1. The document discusses the important role youth can play in promoting communal harmony in India. It provides examples of how exposing children to diversity and unity at a young age through education and celebrations can help foster acceptance of different religions and a shared Indian identity.
2. It emphasizes the need for youth to understand diversity is integral to Indian culture and history, respect all religions equally, and reject communal politics that divide for political gain. Youth can promote harmony through positive dialogue, embracing different traditions, and making their voices heard on important issues.
3. The document outlines recommendations for achieving communal harmony through education, including teaching history objectively, inculcating shared moral values, equalizing educational opportunities, and bringing communities together through extra
Communal harmony refers to amity between religious communities in a country without tension or friction. In multicultural India, communal harmony is essential for internal peace and national progress. Communal issues are sensitive and cannot be ignored given India's cultural heritage and secular ideals. Some famous temples in Telangana include the Bhadrakali Temple in Warangal, Yadagirigutta Temple, and Thousand Pillar Temple. India has long been an example of peaceful coexistence between religions, though tensions have arisen after independence. To promote communal harmony, institutions like Kendriya Vidyalaya celebrate a Communal Harmony Week with awareness events.
National integration is important for India given its diversity. Some key factors that promote national integration are shared customs and heritage, constitutional rights that protect all citizens, national festivals, and an interdependent economy. However, divisions along lines of religion, language, and caste sometimes disrupt national integration and must be addressed. Overall, most Indians feel a shared identity that binds the country together despite its differences.
The document discusses the flow of political interests and influence in democratic landscapes. It outlines how interest groups like media, pressure groups, and lobby groups can influence structural political representatives in parliament and public opinion. Pressure groups aim to influence government policies from outside rather than exercising power directly. Media are both interest groups themselves as well as shaping public discourse. The ownership and ideology of media outlets influence the topics covered and their political stances.
This is a presentation about how politics and religion are different and why should not be mixed and what will be reasons for it in current scenerio and what are consequences and solution of it.
Dr. B. R. Ambedkar was a prominent Indian jurist and economist who was born in 1891. He was a key figure in the Indian independence movement and advocated for the rights of Dalits and women. Ambedkar believed that education was essential for liberating oppressed groups from illiteracy, ignorance, and social injustice. He saw education as an instrument that could empower people to fight against exploitation and gain social, economic, and political freedom. His philosophy emphasized the importance of education, agitation, and organization to collectively work towards removing social barriers and developing marginalized communities in India.
Communalism refers to attempts to promote religious stereotypes and violence between religious groups for political or economic gain. It has existed in India since the 1920s during the emergence of mass politics and independence, and persists due to India's pluralistic society with conflicting social, economic, and political interests between communities. Communal riots are rarely spontaneous but rather engineered by opportunistic factions. The effects of communalism are disastrous and include communal riots and violence, as well as negative international reactions that harm India's relations. To prevent a civil war-like scenario, concerted economic, political, and socio-cultural programs are needed.
The document outlines several factors that influence social change:
1. Natural factors such as natural disasters can disrupt social systems. Cultural factors like changes in beliefs, values, and marriage customs also influence social life.
2. Science and technology are now the most important factors, as new inventions and technologies impact social life. Biological factors like changes in human characteristics and new generations also affect social change.
3. Demographic factors like population increases or decreases bring social problems. Socio-economic factors like changes in production and distribution influence social organization. Geographical factors such as climate and natural resources availability impact socio-economic activities and the speed of social change.
Communal harmony refers to amity between religious communities in a country without tension or friction. In multicultural India, communal harmony is essential for internal peace and national progress. Communal issues are sensitive and cannot be ignored given India's cultural heritage and secular ideals. Some famous temples in Telangana include the Bhadrakali Temple in Warangal, Yadagirigutta Temple, and Thousand Pillar Temple. India has long been an example of peaceful coexistence between religions, though tensions have arisen after independence. To promote communal harmony, institutions like Kendriya Vidyalaya celebrate a Communal Harmony Week with awareness events.
National integration is important for India given its diversity. Some key factors that promote national integration are shared customs and heritage, constitutional rights that protect all citizens, national festivals, and an interdependent economy. However, divisions along lines of religion, language, and caste sometimes disrupt national integration and must be addressed. Overall, most Indians feel a shared identity that binds the country together despite its differences.
The document discusses the flow of political interests and influence in democratic landscapes. It outlines how interest groups like media, pressure groups, and lobby groups can influence structural political representatives in parliament and public opinion. Pressure groups aim to influence government policies from outside rather than exercising power directly. Media are both interest groups themselves as well as shaping public discourse. The ownership and ideology of media outlets influence the topics covered and their political stances.
This is a presentation about how politics and religion are different and why should not be mixed and what will be reasons for it in current scenerio and what are consequences and solution of it.
Dr. B. R. Ambedkar was a prominent Indian jurist and economist who was born in 1891. He was a key figure in the Indian independence movement and advocated for the rights of Dalits and women. Ambedkar believed that education was essential for liberating oppressed groups from illiteracy, ignorance, and social injustice. He saw education as an instrument that could empower people to fight against exploitation and gain social, economic, and political freedom. His philosophy emphasized the importance of education, agitation, and organization to collectively work towards removing social barriers and developing marginalized communities in India.
