तंत्रज्ञान आणि जीवन 

laoKaaMkx 1

svaataM~ya imaLUna 65 vaYao_ JaalaI. yaa kxaLata pa`tyaokxalaa AaiNa pa`tyaokxIlaa matadanaacaa AiQakxar do{]na AapaNa laaokxSaahIcaa pa`yaaoga rabaivalaa. svaataM~ya caLvaLIta BarGaaosa yaaogadana doNaa%yaa kxaVMga`osa paXaanao Anaokx vaYao_ sa$aa gaajaivalaI. paMcavaaiYa_kx yaaojanaaMÓaro ivakxasaacaa maagaaovaa Gaotalaa. tyaataUna hvao tao saaQya haota nasalyaanao kxahI vaYao_ koMxd`IBaUta sa$aocaahI pa`yaaoga koxlaa, paNa taaohI jaagaitakx vyavasqaocyaa roTËata na iTkxlyaanao AaiNa kxaVMga`osanao Aapalao sqaana gamaavalyaanao [tar paXaaMnaa sa$aota vaaTa Òavaa laagalaa AaiNa SaovaTcaa pa`yaaoga jaagaitakxIkxrNaacaa kxr}na doSaataIla kxlyaaNa saaQatao kxa, ho paaihlao gaolao.

            paNa Aataa inarinaraLo Ahvaala AaiNa AakxDovaarI {GaD kxrtaahota kxI 1990 saalaapaasaUna doSaataIla garIba laaokxaMcyaa saMKyaota vaaZ haotao Aaho. evaZoca navho tar garIba garIba haotaahota paNa Ea`ImaMta AiQakx Ea`ImaMta haotaahota. jaagaitakxIkxrNaanao mauKyata: Ea`ImaMtaanaa AapalaI caOna kxrNyaacyaa AiQakxaiQakx saMQaI AaiNa vaaTa imaLalyaa tar garIbaaMnaa tyaaMcyaa AtyaavaSyakx garjaa paurivaNyaasaazI satata vaaZNaa%yaa mahagaa[_laa taaoMD Òavao laagata Aaho. 21vyaa Satakxacyaa pa`arMBaI AapalaI, doSaacaI isqataI Aaja ASaI Aaho.

            gaolyaa 60-65 vaYaa_Mta inatya laagaNaa%yaa vastaUMcaI TMcaa[_, satata vaaZtaI mahagaa[_, pa`tyahI ibaGaDNaaro payaa_varNa AaiNa satata BaoDsaavaNaarI baokxarI yaa duYT cak`xataUna AjaUna AapalaI sauTkxa kxa haota naahI? ha pa`Ena kxaoNaahI naagarIkxalaa Asvasqa kxrtaao Aaho, yaata SaMkxa naahI.

            pa`gataI vhavaI mhNaUna iva&aanaacao naaro AapaNa satata vaajaivalao. iva&aanaacaI kxasa Qarlyaanaoca ivakxasa SaWya hao[_la yaa vaaWyaalaa vaod-gaItaotalyaa ikxMvaa bauÔvacanaa[takxa ikMxvaa kuxraNaatalyaa {d\GaaoYakx evaZa Aqa_ pa`apta Jaalaa, taoca icarkxalaIna satya Aaho, Asao maanalao gaolao.

            paNa yaa GaaoYaNaocao ivaElaoYaNa kxrNyaacao pa`yatna fxarsao Jaalao naahIta. ivaSaoYata: iva&aana mhNajao naomakox kxaya? tyaacaa pa`tyaXaata Aqa_ kxaya haotaao? tao naomakxI kxaoNataI QaaorNao saucaivatao? tyaata naomakox xkxaya AiBapa`ota Asatao? yaacaa saKaaola ivacaar Jaalaolaa AaZLUna Aalaa naahI.

            paRqvaIvarcao saaro jaIvana saUyaa_paasaUna imaLNaa%yaa {]jao_var AvalaMbaUna Aaho hI jaaNaIva Aataa saava_i~akx JaalaI Aaho. taI paRqvaIvar paaocataanaa AaiNa paaohaocalyaavar kxaya haotao, kxaoNatao badla va pairNaama haotaata, ho iva&aana tapaasatao. tyaataUna pairisqataIcao jao &aana haotao, tyaamauLo maaNasaalaa Aapalao jaIvana pairisqataISaI jamavaUna kxsao jagaavayaacao ho samajatao. maa~a ikxtyaokxda pairisqataI [takxI pa`itakUxla Asatao kxI itacyaaSaI saMGaYa_ ATL Asataao. pairisqataIlaa maanavaI jaIvanaasa AnaukUxla kxr}na GaoNyaatahI iva&aana madta kxrtao. AaiNa SaovaTI maaNasaacyaa BaaOitakx sauKaata AiQakxaiQak Bar kxSaI Gaalataa yao[_la, hohI iva&aanaacyaa sahayyaanaoca AapaNa saaQya kxr} paahtaao.

pa`tyaXaata yaacaa Aqa_ Asaa haotaao kxI saUyaa_cyaa paRqvaIvar yaoNaa%yaa {]jao_caa AiQakxaiQakx Baaga maanavaakxDo vaLivaNyaacaa Aapalaa pa`yatna yaSasvaI haotaao, taao iva&aanaacaI kxasa Qarlyaanao. mhNaUnaca iva&aanaaiSavaaya AaQauinakx jaIvana ASaWya ASaI KaUNagaaz savaa_MnaI baaMQalaolaI Asatao. iva&aanaacao vyaavahairkx r}pa Aaho taM~a&aana. taM~a&aanaamauLoca yaa gaaoYTI SaWya haotaata, maaNasaacyaa {paBaaogaata, ivaivaQataa yaotao, vaaZ haotao. SaovaTI iva&aanaacaI kxasa Qara yaacaa vyavaharata Aqa_ haotaao, taM~a&aanaacaa satata svaIkxar kxrIta rha.

maa~a paRqvaIvar paaohaocaNaa%yaa saUya_SaWtaIcaa qaoT {payaaoga kxr} Sakxtaata vanaspataI. tyaa svata:ca ekx Asao rsaayana tayaar kxrtaata kxI vaataavarNaataIla kxaba_na gaVsacaa {payaaoga kxr}na Anna tayaar hao[_la AaiNa tyaapaasaUna tayaar hao[_la AaViWsajana jaao sava_ pa`aNaIsaRYTIcaa jaIva kxI pa`aNa Asaola. kxaoNatyaahI pa`kxarcyaa baa+ gaaoYTIMcaa AaQaar na Gaotaa, mhNajaoca kxaoNataahI Kaca_ na kxrtaa Anna tayaar kxrNao fx$a] vanaspataIMnaa SaWya haotao. tyaacaa kxaoNaalaahI taaoTa na haotaa fxayadaca haotaao. taM~a&aanaalaa Aajataayaagata hI ikxmayaa saaQalaolaI naahI.

            vanaspataIMcaa ha gauNaQama_ jaovha tyaanao jaaNalaa, ivaSaoYata: vanaspataI jao Anna tayaar kxrtaata, tao tyaaMcyaa tar jagaNyaacyaa sava_ garjaa Baagaivatao paNa tyaa iSallakxI AnnahI tayaar kxrtaata, kxI jyaavar [tar sava_ jaIva jagataata, ho jaovha maaNasaanao jaaNalao taovha ho iSalakxI Anna vaaZivaNyaacao taM~a&aana tyaanao AacarNaata AaNaNyaasa saur}vaata koxlaI. savaa_Mnaa maahIta Aahoca kxI ho taM~a&aana mhNajao SaotaI. AapaNaaMsa {payau$a] AsaNaa%yaa vanaspataI ekx~a kxr}na tyaa jaaopaasaUna mhNajaoca saUya_Sa$a]I tyaaMnaaca imaLola, [tar jyaa vanaspataI tyaaMcyaaSaI spaQaa_ kxr} paahtaIla ASaaMnaa naYT kxr}na ho iSalakxI Anna sava_cyaasava_ Aapalyaalaaca imaLola ASaI maaNasaanao vyavasqaa koxlaI. maa~a ho iSalakxI Anna satata imaLta rahNyaasaazI fxar pairEa`ma kxravao laagataata, Kaca_ kxravaa laagataao, navanavaIna SaaoQa laavaavao laagataata, evaZoca navho tar ASaa rItaInao saUya_Sa$a]I vaLivaNyaasaazI kRxi~amarItyaa tayaar koxlaolyaa {jao_caa AiQakxaiQakx vaapar kxravaa laagataao AaiNa tyaamauLo Kaca_ AiQakxca vaaZtaao,  ho SaotaIta haoNaa%yaa sauQaarNaaMmauLo AaiNa yaaMi~ak  SaotaImauLo tyaacyaa laXaata yao{] laagalao. mhNajaoca {]jao_cao ekx pairmaaNa (yauinaT) jaovha AaQauinakx SaotaIta vaaparlao jaatao, taovha iSalakxI Anna imaLtao 0.05.

