Challenges of
Catholic Schools in India
(Talk given at the National Conference of Don Bosco School in New Delhi on 24th of September 2010.)
By Dr. Fr. Davis
George
1.
A tribute to the Religious.
·
“You are
the treasure, wealth and heart of the Church” - John Paul II.
·
Salesians:
Bench mark in School Education.
·
Don
Bosco: Our vocation is graced by a
special gift of God: predilection for the young “That you are young is enough
to make me love you very much”. For their
welfare we give generously our time, talents and health “For you I study, for
you I work, for you I live, for you I am ready even to give my life.”
“Preventive System” as a means for carrying out our educational and pastoral
service. How true, “It is
better to build children than to repair people.”
·
“If we work on marble, it will perish;
If
we work upon brass, time will efface it;
If we rear temples,
they will crumble into dust;
But if we work
on immortal souls,
If we imbue them
with principles;
With fear of the
Creator and love of fellow men,
We engrave on
those tablets something,
Which will
brighten all eternity.” ~ Daniel
Webster
2. Educational Apostolate and Evangelization.
·
Jesus
the Teacher: our model and inspiration.
Faith, Commitment, Prayer.
·
Vocation
and not profession. Transformation +
Empowerment.
- Relationship with Christ is the key to effectiveness in educational apostolate. (Jn 15:1-6) Catholic Principals help the person and message of Christ find expression in…
2.1
Vatican II on Education: Declaration on
Christian Education
Among
all the agencies of education, the school has a special importance. By virtue of its very purpose while it
cultivates the intellect with unremitting attention, the school ripens the
capacity for right judgment, provides an introduction into the cultural
heritage won by past generations, promotes a sense of values and readies the
pupils for professional life. By
creating friendly contacts between students of diverse temperament and
background, the school fosters among them a willingness to understand one
another. Moreover, the school sets up a
kind of center whose operation and progress deserve to engage the joint
participation of families, teachers, various kinds of cultural, civic and
religious groups, civil society and the entire human community.
2.2
All India Catholic Education Policy 2007
The Policy advocates the
equally essential social and societal transformation, as a major goal and
mission of our education. Being
Christian is essentially an invitation to become a person of faith, hope and
love. It is a summons to form
communities of solidarity, and of justice and equality, at the service of all
people, especially the poor and the marginalized. As CBCI proclaimed in 2000, we are committed
to “a new society built on justice, peace, love and harmony: a civilization of
love”.
3.
India: The emerging superpower with
deteriorating moral standards
“India
is an emerging Asian superpower. From high technology to the creative arts,
India is rapidly becoming a global player” said Dr. A. P. J. Abdul Kalam.
According to the World Bank, India is now in top 10 economies of the world.
India finally has started acting as the technology superpower in the “new
world” where countries become superpower by virtue of their technical strength
and capability and not colonial wealth. Its
dominance in the service sector has been acknowledged world over.
3.1
Corruption
Medical
Council of India President: Dr. Ketan Desai on 22nd of April 2010.
“The earth has enough for every man's need,
but not for every man's greed.” (Mahatma
Gandhi) Corruption is widespread in India. India is ranked 85 out of 179
countries in Transparency International’s Corruption Perceptions
Index, although its score has improved consistently from 2.7 in 2002 to
3.4 in 2008. Corruption has taken the role of a pervasive aspect of Indian
politics and bureaucracy.
3.2
Poverty/Illiteracy
Even
more than 60 years after independence from almost two centuries of British
rule, large scale poverty remains the most shameful blot on the face of India.
India still has the world’s largest number of poor people in a single country.
Of its nearly 1 billion inhabitants, an estimated 350-400 million are below the
poverty line and 75 per cent of them in the rural areas. More than 40 per cent
of the population is illiterate, with women, tribal and scheduled castes
particularly affected. “It is inconceivable that poverty eradication can make
much headway in the absence of major advances in literacy”, said Koïchiro
Matsuura, UNESCO Director-General. Swami Vivekananda said, “So long as millions
live in hunger and ignorance, I hold every person a traitor who, having been
educated at their expense, pays not the least heed to them.” Through Value Education Classes we can make our students aware of their
social responsibility.
