The current education system of India

The current education system in India is fairly a strong one. We have inherited our education system from Britishers and have made significant changes in it in the past 60 years. India is emerging as a global power now though there are deficiencies in the system that needs to be worked on. But, we have made substantial impact at the global level. Yet, the education system of India is also cited as one of the most ancient approaches to enlightenment. Not only in terms of the enormous content of knowledge provided to the students but also in terms of technology. In India, theoretical knowledge is given pre-eminence as opposed to practical knowledge. This is an issue entering the limelight in the recent times.

It is known and accepted worldwide that practical knowledge alongside the hint of its theoretical approach is the cue to survive in this ever-so-fast moving world. Yet, statistics show that Indian students have much greater theoretical knowledge as compared to the foreign students yet meagre knowledge in practical areas. There is a dire need for revolutionary changes in the India’s education system. Not just the syllabus and pedagogy, but also the attitude change towards the marks system need to be changed. With the effective learning system, India can successfully utilize its vast human resources.

Undoubtedly, because of the glorious Indian cultural ethics and beliefs, most Indian students yield to the norms of the system. Being clouded under the stereotypical idea of the superiority of certain subject combinations and inferiority of certain others, students often disembark the path to their dreams. Because of this, and also the uncontrollable population of the country, stressful competition is seen in certain sectors like engineering and medical careers. Statistics show that the students competing to fit into these careers have tremendously high stress and anxiety levels amongst them. So much that certain educational boards have made it mandatory to appoint psychologists in their schools and regular sessions from them as an essential part of their curriculum! Yet, in certain other sectors like veterinary study the amount manual help required is terrifyingly larger than the current scenario.

This isn’t the only drawback of our system. One of the major drawbacks is also the prevailing illiteracy which needs to be eradicated from the root. Yet, due to parameters like family, socio-cultural backgrounds and again, the ever-increasing population of India, some sections of the society remain devoid of basic education.

 The current system of education requires a transformation if the youth of our country need to stay ahead in the years to come. This is especially important for children with limited access to education, both in rural and urban India. They have all the rights to access the best quality education, the best insurance a child can have against poverty and lack of upward movement.

On the brighter side, the quality of education provided has certainly contributed to the reputation of high intellectual level of Indians in the world. If one is able to mould into the system without complaints, then it bodes well for them as well as their career which takes a discernible upsurge. In more recent times, the number of students following the international board has increased. This system provides liberty to pursue any subject combination of preference and focuses on value education as well as extra-curricular growth.

Education is one of the major sectors contributing to the Indian economy and its growth is the direct growth of our economy, of our country. It has been aptly said by Nelson Mandela that, “education is the most powerful weapon we can use to change the world”.

Can education be considered as an instrument of social change?

The role of education as an agent or instrument of social change and social development is widely recognized today. Social change may take place – when humans need change, when the existing social system or network of social institutions fails to meet the existing human needs and when new materials suggest better ways of meeting human needs.

According to Maclver, social change takes place as a response to many types of changes that take place in the social and nonsocial environment. Education can initiate social changes by bringing about a change in outlook and attitude of man. It can bring about a change in the pattern of social relationships and thereby it may cause social changes.

Earlier educational institutions and teachers used to show a specific way of life to the students and education was more a means of social control than an instrument of social change. Modern educational institutions do not place much emphasis upon transmitting a way of life to the students. The traditional education was meant for an unchanging static society not marked by any change. But today education aims at imparting knowledge. Education was associated with religion.

It has become secular today. It is an independent institution now. Education has been chiefly instrumental in preparing the way for the development of science and technology. Education has brought about phenomenal changes in every aspect of men’s life. Francis J.Brown remarks that education is a process which brings about changes in the behavior of society. It is a process which enables every individual to effectively participate in the activities of society and to make positive contribution to the progress of society.

Education has become one of the influential instruments of social change in India. It has led to the mobilization of people’s aspirations for development and change. Thus in modern complex national societies, education can neither be regarded as a controlling neither force conserving cultural heritage, nor could it be viewed as an agent of social change. It can only be regarded as a cooperative force in bringing about social changes decided by the forces possessing more pervasive power in society.

