From Tilak to Today: His National Education Ideals and New Education Policy

 Misunderstandings and controversies have surrounded Tilak's political leadership. He is inherited as a virulent troublemaker, a supporter of social reaction, a defender of tradition, and a communalist who inflamed animosity between Hindus and Muslims.

But the reality was different. He wasn't against social improvements in general. Conversely, he thought that social changes would inevitably accompany the advancement and enlightenment of human awareness. He disagreed with the hasty, careless, and sudden changes that the Westernized reformers had pushed.

Neither Tilak nor academic political philosophy fit the description of an armchair thinker. India's political emancipation was his primary goal as a pragmatic politician. Though it had its roots in the Indian past, Tilak's political theory did not entirely reject Western ideas. The ancient philosophical and spiritual writings served as an inspiration to me.

Thus he imbued his concept of Swaraj with a spiritual meaning. He believed that the concept of Swaraj went beyond politics and economics. Swaraj was not just a tool for maintaining law and order. It was also more than just an economic system that offered basic needs and enjoyable extras. He defined Swaraj as complete political, social, economic, and spiritual self-government.

Lokmanya Tilak and His Thoughts about “National Education”

The goal of the Western educational system that was brought to India was to produce a class of individuals who were Indian by blood but who also had a strong intellectual and cultural connection to the West and a steadfast allegiance to the British throne. It had largely succeeded in achieving its goal. It's clear that the nationalists didn't like this educational system.

The goal of education was to foster in the populace respect and a sense of belonging to their own religion, culture, and tradition. As a result, he created a new educational plan that they dubbed "National Education." This program aimed to instill self-respect and drive out pessimism and doubt in the minds of the populace.

This was to be accomplished by giving them an image of their glorious past. It was believed that by showing their own former successes and accomplishments, people could be roused from their current defeatist mindset. This was supposed to prepare them for the significant role they would play in determining the great destiny of India.

The National Education Plan called for Indians to be the only people in charge of managing and operating the schools and universities. Because secular education only produced one-sided personalities, it was insufficient on its own. Religion positively affects people's personalities. It develops bravery and morals. Secular and practical education, however, should not be disregarded at the same time.

This was essential to getting the young people ready for their roles in the modern world. The young boys' foreign language studies took up almost all of their energy. The revised plan called for its reduction. Technical and industrial education was also to be included in the new curricula.

 Therefore, all that was best and deserving of preservation in our own legacy had to be united with the latest scientific and technological knowledge of the West under the National Education program.

Lord Macaulay brought the British New educational system to India for a particular reason. He had very clear intentions, which included dismantling our educational system. The image below gives a clear description of his objective.

The same Westernized educational system is still in use today even after independence. Reading about Lokmanya Tilak's aim for "National Education" makes it evident. I believe that this outstanding leader laid the groundwork for our "New Education Policy"!

Jai Hind!

-- Harsh Pargat

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