A researcher’s choice of a topic is often guided by her/his personal disposition and academic conditioning. Selecting a topic for investigation is not a detached process. It is not the act of sheer intellectual, dispassionate, exercise, but rather it is a result of personal sensitivity, passion and conviction. The myth of so-called value free selection of research topic has been disputed by social scientists long ago. It is now acknowledged that a researcher chooses to probe an area because she/he has a predisposition which draws her/him towards a particular area of investigation. As such, choosing a topic for research definitely has a subjective dimension. This subjective dimension is to be considered positively and this subjectivity precisely initiates raw curiosity about a particular topic.
A kind of thought journey was undertaken by me, to understand the saga of Indian education in the paradigm of philosophy of education. Conceptual analysis of key constructs like education, aims, methods, etc. is done with the intention to interpret present educational experience and existing National Policy on Education (NPE). How the present NPE is evolved is considered through speculations on different philosophies and exciting trajectory of modern Indian education through study of different commissions and reports. The thought journey has culminated into speculations about how national education should be today and why it should be that way.
Contents –
1. Philosophy of Education
2. Kaleidoscopic View of Education – from The Lens of ISMs
3. An Overview of Indian Education with Special Reference to Modern ERA
4. Successive Commissions and Committees of Education in India – Post -Independence
5. Towards a Pragmatic Education Policy
Epilogues
Stop Press
Bibliography
