Friday 26 June 2015

Aham Brahmasmi




                                                                  Aham Brahmasmi
Turning the pages of a newspaper in the morning is no longer a cheering and inspiriting experience. Newspapers no longer greet us with “Good Morning” but disturb us with a “Grim Day” to follow. Every page has a couple of gruesome news about someone hacked to death, another killed in an accident, a woman or a girl child raped, a senior citizen bludgeoned in his bed, acid attack on women who had spurned male overtures, besides stories of corruption, nepotism and criminality at high places that are the least comforting to us in our daily quest and prayers for “achche din”. There are just a few days (can be easily counted on our fingers) when one reads about a sensational victory by our men in blue (that recur once in a blue moon) but long before we could hold on to that solitary moment of joy, news about another pathetic display in subsequent matches by our blue heroes(in cricket, Hockey, Football, Tennis etc )  take the fizz out of life.  Waiting for the sound of the newspaper at the doorstep, experiencing  the diurnal excitement of plonking oneself on the sofa and dexterously holding a cup of tea on one hand and the half-folded newspaper on the other are now only nostalgic memories as all the excitement of reading the morning paper has been replaced by a weary monotony of looking at the grim headlines that speak of macabre happenings all around us. The daily ritual tryst with the newspapers gets over in less than five minutes and the only way to relieve oneself off worrisome negativity is to get out and take a morning walk in the park when the sun is still mild.
The smell of fresh air, scented with the fragrance of the flowers, in particular jasmine, has a salutary effect on our frayed nerves as it quells the morbidity and chillness arising out of of fear and rekindles the spirit of life. (The scented air reminds me of how on some days we get perfumed newspapers-because the newspaper barons know that the fresh crisp smell of the morning papers no longer tickles our olfactory senses). The park that I walk through has very tall trees and every time I see a plane on a slow descent mode, I get the fright of my life seeing the wings of the plane almost grazing the tree tops. The tallest tree in the world is Hyperion, measured at 115.61 m (379.3 ft) in US while in India this distinction goes to the Great Banyan tree whose highest branch is 25m(82 feet). When I stand before the tall trees in the park that are almost 12m(39 feet), often my eyes fail to locate the top and reminds me of the  Jack and the Beanstalk story where the beanstalk is symbolic of a tree connecting Earth to Heaven.  Standing at 1.5m in front of the tall trees that are10-12m tall, I realize human smallness vis-à-vis Nature’s ampleness that contrasts with human arrogance and power to dominate over gentle and generous Nature. The power that humans wield is ubiquitous as it spares none in its attack. Man rages against man, against animals and birds, against his personal and professional environment  and above all, against Nature. The daily news stories of Man’ violence is illustrative of his ravaging nature. Unlike God who has the Power to create and the Power to destroy, Man seems intent on only exhibiting his power to destroy. It will be not wrong to say whatever Man creates is always to destroy anyone or anything inimical to his existence.
A lot of questions arise when I see the majesty of nature that is at variance with the inhumanity of Man. Two pertinent questions among them are where is God, the Creator, the Preserver and the Destroyer and why has He endowed Man with greater power for evil than for good. Even those who are atheists cannot ignore these two questions. The first one is for them to assert that God is nowhere and thus deny His existence and the second one to give Man the centrality of the world he lives in and his choice to use or abuse his power. As for the believers who never question established profundities, God is omnipotent and omniscient and He will have his final judgment on Man’s (mis) deeds.  There is never a doubt in their minds about the end result for all evildoers.  
In some way this line of argument is distressing and skeptical given the enormity of violence all around the world. Is God powerless to frighten Man into submission to His warning about evil or is He merely a silent spectator of the ruthless power unleashed by Man on all His creations and enjoy the fun of Man destroying himself and his species? Why in the first instance has He given Man the power to reason and discriminate and then withheld it by giving him the greater choice( or a choiceless choice) to follow evil and suffer all the consequences thereof? The Hindu believers in God cite the examples of Rama and Krishna who gave up their heavenly status to descend as human beings to fight evil only after allowing evil a long period of pomp and power to unleash great destruction all around. For the Hindu believer, the present phase is a repeat of Ravan Raj that will be decimated at the end amidst the triumphant chant of Victory to God:
                                         Praritranaya Sadhunam Vinashaya Cha Dushkritam
                                         Dharamasansthapnaya Sambhavami Yuge-Yuge.
( Whenever there is a fall in Dharma and a rise in Adharma, I come, says Lord Krishna.)
