Today it is history textbooks
SingMan
'Today it is history textbooks,
tomorrow it may be historical research work'
The Ministry of Human Resources Development has got the Central Board
of Secondary Education to issue a notice that certain sections of History
textbooks, pertaining to issues that challenge the Sangh Parivar's version
on things, be deleted. Eminent historian Satish Chandra, former chairperson
of the University Grants Commission and author of History textbooks for the
National Council for Educational Research and Training, tells Rinku Pegu
that the circular issued by the CBSE is an assault on the very foundations
of India's democratic and pluralistic values
New Delhi, November 23
What are your thoughts on picking up particular portions from history
textbooks and deleting them?
This is clearly part and parcel of the entire effort of the present
dominant political dispensation to change history writing. Saying that these
(deleted) portions are sensitive to a particular community is nothing but
finding an excuse for doing what they need to do. The Bharatiya Janata
Party's (BJP's), and by that paradigm, the Sangh Parivar's, entire approach
to history is that they want to place emphasis on what they consider eternal
Hindu values. This is also reflective of the mindset that they want to
portray history, particularly the mediaeval period, as an era of conflicts.
Not just Hindu-Muslim conflicts, but all kinds of religious conflicts.
My own reaction to it is that the selectivity indulged in by the
Central Board of Secondary Education (CBSE) is a step backwards, with regard
to the type of history and historical research that has been going on in the
country. A trend that kept up the tradition of not dwelling unnecessarily on
animosities, but working towards a society in which different regions had
contributed to the growth of a truly composite and plural culture.
How do you think these changes will impact on students?
Right now one doesn't know what type of history books the National
Council of Educational Research and Training (NCERT) will prescribe. But
nevertheless, if such attempts at distortion are legitimised, surely the
children will grow up with a skewed vision of their own past. A prediction
that emphasis on such skewed descriptions of history will inculcate a
feeling of hatred towards the other religious communities in children would
not be far-fetched. I think that this is only the first step towards turning
them into terrorists. It is keeping things like this in mind that the United
Nations Educational, Scientific and Cultural Organisation (UNESCO) has
stated, "Wars start in the minds of the people."
We must not forget that attitudes are formed at tender ages, as
schoolchildren have impressionable minds. And it is keeping this maxim in
mind that the present government is going about reining in the minds of
school children, knowing that it will be effective. Besides, it is very
difficult, if not impossible, to unlearn impressions formed at an early age.
For a proper understanding of the past, and the continued progress of
society, it is important to balance out the negative aspects with the
positive. But in the Sangh Parivar's scheme of things, they are demonising
the medieval period of Indian history (since it was a period of Muslim
rule), while everything about ancient (prior to advent of Muslims) India is
being propagated as good. I think, that contrary to this suggestion,
mediaeval India actually witnessed a huge amount of prosperity, owing to the
integration of the overall economy. Irrigation was undertaken at an
unprecedented level, and so was road building.
In the current context, can established institutions like the NCERT
and CBSE not assert their independence?
It is a tragedy that the NCERT - whose books have been translated
worldwide, is heralding such a regressive viewpoint. I am surprised that the
NCERT, which is an autonomous body, is succumbing to such undemocratic
machinations. The responsibility for this definitely lies with the present
director.
When I was chairperson of the University Grants Commission (UGC)
during Emergency (1975 to 1977), the government had asked for the
organisation to bring out slogans in defence of democracy. Notwithstanding
the government directive, I promptly replied that such a request couldn't be
acceded to by the UGC, as it falls beyond the brief of its constitution.
As the law stands with autonomous bodies, the government can only give
broad guidelines. Besides, it is not imperative for these educational
organisations to follow them word for word.
How can civil society intervene to foil attempts at distorting the
egalitarian fabric of education?
Apart from the academics themselves, who have been united in opposing
such violations, in a functioning democracy, public opinion also plays a big
role. Therefore, the media has to launch a conscious effort against the
attempts towards saffronisation by the current political establishment. It
is also incumbent upon political parties that cherish the secular polity of
our nation to stand up against such authoritarian behaviour.
We have reached a critical phase in our polity. If we do not take the
struggle against the saffron elements seriously now, there will be no
turning back in the future. It is imperative to nip such regressive forces
at their nascent stage; otherwise our democratic and pluralistic tendencies
lie threatened.
Will it be correct to equate the behaviour encouraged by the Ministry
of Human Resources Development on education to the policing of educational
matters in Pakistan?
Absolutely. Just as Pakistan debars all history textbooks from India,
fearing that it will demolish the belief in the two-nation theory rooted
among Pakistanis, the Sangh Parivar wants to encourage the eternal purity of
the Hindus and their way of life. This is why any historical text that
raises question marks about such presumptions is being targeted
methodically.
Today it is the history textbooks. Tomorrow it may be historical
research work at higher levels. Besides, if such forces go unchallenged
today, what is the guarantee that it will not mete out similar fate to other
social sciences, like sociology, political studies and anthropology?