Recently, I came across a post on LinkedIn by Dr. Murari Lal Gaur, Vice Chancellor of CV Raman University, Patna, where he shared his thoughts on how universities must transform from degree factories into sanctuaries of innovation, sustainability, and humanity. Though I am not employed as an educationist, as a concerned citizen of this country, I often reflect on this issue.
Dr. Gaur’s thoughts led me to revisit the evolution of our ancient education system, which thrived in residential Ashrams and Gurukuls. This system reached its pinnacle but was later destroyed by ignorant aggressors, followed by the imposition of a model that served the interests of the British Empire, turning schools into “Clerk-Producing” machines. Post-Independence, we have largely carried forward this British legacy, expanding it to produce professionals like doctors and engineers. However, the critical elements of holistic and character development have been overlooked.
I often wonder how a nation can aspire to become a Vishwa Guru (global leader) without focusing on the development of an exemplary national character. Unfortunately, this has not been a priority so far. In this blog, we will explore these aspects further.
Great Vision, But…
The educationist in Dr. Gaur envisions an evolved role for universities—shifting from being mere hubs of qualification and knowledge to becoming the epicentres of societal transformation. His vision of universities fostering not just educated minds but empathetic global citizens who prioritize sustainability, social cohesion, and economic inclusiveness is commendable.
However, if these fundamental values are not embraced by society with full honesty, and if they haven’t been instilled in students by the time they enter university at 18-19 years of age, it seems challenging to effect meaningful change at that stage. While I agree with Dr. Gaur’s analysis that the world is grappling with climate challenges, shifting economies, and fragmented social fabrics, I respectfully disagree that higher education institutions alone can produce credible professionals who align with ecological resilience, cultural heritage, and digital interconnectedness.
This transformation requires a ‘catch them young’ approach with full commitment. We must first repair the societal fabric torn by 800 years of foreign rule that negatively impacted our moral and societal values. Today, we face institutionalized corruption, an apathetic bureaucracy, an insincere political class, a painfully slow judicial system, and a confused educational system. How can we nurture and exemplify empathetic global citizens amidst such chaos?
The Importance of Early Education
When Dr. Gaur envisions universities as catalysts for change—expanding education beyond personal achievements to nurturing enlightened professionals with values of societal good, environmental sustainability, and protection for a better, greener, and more connected world—he presupposes the availability of students who have already imbibed basic educational values through parental guidance and school-level training.
There is a wealth of wisdom in our scriptures that can help instill these societal values and respect for the environment. For example, the Taittiriya Upanishad states:
सत्यं वद, धर्मं चर, स्वाध्यायान्मा प्रमदः।
(Satyam vada, dharmam chara, svādhyāyān mā pramadaḥ.)
“Speak the truth, follow the path of righteousness, and do not neglect self-study.”
This verse encapsulates the essence of what education was once meant to be. Rooted in truthfulness, ethical conduct, and the relentless pursuit of knowledge, it reminds us that education’s true purpose extends far beyond academic achievements.
However, since independence, there has been little to no emphasis on developing students into honest and hardworking individuals. It starts from small behaviors—like breaking a queue at temples for darshan or prasad—and evolves into habits of shortcuts, work avoidance, dishonesty, and the pursuit of material gain by any means necessary. Over time, this can lead to opportunistic and undesirable individuals.
This behavior doesn’t stem from any genetic predisposition, but rather from the environment society provides—one where the ‘street smart’ approach is often glorified. Instead, we need young people who are honest and committed to core values. While children are often taught these principles at home, they quickly deem them ‘bookish’ and ‘impractical’ when they observe their lack of practice in the broader society.
The Role of Education in Addressing Climate Change
I share the vision of developing global citizens who preserve and protect the environment to minimize the impact of climate change. Our daily recitation of the Shanti Path, which invokes peace not just for individuals but for all elements of nature, reiterates the holistic and integrative view of learning in ancient Indian thought. Education was not just about intellectual mastery but about harmonizing the individual with society and the environment.
Shanti Path:
“ॐ द्यौ: शान्तिरन्तरिक्षँ शान्तिः,
पृथिवी शान्तिरापः शान्तिरोषधयः शान्तिः।
वनस्पतयः शान्तिर्विश्वेदेवाः शान्तिर्ब्रह्म शान्तिः,
सर्वँ शान्तिः, शान्तिरेव शान्तिः, सा मा शान्तिरेधि॥”
“Om! May there be peace in the heavens, peace in the sky, peace on Earth, peace in the waters, peace in the plants, peace in the trees, peace in the gods, peace in Brahman, peace in all. May peace itself lead us to peace.”
This prayer reflects a reverence for nature and a recognition of interconnectedness—an attitude that is essential as we grapple with today’s environmental crises. The Shanti Path calls upon us to foster peace in our surroundings, acknowledging that education is incomplete without respect for nature and its various components. Education should instil not only knowledge but also a deep-seated respect for life and its intricate balance.
Bridging Tradition and Modernity
This thought is not new; it has always been intrinsic to our culture but was derailed during colonial rule, which exploited our forests and mineral resources unsustainably. Unfortunately, after independence, not only did we continue this exploitation, but we accelerated it. This cannot be attributed solely to ignorance—it is greed coupled with corruption that has driven the unsustainable exploitation of our natural resources.
To combat this, transformation is needed not only in universities but also within families, who must relearn and reintroduce forgotten values into our daily lives. Schools must shift from a mindset of mere literacy and livelihood training to real education, character building, and holistic development. The challenge is to bridge the traditional wisdom of our roots with forward-thinking solutions, ensuring that academia serves both local communities and global ecosystems.
The momentum to dislodge the mindset of selfishness, pettiness, and greed can only be achieved through an accelerated people’s movement, one that works on a war footing. Despite the challenges, there is always hope. Let’s hope that families, schools, and universities can work together to bring about this long-awaited social change within our lifetimes.
Let’s also hope that this decade will be about reimagining the “why” of education, transforming universities from degree factories into purpose-driven sanctuaries of innovation, sustainability, and humanity.
Inspire Positivity 