The simple unquestioning Hindu minds with their belief in the karma theory looks at rebirth  as the final judgment to direct the good and the evil doers to a life of happiness and misery respectively. But to the skeptical minds like mine, the total blank-out of our past life in our new birth negates the theory karma theory that pleasure and pain are directly related to our past karma.  The escalation of evil today in different parts of the world- the  Boko Haram menace, terrorists gunning down innocents , ISIS brutish attack on men, women and children  who do not accept their sovereignty, the  liberal use of firearms by ordinary people in pursuit of robbery, revenge and criminal acts –( that appear as headlines in the  newspapers) -makes one wonder whether karma theory has any validity today. Even the children’s Fairy Tale about Jack and the Beanstalk endorses Jack’s action of stealing the giant’s bag of gold coins, his goose that lays the golden eggs and his harp that plays by itself- despite the help rendered to him by the giants’ wife. When the giant chases him down the Beanstalk, Jack axes it, making the giant fall to his death. This is vengeful cruelty with a happy ending for Jack and his mother who live happily ever after with the riches stolen from the giant. In short the moral of the story seems to be “steal if you can and embrace evil as good.”
Let us return to the unsolved question about God, Good and Evil. Our epics have shown Ravan and Duryodhana as representative of cruelty and inhumanity. In the Bible we have the story of Adam and Eve, not acting in obedience to the commands of God, but coming under the influence of Satan. In the Old Testament, we have the story of Job, the pious and the righteous man, suddenly deprived of the grace of God and subjected to disease, poverty and humiliation. He is not told that his suffering is to test him and prove his loyalty and obedience to the Lord that wassuspect in the eyes of Satan.  When Job seeks an answer to his question as to what his sin was to merit such a punishment, the Lord refuses to tell him that He had a wager with Satan with regard to Job’s piety and implicit faith in his dispensation.  Instead he takes him through a virtual tour of the lovely garden and asks Job who had created the sun the moon, the stars and the sky, the ocean and the rivers, the flowers and the trees, the birds and the animals for Man to enjoy. The story shows the Power of the Lord to create but at the same time it reveals his Power to take away all that He has created at any time he chooses to.
Looking at all the stories, it is clear that there is a Power- God or Godot as Samuel Beckett identifies the Absent Power or call it by any other name- that is principled on co-existent contraries, of good and evil, of creation and destruction, of light and darkness, of pain and pleasure, of tears and smiles, and last and yet the most significant, namely of birth and death. The Power is invisible, inscrutable and imperturbable, beyond human imagination. For reasons unknown, Man among all the created species has been bestowed the power to reason and discriminate between the contraries. Ironically this power to choose is not an unrestrained one for many choose evil which seems more alluring and seductive than good. As our mythologies have shown, our Hindu Gods will wait for full blown-up adharma before stepping in to destroy it. By the time much evil would have pervaded the world and in the Lord’s sweep that annihilates evil, a lot of good would also be washed away. The great truth that good ultimately triumphs over evil allows for free and uninhibited dance of the devil for a long time in the world. The Mahabharata is a chilling story of the death of all but the five Pandavas representing Dharma. In the Ramayana many sages are subjected to the demons’ unholy acts before Rama could save them. Job in the Old Testament suffers immensely before the Lord makes him acknowledge His power to offer and deny grace at His will as His supreme prerogative. Adam and Eve are shown to fall unto the temptation of Satan before which the Lord’s decree pales. No doubt, the ultimate victory is that of the Lord who shows His benignity through his Power to destroy. In this delayed entry of the Lord to set things right, Man’s choice of evil to work out destruction seems true to the truism “Justice delayed is justice denied”. The power given to Man to discriminate is a choiceless choice as Man makes evil his preferred choice. When one sees Nature in her wholesome glory and beauty, one recognizes the majesty and benignity of the Power that has gifted it to us. Though the Power that has created should have the responsibility to sustain it, it has ceded that responsibility to Man. And Man has not lived up to the trust. He has failed to sustain his environment, but worse is his insatiable greed that has made him worse than a rapist in denuding Nature. He has made his choice clear- to destroy Nature to satisfy his wants.  He destroys not only Nature but also the basic human nature that has evolved over many millennia to live in harmony with his surroundings.