            yaacaa Aqa_ Asaa kxI SaotaI fxar maaozËa pa`maaNaavar kxrNao ho fxayadoSaIr zrta naahI. ASaI SaotaI sarkxarI madtaIiSavaaya ASaWya Asatao. SaotaIcyaa Kacaa_ta itacyaamauLo haoNaa%yaa payaa_varNaacyaa naukxsaanaIcaa Kaca_ kxaoNaIca Qarta naahI. taao Qarlaa tar AnnaQaanyaacyaa ikMxmataI [taWyaa vaaZtaIla kxI sava_saamaanyaaMnaa parvaDNaar naahIta AaiNa sarkxarhI [takox Anaudana doNyaapaUvaI_ Anaokxda ivacaar kxrola.

            vanaspataI jao pa`kxaSasaMElaoYaNaaÓaro Anna tayaar kxrtaata Kacaa_ivanaa, tao taM~a&aanaalaa SaWya naahI. BaivaYyaata pa`kxaSasaMElaoYaNa taM~a&aanaalaa saaQya Jaalao tar tyaalaa evaZa Kaca_ yao[_la kxI tyaacaa saava_i~akx {payaaoga kxrtaa yaoNaar naahI.

pa`kxaSasaMElaoYaNa ASaWya Asalyaanao taM~a&aanaalaa kxaoNataahI badla, pairvata_na kxrNyaasaazI baahor}na {]jaa_ pa`apta kxravaI laagatao. Aaja ho {]jao_cao s~aaota Aahota mauKyata: kxaoLsaa AaiNa taola. ANau{]jaa_ inamaa_Na kxrNyaasaazIhI yaa daonhIMcaI madta GyaavaIca laagatao. {]jao_cao ho daonhI s~aaota mhNajao inasagaa_nao kxaoTËvaQaI vaYao_ saazivalaolaI saUyaa_caI {]jaa_ca Aaho. saUyaa_caI {]jaa_ paRqvaIvar yaotao taI AtyaMta ivaKarIta svar}paata. vanaspataIca taI ekxi~ata kxr} Sakxtaata, AaiNa hIca {]jaa_ vanaspataI jaovha marNa paavataata va gaaDlyaa jaataata, taovha jaimanaIcyaa paaoTata jaatao. taI tayaar kxrNyaacao kxama AaiNa Kaca_ inasaga_ca saaosataao. AapaNa taM~a&aanaaÓaro taI baahor kxaZtaao evaZoca. inasagaa_kxDUna taM~a&aanaalaa imaLalaolao ho Anaudanaca Aaho. Subsidy Aaho. hI doNagaI, ho Anaudana nasaola tar Aajacao taM~a&aana SaWyaca haoNaar naahI. naahItar maaNasaalaa taM~a&aanaacaa vaapar kxrNyaasa Avaacyaasavaa Kaca_ Aalaa Asataa.

Aajacao taM~a&aana ho mauKyata: inasagaa_cyaa yaa Anaudanaavar AaQaarIta Aaho, tyaamauLo SaWya Jaalao Aaho, ho savaa_MnaI laXaata zovalao paaihjao.

taM~a&aanaalaa hI jaSaI ekx Subsidy imaLtao, taSaIca payaa_varNyaacyaa hanaIcaa Kaca_ ivacaarata na GaoNyaacyaa pa`qaomauLohI taM~a&aanaacaa vaapar saukxr haotaao.

AaOÒaoigakx k`xaMtaInao jao taM~a&aana ivakxisata koxlao tao parvaDNaaro Jaalao daona gaaoYTIMmauLo: kxaoLsaa AaiNa taola yaaMcyaa ikMxmataI rajakxarNa KaoLUna kxmaItakxmaI raKalyaa gaolyaa AaiNa payaa_varNaacyaa hanaIcaa Kaca_ Aijabaata ivacaarata Gaotalaa gaolaa naahI. AmaoirkoxsaarKyaa doSaanao jao kxDkx inayama svaIkxarlao Aahota, tyaamauLo Aataa Amaoirkoxta AaOÒaoigakx {tpaadna AitaSaya mahaga ikMxvaa ASaWya banalao Aaho. pa`caMD AnaudanaaiSavaaya AmaoirkoxtaIla taaMi~akx SaotaI AaiNa {Òaoga caalaNaar naahIta.

taM~a&aanaalaa AaNaKaI ekx subsidy imaLtao taI tyaacaa vaapar kxrNaa%yaa laaokxaMkxDUna. taM~a&aanaaÓaro jaovha {]jao_caa {payaaoga kxr}na kxaoNatyaahI vastaUmaQyao pairvata_na GaDvaUna AaNalao jaatao, taovha pairvata_naacyaa ik`xyaolaa BaaOitakxSaas~aacaa inayama laagaU haotaao (Law of Entropy). yaanausaar ASaa pairvata_naata tayaar haoNaara kxcara maala ha tayaar maalaapaoXaa jaasta Asataao. yaacaaca Aqa_ Asaa kxI pairvata_naasaazI idlao jaaNaaro Input kxccaa maala ho Output paWkxax maala paoXaa jaasta Asatao.

pairvata_naacyaa ik`xyaota tayaar haoNaara kxcara maala ha AaOÒaoigakx k`xaMtaI pa`tyaXaata AalyaanaMtar ikxtyaokx vaYao_ inasagaa_taca Takxlaa jaata haotaa. mhNajaoca inasaga_ pa`dUiYata koxlaa jaata haotaa. tyaacaI kxaoNaasaca iXataI navhtaI. iSavaaya kxmaItakxmaI pagaar do{]na nafxa vaaZivaNyaacaI pa`vaR$aI Asalyaanao paur}Ya kxamagaaraMeovajaI maihlaa kxamagaar naomaNao, [takoxca naahI tar baalakxamagaar naomaNao yaa gaaoYTIhI sara_sa haota haotyaa. tyaamauLo saamaaijakx Aaraogya QaaoWyaata yaota haotao. pauZo jaovha samaajaataIla ivacaavaMtaaMnaI yaa hainakxarkx gaaoYTI samaajaapauZo maaMDUna ho ivadarkx kRxtya {GaD koxlao, tyaavaoLI hLUhLU kxayado kxr}na yaa gaaoYTIMnaa paayabaMd Gaatalaa gaolaa.

Aaja Baartaata kxamagaar ivaYayakx, tyaaMnaa kxmaItakxmaI vaotana doNyaabaabata kxayado Aistatvaata Aahota, tasaoca payaa_varNaacaI hanaI hao{] nayao mhNaUnahI kxayado Aahota. paNa tyaaMcaI AMmalabajaavaNaI pa`amaaiNakxpaNao AaiNa kxsaUna koxlaI jaata naahI. tyaamauLoca taM~a&aanaacaI ma$a]odarI caalaU rahtao, evaZoca navho tar parkxIya BaaMDvalaalaa AamaMi~ata kxr}na taM~a&aanaacaa AiQakxaiQakx pa`saar kxsaa hao[_la ho paaihlao jaatao. taM~a&aanaacyaa Ea`oYztvaacaa pagaDa janamaanasaavar pa`Kar Asalyaanao janataahI saamaUihkxrItyaa yaaivar}Ô Aavaaja {zvaIta naahI. payaa_varNaacaI hanaI haota Asalyaanao payaa_varNavaadI tyaaivar}Ô Aavaaja {zivataata paNa tyaaMnaa vaoDËata kxaZlao jaatao. taM~a&aanaamauLo Kacaa_ta satata haoNaarI vaaZ AaiNa payaa_varNaacaI hanaI TaLNyaasaazI {paaya kxaya yaacaI cacaa_ pauZIla laoKaata kxr}. 

payaa_yaI jaIvana

jaagaitakx janamaanasaavar taM~a&aanaaca pagaDa basaNyaamaagao yauraopamaQyao jao ekx tatva&aana 17 vyaa AaiNa 18 vyaa Satakxata ivakxisata Jaalao tao pa`aya: kxarNaIBaUta Aaho. tyaamaQyao vya$a]I svaataM~yaavar Bar idlaa gaolaa. ivaSaoYata: pa`tyaokxlaa Aapalyaa AavaDIinavaDI nausaar maagaNaI naaoMdivaNyaacao svaataM~ya Asalao paaihjao yaavar Bar idlaa gaolaa. tyaamauLo jaI {tpaadna paÔtaI pa`tyaXaata AalaI taImaQyao {tpaadna vaaZIvar AaiNa tyaapaasaUna AiQakxaiQakx nafxa kxsaa imaLola, yaaMvar laXa koMxid`ta Jaalao. yaacavaoLI kxaoLsaa AaiNa laaoKaMD yaa KainajaaMcao saazo saapaDlao AaiNa tyaapaasaUnacyaa {]jao_var caalaNaarI yaM~ao pa`caarata AalaI. [MglaMDmaQyao yaaca saumaarasa kuxLaMkxDUna SaotaI kxaZUna Gao{]na taI maaozËa pa`maaNaavar kxrNyaacaI pa`qaa paDlaI. yaa baokxar Jaalaolyaa kuxLaMnaa navaIna inaGaalaolyaa kxarKaanyaata naaokxrI imaLalaI paNa taI kxmaItakxmaI vaotanaavar. payaa_varNaakxDo dula_Xa JaalyaamauLo kxarKaanyaaMcyaamauLo jaI Sahro maaozI JaalaI, tyaavar kxawyaakux× vaataavarNaacao AavarNa basalao.

