We are happy to announce the publication of an International Journal of research in education entitled: Horizons of Holistic Education with International Standard Serial Number (ISSN). You are invited to send your original research papers and research articles for the publication in Horizons of Holistic Education.

The Journal of Horizons of Holistic Education (HHE), published by the Children’s University, is an International quarterly Interdisciplinary Journal which covers topics related to holistic development of children. HHE covers all the areas which deal with the children, such as Child education, Child psychology and Panchkosh development of children, children’s literature and so on. It also includes intellectual efforts encompassing Sociology, Vedic Science, Medicine, Psychology, Drawing, Music, History, Geography, Home Science, Philosophy, Economics, Commerce and Literature concerned with Children. The researches based on such topics shall be given priority.

Aim and Scope — an International journal of Horizons of Holistic Education (quarterly) aims to publish original research papers, related to the theory and practice of various disciplins of Humanities. We invite you to contribute your full length research papers, short communications and Review articles and Articles concerned with holistic modern development in the area of liberal sciences pertaining to the children’s studies. EDITORIAL BOARD

Advisory Board Chairperson

Prof. (Dr.) K. S. Likhia Vice Chancellor, Children’s University, Gandhinagar, Gujarat (BHARAT)

Chief Advisor

Prof. Avadhesh Kumar Singh Vice Chancellor, AURO University, Surat, Gujarat (BHARAT)

Shri Divyanshu Dave Director General, Children’s University, Gandhinagar, Gujarat (BHARAT)

Chief Academic Advisors

Shri Indumatiben Katdare Hon. Chancellor, Punrutthan Vidyapith, Ahmedabad, Gujarat (BHARAT)

Prof. Mahesh Chandra Sharma Hon. Chairman, Research and Development for Integral Humanism, Akatm Bhavan, Deendayal Shodh Sansthan, New Delhi (BHARAT)

Prof. Mohanlal Chhipa Former Vice Chancellor, Atal Bihari Bajpai Hindi Vishvavidyalay- Bhopal (BHARAT)

Prof. Rajesh Kotecha Former Vice Chancellor, Gujarat Ayurved University, Jamnagar, Gujarat (BHARAT)

Prof. Nigam Dave Director, School of Liberal Studies, Pandit Deendayal Petroleum University, Gandhinagar, Gujarat (BHARAT) Editor-in-Chief

Dharmanshu Vaidya Assistant Professor Children’s University, Gandhinagar, Gujarat (BHARAT)

Editorial Board Members (In Alphabetical Order)

Prof. Amit Dholakiya Vadodara, Gujarat (BHARAT) Dr. Awa S. Sukla Ahmedabad, Gujarat (BHARAT) Prof. Bhalendubhai Vaisnav Karamsad, Gujarat (BHARAT) Prof. Bharatbhai Joshi Ahmedabad, Gujarat (BHARAT) Prof. D.A. Uchat Rajkot, Gujarat (BHARAT) Prof. Dilip Betkekar Goa, (BHARAT) Dr. Ganesh Hegde Banglore (BHARAT) Dr. Ishmeet Kaur Gandhinagar, Gujarat (BHARAT) Prof. Kamal Mehta Rajkot, Gujarat (BHARAT) Dr. Mahendra Chotalia Vallabh Vidyanagar , Gujarat (BHARAT) Dr. Mehulbhai Shah Bhuj, Gujarat (BHARAT) Prof. Nikhil Kharod Vallabh Vidyanagar, Gujarat (BHARAT) Dr. Vaman Gogate, Pune (BHARAT) Prof. Varshaben Chhichhiya Jamnagar, Gujarat (BHARAT) FROM THE VICE CHANCELLOR’S DESK

Science has already proven the claims of many spiritual traditions, primarily the perennial Upanishadic philosophy of ‘Thou Art That.’ The evidence of the 20th century shows everything is energy. The cosmos consists of waves in a “quantum field”. Everything comes out of a singularity and operates according to deep and consistent rules. Human’s evolved from small life forms in a system powered by a thermonuclear fusion reactor. In Sagan’s words, “we are star dust harvesting sunlight”. Everything here is molecules. The life forms of the present represent emergence from a complex and latent potential for expression. At present, human beings identify with the body and the mind in a variety of ways. But fundamentally, what one regards as ‘oneself’ is just a certain amount of energy. Modern science has proved beyond all doubt that all of existence is made up of the same energy, manifesting itself in millions of bewilderingly different ways. When Einstein gives his formula E = mc2, he is, to put it simply, saying that everything in the universe can be seen as just one energy. Religions all over the world have been proclaiming the same thing using somewhat different terminology when they assert that “God is everywhere.”Modern science has arrived at its conclusions through mathematical deduction whereas the scriptures of modern antiquity take it to the level of experiential reality. The human longing to expand is actually just an expression of the ultimate formless intelligence that is the very source of throbbing lives.

The big issue is not a modern sciencedeploying as a yardstick of mapping the relevance of ancient wisdom, but the ability for a person to deeply understand the corollary position of how the functionality of‘That Art Thou’ is perennially the nature of lives. “All know the drop merges with the ocean, few know the ocean merges with the drop”. Science looks mostly outward, the inner realms being left for people to discover for themselves. Moreover, the vision of modern science hasn’t reached in the position to assert that fact that one worldview is better than another. Some scientists and psychologists do apply their intellect to the inner realms and documentation of the spiritual paths with the help of available tropes and few of them do bring subtle messages about how the outer informs the inner. But as appears in most of these cases, the “proof” remains something one has to desire and seek himself, because the understanding involves subjective introspection to the recesses of the deep self. But scientific types have become more vocal over time in dispelling our delusions as evidenced in the works of Harris, Eagleman, Bolte-Taylor, Ramachandran, Dawkins, etc.

In this context, the idea of academics requires to witness the sea-change. It is the need and call for the present scenario as well. The pivot of modern knowledge, be it belongs to natural sciences or liberal arts is the governing principle of deducting to reasoning thing and in this context the paradigmatic shift is much sought. To my views, the idea of signifying a ‘Being’ which has direct relation with the encouragement to the concept of “ignorance is bliss” needs to be relooked with different frame of intellectual glasses. The reason behind it is the immense potentiality it brings with its advent. Adding to that it also empowers the person, on one hand, by making him delve into the discovery of one’s many layered self, and on the other, it provides the opportunity to reach to the highest level of humility. Since the 20th century humanism has failed to serve its purpose to create a balance among the myriad hues of apparent human meeting points, it is very much needed to relook this idea and color it with the ancient will. As far as academics is concerned, the goal of Children’s University remains clinging to this vision by developing new frames of courses and availing the young generation of scholars with the opportunities of refashioning the whole research field. In this connection, this journal is our prime move via which we look forward to inspire people working in this direction. Let every part learn its relation to the whole and let the world learn its fragmented vision of different poles in this new role. With this note of positivity and hope, I would rest my pen.

Prof. (Dr.) K. S. Likhia Vice-Chancellor Children’s University Gandhinagar-382020 Gujarat. FROM THE CHIEF EDITOR’S DESK.....

As far as the Indian education system is concerned, there is constant debate going on its defunct frame. In relation to that, one must understand that the education system does not function in isolation from the society of which it is a part. Unequal social, economic and power equations deeply influence children’s access to education and their participation in the learning process. The recent study carried out by Sujata Bhan also points out some of these critical issues wherein she opines that the disparities in education access and attainment between different social and economic groups in India are enormous. There were an estimated eight million 6 to 14 year- olds in India out-of-school in 2009. The world cannot reach its goal to have every child complete primary school by 2015 without India. In 2010, India implemented the Right to Education Act (RTE), to legally support inclusive education. Today, 18 crore children are taught by almost 57 lakh teachers in more than 12 lakh primary and upper primary schools across the country. This notable spatial spread and physical access has, however, not been supported by satisfactory curricular interventions, including teaching learning materials, training designs, assessment systems, classroom practices, and suitable infrastructure. In her study, she argues that the common issues that emerged, in deterring inclusion in two states of India were: attitudinal barriers, lack of awareness of the legal provisions and subsequent schemes, accessibility of schools being meager, lack of necessary infrastructure, lack of and retention of trained staff adaptation of curriculum and materials and lack of control systems.Though India has taken ownership for inclusive education by establishing legal provisions through the measures such as RTE, several issues continue to be faced. In this context, the frame of academic set-up calls for if not complete, than partial overhaul. The role of participatory education set-up can be one alternative, for it is not easy if not impossible to mobilize the huge country like India on this track with rapid pace.

In this context, if we can mobilize the research as a way of connecting force and finder for better frame, then it would be a real service to the nation. With this ray-like hope, we offer this issue to the scholarly circle of erudite faculties and researcher fraternity. The issue comprises of papers covering range of areas of diverse understanding. At the end we express faith that the issue will bring true delight to the intellectual appetite of our learned readers.

Dharmanshu Vishnuprasad Vaidya Editor-in-Chief and Assistant Professor Children’s University Gandhinagar-382021 Gujarat INDEX

Sr. No. Title & Authors Page No.

1. The Major Errors of the Protagonist in Rohinton Mistry’s Such a Long Journey : A General Semantics Evaluation 1-5

- Pratiksha N. Chavada

2. Yajnaseni: the story of Draupadi - the Journey of 6-10 Draupadi from Fire to Ice - Reshma Dave

3. Nineteenth Century Women’s Education in India: 11-14 Their Voices Struggles - Dave Hetalben D.

4. A study of self esteem of the students during transition 15-23 Ÿ from primary to secondary school - Bhumika Barot

5. Existential Angst in the select Works of Rohinton Mistry 24-28 - Vijay V. Jotva

6. Children Forum : A Representative Approach for Strengthening 29-35 Children and Schools - A. H. Rizvi

7. Children’s Literature and Indian Subcontinent 36-39 - Dharmanshu Vaidya

8. Environmental Awareness : An Affective Goal of Science Education 40-45 - Kapildev A. Vasani Horizons of Holistic Education p ISSN : 2349-8811 Vol-5, Issues 1-2 pp. 1 to 5 e ISSN : 2349-9133

THE MAJOR ERRORS OF THE PROTAGONIST IN ROHINTON MISTRY’S SUCH A LONG JOURNEY : A GENERAL SEMANTICS EVALUATION

Pratiksha N. Chavada* Assistant Professor (Ad hoc), Dept Of English & CLS, Saurashtra University, Rajkot – 360005, Gujarat, India. E-mail: [email protected]

Received : 4-5-18 Accepted : 5-6-18

ABSTRACT Human life is beset with so many problems at different levels. It is impossible for any human beings to exist without facing problems in their life; mostly these problems are based upon the misevaluation of the individuals about the problems, surroundings, and their sufferings. General Semantics presents an uncommon approach to living and solving the problems of life through ‘structural differential’ method and using extensional devices like: ‘dating’, ‘indexing’, ‘etc’, ‘hyphens’, ‘quotes’, etc. Through acquiring the different approaches/devices of GS, one can avoid and solve problems better, and improve to relate and communicate. Rohinton Mistry’s Such A Long Journey illustrates the problems of Gustad Noble, a bank clerk, and his family due to economic, political, and cultural surroundings. Gustad is an ordinary man and faces many trials in his life. He has his own dreams about the future but his aspirations crumble down like cards. He struggles with memories of a financially secure and emotionally stable past that serves to highlight his family’s current struggles, which shows his ‘time-binding’ capacity. He has also many semantic blocks which seizes his creatical thinking. The present study tries to find out the semantic blocks of Gustad and also provides the tools which can help him to resolve the problems. Consequently the present study tries to add one more dimension to look at the text and the struggles/problems of Gustad and his family and other characters through the lens of General Semantics approach. Key words: Human problems, General Semantics, Structural Differential, Time-binding, Semantic block. * Author for correspondence

INTRODUCTION presents his/her personal, professional, societal In the present era human being faces many and the surrounding problems of life-death, problems in their life due to professional happiness-sorrow, real-artificial, nature-culture, pressure, personal conflicts and internal and etc. external forces like politics, religion, economy, Rohinton Mistry, a Diaspora writer through caste, etc. Problems are the core part of human his works presents the problems of Parsi being, sometime because of their greedy, community like their nature, culture, history, egoistical, stubborn, narrow mindedness nature, issues of identity as an emigrant, etc. However, or sometime their half knowledge of the he presents economical problems, political surroundings. They want to get rid of them but problems of 1970s, personal problems of day- now and then their own misevaluation of to-day life, etc. One can find the real picture of situations or problems lead them to disaster. As it India (1970s) through his works whether it is is often quoted that literature is the reflection of politics or human affair. His each novel presents the society; it is the medium through which one the issues/problems of Parsis with the 2 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 background of politics. Similarly in Such a Long psychological issues. So, he endeavoured to Journey (1991) he discusses the problems of develop a ‘self-help’ system to help individuals Gustad Noble and his family with the and groups to make more intelligent decisions in surroundings of economical and political all aspects of their lives and called it General hegemony. Gustad’s problems are mainly based Semantics. He too argued that human on his stubbornness and his misevaluation and knowledge of the world is limited both by sometimes over-evaluation of the situations and human nervous system and the language human things. General Semantics as a problem solving developed and so that one cannot have direct system suggests the ways to overcome such access to reality, the most we can know is that situations with the help of different devices of which is filtered through the brains responses to evaluation. Consequently through this theory it reality. To live happily, he recommend to is an attempt to find out the reasons behind ‘observe’ and ‘evaluate’ the situation around us, Gustad’s behaviour and his failure as a father takes the help of our past experiences and and study the conflicts/problems of his life. behave sanely with every minute problem of GENERAL SEMANTICS THEORY life. Korzybski in his Manhood of Humanity General Semantics (GS) is a ‘process – (1921) and Science and Sanity (1933) competed oriented problem solving system’ which helps human progress (time-binding) largely as a people to take right decision through the quest of result of its more flexible nervous system that consciousness of abstracting process, which is was capable to ‘symbolize’ and ‘abstract’ in defined by Kodish as basic goal of general endless orders. A wide variety of writers, semantics; using our human ability to function educators, therapists, and other professionals with awareness of how we get information, have drawn on and added to GS theory; they not symbolize it, and communicate it to others and only contribute but also simplify Korzybski’s improves how we function individually, in ideas relatively. Notable contributors are: Bruce groups, and cultures (212) and also using I. Kodish (Drive Yourself Sane; 2011), Irving J. extensional devices (indexing, dating, using Lee (Language Habits in Human Affairs; 1994), ETC, using hyphens, using quotes) and one’s Robert Pula (A General Semantics Glossary; own time-binding capacity, which is described 2000), Harry Weinberg (Sensible Thinking for by Kodish as the potential for each generation to Turbulent Times; 1997), etc. There are many start where the last generation left off. In other books which have been published using general words, it is the potential for individuals to learn semantics to analyze and solve problems in from their own and other people’s experiences. areas such as education, communication, (214) The founder of this theory is Alfred negotiation, management, social science, Korzybski (1879 – 1950), a Polish engineer and journalism, and personal adjustment. It is a intellect who came to United States during highly pragmatic discipline for analyzing World War I. He had a firsthand experience of situations and solving problems. death and human follies in the war, and then YA R D S T I C K S o f G S U S E D f o r decided to give the proper ways to evaluate INTERPRETING the NOVEL human behaviour and avoid conflicts in their Rohinton Mistry is an Indian origin, residing life. Korzybski, as a keen observer of human in Canada. He was born in Bombay in 1952 in behaviour noted that we have not been fully Parsi family and graduated from St. Xavier’s successful in dealing with our social and college. In 1975, he immigrates to Canada but HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 3 his writings come back to the homeland of grandfather and father as the wealthy man of the memories and get stuck in a place where he grew city. He feels proud to see the furniture which he up. He wrote three novels namely: Such a Long manage to rescued from the bankruptcy and Journey (1991), A Fine Balance (1996) and each time told the story of his father and grandpa Family Matters (2002). Tales from Firozsha to the children. Baag (1987) is the short story collection and The ... about Darius’s great-grandfather who was Scream (2006) is his novella. His novels precise a huge, powerful man, kind and gentle, but with the historical reality and forms the backdrop of an unswerving sense of justice and fair play, who the narratives. had once lifted his own foreman by the collar till Such a Long Journey creates a vivid picture his feet swung clear off the ground, threatening of Indian family life in general and that of a close to toss him out in the street, because the foreman weave Parsi family in particular and tells the had mistreated the one of the carpenters. (293-4) story rich in subject matter and characterization SEMANTIC BLOCKS which SEIZES set in the years around early seventies Mumbai. GUSTAD’S CREATICAL THINKING The novel mainly deals with its protagonist, GUSTAD’S CONFLICT with HIS SON & Gustad Noble’s modest dreams and aspirations. RIGID EVALUATION The novelist has united various narratives with Gustad’s rigid evaluation of the thing makes the central narrative of Gustad who co-inhabits him suffer. Slavishly following customs hinders in a small flat in Khodadad Building with other us from availing beneficial paths. A hallmark of members of his community. Gustad is optimistic maturity is to know when to be consistence and about his son Sohrab, who have just cleared the when to be flexible. Gustad does not know how entrance for IIT, Mumbai. Without consulting to consistence with the idea of his own son. his son’s views whether he wants to enter in IIT Sohrab as an emerging youth wants to get degree or not, he started dreaming about him as a in BA but Gustad sees it as useless. The thing scholar of the institute: becomes worse for the rest of the family ... he soon be studying at the Indian Institute members when they both argued on the day of of Technology. ‘Sohrab will make a name for Roshan’s birthday and spoil the party. himself, you see if he doesn’t’, Gustad had said It’s not suddenly. I’m sick and tired of IIT, with a father’s just pride. ‘At last our sacrifices IIT, IIT, all the time. I’m not interested in it, I’m will prove worthwhile.’ (03) not a jolly good fellow about it, and I’m not GUSTAD’S TIME-BINDING CAPACITY going there... IIT doesn’t interest me. It was Korzybski argues that all our ideas of man never my idea, you made all the plans. I told you are ideological and zoological. He too states that I am going change to the arts programme, I like we do error after error because we don’t know my college, and all my friends here. (48) how to negotiate with our past. There are three To overcome with this situation, Gustad may categories of such people who see their past but use ‘Dating’ tool of GS which helps him to stay relate to it differently: Drifting fools (least attuned that we live in a changing world; and bother about their past), Static fools (ideal everything changes with time. So he has to picture of past) and Dynamic fools (hate their evaluate the situation from time to time. It’s true past). Here in the novel, Gustad is fit in as Static that during that period getting admission in IIT fool who sees the ideal picture of his past and is a symbol of pride and prestige but it does not don’t risk for change. Every time he sees his mean that doing BA is worse and useless. 4 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2