3.3
Violence and Terrorism: Khandhamal.
“An
eye for an eye only ends up making the whole world blind,” said Mahatma Gandhi.
Terrorism is violence or threatened violence against people and property to
coerce or intimidate governments or societies to achieve political, religious
or ideological purposes. In fact, all
such forceful acts should be treated as terrorism. While terrorism is a
specific threat in other democracies, in India it is part of our present
political culture. But, there is not even adequate awareness in the country
about the nature of terrorism that is affecting the whole country.
3.4 Caste and Religion based politics
“Power corrupts and absolute power corrupts
absolutely”. To gain political power people are ready to divide and rule. Power
is no more for service but to amass wealth and propagate one’s own family and
name.
3.5
Communal harmony and National integration
“Many Religions, One Nation.” “From Kashmir to Kanyakumari, we are one.”
And yet communal violence and terrorism based on religion and caste take upper
hand many a time destroying the secular fabric of the country. In reality,
religion divides but spirituality unites.
3.6
Seven Sins According to Mahatma Gandhi
1. Wealth without Work - Refers to bribery,
corruption, black marketing & financial evils around us today.
2. Pleasure without Conscience - Our
conscience dictates what is right and wrong. Pleasures need to be regulated and
filtered through our conscious sense of responsibility.
3. Science
without Humanity - If science and technology were used for the benefit of
mankind that would make this world a better place to live in.
4. Knowledge without Character- Along with
knowledge we must cultivate basic human qualities, like – fairness, kindness,
fellow-feeling and dignity.
5. Politics without Principle - If there is no
principle (in politics); there is no true worth, nothing you can depend on.
6. Commerce without Morality - Business must
be based on trust and collaboration along with win-win Principles.
7. Worship without Sacrifice - Every religion
advocates primordial virtue and sacrifice. Selfishness is the root cause of all
evil.
How
true, “The world has achieved brilliance without wisdom, power without
conscience. Ours is a world of nuclear giants and ethical infants. We know more
about war than we know about peace, more about killing than we know about
living.” - Louise Fischer
3.7
Education Commission Reports:
The
importance of value education has been duly recognized by different education
commissions and committees appointed by the Government. The Radhakrishnan
Commission (1948), The Secondary Education Commission (1953) and The Sri
Prakasa Commission (1959) highlighted the need for moral education in all the
educational institutions. Kothari Commission (1964-66) felt, "A serious
defect in the school system is the absence of provision for education in social,
moral and spiritual values.” National
Policy on Education (1986) felt, "The growing concern over the erosion of
essential values and an increasing cynicism in society has brought to focus the
need for readjustments in the curriculum in order to make education a forceful
tool for the cultivation of social and moral values.” Programme of Action (NPE) (1992) recommended,
"The framework emphasized value education as an integral part of school
curriculum. It highlighted the values drawn from national goals, universal
perception, ethical considerations and character building. August 26, 2009
was a red letter day for the children of India as “the Right of Children to
free and Compulsory Education Act, 2009” received the President’s assent. Education became a fundamental right of every
Indian child between the ages of 6 and 14.
Dr. Manmohan Singh, the Prime Minister of India, calls it a
“path-breaking Right”. The Act has
become operative from April 1, 2010. On
the one hand we must all welcome the Act without any reservations, while, on
the other, find ways and means to make sure that it is implemented in letter
and in spirit.
3.8
The UNESCO International Commission on Education
THE
UNESCO International Commission on Education for the Twenty-first Century headed
by Jacques Delors has identified "learning to be" and "learning
to live together" as two among the four pillars of education. They connote
some of the fundamental values education tries to impart in any society.
