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Wednesday, November 10, 2021

Education and society

 

Nothing can be divorced from anything because in a way the whole of life and by extension all its activities are interconnected, inter-related and interdependent.

Universe is not earth centricEarth is not human centric; Humanity is not any specific or particular ideology centric (be it religious, political, economic, social, regional, linguistic and so on).

Education defies specific definitions and extends far beyond institutions.

1. Real SOPS of LIFE are about the

Links of

Interrelatedness

Finely

Evolving through

 

Synergy of all social engineering institutions

Opportunities arising out of, for and by these institutions

Priorities based on a wide range of perspectives to pervade in these institutions

Supporting a society where sense of balance, equality and harmony prevail.

 

Social engineering institutions here may include some or all of these academic, political, religious, cultural, economic, scientific, corporate etc.

“In the end nothing less than the whole of everything can be the truth of anything at all”- William James.

If realistically narrowed down the trade-off of time, money, energy, and more importantly the mind-space that is occupied by role and relevance of education by all stake holders -from students to parents to teachers to institutions- is focused on certain expected outcomes.

 

2. We need to be clear first about what outcomes? And why? 

3. There are two things that are inevitably interlinked:-

a) Clarity of understanding a subject or issue through grasping it by subjecting it to contextual relevance and interpreting through proper perspective-which is visualizing the wider ramifications and requirements. b) Being able to articulate such an understanding lucidly and precisely.

 

4. Having said that, mostly, the discourse and narrative on various types of learning are hugely confused from using multiple frames of reference based on expected results, resources and restrictive ideologies.

 

5. Therefore, very often the canvas of learning is painted with a brush dipped in many colours starting from basic literacy to curious interest based self-generated avid learning to acquiring academic qualifications for various purposes to over philosophizing the concept of education into some abstract idea.

 

6. This creates a great confusion among those who are entrusted with the responsibility of imparting learning to youth.

 

7. I always maintain that there must be more emphasis on quality created through effecting synergy (at all levels starting from 6 year olds) of at least the following aspects:- Content and methods of delivery; Experiment based activities; Exploration- driven approaches; Giving adequate scope for curiosity based activities, creative and original thinking and freedom to question; 

 

8. We need to steer clear of all assumptions and prescriptions based on either copied models or overzealous addiction to any traditional methods even though they may be good or great.

9. This does not mean that we need to ignore either of them, as both are very essential for continuity as well as global competitiveness.

10. However, knowing the ground reality of purpose of academic pursuits will enable us to suggest a package that will synchronize with constant churning of life in all spheres.

11. Let us be frank in accepting the fact that a vast majority of academic courses are pursued in nations like India by the majority for livelihood.

12. In present day context, despite vast range of opportunities, livelihood depends on various factors some of them may be listed as focus, perseverance, updating of development across various domains and countries, predicting probable changes (most of which are not gradual but sudden and disruptive now), a comprehensive survival tool kit that enables a person to work with knowledge and awareness  through the legal rights and duties,  social responsibilities, economic imperatives, humanitarian and environmental concerns ( which include primarily knowing what are the natural resources near one's surrounding), financial management, cross cultural adaptability, domain knowledge and specialization, personal and family health care and so on. 

13. In short one must be equipped to relate effectively and efficiently with everyone and everything.

14. Real intense motivated learning will anyway happen in the realms of following one's innate interests, hobbies and passions and enhancing some unique talents.

15. Institutions and those at the helm of affairs of running educational institutions must keep in mind to prioritize the livelihood based requirements of academic pursuits and draft and deliver contents accordingly.

 Most importantly we all need to be aware that everything and everyone in this world are interconnected, interrelated and interdependent and hence, any academic pursuit in order to have a competitive edge must incorporate, as Rupamanjari Ghosh pointed out in an article in TOI a few months back, 'interdisciplinary and multidisciplinary approach' to be of some relevance in the intensely competitive context of present existence and life. I would like to add academics must also take into consideration the various dimensions and the multiple dynamics of all the dimensions. 

16.  Education is not confined to classrooms nor completed through a certificate.

We tend to not only visualize, verbalize but also conceptualize and resort to a presumptive stereotyping a whole lot of terms which are in a wordle with one big aspect of life called ‘education’ like: - classroom, academic qualification, institutions, teachers, communication skills, knowledge, understanding, learning etc. Though every one of these terms may be part of learning and education, if we zoom any specific part as representing the whole, then we may be doing injustice to learning and enfeebling the enormity of education.

