Science and Scientists: Portrayals in Tamil Cinema

Cinema is one of the most radical scientific inventions of late nineteenth century though it does lie outside formal academic institutions of science. The little known Lumiere Brothers in Paris could steal a march on the self-styled inventor and an American emblem of enterprise, Thomas Alva Edison, to take credit for actualizing moving images on screen that came to acquire the name “cinema” in most parts of the world. In the course of the multi local race to the invention of moving images, it was not clear what would be the purposes of making moving images possible on screen. It was an advancement over photography in recording events. It could be a source of amusement. However, it was also promoted as an instrument of science to help study phenomena. Finally, its most celebrated purpose was to become another addition to the art of story-telling and creative vocation. One of the persons who bought the camera-projector machine from Lumiere Brothers, Georges Melies, was also a magician who used cinematography as an extension of the magical to narrate fantastic stories on screen. In such a function, it became the cornerstone of popular culture that would reach out to the masses all over the world. When film production came to India and Tamil Nadu, the urge was to see Gods walk on the screen. Even if it were the actors who did the walking in front of camera, the realization of movement on screen from the frozen images on the film strip had a touch of magic to it that it appeared aligned to the super natural. Hence, mythological films and devotional films in which Gods appeared formed essential part of early cinema in following the direction Milies took.  The first Tamil silent film was Keechaga Vatham narrating a story from Mahabharata.

 

However, in due course of time, cinema in Tamil Nadu had to confront social realities as well as its own self-realization as scientific invention by reflecting on science and technology. Science, particularly in the field of medicine was highly regarded as boon to humanity. However, Faustus syndrome, that scientists go for knowledge for the sake of knowledge, extinguishing the “soul” in the process, which could be dangerous for humanity, was also an idea that would often rear its head. While both science-philia and science-phobia could be seen in many films as an element of the main narration or that of comic sub plot, the basic line is while science is good, men, the scientists could often deploy science for destructive purposes out of greed or self-aggrandizement. In fact, this has rather been a persistent theme. We need to take a brief note of three important films in the history of Tamil cinema to see how this conundrum of science is played out. The first film is the offbeat experiment Andha Naal (1952) directed by S.Balachandar that was critically acclaimed, the second a box office extravaganza, Ulagam Sutrum Valiban (1972) featuring  M.G.Ramachandran and the third, another national block buster, Enthiran/Robot (2012) directed by  Shankar. In all these three, what should have been a scientific advancement in the interest of humanity turns out to be a force of destruction.

 

Andhaa Naal was one of the early films of Sivaji Ganesan who plays the role of radio engineer Rajan. Rajan, a man consumed by passion for science, was killed one day, early in the morning. The film develops into a whodunit plot with a detective forming a hypothesis on the basis of flashback accounts rendered by four suspects. The real culprit is, however, the unsuspected soft-spoken and genteel wife of Rajan. It is in her account of what happened that the unbridled passion for mastering nature through science comes to be seen as self-aggrandizement at the cost of others. Rajan and his wife Usha were in college together. Usha was involved in the freedom struggle. When students wanted to cancel classes due to a call for protest on behalf of freedom fighters, a debate was organized. Usha advocated the need for students to support the nationalist cause. Rajan dissuades her saying education, knowledge and advancement are far more important to humanity than such political strife as the independence struggle. Rajan hails from a humble background; his passion for studies is not lost on Usha, though she feels it necessary to be part of the struggle for independence. This difference does not come in the way of their attraction to each other that blossoms into love. Usha’s father tries to mobilize support for Rajan’s aspirations in scientific research. However, Rajan does not get the support in the scale in which he needs it. Being disgruntled about the apathy of his fellow nationals, Rajan, an expert in communication, establishes contact with the Japanese through the use of radio and begins to spy for them. He places his hopes on a Japanese conquest  of India as the Japanese had promised him full support for his research. As he was about to leave to join the Japanese forces after guiding them to bomb Chennai and several dams in South India, Usha finds out his design. In the scuffle to stop him from proceeding with his plans, the revolver held by her accidentally fires, killing Rajan.

 

Andha Naal is fascinating in the complex relationship it seeks to establish between the ethical priorities of national life and scientific advancement. While there should be no conflict between the two as both are invested in betterment of the life of the people, Gandhian priorities of ensuring life attuned with nature appear to come in the way of a greedy conquest of nature by science and technology. It is this philosophical difference between the paradigms of “attunement with” vis-à-vis “mastery of nature”, fleetingly mentioned in the arguments between Usha and Rajan, that leads Rajan to align with Japanese conquest by betraying the nation. Being a Gandhian, Usha does not kill him; it is Rajan who tries to wrench the revolver from Usha’s hands who inadvertently pulls the trigger to have himself shot. Such is the manipulative side of science and technology that leads to self-destruction as per the film.

 

A similar theme of science as both a boon and a curse returns with a sensational hit film of a mature M.G.Ramachandran in Ulagam Sutram Valiban (An Young Man who Travelled Around the World). The matinee idol played a double role in the film, as brothers. The elder brother Murugan is a scientist, and Raju, hero of the film, is his younger brother. In the opening sequence of the film, Murugan succeeds in a radical invention of harnessing the energy produced by lightening in some contraption that can be placed in a capsule. When released, it produces tremendous energy like a powerful bomb. When he shares the information with his fellow scientists, they turn greedy and villainous wanting to appropriate it as a weapon for purposes of war and destruction instead of employing it for constructive purposes. Murugan who had anticipated such greedy usurping had separated the formulae required to make this energy capsule/bomb into three parts, sequestering them in three different secret locations in the world, mainly East Asia, namely, Singapore, Thailand and Japan. The younger brother is assigned with the task of recovering them before the villains do. Given his heroic abilities, Raju not only manages to do this but also secures the release of Murugan held captive by the villains. The  film was a mass entertainer, shot on exquisite foreign locales including the world fair Expo 70 held in Osaka with the theme of “Progress and Harmony for Mankind”, adequately interspersed with romantic interludes and long fight sequences. However, the film did succeed in making the uneducated or rather illiterate masses reckon with the possibility of science as something that can place great potential in the hands of humanity which may be used creatively or destructively.

 

Released three decades later, Shankar’s Enthiran/ Robot that ran to packed houses all over India, returned to the same theme with a fantastic breakthrough in robotics, a robot with infinite capacity for memory-action synthesis created by the scientist Vaseegaran, played by super star Rajnikanth. The scientist spends all his youth to create the neural circuit required to create the superhuman robot. The purpose was to use the robot in the defense of the nation and save hundreds of human lives, as the robot can achieve what  a thousand soldiers can do. However, the villainous colleague of Vaseegaran points out that the robot could easily be manipulated as it simply obeys command rather than discriminate between them. Thus challenged, Vaseegaran works to create in Chitti, the robot that looks exactly like him, human feelings. Alas, this ability to feel results in the robot Chitti falling in love with Vaseegaran’s girl friend Sana. Having fallen in love, Chitti refuses to fight in the audition with defense authorities who laugh at Vaseegaran for the strange outcome his breakthrough had produced. In total frustration at the impossible transgression the robot attempts, Vaseegaran dismantles the robot throwing the scrap away. This however gets picked up by the rival scientist, who then empowers the robot with destructive abilities to be sold to foreign mercenaries. Now fully empowered with independent thought, ruthlessness and single-minded pursuit of union with Sana, the robot creates thousands of replicas of itself, creating a well-guarded autonomous zone of rule into which it kidnaps Sana. How Vaseegaran manages to break through into the miniature kingdom run by his look alike robots controlled by Chitti, rescues Sana in a spell binding show down with the robot army and finally dismantles Chitti is the rest of the story.

 

The juxtaposition created between feeling on the one hand, knowledge and power on the other in Robot is very reminiscent of the conflict between nationalism and science in Andhaa Naal. Strangely, robot adds a rider: it is that the feeling of narcissism can turn one into an all-conquering spirit. While the role of the villainous scientist is very similar to the self-serving corrupt souls in Ulagam Sutrum Valiban, what is new in Enthiran/Robot is that the root of the conflict is within a person whose narcissism can undo every human potential as much as it is the very turf of compassion and love. In such an outlook, scientific discoveries seem to place too dangerous a toy in the hands of all too vulnerable human beings.

 

Such popular tropes in Tamil cinema, however, does not hint or reproduce the dystopian futures that science fiction in the West is known for. For very many reasons, science is not yet linked to totalizing powers of governance in Tamil popular imagination, though a little bit of that has been tried out by a few writers in prose fiction, in what might be deemed as pale imitation of Western imagination. In that sense, in so far as Tamil cinema is concerned, science is still linked with human enterprise for betterment, though there are many a risk that hinder the process due to human vulnerabilities like greed and narcissism. In the recent years, a new crop of light-hearted small budget films are being made with familiar themes like time travel, meteorites and super consciousness. It is possible that more positive and educative narratives may come by in the days to come.

 

Rajan Kurai Krishnan is an Associate Professor at School of Culture and Creative Expressions, Ambedkar University, New Delhi.

This article is a part of the Confluence series on Perceiving and Reacting to Science. The other articles in the series can be found here.

Why do we see science the way we do? Perceiving and reacting to science

People’s perception of science is shaped by many factors, such as conversations and deep impressions made on the mind by a varied input. In this series Confluence brings to you a critical perspective in the form of a set of articles that explore how science is projected in cinema,  how the very way it is taught in school can influence attitudes to science and also how movements, especially green movements have impacted how science is perceived by people. The first in this series is an article by T V Venkateswaran on the impact of movements on attitudes towards science. This is followed by an article by R Ramanujam that looks at the shaping of science in our minds in school education. Then we have an article by Rajan Kurai Krishnan that examines how Tamil sci-fi movies have portrayed scientists and their tribulations.

The articles can be found here:

  1. Green movements and public perception of science by T V Venkateswaran
  2. Perceptions of science built in the science classroom by R Ramanujam
  3. Science and Scientists: Portrayals in Tamil Cinema by Rajan Kurai Krishnan

Students and Political Protests

Over the last few years, India has experienced a series of protests by students on various social and political issues. The reaction of the society to these protests have been diverse. There are people who feel that the students should concentrate on their studies, others opine that they must also take part in political issues of great magnitude. There are people who think that students need to be handled like any other rioters, while others say that students are the future of the country and cannot be handled like that. And what (if any) should be the role of teachers and the institute/college/university when their students are protesting? Student protest is not a new phenomenon, either in India, or in the world. Has anything changed about student protests these days?

Confluence has invited several thinkers in India to express their views on this subject. This is a list of the articles that appear under this series. This post will be updated as and when more articles appear in this series.

  1. Educational Potential of Students’ Movements by Gauhar Raza
  2. Status of Academic Freedom by Jyotirmoy Paul
  3. Should students take part in public protests? by Soumitro Banerjee
  4. Students, they indeed are! by Jyotsna Jha
  5. Disturbing your peace by Ram Ramaswamy
  6. Science, Galileo and Student Protests by Srikanth Sastry
  7. Campuses must be free and fair for all by Abhishek Banerjee
  8. Bhagat Singh on Students and Politics by Syed Irfan Habib
  9. “Dude! You not going to the rally?” by Ashwin Kelkar
  10. Apolitical: To Be or Not To Be by Abhijit Majumder
  11. Where mediocres fear to tread by Ayan Banerjee

 

It should be noted here that all articles represent personal views of the authors and do not carry any endorsement of either Confluence or Indian Academy of Sciences.

