Pedagogy of the Oppressed, Banking Model of Education. Transmission model, Needs in the Ethic of care model, Vindication of the Rights of Men, Vindication of the Rights of Woman, Balhatya Pratibandhak Griha
Paulo Freire was a Brazilian educator who developed critical pedagogy. He was born into poverty and experienced hunger as a child due to the economic impacts of the Great Depression on his family. This influenced his view that education should empower the oppressed and poor. He argued that teaching should reject the "banking system" where students are treated as empty accounts to be filled by teachers. Instead, it should recognize that students have their own knowledge and life experiences. The goal of education, according to critical pedagogy, is to lessen human suffering and promote justice and equality.
Paulo Freire was a Brazilian educator who developed a methodology for educating illiterates that became widely used. His views challenged the status quo and he was imprisoned for 70 days and exiled from Brazil for 20 years. Freire argued that the ignorance of the poor is the result of their economic, social, and political domination. He advocated a humanizing education to help people become conscious of their place in the world. Freire is known for critiquing the "banking concept" of education, where teachers deposit knowledge into passive students. Instead, he promoted empowering students through critical thinking.
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2) Social science is taught at higher levels of education and takes a more advanced, adult approach compared to social studies which is taught at primary and middle levels using a simpler, child-centered approach.
3) Social science aims to study relationships and interrelations in society scientifically, while social studies teaches established facts about society in a practical way.
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The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
Evaluation serves to monitor educational progress and provide feedback on instructional programs. It is defined as assigning values or judgments to phenomena based on cultural or scientific standards. Principles of effective evaluation include clearly defining the topic, using varied techniques, understanding limitations, and ensuring the method is appropriate. Evaluation in education helps with objectives, student needs assessment, feedback, assignments, curriculum development, reporting to parents, counseling, administration, and career guidance. It benefits teachers, administrators, parents and students.
Research is nothing but a continuous search for knowledge. There are different methods of acquiring knowledge, those are described in this presentation.
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Core curriculum is a set of basic courses considered essential for a well-rounded education. It includes compulsory subjects like social science, geography, biology, and history. Core curriculum also includes optional subjects like fine arts, home economics, languages, and music. Characteristics of a core curriculum include emphasizing discussion, group problem solving, integrating learning across disciplines, focusing on original source materials, and weaving common elements to encourage reflection and development of social skills.
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The document discusses the core curriculum, which consists of common learning including knowledge, skills, and values that are considered essential for students. The core curriculum includes compulsory subjects as well as optional subjects like fine arts, home economics, languages, and music. It emphasizes providing all learners with a set of common and essential learning necessary to function in society, though selecting appropriate content and assessing performance can be challenging issues.
This document discusses achievement tests, which measure how much a student has learned in a particular subject area. Achievement tests are formal assessments designed to evaluate a student's knowledge and mastery of specific topics. The document outlines important characteristics of effective achievement tests, such as reliability, validity, objectivity, specificity, and ease of administration. Achievement tests can be used to evaluate students' strengths and weaknesses, inform teaching, and determine promotion to the next grade level.
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John Dewey (1859-1952) was an American philosopher, psychologist, and educational reformer who is considered one of the founders of functional psychology and the father of pragmatism. Some of his key ideas included learning by doing through hands-on problem solving and experimentation. He believed the curriculum should reflect the social life and activities of children in society. Dewey founded his Experimental School in 1896 to test his progressive ideas about education, where the teacher acted as a facilitator rather than instructor. His works had a significant influence on education in the United States.
Western school of philosophy (Pragmatism)kalpana singh
This document provides an overview of the philosophy of pragmatism. It discusses key thinkers like William James and John Dewey. Some main points of pragmatism include rejecting metaphysics and focusing on practical experience and what works. Pragmatism views reality as constantly changing and values as determined by their consequences. It emphasizes democracy, social values, and education being a social process where students learn by doing. Pragmatism influenced education through principles like child-centered learning, integrating subjects, and making the school a miniature society.
