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विवेकतंत्र और अपरिग्रहतंत्र का सहारा लेना होगा । जीवन और मूल्यों को अलगअलग रखकर मूल्यों की शिक्षा नहीं दी जा सकती । इसका माध्यम साक्षात् जीवन, व्यवहार और आचार है ।
References
1. "There is a definite shifting of emphasis from mere literacy or acquisition of knowledge to health and civil education, to the promotion of communal harmony, to the teaching of simple crafts, and the provision of suitable cultural and recreational activities. The underlying idea is that so ceal education should aim at the raising of the general level of people's life material, moral, cultural and spiritual and contribute purposefully to the eradication of some of the diprivations from which our masses have been suffering". Patel, M. S., Educational Philosophy of Mahatma Gandhi (Ahmedabad, Navajivan Publishing House, 1953) p. 241.
2. "Gandhi's concept of education is integral study of man which can be supported by a synthesis of science and spirituality" Singh, Ramji; "Gandhi and Value Education", Tulsi Prajna, (Value Education Number, Vol. XIX, No. 1, JanuaryMarch 1993) Research Quarterly, Jain Vishva Bharati Institute, Ladnun, p. 17
3. "peace is a situation. where needs for survival (security), freedom, welfare and identity are met. The threats to these four types of needs are Violence, repression, misery, and alienation. The two former are aspects (material and nonmaterial) of direct violence. The two latter are aspects of structural violence. Should any of these threats materialise, peace is broken".
--Sorensen, Georg; "peace Research between Utopianism and conventionalism: Violence and Non-violence- The Gandhian Heritage", Gandhi Marge, Special Issue on Non-violence, Vol. 14, No. 1 April-June 1992, p. 54
4. Gandhi, M. K.; Towards New Education, p. 22 And Singh, Dashrath. Gandhivad Ko Vinova Ki Den, (Patna Bihar Hindi Granth Academy, 1975) p. 571
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