Books; People; Ideas : These are few of my favourite things. As I live between day-to-day compromises and change-the-world aspirations, this is the chronicle of my journey, full of moments of occasional despair and opportune discoveries, of connections and creations, and, most of all, my quest of knowledge as conversations.
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Secular Imagination and Indian Politics
That India has a secular constitution, seems to be a great progressive leap for many people. India was, and is, the world's largest Hindu country, with a long history and heritage. Hinduism, and its 'sacred geography', seemed to have provided Indians their common identity, despite being divided by language, castes, customs and preferences! And, Hindu (and Budhdhist, the other major religion that originated in India) icons are everywhere in the imagination of Independent India, from the invocation of the 'Mother India' to its national flag and anthem. It seems the secularism of India is a deliberate, progressive turn, a statement of aspiration to build a modern nation by leaving its religions and superstitions behind.
And, indeed, it was. The leaders of Modern India, particularly Nehru, was intent on building a nation based on economic independence (from the West) and technological progress. With the horrors of racialism in context and battling the 'two nation doctrine' that successfully won over Pakistan, tearing through the 'sacred geography' and peoples and families, the modern, technological, forward-thinking nation was the logical option. Not many Congress leaders would have stood by the ideology, but the politics made it a common sense option. Besides, the various groups and linguistic communities that needed to be united - one of the most contentious issues in the Constituent Assembly was to decide on the Official Language, and despite the insistence of all top leaders, English had to be left in its place for a number of years - and it would have been impossible to unite them for a Hindu country!
Then, there was hope! The moment of independence, darkened as it was by the Partition and the violence that followed (in the enduring words of Faiz Ahmed Faiz, this was not the morning they set out for), was a great moment of hope and opportunity, not just for India, but the entire colonised world, whose freedom was to follow. For the makers of Indian state, they were conscious of their historical responsibility, to be a beacon of freedom, as they saw India to be, within a continent of misery and servitude. And, many of them saw the partition as an artificially imposed mistake, a part of the Colonial mischief (which it indeed was), something that was to be healed with time, perhaps with a reunion. Their politics could not have been the inverse of Pakistan's. Besides, they were conscious of the many million Muslims who chose to remain in India, refusing to buy into the two-nation theory, or simply seeing through the absurdity of it. It fell on them to build an united, progressive state, whose minorities felt empowered and free, keeping the door open for Pakistan for a rapprochement one day.
It was then. But the historical context changed, and what appeared common sense then, it does not any longer.
Once India came into being and was moulded into a powerful state, we have come to take it as a given. The state's voice has obscured all the dissenting voices - of the displaced peoples, of Aborigines, of landless peasants, of those smaller minorities, of hill people - and steamrolled everything under one narrative of economic growth and national superiority in the league table of nations. Secularism was common sense, it was an essential glue keeping the country together, but this is no longer deemed a challenge.
More so as India failed to heal the rift with Pakistan, fighting three and half wars and becoming its geopolitical rival by succumbing to Big Country power-plays. The Pakistani elite and its army found the main justification of its continued rule in its 'jihad' for Kashmir, and with American money, bankrolled various conflicts till it came to bite them back. Indian politics, though, failed to rise above the narrative, and in time, became defined by its opposition to Pakistan. While Vietnam may have reunited, and even Koreans dreamt of coming together one day, Pakistan (and its offshoot, Bangladesh) and India drifted apart ever further, and memories of a common past receded in the background. It made no sense to keep the door open anymore.
Finally, even when the Indian state is powerful and ever ascendant, the question of Indian identity came to the fore. New melting pots in the form of big modern cities and IT services firms with their mixed gender workforce and 24x7 schedule emerged, and made possible what the secular constitution failed to do: Pulling Indians into marriages across caste, religion and even linguistic communities (the last one, I reckon, being most difficult), and yet, what is an Indian may have remained unresolved. This is perhaps because the shaky hold of Hindi in India - despite being the national language, more Indians do not speak Hindi than they do! Hindi movies, while popular, failed to reach a lot of Indians, and IT service firms linked India through English rather than Hindi. While the globalisation hit and Indians craved for an unified Identity, it found nothing: While the big city drawing rooms settled for the weak alternatives of cricket, Whiskey and hatred for Pakistan, for the people at large the 'sacred geography' and the ideas of a redemptive religion remained irreplaceable.
So, it has become much easier to argue that India is essentially Hindu and secularism was only a political stance that is past its sell-by date. In fact, Indians have invented a term and using it liberally: 'psuedo-Secular'!
