ARTI KUMAR & DORTE BÆK-SØRENSEN
Discovering
INDIA Unity in Diversity
LINDHARDT OG RINGHOF
ARTI KUMAR & DORTE BÆK-SØRENSEN
Discovering
INDIA Unity in Diversity
LINDHARDT OG RINGHOF
Discovering
INDIA Unity in Diversity
af Arti Kumar & Dorte Bæk-Sørensen ©2015 Lindhardt og Ringhof Uddannelse, København – et forlag under Lindhardt og Ringhof Forlag A/S, et selskab i Egmont. Forlagsredaktion: Ulla Benzon Malmmose Billedredaktion: Ulla Barfod Grafisk tilrettelægning og omslag: Ulla Korgaard, Designeriet Mekanisk, fotografisk, elektronisk eller anden gengivelse af denne bog eller dele heraf er kun tilladt efter Copydans regler. Forlaget har forsøgt at finde og kontakte alle rettighedshavere. Tryk: Livonia Print 1 udgave 1. oplag 2015 ISBN 978 87 70665 919
CONTENTS Foreword Acknowledgements Forord List of interviewees
5 6 7 8
INTRODUCTION
9
Your journey of discovery The Blind Men and the Elephant (poem) Geography – where is India?
1: EDUCATION, LANGUAGES AND HISTORICAL INFLUENCES English and Hindi in multi-lingual India Lines of division The Story of Aruni (Fable) Inequalities in education today Teaching and learning methods Discipline in schools Quality in education: personal development The world’s largest school: an impressive example
2: POLITICS, RELIGION AND GANDHI’S LEGACY OF NONVIOLENCE Mahatma Gandhi Gandhi’s early life and student experience Gandhi in South Africa Gandhi’s leadership of the Campaign for Home Rule in India The British policy of ‘Divide and Rule’ Issues of religion Issues of the caste system The legacy of Mahatma Gandhi’s philosophy Indian politics today - A secular democratic constitution Religion and nepotism in politics – a dangerous cocktail Corrupt politicians Non-governmental organisations (NGOs) and the 5th Pillar A brief outline of the structure of modern government
10 12 14
19 20 24 25 26 28 29 32 35
37 39 40 41 42 45 46 52 54 57 58 58 59 60
3: FAMILY, SOCIAL LIFE AND MARRIAGE
63
Life in a ‘joint family’ Festivals and public holidays Social life and leisure activities for young people
65 69 71 3
Choosing a marriage partner A Stench of Kerosene (short story) The position of women in family life The central part played by food
4: THE ECONOMY: OPPORTUNITIES TO WORK AND VOLUNTEER Diversity and inequality in access to work opportunities Popular choices and links between education and employment Competition for access to professional training Attracting outsourced work in the global economy Child labour An enterprising spirit is alive and well Enterprising activity in schools Voluntary work
5: BOLLYWOOD, FASHION, VISUAL AND PERFORMANCE ARTS
74 77 81 84
87 89 92 94 98 100 101 104 104
109
Bollywood and the vibrant film industry Fashion – women’s clothing Jewellery Make-up Temporary folk art Artists’ self-help communities – an example Vocal and instrumental music, dance and theatre Integrated art, design, architecture
112 117 119 120 122 122 124 126
6: TRANSPORT, TRAFFIC AND TERRORISM
129
Traffic and transport on the roads: a drive on the wild side! Rail networks Airlines in India Terrorist attacks in India
7: CONCLUSION Bringing that elephant together Can a nation’s values reinforce unity despite diversity? Activities: I am from India!
131 134 135 136
141 142 143 145
8: GLOSSARY
147
List of photos
156
4 DISCOVERING INDIA
FOREWORD How can anyone possibly, accurately, discover India, in all its diverse aspects? This foreword is intended to share with fellow teachers some thoughts on using discovery learning methods, which will enable students to build their own balanced impressions around knowledge-based content. We co-authors have strong connections and special relationships with India but feel it would be wrong to claim expert knowledge of a country that is so large, complex and evolving. In using this material, teachers need not have any special knowledge either – indeed it would be preferable to enable broad and open-ended student learning rather than simply teach facts about India. Since much of this material is about a country and culture that may be new to teachers and students alike, we encourage exploring together with an open mind. As you will see from the ‘Contents’ page, we touch upon many aspects of India which link with humanities and social science curriculum subjects, including personal and social education. We offer options for teachers and students to delve deeper into those subject areas of special interest to them. These extended learning opportunities are easily possible by searches on the internet, and students today often want and need to add new ICTs (information and communication technologies) into their repertoire of learning methods. We enable them to develop information
literacy skills, and also to make connections between one curriculum subject and another. The text makes extensive use of primary research conducted in India, which resulted in 14 interviews with different people who represent a range of insightful observations and opinions. The interviews are available as audiovisual films and transcripts in the book’s companion website – see lru.dk/discoveringindia. Recommended reading includes literary works of fiction by Indian authors, and active links to useful websites are also given on this website. Relevant Hindi films that have English sub-titles can be downloaded and are suggested as additional ways of audio-visual learning that can make connections between and across different subject areas while addressing specific topics too. In order to prepare learners for their future in an uncertain, competitive and complex world, the text comes with a range of questions and activities that require them to think and research constructively and critically, to discuss, present and build their ideas with others, and apply them to their own realities. At the same time, they will develop critical appreciation about their own culture and country through the reflections, discussions and comparisons prompted at various stages throughout the book.
FOREWORD 5
Words in bold font are translated into Danish in the 'Glossary' at the back of the book. The learning methods here are learner-focused, interactive, collaborative, engaging and applicable to the global knowledge economy. Teachers are the most valuable intermediate resource in animating the opportunities that are offered here for personal and professional
development. Adopting and adapting a variety of methods can accommodate different learning preferences and also enable students to develop more balanced ways of learning. At best students will improve a range of skills and personal qualities that can make them more effective and productive as learners, citizens and workers, even beyond the current programme of study.
