38 SOCIAL SCIENTIST modifications which may be considered; attempts to question the basic assumptions of the system are seen to arise from ignorance and hysteria. We would like to reiterate that this is not an arrogant outburst from people who think lecturers are above training. But we have serious doubts about an orientation programme which at best is pitched at the level of abstract, utopic prescriptions and the rest of the time is restricted to meaningless platitudes. We do have tentative ideas for a more meaningful programme, a compact one of about two weeks. It could include a) a multi-disciplinary component where we are exposed to areas other than our own. Basic lectures on Economics, Politics, Psychology, Science and so on could open up new avenues of thought, b) An understanding of the structure and functioning of the University concerned, the role of Staff Councils and Associations in Colleges, rules pertaining to service conditions of teachers, the composition and powers of the Governing Bodies and so on; c) Inter-action with students, who could be identified for the purpose through staff Advisers/Students' Unions, d) A fresh look at methods of teaching which should be evolved collectively by the group, and not taught to us by supposed experts. We could take turns in delivering lectures to the group which could analyse delivery and content and evolve innovations and improvisations through discussion. Such courses furthermore, should be worked out by colleges themselves, keeping in mind their specific requirements. General Orientation Courses as they stand, are classic illustrations of the philosophy of the New Education Policy. While most colleges lack basic facilities, lakhs of rupees are squandered on these high-visibility, hi-tech courses: plush upholstery, individual mikes, white boards to be written on with black pens, over-head projectors and sumptuous lunches. There is something immoral in discussing, as we did in one session, how audio-visual equipment can be invaluable to teaching, when in that very room there were teachers who have to function in reality with meagre library facilities, no rooms to hold tutorials in and barely adequate staff rooms. The one achievement of khese coulrses is to confirm the New Education Policy's attempt to bureaucratize and contain academia, mass-producing perfectly oriented, perfectly programmed teachers-their creativity stifled, their critical faculties cauterized. NOTES v 1. These courses are for permanent teachers with five years or less of experience. 2. We will not here comment on the grammatical inaccuracy of 'Fairly Well* in this context, as it could be argued that rules of grammar are used to entrench ideological power.