The Modi regime, its minions in the JNU administration and the brave struggle of whistle blower Prof Rajeev Kumar

The prime minister of India Narendra Modi’s cheap hindutvavaadi jibes in his farewell address to vice president Hamid Ansari were better suited to Republic TV or The Organiser, but under Modi’s regime, parliament is pretty much run like an RSS shakha, and Modi himself seems no different from Arnab Goswami.

Said Modi in parliament to the distinguished out-going vice president:

Aapke karyakaal ka bahut saara hissa West Asia se juda raha hai. Usi dayere mein zindagi ke bahut varsh aapke gaye, usi mahaul mein, usi soch mein, aise logon ke beech mein rahe. Wahan se retire hone ke baad bhi jyadatar kaam wohi raha aapka; Minorities Commission ho yah Aligarh Muslim University ho, zyadatar dayara aapka wohi raha.

Lekin yeh 10 saal puri tarah ek alaga zimma aapka sar mein aaya. Puri tarah ek ek pal samvidhan samvidhan samvidhan ke hi dayere mein chalana. Aur aapne usko bakhubi nibhaane ka bharpur prayaas kiya. Ho sakta hai kuch chatpatahat rahi hogi bhitar aapke andar bhi. Magar aaj ke baad shayad woh sankat bhi nahin rahega. Mukti ka anand bhi rahega aur apni mulbhut jo soch rahi hogi uske anusaar aapko karya karne ka, sochne ka, baat batane ka awsar bhi milega.

Continue reading “The Modi regime, its minions in the JNU administration and the brave struggle of whistle blower Prof Rajeev Kumar”

“No research please, we are college teachers” – On the HRD Ministry’s latest bright idea.

A version of this piece appeared yesterday in The Wire

“I would like to thank Huddersfield University for enabling me to have a sabbatical semester to work on this revised edition and for providing such a supportive environment. Thanks to many of the students on my Women, Power and Society module for their hard work and enthusiasm.”

That is the dedication in a book by British scholar and teacher Valerie Bryson – a text I often use for teaching at a college in Delhi University. Evidently, Bryson found her teaching and research lives complementing each other beautifully, as have thousands of university and college teachers who have had the luck to have what she calls a “supportive” professional and academic environment. What are the elements of this support? A sabbatical semester or year every once in a while, ready research facilities within the college premises or nearby, and an opportunity to formulate teaching courses that ally with your research focus. With these elements in place, both teaching and research benefit dramatically.

Until recently, college teachers in this country had the first two conditions. They were given in their entire careers – say from the age of 26 or 27 when one normally began teaching at a college to the age of 65 – three years of paid study leave to pursue or finish their PhDs (with the usual conditions and caveats including a strict bond that they signed with college promising to return the three years’ pay if the PhD remained incomplete, or if they resigned upon return to the institution) and a further two years of (until recently, paid and now invariably unpaid or “extraordinary”) leave to take a break from teaching and pursue a postdoctoral or visiting fellowship at a research institute.

Continue reading ““No research please, we are college teachers” – On the HRD Ministry’s latest bright idea.”

विश्वविद्यालय, अंध राष्ट्रवाद और देशभक्ति : वैभव सिंह

Guest post by VAIBHAV SINGH

भारत खुद को भले किसी महान प्राचीन ज्ञान-परंपरा का वारिस समझता हो पर उसके विश्वविद्यालयों की दशा चंद चमकदार अपवादों के बावजूद खस्ताहाल है। उच्चशिक्षा की हालत किसी मरणासन्न नदी जैसी है जिसपर पुल तो बहुत बड़ा बन गया है पर पानी सूखता जा रहा है। भारत अपने साथ ही यह झूठ बोल रहा है कि वह ज्ञान या ज्ञानियों का आदर करता है, जबकि सचाई इसके विपरीत है। आधुनिक युग में भारत ने जितना ज्ञान की अवहेलना और अनादर किया है, उतना शायद ही किसी देश ने किया होगा। हर तिमाही-छमाही आने वाली रिपोर्ट्स हमें शर्मिंदा करती हैं कि संसार के सर्वोच्च 100 विश्वविद्यालयों में भारत के किसी विश्वविद्यालय को नहीं रखा जा सका। पूरा शिक्षा-जगत डिग्रियों की खरीदफरोख्त में लगे विचित्र किस्म के अराजक और अपराधिक सौदेबाजियों से भरे बाजार में बदलता जा रहा है। यहां अपराधी, दलाल और कलंकित नेता अपने काले धन व डिजिटल मनी की समन्वित ताकत लेकर उतर पड़े हैं और हर तरह की कीमत की एवज में कागजी शिक्षा बेचने लगे हैं। इस बाजार में ‘नालेज’ और ‘डिग्री’ का संबंध छिन्नभिन्न हो चुका है। कमाल की बात यह है कि यह स्थिति हमें चिंतित नहीं करती।