Communalism refers to attempts to promote religious stereotypes and violence between religious groups for political or economic gain. It has existed in India since the 1920s during the emergence of mass politics and independence, and persists due to India's pluralistic society with conflicting social, economic, and political interests between communities. Communal riots are rarely spontaneous but rather engineered by opportunistic factions. The effects of communalism are disastrous and include communal riots and violence, as well as negative international reactions that harm India's relations. To prevent a civil war-like scenario, concerted economic, political, and socio-cultural programs are needed.
The document outlines several factors that influence social change:
1. Natural factors such as natural disasters can disrupt social systems. Cultural factors like changes in beliefs, values, and marriage customs also influence social life.
2. Science and technology are now the most important factors, as new inventions and technologies impact social life. Biological factors like changes in human characteristics and new generations also affect social change.
3. Demographic factors like population increases or decreases bring social problems. Socio-economic factors like changes in production and distribution influence social organization. Geographical factors such as climate and natural resources availability impact socio-economic activities and the speed of social change.
Nationalism is a political, social, and economic ideology and movement characterized by the promotion of the interests of a particular nation especially with the aim of gaining and maintaining self-governance over the homeland
Its define as the freedom from being governed or ruled by another country
Self determination means that person makes own decision , plan his or her own future
It includes Plato's views on Education in general. Concept of Education, Aims of Education, Stages of Education, Ideas on Teacher and Teaching are presented in detail.
Indian society is complex with many ethnic, linguistic, religious and caste divisions. It suffers from high levels of poverty and illiteracy. The main religions that influence all aspects of life in India are Hinduism, Islam, Christianity, Buddhism, Jainism, and Sikhism. Culturally, India has maintained a unique identity despite many invasions due to its diversity across religions, races, languages and arts. Linguistically, India has over 179 languages and 544 dialects spoken due to its multi-religious and multi-cultural population. Rural society in India remains centered around small village communities defined by local traditions, religion, and agriculture, while urban society sees higher population, social heterogeneity, secondary relations and
Social changes occur in all aspects of society, including social structures, roles, relationships, and norms. Changes can be slow or rapid. Social change refers to modifications in these social aspects. It is caused by various internal and external forces and factors like education, industrialization, urbanization, legislation, and modernization. Some key factors that affect social change in India include geographical conditions, technological advancements, cultural shifts, ideological changes, and the push for westernization and development. Social change is a continuous, universal process that impacts social institutions, behaviors, and the overall functioning of society over time.
This document provides an overview of secularism in India. It defines secularism as the separation of religion and state where the state does not endorse or oppose any particular religion. It discusses the notions of secularism that emerged in Western societies due to struggles between church and state versus in India where secularism aims for equality among all religions. The document also outlines key aspects of secularism enshrined in the Indian constitution like freedom of religion and how secularism promotes democratic values.
What is Student Unrest?
Unrest is a state of mental irritation or disturbance caused by different factors.
The state of mind is exposed through some anti-social behavior or protest.
CAUSES OF UNREST
--PSYCHOLOGICAL CAUSES
--SOCIAL CAUSES
--EDUCATIONAL CAUSES
--POLITICAL CAUSES
*Recommendation & Solution….
--Change in Education System
--Establish more schools and appoint qualified teachers
--Technical education must be given to all the classes.
-- Promote primary education
--Counseling Services
--Student Welfare Activities.
--Preparing Students Psychologically
--Discussion
--Extra-curricular Activities.
This document discusses minorities in India and the problems they face. It defines minority as a group that is less than half the total population based on religion or language, including Muslims, Christians, Sikhs, Jains, Buddhists and Zoroastrians. The key problems minorities face are issues of identity, security, equity, feeling deprived, and psychological insecurity. The government has implemented some measures to address these problems, but challenges remain around discriminatory laws, access to justice, and representation of minorities in areas like employment and education.
This document provides an overview of social groups and their types. It begins with definitions of social groups from various sociologists such as Bogardus, Ogburn & Nimkoff, and Arnold Green. It then discusses the functions of social groups which include defining boundaries, choosing leaders, making decisions, setting goals, assigning tasks, and controlling member behavior. The document outlines the essential elements for a social group and then describes different ways of classifying social groups based on size, structure and organization, contact and social ties, relations, and identification.
This document provides an overview of religion as a cultural system and discusses the major world religions. It begins by defining religion and outlining some key characteristics, such as doctrines, rituals, impacts on culture, and classifications. It then discusses the origins and diffusion of several major religions from their hearths, including Hinduism, Buddhism, Judaism, Christianity, Islam, and others. The document examines religious typologies, branches, denominations, and sects. It also explores the rise of secularism and how religion is manifested in sacred sites, pilgrimages, and cultural landscapes around the world.
Durkheim's classic 1897 work on suicide was groundbreaking as it demonstrated suicide was a sociological phenomenon rather than solely an individual psychological matter. He showed suicide rates in societies remained remarkably stable, implying they were influenced by societal rather than individual factors. Durkheim developed a typology of suicide consisting of egoistic, altruistic, anomic, and fatalistic types, defined by the degree to which society integrated and regulated individuals. Later positivist critiques found Durkheim overemphasized religion's role and lacked operational definitions, while his reliance on incomplete 19th century statistics limited verification of results.
