Sarvepalli Radhakrishnan: His Role in Education

Introduction

Many Saints, Rishis, erudite individuals, educators, and philosophers were born in our wonderful land. These great individuals transmitted the light of their knowledge and wisdom throughout the world, not just in India. Dr. Sarvepalli Radhakrishnan, a prominent Indian philosopher, scholar, and statesman, was born on September 5, 1888, in Tiruvallur district of Tamil Nadu, India. A few characteristics of this personality include being a philosopher, an exceptional teacher, a scholar of the highest calibre, a creative genius, a great humanist, a spiritualist, a man of vision, a man of mission, a man of principles, an idealist, an orator with the gift of expressiveness, an original thinker, an eminent author, and ultimately holding the title of Executive Head of India. He was one of India's greatest educators. He illuminated not only India but the entire world, with his exceptional personality and intelligence. In the galaxy of intellectuals, he shines like a bright star. He was a great Indian son. In India, his birthday is observed as Teacher's Day. He carried the flame for Indian education. During the twentieth century, he played a vital role in defining India's intellectual and political landscape. Radhakrishnan's contributions to Indian civilization as a philosopher, teacher, and leader have left an everlasting impression. His contribution to education, philosophy, religion, culture, science, and other fields was reprehensible. Dr. Radhakrishnan defines education as a tool for social, economic, and cultural transformation. Education should be used effectively for social and national integration, as well as to increase productivity. Education is important not only for information and talent but also for helping us live with others. According to him, education should not only teach us how to live successful lives but also help us uncover "enduring values." His initial interest was teaching, and those who studied under him remember him fondly for his excellent teaching abilities.

Understanding of Duty

Radhakrishnan understood the essential duty and significance of a teacher. He was both highly thoughtful and a man of good moral character, dedicated to the teaching profession. He served India gratefully since she needed him in her manner. Radhakrishnan showed his versatility as a teacher, administrator of the education system, and administrator to the people of the country. It is impossible to find a teacher who can compare to Radhakrishnan in terms of the talents and virtues he showed during his lifetime.

Early in life, Radhakrishnan had modest beginnings. His father was a subordinate tax official, and the family was middle-class Brahmin. Even with little resources, Radhakrishnan's insatiable curiosity helped him achieve academic success. He attended the Lutheran Mission School in Tirupati after receiving his early schooling in Tiruttani. Radhakrishnan was given a scholarship to study at Madras Christian College because of his academic excellence. He devoted all of his time to studying philosophy and literature there, eventually earning an honours degree in 1906. His scholastic prowess and insatiable curiosity led him to seek postgraduate studies in philosophy at the University of Madras and subsequently the University of Calcutta.

Academic Development

Radhakrishnan started an extraordinary academic career that lasted for a number of years. He started his academic career as a philosophy professor at the University of Mysore. He then became an instructor at a number of famous universities, such as the University of Oxford and Calcutta. Radhakrishnan was acknowledged as a brilliant scholar because of his lectures, which were noted for their depth, clarity, and intellectual rigour. He gained international recognition for his profound understanding of Indian philosophy, particularly Vedanta, and his capacity to reconcile Eastern and Western intellectual ideas. When Radhakrishnan received an invitation to give the esteemed Gifford Lectures at the University of Edinburgh in 1936, his standing as a significant philosopher around the world was cemented.

Radhakrishnan's influence extended beyond academia as he was instrumental in moulding India's political system. He began serving as the vice chancellor of Andhra University in 1931 and then took over the position at Banaras Hindu University. When he was proposed to the League of Nations Committee for Intellectual Cooperation in 1936, he made his political debut. Later, from 1949 to 1952, he represented India as ambassador to the Soviet Union, demonstrating his abilities as a statesman and diplomat. When Radhakrishnan was appointed Vice President of India in 1952, his political career achieved its pinnacle. Throughout his reign, he made a strong commitment to international relations, culture, and education. He became the first Indian President in 1962 and was the first to be awarded the country's highest civilian honour, the Bharat Ratna, during his tenure.

As President, Radhakrishnan's job was not only ceremonial; he actively engaged in tackling socio-political issues. He was a voice of reason who worked to close the divide between various societal groups. His great sense of duty, humility, and dedication to the welfare of the country were hallmarks of his leadership.

The philosophical and educational views of Dr. Sarvepalli Radhakrishnan are highly significant and pertinent in the current educational environment, where concerns about the quality of education are the reason why the problem of unemployment is getting worse every day, the number of universities and other higher education institutions is growing daily, but youth moral values and character are declining, and the outlook on national integration is shifting.