Is the Lord waiting for him to annihilate all that has been created before He comes and destroys the predator who happens to be the best among his own creations? If He continues to be an absent Lord, let us stop waiting for Him and use our own fair sense of judgment to discriminate in favour of good. It sounds cynical to retort that this is easily said than done. Having experimented with evil and the disaster it has unleashed from time to time, why not experiment with good and see if the tide of violence can be reversed.  As Nietzsche said the Will to truth is present in all human beings. In order to discover the truth one must question all one has learned and observed. In Beyond Good and Evil, he asks the modern generation(though he wrote towards the end of the 19th C, it is more relevant for us today)  to develop critical sense and not blindly accept dogmatic premises on morality, God ,Evil and Good handed down to us through many ages.  His most pertinent observation was to look at evil and good as different expressions of the basic impulses that find more direct expression in the evil man.  He goes into the realm that is beyond good and evil where one goes beyond mere assimilation of accepted dogmas and works out a new dynamic approach towards affirmation of new values. Adapting Nietzche’s exhortation to “Will to Power”, it is time for us in the 21st century to “Will to Good” to counter the forces that “Will to Evil”, to harness a new perspective for life, that would value Nature and her bounty, that would protect the life-sustaining environment, and above all that would cultivate humanity through love, peace, friendship and respect and appreciation for diverse people of diverse origins and religions. There is no need to cry “O’ Lord , Where are you?” and wait for Him to arrive to save us and the planet, but become the Lord Himself absorbing both the power for good and evil and create new meanings and values to sustain ourselves and the world around us. Isn’t this our scriptures have endorsed? Aham Brahmasmi – I am Brahman where the meaning is expanded to state "the core of my being is the ultimate reality, the root and ground of the universe, the source of all that exists.". These two words in Sanskrit explain the unity between the macrocosm and the microcosm directing Man to understand the power given to him, to improve his present state and guide his future both for himself and the generations to follow.

Friday 19 June 2015

Education for Freedom




                                    Education as a human right for freedom
Summer time, when outdoor activities hardly beckon us, is the best time to catch up with reading- or re-reading books that we had lost touch with for many decades. For me it was serendipitous to come across two great books- Charles Dickens’ Great Expectations (1861)and Aldous Huxley’s Brave New World Revisited(1958). Huxley wrote Brave New World in 1932 and followed it up with the sequel Brave New World Revisited in 1958. Huxley’s projection of a remote future world has become real today in India and also in most parts of the world. The basic difference between Dickens and Huxley is the former writes about the reality of his timewhile Huxley projects a picture of a remote future (which, albeit is today’s picture). As we read Huxley, we increasingly recognize that the future he had predicted is not a grim fantasy, and in less than half a century, it has become an actuality.  While we are far removed from the Victorian age (including its prudery) our proximity to Huxley’s Brave New World cannot be ignored.
We are no longer in the Victorian times that Dickens presents in Great Expectations and we are in the 21stC world where the word “brave” as ironically employed by Huxley is to be understood as “bluster” or “swagger”. Ours is a world of bluster and swagger, full of bombast and bravado. We live in times of turbulence, overlaid with propaganda. Times have changed and Australia referred to by Dickens in Great Expectations is no longer the “penal colony” as it was then known. Today it is one of the highly developed countries and one of the wealthiest in the world and has the world’s fifth-highest per capita income. It is no longer the Dickensian country where convicts from Britain were transported. Pip’s mysterious benefactor Abel Magwitch was one such convict, causing Pip shock and embarrassment when he learns that he was the source that helped him gravitate towards the upper class. Today’s world is very different and there are no such anonymous benefactors like Abel Magwitch. Our society has very few philanthropists and none whosoever bequeaths his largesse as an expression of his gratitude like Abel did. So comparing the two different worlds of Dickens and Huxley may seem like comparing oranges and apples and hence I offer a cautious apology not to have illusory great expectations from this article or a vaunted entry into a brave new world of ideas.
I will limit myself to four issues that are common to both the books:
      1. The pursuit of happiness in a world of social inequalities and human failings, as juxtaposed against a pre-engineered paradise of universal happiness.
2.   Child’s Rights In Victorian times
3.  Education –its challenges in Charles Dickens’ times and the certainties as prescribed by Aldous Huxley.                                                                                                                                                                                                                                                                                                                                                                                       
4.  The two books as a commentary on human destiny and human conditioning and its role in defining our lives, as we take a quantum leap into the future.
The first three can be subsumed under one caption: Education as a human right for freedom. The fourth raises the philosophical question about human destiny (that comes with birth) and human conditioning (that comes from nurturing).

In a world of vast social inequality, economic inequity and intellectual disparity, the pursuit of happiness hits a cul-de-sac if education is denied to a vast majority because of their poor and weak economic and social status. This is true of India today just as it had happened in the 19th century Britain, particularly during the 50 years reign of Queen Victoria when England was making rapid strides towards industrialization. The 19th century was also a period of urbanization and together with industrialization, there was a shift from agriculture to industry. This resulted in a vast majority of people with their children moving into towns from their rural base. Child labor was not new to the 19th century, but as industrialization continued it became more visible, as masses of ragged, stunted children crowded the city streets.
