Language Education: Reality and Expectations

           

   After 1990 the Indian economy accepted privatization and free approach. This change has completed more than 25 years.  Economic changes are major changes which give boost-up to other changes of the society. This change did not happen in India only. This time former Soviet Russia has gone through economic changes and disintegrated into 15 independent countries. During the time media revolution took place in World. Computers, e-mail, and mobile phones these tools played a major role in this development and this new development will continue in future. So, social media helped for this development. The number of English medium schools increased in leaps and bounds during the1990s. Our middle class is a big client and lower middle class also followed this approach.  Due to influence of social media everybody wanted to learn English for expressing thoughts. The owners of social media are mostly multinational and they provided regional language and type for those who have not background of English language. So, all of us got an opportunity to express a thought and ideas on social media. Particularly, those who do not have knowledge of English got a platform in media. This is one of the developments under the great influence of social media. In present context contemplation is required on language education in respect of reality and expectations.

Reality:

  There were two commissions constituted for revolution in education after independence; one is Kothari Commission and other is National Education Policy, 1986. The present formula 10+2+3 was adopted after Kothari Commission and a uniformity came in the national education. The State of Maharashtra implemented this formula during the academic year 1973-74 and this impacted on language education. The commission recommended three language formulas at secondary level education. The North and West Side States of India accepted this formula whereas south states opposed to learn Hindi language and they implemented two language formula. The state of Maharashtra made one major change in 10^th standard examination and diluted hardness in its pattern. This pattern cut dawn the language and grammar from Mathematics, Science and Social Sciences. The language and social science studies were given less importance than Mathematics and Sciences. This impacted on more passing in the 10^th standard and student away from language studies. The new generation came inthe existence without language education. The important note is Sanskrit and Ardhmagdhee languages were close dawn in various colleges and same picture has been created in respect of Marathi which known as state language of Maharashtra. The education progress in 1974 to 1984 captured by ‘Non-grant’ and ‘donation’ culture. This culture  occupied maximum  space in the present system. Before 1983 the Marks of 12^th Science was main criteria for getting admission to B.E and M.B.B.S courses. This criteria lost importance and ‘donation’ created influence in the education system. The middle career students became doctors and engineers without knowledge and background of language and grammar. It is observed that the most of students are not getting jobs in the market. The Science education also lost its importance and day by day the students are moving away from this stream.  National Educational Policy promoted Technology. Open and Distance Education was also established in our system. So more options were created for students. But the language studies and particularly Indian languages were left far behind from this development. At University level most of languages departments are in picture only because of grant from government. The student doesn’t want to join language courses and departments have no new idea of language studies. On other side students are enrolled for foreign languages and Asian languages like Chinese, Japanese, and Korean for their economical servile. But unfortunately   on the political platform, regional languages are became victimized of pride. And languages are facing social and cultural survival. After 1970s,language education lost an image.The educational policies, political popularity, absence of right policies, and negligence of language sons’ these all factors were played a major role in this context and this process has been continued with all efforts. 

Expectations:

    Language is sensation in human life and media for expressions. So, language study has long future. More positive changes are required in educational policies started from 1973-74 which gave less importance to language studies and its education. State government should come forward for investment and accept language studies as part of social and cultural development. Society should take honest initiative for language studies and its education. The colleges and universities are main pillars of the education system so they should take initiative. They should make proper changes in language studies as per new requirement of the society. Today’s regional language world is more bounded with stories, novel, poems, critiques and annual gathering of writers. Our regional languages would spread in new area of human life and promote others also for their writing contributions’. For example, Doctor must write a good book on medical in regional language.  Automatic language will get new and appropriate face. It is observed that our efforts were very less for getting more contributions’ from different section of the society. A pride of language will teach more narrow approaches but not a development of language and society. Our regional languages have better prospect and good future, if we neglect imperative complex about our language and come forward on positive side of development.

                                                               Dr. Sanjay Ratnaparakhi

                                                               Email:rsanjay96@hotmail.com

                                                                 (Above English text based on post Monday 8, 2016.)

आचार्य अत्रे यांचे स्मरण

 

  आचार्य प्र. के अत्रे हे मराठी साहित्यातील एक मोठा  अध्याय होता. ते शिक्षक होते, पत्रकार होते , ते नाटककार होते , ते  वक्ते होते आणि  त्याही पेक्षा ते एक मोठे माणूस होते. त्यांनी जीवनातील असे कोणतेही क्षेत्र ठेवले नाही की, ज्यावर त्यांची मुद्रा उमटली नाही, असे अत्रे यांचे स्मरण हे  आनंददायक  आहे. मी त्यांना पहिले नाही की ऐकले नाही. मी जन्माला आलो आणि अत्रे यांचे १९६९ मध्ये निधन झाले. मी त्यांचे विनोद हे माझ्या मित्रांकडून ऐकले होते. प्राथमिक शाळेत असताना ' तो मी नव्हेच' आणि ' मोरूची मावशी' ही नाटके पहिली होती. याच वेळी हे लक्षात आले होते की, ते विनोदी लेखक होते. माझे वडील हे अत्रे यांचे वाचक होते. अनेकवेळा त्यांच्या तोंडी ही अत्रे यांचे नाव असे. ‘नवयुग’ आणि ‘मराठा’ हे त्यांनी वाचले होते. ‘मराठा’ या वृत्तपत्राचा जन्म हा संयुक्त महाराष्ट्र चळवळीत झाला. त्यावेळी यास आर्थिक मदत हवी होती म्हणून लोकांनी रु १/- मनिआँडर  पाठवावी असे आवाहन अत्रे यांनी एका सभेत केले होते. त्यास मोठा प्रतिसाद मिळाला आणि लाखो रुपये उभे राहिले. यात योगदान देणाऱ्यात माझे वडील होते आणि याचा त्यांना अभिमान होता.