ACKNOWLEDGEMENTS This book and its companion website would not exist without the many people in India who were not only willing to be interviewed, but who shared their opinions and insights on so many different aspects of the country. For their specific contributions and permissions we thank them all most gratefully. A list of the interviewees is provided on page 8. The filmed interviews together with transcripts are available on the website: lru.dk/discoveringindia Many thanks for technical and artistic help and advice to: Jesper Bæk-Sørensen Vibeke Winding Carl Rolf Jensen Frischknecht Ulla Rasmussen Anne Plesner Jill Goodbun Helen Payne-Kumar
6 DISCOVERING INDIA
For photos: Dorte Bæk-Sørensen Manoj Kumar Arti Kumar Gita Siddhartha We thank the Ministry of Foreign Affairs in Denmark for funding the travel expenses for primary research in India in 2009. For inspiration and general support: Arti would like to thank Bal. This book is dedicated in particular to the younger members of her family – Grace, Joseph, Ishika and Joshan – who have yet to discover India. The authors, Spring 2015
FORORD Hvordan er det overhovedet muligt at lære et land som Indien nærmere at kende med alle dets mangeartede aspekter? Med dette materiale ønsker vi at delagtiggøre kolleger i nogle betragtninger ang. undersøgende læringsstile, som vil sætte eleverne i stand til at danne sig egne indtryk og erfaringer i forhold til stoffet. Forfatterne har tætte og særlige forbindelser til Indien, men vi anser os ikke for at være eksperter, da det drejer sig om et land, der er så kæmpestort, komplekst og i konstant udvikling. Der kræves ingen særlige forudsætninger for at anvende materialet. Det er bedre at give mulighed for at kunne nærme sig stoffet bredt og fordomsfrit i stedet for at informere med facts. Som det fremgår af indholdsfortegnelsen berører vi mange emner, der både indeholder menneskelige og sociale forhold, idet både personlige og samfundsmæssige aspekter indgår. Lærere såvel som elever har mulighed for at fordybe sig i de emner, der måtte have specifik interesse for dem. Dette gøres let ved at søge på nettet, som er et meget populært medie hos de studerende. Således øges muligheder for informationssøgning og bearbejdning af relaterede emner også i tværfagligt øjemed. Baggrunden for teksterne er i udstrakt grad research foretaget i Indien – nemlig 14 interviews hvor forskellige synspunkter og holdninger kommer til udtryk. Disse interviews (film og tekst) kan findes på den til bogen hørende hjemmeside – se lru.dk/discoveringindia. Desuden er der forslag til supplerende litteratur af indiske forfattere og links til andre relevante hjemmesider. Egnede Hindi-film med engelske undertekster kan downloades som evt. underbyggende materiale. Med tanke på elevernes fremtidige univers med usikkerhed og kompleksitet er der i teksten lavet en række spørgsmål og aktiviteter, som kræver kritisk og konstruktiv bearbejdning. Her kan egne ideer sat i forhold til den aktuelle situation diskuteres og belyses og sammenlignes med kulturen i deres eget land. Ord med fed skrift findes i 'Glossary' bagerst.
FORORD 7
LIST OF INTERVIEWEES (Please note that the ages and positions of the interviewees given here indicate the situation at the time the reseach was conducted in India. You will find the films and full transcripts of these interviews on our companion website: lru.dk/discoveringindia ) Aishwarya Arun, the older of two sisters, a 19-year-old student in Bengaluru at the time of the interview. Apeksha Arun, the younger of two sisters in the same family. She was a 17-year-old student at Bishop Cotton Girls’ School, Bengaluru. Mr Babu Lal Sharma, Gandhi Peace Foundation, Delhi. Colonel John Ellis, Principal of Bishop Cotton Boys’ School, Bengaluru. Father Dr. Matthew Singampalli, Principal of Christ Nagar Secondary School, Trivandrum, Kerala. Mrs Hema Nadkarni in Goa – a lady with extensive experience of India who has also travelled widely abroad. Ilke Bruhn, a 16-year-old schoolgirl in Bengaluru, on an international exchange scheme from Germany. Two ladies who attended a Bollywood conference in Mumbai.
