerated in any form or at any level. For example, zero-tolerance programs against violence in schools haveRead MoreJuvenile Delinquency in the United States1585 Words   |  6 PagesUnited States is thoroughly examined. Approximately 1.5 million minors (those are citizens who are under the age of 18) are arrested for criminal activity each year in the US. These juveniles are arrested for a variety of crimes; everything from petty vandalism and loitering to prostitution, drug dealing, and even murder. Of these, 70% of offenders will be tried and sentenced in juvenile courts, but the other 30% will be tried and then punished as though they were adults. A great number of these youths

Understanding Finance and the Current Crisis Free Essays

string(309) " the US and UK was due to relatively easily available credit conditions that allowed a wide variety of individuals to purchase properties that were stretching their financial position to such an extent that, when fundamental factors changed, such as employment, the asset price could no longer be maintained\." Abstract The recent financial crisis has raised several different questions as to how the crisis emerged, in the first place, and whether there were any aspects of financial management that would have increased the extent of the crisis, or could be used to assist during the recovery period. Although the two primary areas that have been explored in the existing literature, namely the housing bubble and the slack credit criteria, it would appear that the real value of the existing literature came from the analysis of how the two factors interact, in terms of mitigating the ongoing economic crisis. Further research is required in this area, in order to gain a greater understanding of normal business cycles and how policy decisions can be used to influence behaviours, rather than being entirely reactive to external changes. We will write a custom essay sample on Understanding Finance and the Current Crisis or any similar topic only for you Order Now Introduction The current financial crisis which has been seen to be at the heart of the economic difficulties began in 2007 and has produced multiple questions as to how the basic principles of finance interacted with the crisis and the way that this could be used as a means of identifying potential crises, before they happen, thus potentially offering a means of assisting in the economic recovery. By looking at the way in which the recent financial crisis has spread across the globe, a great deal of insight can be gained as to how finance operates and how potential this can create a dramatic knock-on effect which will ultimately impact on the global economic position. The aim of the literature review is to analyse the various different research papers which have emerged as a result of the current crisis, with a view to gaining a much deeper understanding of the various financial issues. More specifically, behavioural finance will be explored, as a means of identifying any gaps in understanding, as well as potentially offering explanations as to the behaviours which either mitigate or exacerbate the depth of the current economic crisis. The literature review will look at issues associated with asset fluctuations and financial behaviours associated with credit which are seen to be the two key factors before considering how both of these have impacted on the overall economic behaviours and the implications that this has for both the current economic crisis and future research in this area. Asset Fluctuations Although there have been several different factors which have links to the recent economic crisis, with much research looking at the way in which the financial market moves, when various different analytical information reaches the market (Keynes 1930), it is suggested, in this case, that where there has been a dramatic increase in asset prices which cannot necessarily be explained by financial fundamentals, there are likely to be situations that result in a boom followed by a bust (Garber, 2000). Research in this area has indicated that, where asset prices deviate from what would be expected, based on fundamental financial factors, there is some form of inefficiency within the market which, at some point, will need to be redressed. Further research goes on to look at the situation where the price of the asset extends itself to such an extent that it goes outside of what would be considered to be normal boundaries and a bubble is formed. This is commonly referred to in the press as the housing price bubble, with reference to housing assets and the way in which they increased, at an unreasonable rate, over a relatively short period of time (Zheng, 2005). A great deal of effort has been put into attempting to explain asset price bubbles and why these bubbles arise, with a variety of different explanations being put forward. One particular theory which has emerged as to why an asset bubble may arise is that individuals behave in an irrational manner when making investment decisions. Despite this, some models have developed which allow for rational behaviour, but which also allow for an asset bubble to arise, for example, where investors may have expectations about how the assets are likely to change in value, in the future (Brunnermeier, 2001). This was put forward by Blanchard and Watson, back in 1982, where