WORLD CURRICULUM |
MacaulayThomas Babington Macaulay saw India as an uncivilized country that needed to be civilized. No branch of Eastern knowledge, according to him could be compared to what England had produced. Who could deny, declared Macaulay, that “a single shelf of a good European library was worth the whole native literature of India and Arabia. All parties seem to be agreed on one point, that the dialects commonly spoken among the natives ... of India, contain neither literary nor scientific information, and are, moreover, so poor and rude that, until they are enriched from some other quarter, it will not be easy to translate any valuable work into them ... ”. Wood’s Despatch (1854) argued that European learning would improve the moral character of Indians. It would make them truthful and honest, and thus supply the Company with civil servants who could be trusted and depended upon. The literature of the East was not only full of grave errors, it could also not instill in people a sense of duty and a commitment to work, nor could it develop the skills required for administration. |
GandhiMahatma Gandhi argued that colonial education created a sense of inferiority in the minds of Indians. It made them see Western civilization as superior, and destroyed the pride they had in their own culture. There was poison in this education, said Mahatma Gandhi, it was sinful, it enslaved Indians, it cast an evil spell on them. Charmed by the West, appreciating everything that came from the West, Indians educated in these institutions began admiring British rule.
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TagoreAs a child, Rabindranath Tagore hated going to school. He found it suffocating and oppressive. The school appeared like a prison, for he could never do what he felt like doing. So while other children listened to the teacher, Tagore’s mind would wander away. The experience of his schooldays in Calcutta shaped Tagore’s ideas of education. On growing up, he wanted to set up a school where the child was happy, where she could be free and creative, where she was able to explore her own thoughts and desires. Tagore felt that childhood ought to be a time of self-learning, outside the rigid and restricting discipline of the schooling system set up by the British. Teachers had to be imaginative, understand the child, and help the child develop her curiosity. According to Tagore, the existing schools killed the natural desire of the child to be creative, her sense of wonder.
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world_curriculum_science.pdf | |
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world_curriculum_mathematics.pdf | |
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world_curriculum_social_studies.pdf | |
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world_curriculum_english_as_a_foreign_language.pdf | |
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