Students, they indeed are!

In the context of whether students should be out on the roads protesting against what they see as injustice or violation, or not, let me start with a story from JNU. How can we talk of students protests in India and not mention JNU? Prof. Anjan Mukherji, former professor of Economics, and now Professor Emeritus, in JNU, told me this story in support of his statement that G. Parthasarathy, known as GP, the first vice chancellor of JNU, was the best VC the university ever had. It was 1974 – JNU was already five years old but the Centre for Economic Studies and Planning (CESP) was only one year old – and students were agitating, echoing the students movements’ voices in Gujarat and Bihar. Young professors like Anjan were worried that courses, the way they had been designed, needed continuous engagement and rigour, and the agitation would have a negative impact. They shared their concerns to GP, who decided to attend striking students’ congregation and listen to what they were saying. Having done that, he gathered these concerned teachers and congratulated them saying their students were not only well-read and had the confidence and competence to argue for what they wanted; they also had the discerning capacity to stand for justice, freedom and equality! What else do you expect from the university students? This was not a joke, it was a serious conversation, and many conversations like these shaped the university that JNU evolved as in the following years.

 

It is important to remind that Anjan was narrating this by calling GP one of the best VCs, rather than complaining that he did not reign in students back to classes. Mind you, Anjan is also not a ‘Marxian’ economist, as for some vague reason we think only Marxists protest. Also important is to point out that GP was not an academic; he came to JNU after a long career in journalism and diplomacy, yet not only understood the ethos of what a university should be but also introduced radical measures to develop and maintain that ethos. During the years to follow, the relationships between VCs, students, teachers and non-teaching staff have not necessarily remained as mutually respectful but the culture and ethos of engaging with issues of justice and rights, ranging from local to sub-national, and from national to international, have remained strong in JNU. In addition, it is also important to remind that by all measures of success, JNU has also remained one of our most ‘successful’ universities in the post-colonial India. I will return to the aspect of measures of success and what I mean by that a little later.

 

So, the best way to answer the question of whether students should be protesting against issues that do and do not concern them directly or be sitting in their classroom or libraries or laboratories, is to ask a counter question: are these two necessarily oppositional to each other? My answer is: ‘No’ – to me, these are complementary and one advances the other. And now let me explain my response by answering three more basic questions: (i) what is education and what the aims of education are, (ii) why education is important for any evolving society, and (iii) why students have been an essential and very important part of any major social and political change that countries including ours have witnessed in the modern era.

 

What is education? A universal definition that perhaps most agree to is that education is a process of co-creating values, skills (including thinking and critical skills) and knowledge. And this definition remains valid for all ages of students at all stages of schooling, and for all subjects, disciplines, and streams of subject-areas. Education, therefore, is not only an active process but it also involves continuous and simultaneous selection of values, skills, knowledge and pedagogy at every stage. Where do we draw these values from, how do we pick and choose relevant pedagogies for selected knowledge streams, which skills get priority and what gets left out – all these choices that are made in the process of education are essentially part of a political process. The education systems make certain choices, individual institutions, even while following those, makes its own choices that may bring in newer elements and finally individual teachers also make certain choices that could bring new or even opposing elements. This means education is also a continuous process of subversion. This definitely happens when one consciously adopts a radical or transformative approach such as one propagated by Paulo Freire but it also happens even when a system, an institution, or a teacher is not consciously trying to adopt or promote the radical pedagogy. Let me illustrate this with a few real-life examples.

 

A Masters level Physics class in Bangalore University in progress. While in the midst of teaching Brownian Motion in English, the professor realises that a number of students have blank faces. He switches to Kannada and the expression on those faces change: they are not only comprehending better but also feel ‘included’ as their language is being acknowledged. This decision of the teacher is indeed ‘political’ in nature.

 

Another M. Phil class for the course on ‘Equity in Education’ in progress in JNU where the teacher was discussing the issue of affirmative action in the form of Reservation in higher educational institutions and public sector jobs. The teacher first asked everyone for their opinion and then facilitated a debate by supplying arguments on both sides. This was followed up by a number of readings that she made it compulsory for everyone to read before the next class. Not easy, as this meant spending long hours in the library in a short period of time. The arguments by students in the next class were more refined and better informed, and by the end of that topic, all students not only understood the rationale of affirmative actions but also started engaging deeper with the issues of caste, cultural capital, discrimination, exclusion and justice. This story is from early 1990s and some of the students who had started by questioning the rationale of having  reservations in jobs with the argument that once equally educated, they should have the same chances, took diametrically opposite positions in support of Mandal Commission’s recommendations and argued for the same on public platforms. Obviously, education is about rigour, about grades, about learning, but it is also about sharpening your values, thoughts, positions and actions, and the two are intermingled.

 

It is not only about higher education; the basic characteristic of education remains the same at every stage of education. So, let us move to school education – early years. When the Environmental Science (EVS) textbook developed by NCERT for a primary level class refers to children coming from different parts of the country and relates it to their language and the kinds of houses they live in, there is an obvious effort by the school system to impart an awareness of the diverse nature of India. Similarly, if the language textbook has a Play for young children with names from different religions, it is a deliberate attempt on the part of the school system to make the classroom inclusive. But if a teacher decides to change it and uses all similar sounding names– as if they are from the same or similar religious groups, it is a kind of subversion. Similarly, if the primary level EVS textbook tells teachers to teach them about different plants by showing them pictures in the classroom and a particular teacher instead decides to take children to the garden to show the plants that children can see and touch, this is also a kind of subversion. Every single act in the process of education and knowledge creation is political in nature, and conveys one or the other kind of value. And students are an important actor of this process.

 

If this is what education is, then it is also a space for continuous contestations – deliberate and not so deliberate. And in that case, what gives us the anchor or what is our reference point to decide what is most desirable? In the context of India, the constitution definitely provides one important reference point. But the values that the constitution upholds the most -democracy, equality, secularism, social justice, freedom, dignity – are also rooted in the evolution of human society and go beyond national borders, and hence at least broadly ensure a continuity of thoughts and values at a global level. One of the major aims of education is to uphold and promote these values and it does not matter which stream or discipline one comes from. This is true for everyone who is engaged in the process of education, most of all, teachers and students. Students need to and have to actively engage in this dynamic process of contestations, tensions, enquiry, discovery and re-discovery if they have to co-create knowledge and uphold the ‘desired’ values. Participation and protests are indeed an essential part of this process, and such education is critical for an evolving society that cherishes and aspires for democracy, equality, secularism, justice and freedom. That is why students have been an essential and very important part of any major social and political change that countries including ours have witnessed in the modern era. For instance, what is known as May 68, referring to the civil unrest of 1968 in France that is also known as social revolution and led to substantial changes in labour laws including wage gains, started with massive students’ protest against class discrimination and was later joined by workers and others to take a national character.

 

It is important to know and understand this history to be able to appreciate the importance of students’ engagement in protests. In the Indian context, even if we consider just the post-colonial period, there exist several examples of students’ participation in protests and turning those into movements. 1970s witnessed several of those. Students’ movement in Gujarat and Bihar in 1974 on a number of issues including corruption and public education had far reaching impact on regional and national politics; the then state government in Gujarat had to resign and the Bihar movement led to a national students’ movement against corruption. Many student leaders of these two movements joined active politics leading to the formation of the first independent-India non-Congress government at the union level in the post-emergency era. Several examples exist in various parts of the country. And in most of these, students were raising an issue that is of significance, be it for State supported higher education or for greater autonomy to universities or against big dams or for gender justice. Even when there are two contrasting positions, such as the Mandal Commission agitation, where students were divided in their positions, their participation in the debate was desirable and critical in a democracy.

 

Interestingly, apart from serving the national interest, participation in political debates can benefit students directly by adding to their education. To illustrate this, let me go back to the issue of measures of success for a university that I mentioned above in the context of JNU. How does one assess the success of an educational institute? One standard way would be to look at the completion rates of those who admitted, and also the quality of what is done there. A good proportion of JNU graduates join a number of prestigious universities across the globe, and that definitely speaks about the high quality of teaching-learning there. A good percentage also joins academia within the country and perhaps majority of them have a reputation of being a good teacher. Being a ‘good’ researcher or teacher also involves issues such as what problems are selected for studies, what kind of relationships are built with students and fellow-teachers, and what positions one takes on various issues in one’s own context in addition to brining rigour and depth in the research and teaching per se. A good number also join bureaucracy and if I go by my own experience of anecdotes in the last twenty-five years of working life, they generally have a reputation of being more sensitive to people’s needs. A high number of those who clear NET (National Education Test) and fellowship examinations also belong to this university. That means that high level of student activism does not adversely affect their academic and related achievements; on the contrary, it could be contributing towards their achievements! Also, many a times, a number of teachers in JNU actively continue to take their classes outside the classrooms, and these are well-attended – showing that protests do not necessarily mar the academics.

 

Let me draw from my own experiences of being a student in JNU. I actively participated in Narmada Bachao Andolan (NBA) on Medha Patkar’s call for some time: she had come to one of our late-night, post-dinner public meetings (an important tradition in JNU which is a major source of leaning, as students get an opportunity to interact with various kinds of people including, artists, politicians, academics and activists) and challenged our conscience by highlighting how greedy we urbanites could be in terms of our demand for electricity, water and other resources, which then becomes the raison d’être for interventions such as Sardar Sarovar. Engaging with NBA not only made me much more aware of our own lifestyles that needed change, and of issues of power, rights and inequalities but it also helped me understand the concepts of social and economic costs much better that I was learning in my classroom as a student of economics. Despite the fact that NBA did not succeed in stopping the construction of the dam, the movement and the discourse around it tremendously contributed to the knowledge as well as awareness around people’s lives, resources and rights. And the protests did have an effect! The mighty World Bank not only withdrew its support but added a mandatory clause to all its future projects dealing with eviction and rehabilitation of people.

 

If students do not raise their voices about important policy or constitutional issues, who else will? Recent JNU protests about protecting the public universities and higher educational institutions is extremely relevant in that context; we still have a very small percentage of relevant age group entering the higher education, and this proportion is even lower for women and those belonging to disadvantaged social and economic groups and communities. One major reason is the absence of well-funded free higher education – in a highly unequal society, the only way to enable education among those who cannot afford is through public delivery. The rationale for public higher education also comes from the standpoint of quality; increasingly, one hears horror stories of students of rich parents demanding high grades in private universities and colleges, as they have already ‘paid’ for the same. This means commercialization of education is bad not only for equality but also for quality in education. Even from an instrumental perspective of pushing economic growth, the country needs a larger number of well-educated work-force and publicly supported higher education is one of the best ways to make that happen. Important to add here is that students are also protesting against the fact that their union was not consulted before announcing steep fee hikes – process is as important in democracy; democracy is not only about electoral wins.

