Introduction
While the Western system of elementary education is based on materialism, Indian elementary education emphasizes ‘human values,’ as noted by Suki Sivam (Sun T.V. July 26, 2009). This distinction is evident in the methods used to teach children. For example, in the West, children learn “A for Apple,” whereas in Tamil Nadu, they are taught “A for ‘aramseyya virumbu’ (have desire to do charity/dharma).”
Inconsistencies in Educational Examples
Although my intention is to further explore Sivam’s remarks about Einstein and the value of education rooted in humanitarian considerations, I must point out an inconsistency in the example he provided. The term “Athichudi,” from which he quoted the phrase about charity, was not written to teach the alphabet but rather to convey ethical values in a poetic format arranged alphabetically. Therefore, when teaching the alphabet, it is more effective to use simple words, such as “A for Amma,” instead of lengthy phrases, regardless of their moral significance. This illustrates the importance of ensuring consistency when using examples to support our views.
The Impact of Materialistic Education
Sivam highlights the significant damage that materialistic education can inflict on humanity by referencing Einstein, who deeply regretted his invention of atomic energy, used by the USA against Japan in World War II. Einstein expressed his remorse, stating he spent sleepless nights plagued by guilt over his actions. While advocating for an education founded on humanitarian values, it is essential to recognize that India is not exempt from materialism and unethical behavior. A notable gap in our moral values is the lack of ‘remorse’ and the courage to openly confess sins and immoral acts.
Ethical Teachings in Indian Literature
India possesses profound ethical teachings in its literature, which are interwoven into our worldview through stories, poems, slokas, sutras, and mantras. However, what is often overlooked is the promotion of ‘guilt’ and ‘confession,’ even though our literature emphasizes these aspects.
Ethical Frameworks in the West
Regardless of the educational system in the West, they also teach ethical and moral values through their scriptures and literature. One reason for the absence of ‘guilt’ and ‘open confession’ among Indians is the tendency to justify ethical lapses through the concept of karma. In contrast, the Western worldview is predominantly influenced by biblical teachings of ‘sin, remorse, and confession,’ despite their materialistic lifestyle.
Learning from Each Other
While we tend to highlight our strengths in comparison to others’ weaknesses, it is also beneficial to learn from different worldviews to reinforce our own values in practice. I have observed that many Westerners perform their duties independently, driven by a sense of guilt. In contrast, many Indians require supervision to complete their tasks sincerely.
The Nature of Confession
When faced with wrongdoing, Indians often try to explain, hide, or oppose rather than accept responsibility. A prime example is President Clinton, who eventually confessed to his affair with Monica Lewinsky. However, it is rare to find Indian politicians openly confessing corruption. In contrast, Hansie Cronje, the South African cricketer, admitted his involvement in match-fixing, while many Indian cricketers tend to evade accountability, perhaps waiting for legal and political systems to absolve them.
Conclusion
If we begin teaching our children to cultivate a sense of ‘guilt’ alongside ethical values—an aspect present in our texts—we can more confidently uphold our value system.
Dayanand Bharati, Gurukulam, July 26, 2009.
Revised, 16-7-2024
Gurukulam
Introduction
While the Western system of elementary education is based on materialism, Indian elementary education emphasizes ‘human values,’ as noted by Suki Sivam (Sun T.V. July 26, 2009). This distinction is evident in the methods used to teach children. For example, in the West, children learn “A for Apple,” whereas in Tamil Nadu, they are taught “A for ‘aramseyya virumbu’ (have desire to do charity/dharma).”
Inconsistencies in Educational Examples
Although my intention is to further explore Sivam’s remarks about Einstein and the value of education rooted in humanitarian considerations, I must point out an inconsistency in the example he provided. The term “Athichudi,” from which he quoted the phrase about charity, was not written to teach the alphabet but rather to convey ethical values in a poetic format arranged alphabetically. Therefore, when teaching the alphabet, it is more effective to use simple words, such as “A for Amma,” instead of lengthy phrases, regardless of their moral significance. This illustrates the importance of ensuring consistency when using examples to support our views.
The Impact of Materialistic Education
Sivam highlights the significant damage that materialistic education can inflict on humanity by referencing Einstein, who deeply regretted his invention of atomic energy, used by the USA against Japan in World War II. Einstein expressed his remorse, stating he spent sleepless nights plagued by guilt over his actions. While advocating for an education founded on humanitarian values, it is essential to recognize that India is not exempt from materialism and unethical behavior. A notable gap in our moral values is the lack of ‘remorse’ and the courage to openly confess sins and immoral acts.
Ethical Teachings in Indian Literature
India possesses profound ethical teachings in its literature, which are interwoven into our worldview through stories, poems, slokas, sutras, and mantras. However, what is often overlooked is the promotion of ‘guilt’ and ‘confession,’ even though our literature emphasizes these aspects.
Ethical Frameworks in the West
Regardless of the educational system in the West, they also teach ethical and moral values through their scriptures and literature. One reason for the absence of ‘guilt’ and ‘open confession’ among Indians is the tendency to justify ethical lapses through the concept of karma. In contrast, the Western worldview is predominantly influenced by biblical teachings of ‘sin, remorse, and confession,’ despite their materialistic lifestyle.
Learning from Each Other
While we tend to highlight our strengths in comparison to others’ weaknesses, it is also beneficial to learn from different worldviews to reinforce our own values in practice. I have observed that many Westerners perform their duties independently, driven by a sense of guilt. In contrast, many Indians require supervision to complete their tasks sincerely.
The Nature of Confession
When faced with wrongdoing, Indians often try to explain, hide, or oppose rather than accept responsibility. A prime example is President Clinton, who eventually confessed to his affair with Monica Lewinsky. However, it is rare to find Indian politicians openly confessing corruption. In contrast, Hansie Cronje, the South African cricketer, admitted his involvement in match-fixing, while many Indian cricketers tend to evade accountability, perhaps waiting for legal and political systems to absolve them.
Conclusion
If we begin teaching our children to cultivate a sense of ‘guilt’ alongside ethical values—an aspect present in our texts—we can more confidently uphold our value system.
Dayanand Bharati, Gurukulam, July 26, 2009.
Revised, 16-7-2024
Gurukulam
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