Pradeep Ramteke
Editor-in-Chief
“Without knowledge, intellect was lost; without intellect, morality was lost; without morality, progress was lost; without progress, wealth was lost; and without wealth, the Shudras were ruined—all these calamities were wrought by a single lack of education!”
The above statement, attributed to the Father of the Nation, Mahatma Jyotiba Phule, is directed specifically at the *Bahujan* community (comprising OBCs, SCs, STs, minorities, and other backward classes).
During the eras of monarchy and colonial subjugation, the laws of the Manusmriti—and the religious order established thereunder—prioritized casteism and inequality. Consequently, they effectively shut the doors of education to all women across India, as well as to the men belonging to the Bahujan community. Furthermore, these groups were systematically deprived of their fundamental rights.
In a similar vein—and driven by a discriminatory agenda—the task of driving a wedge between human beings by fragmenting society into countless castes and sub-castes was undertaken by the proponents of the Manusmriti. Guided by hateful, cruel, vile, deceitful, conspiratorial, unjust, exploitative, and oppressive customs and traditions, the self-appointed custodians of the religious order executed this divisive agenda—a process that, disturbingly, continues to this very day.
As a direct result of these actions, the Bahujan men and women of India have faced ruin and devastation for the past two and a half millennia—a tragedy orchestrated by the upper castes in strict accordance with the laws of the Manusmriti and the cunning traditions of the Brahminical religious order. Similarly, throughout India, all women—as well as members of the Bahujan society (comprising OBCs, SCs, STs, minorities, and other backward classes)—were, generation after generation, subjected to mental enslavement through the denial of education.
Furthermore, under the tenets of an authoritarian regime, all women and men of the Bahujan society in India were confined to a limited existence—restricted merely to nodding in agreement and obeying the directives of the upper-caste Brahmins. Concurrently, all women and men of the Bahujan society were stripped of their rights and deprived of access to wealth and property.
It was precisely because they recognized the paramount importance of education that the Father of the Nation, Mahatma Jyotiba Phule, and Krantijyoti Savitribai Phule established schools for all women and men of the Bahujan society. They constructed hostels to provide residential facilities and effectively opened the doors of education to all. To realize the vision of her husband—the Father of the Nation, Mahatma Jyotiba Phule—Krantijyoti Savitribai Phule herself became a teacher and embarked upon the invaluable mission of educating both girls and boys. She brought about radical social transformation, spearheaded an educational revolution, and made immense contributions toward the construction of a strong and noble nation.
Likewise, during his royal reign, Chhatrapati Rajarshi Shahu Maharaj announced scholarships to facilitate the education of boys and girls from the Bahujan society. He constructed hostels to provide accommodation for students at their places of study, implemented a system of reservation for employment opportunities, provided jobs, and undertook invaluable work to mitigate social discrimination. The epoch-maker and great visionary—the architect of modern India—Dr. Babasaheb Ambedkar, legally opened the doors of education for all girls, as well as for children from the Bahujan (marginalized) communities. He bestowed upon them every conceivable facility for learning and enshrined primary education as a fundamental right. Concurrently, he made opportunities for government employment available to all men and women alike. He established a legal framework enabling individuals to become Members of Parliament, Members of Legislative Assemblies, and other elected representatives; furthermore, he granted the fundamental right to vote to all women across India, as well as to all adult citizens belonging to the Bahujan society. He conferred upon everyone the right to accumulate wealth. In this manner, through the medium of the Indian Constitution, he bestowed every conceivable right upon all men and women of India.
Furthermore, he built the nation of India upon the foundational principles of liberty, fraternity, justice, equality, freedom of expression, and sovereignty.
It is for this very reason that Dr.Babasaheb Ambedkar, while expounding upon the significance of education, states: 1) “Education is the milk of a tigress; whoever drinks it is bound to roar.” 2) “We must accord just as much importance to the propagation of education as we do to political movements.” 3) “No plan for the nation’s development can ever reach fruition without technical and scientific training.”
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Why is Education So Important?
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Education serves as the bedrock of personal development, self-confidence, and economic prosperity; it transforms an individual into a literate, cultured, and self-reliant human being.
