Cultivating Holistic Futures: Embracing Gandhian Principles in Indian Higher Education - September 18-20, 2019

On Mahatma Gandhi’s 150th birth anniversary, the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, in partnership with the International Development Research Centre (IDRC), UNESCO New Delhi Cluster Office, and the Association of Indian Universities (AIU), hosted a two-day international dialogue on Gandhi and higher education. The dialogue, titled “Educating the Mind, Body, and Heart,” brought together practitioners, academicians, and Gandhian philosophers to explore the contemporary relevance, applications, and impact of Mahatma Gandhi’s theories and practices on higher education in India and the world.

Exploring Gandhi’s Educational Legacy

Gandhi was recognized in various circles for his roles as an activist, leader, philosopher, and philanthropist, but his contributions as an educator were often overlooked. As India and the world celebrated his sesquicentennial birth anniversary, the dialogue aimed to reflect on Gandhi’s extensive writings and speeches about education and learning. Dr. Rajesh Tandon, UNESCO Co-Chair, emphasized Gandhi’s belief that “Universities do not need a pile of majestic buildings; University needs intelligent backing of public community.” This theme was echoed by Professor Catherine Krull, who questioned, “What does it mean to be an educated person in the 21st century?”

The Need for New Perspectives in Education

UNESCO Regional Director Mr. Eric Falt highlighted the timely need for new perspectives in education, particularly in light of India’s new National Education Policy. He stated, “There has never been a greater need to look at education from a new perspective, one that will question and clarify the fundamental motivations that drive systems and practice of education so that education remains relevant to the needs of learners and the changing learning environment.” Dr. WG Prasanna Kumar, an eminent Gandhi practitioner, revisited Gandhi’s educational reforms of Nai Taleem, showcasing how integrating theory and practice can transform education.

Reviving Non-Violence and Peace in Education

The discussions also focused on reinstating the virtues of peace and non-violence in higher education. Dr PV Rajagopal stressed, “Concepts such as the non-violent economy and non-violent governance must replace the present development paradigm modelled on war, crime, and violence.” Professor Priyankar Upadhyay UNESCO Co-Chair for Peace and Intercultural Understanding added, “Peace studies is entirely experiential,” urging academics to explore structural violence and the role of cultural and religious diversity in fostering peace.

Learning Rooted in Reality

Dr. Rajesh Tandon reiterated Gandhi’s belief in holistic education, bridging menial and mental labour, and challenging the dichotomy between knowing and doing. Vice Chairman of the University Grants Commission (UGC), Dr Bhushan Patwardhan, highlighted initiatives like ‘Trans-Disciplinary Research in India’s Developing Economy’ to integrate community perspectives into higher education.

Innovations through Social Responsibility and Community Engagement

Dr. Albogast Kilangi Musabila from Tanzania emphasized, “Your knowledge and actions should benefit your local community.” Dr. Anand Mohan from Dayalbagh University showcased community participation initiatives leading to sustainable development, such as organic farming and water conservation.

Gandhi and Knowledge Democracy

UNESCO Co-Chair Dr. Budd Hall spoke about the global efforts to integrate community knowledge into academia, advocating for the decolonization of knowledge systems. He noted the importance of community-based lifelong learning to bridge the gap between those who know and those who do. Dr. Tandon concluded, “If you devalue your knowledge, you won’t be powered to accept new knowledge.”

This dialogue underscored the enduring relevance of Gandhian principles in shaping a holistic and socially responsible future for higher education.