Unit 1 - C2 Understanding the social diversity-dr.c.thanavathi

1 | D R . C . T H A N A V A T H I V . O . C . C . E .
UNIT-1
UNDERSTANING THE SOCIAL DIVERSITY
Introduction
India is a large country with different geo-political conditions in different parts of the
country. This has brought differences in social evolution of the groups living in different parts of
the country. India is a country of social diversity. To maintain harmony among all sections of the
society, the Constitution of India has adopted federal political structure. The democracy of the
country also helps in maintaining social unity. Three kinds of social differences need special
attention namely: Gender, Religion and Castes. Some of the Fundamental Rights are enshrined in
the Constitution with this purpose only. The Directive Principles of State Policies also help in
maintaining the social fabric of India. Sometimes the political manifestations of these identities
do create problems, but the constitution meets these challenges successfully.
Meaning of Social Diversity
Social diversity is the diverse factors surrounding our society such as race, culture,
religion, age and disabilities. Diversity is differences in racial and ethnic, socio-economic,
geographic, and academic/professional backgrounds. These can be along the dimensions of race,
ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious
beliefs, political beliefs, or other ideologies. Social diversity centers on three universal human
realities. Firstly, that each individual is unique. Secondly, that individual and their societies are
inter-related and inter-dependent. Thirdly, that societies and cultures are dynamic: change may
be rapid or gradual, but will always affect different members of society in ways that reflect
differences in power and status.
Definition of Social Diversity
Diversification is a principle that maintains how individual develop into quite different
people so that they can peacefully occupy different positions within the environment. A broad
definition of diversity ranges from personality and work style to all of the visible dimensions of
diversity such as race, age, ethnicity or gender, to secondary influences such as religion, socio
economics and education, to work diversities such as management and union, functional level
and classification or proximity/distance to headquarters.

Levels of Social Diversity
The levels of social diversity are:
1) Individual diversity,
2) Regional diversity,
3) Linguistic diversity,
4) Religious diversity and,
5) Caste and tribes’ diversity.
1. Individual Diversity
Becoming culturally competent, diverse and inclusive involves knowledge, attitudes, and
skills that may seem overwhelming for any individual to achieve. It is important to remain aware
that cultural groups are not homogeneous in beliefs and practices.
Meaning of Individual Differences:
Dissimilarity is principle of nature. No two persons are alike. All the individuals differ
from each other in many a respect. Children born of the same parents and even the-twins are not
alike. This differential psychology is linked with the study of individual differences.
Wundt, Cattel, Kraepelin, Jastrow and Ebbing Haus are the exponents of differential
psychology.
This change is seen in physical forms like in height, weight, colour, and complexion
strength etc., difference in intelligence, achievement, interest, attitude, aptitude, learning habits,
motor abilities, and skill. Each man has an intellectual capacity through which he gains
experience and learning. Every person has the emotions of love, anger, fear and feelings of
pleasure and pain. Every man has the need of independence, success and need for acceptance.
Definitions of individual diversity:
According to Carter B. Good, “Individual diversity stands for the variations or
deviations among the individuals in regarded to a single characteristics”. Individual diversity
stands for those differences, which in their totaling distinguish one individual from another.

Classifications of individual diversity:
Causes of Individual Differences:
There are various causes which are responsible in bringing individual differences.
i. Heredity:
Some heretical traits bring a change from one individual to other. An individual’s height,
size, shape and color of hair, shape of face, nose, hands and legs so to say the entire structure of
the body is determined by his heretical qualities. Intellectual differences are also to a great extent
influenced by hereditary factor.
ii. Environment:
Environment brings individual differences in behaviour, activities, attitude, and style of
life characteristics, personality etc. Environment does not refer only physical surroundings but
also it refers the different types of people, society, their culture, customs, traditions, social
heritage, ideas and ideals.
iii. Race and Nationality:
Race and Nationality is one cause of individual difference. Indians are very peace loving,
Chinese are cruel; Americans are very frank due to race and nationality.

iv. Sex:
Due to sex variation one individual differs from other. Men are strong in mental power.
On the other hand women on the average show small superiority over men in memory, language
and aesthetic sense. Women excel the men in shouldering social responsibilities and have a
better control over their emotions.
v. Age:
Age is another factor which is responsible in bringing individual differences. Learning
ability and adjustment capacity naturally grow with age. When one grows in age can acquire
better control over our emotions and better social responsibilities. When a child grows then this
maturity and development goes side by side.
vi. Education:
Education is one major factor which brings individual differences. There is a wide gap in
the behaviors of educated and uneducated persons. All traits of human beings like social,
emotional and intellectual are controlled and modifies through proper education. This education
brings a change in our attitude, behaviour, appreciations, Personality. It is seen that uneducated
persons are guided by their instinct and emotions where as the educated persons are guided by
their reasoning power.
Educational Implications of Individual Differences:
i. Aims of education, curriculum, and method of teaching should be linked with individual
differences considering the different abilities and traits individual.
ii. Curriculum should be designed as per the interest, abilities and needs of different
students.
iii. The teacher has to adopt different types of methods of teaching considering individual
difference related to interest, need, etc.
iv. Some co-curricular activities such as Drama, music, literary activities (Essay and Debate
Competition) should be assigned to children according to their interest.
v. Teacher uses certain specific teaching aids which will attract the children towards
teaching considering their interest and need.

