Ancient India was ahead of others in warfare, with Kautilya being foremost pioneer, and that should now be replicated
Although we are not fighting an openly declared war on the border, the tentacles of hybrid warfare are spreading fast. The young generation probably holds some of the most influential leaders, space and nuclear scientists, microbiologists and administrators. A curriculum that makes the students aware of the struggles of independent India and the glorious military history will keep their expectations realistic from India's neighbours and not fall into the trap of divisive forces. In such a scenario, service to the country would be the main guiding principle.
The history of South Asia tells us that India has never been an expansionist state despite having a predominant geographical and military position in South Asia. Wars have always been imposed, and, despite being victorious, the country was benevolent towards its aggressors. India returned the Prisoners of War and the land (such as Haji Pir Pass) that was won. Unfortunately, the graciousness of a strong victor has been taken as a 'soft approach' by many western strategic experts, Pakistan and China.
Both the adversaries together present before us a collusive and collaborative threat. The horizons of active security threats have broadened. They now include new and emerging technologies such as artificial intelligence and space, bio-warfare, trade wars, and hybrid warfare apart from the conventional ones such as nuclear threats. In such a changing geopolitical landscape, it becomes pertinent for India to include military history in a comprehensive and well-defined manner starting from the primary stage and going up to the secondary and higher secondary stages, apart from the university level.
In all schools, even at the level of primary classes, various dance drama skits are screened based on Shri Krishna Leela and Shri Ramayana themes, apart from excerpts from Discovery of India. The establishment of the Mauryan Empire, and the advent of invaders from the Mughals to the British, leading to India's freedom struggle, has been well explored. However, excluding military history from the curriculum ends up in a vacuum where the distractions of globalization set in and consequently divert the child's psychology. Short biographies of various gallantry award winners can be a part of both Hindi and English literature. Each ‘shauryagatha’ will motivate the students to serve the motherland by joining the forces or contributing through other means.
The middle section of social sciences textbooks, while including ancient India, can also include Kautilya's Arthashastra. 'Kuta-yuddha’ (concealed fighting) and 'tusnim-yuddha' (silent fighting), which Kautilya spoke about, has contemporary relevance. We are responsible for making children, youth and others aware that Kautilya laid the foundations of modern-day realpolitik. Sun Tzu's Art of War, which has often been hailed as a 'masterpiece', was written 50 years after Kautilya's Arthashastra. India always had a 'grand strategy' in place but owing to the enslavement by the British, we lost the outlook of exploring the ancient Indian knowledge traditions of science, maths and even warfare.
The higher-level social sciences books of history may give a detailed description of the wars of independent India, apart from the respect that forces have given to various international agreements. For instance, the burial of Pakistani soldiers by the Indian government during the Kargil War, treating Prisoners of War (PoW) with due respect, discrimination between combatants and non-combatants and not using human shields are some principles that are in the International Humanitarian Law and the forces have always abided by it, even during the harshest of counter-terrorism operations. These principles were outlined first by the Dharam Shastras.
Being the most ancient civilization, Hinduism has immensely contributed to modern-day international law, an awareness of which should be brought into the public domain. Imparting such knowledge will benefit future generations, and we should not shy away from including such topics in our curriculum. Such a strategy will develop a favourable international legal perspective towards their country apart from a sense of pride and positive self-esteem towards the forces.
For science, junior-level books should incorporate the achievements of ancient Indian knowledge systems such as making coins, the sciences of the building of the temples, water conservation, weaponry system, Sushruta Samhita and surgeries apart from various overlapping concepts such as embryology. The subject can be correlated in the middle section with ancient and medieval weaponry systems depicted in ancient India's temples. For instance, the use of bows used the technology of gears and pull-back mechanisms. The arrows used were thick ones with rounded tops with explosive materials, akin to today's missiles with chemical warheads. Also, young scientists have not explored advanced technology like acoustic levitation in the south and central Indian temples.
The use of natural harmonics in ancient India is similar to the modern use of resonance frequency and has to be explored. Some time back, a few CIA staff and U.S. Vice President Kamala Harris had faced mysterious symptoms in Singapore and Vietnam. Such a cause has been associated with 'Havana syndrome', with experts suggesting targeted frequencies. Ancient knowledge undoubtedly is the guiding force. Such a vast knowledge system with strategic significance stands unexplored and sidelined by the national curriculum and strategic experts.
With scientific overlapping between the past and the present, military history can be considered a single chapter in most subjects. At the secondary and higher secondary stages, the study of various institutes of national importance and their achievements, such as satellites, nuclear missiles, vaccines such as Covaxin by DRDO, ISRO, AIIMS and the Indian Academy of Sciences (IAS) etc. will contribute immensely in developing a positive feeling of self-esteem.
Innovation during the war can too be included in the syllabus. For instance, the Kargil War is related to military nationalism and the innovations of the Indian army, such as precision striking during the night, developing secured communication networks, etc. Such inclusions will motivate the science students to apply their knowledge towards creating new technologies and avoiding brain drain. It will boost technological indigenization, particularly in green energy and the development of military operational systems.
A gradual introduction to Vedic mathematics techniques will enhance the children's calculation skills. Previously, concepts such as Bijaganita have been appreciated by many western mathematicians such as G. B. Halsted and Andre Weil. Incorporation of Mathematical calculations for warfare highlighted in the Mahabharata, such as Krauncha Vyuha (Heron formation), Mandala Vyuha (Galaxy formation), Makara Vyuha (Crocodile formation) through activity-based learning will sharpen their problem-solving skills.
Overall, such moves will alter the psychology of the young generation. They would not be living in a world of fantasy where either the movie heroes or artificial characters rule the roost. When War heroes and indigenous achievements replace the non-existing heroes, the building up of national character improves substantially. For this purpose, regular civil-military interfaces at the school level for perception management should be encouraged. Finally, such an approach will help permeate the idea of democratic 'responsibilities' towards the nation rather than just 'rights' through which the people reflect their abstract notions of 'freedom' or 'Azadi'.
(The author is Assistant Professor, Central University of Punjab)
