How the British Saw Education
The British perspective on education in India was significantly shaped by their colonial mindset, where they viewed education as a tool for 'civilising the natives' and gaining control over the populace. Starting in the late 18th century, British officials like William Jones and Henry Thomas Colebrooke aimed to study and translate ancient Indian texts, believing this would allow both British and Indians to appreciate the grandeur of Indian culture and heritage.
The emergence of Orientalism, where British scholars sought deeper understanding of Indian languages and cultures, marked a period of respect towards India's ancient texts. However, as the 19th century progressed, a divide emerged between Orientalists and their critics. James Mill and Thomas Macaulay argued vehemently against the promotion of Oriental knowledge, asserting that Western education was imperative for India's progress. This culminated in the English Education Act of 1835, establishing English as the medium of instruction for higher education.
Furthermore, this section highlights the various educational policies introduced through Wood's Despatch in 1854, emphasizing practical education over classical studies, alongside the rise of missionary schools and their differing philosophical approaches to education. Indian responses grew increasingly critical, with figures like Mahatma Gandhi and Rabindranath Tagore advocating for a more culturally rooted education that valued dignity, self-reliance, and creativity over rigid Western frameworks.
This dialogue between British educational policies and the reaction of Indian educators underscores the complex legacy of colonial education in shaping modern Indian educational thought.