The First Prem Chand Memorial Lecture

The first Prem Chand Memorial Lecture was organized on Prem Chand’s birth anniversary by the Centre of Indian Languages, JNU New Delhi. A crowded committee room of the School of Languages listened with vapt attention to Professor Mohd. Hasan, a renowned Urdu scholar and Professor Emeritus, JNU, who delivered the lecture.  Prof. Hasan focused upon the social concerns of Prem Chand as expressed through his novels.  He also analyzed the art of his fiction with reference to the depiction of social reality in his novels.  The Chancellor of Mahatma Gandhi International Hindi University, Wardha, and Professor Emeritus of JNU, Professor Namvar Singh presided over the lecture.  In his presidential remarks he appreciated the centre’s decision to start the new academic session every year with the Prem Chand Memorial Lecture.  He suggested that the lecture could focus not only on the fiction or writings of Prem Chand but upon women, Dalits, communalism, patriotism and other concerns expressed by Prem Chand in his writings.  Professor Varyam Singh, Dean of the School, welcomed the distinguished scholars and encouraged the centre to make the lecture an annual feature.  Professor Chaman Lal said that even though the lecture was planned at very short notice this year, proved to be a big success due to active interest shown by the students of the centre and school.  Prof. Chaman Lal said that the centre would organize many more academic programmes in coming months.  He also presented a vote of thanks to the speakers and the audience.

Chaman Lal, Chairperson, Centre of Indian Languages, SLL&CS

Sanskrit Week Celebrations

The Special Centre for Sanskrit Studies, JNU, organized a special lecture series on the occasion of Sanskrit Week, celebrated from 19 to 25 August, 2008.  The theme of the lecture series was ’Sanskrit Philosophy of Language’. Dr. Hari Ram Mishra, in consultation with other faculty members, designed the Programme including the theme, topic of lectures and speakers. The theme was decided keeping in mind the vast area of possibilities Indian linguistic thought provided us.  Thinking about language is very extensive in the tradition of Indian linguistic thought, coming down from the Vedas till today.  In this tradition Nirukta, Pratisakhya, Vyakarana, Chandas, Mimamsa, Nyaya, Vedanta, especially Panini, Katyayana, Patanjali, Bhartrhari, Abhinavagupta, Nagesa, Bauddha Darsana and poetics have contributed a lot.  It is not possible to cover the whole tradition of thousands of years in a shortperiod of five days.  Therefore, some aspects of linguistic thought were selected for the lectures.  These included thought about speech in Vedic literature, Vyakarana, Nyayadarsana and the philosophy of language of Abhinavagupta.  On the last day, the topic was linguistic thought and arts.

On the first day, the world renowned thinker, poet and scholar of Indian Culture and Buddhist Philosophy Prof. G.C. Pandey, former Chairman IIAS, Shimla, Ex-Vice-Chancellor, Jaipur and Allahabad Universities, gave the inaugural address.  He explained the line of thought on language starting from the 4th century to the 12th Century.  According to him, after the 12th century, philosophy of language diminished.  Today, philosophy of language should also consider artificial intelligence as a new counter-side. Words create images and images create words.  This is the view of Sautrantikas in Buddhist philosophy.  Bhartrhari says that all knowledge is perceived tagged with the word.  Brahma with all the qualities and all its powers is the reality of the word.  This is the core of Bhartrhari’s philosophy.  Prof. Pandey also emphasized that Bhartrhari’s notion Vedic hymns give evidences of this in full detail, especially Rgveda 10.125.

Prof. Gayacharana Tripathi, Head, Kalakosa Division, IGNCA delivered his special lecture on the topic ’Concept of Vak in the Vedic Literature’.  He said that the language of the whole world is one at the level of pasyanti.  This has been indicated in the Rgveda.  In the Rgveda two hymns, called Jnanasukta and Vaksukta (10.71 & 10.125) give details regarding Vak.  Four levels of speech are indicated in the Rgveda (1.164.45).  Bhartrhari named these four levels clearly in his own commentary (Svopajna Vrtti) on Karikas in Vakyapadiya.  Everyone feels that after thinking one uses speech but in the Vedas, co-existence of speech and mind has been described.  Prof. B.B. Bhattacharya, Vice Chancellor, JNU, gave called for a new initiative to make Sanskrit as popular as English.