vi. Various methods such as playing method, project method, Montessori method,
storytelling methods are to be used considering/discovering how different children
respond to a task or a problem.
vii. The division of pupils into classes should not be based only on the mental age or
chronological age of children but the physical, social and emotional maturity should be
given due consideration.
viii. In case of vocational guidance the counselor is to plan the guidance technique keeping in
view the needs and requirements of the students.
2. Regional Diversity
Region as a social system, reflects the relation between different human beings and
groups. Regions are an organised cooperation in cultural, economic, political or military fields.
Region acts as a subject with distinct identity, language, culture and tradition. Regionalism is an
ideology and political movement that seeks to advance the causes of regions.
Meaning of Regional Diversity
The word ‘regional’ means any element belongs to a particular region, and the feeling
related to the people belonging to the particular region is known as ‘Regionalism’. The term
regionalism has two connotations: In the positive sense, it is a political attribute associated with
people’s love for their region, culture, language, etc. with a view to maintain their independent
identity. In the negative sense, it implies excessive attachment to one’s region in preference to
the country, or the state. While positive regionalism is a welcome thing in so far maintaining as it
encourages the people to develop a sense of brotherhood and commonness on the basis of
common language, religion or historical background. The negative sense regionalism is a great
threat to the unity and integrity of the country.
Regionalism in India
Roots of regionalism is in India’s manifold diversity of languages, cultures, ethnic
groups, communities, religions and so on, and encouraged by the regional concentration of those
identity markers, and fueled by a sense of regional deprivation. For many centuries, India
remained the land of many lands, regions, cultures and traditions.
For instance, southern India (the home of Dravidian cultures), which is itself a region of
many regions, is evidently different from the north, the west, the central and the north-east. Even

the east of India is different from the North-East of India comprising today seven constituent
units of Indian federation with the largest concentration of tribal people.
First, in the 1950s and 1960s, intense (ethnic) mass mobilisation, often taking on a
violent character, was the main force behind the state’s response with an institutional package for
statehood. Andhra Pradesh in India’s south showed the way. The fast unto death in 1952 of the
legendary (Telugu) leader Potti Sriramulu for a state for the Telegu-speakers out of the
composite Madras Presidency moved an otherwise reluctant Jawaharlal Nehru, a top nationalist
leader and it was followed by State reorganisation commission under Fazal Ali paving way for
State Reorganization Act, 1956.
Second, in the 1970s and 1980s, the main focus of reorganization was India’s North-east.
The basis of reorganization was tribal insurgency for separation and statehood. The main
institutional response of the Union government was the North-eastern States Reorganisation Act,
1971 which upgraded the Union Territories of Manipur and Tripura, and the Sub-State of
Meghalaya to full statehood, and Mizoram and Arunachal Pradesh (then Tribal Districts) to
Union Territories. The latter became states in 1986. Goa (based on Konkani language (8th
Schedule)), which became a state in 1987, was the sole exception.
Third, the movements for the three new states (created in 2000)—Chhattisgarh out of
Madhya Pradesh, Jharkhand out of Bihar and Uttaranchal out of Uttar Pradesh— were long-
drawn but became vigorous in the 1990s. And the most recent one, we can see with the division
of Andhra Pradesh, giving a separate Telangana, which started in 1950s.
The central government has categorized states on the basis of backwardness and
accordingly gives grants and loans. In September 2013, Raghuram Rajan, recommended a new
index of backwardness to determine- which state need special help from central government. It is
composed of 10 equally weighted indicators. According to that, Orissa and Bihar are the most
backward states.
Regular public investment by central government through centrally sponsored schemes
have focused on development of necessary infrastructure and poverty eradication, integrated
rural development, education, health, family planning, etc. For example- Prdhan Mantri Gram
sadka yojana, mid day meal, MGNREGA, etc.
Government at centre and states give incentives to private players to develop in backward
states through subsidies, taxation, etc. Nationalisation of banks, granting new banking licences,

making mandatory for banks to open rural branches are few other steps for inclusive
development and balanced regional development.
There are certain discrepancies at the implementation part of these schemes. Few areas
have been neglected like irrigation, which has created agricultural disparity. Rain fed and dry
land agriculture also have been neglected, which became cause for suicide of farmers in various
states (Coverage of P. Sainath, gives us more insights on such issues.)In reality, the interstate
industrial disparity, agricultural disparity, number of BPL, etc. are decreasing. But, more actions
are needed to completely eradicate the disparities
Reasons for regional disparity
Low rate of economic growth: The economic growth of India has been fluctuating since
independence. But with respect to High population growth, the economic growth has been not
enough to catch the development with full speed. In the last decade, the economic growth were
progressive, but now they are reeling under the influence of world economic crisis and other
bottlenecks at domestic level.
Socio-economic and political organisation of states: The states have been unable to do the
adequate land reforms and the feudal mentality still persists. Bhoodan and Gramdaan
movements, after independence, were not enthusiastically carried and even land under land
banks was not efficiently distributed. The political activities in the backward states were limited
to vote bank politics and scams.
Lower level of infrastructural facilities in backward states: The level of infrastructural
development, such as- power distribution, irrigation facilities, roads, modern markets for
agricultural produce has been at back stage. All these are state list subjects.
Low level of social expenditure by states on education, health and sanitation: These subjects
are core for human resource development. The sates which have invested heavily on these
subjects fall under the developed and advanced states, for example Tamil Nadu, where health
care services in Primary health centre are bench mark for other states.
Political and administration failure: This is source of tension and gives birth to sub-regional
movements for separate states. Jarkhand, Chattisgarh, Uttrakhand and recently Telangana are
result of these failures only. Many such demands are in pipeline such as- Vidarbha, Saurashtra,
Darjeeling and Bodoland, etc. These failures also weakens the confidence of private players and
do not attract investors in the states.