 

Another case in point is the recent anti NRC – CAA agitation. By coming out in large numbers and voicing their views fearlessly, the students of our country are proving that they are indeed serious and committed about their nation.

 

At this point, it is important to add a word on violence. Violence is definitely condemnable and it is important for students to ensure that their protests remain non-violent under all circumstances. But it is even more important for the State to remain committed to non-violence, especially when dealing with young students. Serious students must rise to the occasion to oppose these in every possible form and that is what they are doing by adopting democratic means of protests – declining to receive medals, boycotting ceremonies and attending protest calls. And this is not limited to JNU or Social Science institutions – a good number of Science, Engineering and Management institutions are also joining hands – showing that these are fundamental issues of an evolving society committed to democracy and freedoms, and our educational students understand that.

 

Jyotsna Jha is currently based in Bangalore and heads the Centre for Budget and Policy Studies. The views expressed here are her own.

 

This article is part of a Confluence series on Students and Political Protests. The remaining articles in this series can be found here.

Perceptions of science built in the science classroom

What the public sees as science

Some of us in Tamil Nadu Science Forum (a voluntary group committed to science communication and science education) took up an exercise in the mid-1990’s, towards understanding public attitudes to science. We would stand in crowded bus stands during peak hour, and accost people with questions like, “What is science?”, “Do you think it is important to learn science?”, “What was your experience in school?”, and even, “Given an opportunity, would you wish to learn (more) science again?” This was no research study conducted by scholars to produce an authoritative report, but genuine curiosity on our part. As science communicators, we wanted to have some first-hand experience of listening to people express their views on science. We carried this out in big cities like Chennai and Madurai, in towns like Virudhunagar and Dindukkal and in rural areas of Sivagangai and Vellore districts. When we shared our experiences among ourselves, there were some surprises, some confirmation of our own perception of people’s thinking, but we did learn a great deal from the exercise. It greatly influenced our own approach to science communication.

 

From the educated public, those who had completed school education, an overwhelming majority (close to 80%) identified science with the subject taught in school. There was almost a consensus that science was important, and almost half said they had liked science in school. On the other hand, less than half expressed interest in learning any science again.

 

In contrast, most people who had either never been to school or dropped out of school identified science with its impact on everyday life, in terms of technological progress. (Perhaps because we were standing at bus stops, a typical example was the use of bus and train, as opposed to bullock carts in the past. Another was advances in medicine.) Rather interestingly, more among this set expressed willingness to learn science, though with an apprehension of incapacity (“Where am I going to be able to learn all that?”).

 

While one should be cautious about drawing generalized inferences from personal experiences such as this, it is surely pertinent to ask what perception of science does school education engender in the student. Perhaps a longer dialogue on the role of science in society would elicit a more considered response on what constitutes science. However, it is important to note that science is a compulsory subject of study in the ten-year school curriculum, and the lived experience of these (long) years does have a high impact on our reaction to the term “science”.

 

Stepping back from this, we need to ask: how does (school) education shape the social perception of science? How does it contribute to the public understanding of science? How influential is formal education in this regard, as opposed to culture, media, politics and other social means by which the public acquires such perceptions?

 

I have emphasized the school here for several reasons. For one, tertiary education has very low reach in India. For another, attitudes formed in school age are known to deeply influence adult perception as well, and they can be remarkably resilient to the impact of any acquired wisdom later.

 

Expectations from policy

The 1968 National Policy on Education of the Indian Government was the first to suggest making mathematics and science education compulsory for ten years in school. This was confirmed by the 1986 Policy on Education as well. The latter argued for strengthening science and mathematics education, because, “all areas of development are science and technology based and for that we need experts, middle-order workers and scientifically literate citizens”. It specified how the curriculum should be designed: “Science and mathematics curriculum will be designed for the secondary level for conscious internalization of healthy work ethos. This will provide valuable manpower for economic growth as well as for ideal citizenship to live effectively in the science/technology based society“.

 

An interesting formulation there, and rather different from the tone one encounters in the National Curriculum Framework 2005 document. The latter says that science education should enable the learner to “acquire the skills and understand the methods and processes that lead to generation and validation of scientific knowledge“. The emphasis is on processes, i.e., experimentation, taking observations, collection of data, classification, analysis, making hypothesis, drawing inferences, and arriving at conclusions for the objective truth. It speaks of cultivating the scientific temper.

 

The Draft New Education Policy 2019 focuses on critical thinking as an essential aspect of science education in school. It does not spell out the processes involved, but talks about “hands on” activities that would be “fun” for the children. The DNEP talks at length about the role of technology in education, but this is delinked from science education.

 

How do these policy prescriptions relate to what actually happens in the science classroom? How do they relate to what the public perceives as science? Does the national education system have a clear prescription for how to translate the policy objectives into classroom experiences in such a way that education shapes the public perception of science?

 

Impact of science on our lives

At this juncture, we should also ask what impact science has had on Indian lives in these early years of the 21st century. A large section of the Indian population, perhaps a majority, in rural areas, lead lives that are largely untouched by modern science and technology. The mobile phone has penetrated deep into Indian society, but the Internet and smart phones are yet an urban and semi-urban phenomenon. Otherwise, the bus and the tractor, the medical centre and the agriculture “extension centre”, constitute their access to modernity. At personal levels, the school is the only arena that provides a formal entry into the world of science for these people. Even their view of science as the provider of modern technology and progress is limited by the few benefits that technology brings to their everyday reality.

 

For the urban educated sections as well as for the upwardly mobile sections from small town India, science is principally associated with school for a good reason. Their major expectation from the education system as a guarantor of secure employment, with the potential for affluence, leads them to view science education in an instrumental fashion. Thus the predilection for entry into engineering and medicine at the undergraduate level, and a resultant pressure on performance in science (and mathematics) examinations at school level. This also results in undisguised contempt for the humanities and social sciences as “useless” among the Indian middle class. (Commerce is considered “useful” but definitely holds second place, presumably for those who cannot make it to the exalted professions.)

 

In recent times, an added dimension has entered this perceptual realm, one that is visible especially in southern India: that of the globalised metropolitan self. The big boom in the Information Technology (IT) sector and IT-enabled services has led many youngsters to perceive themselves as a part of the global elite, living urban metropolitan lives influenced by global norms. For these sections, and those who aspire to them, science education is a route to a specific form of modernity, one that liberates from agonising everyday Indian reality while yet providing comfortable lives by Indian standards. Once again, science education is seen as instrumental in social aspiration.

 

At social levels, in the realm of cultural behaviour, science has had remarkably little impact. For most people, the tenacious hold of a range of superstitions on (private and public) belief systems is not even challenged by any understanding of science. The social impact on private lives remains compartmentalised, accommodating contradictions, rather than addressing conflict in belief. There is hardly any public atmosphere of debate that posits these, or attempt to seek cultural routes to a synthesis. Recent discussions in social media in the context of the Annular Solar Eclipse (December 26, 2019) is a case in point. While there is visible interest in eclipse viewing and support for the underlying science, a vast section of the population that includes the formally educated elite continues to believe that one should not be out and about during the eclipse, lest “harmful rays” cause damage. The embargo on eating during the eclipse or the advice to pregnant women to avoid “harm due to the eclipse” is considered normal social behaviour, co-existing with compulsory science education in schools.

 

At political levels, the impact is even less. In general, we have little expectation of evidence based governance or policy making, and any democratic role one might expect science to play in informing public engagement with policy remains unaddressed and unfulfilled. The major questions of developmental alternatives and sustainable environment, where science can be expected to play a leading role, are decided in committee rooms where political and economic imperatives rule. There is indeed no political mechanism by which science can play such a democratic role. There are many cases in point: the public reaction to Coastal Regulation Zones, or to the Gadgil committee report on the Western Ghats, or to Genetically Modified crops, to nuclear energy, to Sterlite Copper, to hydraulic fracturing projects, to the Sethusamudram project, …, to name only a few. These quickly degenerate into shrill support or avid protest amidst general apathy, with little reasoned debate in the public realm based on sound science.

 

Interestingly, the one notable impact science, especially science education, has had among the educated sections is on attitudes to the environment. We will discuss this later, but this influence on perception does have political import.

 

Science in the science classroom

Having lamented on the lack of any major impact science education has had in India, we now return to why this is so. To address this question, we need to enter the science classroom.

 

Here is a class where Newton’s laws of gravitation are being taught. What does that mean? Typically the statement of Newton’s laws is explained, and the children (eventually) learn these statements “by heart”. In a good school, we can expect illustrations from everyday life that show these laws in action, so to speak. During examinations, children are mostly asked to state these laws. Children are unused to studying a life situation and seeking explanation for phenomena based on these laws.

 

Later on, equations are introduced and then the formal game takes over: getting the units right, doing the substitutions well, seeing what is given and what is asked, and solving equations.

 

What about the questions that are never asked by the students nor raised by the teachers, or the textbooks? Why are these called laws? How do we know they are true? What is the realm of their applicability? The book talks of balls rolling down inclined planes, but do Newton’s laws apply to living beings? (When a dog is at rest, it seems to change its state of rest and run away without any external force being applied, does this not violate Newton’s first law?) How did Newton find these laws? What did people believe about these matters before Newton?

 

What I am referring to here is not the absence of such philosophical explorations in class, but to the absence of any discussion at all in the science classroom. A culture of silence is death in a science classroom. Without an atmosphere of debate, there is little hope of inculcating the spirit of scientific inquiry, the scientific temper. If questioning does not become a habit in science class, it is unreasonable to expect any questioning of deeply ingrained cultural practices.

 

In another class, the subject matter is the boiling point of water. Every child learns that water boils at 100 degrees Celsius. A teacher might discuss the term Celsius, perhaps. Another might talk of altitudes changing the boiling point. But in how many classrooms can we expect an experiment whereby students use a laboratory thermometer to actually boil water and record the temperature at which it boils? If they did so, what is the likelihood of their getting 100? If they did not get 100, would they raise the question of what then the textbook means by stating 100 as a fact? How is this difference negotiated?

 

Once again, the point is not to expect children to ask such questions necessarily, but to remark that science thrives in the negotiations stated above, it lives in these discussions. Most importantly, such experimentation emphasises the process of science, rather than its product. Lack of experimental culture robs science education of its very soul, leaving only the skeletal structure of facts for children to perceive.

 

The third blow to science education comes from rigid written question answer modes of assessment. The tyranny of the textbook ensures that all answers come from this fount of wisdom, and rote memorisation of textbook material is the only way to perform well in examinations. Process understanding of science stays well outside tests and exams, working with hands remains entirely outside school.

 

All this also means that science education has little relation to technology. Children do not perceive technology as based on sound scientific principles, harnessing conversion of energy by work. A child learning that air has weight has no opportunity to learn that it is indeed this principle that lets huge trucks be held up by small tires filled with nothing but air.

