Editorial . . . . .
The four pillars of education — access, equity, quality, and accountability are the foundation of the new National Education Policy 2020. The goal of this strategy is to create morally upright individuals who are capable of logical thought and action, compassion and empathy, courage, and resiliency, as well as a scientific mindset and creative imagination with strong ethical moorings and values. It aspires to create involved, useful, and contributing citizens for constructing the kind of inclusive, egalitarian society that our constitution envisions. The mission of this policy is to foster in students a deep respect for fundamental rights, and constitutional principles, a sense of belonging to one’s country, and an understanding of one’s roles and responsibilities in a changing world through curriculum and teaching in our institutions. The goal of this policy is to create in students a strong sense of national pride in their Indian heritage, not just in words but also in deeds, spirit, and intellect. In light of NEP 2020, all of the colleges and institutions are now required to rewrite their vision and purpose statements. Independent thought is incredibly challenging in orthodox education. Mediocrity is the result of rigidity. Old age brings with it a dullness of heart and mind. In our quest for solace, we typically locate a living situation where there is little conflict and retreat into it out of fear. Our entire upbringing and education have made us afraid to be different from our neighbours, afraid to think differently than the established pattern of society, and deceptively respectful of authority and tradition. This fear of life, this fear of struggle, and of new experiences kill the spirit of adventure in us. Any spirit of rebellion in us dies down when we give unquestioningly to the surroundings, and our obligations quickly put an end to it. Our lives will be brief and meaningless if we pursue an education solely to stand out, land a better job, be more competent, or exercise more control over others. What use is education if we never find out there is a deeper, more expansive significance to life? Even if we have a high level of education, if our cognition and feelings are not deeply interwoven, our lives will still be contradictory, incomplete, and full of anxieties. Education has very little purpose if it does not foster an integrated way of thinking about life. Education has very little relevance in our current civilization because life has been so thoroughly compartmentalized, with the exception of mastering a specific skill or profession. Education promotes conformity to a predetermined pattern rather than waking a person’s holistic outlook, which impedes his journey toward self-realization. Education should seek to bring these disparate elements together since, without it, life devolves into a succession of disputes and sufferings. Today, education and the environment have taught every one of us to look out for ourselves and fight for what we want. But education is more than just brain training. Although it increases productivity, training does not result in completeness. A mind that has only received training is an attachment to the past and is incapable of discovering the novel. The purpose of life in general is not a major concern for the majority of us, and our education focuses primarily on secondary values, merely developing our competence in a certain field of knowledge.
In actuality, the main goal of modern education is efficiency development, which is directed toward industrialization. As a result, we are locked in a vicious cycle of competitiveness and self-destruction. The point is that education should generate integrated, fearless people rather than merely preachers, technicians, and job seekers since lasting peace can only exist amongst such people. The end of fear is found in our comprehension of ourselves.