it was argued that there is no need for the asset price to always be equal to the fundamental underlying value of the assets and a bubble could be established based on rational expectation. This suggests that asset movements, such as that experienced in the housing market immediately prior to the financial crisis, would not necessarily be linked to irrationality and there may be other factors which ensure that these extreme bubbles will arise. Analysis has also taken place in terms of what causes the bubbles ultimately to disappear and whether there are aspects of behavioural finance which can be used to explain this trigger point, which is seen to be fundamental to the economic crisis, during the last few years (Marazzi, 2010). It is argued that the slightest shock can create a bust situation, for example, where there is a slight change in fundamental values or the beliefs of the investors. As investors change their approach, the slightest shift can ultimately create vision turmoil to establish a bust. Consider, for example, in the housing crisis where a slight change in how mortgage holders were able to repay the amount owed immediately created a liquidity problem within the lenders. It can be seen, therefore, that even a slight change in the circumstances of the borrowers can create an asset pricing situation where the fundamental value of these assets drop and the likelihood of repayment reduces (Gorton and Ordonez, 2012). Credit Booms The other area of relevance is seen to be the areas of credit and how the credit markets influenced the financial behaviours leading up to and during the financial crisis (Brusco and Castiglionesi 2007). To a large extent, it can be argued that the increase in the asset price of housing across the US and UK was due to relatively easily available credit conditions that allowed a wide variety of individuals to purchase properties that were stretching their financial position to such an extent that, when fundamental factors changed, such as employment, the asset price could no longer be maintained. You read "Understanding Finance and the Current Crisis" in category "Essay examples" Based on the research, it has been suggested that the recent economic crisis was, in fact, down to a credit situation within the financial markets and not necessarily the asset itself, namely houses. Immediately prior to financial crises, there is indication that there was also a rapid increase in the amount of credit being made available, and during the recent financial crisis, the focus has been on credit availability for the purposes of purchasing property. However, similar issues have also emerged in short-term credit, such as personal loans and credit cards allowing individuals to gain access to credit streams that their income would not necessarily suggest should be available to the rational lender (Calomiris and Kahn, 1991). Interestingly, research has indicated that a credit boom will often happen as a result of a prolonged period of positive economic shock or following from a particular, economic growth in a region or market. This will suggest that where there was a great deal of growth and buoyancy within the housing market, this was a precursor to the credit boom (Claessens et al., 2010). It is also argued that monetary policies are also seen to be linked to the credit crisis, and that an understanding of the financial decision-making within the financial market can have a detrimental effect on whether or not the credit boom takes place. For example, it is suggested that low interest rates encouraged the US housing market and that more people were able to borrow money, at this lower interest rate. This shows an indication that a monetary policy decision, namely to reduce interest rates can have a knock-on effect on asset prices and credit availability, all of which has been arguably fundamental when it came to the recent economic crisis (Lansing, 2008). This type of activity has been referred to as financial liberalisation, whereby investors of every kind are more inclined to take financial risks and to pursue new financial opportunities, such as purchasing property. This type of liberalisation could also be seen as inherently linked to the willingness of banks to lend to customers and to have less stringent lending criteria which would appear to be linked to the volatility within the housing market, as having such financial flexibility within the banking sector allowed for the housing assets to boom, at an irrational level. This again suggests the notion that external factors and policies can ultimately change behaviours of agents within the financial markets and the decisions that they make, in terms of their own investments and their own decision-making (Dell’Ariccia, Igan and Laeven, 2012) Combined Impact on Financial Markets Having identified that there are the two factors in the unnaturally high price of assets, namely housing assets and the lenient credit conditions which were placed on the market through policy decisions such as low interest rates and low interference with banking regulations that have been deemed to be inherently linked to the recent credit crisis, it is unsurprising that a wide amount of research has been undertaken to look at how these factors came together to create the shift in the financial markets that have occurred, in recent years. By