praka123
left this forum longback
Red' painting in Kerala schools
Kerala is facing a threat from communist scholars and government. The government has revised the school text books for the upper and lower primary classes. The books are based on communist lines and making the students think on those lines..
CHILDREN ARE considered to be the valued future assets of any country provided they should be motivated in line with the cultural heritage root of the country. Gods own country is facing a huge threat, of brainwashing of young school children, from communist scholars and government. The ruling Communist Party of India-Marxist (CPM) government has revised school text books for the upper and lower primary classes this year.
The curriculum approach is purely based on critical pedagogy, constructivism, problem based learning. Instead of comprehensive syllabus for every subject in all classes, a syllabus grid based on eight identified issues are given. Only the first part of the books is available, that too in Malayalam only. The course book for the students and the resource book for the teachers are based on communist lines and are making the students to think on those lines.
The social science book of class seventh is a typical example of this Red painting. The first lesson is on the peasant movement (massive violence conducted by the Communist party in the name of farmers’ interests). The excerpt given in the book are from AK Gopalan’s (CPM’s top most leader) autobiography, K Madhavan Nair’s (Communist literary figure) literary piece ‘Pokkuveyil’. Other books, which have served as a reference are Dr KKN Kurup’s (another CPM scholar) ’Peasant Movements of Kerala’, Andalatt’s ‘Rekhakal Illatha Charitram’, ’50 years of Kerala published by KSSP, an article from ‘Sastra Gathi’ by KSSP, pro-literatures of K Dhamodharan, Cherukkad.
The second lesson deals with the reform movement of Kerala. Here also, it uses excerpts of pro-left literatures to show the caste division in the Hindu society. The reference material of a school register is purposefully selected and given to mislead the students. It says that only the Hindus from the upper caste were allowed to go to schools even in 1920s.
Contributions of Sree Narayana Guru, Ayyankali, Mannath Padmanabhan (worked for social reform of backwards, Dalits and forward Hindu communities, respectively, in Kerala) are not recognised properly in this context. Channar Mutiny, Vaikom Sathyagraha,Guruvayoor Sathyagraha are presented only to show the discriminations against the ‘lower castes’. Factual errors are there too.
It also deals with the idea of secularism. Instead of our accepted concept of ‘understanding all religions in their proper spirit and appreciating’ the ‘society without religion’ is projected as ideal. Some provoking questions are also asked like, "Which religious community would be affected by issues like earthquake, drought, price raise, epidemics" to show that religious faith is immaterial. This lesson starts with an illustration in which an old Muslim lady is writing sneham that means love on the slate of a Hindu student and ends with an assignment - what would you do if a boy or girl, is a victim of communal riots happened ’far away’? along with a news report of Times of India dated April 16, 2002 saying how a Hindu family protected a Muslim victim.
The third chapter on freedom at individual and social dimensions discusses the freedom movement. The main objective of this is to show that all sections of the society had come forward and fought for our independence. For this, they have insulted the freedom struggle of 1857 by saying that it was a mutiny led by soldiers. The Mappila (Muslim) Rebellion of 1921 in Malabar is glorified by distorting the history. It is stated as the great mass Muslim revolt against the British and the Hindu land lords. The fundamentalist Muslim leaders are whitewashed as great national heroes.
While narrating the ’Wagon Tragedy’ of 1921 and execution of Peer Mohammed in 1857, the language is too touching than Jallianwala Bagh massacre of 1919. Only a few freedom fighters are mentioned in these books.
Five years ago, the Communists and their so called intellectuals shouted throughout the country against Dr Murali Manohar Joshi and the Bharatiya Janata Party (BJP) by alleging saffronisation of education using baseless arguments. But now comrades in Kerala, after destroying the state for the last 50 years, are trying to disturb the future wealth of the state by injecting useless Red theories.
*india.merinews.com/catFull.jsp?articleID=137199
Kerala is facing a threat from communist scholars and government. The government has revised the school text books for the upper and lower primary classes. The books are based on communist lines and making the students think on those lines..
CHILDREN ARE considered to be the valued future assets of any country provided they should be motivated in line with the cultural heritage root of the country. Gods own country is facing a huge threat, of brainwashing of young school children, from communist scholars and government. The ruling Communist Party of India-Marxist (CPM) government has revised school text books for the upper and lower primary classes this year.
The curriculum approach is purely based on critical pedagogy, constructivism, problem based learning. Instead of comprehensive syllabus for every subject in all classes, a syllabus grid based on eight identified issues are given. Only the first part of the books is available, that too in Malayalam only. The course book for the students and the resource book for the teachers are based on communist lines and are making the students to think on those lines.
The social science book of class seventh is a typical example of this Red painting. The first lesson is on the peasant movement (massive violence conducted by the Communist party in the name of farmers’ interests). The excerpt given in the book are from AK Gopalan’s (CPM’s top most leader) autobiography, K Madhavan Nair’s (Communist literary figure) literary piece ‘Pokkuveyil’. Other books, which have served as a reference are Dr KKN Kurup’s (another CPM scholar) ’Peasant Movements of Kerala’, Andalatt’s ‘Rekhakal Illatha Charitram’, ’50 years of Kerala published by KSSP, an article from ‘Sastra Gathi’ by KSSP, pro-literatures of K Dhamodharan, Cherukkad.
The second lesson deals with the reform movement of Kerala. Here also, it uses excerpts of pro-left literatures to show the caste division in the Hindu society. The reference material of a school register is purposefully selected and given to mislead the students. It says that only the Hindus from the upper caste were allowed to go to schools even in 1920s.
Contributions of Sree Narayana Guru, Ayyankali, Mannath Padmanabhan (worked for social reform of backwards, Dalits and forward Hindu communities, respectively, in Kerala) are not recognised properly in this context. Channar Mutiny, Vaikom Sathyagraha,Guruvayoor Sathyagraha are presented only to show the discriminations against the ‘lower castes’. Factual errors are there too.
It also deals with the idea of secularism. Instead of our accepted concept of ‘understanding all religions in their proper spirit and appreciating’ the ‘society without religion’ is projected as ideal. Some provoking questions are also asked like, "Which religious community would be affected by issues like earthquake, drought, price raise, epidemics" to show that religious faith is immaterial. This lesson starts with an illustration in which an old Muslim lady is writing sneham that means love on the slate of a Hindu student and ends with an assignment - what would you do if a boy or girl, is a victim of communal riots happened ’far away’? along with a news report of Times of India dated April 16, 2002 saying how a Hindu family protected a Muslim victim.
The third chapter on freedom at individual and social dimensions discusses the freedom movement. The main objective of this is to show that all sections of the society had come forward and fought for our independence. For this, they have insulted the freedom struggle of 1857 by saying that it was a mutiny led by soldiers. The Mappila (Muslim) Rebellion of 1921 in Malabar is glorified by distorting the history. It is stated as the great mass Muslim revolt against the British and the Hindu land lords. The fundamentalist Muslim leaders are whitewashed as great national heroes.
While narrating the ’Wagon Tragedy’ of 1921 and execution of Peer Mohammed in 1857, the language is too touching than Jallianwala Bagh massacre of 1919. Only a few freedom fighters are mentioned in these books.
Five years ago, the Communists and their so called intellectuals shouted throughout the country against Dr Murali Manohar Joshi and the Bharatiya Janata Party (BJP) by alleging saffronisation of education using baseless arguments. But now comrades in Kerala, after destroying the state for the last 50 years, are trying to disturb the future wealth of the state by injecting useless Red theories.
*india.merinews.com/catFull.jsp?articleID=137199
