Amartya Sen's vision of learning

Everyone talks about real development of a child who is responsible to the society and able to take care of his inner self as well. But schools are breeding all kinds of hatred — communal, regional and caste based. We have almost reconciled to the fact that kids have to learn these negative traits and to bear with ordeals a student generally be free from.

The inability to explore a modern and humane kind of schooling, we tend to opt for romanticism of Gurukul or alternative schools. Sensing a popular acceptance of these models, commercial exploiters or religious enthusiasts come out with such remedies. They not only give some Vedic names to their schools but adopt dresses and styles reminiscent of an ancient period. Can we not have modern schools with best of humane ideals?

Govt responsibility

According to Nobel Laureate Amartya Sen, it is the government which has to own the responsibility. Sen articulates these principles in very simple terms: make education non-sectarian, non parochial; simplify the curriculum and so on.

With all its hype, the Right to Education Act could not generate a feeling of confidence about a better learning environment. It has hardly convinced us of a possibility of different schooling. The determination of sending every child, falling in the age group of 6-14, to schools hardly seems to be realistic.

Sen has never taken an anti-globalisation stand or  adopted a ‘down with the capitalism’ line. His ideas on literacy and elementary education do not have such slogans. In the programme of National Literacy Mission on Aug 2 and in the company of two staunch supporters of globalisation and free market economy — Manmohan Singh and Kapil Sibal — he did the same. He detailed out prospects an innovative approach towards elementary education can open for a market driven economy. He took pains to describe universalisation of elementary education in Japan in late 19th century and literacy drive in China under the leadership of Mao.

His argument was clear that pre-market day’s efforts to improve and universalise elementary education these countries and other South East Asian countries like Taiwan and Korea could make them capable of harvesting fruits of market driven economy of later period. He is clear that it is not a charity on the part of the establishment to finance free education. This is a requirement of the market.

Many people may distaste rationalising such a theme which helps market driven economy to grow further and they would prefer to reject it. But when they hear broader aspects Sen conceptualises about literacy and education they cannot help but to amaze.

He explains how the power of words leads women to make her child healthy and gives an opportunity to participate effectively in panchayats and allow her to be part of decision making processes in her family. He explains how it reduces infant mortality, better health to girl child and above all confidence to stand on her own in an otherwise hostile world.

The Master of Trinity denounces schools run under religious leadership. He says sectarian schools hamper learning and these kind of schools eat into the time children would otherwise have spent on science and mathematics. He argues that single identity based on religion or region brings insecurity which may lead to terrorism.

Sen gives you a simple solution of a complex problem — simplify the curriculum and say no to private tutors. He denounces the practice of home work and suggests that every learning task should be finished in the school only.

He strongly argues that there should not be any quality school that there should not be any commercialisation of elementary education. No disparity in accessing education facility. Sen shows you another world of learning. To create this world of learning, Pratichi Trust, founded with the money of Nobel Prize, is working in Jharkahnd and West Bengal.