looking at the combined movement within the credit markets and within the housing market, it was established that there were substantial differences between the movements experienced as a result of external factors during a period of economic crisis and the reactions of similar changes during periods of stability. This suggests that the financial markets behave differently during a crisis, something which may be very relevant to how policymakers should behave when looking to navigate their way out of the financial crisis period. It has been identified that one of the key factors linked to a bust which is likely to result in a credit crisis can be seen in the volatility of the movement within the financial markets. Having identified that the two issues of available credit and the increasing house prices are inherently linked and that both factors led to the credit crisis, the researchers largely moved on to identifying how these factors have created the behaviours seen within the economy, in the last few years. Banking institutions have been perceived to be central to this, as these were the institution that lent the money and made credit available in the first place and also the first institution to suffer when the asset price dropped from the exceptionally high level and borrowers began to default. Research has looked at the way in which the banking institutions operate under these conditions, as it is perceived to be a particularly important means of determining the impact that the financial market is having on the credit crisis and the potential recovery. An argument has been presented which suggests that, where borrowing and lending is collateralised in some way and the market price of that collateral changes for the negative, the organisation simply cannot rely on this collateral, in order to continue its operations (Schleifer, 2000). In this case, collateral is deemed to be housing assets, although many of the financial institutions use complex arrangements in order to bundle the deb ts and sell them on to third parties, although fundamentally they were linked to the housing assets which were dropping as a result of changes in monetary policies and increasing concerns over the sustainability of house prices. Crucially, it is therefore argued according to rational behaviours where investors (in this case house buyers) opinions on the likely future for the assets and their own ability to sustain the assets change, so do the financial markets surrounding these assets, something which is particularly exacerbated when policy decisions result in an increase in interest rates and fears relating to employment levels, all of which creates a spiralling situation and potentially volatile reactions from investors. Implications of the crisis A large portion of the research and the literature in this area looks at the causes of the economic crisis and attempts to identify patterns that could offer explanatory value as to why the crisis happened in the way that it did. However, it is contended in this literature review that the real value comes from identifying the implications of the asset and credit crisis, in terms of the reactions of financial institutions and how this can potentially be used as a means of recovery for the future. Specific research looking at the reasons for the financial bubble indicated that banking institutions were central to the crisis, in terms of encouraging excess lending and therefore also encouraging the unnaturally high house prices, which became unsustainable, in the long run. Some of the literature has focused almost entirely on the economic crisis and the impact that this has had on longer-term economic activity (Claessens, Kose, and Terrones, 2012). Research has indicated that, whilst the economic crisis itself created problems in the housing market, it also ultimately led to greater widespread recession than would normally be expected in the typical cycle associated with the performance of the economy. Various different research approaches have been taken in order to compute the precise impact that the recent economic crisis has had on financial markets and how this can ultimately be used to pave the way forwards. The approach taken by Claessens, Kose, and Terrones, 2012, used traditional methodology of analysis the business cycles, in order to identify whether or not a recessionary period is being entered into. This theoretical approach argued that recessionary periods, which are associated with a form of asset crisis, in this case a credit and housing would cost more to the economy overall than any drop associated simply with equity prices, e.g. as part of the traditional business cycle. Of perhaps more interest regarding this topic, going forward, is the way in which the financial markets are likely to recover from the period of recession, with research suggesting that recovery will typically be low and weak in comparison with the volatility of the drop, in the first place (Kannan, Scott, and Terrones 2013). This body of research is deemed to be highly relevant, as it not only looks towards linking the concept of credit crisis with the way in which the financial markets are behaving, but also explores how these two factors can interact, in order to deal with the recovery, in the most appropriate way, something which is likely to be of interest to policymakers and those