Volume-XII, Issue-II, March 2026 |
পশ্চিমবঙ্গের দ্বিতীয় শ্রেণির শিক্ষাব্যবস্থায় ‘সহজপাঠ দ্বিতীয় ভাগ’কে কেন্দ্রে রেখে ‘আমার বই’ নির্মাণ কৌশল: পর্যবেক্ষণ ও মনস্তাত্ত্বিক বিশ্লেষণ সেখ সামিম আলি, গবেষক, বাংলা বিভাগ, বিশ্বভারতী, শান্তিনিকেতন, পশ্চিমবঙ্গ, ভারত |
Received: 25.03.2026 | Accepted: 27.03.2026 | Published Online: 31.03.2026 | Page No: | ||||
DOI: 10.29032/ijhsss.vol.12.issue.02W. | |||||||
The Construction Strategy of Amar Boi in the Second Grade Education System of West Bengal with Special Reference to Sahaj Path (Part II): Observation and Psychological Analysis SK Samim Ali, Research Scholar, Department of Bengali, Visva-Bharati, Santiniketan, West Bengal, India | ||
ABSTRACT | ||
Rabindranath Tagore’s 'Sahaj Path – Part II' has been placed at the center of the West Bengal Government’s Class II textbook 'Amar Boi'. In 'Sahaj Path', vowels and consonants are taught through verse. In addition, elements of prose, poetry, rhymes, stories, and even mathematics can also be observed. Like 'Sahaj Path', 'Amar Boi' also incorporates a child-centered approach to education. For any kind of learning, language education and the development of linguistic expression are extremely important. Therefore, placing 'Sahaj Path – Part II' at the core of 'Amar Boi' is a very significant step for fostering both language learning and expressive skills. In 'Sahaj Path – Part I', the use of rhythmic or lyrical prose is seen throughout. However, toward the end of 'Sahaj Path – Part II', features of standard prose and narrative storytelling begin to appear. While teaching conjunct consonants, both pronunciation and writing methods should be taught. A significant number of conjunct consonants can also be observed in Tagore’s 'Sahaj Path'. The familiar words and known subjects presented in 'Sahaj Path' have also been connected to the teaching of the English language. In the process of learning a second language, there is a clear effort to base instruction on the child’s real-world language—that is, their first language—while also taking into account the characteristics and diversity of the region. In the construction of 'Amar Boi', an integration of mathematics and language has been achieved. A similar integration of language and mathematics can also be observed in Tagore’s 'Sahaj Path'. Teachers are expected to practice and present the lessons in such a way that students feel the teacher is learning along with them. At the same time, teachers should try to learn something from the children as well. Following the model of 'Sahaj Path', the first part of 'Amar Boi' primarily provides nature-centered education to children. In the second part, children learn about society, and in the third part, a blended understanding of both society and nature is developed. Therefore, 'Sahaj Path' can rightly be considered the central foundation of 'Amar Boi'. | ||
Keywords: Lyrical prose, Child centered, Sahaj Path, Amar Boi, Integrated learning. |