INDIAN ADULT EDUCATION ASSOCIATION Adult Education in India A BOOK OF READINGS Edited by ANIL BORDIA J..R. KIDD J. A. DRAPER eto £ db d NACIOXETA NACHIKETA PUBLICATIONS LIMITED 5 KASTURI BUILDINGS, J. TATA ROAD, BOMBAY 400020© Inoian Avutt Epucanion AssociaTion, 1973PREFACE THIS BOOK was started on a day in May 1966 when the tempera- ture was 115, At the University of Rajasthan, and all over India, most people were resting from the heat, all except the small band participating in a course in adult education who had volunteered to help choose selections for a published symposium on Indian adult education. Many other devoted people have worked on the project since. The task has been shouldered by colleagues in Jaipur and Delhi and Vancouver and Toronto. The work was easy because so many were willing to help; it was difficult because choice among many fine selections is painful to make. Officially the University of Rajasthan—University of British Columbia Project was the first sponsor. The Indian Adult Education Association have also acted as sponsors and most of the work of editing took place at the Ontario Institute for Studies in Education, Toronto, Roby Kidd, James Draper and Glen Eyford, all of whom had served at the University of Rajasthan, served as an editorial committee under the Chair- manship of Anil Bordia, now Secretary to Government of Rajasthan. Editorial work was carried out by Myrna Knechtel, typing by Elizabeth Moulton and Ram Swaroop Sharma, This is the work of many hands and many minds. We believe that the collaboration it represents is what makes adult educa- tion, despite all the difficulties and limitations, an adventure in intellectual exchange and cooperation. EpIToRSCONTENTS Prejace Section I: Historicat PERSPECTIVE 'The Tradition of Adult Education —P. C, Lar Ault Education During the British Period and “Alter Independence —ANIL Bornia NExtension Services: A Historical Perspective —CHANDRIKA PRASAD and R. C, MEHTA Section IE: PxiLosopHy AND OBJECTIVES The Call of Adult_ Education: Living to Learn Together, Learning to Live Together ~—MALcoLM S. ADISESHIAH Why Adult Education?<- —K. G. Saryipay YK Disciplining Philosophy of Living 2 —ROMESH THAPAR ’ Gandhiji and Adult Education —D. P. Nayar A Métter of Conscience —M. Musren amar Ae dhe Cihonaing Rakai ar Saninyy -7 —Wertuy H. Fisuer What Policy Can We Adapt? —R. P. MaSAnr \adult Education for the Educated \ —Rasnt M. Cnet Stnoit vi it 42 61 93 tot 110 129 134 146iii jaw wae EDUCATION IN INDIA viii / : 9, Developing a Consciousness of Science and Technology —A, RAHMAN 144- What Can Adult Education Do for Our Democracy? —N, V. GapGiL 152, NSocial Education and Social Values ~—S. C. Durta 156 Section [ff: AputT LiTERacy 1. The Heart-Rending Reality —-RABINDRANATH TAGORE 165 e Socio-Economic Strategy of Adult Literacy Vv. K. R. V. Rao 169 Is Literacy Necessary? ~—R, V. PARULEKAR 176 iquidation of Illiteracy —From the Repoxr oF THE EDUCATION CoMMISSION 1964-66 181 iteracy in India: An Analytical Study —AniL Borla 195 6. Per Capita Cost of Adult Literacy in India —N. A. Ansari and K. B. REGE 204 Guidelines for an Attack on Mliteracy . —Homer KEMPEER 21 ethods of Literacy Teaching —T. A. Kosuy 226 bjectives of Literacy Teaching —Musraq AHMED 235 Content of the Literacy Course — HELEN BuIT 240 11, Gram Shikshan Mohim ~—B. R. PATIL 246 Selective Approach to Adult Literacy —-SULOCHANA Mopr 252 Section TV; Merkops dult Educator: The Friend ~Suariger Reaman Kipwat 259 Ms Call to the Writers —Anatu Nata Basu 263CONTENTS 3. Methods of Cooperative Education —DHARM VIR “ 4. Adult Education and the Mass Media ‘ —J. C. Maruur 5. A Pilot Rural Agricultural TV Project —T. A. Kosny and OTHERS % The Special Role of Puppetry —D. L. Samar 6 Adult Education through Ambar Charkha —SALIG RAM PATHIK . Residential Adult Education —K. S. Muniswamy . Research and Evaluation in Adult Education -—JaMES A, DRAPER SECTION V: PROGRAMMES AND AGENCIES A. Urban adult education ~» Social Education—A Plan of Action —ABUE KaLAM AZAD Urban Adult Education —V. S, Jaa Social Education in Urban Areas —ReporT of THE Nunta National SEMINAR, Lucknow B. Special groups In-service Education of Teachers in India —S. N. Muxerst Continuing Education of the Medical Profession in India —RaMmeEsHWarR SHARMA Workers’ Education in India —V,. S, MaTHoR Adult Education in the Indian Army —R. L. MuLick Continuing Education of Civil Servants —T. N. CHATURVEDI “Trained Manpower and Management Cadres for «/!