पुढील उतारा वाचून त्यावर आधारित प्रश्नांची उत्तरे द्या :
राजकीय शिक्षण आणि सामाजिक परिवर्तन (Political Education & Social Transformation)
राजकीय शिक्षण म्हणजे माहितीपूर्ण व जबाबदार नागरिक निर्माण करणे होय आणि देशाच्या सामाजिक-आर्थिक उद्दिष्टांच्या परिपूर्ततेसाठी राष्ट्रीय संघर्षात सहभागी होण्याची शाश्वत कृती होय. विद्यमान पारंपरिक, सरंजामी, श्रेणीबद्ध आणि विषमतावादी समाजाच्या ऐवजी लोकतांत्रिक, धर्मनिरपेक्ष आणि समाजवादी समाज निर्मिती करणे व दारिद्र्य निर्मूलन करणे, ही भारतातील सामाजिक-आर्थिक उद्दिष्टे आहेत.
ब्रिटिश सत्तेच्या काळात काँग्रेस नेत्यांचे असे म्हणणे होते की, राजकीय शिक्षण हे शिक्षणाचे महत्त्वाचे एक अंग आहे. शिक्षण आणि राजकारण यांचे मिश्रण करू नये, ह्या ब्रिटिश दृष्टिकोनास स्वीकारण्यास त्यांनी नकार दिला, परंतु 1947 मध्ये जेव्हा काँग्रेस नेते सत्तेमध्ये आले तेव्हा त्यांनी ब्रिटिश धोरणाचा मात्र स्वीकार केला आणि म्हणू लागले की, राजकारणाद्वारे शिक्षणाला अशुद्ध करू नये. राजकीय पक्षांना 'शिक्षणापासून दूर राहा' असे आवाहन करण्यात आले. परंतु याऐवजी शिक्षण व्यवस्थेमध्ये राजकीय घुसखोरीची वृद्धी होत गेली, शिक्षक आणि विद्यार्थी यांचे मन व मेंदू काबीज करण्याकरिता राजकीय पक्षांमध्ये स्पर्धा सुरू झाली. बुद्धिमान शिक्षण तज्ज्ञांना राजकीय हस्तक्षेपाशिवाय राजकीय नेत्यांचा पाठिंबा हवा होता. वास्तवामध्ये काय प्राप्त झाले, तर असीमित राजकीय हस्तक्षेपासह अल्प शुद्ध राजकीय पाठिंबा. राजकीय पक्षांद्वारे शैक्षणिक व्यवस्थेत हस्तक्षेपाचा अदृश्य हेतू होता की, कोणतेही, कोणालाही राजकीय शिक्षण मिळू नये आणि अभिजन वर्गाचा सर्वांगीण विकास व्हावा. ही आश्चर्यजनक बाब आहे की, आजचे राजकीय शिक्षण हे (खरे म्हणजे, सामाजिक परिवर्तनाची बांधिलकी निर्माण करणे) स्वातंत्र्यपूर्व काळातील शैक्षणिक व्यवस्थेतील शिक्षणापेक्षा कमकुवत दर्जाचे ठरले आहे.
एकाच वेळी, स्वातंत्र्यप्राप्तीसाठीचा संग्राम संपला आणि राजकीय शिक्षण देणाऱ्या मोठ्या अनौपचारिक संस्था सुद्धा अदृश्य झाल्या. वृत्तपत्रे, प्रसारमाध्यमांनी काही अंशी राजकीय शिक्षण प्रदान केले परंतु ते संधीचा संपूर्णपणे उपयोग करू शकले नाहीत आणि निहित हितसंबंधांची गळचेपी करून त्यावर वर्चस्व मिळवू शकले नाहीत. शाळा व्यवस्था बाह्य कार्य करणाऱ्या संस्था, संघटना, ज्यांच्याकडून राजकीय शिक्षण प्रदान करण्याची अपेक्षा होती, त्याचबरोबर राजकीय पक्षांबाबतही हे म्हणणे लागू पडते.