Child’s Rights in the Victorian Age was basically the beginning of an idea that children have the right to education and freedom which the state should protect. Though such a right seemed unrealizable at the dawn of the nineteenth century, by the time Queen Victoria died in 1901, it had gained significant support.  There were calls for reforms and many Victorian writers, in particular Charles Dickens expressed his intense concern over the exploitation, vulnerability and shocking living conditions of the poor children. Thanks to the pressure built on the government and society by reformers and writers, the English Parliament brought in a number of reforms. Though slow to begin with, the idea that childhood should be a protected period of education and play gained ground and made it possible for nearly 90% of children to be in school by the end of the Victorian Age. Education was conceived as the enabling means to free children from poverty, inhumanity and unhygienic living conditions.
But when Huxley speaks about education for freedom in the second half of the 20th Century, he looks at freedom not just from intolerant physical conditions but from intellectual and moral internment. Education, he says, is built on values that are founded on facts and it has to find appropriate techniques to transmit those values to the young in addition to fighting those who resist values and deny the facts.   Today we often hear the ubiquitous phrase in all educational institutions- value education. But no one has a clear view as to what those values are that have to be imparted.  There is no clarity in the use of this phrase that is bandied about as the Institution’s core social responsibility. Huxley is clear in his enunciation of values that have to be the centrality of education. For him the important values are (1) value of individual freedom (2) value of clarity and compassion based upon love for fellow beings and (3) value of intelligence “without which love is impotent and freedom unattainable.” 
To recognize the importance of education and values, it is axiomatic to affirm that there are inequalities both in society and in individual capabilities. This, inter alia, implies that it is not possible for everyone to have access to quality education either due to non affordability or due to difference in individual mental potential. Education is the means to free the mind of prejudices in respect of those who are different and gives us the first lesson of life that every individual in this world is biologically unique and is therefore unlike other individuals. “Freedom is therefore a great good, tolerance a great virtue and regimentation by governments, dictators, authoritarians and professional mind-manipulators to reduce human diversity to a controlled and manageable uniformity (italics mine) is a great misfortune.” It is only the educated and cultivated mind that can distinguish truth from falsehood, correct knowledge from false propaganda, rational argument from irrational bluster, logical collectedness from passionate hysteria. Education also helps us to cultivate proper use of language and symbols to guard ourselves against mind manipulators who pervert language to wheedle us into thinking, feeling and acting as they want us to think, feel and act. The science of thought control has the power to curtail our freedom and to pressure us into falling in line with a desired and manageable sameness and unchangeability. Huxley’s Brave New World Revisited makes a plea that mankind should educate itself for freedom of thought and ideas, freedom from servitude to those in power who manipulate our minds, and freedom to cultivate compassion, love and humanity towards fellow beings in spite of  the genetic differences in the intellectual, physical and emotional quotients that contribute to the heterogeneity of the human race.

The comparison between the two books takes us to the fourth issue on human destiny and human conditioning.  Both Great Expectations and Brave New World as it first appeared in 1932 belong to the novel genre while the sequel where Huxley revisits his brave new world is essentially one long essay, subdivided into twelve chapters. Great Expectations is a factual presentation of the 19th century English society, its humungous growth in industrialization and urbanization due to large scale migration to towns from the rural areas and the seamy side of London with its sordid and squalid living conditions of the poor.  Brave New World Revisited is a more of a crystal gazing into the future in the context of new theories and developments in science and psychology and set in the background of the totalitarian dictatorship of Hitler and Stalin. Both the books in different ways deal with the question of nature versus nurture. Huxley ‘s shocking analysis of a new world presents new forms of control that includes genetic manipulation to bring in uniform babies to standardize humanity where individual human behaviour would be nurtured and made to order rather than allowed to develop according to his/her  genetic nature. This is the biggest threat to humanity as prima facie it negates biological variability which is the basis of all evolutionary theories. Huxley terms it as Will to Order, “the desire to impose a comprehensible uniformity upon the bewildering manifoldness of things and events.” In this scientific dictator education, there will no longer be free thinkers, revolutionaries, change seekers, but everyone will be brain washed into accepting servitude and not dreaming of a change. Science has the power to provide men and women with a better quality of basic living conditions- what we call in our idiom Roti, Kapda and Makan(food, clothing and shelter).  At the same time by satisfying their basic wants, it has the power to destroy human freedom to aspire for greater expectations from life. Men and women of Huxley’s Brave New World make a new chorus of their demand: “Give me television and hamburgers, but don’t bother me with the responsibilities of liberty”.  Huxley is here echoing the great British philosopher, political economist and social theorist, John Stuart Mill who wrote nearly a hundred years back in 1859: “It is indisputable that the being whose capacities of enjoyment are low, has the greatest chance of having them fully satisfied; and a highly endowed being will always feel that any happiness which he can look for, as the world is constituted, is imperfect… It is better to be a human being dissatisfied than a pig satisfied; better to be Socrates dissatisfied than a fool satisfied.” Under a scientific dictator education, most men and women will grow up to love their servitude and will never dream of revolution.