~ pCo-operatives in India 7 —G. S. SimxHawat ix 266 278 289 296 299 306 309 323 328 333 345 357 362 384 389 400ADULT EDUCATION IN INDIA Agricultural Planning and Farmers’ Education —V. M. Danpekar ‘Ns Farmer's Training Is Central to Farm Production —J. C. Matour Cc. The University Ro Universities and Social Responsibility —K. G. Sarvipain “Na University Adult Education —M. S. MEHTA . Universities and Extension Work—The Indian Context —AMRIK SINGH A Plan for University Extension —J. K. Friesen ? Evening Colleges . —V. V. Joun “’ University’s Role in Training of Adult Educators, . —GLeN A, EyFrorp \38 Correspondence Courses in the University of Delhi —N. K. Pant YS The Mysore Experiment in University Adult Education —PRABHU SHANKARA D. Other Agencies .-Adult Education and Industry —P. CHentsat Rao Yi. Continuing Education and the Educational Authority —IJ. R. Kipp z, Issues in Libraries for Adult Education —N. N. Growant xe Muscums and Adult Education —Grace Morty 24 Indian Adult Education Association / —IJ. L. Sacuptva ‘ Bibliography Index 407 419 428 435 44al 448 456 463 468 473 476 479 491 Sol 505 513 527SECTION ONE Historical PerspectiveLet us live together. Let ug dine together, Let us do daring deeds together. Let us ‘beget inner energy by our joint study. Let us not indulge in mutual hatred. Om! Peace, Peace, Peace, Peace. Taittiriya Upanishad ‘Verily God does not alter the fortunes of a nation until they bring about a change in their own psychology. Quran ‘Learning is an ancient tradition in India and since times ‘ost in the dawn of history the Indian people have develop- ‘ed various types of institutions to pass on to the new gene- tations the knowledge and wisdom gained by their pre- -decessors. That knowledge was superior to material ac- quisitions is a theme of innumerable tales in the Upani- -shads, Jatakas and the other ancient lores. There are even instances, like in the fable of Shvetaketu, which illustrate ‘some of the most modern concepts of life-long education. “He who ‘desires to study more after having settled as house-halder”, Shvetaketu is quated by Anastamha, “shall -dwell two months every year with collected mind in the house of his teacher’. There were formal institutions for exchange of ideas like Parishads, and institutions of learn- ing like Vikaras, and Universities like Nalanda, Vikram- :shila, Vallabhi, etc. Besides, activities associated with places of worship were also part of the educative process and Kathas, Kirtans, folk dramas and story telling were forms of entertainment ‘or religious activity which contributed to the education of adults, . There have been many changes after the advent of the ‘British; developments which have set India on the road to 3ADULT EDUCATION IN INDIA becoming ,a modern, society, responsive to technological possibith etved Ui ‘ithout the British contact India may have taken to this road in due course and the progress might have been more natural and rapid. The colonial status of India not only impoverished her materially, it also demoralised her in spirit and made it difficult for her to imbibe the best in the Western way of life, which of course includes the way people educate themselves. The contributions in this Part do not adequately cover the formal and informal forms of education of adults in the ancient and medieval times. They do not tell of the vast educative impact of the teachings of the saints, froni the Buddha and Mahavira to Kabir and Nanak, nor of the recitations in the great epics of the Mahabharata and Ramayana. Some glimpses of the institutions that have remained as educational forces in the Indian society may be seen in the short article of P-C. Lal. Other articles will reveal that as and when Indian society has been self-assured and found her moorings, adult education has prospered. The vast spectrum of extension agencies which came in- to being soon after Independence have also helped to- Support this view.