| Topic: |
Sociology > Education |
| User: |
"Dr. Jai Maharaj" |
| Date: |
14 Sep 2005 09:05:23 PM |
| Object: |
JUNKING RAJIV'S EDUCATION POLICY |
Junking Rajiv's education policy
By J. S. Rajput
Editorial
The Pioneer
Thursday, September 15, 2005
Sensitivities of the Indian diversities can never be
ignored in any genuine, non-political and professional
attempt to reform education. For the last over one year,
too much has been made of the so-called gross
misadventure made in the year 2000 when a new curriculum
frame work for school education was presented to the
nation.
What caused much anguish to a select group of Left-
intellectuals included recommendation regarding making
children aware of the basics of all the religions of
India; to know the commonalities and learn to respect
differences wherever these exist. The other aspect that
alerted the Marxists was the emphasis on values; that
truth, peace, nonviolence, right conduct and love become
an integral part of the entire process of teaching and
learning in schools.
A sympathetic 'national' media was standing-by in full
support. Obviously, some of them had no idea what was
indeed the meaning of a curriculum framework or, was it
in any way different than the syllabus! There were
suggestions in the curriculum framework on the importance
of Sanskrit, reference to astronomy and a mention of
Vedic mathematics. To those who derive their intellectual
sustenance from the creators of now late-lamented USSR,
this was a heady cocktail of communalism and a great
danger to the very foundation of Indian democracy;
secularism!
It was clearly pointed out in the process of curriculum
reforms initiated and clearly mentioned in the main
document itself that all steps had to be taken to ensure
that no personal prejudices, biases or perceptions were
allowed to distort the real purpose of bringing in the
basics of the religions. Under no conditions, rituals,
dogmas and superstitions were to be propagated in the
name of basics of religions, which alone were to be
focused. The idea was to inculcate respect for religious
faiths other than ones own and thus eliminate mutual
distrust and intolerance.
Not satisfied with the prolonged attack through media and
meetings, the issue was taken up in the highest court of
India. The Supreme Court analysed the contents of the
proposed educational reforms and delivered a historic
judgment on September 12, 2002. The following from this
judgment appears relevant in the context: "The complete
neutrality towards religion and apathy for all kinds of
religious teachings in institutions of the state have not
helped in removing mutual misunderstanding and
intolerance inter se between sections of people of
different religious faiths and beliefs... Secularism,
therefore, is susceptible to a positive meaning that is
developing understanding and respect towards different
religions... Study of religions, therefore, in school
education cannot be held to be an attempt against the
secular philosophy of the Constitution."
Religions are a reality, whether one likes it or not. Can
any educational reform process deny that India in a
multi-religious society, every one of its citizens needs
to learn to live together and work together? Everyone has
to accept and internalise that Indian state is secular
and the Indian society is religious. There is no
contradiction between the two. Secularism can surely be
strengthened if it draws upon the common moral, ethical
and humanistic values, which are a necessary part of
every religion. Why should the future generation forget
what happened to the USSR which had vanished religions
and locked all the places of religious worship and
prayers?
The well-identified group of individuals shouted
themselves hoarse that the educational reforms initiated
in the year 2000 were against the National Policy of
Education 1986, revised in 1992. This, of course was a
part of the Marxist strategy to repeat a lie till people
get fed-up and in disgust, if not for other reasons,
accept it! Not a single violation of the policy approved
by Parliament was pointed out in specific terms. No
organisation, religious, cultural or educational, pointed
out any violation or any description that was in favor of
one group against any other. A motley crowd of those who
were accustomed to the perks of power for decades
together and suddenly found themselves out of it,
continued to spread venom and lies with resource inputs
from their ideological masters.
It needs no astrology to predict their great enthusiasm
and joy when a sudden turn of events restored them their
favorite institutions and the power and authority to
manage and administer them. They were in a tearing hurry.
Has any one ever heard of a sixth grader being provided
for with additional text books of history and expect
him/her to correct the 'communal' content of the text
book in the bag after consulting the 'secular' text book
in the library kept there for this very purpose! Can any
country be located which insists on re-introducing text
books written four decades ago in any subject and of any
grade? Only India could claim this!
History and historians were in the focus of the debate,
discussions and dissensions of the last five years in
education. To some who reigned for decades together in
all aspects of history and institutions dealing with it,
it was a question of life and living. Nothing else in
education was of any significance to them. This lot was
extremely happy when the old history books were brought
back. Then there are committees, committees and more
committees; no dearth of placements and meetings. Who
cares about the policy and the manner in which it is
changed? Otherwise how can those who swear by the name of
Rajiv Gandhi become a party to the violation of the NPE-
1986, which was one of his most progressive and visionary
contributions?
Half a page specifically devoted to value education in
Rajiv's Education Policy vanishes totally in the 2005
'prescriptions', which deliberately avoid focus on value-
based education. NPE-1986 had emphasised the need for
research in Indology, the search of the country's
treasure of ancient knowledge and relating that knowledge
to the modern reality. All this stands totally wiped out.
The NPE-1986 shows its commitment to the development of
facilities for the intensive study of Sanskrit while the
current government's secular educational 'products'
betray their animosity to the policy by just remaining
practically silent about Sanskrit.
While policy desired inclusion of Yoga in all school
programmes, now it shall just remain a term listed along
with games sports and health education. The focus of the
1986 policy on learner attainments was reflected in the
policy directive that minimum levels of learning shall be
laid down stage wise. It was done for primary stage and
usefully implemented in various states. Those who opposed
it all along have now found it impractical and
pedagogically unsound, hence rejected.
Fundamental duties have also met the same fate. These
were included in the Constitution during the times of
Indira Gandhi as Article 51(A). Only Rights shall be
emphasised. How the two can be separated will have to be
determined by some NGO's who would deserve liberal
financial support in near future. In that respect the
proposed changes in education are certainly future-
oriented and reassuring to the NGOs that liberal funding
would not be in short supply and they can rest assured of
'better' opportunities to serve the nation.
The best that the stakeholders in education can do is to
peruse the new proposals in education a bit carefully.
The NPE-1986/92 expresses a resolve not to permit new
generations to break away from their roots of ancient
Indian history and culture and reiterates the
determination to encourage young students to discover and
interpret in their desired manner and form their own
perspectives.
This was formulated by a government, which had the
biggest-ever electoral mandate to rule the country. It
was not dependent on the 'support from outside'. That
Education Policy stands totally rejected now. Instead,
India is now presented as a multi-national country
fragmented on the considerations of religion, caste,
groups, class and what not. This is what people get when
they throw a fragmented mandated and power comes on the
crutches of the 'Left'! And when Left supports power, it
is only a self-support, whatever be the disguise!
More at:
http://www.dailypioneer.com
Jai Maharaj
http://www.mantra.com/jai
Om Shanti
Hindu Holocaust Museum
http://www.mantra.com/holocaust
Hindu life, principles, spirituality and philosophy
http://www.hindu.org
http://www.hindunet.org
The truth about Islam and Muslims
http://www.flex.com/~jai/satyamevajayate
The terrorist mission of Jesus stated in the Christian bible:
"Think not that I am come to send peace on earth: I came not so send
peace, but a sword.
"For I am come to set a man at variance against his father, and the
daughter against her mother, and the daughter in law against her mother in
law.
"And a man's foes shall be they of his own household.
- Matthew 10:34-36.
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