दूसरी ओर, उच्चशिक्षा अभी भी समाज की नब्बे फीसदी आबादी के लिए सपने सरीखी है। उच्चशिक्षा में जीईआर यानी दाखिले के अनुपात की गणना 18-23 आयुवर्ग के छात्रों को ध्यान में रखकर की जाती है और अभी भी भारत में केवल दस फीसदी लोग उच्चशिक्षा के संस्थानों के दरवाजे तक पहुंच पाते हैं। इसमें भी दलित व गरीब मुस्लिमों की हालत बेहद खराब है। दलितों में दो फीसदी से भी कम लोग उच्चशिक्षा प्राप्त कर पाते हैं तो मुस्लिमों में यह आंकड़ा केवल 2.1 फीसदी का है। भारत की ग्रामीण आबादी में केवल दो फीसदी लोग ही उच्च माध्यमिक शिक्षा के पार जा पाते हैं। ये आंकड़े भारत में उच्चशिक्षा की आम लोगों तक पहुंच की भयावह तस्वीर को प्रस्तुत करते हैं और दिखाते हैं कि हम जिन संस्थानों, बड़े कालेजों-विश्वविद्यालयों आदि को भारत के विकास के प्रमाण के रूप में पेश करने की इच्छा रखते हैं, वे देश की नब्बे फीसदी आबादी से बहुत दूर रहे हैं। Continue reading “विश्वविद्यालय, अंध राष्ट्रवाद और देशभक्ति : वैभव सिंह”

JNUTA Statement on JNU VC’s ‘Tank’ Talk

Following the bizarre idea, earlier mooted by retired army officials, now taken up by the Vice Chancellor of JNU, to install a tank on university campus, ostensibly to instill nationalism in the university community, the JNUTA has issued the following statement:

The JNUTA is amused by the JNU VC’s earnest desire that a tank be rolled onto JNU campus. It is surprising that Prof. Jagadesh Kumar can only be inspired to patriotism upon beholding instruments of war. This seems to be only a personal affliction, since the rest of the JNU community does not need these visual aids to feel love and concern for this land, its environment and all its peoples, whether in the armed services or elsewhere.

The JNUTA also hopes that the JNU VC will understand that developing what he believes is the correct affective attachment towards the Indian Army is not part of his job description. JNU cannot be made into a theatre of war. His statutory role is one of “maintaining and promoting the efficiency and good order of the University” and of upholding the JNU Act and Statutes. The full statement can be read here.

The Death of a Historian – A Tribute to Biswamoy Pati: Saurabh Mishra

Guest post by SAURABH MISHRA

Historian Biswamoy Pati

These days, when lynch mobs, cow-killings, and aggressive patriotism dominate the headlines, what does the passing away of a mere historian mean? Not much, it seems. Yet, for those who knew Dr Biswamoy Pati, or had the good fortune of being taught by him, this has caused nothing short of a major storm in their lives.

I got to know Dr Pati in the summer of 1996, when he was a young and energetic lecturer in Delhi. I waited eagerly for his lectures (as did everyone else), which were really my first introduction into new ways of thinking about the world.

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The method in madness and the case of Adarsha Vidyalayas in Assam : Delhi Action Committee for Assam

Statement by Delhi Action Committee for Assam 

Displaying Amar Asom 20-6-2017.jpg

(Protest in Guwahati against unconstitutional and discriminatory policy of the Assam govt. in teacher recruitment, organised by KMSS on 19 June 2017 (Photo courtesy: Amar Asom)

In an unconstitutional and discriminatory move, the Education Department of the Assam government has recently come up with a notification that bars candidates who have studied in the vernacular medium from appearing for the Special Teachers Eligibility Test (TET) for Graduate Teachers in the Adarsha Vidyalayas in Assam. The advertisement No. RMSA/Special TET/842/2017/2 dated 7 June 2017, issued by the Secondary Education Department of the state government states: “The candidates must be passed out from English Medium Schools as Adarsha Vidyalayas are CBSE affiliated English Medium School (sic).” To further clarify the matter, the Education Minister of the state, Himanta Biswa Sharma, said in a press conference that those who studied in Assamese or vernacular medium schools do not have the essential ability to teach in English medium schools. Mr. Sharma not only ridiculed and questioned the qualifications of those who studied in the vernacular medium but also invalidated the entire vernacular medium education system of the state. Continue reading “The method in madness and the case of Adarsha Vidyalayas in Assam : Delhi Action Committee for Assam”

Mathematics, Decolonization and Censorship: C. K. Raju

Guest post by C.K.RAJU
Did you find math difficult in school? Does your child? If so, what is the solution: change the teacher or change the child? Blaming the teacher or the child for math difficulties is a common but unsound explanation. Thus, problems with teachers or students should equally affect all subjects, not only math.The right solution is to change math. That seems impossible. People naively believe that math is universal. In fact, the math taught today, from middle school onward, is called formal math; it began only in the 20th c. with David Hilbert and Bertrand Russell. It differs from the normal math which people earlier did for thousands of years, across the world, and still do in kindergarten.Formal math adds enormously to the difficulty of math but nothing to its practical value. The practical value of math comes from efficient techniques of calculation, used in normal math, not prolix formal proofs. For example, the proof of 1+1=2 took Whitehead and Russell 368 pages of dense symbolism in their Principia. That proof is a liability in a grocer’s shop. In contrast, normal math is easy. One apple and one apple make two apples as most people learn in kindergarten. So should we switch back to normal math at all levels?

Russell

Continue reading “Mathematics, Decolonization and Censorship: C. K. Raju”