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| EDUCATION TRIBUNE |
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Criticism at the crossroads
School stages marriage to help pupils write better
Campus NoteS
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Criticism at the crossroads DISCOURSES on neoliberal capitalism that visibly point towards the end of history and ideology, of world-wide terrorism that threatens the Western way of life, now stand as a dominant forces in our global history where “incredulity” towards them has to be replaced by a strident and ambitious plan of political activism for altering the very structural underpinnings of our society that allows the emergence of such appalling movements. With the principle concern of a world ridden with problems of subjectivity and class war, of degradation of human labour and an ever-growing chasm between the elite and the poor, criticism in the university gains in its relevance. Interrelation and conflict between existing literary critical schools from structuralism to hermeneutics, from semiotics to antithetical criticism, has no doubt introduced many interpretative methodologies into textual reading, but the purpose of criticism in the university remains political and transformative. Academic criticism has to operate both inside and outside the university if it is not to become a mere pursuit of knowledge transmission with its emphasis moving away from reflection and action. Though largely considered to be integral to the working of the literary departments, criticism seems to have gradually lost its political role of being integral to the literary culture that operates within a much broader public space catering to the general reader and not confined to the university professional. Such a form of criticism that rendered itself in a rather accessible language and ideas is in contrast with the highly specialised jargon-ridden contemporary theory. From familiarity and reading for pleasure, the discipline of criticism has gradually moved into the limbo of an over-intellectualised exercise. These narrow constraints of criticism have gradually limited it to the job of the academic with academic aims only. Academic intellectuals, therefore, exist in the narrow space of specialisation, so squirrel-like that its original purpose of social concern is fully lost. The need, therefore, arises for both academic and the non-academic critics to engage in a progressive struggle towards cultural development. Methodology and concern with theoretical issues need not be ignored as done by the anti-theory professor; professionalism can very well go along with amateurism. Recent trends in English Studies indeed have given impetus to the students of cultural theory to face up to the problematic nature of geographical space, of capitalist strategies of hegemony and of the deconstruction of the human subject. Emancipatory politics combined with the rejection of the notion of the “center, origin or the end” initiated a revolutionary fervour in the minds of the students of cultural studies. But what seemed to be steeped in radical critique gave way to political apathy. The spark of theory slowly died out only to be rekindled by those who see the reality of a civilisation literally under fire and where the conspicuous return of the marginalised demands the politics of recognition. And thus arises the need for understanding the contemporary imbroglios of technology and politics so as to move away from literary theory to cultural criticism or what we may call critical realism, with the purpose of equipping students with the analytical tools and philosophical grounding for the social sciences and humanities geared towards understanding the relevance of knowledge and power, ideology and counter discursive practices and movements of resistance within society. Understandably then, it has been regretted that all that had been envisaged in the departments of English has not stood up to its original ambitions. Though revisionist tendencies in issues of race, nation, gender, class, and subject were underscored over the last couple of decades, literary studies has largely got bogged down in the classroom where theory is day after day regurgitated with no visible outcome of a praxis that may allow theory to cross the threshold into the arena of meaningful politics and vehemently oppose a free-wheeling consumerist society. In a world taken over by Anglo-American unilateralism along with the underlying smugness of the affluent, an engaging participatory involvement with cultural theory can be a “formidable presence” in our society. Religion and revolution, evil and the metaphysical question of survival coexist in a war-ridden dismaying world where humanitarianism is at its lowest ebb. The antidote lies in the incorporation of cultural theory in the very analytical skills of a student, so that it becomes a revolutionary pedagogical practice adequate enough to build a temperament of oppositional thinking. A socialist society, where the primary existence of an unexploitative community that respects fundamental human rights, and an ethical social framework, must underpin any theoretical prototype that demands a rigorous and expansive counter discourse to the reality of social engineering and the manufacturing of consent. At a juncture when walls are breaking and heated debates on the rigid categories and disciplines as well as hardened received assumptions and concepts become central to academic controversy, criticism rises to the occasion with a hope that it can become a single humanising agency of change. However, the non-professional approach and nostalgia for the straightforward literary criticism of the past can still be integrated into pedagogical methodologies. Leavis and Trilling are as important as Lyotard and Cullers. A post-theory scenario can be all inclusive of the professional and non-professional approaches to criticism, thereby doing away with the antagonism towards Derrida and Lacan. With Braudillard in one hand and Edward Said in the other, an all-encompassing view is possible to comprehend the pressing issues of fundamentalism, evil and death, of madness and reason. A formidable history stares us in the face; worlds in collision necessitate the upsurge of a genuine public-spirited socialism so far denied by theory and philosophy operating in an autonomous realm divorced from human reality. |
