A GANDHIAN PERSPECTIVE: NAI TALIM AS A FRAMEWORK FOR HARMONIZING CURRICULUM, PEDAGOGY AND COMMUNITY ENGAGEMENT IN QUALITY TEACHER EDUCATION

Abstract

Nai Talim, Mahatma Gandhi's educational philosophy, focuses on experiential learning, self-sufficiency, and community involvement. This paper examines the promise of Mahatma Gandhi's Nai Talim (Basic Education) as an integrated model for solving quality issues in modern teacher education. An effective teacher education model should go beyond memorization to develop critical thinking, practical experiences, and moral values. By balancing theory and practice, Nai Talim inspires prospective teachers to integrate subject matter with life skills and the needs of society. This way, it produces reflective practitioners who engage actively with the local communities and solve actual problems. It contends that Nai Talim's integrated model, which unites curriculum, pedagogy, and community work, presents a sustainable alternative for building quality teachers. Through focus on work-based learning, social responsibility, and ethical development, Nai Talim transcends conventional rote learning practices. The article explores how certain tenets of Nai Talim, including productive craft, self-reliance, and community service, can be applied and translated into contemporary teacher training curriculum. It suggests a curriculum that encourages experiential learning, critical thinking, and extensive understanding of social contexts. Finally, this paper proves that Nai Talim offers an effective avenue to develop teachers who are not just learned but also socially aware and actively involved in their communities, thereby improving the quality of education overall.