GUSTAD’S CONFLICT with HIS SON & Don’t talk to me of friends! If you have good ALLNESS ATTITUDE reasons, I will listen. But don’t say friends! You Gustad is also suffering from allness attitude must be blind if you can’t see my own example which is not a healthy practice for leading a and learn from it... ‘That’s friendship. Worthless happy life. He thinks that he knows everything and meaningless!’ (49) and generalizes about everything. From Not only at this situation but at many points, Sohrab’s early childhood he has a firm belief reader finds that Gustad tries to project the things on people. To overcome with this block, that ‘there seemed to be nothing Sohrab could GS recommends the usages of the qualifying not do, and do well’ (64) and so he generalizes expression like ‘it seem to me’, ‘as I see it’, Sohrab’s idea of taking arts as a subject ‘from my point of view’, etc. if Gustad use these worthless: expressions than he would create the awareness Forget your friends, forget your college and that he is expressing personal observations and its useless degree. Think of your future. not the divine truths. So others are prepared to Everybody peon or two-paisa clerk is a BA these take them so and in his life the things would not days. (69) become worse especially between his son and Even after when Sohrab left home, he him. continue to prove that his suggestions are better GUSTAD’S CONCEPT of ‘FRIEND’ & than his son through giving the example of RELYING on COMMON SENSE pavement artist, “Tell that worthless son of your Gustad always rely on his common sense. He who kicked IIT in the face. Tell him when he never tried to test and revise his assumptions. come next time to visit you – that poor When he decided to help his friend Jimmy wandering pavement artist has two BAs”. (182) Bilimoria, Dilnavaz, his wife warns him, ‘And To solve this situation/problem, he may use Jimmy doesn’t even tell the details. How do you know you are doing the right thing?’ But Gustad the ‘indexing’ device of GS. Indexing helps him tells her, ‘the details did not matter, it was the to find differences between the things. He could principle, of helping a friend’. (67) Even when also use the phrases like ‘to me’, ‘I think’, ‘it he found the parcel with ten lakh rupees, he seems’, etc. And can also use ‘etc’ in his doesn’t doubt to his friend and takes proud ‘how statements. So that, it not becomes the general noble work his friend is doing!’ However, at that truth that a BA degree holder cannot find a moment his wife tries to make him realize that if balancing job. he do what his friend (Bilimoria) asked him to GUSTAD’S CONFLICT with HIS SON & do, he lose his job. His wife also believes, PROJECTION PROBLEM ‘sometime he was like a little child, refusing to Gustad have projection problem too. In this acknowledge reality’. (120) He understands the kind of block, when individuals say something situation when he found dead animals on his about something, actually they are not flowers and next day a note which is figuratively describing the reality, but themselves or written about his friend, ‘Bilimoria chaaval projecting their ideas of reality. When Gustad chorya/ Daando lai nay marva dorya’. (140) After that continuous torture he realizes that argues with his son about his education and they are ‘dealing with heartless people – found that because of his ‘friends’ Sohrab do not poisonous snakes’ (142) and thus he sees this want to go in IIT, he projecting his ideas on world as duplicity and fragile: Sohrab by saying, HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 5

I don’t understand this world any more, First, Conclusion your son destroyed our hopes. Now this rascal. Rohinton Mistry’s writings are tremendous Like a brother I looked upon him. What a world operations of Indian history which is linked to of wickedness it has become. (142) interrupt everyday life. His characters’ personal To solve this type of situation Gustad might affairs with communal concerns situate them the employ ‘uncommon sense’ while dealing with significant of social beings. His novel, Such a his friends letter. It also helps Gustad to bring his Long Journey, is literally ‘a long journey’ for Gustad Noble, the protagonist, sometime assumptions into awareness and lead him to because of his fate and sometime because of his examine and revise them and work accordingly. own evaluation process and semantic blocks G U S TA D ’ S F R I E N D – a B L I N D which stop him to take right decision in FOLLOWER particular situation. With the help of GS’ For better evaluation GS suggests to extensional devices it is an attempt to find out approach everything with question ‘why’. the semantic blocks of the protagonist and Context makes things relevant. Jimmy recommend GS tools for open up another Bilimoria, an ex-army man, brilliant and perspective of the situations/problems. It is powerful, trapped by the treachery of appropriate to conclude this paper with the government because he do not question and do words of John Milton: “The mind in its own whatever the authority asked for. The place, and in itself can make a heaven of hell, a government where he was working is not doing hell of heaven”. (233-4) any service but they satisfy their own personal REFERENCES Kodish, Bruce and Susan Presby. Drive Yourself objectives. Jimmy knows this very well but then Sane: Using the Uncommon sense of G e n e r a l too trapped by the Prime Minister who takes his Semantics. Pasadena: Extensional Publishing, confession for withdrawing money from the 2011. bank. Without ‘questioning’ and ‘observing’ the Korzybski, Alfred. Five Lectures on General situation he wrote the confession: Semantics. Los Angeles Society for General Like a fool I agreed..... trusted her. Then she Semantics, Los Angeles. 2-4 June 1939. said, maybe we should make our plan Lecture. watertight..... you can write a few lines just now. ——. Manhood of Humanity: An Introduction to A confession. That you imitated my voice..... Non-Aristotelian Systems and General because you wanted to continue helping Mukti Semantics. 2 n d ed., Institute of General Bahini...... I wrote my confession.... like an Semantics, 1950. idiot. (277) Martin, Levinson. A Continuing Education Even Gustad couldn’t understand that a Guide to Teaching General Semantics. Institute person who is sharp and intelligent makes such of General Semantics, n.d. mistakes. He too thinks that ‘the worldly-wise ——. Sensible Thinking for Turbulent Times. Jimmy Bilimoria, a cynical Major he had known NY: iUniverse, 2006. for so many years, whose motto in life was: Milton, John. Paradise Lost. Book-I, Penguin Classics, 2003. when in doubt, keep doubting. Could he really Mistry, Rohinton. Such a Long Journey. Faber have done the foolish things he is describing?’ and Faber, 2009. (277-8) Horizons of Holistic Education p ISSN : 2349-8811 Vol-5, Issues 1-2 pp. 6 to 10 e ISSN : 2349-9133

YAJNASENI: THE STORY OF DRAUPADI - THE JOURNEY OF DRAUPADI FROM FIRE TO ICE Dr. Nishant Joshi* Reshma Dave* Assistant Professor, H M Patel InstituteResear of Englishch Scholar Training and Research, Dept of EnglishVallabh & VComparativeidyanagar, Gujarat Literary Stuclies, SaurashtarEmail: Uni., [email protected] Rajkot – Gujarat, India. E-mail: [email protected] Received : 8-5-18 Accepted : 12-6-18

ABSTRACT Indian women writers are leading a step forward towards the fruitful outcome of their thought process in Indian literature. Their innovative and imaginative works are celebrated and appreciated across the globe. Among the contemporary fiction writings from Orissa Yajnaseni-the story of Draupadi is one of the best known woman’s voices. The writer Pratibha Ray beautifully examines the Mythological character Draupadi and draws the verbal sketch of the heroine Draupadi’s sentiments and social evils prevailing in the society in her novel. By showing Draupadi’s journey from her very birth from fire to death on the Himalaya, the writer come with humanitarian approach towards the most misunderstood woman character of the Mahabharata Draupadi. The writer gives her honour which Draupadi deserves by becoming a strong thread of binding all five Pandavas together in one beautiful garland of relationship. Yajnaseni stands as a concrete example of socio-historical reality. Through the help of mythological character Draupadi Pratibhaji become successful to expose woman’s consciousness and psycho-storms which she holds since many years together. She reconstructs and revisions Draupadi’s character in her own way different from the actual epic character. Key words: humanitarian, sentiments, reconstructs, revision, women’s consciousness. * Author for correspondence

INTRODUCTION Indian women writers divert their energies to Indian literature is incomplete without the deconstruct the past and reconstruct a new myths and mythological stories. Mythological history and struggle with patriarchy. Indian theme in Indian English and other regional Mythology portrayed five women characters as literature captivated interest of readers in role models Sita, Savitri, Draupadi, Ahalya and literature. Stories from the great epics the Arundhati. If one looks at these five role models, Mahabharata and the Ramayana have been One comes to know that by one or other way used as a tool for interpretation of myth and these all women have become victims of strong mythical characters. Many Indian women Patriarchal rules and atrocity. Unfortunately writers such as Shashi Deshpande, Amrita Draupadi is one such symbol who suffers a lot by Pritam, Ajit Kour, Mahashweta Devi, Pratibha male atrocity and fights back to regain her Ray, Chitra Benerjee Divakaruni redefine myth position as a woman. Pratibha Ray of Oria and project ‘female self-exploration.’ These literature tried her hands to present and re- HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 7 interpret this most misunderstood woman deconstructive mythic novel Yajnaseni in 1991. character of the Mahabharata – Draupadi not Yajnaseni:The story of Draupadi was written only as a woman but as a human being with flesh in the last quarter of the twentieth century1984. and blood and full of tender feeling as a woman. It is the time when the role of women in an Pratibha Ray’s Draupadi is the epitome of Indian society took place. Pratibha Ray chooses “humanist feminism.” to narrate the story of Draupadi-Krishnaa Indian womanhood is a product of most without much deviation from the Mahabharata. challenging changes, some are fundamental and She largely tries to keep Draupadi within the some are temporary. The pot of female Indian framework of Vyasa’s text but seeks to give psyche is melting in a state of liquidity with Draupadi depth and dimension to speak to the socio-economic, spiritual, psychological audience. She also inspired by the Oria ingredients by which emerges a new self-image. Mahabharata of Saria Das. In some places in the But the process of change can be understood by novel the events of Vyasa’s Mahabharata is not an examination and analysis of the historical strictly followed by the writer. The novel data relating to Indian womanhood. Yajnaseni is written in the style of epistle - an The Indian understanding of womanhood address to Krishna by Draupadi. Pratibha Ray’s has been largely depended on India’s two great Yajnaseni attempts at fictionalizing the epic epics the Mahabharata and the Ramayana. Both from Draupadi’s point of view. The whole life of the texts are full with women characters that Draupadi slowly unfurls through her thought represent every facet of womanhood. These stream. The author nicely presents incidents in characters of the epics are loaded with different her life right from her birth to the denial of layers of human consciousness which make it Swargarohana(Ascension) together in cohesive possible for every age to discover a new layer. It sequence. is the only reason that in recent times the Pratibha Ray’s Draupadi is a beautiful portrayal of the dynamic, assertive and active princess of Panchal Kingdom. She is a young women characters has been taken up. It is in this girl full of zeal for life. She is aware of the context that a study of contemporary knowledge that her birth is not a simple one but representation of Draupadi is possible. she is born from a sacrificial alter built by sages. This paper focuses on the contemporary Her birth is revenge for the benefit of her father award winning novel Yajnaseni: the story of Yajnasena. Draupadi by Pratibha Ray. In the post Kahnu- …My birth was not from my father’s seed put Gopinatha era and during the post modern from the sacrificial alter built for the fulfilling a development of Oria literature Pratibha Ray vow. From even before birth, I was destined to stands out a genius in the field of fiction writing. avenge my father’s insult. It was going to be the Looked from different stylistic and diversity of weapon for presenting dharma on this earth and thematic angles she is considered to be the main destroying the wicked. 1(Yajnaseni, 8) inspirational power of Orian fictional writing. Draupadi is deprived of childhood. She She has written extensively novels, short- never experienced the love of mother. In stories, biographies, and travelogues. These all Yajnaseni she finds herself alone in the palace of qualities established her as very substantial and Draupad. The only companion of her is prominent writer of Oria literature. She was Nitambini that Pratibha Ray introduces from the awarded Janapitha’s, Murti Devi award for her previous chapters. Young Krishnaa shares her 8 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 womanly feelings to Nitambini. into the mind of Draupadi. The young Draupadi described by the author Draupadi’s character is an exceptional is extremely beautiful dark complexion virgin character than all the other women characters of with lotus like fragrance. She possessed two great epics. No other character in the vast unbeatable beauty and knowledge. As a young Indian tradition goes through such humiliation girl she is eagerly waiting for the great man of as she passes through. Her birth is from Arayavrata and hero of Yadava region Krishna. sacrificial fire, her marriage to five men at once, In Yajanaseni, young Krishnaa is waiting for her her being disrobed in a public hall by her own beloved Krishna because her father wants to family members and her exile with her offer her hand to Krishna. She takes information husbands. All these events in the life of of Krishna from Nitambini. Here we come Draupadi seem extraordinary but for Yajnaseni across passionate quality of Draupadi as a young each of these events stands as a huge event for beloved which is beautifully presented by her dramatic life. “Peculiar scenes thronged this Pratibha Ray. At the same time when she is seen predicament-filled act of my life-drama.”2 busy in preparing garland for Krishna, Krishna (YJ.323) refuses her hand for himself and Krishna In Yajnaseni the author brings undisclosed verbally introduces Arjuna to Draupadi and passages of Draupadi’s mind. Through the use discloses to her that Arjuna is destined to be her of narrative technique Ray takes us to the husband. As a young girl she scatters and journey of Draupadi’s life and enables to hear becomes sad and cries on her destiny that she has Draupadi’s voice. The author excellently reads, no choice of her own. In this exceptional work of communicates and presents Draupadi’s fiction Pratibhaji makes Draupadi all-knowing interpretations. It actually fills the gap for the narrator. She voices the silence that Vyasa had events of the epic. Her marriage to the five left for the readers to find. Pandavas is the biggest controversy of Indian Pratibha Ray looks at Draupadi not just as a society which raises several questions in the mythic character but as a woman of flesh and mind of Draupadi. Yajnaseni herself voices this blood. She lives a life in which she is forced to ridicule marriage to the five Pandavas: make difficult choice at every stage of her life. It This would not add to the fame of woman as is that choices made by Draupadi that guide the a species .... future events throughout the epic. Therefore, for all future time Draupadi would remain Draupadi of Pratibha Ray by narrating her own condemned in the history of the world as a life story to Krishna at the every moment of her woman of despicable and stained character. So life justifies her choices to herself as well as much so that in the Kalyuga people would call others. fallen women having many men as “Draupadis As the title suggests Pratibha Ray is of this era”, making me the butt of scorn. What presenting the story of Draupadi rather than the would they understand of the situation in which story of the Mahabharata. The heroine Panchali become the wife of five men3 (YJ, 59- Yajnaseni is more interested in telling the story 60) of her life rather than what is happening around Vyasa’s Mahabharata centre around five her. By tracing her journey from being an Pandavas and all actions are also from the admired and loved princess through becoming perspectives of the Pandavas only. But wife of five men the writer tries to give a glimpse HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 9