The difference between nature and nurture that Huxley talks about is well borne out by Pip, Abel, Estella in Great Expectations. Pip is born and brought up in a poor family of a blacksmith. He is apprenticed to his sister’s husband and learns the trade, though deep within him there is a burning desire to be educated and become a gentleman to prove worthy of Estella whom he loves and whom he thinks to be the daughter of Miss Havisham, a wealthy eccentric lady living forever in the past and plotting revenge against men because she had been abandoned on her wedding day by her fiancé. As things turn out, Pip learns that Estella is not Miss Havisham’s daughter, but that of Abel Magwitch, the convict-turned benefactor of Pip and that Miss Havisham had trained Estella  to break men’s hearts as revenge for her pain caused by Compeyson who deserted her on the day of her wedding.  Pip’s instant attraction for Estella, his ambition to grow up into a gentleman to be worthy of her are the two sides of his personality- a simple, loving and caring person by nature and nurtured into becoming a part of the elite class. His initial revulsion for Abel when he learns that his benefactor is not Miss Havisham of the genteel class,  but a convict whom he had helped when he was a boy reveals his simple basic nature that cannot see anything other than in black and white. For him a convict is a convict and this makes him despise Abel. He feels outraged and embarrassed that he had gained entry into the gentlemen class by tainted money. Once he moves into the elite society, the natural bonding and affection that he had for Joe, his sister’s husband, gives way to a sense of shame of having belonged to the poor family. But as the great expectations of Pip crumble, he realizes the gratitude, generosity and goodness of Abel, and feels ashamed of his betrayal of a person with genuine human bonding. What we see at the end is the return of the original Pip, educated and more liberal in his outlook, freed from temporary aberration from his basic humane nature. Abel, the convict turns out to be a man with a soul who had dedicated his life to making Pip a gentleman, and had worked hard to make a fortune in Australia for that very purpose. Nature cannot be erased even if the community brands him a criminal. Estella’s nurturing by Miss Havisham is her undoing, making her cold and cruel leading her to an impulsive failed marriage with a worthless man. At the end the real Estella returns – like her convict father, she discovers her basic warm and affectionate nature that had been overpowered by Miss.Havisham’s scheming manouevers to make her toy with men’s affections and jilt them at the end. Her sad kindness at the end is proof of her natural quality inherited from her father. If we look at Dickens work, we understand that human destiny cannot be forever undone by artificial conditioning. Education, as Huxley defines nearly a century after Dickens, reiterates this fact and makes a plea for education to factor in individual’s genetic nature, his behaviour, his intellectual and creative endowments, his aspirations and his potential. Nurturing is a controlled scientific-psychological process that denies hereditary patterns of behaviour and individual’s special abilities for music, art etc which run in the families. This goes against the laws of nature that govern our lives. A simple analogy of how nature operates can be seen in the different colours of flowers we see blooming in green plants. The hibiscus plant produces only red coloured flowers and not yellow or blue or white, the  jasmine yields only  white and not red flowers, lilacs are pale purple and not green or orange.  By and large the flowers stick to the colours as per the genetic code imprinted on their respective seeds. It is the same with human beings. To defy the genetic code and replace it with artificial conditioning is disastrous. Huxley’s long essay concludes that education that negates heredity, the inborn human desire to preserve our individual autonomy and our genetic love for freedom is a threat to humanity. What we need is a balance between nature and nurture, what Aurobindo terms as svabhava (our own intrinsic nature) and swadharma (our own right action in the world). Education should build on the strengths of the inherited and familial human traits in order to resist the numerous dictatorial methods for curtailing individual freedom and withstand mind manipulation that forces men and women to accept the controlled uniformity imposed on them.