Education has been accepted as one major agency of socialization, and teachers and educational institutions as socializing agents. In describing education as an instrument of social change, three things are important: the agents of change, the content of change, and the social background of those who are sought to be changed, i.e. students. Educational institutions under the control of different cultural groups reflect the values of those groups which support and control education. In this situation, teachers Impart specific values, aspirations and to the children. Social reformers, who were educated emphasized values like removal of caste restrictions, equality of women, doing away with social evil social customs and practices, voice in the governance of the country, establishing democratic institutions and so on. They, thus, wanted to teach liberal philosophy through education for changing society. In other words they regarded education as a flame or light of knowledge which dispelled the darkness of ignorance.

 The use of education for spreading the values of modernization came to be emphasized from the 1960s and 1970s onwards. Highly productive economies, distributive justice, people‟s participation in decision-making bodies, adoption of scientific technology in industry, agriculture and other occupations and professions were accepted as goals for modernizing the Indian society. And these goals were to be achieved through liberal education. Thus, modernization was not accepted as a philosophy or a movement based on rational values system but as a process that was to be confined only to economic field but was to be achieved in social, political, cultural and religious fields too. Education was sought to be utilized as channel for the spread of modernity.

 According to the sociological perspective, education does not arise in response of the individual needs of the individual, but it arises out of the needs of the society of which the individual is a member. The educational system of any society is related to its total social system. It is a sub system performing certain functions for the on-going social system. The goals and needs of the total social system get reflected in the functions it lays down for educational system and the form in which it structures it to fulfill those functions.

In a static society, the main function of the educational system is to transmit the cultural heritage to the new generations. But in a changing society, these keep on changing from generation to generation and the educational system in such a society must not only transmit the cultural heritage, but also aid in preparing the young for adjustment to any changes in them that may have occurred or are likely to occur in future. In contemporary societies, “The proportion of change that is either planned or issues from the secondary consequences of deliberate innovations is much higher than in former times.” This is more so in societies that has newly become independent and are in a developing stage. Consequently, in such modern complex societies, education is called upon to perform an additional function of becoming

Thus, the relationship between educational system and society is mutual; sometimes the society influences changes in educational system and at other times the educational system influences changes in the society.

7 countries to visit in your life if you love history

Travelling is the most enriching and fulfilling experience in one’s lives. It is said that travelling fills your soul. A person, who sees the world, gets closer and closer to oneself and tends to appreciate the world in all its tainted glory.

    1)  Greece-Rich history, picturesque landscapes, food and incessant events draw visitors to this magnificent country. Athens, the capital of the country is a must see if one goes there. Places one shouldn’t miss in Athens are: The Acropolis, The Parthenon, The Agora, National Archeological Museum, Syntagma Square, The Plaka, Cape Souniou, The Temple of Poseidon. Olympia, Rhode Island, Meteora are amongst the cities one shouldn’t miss.

     2) China- One of the largest counties in the world with one of the richest histories. The capital, Beijing, is embellished with historical marvels. The Great Wall of China, Temple of Heaven, Beijing Hutogs are the not-to-miss spots in the city. Also the city of Xi'an sustains the Ancient City Wall and the widely popular Muslim Food Street. In the city of Dunhuang, Mingsha Sand Dune, Crescent Spring are must see spots.

     3) Egypt- It has remnants of one of the earliest civilizations of the world. The Pyramids of Ghiza, Abu simbel temples, Statue of Ramsses , the Great, the Sphinx, Karnak Temple, Temple of Haschtepsut are amongst the most magnificent structures of the world. A cruise down the river Nile is also a must to relish the country’s beauty.

