{"id":98717,"date":"2021-03-31T10:37:22","date_gmt":"2021-03-31T05:07:22","guid":{"rendered":"https:\/\/blog.forumias.com\/?p=98717"},"modified":"2021-03-31T11:25:31","modified_gmt":"2021-03-31T05:55:31","slug":"issues-with-ugcs-new-undergraduate-history-curriculum","status":"publish","type":"post","link":"https:\/\/forumias.com\/blog\/issues-with-ugcs-new-undergraduate-history-curriculum\/","title":{"rendered":"Issues with UGC\u2019s New Undergraduate History Curriculum"},"content":{"rendered":"\n

Synopsis<\/b>: Recently, the UGC (University Grants Commission) suggested a new undergraduate history curriculum. However, it falls short to meet its desired objectives and requires reconsideration.<\/span><\/p>\n

Background<\/b>:<\/span><\/h5>\n
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  • The UGC released a new document on the undergraduate history curriculum, named\u00a0 Learning Outcomes-based Curriculum Framework <\/span>(LOCF)<\/b>, 2021.<\/span><\/li>\n
  • The document suggestes changes as per the changing domestic and international scenario.<\/span><\/li>\n<\/ul>\n

    Objectives<\/b>:<\/span><\/p>\n

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    • Use history as a vital source to obtain knowledge about a nation\u2019s soul.<\/span><\/li>\n
    • Create a conscious student body that is aware about India\u2019s glorious past and can compete at the global level.<\/span><\/li>\n
    • Build a new narrative about the nation through a dialogue between past and present.<\/span><\/li>\n<\/ul>\n
      About the curriculum<\/b>:<\/span><\/h5>\n
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      • The five units of the course cover:\u00a0<\/span>\n
          \n
        • The concept of Bharatvarsha\u00a0<\/span><\/li>\n
        • Indian knowledge traditions, art, and culture<\/span><\/li>\n
        • Indian economic traditions<\/span><\/li>\n
        • Dharma, philosophy and \u2018Vasudhaiva Kutumbakam\u2019<\/span><\/li>\n
        • Science, environment, and medical sciences<\/span><\/li>\n<\/ul>\n<\/li>\n
        • First paper of course is titled \u2018Idea of Bharat.\u2019 It seeks to study the primitive life and cultural status of the people of ancient India.<\/span><\/li>\n<\/ul>\n

          Concerning Issues<\/b>:<\/span><\/p>\n

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          • Firstly, the <\/span>idea of Bharatvarsha is portrayed as devoid of invasions.<\/b>\u00a0<\/span>\n
              \n
            • The origin is <\/span>associated with the pristine ancient past.<\/b> No credit is associated with Kushans, Mughals, etc. invasions in shaping the idea of Bharat.<\/span><\/li>\n
            • Further <\/span>little role focus is paid towards the contributions of the south, east, and northeast people<\/b> towards nation-building.<\/span><\/li>\n
            • The <\/span>struggle of the masses<\/b> in the freedom movement is also <\/span>not given its due space<\/b> in the creation of Bharat.\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n
            • Secondly, the paper on medieval and the early modern India (History of India, 1206-1707) shows that <\/span>Hindus and Muslims as two separate entities<\/b>. This would strengthen the belief in separate nations for Hindus and Muslims which led to the country’s partition in the past.<\/span><\/li>\n
            • Thirdly, the<\/span> use of force is projected as the main driver of change in society<\/b>. It is shown in the case of Aryan, Mughal or any other invasion. This kind of narrative portrays <\/span>violence as the sole reason for the change.<\/b><\/li>\n
            • Fourthly, it <\/span>adopts the categorization methods<\/b> of <\/span>colonial historians<\/b>. This simply undermines the efforts of historians to challenge the colonial way of history-writing.\u00a0<\/span>\n
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              • The colonial methods used to pose a contrast between the secular, modern Europe and the backward \u2018oriental\u2019 states (having irrational adherence to religion).<\/span><\/li>\n<\/ul>\n<\/li>\n
              • Fifthly, the curriculum is <\/span>biased towards the history of North India<\/b>. The rich sociocultural, economic and political changes of other regions have been given very little room. Further, some regions are only introduced as political formations.<\/span><\/li>\n<\/ul>\n

                Pedagogical Issues<\/b>:<\/span><\/p>\n

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                • \n
                    \n
                  • Firstly, the <\/span>style of pedagogy is more textbook-oriented.<\/b> A less emphasis is placed on archaeological artefacts, coins, visits to monuments and museums etc. that helps in better understanding.<\/span><\/li>\n
                  • Secondly, the students are <\/span>not encouraged to read the diversity of opinion<\/b> which would have helped in a better understanding of history.\u00a0<\/span><\/li>\n
                  • Thirdly, the <\/span>curriculum ignores the finest writings in Indian history<\/b>. The bulk of readings span from the 1900s to the 1980s, with a heavy dependence on the work of Indologists. This curtails their resource base.<\/span><\/li>\n
                  • Lastly, the <\/span>linkage of critical 21st-century issues<\/b> like climate change, democracy, social justice etc. with the historical framework is missing.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                    In a nutshell, the curriculum aims to make history education space for passive rote-learning of ideas which was last popularized in the 1920s.<\/span><\/p>\n

                    Source:<\/b> Thehindu.com<\/span><\/a><\/p>\n

                    Overexpansion of IITs will reduce its standards<\/a><\/p><\/blockquote>\n