Badalte Parivesh Me Shiksha Aur Shikshk - Book Summary

Here is a comprehensive summary of the provided Jain text, "Badalte Parivesh me Shiksha aur Shikshk" (Education and Teacher in a Changing Environment), authored by Shivnath Pandey, in English:

Book Title: Badalte Parivesh me Shiksha aur Shikshk (Education and Teacher in a Changing Environment) Author: Shivnath Pandey Publisher: Z_Jain_Vidyalay_Granth_012030.pdf Catalog Link: https://jainqq.org/explore/211458/1

This text critically examines the transformation of the education system and the role of the teacher in contemporary India, particularly in the context of a changing socio-economic landscape influenced by market forces and privatization.

Key Themes and Arguments:

Erosion of Teacher's Esteem and the Rise of Materialism: The author begins by lamenting the current societal norm where respect is primarily accorded to those possessing material wealth. This has led teachers, once revered figures, to be drawn into the race for material accumulation. While acknowledging this as a practical reality in the current economic climate, Pandey argues for the need for a limit to this pursuit. He questions the reasons behind the decline in the traditional respect for teachers, linking it to the contemporary emphasis on financial gain.
Commercialization of Education: Historically, education and healthcare were considered service-oriented sectors, free from commercialization. However, the text highlights how privatization, driven by market pressures, has turned these into lucrative businesses, with private schools and nursing homes becoming the most profitable ventures. This trend is seen as a reflection of broader marketization, with even government educational institutions potentially becoming commodified in the future.
Shift in Educational Purpose: From Character Building to Earning: The primary objective of education, which was once character building and nation-building, has now shifted to earning a livelihood. While earning is not inherently wrong, the author expresses concern when it becomes the sole purpose of education. This shift has led to discussions about a "code of conduct" for teachers, and participation in politically driven teacher unions has become a more significant path for professional development than teaching itself. The text suggests that the consequences of this for teacher-student relationships and the overall evaluation of teachers against the ideal are evident.
The Decline of Idealism and the Rise of Pragmatism: The text contrasts the idealistic notion of teachers as divine figures (drawing from Kabir's couplet) with the present reality. Teachers are no longer ascetic figures living in forest huts but ordinary individuals residing in towns and cities, seeking convenience. This practical, often self-serving, approach to teaching is seen as a natural consequence of contemporary social relationships.
The Dominance of English and the Neglect of Mother Tongue: Despite acknowledging the importance of the mother tongue in early education, the author notes that few affluent individuals opt for mother-tongue medium schools for their children. This is attributed to the enduring influence of Macaulay's education policy, which promoted English. Even schools founded with nationalistic fervor in Hindi medium are being pressured to switch to English medium due to its greater employability. This phenomenon is exemplified by schools that, despite their names, promote English and "Anglicism."
Critique of Modern Education based on Jain Principles: Referencing Acharya Tulsi, the author states that if a teacher views education solely as a means of livelihood, they can teach books but not the art of life building. Similarly, if students study only for earning, they may acquire degrees but not true knowledge. The text criticizes the current "age-dharma" of prioritizing earning, arguing that it has become a mere slogan. The practice of private tuition is seen as a consequence of this, where valuable, exam-oriented education is often withheld from classrooms and offered privately, benefiting only those who can afford it. This creates a disparity between students, mirroring the "Krishna-Sudama" separation at the classroom level.
The Commercialization of Knowledge: The author quotes Kalidasa's "Malavikagnimitra" to define knowledge acquired solely for livelihood as "traded knowledge" or commerce. This commercialization, a product of the modern economy, is seen as pervasive. The transformation of the "Education Department" into the "Ministry of Human Resource Development" is viewed as a symptom of this shift towards creating employable individuals rather than well-rounded citizens. This pursuit of employment-oriented education is eroding the underlying moral values of the society.
The Influence of Western Economic Thought: The text references economist John Maynard Keynes, who suggested that for at least the next century, societies would need to embrace a mindset where "what is right is wrong, and what is wrong is right" because the "wrong" is useful and the "right" is not. Societies would need to worship "greed, usury, and caution" to navigate economic difficulties. This is presented as the practical reality of the present time, where the pursuit of wealth overrides ethical considerations.
The Loss of Traditional Values and the Call for a Holistic Approach: The text argues that modern education, despite its advancements, is fragmenting social relationships due to the absence of renunciation. The challenge lies in connecting this with the vanishing traditional values rooted in renunciation and austerity. The author emphasizes that superficial reforms or laws are insufficient; a deeper understanding of the root causes of our inability to reform is needed.
Historical Commissions and Their Unheeded Recommendations: The text mentions the recommendations of the Radhakrishnan Commission (1949) and the Kothari Commission (1964-66), which stressed the need for education to focus on the scientific verification of truth and the restoration of declining moral values. The 1986 National Policy on Education also acknowledged the erosion of essential values despite overall development.
Macaulay's Legacy and the Perpetuation of a "Contact Class": The author criticizes the continuation of Macaulay's education policy, which aimed to create a class of Indians who were Indian in blood and color but English in taste, manners, and intellect. This class was intended to act as a link between the British rulers and the Indian populace. The text suggests that today's education system appears to be a continuation of this, prioritizing wealth accumulation and bureaucracy over knowledge acquisition and character building.
The Loss of "Deeksha" (Initiation): Education in its deeper sense also means "Deeksha" or initiation. The text laments the loss of the healthy tradition of parallel "Deeksha" alongside education in Indian culture. Moral consciousness is considered irrelevant in a society driven by profit and loss.
The Commercialization of Education as Illegal but Accepted: The commercialization of education is considered illegal according to intellectual Nand Kishore Acharya, but it has become the norm. Solving this requires changing this "intent" rather than merely enacting laws.
The Crucial Role of Teachers: The author concludes that the most significant role in addressing these issues lies with teachers, who can impart moral conduct along with academic knowledge. However, self-improvement is a prerequisite for guiding others. Changes in curriculum and teaching methodology are seen as a meaningful step. True education is not just about developing the intellect but the entire personality. This is essential not only for developing countries like India but also for developed nations that are becoming morally bankrupt despite their material wealth.

In essence, the text is a strong critique of the contemporary education system in India, highlighting its deviation from traditional values due to the overwhelming influence of market forces, materialism, and the dominance of English. It calls for a return to holistic education that prioritizes character building and moral values, with teachers playing a pivotal role in this revival.