Prof. Varyam Singh, Dean, SLL&CS and Acting Chairperson,SCSS, welcomed the distinguished Scholars and hoped that more celebrations like this too help the world and Indian scholars to be aware of Sanskrit knowledge systems about many aspects of Psychology, Diplomacy, Dramaturgy, Hermeneutics etc.

On the second day, Prof. Piyush Kant Dixit, delivered a special lecture on philosophy of language in Nyayasastra, followed by discussions by scholars and students. Prof. R.P. Singh, Chairperson, Centre for Philosophy, presided over the session and emphasized that western and Indian thoughts should come together to solve issues related to language.  According to Western linguists language has two aspects: Concept aspect and Reality aspect.  In the mind many images rise but all those images cannot be expressed by language.  Language is a sign system and medium of communication, nothing else.  This is also the view of Nyaya Darsana about language.

On the third day, Prof. Navajeevan Rastogi delivered a special lecture on the topic ’Abhinavagupta’s Philosophy of Language’.  According to Abhinavagupta, creation is threefold-creation of Varna, Creation of Artha and creation of Kala.  The concept of Vak is related to Vimarsa.  Vimarsa is the nature of Prakasa.  Absolute truth is the harmony of Prakasa and Vimarsa.  Vak is not the only medium of communication but actor of expression.  Speech is related to mantra and language both.  Varnas (Syllables), known as Matrka in Saiva philosophy, are real expressive of meaning.  Varnas are the creators and forms of the consciousness.  Varnas have the capacity to express everything and thus mantras are not instruments but goals to be achieved.  Abhinavagupta takes the name of Bhartrhari with due respect at various places  and is very much influenced by him while describing Varnas as creator of the Universe.  Prof. S.R.Bhatt presided over the session and spoke about. Abhihitanvayavada and Anvitabhidhanavada in this regard and threw light on speaker hearer relationship.

On the fourth day, former Pro Vice Chancellor, Sampurnananda Sanskrit Vishwavidyalaya, Prof. Narendra Natha Pandey delivered special lecture on the topic ’A Discourse on ’Vak in Vyakarana’.  He discussed the structure of Vakya as meant by Panini. Panini, by using the term Upapada, indicated that there is no restriction of word order in structure of Vakya in Sanskrit.  Patanjali says that Sabda expresses the meaning fully- Sampratyaya.  But all qualities of an object can not be expressed by speech in a limited period.   So, this should be understood in a given context about relevant qualities, etc.  Language is uniform universally.  This can be verified by the special Yogic power of knowing the meaning of speech of all creatures, described in Yoga Darsana of Patanjali (3.17).  Vyakarana is an easy way to attain Brahman, supreme reality but this fact, expressed by Bhartrhari does not negate other ways.  Only relative easiness has been shown here.  Prof. P.K.S. Pandey, Centre for Linguistics, JNU, presided over the session.  He revealed that many aspects of Phonetics and Phonology have been elaborated in Astadhyayi, Siksa and Pratisakhya-texts.  These cannot be verified by instruments.

On the fifth day, Prof. Radhavallabha Tripathi, delivered his lecture on the topic ’Arts and Linguistic Thought’. He quoted Visnudharmottarapurana for iconographical features of Sarasvati, saying that this Purana is possibly the most ancient and authoritative text on iconography.  Everyday behaviour is not possible in the absence of language.  Poetic expression is special, in the sense that it makes a special structure of words and conveys fourfold meaning through this structure-  direct meaning, extended meaning, suggested meaning and implied meaning.  Prof. Namwar Singh, noted critic of Hindi literature, observed that the deep thinking about language by Panini, Abhinavagupta and Bhartrhari is used extensively by Western scholars but not by Indian scholars in proportion.  He emphasized that now it is time to rethink similar these thoughts to open new dimensions of existing knowledge.