 

17. We must know and understand that learning is neither confined to classrooms nor is it limited to being of some service to others at home or office nor is it confined to mere academic excellence and so on, rather beyond and besides these learning must  

Evolve to experience, to experiment, to explore, to evaluate and to get enlightened,  

Develop discretionary skills to decide, to decipher the different dimensions and dynamics of life.  

Understand the underlying causes and unravel the characteristics of as many things as possible.  

Create confidence and clarity to connect with contextual relevance and communicate effectively.  

Accommodate all possible and relevant frames of references to analyze all things beyond mere academics.  

Think beyond and besides time tested templates and to tread beyond trends, taboos and traditions.  

Internalize intrinsically important values and interpret in tune with inherent attributes and contextual relevance.  

Open the horizon of opportunities with open mindedness and synergy to seamlessly  

Nurture the natural interrelatedness, interconnectivity and interdependence of everything and everyone.

 

18. With closure of educational institutions during the pandemic many have been discussing about how to make children learn as if classroom is the only place of learning.  

19. In my honest opinion learning happens mainly: - Out of curiosity generated observation and listening; Out of impulse to imitate what or whom we consider as interesting and appealing; Out of fear and/or love through the manifestation of these emotions, with varying degrees of intensities like obligations, rewards, punishments, likings and so on.  So, that way almost 90% plus real learning happens only outside the classroom and besides the syllabus.  

20. However, basic literacy to enable one to learn in a systematic manner or methods or processes may be imparted inside the classroom.  Classrooms can at best instill, motivate and direct to get informed, acquire knowledge, indicate the methods of understanding and allow individuals to explore the possibilities of interpretations without restricting the number of or range of frames of references. Some unique features of human species over the rest like conscious awareness and ability to internalize are very useful tools to learn better, more and use whatever one has learnt.  

21. Learning is a lifelong process. So, as Dani Johnson says, “Never stop being teachable”. If you think you know everything, you will never learn anything.  Then what may be termed as Learning?  The problem with human beings unlike other species is that we are consciously aware, and we can also collect, store and retrieve data and reuse them. This faculty along with our intellectual thinking and reasoning powers hamper us from having humility to accept the mere fact that there are many unknown as well as unknowable elements to life as a whole and even in our individual lives.

22. We either act or react according to what we want, what we can and what we are destined to.  At different times either one of these three predominates i.e. what we want, we can we are destined to do.

23. Knowledge, Information, Thoughts, Ideas and Teachings are ingredients, Understanding is making them into a tasty cooked food, Grasping and Interpretations are the utensils used for cooking, is the process of cooking a tasty, easily digestible, nutritious food.  

24. What for we get educated?

25. We need to look into the purpose /meaning/role of education rather than getting into philosophical/verbal debates about defining ‘What is education?’ What are/what must be the components of education which need to be prioritized according to situation/context?  What are we going to do with the education that we impart or get?

26. What are the aspects of life/society/nature that education must focus on? 

27. How are we going to include creative thinking, experimentation, observation, clarity of thinking, curiosity to learn in the education system ensuring once again all these are according to contextual relevance?

28. How can we inculcate the importance of value and process of marrying data with technology as a tool to decipher many areas of human life and understanding the dynamics of life as a whole?

29. How are we going to ensure better preparedness of human beings to face the ever changing challenges in many spheres of human activity? 

30. How we are going to educate even young children to be street smart and politically wise both in terms of understanding politics and playing politics as these are becoming not only very important but sometimes indispensable survival skills? 

31. The importance of literacy and certain level of formal education is a fundamental basis or a given or a premise.

32. But then we need to decide as to what are the subjects that need to be included in this process? And what are the things that need to be chaffed away, churned out/in, continued, carried out as the most important?

33. Practically  I feel it must include awareness; method of observation; using relevant frames of reference to evaluate anything or anyone; making everyone understand the importance of reason and logic in terms of contextual relevance; imparting knowledge about how everyone and everything are inter connected, inter related , inter dependent and interactive ; importance of how therefore we must relate with everything and everyone; all these will include acquiring enough knowledge about our body/health, mind, social awareness as it is existing not as envisaged and idolized by some ideology or ism; appropriate utilization of  natural resources; importance of relevant attitude to ensure collective survival in comfort and life in peace and harmony; awareness about what we must consume as food, how much, and what are the edible commodities grown/cultivated/available near one’s place of living etc.

34. Inclusion of  all these and many more aspects as part of education needs to and leads to drastic changes in the methods of teaching/learning  and how are we going to generate all those ?

