 Hello, I welcome you all once again to my channel explore education. I'm Dr. Rashi Singh assistant professor department of education as this kind of girls to the college University of Allahabad. And in the series of discussing various educational thinkers Western as well as our own Indian thinkers. Today I'm going to discuss Bandit Madan Mohan Malvi these views on education or we can say, but Madan Mohan Malvi educational philosophy. Okay, and the lecture will be in bilingual mode. So let's start. Madan Mohan Malvi. We have all read the history, we have read the history, we have read a lot about our freedom fighters. We have read about Madan Mohan Malvi. Mahamana Madan Mohan Malvi. He was given the lesson of Mahamana because he is such a great person. So this is our way of reading our history. So wherever he is, I always feel sad. It is a miracle that we have never been told that these people were great teachers. This is what I also say for Gali ji. Until I taught him as an educationist, he knew that he was the son of Ahimsa. And he brought us to India. We know about Madan Mohan Malvi. But he was a great teacher. And now everyone must have known that he was a B.H.U., Kashi, Hindu-Meshwari, etc. He was a great teacher. And if you know his thoughts, you will know how beautiful his thoughts were. And how strict he was at that time. And even today he is strict. So we know his thoughts on education. Pandit Madan Mohan Malvi. He was a patriot. He was a patriot. He was an educationist, a teacher, a statesman. He was a politician, an orator. He was a great lawyer, a good lawyer, a journalist. He was a great journalist, a social reformer, a social worker. And an unparalleled institution maker. He was a B.H.U.K. teacher. He was a very strict in many ways. He was born in Pryagraj on December 25, 1861. He was born in Pryagraj on December 18, 1861. He was a business educationist. He had a very unique education. Among Malvi's many achievements. He gave a lot of education. But the most monumental was the establishment of the B.H.U. The most unforgettable thing was that he was a B.H.U. He was the founder of the B.H.U.K. University. In the course of his lifetime, he was known as the capital of knowledge. He was acknowledged as the capital of knowledge. Across India and the world. Throughout the world and in India. If we look at his studies in higher education, he will study in university education. But his viewpoint was elementary education. He was the founder of compulsory elementary education. Even before, there were many reasons. He used to think that supported elementary education will move where Shri Gopal could go. On March 19, 1912. And suggested to refer it to select committee. Many things have been said in compulsory elementary education. The first thing Malvi was aware of was compulsory elementary education. Now let's see what he thought about higher education. According to him, higher education is the basic building block in the creation of an inclusive, equitable and diverse knowledge society. Today, when you look at the new education policy, you will find that our society is inclusive, equitable and diverse. People are saying that many years ago, they understood that any knowledge society, diverse knowledge society, can become inclusive and equitable knowledge society if higher education is the basic building block. New realities of 21st century. However, has given birth to a host of complex issues and challenges in higher education like internationalization, privatization, quality issuance, governance, fostering of research and innovation, competition for scarce human and financial resources etc. You can say that the 21st century has given us problems. There are so many issues. There are so many challenges. There are so many challenges in our higher education. Whether it is the problem of the state of the country, or the problem of privatization, or how to ensure the quality of life, or how to keep the governance well, how to ensure that the research is not good, how to include the new chart, how to cope with the competition for scarce human and financial resources. He had a viewpoint on all of this. He had such a long thought about it. The Indian mission of education has always encouraged the plurality of views as well as a rich tradition of dialogue and debate. He was the leader of India. He wanted to support the Hinduism of India. He said that the Indian mission of education, which has always been taught by India, has always encouraged the plurality of views. We have spoken to all of them. We have spoken to all of them. We have spoken to all of them. We have spoken to all of them. The whole world is a family. It means that we will listen to all of them. So this is a very rich tradition of dialogue and debate. The BHU symbolizes it. It accepts it. It accepts it. It accepts it. It integrates it. It makes it a realisation of the essential unity of mankind while at the same time preserving our unique identity. Despite doing so much, we will not leave our unique identity. The same thing has been said in the National Education Policy in NEP 2020. That we have to accept modernity but we have to hold our roots, hold our rich heritage, hold our rich tradition. As the final community, adopted at the end of World Conference and Higher Education 2009 emphasizes, higher education must pursue the goals of equity relevance and quality simultaneously. That is what NEP does. Access, equity, quality. Equity, quality, relevance. So all of these things, as you are understanding, in the 19th century, Mr. Mohan Mali was saying and that's why he established the BHU. He recruited all of them. His tradition, his culture was in the BHU. After that, what else does he say in Higher Education? He says that university education has come to be regarded in as the most important part of a national system of education. He says that university education is a higher education. He says that for any country's national education which has a system of education, university education plays the most important part of the role. He says that in the West as much as we share we share a very little part of it in India. He says that to keep alive the sense of beauty towards Motherland, to serve our fellow men to promote public wealth and to be prepared to sacrifice everything for the sake of the Motherland was the real purpose of Higher Education. He says that what should be the main purpose of university education is to serve our motherland and to serve our fellow men because we should promote public wealth and we should be ready to sacrifice anything for our motherland. That should be the purpose of university education. You also see that when Motherland did not have freedom she was very relevant. Even today she is relevant. How is life? He endeavored to serve this cause and he worked for this throughout his life. He says that ancient knowledge was very common but he wanted scientific knowledge. He believed that until we get scientific and technological advancement in our education system he said that