 

Added to all these is the problem of inadequate teacher preparation: they have little experience of doing science themselves, coming out of this very system, never having negotiated these difficulties. A college degree does not guarantee a healthy predisposition towards experimentation or any ability to carry on a classroom discussion, or provide access to material outside the school textbook. When the teacher does not interrogate the textbook, the tyranny of the textbook is perpetuated.

 

Environment: a case study

 

In 2003, the Supreme Court made environmental education mandatory in 28 states in order to fulfil the fundamental duties of citizens to “protect and improve the natural environment” as set out in the Indian Constitution. By now, all states have environmental education in their curriculum. Indeed, there is no subject called science at primary school, it is named environmental studies. Much of this curriculum relates to the endangerment of India’s forests and wildlife, and in recent years, threats to biodiversity are discussed as well. Thus in the last two decades, a new generation of youngsters have come of age, schooled in the basic principles of environment conservation.

 

Interestingly, these curricula build a narrative around saving trees, the damage done by plastic, etc that point to the realm of individual action. National and international treaties on environment conservation are also included, that offer an impression of socio-political action. The use of fossil fuels is discussed, both in terms of non-renewability and global warming. But all these are stated as facts, with little explanation of how they were arrived at. Moreover, rarely do school curricula address the question of just why the environment continues to be degraded, when all this knowledge is available in society. While some facts are memorised without discussion and critical engagement , there is little hope of experimental verification, or projects that children may take up in their physical environment exploring these very issues in their own neighbourhood. All this results in an un-situated environmentalism, often leading to a romantic picture of “saving the earth”, without questioning one’s own lifestyle, socio-economic causes, corporate greed, governmental inaction (or corruption), and other such causes. Indeed, for a student who has never engaged with physical material and soil, has built artifacts or made things grow, attitudes to environment conservation would also be bookish.

 

We see such romantic environmentalism turn into anti-science and anti-technology attitudes, while tacitly accepting corporate raids on natural resources with the complicity of those in power. There are many cases in point, a particularly tragic one being the opposition to the India-based Neutrino Observatory. On the other hand, the country badly needs sustained political activism on environment, based on sound scientific understanding of our natural resources, for participation and influencing developmental debates.

 

The way forward

In many ways, whatever we have discussed also suggests the way forward as well. The priorities of science education need to change in the following ways:

* We need to change our classrooms to focus on the processes of science and critical discussion, rather than dole out facts.

* Experimentation must occupy a central place in science pedagogy.

* Every student must acquire facility in working with wood, metal and soil, make things with their hands.

* An understanding of technology should be integrated into science education.

* Assessment should move away from testing memory to encourage process of science.

* Teachers must be provided with a vast range of educational resources.

 

These are necessary, if we want to build a scientifically literate society that uses science as a tool of democracy, and for bringing a billion people out of poverty.

 

They are also within the realm of possibility: we lack not in ideas or ability or resources, but only in direction.

 

R Ramanujam is a Professor at the Insitute of Mathematical Sciences, Chennai. He can be reached at jam@imsc.res.in. The views expressed are personal.

 

This article is a part of the Confluence series on Perceiving and Reacting to Science. The other articles in the series can be found here.

Should students take part in public protests?

The question that is the title of this post has been debated since the pre-independence era. Every time some political decision rakes up the nation and students are seen engaging in public protest, this question is raised by some quarters. Parents advise students to keep safe distance from politics, fearing that it may ruin their career. Teachers tell the students that they should not engage in anything other than studying. Some students also pride themselves in remaining ‘neutral’.

 

Yet, can one really remain aloof from political events? No, because humans are social beings, and politics decides how the society will run. How the economy will function, whether there will be jobs in the market, whether inflation will overtake the average income, whether communal tensions will flare up, what kind of education will our children get – all these are decided by politics. Thus, politics directly affect our lives.

 

That is why whenever some step is taken by the political establishment that can have adverse effect on our lives, people protest. And the only way to protest is to make the public discontent visible – by coming out to the streets, by organizing demonstrations, and if everything else fails, by going on strikes. The question is, should students get involved in such protests?

 

Let us see what stand great thinkers took on this issue. During the civil disobedience movement, Gandhiji gave a call to students to boycott schools and colleges run by the British. The great litterateur Sarat Chandra said “Age cannot bar anybody from responding to the call of the Nation – not even the teenagers. It is necessary to pass the exams, but call of the Nation is a bigger cause.” Netaji Subhas Chandra Bose said “Many people try to dissuade students from working for the Nation by citing the general belief ‘Chhatranang adhyanang tapah’ – studying is the ‘worship’ for the students. I think studying cannot be the only activity of students. Studying involves reading some books. This may yield good results in exams, one may also get a good job, but this alone does not give one humanity.” When asked if the unrest during political movements will harm students, Deshbandhu Chittaranjan Dash said “Education can wait, but the struggle for Swaraj cannot.”

 

One may argue that those days were different: It was pre-independence era. India was under the British rule. Now India is a free nation. But in one respect the situation is the same. These great men urged students to act against oppression and injustice, and to participate in nation building. If they were present today, they would have taken the same position: students and youth should act against oppression and injustice, and should participate in nation building. True, the perpetrators of oppression and injustice have changed. But the problems remain, and students do have a role in ameliorating these.

 

Students played the main role in the French uprising of the 1960s and the great thinker Jean Paul Sartre urged them to take to the streets in protest. Similarly, students and youth played a major role in the Arab spring uprisings that saw the end of autocratic rule in Egypt and other countries. Students played a major role in the Occupy Wall Street movement in the US. The climate strike of this year was spearheaded by a school student, Greta Thunberg.

 

Students and youth have always been in the forefront of any viable movement, and they will always be.  The sooner we accept it, the better.

 

Soumitro Banerjee is a Professor of Physics at IISER Kolkata

Disclaimer: The opinions expressed within this article are the personal opinions of the author.

 

This article is part of a Confluence series on Students and Political Protests. The remaining articles in this series can be found here.

Status of Academic Freedom

The idea of academic freedom

Social scientists have proposed academic freedom as an “ecological requirement” of any academic institute [1]. However, communicating extramural ideas inside a classroom is still a debated issue in this context. For example, a music teacher expressing her views on a political party with which she is affiliated, inside a classroom, may not come under her academic freedom [2]. Others may however, defend the situation by calling it a right to citizens’ freedom of expression. To avoid such confusion, this article will attempt to narrate the idea of academic freedom from a student’s point of view in terms of the freedom to deal with matters within the academic space.

 

A few countries consider academic freedom seriously, and thus mandate laws to define it. For examples, according to Section 162 (4) (a) (v) of the Education Act 1989 of New Zealand, universities “accept a role as critic and conscience of society” [3]. However, in India, the status of academic freedom is confusing and often contested. A few possibilities might be pointed out to clarify why this fuzzy situation has sustained over the years. First of all, there is hardly any effort from the authorities to make students aware of their rights inside an academic institute. The unwillingness may arise either from a hegemonic mind-set or from simple negligence or a hybrid version of these two factors depending on the nature of governing structures and ideologies.  As a consequence, students remain largely unaware of their rights to exercise academic freedom. On top of that, authoritarianism has stepped into academic spaces and in several instances has attempted to vandalise institutions in a purported manner with common students being attacked under what they regard as ‘sedition’ 4]. Only, a handful of concerned students raise their independent voices as democratic citizens and are subsequently tagged as “anti-national”. As a result, a large proportion of the student community is intimidated and thus stop raising their questions even if some of them are aware of freedom of speech.  Such calibrated response of student community is now spreading like a disease enfeebling the academic freedom of institutions.

 

Effects of academic unfreedom

There are several effects of academic unfreedom and a few of them will be discussed below. The vulnerable nature of students has empowered the authorities over the years. Effect of rapid empowerment of authoritarian hierarchy in academic space has culminated to even restricting PhD research topics [5]. One of the major cons of having a silent student community in scientific institutions is the encroachment of third-party organisations that often associate with pseudo-scientific propaganda [6]. Getting legitimized at topmost academic institutions (mostly famous for their scientific output) encourages these business organisations to spread their charismatic sermons in the society more effectively [7]. Evidently, other than common people, scholars who are studying in the scientific discipline may fail to logically analyse the sermons spoken in the name of science. Academic unfreedom has already played its significant role to mute the students’ voice.

 

Fear of expression is likely to be one of the possible reasons for increasing mental health issues among students. Some of the premier institutes, for example, IISc, IISER Pune, IIT Kanpur, etc. have tried to strengthen the mental support group inside the campus but its effectiveness remains to be assessed in the long run. It is important to note that several mentally broken students are at the risk of being easily targeted by those business organisations, who in turn get their easy access inside the academic institutions. Some of these organisations are accused of spreading pseudo-science [8].

 

Why academic freedom is contested in India?

If academic freedom were a ‘subset’ of freedom of speech, why do we explicitly use the word “academic”?[9] Social scientists argue that academic development requires “critical thinking”, “independent mindedness”, “courageous questioning” and “collaboration” [10]. Any authoritarian structure, will judge these categories (expect collaboration) as seditious or rebellious. As a result, students are pushed to restrain their freedom. Asking questions, which is the fundamental duty of students, is compromised. The decreasing number of students pursuing their career in humanities and liberal arts are also weakening the backbone of society. Even the students who are studying these subjects primarily focus on career-specific goals, i.e. getting financial stability. Views of the present-day politics, economics and society are kept as separate issues from the academics. Science students, in general, have always rested within the ivory-towers of society. Their futile voice is often heard only when the scholarship hike is delayed. A large number of science or medical students in subject-specific institutes (such as engineering or medical colleges) have never probably looked a page of a humanities book. Recently some of these institutes are offering humanities courses but in the rat race of market-driven educational policy, the outcome of these course remains to be seen.

 

The need for academic freedom

Academic scholars constitute a large part of the intellectual asset of a nation. Critical thinking, courageous questioning and independent mind-set is a part of the learning process and so, scholars asking questions should not invite others to label them as problem-makers. It is the need of the hour to realise that academic freedom is crucial to sustaining democracy. Sensible students becoming socially active will improve the system of governance [10]. Voices with strong rationale and firm logic are supposed to be listened by the authorities. If the students remain united on noble causes, their courageous questions will be appreciated in the larger forum and the idea of academic freedom will be more fructuous in future days.