35. Are these too many to start off? Not at all because data and easily accessible technology offers vast area of synergy with which we can actually address these, if not all, at least many of them.  

36. Neither certain basic material aspect of life nor political influence /impact can be ignored in any sphere of activity. So they need to be factored in as part and purpose of education without pronouncing any hypocritical idealistic preaching against them. Children observe and they see through the hypocrisy of elders.

                                                 

37. The WHYs of education?

 

 “People lose their way when they lose their why” says, Michael Hyatt.

 

We need to know first why we are pursuing some education.

 

Not mere academic qualification or mere literacy, though they too are equally relevant and important for many aspects of social life. Then why we need it? 

 

38. Whether whatever we do in the name of education are they increasing happiness, adding value to the one doing it and then to others? 

 

39. Whether it is tool for attaining something else or an end in itself?

 

40. What are all the skill sets we want out of education? Most importantly what is the trade off?  It need not necessarily be the constant obsession with tradeoff for our time and money spend to be compensated with more money without greater happiness, peace and better understanding.

 

41. Education is not merely confined to making or earning money, skills in communication and calculation.

 

42. Whether any external coaching can improve intelligent perception beyond knowledge acquisition?

 

43. Whether anything can improve our understanding or our thinking or more interestingly go beyond the realms of thoughts?

 

44. Whether any specific method can endow us with some ability to grasp the pulse of every subject or inject clarity of understanding?

 

45. Normally, the best education starts with curiosity, meanders through imitation- as a natural instinct for short cut- as a child learns to speak the language and words spoken by its parents then expands through exploration, experimentation, empirical verification, rational justification and so on.

 

46. I have read a lot on the subject of education to get confused enough and I have written enough to pass on the confusion. But when I encounter people, some of the so-called highly educated, groping in the dark clueless in many areas of life or manifesting obvious idiocy, then, I am forced to look into the meaning, purpose and utility of the whole gamut of education. Most of us when we talk of education, in general, not specific education for a intended outcome or purpose, are still swimming in a sea of vagueness and club a wide range of things under one single generic term ‘education’ including in it everything from basic literacy, ability to communicate, better verbal articulation of already available information or interpretation of existing data to making in depth study in the mechanism of the subject of study. There is nothing wrong in this but we need to merely and humbly accept the fact that we do not have enough clarity whenever we use the word education.

 

47. Like everything else in life education too involves a constant process of adjustment and learning.  “If we know exactly where we're going, exactly how to get there, and exactly what we'll see along the way, we won't learn anything”. M.S.Peck.

48. A good comprehensive education qualifies and produces leaders and managers who can involve effectively in Social Engineering and human emancipation with humane values with a vision and mission in delivering the following Real Universal Wisdom.

49. Wisdom is the work shop where works of evolutionary trends and experiences of everyone in it emerge to express wisely the essence of everything to enlighten everyone;

 

50. A wisdom which prioritizes living in the present context and along with practicing certain time tested values which have relevance in present context but with global perspective to bequeath a livable planet, a lovable society with lovely infrastructures and improved living conditions;

 

A wisdom that evaluates everything and everyone with contextual relevance and based on the inherent attributes or merits of what or who is being evaluated without extrapolating any  presumptions, opinions, judgments, perceptions, expectations, ideologies, doctrines, identity based ideology and so on;

A wisdom which is willing to make minor adjustments, small compromises, spontaneous cooperation to create compatible and conducive atmosphere with humility devoid of any egocentric pride;

  

A wisdom with the realization and a perspective that must be aware that life is a constant process of learning of the multiple dimensions of many things and the various dynamics of those dimensions involving the constant interaction and interrelationship with everyone and everything.

  

A wisdom that is willing to accommodate multiple methods or means of life with some overall tolerant attitude embedded on humanitarian concerns towards all human life and environmental or natural concern towards all other species.

 

A wisdom that gets its clarity of understanding through a churning process that takes into consideration several aspects from the practical to the philosophical to the all fantasies of the mind. 

51. It would be a mistake if we conclude knowledge and understanding only in certain specific areas or domains of life is enough because life itself is too intricate, interconnected, inter- related and interdependent on various factors each having its own varied dimensions  and variety of dynamics both inner dynamics as well as interactive dynamics.  However, we cannot go on and on, debating and discussing the multiple meanings and complexities of education.