This study explored how professors implement critical pedagogy in their post-secondary classrooms. The researchers interviewed 17 professors about their classroom practices and definitions of critical pedagogy. Key findings included that professors employed practices like community building, dialogue, and experiential activities, but did not always explicitly connect these practices to social justice aims. The study concluded that critical pedagogues need to more clearly demonstrate how their practices aim to incite social change and consider strategies to address critical pedagogy's justice-oriented nature.
Flanders Interaction Analysis is a technique for systematically observing and categorizing classroom interactions between teachers and students. It involves coding verbal behaviors into categories like lecturing, asking questions, praising students, and student talk. The interactions are recorded every 3 seconds and then analyzed to provide insights into the classroom dynamics. Some insights include the proportion of time spent on teacher vs. student talk, the ratio of indirect vs. direct teaching methods used, and the level of positive vs. negative reinforcement. The analysis helps teachers improve their instructional techniques and modify their classroom behaviors. However, it does not capture all classroom activities and is limited to analyzing verbal behaviors.
This document discusses different types and philosophies of education. It describes preschool, elementary, secondary, post-secondary, and continuing education. It explains that education philosophy aims to clarify educational knowledge and theories through analysis. The major philosophies discussed are essentialism, perennialism, progressivism, reconstructionism, existentialism, and several others; each has a different focus such as subjects, students, or society. Education is available at all levels both publicly and privately, with prerequisites between levels.
Critical pedagogy was founded by Paulo Freire who promoted it through his 1968 book "Pedagogy of the Oppressed". It calls for examining power structures and patterns of inequality to develop new foundations for learning. A teacher using critical pedagogy encourages students to critique domination and inequalities in families, schools, and societies. It aims to empower students and help grow their awareness of social justice and democracy through education.
This document discusses different philosophies of curriculum development in nursing education. It covers three main philosophies: conservative, progressive, and radical. The conservative view aims to transmit established bodies of knowledge to learners. The progressive view believes education should focus on learners' experiences and interests rather than predetermined content. It also discusses John Dewey's philosophy of pragmatism and experimentalism. The document provides details on the nature and role of learners, teachers, and the teaching/learning process under each philosophy.
This document discusses different philosophies of curriculum development in nursing education. It outlines three broad streams of educational philosophy: conservative, progressive, and radical views. The conservative view aims to transmit established bodies of knowledge to learners. The progressive view believes education should focus on learners' experiences and interests rather than predetermined content. Educational philosophies guide curriculum choices and decisions in nursing programs.
This document discusses seven philosophies of education: essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. Each philosophy varies in its view of the learner, objectives of teaching, recommended curriculum, and teaching strategies. However, the philosophies also share some similarities. The document provides an overview of the key aspects of each philosophy.
Philosophy is the study of fundamental questions about existence and knowledge. Education is the acquisition of knowledge and preparation for life. Educational philosophy determines the various aspects of education such as aims, curriculum, methods of teaching, and roles of teachers and students. It performs important functions like harmonizing old and new traditions, providing progressive vision to educational leaders, and preparing students to face modern challenges. Philosophy and education are complementary as philosophy guides education in theory and education applies philosophy in practice.
The document discusses various educational philosophies:
- Progressivism focuses on student experiences and problem-solving over textbooks. John Dewey was a key proponent.
- Existentialism emphasizes individual responsibility and self-paced learning to develop unique individuals.
- Social reconstructionism views schools as tools to solve social problems and educate students to be problem-solvers who can identify and correct issues in society.
- Constructivism shifts the focus from teacher to actively engaged students using inquiry methods to solve problems, draw conclusions, and build new understandings collaboratively with teacher guidance.
This document discusses the philosophy of education. It begins by defining philosophy as the love of wisdom and the study of fundamental questions about existence and knowledge. Education is defined as the acquisition of knowledge and preparation for life. Educational philosophy establishes the purpose and values that guide education. It determines various aspects of education like aims, curriculum, teaching methods, and roles of teachers and students. The major philosophies discussed are perennialism, progressivism, social reconstructivism, and existentialism.
its about philosophy of education. it explains the aim of philosophy in the field of education, its scope and functions. Main philosophies of education are also explained here.