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School stages marriage to help pupils write better A primary school in Britain staged a marriage between a five-year-old girl and a six-year-old boy with the idea of helping pupils to write better. Staff at Warndon Primary School in Worcester came up with the idea so that pupils could then write about their experiences and boost their vocabulary. Teachers took them and the rest of the Year One class from the school on a stag and hen night at a bowling alley, and five-year-old Callie Geary even wore an “L” plate. The unusual nuptials were carried out in the local parish church, with a vicar, registrar and with parents watching, and a Mercedes car was donated to take the happy couple to church for the ceremony which was followed by a full reception. But the bizarre lesson has sparked fury from some education and Christian campaigners who have branded it crazy and the sexualisation of children. However, Sarah Allen, 29, deputy head, said the event was staged to encourage writing skills in the children. “Year One staff came up with idea for the wedding theme. There was a small fee for the bowling hen and stag night but everything else was donated or made by us,” the Daily Mail quoted her as saying. “The idea was that children will be able to write about their experiences, so having the wedding was perfect. They had to plan everything and then experience it as well,” she said. But Nick Seaton, chairman for the Campaign For Real Education, found the idea crazy. “If children need to be taught to improve their writing the way to do that should be through learning grammar, spelling and through reading,” he said. “I hate to think what this wedding has cost us, maybe not directly but in terms of wasted hours of staff time and the children’s time in the classroom,” he stated. Religious groups have also expressed their fury at the idea. “It seems like a really peculiar idea. There is this question about how the idea of being ‘married’ plays in a five and six-year-old’s mind,” Stephen Green, from Christian Voice, said. “Marriage is for grown ups and this is a worrying idea to have this wedding for kids in these days when we seem to have the increasing sexualisation of our children. “I’m not sure why a teacher is encouraging children to handle these kind of emotions. You have to start thinking what is going on in that teacher’s mind? “This is going far beyond teaching children to read and write. There is some sub-text here, and I would question the emotional state of the teachers concerned,” he stated.
— ANI |
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Campus NoteS A two-day seminar on "Right to Equality: Emerging Trends" was organised by the Department of Law in collaboration with the Youth Welfare Department recently. According to Prof. K. P. S. Mahalwar, Head, and Dean, Faculty of Law, the seminar was inaugurated by Prof. Ranbir singh, Vice-Chancellor, National Law University, Delhi, and presided over by Prof. J .R. Siwach. In his presidential address, Dr Siwach suggested that reservation given by the framers of the Constitution as such had "failed" to deliver the results and, therefore, it was required to be phased out by reducing one per cent each year. Prof. Ranbir Singh lamented at the working of the Constitution, as it had not been able to become the panacea for social ailments. He called for a new constitutional order. The sessions of the seminar were chaired by Prof. T. H. Khan of Jamia University, Delhi; Prof A. Wani of GGSU, Delhi; Prof. Amar Singh of NLU, Delhi; Prof. B. R. Saini of Kurukshetra University, Kurukshetra; and Prof. P. C. Juneja, former Professor of MDU. A large number of papers were also presented on various aspects of right to equality. Prof. Gurdeep Singh Bahri, Dean, Delhi University, in his valedictory address highlighted the important role played by the United Nations in strengthening the human rights all over the world. He pointed out the United Nations Declaration on Human Rights giving practical shape to the human rights through laws enacted by the states keeping in tune with the covenants, including convention on elimination of all kinds of discriminations against women. He, however, lamented the abuse and misuse of various laws, including the Domestic Violence Act, 2005. He felt that this was an opportune time to ensure measures for combating the injustice against men, too. Workshop on employability skills
A national workshop on "Enhancing Employability Skills: Communication and Personality Development" held here recently. The workshop was organised by the Department of Commerce and sponsored by the Department of Higher Education of Government of Haryana. Speaking at the workshop, Dr Daleep Singh, Professor, IMSAR, and Director, Institute of Hotel and Tourism Management (MDU), said to enhance the employability skills of the students, faculty members must hone their management skills, including managing across cultures and diversities. He said faculty members must work towards empowering their students in a changed globalisation scenario. Prof. Singh also urged the students to be research-oriented. New visiting hours
The university has notified new visiting hours for its Administrative Block. According to the MDU Registrar, the students and visitors can visit the Administrative Block for their university-related work from 11.30 am to 12.30 pm in the pre-lunch session, and from 3 pm to 4 pm in the post-lunch session. This decision has been taken to regulate the entry of visitors to the office(s), and to facilitate smooth conduct of the official work. — Contributed by Bijendra Ahlawat |
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Shelley Walia