Prof. Dipti Tripathi discussed the view of Bhartrhari about language and observed that language is not the eternal reality, Brahma, but it is the reality of the language that is Brahma in view of Bhartrhari.  At the end Dr. Hari Ram Mishra said that these lectures will be compiled and published with other articles to be invited from various scholars under a series on the Philosophy of Language.  Many other aspects of the philosophy of language, not covered in this Sanskrit Week celebration, will be covered in subsequent issues to be published under the proposed series.  In addition to this celebration, other seminars and workshops will be organized to bring the discourse on language into light and initiate the dialogue between Indian and Western thought about language. In Indian linguistic thought, Speech is deemed to be related with consciousness and articulation, and is the extension of that inner dimension of the speech while in Western thought language is deemed to be medium of communication only.  Both meet on the common ground of expressed form of speech.  So, a dialogue is very necessary between the two on such an important issue directly related to the core of life. All sessions were attended by a large number of students, teachers and scholars keeping up a healthy tradition of JNU, the lively interaction among students and scholars following all lectures marked all the sessions.  Professors from other centres also attended the sessions.

As a part of the Sanskrit Week Celebration, an essay competition was organized for Students of the centre on 23 September, 2008. The topic was 'The Discourse on Environment in Sanskrit Literature' and the medium of expression was Sanskrit.  A committee of three faculty members evaluated the entries, keeping the merit of content and language in mind. The Prize money set for the first, second the third prizes was Rs.1500, Rs.1200, and Rs.1000 respectively.

Prof. Namvar Singh handed over the prizes to the winners.  Kuldeep Kumar won the first prize. The second and third prizes went to Suresvar Mehar and Nidhi Vedaratna respectively.

^^fganh dks 'kq)rkokfn;ksa ls T+;knk [krjk gSÞ

^fganh dk Hkfo";&Hkfo"; dh fganh* ij nks&fnolh; jk"Vªh; laxks"Bh dk vk;kstu

fiNys fnuksa 21 vkSj 22 vxLr 2008 dks tokgjyky usg: fo'ofo|ky; dh fganh bdkbZ us ^fganh dk Hkfo"; vkSj Hkfo"; dh fganh* ij nks fnolh; jk"Vªh; laxks"Bh dk vk;kstu fd;kA mn~?kkVu vkSj lekiu l= ds vykok ;g laxks"Bh lkr l=ksa esa foHkkftr Fkh & fganh Hkk"kk % ltZukRed ifjn`';] i=dkfjrk vkSj tulapkj ek/;e] fofHkUu vuq'kkluksa esa fganh] mPprj ikB~;Øe % lajpuk vkSj ladYiuk] fganh % opZLo cuke Lok;Ùkrk] oSf'od laokn vkSj fganh vuqokn rFkk tuHkk"kk cuke jktHkk"kkA laxks"Bh ds mn~?kkVu l= esa lcls igys Hkk"kk] lkfgR; vkSj laLÑfr v/;;u laLFkku ds Mhu vkSj :lh Hkk"kk ds izfl) vuqoknd rFkk dfo izks- oj;ke flag us vkeaf=r vfrfFk;ksa dk Lokxr fd;kA MkW- j.kthr lkgk us vk;kstu dh ladYiuk vkSj fganh dh Hkfo";ksUeq[kh rS;kjh ls tksM+dj fo"k; izorZu fd;kA

