Sunday, November 23, 2008

नेशनल Seminar

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    “Rethinking Human Rights and Value Education”
    “मानवाधिकार एवम् मूल्य(मर्यादा)परक-शिक्षा- एक पुन:विचार”
    Sponsored by University Grants Commission

    22nd December, 2008

    Dear Sir/Madam _______________________,

    Department of Journalism, Sanskrit, Economics and National Cadet Corps [Boys &Girls wing] of S.D. College [Lahore] cordially invite you to participate and present a paper in a one day national seminar being held on above said date and time.

    Human Rights inhere in a person by virtue of his/her being a human. They comprise both civil and political rights as well as economic, social and cultural rights. Human rights and fundamental freedom allow us to fully develop and use our human qualities, our intelligence, our talents and our conscience and to satisfy our spiritual and other needs. They are based on mankind's increasing demand for a life in which the inherent dignity and worth of each human being will receive respect and protection. The denial of human rights and fundamental freedoms not only is an individual and personal tragedy, but also creates conditions of social and political unrest, sowing seeds of violence and conflict within and between societies and nations. As the first sentence of the universal declaration of Human rights states, respect for human rights and human dignity "is the foundation of freedom, justice and peace in the world." Human rights issues in India are very different from those in a developed society. For a large number of people in India, human rights are related at once to food, shelter, education, employment and health. The greatest need today is to increase awareness about human rights because every aware individual ceases to be a potential violator and instead becomes a potential protector.
    We invite you to deliberate on this topic not only in the terms of human Rights but also in the terms and vision of value education or education based on values which is not at all a priority of any government, educational institutions in this business/ corporate oriented world. Since the reasons for establishing human Rights in west are all together different and in India, giving a legal sanction to human Rights is a poor imitation and this has created more confusion and complications in the collective Indian mind. This chaos starts right from the moment when we try to translate English terms in Hindi language which has a different socio-cultural understanding and practice of human Rights and value education- like translating Human Rights as manavadhikar is misleading translation since Rights and adhikar are words having diverse socio-cultural context and likewise translating value as mulya is wrong translation since its main focus is economics and appropriate translation can be maryada or dharma. Again problem arises when we try to understand vidya and shiksha in the terms of education.
    This chaos becomes denser when it comes to laying down the policies for an imported concept without evaluating its impacts. What kind of Indians this education system has produced or what kinds of personalities are the outcome of this education system? How humanity is related to science, technology and commerce or what kind of humanity is expected from these subjects and related educational institutes? Or do we want this system to produce cyborgs only? Indian society is basically familial society and western society is individualistic society so if west can think in their references, terms and situations then why can not we as Indians think in our own context? Is Indian tradition, ethos, culture, education is not competent enough to design or generate its own indigenous terms or system of human rights? In west Human rights is the direct outcome of world wars and there need to protect human rights is simply because of the business interests but how many times India has gone out of its territory to win or to fight with other countries? What Vedas, Puranas, Bauddhas, Jains and whole of the saint tradition said and did for human rights? Were they irrational human beings? If not then what efforts were made by the present day education system to evaluate the idea, concept and practices of human rights? Is present education system is capable enough to sensitize Indian society or individuals regarding value system of human rights? Are the concepts or ideas of ahimsa, compassion, synthesis, control over senses etc. needed for the present day humanity or not? If not then lets have the courage to disown Gandhi, Aurobindo, whole saint and rishi tradition. More over Indian constitution is not the part Indian culture. Deep down Indian psyche does not live by the constitutional rights or guarantees rather they live by and believe in their own faiths which makes them more human beings and as intellectuals, planners we have failed ourselves in recognizing basic constituents or ingredients of Indianness or Indianhood in our education system.
    So there is an urgent need to re-integrate the whole education system in such a way that it serves the humanity rather than producing the spare parts for the industries or corporate sector. Education not only for business or job purpose only but for a sensitive human being. Once we have good/ better human beings then business will be done only for human dignity.
    It is our humble objective to evaluate the concept of “Human Rights and Value Education” through inter-disciplinary observations and find better needful understanding. We are sure such an interaction between different subjects and individuals can raise hopes for a better future where “Human Rights and Value Education” may exist in real sense.
    You are kindly requested to choose topic of conviction and convenience

    Kindly submit your paper latest by 15th December, 2008.
    Delegation fee: Rs 100/-
    Ashutosh Angiras ०९८९६३-९४५६९
    Suggested topics-

    Philosophy of Value education and Human rights
    Human rights and Indian Education System
    Concept of Values and human rights
    Historical perspective of human rights
    Role of Science in promoting Value Education
    Value System in Science and Value Education
    Scientific thinking and Human dignity
    Philosophy of Science and Idea of Humanity
    Meaning of Humanity in Science
    Philosophy of laws and human rights
    Human rights and Vedic sensibility
    Manus’ ideology of human rights
    Globalization, trade practices and human rights
    Gandhian perception & practice of human rights
    Aurobindos’ understanding of human rights
    Indian saint tradition and human rights
    Treatment of human rights in Indian languages and literature
    Defining the meaning of Value Education
    Education, Technology and Value System
    Culture of trade and Human Rights
    Human Rights and traditional value system
    Terrorist movements, Role of Science and Human Rights
    Philosophy and Politics of Human Rights
    Modern education policy and value consciousness
    Economic priorities and Value Education
    Sociology of Education and value consciousness
    Literature, language and Value Education
    Art as an expression of Value Education
    Scientific temper and Value education
    History as a tool of value education and Human Rights
    Science, Religion and Human Rights
    Human Rights in the Indian social contexts
    Need for teaching of value Education and human rights