Achin Vanaik - Understanding Contemporary India: Critical Perspectives

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Understanding Contemporary India

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Understanding Contemporary India

Critical Perspectives

DELHI UNIVERSITY READER

Edited by
Achin Vanaik
and
Rajeev Bhargava

UNDERSTANDING CONTEMPORARY INDIA

Orient Blackswan Private Limited

Registered Office
3-6-752 Himayatnagar, Hyderabad 500 029 (A.P.), INDIA
e-mail:

Other Offices
Bengaluru, Bhopal, Chennai, Guwahati, Hyderabad, Jaipur,
Kolkata, Lucknow, Mumbai, New Delhi, Noida, Patna, Vijayawada

Orient Blackswan Private Limited 2010
First published 2010
Reprinted 2015

eISBN 978-81-250-4272-3

e-edition: First Published 2017

ePUB Conversion: .

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests write to the publisher.

Contents

Acknowledgements

For permission to reproduce copyright material in this Reader, the volume editors and publishers wish to make the following acknowledgements.

Rajeev Bhargava , Indias Secular Constitution. Originally published in E. Sreedharan, Zoya Hasan, R. Sudarshan (ed.), Indias Living Constitution , Delhi: Permanent Black, 2002.

Neera Chandhoke , Putting Civil Society in Its Place. Originally published in Economic and Political Weekly , Vol. 40, No. 7, 1420 February, 2009.

Gopal Guru , How Egalitarian Are the Social Sciences in India. Originally published in Economic and Political Weekly, Vol. 37, No. 51, 14 December, 2002.

Manoranjan Mohanty , Social Movements in Creative Society: Of Autonomy and Interconnection. Originally published in Manoranjan Mohanty, Partha Mukherji with Olla Tormsquist (ed.), Peoples Rights: Social Movements and the State in the Third World, New Delhi: SAGE Publications India Pvt. Ltd., 1993. Copyright SAGE Publications India Pvt. Ltd., New Delhi. All rights reserved. Reproduced with the permission of the copyright-holder and the publishers, SAGE Publications India Pvt. Ltd., New Delhi.

Abbreviations

AIADMK	All India Anna Dravida Munnetra Kazhagam
AIFODR	All India Federation of Organisations of Democratic Rights
APC	Agricultural Prices Commission
APCLC	Andhra Pradesh Civil Liberties Committee
APDPIP	Andhra Pradesh District Poverty Initiative Project
APRPRP	Andhra Pradesh Rural Poverty Reduction Programme
ASAFLA	Asia Africa Latin America
BC	Benefit-Cost analysis
BPL	Below Poverty Line
CABE	Central Advisory Board of Education
CAG	Comptroller and Auditor General
CENTO	Central Treaty Organisation
CMEY	Chief Minister Employment Yojana
DWACRA	Development of Women and Children in Rural Area
ESIA	Economic Survey of Indian Agriculture
FCI	Food Corporation of India
FMS	Foreign Military Sales
GATT	General Agreement on Tariffs and Trade
GHQ	General Headquarters
HYV	High Yield Variety
ICSSR	Indian Council of Social Science Research
IMC	Indian Middle Class
IRDP	Integrated Rural Development Programme
ISI	Inter-Services Intelligence
JKLF	Jammu and Kashmir Liberation Front
LTTE	Liberation of Tamil Tigers Eelam
NAFTA	North American Free Trade Agreement
NAM	Non-Aligned Movement
NAS	New Agricultural Strategy
NCERT	National Council of Educational Research and Training
NCF	National Curriculum Framework
NEP	New Economic Policy
NMML	Nehru Memorial Museum and Library
NPC	National Planning Committee
NWFP	North-West Frontier Province
PAC	Public Accounts Committee
PDO	Peoples Democratic Organisations
PDS	Public Distribution System
PRO	Peoples Rights Organisation
PUCL	Peoples Union for Civil Liberties
PUDR	Peoples Union for Democratic Rights
REC	Rural Electrification Corporation
SEATO	Southeast Asia Treaty Organisation
SERP	Society for Elimination of Rural Poverty
SHG	Self-Help Groups
UGC	University Grants Commission
WTO	World Trade Organisation

A Collective Vision

Achin Vanaik and Rajeev Bhargava

EDUCATION

E ducation, without a doubt, has an important functional, instrumental and utilitarian dimension. This is revealed when one asks questions such as what is the purpose of education? The answers, too often, are to acquire qualifications for employment/upward mobility, wider/higher (in terms of income) opportunities, to meet the needs for trained human power in diverse fields for national development. But in its deepest sense education is not instrumentalist. That is to say, it is not to be justified outside of itself because it leads to the acquisition of formal skills or of certain desired psychological-social attributes. It must be respected in itself.

Education is thus not a commodity to be acquired or possessed and then used, but a process of inestimable importance to individuals and society, although it can and does have enormous use value. Education then, is a process of expansion and conversion, not in the sense of converting or turning students into doctors or engineers, but the widening and turning out of the mindthe creation, sustenance and development of self-critical awareness and independence of thought. It is an inner process of moral-intellectual development. Education is not so much a preparation for life, but in the final analysis the finding of a way of life.

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