Yajnaseni records the history from the India are day by day increasing and our system is perspective of Draupadi. Traditionally, one can helpless to solve out the mysteries of such see Draupadi in two roles only a faithful wife incidents. Ultimately the blame is laid down on and a loyal daughter-in-law. Pratibha Ray’s the victim. Draupadi has a larger role to play. This Draupadi As a woman and a loyal wife Draupadi has is multidimensional Draupadi. She is not merely served each of her husbands with same love, an obedient daughter, sister, wife, daughter-in respect and faithfulness. But her very existence law and a mother but also a good friend, social as a woman and a human being shattered when worker, a mouth piece for women and a queen. she slips and falls in the journey to In Yajnaseni Draupadi often becomes a Swargarohana and none of her husband turns spokesperson for women. One can see her back. This incident of insult and ignorance approach upon predicament of women in breaks her heart. general. She questions to the system of What agonies did I not suffer for preserving patriarchy and the rules that society has laid over dharma? I had thought that on the strength of my women. The unjust, wronged, ugliest manner adherence to dharma and fidelity as a wife I when she is in a single piece of cloth under would be able to accompany my husbands to menstruating being stripped in the open court. heaven.... She says aggressively: why did I have to bear the burden of the Alas! At one time comparing Dharmraj whole world’s mockery, sneers, innuendos, Yuddhishthir’s personality to that of Ram I used abuse, scorn and slander?5 (YJ.2-3) to feel immensely glorified. For protecting the Ray wants that Draupadi to be relived of this honour of chaste Sita hoe much sorrow and pain pain and the world knew the real truth of did Ram not undergo… while my husband Draupadi’s inner life. Yajnaseni wants to narrate having staked me and having handed me over to others is sitting there .A mute spectator, he is the story of her life herself to gain justice from the society, watching me being insulted4 (YJ.241) As Ray unveils the hidden layers of I shall speak the truth. The story of my life is Draupadi’s life, Draupadi appears a person with nothing other than the life –story of any human clarity of thought and purpose. She wants to being on this mortal world. Read the indelible reveal the truth-the real story of Draupadi’s life. words of this letter seeing such hair-raising Through Yajnaseni the author wants to show incident of my life the people of Kaliyuga will evolution of the life of women in so called be able to decide whether the insults Draupadi society of male domination. suffers have ever been born by any woman of Yajnaseni, the novel and the character any time. God forbid that in future anyone Draupadi traces the feminist consciousness should ever suffer such abuse.6 (YJ.4) which questions the entire patriarchal system In Yajnaseni one can find Draupadi as an and special norms for women. Draupadi in ambassador not only as woman but also of a Yajnaseni is a aspiring force for women of changed society in general. Ray also projects contemporary society. The issues raised by her Draupadi as a human being who wants to spend are commonly seen in contemporary Indian her life serving mankind. She even speaks about society. The rape ratio in Bihar and entire part of Aryan-non Aryan integration and says: 10 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2

Consequently, it would be possible to Today, women are being raped and establish integration between Aryans and non- mistreated at the drop of a pin. In the villages, in Aryans, sages and hermits. Exchange of ideas, towns and in cities, children, little girls and participating in festivals marriages and women are being disrobed for lust, for jealousy, celebration of one another would be possible. In for enmity, for god knows what other this manner among them bonds of friendship unjustifiable reason. and even of marriage could be forged7 (YJ.298- People forget that all human beings are born 99) free. It is society and its stereotype selfish rules Thus, Yajnaeni‘s role is that of a messenger that hold them in bondage. Draupadi of peace and world integration. Ray by putting compensated the war to regain her lost respect. words in the mouth of Krishnaa wants to She lost a lot in the process but she gained establish humanitarian approach not only for realization about the futility of relationships, women but for entire nation. “Permeated with about the vulnerability of weakening emotions Krishna, bliss love”8(397). She does not wish to and about the illusion of life itself. attain Moksha but to be re-born on the sacred In some ways, her journey is the journey of earth of Bharata so as to turn it into a “path finder women in some parts of the world even today, of the whole world in friendship and spent in a lifetime of efforts to just be recognized peace.”9(398) as human beings and not just objects of lust and Vyasa’s Mahabharata leaves with numerous power. unanswered questions which different authors REFERENCES tried to answer in their own way in the age in Chaudhari, Maitrayee. Feminism in India which they live. Here, in Yajnaseni Pratibhaji (issues in Contemporary Indian Feminism). captures them imaginatively by presenting New York: Zed, 2005. Draupadi as a passionate empowering character Sen, Nilmadhav. “The Influence of the Epic on of Indian womanhood. Indian Life and Literature” The Cultural Conclusion: Heritage of India, Vol.II, p.95. Draupadi of Mahabharata represents all that Ray, Pratibha. Yajnaseni: the story of Draupadi. is happening to women today. The Mahabharata trans. Bhattacharya, Pradip. Rupa publication would be incomplete without her presence. She Pvt.ltd, New Delhi: 2011. was beautiful, valiant and graceful. She was a Ray, Pratibha. “Draupadi: The Most woman of her times. In spite of being married to Controversial Epic Woman “. Wikipedia, the one, she shared her life with many. Today, free Encyclopedia. insanity is the order of the day. Even while Sahu, Nandini. “The Position of women in Oriya women are being successful, doing the kind of Literature” http://www.boloji.com/ women things their ancestors would not have dreamt to /099.htm do, they are paying a price for being Thakor. Daxa, “Feminist Perspectives in the independent. They are in many ways like novel Yajnaseni of Pratibha Ray”, The Criterian: Draupadi trying to lead a life of their own but are An International journal in English, Vol.2, issue being pushed back and down with chains of December, 2011. restrictions. Horizons of Holistic Education p ISSN : 2349-8811 Vol-5, Issues 1-2 pp. 11 to 14 e ISSN : 2349-9133

NINETEENTH CENTURY WOMEN’S EDUCATION IN INDIA: THEIR VOICES STRUGGLES Dave Hetalben D.* Research Scholar Centre for Comparative Literature and Translation Studies School of Language, Literature and Culture Studies, Central University of Gujarat Gandhinagar, India Email : [email protected] Received : 4-4-18 Accepted : 15-6-18

ABSTRACT Women’s education has been a widely discussed subject on which much has been written. Historians would agree on the point that the last decades of the nineteenth century had become a ground for the debate on women’s education which became one of the agendas of social reforms. Speeches were delivered and essays were written on the type of education appropriate for women. How much education should be given to them? All of these led towards the discourse of nationalism on the one hand. On the other hand, feminist historiography studies the lives of women in the nineteenth century who struggled a lot for getting education and articulating themselves in the public domain. The paper studies the lives of five females - Rashsunderi Debi, Haimabati Sen, Kashibai Kanitkar, Ramabai Ranade and Rakhmabai and tries to understand their struggles and their voices. Key words: Women’s education, Nineteenth Century, Desire, Feminist Historiography * Author for correspondence

INTRODUCTION observation in this regard provides ample The paper attempts to understand women’s insight, desire for education in the late nineteenth Education then was meant to inculcate in century India by studying the lives of some women the virtues-the typically Framed virtues prominent women. There are numerous characteristic of the new social forms of instances of women who struggled for education disciplining- of orderliness, thrift, cleanliness and entered into the public sphere by one way or and a personal sense of responsibility, the the other. The paper reads the lives of practical skill of literacy, accounting, hygiene Rashsunderi Debi (1809-1900), Haimabati Sen and the ability to run the household according to (1866-1933), Kashibai Kanitkar (1861-1948), the new physical and economic conditions set by Ramabai Ranade (1863-1924) and Rukhmabai the outside world (129-30). (1864-1955). So the education for women had decided Much had been said on women’s education format. It was in way to make them good house- and this became one of the agendas of social wives and companions for their male counter- reforms in the nineteenth century. How much parts. education should be given to women, which Concept of Desire: type of education was appropriate for them? The paper tries to understand the theorisation These types of questions were functioning in the of the concept of ‘desire’ from women’s nationalist discourse. Partha Chatterjee’s experiences in nineteenth century India. Michel 12 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2

Foucault defines desire as: at night…I was fourteen years old…I longed to One should not think that desire is repressed, read books…but I was unlucky, those days for the simple reason that the law is what women were not allowed to read” (Sarkar 95). constitutes both desire and the lack on which it is Secretly, she learnt to read with great efforts and predicated. Where there is desire, the power with the help of her sons acquired the skill of relation is already present: an illusion, then, to writing also. denounce this relation for a repression exerted Her struggle for learning has been seen as a after the event; but vanity as well, to go questing challenge to the reformist agenda of women’s after a desire that is beyond the reach of power education. As Tanika Sarkar argues, “the (81-82). longing for systematic learning was not a desire Judith Butler discusses the ontology of implanted by male reformers, missionaries and ‘desire’ in her book Subjects of Desire Hegelian colonialists. A pious good housewife…., was so Reflections in Twentieth-Century France driven to sharp desire that she taught herself the (1987). While discussing Foucault, she notes letters in great secrecy and with difficulty (48). “for Foucault, there is no desire outside of In her study of the autobiographies of early discourse,...” (218-9). Ann Laura Stoler ‘rereads generations of educated middle class women of History of Sexuality volume I in an unexplored Bengal, Malvika Karlekar observes, “The light’ (viii). In her last chapter of the book, Race remarkable degree of enthusiasm among and Education of Desire (1995), she interprets middle-class women themselves to acquire and Foucault’s definition of desire, “for Foucault use for themselves the benefits of formal there is no ‘original’ desire that juridical law learning. They set this goal for themselves in must respond to and repress, as for Freud. On the personal lives and as the objects of their will: to contrary, desire follows from, and generated out achieve it was to achieve freedom” (129). Thus, of, the law, out of the power-laden discourses of both of the above quoted scholars observe a sexuality where it is animated and addressed” passionate ‘desire of learning’ in Rashsundari (165). So desire is “incited by regulatory Debi, in the four walls of a jamindar’s house by discourse” (167). It is constituted within the performing all the duties of a head mistress discourse. Following this argument, the attempt (Karta-thakurani), before reforms focused on is made to understand the desire for education in women’s education. How to understand the the lives of selected females of the nineteenth notion of desire in Debi’s life? Or the question century India. Subrata Dasgupta rightly asks, “Why did Rashsundari Debi wish to write the story of her Their Struggles, Their Voices: utterly anonymous life?” (279). The probable The life of Rashsundari Debi (1809-1900) is answer he gives, “the narrative is a powerful seen as a “life long struggle for learning to read way of making meaning out of our experiences. and write” (141). She has narrated her It is the means by which the auto-biographer experiences of learning in her autobiography, understands and expresses her own identity” published in two parts in 1876 and 1906 (279). respectively. Her autobiography is considered as The second life this paper selects to read is of the first autobiography in Bengali literature. She Dr. Haimabati Sen (1866-1933). Her life began got married at the age of ten in a Jamindar almost half a decade after Rashsundari Debi, family and at the age of fourteen, she handled a albeit the struggle on her part is not less than her large household. Her routine and her longing for predecessor. She was a contemporary of reading in her own words, “(After marriage) my Kashibai Kanitkar and Ramabai Ranade whose days would begin at dawn and I worked till two HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 13 lives are also a part of this study. Sen expressed marks while performing all homely duties. her plight minutely in her memoir she wrote in In this regard, Karlekar notes, the debate on the last decade of her life. Her brief the intellectual and physical abilities of women autobiographical sketch is insightful in for education preserved for men. This debate understanding her life better. She was born in a divided the Brahmos into two groups - radical rich family of East Bengal but her birth was not a Brahmos like Dwarkanath Ganguly, Sivanath happy incident for her mother. However, her Sastri believed in equal chances for both men father decided to bring her up as a son (310). She and women in education without justification was allowed to attend school but just to hear for the study of separate subjects whereas lessons given to boys. On one occasion, she Keshub Chandra Sen and other advocated impressed a school inspector with the answers limited education for girls (Karlekar 25). Due to the boys could not give. This occasion Ganguly’s efforts, Sarla Das and Kadambini convinced her father to get her educated. But the Ganguly appeared in the entrance exam of opportunity was snatched by early marriage at Calcutta University in 1877 (26). Later on, the age of nine with a forty five years old Ganguly along with Chandramukhi Basu widower. Her life became hell after this became the first women graduates and decided marriage. Her husband died within a year. She to study medicine. In 1886, Ganguly was writes, “My widowhood was entirely my fault. awarded the GBMC (Graduate of Bengal My first fault was acquiring an education” Medical College) degree in 1886 (27). The (312). At this point, she also realised “now she above debate provides much insight to was a widow, education could no longer hurt understand the desire of higher education in her” (312). And she started getting education Haimabati Sen. again with the help of her brothers at her father’s The life of Kashibai Kanitkar (1861-1948) home. She learnt Bengali and wanted to learn has a different story of struggle to tell. She was English. But her life was not destined to go torn between the desire of her husband to get her smooth. She lost support from her parental as educated and the opposition of the family to it. well as her marital home after the death of her Kanitkar came to know about her husband’s father and mother-in-law respectively (313). unwillingness to spend life with an uneducated She went to Varanasi and took shelter in a wife. She initiated teaching herself with the help Hindu widows’ aashram and accepted a job in a of her brothers but it was not accepted by her girls’ school. Her desire for learning became family. At her marital home, she secretly stronger day by day. In her words, “the desire of acquired the basic skills. In this context, her higher education had persisted throughout my biographer Sarojini Vaidya writes, “The life” (313). To fulfil her desire, she came to tremendous efforts Kashibai put into learning Calcutta with letters of recommendation for Marathi and English was primarily a strategy for members of Brahmo Samaj. During this period, survival in a very hostile situation” (Tharu 256). her life passed from many upheavals. She Gradually, she acquired the basic skills and experienced all that a young widow in her began to write in periodicals and the rest is twenties had to face. Later on, she came into the history. She tolerated her husband Govind contact of a young Brahmo Kunjabihari Sen and Kanitkar’s vehement anger while learning from they got married. Some years after her marriage, him (Kosambi 178). However, as a devoted she appeared for and cleared the admission test wife, she credited him for her education. Thus, for medical education at the age of twenty six. the life of Kashibai Kanitkar shows the time of She completed her degree with the highest nineteenth century India when the middle class 14 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 educated reformists wanted their wives to get autobiography; Haimbati Sen struggled a lot to educated. The next example we have is of get higher education. Kashibai Kanitkar Ramabai Ranade. becomes an early woman writer in Marathi Ramabai Ranade (1863-1924) is seen as a literature who wrote a biography of Dr. husband’s creation (12). She became an ideal Anandibai Joshi which is considered as the first example of a wife who followed her husband’s biography in Marathi literature. Ramabai footsteps. She faced the same plight and struggle credited her husband for whatever she achieved in fulfilling the husband’s wish and opposition but still her struggle for education required of womenfolk at home though she became an immense efforts. Rakhmabai stormed political equal companion of her husband. She expresses, and social notions of marriage by denying her “I never failed to do what himself (Ranade) childhood marriage. wanted, because I knew very well that himself REFERENCES expected his wishes to be followed at any cost Butler, Judith P. Subjects To Desire Hegelian and would otherwise be angry” (16). In this Reflections In Twentieth Century France. New regard, Suma Chitins writes that the desire to York: Columbia University Press, 1987. Web. educate a wife or daughter became a passion for Chandra, Sudhir. Enslaved Daughters: many men of the nineteenth century. They even Colonialism, Law and Women’s Rights. New disregarded sentiments or protests of other Delhi: Oxford University Press, 2008. Print. members of the family. They implemented the Chatterjee, Partha. The Partha Chatterjee idea of educating their wives with such a force Omnibus. New Delhi: Oxford, 1999. Print. that raises questions while observing the process of education on their counter parts (viii). Dasgupta, Subrata. Awakening the Story of The The last life this paper has included is of Bengal Renaissance. Noida: Random House Rukhmabai. She is deviant in the whole India, 2011. Print. discourse of women’s education. She is Foucault, Michel. An Introduction: The History considered as the first woman doctor of Sexuality Vol.I. Trans. Robert Hurley. New practitioner of India. She got education because York: Pantheon Books, 1978. Web. of her father. She challenged the patriarchal Karlekar, Malvika. “Kadambini and Bhadralok: orders by refusing to spend her life with a man Early Debates over Women’s Education in with whom she had married in her childhood. Bengal.” EPW , Vol. 21. No. 17, pp. WS-25- She expresses, “Day by day my love for WS31. Web. education and social reform increased…I began Kosambi Meera. Crossing Thresholds feminist seriously to consider the former and present essays in social history. Ranikhet: Permanent condition of our Hindu women, and wished to do black, 2007. Print. something, if in my power, to ameliorate out Sarkar Tanika. Hindu Wife Hindu Nation present sufferings” (18) Sudhir Chandra calls Community, Religion and Cultural Nationalism. Rakhmabai a young rebel who “seemed to hang New Delhi: Permanent black, 2001. Print. the fate of a pervasive domestic social order Stoler, Ann Laura. Race and the Education of which rested on parentally arranged child Desire. Durham and London: Duke University marriage”(2). Press, 1995. Web. Conclusion Tharu Susie & K Lalitha. (ed.) Women Writing in So, the lives of these women show their India Vol. 1. New Delhi: Oxford University struggles to acquire education. Rashsunderi Press, 1991. Print. Debi’s desire for reading leads her to write an Horizons of Holistic Education p ISSN : 2349-8811 Vol-5, Issues 1-2 pp. 15 to 23 e ISSN : 2349-9133