within financial markets, for the future. Future possible research and conclusions Despite the myriad of different research papers which focus on different aspects of the credit crisis and have looked at the interaction between credit and housing, as well as external monetary factors, the real value comes from understanding the reactions and behaviours of an economic crisis, as a means of improving recovery prospects. One particular area of research that would be beneficial in this regard is the way in which the financial markets fluctuate, even where there is no ultimate crisis. This is deemed to be important, as there is a cycle that emerges within the financial markets which must necessarily be understood, if the true measure of a crisis is to be established, in the future. Without understanding what is perceived to be ‘normal’, it is simply impractical to appreciate the cause and effect of abnormal periods within the economic cycle and how these can be reduced or mitigated, in the long run. References Blanchard, O. J., and M. W. Watson, (1982), â€Å"Bubbles, Rational Expectations and Speculative Markets,† in Crisis in Economic and Financial Structure: Bubbles, Bursts, and Shocks, P. Wachtel, ed. Lexington Books: Lexington Brunnermeier, M. (2001). Asset Pricing under Asymmetric Information: Bubbles, Crashes, Technical Analysis and Herding, Oxford: Oxford University Press. Brusco S. and F. Castiglionesi (2007). â€Å"Liquidity Coinsurance, Moral Hazard and Financial Contagion,† Journal of Finance 62, 2275-2302. Calomiris, C. and C. Kahn (1991). â€Å"The Role of Demandable Debt in Structuring Optimal Banking Arrangements,† American Economic Review 81, 497-513. Claessens, S., G. Dell’Ariccia, D. Igan, and L. Laeven, (2010), â€Å"Cross-Country Experience and Policy Implications from the Global Financial Crisis,† Economic Policy. A European Forum, April 2010, Vol. 62. PP. 269-93 Claessens, S., M. A. Kose, and M. Terrones, (2012), â€Å"How do Business and Financial Cycles Interact?† Journal of International Economics, Vol. 87, pp. 178-90. Dell’Ariccia, G., D. Igan, and L. Laeven, 2012, â€Å"Credit Booms and Lending Standards: Evidence from the U.S. Subprime Mortgage Market,† Journal of Money, Credit and Banking, Vol. 44, pages 367-84. Garber, P. M., (2000), Famous First Bubbles: The Fundamentals of Early Manias, Cambridge, MA: MIT Press Gorton G. and G. Ordonez, (2012), â€Å"Collateral Crises,† NBER Working Papers, No. 17771, National Bureau of Economic Research, Inc. Kannan, P., A. Scott, and M. E. Terrones, (2013), â€Å"From Recession to Recovery: How Soon and How Strong,† in S. Claessens, M. A. Kose, L. Laeven, and F. Valencia, eds., Financial Crises, Consequences, and Policy Responses, forthcoming. Keynes, J. M., (1930) The Great Slump of 1930. London: The Nation Athen?um. Lansing, K. J., 2008, â€Å"Speculative Growth and Overreaction to Technology Shocks,† Working Paper Series 2008-08, Federal Reserve Bank of San Francisco. Marazzi, C. (2010) The Violence of Financial Capitalism, NY: Schleifer, A., (2000), Inefficient Markets: An Introduction to Behavioral Finance, Oxford University Press, Oxford Zheng, Z., (2005) From Rationality to Bounded Rationality, Australian Economic Papers, December, 455-474. How to cite Understanding Finance and the Current Crisis, Essay examples

Educational Philosophies free essay sample

The five main philosophies of education are Essentialism, Perennialism, Progressivism, Social Reconstructionism, and Existentialism. Many heated and widely controversial debates have been discussed with famous historical representations on just which of these philosophies best serve our students. All philosophies, like many debated subjects, have their pros and cons when implemented towards student’s curriculum, teaching and assessment. To fully evaluate which of these philosophies provide the quintessence of education one must first discern the implications of each philosophy, and compare at least one to a real-world environment to compare if book descriptions of these philosophies create true representations. Although a future educator may not agree to one or more of these philosophies, it is important to anyone entering the education field to fully understand the consequences of each philosophy in order to make a well-rounded decision on which they believe will best serve the needs of the students. Essentialism is a method of teaching implemented in the TISD (Tyler Independent School District). (Encyclopedia Britannica Vol. -viii, p. 951) Education is recognized as the mirror of society and educational institutions as society in miniature. Education is a significant and most potent activity to bring about desired changes in the society. Every country develops its own system of education for the promotion and expression of the socio cultural identity and to meet the challenges of time. Education is considered as necessary equipment for the social and political development of the country. Education not only provides knowledge and skills but also inculcate values, training instincts, fostering right attitudes and habits. Philosophy is the study of general and fundamental problems, such as those connected with reality, existence, knowledge, values, reason, mind, and language. Philosophy is distinguished from other ways of addressing such problems by its critical, generally systematic approach