Dharmik Tatha Naitik Shiksha - Book Summary

Here's a comprehensive summary of the provided Jain text, "Dharmik Tatha Naitik Shiksha" by Hemlata Talsera, based on the provided pages:

The text "Dharmik Tatha Naitik Shiksha" (Religious and Moral Education) by Dr. Hemlata Talsera, published as part of the Sadhviratna Kusumvati Abhinandan Granth, addresses the critical need for religious and moral education in contemporary society. The author highlights a stark contrast between humanity's progress in science, technology, and knowledge, and its decline in moral, social, and religious values.

The Problem:

Moral Decay: The author argues that as individuals become more materialistic, society is witnessing an increase in corruption, violence, dishonesty, narrow-mindedness, and indiscipline.
Disconnection from Values: The new generation often dismisses religious and moral teachings as mere rituals, showing ignorance of their philosophical and ethical underpinnings. Morality has become a topic of discussion rather than practice.
Loss of Human Essence: A famous philosopher is quoted saying that while humans can fly like birds and swim like fish, they have forgotten how to live like humans on Earth. This loss of fundamental human qualities is linked to mental stress and unrest.
Need for Reconnection: There is an increasing need to connect individuals with cultural and moral values through religious and moral education.

Defining Religion and Morality:

Religion: Defined as acquiring useful and self-beneficial qualities through duty. It encompasses an individual's duties towards the soul, the divine, and the world.
Sarvepalli Radhakrishnan's View: Religion is described as an emotional and voluntary reaction.
Ross's View: Religion is a force that aids in the attainment of truth, goodness, and beauty in personal and social life.
Biblical Perspective: Service to the poor and needy is considered religion.
Morality: Manifested in actions, involving the discernment between right and wrong. Moral awakening leads to holistic development and peaceful coexistence in society. Moral strength, emotions, and logical reasoning shape personality and influence one's standing in society.

The Interplay of Religion and Morality:

Religion as a Prerequisite for Morality: The text posits that religion is a prerequisite for morality. If religion is the cause, morality is the effect.
Universal Ethical Principles: Comparing world religions, the author notes that while theological doctrines and rituals may differ, ethical principles are largely similar. The erosion of religious faith would destabilize society, leading to the absence of truth, good conduct, honesty, and non-violence.

Historical Context of Religious and Moral Education in India:

Ancient Times: India has always emphasized religious and moral education. In the Vedic period, devotion to God and religiosity were considered primary goals. The purpose of life was dharma, artha, kama, and moksha, with dharma being paramount.
Educational Environment: Ancient schools were filled with religious activities like yajnas, sandhyas, prayers, rituals, and festivals, fostering a moral life.
Medieval Period: Temples, mosques, and religious places were used for education.
European Influence: Christian missionaries also incorporated religious and moral education in schools.
Wood's Despatch (1854): Acknowledged the secular aspect of education but also the importance of moral ideology.
Hunter Commission (1882): Did not assign a place for religious and moral education in the curriculum.
Calcutta University Commission (1917-18): Avoided the issue of religious and moral education.
Gandhi's Basic Education (1937-38): Incorporated 'truth' as a part of religious education.
Bishop's Committee (1944-46): Felt the need for religious and moral education but entrusted the responsibility to homes and communities.
Post-Independence Education Commissions:
- First Education Commission (1948-49): Emphasized integrating religious and moral education into various school programs.
- Secondary Education Commission (1952-53): Stressed character education and the importance of faith in home, school, and societal morality for character building.
- Shri Prakash Committee (1958-59): Explored the need and scope of moral and religious education, suggesting moral and spiritual values in schools and starting the school day with silent prayer.
- Emotional Integration Committee (1962): Emphasized character building and the necessity of religious and moral education for national unity.
- Kothari Education Commission (1964-66): Expressed concern over value erosion in the new generation and stressed the development of moral, spiritual, and aesthetic values in education.

Addressing National Problems through Moral Education:

Need for Value-Oriented Education: The author stresses the need for value-oriented education to solve national problems, promoting national unity and integrity.
Development of Universal Values: Education must foster universal values to combat religious fanaticism, intolerance, violence, and fatalism, promoting national unity.
Character Building Activities: Activities like Scouting, NSS, NCC, and sports are crucial for character development and responsible citizenship.
Combating Communalism: Instead of teaching communalism, the focus should be on spiritual and religious values.
Broadening Perspectives: Students should be exposed to social, economic, and political realities to become open-minded and rise above prejudices based on language, religion, caste, and gender, prioritizing national interests.
Holistic Environment: Both home and school environments need to be conducive to the development of moral values, with every member taking collective responsibility.
Celebrating Diversity: Observing festivals of all religions, organizing seminars on great personalities, debates, and social service programs are essential.

Key Principles and Recommendations:

Self-Respect and Spiritual Guidance: Students should be inspired towards a spiritual path and encouraged to develop self-respect.
Tolerance and Respect for All Religions: Students should be encouraged to practice tolerance and equal respect for all faiths.
Moral Dilemmas: Presenting students with ethical dilemmas will help them distinguish between right and wrong.
Role Modeling: Teachers and parents must practice self-control, as "Action speaks louder than tongue."
National Panchsheel: Implementing the principles of National Panchsheel (Cleanliness, Truthfulness, Diligence, Equality, and Cooperation) is vital.
Emulating Great Personalities: Students should be taught to follow the character of great individuals, not just their historical accounts.
Positive Communication: Teaching should be inspiring and relatable, not just declarative.
Holistic Development: The goal of education should be to create complete human beings and dedicated citizens, not just to pass exams.
Practical Knowledge: Students need practical knowledge of social, cultural, economic, and political systems to adapt to society.
Societal Responsibility: All segments of society, including teachers, students, parents, leaders, and social reformers, must understand their roles, set positive examples, and practice moral conduct.
Creating a Harmonious Environment: Educational institutions should foster a welcoming and friendly atmosphere.
Overcoming Value Erosion: The collective effort of all to develop moral and cultural values is necessary to liberate humanity from fear and suffering.
Jain Teachings (Utrasadhyayan 11/14): The text quotes a Jain scripture stating that a student can achieve their learning goals by speaking pleasant words and performing acts that are pleasing to others (teachers, peers, parents, relatives).

In essence, the book argues that amidst a world increasingly driven by materialism and losing its moral compass, religious and moral education is not merely an option but an imperative for individual well-being, social harmony, and national progress. It emphasizes a shift from rote learning to value-based education that cultivates character, ethical understanding, and a sense of responsibility, drawing upon historical precedents and contemporary needs.