Education is a liberating force, and in our age it is also democratizing force, cutting across the barrier

250 Pages·2013·1.71 MB·English

1.1.0.INTRODUCTION
“Education is a liberating force, and in our age it is also democratizing force,
cutting across the barriers of caste and class, smoothing out inequalities imposed by
birth and other circumstances”. – Indira Gandhi.
The chief aim of education in India is reflected in the above words of former
Indian prime minister. In any country, educational aims play a vital role in the process
of achieving national goals and objectives. The National Curriculum Frame Work
(NCF) 2005 states that the aims of education are the broad guidelines to align
educational processes to the chosen ideals and accepted principles. The aims of
education simultaneously reflect the contemporary needs and aspirations of a society as
well as its lasting values, broad human ideals and the immediate concerns of a
community. Educational aims turn the different activities undertaken in schools and
other educational institutions into a creative pattern and give them the distinctive
character of being ‘educational’ (para 1.7). Before appraising the objectives of teaching
history, it becomes necessary to have a glance over the national aims of education,
stipulated by various commissions and committees in the Indian context.
1.2.0.NATIONAL AIMS OF EDUCATION
1.2.1.DR. RADHAKRISHNAN COMMISSION (1948 – 1949)

According to Dr. Radhakrishnan commission, the major aims of education are:
i) To help the students discover their innate qualities and to develop them
through training ,
ii) To make them understand that life has meaning,
iii) To give them training in democracy,
iv) To give them training in self-development,
v) To make them understand the past as well as the present,
vi) To bring forth cultural regeneration,
vii) To bring about the spiritual development of the students, and
viii) To impart general, vocational and professional education to the students
(Chandrakumar, Amalraj, & Arockia Samy, 1985, Part II, p.124).
1.2.2. SECONDARY EDUCATION COMMISSION [SEC] OF 1952 -53
The SEC had formulated five social or national aims of education. They are:
Development of i) democratic citizenship, ii) vocational efficiency, iii) educational
leadership, iv) personality development and v) world citizenship qualities
(Chandrakumar, et al., 1985, Part II, pp. 128 -130).
1.2.3. PRAKASH COMMITTEE OF 1959
Prakash committee held that in a democratic country like India, it is
inevitable to inculcate social, moral and spiritual values among the people. Nehru in his
Azad Memorial Lectures said, “Material riches without toleration, compassion and
wisdom may well turn to dust and ashes” (Senthil Kumar, 2006).

1.2.4. THE INDIAN EDUCATION COMMISSION [IEC] OF 1964 – 66)
The IEC had observed that the development of values such as tolerance,
respect for the culture or to other national groups etc., will enable us to adopt
democracy not only as a form of government, but also as a way of life (Senthil Kumar,
2006). It had specified the following as the national aims of education
i) Increased productivity , ii) Development of democratic values,
iii) National integration, iv) Modernization,
v) Development of social, Moral and spiritual values and
vi) Developing the sense of respect for different religions (Senthil Kumar, 2006;
Chandrakumar, P. et al., 1985, Part II, pp. 140 -141).
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1.2.5. NATIONAL POLICY ON EDUCATION [NPE] 1968
The NPE 1968 considered the following dreams as the major national aims of
education.
i) Promotion of Social cohesion and national integration,
ii) Promotion of social justice and equality,
iii) Production of agricultural, industrial and other technical manpower (Indira
Gandhi Open University [IGNOU], 2008, Unit 12, p.35).
1.2.6. ISHWAR BHAI PATEL COMMITTEE OF 1977
Ishwar Bhai Patel Committee also reiterated the importance of development
of citizenship as a social or national aim of education.
1.2.7. THE NATIONAL POLICY ON EDUCATION [NPE] 1986
The NPE 1986 perceived education as an essential requirement for all, as it is
fundamental to the all round development of the society both material and spiritual.
The role of education is to sensitize the minds for furthering the goals of socialism,
secularism, and democracy. Another important role of education is to promote and
sustain the economic development of the society. It also reemphasized the importance
of some specific values such as India’s common cultural heritage, egalitarianism,
democracy and secularism, equality of sexes, protection of the environment, removal of
social barriers, small family norms and inculcation of the scientific temper (IGNOU,
2008, Unit 12, pp 48- 49).
1.2.8. NATIONAL CURRICULUM FRAME WORK (NCF) OF 2005
It is observed in the NCF 2005:
The guiding principles of our constitution provide the landscape of social values
within which we locate our educational aims. The first is a commitment to
democracy and the values of equality, justice, freedom, concern for others’ well-
being, secularism, respect for human dignity and rights. Education should aim to
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build a commitment to these values, which are based on reason and
understanding (para 1.7).
The NCF 2005 further holds that education must develop the ability to
work and participate in economic processes and social change and it must provide the
means and opportunities to enhance the child’s creative expression and the capacity for
aesthetic appreciation.
1.2.9. ESTIMATION
A careful examination of the report of all the aforesaid commissions,
committees or policies reveals that the first and foremost aim of education in Indian set
up, is development of democratic citizenship. The value of democracy includes other
social values such as egalitarianism, secularism, equality of sex, removing social
barriers, small family norms, justice, respect to human dignity, cooperation, cooperative
spirit, work culture etc.
The second important aim of education is development of National integration.
The spirit of national integration includes the values such as patriotism, devotion to
one’s nation, state, birth place and love for one’s fathers and forefathers, taking up the
role of national leadership and rendering dedicated service to the nation.
The third significant aim of education is development of spiritual, moral and
religious values. It includes positive outlook and the development of insights,
principles and attitudes that guide and motivate one and other aspects such as respect to
other individual, reverence to other religions, doing good and no harm to others etc.
The fourth important aim is to inculcate the sense of respect to our cultural
heritage. Culture of India refers to the beliefs, customs, traditions, languages,
ceremonies, arts, yoga, music, dance, drama, architecture, food system, cuisine, and
customs, values and the way of life that differ from place to place within the country. Its
culture is often labeled as an amalgamation of these diverse sub-cultures spread all over
the Indian subcontinent and traditions that are several millennia old.
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The fifth aim of education is cultural regeneration. The attempt to reform
prevalent socio-religious practices is quite common in all civilizations; it is a part of the
reformers' efforts to refine and renovate the inner resources of their civilizations. It can
be termed as modernism.
The other aims of education are imparting mental training, bringing out the
innate talents of the pupils, promoting vocational efficiency, giving training in world
citizenship, developing balanced personality, fostering aesthetic sense among the
students, promoting increased productivity, cultivating the sense of environmental
protection.
In short, Indian education aims at producing people of sound knowledge with
good character and integrated cultural values and trained skills to achieve excellence in
their career and life.
Having apprised the National Aims of education, now we are in a better position
to understand how far teaching of history would enable a pupil to achieve the above
National aims of Education.