Great Expectations is an open-ended novel. Readers are left to come to their own conclusion as to whether Pip and Estella will or will not part again. Will natural bonding bring them together with Great Expectations for the future or will they move into Huxley’s Brave New World and opt for servitude in place of freedom and become less human than before? I pause for a response from all educationists as to what can be done for this core issue of Education for Freedom.

Sunday 7 June 2015

A Discourse on Ancient and Modern System of Learning



                                           A Discourse on Ancient and Modern System of Learning
I switched on a Bhakti channel (devoted to devotional music) and serendipitously listened to a lecture by a professor of a leading Institute of Management on the value of ancient learning in India. His simple and straightforward lecture without any soaring after Management terminology held the audience in his thrall –because of its simplicity that goes with one-to one talk but more so because it was a panegyric on ancient Indian wisdom and learning. He echoed the famous line from the Mahabharata: “What is here is found elsewhere
                                                                                           What is not here is found nowhere”
It raised the comfort level of the listeners and made them feel that  Indians  are far superior to the rest of the world, having inherited the legacy of the Vedas, the Upanishads and the Bhagavad-Gita – three in a row, that contain the quintessential essence of what life is and how it is to be lived.  
As a teacher of more than five decades, brought up on the Macalayan system of education, I was rudely jolted out of my smugness and made to look foolish for adhering to the Western pedagogics which according to the Management Professor was not only at variance with our ancient system of education, but also grossly inferior with its emphasis on the phenomenon to the exclusion of the noumenon. This seemed a tailor-made lecture( though not intentional) to gladden the hearts and souls of the new policy makers with their sworn allegiance to Indianisation of education.
The criticism against Western system of education is its large emphasis on analytical thinking and the premium it places on STEM education- Science, Technology, Engineering and Management and to that extent its constriction of Liberal education- though there is already a strong move in the West to bring back Liberal education centre stage and employ it as means to enhance inter-disciplinary studies. Our famous ancient universities of the first millennium and those of a few centuries preceding it like Nalanda,Takshila, Ujjain and Vikramashila had conceived of Liberal education by having  blended courses comprising Art, Architecture, Painting, Logic, Mathematics, Grammar, Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine. This is at the core, a fusion of broad learning and analytical thinking that incorporates both the binaries in learning- inductive reasoning and analytical thinking.  Inductive reasoning places specific information from which broad probabilistic generalizations can be made. Analytic thinking is putting main point up front and supporting it with more specific details. The first one is more tuned to passive learning where learning starts from an unquestionable “given”( i.e. established knowledge)and proceeds to deduce causal inferences. inductive reasoning is the basis for most of what we know and seeks to make future predictions based upon observed phenomena. For example, our knowledge that the sun will rise tomorrow is based upon inductive reasoning. Inductive reasoning consists of inferring general principles or rules from specific factsad therefore, to a large extent encourages rote learning as against analytic reasoning which encourages deeper engagement and involvement with the process of learning. Analytic thinking is active learning where a proposition is not taken as an unchallenged one and the onus is to prove it through analysis and understanding.  In the Introduction to her book Cultivating Humanity, Martha Nussbaum has cited Aristophanes’ great comedy  The Clouds where a young man eager for new learning is directed to a debate in a Think-Academy. The debate is about the contrasting merits of traditional education and the new Socratic form of learning. The Old Education favoured lots of memorization and not much room for questioning. Opposed to it was the new form of learning that makes the student think critically about “the origins of apparently timeless moral norms and learn to construct arguments on his own, heedless of authority.” Twenty-five years later, Socrates was put on trial for corrupting the young!
Indian education system is today at the crossroads. The entire examination has till now been more on the student’s ability to memorize than his/her power to analyze. This is prevalent in all the three tiers of education- the primary, the higher secondary and the post secondary or higher education. The decline in Indian higher education is perceptible as students have failed to learn the art of critical thinking. Most of the learning are at the surface level and stop short of going deep into any subject of study. A majority-if not all our educational institutions are teacher-centred and therefore they fall short of independent and in-depth thinking. The question before us is how to bridge the binaries and make education a holistic one.