vyai$a]svaataM~yaacaa pa`tyaXaata pairNaama mhNajao saMpa$aIcao koMxd`IkxrNa, kxamagaaraMcaI Avanata isqataI AaiNa ibaGaDlaolao payaa_varNa Asaa Jaalaa. yaaivar}Ô maaWsa_nao Aavaaja {zivalaa AaiNa kxamagaar hoca saMpa$aIcao maalakx Jaalao paaihjaota hI gaaoYT ihrIrInao pauZo maaMDlaI.  maa~a pa`tyaXaata tyaacaahI pairNaama kxmyauinaJamaÓaro sa$aocao koMxd`IkxrNa haoNyaataca Jaalaa. kxamagaaraMcaI isqataI sauQaarNyaasaazI kxmyauinasT sa$aaQaa%yaaMnaI doSaataIla saaQanasaMpa$aIcaI maalakxI sarkxarI koxlaI. paNa tyaataUna inamaa_Na JaalaI hukuxmaSaahI. BaaMDvalaSaahIlaa (Capaitalism) paayabaMd basalaa tarI kxamagaaraMcao kxlyaaNa saaQalao gaolao naahI. vya$a]Ilaa maagaNaI naaoMdivaNyaacaa jaao AiQakxar haotaa, taao paUNa_ta: dDpalaa gaolaa. raYT^acao baL vaaZivaNao mhNajao AiQakxaiQakx ivanaaSakxarI Sas~aaMcaI inaima_taI kxr}na sarkxarI sa$aa vaaZivaNyaacao pa`yaaoga koxlao gaolao.

yaamaQaUna maaga_ kxaZNyaacaa, ekx pa`kxarcaa maQyamamaaga_ AacarNaata AaNaNyaacaa pa`yaaoga Baartaanao koxlaa.  mahatmaa gaaMQaIMsaarKao mahana vyai$a]tva taM~a&aanaacyaa ivaraoQaata Asalyaanao pa`aqaimakx taM~a&aana, KaoDËataIla jaIvana sauQaarNyaavar Bar, janataocyaa pa`aqaimakx garjaa BaagaivaNyaavar Bar idlaa gaolaa AaiNa paihlyaa paMcavaaiYa_kx yaaojanaocyaa AKaorI tyaacao saupairNaama idsaUnahI Aalao. paNa tyaanaMtar maa~a BaartaIya vaOiSaYTËaMcao ho Baana sauTlao AaiNa kVxipaTVilaJama, kxmyauinaJama (saaoSaVilaJama) yaaMcaa baaolabaalaa paunha saur} Jaalaa. BaaMDvalaSaahIlaa mayaa_idta Xao~ao

KaulaI zovaUna sarkxarIrItyaa taM~a&aanaavar AaQaarIta pa`caMD gauMtavaNaUkx koxlaI gaolaI. tyaamauLo raYT^acyaa itajaaorItaIla parkxIya calana gaMgaajaLI irtaI hao{]na (Sterling balance) sarkxarvarIla kxjaa_caa baaojaa vaaZtaca gaolaa. maa~a ikMxmataIvar sarkxarI inayaM~aNa Asalyaanao KaajagaI {ÒaogaaMcao svaataM~ya mayaa_idta raihlao AaiNa tyaacaa fxayada sava_saamaanya janataolaa imaLalaa. [Midra gaaMQaI sa$aovar Asaotaao hI isqataI iTkxlaI. tyaanaMtar maa~a {darIkxrNaacao vaaro vaahU laagalao, sarkxarI inayaM~aNao iSaiqala JaalaI, payaa_varNaacao saMrXaNa kxrNaaro fxayado inaYpa`Ba hao{] laagalao AaiNa 1990 naMtar {darIkxrNaataUna paaEcaatya ivacaarsarNaI AaiNa taM~a&aanaacao pa`Bautva AapaNa paUNa_paNao svaIkxarlao. yaacao dRSya pairNaama mhNajao satata vaaZtaI mahagaa[_ AaiNa Ea`ImaMta va garIba yaaMcyaataIla r}MdavaNaarI drI. ekx saXama maQmama vaga_ inamaa_Na Jaalaa Kara- taM~a&aanaacao vaca_sva AsaNaara – paNa taLagaaLataIla laaokxaMcaI saMKyaa vaaZtaca gaolaI.

varIla ivavaocanaavar}na ekx laXaata yao[_la kxI kVxipaTVilaJama, kxmyauinaJma saarKaI paaEcaatya tatva&aanao mauKyata: AaOÒaoigakx {tpaadna AaiNa saMpa$aIcaI inaima_taI yaaMvar Bar dotaata. saMpa$aIcao yaaogya ivatarNa kxrNyaacao taM~a tyaamaQyao basaivalaolao AaZLta naahI. yaa {laT maM. gaaMQaIMcao tatva&aana saMpa$aIcyaa ivatarNaavar AaiNa tyaaÓaro saaQaNaa%yaa saamaaijakx {nnataIvar Bar doNaaro Asalao tarI tao jyaa paÔtaInao samaajaata pasarivalao gaolao, taI paÔta navaIna {dyaasa Aalaolyaa maQyama vagaa_sa, sauiSaiXataaMnaa AaiNa tyaaMcyaaca ivacaaraMcaa pagaDa Asalaolyaa rajakxarNyaaMcyaa pacanaI paDlaI naahI. pairNaamaI tao paunha paaEcaatya taM~a&aanaakxDoca AakxiYa_ta Jaalao AaiNa kxmyauinasT sa$aa kxaolamaDlyaanao Aataa taM~a&aanaaiQaiYzta paaEcaatya tatva&aanaacaaca baaolabaalaa Aapalyaa doSaata paunha saur} Jaalaa.

yaavar taaoDgaa kxahI AaiSayaayaI raYT^aMnaI SaaoQaUna kxaZlaa Aaho, {da. isaMgaapaUr, malaoiSayaa, Ea`IlaMkxa, taOvaana, diXaNa kxaoirAa, ifxilapaInsa.  tyaaMnaa Aaja Asian Tigers saMbaaoiQalao jaatao. sauQaarNaaMcaI saur}vaata tyaaMnaI jaimanaIcyaa maalakxIcao ivakoMxd`IkxrNa kxrNyaapaasaUna koxlaI (Land Reform). tyaacabaraobar tyaaMnaI saava_i~akx iSaXaNaakxDohI laXa do{]na janataolaa sauiSaiXata banaivalao. Baartaanao yaa gaaoYTIMvar AjaUnahI Bar idlaolaa naahI, ho laXaata Gaotalao paaihjao.

Baartaanao Anaokx paMcavaaiYa_kx yaaojanaa rabaivalyaa Ka%yaa paNa Anaokx maUlaBaUta gaaoYTIMkxDo dula_Xa Jaalao. Baarta {YNa kxiTbaMQaataIla doSa Aaho, mhNajao naomakox kxaya, yaacao qaoT {$ar Aapalyaa iSaXaNaata idlao jaata naahI. AilakxDcyaa saMSaaoQanaataUna idsatao kxI jagaacyaa BaUmaIpaOkxI 2 TWkox BaUmaI Baartaanao vyaapalaI Aaho, paNa Baartaata jaagaitakx jaOvaivaivaQataopaOkxI (Biodiversity) 8 TWkox ivaivaQataa {palabQa Aaho. Baarta ha jaOvavaOivaQya Asalaolaa doSa Aaho, AaiNa yaa ivaivaQataonao maaNasaalaa jagaNyaasaazI Anaokx payaa_ya idlaolao Aahota. yaa payaa_yaaMcao &aana AaidvaasaI (Tribals) jamaataIMnaa jaovaZo Asatao, taovaZo sauiSaiXataaMnaa nasatao. taM~a&aanaacaa svaIkxar koxlaa kxI ivaivaQataa laaopa paavaUna ekxsaarKaopaNaa yaotaao. payaa_ya naYT koxlyaacaI jaaNaIva haotao AvaYa_Na Jaalao, naOsaiga_kx Aapa$aI Aalyaa kxI tyaaMnaa taaoMD doNyaasa taM~a&aana Apauro paDtao.

inasagaa_caa samyakx ivacaarhI Aapalyaa iSaXaNaata naahI. AapaNa saaoyaIsaazI inasagaa_cao ivaBaaga koxlao Aahota: {da. BaUSaas~a, vanaspataISaas~a, pa`aNaISaas~a, paXaISaas~a vagaOro. BaaOitakxI (Physics), rsaayanaSaas~a, gaiNata, saMKyaaSaas~a tasaoca BaUgaaola, [itahasa, samaajaSaas~a, vaMSaSaas~a, vaOÒkx yaaMcyaaSaI tyaaMcaI saaMgaD GaatalaI jaata naahI. pairNaamaI ivaÒaqyaa_sa inasagaa_cao evaZoca navho tar maanavaI jaIvanaacaohI samyaga\ Aakxlana haota naahI. iSaXaNa ho inarinarawyaa Saas~aaMcyaa parspar saMbaMQaaMvar AaQaarIta hvao. taM~a&aana ho savaa_Msa paUrkx zrNaaro ekx Avajaar (Tool) Aaho, ho AapaNa laXaata Gaotalao paaihjao.

