India’s journey toward progress hinges on the harmony between social cohesion, religious amity, and unwavering national commitment to education
Social cohesion and religious amity, harmonised with undiluted commitment to the nation create a sound foundation for its progress, growth and development. It has become critical in India, blessed by diversities of numerous kinds. Deeply devastated, exploited and squeezed by invaders, looters and alien rulers, India is yet to regain its socio-economic advancement to an acceptable level. Providing a free ration to 800 million of its citizens says much more than the mere numbers! The post — independence achievements are not insignificant but are certainly inadequate. Gandhi had, with great sensitivity, drawn the attention of the nation — and every citizen — towards their obligations to the ‘last man in the line’! It is the essence of ‘Sarva Bhut Hite Ratah’, that defines the everyday life of a traditionally-linked Indian family, that still takes note of the food and water of the animals and birds around, and also the care of the trees, plants, herbs and shrubs. It is implicit in this culture that everyone deserves his share of the bounty of nature, and also a place of equality and dignity in the man — made social and cultural mores.
The Constitution of India assures it all in terms of equality of opportunity, liberty, and brotherhood. After having celebrated three-quarters of a century of swaraj, it certainly is not an encouraging situation to notice that more than half of the population of my county does not have the economic strength and adequate earnings to purchase the ration of their choice, and have to depend on free ration. It would be incorrect to say that it does not hurt their dignity and self — confidence. It does. And so, it must make every Indian outside the pale of these 800 million to think about how each one of them could contribute to the national efforts being made to make India move ahead. Post — independence India moved ahead in literacy from about 18 per cent to 80 per cent, a great achievement for a nation that increased its population in the intervening period by more than 1000 million. It had begun its journey of the last over 77 years under an acute shortage of resources of every kind. Its outstanding strength at the transition point was the national values that were cemented during the freedom struggle. There were considerable apprehensions — whether these values could be sustained by those who would taste power for the first time, experience, and witness the realities of the adage that ‘power corrupts, and absolute power corrupts absolutely.’
Dr BR Ambedkar made a historic speech on November 25, 1949 in the Constituent Assembly, the following extract of it me be relevant here, “However good a Constitution may be, it is sure to turn out bad because those who are called to work it, happen to be a bad lot. However bad a Constitution may be, it may turn out to be good if those who are called to work it, happen to be a good lot.”
He elaborates further, “The Constitution can provide only the organs of State such as the Legislature, the Executive and the Judiciary. The factors on which the working of those organs of the State depends are the people and the political parties they will set up as their instruments to carry out their wishes and their politics.” As democracy was gradually taking root, initial euphoria was normalising, the generation that had fought in the freedom struggle because of inner urge, commitment, and moral strength, was leaving the scenario, getting replaced by the next generation that had not witnessed the hoary period of colonialism, but had seen how power could be the source of riches, quick economic jump, and help one rise swiftly in influence and authority that invariably comes with the riches, no matter how were these accumulated. Dr Ram Manohar Lohia, a great intellectual amongst politicians had warned the future leaders to keep away from “Sampatti and Santati”, lure of wealth, and love for the children and family! Sadly enough, these two have become the vane of the current political scenario. Our pride in the great ancient culture, thought and values stands deeply hurt when the known corrupt unashamedly occupy positions of power, serve only themselves and their clan, and ignore the basic values of democracy!
In a letter, Mahatma Gandhi wrote on April 25, 1922, Gandhi mentioned that the ray of hope for the deprived, excluded and suffering Indians was the universalisation of education, “But there is hope, if education spreads throughout the country. From that people would develop from their childhood qualities of pure conduct, God fearing, love. Swaraj would give us happiness only when we attain success in the task. Otherwise, India would become the abode for grave injustice and tyranny of the rulers.” Our advancement in expanding education, though inadequate is certainly worth appreciation. We are not far away from achieving universalisation of elementary education. Then why have we not been able to get rid of acute poverty, deprivation, unemployment, and exclusion? Intellectuals not constrained by ideological commitments must sit together and attempt to find a solution. Have we seriously erred in imparting education?
His Highness the Dalai Lama, talking about education remarked, “My hope and wish is that one day, formal education will pay attention to what I call the ‘education of the heart’. Who could be a better person than him to articulate on this much sought — after aspect of life and of living, which has a direct bearing on the quality of individual life, family life and human relationships on broader including global scale. Quoting one of his earlier statements, a query was posed to him ‘What is education of the heart’? His response was clear, and within everyone’s comprehension, “In a few words: love, compassion, justice, forgiveness, carefulness, tolerance, and peace. This education is necessary from kindergarten to higher schooling and universities. I mean social, emotional, and ethical learning. We need a worldwide initiative for educating heart and mind, in this modern age.” He goes on to articulate how our education systems primarily focus on preparation for earning a livelihood. Even that mostly remains inadequate, and bereft of skill development. More than this, moral, ethical and human values often get neglected. Unless priorities are seriously readjusted, the world of peace will remain just a Utopian wish. Further, intolerance has to be completely replaced by acceptance, and this can be achieved only by a pure heart! Education systems conscious of this basic responsibility shall prepare a future leadership that would not only be committed to creating a peaceful world but shall be confident of their success in such an endeavour. They have necessarily to be active, alert, aware, compassionate, and ever — keen to create stronger emotional human relationships. Hope lies only in such young persons. They have role models to guide them. The Life of Nelson Mandela if put up appropriately before a sensitive learner invariably sows the seeds of unwavering commitment to the cause, and to the basics of humanity. It is an unprecedented saga of forgiveness, from the inner core of the heart. It is also a great example of lifelong learning, converting the worst of conditions into great learning opportunities. Mandela educates us: ‘we are not born to hate; we are taught to hate. We need to be taught to love
(Professor Rajput works in education, social cohesion and religious amity. He is an Atal Fellow with PMML, New Delhi. Views expressed are personal)
