Shiksha Ka Uddeshya - Book Summary

Here's a comprehensive summary of the Jain text "Shiksha ka Uddeshya" (The Purpose of Education) by Prabhu Sharma:

The book "Shiksha ka Uddeshya" by Dr. Prabhu Sharma, a lecturer in Hindi, argues that the purpose of education is not static but evolves with time, place, and circumstances. It traces the historical shifts in educational objectives:

Ancient India: The aim was the all-round development of the individual.
Ancient Greece: Emphasis was placed on moral, social, and intellectual development.
Ancient Rome: Education focused on the welfare of the state.
Medieval Europe: The purpose was preparation for the afterlife.
Modern Europe: This afterlife focus is rejected.
Colonial India (Macauley): Education was geared towards creating servants of the state.

Sharma highlights that educational objectives are shaped by societal needs. For example, in ancient India, the Kshatriya (warrior) class's education prioritized combat skills due to the societal expectation of protection, while Brahmins focused on Vedic studies for religious interpretation.

The author uses the example of the United States to illustrate how educational goals change. Theodore Roosevelt in World War I outlined objectives such as physical, mental, character, spiritual, and moral training. In contrast, current US education aims to develop personality, prepare individuals for leisure, and make them productive citizens.

The Core Argument: Societal Alignment and Balance

Sharma asserts that education is the cornerstone of society and is only justified when its objectives align with societal needs. This societal alignment means preserving and enhancing the "good" and "prosperous" aspects of society while transforming the "bad" and "deprived" elements.

He further categorizes these objectives into two intertwined aspects:

Cultural Aspect (Sanskriti): This focuses on universal values and ideals, aiming for the general development of the individual and the preservation and progress of culture. It's the idealistic foundation.
Civilizational Aspect (Sabhyata) / Material Aspect: This is concerned with the material prosperity of a specific society, including technological advancement and economic conditions. It's based on reality and societal circumstances.

Sharma posits that culture represents the inner, evolving qualities of humans, while civilization represents the outer, material possessions. Culture is a dynamic process of absorbing the best elements of an era and discarding the superfluous, encapsulated in the saying, "Extract the essence, discard the dross."

India's Unique Context and Modern Challenges

India, being a predominantly religious country, has historically prioritized spirituality over materialism. While India has achieved material prosperity (the "golden bird" era), spiritual development has always controlled material pursuits. Consequently, Indian education has emphasized the development of character, adherence to Dharma, and harmonious living through systems like Ashrama (stages of life) and Varna (social order). However, Sharma notes that these ancient systems are no longer relevant in modern India.

A significant challenge India faces today is the conflict between tradition and modernity. Indian youth are increasingly influenced by the intellectual and behavioral freedoms of Western society, often perceiving it as an ideal. This leads to a rejection of Indian traditions as outdated and a fascination with Western materialism. Sharma views this as a national tragedy where the character of youth is shaped by foreign influences.

The Imbalance and the Path Forward

Post-independence India has focused on material progress but has lagged in intellectual and spiritual development. While outdated customs and practices have been removed, they haven't been adequately replaced, creating a severe imbalance between the material and intellectual/spiritual spheres. This imbalance, Sharma argues, is the root cause of dissatisfaction and despair in life.

The book emphasizes that Indian education must act as a bridge between India's glorious cultural past and the materialistic present. It needs to adapt ancient values to contemporary society and equip individuals for the modern material world. The goal should be to achieve harmony between these two spheres.

Key Recommendations and Insights:

Holistic Development: Education should foster democratic consciousness, scientific inquiry, and philosophical tolerance, as suggested by Humayun Kabir.
Integration of Science and Spirituality: The Education Commission's report also supports bringing scientific and spiritual values together for a society that fulfills all human needs, not just a segment.
Balance of Material and Spiritual Growth: Just as a flower needs both beauty and fragrance for completeness, education needs to balance material and spiritual advancement. This means that those who build weapons must also possess a spirit of non-violence, compassion, and love for humanity, and those focused on spiritual growth should not neglect material progress.
Humanitarian Values: Dr. S. Radhakrishnan is quoted, stressing that in the age of science and technology, while poverty must be eradicated through these means, intellectual poverty must be addressed through arts. Education should cater to human needs, both material and aesthetic/spiritual.
Constructive Citizenship: Education should prepare individuals to be constructive members of society, capable of fulfilling their democratic duties and resisting destructive tendencies.
Addressing Destructive Tendencies in Youth: The current destructiveness among students stems from a lack of spiritual development, mental weakness, and a disregard for reason (as Plato observed). Students acquire subject-specific (material) knowledge but lack spiritual upliftment due to curriculum and environmental deficiencies.
The Dangers of Materialism: The relentless pursuit of material knowledge leads to an insatiable hunger that eclipses humanitarian values, making students prone to dissatisfaction when they don't secure good jobs. This manifests in vandalism and destructive behavior, showing a lack of empathy for those affected by their actions (e.g., laborers, small vendors).
The Need for Humanistic Education: Sharma concludes that education should not just produce skilled professionals (like doctors) but individuals with compassionate souls that resonate with human suffering. It should imbue the "flowers" of talent with the "fragrance" of humanistic values. The absence of these values in education is a primary reason for their erosion in society, and blaming students for adopting destructive approaches in such an environment is unfair.