8 DISCOVERING INDIA
Mr Kamal Tamuli, leader of an art chawl, Kalakar Trust in the suburbs of Delhi. This chawl (a communal building in a slum area) housed, educated and trained a community of artists. Mrs Leela Chandrasekhar, a very knowledgeable 80-year-old lady with broad experience of working in villages. Nikhil Ravichandar, 17-year-old student and captain of Bishop Cotton Boys’ School, Bengaluru. Rahul at the Bengaluru Club, 16-year-old student. Shashank Abraham, 18-year-old student at Christ University in Bengaluru. Mr Vivek Chandrasekhar, son of Mrs Leela Chandrasekhar Mrs Anuradha Arun, the mother of the two girls – Aishwarya and Apeksha – was also interviewed more informally for background material. You will find some photos of her in the book and a video on the website: lru.dk/discoveringindia
INTRODUCTION
DISCOVERING INTRODUCTION INDIA 9
INTRODUCTION Your journey of discovery We hope this book will set you off on a journey to discover India – a fascinating and sometimes frustrating country. There is an increasing need to understand this vast country – the largest democracy in the world, with a growing economy that offers business and employment opportunities internationally. As young adults you may be interested in visiting India yourself to participate in study exchanges or volunteering projects. However, that is not the main aim of this book: apart from learning about India, you will develop broad inter-cultural awareness, connect with many curriculum subjects, and improve a range of skills and qualities that are essential for learning, life and work. You can do this through the words, pictures and activities in this book, but also visit lru.dk/discoveringindia. This is our companion website where you can listen to different opinions from people in India. We suggest a variety of activities you can do on your own and with others – we want you to find fun, interest and relevance as you progress on this journey. First let us start with a quote from an interview with Apeksha, a 17-year-old city girl studying in the 12th standard in a school in Bengaluru: I went to Japan on an exchange programme – a two-week cultural exchange programme. We were 600 students and 60 teachers from seven countries, namely Japan, India, Australia, Malaysia, Thailand, Philippines and New Zealand. And it was a really great experience. One of my friends from Australia came up to me and he goes ‘Aren’t you Indian?’ I said ‘Yeah’. And then he says ‘Do you go to school on an elephant?’ And I was shocked that people think of Indians like… and I don’t know what to say to him, so I asked him if he went to school on a kangaroo. And then he realised we’re not a bunch of villagers here, and we’re more developed than people think we are. This makes the point that people who are not familiar with India often have strange notions about its various aspects. In Chapter 6 on Transport, you will see that nobody goes to school on an elephant! However, such misconceptions may not be surprising, as India is in reality a vast country,
10 DISCOVERING INDIA
which is defined by its diversity, complexity and inequality. It is essentially multi-cultural and multi-lingual, with many complex internal and external factors that have historically created the nation that exists today. It is also evolving at varying rates between its villages, towns and cities. Apeksha is a city girl, so we must take her comment (above) about ‘a bunch of villagers’ with the disclaimer that much of India’s population does live in relatively under-developed villages. Foreign visitors to India often experience culture shock as they may see how different the country is from their own. We hope you will find both similarities and differences between Indian cultural norms and your own culture, but whatever you discover may not be typical of the whole country. In order to capture different facts, opinions and impressions about India, the text and audio-visual material that we present here is based on a range of interviews that we conducted in different parts of India, with boys and girls, men and women, ranging in age from 16 to 80, over a period of six years. The website which accompanies this book provides written transcripts and recordings of 14 interviews, so that you can both see and hear these interesting people, and follow what they are saying by reading the transcripts. Please note that the age of each interviewee is given according to his or her age at the time of the interview, so that you can appreciate who is voicing those particular views. Quotes are also extracted from the interviews to illustrate the points made in each chapter of this book. We aim to always encourage you to explore the so-called ‘facts’ further, and even to question and qualify them through your own research. You will then become aware of what is distinctive and special about India in comparison with your own and/or other countries. You may build your own picture of a country that is fast evolving, but at any given point in time you may have only part of the picture and will need to be open-minded in learning more. This concept is illustrated very well by the following poem and picture:
INTRODUCTION 11
The Blind Men and the Elephant Poem by John Godfrey Saxe based on an old Indian fable
It was six men of Hindustan To learning much inclined, Who went to see the Elephant (Though all of them were blind) That each by observation Might satisfy his mind.
The fifth, who chanced to touch the ear, Said: "E’en the blindest man Can tell what this resembles most; Deny the fact who can, This marvel of an Elephant Is very like a fan!"
The first approached the Elephant And happening to fall Against his broad and sturdy side At once began to bawl: "Bless me, it seems the Elephant Is very like a wall."
The sixth no sooner had begun About the beast to grope, Than, seizing on the swinging tail That fell within his scope, "I see," quoth he, "the Elephant Is very like a rope!"
The second, feeling of his tusk, Cried, "Ho! What have we here So very round and smooth and sharp? To me ‘tis mighty clear This wonder of an Elephant Is very like a spear."
And so these men of Hindustan Disputed loud and long, Each in his own opinion Exceeding stiff and strong, Though each was partly in the right And all were in the wrong.
The third approached the animal, And happening to take The squirming trunk within his hands, Then boldly up and spake: "I see," quoth he, "the Elephant Is very like a snake."
So oft in theologic wars, The disputants, I ween, Rail on in utter ignorance Of what each other mean, And prate about an Elephant Not one of them has seen!
The fourth reached out an eager hand, And felt about the knee. "What most this wondrous beast is like Is mighty plain," quoth he; "‘Tis clear enough the Elephant Is very like a tree!"
12 DISCOVERING INDIA
5
2
1
3 4
6
Each blind man describes only what he feels
In discovering India we are all a little like the blind men in this poem, able to see just some aspects of this vast nation. So we will prompt and enable you to build a balanced picture for yourselves from various angles, using discovery learning methods. Once we are aware that it may be misleading to present specific facts as if they accurately represent general truths, we are more likely to keep an open mind and learn from each other, instead of ending in arguments like the blind men! In addition to the things that one can physically see, hear and feel, there are certain ideals and values in every nation – philosophies that are invisible but which are important drivers in shaping the cultures and behaviours of the people in general. In India there have been many individuals who have influenced its cultural values and systems, but we are particularly inspired by Mahatma Gandhi’s ideals. You will therefore find him well represented through all the chapters that follow. Like any journey, we all see things selectively and subjectively along the path we choose to take. You may remain focused on your path in order to get to the end and reach your destination, but you may equally want to follow your interests and choose to delve more deeply into subjects of your choice.
INTRODUCTION 13
For example we connect with topics in history, geography, ethics, languages, religion, politics, sociology, cinema, visual and performance arts, personal and social education. You can find a wealth of related information in other books on India too, and in words and images on the internet. Wherever it is relevant we have also suggested entertaining Bollywood films you can watch for added interest. The ones we recommend are all available with English subtitles and may be free to download from the internet. Finally, maybe you will make an opportunity to visit the country for yourself – to study, work or volunteer – with an awareness of its overall culture and circumstances. Apeksha’s sister Aishwarya, a 19-year-old student, says: There are many perceived notions of India that…somehow…that there are snakes and bugs all around the place, and elephants, cows and camels walking all around… jungles and what not. But that’s not true. You come to India and experience the real India, experience the culture, the traditions, the society, the temples, the churches, the mosques – and the best thing is that there are so many religions, there are so many types of people all living together in harmony. Come to India and experience that!
