A New India
Chapter 252 - 252: Discussion - I

The conference room at NCERT headquarters was filled with a mix of anticipation by some and tension for rest.

The invitation had been clear: the head of NCERT, Dr. Shyam Sundar, had summoned some of the most respected scholars, historians, and educationists to discuss the feasibility of implementing Prime Minister Rohan's ambitious education reforms.

These were not minor adjustments; they were transformative changes meant to overhaul the nation's education system.

The scholars, however, were not all in agreement.

Dr. Sundar stood at the head of the table, his hands resting on a thick file. "Ladies and gentlemen," he began, his voice steady but with an undertone of urgency, "thank you for coming. As you know, the Prime Minister has given us a mandate to restructure our education system. This isn't just about textbooks or exams, it's about preparing our youth for a modern world while ensuring they remain connected to their roots."

He paused, scanning the room. "We need to address three major components today: practical skills, critical thinking, and a revamped history curriculum that does justice to India's achievements. I want this to be a constructive discussion."

Dr. Ramesh Patel, a senior historian known for his bluntness, spoke first. "Dr. Sundar, I respect the Prime Minister's vision, but let's be realistic. Integrating practical skills like farming, carpentry, and sewing into our curriculum? It's a logistical nightmare. Many of our schools don't even have proper classrooms or teachers."

Several heads nodded in agreement, but before Dr. Sundar could respond, Dr. Leela Sharma, a renowned sociologist, jumped in. "With all due respect, Dr. Patel, this is precisely why these reforms are needed. Our education system has ignored practical skills for too long, perpetuating the idea that only academic achievements matter. This colonial mindset needs to change."

Dr. Patel snorted derisively. "And where will the funds come from? Who will train the teachers? You're talking about an ideal world while we're stuck in a very real one."

Dr. Sharma's voice rose, a mix of frustration and determination. "The funds will come because this government has shown a commitment to investing in education. As for training, there are solutions, teacher training programs, partnerships with local industries, and mobile workshops for rural areas. But we need to start somewhere."

Before Dr. Patel could respond, Professor Anil Mehta, an education reformist, interjected. "Dr. Sharma is right. Practical education isn't just about logistics, it's about dignity. By teaching students skills like carpentry or sewing, we're showing them that these professions are just as valuable as any white-collar job."

"But not every region can adapt to the same curriculum!" Patel countered, his tone sharp. "What works in Kerala won't work in Rajasthan. And what about cultural sensitivities? Are we going to force students to learn skills irrelevant to their environment?"

Dr. Sundar raised a hand to restore order. "Dr. Patel, your point is valid. That's why we need flexibility in implementation. NCERT can set broad guidelines, but states must have the autonomy to tailor these skills to their local needs. Let's not dismiss the idea entirely."

Patel leaned back in his chair, muttering, "Easy for you to say."

Ignoring the comment, Dr. Sundar moved to the next topic. "Critical thinking and philosophy. Prime Minister Rohan believes these are essential for shaping well-rounded individuals. What are your thoughts?"

Patel, still agitated, was the first to speak. "Critical thinking and philosophy? For primary school students? This is a recipe for disaster. Let's focus on basics literacy and numeracy before we start throwing abstract concepts at kids."

Dr. Sharma couldn't contain her exasperation. "Why do you keep underestimating our children? Critical thinking doesn't mean introducing Kant in Class 3. It means teaching them to ask questions, solve problems, and think for themselves."

"And how do you measure that?" Patel shot back. "You can't quantify critical thinking like you can math scores. This will only burden an already struggling system."

Professor Mehta leaned forward, his tone calm but firm. "We don't need to measure it directly. We integrate it into existing subjects. In science, let students design simple experiments. In history, let them debate historical events. Over time, you'll see the results in how they approach problems."

Dr. Priya Das, a constitutional expert, raised her hand. "Let's not forget the legal implications. The Right to Education Act prescribes certain learning outcomes. We need to ensure that any additions align with these mandates. Otherwise, we risk legal challenges."

Dr. Sundar nodded. "A valid concern. We'll need to review the legal framework carefully. But let's not lose sight of the larger goal: teaching our children how to think, not just what to think."

The room fell silent for a moment before Dr. Sundar moved to the most contentious topic: history. "The Prime Minister wants a curriculum that balances our historical narratives, highlighting India's contributions without distorting facts. This will likely be the most challenging aspect. Thoughts?"

Patel's hand shot up. "Balanced history? That's a dangerous phrase. Who decides what's 'balanced'? Are we rewriting textbooks to glorify one version of events over another?"

Dr. Sharma's patience snapped. "Balanced doesn't mean rewriting. It means correcting omissions. Why shouldn't students learn about Aryabhatta, Sushruta, or the Cholas' architectural achievements? These are facts, not propaganda."

"But facts can be selective," Patel retorted. "What about caste oppression? What about the exploitation during colonial rule? Will those be conveniently ignored?"

"No one is suggesting ignoring uncomfortable truths!" Sharma shot back. "But history is more than oppression. It's about resilience, innovation, and culture. We need to teach students the full picture."

Dr. Mehta jumped in, his tone measured. "We can include colonial exploitation and caste issues alongside India's scientific and philosophical contributions. The goal isn't to sugarcoat history but to present it comprehensively."

Dr. Das added, "But how do we ensure academic integrity? History is deeply tied to identity and politics. Any changes will face scrutiny, and we must ensure they stand up to rigorous academic standards."

The room erupted into chaos as scholars took sides, their voices overlapping.

Some argued passionately for the reforms, while others warned of logistical and political pitfalls.

Accusations flew, tempers flared, and the once-disciplined discussion descended into a cacophony of voices.

Dr. Sundar banged his fist on the table, his voice cutting through the noise. "Enough!"

The room fell silent.

"This is not how we solve problems," he said firmly. "We are here to discuss feasibility, not to undermine each other's perspectives. Clearly, there is no consensus today."

He sighed, gathering his papers. "This meeting is adjourned. I will take these concerns to the Prime Minister and let him decide the path forward."

As the scholars filed out.

Some continued their debates in hushed tones, while others left in stony silence, shaking their heads.

Dr. Sundar remained behind, staring at the empty chairs.