cht&Hkk"k.k nsrs gq, izfl) vkykspd izks- ukeoj flag us dgk fd ßfganh ^fganh* gSA bls 'kq) fganh okyksa ls cpkuk gksxkA ^fganh] fganw] fganqLrku dk ukjk nsusokyh 'kfDr;ksa ls gh fganh dks lcls T+;knk uqd+lku gqvk gSA D;k dkj.k gS fd vkt rd ^rsyaxkuk* ,d vyx jkT; ugha cu ik;k] tcfd oksV dh jktuhfr ds pyrs rhu fganh Hkk"kh jkT;ksa dk foHkktu dj fn;k x;kA blfy, fganh dks lcls T;knk [+krjk vU; Hkk"kk] Hkkf"k;ksa ls ugha( cfYd fganh] [+kkldj ^'kq) fganh* dh odkyr djus okyksa ls gSAÞ blh ckr dks izfl) dfo dq¡oj ukjk;.k us vkSj Li"Vrk ls j[kk fd vkusokys fnuksa esa vkt dh N% gt+kj Hkk"kkvksa esa ls N% lkS Hkk"kk,¡ cpsaxh vkSj muesa Hkh pkj Hkk"kk,¡ varjkZ"Vªh; Lrj dh Hkk"kk ds :i eas iwjs fo'o esa cksyh tk;sxhA mlesa rhljk LFkku fganh dk gksxkA ;g fganh m|ksxksa ds dkj.k Hkh iwjs fo'o dh Hkk"kk gksxhA blds lkFk fopkjksa] dykvksa vkSj lkfgR; dk ncko Hkh fganh dks ,d u;h Hkk"kk ds :i esa fQj ls iqujkfo"Ñr djsxkA lekjksg ds fof'kf"V vfrfFk ch-ch- lh- ds iwoZ laoknnkrk vkSj fganh izseh fo}ku lj ekdZ Vyh us bl rjQ+ fo'ks"k /;ku fnyk;k fd Hkkjrh;ksa esa viuh Hkk"kk dks ysdj xoZ ugha gSA vkSj ljdkj ds lgkjs fganh dks NksM+k Hkh ugha tk ldrkA fganh vius vki QSysxh] D;ksafd fganh dk vkfFkZd Hkko Bhd gSA tokgjyky usg: fo'ofo|ky; ds dqyifr vkSj tkus ekus vFkZ'kkL=h izksQ+slj ch-ch- HkV~Vkpk;Z us vius v/;{kh; oDrO; esa dgk fd fganh ds fodkl esa {ks=h; Hkk"kkvksa dk fo'ks"k ;ksxnku gSA fganh esa ^Vªkalys'ku* ds lkFk ekSfyd fpUru vkSj ys[ku dh t+:jr gSA [+kkldj] lekt foKku] n'kZu'kkL= vkfn fo"k;ksa esaA rc Hkfo"; dh fganh vkSj csgrj ,oa ltZukRed gksxhAÞ /kU;okn Kkiu djrs gq, fo'ofo|ky; ds dqynsf'kd vkSj Hkk"kkfon~ izks- jkekf/kdkjh dqekj us fganh dks vkt ds le; vkSj lekt dh t+:jrksa ls tksM+us ij cy fn;kA

