1. Role of Youth in promoting Communal harmony in India
Posted by SujataParashar on March 7, 2013 in News · 0 Comments When my son was
about six his classmate asked him about his religion. My son could not answer him as that
was the first time someone had asked him that question. He did not know what his religion
was. For that matter he did not know the meaning of the word. But he was curious about it
and so after returning from School that day he asked me the same question: ‘what is my
religion, Mom?’ Instead of replying to him immediately I made him sit and asked him about
his day at school and during our conversation gently probed why he wanted to know about it.
Once I learnt the exact reason, I explained him the meaning of the term in the simplest of
ways and told him that if anyone asks him about it again to tell them that; he is an Indian. He
listened to my explanation, nodded quietly and left it at that. I wasn’t sure whether my son
had understood or accepted my explanation. But to my surprise I learnt that he had
registered it well. And even now when he has learnt through his text books that India is a
multi – cultural, multi – lingual and a multi – religious country and that many of his friends
belong to different communities and follow different religions, whenever he has been asked
by anyone about it, he has sincerely informed them that he is an Indian. I share the above
personal experience just to highlight that the understanding and attitudes of our children
(and youth) play a crucial role in shaping the future of the country. It is important that from a
young age they learn and imbibe the “unity in diversity” spirit — which is the essence of our
nation. In fact, our history is replete with examples where so many of our Kings, Emperors
and even the invaders and colonial rulers divided us in the name of religious and communal
differences. On the other hand, we also have countless examples of great kings who
remained secular in their views and actions
When my son was about six his classmate asked him about his religion. My son could not answer him
as that was the first time someone had asked him that question. He did not know what his religion
was. For that matter he did not know the meaning of the word. But he was curious about it and so
after returning from School that day he asked me the same question: ‘what is my religion, Mom?’
Instead of replying to him immediately I made him sit and asked him about his day at school and
during our conversation gently probed why he wanted to know about it. Once I learnt the exact
reason, I explained him the meaning of the term in the simplest of ways and told him that if anyone
asks him about it again to tell them that; he is an Indian. He listened to my explanation, nodded
quietly and left it at that. I wasn’t sure whether my son had understood or accepted my
explanation. But to my surprise I learnt that he had registered it well. And even now when he has
learnt through his text books that India is a multi – cultural, multi – lingual and a multi – religious
country and that many of his friends belong to different communities and follow different religions,
whenever he has been asked by anyone about it, he has sincerely informed them that he is an
Indian.
I share the above personal experience just to highlight that the understanding and attitudes of our
children (and youth) play a crucial role in shaping the future of the country. It is important that
from a young age they learn and imbibe the “unity in diversity” spirit — which is the essence of
our nation.

2. In fact, our history is replete with examples where so many of our Kings, Emperors and even the
invaders and colonial rulers divided us in the name of religious and communal differences. On the
other hand, we also have countless examples of great kings who remained secular in their views
and actions throughout their lives and consequently the country prospered under their rule. In fact,
India has always been a land of spirituality where the beliefs and faiths of people from different
casts and communities have been respected and flourished.
But it is also a country which has undergone transformation several times; from dynastic rule of the
kings, emperors to colonial rulers and finally to gaining independence and becoming a country of
the people, by the people and for the people. Yet, despite attaining freedom, having a written
constitution based on ideals of democracy and secularism and being led by visionary leaders like
Mahatma Gandhi, Pt. Nehru, Lal Bahadur Shastri et al communal harmony in the country is on a
decline.
Issue- based politics has given way to vote – bank politics based on narrow interests and goals of
political parties. In order to achieve these goals they’ve been resorting to picking up social causes
on communal lines which divides rather than binds people. The situation is so bad today that even a
small and often silly remark by an irresponsible member of one community about the other can
take the form of a major riot – like situation leading to victimization of several hundred innocent
people. Often these remarks are made deliberately and with ill – motives. The chasm between
religious communities is so wide that people are fooled easily into believing even baseless rumours
spread purposely to cause unrest among them.
We Proud Indians Respect All Religions and Countries.
In such a sad scenario it is our youths who can become agents of change and create harmony among
different communities of the country, with their positive outlook and actions.
Understand and Accept – As I mentioned earlier, India is a land where people of different faith
have co -existed peacefully. However, it is politics, which proved to be divisive. It is not religious
leaders by and large who divide but some politicians or political parties who seek to mobilise votes
on grounds of religion, caste and ethnicity. The youth is educated and more aware but at the same
time they must accept the true identity of India which is: multi – cultural and multi religious. It is
important that they not only understand but also respect other communities and their belief
system.
Celebrate occasions – Major religious festivals like Diwali, Christmas, Eid, Guru Nanak’s Birthday
are officially declared as a holiday in the country. Our constitution says all are equal before the
law. The Government encourages all its citizens to celebrate major religious festivals, irrespective
of their religion, caste or creed. But how many of us make the effort of joyfully celebrating such
festivals together with the members of other communities? Not many, I think. We are divided
within on the basis of our religion. One of the best ways to achieve communal harmony is to jointly
celebrate and participate in each other’s religious festivals. Young people can show their secular
spirit through their attitudes and actions and set an example for others to follow.