Geography – where is India? A map of India is reproduced on the next page, showing the states into which it is divided and the main cities. Can you spot Delhi, the capital city? India is divided for administrative purposes into 28 states with their own local governments, six centrally administered union territories and the national capital territory of Delhi. Many place-names have reverted in recent times from British place-names to the traditional names used by Indians prior to British rule. Why do you think the British anglicised place-names? You will gain more insights into the topic of language and history in the next chapter. Finding out more about Indian history will also help you see why the boundaries and borders of India are different today from what they used to be prior to 1947, when the country gained independence from British rule. The following quote is from an interview with Hema, a well-educated Indian lady who has lived most of her life in India but also travelled abroad extensively. She speaks about several types of diversity, but here is just one of her observations about what makes India geographically unique: 14 DISCOVERING INDIA
Map of India showing States and Union Territories with major cities
We have several different states, each with its own unique culture and language and sometimes even climate. We have the northern states and the eastern states, where it can get very cold in the winter…snow in some parts of India, like in Kashmir, Himachal or even Uttarakhand. And we have the other states in the south that are very, very hot in the summer… temperature going up to 40-42°. And then we have the states on the west coast that have high humidity in the monsoon, for example a humidity as high as 98 %.
INTRODUCTION 15
ACTIVITIES AND QUESTIONS: 1) From the map on the previous page, note the countries which have borders with India on its northwest, north and northeastern frontiers. 2) The country is roughly triangular in shape, with a long sun-kissed coastline bounded by major seas and oceans on two sides. Which seas can you spot? Also name that large island-nation on its south side. 3) Use a comparative map of your own country to see the difference in land mass and geographical area. 4) Use a search engine on the internet to find a different map of India showing its geographical features. You will see that the country is bounded on the north by a vast mountain range called the Himalayas, which contains the highest mountains that challenge climbers from all over the world. What is the name of the highest mountain in the world? 5) What can the geography of a country indicate about its climate? For example, what sort of climate might you expect in mountainous regions with a high altitude? The word ‘Himalaya’ offers a clue when you discover that it means ‘the abode of snow’ in an Indian language. 6) Look for the southern-most point on the India map. How far is this point from the equator? 7)
Does most of India lie within the tropics? What is tropical climate like, and
what sorts of wildlife and vegetation does it support? Something else to think about: If most of India enjoys a tropical climate, how then can we also find miles and miles of desert in northwest India, while the northeast boasts the largest mangrove forest in the world, called the Sundarbans? These mangroves are home to the sizeable Bengal tiger population, while the southern evergreen rainforests of Kerala are home to a greater variety of animals and birds, including elephants and monkeys. Lions, rhinos, different types of deer, crocodiles and snakes are among the diversity of wildlife that can be found in India. 42 species of birds are native and unique to the country. Tiger on postage stamps
16 DISCOVERING INDIA
Peacock mosaic in a temple in Kerala Photo: Arti Kumar
Mango-shaped container
The peacock has been chosen as the national bird, while the lotus that stands proud even in muddy waters is the national flower, and the mango is the national fruit. These symbols, inspired by nature, lend themselves to many variations in art and design, as you will see in some of our pictures here and later.
ACTIVITIES AND QUESTIONS: 1) Write down the main points that have come from your reading and research in this introduction to India. 2) Read story books or non-fiction written by Indian authors. For example the novelist R.K. Narayan has written many stories set in the fictional town of Malgudi in South India. We recommend Malgudi Days published by Penguin Classics in 2006. In his own introduction to this collection of short stories, R. K. Narayan says that India offers a rich variety of situations and characters so there is no shortage of inspiration for writers. Even though they may be dated, his books have a timeless quality too, as they capture the essence of India and of human experience while they portray all kinds of people through the detail of their occupations and domestic lives. 3) In small groups, discuss what you already know and what you think about India. Where do your views come from – e.g. books, television, films, people you know? Which of these sources do you consider to be most reliable? 4) Then discuss and write down things you would like to know more about.
Lotus flower Photo: Manoj Kumar
INTRODUCTION 17
Himalayas in early summer
18 DISCOVERING INDIA
CHAPTER 1 Education, languages and historical inямВuences 1
DISCOVERING INTRODUCTION INDIA 19
EDUCATION, LANGUAGES AND HISTORICAL INFLUENCES In this chapter you can explore the extent to which India remains a unified country despite its language diversity and disparity in educational opportunity. Many historical influences have contributed to the current situation, especially the importance of English education that is part of the British legacy. We include the story of Aruni that illustrates one type of ideal relationship that can exist between teacher and student. And we refer you to a film where you will see other types of relationships in school life, connected with the importance of the school lunch!
