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Adult
education cannot succeed as a selective, bureaucratic and elicit governed programme.
It can succeed as a people's movement. People's involvement in political and cultural
action has very deep roots in India. The people's war in Kalinga against the empire
builder Ashoka, the people's government in ancient Vaishali, popular movements
like the Bhakti movement and the people's struggle for freedom from alien rule
are in the blood streams of the Indian people. It is not incentives, but a sense
of total commitment to the people that can make the programme a success.
There is a long tradition of adult education in India. Popular institutions, village
community halls, folk communicators kept the lamp of knowledge burning. Literacy
was so incidental that by 1936-37 as evinced from the report of William Adam,
literacy in India was only 6 percent. With the British, the state managed literacy
as opposed to people managed education took precedence in the scheme of things.
The same attitude dominates even today.
Whether it is literacy
or adult education, it can only by scientifically conducted through the languages
of the people. As it is absurd to argue that democracy is more expensive in economic
terms than totalitarianism it is equally absurd to argue that using the many languages
of the people for communication of knowledge is more expensive than using one
superposed by the elite. An understanding of the ethos of multilingualism on the
part of the elite managers of the programme is a precondition of the success of
the movement.
Director.
To
Introduce
The papers presented in this volume represent
the current thinking of leaders of adult education in the country. The seminar
was a joint venture of the Central Institute of Indian Languages and the Directorate
of Adult Education. The Proceedings of the seminar as reflected in these papers
are released to the public with the hope that this will clarify some of the issues
relating to material production and language use in adult education.
D. P. PATTANAYAK
A. K. JALALUDDIN