    4) Turkey- Undoubtedly, the very first place one has to go to Istanbul because it was the capital-ruling centre of both the Byzantine and Ottoman Empires and many of their former buildings still stand today. The old part of the city that is the Sultanahmet district belonging to the UNESCO World Heritage collection includes prominent landmarks and buildings such as the former church, mosque, and now museum of the Hagia Sophia. As one of Turkey’s most visited attractions receiving millions of visitors every year, Ephesus should be on everyone’s bucket list when they come to the country. Sitting in the central Anatolian region of Cappadocia, is one pf the most magnificent sites too. The mass of ancient cave churches and monasteries containing 13th and 14th-century original frescoes is hard to ignore, even if you are a hardcore atheist. Also, the three ancient landmarks of Miletus, Priene and Didyma, often marketed in travel brochures as one-day trips are remarkably close to each other. Then, the Temple of Apollo sits in the current holiday resort of Altinkum and as a former pagan worshipping Oracle structure. One should also venture to the Ghost Village of Kayakoy situated near the bustling city of Fethiye.

     5) Germany- One of the countries with the most brutal history, it is soul food for a traveller. The must-see spots in this country for any traveller are: Berlin's Brandenburg Gate, Cologne Cathedral (Kölner Dom), Cologne Cathedral (Kölner Dom),  The Black Forest,The Ultimate Fairytale Castle of Neuschwanstein, Miniatur Wunderland and the Historic Port of Hamburg, The Rhine Valley, Museum Island in Berlin,m Bamberg and the Bürgerstadt, Zugspitze Massif; these are a few spots amongst several other ones. This country also offers several picturesque sights and landscapes to look out for.

    6)  India- A magnificent country with a huge diversity of terrains, people and history. The history of this country is almost unmatched by any other. Vanarasi, the city of Gods, is a city depicting Hindu history.  Delhi, Agra and Fatehpur Sikri are amongst cities which show us architectural brilliance of the Mughal Empire. Udaipur, Raigarh, Jaipur are cities which depict the Rajasthani history. Almost any city in this country will have amazing historical spots, so it is a must for any history lover to explore!

    7)   Vatican City- It is one of the most popular theocracies of the world, as it stands to be a city-state of stringent orthodox of Christians. Yet, it is also one of the best places for traveller’s spots to look out for. St Peter’s Basilica, Sistine Chapel, Pinacoteca, Raphael’s rooms,  Appartamento Borgia, Etruscan Museum, Vatican Library, Egyptian museum are the best spots in the country. The architectural brilliant, the artist’s heaven, and a traveller’s paradise, it’s a must-see!

The Merchant of Venice

Does ‘The Merchant of Venice’ only celebrate the protagonists and belittle the antagonist like in all the cliché stories? Or does one have to read between the lines?

The plot of the brilliantly written tale goes like this:

To entice Portia, a wealthy Venetian heiress, a young Venetian, Bassanio, needs a loan of three thousand. He approaches his friend Antonio, who is a merchant. Antonio is short of money because all his capital is already invested in his fleet, which is currently at sea. He goes to a Jewish money lender, Shylock, who despises Antonio (rightly so?) because of Antonio’s stereotypes and demeaning behaviour towards him.

Nonetheless, Shylock decides to give the short-term loan because of Antonio’s insistence, but, in a moment of dark humour, he makes an absurd and cruel condition if the loan isn’t repaid within three months, Shylock would carve a pound of flesh from Antonio, from any part of his body. Antonio agrees, in good humour and mockery, certain that his ships will return pretty soon.

The parallel plotline follows the tale of Portia, who has to choose a suitor for herself. In order to suffice of the terms of Portia’s father’s will, all suitors must choose from among three caskets (silver, gold and lead), one of which contains a portrait of her. If he chooses the correct portrait, he may marry Portia, but if doesn’t he must vow never to marry or court another woman. The Princes of Morocco and Arragon fail the test, to the joy of Portia, and are instantly rejected. As Bassanio prepares to travel for the test, his friend Lorenzo elopes with Shylock’s daughter, Jessica. Bassanio , the final suitor, chooses the lead casket, which contains her picture, and Portia happily agrees to marry him immediately.