Regions in India:
North India
States: Haryana, Himachal Pradesh, Jammu and Kashmir, Punjab, Rajasthan (southern part
might be considered West), Uttar Pradesh (southern part might be considered
Central), Uttarakhand
Major Cities: Delhi, Chandigarh, Jaipur, Lucknow Kanpur
Major Languages: Hindi, Punjabi, Haryanvi, Urdu
Famous for:
• Pilgrimage sites like Varanasi, Ayodhya, or the Sikh Golden Temple
• Mughal historical sites like the Taj Mahal
• Punjabi Food
• Kashmir
• The Himalayas and many hill stations like Leh
• Historical places in Delhi like Red Fort
West India
States: Goa, Gujarat, Maharasthra, Southern Rajasthan, some parts of Madhya Pradesh
Major Cities: Mumbai, Ahmedebad, Pune, Goa, Surat, Nagpur, Aurangabad
Major Languages: Marathi, Gujarati, Hindi, Konkani
Famous for:
• Bollywood

• Cricketers
• Chaat street food (originally north Indian, but extremely popular in this region)
Generating 24% of the GDP (with 10% of the population)
South India
States: Karnataka, Andhra Pradesh, Tamil Nadu, Kerala, Telangana
Major Cities: Chennai, Bangalore, Hyderabad, Trivandrum, Coimbatore, Kochi
Major Languages: Tamil, Kananda, Telugu, Malyalam
Famous for:
• South Indian Food: Dosais and idly, biriyani
• Spices like cardamom, cloves, cinnamon, tamarind
• Numerous Hindu Temples and pilgrimage sites
• Carnatic Music and Bharatanatyam Dance
• Mixing movie stars and politicians
East India
States: Bihar, West Bengal, Orissa, Jharkand
Major Cities: Kolkata, Patna, Jamshedpur, Dhanbad, Ranchi, Bhubaneswar
Major Languages: Bengali, Hindi, Bhojpuri, Oriya
Famous for:
• Nobel Laureates Rabindranath Tagore, Swami Vivekanada
• Strong Football and Cricket culture
• Fish dishes

• Historical places related to India’s Independence
• Bengali sweets made from milk, called rosgula and mishti doi
Central India
States: Madhya Pradesh, Chhattisgarh, Southern Uttar Pradesh
Major Cities: Bhopal, Indore, Jabalpur
Major Language: Hindi
Famous for:
• Tiger Reserves
• Khajuraho Temples
• Diamond mines and other mineral reserves
• Producing a large amount of electricity
• Forests
Northeast India
States: Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim, Tripura
Major Cities: Guwahati, Agartala, Dimapur, Shillong, Aizawl, Imphal
Major Languages: Assamese, Bengali, Bodo, Garo, Manipuri, Nagamese, Nepali, Sikkimese
Famous for:
• Meat dishes (beef, fish, and pork)
• Martial Arts
• Bamboo Handicrafts

• Scenic Beauty
• Darjeeling (actually in West Bengal, but more associated with the Northeast)
• Football
Causes of Regional Diversity
(i) Geographical Causes: There is a vast difference between food habits, language, culture,
customs, dress, life style of people belonging to different states. This diversity is reflected in the
state-wise division and within the states.
(ii) Historical Causes: We - feeling was shattered due to some historical causes. Many states
in India had serious conflicts in the past with each other. These conflicts had created bitterness
among them, therefore they cannot meet with each other with open heart and open mind.
(iii) Political Causes: In different regions some people have demanded for the formation of
regional government and this trend of thinking has been inspired by regional interest and the aim
of gaining power.
(iv) Psychological Causes: It is wish of the most of the people that the progress and the
achievement of their region should be the maximum. The idea in itself is neither bad nor
deniable, but when they disregard the nation’s interest and those of the region for the attainment
of this objective then these feelings can be classified under regionalism.
(v) Social Causes: In a country like India, marriages are preferred with the person of the same
regional background. Due to this, people belonging to one region avoid marriages in other
regions.
(vi) Economic Causes: Due to economic problems such as lack of resources, unemployment
etc. of a particular region people from those regions often migrates to comparatively stable
economic region.
Role of Education in Eliminating Regionalism
The following educational programmes may be of useful to reduce the feeling of
regionalism among people.
(i) Encouragement of travel and communication
(ii) Propagating National History
(iii) Prevention of influence of regional political parties in education

(iv) Purposive teaching of History of Literature, not only English, Hindi and the regional
language must be included but other languages must also be made familiar.
Impact or Effects of Regionalism
Positive (Advantage)
Scholars believe that regionalism plays important role in building of the nation, if the
demands of the regions are accommodated by the political system of the country. Regional
recognition in terms of state hood or state autonomy gives self-determination to the people of
that particular region and they feel empowered and happy. Internal self-determination of
community, whether linguistic, tribal, religious, regional, or their combinations, has remained
the predominant form in which regionalism in India has sought to express itself, historically as
well as at present time.
Regional identities in India have not always defined themselves in opposition to and at
the expense of, the national identity, noticed a democratic effect of such process in that India’s
representative democracy has moved closer to the people who feel more involved and show
greater concern for institutions of local and regional governance.
For example- Tripura Tribal Autonomous District Council (TTADC), formed in 1985,
has served to protect an otherwise endangered tribal identity in the state by providing a
democratic platform for former separatists to become a party of governance, and thereby
reduced significantly the bases of political extremism in the state.
In such political setup, there always remains a scope of balanced regional development.
The socio-cultural diversity is given due respect and it helps the regional people to practise their
own culture too.
Negative (Disadvantage)
Regionalism is often seen as a serious threat to the development, progress and unity of
the nation. It gives internal security challenges by the insurgent groups, who propagate the
feelings of regionalism against the mainstream politico-administrative setup of the country.
Regionalism definitely impacts politics as days of collation government and alliances are
taking place. Regional demands become national demands, policies are launched to satisfy
regional demands and generally those are extended to all pockets of country, hence national
policies are now dominated by regional demands. E.g. MSP given to sugarcane, it was helpful
for farmers in Maharashtra but it was implemented across all states resulting agitations of