mn~?kkVu l= ds ckn igys l= esa v/;{kh; oDrO; nsrs gq, dfo dsnkjukFk flag us fganh foKkiuksa dh Hkk"kk dh rjQ+ gekjk /;ku vkÑ"V fd;kA fdl rjg foKkiu dh Hkk"kk Hkfo"; dh ubZ fganh cuk jgh gSA blls fganh dk yksdra=hdj.k gqvk gSA dfo&lkekftd fpard cæhukjk;.k us fganh dks oafpr yksxksa ls tksM+us dh lykg nh ,oa iz;kx 'kqDy ,oa T;skfr"k tks'kh us dyk ek/;eksa ls blds jpukRed laca/kksa ij izdk'k MkykA MkW- jes'kpaæ 'kkg us fganh ds ltZukRed ifjn`'; vkSj jpukRed Hkk"kk ds loky dks mBk;kA blds ckn dk l= i=dkfjrk vkSj lapkj ek/;e ij Fkk ftlesa fganh ds Hkfo"; dks ysdj [kwc xekZ&xeZ cgl gqbZA ^uoHkkjr VkbEl* ds i=dkj ckyeqdqUn flUgk us fganh lkfgfR;d if=dkvksa ds laikndksa dh rjQ+ b'kkjk djrs gq, vkjksi yxk;k fd os fuf'pr 'kCnksa ;k foKkiuksa dks viuh if=dk esa /kM+Yys ls iz;ksx rks djrs gSa ysfdu vU; ek/;e ds 'kCnksa ds bLrseky ij bUgsa vkifÙk gksrh gS tks vuqfpr gSA ehfM;kdehZ jkgqy nso us fganh ds Hkfo"; dks ysdj ?kksj fujk'kkoknh Hkko izdV fd;s rks gsear tks'kh vk'kkoknh ut+j vk;sA pfpZr i=dkj jktfd'kksj us fganh dks vkReeqX/k yksxksa ls cpkus dh lykg nhA v[+kckjksa ,oa Vsyhfot+u ds pSuyksa ls Hkk"kk ds fodkl dh rjQ+ b'kkjk djrs gq, ^Hkkjrh; tulapkj laLFkku* ds vkuan iz/kku us foKkiuksa esa Hkk"kk ds ifjn`'; dk mYys[k djrs gq, fgald gksrh tk jgh Hkk"kk dh rjQ+ b'kkjk fd;kA bl l= ds v/;{k izfl) i=dkj izHkk"k tks'kh us ehfM;k ij dVk{k djrs gq, dgk fd vesfjdh iw¡th ls lapkfyr gksusokyk ;g ra= vxys iphl lkyksa esa viuh okLrfod fLFkfr esa vk;sxk ^fofHkUu vuq'kkluksa esa fganh* fo"k; ij cksyrs gq, bfrgkldkj fgrsUæ iVsy us fganh esa bfrgkl ys[ku dh foLr`r ijaijk ij t+ksj Mkyrs gq, dgk fd fganh esa bfrgkl ys[ku dh ijaijk ckaXyk ls vkbZ vkSj vaxzsth dh rqyuk esa fganh esa bfrgkl ys[ku dks nks;e ntsZ dk ys[ku ekuus dh le> ij loky mBk;kA dfo vkSj lkekftd bfrgkldkj cæhukjk;.k us bls foLFkkfirksa ,oa e/;e oxZ dh Hkk"kk ,oa bfrgkl dh n`f"V ls ns[kus ij t+ksj fn;kA lfPpnkuan flUgk us bl ckr dh rjQ b'kkjk fd;k fd Hkk"kk i<+kuk vkSj vU; vuq'kkluksa dks i<+kus&i<+us esa Q+d+Z djuk pkfg,A  vkykspd nsosUæ pkScs us vk/kqfud dky ds bfrgklcks/k dks 1857 ls tksM+dj ns[kus ij cy nsrs gq, bl iz'u dh rjQ+ /;ku fnyk;k fd ^1857 ls vc rd* dh vk/kqfud dky dh vo/kkj.kk] fganh lkfgR; dk ,d ;{k iz'u cuk gqvk gSA l= dh v/;{krk djrs gq, izfl) bfrgkldkj izks- nhid dqekj us mifuos'kokn ,oa mlls gq, [+krjs dh rjQ+ /;ku fnyk;k rFkk dgk fd ßlekt esa Kku&foKku laca/kh fparu dh ,d ,sfrgkfld ijaijk jgh gSAÞ