  मी १९७५ पासून वर्तमानपत्रे वाचत होतो आणि राजकीय आणि सामाजिक जाणीव जागृत करत होतो. याच दरम्यान आणीबाणी आली.१९७७ मध्ये निवडणुका होऊन केंद्रात कॉंग्रसची सत्ता जाऊन जनता राजवट सुरु झाली. याकाळात वृत्तपत्र वाचन अधिक दृढ झाले. हे वाचन मला पुढे  कथा, कादंबरी वाचनाकडे घेऊन गेले. वाचनाची गोडी कळाली आणि त्याचे महत्व समजत गेले. मी १९७७ जून मध्ये कोडोली हायस्कूल मध्ये विद्यार्थी म्हणून गेलो. ही शाळा सकाळी ११ ते सायंकाळी ५ पर्यंत चाले. त्यामुळे सकाळी आणि सायंकाळी वाचनास वेळ मिळे. दिवाळी आणि मे  महिन्यात  वाचनास अधिक वेळ मिळे. मी सातवीत परीक्षा दिली आणि सुट्टी पडली म्हणून कोडोली येथील दत्त वाचनालयात नाव नोंदवले. मी ‘श्रीमानयोगी’, ‘मृत्युंजय’ या मोठ्या कादंबऱ्या वाचल्या. मी  हे जे काही वाचत होतो ते  वडिलांना सांगत असे.   मी अत्रे यांचे  ‘कऱ्हेचे पाणी’ हे आत्मचरित्र वाचवे, असे वडिलांनी सुचविले. मी दुसऱ्या दिवशी वाचनालयात जाऊन ते मिळविले. ‘कऱ्हेचे पाणी’ खंड १ यातील  दोन प्रकरणे वाचली आणि आठ दिवसात तो खंड वाचून संपविला. मी हा खंड वाचताना एवढा भारवून गेलो की, काही विचारण्याची सोय नव्हती. संपूर्ण सुट्टीत ‘कऱ्हेचे पाणी’चे चार खंड वाचून पूर्ण केले. यातून मला आधुनिक महाराष्ट्र कळण्यास मदत झाली. राम गणेश गडकरी, काकासाहेब लिमये, केशवराव जेधे, काकासाहेब गाडगीळ, दत्तोपंत पोतदार या व्यक्तींचा आणि ब्राम्हणेत्तर चळवळ यांचा परिचय झाला. यातून माझा  वैचारिक आणि गंभीर वाचनाचा माझा प्रवास सुरु झाला. याचे श्रेय मी अर्थातच आचार्य अत्रे यांना देतो.

                                                                                                       डॉ.संजय रत्नपारखी,

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  Remember Aachary Atre*

   Aachary Pralhad Keshav Atre was a big chapter in Marathi literature. He was a teacher, Play writer, Orator and beyond that a big human being. He was impacted on all aspect of life. Remembering good memory of Aachary Atre is a pleasure one. I have never saw and heard to him. I was born he took exit in 1969. I had listened his jokes and humors from my friends. I saw his two Marathi plays i.e   To mee nhvech and Moruchee Mavashee in my school days. I realized that he was a comic play writer. My father was reader of Atre and he always quotes his name. He was reader of Weekly Navyug and Daily Maratha. The news paper Maratha was born during Samyukta Maharashtra movement.  Atre was appealed to the masses for financial help so lot of peoples gave him Rs.1/- through money order and lacks of rupees were collected. My father was one of the contributor and   he always pride for this help.

    I developed my political and social awareness through news paper since 1975. During the emergency period general election was declared in 1977 and Congress government was replaced by Janata Party. My news papers reading became very keen and motivated towards the other reading of stories, novels and developed my reading richness and realized importance of reading. I have joined Kodoli High School as a student in June 1977. My school timing was 11 A. M to 5.P.M. So, I enjoyed more time for my readings. Deepavali and summer vacations gave me more time for this activity. I had completed my 7th standard examination and after that enrolled for membership of Datta Vachnalay, Kodoli. I enjoyed two big Marathi novels i.e Shriman Yogi and Mrutunjay. I shared my reading with my father. My father suggested me to read Karheche Panee Autobiography of Aachary Prlhad Keshv Atre. Next day, I went to library and obtained Karheche Panee vol-1 and read first two chapters. I was full inspired and within eight days finished it. My entire vacation was spending other four volumes of Atre’s autobiography. After the reading I understood a modern Maharashtra. I realized personalities like Ram Ganesh Gadkari, Kakasaheb Limaye, Keshvaro Jedhe, Shankaro More. Kakasaheb Gadgil, Dattopant Potdar and more information about Non-Brahmin movement. After this I started my serious and intellectual reading journeys which still continue in my life. Defiantly, I am giving this credit to Aachary Atre. 

                                                               Dr. Sanjay Ratnparakhi 

                                                               Email:rsanjay96@hotmail.com

                                                               (* above English text is dependent on Marathi version)