This document discusses the relationship between philosophy and education. It defines philosophy as the love of wisdom and the study of fundamental questions about existence and knowledge. Education is defined as the transmission of a society's knowledge, skills, and values across generations. The document outlines the major philosophies of education, including perennialism, progressivism, social reconstructivism, and existentialism. It also explains that educational philosophy determines various aspects of education systems by providing theoretical guidance on aims, curriculum, teaching methods, and roles of teachers and students. Philosophy and education are seen as complementary fields that work together.
This document outlines the key principles of pragmatism and progressivism in education as espoused by John Dewey. It advocates that education should focus on how to think rather than what to think, and should be a process of living rather than preparation for life. Schools should foster habits of thought and initiative to help students reach their potential. Pragmatism emphasizes learning through experience and problem-solving. Progressivism criticizes traditional practices like rote memorization and advocates student-centered, experiential, and project-based learning.
The document discusses educational philosophies and how they relate to curriculum and teaching gifted and talented (AIG) students. It provides an overview of four major philosophies - idealism, realism, pragmatism, and existentialism - and how they influenced the development of four educational philosophies: perennialism, essentialism, progressivism, and reconstructionism. It notes that teachers' philosophical beliefs impact how they motivate and prepare students. For AIG students specifically, the philosophies that guide the curriculum and teaching methods are important to ensure they are sufficiently challenged. The reflections at the end discuss taking a progressive approach to provide fair and equitable education for all students, including AIG students.
The document outlines several principles of good teaching and humanistic teaching. Principles of good teaching include active learning, using various teaching methods, motivating students through their interests, maintaining a balanced curriculum, considering individual differences, encouraging students, and creating democratic and independent learning environments. Principles of humanistic teaching focus on the needs of each unique individual, student choice in learning topics, fostering intrinsic motivation to learn, evaluating student progress through self-assessment rather than grades, and providing a secure environment for learning.
This document outlines strategies for inclusion in education. It discusses identifying student needs, adapting curricula and instruction, and creating an inclusive classroom environment. Some key points:
- Inclusion involves bringing support services to students within general education classrooms rather than moving students to separate services or classrooms.
- Strategies for inclusion include modifying facilities, instruction, and resources to meet all students' needs. Collaboration between general and special educators is important.
- Assessing individual student strengths and needs, grouping students flexibly, and using different teaching methods can help create an inclusive learning environment. Teams like IST, child study committees, and IEP teams support students' education.
This document discusses communication in the classroom and meeting students' needs. It outlines several models of student needs, including basic academic needs, interpersonal needs, and Maslow's hierarchy of needs. Meeting students' needs for control, inclusion, and affection improves teacher-student communication and increases student affect for the teacher. When teachers communicate to fulfill student needs, student learning and classroom behavior improve as students can focus on education rather than having unmet needs.
The document discusses five major educational philosophies from the modern period:
1. Essentialism focuses on basic academic skills and character development through traditional subjects taught in a teacher-centered classroom.
2. Perennialism emphasizes ideas that have lasted for centuries and developing reasoning skills through sequenced mastery of content.
3. Existentialism aims to foster individual qualities and cultivate uniqueness by encouraging independent choices and commitment to values.
4. Progressivism promotes active, creative, social and democratic learning through student-centered exploration and questioning.
5. Reconstructionism critically examines institutions to identify inequities and encourages students to think critically about challenges and reforms as "change agents".
Maslow and rogers (humanistic and cognivitism learningMurtala Lawal
- Humanistic learning theory rose to prominence in the mid-20th century as a psychological perspective emphasizing self-actualization and creativity rather than external rewards/punishments.
- Key figures Abraham Maslow and Carl Rogers contributed influential ideas - Maslow proposed a hierarchy of needs and Rogers advocated learner-centered education in a non-threatening environment.
- Humanistic learning focuses on the learner's internal drive for growth, with the educator acting as a facilitator rather than authoritarian instructor.
