ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

Krishna KumarSubscribe to Krishna Kumar

Curriculum, Psychology and Society

Krishna Kumar The author rejects the notion that there are certain time-honoured, proven rules capable of guiding us when we want to prepare a curriculum for children's education and argues that there is no escape from reflecting on the conditions obtaining in our society and culture if we want to give worthwhile education to our children. The problem of curriculum is related to our perception of what kind of society and people we are, and to our vision of the kind of society we want to be. By taking shelter in the 'received' perspective and the 'principles of curriculum development' that it offers, we merely shun our responsibility and allow ourselves to be governed by choices made long ago or elsewhere under very different circumstances.

EDUCATION-NCERT s Silver Jubilee

NCERT's Silver Jubilee Krishna Kumar IT is unthinkable that anyone involved in education today should have the time and the frame of mind to jubilate. The scene is extremely dismal by whatever standard one chooses to look at it. The system now seems capable of just one social function

Textbooks and Educational Culture

Textbooks and Educational Culture Krishna Kumar TEXTBOOKS are universally used but they do not mean the same thing in different countries. Their practical use in the school's daily routine and their symbolic function vary from one educational system to the next. In some countries, textbooks are published only by private publishers; in others, only by the government. In certain countries, state authorities merely recommend suitable textbooks, leaving school authorities and teachers free to select the ones they like; in others, specific textbooks are prescribed by the state, and no deviation is expected or allowed. In some countries, textbooks are purchased by the school and provided to children in the classrooms; in others, it is the children who must buy their own copies of the prescribed textbooks and carry them every morning to the school in a capacious schoolbag.


ing quite rapidly among the Hindus as well as the Sikhs. Although fortunately this trend is certainly not all-pervasive and the deep- rooted friendship and brotherhood of countless families belonging to the two communities is no doubt still intact, yet the fact of the growth of communal tendencies in a relatively short span of time from being a negligible phenomenon to a significant force cannot be denied any longer. Secessionist feelings are still confined to a very small and insignificant section of the Sikhs, but if communal forces keep getting strengthened then this development could contain the seeds for expanding secessionism. In a nutshell we can say that at present Hindu communalism (led by Shiv Sena, etc) and Sikh communalism (led by AISSF, etc) are feeding on each other, and at a later date these together could feed secessionism.

Reproduction or Change-Education and Elites in India

Education and Elites in India Krishna Kumar This paper reviews the function of education in the circulation of elite roles in Indian society which is seen as an important aspect of the path of egalitarian social change outlined in the Constitution.

Farewell to Modernisation

Farewell to Modernisation? Krishna Kumar THE 'modernisation' paradigm is still alive if not kicking. B L Jindal has used it to prove that schooling contributes to students' modernity, that the English-medium urban private school produces more modem students than does the government village school By modern, he means the usual admixture of secular, scientific, achievement and independence-oriented, civic attitudes. After reading Jindal's elaborate analysis of students' scores on the modernity scale that he prepared to compare the students of two urban and one rural school in Hissar, Haryana, one is supposed to conclude that being modern in the prevailing social structure has to do with being born in a class whose children have access to locally prestigious, expensive, English-medium schooling. Put differently, modernity is a function of belonging to the local elite, and further that it has nothing to do with interest in changing the power distribution prevailing in society. But these are not the words which believers in the modernisation paradigm use. Nor does Jinal. He merely concludes that to spread modernity we should have more schools that are known to spread modernity

EDUCATION-Quality over Access-Responding to the Demand of the Elite

EDUCATION Quality over Access Responding to the Demand of the Elite Krishna Kumar SOON after the Lok Sabha elections last year three persons were named for sorting out relevant ideas for the formulation of a new education policy. Initially it appeared that these three, namely P L Malhotra, Moonis Raza, and P N Srivastava, would constitute a formal advisory group. However, the role and status of the group were never precisely stated. In early April this year when the Union Education Minister replied to the debate in the Lok Sabha on his ministry's budgetary demands, he denied the existence of any committee. He said that many eminent educationists were being consulted. In addition to such consultations, he said, the recommendations of the different commissions appointed since independence could also be used for preparing a new educational policy. By the beginning of the academic session 1985-86, more specifically July 1986, the new educational policy will not only be ready but operationalised as well.

People s Science and Development Theory

"People's Science" and Development Theory Krishna Kumar ADORATION of Science, and 'fear of science' are the two responses to scientific and technological development prevalent in today's intellectual climate in India. Undoubtedly, I have risked enormous simplification in summarising so drastically the two sides of a heated, keenly participated de- bate.1 I would not like to resolve the debate even it it were possible to do so, for, as I will show, this ongoing debate is serving a purpose which neither science nor fear" of it could achieve without help from the other. My aim is to clarify some of the issues involved by examining people's science' in terms of development theory.

EDUCATION- Ideology and Advantage National Commission on Teachers

is claimed that this would inject quality' and 'expertise' into bank management. It can be argued equally plausibly that the outcome would be to open the floodgates of corruption, nepotism and favouritism and to breed discontentment and frustration among hank personnel.

Basic Education as Scapegoat

Janunry 14, 1984 simultaneously in a number of countries which, by curtailing their imports drastically, shifts the burden on other developing countries either directly or through adverse impact on developed countries.

Educational Experience of Scheduled Castes and Tribes

Educational Experience of Scheduled Castes and Tribes Krishna Kumar The argument that education introduces bourgeois values among the oppressed, and thereby curbs their potential for radical expression, is based on the impart of education on an extremely small minority perceived from the point of view of non-SCIST educators; and both the tone and the substance of the claim show a wrong choice.

Education and Society in Karnataka

Education and Society in Karnataka Krishna Kumar Education, Social Inequality, and Social Change in Karnataka by Chitra Sivakumar; Hindustan Publishing Corporation, Delhi, 1982; pp 145, price not mentioned.


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