"Learning to be" addresses the question of development of the inner
capacity of the individual, which will prepare him or her to meet social and
political responsibilities. "Learning to live together" would involve
the creation of a harmonious life, transcending sectarian loyalties and
differences. As Educators we must translate this dream into action to build a
better country and world.
4. Catholic Schools: Prospects and challenges
·
Significant
contribution in Nation Building and yet, Arun Shourie and the like!!!
·
Impact
factor on National level?? United we
stand divided we fall. Time to revisit. Loyalty and Gratitude? Selfish
intellectual giants??
·
Time to
act: NOW.
·
“All
who have meditated on the art of governing mankind have been convinced that the
fate of the empires depends on the education of the youth." Aristotle
4.1
Be an effective Leader: Centrality of Leadership in
Schools.
The
Principal is the pivot around which the whole administrative system revolves.
·
When schools have good
leaders, they become leading schools.
·
Outstanding schools
have effective Principals.
·
Effective Principals
develop outstanding schools.
·
Crisis of leadership
Church Personnel/Teachers
The message for future School leaders is
very clear:
· Improve
quality (TQM)
· Involve
in constant learning. In service training for Teachers & Mentoring: Case
Study.
· Connect
and Believe in Synergy.
· Focus
on the processes. Teaching-Learning Process.
· End
the era of routines.
· Encourage
participation and interactive & TEAM-oriented activities.
· Paradigm
shift: From result oriented to transformation oriented education.
· Not
just information but ‘Transformation’.
The
quality of nation depends upon the quality of its citizens. The quality of its
citizens depends- not exclusively but in critical measure-upon the quality of
their education. The quality of their education depends, more than upon any
other single factor, upon the quality of their teacher.” These words of the
American Commission on Teacher Education cannot be over-emphasized.
As
the Ministry of Education document Challenge of Education: A Policy Perspective
(1985) has mentioned, “Teacher performance is the most crucial input in the
field of education. Whatever policies may be laid down, in the ultimate
analysis, these have to be interpreted and implemented by the teachers as much
through their personal example as through teaching-learning processes”.
4.2 Faith Formation & Professional Studies: Kingdom
Values, Bible Class (2Tim 4:2)
— Admission for all Catholics.
— Help students to encounter Jesus as their personal Saviour.
— Train catholic leaders who witness to their faith in the Church and in
the world. I.A.S.; I.P.S.; I.F.S.; Technical and Professional Studies.
4.3 Value Education: Discover the
Power in the Wings and Strength in your Roots
“What we are today is the result of what we
valued yesterday….. What we will be tomorrow will be the result of what we
value today....” “Excess of knowledge and power, without
holiness, makes human beings devils.”
“They alone live, who live for others, the rest are more dead than
alive.”- Swami Vivekananda “Literary
education is of no value, if it is not able to build up a sound character.” -
Mahatma Gandhi
The
National Institute of Educational Research of Japan drawing upon the
deliberations of six regional workshops with UNESCO, it has figured out a case of
twelve moral values. These are: caring
for others, concern for the welfare of the society, nation and the
international community; concern for the environment; concern for cultural
heritage; self-esteem and self reliance; social responsibility; spirituality;
peaceful conflict resolution; equality; justice; truth and freedom. One of the ways to impart values through
education is to design a course on human values and make it a part of the
curriculum. How true, "If a man carefully cultivates values in his
conduct, he may still err a little but he won't be far from the standard of
truth" (Confucius). “Education without values, as useful as it is, seems
rather to make man a cleverer devil.” (C.S. Lewis)
4.4 Inclusive Education: Include the excluded. Best
to the least. Commitment to the marginalized – accompany to the end.
·
Radical Paradigm shift in the admission policy in
favour of the economically poor and marginalised. Creation of the corpus fund
for the education of the marginalised.
·
Provide for Residential education to the poor and
marginalised where needed.
