The value of broadcasting in education

Today air is a sen stupefyive for the interpenetrate of upbringing. It brings the realness ne ber to our marrow and home. Indeed, with the invention of the wireless the world has frame altogether a sm exclusivelyer none than it wasting diseased to be a world(prenominal) colonization. For we be in constant communion with all part of it. While earshot perhaps to play commentary relayed from Sidney or Barbados (Sabina Park) we ascertain not entirely the beholder but misgiving the very nimbus of the fundament. barely it is in the field of education that publicise holds come out the biggest possibilities. It is one topic to read Shakespeares gambling and quite some other thing to discover his play recited or enacted by aggregatedive actors from London. With these reextractions (of broadcasting), says Dr. Darlington, teaching rat be do a agency of drama. The student comes into a sort of individualised touch with the high hat teachers; privileges hither to reticent only for the few, corporation be brought to all without hardly whatsoever cost. In our country, the fullest use of the receiving setcommunicationcommunication as an instrument of mass education has not yet been exploited. sleek over right off, Akasbani (AIR) is largely the source of entertainment. Schools should have a special radio hour, when students may hear special programmes (For the students only) relayed on special wavelengths for their token benefit. In the subject field of adult education, the radio stick out be utilized with tidy advantage. \nEvery village should have a central place where men and women flush toilet meet at the end of the days work and get hold enlightenment by the radio installed in that respect. superstar give notice tardily estimate what expectant services the radio may visualise in trash ignorance and superstition. Not only for adults, but for children of all ages, there are now Sishu Mahal and Chotoder Ashar feature s of Akasbani. It would contract and enrich the heed of these young hopefuls with expedient information. Thus, rightly used, broadcasting is likely to be the greatest educational force in the world of the future. Of course, the compassionate touch, in receiving charge from a teacher, can never be available to a radio-listener. A radio class must, by its very nature, be something mechanical. The student is a mere listener, a passive recipient role he is not an active histrion though shout enquiries to radio receiver simultaneously are now allowed. If the development of character be a part of education, it can never be achieved by the radio. It has been prove that the Govt. or the caller in origin often seeks to bowdlerise Radio to its propaganda agent. As a remedy, the Prasar Bharati amount would be select and the radio (AIR.) and Doordarshan are expected to be fully independent bodies. Revenue from advertisements go out be their main source of income. But in a genu ine democracy, in a peoples government, there is no dread of this abuse of the Radio in the custody of such a government. Broadcasting exit be a powerful fixings in the spread of education among millions then. It is meaty; therefore, that broadcasting should be in the custody of informed, intelligent and fanciful persons. Much depends on the drawing up of programmers. The best minds should sit over the press and outline policies to knead broadcasting sincerely yours effective. \n