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Synergistic Role of Education in India of the 21st Century
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programmes for various life skills of modern life like operating a bank account, carrying out disaster management activities etc. Organising internship activities to provide practical hands-on knowledge on one hand and supplementary income to students in collaboration with employers, both individual and corporate. Establishing liaison between society and educational institutions and their resources and assets, both material and expertise, so as to increase frequent exchange of knowledge and capacities for mutual supplementation and enrichment. Making all educational programmes and activities progressively relevant and meaningful to society through collaboration, both
intellectual and social. 10. Adding an egalitarian component to education so as to turn out
student social activists and workers with a pro-people and pro
society world view and philosophy of life. It is hoped that such diverse agenda of educational inputs directly planted in the student population and indirectly, through them, in the entire body organic of society, will strengthen the roots of interdimensional synergy and thereby contribute to the emergence of a system of community education geared to the needs of the 21st century challenges.
One of the grimmest challenges for India in the 21st century is that of a number of evil practices the society has accepted as normal though they eat into the vitals of the system. Corruption, gender discrimination, child abuse, crime, violence in the day-to-day life and the notorious CHALATI HAI attitude to life and work are the pervasive evils, which Gandhiji used to call SINS. They have to be fought and liquidated. Only a socially sensitive and committed youth, so trained in values of sensitive citizenship, by a synergized education, can do it. Let's remind ourselves of the proverbial seven sins against which Gandhiji cautioned the nation decades ago. Hopefully, such a reminder may awaken our dormant, slothful and inert souls.
1. Commerce without ethics 2. Pleasure without conscience
Politics without principles
Knowledge (Education) without character 5. Science without humanity 6. Wealth without labour
7. Worship without sacrifice C) The Process for the Global Environmental Domain: Education as an
enabling human activity and an organized system does not operate in a