 

References:

  1. Visvanathan, Shiv (2019). The Logic of Academic Freedom in The Idea of a University Ed. Apoorvanand, Context publishe
  2. Tierney, William, and Nidhi S. Sabharwal. “Debating Academic Freedom in India.” Redbook 96 (2010).
  3. Jones, D. G., Galvin, K., & Woodhouse, D. (2000). Universities as critic and conscience of society: The role of academic freedom. New Zealand Universities Academic Audit Unit.
  4. Abbott, A., (2019), Attacks on scholars worldwide raise concern, Nature News
  5. https://timesofindia.indiatimes.com/india/Gujarat-govt-gives-universities-list-of-topics-for-PhD-theses/articleshow/51986510.cms
  6. One of the books that were being distributed inside science campus: https://krishna.org/wp-content/uploads/2016/07/The-Scientific-Basis-of-Krishna-Consciousness-Svarupa-Damodar-dasa-Ph.D..pdf
  7. The following slides were presented in one of the programs at the Indian Institute of Science. http://practicalphilosophy.in/wp-content/uploads/2019/08/Introduction-to-Life-Skills.pdf? (Slide 4 states: “Dharma is the only uniqueness of man. Without Dharma man is not different from animal”.)
  1. Pseudoscience-unchallenged at IIT Kanpur. http://www.thoughtnaction.co.in/2013/01/pseudoscience-unchallenged-at-iit-kanpur/
  2. Jaya, Niraja Gopal (2019). The Idea of Academic Freedom in The Idea of a University Ed. Apoorvanand, Context publisher
  3. Chandra, Pankaj (2019). Questioning Academic Freedom in The Idea of a University Ed. Apoorvanand, Context publisher

Jyotirmoy Paul is a PhD student in the Centre for Earth Sciences, Indian Institute of Science, Bangalore. He can be reached at jyotirmoyp@iisc.ac.in

Disclaimer: The opinions expressed in this article are the personal opinions of the author

 

This article is part of a Confluence series on Students and Political Protests. The remaining articles in this series can be found here.

Educational Potential of Students’ Movements

‘The worst illiterate is the political illiterate, he doesn’t hear, doesn’t speak, nor participates in the political events.’

–Bertolt Brecht

 

My first memory of someone telling me ‘You should study, do not indulge in activities that may jeopardize your future’ goes back to school days. When I was in class 6th, a very respected teacher, referring to an ongoing agitation in AMU Aligarh, said, ‘Politics is a bad thing, you should not indulge in it, focus on your studies. You can do politics when you grow up’. The conversation took place in Urdu language and he repeatedly used the word ‘siyasat’, which I did not understand. I asked my father ‘What is siyasat (politics)’? My father replied, ‘Politics is a form of education that makes you a citizen. Good and responsible politics makes you a good citizen, bad and irresponsible politics makes you a bad citizen’. Since then, I have heard this assertion probably millions of times, obviously not always directed towards me. During a personal conversation, the words chosen by the adviser are a function of the age the listener. For example, when you are a student, the teacher will say ‘You are a student complete your education, then you can participate in politics’. If you are unemployed, then the argument is ‘Seek a job first, once you get it you can do politics’. If you are employed, then you are told ‘Don’t indulge in politics, you may lose your  job, or the conduct rules don’t permit it’. When you are married and have a family, they tell you ‘Don’t indulge in politics, you have responsibility towards your family’. And finally, when you are old, they tell you ‘You are old and sick, look after your health, why are you indulging in politics’? The moral of the story is that they do not ever want you to get educated in politics which shapes the society, the nation and the whole of humanity.

 

Those who say that ‘Students should not indulge in politics’, can be divided into two categories. In the first category, we can put all those who use this position for ‘political’ purposes. And secondly, there are those who have a very narrow vision and skewed definitions of citizenship, politics and education. For the latter category, education is only a tool to secure a job, politics, as opposed to education, is a route that leads to political leadership, and citizenship is limited to an act of casting one’s vote, preferably only after five years. Let me deal with the second category first.

 

Education for a majority of people is limited to what Paulo Freire, the Brazilian educationist, calls the ‘Banking Model of Education’. The teachers must deposit ‘information’ into students, for which, either society or parents have paid, and students must receive the information passively, for the simple reason that it is a commodity which has been paid for. Freire aptly describes the impact of such an education when he says ‘It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them’ (Freire, 1996). Most of us are happy with the results. The system, sometimes efficiently, but more often inefficiently, produces docile doctors, engineers, managers, historians, sociologists, economists, workers, mechanics, etc., who ‘adapt to the world as it is’. The degrees given away are a proof of passivity and submissiveness of the citizen shaped through this pedagogic modus operandi. Those who are in favour of this system of education develop extreme ‘cognitive dissonance’ when students indulge in any activity that may convert them into active agents of transformation of the social order that they live in.

 

The recent protests by students in universities across India has, once again, unsettled this section of the society. They are worried about the educative, disruptive and transformative nature of participation in a protest. When students come out on streets, their banking system of education gets disrupted and they are likely to acquire the ability to become catalysts for social change and, more importantly, question the balance of power. The danger that the students may thus become political and thinking beings permanently is far more unsettling. The consequent perception of ‘permanent damage’ caused by a protest forces this section of the society to vehemently oppose participation of students in politics. The old arguments are resurrected: ‘Students should not indulge in politics, their duty is to study, universities should not be converted into centres of political activities, politics is a dirty game student must keep away from it, etc.’

 

Ironically, most members of this section of society never tire of lauding all major student movements that have had significant impact across the world, about which they have read in school or college. The Vietnam War Movement in USA, the Occupy Universities Movement in France, the Anti-Pinochet Movement in Chile, and the Anti-Apartheid Movement in South Africa are but a few examples of great transformative movements in which the role of students was significant. They may also hold student leaders like Bhagat Singh, Rajguru, Sukhdev, Dhanvantri and Ehsan Ilahi, in high esteem and argue that the Indian freedom movement (Swadeshi-1905, Non-cooperation-1920, Quit India-1942) would not have succeeded without wider participation of students. For this section of the society, these are events of the past, fossilized into passive pieces of information, which just have exchange value. It scares them immensely when through participation in a protest, the younger generation realises a connect between the past and the present. This connect leads to exploration of their own ability to transform social reality. Bhagat Singh, Steve Biko, Patrice Lumamba, Martin Luther King Jr., come alive out of the text books and the realization dawns that we could also become ‘transformers of the world that we live in’. The banking system is so ingrained in the thought processes, that people in this category, more often than not, do not even realize that the argument ‘students should not participate in politics’ is a highly political assertion.

 

People in the first category, i.e., those who use the argument that students should not get involved in political issues for political purposes, are far more difficult to reckon with. They know the explosive potential of a students’ movement. They were themselves often groomed as politicians while participating in protests as students. They have followed the trajectory and have risen to positions of power, by replacing the older generation. They are fully aware that a protest may throw up new political leaders who may challenge their authority, unhinge them, or may even render them completely irrelevant. This is the category of highly motivated people, who not only propagate the idea that ‘educational institution must be free of politics’ but also actively sabotage or suppress students’ movements. They leave no stone unturned to block the political path that they themselves have followed.

 

A good example of this behaviour is the present students’ protest which was suddenly started by a bunch of students in Jamia Millia Islamia, New Delhi. The response of the state machinery was brutal and sharp and, instead of quenching the fire, it further inflamed students, and within a few hours, the protest spread to multiple universities across the country. Thanks to modern communication channels, international support from universities across the world also boosted the students’ confidence. They realized the educative potential of a sustained public debate and gradually prepared themselves for a prolonged struggle. Besides discussing all issues related to Citizenship Amendment Act and National Register of Citizens, a remarkable feature of this protest is the public reading of preamble of the constitution of India, in English and regional languages, that has almost become a ritual.

 

The strident opposition to this protest comes from those who participated in anti-emergency protests in the 1970s as part of the JP movement, and are presently in positions of power. This category of politicians are trying to crush the dissent using state power, and have also unleashed propaganda against student participation in protest. The discourse has stooped to such a level that students are being accused of wasting public money, and their subsidized food charges and hostel fees are being shown as a proof of burden on tax payers. The political leaders in the power of position are well aware of educative resistance, it has a potential of spreading beyond the four walls of educational institutions, and therefore they are scared of it.

 

I was always worried that the present generation has had no opportunity to get educated beyond the four walls of educational institutions. The present movement, which has spread to many universities around the country, will surely educate them to become catalysts of social change instead of passive and submissive citizens.

 

References

Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum.

 

Gauhar Raza is Former Chief Scientist, CSIR.

Disclaimer: The opinions expressed within this article are the personal opinions of the author.

 

This article is part of a Confluence series on Students and Political Protests. The remaining articles in this series can be found here.

Science learning in times of competitive entrance examinations

The system of coaching for entrance examinations has expanded manifold in the country in the past few decades. Since the system remains unorganized, it is difficult to get firm data. However its expansion from metropolises to smaller towns, and from junior-secondary school level classes to post graduate studies, cannot be missed. Many students start training four to five years in advance for entrance examinations to BTech courses in  IITs and other engineering institutes, while they are still in eighth and ninth standard. At the other extreme, increasing number of senior undergraduate science and technology students are joining coaching institutes for entrance examinations to post graduate courses at Central universities, state research institutes and IITs. All such coaching institutes are in the private sector, and their substantial fees are met from students’ family income. Hence, there is a built-in class bias that excludes the overwhelming majority of students from working class backgrounds. Nevertheless, it is mainly students with some coaching, who are able to join the most sought after institutes for undergraduate and postgraduate education like the IITs, premier engineering and medical institutes, and Central universities. Conversations with undergraduate students at University of Delhi indicate that among the Physics Hons students who wish to pursue higher studies in the subject, more than half of them are taking coaching for Joint Admission Test for MSc (JAM) examination for post graduate courses at IITs and other institutes. Fifth and sixth semester BSc students could be spending more than twenty hours per week in coaching classes and preparing for practice tests. It is also not uncommon for students to drop an year after their undergraduate studies and prepare solely for an entrance examination to a post-graduate course under some kind of coaching.

It will be wrong to view this shift in students’ time and effort through the binary of formal education in schools and universities versus training for entrance examinations at coaching institutes. It is not as if the science learning will become better if this tilt is somehow arrested and our students  put in more effort at curricula based learning in schools and colleges. In fact, the shift would have been helpful if it complemented science learning in schools and colleges and empowered students to overcome latter’s learning deficits. This however is not happening. Instead, both the domains for science learning suffer from shared deficits. This article explores the specific case of physics learning to find out some of the blind-spots where the science education ecosystem of the country, including both the curricula based learning in schools/colleges and training for entrance examinations, is failing its students. The process of science learning suffers from multi-sectoral failure. Corrective measures will need to be multi-dimensional.

 

‘Cramming Formulas’: Side Effects of a Practical Key to Success

To recognise the effects of coaching institute based training on students’ science learning, it is essential to appreciate its specific purpose and techniques. Success in most competitive examinations in sciences is now based upon how many questions a student can answer in limited amount of time. Students realise early that speed is the key. To achieve this goal, coaching institutes develop a compendium of all possible problems that can be formulated on a given topic, and then explain to students the quickest ways to solve them. This is a toolkit approach, with a specific tool for every possible problem.

The structural necessity of competitive examinations forces students to go through what one physics student in a conversation called ‘cramming formulas’. A physics formula is a mathematical result of laws of physics applied to conditions of a set of problems. There is simply no time during a competitive examination to derive the relevant formula from basic principles. Coaching institute training provides templates of association between formulas and problems, which presumably serves students well in solving problems quickly.