I write this from my experience as an academic of more than five decades. I have been reasonably successful both as a student and a teacher because I had the benefit of experiencing both systems of learning in my 20 year long period as a student. As a young child of four, I used to attend Sanskrit classes in a house opposite ours where we were taught Amarakosha , an authoritative Thesaurus of Sanskrit  and which every Indian child in his/her early years memorized . The text is in three parts- the first deals with Gods and Heaven, the second with earth and humans, animals and towns and the third with words related to grammar, prayer and activities. Without understanding the meaning we were made to repeat the texts after the teacher. This is known as repetitive learning where through repetition, we learn to memorize. The student imbibes the words that later form into a knowledge web when the organization of words reveals a connectivity with other words. The knowledge implicit in Amarakosha becomes explicit as one slowly unravels the relationship between the words. There were forty children of my age who were taught Amarakosha through repetitive learning. The wonder of wonders is we developed both memory power and retentive power at an early age. Similarly we were made to learn multiplication tabIes from 1-16 ,each  integer multiplied by numbers from 1-16.When the Imperial unit measurement system was replaced by the Metric system, we had no difficulty in switching over and calculating new measurements changing inches into centimeters(1inch=2.54cms), miles into kilometers(1 mile=1.6 kms),as we were well grounded in multiplication. I was fortunate to move to a school that was truly catholic in teaching us the Hindu epics and the Upanishads as well as stories from the Bible. The higher classes in science, mathematics, history and geography in addition to English and classical Tamil helped us to integrate different strands of culture and thought, modern science and ancient wisdom that marked the beginning of analytical thinking. University education was a step forward  that  enhanced our ability to think and analyze critically  but this was possible as the foundation that had been laid in the formative years helped our generation of learners to see the web of knowledge extending from the ancient “given” wisdom to modern  scientific knowledge. India’s not too distinguished record today in Scientific and Humanities research is attributable to the current educational system that relies heavily on bookish and  rote learning  to the exclusion of critical thinking and understanding of the web of knowledge.
The current thinking in favour of Indianisation is done without a full understanding of what it stands for. If one goes back in History, Warren Hastings, the first Governor-General of India, unlike many of his successors respected and admired Indian culture. He considered Indian culture as a basis for sound Indian administration and he patronized the learning of Indian languages and arts. The Indainisation of education began with him though this was disbanded later by Macaulay who introduced English learning to train Indians to be clerks in the British administration. The two types of education- the Sanskrit school and the English school differed in that the former was focussed on knowledge of Indian culture and arts, values and ideas, while the latter with its emphasis on English language and analytic thinking based on the British System of education provided the opportunity for employment. Macaulay and his introduction of the British system of education  are often blamed for the rise of a new generation that has forgotten its distinct Indian heritage. So now the criticism has reached a crescendo, seeking in academic study a restoration of the uprooted traditional Indian modes of thought. In this high octane clamour for all that is Indian, what has been forgotten is Indianisation does not mean exclusivity and this is more true today as it has to factor in globalization that calls for inclusiveness. In fact including Buddhism along with Hinduism and other subjects, our ancient universities have set an example of a liberal and catholic approach to learning. We ought to be proud of this rich legacy of Indian thought that is characterized by syncretism and pluralism, seeking to reconcile differing systems of beliefs and ideas. Hence it is important in the 21stcentury when globalization has become an accepted and desired way of life, students are given both inductive learning and analytical reasoning  and made to learn their  mother tongue besides Sanskrit, English  and any one  foreign language(German/Chinese /French/ Italian/Russian) in order to become a global citizen. The three language formula can be extended to include a fourth language because the early years of learning are the best years to learn different languages with ease. A young niece of mine from US, hardly five is able to speak four languages- English in US, Hindi in Delhi, Tamil at home and German in school, switching from one language to another with ease without confusion. The language training of our indigenous system at an early stage (as in the case of Amarakosha ) is through inductive learning that helps the student to see the connectivity of languages, their expressibility and their symbolism. Sanskrit and German are close to each other and the learning of English and one’s mother tongue will help the young minds assimilate the catholicity and liberality needed to accommodate different cultures, traditions and ideas of the world. What is more important is we need English and western system of education to be employable in a globalised world.