Aaja yaa pairisqataIta sauQaarNaa haoNao jar}r Asaola tar iSaXaNa savaa_MsaazI AaiNa samyakx (Holistic) dRYTIvar AaQaarlaolao hvao; vyavasaaya, naaokx%yaa, saMSaaoQana ho  mauKyata: jaOvaivaivaQataocao, inasagaa_cao saMrXaNa, saMvaQa_na yaaMtaUna pa`apta Jaalyaa paaihjaota; AaiNa taM~a&aanaacaa vaapar ekx Avajaar (Tool) mhNaUna Jaalaa paihjao.

Aajacyaa pairisqataIlaa payaa_yaI vyavasqaa saucavaayacaI JaalaI tar itacaa paayaa vya$a]I AaiNa vyai$a]svaataM~ya haca Asaola. maa~a vyai$a]svaataM~ya mhNajao Ainaba_MQa AavaDinavaD navho. vya$a]I jaI inavaD kxrIla tyaavar samaajaacaa AMkuxSa hvaa. Asaa AMkuxSa rajakxIya sa$aonao laavalaa tar hukuxmaSaahI inamaa_Na haotao, ho [itahasa saaMgataao. ha AMkuxSa ivavaokxavar AaQaarIta hvaa AaiNa ha ivavaokx svayaMsaovaI saMGaTnaaMkxDUna pa`taIta Jaalaa paaihjao. yaacaaca Aqa_ Asaa kxI samaajaataIla pa`tyaokx vya$a]Inao Aapalyaa AavaDIcyaa svayaMsaovaI saMsqaaMcao sadsyatva svaIkxarlao paaihjao. yaa saMsqaaMnaI Aapalyaa sadsyaaMsaazI ekx AacaarsaMihtaa tayaar kxrayalaa hvaI kxI ijacyaaÓaro saBaasadaMcyaa AavaDIinavaDIlaa ivaQaayakx vaLNa laagaola, samaajaivaGaatakx ivacaarsarNaI, Aacaar AaiNa AavaDinavaD yaaMnaa qaara imaLNaar naahI. rajakxIya sa$aocao ho kxama rahIla kxI ASaa saMGaTnaaMÓaro samaajaivaGaatakx ivacaar, Aacaar AaiNa AavaDinavaD pa`saRta koxlaI jaata naahI ho paahNao.

yaa svayaMsaovaI saMsqaa vyavasaayaavar AaQaarIta AsataIla, ivaiSaYT ivaYayaataIla saMSaaoQana AaiNa cacaa_ yaaMvar AaQaarIta AsataIla, vyaapaar AaiNa dovaGaova yaaMvar AaQaarIta AsataIla, kxlaakxaOSalyao yaaMvar AaQaarIta AsataIla, ivaiSaYT ivaQaayakx mataaMcaa  pa`caar kxrNaa%yaa AsataIla, Qama_ va paMqa yaaMvar hI AaQaarIta AsataIla. maa~a tyaa ivaQaayakx kxaya_ kxrIta Aahota, Taokxacao ivacaar pa`saRta kxrIta naahIta, ho paahNao sarkxarcao kxta_vya Asaola. tyaaMcyaakxDUna mauKya ApaoXaa ASaI kxI tyaa jaI AacaarsaMihtaa svaIkxartaIla tyaataUna sadsad\ivavaokx bauÔIvar AaQaarIta {paBaaoga va {paBaaogya vastaU yaaMcyaa {tpaadnaasa caalanaa imaLola.

vya$a]Ilaa jyaacyaa tyaacyaa {tpannaanausaar AavaDinavaDIcao svaataM~ya Asaola paNa ASaI AavaDinavaD ivaQaayakx Asaola, samaajaivaGaatakx nasaola, ho yaa saMsqaa paahtaIla. tyaacapa`maaNao jyaacyaa tyaacyaa bauÔIma$aonausaar, kxaOoSalyaanausaar, iSaXaNaanausaar saMpa$aI imaLivaNyaasa, KaajagaI maalama$aa jamaivaNyaasa vya$a]Ilaa svaataM~ya Asaola paNa taI AvaOQa maagaa_nao jamaivalaI jaaNaar naahI, ho yaa svayaMsaovaI saMsqaa paahtaIla. tasaoca naOsaiga_kx saaQanasaMpa$aIvar eKaaÒa vya$a]Icaa hWkx Asaola, tar itacaa ivainayaaoga kxrNyaacao itacao svaataM~ya svaMyasaovaI saMsqaacyaa AacaarsaMihtaonausaar zroÊ ikMxvaa mayaa_idta hao[_Ê.

Aaiqa_kx vyavaharacaa paayaa mauKyata: jaOvaBaar, jaOvaivaivaQataa AaiNa jaOivakx &aana Asaa AsaoÊ. taM~a&aana navho. taM~a&aanaacaa {payaaoga mauKyata: naOsaiga_kx saaQanasaMpa$aIcaa djaa_ sauQaarNao-vaaZivaNao, inasagaa_kxDUna jyaa sauivaQaa savaa_Mnaa fuxkxT imaLtaata, {da. AaViWsajanayau$a] vaataavarNa, kxITkxaMÓaro baIjavahna, gaaoDo paaNaI, saupaIkx jamaIna, vanao, gavataaL pa`doSa Asao naOsaiga_kx AiQavaasa, ikxnaa%yaaÊa ÊagaUna AsaÊoÊa samaud`acaa Baaga va KaaDËa vagaOro, yaa sauivaQaaMcaa djaa_ raKaNao-sauQaarNao (pa`duYaNaapaasaUna tyaaMnaa vaacaivaNao) Asaa AsaoÊ. yaamauLo samaajaata saMpa$aIcao vaaTpa samapa`maaNaata haoNyaasa madta hao[_Ê AaiNa Aaja jao mahtva inavvaL paOSaaÊa AaÊo Aaho, tao inasaga_, naOsaiga_kx saaQanasaMpa$aI AaiNa naOsaiga_kx sauivaQaa yaaMnaa yao[_Ê.

samaajaataIÊ vyavasaaya, {Òaoga, naaokx%yaa yaa mauKyata: inasaga_, naOsaiga_kx saaQanasaMpa$aIcaa djaa_ va jaOvaBaar, naOsaiga_kx sauivaQaa yaaMcaI raKaNa, djaa_ vaaZivaNao va tyaaMcaa icarMjaIvaI {paBaaoga GaoNao, yaaMvar AaQaairta AsataIÊ. kxaoLsaa va taoÊ yaaMsaarKaI {]jao_caI saaQanao yaa savaa_McaI doKaBaaÊ, taMdur]staI AaiNa paunar]jjaIvana yaaMsaazI mauKyata: vaaparÊI jaataIÊ.

inasagaa_cyaa paunar]jjaIvanaataUna Anaokx vyavasaaya va naaokx%yaa tayaar hao{] SakxtaIÊ yaaMta SaMkxa naahI. paunar]jjaIvanaamauLo raYT^Iya saMpa$aIta satata Bar paDoÊ AaiNa mahagaa[_caa Basmaasaur naahIsaa hao{]na samaajakxlyaaNa saaQaÊo jaa[_Ê.

yaacaa Aqa_ kxarKaanadarI Aijabaata nakxao Asaa naahI. paNa taI Êhana pa`maaNaavar, ivakoMxid`ta svar]paacaI AaiNa sava_saamaanyaaMcyaa garjaa paurivaNaarI hvaI. navanavaIna AaiÊSaana maaoTarI baajaarata AaNaNaarI nakxao. tyaacabaraobar jaimanaIcaI maaÊkxI vaOyai$a]kx paNa tyaata kxaoNataI ipakox GyaayacaI, tyaasaazI paaNaI, Katao, Avajaaro yaaMcao vaaTpa kxsao kxrayacao ho gaavapaataLIvar, ga`amasaBaota ivacaar ivainamaya hao{]na zrÊo paaihjao.