3. Spread awareness – Most political parties have been playing the communal card to win elections.
They have won elections by dividing people and by turning friends into enemies for their own gains.
This must stop. Youth can be powerful agents of change. Once they know the right thing they
cannot be suppressed into agreeing with the wrong. Youngsters must come together, express their
opinion freely and spread awareness about important national issues and their take on it. They
must involve people in discussing and debating these matters of national importance and in arriving
at a conclusion through consensus about what is best for the country. And they must make sure
their collective opinions are conveyed to the leaders in clear terms. This will not only ensure that
the government takes decisions based on the welfare of its people but also check the politicians
from playing the communal card.
Be a proud Indian – Most of all young people can set example for others by showing their pride in
their country thorough positive and healthy dialogues, responsible behavior and caring attitude
towards one and all.
“Be the change you want to see” -Mahatma Gandhi
Educational Approach for Achieving Communal Harmony << Go Back
Recommendations
1. The National Educational Policy document, 1986 has very appropriately stated that “Education is
essentially for all. This is fundamental to our all round development, material and spiritual.
Education has an acculturating role. It refines sensitivities and perceptions that contribute to
national cohesion, a scientific temper and independence of mind and spirit – thus furthering the
goals of socialism, secularism and democracy enshrined in our “Constitution. Education can and
must bring about the fine synthesis between change-oriented technologies and the country’s
continuity of cultural tradition.” Education is an instrument of socio-economic development and of
modernization consistent with our traditions and national ethos. It is a tool with which we can fight
injustice, intolerance and superstitions. Education does not merely mean schools, colleges and
universities. Education starts from the lap of a mother; it continues in the workplaces, in the market
and in all those locations where human intercourses take place. Therefore, in formulating an
educational approach, which can result in integration, cohesion and harmony in the country,
national education has to be understood in both formal and informal contexts, and cater for in these
multiple connotations.
2. Harmony at its broadest connotation would impart unity of thought, words and deeds. This can
be best achieved in an environment which is bound together by common communal value in which:
• There is an equal opportunity for all.
• Right to work is guaranteed.
• Right to citizenship is safeguarded.
Quest for excellence provides a common denominator for bringing about a positive sense of
harmony among people.

4. 3. It is in the educational field that vital contributions can be made for developing a positive attitude
of the citizen towards Indian nationhood, Indian unity, Indian identity and Indian integrity. This
would mean ensuring:
Good teachers : A good teacher is one who is ranked and rated as such by those who are at the
receiving end of his teaching.
Good Syllabi: Good syllabi apart from building character and personality are definitely responsive
to the imperatives of change.
Good books: Good books published by NCERT or other educational competent and credible
organizations.
4. The general consensus was that ‘secularism’ should not mean either irreligious or non-religious
attitude but it should be understood more as equal respect for all religions and tolerance towards
other faiths. Ethnic and cultural pluralism is a hard reality to reckon with in India. While one may
find a personal fulfillment in his/her faith or cultural specificity, this need not denigrate other forms
of identities as is illustrated in the life and work of Mahatma Gandhi. Therefore, the task shapes
itself as neither isolation nor assimilation but a symphonic integration of pluralism. It is here that
education can play a major role in inculcating an attitude to respect distinctiveness within the
totality of Indian consciousness.
5. The integrating task of education cannot be performed unless history and historical facts are
placed in their proper perspective. All history is interpretative. It aims at giving meaning to past but
distortion of facts would do a greater damage if the ‘present’ biases are allowed to enter into
interpreting the ‘past’. Proper emphasis in placing historical facts would be required to inculcate
moral values and attitudes of tolerance. Since all history is interpretative, intellectual integrity
demands that while not distorting historical experience, we need to emphasize dialogue-promoting
as well as positive and integrative interpretations of the past. This will have to be one of the most
vital tasks of education. It was felt by all the participants that the present history texts taught to
students of impressionable age excessively emphasise:
• dynasties and kings,
• wars and conflicts and
• religious bigotry.
Historians therefore ought to endeavour to relate specific contexts and events to wider socio-economic
and political forces at work in time and space so that students are sensitized to general
problems of preservation, growth and development of human race in the pursuit of peace and
harmony.
While secular states cannot promote teaching of a religion as such, it must encourage teaching of
comparative religion. To facilitate this is would be worthwhile to initiate publication of compendia of
all religious teachings.
Two functions of education were stressed, namely:
• the integrative function, and
• the humanization of knowledge
6. The essential functions of education are often hindered by growing perceptions of minorities in
terms of caste, creed, and religion which are divisive. The state policy of an indefinite continuation
of granting special concessions and protective preferential treatment to minorities unfortunately
have been counterproductive as they have reinforced divisive tendencies, thereby setting up a
vicious circle between social perception and political action. In the long run the only way to break