and its reliance on rational argument. It is derived from two Greek words i. e. phileo (love) and Sophia (wisdom), which literally means love of wisdom. Philosophy is a search for a general understanding of values and reality by chiefly speculative rather than observational means. It signifies a natural and necessary urge in human beings to know themselves and the world in which they live and move and have their being. Education and philosophy are related like flower and fragrance, Skelton and flesh and blood, shadow and substance. Educational philosophy provides original ideas regarding all aspect of education and society. Education philosophy helps to preserve the cultural, social, national traditions of country through educational programs. It harmonizes the old and new aspects in education. Education philosophy guides the student through social, cultural and mental complexities, it establish a co-ordination between different branches of the subject of education. All Education activities aims, curriculum, discipline, techniques of instruction and organization helped by educational philosophy. Education develops a sense of discrimination between good and bad. This discrimination based on values, are tested in schools. Values of education are the same as of life. These educational values are individual as well as social. True value orientation cherished values into:- Satya Dharma Prem Shanti Ahimsa In Vedas, there are four personal values- Dharma Artha Kam Moksha Besides these there are three impersonal values are- Truth Goodness Beauty (Satyam)(Shivam) (Sundram) India has produced many great men and earnest seekers of Truth. They developed many noble educational ideas and contributed to educational ideas and practices. True education is the acquisition of knowledge followed by action. Tagore (1861-1941) , the writer of famous hymn ‘Jana Gana Mana ‘ which is our National Anthem ,is popularly known as Gurudev, the respected teacher. His various educational experiments – The Bholpur school, The Institute of Rural Construction, Shiksha Satra and Vishwa Bharti represent all crystallize his various aims and objects of education, on which the foundation of super structure has been built. He made unique contribution in the renaissance of modern India and achievements in field of literature, philosophy art and education. â€Å"The fundamental purpose of education is not merely to enrich ourselves through the fullness of knowledge, but also to establish the bond of love and friendship between man and man. R. N. Tagore Educational philosophy of Rabindra Nath Tagore Tagore realized that education system of India suffered from the loss of contact with the environment and education. He made unique contribution in the renaissance of modern India and achievements in the field of literature, philosophy, art and education. He tried to make educational experiments and innovations on the basis of intellectual, moral and s piritual values of ancient India and worked for an understanding between Eastern and western culture. Tagore was a poet and a Saint too; who had through his imagination and insight realized the universal soul in him and in nature. He believed that this realization was the goal of education. Because the universal soul is the root of our soul; man’s aim in life is to reach that universal soul of which all human beings are parts. Principle of self – education based on self- realization, and the process of self realization is as permanent as that of education. Education must make individuals to have faith in self and in the universal self, underlying his own individual soul is most important. Education in its aim must have, Integrated Development, Moral Development, Physical fitness, Harmony with environment, National and International understanding, Earning livelihood and multifaceted aims. He believed in dynamic and activity methods of teaching by emphasizing aesthetic subjects like dancing, music, art, dramatization an one hand and socially useful productive works like book binding, gardening and other crafts. He had liberal and progressive outlook and he strongly advocated woman education. In this way R. N. Tagore has contributed in education for human re-generation, to prevent defects. Mahatma Gandhi (1869 to1948) is considered as supreme practical philosopher who believed not in theorizing education but in putting into action. He was a revolutionary educational thinker of modern India. Like Socrates, Rousseau, Tolstoy, he made a remarkable contribution to education in India. Gandhi ji may be ranked as one of the most prominent educators of the world has ever known. He is regarded as a practical philosopher and experimenter on education to the core. Whole of his life was spent in experimentation with truth. His educational philosophy has been rightly considered as dynamic side of his philosophy of life. His contribution for ‘Nai- Talim’ is an instrument for realizing his ideals of life. The Wardha Scheme prepared under the direction of Mahatma Gandhi attempts to replace the traditional system by dynamic and human system which helps to bring into existence a new era of planning and co-operation of India. According to Gandhi ji, education is an activity, which is necessary not only for social progress, but also for the moral, political and economic development. Basic education considered as an