Social value of liberal arts educationShiva KumarAt a recent meeting of education experts in New Delhi I was surprised to learn that only half the applicants for a school teacher‚s job correctly answered the question: “24×0 =?” Those who got it wrong advanced three reasons in their defence. One, they had stopped learning mathematics in class VIII. Two, they didn‚t have time to complete the question paper. Three, they were arts students. When I gasped in disbelief, I was told that the problem isn‚t unique to arts graduates. Knowledge of mathematics and science among science graduates is little better. In a test administered to science graduates, many teachers couldn‚t satisfactorily answer questions posed to them from a class VIII curriculum.Let me describe a second situation. I teach at a leading business management school in India which I prefer not to identify. By any standard, it attracts the ‚Ëœbest and brightest‚ students from across the country. While conducting classes, I found that many of them were not aware of the definition of infant mortality, the average life expectancy of an Indian, the country‚s female literacy rate or for that matter, even India‚s per capita income. I was disappointed, though not entirely surprised, to find that their views were formed by reading newspapers, watching television reports and through casual conversation with friends and relations. They had few opportunities or little inclination to read about these issues, research, debate, discuss, reflect and introspect. Finally, let me take you to another context. A group of experts from South Asia gathered in Lahore last month to discuss issues relating to economic growth and compreh-ensive security in the SAARC countries. The consensus was that addressing issues of poverty, inequality, discrimination and conflict are fundamental to ensuring progress in the region. They also opined that there is adequate technical knowledge and managerial expertise in South Asia to address the backlog of human deprivation and enhance people‚s capabilities. But I was struck by the sense of despondency. Discussions centred around ways to secure societal commitment to eradicate poverty. How can we get policy makers and citizens to address the huge backlog of human deprivations? How can politicians who have long been aware of the problems of disadvantaged groups be made more conscious of their obligation to act in the best interests of the poor? How can society move rapidly towards delivering gender justice and equality? What are the levers of change that can bring about significant shifts in policy formulation and public action? As is often said, it is impossible to achieve ‚ËœHealth for All‚ or ‚ËœEducation for All‚, unless we can build a societal consensus for ‚ËœAll for Education‚ and ‚ËœAll for Health‚. It is only when there is a groundswell of public support that politicians and government officials will take ‚Ëœbold‚ decisions. After all, radical decisions require courage to counter opposition and resistance. For instance, people will inevitably protest when bus fares are raised, electricity and water charges increased, and even when subsidies to the rich…