This document discusses political and civic culture. It defines political socialization as the lifelong process through which people learn about politics through various institutions like family, peers, and work. Political culture refers to the fundamental values and knowledge that shape a political system. Civic culture can be parochial, subject, or participant. An authoritarian state may ignore, manipulate, or try to change the political culture of its citizens. Elite political culture consists of the beliefs and attitudes of political elites. The document also examines Hong Kong's political culture and its gradual shift from indifference to greater participation.
This document discusses social stratification and the role of education and teachers in society. It defines social stratification as the horizontal division of society into higher and lower social units, with status often determined by wealth, social class, ethnicity, gender, religion, and other factors. Education should focus on providing equal opportunities and catering to various social groups. Teachers play an important role as architects of the future, imparting knowledge and values while developing students' personality, citizenship, and awareness of social issues to contribute to social reforms.
The document discusses the Buddha's pedagogic skills as a teacher. It describes several of the key teaching methods used by the Buddha, including teaching based on cause and effect, providing dos and don'ts, categorization and classification, concise and detailed explanations, answering questions, re-questioning, using figurative language and stories. The Buddha tailored his teachings to his audience and was skilled at motivation, inspiration, refutation and sharing his own experiences. His teachings have helped spread Buddhism widely and establish him as the most eminent teacher.
The document discusses the key features of Muslim education during the Muslim period, including its aims, organization, curriculum, methods of teaching, and role of teachers. The main objectives of Muslim education were the spread of knowledge, propagation of Islam, strengthening administration, imparting Islamic social morals, and preparing students for practical life. Education was imparted through maktabs (primary schools) and madrasas (higher schools) with an emphasis on religious subjects like the Quran as well as secular subjects such as language, literature, and science.
1. Religion and politics are often intertwined, as religious figures like Ram Rahim have been known to support political parties in exchange for favors. 2. Ram Rahim initially supported Congress but later withdrew his support, causing the party to lose elections, and then endorsed BJP in 2014 which helped them win elections in Haryana. 3. However, the violent protests after his conviction exposed the BJP government's failure to control his supporters, though the central government defended the state administration.
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
This document outlines the course details for a second semester Bachelor's level course titled "Learning, teaching and assessment". The course aims to provide students with an understanding of learning theories, models of teaching, and measurement and assessment. It covers topics like concepts and domains of learning, behaviorist and cognitivist learning theories, models of teaching, principles of assessment, and non-testing assessment techniques. The course will be taught through lectures, seminars, assignments and include an internal exam and final external exam for evaluation.
Some Christians believe politics and religion should be separated, with religion focusing on spiritual matters and Christianity judging people based on their treatment of God and neighbors rather than politics. However, other Christians believe religion should be involved in politics to help address issues like poverty. They argue Christianity is a whole way of life and Christians should vote based on religious principles. The Bible also says faith without works is dead, implying religious faith should inspire action and change. Therefore, these Christians believe separating religion from politics means religion is not controlling politics as it should be according to Jesus.
This document discusses the role of education in social change. It defines a system and society, noting that a society is a large group of people living together in an organized way. It states that education is the most powerful tool for social change, as it can transform society by providing new opportunities and experiences. Finally, it discusses how education helps social change by increasing awareness, promoting skills and values, and acting as a guide for societies.
This document discusses harmony of religions from the perspectives of Sri Ramakrishna and Swami Vivekananda. It notes that while diversity of religion raises philosophical questions, it also has social and political consequences like religious conflicts and wars. It states that true religion itself does not cause conflicts, but that politics and manipulation of religion by institutions have historically incited people to acts of violence. It emphasizes recognition of religious differences, and distinguishes harmony from mere toleration. It also discusses intrareligious harmony within religious sects as well as interreligious harmony among world religions.
The document discusses how concepts like peace, harmony, unity, and intercultural understanding are often just words without meaningful efforts to make them realities. It advocates applying the principles of forgiveness, appropriate attitudes, compassion, and tolerance to analyze what constitutes these ideals and how to contribute to them. While international unity seems ideal, it faces many complications that require balancing variety and unity in a spirit of cooperation.
Nationalism is a political, social, and economic ideology and movement characterized by the promotion of the interests of a particular nation especially with the aim of gaining and maintaining self-governance over the homeland
Its define as the freedom from being governed or ruled by another country
Self determination means that person makes own decision , plan his or her own future
It includes Plato's views on Education in general. Concept of Education, Aims of Education, Stages of Education, Ideas on Teacher and Teaching are presented in detail.