effort to make knowledge easier. Educational Philosophies of Mahatma Gandhi Mahatma Gandhi emphasized Aims and Ideals of education as drawing out the best in child and man, body, mind and spirit, Livelihood, character formation, cultural development, Self reliance, and complete living aim. He wanted to bring about a silent revolution, through a balanced curriculum. He introduced craft as an essential part of curriculum and methods like Learning by doing, Project method, Co-operation, Learning through craft. Gandhi ji stressed upon Satyagraha ,True national education, National Higher Education ,National institutions ,Salt Satyagraha ,The spinning wheel message, Self supporting education ,Nayee Tailem, Education through Crafts, Basic education ,Intellectual development ,Manual labour, Nursery education ,Primary education, Secondary education, Rural education, Woman Education, Co-Education, Education for different sections of the society, Education centers of learning. He was in favour of taking a lesson from the west and save souls by turning the face against consumer society with its ever-proliferating needs and vulgar competition. He said that in the true democracy of India, the unit is the village. His message was above all freedom of individual. Comparison of Educational philosophies of R. N. Tagore and Mahatma Gandhi Both R. N Tagore and Mahatma Gandhi regarded as master of the man kind and the great teachers of the human society. Their educational thoughts are relevant to the life, needs and aspirations of the ever growing Indian society. They believed in the total development of personality through education and holds that education does not mean literacy alone but the literacy of personality. Rabindra Nath Tagore and Mahatma Gandhi all felt that a sound theory of education with spiritual basis could not raise the consciousness of the individual and enable them to see objects in the external world clearly. Lack of spiritual will plug the world into chaos and disorder. The fundamental difference in their attitude to life gets reflected in Educational Writings of Gandhi and Tagore. If Tagore’s artistic bent of mind prompted him to conceive the leisure time as core of meaningful life, Gandhi’s value of manual labour made him emphasize work as fruitful way of harnessing energies. Aims of education determined the prevailing philosophy and always change with the change in philosophy of life. The entire education process is meaningless without aims. Philosophy is the best guide for formulating aims. Tagore and Gandhi believed in the vocational efficiency as one of the aims of education. Gandhi emphasized the craft centered education. He felt that true education is calls for a proper exercise and training of the body organs and mental faculty. They also held that such training of mind and body will take the child a long way in awakening their soul. The Important aim of Gandhian education is spiritual development may be called the ultimate goal of education. Tagore was very much concerned with poor health of students in India. Therefore he gave a great importance to improvement of health. He holds that various powers of the child should be properly attained to bring about a harmonious development of personality. Tagore established ‘Shantiniketan’ with the motive of spiritual culture. Both laid great stress on moral and spiritual development for maintenance of personality and preparation for life and self realization. They believed that service to man is service to God. Like Idealists, they advocated the spiritual aim of education. According to Gandhi ji, the chief aim of education should be character formation, as it was the chief aim of education in Vedic and Brahamnic period. Tagore and Gandhi considered that culture is the development or improvement of mind. Curriculum is used as synonyms for courses of study. The curriculum should be reformulated in a way to realize the aims and values. Tagore and Gandhi believed that the subject provide there in must touch all aspects of the child’s life. Tagore did not make any rigid, hard and fast scheme of subjects for this purpose. Gandhi ji emphasized the traditional subjects like History, Geography, Science, and Literature along with new subjects like drawing, dramatics, excursion, music and dancing which was also supported by Tagore later on. Science was being taught in various classes at ‘Shantiniketan’ with well equipped library. Their curriculum was activity based and experience based. Both of them introduced many crafts in their educational institutions. Both advised religious education. Tagore like a staunch idealist says that a teacher can never truly teach unless he is still learning himself. Teacher should understand the relationship between their subjects and human life. Gandhi ji insist that teacher must possess the virtue that he wants to inculcate in the students. Tagore emphasized association of teacher with their student should be a fine training in the fundamental virtues. Both found that boys more imbibe from teachers. So the teach should try to establish heart to heart contact with students. Both of them criticized the bookish and examination oriented teaching and stressed various learning, constructive and creative activities. They introduced many crafts. No rigid methods were prevalent. Tagore insisted that during crafts teaching, stress