Shiksha Dasha Aur Disha

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The text, "Shiksha Dasha aur Disha" (Education: Condition and Direction), authored by Sharatchandra Pathak, critically examines the state of education in India, particularly in the post-independence era and its current trajectory.

The author begins by acknowledging the positive developments in education, such as companies actively recruiting talented students before they even complete their training, often with attractive financial incentives. However, Pathak quickly pivots to a more critical analysis, stating that the education system is neither entirely scientific nor flawless. He highlights the impact of globalization and consumerism, which have transformed education into a market commodity, bought and sold. This has led to a decline in Indian values and an uncritical imitation of Western trends, which Pathak warns can be detrimental.

A significant concern raised is the shift in the definition of education. While the author notes that English proficiency has become a marker of being educated, leading to the emergence of a "khichdi" language on Hindi television channels, he questions the impact of these linguistic changes on the purity and development of the Hindi language and Indian culture.

Pathak then delves into the historical context, explaining that the education system adopted immediately after India's independence was largely inherited from the British, designed to serve their interests. While patriotic leaders recognized this flaw and established various commissions to reform the system, the education continued to be criticized as either impractical or overly theoretical.

The text grapples with the evolving purpose of education. While the traditional aim of personality development is mentioned, the current emphasis has shifted towards securing employment. Pathak acknowledges the historical precedent of "Artha Kari Cha Vidya" (education for earning) and the earlier principle of "Sa Vidya Ya Vimuktaye" (that is education which liberates). However, in the current utilitarian and materialistic era, he finds the pursuit of spiritual liberation as an educational objective impractical.

A crucial point is the need for individuals to transcend narrow considerations of caste, religion, and language. Despite technological advancements shrinking the world into a global village, conflicts persist in the name of these divisions, resulting in human sacrifice. This leads Pathak to recall Kabir's criticism of bookish knowledge, questioning whether the expansion of information technology has been matched by a corresponding growth in human empathy and broad-mindedness. He laments that India, which once preached "Vasudhaiva Kutumbakam" (the world is one family) and "Ten Tyaktena Bhunjitha" (enjoy by renouncing), is now unable to tolerate its neighbors.

The author emphasizes that a fundamental objective of education should be character building – fostering qualities like forgiveness, compassion, friendship, and empathy. He argues that a highly educated individual who is selfish, greedy, arrogant, and cruel is more detrimental to humanity than an uneducated person. The challenge, therefore, is to make education instrumental in human development.

A major concern is the increasing industrialization of education, with institutions charging exorbitant fees. While this education equips individuals to earn money, it fails to instill respect for human values. The author cites instances of parents experiencing loneliness and committing suicide due to their children's success in distant cities or countries, highlighting how the sole objective of education has become financial gain. He reminds readers that wealth is a means, not an end, and education must also play a vital role in preserving and nurturing values that foster warmth and affection in relationships. Without proper guidance from education, individuals might experience regret similar to that expressed by Goswami Tulsidas, lamenting wasted time.

Pathak concludes by advocating for the liberation of education from the "iron chains of industrialization." He attributes the influx of market-driven ideas to Western influence and a self-imposed inferiority complex that leads to uncritical imitation. He quotes Agneya, suggesting that a society molded by rigid structures and relying on borrowed comforts from external sources may lack genuine individual strength. The author, identified as a former Principal of Shri Jain Vidyalaya, Kolkata, reiterates the need to free education from the pervasive influence of market forces and Westernization.