Indian society is complex with many ethnic, linguistic, religious and caste divisions. It suffers from high levels of poverty and illiteracy. The main religions that influence all aspects of life in India are Hinduism, Islam, Christianity, Buddhism, Jainism, and Sikhism. Culturally, India has maintained a unique identity despite many invasions due to its diversity across religions, races, languages and arts. Linguistically, India has over 179 languages and 544 dialects spoken due to its multi-religious and multi-cultural population. Rural society in India remains centered around small village communities defined by local traditions, religion, and agriculture, while urban society sees higher population, social heterogeneity, secondary relations and
Social changes occur in all aspects of society, including social structures, roles, relationships, and norms. Changes can be slow or rapid. Social change refers to modifications in these social aspects. It is caused by various internal and external forces and factors like education, industrialization, urbanization, legislation, and modernization. Some key factors that affect social change in India include geographical conditions, technological advancements, cultural shifts, ideological changes, and the push for westernization and development. Social change is a continuous, universal process that impacts social institutions, behaviors, and the overall functioning of society over time.
This document provides an overview of secularism in India. It defines secularism as the separation of religion and state where the state does not endorse or oppose any particular religion. It discusses the notions of secularism that emerged in Western societies due to struggles between church and state versus in India where secularism aims for equality among all religions. The document also outlines key aspects of secularism enshrined in the Indian constitution like freedom of religion and how secularism promotes democratic values.
What is Student Unrest?
Unrest is a state of mental irritation or disturbance caused by different factors.
The state of mind is exposed through some anti-social behavior or protest.
CAUSES OF UNREST
--PSYCHOLOGICAL CAUSES
--SOCIAL CAUSES
--EDUCATIONAL CAUSES
--POLITICAL CAUSES
*Recommendation & Solution….
--Change in Education System
--Establish more schools and appoint qualified teachers
--Technical education must be given to all the classes.
-- Promote primary education
--Counseling Services
--Student Welfare Activities.
--Preparing Students Psychologically
--Discussion
--Extra-curricular Activities.
This document discusses minorities in India and the problems they face. It defines minority as a group that is less than half the total population based on religion or language, including Muslims, Christians, Sikhs, Jains, Buddhists and Zoroastrians. The key problems minorities face are issues of identity, security, equity, feeling deprived, and psychological insecurity. The government has implemented some measures to address these problems, but challenges remain around discriminatory laws, access to justice, and representation of minorities in areas like employment and education.
This document provides an overview of social groups and their types. It begins with definitions of social groups from various sociologists such as Bogardus, Ogburn & Nimkoff, and Arnold Green. It then discusses the functions of social groups which include defining boundaries, choosing leaders, making decisions, setting goals, assigning tasks, and controlling member behavior. The document outlines the essential elements for a social group and then describes different ways of classifying social groups based on size, structure and organization, contact and social ties, relations, and identification.
This document provides an overview of religion as a cultural system and discusses the major world religions. It begins by defining religion and outlining some key characteristics, such as doctrines, rituals, impacts on culture, and classifications. It then discusses the origins and diffusion of several major religions from their hearths, including Hinduism, Buddhism, Judaism, Christianity, Islam, and others. The document examines religious typologies, branches, denominations, and sects. It also explores the rise of secularism and how religion is manifested in sacred sites, pilgrimages, and cultural landscapes around the world.
Durkheim's classic 1897 work on suicide was groundbreaking as it demonstrated suicide was a sociological phenomenon rather than solely an individual psychological matter. He showed suicide rates in societies remained remarkably stable, implying they were influenced by societal rather than individual factors. Durkheim developed a typology of suicide consisting of egoistic, altruistic, anomic, and fatalistic types, defined by the degree to which society integrated and regulated individuals. Later positivist critiques found Durkheim overemphasized religion's role and lacked operational definitions, while his reliance on incomplete 19th century statistics limited verification of results.
This document discusses political and civic culture. It defines political socialization as the lifelong process through which people learn about politics through various institutions like family, peers, and work. Political culture refers to the fundamental values and knowledge that shape a political system. Civic culture can be parochial, subject, or participant. An authoritarian state may ignore, manipulate, or try to change the political culture of its citizens. Elite political culture consists of the beliefs and attitudes of political elites. The document also examines Hong Kong's political culture and its gradual shift from indifference to greater participation.
This document discusses social stratification and the role of education and teachers in society. It defines social stratification as the horizontal division of society into higher and lower social units, with status often determined by wealth, social class, ethnicity, gender, religion, and other factors. Education should focus on providing equal opportunities and catering to various social groups. Teachers play an important role as architects of the future, imparting knowledge and values while developing students' personality, citizenship, and awareness of social issues to contribute to social reforms.
The document discusses the Buddha's pedagogic skills as a teacher. It describes several of the key teaching methods used by the Buddha, including teaching based on cause and effect, providing dos and don'ts, categorization and classification, concise and detailed explanations, answering questions, re-questioning, using figurative language and stories. The Buddha tailored his teachings to his audience and was skilled at motivation, inspiration, refutation and sharing his own experiences. His teachings have helped spread Buddhism widely and establish him as the most eminent teacher.
The document discusses the key features of Muslim education during the Muslim period, including its aims, organization, curriculum, methods of teaching, and role of teachers. The main objectives of Muslim education were the spread of knowledge, propagation of Islam, strengthening administration, imparting Islamic social morals, and preparing students for practical life. Education was imparted through maktabs (primary schools) and madrasas (higher schools) with an emphasis on religious subjects like the Quran as well as secular subjects such as language, literature, and science.
