The book titled "Education in Emerging Indian Society" has been written to meet the course requirement of B.Ed. and M.Ed students according to the U.G.C. norms. The book also serves as a reference text to U.G.C-N.E.T aspirants. The authors have made a critical survey of philosophy and sociology of Education in a unique style of presentation. The emerging Indian society owes gratitude to the entire world in general, but the western world in particular, for their inputs of philosophical and sociological ideas in so far as the western type of education in our schools in India is concerned. Besides, the world has also benefited from Indian philosophy, knowledge, wisdom, mathematics and technology. Both the messages are presented, clarified, analysed, synthesized and elaborated in four sections in which this book is divided.

The book also deals with perspectives on sociological basis of education and contributions of great religions-Jainism, Buddhism, Sikhism, Islam and Christianity-are also highlighted.

It is hoped that students as well as teachers will find the book educative, interesting and inspiring.

A. S. Thakur is a distinguished "teacher, researcher and administrator. He has taught in universities overseas and in India and written over twenty books on various aspects of education. Many of his articles on education have been published in reputed journals. He was the Dean of Education, University of Maiduguri, Nigeria. He has been actively involved in guiding the private enterprise in establishing Colleges of Education in Himachal Pradesh.

Sandeep Berwal is a young, enthusiastic teacher with dedication towards teaching profession. He has been contributing articles and research papers on problems of education in journals of repute. Beside teaching, he is actively involved in programmes pertaining to rehabilitation and empowerment of the disabled. He is also involved in guiding U.G.C-NET/SLET aspirants.

The book, Education in Emerging Indian Society, is written for the B.Ed. and M.Ed. students following the U.G.C. norms. The title of the book appears to be somewhat mirage-like. But as readers, teachers and students examine the contents, they are likely to receive two main messages through the variety of topics. The first message is that emerging Indian society owes gratitude to the entire world in general, but the western world in particular, for their inputs of philosophical and sociological ideas in so far as the western type of education in our schools in India is concerned. The second message is that the world has also benefited from Indian philosophy, knowledge, wisdom, mathematics and technology. Both the messages are presented, clarified, analysed, synthesized and elaborated in four sections in which this book is divided.

In Section I of the book are discussed meaning, nature, objectives and agencies of education. Education in the western world is examined for its progressive trends and relevance to our needs. Indian thought in the Vedic times is presented and evaluated for its contributions to knowledge and wisdom. These systems of thought have made their unique as well as general contributions. Philosophy and education are examined individually and as interrelated subjects. The major traditional schools of philosophy-Realism, Idealism, Naturalism and Pragmatism-are analysed in terms of aims of education, institutions of learning, roles of pupils, expectations of teachers, curriculum considerations and relevance to our needs. The views on education of Realists like Aristotle and philosophy like Jainism, of Naturalists like Rousseau and Tagore, of Idealists like Socrates, Plato and Advaita philosophy and of Pragmatist like Dewey are examined for their universality and specificity.

Section II presents and analyses the views on education of Indian and western philosophers like M.K. Gandhi, Giju Bhai, Vivekananda, Froebel, Montessori, Parmahansa Yogananda and Bertrand Russell. The feeling one gets is of intellectual elevation and spiritual purification. One also reaches the end of the dark tunnel and finds the light for making meaningful educational decisions, even on such a sacrosanct topic as the Directive Principles of our Constitution. Sufficient material is discussed on topics like secularism, democracy and socialistic pattern of society.

Section III deals with perspectives on sociological basis of education. Topics are presented in accordance with the old and the new approaches to sociology of education. Special problems like emotional and national integration are examined. The important issue of acculturation through education is studied. Contributions of great religions-Jainism, Buddhism, Sikhism, Islam and Christianity-are highlighted. It is observed that, by and large, common messages are given by all the religions-messages of love, truth, non-violence, charity and faith in God can be heard loudly and clearly provided we are receptive. The philosophy behind Indian festivals is analysed and found to be eclectic in approach, aiming at harmony among people of different religions.

Section IV reflects on the new social order and efforts made by various governments and international agencies to banish illiteracy, particularly from the disadvantaged section of the society. Distance education is discussed in some details as a novel experiment.

The authors have approached each topic carefully so that students and teachers are stimulated to go through the book for meeting the course requirement. But, equally important is our hope that readers will also find the book to be a source of great ideas, examined critically. clarified substantially and supplemented where inadequate. It has been endeavoured to make the book a definitive exercise on the subject of Education in Emerging Indian Society.

**Contents and Sample Pages**