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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 The focus on ‘inner’ growth—character and spirit—seems to have been replaced by an impersonal, acquisitive drive shaped by capitalist institutions.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)
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Down Memory Lane

𝗚𝗿𝗼𝘄𝗶𝗻𝗴 𝘂𝗽 𝗶𝗻 𝗙𝗹𝗼𝗼𝗱 𝗖𝗼𝘂𝗻𝘁𝗿𝘆

Looking back at his childhood in Bangladesh, our member Mr B. Das recalls how he grew up constantly negotiating with nature: by making concessions and accepting its blessings.
I was born in Bangladesh at a time when it was part of a larger Bengal, which, as we know, was later partitioned. I spent my early days in the village of Bikrampur. Our school had provisions for students to study up to Class 2. For studies beyond that, the children had to attend a high school located 2.5 km away.
During the rainy season, which lasted nearly 3-4 months, the rivers would flood the land. Some parts would be submerged under 5 feet of water. Going to school at such a time proved to be quite a challenge, as we had to use boats to navigate through the flooded areas. Even after the rains subsided, we would travel the first 1.5 km by boat and then secure it by mooring it to a tree. We had to walk the remaining distance. Only when the floods receded after Durga Puja could we walk the entire way to school.
The lands surrounding our home were extremely fertile and ideal for agriculture. The top layer of soil was like jelly—there were no stones, and it was rich in alluvial deposits, enabling abundant crop growth. Back then, the rains were more plentiful, contributing to the soil’s fertility. Farmers could harvest crops three times a year. Two varieties of rice were sown simultaneously, though they did not ripen together. A third crop was planted later. This cycle ensured a continuous yield throughout the year.
Despite the eagerness of girls and women to pursue education, there were no facilities available for them in the village. Even when a girls’ school was eventually founded, the rainy season posed significant challenges. Cities like Dhaka and Narayanganj offered better educational opportunities for both boys and girls. For higher education, especially in fields like engineering, many of us moved to larger cities, living in hostels to pursue our studies.
Those were challenging times, but we were not lacking in determination and resilience. Even though we did not have the amenities considered basic today, we lived in harmony with nature. We reaped its bounty and overcame the obstacles it presented with smiles on our faces.
(As narrated to Support Elders by our member)