A STUDY OF SELF ESTEEM OF THE STUDENTS DURING TRANSITION FROM PRIMARY TO SECONDARY SCHOOL Dr. Bhumika Barot* Assistant Porfessor Department of Education Maharaja Sayajirao University of Baroda Vadodara E-mail: [email protected] Received : 5-5-18 Accepted : 17-6-18 ABSTRACT The purpose of the research was to investigate the self esteem of students during transition from primary to secondary school in relation to gender and area of school. The data was collected from 229 students twice, primarily when they studying in class VIII and again when they entered in class IX. The schools were situated in Anand district of Gujarat. For measuring the Self-esteem of the students for the present study, the researcher has used already available and standardized Questionnaire of Self Esteem. T-test was used to analyse the data. The findings suggest that there was a decrease in the self-esteem of the students during transition from primary to secondary school. Key words: Self esteem, education, students.* * Author for correspondence 1. INTRODUCTION than elementary schools. Students experience When students are being educated using the differences in grading practices, multiple sets of formal way of education they experience behavioural and classroom rules and numerous transition as they move through the expectations, and are surrounded by unfamiliar education system. In India, there are typically students and school staff. Once children reach four major educational transitions including secondary school they must interact with more home to pre-primary school, pre-primary to peers and more teachers. Primary education and secondary school, a secondary school to high secondary school have different kind of school, and high school to college. In every academic environment. Hence, some students summer millions of children leave their primary face difficulties in adapting to the new schools to the next stage of their secondary environment. In addition to organisational schools. differences and structural differences in In majority of primary schools throughout education, students also experience a change in India, children are taught in self-contained their academic position in the school. In the last classrooms with a familiar set of peers and one year of primary school or in the 8th standard or two teachers. The traditional secondary students considered as most senior, most school environment, however, differs responsible, most well-known pupils in their significantly from that of the primary school school. Then they transfer to secondary school environment, as secondary schools are they become most junior and the least known relatively larger, less personal, and more formal members of the new school. 16 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2

The increased academic demands and social well as evaluative or affective ones challenges that come along with this new school (Tomaka&Blascovich, 1991). Some of the environment can lead to stress and adjustment definition of self-esteem are as follows: problems for some early adolescents (Eccles et Self-esteem arises from the discrepancy al, 1993; Elias et al., 1992). In India when between the perceived self, or self-concept (an students transit from primary to secondary objective view of the self) and the ideal self school they are between the age group of 12 to (what the person values, or wants to be like). A 14 years. It is not only the period of educational large discrepancy results in low self- transition for these students but also the period esteem,while a small discrepancy is usually of transition from childhood to adolescences indicative of high self-esteem.(Pope et al., simultaneously. Not all students will react 1988.) unfavourably to these changes, but for some Self-esteem is the individual’s evaluation of there may be negative effect relation to the discrepancy between self-image and ideal behaviour, confidence, academic performance self. It is an affective process and is a measure of and attitudes towards school and new the extent to which the individual cares about environment. this discrepancy. (Lawrence, 1996.) The period of transition from primary to Types of Self Esteem: secondary school is very important. Many There are mainly two type of self-esteem: researches have already been under taken * High Self-esteem internationally to measure the impact of * Low Self Esteem transition from elementary to middle school. If a person has High Self-esteem he / she will The transition is also associated with a decrease be confident, happy, motivated and have the in self-esteem, especially in female students right attitude to succeed. Positive self-esteem (Blyth et al., 1983;Simmons & Blyth, 1987). gives the strength and flexibility to take charge There is evidence that students who experience of one’s lives and grow from his/her mistakes difficulty with the transition to middle level without the fear of rejection. schools perceive themselves as less able to Following are some characteristics of complete academic tasks and form friendships. persons having positive/high self-esteem: Research has also indicated that these students * Confidence tend to perceive themselves more negatively and * Self-direction experience a decline in their academic * Non-blaming behaviour performance (Eccles, Wigfield, et al., 1993; * An awareness of personal strengths Simmons & Blyth, 1987). * An ability to make mistakes and learn from SELF-ESTEEM them Self-esteem can be defined as an * An ability to accept mistakes from others individual’s judgment of his or her self-worth * Optimism (Rosenberg 1965). Self-esteem is generally * An ability to solve problems considered the evaluative component of the self- * An independent and cooperative attitude concept, a broader representation of the self that * Feeling comfortable with a wide range of includes cognitive and behavioural aspects as emotions HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 17

* An ability to trust others finding of Hensley, A. M. (2009) was that the * A good sense of personal limitations adolescents self-esteem recovered during the * Good self-care seventh grade year, to a level similar to self- * The ability to say no esteem before the transition. It is possible that Low self-esteem is a debilitating condition the adolescents experienced high levels of self- that keeps individuals from realizing their full esteem in the academic year before the potential. A person with low self-esteem feels transition, due to their familiarity with the unworthy, incapable, and incompetent. In fact, routines and relationships in sixth grade. because the person with low self-esteem feels so Following the transition, their self-esteem poorly about him or herself, these feelings may dropped in response to the numerous changes actually cause the person’s continued low self- that took place. Additionally, gender differences esteem. in self-esteem have been observed, although Following are some characteristics of these have not been extensively reviewed within persons having negative/low self-esteem: the construct of transition. Nottelman (1987) * Negative view of life found no significant decline in self-esteem was * Perfectionist attitude reported in a group that transitioned or in a non- * Mistrusting others – even those who show transition group. An analysis of each group, signs of affection however, found significant differences between * Blaming behaviour genders, with boys reporting higher self-esteem * Fear of taking risks and physical competence than girls. A grade * Feelings of being unloved and unlovable effect was also observed, with sixth-grade * Dependence – letting others make decisions students reporting higher social competence * Fear of being ridiculed than seventh-graders, regardless of transition SELF ESTEEM AND SCHOOL group. The most interesting finding by TRANSITION: Nottelman (1987) was that students in the Student self-concept of ability and transition group had higher general competence motivation also experience decline during this than students in the non-transition group. transition (Wigfield, Eccles, MacIver, Reuman, OBJECTIVE OF THE STUDY & Midgley, 1991). Researchers have discovered The main objective was to study the self- evidence of decline in student self-perception esteem of students during transition from and self-esteem related with the transition from primary to secondary school in respect to gender elementary school to middle school (Seidman, and area. Allen, Aber, Mitchell, & Feinman, 1994). HYPOTHESES OF THE STUDY: Simmons, Blyth, Van Cleave, & Bush (1979) The following null hypotheses were conducted a longitudinal study which showed a formulated for the study. greater propensity for girls to experience a I. There will be no significant difference decline in self-esteem. between the mean scores of self-esteem of As pointed by Hensley, A. M. (2009) Self- students during transition from primary to esteem can be influenced by factors including secondary school. interpersonal relations, achievement, physical II. There will be no significant difference ability, and physical appearance. An important between the mean scores of self-esteem of 18 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2

students in urban area during transition Acharya. There were total 58 items in the from primary to secondary school. Questionnaire. The respondents were required III. There will be no significant difference to respond in ‘YES’ or ‘NO’. between the mean scores of self-esteem of DATA COLLECTION: boys in urban area during transition from After the construction of tools, the primary to secondary school. investigator visited the selected schools. Prior IV. There will be no significant difference permission was taken from the Principal and between the mean scores of self-esteem of authorities of the selected school. To ensure girls in urban area during transition from quick and complete return of questionnaire, they primary to secondary school. were personally given to the selected sample of V. There will be no significant difference students. Before giving the questionnaires, between the mean scores of self-esteem of proper rapport was established with the subjects. students in rural area during transition from Then the purpose of the questionnaires was primary to secondary school. explained to them. The students were told that VI. There will be no significant difference these tests had nothing to do with their between the mean scores of self-esteem of achievement in final examination. It was made girls in rural area during transition from clear to them that their results will be kept primary to secondary school. confidential and will be used for research VII. There will be no significant difference purpose only. The data was collected by between the mean scores of self-esteem of administering the tests in groups in two phases: boys in rural area during transition from Phase 1 – The researcher has collected the primary to secondary school. data from standard 8 students of primary schools SAMPLE in the month of December, January, February In the present study 229 students studying in and March of the year 2013 the four selected primary schools situated in the Phase -11 – The researcher has collected data district of Anand comprises as sample. Of the from the same respondents when they entered total students, 83 were girls and 146 were boys. Standard 9 in the month of June, July, August TOOL and September of the year 2013 For measuring the Self-esteem of the Analysis and interpretation of data: students for the present study the researcher has Hypothesis(i): There will be no significant used already available and standardized tools of difference between the mean scores of self- Self Esteem. This tool was constructed and esteem of students during transition from standardized by Prof. K. S. Likhia and Dr. P B primary to secondary school

Table (1): Self-Esteem of total sample during transition

Standard Number Mean SD ‘r’ value SED ‘t’ value 8 229 34.08 5.528 -0.026 0.55985 4.516 9 229 31.5502 6.27676 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 19

Table (1) shows that mean scores of 8th esteem of students during transition from standard students for Self-Esteem is 34.08 and primary to secondary school’ is rejected at 0.01 9th standard students is 31.5502. The calculated level of significance. It indicates that self- ‘t’ value is 4.516 which is significant at 0.01 esteem of students is decreased when they level. It indicates that there is significant transfer to 9th standard as compared to 8th difference between the mean score of Self- standard. Esteem of students during transition from Hypothesis(ii): There will be no significant primary to secondary school. Thus the difference between the mean scores of self- hypothesis that ‘There will be no significant esteem of students in urban area during difference between the mean scores of self- transition from primary to secondary school. Table (2): Self-esteem of students in urban area during transition from primary to secondary school

Standard Number Mean SD ‘r’ value SED ‘t’ value 8 137 35.68 4.848 0.115 0.67156 5.967 9 137 31.6715 6.77160 Table (2) shows that mean scores of 8th of Self-esteem of students in urban area during standard students for self-esteem is 35.68 and transition from primary to secondary school’ is 9th standard students is 31.6715. The calculated rejected at 0.01 level of significance. It indicates ‘t’ value is 5.967 which is significant at 0.01 that Self Esteem of students in Urban area level. It indicates that there is significant decreased when they are transferred to 9th difference between the mean score of self- Standard. esteem of students in urban area during Hypothesis (iii): There will be no significant transition from primary to secondary school. difference between the mean scores of self- Thus the hypothesis that ‘There will be no esteem of boys in urban area during transition significant difference between the mean scores from primary to secondary school. Table (3): Self-esteem of boys in urban area during transition from primary to secondary school