5. out of this vicious circle is to recognize that there is only one “minority” of the ‘haves’ and one
“majority” of the have-nots. Sooner we bury all these divisive dichotomies and realize that all
citizens are equal the better. Here again a proper reorientation would be needed both in education
and the state policy to promote the inculcation of the right type of perceptions.
7. For building communal harmony, education ought to promote common, shared moral values, that
are deep and enduring, that transcend specificities of sectional existence. This alone can sustain
national togetherness. Moral values ought to be imbibed in such a way that people genuinely
believe in the dignity of labour and respect the principle of equality of opportunity regardless of
differences in gender, caste, religion and the like. An attempt should be made to evolve a common
code of moral and civic conduct for citizens.
8. A recanting of the development models around human beings and their crestive capacities is
necessary.
9. More effective national programmes for the eradication of illiteracy within the shortest possible
time and with the highest priority with no reliance on external assistance. It is not enough to start
literacy programmes. For its retention a continuous vigilant effort will be required in the form of
follow-up activities both by the state and by voluntary agencies.
10. There should be greater contact between parents, teachers and students in educational
institutions.
11. Secular outlook in education can be developed through proper text books to create rational
scientific outlook, promotion of sports, cultural activities, social service schemes, NCC, boy-scouts
and girl guide activities help in generating fellow feelings and togetherness, and remove religious
and other socil and economic barriers amongst the participants.
12. Efforts should be made to equalize educational opportunities for all including women, backward
classes, minorities and otherwise handicapped persons.
13. To promote social cohesion, consciousness of a national identity and need for national
integration a common core school curriculum should be adopted throughout the country with
addition for and provision of regional knowledge on regional basis.
14. Teacher’s education will need special attention for, in the ultimate analysis, it is teachers who
will be able to make education an instrument of social transformation in positive contexts.
15. The schools and community must be brought together through a constructive interface, through
appropriate programme of work experience and national services. The programme of ‘each one
teach one’ would be of great help in increasing the percentage of literacy.
16. All text books will need to be improved considerably and changed where necessary to eliminate
such contents as are conducive to giving rise to social, communal or religious tensions.
17. For minorities and socially handicapped people special coaching/study centers and pre-recruitment
training should be arranged on wide scale for equalizing opportunities in education and
work.
18. Special emphasis will be required on women’s education. It is with the parents and with the
family that a child spends his full time before schooling and more than two-thirds of each day even
after schooling starts. An educated mother means better development of a child. Women’s status
and work opportunities must be improved.
19. The problem of wastage, drop-outs needs to be tackled very seriously. There should be
incentives for continuing education.

6. 20. The scope of continuing and distance education should be widened.
21. Inter-state exchange of students should be emphasized through inter-state camps, treks,
cultural trips and competitions.
22. The media is a highly powerful tool of education, which can and should be utilized in positive
and forceful contexts for communicating the messages of unity and harmony amongst communities.
23. Political parties in the country must arrive at an honest concord to insulate educational
institutions and student communities from the pressures and compulsions of politicization.
24. Every effort must be made to remove the genuine causes of student’s and youth unrest. These
may for example be related to the need for educational reforms, involvement in special causes like
environmental impacts, removal of economic insecurity and unemployment etc., or even needs of
emotional release.
25. Universities and colleges should hold inter-institutional national integration and national social
service camps.
26. Investments in human resources development, particularly education have been falling in terms
of the percentage of GNP. This trend must be reversed.
27. The three language formula must be effectively implemented and incentives should be provided
for people of one region to learn a language of another region.
28. In informal educational programmes too, e.g. adult education, distance education and
continuing education there must be special emphasis on subjects which have direct bearing on
national, social and communal harmony.
29. The denominational schools which encourage communal education should be denied
government funds by way of grants-in-aid etc., Article 30 of the Constitution – notwithstanding.
30. Education of leaders of various segments of society is a must as a part of an overall move to
provide a bench mark for change in continuity. This applies to leadership of various sections of
society like business, administration, defence, executive, academic, politics, trade unions and the
like.
31. The Workshop recommended the following programme of action to be pursued by the
Foundation:
(a) To encourage exchange of ideas among different religions of the country.
(b) To institute a Man of the Year Award for excellence in National Integration Work.
(c) To use the Foundation Journal for discriminating stories fostering national unity.
(d) To encourage and fund project research in such areas which would contributes to the
strengthening of communal harmony and national integration.