This document provides an overview of the educational philosophy of reconstructionism. It discusses the key assumptions, principles, and implications for curriculum, roles of teachers and students, and classroom management. Reconstructionism emerged in reaction to World War II and emphasizes addressing social questions and creating a better society. It believes that education must commit to creating new democratic social orders that fulfill basic cultural values. The curriculum focuses on social problems and reform. Teachers are to prepare students for social change and revolution by discussing social issues. Students are given freedom to critically analyze problems and work towards new reforms. Classroom management aims to actively involve students in bringing real-world issues into the classroom.
This document discusses teachers reflecting on their practice and using socially just pedagogies. It emphasizes reflecting on teaching identity and position of privilege to work for social change. Socially just pedagogies aim to bridge gaps for students and make the education system more equitable. The document provides examples of reflective practices, socially just pedagogies, and how theory can inform reflection to help address social inequalities students may face.
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Paulo Freire, Nel Noddings, Mary Wollstonecraft and Savitribai Phule
1. Paulo Freire,
Nel Noddings,
Mary Wollstonecraft and
Savitribai Phule
M. Vijayalakshmi
M.Sc., M.Phil. (Life Sciences), M.Ed., M.Phil. (Education),
NET (Education), PGDBI
Assistant Professor (Former),
Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous),
Coimbatore – 641020.
2. Paulo Reglus Neves Freire
• Paulo Reglus Neves Freire (1921–1997) was a
Brazilian educator and philosopher who was a leading advocate of critical
pedagogy.
• He is best known for his influential work Pedagogy of the Oppressed, which is
generally considered one of the foundational texts of the critical pedagogy
movement.
3. Pedagogy of the Oppressed
• In Pedagogy of the Oppressed, Freire, reprising the oppressors–oppressed
distinction, applies the distinction to education, championing that education should
allow the oppressed to regain their sense of humanity, in turn overcoming their
condition. Nevertheless, he acknowledges that for this to occur, the oppressed
individual must play a role in their liberation.
4. • No pedagogy which is truly liberating can remain distant from the oppressed by
treating them as unfortunates and by presenting for their emulation models from
among the oppressors. The oppressed must be their own example in the struggle
for their redemption.
• Likewise, oppressors must be willing to rethink their way of life and to examine
their own role in oppression if true liberation is to occur: "Those who authentically
commit themselves to the people must re-examine themselves constantly".
5. • Freire believed education could not be divorced from politics; the act
of teaching and learning are considered political acts in and of
themselves. Freire defined this connection as a main tenet of critical
pedagogy.
• Teachers and students must be made aware of the politics that
surround education. The way students are taught and what they are
taught serves a political agenda. Teachers, themselves, have political
notions they bring into the classroom
6. • Freire believed that Education makes sense because women and men
learn that through learning they can make and remake themselves,
because women and men are able to take responsibility for themselves
as beings capable of knowing—of knowing that they know and
knowing that they don’t.
7. Banking Model of Education
• The term banking model of education was first used by Paulo Freire in his highly
influential book Pedagogy of the Oppressed.
• Freire describes this form of education as "fundamentally narrative (in)
character” with the teacher as the subject (that is, the active participant) and the
students as passive objects.
• Instead of communicating, the teacher issues communiqués and makes deposits
which the students patiently receive, memorize, and repeat. This is the "banking"
concept of education, in which the scope of action allowed to students extends
only as far as receiving, filing, and storing the deposits.
8. Criticism of the "banking model" of education
• In terms of pedagogy, Freire is best known for his attack on what he
called the "banking" concept of education, in which students are
viewed as empty accounts to be filled by teachers. He notes that "it
transforms students into receiving objects [and] attempts to control
thinking and action, lead[ing] men and women to adjust to the world,
inhibit[ing] their creative power."
9. • The basic critique was not entirely novel, and paralleled Jean-Jacques
Rousseau's conception of children as active learners, as opposed to a tabula
rasa view, more akin to the banking model.
• John Dewey was also strongly critical of the transmission of mere facts as the
goal of education. Dewey often described education as a mechanism for social
change, stating that "education is a regulation of the process of coming to share in
the social consciousness; and that the adjustment of individual activity on the basis
of this social consciousness is the only sure method of social reconstruction".
10. • Freire's work revived this view and placed it in context
with contemporary theories and practices of education,
laying the foundation for what would later be
termed critical pedagogy.
