1.

Should schools and educational systems inculcate nationalism in the youth?

Justify your answer with examples from anywhere in the world including India.

The question of how to make a curriculum relevant and fruitful is one that is often
discussed by those invested in the education system. History of the nation and pride
for the nation are topics that finds their way into every curriculum in some form or
the other. In common parlance, when one speaks of being a nationalist or believing
in nationalism, one is immediately pegged as fundamentalist or regressive.
Nationalism and patriotism are dealt with carefully by the progressive mind- who
wants to be involved of the fruits of nationalism as we see them? Nationalism is what
seems to cause border violence and discord where one prefers unity and harmony.
Before deciding whether schools and education systems should inculcate nationalism
in the youth, it is necessary to define nationalism, the aim of schooling and education
systems and how the two are currently interconnected.

Nationalism is widely considered a modern phenomenon. Most historians hold that

the idea of a nation-state and patriotism towards boundaries truly took root in the
18th century, after the French Revolution. Nationalism is accepted as an ideal around
a nation. Benedict Anderson defines a nation as an imagined political community1 .
A nation is an imagined community because every member of a nation does not meet
face to face. There is horizontal comradeship2 for these faceless members- a
comradeship that causes people to both work for and protect the boundaries that they
have collectively imagined for themselves. As Ignatieff explains it, this ideal is
cultural, political and moral. Nationalism is simultaneously a belief that people are
divided into nation states;a belief that the sense of belonging comes from certain
borders and geography; and a moral ideal that justifies violence and sacrifice3 .
Nationalism provides the citizens of a nation with protection and an identity.

The Indian nation state was defined as a response to colonialism. In order to

overthrow the British Raj and to then create a unified nation, there was a need for a
national identity. It was important that Indians in New Delhi and those in Chennai felt
a sense of brotherhood (cultural ideal), that other nations understood and respected
the length and breadth of the Indian Democracy (political ideal) and that citizens
were willing to protect and contribute to the growth of the nation ( moral ideal).
While creating this identity,nationalism also became (perhaps inadvertently) a
manner of othering surrounding nations. As Indians defined what made the country
unique and used these definitions to propagate unity in diversity, we also managed to
create a sense of possessiveness and perhaps, of superiority. The feeling of belonging
and of identity also caused arrogance and divisiveness. Suddenly, citizens of another

1Anderson, Benedict. Imagined Communities. N.p.: Verso, 2006. Print.

2 ibid
3Ignatieff, Michael. Blood And Belonging. N.p.: Farrar, Strauss and Giroux, 1995.. Print
 1.

nation are not as human has those within the boundaries. Suddenly, the lives of those
within the Indian border were worth more than the lives of those outside it.

But what should nationalism actually do in a country? Ignatieff explains that

nationalism practiced in democratic states- civic nationalism- is a community of
rights bearing citizens united in patriotic attachment to a shared set of political
practices.4 In this case, nationalism is not about creating an identity against other
national identities or even of using nationalism to breed violence or pride. It functions
to create unity- to join people together. The creation of an identity works for
collective progress.

The aim of education is a much worn topic of discussion.Christopher Winch

adequately summarises a widely held and agreed upon view- education is
preparation for life5 . With this definition, schooling plays the role of socialisation
and moral upbringing of children6 . As a democratic country, India has also defined
its own aims for the education of students in the Indian Schooling System. The Indian
Education Commission, among its myriad aims for students (including literacy, equal
opportunity and so on) mentions that students must be socially and nationally
integrated and develop democratic citizenship.7 In 2005, the National Curriculum
Framework echoes this by stating that lessons must build commitment to democratic
values.

How do democratic citizenship and national integration manifest in the Indian

curriculum and classrooms? Every textbook in the Indian School System has the
Preamble and the National Anthem printed in the first few pages. Most government
schools have these painted on the walls as well. In most schools, the pledge is
repeated (often in different languages) at the beginning of every day. Every year,
Independence day is celebrated with pomp and splendour- we remember our fallen
leaders and reaffirm our love for the nation and for our independence.

Furthermore,a large part of Grade 7-10 social studies deal with ones civic rights and
duties. By Grade 2, students should be able to rattle off a list of national symbols and
their importance.By Grade 9 or 10, students are expected to be able to succinctly
summarise the different aspects of the Indian Freedom Movement. Many SCERT
textbooks include speeches and songs by leaders of the freedom movement to the
curriculum. Prime examples of these are Nehrus Tryst with Destiny, Gandhis
We shall overcome,Netajis Give me blood, Ill give you freedom and Tilaks

4ibid

5Winch, Christopher. Values, Aims and Society

6WInch, Christopher. Culture and Curriculum

7 Dushi, Gauri. Aims of Education in Democratic India

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Freedom is our birthright. We idolise heroes of war and teach children about
protecting land and boundaries.

But Anderson insists that nationalism breeds love and not fear and loathing. Why
then, do we fear nationalism?

Schools must inculcate nationalism. When the NCF speaks of democratic values and
national integration, it is different from merely teaching of sacrifice and honour.
Schools need to focus on ensuring equal rights and protection for the inhabitants of a
nation. When a school or a system inculcates nationalism, it should be as a means to
end corruption. It should imply inculcating a keen involvement in social justice, an
understanding of the nations history and an investment in its progress.

The anthem, the flag and the assortments of stories and symbols that build
nationalism in our students need to be used to teach these values. The education
system needs to help students engage with their national identity.

Perhaps then, we will fully access a nationalism that creates and unifies instead of
dividing.

BIBLIOGRAPHY

1. Anderson, Benedict. Introduction. Imagined Communities. N.p.: Verso, 2006.

Print.
2. Ignatieff, Michael. Introduction. Blood And Belonging. N.p.: Farrar, Strauss and
Giroux, 1995.. Print
3. Winch, Christopher. Values, Aims and Society
4. WInch, Christopher. Culture and Curriculum
5. Dushi, Gauri. Aims of Education in Democratic India: http://
www.preservearticles.com/2012010920231/essay-on-the-aims-of-education-in-
democratic-india.html.
6. Nanda, Subrat. Cultural Nationalism in a Multi-National Context: The Case of
India. Sociological Bulletin, Vol. 55, No. 1 (January-April 2006), pp. 24-44
7.