Education is not merely a means to secure a job; rather, it compels one to engage in rational and critical thinking. Education is indispensable for effective problem-solving and for the realization of social equality. It acts as a passport to a bright future, constantly generating new opportunities.
Education not only fosters self-confidence and overall personality development, but it also refines an individual’s cognitive faculties, bolsters their self-assurance, and adds multifaceted depth and brilliance to their personality. Higher education provides access to better employment opportunities, thereby reducing poverty and ensuring financial security. An educated society is a progressive one. Education leads to a decline in crime rates and fosters a sense of greater responsibility among citizens.
Education endows individuals with the capacity to make sound decisions and the creativity to generate innovative ideas.
Education instills an awareness of one’s rights; it provides us with a comprehensive understanding of our entitlements and responsibilities, thereby enabling us to build a better society. Consequently, education stands as a powerful instrument for the holistic development of human life.
The significance of education lies in the fact that it serves as the master key to success in human life; it is a primary tool for personality development, for boosting self-confidence, and for cultivating a discernment between right and wrong. Education offers not merely bookish knowledge, but also fosters logical reasoning skills, helps eradicate poverty, and empowers individuals to become self-reliant.
Education facilitates socio-economic development and aids in the creation of a progressive nation; for this very reason, it is said that education is the milk of a tigress. “Education is the master key to life.” Just as food is essential for a healthy body, education is absolutely indispensable for the development of human life. Education is not merely about attending school, reading books, or obtaining a degree; rather, it is the process of acquiring knowledge to become a wise and responsible citizen. Education fosters sound decision-making skills, enabling an educated individual to distinguish between right and wrong.
Education helps diminish superstition within society and cultivates an informed and vigilant citizenry. Indeed, it is an educated society that drives the progress of a nation.
Education is the most powerful weapon at our disposal—one that we can wield to transform the world. It gives wings to our dreams and propels us toward the pinnacle of success. Therefore, we must all recognize the profound importance of education and strive to spread the light of knowledge. Thus, education serves as the true pathway to success.
Education constitutes the very foundation of human existence; it fosters personality development, enhances intellectual capabilities, and is absolutely vital for achieving economic self-reliance.
Education instills a sense of responsibility in individuals, refines their character, and secures for them a place of dignity and respect within society. Furthermore, it is through education that awareness regarding health and hygiene is significantly heightened.
One must recognize that education serves as the transformative medium that elevates human beings from a state of mere animality to true humanity, thereby providing life with a meaningful and righteous direction.
At its core, education is the process of nurturing virtuous qualities, acquiring knowledge, and unlocking the latent potential that resides within every individual.
Education plays a pivotal role in fostering the holistic growth and development of a child’s physical, moral, social, intellectual, emotional, and spiritual faculties.
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The Teacher…
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A teacher is that exceptional individual who, through the power of their knowledge, shapes the character of individuals, the fabric of society, and the destiny of a nation. It is the teacher who awakens a sense of self-confidence within a student—a confidence that instills the courage to strive for achievement and make a meaningful impact on their lives. It is the teacher who guides students out of the darkness of ignorance and leads them toward the light of enlightenment.
Knowledge stands as the greatest wealth and power in human life—a force that dispels the darkness of ignorance… It sheds the light of progress.
Education is not merely an intellectual asset; it is the master key to success—the means through which an individual can contribute to the development of society and the nation. For this very reason, the role of teachers in nation-building is of unparalleled significance.
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The School…
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A school consists not merely of inanimate walls, but serves as the living and robust foundation of nation-building.
Those walls of a village school speak to the poor and underprivileged people of the countryside, offering them inspiration and guidance: “Through education, make your child capable; mold him into a worthy human being. Make him a partner in the task of nation-building; let him become a pillar of support—for himself, his family, and for social, educational, economic, and political movements. Let him become a source of inspiration; let him become a true companion and friend to the people!” Therefore, primary and secondary schools serve as companions to the poor and their children—centers for the pursuit of knowledge and the foundational bedrock of progress!
“Consequently, a school represents not merely the acquisition of bookish information, but rather a profound understanding derived from experience, education, and creativity. Hence, it is rightly said that knowledge is the supreme wealth.”
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Reasons for the Closure of Primary Schools During the BJP’s Tenure…
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Knowledge is the very foundation of life and the catalyst for personality development. Furthermore, knowledge dispels delusions, superstitions, and fears harbored within the human mind.