Radhakrishnan was a kind of idealistic philosopher whose thought was based on the Adwait Vedant. He made a comparison between Western philosophical traditions and Indian philosophy. He exalted Hinduism and Indian thought in opposition to ignorant criticism from the West. He described the relationship between matter and spirit, stating that while matter demonstrates the supremacy of the human brain, humans also possess a non-natural factor called the spirit of man, which governs matter and surpasses both the quality and potential of matter. He underlined that while he truly believed in the benefits of religion, science and religion are not mutually exclusive in their pursuit of truth and the welfare of humanity. Indian philosophy's ethical precepts are vital to children's whole development. 

Views on Education

In 1956, Dr. Sarvepalli Radhakrishnan said, "Education must be humane in order to be complete; it must encompass not only intellectual training but also heart refinement and spirit discipline." Since it ignores the heart and soul, no education can be considered comprehensive. Education must aim to achieve wisdom and truth in addition to facts and information. "Education should be how men and societies are made," he declared (Radhakrishnan 1960).

When we investigate our nation's current educational system, we find a lot of ambiguous information. India's current educational system is beset by a moral values crisis and a crisis of character. In this sense, the educational philosophy of Radhakrishnan aims to build moral values and character of humanity. Dr. Radhakrishnan fervently argued in favour of free and compulsory education for all children in the nation, regardless of socioeconomic background, gender, caste, or creed. India's comedies and commissions have all embraced this national vision for education. Dr. Radhakrishnan's educational thought has enormous value in modern times. Dr. Radhakrishnan stated that only the appropriate kind of education could alleviate many societal problems that threaten the country's survival. Dr. Radhakrishna's educational philosophy was based on a combination of idealistic, realistic humanity and existential philosophy. It helps achieve modern goal of education, namely the all-round development of the kid. It should enhance human well-being and enjoyment. The success of democracy is dependent on its leader, it solely depends on education.

Dr. Radhakrishnan made a comparison between Western philosophical traditions and Indian philosophy. He exalted Hinduism and Indian thought in opposition to ignorant criticism from the West. He described the relationship between matter and spirit, stating that while matter demonstrates the supremacy of the human brain, humans also possess a non-natural factor called the spirit of man, which governs matter and surpasses both the quality and potential of matter. He underlined that while he truly believed in the benefits of religion, science and religion are not mutually exclusive in their pursuit of truth and the welfare of humanity. Indian philosophy's ethical precepts are vital to children's whole development. In 1956, Dr. Sarvepalli Radhakrishnan said, "Education must be humane in order to be complete; it must encompass not only intellectual training but also heart refinement and spirit discipline." Since it ignores the heart and soul, no education can be considered comprehensive. Education must aim to achieve wisdom and truth in addition to facts and information. "Education should be the means by which men and societies are made," he declared (Radhakrishnan 1960). The primary goal of education, according to Dr. Sarvepalli Radhakrishnan's idealistic Adwait Vedant philosophy, was the elevation of the soul in harmony with the material world in search of the ultimate truth. His emphasis was placed on how education may help children develop holistically. Education's main goal should also be character development.

Dr. Radhakrishnan's influence as an educator extended beyond the classroom, into educational policy and reform. He understood the significance of democratizing access to education while improving its quality and relevance to meet society's changing requirements. Dr. Radhakrishnan established the University Grants Commission (UGC) in 1953, which was a significant contribution to educational reform. As the first Chairman of the UGC, Dr. Radhakrishnan was instrumental in coordinating and maintaining higher education standards throughout India. The UGC's responsibility to promote quality in higher education through grants, scholarships, and academic initiatives underscores Dr. Radhakrishnan's dedication to developing a culture of excellence and innovation in the field. Dr. Radhakrishnan also underlined the value of teacher education and professional development as a foundation for educational change. He thought that teachers were the agents of change in the educational system and campaigned for their empowerment through training programs, better working conditions, and recognition of their services to society.

Dr. Sarvepalli Radhakrishnan's legacy as an educator lives on today, influencing pedagogical methods, educational policies, and institutional frameworks in India and beyond. His emphasis on holistic education, ethical principles, and teacher empowerment remains relevant in educational debate and practice, influencing educators, politicians, and students alike. The establishment of Teacher's Day in India observed annually on September 5th in honour of Radhakrishnan's birthday, serves as a poignant reminder of teachers' vital contributions to society and emphasizes the significance of investing in their professional development and well-being.

Dr. Sarvepalli Radhakrishnan's educational ideas are still very relevant in today's India, Radhakrishnan's approach to education was heavily impacted by his philosophical worldview, which emphasized the individual's overall development. He thought that education should not only impart knowledge, but also promote moral, intellectual, and spiritual development. For Dr. Radhakrishnan, education was a transforming process that enabled people to reach their greatest potential and make important contributions to society.