However, proficiency in figuring out the most suitable formula for a given problem does not imply that a student actually understands the underlying physics. Difficulty arises from the mathematical structure of a formula. A typical formula relates different physical quantities through the relationship of equality. This relationship is  bi-directional; A= B is equivalent to B=A. Since simple mathematical operations allow expressions of all quantities to be moved around in a formula, including across the equality sign, the formal structure of a formula treats all physical quantities equally. Identification of the relevant formula, and proficiency in mathematical operations on it, are the key skills a student develops to generate associative templates that relate a particular formula to a set of problems.

While a correct formula indeed is a powerful tool to solve a problem, and ability to manipulate it an essential skill, these very properties also create hurdles in developing a physics based understanding. Explication of causal relations between physical quantities, and distinction between different levels of generalities are the two key components of explanation and understanding in physics. Causal relations are directional. The meaning of “A causes B” is fundamentally different from “B causes A”. This is the opposite of the meaning of an associative relationship like equality in a formula. Further, the equality of the formal status of all quantities in a formula does not make obvious their different levels of generalities.

The above points can be explained with the help of a simple example. All first year physics undergraduate students study oscillations of a rigid body, during which a formula relating the time period T of oscillations, the acceleration due to gravity (g), and a quantity L called the ‘length of equivalent simple pendulum’ is derived. The formal expression of this formula is

Students also use this formula in a laboratory experiment during which they find acceleration due to Earth’s gravity by turning the formula around as

A physics based explanation of the phenomenon can go something like this. A rigid body is free to rotate about an axis of rotation. If disturbed from equilibrium, the force of gravity causes an unbalanced restoring torque which tends to take the body back towards equilibrium. The inertia of rotation causes overshooting from the equilibrium, which leads to a restoring torque in the opposite direction. The time period of oscillations depends upon the acceleration due to gravity and the distance of the axis of rotation from the center of mass of the body. The latter determines L, which enters the formula for T. The explanation is built around causal relationships between different physical quantities: g causes unbalanced torque, inertia of rotation causes overshooting from equilibrium, T depends upon g and L, etc. A comprehensive understanding also requires an appreciation of different levels of generalities. Acceleration due to gravity is the most general. It forms the very environment in which the rigid body can oscillate.  L is a structural feature of the rigid body. It is not an invariant characteristic like its mass. It depends upon the distribution of the mass in the body, and on the axis of rotation. T is the least general. It changes with any alteration in acceleration due to gravity, a change in the distribution of mass in the body, as well as a change of the axis of rotation.

Neither of the two formulas related to the phenomenon give much clue about the causal relations, and the levels of generalities. This can be seen from students’ answers to a question like what will happen if the same rigid body is taken to the Moon and made to oscillate. From their general knowledge they know that the acceleration due to gravity at the Moon is less. However, they cannot to figure out how would L and T behave, just on the basis of their familiarity with the formula.

 

Sinking in the Sea of Derivations

Physics has evolved a fairly elaborate theoretical structure of fundamental concepts and laws during its evolution in the last four centuries. All physics textbooks, which form the basis of class room teaching and lectures in schools and colleges, describe and explain this structure. A text based learning of physics can be broadly divided in two stages. The first stage is the development of familiarity with the subject’s theoretical structure. The next important step is  a deeper understanding of the subject by working out extensions of the theoretical structure given in the text, and solving conceptual and quantitative problems. Familiarity is a necessary first step, however it does not guarantee success in the next step.

School and college based physics learning in our country rarely goes beyond the first stage of familiarity with its theoretical structure. Classroom teaching is largely limited to exposing students to results already derived in textbooks. Students limit their learning effort to reproducing text based derivations in examinations. There is no doubt that an exposure to subtleties of basic concepts and derivations of essential results does introduce students to modes of scientific reasoning. However, unless students are also encouraged to, and tested for applying this reasoning on their own in solving unfamiliar problems, their cognitive abilities to ‘do’ physics remain limited. In fact the focus on derivations waylays scientific reasoning and encourages the proverbial ‘rote learning’ tendency of the Indian education system.

It might appear that the focus of coaching institutes on training students for solving problems for entrance examinations should help them in the second stage of developing an understanding of the theoretical structure. However, as we saw, the reality is very different. Rather than any deeper understanding, the training for entrance examinations may be leading to shallow ‘misunderstandings’.

 

Laboratory Work: The Step Child of Science Learning

Laboratory based experiments are part of physics curricula all along the way from secondary school level to post graduate studies. The purpose of laboratory-based learning in science education is two-fold. One, it introduces students to specific experimental physics methods and apparatuses, so that they get trained for doing experimental research later in their scientific careers. The second, in fact the more important purpose, is to help students start  ‘thinking’ about physical objects and processes in terms of concepts and laws of physics. Hence, anybody can see that a pendulum is an oscillating object. A physics student has to develop the ability to think of it as an object under unbalanced forces and torques, figure out how these cause oscillations in conjunction with the property of inertia, and appreciate the fact that the motion can be approximated by a very simple model of simple harmonic motion. This mode of thinking involving abstract concepts and relations while working with observable objects and processes is characteristic of all empirical sciences.

Testing students for laboratory based understanding and skills requires on the spot testing of individual performance. This is not feasible in a nationwide, short duration entrance examination in which hundreds of thousands of student participate at the same time. There is no place for laboratory-based learning in training for entrance examinations. Is the condition any better in our schools and colleges?

The system of laboratory work in our schools is severely stressed. The crisis is most acute in state funded public education. The teaching of laboratory methods, availability of scientific apparatuses, opportunity for students to actually perform experiments are all lacking. Instead of indicating systemic shortfalls, the evaluation system puts it’s stamp of approval on lack of learning. Grade inflation is rampant. Most students get cent-percent marks. Laboratory work in colleges and universities has not yet degenerated to the level of our pubic schools. However, here too laboratory teaching and learning is considered secondary to theoretical learning in lectures. The new Choice Based Credit System mandated by the UGC has structurally formalised this secondary status of laboratory work. A laboratory course is attached to every theory course with half the credits of the theory part. This scheme is driven by the philosophy that the role of laboratory work is only to show students practical applications of what they learn in their theory papers. This completely neglects the independent significance of experimental techniques and methods like instrument design and fabrication, data acquisition and analysis, and error estimation.

Focus on success in entrance examinations demotivates students from laboratory work. A dysfunctional laboratory system in schools and colleges also leads to the same result. The pull and push factors work from both directions to squeeze out an essential component of science learning.

Learning sciences is a complex and unpredictable exercise. The primary responsibility of educational institutions is to provide an enabling environment for this exercise. Goal-specific training for success in entrance examinations alienates students from laboratory work. Formula based problem solving skills do not necessarily help them identify causal relations and different levels of generalities. Formal science education in schools and colleges also leads to the same lacunae. While internal reform in the formal stream of science learning is a must, institutions of higher learning also need to move away from the practice of deciding admissions only on the basis of performance in one examination.

 

Sanjay Kumar teaches Physics at St Stephen’s College, Delhi. He would like to thank students of St Stephen’s College, Shivaji College, and ARSD College of the University of Delhi for sharing their ideas and experiences. The views expressed are the author’s own.

Green movements and public perception of science

The triumphalist story of modern science has many sides. Going back to the days of Galileo and Copernicus, the  manner in which ascendancy of human rationality over the dogma and faith emphasised emerging scientific method as a remedy for human ignorance is one such staple tale. Vanquishing evils such as smallpox, rinderpest, diphtheria, bacterial influenza, measles, mumps, rubella, and tetanus is another narrative. The world population has multiplied about eleven times since the start of the Industrial Revolution in the 1750s. According to an estimate, even today, about 815 million people regularly go to bed hungry around the world. Nevertheless, due to modern science and technology, according to FAO, we grow about 1.5 times the world food requirement. The root causes of food insecurity and malnutrition are poverty and inequity rather than shortages. The role of S&T in eradicating hunger is yet another dimension to be thought about.

Coming out of the shadows of colonial exploitation and suffering from ‘underdevelopment’, for a newly independent country like India, science and technology offered tantalising possibilities. “For everything in this world, for wealth, for the soul, for life, for success, the truest guide is science. To seek guidance in other things is heedlessness, ignorance, and deviation from the right path”, said Mustafa Kemal Atatürk. “It is science alone that can solve the problems of hunger and poverty, insanitation and illiteracy, of superstition and deadening custom and tradition, of vast resources running to waste, or a rich country inhabited by starving people… Who indeed could afford to ignore science today? At every turn, we have to seek its aid… The future belongs to science and those who make friends with science.” declared Jawaharlal Nehru. So did leaders of most newly independent colonial countries.

Nevertheless, there are dark aspects of the story. Modern science played handmaiden to colonialism by reifying the race and colonial prejudice. New inventions, such as the electric bulb, far from making the life of the majority brighter, aided and assisted capitalism in exploiting more. Production hours were extended, and the workers were robbed even of  sleep. Development in communications and transport enabled razing of forest in India and Southeast Asia to fuel the expansion of railways in Europe.  The technological developments sustained the Satanic mills of the Industrial Revolution. Modern irrigation facilities enabled more production but also consolidated  rural assets to be held by  fewer hands. Developments in modern medicine cured dreaded diseases but also became playfield of big pharma corporates.  Indeed science and technology had the power to alleviate poverty, reduce drudgery, make a dignified living. However, in the hands of capitalism and colonialism, what resulted was misery and hardship. The environmental movements that emerged in the 1960s were located in this fissure.

 

Beginnings of environmental movement in India

In India, since the 1970s, along with growth and development, rapid deterioration of the natural world and human living environment was witnessed. The impact of  unrestrained industrialisation was becoming visible. Naturally, social movements fighting for equity and social justice were concerned about the deteriorating and appalling living condition that is being engendered. Ecology was also an emerging discipline. Observing the rise of this new consciousness, Anil Agarwal cheerfully wrote in 1984-85 “Newspapers give prominent display to environmental horror stories. Editorials demand better management of natural resources. Government statements on the need to preserve the environment are now commonplace. There are new laws for the control of air and water pollution and the conservation of forests… Party documents and party manifesto take care to mention the importance of environment…”

When ecology was emerging into a discipline and being institutionalised within academia, the first generation of professional ecologists almost without exception had a close connection with movements on the ground. The dirtying of river water, smells and shoot cover over the living area were visible, and these became triggers for environmental consciousness. Further, thanks to the scientific studies, the looming dangers of air pollution, groundwater depletion, damage to the ozone layer, climate crisis and global heating came to light. Even while the public intellectuals doubted a particular claim, suspected a specific institution, or were wary of the corporate or government influence, ‘science’ as an institution and methodology was held mainly trust. However, there were notable dissenters.

In the public psyche, all these changed with the Bhopal disaster. Hiding behind the garb of confidentiality even the meteorological data on wind speeds and direction, so central to any attempt at computing the numbers likely to be affected by the MIC, was not made public by any agency. No serious attempt was made by any institution to test samples such as water, plant life, food, and so on to assess the damage caused by the leak. In the absence of scientific data, experiential, anecdotal evidence of the people and authoritative assertions of the ‘experts’ only remained making it impossible to have a real scientific approach to handling aftermath of the disaster.  Public confidence in the autonomy of science institutions came under question.