Indianisation with its inductive reasoning has certainly the advantage of giving young minds a solid foundation in Indian literature, culture and arts and to that extent it is welcome but it should not be at the cost of western system of learning that develops critical thinking and analysis. The two are not contraries, but they are co-existent varieties of learning. The best of both have to be incorporated. What is puzzling and distressing is our policy makers plan only for ‘either’ / ‘or’ and not ‘and’. Even more distressing is that we seem to take only failed ideas rather than go in for the best and the noblest systems of learning from the West. For example, we do not follow the tenure system of employment as in the US which will ensure retention of faculty only of high quality and scholarship. But the Indian universities are aping the Western universities in calculating points for promotion under the CAS (Career Advancement Scheme). A long drawn form has been introduced by the UGC for calculating points under different categories to arrive at a magical minimum score per year to qualify for promotion.  This has resulted in the faculty going in for a lot of feverish activities, one of which is to produce mediocre and sub-standard papers as evidence of research and scholarship. No one is concerned with the quality of research pursued, and the quality of articles, papers and books published by the teachers. I know a young lady presenting the same paper at ten different seminars with the title slightly altered to show her exemplary scholarship. Numbers translated into points is the order of the day. Points for a lot of co-curricular activities that are also listed as an essential category for promotion are computed by stating that they are members of music or dance society, theatre groups, debating clubs etc without any genuine participation and contribution. One has to see the clamour of the staff to be members of these societies that would help them add a few more points under the CAS.  As for as evaluation and examination work is concerned(which also is listed for totaling  points), it is appalling to see teachers valuing scripts at a rapid pace, sitting huddled  in a crowded room without reading the answers or evaluating their worth. Number crunching is the name of the game and faculty members examine scripts at a feverish pace to show increased number of scripts evaluated with no concern to decipher the worth and value of the scripts.  The net gain is points for teachers for their contribution to the university academic activities. Why can’t we have evaluation of student scripts as in the past where papers are sent home to select teachers known for their integrity and scholarship (and these teachers alone will qualify for promotion) and not as is the case today making evaluation mandatory and packing teachers like sardines in a room and mandating them to evaluate so that the universities can get the results published on time?
Why should we incorporate this form of promotion from the Western universities to find out if the teacher is eligible for promotion? Can’t we follow our own indigenous system where promotions are based on the record of the teacher as evaluated by The HOD/ Principal, students and peer groups besides the teacher’s scholarship evidenced in the quality of papers presented? One of the greatest anomalies of the academic profession is no CR(Confidential report) is written for them by the Principal and HOD.
Learning comprises content and method. With vast numbers entering colleges and schools for admission, content and method of teaching have to be adapted to reach out to this multitude coming from different strata of society and possessing different levels of learning ability. Uniformity in syllabus can never be the answer as different students at different colleges need diverse courses suited to their intellectual level, their aptitude for learning and their future employability. The only constant in post-secondary education at all levels should be to develop the rational and critical faculty of the students, to give them broad learning with specialized tools that are necessary for their employment. Instead of improving on what we have and working on the changes that have to be adapted,  the discussion today veers mostly around Indianisation of education in place of the prevailing system which unfortunately in India, as it exists  is  a mockery of the analytical reasoning that is integral to the Western system of education. 
Our ancient educational system was built on the Gurukul school of learning where the teacher and the taught lived together and the teacher handed the baton of traditional knowledge to his student on what came to be known Guru-shishya parampara. The etymology of Gurukul is Guru(teacher)+ Kula( extended family). In a Gurukula, students lived together as equals, irrespective of their social standing, and learnt from the guru. Today in our class-cum-caste ridden society, such living together as one family is more in the Constitutional laws rather than in practice. Reservations laid down in our Constitution is an enabling process to make education available to  all those castes that had been deprived of their equal claims to education, employment and  economic status in society. But the original concept of Gurukula that worked without reservations is not possible today because of the burgeoning population of reserved category and the lack of institutions to accommodate them. Reservations over the last six decades have been of limited success but not broad enough to erase casteism and class distinctions. If we take a leaf out of the Gurukula system, it can be achieved by opening residential schools and colleges where students and teachers irrespective of their social standing live together, work together, eat together and mix with one another in a common spirit of human bonding.
The curriculum should be worked out as per the needs of regions that students belong to. Everyone is not an Einstein or a Stephen Hawking, an Amartya Sen or a Ramakrishnan Venkatraman to be educated in higher realms of Science and Technology, Physics and Philosophy. Post secondary education has to be categorized into Skill training centres, Professional institutes and Higher academic centres to cater to different students with different aptitudes and abilities. The degree certificate is not to be of a graded order but is a stamp endorsing the completion of training. It will be naïve to bask in our ancient glory and claim that we possess all the wisdom and we do not have to go beyond our shores and import wisdom. Advanced technology, new discoveries in science, medicine and engineering, new understanding of economic theories, sociological systems and political concepts, new trends in arts, literature, media, music, theatre and dance have to be a  part of learning . The formative years in inductive learning and repetitive learning will stand us in good stead as it provides the foundation on which to build the new edifice of learning.
Let not our new policy makers have a Kiplingesque view of life and twist his famous lines:   “East is East, West is West/ And never the twain shall meet”  and  burst into a new anthem as in the film Judwaa , in keeping with their newfound interest in cultural atavism  :
                                                                         East or West
                                                                   India Iss The Best
                                                                   North, South, East or West
                                                                    India iss the Best
                                                                    The Land of Culture, the Land of Green
                                                                    This is the Land of U and Me