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MIRAMBIKA: AN ALTERNATIVE SCHOOL# (Mirambika: beginning of an alternative…
MIRAMBIKA: AN ALTERNATIVE SCHOOL#
Philosophical foundations of mirambika
salient features of educational agenda
education is egalitarian
education is not just academic
integral education: body, mind, soul
education is not formal, mechanical or external.
education is not utilitarian
Call of the school: deep rooted parental engagement
admission given to only 20 students; applications accepted only 100
selection process has two stages
questionnaire filled by parents
parent interview
who are these parents?
well established
well educated
cultural elite
class confidence: way they speak, move conduct themselves
affluent areas
english educated people
difference between a cage and a sanctuary
Mirambika: beginning of an alternative project
running teacher training program at aashram
to bring rational change
doesn't advertise itself
absence of structured/routined practices
never encouraged idea of fixed syllabus
develops their own aims and evaluate them
mirambika is not based on child centered
the core element is spirituality. integration of : freedom and harmony
negates gross materialism
Teaching: Discovery of the Sacred zone of meaning
academic discipline
apprectiate edu. philosophy of aurobindo and mother
sensitive and open to radical pedagogic experiments
challenge the hierarchical poer relations and practise the egalitarian ideal
corrupted by the fear of punishment
dedicated volunteers
enthusiastic trainee teachers
stays at mirambika for three years
free accomodation and food
concrete practical responsible
plans for children's cognitive skills
confident and responsible
significant to inner change
punctuality, sincerity and flexibility
teachers as pillars of inspiration
Involved children: creative engagement with the school
Learning to inquire: meaning of project work
not academically burdened
no memorisation
objectives are- physical growth and development
absence of weekly tests, homework and textbooks
lot of manual activities
project work: piece of research
collect information
process the data
meet resource persons
arrive at a conclusion
evolve different ways of coping with it read necessary literature
articulate it in the written form
to formulate a problem
and present in the group.
mental development
makes child confident and independent
learning takes place everywhere
creative merger with the rhythm of the school
problem posing pedagogy
dialogig and participatory forms of learning
looking beyond cognitive skills: concern with the child's innate strength
crises and contradictions
absence of good teachers
elitism shaping the perception of the children
unhappy parents
hard times: real challenges