Weaponising Education
In today’s hyper-competitive world, everything is being “weaponised”. Enemy countries, even nations that are merely rivals, fight each other not with the weapons of yore, but a whole array of different and new ones. Apocalyptic nuclear bombs have cousins in radiological weapons, which can cause death by radiation, and electro-magnetic pulses (EMP) that can destroy electronic circuitry. Anti-satellite weapons – through kinetic force or EMP – can disable vital space assets, like military and civilian satellites. Biology has been weaponised through viruses that can kill millions (Covid-19 might possibly be one such). Software viruses disrupt computer systems leading to data theft, shut-downs, financial mayhem, or even physical disasters.
Amidst this sophisticated and advanced weaponry, there are rare contrary instances in which quarrelling countries have gone back in time. The most recent and striking example is the India-China clash in Galwan (Ladakh) in 2020. Two powerful countries, with the largest armies in the world, having the latest weapons in their armouries (including nuclear bombs), reverted back to medieval times and attacked each other with sticks and stones! Despite India’s restraint, China – through its attempts to grab territory through its “salami-slicing” tactics – has violated many past agreements and protocols between the two countries. However, in this case, its army did actually respect the “no guns” one.
Economics has been an increasingly favoured form of “attacking” an adversary. Disrupting a country’s economy through counterfeit currency is now more difficult, thanks to the increasing sophistication in note-making technology as also the far greater use of electronic transactions. Trade, however, continues to be a favoured economic weapon. The United States has been a leader in this, with “sanctions” against specific countries. Its restrictions on China were actually headlined as a trade war, and it has led the move to impose numerous sanctions against Russia as a response to the invasion of Ukraine. India, too, has been at the receiving end of such US sanctions, especially in areas related to nuclear, space and dual use technologies. Following China’s incursions in Ladakh, India banned certain Chinese apps and added constraints on its investments in certain areas.
A far older – and much more subtle – weaponisation is that of education. In colonial times, this was used as a means of winning support (or even for religious conversion) by providing free education to children. Many would argue that while it broadened the mind and introduced new ideas – including those of freedom and democracy – it also influenced the very framework of one’s thinking, leading to a view through a British or Western lens. Macaulay is known to have conceived education as a means of making “babus” to serve the British administration in India. Maybe it made Indians into coconuts: brown outside and white inside. Yet, doubtless, it produced many who excelled in various fields and became independent thinkers. Some, despite (because?) of this education, became freedom fighters and waged an on-going battle against colonialism itself.
School curricula and textbooks have, over the decades, been periodically revised. Contextualisation, understandable analogies and examples are welcome. To give one example, how many would understand the reliability of a component over time as a “bathtub curve”? Replacing these with day-to-day objects that the student is familiar with is a great way of teaching science or mathematics, and some excellent work on this has been done in India.
Revisions in history texts, though, are far more contentious. It is true that “history is written by the victors” (a quote often attributed to Winston Churchill) and many studied texts that the British wrote. Independent India rightly chose to give it an Indian perspective, including neglected events, victories and personalities. Yet, in light of definite evidence of an event or defeat, denial or false claims will not enhance education. Studying history is necessary to understand our past: certainly, to take pride in great achievements. However, to over-glorify it or refer to a non-existent past is self-defeating. Alongside achievements, it is necessary to remember or acknowledge defeats and subjugation in times gone by, so as to not repeat the mistakes made then. More than a century ago, George Santayana said: “Those who cannot remember the past are condemned to repeat it”. Let us learn from true history so as not to repeat the disharmony and lack of unity that enabled outsiders to rule and dominate us. Education could be key to this, by promoting harmony and the idea of unity in diversity.
Today, education and knowledge are more important than ever before. In recognition of this, we are scaling up and improving our education system. The National Education Policy lays out a road-map for this. Yet, in concrete terms, we continue to give it low priority, as evident from the outlays. Since the foundation is critical, it is sad that few states give schools the attention they deserve. Can the friendly rivalry between states extend beyond who gets the most FDI to who has the best schools? Recently, Delhi’s CM said his party will make government schools in Delhi and Punjab the “best in the world”. Will other states take up the challenge? Can this become a potent “weapon” in political battles?
Going further afield, educationists – and, indeed, most people – worldwide have been horrified by the Taliban bans on girls’ education in Afghanistan. India has civilisational links with that country and, irrespective of the ruling regime there, has enjoyed friendship with its people. Should we not see what we can do to help, even as we try to exert pressure to cancel this misogynist ban? One way would be to offer structured courses for school children, using our online educational and content-creation experience, and teachers from the large Afghan community in India. These can be delivered to girls in their homes via TV, mobiles, or off-line through pen-drives; possibly even by satellite. While others have dropped bombs on that unfortunate country, can we rain education? What better way to weaponise education?
*The author loves to think in tongue-in-cheek ways, with no maliciousness or offence intended. At other times, he is a public policy analyst and author. His latest book is Decisive Decade: India 2030 Gazelle or Hippo (Rupa, 2021).