Meanwhile, two of Antonio’s ships get ravaged and Antonio’s creditors are insisting him to clear his debts. Bassanio hears of Antonio’s quandary, and he dashes back to Venice, leaving Portia behind. Portia follows him, accompanied by her maid, Nerissa. They are disguised as a male lawyer and his clerk. An infuriated Shylock takes the cast to the court. When Bassanio reaches on the date for the repayment to Shylock has passed and Shylock is demanding his pound of flesh. Even when Bassanio offers a greater amount as repayment, Shylock, now aggravated by the news of elopement of his daughter, is determined on seeking revenge on Antonio. The diplomatic Duke refuses to intrude into the matter.

Portia arrives to save Antonio, in her disguise. After being given the power of judgment by the Duke, Portia states wittily that the agreement was only about a pound of flesh and hence he cannot shed  a single drop of blood from Antonio’s body as it is against the law to shed a Christian’s blood. Since it is evident that to carve a pound of flesh would kill Antonio, Shylock is denied his suit. Moreover, for conspiring to murder a Venetian citizen, Portia orders that he should forfeit all his wealth. Half is to go to Venice, and half to Antonio.

Antonio gives his half back to Shylock on the condition that Shylock bestows it to his disowned daughter, Jessica.  His terms also specify that, Shylock must also convert to Christianity. A broken Shylock accepts. News arrives that Antonio’s remaining ships have returned safely. With the exception of Shylock, all celebrate a happy ending to the entire episode.

Yet one theme which has been argued over since time immemorial is the disposition of Shylock, the Jew.

The Merchant of Venice, one of the most popular plays of the William Shakespeare portrays Shylock as an antagonist. His evil disposition is highlighted throughout the classic. However, he is presented as a tragic character, representing the persecution of Jews in Elizabethan times. His character highlights how deprivation and oppression carves a deep impact on a person.

During the Victorian times, the Jews in Venice faced deprivation of rights. Along with that, they were treated with mockery, disgust and were merely ‘tolerated’ in Venice for their wealth. They were landless and subjected to confinement.  The Jews earned a living by usury and made great profits out of it as well. They were stereotyped and often insulted by the Christians and seen to hold a lower section in the society.

Shylock’s character highlights how vengeful a person tends to become because of being discriminated. He tries to seek revenge on Antonio, who spat on him and called him a dog because of his business. Shylock’s anguish for Antonio is clearly expressed in the monologue. This reflects how Antonio’s stereotypical and inhumane treatment affected him and created dark shades in his character.

Although, Shylock’s prime character trait shows him as nefarious, he is presented as a tragic character that represents the persecution and pitiful condition of the Jews in Elizabethan times.

This widely famous monologue portrays Shylock’s anguish regarding his treatment by Antonio. Him pointing out the specific disrespectful acts of Antonio which caused him embarrassment display his aversion. He was treated with mockery and seen to be inferior and his living means, that is usury, was seen as ‘unholy’ in Christian eyes.

The monologue:

“To bait fish withal. If it will feed nothing else, it will feed my revenge. He hath disgraced me and hindered me half a million, laughed at my losses, mocked at my gains, scorned my nation, thwarted my bargains, cooled my friends, heated mine enemies—and what’s his reason? I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions? Fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer as a Christian is? If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge? If we are like you in the rest, we will resemble you in that. If a Jew wrong a Christian, what is his humility? Revenge. If a Christian wrong a Jew, what should his sufferance be by Christian example? Why, revenge. The villainy you teach me I will execute—and it shall go hard but I will better the instruction.”

Not only stereotypes, the end of the story also shows how Shylock is forcefully made to convert to Christianity, clearly putting light on the idea of religious chauvinism and superiority. Hence, it really is a matter of subjective interpretation to say who really the ‘villain’ in this tale was. 

Knowing about the pioneers of feminism: The Brontë Sisters

Acting as a landmark in the history of English literature, these women had given a new face and a perspective to women in the 19^th century. And their masterpieces were not only milestones in the timeline of literature but they were also pioneers of a revolutionary concept for females across the world; feminism. Their portrayal of female characters in their novels was way too deviant from the social norms and expectations of the ‘ideal female’. Their projections of female characters were contemporary and new-fangled. Through just a plain quill, they did change the world and for the better.

