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Liberating-Education-Book-1 LIBERATING EDUCATION FOR A KNOWLEDGE SOCIETY (Lessons from Nai-Talim and Rural Institute Experiments) T Karunakaran Regi Thomas Nai-Talim Samiti Publications, Sevagram First edition : November 2011 @ Copyrights : Authors Price : Paperback : Rs 125 (US $ 5) Hardbound: Rs 250 (US $ 10) ISBN : The work in Chapter 5 is supported by a project of NCRI’s Nai Talim Samiti. Typesetting and Cover design by : Mr Arun Shanker, [email protected] Published by : Mr Anil Farsole, Secretary Nai-Talim Samiti, Sevagram [email protected] Feedbacks to : (i) Dr T Karunakaran (Director, MGIRI, Wardha) [email protected] +91 9443137938 and (ii) Dr Regi Thomas [email protected] Inspiration [ Innovative India ] Hkwfedk ;g fdrkc u dsoy fgUnqLrku esa (xqjQnso VSxksj vkSj xka/h th }kjk fd,] f'k{kk iz;ksxksa dk n'kZu gesa djkrh gS) cfYd vesfjdk vkSj ;qjksi esa gq, f'k{kk ds ledkyhu iz;ksxksa ls Hkh gesa ifjfpr djkrh gSA ;s lkjs iz;ksx ^thou ds fy, f'k{kk* ls vkxs c<+dj ^thou ls f'k{kk* ds fy, 19oha rFkk 20oha lnh esa nqfu;k Hkj esa fpardks }kjk tks Hkh fy[kk x;k] fd;k x;k ml lcls gekjk ifjp; djkrs gSaA oSls bu lkjs iz;ksxksa ds ckjs esa leqfpr tkudkjh miyC/ gSA ij ;gka ,df=kr vkSj og Hkh vR;ar la{ksi esa ifjfpr djk nsuk ;g ys[kd dh fo'ks"krk gSA ys[kd ek=k ;gha jQdrk ughaA og gesa lkFk&lkFk euq"; dks vius Lora=k thou ls NqM+kdj xqyke cukus okyh f'k{kk i¼fr ds ckjs esa Hkh crkrk gSA fdl rjg lR;] izse] djQ.kk ds thou ewY;ksa dks Je ls f'k{kk }kjk flafpr djus okyh thou i¼fr dks gVkdj fgalk] dsUnzhdj.k rFkk 'kks"k.k (ekuo vkSj izd`fr) dh i¼fr yknus ds iz;ksx f'k{kk ds ekè;e ls gq, ;g Hkh crkrk gSA xka/h th pw¡dh iqu% lR;] isze] djQ.kk ij vk/kfjr fpjathoh fodkl vkSj ijLij lg;ksx (ekuo rFkk ekuo izd`fr) dh thou i¼fr dk lexz fo'o dks Hkku djkus okys ;qxiq:"k gq,] muds }kjk dh x;h f'k{kk i¼fr dh lkjh fo'ks"krk;sa] mlds ifj.kke] mldks gVkus dh lkft'k vkSj mlds vi;'k ds dkj.kksa dk iwjk ys[kk&tks[kk ;g fdrkc gekjs lkeus j[krh gSA vius izkjafHkd thou ls cWfjLrj gksus rd vkSj ckn esa nf{k.k vfizQdk vkSj fgUnqLrku esa xka/h th dh fodflr gksus okyh f'k{kk lksp vkSj ifj.kke Lo:i 1937 esa ubZ rkyhe dk tUe gksuk vkSj fganqLrku esa blds tuk/kfjr izR;kf{kd] mlesa xka/h th ds ledkyhu egkuqHkkoksa dk ;ksxnku vkfn ij blesa izdk'k Mkyk x;k gSA okLro esa bl fdrkc dks fy[krs oDr ek=k bruk lkspk x;k FkkA fd ckiw fuokZ.k ds ckn tks xzkeh.k fodkl ls lacfa/r f'k{kk laLFkk,sa] dsUnz ljdkj dh nwjxkeh f'k{kk lksp ds ifj.kke Lo:i fuekZ.k dh x;h Fkh mudh vkt D;k fLFkfr gS\ ;g izR;{k ns[kdj mldk nLrkosthdj.k djukA oSls ns[kas rks ;g cgqr e;kZfnr y{; Fkk vkSj bldk mi;ksx ek=k la'kks/u djus okys f'k{kk fonksa ds fy, gksrk gSA ij vc ;g fdrkc bZ0iwoZ ls gq, iz;ksxksa dks vR;Ur la{ksi esa lesVrh gqbZ 19 rFkk 20 oha lnh ds thou f'k{kk ds iz;ksxksa dh tkudkjh la{ksi esa lesVrs gq, gesa lh/s ubZ rkyhe rd ykrh gSA ;gk¡ rd gh jQd tkuk gksrk rks rks og ek=k ,d ,df=kr la'kks/u gksrkA ij pwadh ys[kd orZeku Hkksxk/kfjr] 'kks"k.k dh f'k{kk i¼fr ls Lo;a vLoLFk gSA vr% mUgksusa Hkfo"; esa ubZ rkyhe dSls vR;ar mi;qDr rFkk ,deso f'k{kk i¼fr gS ;g crkrs gq, fDzQ;kUo;u esa vk;h =kqfV;ksa dks nwj djus ds mi;ksx dh Hkh lfoLrkj ppkZ dh gSA fdrkc lR; ij vk/kfjr gks u fd ys[kd ds vuqeku ij blfy, lkFk esa bl vè;;u ds vk/kj ij tks nLrkost gS mUgsa Hkh ewyLo:i esa fn;k gSA ys[kd dks blds fy, ftrus /U;okn fn;s tk;s FkksM+s gSa bZlkiwoZ 600 ls yxkdj 21oha lnh rd ds thou f'k{kk txr dk tk;tk ysrs gq, Hkfo"; dh fn'kk Li"Vrk ls j[kuk] ;g lkxj dks xkxj esa lekus tSlk gSA ij ys[kd u dsoy [kksth gks cfYd orZeku ekuo rFkk l`f"V ds izrhd laosnu'khy gks rc gh lg laHko gSA fdrkc bruh cM+h Hkh u gks fd og orZeku f'k{kk i¼fr ls fpafrrks dks cks> yxs vkSj ;fn orZeku dk eqNkgh gkFk ls NqV tk, bldk Hkh ys[kd us Hkko j[kk gSA vr% ys[kd ;g u ekus dh ;g thou ls f'k{kk ds laca/ esa ,d ifjiw.kZ laiw.kZ nLrkost gSaA ij bruk fuf'pr gS fd ;g fdrkc vrhr ds >jks[ks ls orZeku dks ns[kdj Hkfo"; r; djus esa vR;ar en~nxkj gSA vxj ge bl olqa/jk ij lR;] izse] d:.kk vk/kfjr ijLij lg;ksxh thoui¼fr ds fy, lefiZr vfgald lekt ds fufeZrh flikgh