laxks"Bh dk vxyk l= mPpÙkj ikB~;Øe esa fganh ij FkkA ßmPp f'k{kk esa cnyko ykus ds fy, y{;] varoZLrq] i)fr ,oa ifjisz{; cnyuk gksxkA vrhr ds lkFk orZeku dks tksM+dj gh Hkfo"; dh rjQ+ d+ne c<+kus iM+saxs rHkh Hkfo"; dh fganh gekjs lkeus gksxhAÞ izks- 'kaHkqukFk dh bl ckr dks vkxs c<+krs gq, izks- tojhey ikjh[k] izks- vt; frokjh ,oa izks- nqxkZizlkn xqIr us Hkh L=h ,oa nfyrksa rFkk :f<+oknh ,oa Økafrdkjh nksuksa oxks± dh Hkk"kk ,oa mudh n`f"V ls gksusokys ifjorZuksa ds vdknfed egÙo dh rjQ+ b'kkjk fd;kA izfl) vkykspd izks- eSustj ik.Ms us mPprj ikB~;Øe dk ekeyk fo'ofo|kyh; O;oLFkkvksa] v/;kidksa dh cqf) rFkk ljdkj ,oa jktuSfrd nyksa ds gLr{ksi ls Hkh r; gksus dh ckr dghA laxks"Bh ds vxys l= esa lekt'kkL=h izks- vkuan dqekj us fganh dks turkaf=d Hkk"kk ds fodkl ,oa vU; Hkk"kkvksa ij opZLo ds cnys lg;ksxh ut+fj, ls ns[kus dh is'kd'k dhA jktuhfrd fpard izks- rqylhjke us x+jhcksa dh Hkk"kk ,oa mUgha ij bls cpk, ,oa ftyk, j[kus dk Hkjkslk trk;kA mUgksaus Hkkjr esa ifCyd Ldwy dh vo/kkj.kk ds f[+kykQ+ [kM+s gksus dh Hkh ckr dhA la?k yksd lsok vk;ksx ds lnL; izks- iq#"kksÙke vxzoky us bl ckr ij xaHkhjrk ls fopkj fd;k fd ;g fdruh cM+h foMacuk gS fd fganh lkfgR; dk v/;kid ;k fo'ks"kK gksuk] migkl dh ckr gksrh tk jgh gSA tcfd lkfgR; dk y{; Kku dh lPph laLÑfr dk fodkl djuk gksrk gSA ^oSf'od laokn vkSj fganh vuqokn* ij dsfUær l= esa ^foik'kk* if=dk ds laiknd rqylh je.k us bl fo"k; ij t+ksj Mkyk fd vuqokn flQ+Z lkfgR; dh gh Hkk"kk ugha] cfYd nks laLÑfr;ksa dks Hkh vkil esa ,d djus dh Hkk"kk gSA vkykspd izks- peuyky us fofHkUu Hkkjrh; Hkk"kkvksa ds chp esa fganh ds dk;Z:i dh iz'kalk djrs gq, ledkyhu lanHkZ esa d'ehj dh nks Hkk"kkvksa & dk'ehjh ,oa Mksxjh dh fnDd+rksa dh rjQ+ /;ku vkÑ"V fd;kA vaxszt+h ds fo}ku vkykspd izks- gjh'k f=osnh] vkykspd izks- gfjeksgu 'kekZ vkSj vuqoknd MkW- muhrk lfPpnkuan us Hkh viuk oDrO; j[kkA izks- fueZyk tSu us vius v/;{kh; Hkk"k.k esa dgk fd Hkk"kk tu dh t+:jr ls Åij mBrh gSA

laxks"Bh ds lkrosa ,oa vafre l= ^tuHkk"kk cuke jktHkk"kk* esa izfl) i=dkj ,oa Hkk"kk fpard MkW- osnizrki oSfnd us ?kksj vk'kkoknh ut+fj, ls fganh dks ns[kk ,oa ppkZ dh fd ekSfyd fparu ekr`Hkk"kk esa gh laHko gSA vFkZ'kkL=h MkW- fxjh'k feJ us bl rjQ+ /;ku fnyk;k fd miHkksDrkokn ij fganh esa ,d Hkh fuHkZj;ksX; fdrkc ugha gS tcfd miHkksDrkokn dk ukjk t+ksj&'kksj ls fganh esa py jgk gSA dfo dFkkdkj izks- xaxkizlkn foey us fganh dks jkst+xkjksUeq[kh cukus ij t+ksj fn;kA oSKkfud ,oa rduhdh 'kCnkoyh vk;ksx ds v/;{k izks- ds- fct; dqekj us Hkk"kk iz;ksxksa ds ckjs esa visf{kr lko/kkuh j[kus dh ckr dgh vkSj dbZ mnkgj.kksa ls bls Li"V fd;kA Jh lqjs'k ;kno us Hkh dqN vU; mnkgj.kksa ls viuh ckr j[kh ,oa ljdkjh dkedkt esa fganh ds egRo dks crk;kA