The Brontë sisters were the part of a nineteenth-century literary family living in the West Riding of Yorkshire, England. The sisters, Charlotte, Emily and Anne, are, now, well known as poets and novelists. They were amongst several other radical female writers who originally published their poems and novels under male pennames: Currer, Ellis, and Acton Bell, respectively. Their stories immediately attracted attention for their passion, progressiveness and ingenuity. Charlotte's Jane Eyre was the first to triumph, while Emily's Wuthering Heights, Anne's The Tenant of Wildfell Hall and other works were later to be recognized as masterworks of literature. Living in a very conservative society, the Brontë family had to face several hardships, starting from poverty, illnesses and all sorts of deprivation.

Charlotte:

She was the eldest amongst the three Brontë sisters and third born amongst all the siblings. Due to the untimely death of her mother and elder siblings, she was a mother figure for her younger siblings. She first published her works under the pen name Currer Bell. Brontë's first manuscript, The Professor, did not acquire a publisher, although she did not lose hope because of an encouraging response from Smith, Elder & Co. of Cornhill, who expressed an interest in any lengthier works Currer Bell might wish to send to them. Brontë responded by finishing and sending a second manuscript. A few weeks later Jane Eyre was published. It tells the story of a plain governess, Jane, who, after difficulties and abuse in her early life, falls in love with her enigmatic employer, Mr Rochester. They marry, but only after Rochester's insane first wife, of whom Jane initially has no knowledge, dies in a dramatic house fire. The book follows an eventful and life of Jane, who is a simple but an idealistic woman, as she grows into a strong and independent women. The book's style was original, combining naturalism with gothic melodrama, and broke social norms because it evoked first-person female perspective. Brontë believed art was most substantial when based on personal experience; in Jane Eyre she transformed the experience into a novel with universal appeal.

Emily:

She was younger to Charlotte and elder to Anne. She was a homely and rather quiet individual. She was a very imaginative, peaceful and shy. She was greatly inspired by several fictional and fantastical books and spent most of her childhood time writing fictional stories. Yet, Emily Brontë remains a mysterious figure and a challenge to biographers because information about her is scant due to her reclusive nature.  She published her most famous book Wuthering Heights, whose ferocity and desire made the Victorian public and many early reviewers to believe that it had been written by a man. The vivid, wild and outrageous portrayal of the led characters baffled the conservative crowds. The fresh story grabbed a lot of attention from the critics, yet it got a mixed review for being extremely contemporary, raw and even immoral for it touched on topics such as infidelity, difference in caste, and mostly the fact that the lead female character was deviant from social expectations. Yet, the book subsequently became an English literary classic. Emily Brontë never knew the extent of fame she achieved with her only novel, as she died a year after its publishing, aged 30.

Anne:

Anne Brontë, like her aforementioned sisters was an English novelist and poet, the youngest member of the Brontë literary family. Her first published novel was Agnes Grey. Her second and last novel, The Tenant of Wildfell Hall, which is considered to be one of the first sustained feminist novels, appeared in 1848. Like her poems, both her novels were first published under the masculine pen name of Acton Bell. The Tenant of Wildfell Hall is perhaps amongst the most scandalous of contemporary Victorian novels. In seeking to present the truth in literature, Anne's depiction of alcoholism and dishonesty was severely troubling to 19th-century conservatives. Helen Graham, the protagonist, the tenant of the title, intrigues Gilbert Markham and gradually she reveals her past as an artist and wife of the self-indulgent Arthur Huntingdon. The book's antiquity and brilliance lies in its disclosure of the position of women at the time, and its multifaceted plot. Anne's life was cut short when she died of what is now suspected to be pulmonary tuberculosis at the age of 29.

These sisters should not just be appreciated for their words and artwork but also what their writings symbolized. Their writings attempted to change the perspective towards women; to show images of independent females who aren’t encaged by social rules but masters of their own fate.