Hamare Shikshalaya Aur Lokotsava - Book Summary

Here is a comprehensive summary of the Jain text "Hamare Shikshalaya aur Lokotsava" by Devilal Samar, focusing on the key arguments and ideas presented:

Title: Our Educational Institutions and Folk Festivals (Hamare Shikshalaya aur Lokotsava) Author: Devilal Samar (Founder-Director, Bharatiya Lokkala Mandal, Udaipur)

Core Argument: The author, Devilal Samar, expresses deep concern about the disconnect between the younger generation and their country's, society's, and religion's traditions. He argues that this disconnect stems from parents and educators themselves being absorbed in Western culture, leading to a superficial, materialistic, and imitative lifestyle. He contends that India's rich cultural heritage, embodied in its folk festivals and traditions, is being neglected and its true meaning lost.

Key Points and Arguments:

Loss of Traditional Values: Samar highlights that today's youth are largely unaware of their heritage. This is because the adults in their lives, immersed in Western ways, are unable to impart these traditions. The modern social environment is described as hollow, ostentatious, and focused on material pleasures. Cultural traditions, once the roots of life, are now seen as mere pretense by the current generation.
Superficial Celebration of Festivals: While festivals like Holi, Diwali, Raksha Bandhan, Gangaur, Teej, Hariyali Amavasya, Dussehra, Shivratri, Krishna Janmashtami, and Nag Panchami are still observed, their deeper significance is lost. People celebrate them merely by name, without understanding their essence, discussing the lives of great figures, engaging in related literature, or reflecting at significant sites. These festivals have become mere holidays.
True Meaning of Folk Festivals (Lokotsava): Samar emphasizes that traditionally, folk festivals were occasions to gain knowledge, foster affection and camaraderie, support each other in times of need, exchange ideas, and beautify commemorative places. They were integral to Indian life, often involving journeys, exploration of different regions, and experiencing the unity in diversity of Indian culture. He cites examples like the syncretic nature of many Indian festivals and sites, where Hindus and Muslims participate together, like at Ajmer Sharif or the reverence for Ramapir.
Failure of Modern Festivals: The author criticizes the inability to imbue national holidays like Independence Day and Republic Day with genuine cultural meaning. He believes this is because national sentiment hasn't been integrated into a cultural context. He laments the forgetting of contributions from great figures like Gandhi, Nehru, Rabindranath Tagore, Swami Vivekananda, and numerous Hindu and Muslim saints, poets, and thinkers.
The Role of Elders and the Current Generation: Samar acknowledges that elders with residual traditional values understand the importance of scriptures, history, and spirituality, engaging in regular practices and contemplation. However, he questions the state of the current generation. He argues that simply providing material needs or opening numerous schools does not guarantee knowledge of heritage or the ability to live according to it. Including biographies in textbooks is insufficient if children are not exposed to the cultural context.
India's Cultural Appeal to the World: The world is looking towards Indian culture, recognizing that material wealth and Western comforts do not bring true happiness. People are seeking the inner peace and contentment that Indian traditions offer, even if it means embracing simplicity or detachment from material possessions. This detachment, leading to a peaceful life and acceptance of death, was exemplified by emperors and saints like Mahavir and Buddha, who, through Jainism and Buddhism, promoted life's betterment. The profound philosophical texts generated by these sages continue to amaze the world.
The Need to Instill Heritage in the Youth: Samar poses a crucial question: Should the current generation not be made aware of this precious heritage? Is the current education system designed to fulfill this goal? He argues that the essence of great scriptures is hidden within folk traditions, songs, and stories associated with folk deities.
The Power of Faith and Simple Living: He asserts that folk festivals are designed by ancestors to keep life ideals alive. People participate wholeheartedly, not through debate, but by experiencing joy and deriving happiness from their unwavering faith. This faith shields them from distress even in difficult circumstances. The songs of Kabir, Mira, and Dadu reflect this philosophy of the transient nature of the world, encouraging detachment from worldly burdens. The author questions if this ethos can be imparted to children.
The Importance of Early Habit Formation: Samar stresses that values instilled in childhood endure. If children are not exposed to this knowledge early, they will not readily accept it later. He draws a parallel with Westerners who, though wealthy, seek solace in India due to mental distress, attracted by the notion of Indian culture residing in simplicity. He attributes their troubled lives to a lack of proper upbringing and the flawed examples set by their parents.
The Danger of Westernization and the Responsibility of Education: While Indian children are not yet fully afflicted by such distortions, Samar warns that the superficial imitation of Western civilization is inevitably introducing them. Marital dissatisfaction, inability to live simply, corrupted habits, ignorance of tradition and culture, and a lack of faith are leading to a "hippie-like" lifestyle among youth. Parents are losing control and the ability to impart values. Therefore, the responsibility falls heavily on educational institutions and their curricula.
Reforming the Education System: The author advocates for an education system that is aligned with Indian culture and life, moving beyond the colonial era's "education of slavery." While efforts have been made, a clear vision is still needed. Textbooks, curricula, and the school environment must incorporate elements of Indian heritage. Children should be immersed in Indian culture while also receiving global knowledge. History, geography, science, social science, and literature books should include relevant material. Extracurricular activities should prioritize cultural learning.
Practical Suggestions for Schools: Samar proposes that folk festivals and celebrations should be observed properly in schools. Children should be taken on trips not only to geographical and scientific sites but also to temples, mosques, pilgrimage sites, and festivals. Saints and spiritual leaders should be invited to schools for discourses. Children should be exposed to places where people live simple, peaceful lives by renouncing their wealth. School libraries should stock simple, narrative books that children enjoy. Instead of welcoming VIPs, schools should celebrate major folk festivals. Fairs that normally take place near rivers or temples should be organized within school premises. The performing arts of such fairs (dance, music, drama) should be presented in schools as folk festivals. Discourses and events should be organized on the lives of great figures, scholars, poets, and writers.
The Vision of Education: He concludes by emphasizing the need for educators and scholars to deliberate, plan, and create an annual calendar for the curriculum, determining which fundamental aspects of cultural traditions should be included and how they should be implemented. He quotes a Sanskrit verse: "What can knowledge, like a wish-fulfilling creeper, not achieve?" signifying that education, when aligned with cultural roots, can fulfill all aspirations.