‘The prestigious science journal, Nature, reported on 31st May 2023, that the Indian education authority is dropping several key scientific and political subjects from the education curriculum for pupils under 16. the magazine reported:
In India, children under 16 returning to school this month at the start of the school year will no longer be taught about evolution, the periodic table of elements or sources of energy.
The news that evolution would be cut from the curriculum for students aged 15–16 was widely reported last month, when thousands of people signed a petition in protest. But official guidance has revealed that a chapter on the periodic table will be cut, too, along with other foundational topics such as sources of energy and environmental sustainability. Younger learners will no longer be taught certain pollution- and climate-related topics, and there are cuts to biology, chemistry, geography, mathematics and physics subjects for older school students.
Overall, the changes affect some 134 million 11–18-year-olds in India’s schools. The extent of what has changed became clearer last month when the National Council of Educational Research and Training (NCERT) — the public body that develops the Indian school curriculum and textbooks — released textbooks for the new academic year that started in May.
Researchers, including those who study science education, are shocked. “Anybody who’s trying to teach biology without dealing with evolution is not teaching biology as we currently understand it,” says Jonathan Osborne, a science-education researcher at Stanford University in California. “It’s that fundamental to biology.” The periodic table explains how life’s building blocks combine to generate substances with vastly different properties, he adds, and “is one of the great intellectual achievements of chemists”.
Mythili Ramchand, a science-teacher trainer at the Tata Institute of Social Sciences in Mumbai, India, says that “everything related to water, air pollution, resource management has been removed. “I don’t see how conservation of water, and air [pollution], is not relevant for us. It’s all the more so currently,” she adds. A chapter on different sources of energy — from fossil fuels to renewables — has also been removed. “That’s a bit strange, quite honestly, given the relevance in today’s world,” says Osborne.’
Some material was cut from the curriculum last year in order to lighten it during the Covid pandemic. It was expected that it would be reinstated once the pandemic and the lockdown was over, but this hasn’t happened. Academics and educationalists appear perplexed by the decision, but it looks like it comes from the RSSS, the militant Hindu nationalist organisation linked to Modi’s BJP.
[Amitabh] Joshi says that the curriculum revision process has lacked transparency. But in the case of evolution, “more religious groups in India are beginning to take anti-evolution stances”, he says. Some members of the public also think that evolution lacks relevance outside academic institutions.
Aditya Mukherjee, a historian at Jawaharlal Nehru University in New Dehli, says that changes to the curriculum are being driven by Rashtriya Swayamsevak Sangh (RSS), a mass-membership volunteer organization that has close ties to India’s governing Bharatiya Janata Party. The RSS feels that Hinduism is under threat from India’s other religions and cultures.
“There is a movement away from rational thinking, against the enlightenment and Western ideas” in India, adds Sucheta Mahajan, a historian at Jawaharlal Nehru University who collaborates with Mukherjee on studies of RSS influence on school texts. Evolution conflicts with creation stories, adds Mukherjee. History is the main target, but “science is one of the victims”, she adds.’
See: https://www.nature.com/articles/d41586-023-01770-y
One of the other subjects cut from science teaching is a section ‘Why We Fall Ill’, which seems to me to be particularly wicked and dangerous. Everyone really needs to know about the causes of disease, regardless of their level of education or the country in which they live. This removal threatens to increase the incidence of disease in a country where many people lack access to medicine.
In an article from the previous day, 30 May, Nature reported the Indian education authority’s, NCERT’s, reasons for the changes
‘NCERT says that ‘rationalization’ is needed when content overlaps with material covered elsewhere in the curriculum, or when it considers content to be irrelevant. Moreover, India’s 2020 National Education Policy says that students need to become problem-solvers and critical thinkers, and it therefore advocates less memorization of content and more active learning.
NCERT also wants “a rootedness and pride in India, and its rich, diverse, ancient and modern culture and knowledge systems and traditions”. Some people interpret this as a motivation to remove the likes of Charles Darwin and Michael Faraday, and instead use the time to learn more about India’s precolonial history of science.’
But it comments
‘India is not the only postcolonial country grappling with the question of how to honour and recognize older or Indigenous forms of knowledge in its school curricula. New Zealand is trialling the teaching of Māori ‘ways of knowing’ — mātauranga Māori — in a selection of schools across the country. But it is not removing important scientific content to accommodate the new material, and for good reason.’
See: https://www.nature.com/articles/d41586-023-01750-2
It all reminds me of the furore back in the 1990s when Christian Creationists in Kansas banned evolution from being taught in their schools. The great comedian, the late Bill Hicks joked about it, saying ‘In many parts of our troubled world, people are crying ‘Revolution! Revolution’. In Kansas they’re shouting ‘Evolution! Evolution! We want our opposable thumbs’. There have been periodic concerns ever since about the teaching of evolution and Creationism in schools. Western scientists have been particularly worried about Creationism, or Creation Science, being taught as scientific fact. There was particularly controversy nearly two decades ago with the emergence of Intelligent Design, and the Discovery Institute. Intelligent Design accepts evolution, but considers that it has carried out by a God or other intelligent force that has actively intervened at specific points. One form of Intelligent Design, proposed by the cosmologist Fred Hoyle in his 1980s book, Evolution from Space, is that the creator may have been an extradimensional computer civilisation. For years discussions of Creationism and its supposed threat to science was chiefly confined to Christianity. There was some discussion of the rise of Islamic Creationism in Turkey, but from what I recall this was mostly confined to the internet. India at that time seemed not to be experiencing any similar concerns about evolution or other doctrines which may have challenged traditional religious teaching.
This looks very much like it’s going to damage India as an emerging global economic and technological force. Yes, the country has a millennia-old tradition of scientific and medical innovation, but the country has become a scientific powerhouse as well through embracing modern, western science, just as its neighbour China has done. I’ve been particularly struck by the country’s ambitious space programme, which has made some remarkable advances and has made India a space power. If these changes to its schools curriculum continue, I can see the tradition of scientific excellence that the country has done so much to build being severely handicapped.
I also note the similarity of its stance on the environment to various right-wing political lobby groups and think tanks to ban the teaching of environmentalism and climate change, and to make us all believe that the massive pollution of the environment by business isn’t happening and won’t cause permanent damage. Trump when he was in the White House passed legislation preventing the American environmental watchdog from publishing anything about climate change of the environment. This partly came from oil industry, whose own, astroturf climate organisations has a policy of buying up independent climate analysis laboratories and using them to turn out its own, anti-climate change propaganda.
Regarding the excision of material on politics, I’ve got the impression that India is trying to establish itself as the true home of democracy, looking back to its traditional village councils or panchayats. But there seems to be a more sinister purpose to the removal of chapters on democracy and diversity; political parties; and challenges to democracy, as well as a chapter on the industrial revolution for older students. It looks here like the BJP and its storm troopers are trying to stop India’s young people from acquiring the historical and political knowledge to understand how their country could be – or actually is – being taken towards authoritarianism and Fascism.
Vicious totalitarian governments of both left and right, from Hitler’s Germany to Stalin’s Russia, have all attacked and refashioned science, history and education as part of their programmes. Now it seems India, under the BJP, is also going down this path.