1.3.0. OBJECTIVES OF TEACHING HISTORY
1.3.1. TO GIVE TRAINING IN DEMOCRATIC CITIZENSHIP
A study of history is essential for good citizenship. This is the most common
justification for the place of history in school curricula (Peter N. Stearns, 2008). It is
through history that one comes to know that the Indian democracy is made by the
people of different religions, languages, races, and communities and thus possess
variety of cultures. Only those who have understood the above fact, could exhibit the
democratic values such a spirit of large-hearted tolerance, mutual give and take,
appreciation of the ways in which people differ from one another. No education is
worthwhile, if an educated man does not translate these values in his behavior and no
democracy in that case can survive for long.
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1.3.2. TO PROMOTE NATIONAL INTEGRATION
History is taught not only to understand the difference of Indian people in
several aspects but to find a way for unity in spite of all the diversities. It is essential
that the people of India, in spite of these differences live peacefully and cooperatively
and utilize their varied talents for the enrichment of the national life as a whole. In this
context, history plays a very dominant role.
1.3.3. TO INCULCATE MORAL AND ETHICAL PRINCIPLES
Study of the life of noble characters like great saints, enlightened reformers
and chivalrous heroes influence and inspire the individuals as well as societies. Socrates
is noted for his conviction in reason, Florence nightingale for devotion to service and
Mahatma Gandhi for the ideals of peace and non-violence. While studying about the
dignified people and their noble nature, students’ thought and action get purified. Since
there are evidences for all kinds of values, it becomes easy for them to follow these
values. These values influence their behavior too. Thus history is most commonly seen
to impart values through its subject matter. It is observed in the NCF 2005, “Social
science teaching should aim at generating in students a critical moral and mental
energy, making them alert to the social forces that threaten these values” (para 3.4).

1.3.4. TO CREATE CULTURAL AWARENESS
It is true that both literature and history generally render great help in
creating cultural sense. But history plays the main role in this regard. It is history that
gives the clear picture of the beliefs, customs, traditions, languages, religions,
ceremonies, music, arts, architecture, food system, cuisine, yoga, and other values and
the way of life in India and its people. Thus history facilitates the students in developing
cultural sense.
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1.3.5. TO PROMOTE CULTURAL REGENERATION
While studying history, the students come across different societies and
communities. While realizing the different stages of changes that the societies have
undergone to achieve the present position, they cultivate the spirit of accepting change
or modification, adjustability, tolerance, unity in diversity, accepting other’s view and
reformation of the society in any form (Challam, N., 1992). Further it is in history they
come across the great social reformers like Raja Ram Mohan Roy, Sri Ramakrishna
Paramhansa, Swamy Dayanand Saraswati, Swamy Vivekananda, etc. and their social
reformative activities.
1.3.6. TO CULTIVATE AESTHETIC SENSE OF APPRECIATION AND
PROMOTE CREATIVITY
History is the store house of various arts– such as literature, music, drawing,
painting, etc and architecture. It provides an ample scope for appreciation of beauty and
art forms. It also provides scope for creativity in the arts and literature by providing
numerous models and examples. Thus study of history cultivates aesthetic sense, sense
of appreciation of beauty and promotes creativity.

