India’s Education System: A Strict Adherence to Western Doctrines

It occurred recently when I was reading a discussion on Linkedin.com.  I attempted to make sense of what was being written in that thread.  I struggled and …..failed.  They were expressing their sincere views about the importance of education, and how to deliver the better education so as to prepare students of India to face the challenges of 21st century. Though I also felt that the whole issue and underlying issues they were trying to decipher no doubt are strong indicators of the heart-felt dissonance & chronic frustration among the academic fraternity in India. I wrote there that I would imagine that their expressions in that thread & similar discussions were just the tip of ice-berg.  But the discussion provoked a question in my mind and I dared to ask this:

What would you teach by-the-way?

(I continued on Linkedin discussion….)

Please don’t feel offended. I just wish to point out to–what is being fed with existing education system. Everybody knows it is not correct and knowledge is not being imparted, ONLY FILTERED contents are being allowed to be taught.  How would you cut loose, when the system has been very carefully designed to limit what is to be taught?

1.  For example, Western scholars devised an ethnocentric scheme to explain a phenomenon—one that India’s first prime minister, Jawaharlal Nehru, and many other modern Indian intellectuals came to accept– that a previous European people must have once existed, an Indo-European race upon which the world, and India, drew for its linguistic roots and genetic stock. This was propounded as Aryan Invasion Theory. A theory which still had not been substantiated and probably would never be. But we have surrendered to such blindly theories without even thinking of challenging them. One, Max Muller comes (in fact, never comes to India) and imagines something, and it becomes a universal truth for we, Indians. How?

Similar distortions and interpretations were allowed with our historical chronology. No researcher among us is coming with the work that could reverse the damage done to the story called India. Till date, we are hooked up with European ethnocentrism, colonialism, racism, and anti-Semitism and what they wished us to believe and teach.

2.  Now look at the enigma left by Charles Darwin. His theory is simple, perhaps even too simplistic. Life on Earth has evolved through a series of biological changes as a consequence of random genetic mutations working in conjunction with natural selection. One species gradually changes over time into another. And those species that adapt to changing environmental conditions are best suited to survive and propagate and the weaker die out, producing the most well-known principle of Darwinism—survival of the fittest.

The theory has been taught to children for generations. We have all learned that fish changed into amphibians, amphibians became reptiles, reptiles evolved into birds, and birds changed into animals. However, it is far easier to explain this to school children—with cute illustrations and pictures of a lineup of apes (beginning with those having slumped shoulders, transitioning to two that are finally standing upright)—than it is to prove.

Darwinism is the only scientific theory taught worldwide that has yet to be proved by the rigorous standards of science. Why it is being taught as proven ‘Scientific Fact’ world over and in India too? How many scientists and researchers from India are choosing to challenge the Darwin’s Theory of Evolution? There is no debate among us about ‘Tao of Physics’ Verses ‘Origin of Species’.

3.  Add to agony, and we find that our own Archaeological Research is lagging at least 100-150 years behind the work done world over. How less we as academics know about ancient Harappan civilization of the Indus Valley and Mohenjo-Daro? Forget about ‘Mahabalipuram’ and the like and where do they fit in our indigenous chronology of historical events.

But how far does the ‘Knowledge Filter’ go?  How much of the actual history of India still lies in the dustbin created by Western ethnocentrism, colonialism, and scientific materialism?

4.  At what point till his/her graduation, a student of science is being ‘introduced’ to the Neil Bohr, Heisenberg, and the works of other prominent Quantum Physicists? When about the famous thought experiment of ‘Schrödinger’s cat’….and the like?

When would they be introduced to alternative worlds of science? When would they be told that there is science beyond the ‘Newtonic Physics’? So on…?..??

5.  Though times have changed. And the ‘Transfer of Technology’ is a bit faster than previous decades, BUT the ‘Transfer of Knowledge’ of all type is still very slow to India, especially if it is a newer knowledge and challenges the pre-conceived notion of knowledge in any field.

India, with her treatment by the West and her acquiescence to that treatment, typifies the way in which Western intellectualism conquered the world. Call it the “West is best” model: a strict adherence to European doctrines.

I personally am of the opinion that the system can’t be changed by mere wishful thinking from any body or any section in the society. It could possibly be changed by directly challenging it, but with solid, independent ‘Original’ works by intellectuals and researchers from India.

Somewhere I feel that it is about cutting loose. Then we would be able to teach whatever it needs in this century and centuries to come. No help be needed.

RK

________________________________________

I was asked a question in retrospection by one of my honorable colleague  Dr. Usha Krishna at Linkedin.com:

“If I were a teacher, what would I do?”

  1. Teach according to syllabus
  2. Teach whatever you like
  3. Teach for satiating the curiosity
  4. Teach western course content

_________________________________________

And, my answer went on the following lines of thought:

If I do comply with the stipulated syllabus, then only I would be allowed to remain a teacher, a professional.