52. We need to start somewhere  for the benefit of maximum number of human beings as individuals as well as social entities and the whole natural environment we need to evolve some forms of education systems with lofty, practically useful, easily executable ideals and goals, all on the whole creating a synergy that will be of great value in any situation rather than getting educated excluding many things which one  may be required to come across in life later on and get stranded clueless and forced to depend on everyone else.  If possible as Thomas Huxley says, "Try to learn something about everything and everything about something."

 

 





Monday, November 8, 2021

Slaves all of us are

 

1. https://tricycle.org/trikedaily/gratitude-for-my-torturers/

 

2. All of us are in different ways slaves/masters of our belief systems, cultural milieu, identity cages, and set of convenient hypocrisies/compromises/adjustments and so on to live in the comfort zone that all of these or some of these factors give us. 

 

3. When we add the mix of economic status, legal labels and social complexities to these, they all add up and become a heady cocktail which can emotionally unsettle any rational perspective.

 

3. Those who have time may  read this 

http://contentwriteups.blogspot.in/2016/10/refined-volition-and-not-revolution.html  

 


Story writing has these hidden elements

 

                   Story writing has these hidden elements

 

 

One can weave or build short or long stories on any subject or topic. 

 

Just follow five elements principle

 

Grasp just some part of the subject solidly like - EARTH

 

Let one’s thoughts and expressions to flow like fluid - WATER

 

When one want one’s version to glow and put down others' versions let that be aggressive and vocal - FIRE

 

When one want everyone’s curiosity and expectations floating inject gas - AIR

 

Hook others minds and fill them with interest in what one intend to convey and thus occupy - SPACE

 

Then one can take their TIME as well by making them read 

 


Macaulayism

 

Ya I went through the list was busy with some work only at 6.30 sat down half an hour ago to address this issue. Tomorrow being the 31st July 2021 I have written 31 points for you to go through.

 

1. Macaulay is said to be responsible for the education system we have. Yes the list you have shared is fairly true but there are certain exaggerations and untruths [for lack of proof] perhaps done in over enthusiasm.

 

2. Coming to why The Indian Gurukula system or The famed Greek system did not or could not survive?

Where, why and how they gave room to formal schooling based [mere] fundamental literacy imparting education system.

3. In fact for all practical purposes in present day Macaulayan system is one of the best ladders for social advancement and global acceptance or penetration.

 

It is this ability and willingness of many Indians to not only adopt but to master the Macaulayan system that we were a preferred destination for the IT outsourcing industry rather than China. Incidentally, yesterday 9 out of the 11 top contestants for spelling Bee competition in USA are of Indian origin.

 

4. Just a brief history into the roots of the modern education system that is prevailing. One important aspect of well-known intention of  formal mass schooling was as Sugata Mitra said in a TED talk, ‘ The British set out to create a big computer with which to operate their far-flung possessions, an administrative machine made of interchangeable parts, each of which happened to be human. In order to turn out those parts, they needed another machine, an educational one, which would reliably produce people who could read quickly, write legibly, and do all additions, subtractions, multiplications in their head’. He adds, “They must be so identical  that you can pick one up from New Zealand and ship him to Canada and he would be instantly functional”.

 

5. According to “economic historian Stephen Davies modern form of school started in 1806 in Prussia after the defeat at the hands of Napoleon. There was teaching by year group rather than ability, which made sense if the aim was to produce military recruits rather than rounded citizens. Obedience and courage were emphasized. Set school day with ringing of bells with predetermined syllabus rather than open ended learning. Children sat at rows of desks in front of standing teachers unlike walking around together as in ancient Greek or living with the Guru as in ancient Bharathiya Gurukulams.

 

6. One can read Wikipedia entry on  Horace Mann considered as one the founding fathers of American Public education. He visited Prussia in 1843 and adopted the system in 1852. “ Instilling values such as obedience, to authority, promptness in attendance, and organizing the time according to bell ringing helped students to prepare for future employment’. “The purpose was not to raise standards but to turn unruly children into disciplined citizens”.

7. In the book Rebirth of Education Lant Pritchett quotes frank admission by a 19th century Japanese education minister : ‘ In administration of all schools, it must be kept in mind, what is to be done is not for the sake of the pupil, but for the sake of the country’.

 

8. Let me start the long winding preamble with multiple diversions all generic but will touch upon critical or vital or sensitive aspects of this whole Macualay versus Gurukula system.