English and Hindi in multi-lingual India A great many languages and dialects are spoken in India and different sources of information vary in the statistics they provide on this topic. Some claim there are more than 1,600 languages and dialects, but 22 major languages are officially recognised in the constitution of the Republic of India. In our globalised world of work, India profits by having historically acquired English through colonisation by Britain. Even though India gained independence from British rule in 1947, English is still a main language in the education system. This enables its educated population to communicate internationally and be competitive in the global knowledge economy. Nikhil Ravichandar, Captain of Bishop Cotton Boys’ School, says: Also the English gave us the English language, which I feel right now in today’s world is the most important language to know. Because in many countries I understand they will not speak English and they will not understand English, but in most countries they do. 20 DISCOVERING INDIA
CHAPTER 1
Also in a platform like the United Nations, English is one of the better languages to use, though of course the official languages of the United Nations extend to about five. I also feel that that’s the small edge India has over China, because in China a lot of people are actually trying to learn English, while in India most of the primary education and secondary education happens in English. So that helps us. Our education today still revolves a lot around what the British left for us. We follow the Cambridge Board, which is now the Indian Certificate of Secondary Education Board, which is modelled around the entire English syllabus. The ICSE Board is very challenging in its English specifically. We do quite a few Shakespearian plays in its original text. We also have quite a few poems, poetry. And our English language, that is our English grammar segment, is separated into comprehension, report writing and then your general grammar, compositions, essays and what-not. The Principal of Bishop Cotton Boys’ School in Bengaluru, Colonel John Ellis, talks about the importance of learning English and the heavy demand for places in schools where "English is the medium of instruction and not a second language." Typically there are 300 applications (from overseas as well) for every available place in his school. Hindi (the national language) and Kannada (the regional language) are offered as second languages in his school, while French is an option and there is a demand for German. Apart from that there are many other regional languages with different scripts. In view of this diversity the school requires every student to learn three languages as a normal part of the curriculum. The same is true of a much smaller local school in Kerala. Principal Dr Matthew Singampalli explains: This school is an English speaking school and all teaching takes place in English, and all the students who come here pass out (graduate), speak English, learn in English along with the mother tongue and the national language, Hindi. So three languages are taught here: they study English, mother tongue Malyalam, and national language Hindi. And we also introduced foreign languages like French, and we are planning to introduce German next year in the school. Despite the dominance of English for official work, Indians are proud of the fact that every state also has its own regional language. At the same time EDUCATION, LANGUAGES AND HISTORICAL INFLUENCES 21
they know that it is difficult to communicate across regional boundaries if they don’t have a common national language. For this purpose Hindi was declared as the official national language in 1950 because it was the mothertongue for a significant majority of people, mostly living in north and central India. People from the south were required to learn Hindi, which felt like a completely new language to them. They felt they were at an unfair disadvantage. It was not surprising that they protested through language riots at the time! Now that the situation has largely been accepted, many Indians who are familiar with both Hindi and English tend to use words from both these languages even in one sentence. We are witnessing the evolution of a new mixed language which one might call Hinglish. Hungry Kya? (Are you hungry?) is an example of the rise of commercial Hinglish, as used in the catchy advertising slogan of Domino’s Pizza in India. The campaign evolved from its original strapline Hungry Kya? to Khushiyon ki Home Delivery, when Domino’s introduced the ‘happiness of being able to order pizza for delivery to an address’. A couple of years later they went one step further, to say Yeh Hai Rishton Ka Time (this is the time for relationships), playing upon the Indian culture of eating together with family and maybe friends too. Exploring further back in the history of the Indian subcontinent, we might see that this situation with the natural evolution of hybrid languages is not unusual. For example, the influence of Moghul rule in India was considerable from the 15th Century onwards, and one of the consequences was the evolution of a conversational mix between the Moghul language Urdu and the indigenous Indian language Hindi, with many words being used quite naturally and interchangeably in what we might call a hybrid language – Hindustani.
ACTIVITY: A good way of finding out more about the cross-fertilisation between Moghul and Hindu cultures would be to view a Bollywood film entitled Jodhaa Akbar (2008). It is based on a 16th century marriage alliance between the great Moghul emperor Akbar and a Rajput Hindu princess, Jodhaa. Although the alliance is arranged for political reasons, it eventually turns into true love despite a number of obstacles.
22 DISCOVERING INDIA
CHAPTER 1
A poster from the Bollywood film Jodhaa Akbar, starring Aishwarya Rai and Hrithik Roshan
The vast number of languages in India are different not only in the way they are spoken but also in the way they are written. What might be the practical implications of coping with this diverse situation? Most Indians cope by being bilingual or even multi-lingual. Often even those who don’t have much formal education can make themselves understood in at least two or three languages. For example it is said that only 40% of people speak Hindi but at least 70% can understand it. They usually acquire this through natural conversations, Bollywood films and perhaps some educational input, but may not see this as a special ability because it is taken for granted. However the capacity of Indians to be flexible in the use of languages has been identified time and again as an advantage in conducting business and getting jobs.
ACTIVITY: Discuss the language situation in your own country. For example, do you have to cope with language diversity?
EDUCATION, LANGUAGES AND HISTORICAL INFLUENCES 23
Lines of division On the flip side of this coin, some people think that the rise of an Englisheducated elite is creating lines of division in Indian society as a whole. This elite section of society is relatively small but proportionately powerful because of the many financial and social benefits provided by access to well-paid professional jobs, often in multinational companies. You will have opportunities to explore these types of educational and socio-economic divisions further in the following chapters. In their desire and rush to develop into a modern economic superpower, could there be a risk that many Indians have forgotten, or do not value, their rich native cultural heritage? India does have an impressive tradition of intellectual achievements reaching thousands of years back into the mists of time, which should be a source of national pride. For example, the parent language of most modern Indian languages is Sanskrit, a highly sophisticated and intellectual language, but it is dying out as it is not valued any more. The ancient Hindus also developed the decimal system, which provided a foundation for important mathematical and astronomical calculations. They had advanced medical and scientific knowledge, which influenced many parts of the ancient world and still continues to be highly relevant. Recent scholars and researchers have established that some of the oldest higher centres of learning in the world were flourishing in India as far back as the fifth century BC. Archaeologists have discovered their ruins. You could try to find out more through an internet search on names such as Pushpagiri, Takshashila and Nalanda universities. The story of Aruni illustrates the special relationship that ideally existed between the teacher (guru) and disciple (shishya). The faith of the student in his teacher is matched by the teacher’s perception of his pupil’s abilities. This story is taken from the Mahabharata, an ancient Indian text that is attributed to the sage Vyasa and is sacred to the Hindu religion. It is described as the longest known epic narrative poem, roughly ten times the length of the Greek Iliad and the Odyssey combined. There have been many attempts to unravel its layers, and scholars roughly date its various stages of composition between the 9th and 4th century BC. The Mahabharata tells the story of two warring factions, which have come to symbolise the war between good and evil. It is full of philosophical and practical lessons we can all apply even today for living ethically and effectively.