Standard Number Mean SD ‘r’ value SED ‘t’ value 8 86 35.97 4.646 -0.001 0.89173 5.855 9 86 30.7442 6.83793 Table (3)shows that mean scores of 8th standard area during transition from primary to secondary students for self-esteem is 35.97 and 9th school’ is rejected at 0.01 level of significance. It standard students is 30.7442. The calculated ‘t’ indicates that Self Esteem of boys in Urban area value is 5.855 which is significant at 0.01 level. decreased when they are transferred to 9th It indicates that there is significant difference Standard. between the mean score of self-esteem of boys Hypothesis (iv) : There will be no significant in urban area during transition from primary to difference between the mean scores of self- secondary school. Thus the hypothesis that esteem of girls in urban area during transition ‘There will be no significant difference between from primary to secondary school the mean scores of Self-esteem of boys in urban 20 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2

Table (4):Self-esteem of girls in urban area during transition from primary to secondary school

Standard Number Mean SD ‘r’ value SED ‘t’ value 8 51 35.20 5.181 0.347 0.93932 2.087 9 51 33.2353 6.42367

Table (4) shows that mean scores of 8th difference between the mean scores of Self- standard students for self-esteem is 35.20 and esteem of girls in urban area during transition 9th standard students is 33.2353. The calculated from primary to secondary school’ is rejected at ‘t’ value is 2.087 which is significant at 0.05 0.05 level of significance. It indicates that Self level. It indicates that there is significant Esteem of girls in Urban area decreased when difference between the mean score of self- they are transferred to 9th Standard. esteem of girls in urban area during transition Hypothesis (v): There will be no significant from primary to secondary school. Thus the difference between the mean scores of self- hypothesis that ‘There will be no significant esteem of students in rural area during transition from primary to secondary school

Table(5): Self-esteem of students in rural area during transition from primary to secondary school

Standard Number Mean SD ‘r’ value SED ‘t’ value 8 92 31.70 5.645 -0.279 0.92841 0.351 9 92 31.3696 5.48868

Table (5) shows that mean scores of 8th esteem of students in rural area during transition standard students for self-esteem is 31.70 and from primary to secondary school’ is not 9th standard students is 31.3696. The calculated rejected at any level of significance. It indicates ‘t’ value is 0.351 which is not significant at 0.05 that Self Esteem of students in rural area does level. It indicates that there is no significant not change when they are transferred to 9th difference between the mean score of self- Standard esteem of students in rural area during transition Hypothesis (vi): There will be no significant from primary to secondary school. Thus the difference between the mean scores of self- hypothesis that ‘There is no significant esteem of girls in rural area during transition difference between the mean scores of Self- from primary to secondary school

Table (6): Self-esteem of boys in rural area during transition from primary to secondary school

Standard Number Mean SD ‘r’ value SED ‘t’ value 8 60 31.72 5.846 -0.260 1.16759 0.314 9 60 31.3500 5.54741 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 21

Table (6) shows that mean scores of 8th esteem of boys in rural area during transition standard students for self-esteem is 31.72 and from primary to secondary school’ is not 9th standard students is 31.3500. The calculated rejected at any level of significance. It indicates ‘t’ value is 0.314 which is not significant at 0.05 that Self Esteem of boys in rural area does not level. It indicates that there is no significant change when they are transferred to 9th Standard. difference between the mean score of self- Hypothesis (vii): There will be no esteem of boys in rural area during transition significant difference between the mean scores from primary to secondary school. Thus the of self-esteem of boys in rural area during hypothesis that ‘There will be no significant transition from primary to secondary school difference between the mean scores of Self-

Table (7): Self-esteem of girls in rural area during transition from primary to secondary school Standard Number Mean SD ‘r’ value SED ‘t’ value 8 32 31.66 5.338 -0.321 1.55218 0.161 9 32 31.4063 5.46460 Table (7) shows that mean scores of 8th the mean scores of self-esteem of students in standard students for self-esteem is 31.66-and urban area during transition from primary to 9th standard students is 31.4063. The calculated secondary school. It indicates that self- ‘t’ value is 0.161 which is not significant at 0.05 esteem of students from urban area level. It indicates that there is no significant decreased when transferred to standard 9. difference between the mean score of self- • There was a significant difference between esteem of girls in rural area during transition the mean scores of self-esteem of boys in from primary to secondary school. Thus the urban area during transition from primary to hypothesis that ‘There is no significant secondary school. It indicates that self- difference between the mean scores of Self- esteem of boys from urban area decreased esteem of girls in rural area during transition when transferred to standard 9. from primary to secondary school’ is not • There was a significant difference between rejected at any level of significance. It indicates the mean scores of self-esteem of girls in that Self Esteem of girls in rural area does not urban area during transition from primary to change when they are transferred to 9th Standard. secondary school. It indicates that self- FINDING: esteem of girls from urban area decreased Major findings of the present study are as when transferred to standard 9. under: • There was no significant difference between • There was a significant difference between the mean scores of self-esteem of students in the mean scores of self-esteem of students rural area during transition from primary to during transition from primary to secondary secondary school. It indicates that self- school. It indicates that self-esteem of esteem of students from rural area did not students decrease when they were change when they were transferred to transferred to 9th standard as compared to class 9. 8th standard. • There was no significant difference between • There was a significant difference between the mean scores of self-esteem of girls in 22 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2

rural area during transition from primary to concept, achievement motivation, and secondary school. It indicates that self- school engagement: A comparison between esteem of girls from rural area did not change latino and caucasian students (Order No. when they were transferred to class 9. 3074364). Available from ProQuest • There was no significant difference between Dissertations & Theses Global. the mean scores of self-esteem of boys in (304797848). Retrieved from rural area during transition from primary to http://search.proquest.com/docview/30479 secondary school. It indicates that self- 7848?accountid=144497 esteem of boys from rural area did not 2. Eccles, J. S., Midgley, C., Wigfield, A., change when they were transferred to Buchanan, C. M., Reuman, D., Flanagan, class 9. C., et al. (1993). Development during CONCLUSIONS adolescence: The impact of stage- From the result of the study it can be environment fit on adolescents’ experiences concluded that transition from primary to in schools and families. American secondary school has an impact on self-esteem. Psychologist, 48, 90-101. It decreased during the transition period. 3. Eccles, J.S., Wigfield, A., & Midgley, C. However when measured areas wise; Self- (1993). Negative effects of traditional esteem of both boys and girls decreased in urban middle schools on students motivation. The areas but it did not have an impact on self- Elementary School Journal, 93, 353-374. In esteem of students from rural areas. The findings Whitehouse, S. B. (2002). Effects of suggest that there was a decrease in the self- transition to middle-level schools on self- esteem. Self-esteem being an important aspect concept, achievement motivation, and for the success of students should be maintained school engagement: A comparison between during transition period. It is the responsibility latino and caucasian students (Order No. of the institution, administration, teachers and 3074364). Available from ProQuest parents to ensure that Self esteem is not affected Dissertations & Theses Global. during transition. The children may be oriented, (304797848). Retrieved from http://search. guided and helped during transition to cope with proquest.com/docview/304797848?accoun the changes and challenges of transition better. tid=144497 The school environment should be homely and 4. Elias, M., Ubriaco, M, Reese, A., Gara, M., friendly to support transition. Even the teacher’s Rothbaum, P., & Haviland, M., (1992). A behaviour towards the ward should be measure of adaptation to problematic supportive so that the children can speak to the academic and interpersonal tasks of middle teacher without hesitation. The teacher should school. Journal of School Psychology, 30, take every possible step to solve problems that 41-57. the student faces during transition. 5. Hensley, A. M. (2009). Transition to middle REFERENCES: school: Self concept and student 1. Blyth, D. A., Simmons, R. G., & Carlton- perceptions in fourth and fifth-graders Ford, S. (1983). The adjustment of early (Order No. 3389977). Available from adolescents to school transitions. Journal of ProQuest Dissertations & Theses Global. Earlv Adolescence. 311-21. 105-120. In (304849242). Retrieved from http://search. Whitehouse, S. B. (2002). Effects of proquest.com/docview/304849242?accoun transition to middle-level schools on self- tid=144497 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 23

6. Lawrence, D. (1996) Enhancing Self- Student perceptions (Order No. 3402944). esteemin the Classroom. London: Paul Available from ProQuest Dissertations & Chapman Publishing. Theses Global. (305251822). Retrieved 7. Nottelman, E. D. (1987). Competence and from http://search. proquest.com/docview/ self-esteem during transition from 305251822?accountid=144497 childhood to adolescence. Developmental 12. Simmons, R. G., & Blyth, D. A. (1987). Psychology, 23(3), 441-450. In Hensley, A. Moving into adolescence: The impact of M. (2009). Transition to middle school: Self pubertal change and school context. New concept and student perceptions in fourth York: Aldine De Gruyter. In Whitehouse, S. and fifth-graders (Order No. 3389977). B. (2002). Effects of transition to middle- Available from ProQuest Dissertations & level schools on self-concept, achievement Theses Global. (304849242). Retrieved motivation, and school engagement: A from http://search.proquest.com /docview/ comparison between latino and caucasian 304849242?accountid=144497 students (Order No. 3074364). Available 8. Pope A.W., McHale S.M. & Craighead W . from ProQuest Dissertations & Theses E. (1988). Self -esteem enhancement with Global. (304797848). Retrieved from children and adolescents. New York: Allyn http://search.proquest.com/ docview/ & Bacon 304797848?accountid=144497 9. Rosernberg .(1965).Your Self-esteem— 13. Tomaka and Blascovich. (1991). Self- Your Confidence, Worth, and Body Image. esteem. Message posted to http://www. Message posted on http://www.selfhel peacemotivate.com/2006/11/05/self- pcollective.com/self-esteem.html esteem/ 10. Seidman, E., Allen, L., Aber, J.L., Mitchell, 14. Vivienne H. M. (2009). School engagement, C., & Feinman, J. (1994). The impact of self-esteem and wellbeing during transfer school transitions in early adolescence on from primary to secondary school. the self-system and perceived social context University of St Andrews. Retrieved from: of poor urban youth. Child Development, http://research-repository.st-andrews. 65, 507-522. In Atkinson, E. I. (2010). The ac.uk/handle/10023/693 dated 11/9/2014 middle school transition in private schools: 15. Wigfield, A., Eccles, J.S., Mac Iver, D., Student perceptions (Order No. 3402944). Reuman, D.A., & Midgley, C. (1991). Available from ProQuest Dissertations & Transitions during early adolescence: Theses Global. (305251822). Retrieved Changes in children’s domain specific self- from http://search. proquest.com/docview/ perceptions and general self-esteem across 305251822?accountid=144497 the transition to junior high school. 11. Simmons, R.G., Blyth, D.A., VanCleave, Developmental Psychology, 27(4), 552- E.F., & Bush, D.M. (1979). Entry into early 565. In Atkinson, E. I. (2010). The middle adolescence: The impact of school school transition in private schools: Student structure, puberty, and early dating on self perceptions (Order No. 3402944). Available esteem. American Sociological Review, 44, from ProQuest Dissertations & Theses 948-967. In Atkinson, E. I. (2010). The Global. (305251822). Retrieved from middle school transition in private schools: http://search.proquest.com/docview/30525 1822?accountid=144497 Horizons of Holistic Education p ISSN : 2349-8811 Vol-5, Issues 1-2 pp. 24 to 28 e ISSN : 2349-9133

EXISTENTIAL ANGST IN THE SELECT WORKS OF ROHINTON MISTRY

Vijay V. Jotva* SET, NET, PhD Scholar, Saurashtra University, Rajkot – 360005. Gujarat, India. E-mail: [email protected]

