The Proposed Epistemological Frame:
Based on the above considerations of popular
perceptions, and the issues to be addressed in the study
of the social sciences, the National Focus Group on
the Teaching of the Social Sciences proposes that the
following points be treated as basic for the revised
syllabi. (Textbooks themselves should be seen as
opening up avenues for further enquiry, and students
should be encouraged to go beyond the textbook to
further reading and observaion).
As pointed out by the Kothari Commission, the
social science curriculum hitherto emphasised
developmental issues. These are important but not
sufficient for understanding the normative dimension,
like issues of equality, justice, and dignity in society and
polity. The role of individuals in contributing to this
'development' has often been overemphasised. An
epistemological shift is suggested so as to accommodate
the multiple ways of imagining the Indian nation. The
national perspective needs to be balanced with reference
to the local. At the same time, Indian History should
not be taught in isolation, and there should be reference
to developments in other parts of the world.
It is suggested that instead of Civics, the term
Political Science be used. Civics appeard in the Indian
school curriculum in the colonial period against the
background of increasing 'disloyalty' among Indians
towards the Raj. Emphasis on obedience and loyalty
were the key features of Civics. Political Science treats
civil society as the sphere that produces sensitive,
interrogative, deliberative, and transformative citizens.
Gender concerns need to be addressed in terms
of making the perspectives of women integral to the
discussion of any historical event and contemporary
concerns. This requires an epistemic shift from the
patriarchal preconceptions that inform much of the
social studies at present.
The concerns related to the health of children,
and also those related to social aspects of changes and
developments occurring in them during adolescence
like changing relationships with parents, peer group,
the opposite sex and the adult world in general, need
to be addressed appropriately. The responses to the
health needs of children and adolescents/youth through
policies and programmes at different levels are closely
related elements of these concerns.
The concept of human rights has a universal frame
of reference. It is imperative that children are introduced
to universal values in a manner appropriate for their
age. Reference to day-to-day issues, e.g. the problem
of getting water, can be discussed so that young
students become aware of issues related to human
dignity and rights.