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The Story of Aruni Aruni of Panchala was a dedicated student of the ancient sage Dhoumya. In the days of yore, a student had to stay with the teacher and help in the teacher’s daily chores in order to receive the knowledge he sought. It was a day of cold winter. Aruni was carrying the firewood he had collected for the sage’s household. As he was passing by a field, which belonged to the sage, he noticed a breach in the embankment that was holding water in his teacher’s field. He realized that the water would seep away and the field’s crops would die with no water. "What should I do? If I stop to build the embankment I will be delayed and there is no firewood at the hermitage to keep the place warm. I better rush to the hermitage with the firewood and then come back to take care of the breach." Meanwhile the sage and his disciples had assembled for the day’s lesson. Aruni was missing. Soon Aruni rushed in, dropped the firewood in the courtyard, and informed the teacher about the breach of the embankment. Then he quickly rushed out. Sage Dhoumya felt proud of his disciple, "It is hard to get such a responsible disciple." Aruni ran all the way back to the troubled spot and tried to stop the leakage of water by putting some logs and mud. However, this did not stop the leak. The heavy pressure of water washed away the dam Aruni made. He felt helpless. It seemed impossible for him to stop the leakage without help. He thought for a while and then made a plan. It was getting dark and the teacher became worried. He called his disciples and set out looking for Aruni. As he called out for Aruni, he heard a faint voice, "Here I am, master!" The teacher and his disciples rushed to the spot and saw Aruni lying on the breach, in order to hold the water in the field. The disciples quickly pulled Aruni out from the freezing water. He was repeatedly muttering, "The water is flowing out, the crops will die ..." "Don’t worry Aruni! We will take care of the breach," said the disciples. "Never mind, my son! You are more precious than the crop," said the teacher. Aruni was covered in a blanket and brought home. Sage Dhoumya himself tended to Aruni. The sage then blessed his disciple with pride, "You shall, forever, be renowned for your unmatched devotion and obedience to your guru."
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ACTIVITIES: 1)
We recommend you watch a movie: Stanley’s Tiffin Box (2011) Stanley Ka Dabba (original Hindi title). This shows how a school-teacher forces his students to share their lunch with him. One child (Stanley) never seems to have his own dabba, so this teacher forbids him to enter the school until he brings it! There is a surprise at the end of this story.
2)
Write a short paragraph, discuss in a group, or role play the following topic: What do you consider to be the best qualities in both teachers and students that result in an effective teacher-student relationship?
Inequalities in education today It is important to remember that in India today the education system is reasonably good for a relatively small percentage of children who can access it in fee-paying private schools. Quality education is to be found more easily in cities, but in villages government schools usually teach in a regional language and good teachers are harder to recruit and retain. Children living in the countryside often have to walk far to get to school, and even swim across a river in one case. Sometimes there is not even a school building so they have their lessons in the shade of a tree. Mrs Leela Chandrasekhar, an 80-year-old lady who has vast experience of working to improve conditions in villages, says that children who have been deprived of education for generations past must not only be given school places but special support: They (the village women) want education, just as we want our children to go to good schools. They don’t have to be put to any school, where there is no teacher. Sometimes there is no blackboard. Sometimes there are no books. No seating arrangement. Even if it is under a tree, let them be comfortable. Let the teacher be a good teacher, really interested in teaching. And then the children will be happy. Give them the books and whatever they want. They are taken to the schools, but they don’t have the background of education, because at home nobody is there to help. The parents are illiterate. So they cannot compete with the others. Self-confidence is lacking. So they find it very hard... All of them have the same material, but they need extra coaching, extra special help, like people with special 26 DISCOVERING INDIA
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needs. And then let them compete for jobs and for everything on merit basis. That stands to reason. The government passed the Right to Education Act on 1 April 1990, which means that the first few primary school years are free and compulsory for all. Beyond primary school, parents have to pay school fees and buy books – and sometimes even school uniforms. Even though education is highly valued and seen as a way out of poverty – a passport to a good job and better life – not all children can take advantage of such opportunities. Children of the poorest families have to work instead of going to school, as each day is a struggle to earn money for food. Right through India education is given a lot of importance. In fact people feel ashamed if they’ve been to school or college and dropped out. People feel these days that you should at least have a High School education… (- Hema) The typical age to complete high school would be around 16 or 17, and to graduate from college around 20 or 21. Higher education provision has been much increased but still falls far short relative to the demand for places, especially at some institutes, which are recognised as world class. An observation by Nikhil again shows how competitive it is to gain admission: The thing in India is that there is huge competition for every seat. If you look at it from the perspective of the Indian Institute of Technology (which is engineering), there are about 400,000 applicants for 20,000 seats. So one mistake – one percentage – and that’s the difference between getting into IIT and not getting into IIT, which also happens to be one of the most prestigious institutes in India. I have friends who have been studying for the IIT exams fervently since the 10th standard, and who will do anything to get that high rank. After my 12th standard I want to do Law. So Law in India requires you to write a Common Entry Exam or a Common Law Admission Test. So for now I have been doing a lot of preparation for that…you need to study a lot about the cases that have been recently conducted… you have to study a lot of general knowledge. And my general knowledge is not as high as I want it to be. You need to read the papers, because what generally happens is... the day before the exams there might be breaking news, and in the exam they will ask you details for that very specific breaking news, and if you’re EDUCATION, LANGUAGES AND HISTORICAL INFLUENCES 27
not able to give the details and someone else can give the details a little bit better, well then, he’s beating you.
