Abstract
The ever-evolving socio-political dynamics of society, right from the early civilizations to the Anthropocene era, have heavily influenced the knowledge base of humans, and consequently, the systems of education as they have existed from time to time. The systems of education have evolved on two major lines firstly, the change in teaching pedagogy, evaluation mechanisms, levels of hierarchy, etc., and secondly, the transformation in components of the syllabi and the overall curriculum. Whereas the first line of evolution is heartily welcome to expand the horizons of academics and evolve the knowledge base of the new-age students, the second line of reform has been very alarming, thus controversial and widely debated. India has lately been subject to tweaking important aspects of the standardized NCERT syllabi under the garb of so-called reform, where significant historical and scientific facts have been taken down from the textbooks. This, exercise is not new to India, as across the years various regimes have carried it out in order to serve their narratives, however, this time especially post-2019, it has become graver and prominent. Accordingly, this paper shall throw light on such tweaks ever since the 1960’s to the recent ‘rationalizing’ of the syllabus. It shall intricately analyze the effect of such educational remodelling on society at large and on social justice in specific, and how it may also lead to India while otherwise gaining dominance, fostering a hub of ignorance in-house for its upcoming generations.
Author Information
Gantav Gupta, Rajiv Gandhi National University of Law, India
Harshit Singh, Rashtriya Raksha University, India
Paper Information
Conference: IICE2024
Stream: Education
This paper is part of the IICE2024 Conference Proceedings (View)
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To cite this article:
Gupta G., & Singh H. (2024) Rewriting of the Indian Curricula: Its Effect on the Spirit of Inquiry and Scientific Temper ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2024.62
To link to this article: https://doi.org/10.22492/issn.2189-1036.2024.62
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