lekiu l= ds eq[; vfrfFk ds :i esa cksyrs gq, Hkk"kkfon~ izks- jkekf/kdkjh dqekj us vfrfFk;ksa ,oa vk;kstdksa dks /kU;okn nsrs gq, dgk fd ßnks fnuksa dh bl laxks"Bh us fo'ofo|ky; esa fganh Hkk"kk ds izfr yxko dks c<+k;k gSA blls viuh Hkk"kk ds izfr gekjh psruk c<+h gSAÞ Hkk"kk] lkfgR; vkSj laLÑfr v/;;u laLFkku ds Mhu vkSj laxks"Bh vk;kstu lfefr ds v/;{k izks- oj;ke flag us foLrkj ls bl dk;ZØe dh :ijs[kk cukus ,oa blesa lg;ksx ds fy, f'k{kdksa] Nk=ksa ,oa fganh bdkbZ vkSj fo'ks"k :i ls ofj"B fganh vf/kdkjh Jh ds-,e- 'kekZ dks /kU;okn nsrs gq, izlUurk O;Dr dh vkSj dgk fd ßfganh dk lekt lpsr vkSj fucZU/k gSA og viuh vkRekykspu ls ijgst+ ugha djrkA blfy, fganh vkt iwjs lekt dh Hkk"kk curh tk jgh gSAÞ ;g nks&fnolh; jk"Vªh; laxks"Bh fo|kfFkZ;ksa] f'k{kdksa ,oa i=dkjksa dh Hkkjh la[;k esa mifLFkfr ,oa iz'uksÙkjksa ls thoar cuh jghA

fct; dqekj lko ,oa lkFk esa mek'kadj feJ] izoh.k dqekj  vkSj x.kir rsyh( Hkkjrh; Hkk"kk dsaæ] ts,u;w

J.P. Naik Memorial Lecture

The Educational Records Research Unit ( ERRU) organised the Fourth J.P. Naik Memorial Lecture, an annual feature since 2005,  to commemorate eminent educationist Late Shri J.P. Naik. The Memorial Lecture was delivered by Professor S. K. Thorat, currently, Chairman, University Grants Commission, on 30 August 2008, in the Committee Room of SSS-I. The session was chaired by Professor B.B. Bhattacharya, Vice-Chancellor, and attended by an audience of over100 scholars.

Professor Thorat Spoke on ’Higher Education in India: Status, Emerging Issues and Approach in the Eleventh Plan’. He mentioned five broad goals that have been governing the policy and action plan for higher education in India, namely, to enhance the enrolment rate in higher education, provide equal access to all, provide access particularly to educationally backward classes, provide access to quality education, and promote relevant education.

He also mentioned that the size of higher education system in terms of three indicators, namely, number of educational institutions, students and teachers has expanded quite significantly, though still low as compared globally. When measured in terms of gross enrolment ratio, the access to higher education increased to about 10 per cent in 2006-07, though the rate was lower in rural areas and in some states. Educational level further lagged among SC, ST and OBC compared with others, lower among Muslims, and Hindus compared with other religious groups, lower among females compared with males, and lower among all economically backward groups. Among those with lowest enrolment ratio (ER), the female from rural areas, and among them those belonging to SC, ST and Muslim minorities suffered the most. ER was also much lower among wage labour and marginal farmers.  

What was the status of university and college education with respect to quality and excellence? He observed that about 68 per cent of universities and 90 per cent colleges are of medium to low quality. A close study of select universities and colleges brought out the reasons for low to average quality. The quality of a university bears significant relationship with availability and quality of physical facilities and human resources, reflected in the number of departments in the university, number of teachers in each department, proportion of the filled up teaching positions, proportion of teachers with Ph.D., and number of books and journal in the library. There remains a huge quality gap, particularly on account of faculty positions, number of faculty members with Ph.D. and number of books in the library between A grade universities and average for all.