Teaching and learning methods The following extracts are taken from an interview with Ilke, a German girl who previously completed her 10th class at a Danish school and was an exchange student in the 11th class at Bishop Cotton Girls’ School in Bengaluru at the time of the interview. She says she chose the exchange because she wanted to learn from and about some other countries. That’s what I’m doing here right now. I’m learning a lot...When I am coming home I will be maybe more mature than others. Since when I have come here I have learned more than in about five years in my whole life. That’s why I came here. I wanted to open my mind. I wanted to hear other opinions. And I wanted to think about my life. That’s also what I’m doing. Ilke makes some interesting comments and comparisons about teaching, learning and assessment methods she has experienced: The way they teach is different. You sit in class and listen to the teacher. The teacher will tell you what to learn… You have to write everything down what the teacher says, so when you come home, you can study what the teacher said. You will know that for your exams. In your exams you will write that. And that’s all what you do. In Denmark we do a lot of exercises. We work a lot on the topic. We do some projects, so that we not only study it, we understand and we think about what we are learning. And that’s a really good thing. As soon as you understand you won’t forget it so fast again. If you only study it, you will forget it after your exams again. For me this way of learning is very difficult, because I’m used to doing exercise work with the topic. I cannot just study and write it down. And I am used to saying my own opinion about something. If we analyse any book and story, we have a discussion about it. We talk about it and have an opinion about it, so we think on our own about what the story may be about. Here it is only about what the teacher thinks, and so we have to write down what the teacher thinks the story is about.
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QUESTIONS: 1) How does the type of teaching and learning that Ilke describes compare with your own experience of education? 2) Discuss the extent to which this way of transmitting knowledge can develop skills and character. 3) What learning methods do you think enable young people to develop the skills needed for life and work beyond school and college?
Discipline in schools In India teachers are well respected because of their knowledge. However their wages are comparatively low, so the job does not attract high-fliers and it tends to be difficult to recruit and retain good teachers for positions, especially in government primary schools. Ilke also talks about respect for authority and the strict discipline in her school: We have to be very formal to our teachers. When a teacher comes into our class, we get up … and then as soon as the teacher says you can sit down, then you can sit down. And when the teacher goes again after class we’ll say good-morning again and we’ll say thank you, even if the teacher came for one minute and didn’t teach us anything… Otherwise we have an assembly in the morning. We have to line up. We have to sing together, we have to pray together, we have to sing the National Anthem, we have to sing the school song. We have to stand straight for that, we are not allowed to talk for that. We are also not allowed to talk so much at all at school. If we have a free period we are not allowed to go anywhere around the school. We have to sit in class or we have to sit in the library, and it’s not allowed to talk in the library. We have to wear a uniform. My uniform is green and white. We are not allowed to wear bangles. We are not allowed to have a chain or to wear ear-rings. We are not allowed to have mehndi (a temporary pattern) on the hands. We are not allowed to have our hair open. Colouring of the hair is also not allowed. You have to tie your hair if you have long hair, you have to plait your hair. For you it sounds not nice, but there is something
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nice about it. As soon as you wear the same as everybody else, you feel that you are part of the group. You feel that you are part of the Indian school. You will still be a German, but you are also an Indian, because you are wearing the same as everybody else. School is very about discipline, so if you are a disciplined person, if you are very formal, if you wear your school uniform nice(ly), and if you don’t talk so much, and if you sit a lot in the library, then the teacher will like you… If you get good marks, you will maybe become the school captain. If you are not getting good marks, maybe it’s only because you are not good at learning by heart, but then teachers will not be nice to you. They will say you are not a good person. Principal John Ellis talks about the school’s approach to discipline: The system in this country emanated from the British, and what was good we have maintained it, and what is really Indian we have imposed it … it has evolved and mingled and this is what we are. There is much Indianisation and our students are so good because the Indian culture is so rich. We don’t have the problems that the West is facing, like children going on the rampage in schools. There are no drugs in this school, there is no smoking on this campus. They have values for each other, respect for the teacher, respect for the parents, because that is part of the Indian culture.
Last minute preparation for exams at Bishop Cotton Girls' School. Photo: Dorte Bæk-Sørensen
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Of course the influence of the West is there, but somehow Indian culture is so deep, it’s taking time to erode it. We don’t go in for any corporal punishment. The only way out is we call the parents, talk to the child, motivate the child ... We try to win back the child rather than throw him out of the school. That is why the stress level of the teachers is very high. Because after all parents are part of society… and people are more aware of their rights, no-one is aware of their duties! As a parent, if you have the right to send the child here you have a duty also to perform. That people are not aware of. So we have to keep apprising them of their duties and I always maintain that this is a 50-50 partnership – 50% you do and 50% we do, and then we always believe the child is good. We have regular PTA (Parent-Teacher Association) meetings. I normally address them first and tell them what my priorities are. A very similar approach is described by Dr Singampalli, Principal of a smaller, local and less financially well-off school in Kerala. As regards uniforms and discipline he says: They (the students) feel that they are all equals (if they wear uniform) and I think that that will give less strain for the parents because they do not go after fashions. And that also helps me to create a kind of discipline in the school too, you know. I mean everybody – whether they are socially rich or
Children sitting on the floor with laptops
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poor – no discriminations. And if some students feel that they are lesser than the other one, feel psychologically negative, the uniform makes them feel proud of Christ Nagar School. We don´t have that problem of students who are not regularly regular in the school because we create a kind of environment in which they can feel this is their second home. They can feel at ease, teachers are taking care of them, and this is a place where they love to be with their friends. So it is my responsibility to create a kind of good environment in this campus. And suppose some students who are not doing well academically, we call them, I talk to them personally, I give them guidance. I sometimes contact their parents, find out their routines at home, give directions to the parents as to the student’s remedy of steps they have to take and so on. We will accompany the students and this is why we always produce results. We hardly try to keep the students out (don’t exclude them from school).