scientific and ancient knowledge should be the main purpose of higher education. Both of them should get it. He said that Malvi ji was a firm believer in ancient Indian culture and tradition and also most modern than ultra-moder in his future vision for higher education. One of our ancestors was very old and his ideal was to keep an eye on science and technology. Malvi ji formulated the objective of this university to promote the study of Hindu Shastra and of Sanskrit literature generally as a means of preserving and popularizing for the benefit of Hindus in particular and of the world at large in general. The best thought and culture of the Hindus and all that was good and great in the ancient civilization of India. When Malvi ji formulated the objective of higher education he said that we will preserve and popularize the Hindu Shastra and Sanskrit literature for the benefit of the Indian people. Later on when he added his future in his scientific tent according to him the objective of higher education should be to promote learning and research generally in arts and science to advance and refute such scientific technical and professional knowledge. He said that we should accept scientific knowledge, technical knowledge and professional knowledge as well. Combined with the necessary practical training as his best calculated to help in promoting indigenous industries. That means that the industries within the country promote and flourish and in developing the material resources of the country. We should be able to explore and develop and promote the building of the character. No one is saying that the development of the character is not important. It is important for the youth who have studied higher education otherwise what is the meaning of education? By religion and ethics as an integral part of education Malvi ji used to say that this is how he used to study higher education. In technology education Malvi ji used to say that whatever he used to think he used to say that he used to study higher education. It was planned as a university where Hindu scriptwriters such as Sanskrit language and literature would be pursued along with modern scientific, technological and professional knowledge. He said that the places where old Sanskrit language is being flourished as well as professional knowledge. Where advanced research could be pursued in branches of arts and science and where ethical education aimed at character building should be imparted. Ethical education is being taught by the child. Malvi ji used to say this is the part ahead of his time. Obviously. He had a very long vision and he could see the time of his time. The vision of Mahamana was so far sighted that he knew the basic problems of higher education as well as of the students. He was so visionary. He was able to see the basic problems of higher education and students. So he dreamed of a new kind of school for self-reliant society. He saw the dream of Mahavitya and Vishwavitya so that the Indian society could be self-reliant. That is why he said that tentative patterns of vocational studies were also taught. His realist potential was very keen to grasp the idea of an appropriate education system which can lead the urgent social and economic needs of a poor country. He had no money and he was not self-reliant. We used to sing a lot of songs. So I said that education system was made to fulfill the social and economic needs of a poor country. Religious education was so clear and dynamic which he said that it is time for higher education or the matter of research nowadays. He said that there are some people who know that they are fully aware that they are fully aware that whether the teaching of faith side-by-side science can be productive or present there must be some people who will ask how science and faith can be taught together. He said that religious education should be integrated in accordance to Mahavitya. He said that the need for moral values and character building in higher education should be told to the children. What are we talking about today? We are talking about values that are deteriorating. That is why we are talking about the character building of values and education. Because our education has given these things to ourselves. Our teacher said that this should be a part of higher education. Mahavitya read widely the Indian religious text. Manu said that 5 important qualifications should be given to a human being so that we can gain other people's respect. What are the wealth, relations, age and quality? We have wealth we have relatives we have age and we do good work. But the first one is education. We are educated, rich we have good age and if we do good work we can gain respect education is in the top most position. Then what did the teacher say? According to him a teaching university would but a half performance function if it does not seek to develop the heart power of its scholars with the same solicitude in which it develops their brain power. They are saying that education is a university where education is being done so that it does not develop the power of its heart spirituality, emotional being character is not good hence it is that the proposed university has placed information of character in youth as one of its principal objects. Means you should become a scientist become a character this is the aim of the teacher. We will see not merely to turn out man as engineer, scientist, doctor, smart chance neurologist but also as man of high character. Probability and honour that they be a hallmark of a great university. They are saying that you are such a university that you know the whole life meaning you know that he has passed out from BHU this is his tradition this is his culture even though he is a very good doctor, engineer, scientist he was so much emphasized on character meaning and did not think of such a teacher that he should develop brain power as well. And if we want to conclude about Mahamanah Ji it can be said that there is no difference between Malvi as reason and globalization regarding the higher education means at that time we are thinking about the globalization of education then at that time we should admire the vision of Mahamana whose main cards to win the life game was character industry. Means if these three are there then the education will be successful. If a child is a character industry means technology of labour and integrity means academic integrity when we talk about today integration if he is a character academic integrity if he has dignity of labour then we can say that higher education was fulfilled in accordance to Malvi and this is what he was thinking and he established VHU and started his own tradition ok So this is the thought of Mahamanah Ji on the education so I have completed one more educational thing today Madan Mohan Mahal VHG and his educational views on higher education his views on higher education so thank you and don't forget to like and subscribe my channel explore education and join my telegram group and it is done from my side