11. Transmission model
• Banking education follows the transmission model of education. This
model views education as a specific body of knowledge that is transmitted
from the teacher to the student. It emphasizes teacher-centric learning
where students are passive absorbers of information and that the purpose
of learning is memorization of facts.
• The transmission model is most often used in university settings as
lectures. When there is a class of over 100 students the easiest method of
education is through lecture where the teacher stands at the front of the
class and dictates to the students.
12. Nel Noddings
• Nel Noddings (born January 19, 1929) is an American feminist,
educator, and philosopher best known for her work in philosophy of
education, educational theory, and ethics of care.
13. Contributions to education
• Ethic of care in education
• In education, the ethic of care speaks of obligation to do something right and a
sense that we must do something right when others address us.
• The "I must" response is induced in direct encounter in preparation for response.
We respond because we want to; either we love and respect those that address
us or we have significant regard for them. As a result, the recipients of care must
respond in a way that demonstrates their caring has been received
14. • In regards to education, caring refers to the relationship between
student and teacher, not just the person who cares. As educators
respond to the needs of students, teachers may see the need to design a
differentiated curriculum because as they work closely with students,
they will be moved by students' different needs and interests. The
claim to care must not be based on a one-time virtuous decision but an
ongoing interest in the student's welfare.
15. Needs in the ethic of care model
• Distinction
• In "Identifying Needs in Education" Noddings (2003) provides criteria for deciding whether a want
should be recognized or treated as a need. This criteria is as follows:
The want is fairly stable over a considerable period of time and/or it is intense.
The want is demonstrably connected to some desirable end or, at least, to one that is not harmful;
further, the end is impossible or difficult to reach without the object wanted.
The want is in the power (within the means) of those addressed to grant it.
The person wanting is willing and able to contribute to the satisfaction of the want.
16. Inferred needs
• The overt or explicit curriculum in education is designed to meet the inferred
needs of students, as they are those identified by teachers or individuals to
improve the classroom learning environment.
• In the ethics of care philosophy, inferred needs are referred to as those that come
from those not directly expressing the need.
• Most needs identified by educators for learners are inferred needs because they
are not being identified by the learners themselves.
• Students' inferred needs can often be identified interactively, through working
with them one on one or observing their behaviour in a classroom environment
17. Expressed needs
• Expressed needs are difficult to assess and address in the classroom
environment, as they are needs directly expressed by learners through behaviour
or words.
• Although expressed needs are difficult to address, educators need to treat them
positively in order to maintain a caring relationship with learners. If expressed
needs are not treated carefully, the individual might not feel cared for.
• Educators should make a consistent effort to respond to a student's expressed
needs through prior planning and discussions of moral and social issues
surrounding the needs
18. Basic (universal) needs
• Basic needs are defined as the most basic needs required to survive
such as food, water and shelter.
• Basic needs and needs associated with self-actualization
(overwhelming needs) co-exist when basic needs are being
compromised over extended periods of time.
19. Overwhelming needs
• Overwhelming needs cannot be met by the usual processes of schooling and include extreme
instances such as abuse, neglect and illness. As well, a student's socioeconomic status (SES) or
dysfunctional family environment can cause them to come to school with needs that cannot be
expressed nor met by educators.
• To help meet those overwhelming needs of students, particularly those in poor neighbourhood,
the ethic of care philosophy dictates that schools should be full-service institutions.
• Medical and dental care, social services, childcare and parenting advice should be available on
campus.
• In turn, students in these situations are often forced into academic courses and fight an uphill battle,
where they have to engage in activities that are difficult to focus on, based on their circumstances
20. Implications for education
• People who are poor, perhaps homeless, without dependable transportation
cannot afford to run all over town seeking such services, and often they don't
know where to begin.
