1. Pachhunga University College IR
  2. Arts Stream
  3. Department of Philosophy
  4. Dr. Kailashkanta Naik
  5. Journal
Please use this identifier to cite or link to this item: http://pucir.inflibnet.ac.in:8080/jspui/handle/123456789/465
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dc.contributor.authorNaik, Kailashkanta-
dc.date.accessioned2024-06-10T10:01:28Z-
dc.date.available2024-06-10T10:01:28Z-
dc.date.issued2017-09-
dc.identifier.issn2249-8389-
dc.identifier.urihttp://pucir.inflibnet.ac.in:8080/jspui/handle/123456789/465-
dc.description.abstractFormal educational curriculum as practiced in schools in India, is oriented towards making the children as a knowledgeable person (Eapen, 2007). As Bull suggests, the school education is designed in such a way that ultimately helps the kids to realize one or the other principles of education - personal liberty, democracy, equality of opportunity and economic growth (Bull, 2008). There is hardly any attempt to impart elements of spirituality to the children in a formal setup. In this paper we highlight the importance of spiritual education essentially from the Indian perspective and corroborated from the current literature from the western perspective. Through this engagement, we like to argue that spiritual education needs to be imparted through formal education systemen_US
dc.language.isoen_USen_US
dc.subjectspirituality, formal education, curriculum,en_US
dc.titleLokāyataen_US
dc.typeOtheren_US
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