NCERT Panel: ‘Bharat’ Replaces ‘India’?
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The NCERT panel’s recent proposal has stirred nationwide debate. It suggests replacing ‘India’ with ‘Bharat’ in textbooks. This change touches on historical, cultural, and political issues. We must closely examine its effects, reasons, and the reactions it triggers.
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Essential Text Facts
- Composition of the NCERT Panel:
- Led by C.I. Issac, a retired history professor and RSS sympathiser.
- Other notable members include ICHR chairperson Raguvendra Tanwar, JNU professor Vandana Mishra, and archaeologist Vasant Shinde.
- The panel has varied expertise, indicating a comprehensive approach to curriculum revision.
- Recommendations by the Panel:
- Unanimous suggestion to refer to the country as ‘Bharat’ instead of ‘India’ in educational texts.
- Advocating for equal representation of all dynasties in Indian history syllabi.
- Emphasizing the inclusion of new discoveries in historical and archaeological fields.
- Contextual Background:
- C.I. Issac’s background and affiliations with Sangh Parivar institutions and Rashtriya Swayamsevak Sangh.
- The recommendation aligns with the long-standing usage of ‘Bharat’ by RSS since its formation in 1925.
- Public and Political Reaction:
- Opposition parties, including Congress and Rashtriya Janata Dal, have expressed strong objections, accusing the panel of distorting history.
- The NCERT has clarified that these recommendations are not yet approved and that it’s premature to comment.
- Constitutional and Cultural Perspectives:
- Article 1 of the Indian Constitution already refers to the country as “India, that is Bharat.”
- The proposal has reignited discussions on cultural identity and the historical significance of the name ‘Bharat.’
Final Thoughts
The NCERT panel’s suggestion to replace ‘India’ with ‘Bharat’ in school textbooks is more than a mere change of nomenclature; it is a reflection of ongoing cultural and political debates in the country. While the panel’s recommendations are rooted in a historical and cultural rationale, they have been met with considerable opposition and concern over potential historical distortions.
The NCERT’s stance on the matter, considering the developmental stage of the new syllabi, suggests that the debate is far from settled. This situation underscores the complexity and sensitivity of educational content in shaping national identity and historical perspectives.
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