SaotaI {tpaadnaata pa`aQaanya Asaavao sqaainakx janataocyaa garjaa paurivaNyaalaa. tyaanaMtar jaI jamaIna va [tar saaQanasaMpa$aI (Resources) iSallakx rahtaIla tyaaMcaa {payaaoga baajaarpaoz AaiNa inayaa_ta yaaMcyaa garjaa BaagaivaNyaasaazI vhavaa. tasaoca Kainaja taola, kxaoLsaa, yaaMcaa vaapar samaajaacyaa garjaa paurivaNyaasaazI pa`aya: Jaalaa paaihjao. {da. vaIja va paaNaI paurvaza, saava_jainakx vaahtaUkx, pa`aqaimakx AaiNa maaQyaimakx iSaXaNa kxI jao inasaga_, naOsaiga_kx saaQanasaMpa$aI AaiNa naOsaiga_kx sauivaQaa yaaMbaabata Saas~aaQaarIta &aana va tyaaMcaa yaaogya vaapar kxsaa kxrayacaa ho QaDo ivaÒaqyaa_naa do[_la.

kxaoLsaa AaiNa taola yaaMcaa vaapar Ainaba_MQa vaOyai$a]kx AavaDinavaD, koMxd`IBaUta taM~a&aana AaiNa inavvaL paaEcaatyaaMcao AnaukxrNa, Asaa haotaa kxamaa nayao. mhNajaoca BaaOitakx Saas~aaMcyaa inayamaaMmauLo jyaa mayaa_da yaotaata, tyaataUna pauYkxLSaI sauTkxa hao[_la AaiNa {tpaadnaapaoXaa kxcara maala jaasta tayaar haoNaar naahI.

rajakxIya sa$aa laaokxSaahI tatvaavar AsaNao yaaogyaca Aaho. sarkxarcaI kxta_vyao mauKyata: kxaoNataI, ho vaoLaovaoLI saaMigatalaoca Aaho. vaOyai$a]kx maalakxIcaa {payaaoga saaQanasaMpa$aIcaa saaza kxr}na taao dabaUna zovaNao, tyaacyaa ivak`xIvar ikMxvaa KarodIvar qaaoDËa laaokxaMcaI ikMxvaa CaoTËa samaUhacaI ma$a]odarI AsaNao, yaaMcaa baMdaobastahI sarkxarlaa kxravaa laagaola.

bacata AaiNa saMpa$aIcaI inaima_taI pa`aya: vaOyai$a]kx bauiÔma$aa, kxaOSalya AaiNa {ÒmaSaIlataa yaaMvar AvalaMbaUna Asaola AaiNa BaaMDvalaI gauMtavaNaUkx mauKyata: svayaMsaovaI saMsqaa AaiNa tyaaMcao maaga_dSa_na yaaMvar zrola. tasaoca saaQanasaMpa$aIcyaa vaOyai$a]kx maalakxItaUna yaaogya tao BaaDo Aakxar}na vya$a]Ilaa {tpanna imaLivataa yao[_la. maa~a yaaMmaQyao sa×abaajaI AaiNa Avaacyaasavvaa BaaDo AakxarNaI haota naahI naa, ho sarkxarlaa pahavao laagaola. sarkxarI QaaorNa AaKataanaa naOsaiga_kx saaQanasaMpa$aIbaabatacaa saKaaola, Saas~aIya &aanaaMcaa AaQaar AavaSyakx maanalaa jaavaa.  tasaoca laaokxsaMKyaa vaaZIvarhI inayaM~aNa sarkxarcao AsaNao AavaSyakx Aaho.

Aqa_vyavasqaocaa gaaBaa inasaga_ AaiNa inasaga_saMpa$aIcaa yaaogya vaapar va itacao paunar}jjaIvana Asaa hvaa. inasagaa_caI ivaBaagaNaI kxr}na ( {da. SaotaI va vanao) tyaaMpaOkxI kxahIMnaa pa`aQaanya AaiNa [taraMkxDo dula_Xa hI pairisqataI badlalaI paaihjao. saoMid`ya SaotaI, {]jao_saazI hayaD^aojana saarKyaa navaIna s~aaotaaMcaa {payaaoga yaaMvar saMSaaoQana koMxid`ta koxlao paaihjao. saUya_{]jao_caa {payaaoga paaNaI taapaivaNao, Garo {badar ikMxvaa qaMD raKaNao, kxpaDo vaaLivaNao Asaa hao[_la tarca paunha BaaOitakx inayamaaMpaasaUna itacaI sauTkxa hao[_la. pavana{]jao_caa {payaaoga Asaaca ivaQaayakxrItyaa hao{] Sakoxla, maa~a tyaasaazI pa`caMD Aakxaracyaa pavanacaWWyaa {Baar}na koMxd`IBaUta {]jaa_ inamaa_Na kxrNao TaLlaoxpaaihjao kxarNa ASaa sava_ gaaoYTI kxaoLsaa va Kainaja taola yaaMcyaa vaaparaivanaa SaWya haota naahIta.                                                                                                                          paaEcaatya doSaaMmaQyao Anaokx lahanasahana janasamaUhaMnaI ASaI saaQaI, kxmaI gauMMtaagauMtaIcaI paNa Aqa_pauNa_ AaiNa samaaQaana doNaarI jaIvanaSaOlaI, AacarNyaasa saur}vaata koxlaI Aaho. tyaaMnaI raYT^Iya Aqa_vyavasqaopaasaUna fxarkxta Gao{]na svata:cao calana (Currency) hI vaaparata AaNalao Aaho. ekxmaokxaMnaa saovaa-sauivaQaa paurivaNyaavar tyaaMcaI Aqa_vyavasqaa AaQaarlaolaI Aaho.

Aaja payaa_yaI Aqa_vyavasqaocaa savaa_Mnaaca ivacaar kxravaa laagata Aaho, kxarNa kxaoLsaa va taola yaaMcao saazo koxvha naa koxvha saMpaNaar Aahota. inasaga_samaRÔ Baartaalaa Anaokx pa`kxarcaI saaQanasaMpa$aI AaiNa taI vaaparNyaacao Anaokx payaa_ya {palabQa Aahota. garIbaI paOSaavar zrta naahI tar Asao Anaokx payaa_ya naYT Jaalao tar bahusaMKyaaMnaa jaIvanaca ASaWya haotao AaiNa tao garIbaIcyaa Kaa[_ta laaoTlao jaataata. ho payaa_ya jaaopaasalao mhNajaoca inasaga_ samaRÔ koxlaa tar caMgaLvaad, garIbaI AaiNa kxmaalaIcaI saamaaijakx ivaYamataa yaaMpaasaUna AapalaI sauTkxa hao[_la.                                                                             

                                                                                                                           pa`kxaSa gaaoLo                                                                                                                                                                                                                                        

शिक्षणवेध 

Aataa maI jao iÊhIta Aaho, tao maaJao ivacaar Aahota AaiNa tao kxahIsao svaOr Aahota. tao kxaoNatyaahI saMSaaoQanaavar AaQaairta naahIta, tyaasaazI maI Anaokx ga`qaaMcao pairSaIÊna koxÊo Aaho AsaohI naahI ikMxvaa Anaokx saMdBaa_Mcaa AaQaarhI GaotaÊoÊa naahI.

            tao Aahota maaJyaa svata:cyaa AnauBavaaMvar AaQaairta – ekx ivaÒaqaI_ mhNaUna. tao Aahota maaJyaa tauTpauMjyaa inarIXaNaavar AaQaairta. tao Aahota iSaXakx, iSaXakxta&a yaaMcyaaSaI maaJyaa JaaÊolyaa taaoTWyaa cacao_var AaQaairta. tyaamauLo Aataa jaI vaaWyao maI iÊhIta Aaho, taI jaSaIcyaa taSaI svaIkxar} nayaota ikMxvaa Avhor} nayaota. tyaataIÊ fxWta maitataaqa_ jaaNaavaa, mama_ ÊXaata Gyaavao, [takoxca!

            Aajacyaa iSaXaNaavar, iSaXaNapaÔtaIvar TIkxa JaaÊoÊI BarpaUr eokxayaÊa imaLtao. Aajacao iSaXaNa inar}payaaogaI Aaho, TakxavaU Aaho, tao ivaÒaqyaa_Mnaa tak_xSauÔ ivacaar kxrayaÊa iSakxvaIta naahIta, inarIXaNa kxsao kxravao yaacao QaDo dota naahI ikMxvaa tyaaMcyaamaQyao kxaoNatyaahI kxsabaaMcaa (skills)caa ivakxasa hao[_Ê ho pahata naahI. tao saacaobaMd Aaho, paustakxI Aaho. &aana navho tar fxWta ivaiSaYT pa`kxaracaI maaihtaI paurivaNaaro Aaho, vagaOro. tyaata ÊXaNaIya badla Asaa qaaoDa JaaÊoÊa Aaho. maaJao vaaDvaiDÊ jao iSakxÊo, taoca qaaoDËafxar fxrkxanao maI iSakxtaaoya, jarI pairisqataIta AamauÊaga` badÊ JaaÊoÊa AsaÊa tarI. iSavaaya SahrataIÊ iSaXaNa AaiNa KaoDËataIÊ iSaXaNa yaaMmaQyao fxar maaozI drI Aaho AaiNa taI r}Mdavataoya.

            iSaXaNa mhTÊo kxI DaowËaMsamaaor {BaI rahtao taI SaaLa ikMxvaa mahaivaÒaÊya – tyaaMcyaa tyaa zaokxLobaaja [maartaI, caaOkxaonaI vaga_, tyaataÊI KaDbaDIta AaiNa maukxI baakox, tyaata k aoMbaÊoÊI mauÊo AaiNa mauÊI AaiNa tyaaMcyaasamaaor {Bao rahUna baDbaDNaara iSaXakx ikMxvaa pa`aQyaapakx. ha saacaa kxahIsaa iSaiqaÊ kxrNyaacao pa`yatna kxahI saMsqaaMnaI AaiNa SaaLaMnaI kxoÊo Aahota. naahI Asao naahI. {da. &aanapa`baaoQanaI, ga`amamaMgaÊ, AXarnaMdna vagaOro. maa~a Asao pa`yaaoga kxahIsao ekxakxI Aahota, ivaiSaYT vyaWtaIMvar AvaÊMbaUna Aahota, iSaXaNa paÔtaInao tyaaMcaa AjaUna svaIkxar koxÊoÊa naahI.

