Jansar Saksharta Aur Rashtra Nirman - Book Summary

Here's a comprehensive summary of the Jain text "Jansar Saksharta aur Rashtra Nirman" by B.L. Dhakad, based on the provided pages:

Title: Jansar Saksharta aur Rashtra Nirman (Mass Literacy and Nation Building) Author: Prof. B.L. Dhakad

Core Argument: The author argues that mass literacy is the fundamental bedrock for nation-building and national development. He posits that a nation's strength, progress, and even its international standing are directly correlated with the educational attainment and awareness of its populace.

Key Themes and Arguments:

Education as a Divine Gift and National Responsibility: The text begins by emphasizing education as a blessing and a divine gift, and the child as the nation's future. Nurturing children and making them capable is presented as a significant psychological challenge and a national responsibility. Developed nations have successfully tackled this, while India faces the challenge of its children either brightening or dimming the nation's future.
Interconnectedness of Poverty and Illiteracy: Dhakad highlights that India, despite its ancient culture, has inherited widespread illiteracy and poverty. He asserts that these two problems are deeply intertwined and form a vicious cycle that must be broken. Literacy is presented as the sole solution that can instill social awareness and pave the way for societal rebirth.
The Japanese Model: Japan is presented as a powerful example of successful nation-building through mass literacy. The Meiji era's literacy campaign, which achieved 100% literacy, has propelled Japan to the forefront of education, development, and culture in Asia and globally. The author points to the Japanese people's determination, proactiveness, and patriotism as exemplary.
India's Challenges: Dualism and Lack of Collective Consciousness: India faces a dualistic system with significant differences in values and life goals between rural and urban areas. There's a notable lack of collective consciousness and national spirit. The author estimates that fewer than 20% of Indians are truly motivated by patriotism and integrate their lives with the nation's. Traditional inertia is prevalent, and education is the only vehicle for innovation.
Need for Public Cooperation in Education: While the state plays a role, the author stresses that the massive expenditure required for literacy movements cannot be solely borne by the government. Public cooperation is crucial for education and economic development to progress in tandem.
Education as a Dynamic Force: Quoting J.D. Sethi, education is described not as a passive element but as a dynamic force. The education system reflects the socio-economic structure, and its adaptability is key to facing technological challenges. Education is an international concern, with underdeveloped nations bearing a greater impact of educational crises, a situation India is also experiencing due to its large poor population.
Addressing Despair and Inertia: The combined effects of poverty and illiteracy have fostered pessimism and passivity in the general outlook. Many interior parts of India still operate under ancient systems, resisting change. To thrive in the modern world and secure a proper place in the global community, India must adapt. Integrated efforts in literacy and functional skills through in-depth regional planning are essential for public education, which eradicates ignorance and fosters awareness of related issues.
Power of Organized Knowledge and Unleashing Talent: Organized knowledge empowers individuals to continuously improve their actions. The scope of work has expanded, offering more opportunities for life development. Mental development, leading to the blossoming of talent and a happier life, is a superior achievement that previous generations missed.
Individualism and Unleashing Untapped Potential: The European Renaissance and the French Revolution fueled the Industrial Revolution and democracy, leading to deep-rooted individualism. Today, humanity is striving for peak individual development, even conquering space. India has also reached this stage. Exceptional talent emerges from the general populace, not from any specific class. The need is to nurture dormant talents. Russia actively supports and elevates such talents, recognizing them as national assets. India possesses similar potential, and its development and organization can significantly strengthen nation-building. This can lead to rapid liberation from the curse of poverty and a self-energized nation, with education serving as fertile ground for national intellect.
Holistic Development and Vocational Training: Child and adolescent experiences outside the classroom have a profound impact. Informal education complements formal learning, fostering holistic development and preparing individuals for real life. In the modern era, skills and technical development are essential for matching individuals to appropriate tasks. The issue of educated unemployment arises from blind imitation, where textbook education disrupts the vocational system and creates tension. This is a problem India faces, as evidenced by issues in Britain.
Decentralized Education and Local Relevance: Education programs should be linked to decentralized rural economies, supporting rural electrification, minor irrigation, rural industries, agricultural advancement, health, and housing. Educated and trained youth should be employed in these endeavors, reducing the need to import skilled labor. Vocational education can boost rural development and self-reliance.
School-Community Link and Public Participation: Collaboration between schools and local communities is vital for progress in local education and curriculum development. Public cooperation is integral to education dissemination in a democracy, fostering enthusiasm.
Inclusion of Cultural and Moral Values: Education must incorporate cultural elements to be holistic. Moral education is crucial for nurturing human values. Secularism should not mean detachment from religious sentiments, which can lead to indiscipline. Modern media, particularly negative portrayals in films, promotes anti-social behavior, while positive media (films, radio, TV) can greatly aid in literacy campaigns. Population growth is another critical issue that education should address.
Critique of Existing System and Need for Reform: Despite the government's focus on welfare and progress, implementation often falls short. Duty and integrity are compromised. Reforms are discussed, but concrete results are lacking. Macaulay's education system is criticized for producing a bureaucratic class detached from the populace.
Statistics and Slow Progress: India has a vast educational infrastructure (schools, colleges, universities) and a significant number of teachers and expenditure. However, literacy has only increased from 16% to 36% in thirty years, indicating slow progress. The current education is often described as one-sided and its utility for life is questionable. The author questions whether the current system produces constructive citizens.
Critique of Capitalist Education: Karl Marx is cited, arguing that capitalist education systems create divides, foster class conflict, and lead to dehumanization, endangering world security and peace. The text advocates for compulsory, all-round, and life-oriented schooling, while higher education should be selective and judicious, avoiding a blind pursuit of degrees. Poor sections need adequate facilities, and adjustments in education are necessary even in a democracy.
Challenges of Literacy Programs: The National Literacy Program (1978-83) is acknowledged as a significant endeavor, but its success depends on resolve, national spirit, and available resources. Reactive forces often obstruct such programs, which is unfortunate for democracy.
Misallocation of Resources: The excess of higher education in a poor country is a complex problem. A significant portion of resources spent on higher education could have been channeled to primary education, making it mandatory for all children aged 5-14. This would have prevented educated unemployment and balanced demand and supply. The author believes cost-benefit analysis should guide public fund allocation for greater public benefit.
Conclusion: The Role of Stakeholders and the Vision for India: Various entities are involved in the current education system (teachers, students, social workers, voluntary organizations, government departments). The key issue is their motivation and dedication to national interest. Education is a sacred undertaking, and success depends on efficient execution from top to bottom. A strong, dynamic, and healthy educational structure will define India's future. The author emphasizes focusing on teachers and schools.
Vision of Self-Reliance and Lifelong Learning: Quoting Prime Minister Indira Gandhi, the goal is to make every family self-reliant, a dream that requires time and effort. This is intrinsically linked to useful public education. Ultimately, India should build a progressive society committed to lifelong learning and continuous development.

The concluding section incorporates quotes from the Uttaradhyayana Sutra, outlining:

Five reasons for not acquiring knowledge: Pride, anger, negligence, disease, and laziness.
Eight qualities of a student fit for learning: One who doesn't joke, is always calm, doesn't reveal others' secrets, is not immoral or flawed, is not greedy, doesn't get angry, and is devoted to truth.