Ekalavya and Drona shape collective expectations from a teacher and a student: Ekalavya branded residential schools in tribal areas

Drona-Ekalavya: How mythology has ruined teaching in India

Prachur Goel, Medium, Dec 4, 2016 | Read the whole story >>

Culture and mythology drive our instinctive beliefs and if you ask anyone about a teacher-student story from our mythology, chances are that they will think of Drona and Ekalavya. The narrative shapes our collective expectations from a teacher and a student and I think has played a major role in poor education in our country.

Ekalavya was a tribal, not an upper caste like Drona’s students, the Pandavas and the Kauravas. Drona rejected Ekalavya, an aspirational student, because he didn’t have the right family background. He later did the same thing to Karna. However, Ekalavya clings to Drona’s image. He makes his statue and practices by himself. His motivation and ability is so high that becomes a serious archery stud. When Drona finds out about his brilliance, Ekalavya tells him that he considers Drona as his guru. Drona has no qualms in accepting himself as the guru. Even worse, he demands Ekalavya’s thumb as Guru Dakshina which he readily cuts and hands over. […]

The story represents hierarchy at its most oppressive. Hierarchy between teacher and student. The teacher can be selfish, prejudiced and arrogant and teach nothing, yet the student must respect the teacher and credit him/her for all learning. There is no dialogue, just obedience. Whatever the teacher asks of the student, no matter how ridiculous, the student is duty-bound to comply. It is expected that the compliance is done joyfully.[…]

Our government runs Ekalavya branded residential schools in tribal areas. Do they view themselves as Drona? […]

Source: Drona-Ekalavya: How mythology has ruined teaching in India
URL: https://medium.com/@prachurgoel/drona-ekalavya-how-mythology-has-ruined-teaching-in-india-118ecf4a2a42
Accessed: 20 April 2018

There are many indices one can use to measure the shocking failures of education, even as it is conventionally understood, in India today. The stories of state-run schools that are in absolute shambles are legion, and have been documented by thousands of researchers, journalists, and social workers. More than seventy years after independence, the effective countrywide literacy rate is less than 50%; in some districts of Rajasthan, Uttar Pradesh, Jharkhand, and Madhya Pradesh, female literacy rates still hover at 10%.  The best public universities have been gutted; all that is left is a shambolic display of awards of “excellence”, a word as shorn of content as any.  In one instance the award has been to an institute of higher education that does not even exist. Yet all this is far from what Gandhi had in mind when he pondered over the ruins of education and I wonder how he would have struggled to even comprehend the “hardheartedness” of the educated in India today. Let there be no mistake:  what really ails Indian education is the fact that at its center is the “undeveloped heart.”


Vinay Lal, Professor of History & Asian American Studies, University of California, Los Angeles (UCLA) | Faculty page: https://www.history.ucla.edu/faculty/vinay-lal | YouTube channel: https://www.youtube.com/user/dillichalo | Blog:  vinaylal.wordpress.com | Quoted on the present website >>

Ekalavya Residential School Scheme (EMR) and Ashram Schools

  • Ekalavya (Eklavya, Eklabya): the name of a legendary archer prodigy “who, being a Nishada [Sanskrit Niṣāda, “tribal, hunter, mountaineer, degraded person, outcast”], had to give his thumb as a fee to the brahmin guru thus terminating his skill as an archer.” – Romila Thapar (“The epic of the Bharatas”) | Read the full paper here | Backup download link (pdf) >>
  • Ekalavya Residential School Scheme (EMR): a network of boarding schools where tribal children are to be educated in accordance with rules and syllabi provided by the government; such schools are being designated as “Eklavya Model Residential School (EMR)” with the objective of empowering students “to be change agent, beginning in their school, in their homes, in their village and finally in a large context.”
  • Residential Schools and Ashram Schools
    In some regions there are similar “Residential Schools” and “Ashram Schools” for tribal children, as in Tripura where they are managed by a society called “Tripura Tribal Welfare Residential Educational Institutions Society (TTWREIS)”

[Bold typeface added above for emphasis]

Publications on the above issues may be found here (title descriptions and libraries):

Search for an item in libraries near you:
WorldCat.org >>

For recent reports on India’s tribal cultural heritage, search select periodicals in the above search window; a list of Indian periodicals included in your present custom search is found here. | To also search Indian magazines and web portals, click here >>

Research the above issues with the help of Shodhganga: A reservoir of theses from universities all over India, made available under Open Access >>

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