By Devendra Kumar Budakoti
In his book ‘Deschooling Society’, in 1971, Ivan Illlich writes that Deschooling envisions a society where learning is self-directed accessible to all and interwoven with everyday life. He critiques the role and practice of education in the modern world and writes that schools have monopolised the function of education using money and manpower for the task. Earlier, educationist Paulo Freire in his 1968 book, “Pedagogy of the oppressed”, writes that the present educational approach hinders critical thinking and creativity and reinforces the existing power imbalances. Gurudev Rabindranath Tagore also emphasised holistic development, creativity and strong connection with nature. The ancient Indian system of Gurukul education was holistic, focused on the residential mentorship of students in a natural setting. The infamous Macaulay minute of 1835 wanted to create a class of Indians who were “English in taste, in opinions, in morals, and in intellect, while being Indians by blood and colour”. The British were successful in creating English speaking babus for its administrative machinery, the burden of which we carry to this day.
In light of the New Education Policy 2020, one can notice the shades of Deschooling society, as the policy document reads, “Pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible, and, of course, enjoyable. The curriculum must include basic arts, crafts, humanities, games, sports and fitness, languages, literature, culture, and values, in addition to science and mathematics, to develop all aspects and capabilities of learners; and make education more well-rounded, useful, and fulfilling to the learner. Education must build character, enable learners to be ethical, rational, compassionate, and caring, while at the same time prepare them for gainful, fulfilling employment.”
In light of the New Education Policy, we need to give clear directions to school, mentioning that teaching of the three Rs (Reading, Writing and Arithmetic) from the early stages is not enough, but it should include, Dance, Drama, theatre, music, puppetry, storytelling and later Painting, Pottery, Sculpture, and in higher classes the basics of electricity repair, refrigeration, computer hardware, welding, carpentry, plumbing, and some basic masonry. Also music with musical instruments in higher classes. Not to forget all kinds of games and sports right from the primary classes. It should be clear to teachers and parents that education is not just three Rs, but also what is called CCA – Co-Curricular Activities and there should be marks given for these activities, not to forget NCC, NSS and boy and girl scouts.
The subject streaming after standard tenth, viz. science, commerce and arts, creates complexes among students. Coupled with this is the behaviour of some teachers shaming students for poor understanding and gasp of the subjects. This kills the confidence and creativity of many students in the coming years. This behaviour of teachers and parents can lead to mental health issues in individuals for years to come.
We need to also have a common syllabus for sciences, commerce and social sciences. Individual states can include some chapters on their history, geography and culture. Once the common syllabus is done, there is then no need to work on having a single all India board like the Central Board of School Education.
Besides the above, the government should actively encourage and promote alternative education systems such as Gurukul schools and home schooling. A clear provision should be made to allow any individual who has attained the age of 17 to directly apply for and appear in the Class 12 board examination conducted by any state or central education board.
With the emergence of Digitalisation, Artificial Intelligence, cyber security, etc., in changing syllabus, the pedagogy should remain sympathetic to the young sensitive mind. Teaching is a serious business, particularly in early childhood and primary education, as education shapes the future of a state and society.