            iSaXaNaata, iSaXaNapaÔtaIta AamauÊaga` sauQaarNaa JaaÊI paaihjao, Asao Anaokx Êaokx mhNataata, paNa itacao naomakox svar}pa kxsao AaiNa kxaoNatao, tyaasaazI iSaXakx kxsao GaDvaayacao, tyaasaazI kxaoNataI saMsaaQanao laagataIla, kxaoNatyaa sauivaQaa laagataIla yaaMvar saKaaola, tapaSaIlavaar ivacaar, ivacaar-maMqana Jaalaolao idsata naahIta. SaOXaiNakx sauQaarNaaMcao svar}pa AjaUna pa`ayaaoigakx, vaOyai$a]kx AaiNa sqaainakx Asao Aaho, saava_jainakx, vyaapakx naahI.

            pa`qamata: paahU yaa, Aaja KaoDo AaiNa Sahro ASaI jaI ivaBaagaNaI idsatao, tyaamaQyao jaI ekx drI idsatao, taI kxSaI kxmaI kxrayacaI, imaTvaayacaI. malaa vaaTtao kxI SahrataIla SaaLaMnaI javaLpaasacyaa KaoDËataIla SaaLaMSaI AaMtairkx saMbaMQa jaaoDavaota, caalaU BaaYaota tyaaMnaa d$akx  Gyaavao AaiNa tyaaMcyaata Aadanapa`dana vhavao- ivaÒaqyaa_Mcao, iSaXakxaMcao, saMsaaQanaaMcao, caala-calaNaukxIcao AaiNa ivacaaraMcao!

            mhNajao SahrataIla ivaÒaqyaa_MnaI inayaimatapaNao KaoDËata jaavao, tyaa gaavaat ihMDavao, sarpaMca va [tar pa`itaiYzta, pauZarI laaokxaMSaI baaolaavao, itaqalyaa samasyaa jaaNaUna Gyaavyaata, tyaaMnaa kxaoNatyaa sauQaarNaa hvyaata, svata:laa kxaoNatyaa saucaivataa yaotaata, yaaMcaI cacaa_ kxravaI, itaqalyaa sauivaQaa ikMxvaa sauivaQaaMcaa ABaava jaaNaUna Gyaavyaa, pairsar pahavaa, inasaga_ jaaoKaavaa, inasaga_ saMvaQa_na kxsao kxrtaa yao[_la, sauivaQaa kxSaa sauQaartaa yaotaIla, yaaMcaI cacaa_ kxravaI, tyaasaMbaMQaI yaaojanaa, pa`kxlpa tayaar kxravao AaiNa ekxmaokxaMcyaa sahayyaanao tao kxsao paar paaDtaa yaotaIla, tao pahavao.

            tyaacapa`maaNao KaoDËataIla maulaaMnaI Sahrata yaavao, ihMDavao, itaqalaI gadI_, gajabajaaT, rhdarI AnauBavaavaI. itaqalyaa caaLItaIla, sadinakxataIla, baMgalyaataIla jaIvana pahavao. Sahracyaa samasyaa jaaNaUna Gyaavyaa, {da. paaNaIpaurvaza, pa`dUYaNa, QaavapaL, JaaopaDpa×Ëa vagaOro. KaoDËaMtaUna Sahrata rhayalaa Aalaolyaa tar}Na- tar}NaIMSaI baaolaavao, ekxIkxDo baokxarI tar dusarIkxDo kxamagaaraMcaI TMcaa[_ Asao ica~a kxa Aaho, tao jaaNaUna GaoNyaasaazI ta&aaMSaI gappaa maaravyaa vagaOro. yaaMmauLo parspar paircaya, maO~aI, ekxmaokxaMnaa madta kxrNyaacaI pa`vaR$aI vaaZIlaa laagaola, tyaataUna kxahI naavaInyapaUNa_ pa`kxlpa {Bao rahtaIla ASaI AaSaa kxrayalaa hrkxta naahI.

            dusarI mahtvaacaI gaaoYT mhNajao Aajacaa AByaasak`xma- Saalaoya AaiNa mahaivaÒalayaIna, saamaaijakx- Aaiqa_kx AaiNa taM~a&aanaatmakx. taao saacaobaMd AaiNa paustakxI Aaho ho Karoca paNa mahtvaacaI gaaoYT mhNajao &aana AapaNa inarinaraLo saacao paaDUna tyaata kxaoMbalao Aaho. tyaataUna tyaacaI ekxsaMGataa jaSaI pa`taIta haota naahI tasaa ivaÒaqyaa_Mcyaa manaavarhI pairNaama ekxsaMGa na haotaa tauTkx- tauTkx (Fragmented) Asaa haotaao. ho &aanahI fxar varvarcao vaaTtao, kxaoNatyaahI ivaYayaacyaa gaaByaata na iSarNaaro, inarinarawyaa ivaYayaaMcao inarinaraLo parsparsaMbaMQa, naatao laXaata na GaoNaaro AaiNa mhNaUnaca pairisqataI ivaSlaoYaNaatmakx na vaaTtaa, pairiqataIcaI koxvaL maaihtaI doNaaro Asao zrtao.

            Baartaacaoca {dahrNa yaasaMbaMQaata Gao{] yaa. BaartaataIla BaaOgaaoilakx pairisqataI, paa{]samaana, paavasaacaI Ainayaimatataa, tasaoca inarinarawyaa pa`doSaata AaZLNaaro pa`aNaI-paXaI,, vanaspataI, vaaLvaMTI AaiNa kxaorDo, tasaoca Aitapaavasaacao pa`doSa yaaMcaI vaOiSaYTËo AaiNa tyaata GaDlaolyaa inarinarawyaa maanavaI saMskRxtaI yaaMcao &aana- maaihtaI ivaÒaqyaa_Mnaa idlaI jaatao. paNa yaacaa saakxlyaanao ivacaar koxlaa jaata naahI, mhNajao naomakox kxaya? tar Baarta ha ekx {YNa pa`doSaIya doSa Aaho. {YNapa`doSaIya BaUpa`doSaaMcaI mauKya vaOiSaYTËo kxaoNataI tar paaNyaacaI AtaIva TMcaa[_, taIva` taapamaana va tyaamauLo satata haoNaaro baaYpaIBavana AaiNa tasaoca jaOivakxtaocao satata AaiNa vaogaanao haoNaaro ivaGaTna. hI maUlaBaUta pairisqataI laXaata GaotalaI tar BaartaataIla jaIvanapaÔtaI  vyavasaaya-QaMdo, kxarigarI yaaMcao ekx inaraLoca ica~a DaowyaaMsamaaor {Bao rahIla. Baartaacaa fxar maaoza BaUpa`doSa kxaorDa, pajya_naCayaocaa, AinaiEcata paavasaacaa Aaho; pauYkxLsaa DaoMgaraL Aaho, BaartaataIla bahutaokx naÒa baarmaahI vaahNaa%yaa naahIta, tyaamauLo maataIcao qar(Soil ) paataL, caTkxna jalaaMSa gamaavaNaaro AaiNa Kainajayau$a] (MMineral) Aahota. tao SaotaIlaa fxar qaaoDËa pa`maaNaata AnaukUxla Aahota. tyaamauLo Baartaalaa SaotaIpa`Qaana doSa maanaNao baraobar naahI. Baartaalaa SaotaIpa`Qaana banaivalao iba`iTSa rajavaTInao. iba`iTSaaMnaI BaartaataIla Anaokx {ÒaogaQaMdo, kxaraigarI {dQvasta koxlaI, BaartaIyaaMnaI ivaiSaYT {Òaoga kxrayacaoca naahIta ASaI baMdI GaatalaI, tyaamauLo bahusaMKya janataolaa SaotaIvar AvalaMbaUna rhaNao Apairhaya_ Jaalao. Baarta SaotaIpa`Qaana Jaalaa naahI tar bahusaMKya janataolaa SaotaIiSavaaya payaa_ya {rlaa naahI. taovha Baartaalaa SaotaIpa`Qaana mhNaNao AaiNa tyaasaazI sava_~a SaotaIlaa {$aojana doNao, ho yaaogya haota naahI. tyaamauLo BaUmaISaI inagaDIta payaa_yaI {payaaogaaMcaa- vaaparaMcaa (Land use) ivacaar maagao paDtaao, {da. gavataaL pa`doSa ikMxvaa kuxrNaaMcao vyavasqaapana, inarinarawyaa vanapa`kxaraMcao saMvaQa_na AaiNa vyavasqaapana, yaaMcaa iSaXaNaata fxar AlpaMaSaanao samaavaoSa haotaao. pairNaamaI {Òaoga-vyavasaayaata jaI ivaivaQataa yaayalaa hvaI, taI yaota naahI.

            taIca gaaoYT taM~a&aanaacaI. AajacaI taM~ao hI mauKyata: taola, kxaoLsaa va jalaSa$a]I yaaMpaasaUna imaLNaa%yaa [MQanaaMvar, {]jao_var AaQaarIta Aahota. yaa taInahI gaaoYTIMcaI {palabQataa Baartaata samaaQaanakxarkx naahI. taolaacao BaUgaBaa_taIla saazo javaLpaasa naahIta, kxaoLsaa kxmaI pa`taIcaa bahuSa: imaLtaao AaiNa baarmaahI paa{]sa nasalyaanao jalaSa$a]I imaLivaNyaasaazI mahagaDI QarNao baaMQaavaI laagataata. ASaa pairisqataIta yaa [MQanaaMcaa maaozËa pa`maaNaavar vaapar kxrNaaro {ÒaogaQaMdo Aapalyaa doSaata saur} kxrNao, tyaaMnaa {$aojana doNao, tyaaÓaro laaokxvastaIcao koMxd`IkxrNa kxrNao, maaozËa SahraMnaa sauivaQaa paurivaNyaasaazI AajaUbaajaUcyaa pa`doSaaMnaa vaozIlaa QarNao, itaqalyaa laaokxaMnaa naaokxrIsaazI SahMrata sqalaaMtar kxrNao Baaga paaDNao ho sayaui$a]kx zrtao kxa, yaacaa saKaaola ivacaar Jaalaolaa idsata naahI. tasaoca yaalaa payaa_ya kxaoNatao Aahota, tyaasaazI saava_i~akx iSaXaNaacaI saaoya kxSaI kxrayalaa laagaola, tyaasaazI iSaXakx kxsao GaDvaavao laagataIla yaacaahI ivacaar Jaalaolaa idsata naahI.

