The perspective of looking at certain stalwarts of the Indian Freedom Struggle revolves around their acts which shaped times they lived in. These acts were widely considered as reactions to the prevailing discrepancies in the country’s social, political, economic and religious life. Consequently, the philosophical basis behind such action could not be elaborately and extensively articulated or analysed and thus, what ensued was a crude description of personalities. So seemed to be the case of Babasaheb Dr. Bhimrao Ambedkar (1891–1956) who was recognized as a social reformer and political leader with a vision of social, political and economic inclusion of the Depressed Classes (Dalits) in mainstream society. But his ability to question the structures of society and religion which had come from consciousness developed out of education, remained neglected in academia for a long time. After significant recent work became available regarding views on education, he was accepted as an ‘educator’. However, the influence of his educational philosophy in the nation-building process needs to be further explored since he opposed the dominant nationalist discourse.

看印度自由斗争的某些坚强者的观点围绕着影响他们生活时代的行为展开。这些行为被广泛认为是对该国社会，政治，经济和宗教生活中普遍差异的反应。因此，这种行动背后的哲学基础无法得到详尽和广泛的阐述或分析，因此，随之而来的是对人格的粗略描述。Babasaheb Bhimrao Ambedkar博士（1891-1956）的情况似乎如此，他被公认为社会改革者和政治领袖，其愿景是将社会中的抑郁阶层（Dalits）纳入社会，政治和经济范围，并将其纳入主流社会。但是他质疑社会意识和宗教结构的能力源于意识，这种能力源于教育，长期以来一直在学术界被忽视。在关于教育观点的最新重要工作可用之后，他被接受为“教育家”。但是，由于他反对占主导地位的民族主义话语，因此需要进一步探讨他的教育哲学在国家建设过程中的影响。