Nari Shiksha Ka Lakshya Evam Swarup - Book Summary

Here's a comprehensive summary of the Jain text "Nari Shiksha ka Lakshya evam Swarup" by Vidyabindusinh, presented in English:

Book Title: Nari Shiksha ka Lakshya evam Swarup (The Goal and Nature of Women's Education) Author: Dr. (Mrs.) Vidyabindusinh Publisher: Z_Kesarimalji_Surana_Abhinandan_Granth_012044.pdf

Summary:

The book "Nari Shiksha ka Lakshya evam Swarup" by Vidyabindusinh explores the evolving goals and nature of women's education in India, tracing its historical trajectory from ancient Vedic times to the modern era, with a specific focus on its relevance within the Jain tradition.

Core Argument:

The fundamental aim of education for both men and women is to enable them to fulfill their responsibilities and achieve success in life. The author argues that while the specific goals of education may vary with time, place, and individual nature, the core principles of moral and character development remain constant.

Historical Overview of Women's Education:

Vedic Era: The text highlights that in ancient Vedic times, women enjoyed a high status and equal rights to education as men. They participated in religious ceremonies (like keeping the first brick of the sacrificial fire), debated with scholars (like Yajnavalkya's wife), and pursued knowledge. Figures like Gargi, Lopamudra, Ghoshā, and Apālā are cited as examples of learned women who contributed to philosophical and spiritual pursuits. Women also received practical education in skills like weaving, basket-making, and even archery. Divorce and widow remarriage were permitted, and there was no purdah system. The concept of Ardhanarishwar (half-male, half-female deity) further signifies the revered status of women.
Mid-Medieval Period: During the Ramayana and Mahabharata periods, women continued to uphold ideals. The text mentions figures like Mira Bai, who made significant literary contributions, and Rajput heroines who were educated for valor and self-sacrifice, as well as Rani Durgavati and Chand Bibi, who were skilled in arts, music, and military operations.
Decline in Medieval Times: The author points to the practice of child marriage and the discontinuation of the Upanayana (sacred thread) ceremony for girls as reasons for the curtailment of their educational rights. Manu's writings, while acknowledging women's greatness, emphasized their need for protection, leading to restrictions on their freedom and their subjugation as property. Practices like Kanyadan (giving away the daughter) and the denial of property rights to widows further limited women's autonomy. Only royal women sometimes received military or specialized education.
Buddhist and Jain Periods: Both Buddhism and Jainism brought a resurgence of respect for women. The Buddha opened the Sangha (monastic community) to women, recognizing them as equal in the pursuit of liberation. Figures like Mahaprajapati Gautami, Vatsa, Ksema, Bhadra Kundalakesha, Amrapali, and Visakha are mentioned as prominent Buddhist nuns and educated women. The text notes that Buddhist reforms were influenced by Jainism.
- In Jainism, the text emphasizes the high regard for women. The Jain principle of protecting women in distress and the worship of the mothers of Tirthankaras are highlighted. Brahmi, daughter of the first Tirthankara Rishabhanath, is credited with the invention of the Brahmi script. The concept of pativrata dharma (devotion to husband) was an ideal for Jain women, and many renounced luxurious lives for spiritual asceticism, like Mahasati Chandanbala. The education during this period focused on character and dharma.
Further Restrictions: The rise of Mahayana and Mantrayana Buddhism, which introduced elements of indulgence, along with the influence of Tantric practices and the lustful gaze of Muslim rulers, led to the re-imposition of the purdah system and further closure of educational avenues for women. Education then focused on preparing girls for marriage and traditional roles.
19th Century Renaissance: The 19th century saw a revival with women like Toru Dutt, who was proficient in literature and languages, and Swarnakumari Devi, a respected writer. Kamini Roy and Pandit Ramabai are recognized for their literary contributions and their efforts to uplift women through education and social reform. Ramabai established organizations and ashrams for women, drawing inspiration from Western pedagogical methods.
Independence Movement: Women like Rani Lakshmibai are celebrated for their martial prowess and leadership, having received military training. Annie Besant's role in promoting independent thought and participating in Indian politics is also noted.
Modern Era: Reformers like Dayanand Saraswati, Raja Ram Mohan Roy, Swami Vivekananda, and Mahatma Gandhi played crucial roles in advocating for women's rights and education. Social reforms like the abolition of Sati and the Sharda Act against child marriage reopened educational opportunities.

Contemporary Challenges and the Future of Women's Education:

Dual Responsibilities: Modern Indian women are effectively managing dual responsibilities in both domestic and public spheres.
Impact of Education: Education has empowered women to regain their lost respect and contribute significantly in various fields, from sports (Arati Shah) to national leadership (Kasturba Gandhi, Sarojini Naidu, Vijayalakshmi Pandit).
Core Objective: The author asserts that the fundamental objective of education, throughout history, has been to build moral strength, character, and enable a successful life, whether spiritual or material. While ancient education prioritized spiritual happiness and self-respect, modern education is increasingly focused on making material life easier and prosperous.
Contemporary Questions:
- Gender Equality in Education: The text raises a crucial question: if men and women have equal rights and work spheres, should their education be different? The author suggests that modern women view any distinction as an insult, having proven their capabilities.
- Rural vs. Urban Education: The differing environments and work spheres of urban and rural women necessitate tailored educational approaches to foster adaptability without widening existing divides.
- Social Barriers: The author identifies the dowry system as a significant obstacle, deterring parents from educating their daughters due to fears of increased dowry demands and difficulties in finding suitable matches. However, a positive shift is noted, with a growing inclination towards educating daughters to be independent.
Recommendations for the Future:
- Curriculum Adaptation: While a common core curriculum is necessary, there should be specialized courses catering to different environments and needs.
- Character and Ethics: The fundamental goal of education must be to impart moral strength and character, which are timeless.
- Interest and Need-Based Education: Education should align with individual interests and societal needs.
- Overcoming Hesitation: Parents and educators must encourage girls to pursue subjects traditionally perceived as masculine, like agriculture and military training, breaking down societal inhibitions.
- Self-Defense and Military Education: Women should be equipped for self-defense, and interest in military careers should be encouraged.
- Maternal Education: Education in motherhood should be a paramount component of women's education, enabling them to guide society.
- Spiritual Foundation: Education must emphasize the core values of religion (understood broadly as ethics and spirituality) to foster discipline and character development, thus restoring the dignity of Vedic women.

In essence, the book advocates for a holistic approach to women's education that not only equips them with skills for societal contribution but also nurtures their moral and spiritual well-being, ensuring their empowerment and dignity in all aspects of life.