            Aaja jao taM~a&aana mahaivaÒalayaataUna iSakxivalao jaatao, tyaacao paNa ekxa baabataIta AaEcaya_ vaaTtao. taI gaaoYT ivaÒaqyaa_Mnaa saaMigatalaI / iSakxivalaI jaata naahI. itacyaakxDo dula_Xa tarI haotao ikMxvaa taI mauÕamahUna ivaÒaqyaa_MpaasaUna lapavaUna zovalaI jaatao. taI gaaoYT ASaI kxI jaovha kxaoLsaa, taola, jalaSa$a]I yaa [MQanaaMcaa vaapar kxr}na KainajaaMcao, d`vyaaMcao ikMxvaa jaOivakx padaqaa_Mcao tayaar padaqaa_ta pairvata_na koxlao jaatao, taovha tayaar vastaUpaoXaa jaasta pa`maaNaata TakxavaU maala – kxcara () tayaar haotaao. yaa TakxavaU maalaacaI ikMxmata, tyaacyaa ivalhovaaTIcaI ikMxmata {tpaadna Kacaa_ta QarlaI tar kxaoNatyaahI {tpaadnaacaa Kaca_ ha tyaacyaa laavalaolyaa ikMxmataIpaoXaa jaasta zrtaao. taao Qar}na tayaar maalaacaI ikMxmata laavalaI, tar kxaoNataoca {tpaadna ga`ahkxalaa parvaDNaar naahI AaiNa ijaqao Asao kxayado kxDkx Asataata itaqao {tpaadkxacaI pa`vaR$aI hI ijaqao kxayado iSaiqala Asataata ASaa izkxaNaI; ASaa doSaata hlaivaNyaakxDo Asatao.

            Saas~aIya BaaYaota {]jaa_ AaiNa Kainajao (d`vya, jaOvaBaar) yaaMcyaataIla yaa naatyaalaa laaV AaVfx enT^paI saMbaaoiQalao jaatao. ha baaOitakx inayama jar SabdSa: vaaparlaa tar sava_ca AaQauinakx {tpaadna paÔtaI ASaWyapa`aya hao[_la. tarIhI taI AaOÒaoigakx k`xaMtaI yaa jaaordar naavaaKaalaI caalaivalaI jaatao, yaacao kxarNa hI k`xaMtaI SaWya haotao payaa_varNaakxDo, janataocyaa AaraogyaakxDo, naOsaiga_kx saMsaaQamaacyaa djaa_kxDo dula_Xa kxr}na mhNajaoca {tpaadna Kacaa_caa fxar maaoza Baaga payaa_varNa, naOsaiga_kx GaTkx AaiNa AiSaiXata va garIba janataa yaaMnaa sahna kxravaa laagataao. AaOÒaoigakx k`xaMtaImauLo, taSaaca pa`kxarcyaa kRxYaIk`xaMtaImauLo BaartaacaI BarBaraT hao[_la ho davao, varIla BaaOitakx inayama Gaotalaa tar ikxtaI fxaola Aahota ho laXaata yao[_la. 1990 saalaapaasaUna Baartaata jao {darIkxrNa, jaagaitakxIkxrNa saur} Jaalao, tyaamauLo yaa pa`kxarcyaa {tpaadna-paÔtaIlaa caalanaaca imaLalaI,AaiNa sava_saamaanyaaMcyaa dRYTInao tyaacaa pairNaama kxaoNataa idsaUna Aalaa tar jaIvanaavaSyakx gaaoYTIMcaI TMcaa[_ va pa`caMD mahagaa[_ AaiNa Ea`ImaMta AaiNa garIba yaaMcyaataIla satata r}MdavaNaarI drI; mhNajaoca Ea`ImaMta AiQakx Ea`ImaMta haotaahota AaiNa garIba rsaataLasa jaata  Aahota. garIbaI hTava hI GaaoYaNaa jar pa`tyaXaata AaNaayacaI JaalaI tar yaa [MQanaavar AaQaarIta taM~a&aanaalaa payaa_ya SaaoQalao paaihjaota, AaiNa doSaataIla garIbaaMcao kxlyaaNa kxsao saaQataa yao[_la ho paaihlao paaihjao. yaacaaca Aqa_ iSaXaNaata maUlaBaUta badla kxravayaasa hvaa.

            yaa [MQanaavar AaQaarIta taM~a&aanaamauLo payaa_varNaacaI pa`caMD hanaI JaalaI Aaho Asao Anaokx Ahvaala daKavaUna dotaata. {dahrNaaqa_, doSaataIla sava_ AaoZo-naÒa kxmaalaIcyaa pa`dUiYata Jaalyaa Aahota, BaUgaBaa_taIla paaNyaaMcyaa saazËaMnaahI  pa`dUYaNaacaI baaQaa JaalaI Aaho. Anaokx izkxaNaI maataIcao qar (Soil) pa`dUiYata Jaalyaanao SaotaI ASaWya JaalaI Aaho. hvaocao pa`dUYaNahI vaaZtao Aaho. tyaamauLo kVxnsarsaarKao AsaaQya raoga, =d\raoga, AataDËaMcao raoga yaaMcao pa`maaNa satata vaaZtao Aaho. janataocyaa Aaraogyaavar yaaMcaa AitaSaya ivaparIta pairNaama haotaao Aaho.

            Aajacyaa iSaXaNapaÔtaIta yaa savaa_Mnaa payaa_yaca {palabQa naahI, Asao ABaaivatapaNao gaRhIta Qarlao jaatao. tyaamauLo sava_ca ivaÒaqaI_, paalakx, Saasanakxtao_ AaiNa sa$aa gaajaivaNaaro rajakxarNaI, ho sava_ca caalaU pairisqataIpauZo Agaitakx Asalyaacao ica~a idsatao. maga yaavar {paaya kxaya? payaa_ya kxaoNatao, ho Aataa paahU yaa. maaJyaa AlpamataInausaar maI ho payaa_ya SaaoQaNyaacaa pa`yatna koxlaa Aaho AaiNa tyaavar AaQaarIta ekx vaYaa_caa pad\vyau$ar AByaasak`xma tayaar koxlaa Aaho. gaolaI 15 vaYao_ taao Aamacyaa [kxaVlaaVijakxla saaosayaTItafo_x caalaivalaa jaata Aaho AaiNa jyaaMnaI taao yaSasvaIpaNao paar paaDlaa tyaaMnaI Aamhalaa kxLivalao Aaho kxI Aamacyaa jaIvanadRYTIta k`xaMtaIkxarkx badla Jaalaa. Aamacyaa AByaasak`xmaalaa yaoNaaro laaokx Asataata [MijainaAr, Aaik_xToWT, DaVWTr, Saasanaacyaa inarinarawyaa ivaBaagaata kxrNaaro, inarinarawyaa {Òaogaata, vyavasayaaMta gauMtalaolao vagaOro. Ho sava_ bahuQaa Aapaapalyaa vyavasaayaata bastaana basaivalaolao Asataata, tyaamaanaanao naukxtaoca padvaIQar Jaalaolao tar}Na-tar}NaI kxmaI Asataata.

