Relationship as organic academic act for 21st century social development

Abstracts Numerous agitations and social unrest, divisive politics, communal aggression, majoritarian rule, minority attacks etc. show the ground social fabric of our nation. What is the educational takeaway – how should these social realities be dealt with – what is political in it – what are the policy implications… Constitution of India promotes 'fraternity assuring the rights of the individual'. Educational practices need to bring ways and methods to carry this aspect of constitution into the building of the nation. Educational interventions should focus on socialisation, inclusiveness, collaboration and building of social skills. Gandhian Basic Education and its social vision encompass wonderful social pedagogy that is very much an interpretation of this part of the Preamble of the Indian Constitution; gives a practical clarity and action plan. The educational plan and practices in Basic Education uphold and respect the necessities of life by relations with self, nature and society. Effective and fruitful association with context, society and nature are rarely seen in educational practices. There is disconnection; getting away from socio-cultural context and real life issues. As exclusiveness and division are spreading in the society, it is the duty of the educational institutions to respond to it, to build a shared common history and society, with shared values and cooperation. Gandhi found things in its integrity. He stood for simple, spiritual and communal life where there is a circle of relations that are happening among people, also with Nature. 'Ultimately, it is the individual who is the unit. This does not exclude dependence on and willing help from neighbours or from the world… In this structure composed of innumerable villages, there will be ever-widening, never-ascending circles'. Gandhi promoted practices leading towards relations and mutual respect. So, he directed the school activities to be, 'as far as possible every activity will be conducted on the cooperative bases'. 'Unfortunately the system of education has no connectionVOL.8-NO.2 with our surroundings' (Harijan, 23-5-'36). This research paper looks into the relational aspect of pedagogy that can be well knit in to the educational understanding and practices. The educational scenario, content and teaching-learning engagements, should promote students' relations with him/herself and with the outside world. Relations help in the formation of ideas and practice of thinking. This paves way for social understanding which should lead towards social development. Teacher's facilitation and assessment should follow students' ideas and thinking in their relation with the nature, other, society and self to mark the growth trajectory of each individual student