Knowledge generates questions; it prompts inquiry; it molds individuals into Members of Parliament, Legislators, Government Officers, Employees, and Ministers. It teaches people to stand on equal footing with others!
Knowledge contributes to the eradication of inequality; it champions justice, resists injustice, and drives out oppression!
Knowledge facilitates sound decision-making, resolves problems, empowers individuals, and fosters human betterment!
It is precisely for these reasons—specifically to stifle education in rural areas—that decisions to close primary schools and drastically slash the educational budget are being implemented with alarming speed during the BJP’s tenure.
The underlying motives for this are manifold: to ensure that children from villages and hamlets do not acquire an education or achieve progress; that they do not rise to a level of equality with others; and that they do not dare to question those in power. The objective is to prevent them from becoming rulers, government officers, public employees, or entrepreneurs; to stop them from uplifting both themselves and society at large; and to keep them perpetually ignorant—relegated to the role of servile lackeys and mindless sycophants who merely nod in agreement. Ultimately, the aim is to subjugate—and maintain the subjugation of—India’s OBC, SC, ST, Minority, and other backward communities; to re-impose the ‘Laws of Manu’ as prescribed in the Manusmriti; to deny fundamental rights to men and women of the Bahujan (majority) society in accordance with those ancient codes; to perpetuate casteism within the rigid framework of the Varna system; and, through these means, to inflict oppression, injustice, and exploitation upon the masses. —Rendering them dependent and destitute!
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The Game of Power—Both Within and Outside of Government…
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“Shutting down schools and slashing the education budget constitutes a dangerous, hidden agenda shared by Brahminists (or ‘Manuvadis’)—whether they are currently in power or out of it. Precisely because the Bahujan masses—comprising OBCs, SCs, STs, minorities, and other backward classes—fail to grasp this reality, they are ironically seen extending their support to the BJP, the RSS, and various Hindutva organizations…
Knowledge is power; yet, the men and women of the Bahujan community—be they the unemployed, students, farmers, or laborers—are rarely seen harnessing this potent knowledge to secure their own rights, progress, protection, a bright future, or personal safety!
Instead, they appear to be actively holding themselves back from progress—denying their own existence and rights—and are seen chasing after Brahminism (or Manuvad)! There is truly no matter more shameful than this—especially considering that it was precisely these Manuvadi ideologies that kept them enslaved for thousands of years!”
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Francis Bacon…
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As Francis Bacon famously stated: “Knowledge is power; the individual who possesses greater knowledge…”
Francis Bacon…
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As Francis Bacon stated, “Knowledge is power; the person who possesses greater knowledge is better equipped to overcome life’s challenges.” When will the masses (*Bahujan*) of India realize and act upon this truth?
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Dr. Babasaheb Ambedkar’s Views on Education…
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Dr. Babasaheb Ambedkar asserts, “Education is not merely literacy; it instills self-respect in an individual, creates an awareness of one’s rights, and serves as a potent instrument for social transformation.”
Furthermore, he placed great emphasis on the principles of equality, fraternity, character development, and technical education.
It was Dr. Babasaheb Ambedkar’s firm conviction that education constitutes the sole path to liberation for the exploited, the Dalits, and the backward classes. Through education, it is possible to foster freedom, equality, and fraternity within society.
He strongly advocated for the universalization of education, maintaining that it must reach every stratum of society. He insisted that education should be made both free and compulsory.
Prioritizing women’s education, he famously remarked, “I measure the progress of a community by the degree of progress its women have achieved.”
He believed that true education is not confined to mere bookish knowledge; rather, it is the kind of education that molds an individual’s character which holds true significance. Education enables a person to become fully conscious of their duties as well as their rights.
Moreover, he articulated the view that technical and scientific education is an absolute necessity for the progress of the nation. He further asserted that education should empower an individual to become self-reliant and to cultivate the strength required to fight against injustice.
Dr. Babasaheb Ambedkar gave the mantra, “Educate, Agitate, Organize,” a call to action that inextricably links education with social and political struggle. His educational philosophy continues to serve as a guiding light today—dedicated to the cause of human welfare and the creation of a self-respecting society.