If I choose to teach ‘whatever’ (instead of what) I like, then again rebellion against the system would leave me out at the periphery of system itself.

If I choose to teach only for the sake of satiating curiosity, then it would become a crime according to the laws of system.

Here is what would I continue to do? I would ‘learn’ non-stop for satiating my own curiosity inclusive of all variety of thoughts or concepts.

But if I don’t share with students what I think or have learnt because of any repercussion, then what am I doing by being there as a teacher? Is my job just to feed the filtered contents and leaving my students with only unilateral lines of thinking and creating a production-line which produces robots only?

OR

I would pause to think–If my job is about sharing with students all types of multi-dimensional and conflicting thoughts/ideas and in the process, leaving them curious enough, open enough and making them actually thinking persons who can think and act independently.

May be, the kind of thinking I personally have, has its roots in the fact of my life that my father had been a teacher, government employee. And somewhere down the line that it became clear to me, myself that I don’t want to become a teacher. Yet, I love to learn a lot and am open to all types of ideas, vantage points; and even love more to share those. Because sharing those keeps me at edge and never allows the complacency to set in.

(Though I could not add there that even my grandpa was also a teacher for whole of his life.  He and my father, being teachers, induced all the right notions among children, yet probably they also realized that something beyond standard education would be required for their children.  I owe to my father a lot and especially for his encouragement to reading habits.  I remember that I was even a kid of very small age and I was made exposed to 2-libraries of the town.  As the times passed by, it left me with a very wide horizon of thinking……..such a spectrum of information and knowledge of all types. Above all….. with an ability to choose and dwell among the conflicting thoughts/ideas.)

(I continued on Linkedin discussion….)

Though like you and colleagues in teaching profession, I also have strongly digested my inability to deal with system in my own chosen profession. Nothing makes me wise enough to suggest any thing to you all. I just share……….believing in the power of ‘robust dialogue’. That’s about it!

You can download this article (FREE PDF) from:

http://www.docstoc.com/docs/122549720/India’s-Education-SystemA-Strict-Adherence-to-Western-Doctrines

With thanks,

Rajneesh Kumar
Mobile: +91 98106-63271
Join my network of Leaders, Managers, Sales Professionals, Educationists, Trainers, CLO, Management Consultants, Six Sigma Professionals, Marketing Professionals, etc at: http://in.linkedin.com/in/rajneeshkumar1

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About Rajneessh Kumar

A Marketing Professional with 16+ years of working experience
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3 Responses to India’s Education System: A Strict Adherence to Western Doctrines

  1. delhiexpress24 says:

    I thank you for commenting. I also agree with points you make. It is not always easy being high school teacher. I also agree that western education is ethnocentric. And if our system was perfect, we would have much success and we know this is far from true. But inquiry based education can be taught in any setting. I would disagree that there is a demarcation between Easter and western pedagogy. I did read about the school in Patna which is promoting enquiry and problem solving skills. These skills do not have boundaries but very necessary for everyday living. Also asking questions, helps dispel all the misconceptions and lack of understanding that student might have. Personally, as a high school teacher, I rather have a engaged student than a quite one.

  2. I would suggest you to ask a Science/Physics teacher who is teaching at 10+2/UG level:

    ONE: Physics says that the nucleus of any (literally any) atom is composed of 2-subatomic particles, viz., Protons, Neutrons. ….Right! Neutrons don’t possess the ‘charge’ of any type, they are said to be neutral. Nucleus is therefore retains its ‘positive’ charge, because protons actually possesses ‘positive’ charges. Wonderful! It is what is taught to students of science. Ask them, if it is correct? They would say, Yes, indeed.

    Then ask them, it is not possible. Because if all the protons possess only ‘positive’ charge, then the same ‘positive’ charge of each ‘positive’ protons MUST repel each other, and the whole nucleus MUST fall apart. Why and how it remains intact?Remember: Our students don’t ask this question to them, EVER.

    TWO: When nucleus is ‘positive’ charged and the electrons orbiting around it are essentially ‘negative’ charged, It is again not possible. Because then the opposing charges MUST attract each other………………….AND then the whole atom and its electrons must COLLAPSE at its nucleus. HOW IT COMES?

    My point is simple, ……………what we are feeding to our students is highly filtered and they are enslaved of unilateral dimensions of phenomena, whereby killing the actual ‘CURIOSITY’ among the students, they are never allowed to think freely by our education system.

    CURIOSITY is the only element that should be the target of educational, instructional pedagogy, regardless of subject, curriculum and mode of delivery.

    With thanks,

    RK

  3. Shriram.T.K.L. says:

    Thoroughly enjoyed and very thought provoking also.

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