gS] rks gesa ;g fdrkc lksp fodflr djus rFkk laHkkO; ekxZ ij pyus ds fy, izsj.kk nsrh gSA ys[kd ds fy, os lHkh d`rK jgsaxs tks orZeku fgalk vk/kfjr txr esa vfgalk dks ewY; :i esa LFkkfir djuk pkgrs gSA ys[kd dks vusd l/U;okn lqxu cjaB vè;{k ubZ rkyhe iv FOREWORD Considering the evolution of Indian civilization over a period of 2,500 years, it seems to have considered education as that which could : § liberate the individual from the endless cycles of birth and death § liberate the nation from the shackles of alien rules § liberate the society from the evils of casteism, corruption and consumerism and learn to live in cooperation. The scene could have been that of the vedic age or the struggle for the home rule or for the painful effort of national reconstruction by Gandhiji. But the themes have been the same : ‘education for liberation’. The world of today has to pray for liberation from nationalism and merge with the borderless global vision of humanism. NFS Grundtvig (1783-1872) considered the education of the grammar schools as ‘education for death’. He began to search for ‘education for life’ and concluded that it has to be ‘the education through life’. The Danish and Scandinavian societies which were guided by his vision have today risen to a level of value-based prosperity and in particular have always occupied the top slots of corruption less life. Gandhiji’s relentless search was also for ‘education for life’ and his conclusion was also that ‘education has to be through life and in fact throughout life’.He once even defined education as the ‘art of living’ but his remarkable conclusion was that ‘education has to shape life itself’. Yes, it is only the right knowledge and collective wisdom that would save ‘life’ on this planet. That is the liberation problem facing humanity today. The UNESCO’s prescription of education is exciting : ‘Tolearn to learn, Tolearn to do Tolearn to be and Tolearn to live together’ Looks as if Gandhiji speaks through UNESCO’s mouth. Yes today G stands not only for Gandhi but for global wisdom itself – at least as far as education is concerned. v The question is : Why Gandhiji’s Nai-Talimcould not be implemented in full ? Why the Rural University model of Dr. Radhakrishnan commission that was synthesized out of the wisdom of Gandhi, Grundtvig and the US model of land grant system could not be realized in full? Is it because these concepts were wrong? Is it because their implementation was faulty or Is it because the time was not ripe? It is hoped that the reader by going through voyage through time, that the book promises to lead, the reader will be able to unravel the above questions. It is about ‘liberation’ of education itself ! Happy Journey ! Authors The Rural Institute movement, started on the strength of private initiatives, is shown to be marching ahead even today : in economic reconstructions (e.g. 8.8), social reconstructions (e.g. 8.5, 8.11) and physical work based new community / spritual movements (e.g. 8.9). Similarly the Nai-Talimrelated innovations are continuing in a large number of places. Only two examples of Andhra Pradesh are indicated in (2.5(f)). The challenges before the National Council of Rural Institutes (NCRI) and the needed policy changes are indicated in Chapter 10. - Authors vi CHAPTERWISE OUTLINE Chapter 1 : Entitled ‘The long March to Wardha’ provides a glimpse of Indian education of the Vedic times and the those of Taxila – Nalanda times and move towards the Wardha Education Scheme. On the way it shows the Danish People’s colleges (of enlightenment) and also the land grant colleges (of self- reliance). We visit the Tagorean station of education for liberation as well as the many ashrams and workstations of Gandhi and those who thought like Gandhi. Chapter 2 : ‘Basic education during 1937-59’ is an outline of the extensive experiments of the Gandhian model not only in Wardha but also in a few other places along with the nationwide experiments and the learning arising out of them.
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