• Despite being aware of the overwhelming needs many students face, we force all
children—regardless of interest or aptitude—into academic courses and then
fight an uphill battle to motivate them to do things they do not want to do
21. Emotion and professionalism in teacher education
• Noddings states that in the teaching profession, the concern takes several forms:
Fear that professional judgment will be impaired by emotions
Professionals must learn to protect themselves against the burnout that may result
from feeling too much for one's students
It has become a mark of professionalism to be detached, cool and dispassionate
22. Educating the whole child
• In the ethic of care model, the aim of education is centered
around happiness. Incorporating this component
into education involves not only helping our students
understand the components of happiness by allowing
teachers and students to interact as a whole community
23. Criticisms of the ethic of Care in education
• One criticism of Noddings' ethic of care, in regards to education, is
that it advocates little importance to caring for oneself, except as a
means to provide further care for others.
• Hoaglard (1991, p. 255) states that the caregiver would be defined as a
"martyr, servant or slave" by the philosophy in the ethic of care.
24. Mary Wollstonecraft
• Mary Wollstonecraft (27 April 1759 – 10 September 1797) was an English
writer, philosopher, and advocate of women's rights.
• Until the late 20th century, Wollstonecraft's life, which encompassed several
unconventional personal relationships at the time, received more attention than her
writing.
• Today Wollstonecraft is regarded as one of the founding feminist philosophers,
and feminists often cite both her life and her works as important influences.
25. • The majority of Wollstonecraft's early productions are about education; she assembled
an anthology of literary extracts "for the improvement of young women" entitled The
Female Reader and she translated two children's works, Maria Geertruida van de Werken
de Cambon's Young Grandison and Christian Gotthilf Salzmann's Elements of Morality.
• Her own writings also addressed the topic. In both her conduct book Thoughts on the
Education of Daughters (1787) and her children's book Original Stories from Real
Life (1788), Wollstonecraft advocates educating children into the emerging middle-class
ethos: self-discipline, honesty, frugality, and social contentment.
• Both books also emphasise the importance of teaching children to reason, revealing
Wollstonecraft's intellectual debt to the educational views of seventeenth-century
philosopher John Locke.
26. • Both texts also advocate the education of women, a controversial topic at the time
and one which she would return to throughout her career, most notably in A
Vindication of the Rights of Woman. Wollstonecraft argues that well-educated
women will be good wives and mothers and ultimately contribute positively to the
nation.
27. Vindication of the Rights of Men
• Published in response to Edmund Burke's Reflections on the Revolution in
France (1790), which was a defence of constitutional monarchy, aristocracy, and
the Church of England, and an attack on Wollstonecraft's friend, the Rev. Richard
Price at the Newington Green Unitarian Church, Wollstonecraft's A Vindication of
the Rights of Men (1790) attacks aristocracy and advocates republicanism.
• Hers was the first response in a pamphlet war that subsequently became known as
the Revolution Controversy, in which Thomas Paine's Rights of Man (1792)
became the rallying cry for reformers and radicals.
28. Vindication of the Rights of Woman
• A Vindication of the Rights of Woman is one of the earliest works of feminist philosophy.
• In it, Wollstonecraft argues that women ought to have an education commensurate with their position in society
and then proceeds to redefine that position, claiming that women are essential to the nation because they
educate its children and because they could be "companions" to their husbands rather than mere wives.
• Instead of viewing women as ornaments to society or property to be traded in marriage, Wollstonecraft maintains
that they are human beings deserving of the same fundamental rights as men.
• Taught from Infancy period
• Equality between sexes
• Co-education
• Sensibility
29. • Some Thoughts Concerning Education (1693) are echoed in Wollstonecraft’s conception
of morality and the best manner to inculcate it in individuals at the earliest possible age.
• Other continuities between her Thoughts on the Education of Daughters and
the Vindication include her insistence that girls and young women be made to acquire
‘inner resources’ so as to make them as psychologically independent as possible.
• Ultimately, she wanted children and young people to educated in such a way as to have
well balanced minds in strong and healthy bodies. That mind and body needed to be
exercised and prepared to face the inevitable hardships of life is the fundamental point of
her of her pedagogical works (Tomaselli 2020).
30. Savitribai Phule
• Savitribai Phule (3 January 1831 – 10 March 1897) was an Indian social
reformer, educationalist, and poet from Maharashtra.
• She is regarded as the first female teacher of India.
• Along with her husband, Jyotirao Phule, she played an important and vital
role in improving women's rights in India.