Received : 15-5-18 Accepted : 17-6-18 ABSTRACT The Indo – Canadian Diaspora writing is one such phenomenon where writers like Rohinton Mistry, Uma Parameswaran, M. G. Vassanji, etc. have received wide critical acclaim. The writings of all these authors have one common theme: the expatriate experience and their alienation from the socio-cultural atmosphere. Rohinton Mistry has marveled as a writer in the field of Diaspora writings and his works are often the mixtures of history, human sensibility, issues of identity, and problems of ordinary life, Indian ethos and the enigma of existence. His works often are the reflections on history and express existential angst. ‘Existential Philosophy’ – whose key figures include Jean Paul Satre, Albert Camus, Soren Kierkegaard, and Martin Heidegger – focuses on the human as an isolated creature delving into an alien universe where life has no purpose and significance as it moves from nothingness to nothingness. The same philosophy of alienated universe is what the writings of Rohinton Mistry attempts to suggest as the characters of his works move through their historical past to the present of their host country. His novels Such a Long Journey (1991) and A Fine Balance (1995) deal with the ‘balancing’ of this existential angst of the humans in an alien world – the adopted country. Thus, he depicts his character’s suffering and frustration and their survival. The present paper aims at the discovery of the ‘existential angst’ of the characters as found in the aforementioned fiction of Rohinton Mistry and critically analyze them in the light of Existentialism. Key Words: Existential angst, Alien universe, Human suffering, Purposelessness. * Author for correspondence INTRODUCTION of the world but their writing always leads them The present global world has multiple back towards their origin. Canada is a country opportunities of business, economics and facilitating multiculturalism policy but yet the education which prompt the migration or people have to face the troubles of racism and settlement in a new land. Such migrations are unsettlement. Indo – Canadian writing depicts not easier as it comes with the problems of the ‘Indianness’ and the problems of settlement settlement and assimilation in an adopted and assimilation in a new land. Rohinton Mistry country. The expatriates have expressed their is a Booker Prize winner author whose writing problems through their writing which is mostly depicts the ‘Indianness’ and diasporic generally categorized as the ‘Diaspora writing’. sensibilities. His works also depict the troubles Indian writers have settled in various countries and toil that the people have to go through. The HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 25 present paper will discuss such issues of influential works. The basic aim of existential Mistry’s works in the light of Existentialism. philosophy is to suggest that primarily humans The migration of Indians to Canada began as have no given essence or nature but to survive early as 1904 when the 5000 Indians from they need to forge their own values and Punjab settled in British Columbia for the meanings in an inherently meaningless or purpose of securing jobs over there. Indians absurd world of existence. It simply suggests found a great employment opportunity there that as humans we are ‘condemned to be free’. which encouraged further immigration. Such Existential themes include the aspects of immigration of various communities of the absurdity, alienation, suicide and rebellion. The world to Canada has generated a variety of characters in such works are shown as surviving multicultural communities there. India is one in a frustrated situation. It deals with the such community contributing to the overall suffering and pain which are the inevitable parts literary oeuvre of Canadian writing. of human life and humans constantly try to Indo – Canadian writing generally deals with overcome it in one or the other way. According the depiction of the problems of the Indians at to Camus, there are three possible philosophical Canada. Most of the Diaspora writing focuses solutions to this situation: physical suicide, on the expatriate experiences and their religious solution or accepting the absurdity. In psychological suffering. The writers mostly set the background of this theory the next section of their works in an Indian background and the present paper tries to discuss Rohinton describe their nostalgic past and discuss their Mistry’s Such a Long Journey (1991) and A Fine present issues. Uma Parameswaran, M. G. Balance (1995). Vassanji, Rohinton Mistry, Anita Rau Badami, SUCH A LONG JOURNEY: A STUDY of Bharati Mukherjee, etc. are the established and EXISTENTIAL ANGST widely regarded authors of Indo – Canadian Rohinton Mistry is one of the remarkable Diaspora writing. Their works are the mixture of writers of present era. He is a Booker Prize their ‘Indian’ instincts as well as assimilated winning author. He belongs to Parsi Community ideals of the adopted country. These writers have and his works most often deal with the depiction immense contribution in the development and of Parsi life and experiences. Such a Long recognition of Indo – Canadian writing. Journey (1991) is his very first novel which EXISTENTIALISM established him as a writer of remarkable talent Existentialism as a philosophy has its from Canada. The novel is set in Bombay precursor in the Danish theologian Soren against the backdrop of the Indo – Pakistan war Kierkegard whose ideas developed thoroughly of 1971. The central character of the novel is in the mid – 20th century in France and Germany. Gustad Noble – a Parsi. He is a bank official. He This background became imminent in its lives in the Khodadad Building, an apartment of flourishing during the 1920s and 1930s and the Parsis representing the whole Parsi community. prominent existential writers like Jean Paul The novel shows the corruption, knavery, Sartre, Simone de Beauvoir, Albert Camus and hypocrisy, ugliness, tyranny and decadence of Maurice Merleau – Ponty came with their the society. Also, the author tries to show the 26 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 contemporary social and political upheavals of One more striking thing about the novel is it is India. But yet, it is imbued with the existential dominated by the male characters while the angst of the Parsis in an adopted land. female characters are presented as the passive The character of Gustad is full of dreams and recipients of the male actions. aspirations. But Gustad does never lose his hope Gustad is an aspirant man but his wishes and of fulfillment. He affirms his faith in reaching at aspirations have been destroyed as the novel a particular destination at the end of this progresses. The sudden disappearance of Major toilsome journey of survival. The novel is more Bilimoria from Khodadad apartment, Sohrab’s like a historical document of the personal refusal to join the IIT, a parcel of ten lakh rupee relations and emotional life of the Parsi from Major Bilimoria, Dinshawji’s illness and community. The novel is prefaced with three eventual death, Tehmul Lungraa’s death, the epigraphs; the third one is the lines from perpetuating illness of Roshan – his daughter – Tagore’s Gitanjali: and the destruction of the compound wall by the And when old words die out on the tongue, municipality add to his misery and meaningless new melodies break forth from the heart; and struggle for survival and achievement. Every where the old tracks are lost, new country is moment of happiness leads to the element of revealed with its wonders.1 sorrow and pain. Sohrab’s refusal to join IIT at The above lines are used to illustrate the the ninth birthday party of Roshan strikes the Parsi’s migration from one country to another imbalance in Gustad’s life because from then on and how they assimilated in an adapted land to the father and son decides to live apart from each survive. Also the title of the novel is suggestive other. Gustad’s misery increases as there is no of the continuing journey of life as well as man’s one to share his sorrow, even his closest friend struggle to survive with dignity. Major Bilimoria is missing. His hopes are The whole plot of the novel is based on the refreshed when he receives a letter from Major personal experiences and observations of Mistry Bilimoria to receive a parcel. This parcel entraps who himself worked in a bank for ten years. The Gustad in great difficulties as it contains ten lakh novel revolves around middle class characters rupees to be deposited in the bank account in the and their life struggles. Gustad Noble is a middle name of Mira Obili, a non – existent woman. The class man trapped in the Indian political world news of the huge amount of money spreads and his domestic life clashes with the forces of across creating more trouble for Gustad but money. In the beginning of the novel Gustad is somehow, with the help of Dinshawji, Gustad shown presenting his early morning prayers and succeeds in depositing the amount in the bank ends with his action of tearing off the black out but then Bilimoria wants the money back which papers which symbolically suggests the is again a risky task. This event thus collapses acceptance of light and reality. The novel is full Gustad’s mind and happiness. Gustad feels of beliefs and superstitions, magic, rites, betrayed and helpless. nationalistic ideas, humanism, radicalism and The story of Major Bilimoria is based on a secular views. Also, there are many characters true incident. Though Bilimoria is not interwoven with their own beliefs and ideals. physically present in the actions of the novel HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 27 afterwards but he is alive everywhere in turned bleak and dark. Gustad’s memory because without him Gustad A FINE BALANCE: A STUDY of has lost his path and is struggling around to EXISTENTIAL ANGST make meaning of his life out of all this hectic A Fine Balance (1995) also contributes to the mess created by the people and situation around existential angst of people belonging to different him. The news of Bilimoria’s arrest on charges strata of society – the life of middle class and of corruption are published and this makes urban society, the world of young Parsis as a Gustad depressed and shocked. Betrayal is burden to lift and the life of the people of rural something which Gustad has never expected India. Again, the novel is set in the political from Bilimoria but this news highlights the fear backdrop of Emergency period in India. The and uncertainty of Gustad’s struggle. He is novel explores the atrocities and suffering of the forced to somehow return the amount of ten lakh downtrodden people. The characters are from rupees within a month’s time to save Bilimoria’s common areas of society having their own hopes life. Thus, it seems that Gustad’s journey has and despair. The novel also tries to depict the become more complex and he is involved in struggle of lower class people against the more than one anxieties of his existence. Gustad capitalist system of social structure. The is informed by Bilimoria that he is used as a characters are not only struggling to survive scapegoat in this whole matter of money transfer with each other but also in the surrounding and this matter is ‘beyond the common man’s disparaged situation which has given them a imagination, the things being done by those in fatal blow. In a way, the novel offers an insight power.’ (SLJ: 280) on injustice, deprivation and cruelty. During all these turbulence, his daughter The novel has four protagonists: Dina Dalal, Roshan’s illness worsens and the doctor also Ishvar Darji, Omprakash Darji and Maneck insults him on the grounds that he might have Kohlah – a student. All these four characters modified the prescription. This situation have their own stories and as strangers they contributes in the restlessness of Gustad. The begin to live together but at last, they develop a novel not only expresses the existential angst of bond among them. Dina is an independent Parsis but also of various other minority woman. She loses her parents at a very early age communities. This angst is causing the loss of and then also loses her husband Rustom Dalal. tradition and respect. The novel also describes But then also she struggles to survive and the Parsi’s growing poverty through Gustad as emerges as a dressmaker with Om and Ishvar as he is now not able to even by milk whereas his her tailors. childhood had been very much affluent. But his The Emergency of 1975 plays a crucial role hopes are now transplanted into his son Sohrab in creating and destructing the identity of these who in turn disheartens him all the while by not characters. Om and Ishvar’s forefathers obeying him. Thus, from every corner of the belonged to the lower caste and they had to go existence Gustad finds betrayal and refusal. This through the caste system hierarchy which angers adds to his existential angst as he feels that there these two children and so they decide to make is nothing left to hold on to and the world has their own identity by changing their profession. 28 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2

Dina employs them but at the time of the humans. The novel also shows the suggestions evacuation of their slum quarter they are left on for such issues. Only humans can accompany the streets and even Dina does not allow them to humans and this is what everyone is struggling live with her. This is not the end of their to achieve through their existential journey of suffering. The Emergency period slams more of life. it on them. Om is forcefully sterilized to be REFERENCES impotent and Ishvar who tries to prevent this act Baldick, Chris. Oxford Dictionary of Literary loses both his legs. At last, they turn into beggars Terms. New York: 2008. Print. – the worst of their existence is this stage. They Barret, William. What is Existentialism? New are deprived of everything; even their identity is York: Grove Press: 1964. Print. also snatched away from them. Bhatnagar, Vinita. ‘‘And Everything ends In the case of Maneck loss of existence and Badly’: A Reading of A Fine Balance”, The identity occurs with the destruction of the forest Fiction of Rohinton Mistry, ed. Jaydipsingh when the government decides to connect hills Dodiya. New Delhi: Prestige. 1998, Print. with the city. The family is forced to migrate Dodiya, Jaydipsingh. “Such A Long Journey: A from their village. The city life does not attract Critical Study”, The Fiction of Rohinton Mistry, him but while staying at Dina’s apartment he ed. Jaydipsingh Dodiya. New Delhi: Prestige, develops a bond with Om and Ishvar as they also 1998. Print. have a down to earth nature like him. But, Dina Dulta, Priyanka. Mapping Diasporic does not approve of this bonding. Thus, the Imagination, Culture, Identity and Resistance in novel entails many issues altogether in the the Fiction of Uma Parameswaran, M. G. framework of its plot such as, class struggle, Vassanji, Bharati Mukherjee and Rohinton identity crisis, historical and political issues, Mistry. 2005. Punjab University, PhD caste discrimination, social imbalance and dissertation. http://hdl.handle.net/10603/83601 poverty, etc. Kapadiya, Novy. “The Politics of Survival and CONCLUSION Domination in A Fine Balance: A Reading of A Thus, the in depth study of both the novels, Fine Balance, The Fiction of Rohinton Mistry, reveals the existential angst of not the Parsis in ed. Jaydipsingh Dodiya. New Delhi: Prestige, India and Canada but also within themselves. 1998. Print. They are forced to adapt something which they Mistry, Rohinton. Such A Long Journey. are not ready for and in the process they lose so London: Faber and Faber. 1991, Print. many things. Their struggle is multifaceted and —. A Fine Balance. London: Faber and Faber. involves assimilation by choice or by force in 1996, Print. their adopted land. In short, Mistry is a writer Pandit, M. L. “Fiction across Worlds: Some who tries to show the concerns of humanity and writers of Indian Origin in Canada”, The Fiction the dying community – the Parsis; it seems that of Rohinton Mistry, ed. Jaydipsingh Dodiya. he is concerned with the ‘humane’ in the New Delhi: Prestige, 1998. Print. Horizons of Holistic Education p ISSN : 2349-8811 Vol-5, Issues 1-2 pp. 29 to 35 e ISSN : 2349-9133

CHILDREN FORUM: A REPRESENTATIVE APPROACH FOR STRENGTHENING CHILDREN AND SCHOOLS Dr. A. H. Rizvi* Directorate of Distance Education Maulana Azad National Urdu University, Hyderabad, India E-mail: [email protected]

Received : 17-5-18 Accepted : 18-6-18

ABSTRACT Children Forum is relatively a new concept for post primary level in India. In democratic set up, the establishment of Children Forum is mandatory for raising their voices in schools, representing school children and for promoting schools. The Forum provides a platform to school children to represent issues of their concern before school authorities. It is not parallel authority to school authority or meant for finding out the weaknesses of school policies, like, their recruitment procedure, infrastructure development etc, but for raising issues concerning children within the school. The concern issues of Children Forum should be how to detain the drop out cases through encouragement of poor children, friendly behavior with new entrants, arrange fund generating club, may organize inter class competitions, like, mock parliament, dancing, singing, swimming, debating, quiz programs, other sports and cultural activities. The Forum may install canopy for free sale of second hand school dresses, books, winter clothes for street children and poor children of schools. The school authority must listen, encourage and give out the solution of the issues concern to the Forum. Here, the researcher has made an attempt to detail concept, role, activities and composition of the Forum and duties of office bearers. The researcher is hopeful that through active partnership between school authority, teachers, parents and students, the concept will work effectively for the benefit of children and school both. Keywords: Children representation, school, Duty, Agenda, composition.. * Author for correspondence

1. INTRODUCTION guidelines and diminish dropout rates in Children Forum is the delegate structure schools. Children Forums can make a feeling of through which children may include in school responsibility for school and its exercises among activities from post primary classes onwards. the children populace. It empowers children to They will get an opportunity to work together assume liability for ventures, and to show that with school authority and staff and guardians for they can oversee and bring such activities to the advantage of the school. A Children Forum fruitful conclusion. Additionally, the gives a chance to children to participate in commitment made by a Children Forum to the schools with teachers, guardians and school advancement of school approach in various principals in the activity of their school. territories can have critical advantages for Children Forums can enhance scholastic children and the school. School strategies are 30 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 unquestionably liable to be fruitful where they school authority for instance by aiding the are obviously comprehended and acknowledged running of the school shop as well as library or by all accomplices inside the school network. keeping up arrange in passages amongst classes The children of a school will play the lead part in and amid breaks. These game plans for the most the foundation and task of a Children Forum. part have not been produced as delegate Overall, it is a democratic approach to convey structures, and the activities included may not be their need, feelings and requirements to teachers proper to crafted by a Children Forum. School and school authority, which they cannot fully authority ought to consider deliberately which understand. components of their current structures they will 2. THE ROLE OF CHILDREN FORUM join with a Children Forum, and which may The main task of a Children Forum is—to sensibly keep on running in parallel. The school take part in the school activities and to organization gives that a Children Forum will contribute the school with the coordination of act in co-activity with the School Authority, teachers, school authority, guardian and other guardians and teachers. A Children Forum stakeholders. A Children Forum will set its own should not involve in the affairs of teachers, staff targets, which will change from school to class. or school authorities. It is in this way not a Some broad objectives could include—to component of a Children Forum to talk about or upgrade correspondence between children, remark on professional issues or recruitment of authority, staff and parents, to elevate a domain teachers and experts, staff or school authorities. helpful for instructive and self-awareness, to 2.1 SCHOOL AUTHORITY AND advance companionship and regard among CHILDREN FORUM students, to help the authority and staff in the The school authority will set up and keep up improvement of the school, and, to speak to the ways to inform children in a school of the perspectives of the children on issues of general exercises of the school. That will help children worry to them. A Children Forum will to set up a Children Forum. That will draw up distinguish activities that it might want to be rules for the foundation of a Children Forum associated with arranging, despite the fact that a which will accommodate the race of individuals ultimate conclusion on the exercises of a and the disintegration of a Forum. That will have Children Forum ought to be concurred with a part in considering the principles representing school authority. Numerous schools that don’t gatherings of the Children Forum, and the direct yet have a Children Forum may as of now have a of its issues. Support and help with the settled class representative, official or tutoring foundation of a Children Forum can be given in framework. These rules don’t require that different routes, for instance, by giving data as schools replace built up rehearses that as of now well as direction on the part and potential function admirably with a totally new structure advantages of Children Forums, giving a space or set of methods. Rather these rules enable to children to meet to sort out the foundation of schools to adjust current practice to meet the the Forum, enabling decisions to happen amid prerequisites of the schools. In a few schools break time or class time, where this does not children assume an important help part for truly upset ordinary classroom work. It is for the HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 31 most part alluring for an teacher or parent to instance, by examining with children the part of direct this procedure. Once a Children Forum a Children Forum and the part of individual has been set up the School Authority should give delegates on the Forum, by encouraging the dynamic help to it. This could include assigning holding of decisions and by exhorting on a a teacher in the school or potentially a parent to fitting constitution or articulation of coordinate with the Forum on a progressing destinations. As the Forum creates, and starts to premise, and additionally helping the Forum in extend its part, the Principal will help with drawing up a constitution and in arranging and managing the Forum’s improvement, in order to sorting out its exercises. On the off chance that take into consideration a useful and deliberate the estimation of a Children Forum is to be Forum. The Principal can promote a school completely acknowledged, it will be critical that culture which perceives the possibly valuable the School Authority includes the Forum in the information that children can make, to improve improvement of school strategies in territories, Children Forum in the interest of school. for example, harassing, teach and uniform 2.3 TEACHERS AND CHILDREN FORUM prerequisites, and in the arranging and School of Building up a soul of association between a school exercises and occasions. The foundation Children Forum and teachers has benefits for of Forum is not an end in itself, yet rather offers both. The Children Forum can assume an all concerned an upgraded method for building essential part in perceiving and supporting organization and viable interchanges inside the crafted by teachers. Correspondingly the school. It is essential to pressure the requirement intrigue and support of teachers will be of for a school authority to tune in to the Children extraordinary incentive to a Children Forum, Forum as well as to react genuinely to its especially amid the beginning times of its worries. The primary accountability regarding improvement. It is for the most part attractive for the authority and activity of a school lies with an individual from the teaching staff to go to the School Principal. The key responsibility of gatherings of the Forum. The help and direction Children Forums is to promote interests of offered by a teacher will be extremely valuable schools, representing children, and in improving to Forum when arranging its exercises, and life within the school community. accommodating a teacher to go to Forum 2.2 PRINCIPAL AND CHILDREN FORUM gatherings will build up a great working The role of Principal is of focal significance connection amongst children and staff of the in the foundation and task of a Children Forum. school. In helping the School Authority in the 2.4 PARENTS AND CHILDREN FORUM improvement of school arrangement, and in The Parents can make a huge commitment to the working with teachers and guardians to advancement of a Children Forum, by actualize it at everyday level, the Principal is empowering and supporting children in the midway set in all parts of the school’s activities. foundation of a Forum and by supporting the In the underlying stages, the Principal, together Forum in its emergence. A Children Forum may with alternate teachers, can aid the improvement think that it’s helpful to meet with individuals of a Children Forum in a few different ways, for from the Parents every once in a while or to 32 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 welcome a parents’ illustrative to go to Forum Notice-board, Newsletter and presentation in gatherings or to help it specifically exercises. staff meetings are the ways to communicate to This will guarantee great correspondence their fellow children, principal and staff, and between the Children Forum and the Parents. guardians about their activities and future plan. 3. DUTIES AND AGENDA OF CHILDREN 3.3 CREATION OF DIALECT-CREATIVE FORUM INNOVATIVE CLUB The major agenda of the Forum are to retain the A Children Forum can add to the learning drop out cases through encouragement to drop condition for children in the school by creation out children, friendly behavior with new of study groups for children for examination or entrants, arrange fund generating club, may remedial classes or homework clubs, or sorting organize inter class competitions, like, mock out noon exercises. Dialect clubs for reducing parliament, dancing, singing, swimming, debating, quiz programs, other sports and the pre-examination preparation for removing cultural activities. The Forum may install pressure of examination, for remedial classes for Canopy for free sale of second hand school their weak fellow children and for creative and dresses, books, winter clothes for street boys and innovative activities. girls. The Forum may extend welcome or 3.4 WELCOME OF NEW ENROLLED welcome party for new entrants, new teachers CHILDREN and staff. The Forum may also celebrate In every new session, it is the duty of retirement party with teachers and staff. There Children Forum to warmly welcome new are many more activities, which children may commerce. Avoid any type of ragging or emerge as and when the need arises. harassment with new enrolled children. A There is a wide range of activities of benefit tutoring program where senior children assist to the school community which a Children new children with finding their feet can help Forum may wish to undertake, that follows: their incorporation into the school. Safety and 3.1 REPRESENTATION OF SCHOOL security, and prevention from any sort of abuse CHILDREN is key responsibility of the Forum. The basic duty of every Children Forum is to 3.5 COORDINATION IN SCHOOL POLICY listen the problem and need of every fellow The Children Forum can effectively add to children at least of School. It includes talking the improvement of school arrangement in an and tuning in to the children body, thinking extensive variety of zones, for example, about their perspectives and concerns, and examining these with the school authority in the harassing, uniform prerequisites, code of interest of the children. conduct, curricular and co-curricular activities. 3.2 ACCESS TO TEACHER AND The Forum should set up advisory groups within PRINCIPAL the forum to discuss policy issues, to counsel The primary responsibility of Children with children, staff and guardians and to convey Forum is to make consistent communication and to the Forum’s perspectives on those issues to rapport with school principal and teachers. the principal. HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 33