1. Religion and politics are often intertwined, as religious figures like Ram Rahim have been known to support political parties in exchange for favors. 2. Ram Rahim initially supported Congress but later withdrew his support, causing the party to lose elections, and then endorsed BJP in 2014 which helped them win elections in Haryana. 3. However, the violent protests after his conviction exposed the BJP government's failure to control his supporters, though the central government defended the state administration.
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
This document outlines the course details for a second semester Bachelor's level course titled "Learning, teaching and assessment". The course aims to provide students with an understanding of learning theories, models of teaching, and measurement and assessment. It covers topics like concepts and domains of learning, behaviorist and cognitivist learning theories, models of teaching, principles of assessment, and non-testing assessment techniques. The course will be taught through lectures, seminars, assignments and include an internal exam and final external exam for evaluation.
Some Christians believe politics and religion should be separated, with religion focusing on spiritual matters and Christianity judging people based on their treatment of God and neighbors rather than politics. However, other Christians believe religion should be involved in politics to help address issues like poverty. They argue Christianity is a whole way of life and Christians should vote based on religious principles. The Bible also says faith without works is dead, implying religious faith should inspire action and change. Therefore, these Christians believe separating religion from politics means religion is not controlling politics as it should be according to Jesus.
This document discusses the role of education in social change. It defines a system and society, noting that a society is a large group of people living together in an organized way. It states that education is the most powerful tool for social change, as it can transform society by providing new opportunities and experiences. Finally, it discusses how education helps social change by increasing awareness, promoting skills and values, and acting as a guide for societies.
This document discusses harmony of religions from the perspectives of Sri Ramakrishna and Swami Vivekananda. It notes that while diversity of religion raises philosophical questions, it also has social and political consequences like religious conflicts and wars. It states that true religion itself does not cause conflicts, but that politics and manipulation of religion by institutions have historically incited people to acts of violence. It emphasizes recognition of religious differences, and distinguishes harmony from mere toleration. It also discusses intrareligious harmony within religious sects as well as interreligious harmony among world religions.
The document discusses how concepts like peace, harmony, unity, and intercultural understanding are often just words without meaningful efforts to make them realities. It advocates applying the principles of forgiveness, appropriate attitudes, compassion, and tolerance to analyze what constitutes these ideals and how to contribute to them. While international unity seems ideal, it faces many complications that require balancing variety and unity in a spirit of cooperation.
Harmony’s mission is to serve children, families and communities through counseling, education, and adoption. Since our founding in 1996 Harmony’s focus has been finding forever families for children, domestically, internationally, and through the foster care system. Our work with families often begins at placement and continues throughout the adoption journey.
20080124 Socio Cultural Values & Ethos In India Social Harmony And Nation...viswanadham vangapally
The document discusses the importance of socio-cultural values and ethics in Indian society. It explores the relationship between values, ethics, dharma and creating social stability and human welfare. It argues that lacking concern for values has led to issues in society such as inequality, corruption, crime and violence. It emphasizes practicing values like truth, righteousness and non-violence to improve both individuals and society.
This document discusses integration and national unity in Malaysia. It begins by defining integration and unity as processes of unifying groups across physical, social, economic, and political dimensions. It notes Malaysia comprises diverse ethnic groups with different cultures, languages and beliefs. The document then outlines government policies and approaches to promote integration, such as territorial development, education integration, and cultural programs. It also discusses the New Economic Policy and Rukun Negara, which were implemented to reduce economic disparities between ethnic groups and foster national identity following racial tensions in 1969.
Terrorism causes, effects, and solutionsSrun Sakada
This document defines terrorism and discusses its causes and impacts. Terrorism is defined by the FBI and US Department of Defense as the unlawful use or threat of violence against people or property to intimidate for political goals. It discusses two types of terrorism: national (directed internally without foreign influence) and international (foreign-based or directed). Causes mentioned include social/political injustice, belief that violence achieves goals, religion, illiteracy, and injustice. Impacts involve economic losses from death/damage, societal fear and suspicion, and complicated international politics. Solutions proposed are education to understand cultural differences, eliminating root causes like funding sources, and addressing injustices that radicalize individuals.
The document discusses the need for and basic principles of value education. It explains that value education helps people understand what is truly valuable for human happiness and fulfillment. The key aspects covered include identifying correct aspirations, understanding universal human values, and relating values and skills. It provides guidelines for value education, noting it should be universal, rational, and aim for individual and social harmony. The process of value education is self-exploration through dialogue between one's current and ideal self. Core human values like love, peace, truth and non-violence are explained.
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This document summarizes the reflections of a participant from Indonesia on the Interfaith Summit 2012. Some key points:
1) The summit promoted mutual understanding between faiths and building interfaith partnerships.
2) The participant gained understanding of different faiths including Hinduism in Bali and learned about interfaith initiatives in Indonesia and Malaysia.
3) Important lessons included embracing diversity as represented by Indonesia's motto "Bhinneka Tunggal Ika" and the importance of a "culture of heart" that promotes understanding between all people.
The document discusses the importance of multicultural education and multicultural schools. It provides definitions of multicultural education as incorporating histories, texts, values and perspectives of different cultures. America is described as a melting pot due to immigration. When working with students, it is important for educators to understand different cultural beliefs to help students adjust. There are advocates for and opponents to multiculturalism in education. As student populations have become more culturally diverse, multicultural policies and practices have become more important in schools.
