𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗧𝗵𝗲𝗻 𝗮𝗻𝗱 𝗡𝗼𝘄

Reflecting on education as she remembers it from her youth, our member Ms R. Banerji focuses on the place of ethics in modern learning. She questions the driving forces of modern education and asks vital questions about the role it is currently playing in nation-building
My childhood remains fresh in my mind, no matter how old I get, and the education I received as a child has been a vital part of my life.
Today, children are sent to playhouses or Montessori schools, but during my youth, early education began at home. The eldest male member of the family (and, in exceptional cases, females too) typically took on the role of teaching children—whether they were his nephews, nieces, or grandchildren. Our initiation into learning was a ceremonial affair, arranged on the day of Saraswati Puja, when we worshipped the goddess of knowledge and learning. The senior family member would take the child on their lap and guide them to write a few alphabets on a slate with chalk. It was a joyous occasion for everyone, and prasad was served for lunch.
In those days, education was not limited to bookish knowledge but also focused on instilling moral values—a value-driven approach. It emphasized being educated as well as becoming a moral individual. I wonder if similar lessons are imparted in homes today. The focus on ‘inner’ growth—character and spirit—seems to have been replaced by an impersonal, acquisitive drive shaped by capitalist institutions. The system has become excessively money-centric.
Eminent thinkers have warned us against losing focus on ethical and moral development. Swami Vivekananda famously defined true education as “man-making”: nurturing a receptive mind with a large heart. He saw the union of heart and mind as the foundation of genuine learning. Similarly, Rabindranath Tagore was radical in his approach to education, opposing the prevalent method of teaching in confined rooms. Believing that such systems stifled the mind, he founded his school in Santiniketan, where students studied outdoors, under the shade of trees. He ensured that learning was enjoyable for young minds. Nelson Mandela once said that to ruin a nation, arms and ammunition are not necessary; it is enough to weaken the education system and allow youth to cheat in examinations.
I wonder whether we align with such ideas today when education is driven by competition and the desire for financial success. The sole focus seems to be on achieving a lucrative career.
Times have changed, and science has made groundbreaking advancements that have transformed our lives forever. These transformations have brought positive changes in education. For instance, rote learning, which was common in my time, is now obsolete—a welcome shift. However, alongside such positive developments, troubling trends have emerged. It has become almost a status symbol to enrol a child in an expensive English-medium school, where native languages are often neglected. In extreme cases, when students fail to meet the expectations of the system or their parents, they may succumb to the pressure and even commit suicide. This is profoundly damaging to society. If a system, instead of empowering youth, drives them to frustration, then that system is a complete failure.
True education is not about amassing degrees and qualifications. It is transformative, moulding individuals into moral beings with knowledge and a deep sense of responsibility toward society. While it is important to embrace modernity and scientific progress, we must ensure that humans do not become mere robots. Our education system needs a comprehensive overhaul to build a strong nation. Instead of merely training children, the system should rediscover ways to be child-friendly.
(As narrated to Support Elders by our member)