should be laid on principal of cooperative activity, planning, accuracy and individual responsibility in learning. Gandhi ji also believed in dynamic and activity methods of teaching. Both of them consider educational institutions as an open house, in which students and teachers are at one. Tagore never liked to say ‘Don’t do this’. They boys were encouraged to manage their affairs in their own way. Gandhi ji believed that freedom comes from discipline. Discipline and freedom must co-relate. Freedom has become an important and integral part of subjects like drawing, dramatics, excursion, music, and dancing. But self imposed discipline should be there. Teacher should take a check of all activities of students. In their educational institutions mother tongue has been used ‘as a medium of instruction in their experimental schools. Mother tongue was an instrument for the expression. Both of them called for great courage, foresight and love for mother tongue. Tagore and Gandhi both strongly advocated woman education. Tagore had a liberal and progressive outlook towards women education. Gandhi ji wanted to provide such education to woman as coincided their particular attitude and life demands. He regarded woman as the noblest creation of God. Both of them tried for social reforms and built the image of woman in her perspective. They stressed woman education to teach the whole family and expressed their views that the greatest hope is in woman. Tagore and Gandhi were in favor of co-education. Tagore started school for boys, but in his ‘Vishwa Bharti’, all boys and girls in all standards studied in the same class. Gandhi ji advised that co-education should be adopted with open mind. Boys and girls should be educated in same class up to 14 years together for better understanding in life. They treated boys and girls on equal footing by giving them full freedom to select the subjects of their own choices in different classes. Tagore and Gandhi did not make any distinction in different sections of society on the basis of caste, creed, colour or sex in their schemes of education. Though Tagore stated school for boys but he was not against woman education. In their educational institutions, boys and girls could select same subjects of their own choice, which included learning by doing. Vishwa Bharti’ means world culture, where East and West culture would meet at one place. ‘Shantiniketan –The Abode of peace’ imparted education in the lap of natural surroundings. It became International University with freedom, love, peace and sympathy. In Gandhi’s Sabarmati ashram, education has been provided to all people, irrespective of caste, colour creed or sex. All these educational institutions established a relationship between East and West, to promote intercultural and inter-society amity and understanding and fulfill the highest mission of the present age-the unification of mankind. Both of them deserve credits for having retrieved the ancient Indian ideals and values of education in the modern times even under the foreign regime. They are known as apostle of international brotherhood, modern humanism and natural libertarianism. Tagore’s Vishwa-Bharti and Gandhi’s Sabarmati Ashram wanted to achieve National and international understanding by opening its doors for all persons of the world. In these institutions, cultures of different regions could be presented in such a way to be accessible to all nations, to find a practical interest in the cultural synthesis and to promote international understanding and co operation in world’s history. It may be true that those who have dealt with the subject so far emphasized more on similarities between the two than on their differences. Gandhi, however, was a quite radical in this respect. He was categorical in his opposition to English as medium or as a compulsory subject. Tagore wrote more than 100 pieces on education. Besides, there are other writings where reflections on education may also be found. His wrings may be classified into three groups. He was in favors of introducing mother tongue as a medium up to the highest level of Education. Both advised not to prescribe too many books for a child in schools. In his book â€Å"Shiksher Swangikaran’ Tagore said, â€Å"In Education mother tongue is like the breast milk. † Tagore advised to introduce English after a child became somewhat proficient in mother tongue. Tagore himself was introduced to English when he was 12 years old and had already made good progress in Bengali. Tagore wanted to learn from the west the knowledge of modern science and technology while enriching the west with spiritual wisdom and sacrificial attitude of the east. Gandhi perhaps was the only Indian leader who apprehended the eventuality of a course on which we would not have any control. Tagore also wanted the emancipation of villages and to rouse the villagers with ‘Atamsakti’. In fact, he gave much importance to constructive work and village welfare and emphasized self-confidence and self sufficiency. To my mind, cult of play and adventure was an important component of Tagore’s concept of education while Gandhi adheres to the cult of productive work. Tagore wanted to turn work into play with Gandhi found the spirit of work. Tagore, true to his temperament, extolled the culture of leisure while Gandhi, true to its nature upheld the culture of work.