1) India is a diverse country with many languages, religions, and customs. This diversity poses challenges for national integration and unity.
2) National integration requires both political unity and an emotional sense of shared identity among citizens. It means citizens prioritize the interests of the nation over personal or regional interests.
3) Factors like linguisticism, regionalism, communalism, casteism, and socioeconomic inequalities have hampered national integration in India. Education must play a key role in fostering national integration by promoting secularism, democracy, and a shared sense of national identity and heritage.
This document discusses national integration in India. It begins by noting India's diversity in languages, religions, and customs among its population. It describes national integration as a sense of shared identity and solidarity among citizens that binds the country together despite these differences. Several factors that hamper integration are then analyzed, including linguism, regionalism, communalism, casteism, and socioeconomic inequalities. The role of education in fostering national integration is also discussed. Curricular programs, co-curricular activities, training in democracy and secularism, and the role of teachers are all outlined as important ways education can promote national unity and an integrated society.
Similar to Role of youth in promoting communal harmony in india (7)
Role of youth in promoting communal harmony in india
1. Role of Youth in promoting Communal harmony in India
Posted by SujataParashar on March 7, 2013 in News · 0 Comments When my son was
about six his classmate asked him about his religion. My son could not answer him as that
was the first time someone had asked him that question. He did not know what his religion
was. For that matter he did not know the meaning of the word. But he was curious about it
and so after returning from School that day he asked me the same question: ‘what is my
religion, Mom?’ Instead of replying to him immediately I made him sit and asked him about
his day at school and during our conversation gently probed why he wanted to know about it.
Once I learnt the exact reason, I explained him the meaning of the term in the simplest of
ways and told him that if anyone asks him about it again to tell them that; he is an Indian. He
listened to my explanation, nodded quietly and left it at that. I wasn’t sure whether my son
had understood or accepted my explanation. But to my surprise I learnt that he had
registered it well. And even now when he has learnt through his text books that India is a
multi – cultural, multi – lingual and a multi – religious country and that many of his friends
belong to different communities and follow different religions, whenever he has been asked
by anyone about it, he has sincerely informed them that he is an Indian. I share the above
personal experience just to highlight that the understanding and attitudes of our children
(and youth) play a crucial role in shaping the future of the country. It is important that from a
young age they learn and imbibe the “unity in diversity” spirit — which is the essence of our
nation. In fact, our history is replete with examples where so many of our Kings, Emperors
and even the invaders and colonial rulers divided us in the name of religious and communal
differences. On the other hand, we also have countless examples of great kings who
remained secular in their views and actions
When my son was about six his classmate asked him about his religion. My son could not answer him
as that was the first time someone had asked him that question. He did not know what his religion
was. For that matter he did not know the meaning of the word. But he was curious about it and so
after returning from School that day he asked me the same question: ‘what is my religion, Mom?’
Instead of replying to him immediately I made him sit and asked him about his day at school and
during our conversation gently probed why he wanted to know about it. Once I learnt the exact
reason, I explained him the meaning of the term in the simplest of ways and told him that if anyone
asks him about it again to tell them that; he is an Indian. He listened to my explanation, nodded
quietly and left it at that. I wasn’t sure whether my son had understood or accepted my
explanation. But to my surprise I learnt that he had registered it well. And even now when he has
learnt through his text books that India is a multi – cultural, multi – lingual and a multi – religious
country and that many of his friends belong to different communities and follow different religions,
whenever he has been asked by anyone about it, he has sincerely informed them that he is an
Indian.
I share the above personal experience just to highlight that the understanding and attitudes of our
children (and youth) play a crucial role in shaping the future of the country. It is important that
from a young age they learn and imbibe the “unity in diversity” spirit — which is the essence of
our nation.
2. In fact, our history is replete with examples where so many of our Kings, Emperors and even the
invaders and colonial rulers divided us in the name of religious and communal differences. On the
other hand, we also have countless examples of great kings who remained secular in their views
and actions throughout their lives and consequently the country prospered under their rule. In fact,
India has always been a land of spirituality where the beliefs and faiths of people from different
casts and communities have been respected and flourished.
But it is also a country which has undergone transformation several times; from dynastic rule of the
kings, emperors to colonial rulers and finally to gaining independence and becoming a country of
the people, by the people and for the people. Yet, despite attaining freedom, having a written
constitution based on ideals of democracy and secularism and being led by visionary leaders like
Mahatma Gandhi, Pt. Nehru, Lal Bahadur Shastri et al communal harmony in the country is on a
decline.
Issue- based politics has given way to vote – bank politics based on narrow interests and goals of
political parties. In order to achieve these goals they’ve been resorting to picking up social causes
on communal lines which divides rather than binds people. The situation is so bad today that even a
small and often silly remark by an irresponsible member of one community about the other can
take the form of a major riot – like situation leading to victimization of several hundred innocent
people. Often these remarks are made deliberately and with ill – motives. The chasm between
religious communities is so wide that people are fooled easily into believing even baseless rumours
spread purposely to cause unrest among them.
We Proud Indians Respect All Religions and Countries.