“The Bhopal disaster has stunned those responsible for pollution control, and put fear in the hearts of millions of industrial workers and people living near factories. However, Bhopal is not the only disaster; subtle and invisible processes continue to undermine human and natural resource base…. Satellite data has confirmed that India is indeed losing more than a million hectares of forest every year, something that forest departments have consistently and perversely sought to deny. All our hill and mountain eco-systems, the cradles of our life-giving rivers are deteriorating rapidly. Even in heavy rainfall areas where forests should be in full bloom, the land is becoming a barren desert. Every day, thousands of hectares of India’s  rich biosphere slide into a vast wasteland; the only difference is that today the word ‘wasteland’ has become part of official vocabulary Environmental degradation threatens every Indian” said a joint statement issued by environmental activists three years after the Bhopal disaster. It was a fundamental turning point that exposed the inability of the State to handle a major industrial disaster. A fundamental rupture emerged between scientific institutions (including ecology departments) and green grassroots movements.

Several environmental movements emerged in this period. Some saw the seeds of environmental destruction in the application of modern science and technology emphasised the ‘traditional’ knowledge systems and their interactions with ‘modernity’. Organisations like Kerala Sasthra Sahithya Parishad (KSSP) noted that the abuse of science and technology leads to human misery and environmental degradation. Organisations like the Center for Science and Environment viewed the need to articulate policies and laws and work as a watchdog. A few others campaigned for the preservation of ‘beautiful scenery and charismatic species’. While a plethora of movements abound in India, two are significant for their reach and influence on the larger psyche.

 

Peoples science movements (PSMs)

The grassroots struggles like the Silent Valley agitation, Chipko movement, and several local-level struggles related to air and water pollution laid the foundation for the emergence of environmental struggle under the aegis of PSMs. The movements were also worried about the global environmental crisis, such as ozone layer depletion.  In addition to the deterioration of living space (contamination of drinking water sources), occupational health  (e.g.;  silicosis, asbestosis) was, for example,  a primary concern of the environmental movements.

The gaze of these  peoples science movements (PSMs for short), exemplified by Kerala Sasthra Sahithya Parishad (KSSP), Chipko movements and so on, were focused on the places where we live, work, learn, and play, be it natural spaces such as a forest or an artificial territory such as a factory. These movements, premised on the concerns of an equitable and just society, argued for the use of science and technology for the betterment of the majority and underprivileged.

Inspired by the tradition set in by J. D. Bernal, scholars from this genre, extended his analysis of ‘science and society’ to examine the roots of environmental crisis. Marx famously noted, “…all progress in capitalistic agriculture is a progress in the art, not only of robbing the labourer but of robbing the soil; all progress in increasing the fertility of the soil for a given time, is a progress towards ruining the lasting sources of that fertility.” He saw the capitalist system thrived only by the exploitation of soil and labour. Here, the soil was a metaphor for ‘natural resources’. There is no intrinsic value to natural resources in the market, but only the rent associated (exchange value, market) with such resources. Thus all commons, be it air, water, are exploited unmindful of longer-term consequences. Nevertheless, in a social system, if the State intervenes to punish those who, say, pollute and favour those who do not, smelling the profit, industries may run towards less-polluting routes and concomitantly cleaning up pollution will itself emerge as a profitable business.  However, the Marxists point out that in the logic of the market, the vicious cycle of pollution is not severed, and the overall load of pollution does not reduce.

Capitalism’s insatiable hunger for profit (not growth per se) is seen as the central font of the environmental crisis, and the remedy was seen to lie in replacing the capitalist system with a more equitable and just society. Indeed, such a society where the wants of all people are equitably and justly satisfied implied a need for  more advanced science and technology and not less. Those rooted in working-class politics, saw the advancement of science and technology as an essential aspect of building a sustainable socialist future.  The struggle for empowering workers, protecting public health, and preserving landscapes was seen as part of a single effort for attaining economic and social justice. The imagined future in this strand of environmental movement had a prime place for science and technology.

While agreeing with all growth is not progress, these movements seek to have a development of all sections of the society, with environmentally sound production, distribution and consumption. Building such a society calls for more advanced science and technology and not less. Thus, these movements oppose GMOs because they promote corporatisation of agriculture which leads to both destruction of the environment as well as the exploitation of small and marginal farmers, but not the technology as such. Pointing out that the divide between poor and rich countries in the world can also be roughly mapped into another kind of division – that between gene- or biodiversity-rich countries and patent-rich countries, the PSMs argue that the real debate is on who controls the technology. As a preserve of giant transnational corporations, GM technologies have the potential to transform the very nature of agriculture, especially in developing countries such as India, in a manner that is detrimental to small and marginal farmers. Further, the concern they eschew is how the public-funded research system in India is increasingly made subservient to the needs of private corporations, many of them foreign-owned. They argue that if India wishes to take advantage of advances in science and technology, they have to be based on local needs and need to be backed up by indigenous efforts at developing technologies.

Today the movements for an equitable and just society rooted in working-class politics are not the ideologically dominant among the green movements. Their voices have become feeble and do not command the following they used to earlier. However, they are among the most active grassroots movements even today.

 

The new green movements

Displacing the PSMs, increasingly ‘Science/development/violence’ genre (hereafter, SDV) movements are seen at the centre stage in the environmental debates in recent times. Although comprising various shades of thoughts, they are united in seeing modern science as a ‘western project’, asserting a systemic relationship between vivisection and the scientific project, on the one hand, and between triage and development theory, on the other.  They further foregrounded the interaction of the ‘traditional’ knowledge systems and ‘modernity’ (and modern science) and construed an incommensurable chasm between the ‘Indic’ civilizational ethos and ‘modern Western science’.

The foundations of the ideology of SDV movements were laid in the 1980s. The philosophical and ideological underpinnings that originated in the writings of a diverse set of people and groups such as Patriotic and People-Oriented Science and Technology Group (PPST), Claude Alvares, Dharampal and Ashis Nandy remained polemical with hardly any substantial ground-level action. They were inspired by the then-emerging ‘social turn’ in the science, technology and society studies.

Until the late 1980s, SDV was more of an ideological trend among the intellectuals with very little grassroots following. Two important events, one intellectual and other historical, gave a boost to these movements. The collapse of the Soviet Union in the 1990s paved the way for the ascendancy of neoliberal ideology. The ‘postmodern turn’ in the social studies of science pulled the rug from under the feet of  science.

Critique of a specific institution of science or a specific claim of a scientist not standing scrutiny, or even a whole discipline, say phrenology being discredited is not new. As a human endeavour, like any other, science is fallible and influenced by prejudices. However, the normative objective of the enterprise of science was considered  to be  ‘objectivity’. The social turn and ‘postmodern’ philosophies questioned fundamental ontological and epistemological groundings of science.

Some ideas fabricated by humans are social constructs. The biases of the scientific workers in a field can influence the conclusions arrived at. Many times, if we fail to be adequately self -reflective, we see what we want to see, in particular, in areas where ideology plays an important part. Nevertheless, postmodernism went further and claimed that all entities and explanations of modern science are ‘socially constructed’. French philosopher Bruno Latour ridiculed as anachronistic archaeologists who concluded that Rameses II died of tuberculosis. How could he have died of a bacillus discovered in 1882 and of a disease whose aetiology, in its modern form, dates only from 1819? For postmodern philosophers, Koch did not discover hitherto unknown and unseen, but objectively pre-existing bacillus, as ‘common sense’ would warrant. His ‘discovery’ and ‘explanation’ is akin to the explanations given by ancient societies invoking faeries and spirits for a disease. In this view, the ‘belief’ that electron has a charge is just like the claim that ‘gemstones’ emit ‘charm rays’. For scientists, nitrogen is nitrogen, but under the postmodern frame, food grown from organic manure may have an exceptional ‘power’, which plants grown from ‘artificial fertilisers’ may lack. Both are just stories that are socially constructed, and there is nothing that privileges modern science over the ‘traditional beliefs’.  One of the ‘green’ protagonists asserted in the same vein, ‘natural neutrinos are harmless; ok, however, how do you know that neutrinos produced artificially from ‘neutrino factories’ are harmless?’.

Most of the strands in the SDV movements in India are strong ‘nativists’. Before the arrival of modernity (and capitalism), humans (at least ‘Indic’ civilisation) were living in harmony with nature. The serene ‘garden of Eden’, which we should have acclaimed and emulated, was poisoned, when the Industrial revolution (for some even the advent of agriculture) tempted us to ‘contaminate’ sacred nature with the ‘artificial’. The craving of  modernity to control nature – ‘controlling’ virus with vaccination, rivers with dams, for example – created a friction between humans and nature; the root cause of violence and environmental crisis. The solution? Shun all that is ‘modern’ or ‘artificial’ and embrace which is ‘traditional’ and ‘natural’.  Degrowth, go ‘organic’, be ‘natural’. While for some it is returned to pre-modern mediaeval times, for others it is going as far back as ‘glorious past’ of Vedas (or Tholkapiyam).

There is another strand that grows from the celebration of ‘other ways of knowing’. Alternate healing, zero budget farming and whatnot. Most of such claims have not even an iota of evidence. But so what? The methodology of modern science is but one way of ‘knowing’; ‘other ways of knowing’ are equally acceptable. There is no way one can ‘rationally’ choose between the two.

Bewitched by the postmodern turn, science is not just seen as a tool that is being misused by the powerful, but power and exploitation as constitutive of the science. Hence the power (or patriarchy and any other prejudice) cannot be disentangled from modern science. Science, or at least individual strands of research, are unwelcome and perhaps even seen as evil. One of the environmentalist protagonists argued that ‘naively you undertake fundamental scientific research on the neutrino. But what you don’t realise is the dangers. All the research in the area of nuclear physics/ particle physics will be used ultimately for making weapons and destructions.’

Beautiful outdoors, wild places, unpolluted pristine nature sans humans are the primary concern in this vision. Urban areas, workplaces and other ‘artificially constructed’ living places of the vast majority of the people are mostly out of sight, in fact, to be denounced and condemned. Consumption has to be reduced, cities have to be razed, and folks returned to romanticized villages. In the binary narrative of ‘nature = good; artificial = bad’, a climate of uncritical romanticism of ‘traditional’ sets in and mobile phones, modern agriculture, vaccines and all of the modern medicine becomes suspect.

By placing the blame for the environmental crisis at everyone’s doorstep, the salvation is projected in individuals voluntarily changing their lifestyle changes. Advocacy of individual efforts, like consuming ‘organic’ products, home remedies, ‘slow’ living, and vociferous opposition to almost every research, in particular research in genetic engineering and so on are the signet of the new green movements in contrast to working-class movements that talked of more ‘social projects’ such as public health, civic improvements and increased consumption of the impoverished.