1.3.7. TO IMPART MENTAL TRAINING
History trains the students not to be moved by emotions but to make use of
their mind to find out the truth from the available sources. Vajrewri, R., highlights the
intellectual value of history when she says, “Sharpening of memory, development of
the skill of reasoning, training the powers of imagination, cultivation of the qualities of
reading, analyzing, criticizing and arriving at conclusions are some of the intellectual
values that history is supposed to impart” (Madurai Kamaraj University, 1992).
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1.3.8. TO PROMOTE VOCATIONAL OPPORTUNITIES
Good students of history have got many job opportunities. They could
become Teachers in schools and Professors in colleges. They could serve as
Researchers, Archivists, Records Managers, and Contract Historians in museums,
galleries, cultural centers and other historical organizations and preservations. They can
serve as Writers, Reporters and Editors of news papers, Newscaster, Journalists. They
can find their job opportunities in the National Park Service, National Security
Administration, Bureau of Prisons, and Central Intelligence Agency. They can serve as
a Biographer, Tour Guide, Cultural Affairs Officer, and Art Appraiser.
History students can find their suitable jobs in the administrative wing, public
relation office, human resource department, insurance companies, financial institutions,
chambers of commerce, welfare departments etc.

1.3.9. TO DEVELOP INTERNATIONAL FEELINGS
Among the scholastic subjects that contribute towards the development of
international feelings, history is the leading one. There is every chance for a student to
develop the sense of international feeling, as they study about the world history and the
history of world organizations. History exposes the interdependency of each and every
nation upon other nations. Hence the students of history would become a world citizen
(Challam, 1992).

1.3.10. TO DEVELOP BALANCED PERSONALITY AND PATRIOTISM
Development of personality is possible only through self understanding.
History is essential to promote self understanding of the students. The meaning of
‘Indian citizen’ cannot be understood without history. According to John C.B. Webster,
a study of the past provides a sense of identity. It gives to the people awareness, an
understanding of who they are and why they are that way. The understanding of oneself
and his forefathers and the background of the nation stimulates the spirit of patriotism.
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1.3.11. TO MAKE THE PUPILS UNDERSTAND THE PRESENT
According to Benedetto Croce, an Italian historian, all history is
contemporary history. He explains that it is the present experience of the past that goes
on in the imagination of the historian that constitutes contemporariness in history
(Challam, 1992). It is history that explains the present situation in the light of the past.
1.3.12. TO DEVELOP LEADERSHIP QUALITY
R.W. Emerson thinks that there is no discipline like history which is the story
of innumerable biographies put together. In his words, “There is properly no History,
but only Biography” (Madurai Kamaraj University, Lesson 1, P.14). Swamy
Vivekananda has expressed the same opinion about World History. He says that World
History is the biography of a few persons of self-confidence. While studying about
their history, an automatic feeling of following the footsteps of such great personalities
is nurtured in the minds and thoughts of the students. In history, we have examples of
illustrious personalities who have faced harsh challenges and emerged victorious
ultimately. There were some who failed too but they serve as warnings. Thus
leadership quality is much influenced by the study of history (Challam, 1992).
1.3.13. TO CULTIVATE A USEFUL LEISURE TIME ACTIVITY
Study of history is an interesting subject that gives entertainment. Studying
history itself is a pleasure. Knowledge of history would help to add to the real taste of
literature and novels. To those who are interested in travelling abroad, the knowledge
of history would surely increase their pleasure.
1.3.14. TO RENDER GUIDANCE FOR CONDUCT
Although history cannot predict the future, yet it can guide man. For, it
indicates that under certain circumstances certain things are likely to follow. Germany
for example suffered reverses in Russia, because Hitler failed to understand the
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implications of Napoleon’s earlier campaign to Moscow during the winter. The market
regulations of Alauddin Khilji of Medieval period, is guiding the preset-day price
regulation in India.
1.3.15. ESTIMATION
From the above discussion it is evident that most of the National Aims of
Education would surely be achieved through teaching of history, if it is taught in a
fruitful and meaningful manner.

1.4.0. TREATMENT OF HISTORY AT PRESENT
But how history is treated today, is observed by the NCERT in the NCF 2005,
“Social Science (of which history is the major one) which is considered as useless
subject, is not given much importance as the natural science’ (para.3.6)
Chinnappan (2006) has observed in his research project, “History is taught at
present as a subject of passing on information to the pupils. It fails to achieve the main
objectives, thus it appears to be meaningless and unrelated to the real life of the students
and the enhancement of their world of knowledge’ (para 2.8). The findings of the
research project relevant here are:
1. There was no change in the attitude of the history teachers from generation to
generation,
2. The teachers are handicapped of attractive methods for teaching history.
3. ‘As the teacher so is the student’ is completely true in the case of teaching of
history.
4. The students are bored of listening to the monotonous lecture or reading during
the history class.
5. The headmasters too were unable to guide the teachers, as they had no knowledge
of teaching history in an attractive way.
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