In such a sad scenario it is our youths who can become agents of change and create harmony among
different communities of the country, with their positive outlook and actions.
Understand and Accept – As I mentioned earlier, India is a land where people of different faith
have co -existed peacefully. However, it is politics, which proved to be divisive. It is not religious
leaders by and large who divide but some politicians or political parties who seek to mobilise votes
on grounds of religion, caste and ethnicity. The youth is educated and more aware but at the same
time they must accept the true identity of India which is: multi – cultural and multi religious. It is
important that they not only understand but also respect other communities and their belief
system.
Celebrate occasions – Major religious festivals like Diwali, Christmas, Eid, Guru Nanak’s Birthday
are officially declared as a holiday in the country. Our constitution says all are equal before the
law. The Government encourages all its citizens to celebrate major religious festivals, irrespective
of their religion, caste or creed. But how many of us make the effort of joyfully celebrating such
festivals together with the members of other communities? Not many, I think. We are divided
within on the basis of our religion. One of the best ways to achieve communal harmony is to jointly
celebrate and participate in each other’s religious festivals. Young people can show their secular
spirit through their attitudes and actions and set an example for others to follow.
3. Spread awareness – Most political parties have been playing the communal card to win elections.
They have won elections by dividing people and by turning friends into enemies for their own gains.
This must stop. Youth can be powerful agents of change. Once they know the right thing they
cannot be suppressed into agreeing with the wrong. Youngsters must come together, express their
opinion freely and spread awareness about important national issues and their take on it. They
must involve people in discussing and debating these matters of national importance and in arriving
at a conclusion through consensus about what is best for the country. And they must make sure
their collective opinions are conveyed to the leaders in clear terms. This will not only ensure that
the government takes decisions based on the welfare of its people but also check the politicians
from playing the communal card.
Be a proud Indian – Most of all young people can set example for others by showing their pride in
their country thorough positive and healthy dialogues, responsible behavior and caring attitude
towards one and all.
“Be the change you want to see” -Mahatma Gandhi
Educational Approach for Achieving Communal Harmony << Go Back
Recommendations
1. The National Educational Policy document, 1986 has very appropriately stated that “Education is
essentially for all. This is fundamental to our all round development, material and spiritual.
Education has an acculturating role. It refines sensitivities and perceptions that contribute to
national cohesion, a scientific temper and independence of mind and spirit – thus furthering the
goals of socialism, secularism and democracy enshrined in our “Constitution. Education can and
must bring about the fine synthesis between change-oriented technologies and the country’s
continuity of cultural tradition.” Education is an instrument of socio-economic development and of
modernization consistent with our traditions and national ethos. It is a tool with which we can fight
injustice, intolerance and superstitions. Education does not merely mean schools, colleges and
universities. Education starts from the lap of a mother; it continues in the workplaces, in the market
and in all those locations where human intercourses take place. Therefore, in formulating an
educational approach, which can result in integration, cohesion and harmony in the country,
national education has to be understood in both formal and informal contexts, and cater for in these
multiple connotations.
2. Harmony at its broadest connotation would impart unity of thought, words and deeds. This can
be best achieved in an environment which is bound together by common communal value in which:
• There is an equal opportunity for all.
• Right to work is guaranteed.
• Right to citizenship is safeguarded.
Quest for excellence provides a common denominator for bringing about a positive sense of
harmony among people.
4. 3. It is in the educational field that vital contributions can be made for developing a positive attitude
of the citizen towards Indian nationhood, Indian unity, Indian identity and Indian integrity. This
would mean ensuring:
Good teachers : A good teacher is one who is ranked and rated as such by those who are at the
receiving end of his teaching.
Good Syllabi: Good syllabi apart from building character and personality are definitely responsive
to the imperatives of change.
Good books: Good books published by NCERT or other educational competent and credible
organizations.
4. The general consensus was that ‘secularism’ should not mean either irreligious or non-religious
attitude but it should be understood more as equal respect for all religions and tolerance towards
other faiths. Ethnic and cultural pluralism is a hard reality to reckon with in India. While one may
find a personal fulfillment in his/her faith or cultural specificity, this need not denigrate other forms
of identities as is illustrated in the life and work of Mahatma Gandhi. Therefore, the task shapes
itself as neither isolation nor assimilation but a symphonic integration of pluralism. It is here that
education can play a major role in inculcating an attitude to respect distinctiveness within the
totality of Indian consciousness.
5. The integrating task of education cannot be performed unless history and historical facts are
placed in their proper perspective. All history is interpretative. It aims at giving meaning to past but
distortion of facts would do a greater damage if the ‘present’ biases are allowed to enter into
interpreting the ‘past’. Proper emphasis in placing historical facts would be required to inculcate
moral values and attitudes of tolerance. Since all history is interpretative, intellectual integrity
demands that while not distorting historical experience, we need to emphasize dialogue-promoting
as well as positive and integrative interpretations of the past. This will have to be one of the most
vital tasks of education. It was felt by all the participants that the present history texts taught to
students of impressionable age excessively emphasise:
• dynasties and kings,
• wars and conflicts and
• religious bigotry.