 

The emerging third trend

Although we have focused upon two dominant trends, it would be woefully incomplete if the third trend, which is at its nascent stage in India, is not mentioned. Green capitalism; or eco-capitalism. Vociferous articulations can be heard in seminars and think tanks, however, yet to catch the imagination of grassroots movements. Ironically, the arguments are premised upon the analysis of capitalism by Marx. The ultimate goal or purpose of capitalism is not the destruction of habitats, depletion of natural resources or production of destructive technologies for its own sake. Marx made it clear that the exploitation of capitalism is not premised upon the brutality of capitalist individuals. Many of the individual capitalists might be bleeding hearts, loving caring and concerned. The purposefulness of capitalism lies in its constant accumulation of wealth through profit. It is in the pursuit of profit that capitalism capitalises on nature and abuses it. Thus, if a less-polluting production technology is relatively more profitable, the logic of capitalism will demand that the capital flow towards it. However, if it is the opposite, then, whatever be the human and environmental cost, the drive for more profit will prevail.

It has dawned on a section of capitalist ideologues that the business, as usual, is not an option today, and perhaps the end of the road is around the corner. If the trends of exploitation of natural resources and global warming continue in the same manner unchecked, then the material basis for profit-making and wealth accumulation will be eroded irrevocably. Why not use this to leverage environmental protection. Enact laws to punish pollution and reward the ‘clean’. The market will ensure in the long run; only the ‘clean’ industries will survive. These voices are coalescing into eco-capitalism. Green tax, carbon credits and polluter pays are some of its mantras.

There are two crucial impediments for eco-capitalism in India. The ‘free market’ and neoliberal State is anathema to State intervention. Eco-capitalism relies not just on the unregulated market but crucial State intervention. Call for more stringent State regulation appear to be a throwback to Nehruvian era. This is one dilemma.

Further, for eco-capitalism to be feasible, there must be a permissive climate for ‘market place of ideas’, and the State must be seen as an honest and impartial adjudicator. However, in the reality of Indian society,  grassroots movements are under vigorous attack, even legitimate struggles for even implementing various environmental legislation is labelled extremists, and the actors are castigated as Luddite and agents of ‘western imperialism’. Coupled with this, the perceived failure of the State to deliver, increasing gaps between rich and the poor, lived experience of poor legal and administrative implementation, eco-capitalism is not an attractive position.

 

Technology and lifestyle choices

One must hasten to state that technology critique is not anti-science,  be it GMOs or nuclear power. Even if rigorous risk assessment processes and the possible ways in which the technology may cause harm are identified and their probability estimated, a society may choose not to have a particular technology on other grounds collectively arrived by public reason.  Unlike science, technologies are not given; they are made in drawing boards. Technology shapes the possibilities and shapes the relationship between individuals and social organisations. Technology is political. Hence a particular social group may accept or reject technology. One certainly must not mistake opposition to a particular technology as indication of irrationality.

In a like manner, the call for action for lifestyle changes, or lesser carbon footprint is by itself not regressive. Indeed the current production and consumption, unless compelled by social forces, are mostly unmindful of waste.  Accumulated waste depletes natural resources and pollutes, ultimately leading to an environmental crisis.

Nevertheless, the “environmental classism” in the advocacy for lifestyle change and technology choice must also not be missed. Technologies that provide ‘green living conditions’ for the leisured and affluent may not satisfy the needs of a person toiling in an inhuman working condition. Ensured of clean and safe living spaces, the prosperous, dream of escaping to wild places to feel “ecological” or “natural”. The contradictions between poor people ‘irrationally’ refusing to leave the dirty shanties and slums along the streams and river banks and take up alternate ‘beautiful’ sites far removed from the city, and the urban environmentalist’s appeal to ‘beautify’ and ‘clean’ the cities are well known in any urban area. The vast majority of the poor have little elbow room to make lifestyle choices.

 

Public Mentalities

Environmental movements try to foment public mindsets, just like all other social movements. From an impressionistic generalisation of the messages circulating on social media, one leads one to conclude that the popular consciousness today is more influenced by the anti-science rubrics of new green movements. ‘Traditional’, ‘organic’, ‘alternate science’ are some of the key buzz words.

Romanticism, the dominant image of the messages, presents the pristine ‘nature’ as a site of awe, wonder, escape, and even spiritual experience of nature sans humans is presented as reverent. In some small measures, as an antidote to the brutish exploitation of natural resources under capitalism, romanticism acts as a bulwark against complete expropriation. However, in the popular consciousness, romantic ‘nativist’ narratives pit ‘natural’ and ‘traditional’ against ‘artificial’ and ‘alien’. A mentality of the deification of ‘natural’ (and traditional) and castigation of ‘artificial’ (and modern) is engendered. Natural farming is better than artificial, natural ingredients are better than synthetic. Of course, vaccination is against nature, and one person  even went so far as to advocate parturition at home rather than at a maternity hospital.

From the perspective of the new green movement, ‘modern science’ (= western science) is inherently anti-nature, violent and if not the main, at least one of the crucial root cause of the ecological crisis.  Second, the methodology of modern science is not universal. There are other ways of knowing. Hence ‘evidence’ and ‘reason’ need not be authorised by modern science and its institutions. This, on the one hand, implies no amount of ‘scientific evidence’ about sticky, tricky areas like nuclear power or GMOs will ever convince people, making the grounds for public reason complicated. On the other, pseudoscientific claims like gemmology, alternative healing, and so on, gain respectability and currency.

Further, when the new green movements equate the pursuit of science with the “death of nature” and, contend that reason has estranged us from the natural world, irrational and neo-Luddite sentiments are bound toarise as consequences. Interestingly, one of the founding ideologues of the new green movement flatteringly wrote an essay titled ‘Science, colonialism and violence, a Luddite view’.

However, the most insidious of the eco-mentalities is a conspiracy theory. Convinced that a secret, omnipotent individual or group for their ulterior motive, covertly control the political and social order, conspiracy theories thwart any attempt for rational discussion. Indeed by giving a name and a face to an otherwise intricate web of impenetrable global systems, conspiracy theories help the ordinary person to make sense of the complex world that is beyond his/her grasp.

As long as the target of conspiracy theories is to claim that humans did not land on Moon or Earth is flat, they are mostly harmless. However the modern-day urban legends include obesity in the society is a plot of sugar lobby; vaccination a ploy to prompt male infertility with an ulterior motive to annihilate a particular minority ethnic or cultural group; chemotherapy and other such cancer treatment are game plan of big-pharma to make money, while the ‘real cause’ of cancer is just a lack of vitamin B 17 which can be set right by eating lots of apricots.

 

Public perception of science

Has the overwhelming influence of new green movements thrown the Indian public into the lap of anti-science? Surprisingly, at the same time, we can witness overwhelming public trust towards the claims of climate science and scientists, whereas mistrust and cynicism are hallmarks of response to specific areas off technoscience such as GM crops. Barring occasional barbs, public-funded Space research receives adulation while the public reaction to even State-supported nuclear research is often dubious.

The assertion by the climate change scientists under the aegis of IPCC of human-induced global heating and climate crisis is accepted by and large climate change contrarians’ denials have very little purchase. Why the disconnect? Surely public unreason cannot be an explanation. Why do many people trust science when it comes to climate change but not when it comes to, genetic engineering or nuclear power?

Very many survey reports show the Indian people, by and large, are not inimical to science and technology. For example, Kumbh Mela surveys conducted for the past 25 years show a steady increase in the scientific information level among the masses and a perceptible reduction in the prevalence of certain superstitions. The surveys also show the currency of extra-scientific, irrational, mythological ideas in tandem with scientific information. In quotidian life, the ordinary person invokes scientific, rational, irrational, extra-scientific, religious, and other information to rationalise an action. However, collective behaviour is not just the sum of the individual behaviours. It is, as Gauhar Raza points out, ‘a function of historical legacy, cultural value system, economic determinants and political affiliations’ (Raza, 2018).

What do climate scientists stand to gain by faking the data? Conspiracy theory speculates that garnering research funding is the motive. In India, as most of the research is funded by the State, and as obtaining grants has no impact on job security, the logic of conspiracy seems too thin in the Indian context. Maybe the climate scientists are leftist radicals masquerading as objective out to wreak capitalism by denying it its life-giving oxygen- oil, petrol and fossil fuel. In India bogey of socialism is yet to take root, despite decades of neoliberal economic policies. In fact, in popular imagination, socialism still has a sheen.  In Indian psyche, climate scientists are ‘socialist’ they are ‘good guys’ (and girls). Like the Moon landing, Area 51 or Bermuda triangle, for an Indian mind, conspiracy theories associated with climate science are lame, having no material consequence.

However, GM crops being overwhelmingly associated with big- agribusiness, is another story. Big business, particularly after the neoliberal economic policies and emergent crony capitalism, often is found to have of skeletons hidden in the cupboard.  From the willful faking of data on adverse effects by the tobacco industry to recent intentional manipulation of the exhaust fumes test by a famous automobile manufacturer, big business has lied, bribed and twisted the arms of administration. In the popular notion, founded upon such numerous lived experiences, honest big-business is a fairy tale, modern-day superstition. The overwhelming public scepticism of GM crops emerges from the association of the research and development with suspect entities. Mistrust breeds when nuclear power appears to be shrouded in secrecy.

Indeed fertiliser and insecticide lobbies were seen as driving the research agenda of the green revolution. However, as most of the research took place in public-funded institutions, the scientific institutions and scientists were seen as  independent. The public confidence in these institutions remained intact. However, in the recent period,  with public sector agricultural research declining and diminishing, in particular in areas like GM crops, popular perception sees that the direction of research priorities in agriculture is predominantly shaped not by the relative merit of different technologies, but rather the priorities of the private sector. In like manner, confidence in the health care systems in on the wane. Recent controversies and disquiet about the proposed Human Challenge Trials for Vaccine Development are a product of such fears.

 

What is to be done?

While several factors will influence the public reaction and perception, one of the main factors is the public engagement of scientists and science institution. The call for the scientific institution to open up to the public is seeing increasing purchase. However, the interaction is still framed in what the science communicators call as the ‘deficit model’. Sure enough, the public will know much less than an expert on neutrinos; in this sense, the attempt to present the science in a simple way is welcome. However, dialogue implies understanding concerns beyond understanding scientific principles. Where are the ecologists, chemists, engineers, in the green movements? The public engagement must go beyond the simple ‘popularisation’.

Further, the public image of scientific community builds for itself matters crucially for earning public trust. If the scientific community is seen as silent, subservient to the powerful, say, when pseudoscientific claims are peddled, it does not inspire confidence among the public and the movements.  Often, the State-funded institutions are perceived to be gagged by the ‘government rules’.  Hence, a vibrant scientific community engaging in matters of public importance is an essential requisite.

 

Reference

Raza, G. (2018). 3 Scientific temper and cultural authority of science in India. In Bauer, M. W., Pansegrau, P., & Shukla, R. (Eds.). The Cultural Authority of Science: Comparing Across Europe, Asia, Africa and the Americas. Routledge.

 

T V Venkateswaran, Scientist F, is associated with Vigyan Prasar. He is a science writer, communicator and trainer and conducts the popular Eureka-conversation with Indian scientists, a weekly TV show on RSTV. He also writes regularly in newspapers. 

 

This article is a part of the Confluence series on Perceiving and Reacting to Science. The other articles in the series can be found here.