farmers belonging to UP, Punjab and Haryana. Meanwhile it sowed seed of defection among
ministers and targeting to corresponding minister.
Some regional leaders play politics of vote bank based on language, culture, this is
certainly against healthy democratic procedures. This always leads to demand for separate state
and it has observed that after creating small states only few political leaders could run efficient
government else alliances run government which ultimately makes administration machinery
ineffective.
Developmental plans are implemented unevenly focusing on regions to which heavy
weight leaders belongs are benefitted, hence unrest is generated among rest regions. Law and
order is disturbed, agitations with massive violence take place ultimately government is
compelled to take harsh steps; hence wrong signals are emitted about government authorities.
Regionalism, also becomes hurdle in the international diplomacy, as in 2013 we saw how
Tamil Nadu regional parties were against the Prime Minister of India, attending the
Commonwealth heads meeting(CHOGM) in Sri Lanka. These actions have their direct
implication on the relation of India with Sri Lanka or other countries of the forums or in case of
Mamata Banerjee not agreeing to Land Boundary agreement and Teesta River Water sharing,
when the leaders at centre level were ready to do it.
The regionalism induced violence disturbs the whole society, people are killed, students
cannot attend the schools and colleges, tourism cannot be promoted, etc. This impacts the
development of human resource, governments need to deploy extra forces to control the situation
and it has direct implication on the economy of the nation. Impacted societies remain aloof from
the mainstream development and then the regional variations and backwardness is clearly
reflected.
On the broader front, it harms India’s status in global arena and becomes hurdle in
becoming global power or world leader.
3. Linguistic Diversity
Linguism is a division among members of a society on the basis of when India got the
independence, it was decided that English should continue as official language along with Hindi
for a period of 15 years. But English has continued to remain till today an associated official
language mainly because of the revolt by the South Indian states against the compulsory learning
of Hindi as official and national language.

Causes of Linguism
There are many causes at the root of linguism in our country. The major causes are the
following.
(i) Psychological Causes: People of a particular region are attached to the regional language
which is their mother tongue. Hence they are not coming forward to learn another Indian
language
(ii) Historical Causes: India had been invaded by numerous foreign countries. For example,
French people invaded our country and established their supremacy in Pondicherry,
simultaneously the Portuguese in Goa. Mughals brought Persian language to India. British spread
English language all over India. As a result, Indian languages became subordinated to these
languages. This gave birth to linguism as people from different regions promoted their own
regional language in their states.
(iii) Geographical Causes: Every language has its own literature. This literature is influenced
everywhere by local geographical conditions such as plains, mountains, local vegetation and
local culture. It reflects the life of the people who speak the language. Hence an individual does
not willingly accept it if the language of another region is forced on her him.
(iv) Economic Causes: There are some economic causes that also inspire linguism. Some
languages are financially assisted by the government for their progress but people speaking other
languages are deprived of this benefit.
(v) Political Causes: Linguism is also inspired by the political interest and aspiration of different
politicians and political groups. During elections in order to win votes many communal political
parties raise the language issue to instigate their people and win their votes.
(vi) Social Causes: Linguism is encouraged by some social factors. The language that is adopted
by the society is respected. On the contrary the languages that caters to contradictory
presumptions are objected, this leads to linguism.
Role of Education
Education plays an important role in the elimination of linguism.
1. Education for national integration.
2. Inculcation of democratic principle for language options in education.
3. Creating interest for language study.

4. Co-curricular activities: competitions, games, dramas promoting respect for Indian
languages. Appreciation of contributions of great poets and authors to the development of
Indian languages.
5. The three language formula is given by Kothari commission which is modified and
revised form of earlier policy, equalizes the lanugae burden and also develops the Indian
identity in every in every citizens through the learning of a common language and it has
been adopted by all the states. Mother tongue or regional language, official Indian
language and western language.
4. Religious Diversity
India is a land where almost all major religions of the world are found. Here we find
Hinduism, Islam, Christianity, Sikhism, Buddhism, Zorostrianism and Animism. All of these
main religions have a number of sects of their own. In India, religious affiliations appear to be
over-emphasised. As such, people in India some times, seem to be more loyal to their respective
religions than to their nation. This religious diversity has been a factor and a source of disunity
and disharmony in the country.
A. Hinduism:
It is an amalgamation of Indo-Aryan, Dravidian and Pre-Dravidian religious elements. It is
the religion of the majority of the people of India. The followers of Hinduism believe in the
doctrine of ‘Karma’, ‘Dharma’, rebirth, immortality of soul, renunciation and salvation.
Hinduism allows a number of possible conceptions of God. It also prescribes various alternative
paths of attaining God. The Sakta, the Shaiva, the Satnami, the Lingayat, the Kabirpanthi, the
Bramho Samaj, the Arya Samaj etc. are different sects of Hinduism. According to 1991 census,
697.4 million people(82.6%) in India practice Hinduism and provide a solid base for national
unity through common beliefs, festivals, customs and traditions.
B. Islam:
Islam the religion of the Muslims, originated in Arebia. It came to India towards the last
quarter of the 12th century A.D, with the Muslim invasions. The Muslim rulers in India
patronized it. They established long dynasties over large chunks of the country and encouraged
conversions from Hinduism and Buddhism. Islam does not believe in idol worship. It professes
the fatalistic acceptance of Allah’s will and considers Prophet Mohammed as the greatest
prophet. The ‘Quran’, sacred book of Islam, ordains five primary duties of a true and devout