3.6 ASSISTING SCHOOL IN SPORTS AND 4. ESTABLISHMENT OF CHILDREN CULTURAL SPORTS FORUM AND ITS BYLAWS Children forums can assist in organizing and To establish a Children Forum, class monitor developing sports activities and cultural or some school boys should approach to class activities in school, like, sports days and drama teacher and principal, should request for or musical events. existing bylaws, in case not, then arrange a 3.7 GENERATING CORPUS FUND meeting with them for framing by laws. Parents, Children Forum can organize events inside guardians and other stakeholders may also be and outside the school and related to the wider involved in constitution of the Forum and its bylaws. community, for the functions of raising money 4.1 INITIATIVE OF SCHOOL for designated charities and for meeting out day AUTHORITIES today expanses of the Forum The school authorities, especially principal, 3.8 LIASONING WITH OTHER SCHOOL vice-principal and class teacher must motivate FORUMS to constitute Children Forum in their school. It might be valuable for a Children Forum to They must encourage conducting election and liase with Children Forums in different schools, appointing office bearers of the Forum. Office especially in cultural and sports activities and bearers must be assigned responsibility to lead for charity purpose. A Children Forum could in cultural and sports activities, annual functions have a valuable part in aiding and prompting a and other school programs. Their members may recently framed Children Forum in another be nominated in various meetings of policy school. issues of school. They must be encouraged to 3.9 FUNDRAISING explore their genuine demands of school Raising fund for certain activities is also a children to facilitate in best possible manner. part of Children forum. The permission of The principal must arrange some premises to the school authority must be sought before planning Forum for their regular meetings and discussion any fundraising act for the school initiatives. in democratic set up. This is the best way how The Treasurer has obligation for making sure weaknesses of the school may be identified and that any cash raised by using the Children Forum may be improved henceforth. is used for the functions for which it was 4.2 ENCOURAGEMENT THROUGH accrued. The charter of the children discussion PARENTS’ FORUM The parents and guardian should believe in board ought to specify that a monetary record be their children, and provide required time in supplied to the forum at the end of every constituting the Forum and making its bylaws. financial year. A few examples of fundraising They must encourage in participating in activities encompass: election. Gone of the days, when it was a Artwork, Exhibition, Cake sale, style show, assumption that only academic activities may holding a set, Jumble sale, Raffle, Non-uniform lead to acme of success, but in current scenario day, table Quiz, Sponsored activities there is a need to involve the child in various 34 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 cultural and sports activities for making senior teachers or from outside school for integrated and complete personality. Child unbiased election. Election should be conducted Forum is one of the tool exploring needs, to through ballot papers and counting of votes understand fellow children, how to should be conducted in presence of children communicate and respect teacher, principal, under nomination, parents, guardians and senior guardians in meeting, how to present oneself teachers. Result should be declared same day in before educated gathering, how to eliminate evening hours. social phobia, meta cognition activities—what 6. ELECTED OFFICE BEARERS AND to think and how to express one selves. THEIR RESPONSIBILITIES 4.3 COMPOSITION AND BYLAWS OF After election, the elected office-bearers, if CHILDREN FORUM designated, President, Vice-President, The school authority should prepare bylaws Secretary, Joint Secretary, Treasurer, take for setting up Children Forum and its bylaws, charge. After oath ceremony, they shall conduct process and procedure. Bylaws for conducting their first meeting, whereupon they shall raise of elections should also be ready. Bylaws of the the issue of their concern, plan and prepare a Forum should be—what should be the representation with the signature of all members designation and duties of office-bearers, what to present before school authorities and shall should be the tenure of the Forum, what should take time to meet and discuss the issues. If there be the eligibility criteria for voters and is heavy work load, the Forum can constitute contesters, how many meetings and how many committees and share some work to it, like, fund hours the Forum may take out from school raising issues and conduct of cultural activities. timings? The school authority will decide the The responsibility of each office bearer is as term of office of elected members; the authority follows: will also decide whether a teacher or principal is to be included as a nominating member in the 6.1 PRESIDENT Forum. The bylaws should be approved after The president is accountable for presiding meeting with school authorities, parents, over meetings of the forum. The president, with guardians, children representatives and the secretary, prepares the agenda for every educationist. It must be approved written meeting and, approve when they have been document and must be circulated to concerned, agreed by means of the Forum. The decisive display at school notice board and upload on vote is with president, In case of, equal votes, the school website. president usually has the casting vote. Usually, 5. ELECTION AND VOTING the president is assigned to represent the Forum Voting meeting or election of the Forum may before school authorities. be conducted during recess or after school 6.2 VICE PRESIDENT timings or weekends or in summer or winter The role of vice president is to assist the vacations subject the approval granted by school president. In the absence or death or leave or authorities. leaving the post, vice president assumes charge The school authority should appoint a chief of president and convene the meeting and election officer and an observer from list of regulate the session. HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 35

6.3 SECRETARY used in classroom and outside the class, school The secretary, in consultation with the timings, curricular, co-curricular and extra- president, prepares schedule and agenda for curricular activities etc. The Forum can chalk each meeting and circulates among office out schedule, timings, theme and procedure of bearers and members of the Forum. The sports and cultural activities, national festivals secretary maintains a record of previous and annual functions etc. Thereby, the school meetings and prepares the minutes of current will produce the best nationals having both meeting. The meeting is also convened by the practical and theoretical knowledge, full of secretary on behalf of president. sports and team spirit, fit in heterogeneous and 6.4 JOINT SECRETARY (PUBLICITY AND multicultural society. The Children Forum is ORGANIZING) just like a mini parliament of school, which has Usually two joint secretaries, one for its eye on every activity of the school. This is the publicity and one for organizing the event are best way how weaknesses of the school may be elected. The responsibility of joint secretary identified and may be improved henceforth. (publicity) is to publicize the activities done and REFERENCES result achieved by the Forum, whereas joint http://www.aisa.in/mind-without-fear/All India secretary (organizing) is responsible for Students Forum/ arrangement of any event. https://www.citized.info/ 7. CONCLUSION https://www.education.ie/en/Schools- The Children Forum is representative of Colleges/Information/Post-Primary-School- children in the school. Children form is the best Policies/student_council_voice.pdf way to fill the gap between children and school http://nsui.in/en/voices/National Students authorities. There are various concerns and Union of India/https://www.studentvote.ca/ issues of children which teacher, parent and Jacoby, B. (2014). Service-learning essentials: school authority cannot understand due to big Questions, answers, and lesson learned. San g e n e r a t i o n a n d t e c h n o l o g i c a l g a p . Francisco, CA: Jossey-Bass. Psychologically, a child can better understand Oxfam. (2014). Mid-term review of the my and convey his or her urge, need, and demand to right, my voice programme. Retrieved from same age group in Children From under http://saatlas.org/uploads/files/Midterm_Revie democratic set up. The Forum is also the tool for w_Report.pdf making children vernacular and jack of all Parker, K., & Leithwood, K. (2000). School trades. The primary duty of the Forum is to councils’ influence on school and classroom identify the problem of each and every child and practice. Peabody Journal of Education, 75(4), sort out with the coordination of teachers and 37-65. school authorities. Their concern is also to Veugelers, W., & Kat, E. De (2003). Moral and explore the best ways to facilitate the children in democratic education in public elementary the interest of school. The Forum can also schools. Retrieved from http://files.eric.ed.gov/ discuss upon academic issues, like, what content fulltext/ED479166.pdf. they want to learn, what pedagogy should be Horizons of Holistic Education p ISSN : 2349-8811 Vol-5, Issues 1-2 pp. 36 to 39 e ISSN : 2349-9133

CHILDREN’S LITERATURE AND INDIAN SUBCONTINENT

Dharmanshu Vaidya* Assistant Professor, Children’s University, Gandhinagar, India Email: [email protected]

Received : 19-5-18 Accepted : 22-6-18

The term Children’s Literature is loaded As far as the development of Children’s with multiple nuances and to begin the Literature in the sub-continent is concerned, it unpeeling of these many layers calls for the has witnessed, as Meena Khorana observes in deliberation on its range, types and availability her seminal work, three distinct phases till the in different literary traditions. As far as the date. (Khorana: 29) Initially, the stories from the literary history of Indian subcontinent (that oral tradition, mythology, religion, folk-tales, necessarily includes the present day India, legends and classics were adapted and rewritten. Bangladesh, Pakistan, Sri Lanka, and Nepal) is Then there were translations and adaptations of concerned, the term has modern relevance to its material already published in England and other antique status. To begin with its historical European countries and also in different native implications and its vividness in terms of scope languages. Writings specifically meant for demands the discussion of its region specific children centering joy alone is a recent dimension and hence when one looks at it in the phenomenon. With increasing literacy level and specific context of the Indian subcontinent, it is implementation of international standards of certainly improbable to undermine and overlook education, problems like the multiplicity of its rich traditions of folklore, myths, legends, languages, lack of demand, poor purchasing and tall tales as the sacred fountain of traditional power and high production costs, lack of library literature. The oral tradition of Children’s facilitation have been dedicatedly controlled. Literature goes back more than five thousand The increased interest in the development of years, and the world’s oldest collection of stories indigenous literature for children has led to the for children, India’s Panchatantra, derives from organization of seminars, conferences and this. In the case of India, though children are training programmes in the subcontinent. treated as the nucleus of family, literary scenario Institutions and organizations to promote contradicts this pattern. The concept of literature for children have been established. Children’s Literature as a distinct literary With the benefits of the linguistic diversity in category has its origin in the Occidental tradition India, the production and expansion of and by the time it arrives in its Eastern Children’s Literature requires a strong historical counterpart, the functionality of its purpose and observation. For example, Panchatantra, the modalities of its frame attain a maverick assigned to Vishnu Sharma to teach niti (the flavor. wisdom of governance) of which ‘The Monkey HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 37 and the Crocodile’, ‘A Blue Jackal’, and ‘The is the National Book Trust (NBT), a flight of Pigeons’ are widely known and widely government-owned institution, publishing translated stories. With religious diversity and common reading material in Indian languages religion-oriented stories Kathasarit Sagar, including English and Hindi since 1969 under Jatak, Katha Puran, epics of Mahabharat aand the Nehru Bal Pustakalaya Scheme. (Hanh: 138) Ramayana and other classics have also been a There are several magazines for children in perennial source of children’ stories. However, English and the prominent ones are Children’s in this article, an attempt to overview four major World, Champak, Junior Quest, Tamasha, linguistic or regional contributions to the oeuvre Tinkle and Target, etc. Among the well-known of Children’s Literature is at its centre and the writers in English are Ruskin Bond, Mulk Raj first among them is the case with the English Anand, Shankar, Manorama Jafa, Arup Kumar literary tradition. Dutta, Nilima Sinha, Kavery Bhatt, Pratibha A Case with English Tradition : Nath, Vernon Thomas, Dilip Salwi, Ira Saxena, Behind the excellent success and reach of Deepa Agarwal and Manoj Das. English children’s stories the following factors A Case with Hindi Tradition : are responsible i.e., the quality of writing, The history of Children’s Literature in Hindi illustration, book design and overall production can be traced back to the riddles in verse written in English language, and owing much to the by Amir Khusro in the fourteenth century. In the foundation of Children’s Book Trust (CBT) in nineteenth century, Raja Shivprasad wrote many 1957 by K.Shankar Pillai. (Kimberley: 13) CBT books: the better-known ones are Bachchon Ki brought out its first set of two illustrated books Kahani (1867) Raja Bhoj Ka Sapna (1876) and in 1961: Kings Choice (English) written by Larkon Ki Kahani (1876). The Hindi writers K.Shiv Kumar and illustrated by Reboti took full advantage of the source material like Bhushan, and Varsha Ki Boond(Hindi) by the Panchatantra, Ramayan, Mahabharat and Kusmawati Deshpande and illustrated by K.K. the legends. In the early twentieth century, a Hebbar. India’s first picture book Home number of well-known writers began to write for (English) written by Kamla Nair and illustrated children. Premchand wrote “Kutte Ki by K.S. Kulkarni was published by CBT in Kahanian”and “Jungle Ki Kahanian”, Sohan Lal 1965. The same year CBT also published Life Dwivedi’s collection of poems, Balbharti, and with Grandfather and Sujata and the Wild Bigul and other patriotic poems earned instant Elephant, both written and illustrated by popularity. During this period, several Shankar. The first picture book for pre-school magazines also came out; the foremost of these children Three Fish written by Dolat Doongaji were Vidyarthi (1914), Shishu (1915) and and A.K. Lavangia, and illustrated by Pulak Balsakha (1917). The first full- length fiction for Biswas was published by CBT in 1966. The first children was Khar Khar Mahadev by Narain adventure story in an Indian setting in English Dixit, which was serialised in Balsakhain for teenagers was Kaziranga Trail by Arup (1957). At present, well known children’s Kumar Dutta, published by CBT in 1979. magazines are Nandan, Champak, Balbharti, Among other publishers in the English language Balhans and Chakmak. Some of the best-known 38 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2