• She is regarded as the mother of Indian feminism.
• Phule and her husband founded one of the first Indian girls' school in Pune, at
Bhide wada in 1848.
31. • She worked to abolish the discrimination and unfair treatment of people
based on caste and gender. She is regarded as an important figure of the
social reform movement in Maharashtra.
• A philanthropist and an educationist, Phule was also a
prolific Marathi writer.
• Savitribai Phule who was a staunch feminist started Mahila Seva
Mandal in 1852 to educate women about their rights, dignity and social
issues.
32. Educational Efforts
• She started teaching girls in Maharwada in Pune with Sagunabai, a
revolutionary feminist and Jyotirao’s mentor.
• Soon, Savitribai, Jyotirao and Sagunabai started their school at
Bhide Wada.
• The curriculum of the school was based on western education and
included mathematics, science and social studies.
33. Social Work
• A staunch feminist, Savitribai, in 1852, started Mahila Seva Mandal to educate women about their rights,
dignity and social issues.
• She had even organised a barbers’ strike in Mumbai and Pune to protest the custom of shaving
heads of widows.
• In 1873, Jyotirao founded a social reform society called Satyashodhak Samaj and Savitribai was its active
member. The community included Muslims, non-Brahmins, Brahmins and government officials.
• It aimed to free women and other less privileged people from caste and gender oppressions.
• Along with Jyotirao, she worked tirelessly during the 1876 famines and launched 52 free food hostels in
Maharashtra.
34. Personal Life
• The couple was childless.
• In 1874, they adopted a boy from a Brahmin widow, Kashibai.
• Through this the couple wanted to send a strong message to the regressive
society.
• Their adopted son, Yashawantrao, grew up to become a doctor.
35. Interesting Facts
1. In 1863, Jyotirao and Savitribai started the first-ever infanticide prohibition home in India called Balhatya
Pratibandhak Griha. It helped pregnant Brahmin widows and rape victims deliver children.
2. Savitribai was very vocal against caste and gender discriminations. She wrote two books Kavya Phule in 1854 and
Bavan Kashi Subodh Ratnakar in 1892 which are compilation of her poems.
3. Savitribai and her husband established two educational trusts — the Native Female School, Pune, and the Society for
Promoting the Education of Mahars, Mangs and others.
4. The educationist and social activist was an inspirational figure to young girls. She also encouraged them to write and
paint. Her student Mukta Salve became an icon of Dalit feminism and literature.
5. To increase attendance in her schools, Savitribai would give stipend to children. She held parent-teacher meetings to
create awareness among parents on the importance of education.
36. • Savitribai Phule opened ‘Infanticide prohibition house’ care centre for pregnant
rape victims and helped them to deliver their babies.
• She put up boards on streets about the “Delivery Home” for women, who were
forced for their pregnancy.
• The delivery home was called “Balhatya Pratibandhak Griha”.
37. • Savitribai Phule worked towards abolishing the caste-based and gender-based
discrimination in the Indian society.
• In 1852, Jyotirao Phule and Savitribai Phule were felicitated by the government for
their commendable efforts in the field of education and other social causes.
• In 1897, Savitribai Phule with the full support of her son, Yashwantrao Gupta,
opened a clinic to treat those affected by the pandemic of the bubonic plague when it
appeared in the area around Nallasopara. As per records, she used to feed two
thousand children every day during the time of the epidemic.
38. • Two books of her poems were published posthumously, Kavya Phule
(1934) and Bavan Kashi Subodh Ratnakar (1982). Savitribai Phule
wrote many poems against discrimination and advised to get educated.
Being a poet and a philosopher and wrote on the importance of
education and knowledge and removal of caste discrimination.
• In 2015, the University of Pune was renamed as Savitribai Phule Pune
University to her honour deeds.
39. • Savitribai Phule fought against all forms of social inequalities for any
section of the society.
• They even moved by the plight of untouchables in the society. As
untouchables were not allowed to take out water from the wells, meant
for the upper caste.
• So, Savitribai Phule and Jyotiba Phule started their own reservoir of
water for the untouchables in the vicinity of their house.