स्वातंत्र्योत्तर काळामध्ये आपण खरे राजकीय शिक्षण प्रदान करण्यामध्ये प्रगती करू शकलो नाही उलट मागेच पडलो, असे म्हटले तरी हरकत नाही. उदाहरणार्थ, शिक्षण व्यवस्था ही अधिक रूपाने अभिजन केंद्रित झाली आहे. देशभक्ती ही पहिली दुर्घटना बनली आहे. सरकारचे जर चुकत असेल तर त्याला शिस्तबद्ध पद्धतीने, तत्त्वांवर आधारित विरोध करण्याचे धैर्य गांधींनी आपल्याला दिले. त्यांचा विश्वास होता की, साध्य एवढेच साधनही महत्त्वाचे आहे आणि गरिबांना कृतिशील आणि संघटित करण्याचे कार्य त्यांनी शिकविले. आज आपण मूलभूत प्रश्नांवर शिस्तबद्ध पद्धतीने विरोध करण्याचे धैर्य गमावले आहे. व्यक्तीसाठी, समूहासाठी किंवा पक्ष वृद्धीसाठी आंदोलने, अनाकलनीय राजकारण करणे सामान्य बाब झाली आहे. आजची शिक्षण व्यवस्था ही प्रतिष्ठित वर्गाच्या वर्चस्वाला सतत पाठिंबा देत आहे आणि वंचितांना पाळीव प्राणी बनवत आहे. पुरेशा प्रमाणात खरे राजकीय शिक्षण देणारे मजबूत पाऊल जोपर्यंत आपण उचलत नाही तोपर्यंत ही परिस्थिती बदलणार नाही. आज मोठ्या शैक्षणिक सुधारणेची गरज आहे आणि जर ही सुधारणा झाली नाही तर औपचारिक शिक्षणाच्या विद्यमान व्यवस्थेत केवळ रेषीय वृद्धी होईल जी केवळ जैसे थे वादी स्थितीस पाठिंबा देईल आणि मूलगामी सामाजिक परिवर्तनास अडथळा ठरेल.
खालीलपैकी कोणते कथन खरे नाही?
EN
Read the following passage and answer the questions:
Political Education & Social Transformation Political education may be defined as the preparation of a citizen to take well informed, responsible and sustainable action for participation in the national struggle for the realization of the socio-economic objectives of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in place of the present traditional, feudal, hierarchical and inegalitarian one. Under British rule, the Congress leaders argued that political education was an important part of education and refused to accept the official view that education and politics should not be mixed with one another. But when they came to power in 1947, they almost adopted the British policy and began to talk of education being defiled by politics. 'Hands off education' was the call to political parties. But in spite of it, political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all-round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. At the same time, the freedom struggle came to an end and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the stranglehold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. Most things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even slided back in some respects. For instance the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhi gave us the courage to oppose the government when it was wrong, in a disciplined fashion and based on principles. He believed the means to be as important as the ends and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support the domination of the privileged groups and domestication of underprivileged ones. The situation will not change unless we take vigorous steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation. Which of the following statements is not true?
Political Education & Social Transformation Political education may be defined as the preparation of a citizen to take well informed, responsible and sustainable action for participation in the national struggle for the realization of the socio-economic objectives of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in place of the present traditional, feudal, hierarchical and inegalitarian one. Under British rule, the Congress leaders argued that political education was an important part of education and refused to accept the official view that education and politics should not be mixed with one another. But when they came to power in 1947, they almost adopted the British policy and began to talk of education being defiled by politics. 'Hands off education' was the call to political parties. But in spite of it, political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all-round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. At the same time, the freedom struggle came to an end and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the stranglehold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. Most things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even slided back in some respects. For instance the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhi gave us the courage to oppose the government when it was wrong, in a disciplined fashion and based on principles. He believed the means to be as important as the ends and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support the domination of the privileged groups and domestication of underprivileged ones. The situation will not change unless we take vigorous steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation. Which of the following statements is not true?