Muslim, such as belief in God (Allah), prayers five times a day, the giving of alms, a month’s
fast every year and a pilgrimage to Mecca at least once in the life time of a Muslim.
C. Christianity:
Christians in India constitute more than 2% of its population. They are very widely
scattered all over the country, but they are mainly concentrated in the south and especially in
Kerala where they form nearly 25% of the state’s population. In the North, Christianity has
spread rather sporadically and its influence is mainly confined to certain sections of the tribal
population and the depressed castes. There are mainly three sects in Christianity. They are (a)
Roman-Syrians (b) Roman Catholics and (c) Protestants.
D. Sikhism:
It was founded by Guru Nanak in the 16th century A.D. The Sikhs were originally a part
of the Vaishnava sect before they converted to it. Sikhism was later developed by a line of Sikh
Gurus, who succeeded Guru Nanak. According to Rose, “The Sikh creed involves belief in one
God, condemning the worship of other deity; it prohibits idolatry, pilgrimage to the great shrines
of Hinduism, faith in omens, charms or witchcraft; and does not recognize ceremonial impurity
at birth and death. As a social system, it abolishes caste distinctions and as a necessary
consequence, the Brahminical supremacy and usages in all ceremonies, at birth, marriage, death
and so on.” The Sikhs are ideologically nearer to the Hindus than to the Muslims. They as a
group can easily be identified by anyone; because of the five “K”s they always wear. The 5 “K”
s are Kesh (uncut long hair), Kanga (wooden comb) Kaccha (shorts), Kara (iron bangle in the
hand) and Kirpan (short sword). Sikh population in India is around 2% which is mainly
concentrated in the Punjab and at the adjoining states.
E. Buddhism:
It originated in India during the 6th century B.C. Its founder was Gautama the Buddha.
Buddhism enjoyed royal patronage for a long period beginning from the Great emperor Ashoka
in the 3rd
century B.C. As a result, Buddhism spread not only in India but also in countries
outside India. It has two sects, namely the Hinayana and the 9 Mahayana. At present Buddhists
are found in Sikkim and the adjoining hills, they are also found in Maharashtra as a result of the
recent conversions under the leadership of Dr. Ambedkar. However the number of the Buddhists
in India is very meager and it represents only less than 1% of the total population.

F. Jainism:
Lord Mahavir established Jainism in India in the 6th century B.C. It is very close to
Hinduism. Many of the Hindu doctrines are retained in it. Jains like the Hindus, venerate and
worship the cows, they often worship in the Hindu temples and also employ the services of the
Brahmin priest in their domestic rites. They are even more scrupulous than the Hindus in
maintaining caste distinctions. But it differs from Hinduism in its heretical views regarding the
sanctity of the Vedas and in its strict insistence on the principle of Ahimsa. Jains represent only a
small portion of the Indian population. They comprise about 0.45% of our population. Jains are
divided into 3 sects: namely (a) The Digambaras, (b) The Sevetambaras and (c) The Dhundias.
Jains are mainly urban people and are found in the town and cities of Punjab, U.P, Rajasthan,
Gujarat and Maharashtra.
G. Zoroastrianism or Parsi:
The Parsis or the followers of Zoroaster of Zorathushtra came to India in the 7th century
A.D. from Persia in order to escape the forcible conversions to Islam. They worship fire. The
expose their dead on the so-called “towers of Silence” to be eaten up by vultures so that the
elementsearth, fire and water-are not defiled by the contact of the dead matter. Their number in
India is negligible. They are about one lakh in total half of which live in the city of Bombay
alone. As such they are mainly urban. They are the most literate and are on the top of the
economic ladder of India.
H. Animism:
It is mainly a tribal faith. In India there are about 25 million people who believe in
Animism. It is a primitive religion, according to which man is believed to be surrounded by a
number of impersonal ghostly powers. These powers are said to reside in rocks, rivers, trees,
stones etc. The above discussion makes it amply clear that India is a land of numerous religions.
It is in view of this religious diversity that independent India has declared secularism as one of
the main principles of its State Policy. Today India strives to integrate its people into a great
nation on secular lines. But in spite of the secular policy followed by the state, there have been
occasional communal riots in India causing much loss of life and property. It is to be seen how
far we will be able to cultivate the ideal of secularism in the minds of our people who are mainly
religious minded.

