In my blog posts, I tend to avoid addressing personal matters and observations not rooted in concrete fact. However, PIAW left a provocative comment on my last post, Hitler and Homework. The subject is something that I have often wondered about. I decided to muse aloud instead of burying my response in the comments section. I will record my impressions (some of them from long ago) from personal experience, anecdotal evidence and common sense, unsubstantiated by statistics or any other verifiable data. I am open to hearing all sides of this issue.....
"PIAW:
I can understand where you saw the irony of the juxtaposition of the two stories, although I myself didn't connect the two events when I wrote the post. But I see your point about the dangers of incuriosity.
I presumed that Tutor Vista will be required to operate within the guidelines of the US school curriculum. I doubt that as outsourcers, they will be at liberty to redesign the content of the study material.
The Hitler incident is appalling of course and I wholly concur with your opinion that it is a result more of ill education than a lack of education.
India's laser like focus on science and technology (and bookish achievements) is a bit scary - and I say this as a student of science. I do believe that science, technology and commerce are the sure fire path for a country to extricate itself out of poverty and social / cultural stagnation. But it should not be at the expense of a humane and ethical understanding of the world. Education is not only a means to feed the body. In its preferred essence, it ought to also enrich the soul.
The trend however is not wholly new. India's eagerness and enthusiasm to define its own destiny after independence was understandable. So was the need to have a fresh and forward looking start after a long and humiliating foreign occupation culminating in the bloody and cataclysmic partition of India. An educational system which encouraged cutting edge science and technology was a commendable effort towards that goal. Massive national resources were poured into the establishment of the world famous IITs (Indian Institutes of Technology), The All India Institute of Medical Sciences and numerous other science, engineering and medical institutions. Older research institutes like the Tata Institute of Fundamental Research and the Indian Institute of Science in Bangalore saw their prestige soar. Middle and high school curricula were modernized and the National Science Talent Search program was introduced to identify scientifically gifted students and catch them young right at the middle and high school level. There is no doubt that this energy and effort bore fruit in as much as India started graduating top notch scientists, doctors and engineers at least from among the urban privileged class. But did this success come at the cost of something vital which defines a nation's character and values?
The implicit caste system dividing science, commerce and humanities (in that order) was evident even when I was a student many decades ago. It was automatically assumed by most parents and teachers that the best students (the bias was not so strong towards girls as it was for boys) in high school were going to choose science, followed by commerce. The rest would study the humanities. I remember that it was only the very confident and ambitious boy who would choose to study history or English despite having secured good grades. And that choice too was very often motivated by an intention of eventually entering the prestigious Indian Administrative Service or the Indian Foreign Service - the next best thing (sometimes better) to being a doctor or an engineer. So in effect, the wish to become a super bureaucrat drove many of these bright students to the humanities rather than the love of the discipline.
Having opted for science in high school, I was shut out from learning anything except physics, chemistry and mathematics from age fourteen. A few compulsory courses in English language and literature broke the monotony of the pure science rhythm somewhat in high school. The only "choice" I had from ninth grade onwards was between biology and engineering drawing. In college, English too was jettisoned after a cursory first year course which I had to merely "pass" and it didn't even figure in my transcript as a subject taken.
While I enjoyed my science education for the most part, I also desperately missed studying Bengali, taking an art class in college and if possible, learning a bit of history and philosophy. The opportunity was not there. My love of literature and art was indulged in my own time, fueled by my own enthusiasm and the encouragement of my parents. Many of my friends who were "good" science students seemed to know very little of the world outside the text book and the laboratory. Neither did they care very much about broadening their horizons.
My children on the other hand, were educated in the US and had quite a different experience. Having followed a very similar path in high school - of math, science, social studies, English and assorted AP courses, they took different routes in college. My daughter graduated with a major in philosophy but took college classes in organic chemistry, physics, linear algebra and statistics although she was not required to. Conversely, my son, whose primary major was chemistry, undertook a second major (risking a brutal study load) in an integrated liberal arts degree, thus adding English, economics, history and philosophy to his course load. He even took a credit course in Indian classical music for one semester so he could play the tabla which along with the piano, he loves. This diversified approach in both their cases was instrumental in achieving a broader perspective than the narrow focus which the science curriculum in India offered me. In the case of my daughter, science and math honed her analytical skills in philosophy. In the case of my son, the liberal arts education helped keep his reading, writing and critical thinking skills intact. Also, I suspect it happily broke the monotony of a monolithic, cubicle approach to higher education. When my children shared with me their choice of courses every semester, I used to feel as excited as they did. At the same time I felt a twinge of regret and envy that I myself had missed the opportunity of sampling such a delicious smorgasbord of educational choices in my own college days.
Recently, on a visit to New Delhi, I had a revealing conversation with a neighbor who teaches philosophy in a college in Delhi University. The decline in the popularity of philosophy among Indian students is perhaps the biggest indicator of how utilitarian Indian education has become. During my parents' college days, philosophy attracted the best and the brightest among Indian students. It was considered at par with physics, chemistry and mathematics as a worthwhile and challenging discipline. In the last forty years or so, this "non-practical" intellectual pursuit has seen a precipitous slide in its popularity and prestige. My neighbor, the philosophy professor said that her teaching experience was akin to a stint in the purgatory - a punishment for both the teacher and the taught. The students in her philosophy class were unmotivated and unqualified. Most alarming was the fact that these students were in the class only to earn an "easy" B.A. while devoting most of their energies to train for lucrative but mind numbing jobs at various "call centers" which dot the cityscape. They had enrolled in the philosophy program only because it was possible to get into it with mediocre grades. A philosophy major occupies the lowest notch on the current Indian academic totem pole, along with Sanskrit and other Indian languages.
I should note here that like philosophy, natural sciences too are suffering a set back in Indian higher education. During my college years, philosophy had already fallen into a second tier status but was not quite scraping the bottom of the barrel as it is now. The sciences however, physics and chemistry in particular, attracted the cream of the crop among Indian college students - many of them foregoing a career in medicine or engineering in favor of basic science. But recently I learnt that basic science too now suffers from the same "undesirable" stigma as philosophy. The best and the brightest are opting for the more "useful" applied sciences like computer science, medicine and engineering or lucrative degrees in business and finance. India and Indians are justifiably proud of the achievements of their doctors, engineers and businessmen. But a huge nation without philosophers and ethicists? Without vigorous basic research in the sciences? Becoming a giant clearing house for money, products and services? No place and need for ideas? Is that good? Should that be desirable? Or does India, in its breathless pursuit of a seat at the global table, not have the time or the patience for purely intellectual flights of fancy?
I'd like to hear what others think. I left India a long time ago. My perspective may be dated, aged and unrealistic. It will be useful to hear from those who are more intimately familiar with the educational trend in India either through their own experience or by having interacted with others who came out of that system recently. Especially useful will be to hear from younger folks.
Gawker, Devan, Prasad, (or anyone else who may be reading silently) if you are reading - what do you guys hear or think? Please enlighten me.
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