Need a small preamble before we debate on this and lot of diversion in that preamble to broaden our perspective because the greatness of Sanathana Dharma is that it is not governed by adherence exclusively to specific rules, to specific concepts, specific practices, specific philosophies, specific ideologies and so on. On the contrary it wide open to adopt and to evolve with certain inherent values one of which constant seeking and looking for whatever enhances the tool to live and enlightens living. It is in short a way of life and art of living.

 

9. Whether we like it or not, in modern times, what has been made to be accepted as authentic need to have any or some or all of the following in existence listed below or cooked up and effectively pushed through reputed institutions or writers. 

 

A] Documented authenticity 

B] Archaeological evidence

C] Historical records 

D] Literary references in any language

E] If it pertains to science or technology, then probable through experiments.

 

I think these are fair enough to ensure to avoid imaginary claims and counter claims. 

 

10. Whatever has had any impact or immense value or importance at any point of time in any field in any place never gets erased as they leave their footprints somehow.

 

11. In fact most of the ancient philosophy we have got only through those means because our ancestors never felt the need for documentation as they felt no need for anyone to approve or endorse their works.

 

12. Many research works have unearthed most of the treasures of our ancient times in arts, science, literature etc.

 

13. Coming to Macaulay, if you look at it without any bias, its unintended consequence has been a greater boon which may far outweigh the temporary loss of certain aspects of culture.

 

14. His imposition of language has made our great and vast treasury of knowledge accessible to the whole world.

 

15. It has given an edge for Indians globally in science, commerce, economics, trade, finance and many other fields.

 

16. Rather we have adopted it so well not only to our advantage but to put across our strengths and hitherto hidden treasures in an idiom that the West would understand.

 

17.  It is indeed a privilege to belong to a rich heritage of culture, philosophy, scientific temper, social mores, and spiritual insights and so on. No doubt we have pride of ancestry and hope for the future.

 

18. But at the same time we must also accept and acknowledge why? What? Who?  Led us away from, not down from, such rich heritage? We also need to look at practically what we must do now, to gradually and diplomatically, not only resurrect our past glory but also revive the areas in which the modern civilization needs to march ahead for a bright future.

 

19. We must also question ourselves how much of? Or what part of our past glory that we are proud of and are willing to identify ourselves with, without disturbing our present life too much? We have too many great observations, citations singing the glory and greatness of India along with a crowd, and another one more vocal and visible, which gets more recognition as well, which is keener on projecting certain ugly aspects for particular audiences.

 

20. We are looked down as a nation which can be easily led by emotional maneuvering and manipulations, euphemistically implying no one need to bother about the mental capacity and identity of the nation.

 

This is because we very often resort to uncritical love as when we deify some film stars, politicians and make too many god men out of orators, scholarly interpreters of our scriptures, heads of our mutts or resort to unloving criticism when we blame everything on some outside force, as if out of xenophobia.

 

I have read and reviewed wonderful books by many. Especially on this topic the books BECOMING INDIAN and BEING INDIAN by PAVAN K. VARMA for frugal readers.

 

No one has blamed the British cultural and linguistic intrusion along with the portrayal of our proud heritage more lucidly than him.

 

21. Having said that, how many of us can touch our heart and say that whole edifice created by the Macaulay has been destructive, has not contributed to our small growth story and it has been only negative ?. Certainly not, every event, especially if it had any great impact, which cannot be denied or ignored, must have taken place to either make us undergo a specific experience or benefit.

 

22. So, in that way Macaulay's system too had its hidden, rather I would say immense benefit for so many generations of Indians. I am not saying his system is better or correct or more appropriate for a nation like India. We cannot either deny or do away with the fact that his system did penetrate and prevailed which probably gave employment to millions of Indians then as clerks* now as software professionals; it has enabled the great Indian talent to be shared by the whole world. I would like to look at the positive contribution of Macaulay. I am not evaluating it in comparison with the negative impacts it may have or has had.

 

23. However, what Macaulay failed to pen down, of course he could not have, is a great trait, we as a nation and a group of individuals practicing a particular way of life, called Sanathana Dharma or Hinduism, have, namely, the willingness to imbibe and include anything that leads to more sober and sophistic march in socio cultural evolution and in addition we excel in what we have imbibed or included.

 

Be it the concept of vegetarianism, be it ahimsa, be it forgiveness, be it changing our attire and hair styles, be it changing our political systems, be it a foreign language, be it another culture, be it a sport like cricket etc.

 

That’s why our leaders are able to proudly declare that people from many nations may be in USA but Indians are in several nations. It is our adaptability and ability to excel in what we have adapted.