Challenges in Religious Diversity
Communalism is a social problem and it is said that communalism word emerged in the
9th
century and intensified in 20th
century. The word communalism comes from the word
communalism comes from the word community which in simple term means. Individual’s
attachment or identification with the community which she/he belongs. In this sense the word
communalism is a positive term. In its modern usage, term communalism refers to the tendency
of socio-religious groups to promote political, social and economic interests of one group even at
the expense of another group. In doing so, the religious group may consider other religious
communities as opponents and enemies.
It implies an extreme sense of pride in an identification with one own community or
religion. It arouses out of religious fundamentalism; the belief that one’s religion is the only
supreme faith. So, appeals to the danger to one’s religion or mere mention of disrespect shown to
places of worship are aroused and this leads to communal disputes. This problem was provoked
during British rule and they used this for divide and rule in India. Thus communal dispute occurs
among two communities like Hindus and Muslims, Hindu’s and Sikhs, Sikhs and Buddhist and
various other communities.
Causes of Communalism
Communalism is a multidimensional, complex, social phenomenon. There are social,
political, economic, cultural and religious factors which account for the genesis of communalism
and communal violence.
1. Historical Causes: British imperialism used it as a divide and rule policy.
2. Political Causes: Vested political interest after independence used various means to
obtain power through communal forces.
3. Economic Causes: At the time of independence resources were limited and expectations
were very high. Soon there emerged a competition for limited resources. In this
competition the vested interests found an easy way to mobilize people on caste,
communal and regional basis to demand better share.
4. Selfish Vested Interests: Political particle and government, having failed to fulfill the
expectations of people, use religion and tradition as diverting tactics. Some parties tell the

religious minorities that they are being discriminated against by majority dominated
governments.
5. Unemployed Youth: The frustrated, educated unemployed or under employed youth, full
of energies are particularly targeted to keep them busy in diversity politics. Youth in
India today has fallen prey to communal leadership.
5. Caste Diversity
The social structure of Indian society is characterised by a unique social institution called
caste. The Indian caste system is a system of social stratification and social restriction in India in
which communities are defined by thousands of endogamous hereditary groups called Jātis. The
Jātis were hypothetically and formally grouped by the Brahminical texts under the four well
known categories : Brahmins, Vaishyas, Kshatriyas and Sudras.
The caste system which emerged out of the Varna system as a form of social
stratification is peculiar to India and is an inseparable aspect of the Indian society. There is no
comparable institution elsewhere in the world for the caste system. Although evidences of caste
are to be found in many parts of the world, the most perfect instance is that which exists in India.
Attempts are being made to understand the system in its entirety both by the Indian and Western
scholars; hence caste system offers interesting issues for debates and discussions.
The meaning of caste
The word "caste" derived from the Latin word castus which means pure was loosely used
by the Portuguese to denote the Indian social classification as they thought that the system was
intended to preserve purity of blood. This term was first applied to the Indian caste system by
Garcia de Orta in 1563. The Sanskrit word for caste is varna which means colour. The system is
such a peculiar and complex one that no satisfactory definition is possible, hence we find no
unanimity among the scholars on the subject. However, some definitions are quoted below for
the benefit of the students.
Definitions of Caste system
Andre Beteille- "Caste may be defined as a small and named group of persons characterized by
endogamy, hereditary membership, and a specific style of life which sometimes includes the

pursuit by tradition of a particular occupation and is usually associated with a more or less
distinct ritual status in a hierarchical system".
MacIver- "When status is wholly predetermined, so that men are born to their lot without any
hope of changing it, then class takes the extreme form of caste".
H. Cooley- "When a class is somewhat strictly hereditary, we may call it a caste".
E. A. Gait- "caste is an endogamous group or collection of such groups bearing a common name,
having the same traditional occupation claiming descent from the same source, and, commonly
regarded as forming a single homogeneous community".
S. V. Ketkar- "A caste is a group having two characteristics- a. Membership is confined to those
who are born of members and include all persons so born, b. The membership is forbidden by an
inexorable social law to men outside the group".
A. Green- "Caste is a system of stratification in which mobility up and down the status ladder, at
least ideally may not occur".
Characteristics of caste system
Segmental division of society: The caste system gives to the Hindu society a
segmentary character. The society is divided into various castes, the membership of
which is determined by the consideration of birth. The status of a person does not
depend on his wealth but on the traditional importance of the caste in which he is born.
The caste status is rigidly maintained throughout life and nobody can escape from his
caste identity, irrespective of his potentialities or capabilities.
Hierarchy: The caste system is hierarchical with a definite scheme of precedence. The
whole society is divided into distinct classes with a concept of high and low. Thus
Brahmans in India stand at the apex of the social ladder while the Sudras occupied the
lowest rank with manifold disabilities.
Restrictions on food habits: Taboos are observed by the higher castes with regard to
cooking, vessels, food and commensality. They abstain from food cooked by a
member of a lower caste and also food cooked and served in vessels which are
considered impure. The Brahmans do not accept food or water from any other castes
or sub-castes or interline with them during ceremonies and abstain from any kind of
drinks and remain teetotalers.

Occupational restrictions: Traditionally, specific occupations are assigned to each of
the four castes. Members of any caste are not allowed to take to any occupation which
are degrading or impure.
Religious disabilities: There are many rituals which the lower castes are not allowed
to perform. They are also not allowed to study the sacred literature and are not given
prasadan (consecrated food) until and unless the high caste members receive it.
Endogamy: A caste is an endogamous unit in that members of a caste must marry only
persons belonging to their caste in order to maintain the purity and identity of the
caste. The rule of endogamy is observed not only at the caste level but also at the sub-
caste and sub-sub-caste level.
Maintenance of social distance, untouchability and settlement pattern: A social
distance is maintained because of the fear among the higher castes of pollution which
results from proximity to or contact with the lower castes. The untouchables are not
allowed to use public roads or public wells,to enter Hindu temples or to attend public
school. Generally, the impure castes are made to live in the outskirts of the city.
Concept of purity: The concept of purity is closely linked to caste and is inherently
obvious in the caste system. Opposite to the concept of purity is the concept of
pollution. Caste groups in the topmost rungs of the caste hierarchy are `pure' while
those at the bottom rungs are `impure'.
Origin of caste system
There is no universally accepted theory about the origin of the Indian caste system.
However, some theories attempting to explain the origin of the caste system are:
i. Racial Theory: This theory propounds that the caste system is based on the original
diversity of races. This theory has been propounded by Herbert Risley, G.S.Ghurye and
D.N.Majumdar. Risley feels that the Aryan element in the Indian population is
conspicuously responsible for the development of the caste system. The Aryans who
migrated to India already had a caste-like structure corresponding to the four major castes
in India. As the Aryans came to India as invaders, they could not bring their women with
them and therefore married women from indigenous Indian society. But, at the same
time, they did not give their daughters in marriage to non-Aryans. Thus, hypergamy and

