14 SOCIAL SCIENTIST
Centralising, regimenting and depolitildsing education is a sure road to a sick and soulless society.
NOTES
1. See 'Science and Society in Ancient India/ Marxism and Indology, ed., Debiprasad Chattopadhyay, K.P. Bagchi and Company: Calcutta, New Delhi, 1981, pp.231-263.
2. See Ranajit Guha, An Indian Historiography of India: A Nineteenth Century Agenda and Its Implications (K.P. Bagchi and Company: New Delhi and Calcutta, 1988), pp.4-5.
3. See Sumit Sarkar, Modem India 1885-1947 (Macmillan India, 1983) pp.105-6; see also S.N. Mukerji, History of Education in India Modem Period, Acharya Book Depot:
Baroda, 1951, pp. 182-195. Mukerji's book is an invaluable mine of detail, even if theoretically innocent.
4. The 'Universities Education Commission Report', p.411; more popularly known as the Radhakrishnan Commission.
5. For this computation I am indebted to the monograph New Education Policy: A Cruel Hoax brought out by the Democratic Teachers' Front, Delhi University; the monograph deserves to be read in full for its analysis of the question.
6. We recall what Marx wrote about; science becoming 'a productive force distinct from labour and pressed into the service of Capital' (Capital, Vol.1, p.361). For a discussion of the ideological shift from Reason to Rationality in the nineteenth century and the beginnings of a 'scientific' critique of ideology see Jurgen Habermas, 'Theory and Practice in a Scientific Civilization,' Critical Sociology ed., Paul Connerton, Penguin: Harmondsworth, England, 1976, pp. 330-362.
7. The government's documents National Policy on Education and Programme of Action are dated May and August, 1986 respectively.
8. See Revised Guidelines on the Scheme of Autonomous Colleges^ University Grants Commission, 1986; see Annexure-III, p.23 and passim.