Hindi writers are Shyam Narayan Pande, Ram A Case with Gujarati Tradition : Naresh Tripathi, Subhadra Kumari Chauhan, Gujarat has an abundance of literature for Nirankar Dev Sewak, Vishnu Prabhakar, Vyathit children based on folklore. There are also plenty Hridaya, Harikrishna Devsare, Swarna Sahodar, of translated books from other languages. In Manohar Verma, Sri Prasad, Shakuntala 1860, Batris Putlini Virta was written by Baji Sirothia, Jai Prakash Bharti, Nilima Sinha, Ira Bhai Amichand. During the third decade of the Saxena and Manorama Jafa. twentieth century, Gijubhai Badheka started A Case with Bengali Tradition : two periodicals, Sikshan Patrika and The first magazine for children in India, Dakshinamurthi. He himself published 150 Digdarshan was published in Bengali under the books for children of which eighty books were editorship of John Clerk Marshman, by published in the series Bal Sahitya Mala, of Serampore Press in 1818. (Grenby: 47) An which Badheka’s stories are most popular. important tradition in Bengali is that a large Hariprasad Vyas wrote Bakore Patel (1938). number of those writing for adults have also Jivram Joshi created humorous stories around written for children, unlike writers in any other new characters and published Miyan Fuski and Indian language. Nineteenth century Children’s Chhako Ane Mako. Among other well-known Literature was based largely on traditional and writers are Uma Shankar Joshi, Pannalal Patel, oral literature. In 1847, Ishwarchandra Labhuben Mehta, Nagardas Patel, Mulshankar Vidyasagar, a teacher by profession, translated Bhatt and Hansaben Mehta. Betal Pancabinsati [Hindi: Betal Pachchisi]. A Case with Marathi Tradition : Tagore has a famous poem for children Bisti Panchopakhyana, a translation of Pade Tapur Tupur, Nadey Eloban, which was Panchatantra was published in Marathi in 1825 published in Balak, and Birpurush, a long poem by Mumbai Hind Shikshan Mandali. Children’s with an illustration by Nandalal Bose. In 1919, Literature in Marathi was influenced mainly by Abanindranath wrote Barngtarbratn, Sukumar works in English; H.K. Damle translated several Ray wrote and illustrated a collection of books from English. V.K.Oke wrote many nonsense rhymes, Abol Tabol. His father had original books— Hindusthan, Katharaja and launched a children’s magazine Sandesh, which Mahamanimala. N.D. Tamhankar’s Gotya was discontinued after Sukumar Ray’s death. (1940), a novelette, was published in the His son Satyajit Ray, the well-known film magazine Khelgadi. Tarabai Modak wrote maker, restarted and edited Sandesh, and original nursery rhymes and stories, Sane encouraged almost all the modern writers for Guruji’s ShamachiAai is considered an children. It is one of the most reputed magazines outstanding book. B.R. Bhagwat’s best-known in Bengali. He edited Sandesh together with Lila titles are Chandravara Swari, and Jaichinaval Majumdar and Nalini Das. Satyajit Ray wrote Kahani, D.S. Desai wrote Saha Sahase and and illustrated a number of books and liked to Jayant Narlikar wrote several books of science illustrate his own stories. His notable books are fiction. Antaril Visphotis Narlikar’s most recent Gupi Gayen Bagha Bayen and Sonar Kella and book. R.K. Atre wrote a play, Guru Dakshina. Prof Sanku. Ratnakar Matkari, Sai Paranjpe and Sudha HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 39

Karmarkar have also written plays. Among for the further deliberation on its theoretical popular writers are Sane Guruji, Tara Bai frame. Modak, Jayant Narlikar, N.D. Tamhankar, V.G. REFERENCES Apte, B.R. Bhagwat and his wife Durga Grenby, Matthew. Children’s Literature: A Bhagwat. Critical Guide. 2nd ed. Edinburgh UP: 2014. Thus, the range and scope of Children’s Print Literature has a variety of themes and forms as Hanh, Daniel. The Oxford Companion to far as Indian subcontinent is concerned. The Children’s Literature. Oxford UP: 2017. Print. form is received well and also provides the Khorana, Meena. The Indian Subcontinent in novelty in terms its techniques of narration and Literature for Children & Young Adults. illustration. To sum up, it is imperative to note Greenwood Press: 1991. Print. that the methodology of writing for Children Reynolds, Kimberley. Children’s Literature: A consists of impressive literary history and it calls Very Short Introduction. Oxford UP: 2011. Print. Horizons of Holistic Education p ISSN : 2349-8811 Vol-5, Issues 1-2 pp. 40 to 45 e ISSN : 2349-9133

ENVIRONMENTAL AWARENESS: AN AFFECTIVE GOAL OF SCIENCE EDUCATION Kapildev A. Vasani* M.Sc., M.Ed., GSET (Ed.), NET (Ed.) Lecturer, District Institute of Education and Training – Valsad, Gujarat, India Email: [email protected]

Received : 24-5-18 Accepted : 22-6-18

ABSTRACT Aim of education is the all round development of the learners. The all round development can be attained by providing the learning experiences in all the three domains which are Cognitive, Affective and Psychomotor. Although researches indicate the importance of affective science education, it can be seen that less attention is paid towards it in present educational system. Awareness among the people to utilize science for betterment of world with a conscious care of nature is one important affective goal of science education. Awareness about nuclear energy and issues related to it can be included under the broad concept of scientific awareness. It is needed to emphasize on affective side of science education to make it more humanistic, where students can participate in scientific issues related to society. The attainment of such awareness is possible only if it has been gained since childhood. Are the children getting opportunity to gain such awareness through formal and informal education? This theme paper is focused to discuss the same question by elaborating present status and possibility of inclusion of scientific awareness in science education. Key Words: Science Education, Affective Domain, Scientific Awareness, Nuclear Energy * Author for correspondence

1. INTRODUCTION: by the NCERT for science education at upper Modern Science Education is emphasized to primary level are related to encourage the make its learner a ‘Scientifically Literate learners to provide meaningful scientific Person’. As per National Science Education reflections in social context, and to engage them Standards (NSES) – 1997 adopted in America, in sustained discussion on scientific issues. scientific literacy is required for participation in When it is matter of participation of the learners civic and cultural affairs, and economic in discussion on scientific issues, one important productivity. In India National Council of area in which we need to strengthen them is Educational Research and Training (NCERT), a ‘Scientific Awareness’. The scientific reputed guiding authority to the nation for awareness makes a learner to cultivate a habit to school curriculum designing has defined utilize science with a conscious care of nature. learning indicators and outcomes of science Such awareness also helps him to think over the education. Some of the learning indicators given socio – economic - scientific issues like nuclear HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 41 power production without being biased just by indicators. Gopal and Anand (n.d.) identify science or society. Enrichment of such encouragement of students to examine and awareness among the learners of science is again interpret the environment from a variety of an important factor of scientific literacy and perspectives (like physical, geographical, hence becomes a prime aim of science biological, sociological, economic, political, education. technological, historical, esthetic and ethical) as Once sharing his views on need of nuclear the aim of environmental education. However energy in our country the missile man APJ the textbooks based on National Curriculum Kalam said that nuclear power is our gateway to Framework (NCF) – 2005 cover the concepts of a prosperous future. It is needed to increase the knowledge of sources and types of energy share of nuclear energy in the total energy including nuclear energy from primary to production in India. If we wish to move ahead on secondary education, found to be less power generation by means of nuclear energy concentrated on the nuclear energy and the certainly there will be some human resistance. issues related to it. The coverage of nuclear The resist of nuclear energy from the people energy and related concepts in the textbooks with partial knowledge can be made less intense used nationwide and prepared by NCERT, and in by awareness programs. But we know that it is the textbooks prepared by Gujarat Council of not that much easy to aware an adult on any issue Education and Training (GCERT) or Gujarat than a child, so we need to spread the awareness State Board of School Textbooks used in Gujarat among the young generation during their is as shown here. education to think over such socio - economic - 2.1 COVERAGE IN NCERT BOOKS: scientific issues. As environmental awareness In the Science and technology Textbooks from imbibing the nuclear and atomic energy standard 6 to 9 no points related to nuclear awareness within it is one of the attentions of energy are elaborated. In the text book of science education, we need to explore present standard 10 under the chapter ‘Sources of science and technology textbooks’ content and Energy’ a graphical presentation of nuclear school based science activities carried presently energy share in India is given. Under the title of to know that how are they matching the learning ‘Alternative or Non-Conventional Sources of indicators. Not only that as the education is Energy’ the concept of nuclear energy and its accepted as everlasting process, we also need to hazards are covered in just 3 small paragraphs. explore the informal sources providing such There is no discussion of nuclear energy and awareness among the school learners as well as related concepts in the textbooks of Physics in civilians. textbooks of standard 11. In the Physics 2. COVERAGE OF ‘NUCLEAR ENERGY textbooks of standard 12, the concepts of AND RELATED ISSUES’ IN OUR nuclear fusion and fission with equations are TEXTBOOKS : given. The energy generation by nuclear reactor In Science Education environmental is shown with diagram. India’s three stage awareness is accepted as one of the learning atomic energy program is also given in box item. 42 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2

given, which can be related with the indicator of participation in environmental issues by the students. In standard 9th textbook of Sem - 2 in the chapter titled ‘Work, Energy and Power’ the concept of nuclear fission in given in very brief.

Snap 1: Content in NCERT STD 10 Text Book 2.2 COVERAGE IN GUJARAT STATE

BOOKS: Snap 2: Content in STD 9 Text Book (Gujarat) In Gujarat the textbooks used in standard 6 to 8 are prepared by GCERT and in the standards 9 to 12 are prepared by Gujarat State Board of School Textbooks. Out of eleven textbooks of standard 6 to 11 only in books of standard 7 and 9 points like atomic energy, its uses, benefits – limitations and hazards of radiations are given. In textbook of standard 7, an activity of discussion on Japan’s Fukusima Daiichi is HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 43

Nagasaki day with some visuals to the children. Generally during such talks the children come across the destructive power and hazardous nature of the nuclear energy as they see some images of Japanese people and places affected by the atomic bombs and their post effects. During such talks they can connect the points given in their textbooks about nuclear hazards. Gradually the activities introduced for nuclear awareness lead the children to believe that nuclear energy is so hazardous that somewhen it will take us to the doomsday. There can be a scope to aware people on nuclear energy during the science exhibitions conducted at various levels in the state and nation, but rarely a team coming with such idea has been seen during the science exhibitions. 4. NUCLEAR ENERGY AWARENESS IN STUDENTS AND SOCIETY THOUGH SOURCES OTHER THAN THE SCHOOLS : The Schools are addressing the awareness regarding nuclear energy within a circle of limited radius due to their less technical knowledge about nuclear energy. In this situation the institutes working specially in the sectors of science education and nuclear power Snap 3: Content in STD 7 Text Book (Gujarat) production like Science Centers and Nuclear In the textbook of physics of standard 12 Power Corporation of India Ltd. (NPCIL) play a concepts of nuclear chain reaction and nuclear major role to spread the nuclear energy reactor are explained with diagrams and awareness in the students and the society. Again equations. The hazard of ‘Nuclear Winter’ is the media plays vital role while addressing also introduced in one line. nuclear energy awareness nationwide. But the 3. SCHOOL ACTIVITIES: AWARENESS media can mislead the people by generally OR FEAR ? highlighting the destruction power of nuclear The schools are guided to form science clubs weapons by comparing its range and capacity to conduct various science activities and with other countries’ artilleries. In news celebrations of different days. Some of the examples of some countries reducing share of schools initiated to give a talk on Hiroshima – nuclear energy by shutting off the nuclear power 44 HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 plants are given which may guide the people to 3. What is the rank of our country in nuclear wrongly justify the need of rising the nuclear power generation? power generation in India. 4. How many nuclear power plants are in our Looking at all these circumstances the country and what amount of power they are NPCIL has to take the lead to aware the people generating? regarding the nuclear energy need and 5. What is the cost effectiveness of a nuclear challenges to us. power plant in comparison with a traditional 5. NPCIL ACTIVITIES FOR NUCLEAR power plant generating the same amount of ENERGY AWARENESS : energy? The NPCIL is doing the work of production 6. What are the safety standards adopted and of nuclear energy as well as reaching the public fulfilled to avoid any undesired situation? effectively and spreading awareness among 7. What are the environmental changes them regarding the nuclear energy. The NPCIL occurred in the vicinity of the nuclear power is conducting various activities like 1.Rallies plants? 2.Film shows 3.Lectures followed by 8. What type of problems occurred at any of the interactions 4.Quiz Competitions 5 Display of plant right from the first power plant till Comics and animation series 6.Drawing today? Competitions 7.Craft Making Competitions 9. Did we face any disaster? (If the answer is in 8.Essay Writing Competitions trough out the a precise no – then this success can be year and across the country. The NPCIL is also highlighted) taking part at state level science exhibition by 7. CONCLUSION : setting up its stall and aware a huge number of Being a developing country our energy visitors. The NPCIL also emphasize on requirement will remain high. To cop up this vernacular languages to make an effective demand we need more efficient energy public outreach and to spread the news related to production which is in current situation is the its activities among the people those regions. nuclear energy. Though it has some hazards, 6. WHAT CAN BE INCORPORATED IN looking at the need of the country, we must OUR TEXTBOOKS ? aware the people to accept this clean and green At present our textbooks includes the points energy. This can be done best by spreading the like definition of nuclear energy, nuclear chain awareness since school education. The present reactions, working of a nuclear reactor and textbooks from standard 6 to 12 offer very less nuclear hazards. Some statistical highlights, fact coverage to the nuclear energy awareness. The figures and descriptions should be included in textbooks theoretically must be factual so it is the textbooks answering questions like these : necessary to include the nuclear hazards in texts 1. What is current and projected (say in 2020) but the benefits of the nuclear energy also be need of energy in our country? highlighted. In our textbooks the concept of 2. How nuclear energy can fulfill the future nuclear energy should included right from the energy need of country? beginning of upper primary and awareness HORIZONS OF HOLISTIC EDUCATION..., Vol-5, Issues 1-2 45 related to it should be inculcate hierarchically. Nagaich, N. (2015). Public Outreach for Nuclear As per Han’s (2015) research finding the nuclear Power Programme in India. 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