Radhakrishnan's pedagogical philosophy revolved around the concept of "spiritual humanism," which emphasized humanity's interconnectedness and the universal pursuit of truth and enlightenment. He contended that education should create in students a sense of empathy, compassion, and ethical responsibility for others, building a culture of mutual respect and understanding. Radhakrishnan highlighted the importance of values, ethics, and intellect in education. This is consistent with the present requirement for a comprehensive approach to learning, as articulated in India's National Education Policy (NEP 2020). The policy is consistent with Radhakrishnan's vision, emphasizing holistic development, which includes cognitive, emotional, and ethical components of schooling. The NEP 2020's emphasis on curricular flexibility and trans-disciplinary learning aligns with Radhakrishnan's conviction in education's ability to adapt to society's changing requirements. His plea to bridge the gap between traditional Indian knowledge systems and modern education is echoed by the policy's emphasis on incorporating local knowledge and cultural practices into the curriculum. Radhakrishnan's dedication to character development and ethical principles is still relevant in a world fraught with moral quandaries. The NEP 2020 acknowledges the need of instilling values such as empathy, respect, and integrity in order to generate responsible citizens. This is consistent with Radhakrishnan's view of education as a transforming process that transforms people into morally upright and socially responsible citizens.

Radhakrishnan's educational philosophy centred on cultural integration. The NEP 2020 recognizes and celebrates India's unique cultural fabric. The policy emphasizes the incorporation of Indian knowledge systems, languages, and cultural practices within the educational framework, which is consistent with Radhakrishnan's vision of education that is firmly embedded in the country's cultural ethos. Radhakrishnan's emphasis on teacher empowerment and professional development resonates with the NEP 2020, which considers teachers as fundamental to the educational system. The policy advocates for a teacher-friendly environment that includes training and professional development opportunities.

Dr. Sarvepalli Radhakrishnan's educational ideas are relevant to today's India, particularly in light of the national education policy 2020. According to society, India's existing education system fails to foster character development and moral ideals in kids. The National Education Policy-2020 text stressed the same point. Achieving economic, industrial, technological, and intellectual progress requires instilling spiritual, democratic, constitutional, moral, and character qualities in students. In the proposal of the University Education Commission (1948-49), he provided a clear roadmap for achieving these aims. The concept of long-term goals is covered in the NEP-2020. In the proposal of the University Education Commission, Dr. Sarvepalli Radhakrishnan emphasized the importance of religious, spiritual, and moral development alongside technological advancements. Education is not complete without these. Dr. Sarvepalli Radhakrishnan consistently pushed for free and compulsory education for all children, regardless of gender, caste, creed, or socio-economic class, as outlined in the National Education Policy 2020.

Dr. Sarvepalli Radhakrishnan's educational concepts, based on a blend of tradition and modernity, are still relevant in contemporary India. The National Education Policy 2020, which emphasizes holistic development, ethical values, cultural integration, teacher empowerment, and the use of technology, is strongly aligned with Radhakrishnan's educational philosophy. Radhakrishnan's beliefs guide India's efforts to develop an inclusive, adaptable, and transformative education system. By acknowledging the interconnection of information, values, and culture, the NEP 2020 establishes the groundwork for an education system that not only teaches skills but also develops individuals into responsible, empathetic, and culturally aware citizens. In this sense, Dr. Sarvepalli Radhakrishnan's legacy continues to inspire and shape India's educational landscape in the twenty-first century. 

Conclusion

Dr. Sarvepalli Radhakrishnan's legacy as an educator spans time and space, representing the ageless ideals of enlightenment, empowerment, and social justice. His visionary leadership, pedagogical insight, and unrelenting dedication to quality continue to inspire a new generation of educators and students, underlining education's transformational ability as a catalyst for personal and societal change. Radhakrishnan's legacy as an educator demonstrates the long-term relevance of his life and work, acting as a beacon for future generations.

References

1. Anurag Mishra et al. (2022). A Study of Philosophical and Educational Views of Dr. Sarvepalli Radhakrishanan with Reference to National Education Policy-2020. International Journal of Research in Humanities & Soc. Sciences. Vol. 10, Issue: 11, November: 2022

2. Dar, Rayees. (2018). Educational Thought Of Dr. Radha Krishnan. International Journal of Advanced Multidisciplinary Scientific Research. 1. 41-56. 

3. https://en.wikipedia.org/wiki/Sarvepalli_Radhakrishnan

4. Kakuli Dey (2021). Thoughts and Ideas of Dr Sarvepalli Radhakrishnan and their Impact on the Modern Trends of Indian Higher Education. International Journal of Research Publication and Reviews Vol (2) Issue (2) (2021) Page 125-128.

5. National Education Policy – 2020. https://www.education.gov.in/nep

6. Porai, sumit & Saha, Birbal. (2013). Call To Rise Above One-self: Dr. Sarvapalli Radhakrishnan as A Role Model for the Indian Teachers In 21st Century. 3. 1-3.

7. R. Subramony (2017). Dr. Radhakrishnan as a Philosopher. International Journal Online of Humanities (IJOHMN). Volume 3, Issue 2, April 2017.