Symphony of culture and learning

India moved ahead on the right path after independence when it went ahead in establishing institutions of higher learning and research in areas that were envisioned to matter substantially in reshaping the aspirational advancement, progress and social welfare. The contribution of the institutions created during the initial years of the post-independence period have earned universal respect for the young of India, whose global presence inspires many, and also causes heartburns amongst some! The creation of Indian Institute of Sciences at Bangalore consequent upon a discussion between Swami Vivekananda and Jamshed Ji Tata, followed by establishment of TIFR, AEET (now BARC), IITs, IIMs, CSIR, NPL, ISRO, a series of regional research laboratories, ICCR, ICHR, ICSSR, IGNCA, and others exemplify a continuous approach of visionary futuristic planning and execution. India can also be proud of its scientists and scholars — right from CV Raman, Homi Bhabha, Vikram Sarabhai, and other luminaries to APJ Abdul Kalam. Was all this an outcome of the continuity of the ancient tradition of knowledge quest that led to India at the present juncture moving amongst the top few countries in scientific and technological advancement? Well-functioning institutions, universities and research centers offer dependable and assured guarantee of real inclusive progress. It is possible when a nation realises the importance of encouraging free flow of ideas and informed dialogue amongst intellectuals, thinkers and thought leaders. Its pace and level of excellence gets enhanced when the national welfare projects are not analysed and evaluated in true objectivity by everyone. The role of policymakers, including their competence to appreciate the essence of policy changes and project proposals, is indeed critical. This includes not only scientists and scholars but also elected representatives at every stage. On the aspect of advancements in science, technology and space initiatives, credit must go to Pandit Nehru. Equally significant is the role of Prime Minister Narendra Modi in expanding, enhancing and accelerating the scientific and technological initiatives, and establishing India as a leading nation in space research and technical advancement that is helping several countries in launching their satellites, a great achievement indeed.

Against the background of celebration of 77th Independence Day on August 15, 2023, the Parliament of India has passed the Bill on National Research Foundation which, once again, is a visionary step that would further augment India’s global presence in research, innovation and the upcoming areas of ICT. While the details of the NRF and the manner in which future research needs to be directed towards excellence shall be under discussion in months ahead, it is also necessary to give sincere thought to how the quality of school education and teacher education, which impact research in higher institutions, can be enhanced. Furthermore, creation of excellence in research requires not only a culture of serious knowledge quest in institutions, it has close links to the national culture as well. In more pragmatic terms, institutions — particularly schools — just cannot be expected to remain oblivious to the prevailing levels of social cohesion and religious amity in schools and the feeder communities. In the right background of initial years, it is much easier to concretise the aspect of social cohesion and religious amity in higher education institutions. These acculturate young persons, irrespective of their area of special interest and research. India has realised this gradually, and the education policy accepted it at the beginning of the third decade of the 21st century, saying explicitly: “The rich heritage and eternal Indian knowledge and thought have been a guiding light for this policy.” And the eternal Indian thought firmly believes in accepting diversities of every conceivable type in the spirit of ‘the world is but one family’. Whatever be the area of professional pursuit, whatever is the instrument of faith, Indian culture extends equal respect to one and all.

It does not mean that there are no aberrations that create distrust, apprehensions, and suspicion. These infirmities adversely impact not only individuals and families, but also institutional functioning, professionalism and finally, the image of the nation. No nation can progress in the current times without its institutions appreciating the cultural context, full acquaintance with the growth and development of the national culture, developing a sense of pride in it, and being convinced of the eternal expectation of the Indian elders: respect diversity! The relationship of learning and culture shall have to be examined globally in the near future in view of obvious demographic alterations that are taking place world-wide. India, with all of its past experience, could take a lead in implementing the symphony of learning and culture. This symphony between learning and culture was best articulated in a seminar held at Ramakrishna Mission Institute of Culture, Kolkata, on April 13, 2003, by Professor DP Chattopadhyay: “The process of education and learning is imbibed in culture. Human culture is transmitted spontaneously from generation to generation. The young of the species, human sub-human, cannot survive to maturity if they cannot assimilate some belief and practices about the world in which they are born. Also, they are required to develop some attitude toward it and some skills in solving the practical problems posed by it. Education transmits both the minimal and maximal wisdom of the culture through the words and behavior of the elders. Therefore, culture is the basic input of learning. The book of nature, though otherwise mute, is also the book needed for basic elements of education as adjustment and adaptation. Through time and experience, beliefs about the world received from the elders and teachers in particular grow gradually and get diversified. Skills also become differentiated, complex and subtle. All these cultural gifts are found and retained in the oral tradition.” Education acculturates, and once this is achieved through education, the emergence of distrust, apprehensions, uncertainty will not only be checked, the pace of inclusive progress and development will get visibly enhanced.

The writer works in education, social cohesion and religious amity. Views expressed are personal