hypogamy practised by the Aryan invaders who developed a social structure modelled on
their native country gave rise to the caste system in India.
Ghurye based his arguments on the Brahmanical system which, he feels, developed in the
Gangetic plains. He states that the Aryans who invaded India subdued the non-Aryans
and considered them as Sudras. Majumdar is of the opinion that the Indo-Aryans used for
certain groups and orders of people the favourite word varna meaning colour in order to
maintain their separate existence.
ii. Political Theory: According to this theory, caste system is a device invented by the
Brahmans to place themselves in the highest rung of social hierarchy. Ghurye states
Caste is a Brahmanic child of Indo-Aryan culture cradled in the land of the Ganges and
thence transferred to other parts of India. In the Brahman period, the position of the
Brahmans increased manifold. The three lower castes are ordered to live according to
the teaching of the Brahmans who declare their duties and even the king is exhorted to
regulate his conduct accordingly. The pre-eminence of the Brahman secured him many
social privileges sanctioned by the law-givers.
iii. Occupational or Functional Theory: According to this theory, the origin of caste
system can be found in the nature and quality of social work performed by the various
groups of people. In other words, occupational specialization or economic functions of
different groups have created the caste system. The superiority or inferiority of the
occupations is represented in the hierarchy of castes.
iv. Guild Theory: According to Denzil Ibbetson, castes are a modified form of guilds. In his
opinion, caste system is the product of interaction of three forces: i. Tribes ii. Guilds and
iii. Religion. The tribes adopted certain fixed professions and assumed the form of guilds.
In ancient India, priests had greater prestige. They were a hereditary and endogamous
group. The other guilds also adopted the same practices and in due course became castes.
v. Religious Theory: Hocart and Senart are the two main advocates of the religious theory.
According to Hocart, social stratification originated on account of religious principles and
customs. In ancient India, religion had a prominent place. The king was considered to be
the image of God. The priest kings accorded different positions to different functional
groups. Senart has tried to explain the origin of caste system on the basis of prohibitions

regarding sacramental food. He holds that on account of different family duties there
grew up certain prohibitions regarding sacramental food. The followers of one particular
deity considered themselves the descendants of the same ancestor and offered a particular
kind of food as offering to their deity. Those who believed in the same deity considered
themselves as different from those who believed in some other deity. Each group
worshipping a particular deity gradually assumed caste status.
vi. Evolutionary Theory: According to this theory, the caste system did not originate all of
a sudden or at a particular point of time. It is the result of a long process of social
evolution in which a number of factors played their part in the development of the present
caste system.
vii. Mana Theory: J.H.Hutton feels that occupational classes existed even before the Aryan
invasion. Further, the indigenous tribal people had belief in mana or the impersonal force
in an object, contact with which could emanate power. This belief in mana, says Hutton,
could have been the forerunner for the purity and pollution concept. The caste system
originated by the combination of the pre-Aryan social divisions and the tribal attitude
towards the force of mana.
Merits of caste system
i. Unity in diversity: The Indian caste system has preserved unity in diversity. It has
achieved a graded racial and cultural harmony in India.
ii. Co-operation: The caste system has fostered the spirit of co-operation and fellow-feeling
among members of the same caste. By helping the poor and needy, it has avoided the
necessity of the state supporting the poor.
iii. Economic security: By guaranteeing different types and fixed types of occupations for
every man and social group, the caste system has given economic security and
psychological security.
iv. Defines economic pursuits: By defining occupations and distributing economic pursuits
between different groups, the caste system has ensured for the provision of all functions
necessary for life from the social, economic, political, religious and other points of view.
v. Racial and ethnic purity: Through the enforcement of endogamy, the caste system has
contributed to the preservation of racial and ethnic purity. It has also fostered the habits
of cleanliness by insisting on ritual purity.

vi. Cultural diffusion: The caste system has helped in cultural diffusion by which the
customs, beliefs, skills, behaviour and trade are passed on from one generation to another
and further, from the upper castes to the lower castes who have also gradually adopted
some ritually clean and hygienic practices as well.
vii. Integration of the country: Because of the caste system, class consciousness develops
without breeding class struggle. It has created an efficient organisation of Hindu society
without giving any chance to class frictions and factions.
Demerits of caste system
i. Mobility of labour: By restricting change of occupation, it denies mobility of labour and
consequently leads to stagnation. The higher castes cannot follow a low occupation
which may be lucrative, and the lower castes cannot follow a higher and decent
occupation.
ii. Wrong occupation: An individual may not be skilled or interested in his caste trade but
may be talented and capable of some other pursuit which by caste conventions may be
prohibited. It thus leads to frustration and acts as a barrier to optimum productivity.
iii. Obstacle to national unity: Discontentment felt by the lower caste groups at the behaviour
meted out to them in society is an obstacle to national unity as it prevents the
development of national consciousness.
iv. Undemocratic: The caste system denies equal rights to all irrespective of their caste,
creed or colour. Deprivation of opportunities for mental and physical development of the
lower caste individuals erects social barriers.
v. Untouchability: The worst consequence of the caste system is the plight of the
`untouchables' who are shunned, despised and prevented from social intercourse with
higher caste groups.
vi. Promotes casteism: The members belonging to a caste carry caste feelings and manifest
blind and over-riding loyalty to their caste. This makes them ignore the healthy social
standards of justice, fairplay, equity and brotherhood. Under the influence of casteism,
members of one caste do not hesitate in harming the interests of members of other castes.
Casteism, therefore, spells autocracy instead of a system based on fraternity.

