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Knowledge breeds respect

Knowledge breeds respect

Author: J S Rajput
Publication: The Hindustan Times
Date: October 10, 2002

It was a debate that drifted from professed objectives. A nationwide discussion on the shape of school education in the 21st century could be a sound professional and academic exercise with valuable inputs from all the stakeholders. This is what NCERT attempted when it brought out the Discussion Document on National Curriculum Framework in School Education in January 2000.

Based on the inputs received, the Curriculum Framework was released in November 2002. It made some bold, dynamic and 'pragmatic recommendations on various aspects of school education keeping in view the available infrastructure and professional support and the needs of the future generation.

A select few could not appreciate that a curriculum renewal was critical to ensure that the nation keeps pace with the changing times. They ignored all the professional recommendations and primarily picked up those on value education and about the religions of India. Obviously, they had preconceived ideological notions. The NCERT tried its best to clarify its stand in a professional manner. It is its responsibility to ensure maximum possible consensus on issues like educational change.

It is widely acknowledged that only those who lead the change can cope up with it. Education is the vehicle that prepares people for understanding and utilising all that is new.

The critical component to ensure quality of human resources is the dynamic curriculum.

Technicalities were raised, including those beyond the purview of NCERT, like the consultation with CABE. The NCERT appreciated even those who attempted to derail its initiatives, as they eventually proved helpful to the council. It is through their activities that the Supreme Court found no fault with the action of NCERT In proposing a curriculum suitable for the 21st century.

The NCERT realizes that the Supreme Court's verdict delivered on September 12 places much greater responsibility on it. It also appreciates that curriculum renewal is a continuous process and NCERT would always be willing to bring in new elements. Its prime consideration would be the child, his or her learning needs and the role of every child as a future citizen.

In doing so, the most significant recommendation in the nationwide consultations conducted by NCERT was the one that echoed: ?Do something about value education.? Are we not interested in ensuring that young children develop a healthy respect for secularism, cultural pluralism, democracy, fundamental rights and other values? The NCERT recommends that value inculcation be an integral part of all academic disciplines. It does not discard other models.

Religions are a reality in India. The Indian State is secular, but society is largely religious. There is no contradiction between the two. Religious texts like the Koran, Gita, Upanishads, Bible and Zend Avesta make up the huge ocean of universal values. If children learn about these in different classes and also know that each one of them propagates values of peace, truth, non-violence, righteous conduct and love, they could develop a respect for their own peers who may belong to religions other than their own. The NCERT's proposal seeks to ensure a cohesive Indian society in which tolerance would replace intolerance.

The NCERT's recommendations on values and religions in NCFSE are taken from the report of the Parliamentary Standing Committee on Value-Based Education of the Ministry of Human Resource Development, then headed by S.B. Chavan. The NCERT recommended inclusion of truth, righteous conduct, peace, love and non-violence as the core universal values in the teaching-learning process in schools.

It is pertinent to maintain that the Chavan Committee report was submitted to Parliament in February 1999 and the NCFSE 2000 was released in November 2000. At no stage was any objection raised to the recommendations of the Chavan Committee in the intervening period. The NCERT's stand on religions also follows from the committee's recommendations.

The NCFSE, 2000, states: ?One significant factor that merits urgent attention now is religion. Although it is not the only source of essential values, it certainly is a major source of value generation. What is required today is not religious education but education about religions, their basics, the values inherent therein and also a comparative study of the philosophy of all religions.? It adds that students have to be given the awareness that the essence of every religion is common, only practices differ.

At no stage did NCERT make any recommendations about imparting religious education in schools. This is exactly what the Supreme Court stated in its judgment - finding no evidence that the NCFSE-2000 ran counter to the concept of secularism or Article.28 of the constitution which stipulates that government-funded educational institutions could not provide 'religious education'.

All throughout, NCERT was particularly keen that its intentions are not misunderstood. The NCERT proposed that in a country with rich diversities of culture, religion and language, children must know the commonalities and, at the same time, the differences wherever they exist. The commonalities would provide the strong thread for social cohesion and national integration. The skills and understanding will have to be developed to ensure that they also respect 'otherness'.

The NCFSE also recommends that education about religions must be handled with extreme care. All steps like teacher preparation must be taken in advance to ensure ?that no personal prejudice or narrow-minded perceptions are allowed to distort the real purpose of this venture and no rituals, dogmas and superstitions are propagated in the name of education about religions?. It was clearly stated that all religions should be treated with equal respect.

Finally, we reiterate NCERT's firm assurance that all religions will be treated at par and there will be no discrimination. The NCERT will continue to function strongly within the framework of the National Policy of Education 1986/92 and the spirit of secularism as contained in the Constitution.

(The writer is Director NCERT)
 


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