In a liberal, vibrant, dynamic, and democratic society, the pursuit of desired and epochal change is a continuous process. It is widely understood that inertia and adherence to the status quo are regressive, hindering progress and development. True liberality and progressiveness involve embracing the need for expected changes in accordance with the evolving times, circumstances, environment, and contemporary needs. Education is an incredibly potent and influential catalyst for transformative change. A prosperous, strong, developed and self-reliant India cannot even be imagined without making desired changes in it.
However, it is unfortunate that at every step of this transformative journey, the so-called liberal and progressive camp in India tends to create controversies and raise objections. The most recent controversy revolves around the alterations being made in textbooks by the National Council of Educational Research and Training (NCERT). This dispute arose when Yogendra Yadav and Suhas Palshikar demanded the removal of their names from six NCERT books. Subsequently, 33 other esteemed educationists from across the country also joined this demand and expressed their dissent in a letter addressed to the director of NCERT, protesting against the changes being implemented in the syllabus. In response to this opposition, University Grants Commission (UGC) chairman Jagdish Kumar, along with Vice-Chancellors from top universities, directors of various educational institutions, heads of esteemed organizations, and approximately 240 academicians, have collectively issued a joint statement in support of the changes. They have alleged that a select few individuals, driven by personal interests and intellectual arrogance, have spent the past three months attempting to discredit the Council and deliberately impeding the process of updating the syllabus.
It is important to highlight that the National Council of Educational Research and Training (NCERT) has been actively making necessary changes and amendments to the syllabus in order to keep it engaging, informative, comprehensive, relevant, rational, and practical. However, it is worth noting that since 2006, no fundamental changes have been made to the textbooks and courses. While certain adjustments have been made during the COVID-19 pandemic and in subsequent years to reduce the burden on students and address local, national, and practical needs, there has been a lack of substantial updates. It is worth pondering whether the new generation’s evolving thinking, interests, expectations, and educational needs should find a place in the textbooks. Should student-centred education be limited to mere slogans? In this era of technological advancements and the proliferation of knowledge and information, is it rational and justifiable to insist on maintaining the syllabus and textbooks as they are? It is evident that without improvement or change, subjects cannot remain relevant, contemporary, and useful for life. Undoubtedly, there is a significant demand for value-based, skill-based, and job-oriented education among India’s youth today. This is reflected in the National Education Policy 2020, which emphasizes vocational training from the sixth grade onwards. It recommends allocating two and a half hours per week at the middle level and three hours at the secondary level for this purpose. The policy also places a weightage of 75 percent on practical knowledge in student evaluations. In today’s corporate world, organizations prefer to hire multitasking candidates who possess proficiency in multiple areas simultaneously. Therefore, the policy promotes multidisciplinary knowledge and provides the option for students to choose minor courses alongside their core subjects. The importance of co-curricular activities, yoga, sports, and the like in fostering spontaneity, sociability, creativity, cooperation, discipline, and leadership skills among students is well recognized. These activities also play a crucial role in reducing stress and depression, not only during students’ academic years but throughout their lives. Will it be possible to achieve all these goals without changing the curriculum?
The field of knowledge and science is rapidly evolving in today’s world. In order to keep up with the developed nations in this era of global competition, it is imperative that we bring about radical changes in the foundational elements of education, including the content of textbooks and teaching methods. It goes without saying that several subjects such as Physics, Chemistry, Biology, Computer Science, Information Technology, Commerce, Economics, Geography, and Environmental Studies will become irrelevant, outdated, and useless if they are not regularly updated. To ensure the relevance of these subjects, it is necessary to incorporate new research and findings into the textbooks. History, Literature, and Political Science are often the subjects that generate the most controversy.
Even minor changes in these subjects often lead to outcry from various political parties and intellectual groups. Wouldn’t it be beneficial if history textbooks showcased not only the glorious chapters of the past and the struggles for independence but also the achievements of 75 years of independent India? Shouldn’t the textbooks highlight India’s proud accomplishments in fields such as satellites, missiles, space science, engineering, technology, medicine, solar energy, agriculture, military power and other fields? Instead of focusing solely on Delhi-centric rulers through gradual, detailed, and exaggerated descriptions, wouldn’t it be more helpful to provide a genuine and authentic account of the dynasties and states across India to foster a sense of national unity and integrity? Additionally, wouldn’t it be meaningful and useful to explain the spiritual and cultural thought processes, life philosophies, and scientific aspects behind festivals, traditions, and customs through history textbooks? The question arises as to why the subject of history should be limited to the invasions, conspiracies, and treaties orchestrated by kings and rulers solely for the purpose of state expansion. Shouldn’t the ideals, aspirations, dreams, struggles, beliefs, and traditions of the common people also find a place in these textbooks? By teaching history not as a chronicle of defeat but as a narrative of victory and resilience, we can instil courage, self-respect, and determination in the youth. It will strengthen their sense of agency, effort, and determination.
Literature, as we know, connects us to our roots and nourishes our values. It fosters a sense of strength, humility, beauty, and elegance. In these times when beliefs are eroding and sensibilities are fading, literature plays a vital role in reinforcing faith in life and promoting human values. Shouldn’t literature be utilized to awaken social, cultural, national, and human sensibilities? Isn’t it true that, in the name of class consciousness and progressivism, some lessons in literature textbooks tend to foster frustration, isolation, and discrimination rather than coordination, cooperation, and harmony?
It is widely acknowledged that Indian democracy has grown stronger and more mature over time, despite the challenges, controversies, and allegations it has faced. Shouldn’t the remarkable journey of Indian democracy be highlighted in the study of political science? Wouldn’t it be beneficial for students to learn about various political philosophies that have influenced the Indian public’s mindset, rather than limiting their exposure to just a few? While the concept of unity in diversity is often reiterated as a slogan, students often find themselves focusing more on day-to-day conflicts based on language, gender, caste, region, and creed. In such a scenario, shouldn’t there be a comprehensive discussion on the elements and ideas that unite the entire nation, fostering a sense of unity and strengthening cultural bonds amidst the visible external discriminations? Why should anyone object to the promotion of patriotism, sense of national pride, civic sense, and a belief in constitutional values among students? The truth is that enlightened citizens, concerned parents, teachers, and students across the country have long-awaited changes in the curriculum. The delay in implementing these changes has already been substantial, and any further delays will only lead to frustration and disappointment for the millions of people who aspire for a progressive educational system. Adapting the curriculum to meet the demands of our nation, the world, and the present era is an urgent requirement, and any resistance to these essential modifications reflects inflexible adherence to outdated beliefs and a limited perspective.
