Shiksha Evam Samajik Parivartan

Here is a comprehensive summary in English of the Jain text "Shiksha evam Samajik Parivartan" by Bhavani Shankar Garg:

The text "Shiksha evam Samajik Parivartan" (Education and Social Change) by Bhavani Shankar Garg, a principal of Janata College and chief of Rajasthan Vidyapeeth, explores the profound and intertwined relationship between education and social transformation. The author asserts that human contribution has been crucial to the gradual development of society since its creation. Neither individuals nor society can exist or develop without the other. This development has manifested in diverse cultures and civilizations due to various factors like geography, time, and circumstances. If culture is the soul of society, then civilization is its practical conduct. Human curiosity, a continuous drive to learn, and constant experimentation have propelled humanity to the pinnacle of science, art, literature, social life, and technology, with ongoing efforts for further advancement. These continuous changes have made modern humans vastly different from their ancient ancestors, with education playing a pivotal role in this evolutionary process.

The text highlights that Indian culture is considered one of the oldest, and despite vast regional differences in food, lifestyle, language, and customs, the emotional, social, and cultural unity of the nation remains intact. This is attributed to its ancient cultural heritage, the spiritual foundation of its education system, and the flexibility within its social and cultural life.

Garg emphasizes that a thorough understanding of the nature and characteristics of social change is essential before discussing the relationship between education and social change, especially in developing countries like India. Sociologist Kingsley Davis defines social change as transformations occurring in the social organization, its structure, and functioning. Other definitions suggest that social change involves alterations in accepted relationships, processes, patterns, and institutions, leading to a need for re-adaptation. Every social change involves three elements: object, difference, and time. It is crucial to remember that social change is, in essence, a part of cultural change, which encompasses changes in any aspect of culture—art, science, technology, philosophy—and the transformations in social structures and rules.

The author then outlines key characteristics of social change, drawing from Neil J. Smelser:

1. Rapid Pace: Modern societies experience rapid change.
2. Sequential Process: Changes are not sudden events but part of a process.
3. Significant Impact: The effects of modern changes are particularly important.
4. Planned Change: While often planned, a planned change can trigger unforeseen societal shifts.
5. Interdependence with Progress: Social development and technological experimentation lead to increased social change.
6. Structural Impact: Social change affects not only individuals but the entire social structure and operational mechanisms of the system.

The inherent tendencies of social change are also discussed:

1. Unpredictability: The specific changes and their timing cannot be foretold.
2. Complexity: Social changes are intricate.
3. Inevitability: They are unavoidable occurrences.
4. Universality: They are present everywhere.
5. Relativity of Pace: The speed of change is relative.

The text lists various causes of social change, including geographical, biological, demographic, technological, cultural, psychological, economic, war, and revolution. The forms of social change can be process, development, progress, reform, and revolution.

The author also addresses the resistance to social change. Reformers often face opposition from various quarters, including government employees, courts, religious institutions, the press, and community leaders. These entities can act as social control mechanisms, influencing the direction, speed, and magnitude of change.

The article then delves into the multifaceted relationship between social change and education, analyzing it from four perspectives:

• Education as a Prerequisite/Necessity for Social Change: Without a solid educational foundation, bringing about social change is difficult. In many developing nations, expensive machinery and production centers fail to yield expected results due to an unskilled or undereducated workforce. Education is crucial for the success of social reform programs. Laws like the Sharda Act and those against untouchability in India failed to be fully implemented or accepted due to a lack of public education. Illiteracy hinders the understanding of the importance of such efforts, impacting development in areas like clean living, health, and rational thinking. The illiteracy of village leaders has also impeded social change. The absence of compulsory, free education prevents desired social transformations.
• Education as an Agent of Social Change: Educationsystems are vital tools for a society seeking change. Education can produce skilled professionals for higher education institutions, industries, and administrative bodies. It can foster new social values, liberating individuals from the constraints of traditional ones. Education can instill modern qualities like empathy, dynamism, enlightenment, and perseverance, eradicating backwardness, narrow-mindedness, and ignorance. It can improve general knowledge, living standards, hygiene, health, morality, and awareness of innovation, while reducing social stratification and exploitation. However, the author notes that in Indian circumstances, education hasn't fully succeeded as an agent of change due to complex reasons.
• Education as a Consequence of Social Change: The emergence of formal and complex offices like post offices, banks, cooperative banks, shops, supermarkets, and income tax departments in villages and cities necessitates familiarity with forms, rules, and procedures. This creates an inconvenience for the uneducated, fostering a desire to educate their children. The allure of urban life and employment opportunities also drives this educational aspiration, leading people from all castes in rural communities to send their children to school.
• The Role of the School: The scope of a school's work is now very broad. Educational institutions influence society, and society, in turn, influences them, making them complementary. In modern society, rapid changes in social values and beliefs require individuals to adapt. Educational institutions have played a significant role in this dissemination, though their impact varies by location and circumstances.

The text further elaborates on the nurturing of culture by education. Each society has its unique culture and civilization, shaping its development. Individuals within society are nurtured by this culture, and educational institutions significantly contribute to their development in the context of modern, revolutionary changes. Learning capacity, educational systems, knowledge dissemination, and the application of acquired knowledge are cultural foundations that exist with their own characteristics in every society. Education is the means by which knowledge accumulated in every field can reach every individual. Culture is not just accumulated knowledge but also the basis of social values, beliefs, and traditions inherited over centuries. Educational institutions guide individuals in their educational journey, integrating these cultural elements.

The broadened scope of the school signifies that educational institutions are no longer just centers of knowledge but also symbols and centers of social change. Their role extends beyond teaching to encompass the entire community and society.

The relationship between the individual and the school is discussed. While the family remains the primary axis of socialization, the school plays a crucial role in preparing individuals for a new society by equipping them for the workforce, imparting new social values, and providing technical knowledge. Consequently, the school's primary connection is one of service. The school has also taken over many family responsibilities, with children spending more time at school than at home, thus increasing the school's importance in social change. This also allows family members more time for other social activities. However, the school's utility relies on family support, making its success dependent on it.

The relationship between politics and the school is deemed significant in the context of India's complex society, cultural diversity, social beliefs, democratic governance, socialist aspirations, and secularism. To achieve national development and societal transformation amidst cultural differences, there is a need for fundamental unity and programs in every sector, requiring political maturity. The school is an effective tool for this, promoting uniformity in basic matters at local, national, and international levels. In a country like India, with widespread illiteracy, political maturity is achievable through education, which also combats superstitions, social evils, casteism, and untouchability – major enemies of democracy. Civic training is considered essential.

The economy and the school are linked, as any expenditure on an individual's education is an economic investment. Educated individuals not only improve their economic standing but also contribute significantly to national economic development through engineers, doctors, technical experts, scientists, and writers. Therefore, educational expenditure should be viewed as a future investment, not a waste. Revolutionary contributions to change are made through education acquired in teaching institutions.

Religion and education are also examined. Historically, education in India was spiritually based, and religious institutions continue to exert influence. While secularism is a cornerstone of Indian society, the underlying philosophical thought of various spiritual beliefs is essential for moral conviction. Religious institutions contribute to socialization, but their focus should be on promoting communal harmony and secularism, not sectarianism. Educational institutions can play a vital role in this regard.

Finally, the community and the school share a deep connection, particularly in Indian society. The concept of school-cum-community centers is gaining traction, reflecting the growing trend of integrating education with local needs, social beliefs, and geographical, economic, and cultural realities. The coordination of informal and formal education is crucial. If the intellectual development of the community is not synchronized with education, the latter will fail and be neglected by society. Communities should provide necessary support for the economic development of educational institutions.

In conclusion, the author firmly establishes that education is not merely important but a foundational necessity for social change. Education and social change have been complementary forces since the dawn of creation and will continue to be so for future generations.