·
Establishment of good quality schools in the
remote, rural areas.
·
Address the problems of the drop outs. ‘No more
drop outs from our schools’.
·
Create a school complex where good quality school
reaches out to the less developed schools in the neighbourhood to improve the
quality of education for the marginalised.
·
Respond sensitively to the educational needs and
concerns of the marginalised in the neighbourhood.
4.5 Holistic Quality Education: Make everyone a
winner in areas of his/her competence.
·
Make education more skill
based to develop student competency in the modern world.
·
Critical Appreciation/Use of Media and involvement
in the media.
·
4H method (Head, Heart, Hands and Habits), School
Assembly; (Case Study), Soft Skills; ASK
·
PQ: Body awareness and skillful use;
·
IQ: Maths and Verbal Intelligences.
·
EQ: Managing ourselves and our relationships well.
·
SQ: Inner wisdom guided by Compassion. Equanimity (Inner and Outer Peace).
·
HQ: Happiness Quotient.
4.6 Involvement of the Stakeholders.
—
Administration:
Participatory, collaborative and democratic
—
Transparency and
accountability to all stakeholders
—
Net working with Salesian
institutions and other educational institutions and agencies.
—
Students, Teachers, Parents,
Alumni, Society, Industry.
4.7 Family Life/Education to
Love/HIV-Aids/Counseling to Parents/Family Visits.
—
Appropriate education for
responsible parenthood; create awareness on gender inequality, domestic
violence, divorce, girl child, child labour, human rights, women empowerment,
illiteracy and other social evils.
Neighbourhood concerns.
—
Conscientise the students
about the dangers in the society which are affecting them adversely like drug
addiction, alcoholism, HIV, AIDS, etc.
—
Each one teach one. (
Give Grade)
4.8 Promote Eco-Spirituality: Copenhagen Climate Change
Summit (06 – 18 December, 2009)
·
Creating effective awareness to conserve earth’s
resources and promote their responsible use: Ecological Stewardship.
·
Inculcating eco-related healthy habits like
personal health and hygiene, saving energy and water, waste management, etc.
·
Each
one, plant one. ( Give Grade)
4.9 Democratic and Social aspirations of the
Country:
- Preamble of the Constitution:
- WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens: JUSTICE, social, economic and political;
- LIBERTY of thought, expression, belief, faith and worship;
- EQUALITY of status and of opportunity; and to promote among them all.
- FRATERNITY assuring the dignity of the individual and the unity and integrity of the Nation.
- IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
4.10 Inter Religious Dialogue: Communal Harmony and Peace.
·
“A new society built on justice, peace, love and harmony:
a civilization of love.”
5. Conclusion: Ignite the big dream.
·
You can make a difference in the world.
·
Leadership through example
·
SMART Goals: Strategic planning, implementation,
evaluation.
·
Create leaders, not followers; Widen the circle of
influence
·
Star Fish.
·
Even the Eagles need a Push!
·
Yes, YOU can.
·
“You Must Be
the Change, You Wish To See In the World.” ~ Mahatma Gandhi
Bibliography:
The Documents
of Vatican II - Although the Church is concerned primarily with the spiritual
and supernatural destiny of man, it recognizes the intimate connection between
that destiny and “the whole of man’s life”.
Pius
XI, encyclical letter “Divini Illus Magistri,” loc. cit., p. 76; also Pius XII,
allocution to the Association of
Catholic Teachers of Bavaria, Dec. 31, 1956: “Discorsi e Radiomessaggi,”
Paul
VI, allocution to the International Office of Catholic Education, Feb. 25,
1964: “Encicliche e Discorsi di Paolo VI”.
Policy to action strategies, Fr. Kuriala Chittattukalam
Sdb & Fr. Joe Arimpoor Sdb.
All India Catholic Education Policy 2007.
A Guide to School
Administration, Kuriala Chittattukalam Sdb.