 

24. Real richness of our heritage, our cultures, our traditions, our languages need to be pursued, perpetuated and practiced but we need not suffer from paranoid reactions that they can be destroyed by some years of occupation by rulers of different cultures, religions, languages etc.

 

25. India has world’s greatest number of people speaking English combining native and non-native people who speak or understand English than any other country in the world.

 

None of these facts have either destroyed our religion or have destroyed our languages.

 

26. In fact for your info I shall share with a group of highly focused individuals who are working on resurrecting lakhs of hitherto not known or not much publicized works they have already collected more than a lakh of such manuscripts, literature, evidences and are documenting them .

 

27. We are perhaps one of the most advanced race to really live with a universal spirit, liberal mind [liberal enough to include atheism as part of its religion] and global socio cultural adaptability.

 

So let us also look positively what and how Macaulay’s system contributed.

 

The incidental benefits that this single individual’s [Macaulay’s] dictate imparted to people, who were practicing Sanathan Dharma, and to the rest of the world far outweighs the smaller changes in life styles and traditions that it may have caused as a collateral damage”.

 

 28.  We need to look at a Brief journey of civilization.

 

In very simplistic terms the earliest known periods of civilization human beings had less communication, less information, less knowledge, more brutality, more animalistic life style like cannibalism and a series of  wars with little to care about the requirements of resources for usage and survival; it was followed by greedy instinct to have and to possess more resources and areas leading to too many silly wars; followed by collective emotional entertainments leading to many traditional and cultural art forms; followed by urge to communicate leading to reduction in number of languages so that more people could be communicated to and that’s why while everything else in nature and society proliferated in number, languages alone kept reducing in number from several thousands to a few hundreds and even out of these few hundred only some 20 plus are in great use now ; then civilization was pulled  by fear or curiosity to know the unknown aspects of life leading to creation of many belief systems, faiths, religions and rituals; followed by parleys into experimenting with different social systems/political systems to live together with justifiable contribution to and to share from/of  the resources; followed by scientific discoveries to enhance understanding and help living comfortably and to lead a life away from and besides the clutches of religions and traditions; followed by the recent centuries of dominance based on initially economic and commercial prosperity which are treated as the religions of present age and to achieve this by various means at national levels through discoveries of more resources and raw materials useful for human life, through real industrialization, improved and increased agricultural production or through dominance by military power trying to loot readymade where these things are available and at  individual level trying to equip oneself in the best possible manner to decently survive in this rat race of achieving economic and commercial prosperity. This is of course definitely the only one aspect of life but a very vital aspect of social living at present.

 

The march of civilization through all these various stages have produced in its stride many collateral damages and incidental benefits as well as thrown up excellent exponents in various domains of life.

 

 

29. One of the collateral damage of the predominant factor of present age, namely economic and commercial prosperity, is very stressful and cut throat competition in all walks of life and therefore comparison which cannot be wished away. Though we can always choose not to be affected and/or influenced by it or try our best and vie with the rest to become the best. Choice is always ours.

 

30. The Western civilization by its very nature has always psychologically pursued and socially enforced homogenization. That has been their modus operandi. It has worked for them to their advantage in certain areas and caused misery for the rest in certain areas. They have struck to that without realizing that nature is a manifestation variety with an underlying unity and this is one of the main reason why peace and harmony are eluding human society.

 

 

Let us touch our hearts and without any prejudice, populism pandering preaching plainly acknowledge the benefits we have reaped through Macaulay’s system, the English tongue etc.

 

31. The benefits that this single individual’s [Macaulay’s] dictate imparted to people, who were practicing Sanathan Dharma, and to the rest of the world far outweighs the smaller changes in life styles and traditions that it may have caused as a collateral damage.

 

I shall elucidate just a few examples of these benefits confining myself to the Indian and Sanathan Dharmic arena.

 

All the tall leaders who were part of freedom struggle could negotiate/interact with the colonial rulers were those who became very proficient in the Macaulayan system of education starting from Mahatma Gandhiji who inspired many top leaders in the world, Dr. B.R.Ambedkar- a stalwart and a man of great erudition to Chakravarthi Rajaji to Dr.S.Radhakrishnan etc.

 

 

All knowledge of the intrinsically important aspects of Sanathan Dharma, namely the concepts and philosophical and scientific inquiries into life and cosmos were brought in the arena of the outer world [beyond the confines of particular groups and a few selected monks] through great Swami Vivekananda a person who was a great master of Macaulayan system.