Changes in the Caste System
The caste system has undergone many changes due to modern education,
industrialization, means of communication, new legal machinery provided by the British
government for punishing all castes in the same way for similar offences, legalizing inter-caste
marriages, political awakening, independence of India, abolition of untouchability, democratic
form of government, movements of social emancipation, constitutional guarantees provided for
the welfare of the backward castes and ex-untouchable castes. During the initial days of British
East India Company's rules, caste privileges and customs were encouraged. However, the British
law courts disagreed with the discrimination against the lower castes. During the British Raj,
many Hindu reform movements such as Brahmo Samaj and Arya Samaj renounced caste-based
discrimination and preached a casteless society. The restrictions on occupations have been
relaxed and occupational mobility has become very common. The inclusion of so-called
untouchables into the mainstream was argued for by many social reformers. Mahatma Gandhi
called them Harijans (people of God). However, the term Dalit (downtrodden) is used now
as the term Harijan is largely felt patronising. Gandhi's contribution toward the emancipation of
the untouchables is considered controversial. This is usually highlighted by the commentary of
his contemporary Dr. B.R. Ambedkar, an untouchable himself, who frequently saw his activities
as detrimental to the cause of upliftment of his people.
6. Tribal Diversity
Indian tribal culture speaks volumes about the diversity of the country. 'Unity in diversity'
is one of the most spectacular features amongst the population of India. Among the diversified
population, a significant portion comprises the tribal people, the aboriginal inhabitants of the
primeval land. Tribal culture of India, their traditions and practices interpenetrate almost all the
aspects of Indian culture and civilization.
The different tribes in India if ever counted can move up to a mind boggling number,
with all their ethnicities and impressions. In India, almost a new dialect can be witnessed each
new day; culture and diversification amongst the tribal can also be admired from any land
direction. The tribal population is also pretty much varied and diversified. Each of the tribes is a
distinctive community, either migrated from a different place or the original denizens of the land.

These various tribes still inhabit the different parts, especially the seven states of the
Northeastern region and almost each and every nook of the country.
Education for Understanding Social Diversity
Teachers today must not only be well prepared to impart a quality education but also be
sensitive to meeting the needs of their students regardless of their race, color, creed, or national
origin. It is important for the teacher to understand, believe, and practice the ideas of teacher
efficacy, intentionality, educational psychology and pedagogy. An effective teacher should take
into account the intellectual, social and cultural characteristics of each student being taught.
Remaining cognizant of the fact that each child is different and has different learning
styles a teacher in a diverse world is enthusiastic about their responsibility to teach all students in
the most effective way. Whatever the learning style: visual, kinesthetic, auditory, etc, the
teachers who practice intentionality and believe in teacher efficacy plan the outcomes they want
to achieve while having the power or belief in producing the desired result.
Because of different styles and beliefs there are many facets of diversity in our world
today. Each facet is worthy of our respect and understanding. In order to be successful teachers
we need to step back and look inside ourselves. Once teachers understand the differences in
students’ styles, beliefs, and abilities they must create curriculum that is responsive to the needs
of each student. By incorporating examples of multicultural materials, visual aids, and topics that
encourage students to explore different racial and cultural perspectives teachers show sensitivity
to the cultural value of each student therefore connecting with the students. Educators must
understand that the cultural backgrounds and experiences of their students must be respected and
reflected in all aspects of the education process.
It is not only enough to understand and work toward the success of all diverse students,
an effective teacher must prevent harassment and racism in the classroom. Inappropriate or
offensive remarks must be dealt with quickly and decisively. Since all students are diverse racist,
sexist or other abusive comments are bound to occur. Teachers need to create an environment
which radiates warmth and friendliness. It is important to help diverse students merge into the
mainstream without jeopardizing the quality of education to all students. Connecting with your
students and letting them share their cultural identity not only assists students to understand other
cultures, it helps embed the individuals’ culture into their daily life.

Conclusion
Though changes are taking place in the caste system, it still plays an important role in
shaping the Indian societal structure. The system underwent fast changes due to industrialization,
urbanization, modernization, education, secularization etc., yet it could neither be weakened nor
destroyed and caste practices are still found to be very rigid in the rural areas. Various social
reformers have made attempts to stop discrimination based on caste and because of their
movements against this discrimination, there has been an improvement in the status of the so-
called untouchables or harijans or dalits.
Diversity, that is, a mix of human backgrounds, races or genders, is an important means
of promoting mutual understanding and tolerance. The nature of its importance partly depends on
the setting. Diversity as a wide component is a tricky thing to use and understand because it has
both negative and positive effects on society such as education, violence and employment.
People have to dig deep to figure out what exactly the effect will be in the end and be patient to
wait and see. In an educational context, diversity within schools or universities can enrich the
learning process, enabling students to draw on their peers' much wider and more varied
experiences. It also necessary to prepare students for the diverse society they participate in
beyond the campus.

Unit 1 - C2 Understanding the social diversity-dr.c.thanavathi

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Unit 1 - C2 Understanding the social diversity-dr.c.thanavathi