The conditions that dictated Secularism - the diversity of the country, the need for a reconciliation with Pakistan, the need to build a modern dynamic 'opportunity society' - all exist and if anything, they are even more urgent and important today than they were sixty-nine years ago. However, the context the Secular ideal was presented with has changed. The Indian State, its ruling party (parties, one should say) used 'secularism' as a tool for political advantage and as an empty slogan (the meaning of 'psuedo-secular') and failed to supplant the ideal of secularism with a secular imagination.
I shall argue that the time to do so is now. The secular narrative is truly broken, particularly in the economic stagnation of the last several years since the Great Recession, and a new identity politics of Hinduvta has arisen. The hope that this is a passing phase is mistaken, as, without a re-imagination, secularism may never regain its place in Indian polity. This is not about the electoral fortunes of the Hindu nationalist Bharatiya Janata Party, but the power of the concept itself: The questions, is secularism integral to India, and why, need to be asked again.
And, its answer, I shall argue, is Economic and Political: The secular is not just about religion anymore, but opportunity. India's development, urgent as it may be, will not come through technocratic solution, as the current government and all those politicians advocating change from above believes. India has come to the point when the Government needs to step aside, concentrating its energies in restoring the rule of law: Curbing corruption, making Courts and police forces functional, reigning on black money (which drives corruption) and allowing level playing field for small and medium businesses. This can not happen within a state that wants to dictate social preferences, and runs on a majoritarian politics. The point of secular is to not to accept Diversity, which is anyway an inescapable feature of India: It is about making it a core economic strategy, an advantage, something that we compete on.
This line of argument, thinking of secular as an economic, rather than moral, argument may be loathsome to some people. But I shall argue, while being secular is moral ideal for private persons (as it is for me), in Statecraft, both religion and secularism are strategies, that need to be adjusted with social and economic realities. Secularism made sense in India in 1947, and it does now. However, one needs to re-imagine secularism - as a precondition to opportunity society - rather than try to hark back to the world of the past that has irrevocably changed.
A friend has recently forwarded me a quote from Lord Macaulay's speech in the British Parliament on 2nd February 1835. I reproduce the quote below: "I have traveled across the length and breadth of India and I have not seen one person who is a beggar, who is a thief. Such wealth I have seen in this country, such high moral values, people of such calibre, that I do not think we would ever conquer this country, unless we break the very backbone of this nation, which is her spiritual and cultural heritage, and, therefore, I propose that we replace her old and ancient education system, her culture, for if the Indians think that all that is foreign and English is good and greater than their own, they will lose their self-esteem, their native self-culture and they will become what we want them, a truly dominated nation."
The email requested me to forward me to every indian I know. I was tempted, but there were two oddities about this quote. First, the language, which appeared …
Business gift giving has always been common and contentious at the same time. Business gifts are usually seen as an ‘advertising, sales promotion and marketing communication medium’ (Cooper etal, 1991). Arunthanesetal (1994) points out that such gifting is practised usually for three reasons: (a) in appreciation for past client relationships, placing a new order, referrals to other clients, etc.; (b) in the hopes of creating a positive, first impression which might help to establish an initial business relationship; and (c) giving may be perceived as a quid Pro quo (i.e. returning a favour or expecting a favour in return for something).
The practitioners of gift-giving generally argue that doing business is often an aggregation of personal interactions and relationships, and gift-giving should be seen as a natural way of maintaining and enhancing these relationships. ‘Business gifts, especially one given in the course of the festive season, is …
Erna Petri née Kürbs, a farmer’s daughter from Herressen in Thuringia, arrived in Ukraine with her three year old son to join her husband Horst in June 1942. Horst, an SS leader inspired by Nazi ideologue Dr Richard Walter Darré, settled in the plantation of Grzenda, just outside today’s Lviv, to become a German Gentleman-Farmer. Erna saw Horst beating and abusing the workers in the plantation within two days of arriving there, which was, as Horst explained, necessary for establishing authority. Erna joined in enthusiastically, settling into a combination of roles of ‘plantation mistress, prairie Madonna in apron-covered dress lording over slave labourers, infant-carrying, gun-wielding Hausfrau.’ However, there were clear rules in the plantation, and Erna was very much expected to play the woman’s role of being a Cake-and-Coffee hostess. When four Jews were caught in the estate while trying to escape from a transport to a death camp, Horst told Erna and her female guest…
Buzzwords have disadvantages. Right now, experiential learning is one, and that means we put the label on everything and it stops to mean anything. Also, this means reasonable conversation about experiential learning becomes difficult - at times such as this, either you preach experiential learning or you are traditional, antiquarian and hopelessly out of touch.
But, overlooking the limitations of experiential learning can cause big problems. Experiential Learning does many things - putting practice at the heart of learning is an important paradigm shift - but not everything, and it is important to be aware what it does not do.
