Pandit Iswar Chandra Vidyasagar contribution for the development of teacher education in general and science teacher education in particular were investigated. Analysis of primary and secondary data clearly evinced that Vidyasagar considered science education as the fourth” R” in the education curricula and attempted to develop rational thinking and superstition free conscience among the trainee-teachers of Sanskrit college. Vidyasagar was deeply influenced by scepticism, utilitarianism and positivism of the European radical philosophers. For development of scientific spirit among the student he proposed the study of Mills logic especially inductive logic and principles of scientific investigation as proposed by Bacom. Introduction: Iswar Chandra Vidyasagar is well known as a radical social and educational reformer of the 19th Century Bengal. His social reforms are of great historical importance and contributed significantly towards the shaping of modern Indian society. His educational reforms laid down the foundation stones for the vernacular and national educational policy of pre and post-independent India. There are several historiographical account of social and educational reforms envisioned by Vidyasagar (Sarkar, 1970; Poddar, 1970; Ghosh, 1973; Tripathi, 1974; Sen, 1977) but critical analysis of Vidyasagar’s contribution to teacher education in general, and science teacher education in particular is lacking.
Cite this article:
Bimal Mondal. Role of Pandit Iswar Chandr Vidyasagar in the Development of Science Teacher Education in 19th Century Bengal: Relevance to Present Day. Research Journal of Humanities and Social Sciences. 2021; 12(3):137-0. doi: 10.52711/2321-5828.2021.00022
Bimal Mondal. Role of Pandit Iswar Chandr Vidyasagar in the Development of Science Teacher Education in 19th Century Bengal: Relevance to Present Day. Research Journal of Humanities and Social Sciences. 2021; 12(3):137-0. doi: 10.52711/2321-5828.2021.00022 Available on: https://www.rjhssonline.com/AbstractView.aspx?PID=2021-12-3-2
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