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The ruling class does not always depend on arms and weapons to exercise its power over the other classes. They can only take arms away from the people totally disarming them and use groups authorised by them - the army and police - to subjugate the people.

But, throughout history, people who had been successful in bringing about radical social change had done so by defeating this bogey of arms and armed forces. No fighter who dares to come forward to liberate the people by smashing the shackles of oppression is eve deterred by these arms or weapons.

education actThis is why the ruling class has taken great pains to get people to believe in slavish ideas and prevent them from fighting oppression and exploitation. They prefer to enslave society through ideas and ideology rather than by the sword and the gun. Marx said, “An idea, when grasped by the people, turns into a physical force”.

The seeds, these ideas, were sown in this soil by the Vedas, the Upanishads, the Puranas and the Manusmritis that enslaved the people. It is this ideological rubbish sown in the minds of people by Brahminism for thousands of years that makes crores and crores of Indian people remain submissive and subdued and enslaved, by prevented from fighting against all the injustices that have been thrust upon them.

There is no need for guns; there is no need for batons. People simply bear and endure the hunger and oppression and suffer in silence. Although even most temples have remained shut due to Corona, this slavish mentality had made people believe that God will save them. This, one may say, is a victory for Brahminism. We may also say that, in general, this is a victory for the ruling class as well.

Worldwide, capitalism has met with failure, and the financial powerhouses are in deep crisis. This major economic slump has been worsened by Corona and thrust the country down the economic precipice. Given the magnitude of the crisis, employment generation seems impossible and existing jobs are being lost, leading to massive unemployment and pauperisation.

In a country like India, where the youth form the majority of the population, this crisis is bound in the long run to lead to severe anger and antagonism directed against the ruling class. Today the main challenge that the ruling class faces is this: How do we appease these indignant young people?

As mentioned earlier, it is impossible to confront the forces that oppose social inequality through violent means alone. Moreover, such action would hinder even the minimal growth of capital. Growth of capital requires a peaceful society. That is, in order to exploit the natural resources and people’s labour without opposition or resistance, it requires a peaceful situation.

That is why all over the world, the ruling class has taken to education as the weapon to construct general psychology in the masses that suits its purpose. One such weapon the so-called ‘value education’. It preaches Brahminism under the cloak of spirituality.

Already several universities have introduced Vedic Astrology, Vastu shastra and Karmakanda in their syllabus and offer doctorate-level research in these subjects. Already in 2004, the Supreme Court had given permission for inclusion of astrology as a subject in colleges and universities. These are examples of how the country is being pushed into the dark ages.

It is against this background that The New Education Policy introduced by the Modi government needs to be understood. The totality of hypocritical Brahmanism is evident in this education policy and obviates the need for reading its literature or its Puranic deceptions. Brahmanical conspiracy finds naked and repulsive expression in this education policy.

Section 4.13 of The National Education Policy talks of the three-language formula. While it states that the three languages learned by children will be the choices of States, regions and students, it specifies that of the three languages at least two should be native to India. One is the mother tongue, the other is English, and the third is definitely not your favourite language. Because section 4.17 sings the praise of Sanskrit and states decisively that it will be ‘offered at all levels of school and higher education as an important, enriching option for students, including as an option in the three-language formula’.

Similarly, section 4.13 states that by the end of secondary school education students should demonstrate proficiency in the three languages. This implies that provision of the third language – and there is every likelihood of an imposition of Sanskrit by the Sanghis – becomes compulsory. Thus, by introducing Sanskrit into the curriculum, the policy aims, apart from Brahmins, to disadvantage lakhs and lakhs of Sudra students.

Section 4.26 states that a practice-based curriculum for Grades 6 - 8 will be designed while framing NCFSE 2020-21 and that during this period that all students will participate in a 10-day bagless period sometime during Grades 6-8 where they intern with local vocational experts such as carpenters, gardeners, potters, artists, etc. This Brahmanical arrogance is no other than a restatement of Rajaji’s caste-based education.

Section 4.37 allows students to sit for board exams up to two occasions, one main exam and one improvement exam. This opens the way the rich parents to enrol their children in private coaching centres and boost their exam performance.

Section 7.10 states as follows: “To further enhance cooperation and positive synergy among schools, the twinning/pairing of one public school with one private school will be adopted across the country, so that such paired schools may meet/interact with each other, learn from each other, and also share resources, if possible. Best practices of private schools will be documented, shared, and institutionalised in public schools, and vice versa, where possible”.

This means that private educational institutions will now be able to loot and plunder the resources of state schools and, in due course, put on the appearance that they are superior institutions. This is bound to produce a sense of inferiority complex among students of state schools and lead to drop out from education altogether. The conspiratorial plan here is to eventually bring about the closure of state schools.

Section 11.9 states that the length of an undergraduate degree will be of either 3 or 4-year duration and with appropriate certification offered after completion of each year, e.g. a certificate after completing 1 year, or a diploma after 2 years of study or a Bachelor’s degree after a 3-year programme and after 4 years a degree with research. If students leave after the first year, they get only a certificate, and if they leave after the second year, they get a diploma. This encourages and enables the students who cannot continue their education due to financial constraints to drop out of education altogether. Moreover, it sanctions private institutions to expel students vindictively.

By allowing and facilitating the best 100 foreign universities to operate in India, as envisaged in Section 12.8, the doors have been opened wide for the plunder of the Indian education market by multinational gang robbers.

Section 18.14 talks of the fee structure of private higher education establishments into our education system. The mechanisms will be set for fixing the fees is such that there will be an upper limit so that individual institutions will not be adversely affected. But the private higher educational establishments are permitted to set their fees for their programmes independently. Is there a better way for the government to show its loyalty to the multinational corporates?

By making it compulsory for students to sit for examinations in classes 3, 5, and 8, the NEP has laid the foundation for increasing school dropout of first-generation students from villages and disadvantaged communities. The plan appears to be to teach them carpentry, pottery and gardening and turn them into servants of dominant castes. This is the undeclared aim of this Brahmanical, Sanatana dharmic government.

Moreover, for a student who completes high school education and wants to enter higher educational establishments, a common entrance examination conducted by the National Testing Agency is now mandatory. Thus, a situation has been created in which higher education becomes the exclusive preserve of the rich, available only to wealthy and affluent sections of society.

The National Education Policy 2020 is not one that benefits students. On the contrary, it spells disaster for them. It is not honey mixed with poison, but poison mixed with honey. In the name of National Education Policy 2020, Brahminism and privatisation are being forced down the throats of people with the intention of creating slaves who will serve Brahmanical and private interests – again.

Unless we put a stop to it now, we will not be able to prevent future generations from growing up herd-like, deprived of self-respect and dignity.

Written by S. Gorky

Translated by M.S. Thambirajah


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