Quality in education: personal development Despite the dominance of teaching methods that convey facts and knowledge, good schools also offer optional clubs and extra-curricular activities that allow students to follow their interests and develop skills. Principal John Ellis continues and explains: Quality means quality in education, every small thing we do, we take deep interest, whether it is conditioning a child to behave properly… we encourage them, we have a lot of good activities here which most schools don’t even think of offering. For example we have the IT Fest… we are getting about 50-odd schools from Bengaluru coming; we have the infrastructure and we have the space, we invite people. My boys don’t take part in that, my boys conduct it… it’s the type of leadership my boys are into. That’s why they do so well whenever they go out. There’s a lot of demand from foreign universities for my boys. We have about 90-odd universities coming from the USA, the UK, Europe and South East Asia. They come in to ask our boys to join them. At the moment the University of Singapore is on campus, conducting interviews to offer ten free scholarships to the boys they select. Nikhil also refers to student involvement in the IT Fest, and describes other extra-curricular activity which develops employability skills at school:
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Tomorrow we start our IT Fest for which we have been preparing for about four months now. The IT Fest has about eight different, very diverse, topics which deal very specifically with information technology, like we have an IT debate, and we have a programming competition, and we have a gaming competition. Something to cater to everybody. I actually do a lot of schoolwork at home. By schoolwork I don’t necessarily mean studying. But when organizing a model United Nations in an interhouse level so that more students get a chance to participate. We have about 6,000 students in our school right from Kindergarten to the 12th standard. And in the 8th standard and 9th standard itself we have, I think, a total of about 950-odd students. Hence we want to give these students exposure to what the actual UN is, and how to go about representing your country at the UN, because you never know, one of these 950 might be the next Indian delegate to the United Nations. So we are bringing it to an inter-house level. Our school is divided into basically five houses: Thomas House, Elphick House, Packenham-Walsh
The IT Fest banner in front of Bishop Cotton Boys’ School. Photo: Dorte Bæk-Sørensen
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House, Pettigrew House and Pope House – each house named after one of the founders of our school. We believe that it makes our life simpler, because if you would look at 6,000 students, it would be just too much… So most events in school are inter-house, which also proves to have a very, very competitive house spirit. Dr Matthew Singampalli, Principal of a smaller school in Kerala, says: The students of my school belong to different religions, Hindus, Muslims, Christians and so on... belonging to this locality. We are trying to give quality education to all students, irrespective of class, colour or creed. We also try to see that good values are instilled in all the students so that they may become good citizens of tomorrow. The aim of Christ Nagar School is to make leaders who are intellectually, spiritually, culturally, psychologically, socially acceptable to the society – who will live for love, truth and justice. From the inception of the school we tried to cater for those students who are coming from economically weaker sections…10-15% of the students get the scholarship or fee concession while they are here in this school. And the result, from what I can see, is that those students – they come out as the best or second best in the class, speak beautiful English, take all the extracurricular activities and come out as good citizens of the country. Our highest goal is the all-round excellence of every student of this school, and we try to give maximum personal care to all students of the school. We also actively take part in all the philanthropic, social activities of the school, like constructing houses for the homeless by the students. They organise programmes in the school and raise funds, then good people will help us, and during the last ten years we have constructed five homes for the people who do not have homes in the near vicinity of the school. Our students also take part in visiting hospitals, interacting and mingling with patients there, and understand the feelings, the attitudes and people’s reality and real life. We also take our students to visit orphanages, jails, cancer centres, so that these students of my school feel that they are part of the society, and once they come out they have to do something for their brothers and sisters of the society.
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The world’s largest school: an impressive example The City Montessori School (CMS) in Lucknow was started in 1959 by a husband and wife, with just five students in rented premises and a loan of Rs 300 (£22). It is a great example of how something can grow from humble beginnings and achieve great heights, as it has become the world’s largest school with a record number of more than 45,000 pupils and an entry in the Guinness Book of Records. It now operates from 22 campuses spread across the city of Lucknow, and its pupils consistently achieve excellent examination results. The philosophy of the school is every bit as impressive as its size. It attempts to provide an all-round education and enriching experience to all its students, and holds 32 international events every year. In 2002 the school was awarded the UNESCO Prize for Peace Education for promoting the universal values of peace and tolerance at a time when these values are increasingly being challenged. It is the only school worldwide ever to receive this honour. See http://www.cmseducation.org/ for more information.
QUESTION: Think about your own educational experience so far. To what extent is your education enabling you to gain knowledge as well as develop a good character?
Gandhi considered two sins to be perilous in education: Knowledge without Character (conveying facts and figures without also developing positive personal qualities) and Science without Humanity (teaching science without considering how it should be applied in order to benefit and serve people. Science should not be used to harm anyone or generate profits unethically).
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Photo: Dorte Bæk-Sørensen
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Et spændende og anderledes materiale om Indien for unge beregnet til brug i gymnasiet og HF. Fra andet år. Der gives et mangespektret indtryk af Indien gennem både skønlitterære og faglitterære tekster, interviews og billedmateriale, som lægger op til mange forskellige arbejdsformer (gruppearbejde og stor fælles afsluttende opgave) med brug af internettet. Man får: – indsigt i og forståelse af et kæmpestort, mangefacetteret land i rivende udvikling – taget sine fordomme op til revision – inspiration til fortsat at beskæftige sig med og søge viden om indiske forhold Der er især fokus på: – uddannelse og sprog i relation til den historiske påvirkning – politik, religion , Gandhis ikke-volds-politik – familieliv, dagligdag, ritualer og fester – økonomi, jobs og frivilligt arbejde – Bollywood, mode og kunst – transport, trafik og terrorisme Der er basis for samarbejde med samfundsfag og religion.
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