Historians therefore ought to endeavour to relate specific contexts and events to wider socio-economic
and political forces at work in time and space so that students are sensitized to general
problems of preservation, growth and development of human race in the pursuit of peace and
harmony.
While secular states cannot promote teaching of a religion as such, it must encourage teaching of
comparative religion. To facilitate this is would be worthwhile to initiate publication of compendia of
all religious teachings.
Two functions of education were stressed, namely:
• the integrative function, and
• the humanization of knowledge
6. The essential functions of education are often hindered by growing perceptions of minorities in
terms of caste, creed, and religion which are divisive. The state policy of an indefinite continuation
of granting special concessions and protective preferential treatment to minorities unfortunately
have been counterproductive as they have reinforced divisive tendencies, thereby setting up a
vicious circle between social perception and political action. In the long run the only way to break
5. out of this vicious circle is to recognize that there is only one “minority” of the ‘haves’ and one
“majority” of the have-nots. Sooner we bury all these divisive dichotomies and realize that all
citizens are equal the better. Here again a proper reorientation would be needed both in education
and the state policy to promote the inculcation of the right type of perceptions.
7. For building communal harmony, education ought to promote common, shared moral values, that
are deep and enduring, that transcend specificities of sectional existence. This alone can sustain
national togetherness. Moral values ought to be imbibed in such a way that people genuinely
believe in the dignity of labour and respect the principle of equality of opportunity regardless of
differences in gender, caste, religion and the like. An attempt should be made to evolve a common
code of moral and civic conduct for citizens.
8. A recanting of the development models around human beings and their crestive capacities is
necessary.
9. More effective national programmes for the eradication of illiteracy within the shortest possible
time and with the highest priority with no reliance on external assistance. It is not enough to start
literacy programmes. For its retention a continuous vigilant effort will be required in the form of
follow-up activities both by the state and by voluntary agencies.
10. There should be greater contact between parents, teachers and students in educational
institutions.
11. Secular outlook in education can be developed through proper text books to create rational
scientific outlook, promotion of sports, cultural activities, social service schemes, NCC, boy-scouts
and girl guide activities help in generating fellow feelings and togetherness, and remove religious
and other socil and economic barriers amongst the participants.
12. Efforts should be made to equalize educational opportunities for all including women, backward
classes, minorities and otherwise handicapped persons.
13. To promote social cohesion, consciousness of a national identity and need for national
integration a common core school curriculum should be adopted throughout the country with
addition for and provision of regional knowledge on regional basis.
14. Teacher’s education will need special attention for, in the ultimate analysis, it is teachers who
will be able to make education an instrument of social transformation in positive contexts.
15. The schools and community must be brought together through a constructive interface, through
appropriate programme of work experience and national services. The programme of ‘each one
teach one’ would be of great help in increasing the percentage of literacy.
16. All text books will need to be improved considerably and changed where necessary to eliminate
such contents as are conducive to giving rise to social, communal or religious tensions.
17. For minorities and socially handicapped people special coaching/study centers and pre-recruitment
training should be arranged on wide scale for equalizing opportunities in education and
work.
18. Special emphasis will be required on women’s education. It is with the parents and with the
family that a child spends his full time before schooling and more than two-thirds of each day even
after schooling starts. An educated mother means better development of a child. Women’s status
and work opportunities must be improved.
19. The problem of wastage, drop-outs needs to be tackled very seriously. There should be
incentives for continuing education.
6. 20. The scope of continuing and distance education should be widened.
21. Inter-state exchange of students should be emphasized through inter-state camps, treks,
cultural trips and competitions.
22. The media is a highly powerful tool of education, which can and should be utilized in positive
and forceful contexts for communicating the messages of unity and harmony amongst communities.
23. Political parties in the country must arrive at an honest concord to insulate educational
institutions and student communities from the pressures and compulsions of politicization.
24. Every effort must be made to remove the genuine causes of student’s and youth unrest. These
may for example be related to the need for educational reforms, involvement in special causes like
environmental impacts, removal of economic insecurity and unemployment etc., or even needs of
emotional release.
25. Universities and colleges should hold inter-institutional national integration and national social
service camps.
26. Investments in human resources development, particularly education have been falling in terms
of the percentage of GNP. This trend must be reversed.
27. The three language formula must be effectively implemented and incentives should be provided
for people of one region to learn a language of another region.
28. In informal educational programmes too, e.g. adult education, distance education and
continuing education there must be special emphasis on subjects which have direct bearing on
national, social and communal harmony.
29. The denominational schools which encourage communal education should be denied
government funds by way of grants-in-aid etc., Article 30 of the Constitution – notwithstanding.
30. Education of leaders of various segments of society is a must as a part of an overall move to
provide a bench mark for change in continuity. This applies to leadership of various sections of
society like business, administration, defence, executive, academic, politics, trade unions and the
like.
31. The Workshop recommended the following programme of action to be pursued by the
Foundation:
(a) To encourage exchange of ideas among different religions of the country.
(b) To institute a Man of the Year Award for excellence in National Integration Work.
(c) To use the Foundation Journal for discriminating stories fostering national unity.
(d) To encourage and fund project research in such areas which would contributes to the
strengthening of communal harmony and national integration.