Similarly, in the case of colleges, the number of teachers, the student-teacher ratio, availability of permanent full time teachers, number of books and journals, number of computers and other physical facilities were found to be lower in case of B and C grade colleges. Among all factors the availability of qualified permanent teacher was the most critical variable in the quality gap.

Among the emerging issues Professor Thorat emphasized the need for expansion of intake capacity to meet the target of 15 per cent enrolment, which was still low as compared to the world average of  36 per cent, for which the UGC had asked the universities and colleges to send their proposals. The UGC had on-going schemes of additional support to colleges located in educationally backward districts, with additional focus now given on regions such as hilly areas.

The Eleventh Plan emphasizes on inclusive education, which would mean increased access to groups, that currently have limited access. Elaborating on the UGC initiatives towards this Professor Thorat mentioned that, taking inclusiveness as an important source for increasing overall enrolment rate, the UGC has proposed schemes for the identified groups, which will include scholarships, hostel and other schemes at university and college levels. The increase in the enrolment rate among these groups will help to boost up the overall enrolment ratio

The study of the selected universities and colleges indicates that about 68 per cent of universities and 90 per cent colleges are of medium to low quality. The UGC therefore has proposed steps to bridge quality gap between the A grade universities/colleges and B and C grade universities and colleges, taking the availability of qualified permanent teachers as the most critical criterion. The others being devising a comprehensive scheme for funding of faculty research and a research fellowship programme to cover majority of the research students.

The main objective of the 11th plan is ’Expansion of enrolment in higher education with Quality, Inclusiveness and Relevance with Academic Reforms’.  In this connection the 11th Plan recognised three imbalance:. inter-(district)regional, inter-social groups and male-female. Professor Thorat mentioned that under Special Initiative for Muslim Minority, all present schemes for ST, SC, have been extended to the Muslim minority. Similarly, for women a number of new initiatives have also been undertaken, including increase in the support for women by increasing hostels, women’s study centres, fellowships, training for women administrators, and other schemes proposed by the Empowered Committee on Women, and guidelines have been prepared to provide due share and participation of social groups, minorities, and women in various decision making bodies and committees of UGC. The UGC has also developed a new scheme which includes setting up of an Equal Opportunity Office in all universities and colleges to operate all schemes for SC, ST, OBC, Minorities, Women, and Physically Challenged students under one umbrella office.

Professor Thorat mentioned about the New Initiatives taken by the UGC in keeping with the Eleventh Plan objectives. These include the plan, along with state collaboration where appropriate, for strengthening of the existing schemes for faculty, which include research projects, travel grants, conferences, and academic staff colleges; steps to improve adequate and quality faculty, introduce separate schemes for improvement of science education; and introduce schemes for establishment of quality assessment cell in universities and colleges for regular monitoring of quality and excellence. Introduction of academic reforms in universities and colleges and linking with the development grant is one of the major policy recommendations of the 11th plan, towards which the UGC has prepared schemes including on admission, examination, semester system, assessment through credit and grading system, assessment of teachers etc., and directed the state governments to contribute towards these specifically.

Professor Thorat in his concluding remarks mentioned about the ongoing internal reorganisation of UGC, in which the Administrative Staff College, Hyderabad, was engaged, and the need for setting up an Inter-University Centre for Research, Policy and Monitoring of Higher Education under UGC, which had been recommended by a committee set up under the chairmanship of Professor Tapas Mazumdar. Among other things, the purpose of this Inter-University Centre was to build up a data base on all aspects and assess and monitor the schemes to assist UGC in grant making policies, as also, through constant research and assessment, develop policies and schemes, and give feedback and advice to universities and colleges on a number of issues on a regular basis. It was intended to be an autonomous body providing support to the UGC

Nandita Khadria, Educational Records Research Unit, School of Social Sciences

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