The sly pretences of the so-called Indian educators

Now coming back to education, it should be understood that education in feudal language nations is not an altruistic action as is mentioned by an innumerable number of educators and social reformers. It basically aims at a powerful pulling out of the children and others from the command structure, regimentation of a close-knit group, into one’s own group, where one is the leader at some level. The idea of compulsory education is also one such thing in nations like India. For, it is quite evident that to teach a child to read and write does not take years. At best it takes only a few weeks. As to higher mathematics and such things as science as such things, it must be understood that most of these things do not have any pertinence to most people till their death.  Read this

For example, the dispute whether light is a wave or a photon and such things is, at best, shallow intellectual mental exercises. Same way calculus and metrics and such other things are also of the same level. Now, in modern society it would be near impossible to pass of as educated if one does not know much about these things. However, if other themes are also given equal importance, this exclusivity of science and mathematics as the sole mark of education would wear off. For instance, if many persons go in for astrology also, they would have much to discuss. Some persons can study Sanskrit mantras and Vedas. Well, the contention here is that everything is some sort of knowledge. If one were to say only science is true, well then there are these points to be discussed.

The science that is taught in schools is what has been taught since more than a century. For example, Newton’s Laws. Technology has moved much. However this is not reflected in the curriculum. Why? Because such knowledge will not be handed over to academicians by the business groups that possess them. They will not divulge their trade secrets.

I cannot speak more about formal education here. If anyone is interested, they can read the full text of my arguments in this book.

What I am saying is simply that forced formal education is only a cunning method to extract children from their parents and hand them over to teachers who themselves are of very poor intellectual standards. I have seen this in the case of Varuna and Ashwina. When Varuna was a child herself, she was extremely good in so many things, including English reading, Computer usage, swimming etc. Moreover, it is my understanding that the child should not miss the family’s traditional vocational knowledge. I used to take Varuna also during my business journeys by Jeep and two-wheeler. So her geographical information at age three was quite high.

She couldn’t be subordinated by the local teaching class for their Nee and Aval had no meaning for her. They had a vehement hatred for this reality. Schemes and discussion were common among them as to what to do with this situation. They, the majority of whom were quite poor in English, hadn’t heard of Enid Blyton, hadn’t seen a Reader’s Digest (neither the mediocre Indian version, nor the original US version), couldn’t read coherently an English classic, had not seen much English movies, spoke with pejorative words to their wards, had the statutory right to be Varuna’s and Ashwina’s teachers. They had the Compulsory Right to Education Act to aid them. Here itself there is a slight case of some deep mental discrepancy. How can one combine the words ‘compulsory’ with the word ‘right’? They are antonyms. Only stark idiots would say that they are synonyms or complimentary. Now who did that? The Indian Parliament. Do the members know any of the things that I mentioned just above? Well, the answer is that most of them do not know English properly. Then how come they make Acts and rules on things about which their knowledge is downright zero?

Codes of regimentation and language

Now, what really is their botheration that Varuna and Ashwina does not know Malayalam? For, this was one of the complaints given to the police by a group who conspired against them. It is connected to routes of command and regimentation. ‘Indian’ social communication is connected to a particular kind of regimentation that is encoded in the language. The ‘Saar (this word in many areas in earlier days was such words as ‘angunnu’ etc.) -ningal-nee’ route of command and the Adheham (Saar, Avar)-Ayaal-Avan or the Avar-Aval route of command was a regimentation in which verbal instructions radiate in a straight line from the top to the bottom of the social pyramid. Everyone obeys. However, if there is someone in this route who stands outside these verbal locations, then there is a discordance and possible inaction or rank disobeying. {It may be borne in mind that there are other words also which may or may not fall completely in line with the social command route. These words include such words as Chettan (elder brother), aniyan (younger brother), ammaavan (uncle), ammaayi (aunt) and many others}. For, these words when mentioned in Malayalam do not just signify a family relationship, but a command or obedience zone.