6. Civilising the “Native”, Educating the Nation

6. Civilising the “Native”, Educating the Nation

  • 6

    Civilising The “native”, Educating The Nation

    This section explores the British educational policies in India, their cultural implications, and the responses from both British officials and Indian reformers.

  • 6.1

    How The British Saw Education

    This section explores the British perspective on education in India, highlighting their cultural mission to 'civilise the natives' and the subsequent impacts on Indian educational practices.

  • 6.1.1

    The Tradition Of Orientalism

    This section discusses the British perspective on education in colonial India, focusing on the influence of Orientalist ideals and the conflict between Orientalism and Western education.

  • 6.1.2

    “grave Errors Of The East”

    This section discusses the criticism of Orientalism by British officials and the emphasis on practical Western education over traditional Indian learning.

  • 6.1.3

    Education For Commerce

    This section examines the British educational policies in India aimed at promoting Western learning and commerce, contrasting with traditional Indian education.

  • 6.1.4

    The Demand For Moral Education

    This section discusses the role of moral education as advocated by Christian missionaries in India and the historical context surrounding it.

  • 6.1.5

    Source1 : Language Of The Wise?

    This section explores British attitudes towards education in India, emphasizing their goals to 'civilize' the natives by promoting English over traditional Indian knowledge.

  • 6.1.6

    Source2 : An Argument For European Knowledge

    The section discusses the British perspective on education in India, highlighting the contrast between Oriental and European knowledge.

  • 6.2

    What Happened To The Local Schools?

    This section explores the evolution of local schools under British colonial rule, including the impact of educational reforms and the subsequent challenges faced by traditional educational institutions.

  • 6.3

    The Agenda For A National Education

    The section explores how British colonial education aimed to reshape Indian society and culture while also discussing the responses and alternative visions from Indian thinkers.

  • 6.3.1

    “english Education Has Enslaved Us”

    Mahatma Gandhi highlighted the detrimental effects of colonial English education, asserting that it fostered a sense of inferiority in Indians and distanced them from their own culture.

  • 6.3.2

    Tagore’s “abode Of Peace”

    Rabindranath Tagore established Santiniketan, a school promoting creative learning in a peaceful natural environment.

  • 6.3.3

    Source3 : “literacy In Itself Is Not Education”

    Mahatma Gandhi emphasized that literacy alone does not constitute true education, highlighting the need for holistic development of individuals.

    • Key Summary

    The chapter explores the impact of British colonial rule on education in India, highlighting the contrasting views of British officials on the need to civilize the natives through education. It discusses the rise of Orientalism and the push for English education, alongside the reactions of Indian thinkers like Mahatma Gandhi and Rabindranath Tagore, who envisioned alternative educational systems that emphasized moral values, national pride, and a deeper connection to Indian culture.

    Key Takeaways

    • British colonial rule had a dual motive in India: territorial control and cultural mission.
    • The Orientalist perspective valued ancient Indian texts, while critics like Macaulay and Mill prioritized practical education centered on Western knowledge.
    • Indian thinkers, such as Gandhi and Tagore, advocated for education that fostered national identity, moral character, and creativity.

    Key Concepts

    • Orientalism: A scholarly approach focusing on the study of Eastern cultures, languages, and texts by Western scholars, often with a sense of superiority.
    • English Education Act of 1835: An act that established English as the medium of instruction in higher education in India, reducing support for Oriental institutions.
    • Pathshala: Traditional village schools in India that provided informal education with a flexible curriculum before British rule.
    • Moral Education: Education aimed at developing ethical and moral values, often emphasizing Christian teachings during the missionary period.