Usually, we equate the terms Project-based Learning (the method) with Experiential Learning (the idea) and Learning from Experience (the ideal), treating them as one and the same and using the terms interchangeably. Any talk about distinctive meaning of these terms is usually seen as pedantic, but really represent very different ideas about education.
In an earlier post, I pointed out that the application of 'platform thinking' in education misses the mark, as it fails to understand how value is created in education. Since this apparently contradicts my earlier enthusiasm for the university as a 'user network', this statement needs further explanation.
To start with, Clayton Christiansen's idea that the universities of the Twentieth Century needs to evolve from its current 'value chain' model - wherein its value lies in its processes - to a form of User Network, where its value emanates from its community, still resonates with me. The Value Chain model, with departments, examinations, textbooks and degrees, that we know the university for, is very much a late Nineteenth/ early Twentieth century formulation. And, indeed, one can claim that the universities were always communities, and its value came from being a member of that community rather than its end product - the degrees - for much of history. It …
India's unemployment rate has reached a historical high and the government is panicking. It has rejected and suppressed the report and committed itself to inventing a new set of numbers. Members of the national statistical body have resigned, and the bad job numbers have become one of the worst kept secrets in its modern history.
As the government went down the road of obfuscation, it had also fooled itself believing that everything was fine. Once the statistical reports were questioned, the best explanation that the Head of the apex economic policy-making body could come up with was that Uber and other taxi-hailing companies have created millions of jobs in India. But then, the crisis is anything but hidden - walk on any street in any neighbourhood in any Indian city, and it is likely that you will see a few working-age people loitering, waiting or playing cards or carom in the middle of the day. IMF has recently warned that youth inactivity in India is highest among all develo…
Smart presentations don't mean valuable insights. So it is with the current fad of presenting the vision of an all-new 21st-century education - through presentations, conferences and infographics - style trumps substance all the way through.
For, despite the claims of revolutionary changes in society and the workplace, the neat charts that lay down 21st-century skills next to the 20th-century one's show do not how different they would be, but rather how similar these are projected to be.
We are told that we have arrived at a fundamentally disruptive moment in history and we need new skills. So, we need, for example, communication and critical thinking, learning to learn and a host of other cool things. Indeed, many of those terms are very familiar to the educator: Many of those were around for more than two centuries, ever since the dreams of liberal education were spelt out.
When these slides were presented, I often wondered whether the point about critical thinking meant …
I wrote a note on Kolkata, the city I come from and would always belong to, in July 2010. Since then, the post attracted many visitors and comments, mostly critical, as most people, including those from Kolkata, couldn't see any future for the city. My current effort, some 18 months down the line, is also prompted by a recent article in The Economist, The City That Got Left Behind, which echo the pessimism somewhat.
I, at least emotionally, disagree to all the pessimism: After all Kolkata is home and I live in the hope of an eventual return. Indeed, some change has happened since I wrote my earlier post: The geriatric Leftist government that ruled the state for more than 30 years was summarily dispatched, and was replaced by a lumpen-capitalist populist government. Kolkata looked without a future with the clueless leftists at the helm; it now looks without hope.
However, apart from bad governance, there is no reason why Kolkata had to be poor and hopeless. It sits right inside …
The story of British influence on Indian Education, to which Macaulay's Minutes of 1835 belong, has been told in six distinct phases. Syed Nurullah and J P Naik's very popular and influential History of Indian Education calls these 'six acts' of the drama: From the beginning of Eighteenth Century to 1813
The British East India Company received its charter in 1600 but its activities did not include any Educational engagement till the Charter Act of 1698, which required the Company to maintain priests and schools, for its own staff and their children. And, so it was until the renewal of its charter in 1813, when the evangelical influence led to insistence of expansion of educational activities and allowing priests back into company territory. From 1813 to Wood's Education Despatch of 1854
The renewal of Charter in 1813 re-opened the debate, which seemed to have been settled in the early years of the company administration, between the Orientalists, who believed the E…
In most societies today, making profits are accepted as moral, if not especially praiseworthy. This was not as obvious as it appears today – people used to be embarrassed about making a profit not so long ago.
Crazy as it seems today, it is worth thinking why it was so.
Profits, as economists will put it, is the reward for risk-taking, for putting a business enterprise together in the pursuit of an objective. In this definition, remember, profits are not what it is commonly understood to be – the gross middle-line towards the bottom – but a figure net of entrepreneur’s earning [wages for his labour], dividends and interests on borrowed capital, and provisions for building and other physical assets [a sort of rent, offsetting what these assets could have earned if leased out]. This pure profit – surplus – accrues to a business as a reward to its organisation, for the act of entrepreneurship itself.
Economists were divided on how this surplus comes about. The conventional wisdom was, as I …