THE National Curriculum Framework (NCF) 2005 framed at the behest of the UPA government does not provide for religious teaching in educational institutions. The four core areas to which the NCF is confined are language, mathematics, science and social sciences. It will be readily seen that the NCF plays down morals and openly discourages its teaching to school students. This most important subject is not mentioned even by a passing reference as an essential element of education, what to talk of including it in the curriculum as a separate and independent subject.
It is ridiculous on the part of the NCERT to treat small school going children as adults capable of forming their own judgment about what is wrong and what is right. There are several passages in the NCF in which the NCERT tries to bring home its prevented message to teachers and others that children should construct knowledge from their own experience, using a loathsome language the NCERT writes “Constructing meaning is bearing” (NCF 2005 at p. 17).
Instead of making proper arrangement in school for physical cleanliness exercise, self-control and control of sense-organs and the teaching of morals preferably with the help of stories taken from authentic religious texts, the NCERT insists on sex-education, singing and dancing and other analogous activities in schools. The so-called National Curriculum Framework brazenly exhorts teachers to win the trust of parents in matters related to the teaching of sexuality, a thing which has been unheard of in the annals of India’s own educational history.
Blindly enamoured of the western education the UPA is doing in the sacred field of learning what even the British could not dare to do. Not content with the perverse teaching of sexuality instead of sanyam i.e. self-control the NCERT at the behest of the UPA wants school-going children to know how reproduction takes place! Can there be anything more immoral, unjust and unreasonable? The NCF 2005 categorically states:
“They must also be able to win the trust of parents in matters like allowing children to use home language in schools, or teaching about sexuality and reproduction, or play-way methods in primary schools or encouraging boys to sing and dance” (at p 33). NCERT’s queer logic is that any attempt at making children disciplined will create stress and is, therefore, undesirably! Its NCF says: “The association of learning with fear, discipline and stress rather then enjoyment and satisfaction is detrimental to learning” (at p 14).
The NCERT’s educational policy is based on the dangerously false premise that children are themselves capable of, to see its old terminology, “constructing knowledge”. As a part of the same perverted premise NCF states:
“Learners actively construct their own knowledge by connecting new ideas to existing ideas on the basis of materials/activities presented to them (experience)” (at P 17).
The NCERT should ask itself can school-going children construct a bridge over a river and that too without learning the science of constructing it from competent teachers? If not, how can they acquire knowledge themselves without guidance from outside?
The NCERT dispenses with the need of Holy scriptures even in the matter learning morals. It tries to spread a blatant lie through its curricular framework that school-going children can learn even moral and ethical matters through direct experience (NCF at p 16).
No educational system can succeed without drilling moral ideas in the minds of children in their formative years,. It is not correct to say that children are capable of regulating their own learning on the basis of their own beliefs. Children must be taught what is right and what is wrong.
This cannot be done without the help of Dharma since Dharma alone enables us to know what we ought to do and what we ought not to do. The Bhagwad Gita says:
“Ignoring the instructions of scriptures, he who acts under the sway of his own mind, he does not attain success, nor happiness, nor the supreme goal (16:23).”
Albert Einstein, the most celebrated scientist of modern era, had laid great emphasis on the importance of Dharma. He had once said : ” Science without religion is lame and religion without science is blind.” If the NCERT believes that it can provide a scientific base to education by setting aside Dharma it is undoubtedly mistaken in its belief. Dharma should not, however, be confused with Faith or Mazhab. Dharma is based on the unchangeable laws of God or Supreme Nature and are the same throughout the world. On the contrary Faith is confined to the beliefs of a particular individual morals incorporated in Dharma which are universal and meant for the whole mankind. They should, therefore, be thought to all children with great reverence and love.