Hindu dharma is implicitly at odds with monotheistic intolerance. What is happening in India is a new historical awakening... Indian intellectuals, who want to be secure in their liberal beliefs, may not understand what is going on. But every other Indian knows precisely what is happening: deep down he knows that a larger response is emerging even if at times this response appears in his eyes to be threatening.

Saturday, March 22, 2008

Evolve a system of education in tune with national ethos

The Akhhil Bharatiya Pratinidhi Sabha (ABPS) is of the opinion that the education system of a country should fulfill the aim of all-round development of the personality of the individual, inculcate a feeling of national pride and social responsibility and contribute to the needs of national development. But our education system has by and large failed on all these counts.

It is unfortunate that no effort was made after Independence to revamp the system of education in tune with national ideals, aspirations and needs. Several commissions and committees were set up, valuable recommendation were submitted but owing to lack of political will, no sincere attempt was made to implement them. The Kothari Commission report lamented that schools and colleges in the country remained indifferent towards the great task of national reconstruction. There was no perceptible change in the situation even after the submission of the report.

The ABPS opines that the present degeneration in the field of education is the natural consequence of the directionless policies pursued all these years. The objectives of inculcating moral and spiritual values and character building, which is the heart of education, have suffered total neglect despite the recommendations of several committees and commissions.

Instead of creating a sense of pride and respect for the cultural heritage and national heroes, a curriculum was adopted which heaps insults and invectives on them. The NCERT textbooks, which contain objectionable references to great personalities and certain communities, the obscene and derogatory comments on the Hindu deities in the IGNOU textbooks, the ugly and distorted depiction of Bhagwan Sri Ram, Hanuman, Lakshman and other personalities who are regarded as the very embodiment of noble virtues, in the Delhi University syllabus are examples of this kind. The ABPS condemns the decision of the UPA government to introduce these books as well as the machinations of the perverted minds aimed at defiling the objects of faith and reverence. However, it is gratifying that the Delhi High Court has given a verdict to delete all the 75 objectionable references. The ABPS compliments the role of Shiksha Bachao Andolan in forcing the government to retract some of its steps both through relentless legal fight and building up powerful public opinion.

Whereas character building and imparting self-control through disciplining of body and mind should be the main objective of education, the Central Government is initiating steps to introduce sex education for innocent boys and girls on the ground that it is essential to fight the AIDS menace. Bowing to the strong public pressure and opposition from the saints in particular, several state Governments have decided not to introduce it in their states. Their decision deserves to be welcomed. But it is regrettable that the Central Government is adamant on continuing with it.

Thanks to the process of globalisation set in motion during the last one and half decades, commercialisation/marketisation of education have gained momentum. Foreign educational institutions are fast proliferating in the country. While there has never been any restriction on the free flow of knowledge in our country, the entry of “Foreign Educational Service Providers” in a big way with purely commercial motives is a matter of concern. The ABPS is of the considered opinion that due precaution must be taken to see that their entry will not in any way affect our national interests.

Taking advantage of the current trend of privatisation within the country, effort is on to convert education into a profitable business. The rising cost of education portends the danger of widening the gap of social inequality by making education unaffordable for students from the economically weaker sections of the society. The high rate of dropouts at the primary level is another matter of concern. Since most of these children belong to the socially backward classes, the objective of creating an inclusive and harmonious society remains a distant dream.

The ABPS also expresses concern over the growing influence of hollow minorityism in the field of education. Through measures like 50 per cent reservation to Muslim students in Aligarh Muslim University, setting up of Minority Education Commission, granting of special concessions to minority institutions, special provision for free coaching for the Muslim students appearing for UPSC examinations, pre-metric scholarship for Muslim students provided in the 2008-2009 budget, the Government is promoting communal divide in the education field.

The primary requirement of the education system of an independent and self respecting nation is that education be imparted through the national languages. But in our country even after 60 years of Independence not only the domination of English continues but its hold is tightening. The recently constituted National Knowledge Commission (NKC) has also given excessive importance to English language. The ABPS considers it a wishful thinking on the part of the NKC that the society can be transformed into a knowledge society only by teaching English.

It is the considered opinion of the ABPS that:
  • The purpose of education is not merely to enable the student to earn livelihood but also to impart values of patriotism, spirit of service and social responsibility.
  • Effective measures should be taken to check school dropouts.
  • Medium of education must be Bharatiya languages. Excellent knowledge of Hindi as National Link Language should also be given. Working knowledge of anyone foreign language (English, French, German, Russian, Japanese, Chinese, etc.) be given.
  • Excessive importance given to English in all spheres of governmental activity must be ended.
  • What is needed for the children is character building education, and not sex education.
  • Government needs to take effective steps to curb commercialisation.
  • Minorityism in education shall be discarded.
  • Due importance must be given to national languages and especially to Sanskrit which is the repository of a vast treasure of knowledge.
In view of the crucial importance of education for national development, it is necessary to keep it free from the influence of changing political situations as well as bureaucratic control. Hence, ABPS urges that an independent and autonomous Education Commission be created which will look at education in a comprehensive manner and monitor the implementation of educational policies.

The ABPS calls upon the educationists, teachers, policy makers, all the State Governments and the Central Government to initiate a serious debate on this subject and evolve a system of education which will produce a new generation full of confidence and spirit of national pride, who will achieve spectacular success in every field and carry the nation to the pinnacle of all round development.

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At 8/02/2008 05:30:00 AM, Blogger SPChela said...

The question of culturally specific educational curriculum and syllabus is a very important one.

India is not like any other country for it can boast a complete and ancient system of knowledge, the Veda, as well as the most cultured civilisation on earth, Sanatana Dharma.

India since the British rule have adopted the western educational model which is an urban based system.

The bulk of Indians are rural based and not urban. Hence what is the point of having an urban based educational system?

There is no need for India to adopt the western consumer based urban educational system when we have Vedic culture and knowledge to draw on.

More emphasis needs to be placed on rural based education that is culturally specific to India. It also needs to be more apprentiship based so as to train the children of our rural communities so as to primarily staunch the 'urban migration' of rural youth.

India has the intelligensia and the knowledge base to create a world leading education system that not only offers the standard qualifictations but also supports Vedic / Traditional qualifications as well.

The question of minoritism will be addressed when all are given equal support and opportunities.

Once Indians are being trained in Vedic culture via Vedic knowledge it will provide a very healthy and safe place for Indians to live their culture.

Individuals who do not wish to participate in traditional Indian culture may then choose where they would like to live.

India must re consider its present education and regain its original tradtional values and heritage.

Every Indian knows about Sanatana Dharma and so should the rest of the world. India needs to stand up and be counted as having the most ancient and civilised culture on earth.

The western history books, media and academia would like to cover this fact and hide it from the masses but India must prove that the claims of the western academics and historians in western text books are falsehoods and misconceptions.

Indian text books need to be rewritten to show that instead of their western discriminatory hypothois - that culture and civilisation migrated into India - When in fact it migrated out of India!

India must change back to Sanatana Dharma and stand proud of their heritage and culture.


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