            yaa AByaasak`xmaata kxaoNatyaahI SaaKoata – AaT_sa\, kxaVmasa_, saayansa, eMijainaAirMga, maoiDisana- padvaI imaLivalaolyaaMnaa pa`vaoSa imaLtaao. tasaoca AamhI Aamacyaa ivaiSaYT ta%honao AaT_sa, saayansa, kxaVmasa_, laaV vagaOro sava_ca ivaYaya yaa kxaosa_maQyao hataaLlao jaataata. iSaXaNa pauYkxLsao AaMtarSaaKaIya tasaoca inarinarawyaa SaaKaaMmaQaIla AaMtairkx saMbaMQa ivaSad kxrNaaro Aaho. tyaacabaraobar pairisqataIcaa pa`tyaXa AByaasa kxrNyaasaazI caar iSaibaro GaotalaI jaataata. taI vanao, gavataaL va kxaorDo pa`doSa, samaud` ikxnaara AaiNa ihmaalaya yaa pairsaMsqaaMcaa pa`tyaXa paircaya kxr}na doNao yaasaazI Asataata. yaaiSavaaya Kaulyaa cacaa_, pairsaMvaadhI haotaata. yaa AByaasak`xmaalaa parIXaa naahI. tar saMpaUNa_ vaYaa_ta ivaÒaqyaa_MnaI daKaivalaolyaa kxayaa_var tyaaMnaa pa`Saistapa~akx imaLNaar kxI naahI ho zrtao. maaJyaa matao ha ekx navaIna iSaXaNaQaara pa`tyaXaata AaNaNyaacaa pa`yatna Aaho. ivaÒaqyaa_Mcao SaIla, caair~ya GaDivaNyaacaa Aamacaa pa`yatna Asataao AaiNa tyaata Aamhalaa ba%yaapaOkxI yaSa imaLtao, Asaa Aamacaa AnauBava Aaho.

            yaa paazImaagaIla maaJaI manaaoBaUimakxa ASaI: Baarta doSa jagaataIla BaUBaagaacao 2 TWkox  Xao~a vyaapataao paNa yaa pa`doSaata jaagaitakx jaOvaivaivaQataopaOkxI 8 TWkox ivaivaQataa ekxvaTlaolaI Aaho. ho paaihlao tar Baarta inasaga_pa`Qaana doSa Aaho ho laXaata yao[_la. Aapalao iSaXaNa, taM~ao, {Òaoga, vyavasaaya, SaotaI hI yaa gaaoYTIMSaI sausaMgata hvaI. Aajacao taM~a&aana manauYyabaLaeovajaI yaM~aaMnaa pa`aQaanya doNaaro Aaho; tyaasa pa`caMD BaaMDvalaI Kaca_ AaiNa satatacyaa naOsaiga_kx saMsaaQanaaMcaa paurvaza laagataao. yaataUna inasagaa_caI ipaLvaNaUkx haotao. yaa{laT jaOvaivaivaQataocao saMrXaNa, saMvaQa_na, paunar}jjaIvana ho yaM~aaMpaoXaa manauYyabaLalaa Aavaahna kxrtao. mhNajaoca Aajacyaa baokxarIvar yaa pa`ik`xyaa ramabaaNa {paaya zrtaata. ivaSaoYata: inasagaa_cyaa paunar}jjaIvanaacaI jaI taM~ao Aaja ivakxisata haota Aahota, tyaasaazI kuxSala manauYyabaLacaI AavaSyakxtaa Aaho. tyaataUna inamaa_Na haoNaar Aaho inasaga_Qana. tao AsaMKya BaavaI ipaZËaMnaa jaIvanadaiyanaI saarKao zrNaar Aaho. inasagaa_var AaQaarIta iSaXaNaca Aapalaa BaivaYyakxaL {jvala kxrIla Asao malaa AatmaivaEvaasapaUva_kx mhNaavaosao vaaTtao.

            paaEcaatya doSaata ASaa iSaXaNaacaI saur}vaata JaalaolaI Aaho. tyaataUna inamaa_Na haotaahota, vaoTlaVnD maVnaojasa_, ga`asalaVnD maVnaojasa_, naOsaiga_kx sauivaQaaMcaI kxaLjaI GaoNaaro AaiNa tyaa saudRZ zovaNaaro maVnaojasa_. yaa saMrXaNa-saMvaQa_naasa caalanaa doNyaasaazI AaMtarraYT^Iya saMGaTnaa inamaa_Na Jaalyaa Aahota. {da. vaoTlaVnDsa [MTrnaVSanala, valD_ kxaVnJavao_sana yauinaAna vagaOro. Baartaanao yaa saMGaTnaaMcao sadsyatva Gaotalaolao Aaho, paNa tyaa jyaa paÔtaIMcaa paurskxar kxrtaata, tyaaMsa Aapalyaa doSaacaa pa`itasaad fxarca qaMD Aaho.

            taM~a&aanaanao ivad`upa kxolaolaa inasaga_ paUva_vata kxrNyaacyaa kxaya_k`xmaalaa, inasaga_ maaofxta paurvaIta Asalaolyaa sauivaQaa paunar}jjaIivata kxrNyaalaa paaEcaatya doSaata Aataa Aga`k`xma idlaa jaata Aaho. {dahrNaaqa_, Amaoirkoxnao Aapalyaa doSaataIla 9000 QarNao inakxalaata kxaZlaI Aahota. maanavaacyaa bauÔImauLo tyaalaa inasagaa_caa rXaNakxtaa_, paalanakxtaa_ ASaI BaUimakxa pa`apta JaalaI Aaho. tyaasa Anausar}na iSaXaNapaÔtaI Asaola tar Aajacyaa AaiNa BaavaI ASaa daonhI ipaZËaMcao kxlyaaNa saaQalao jaaNaar Aaho. iSaXaNaata AamaUlaaga` badla hvaa Aaho taao Asaa!

pa`kxaSa gaaoLo 

Climate change: An excellent opportunity to overhaul our education system

Abstract

I shall not discuss the reality or otherwise of climate change. I have seen & experienced it in Ladakh in transhimalayas. This change, I feel, offers us an excellent opportunity to completely overhaul our education system, from primary to higher education levels. The present system fails to promote ecological understanding, places unwarranted emphasis on technology and promotes an economic system, which is completely at odds with the physical, biological & cultural identity of our country.

The overhaul of the system should begin with a clear, realistic understanding of what tropical conditions imply & explain inter-relationships between climate, land & water, i.e. physical & biological factors and how they affect livelihoods & culture. The emphasis should be on a holistic approach & not compartmentalization of knowledge. This should begin with primary level. Overall there should be greater emphasis on field-work at all levels, less on memorization and examinations. Students should understand what nature & natural resources are and how these are to be preserved and sustained to generate and maintain a variety of livelihoods & what kind of economic system is needed.

As far as technology is concerned, the clear understanding of the ecology of technology is needed so that the right kind of technology is promoted in India.

The overhaul requires a new genre of personnel and a whole new literature & text-books.

 I shall not discuss the reality or otherwise of climate change. I have seen & experienced the effects of climate change in Ladakh in Transhimalayas. Ladakh is a part of Tibetean plateau beyond the Himalayan range & is almost bereft of rains as rain clouds cannot overreach the mighty Himalayan range. Ladakh is desert, but a cold desert because of its altitude, which is around 4000 meters on an average. Much of this cold desert has been transformed into fresh water wetlands due to rapid melting of glaciers, a result of climate change. Existence of such fresh water has brought about a distinct change in flora & fauna. Xerophytic forms are replaced by mesophytic and breeding populations of mammals and birds have increased markedly, due to abundance of food. But these favourable conditions are predicted to continue only for a short period. Melting glaciers are not being replenished by fresh snowfall and a severe fresh water crunch may develop in not too distant future.

As patterns of temperature and rainfall change, such effects may manifest in other regions also. Predictions of an uncertain and dark future have made scientists and laymen aware of the importance of the environment in our lives. ( Dash S.K. 2003). Environmental research has gained momentum and environmental change is being extensively covered by the media. This is welcome as the current educational system compartmentalizes the environment and the resulting teaching hardly produces a holistic understanding of our environment. The system of education, which was imposed by the British in the 19^th century, essentially remains the same with some and not fundamental changes over the years. The principal aim of this system was to subvert the minds of Indians as Lord Macualay infamously stated in his address to British Parliament on 2^nd February, 1835. He had said, “I have traveled across the length and breadth of India and I have not seen even one person who is a beggar, who is a thief, such wealth I have seen in this country, such high moral values, people of such caliber, that I do not think we would ever conquer this country, unless we break the very backbone of this nation, which is her spiritual and cultural heritage, and therefore, I propose that we replace the old and ancient education system, her culture, for if the Indians think that all that is foreign and English is good and greater than their own, they will loose their self-esteem, their native culture and they will become what we want them, a truly dominated nation.”

Since those times principles and practices developed in an alien environment (e.g. that of Europe) continue to dominate our teaching even in such an environment related subject as agriculture. Essentials of tropical environment which basically influence our livelihoods and lives are not imbibed by students. The education system is yet to treat India as biodiversity rich land and it is this factor, which significantly influences the lives of the majority.

What we need to emphasize and teach is the change that modern man has brought about in different biomes. The present system does not bring out the chronic scarcity of water that a tropical environment always implies. The results are fragile soils, transpiration losses and quick ageing of sites, which means mineralization and production of dust. To avoid this we need different cover types (i.e. different plant communities), cooling structures which will protect soil and water losses. The adoption of technology and our need of agriculture, industry, transport etc cannot be decoupled with our need to protect the essentials of different biomes that our country has been endowed with. Education then will have to provide an entirely different set of prescriptions and policies than are being currently proposed.

The technological human being has brought about fundamental changes in the distribution of not only plants and animals but also physical forms and geographical features of the world (Simmons I.G. 1989). The processes of deposition and erosion and consequent distribution of living forms have been changed to the detriment of all except the upper class human beings. The teaching must explain how such actions spurred by modern technology have affected basic ecological services or life support systems, which were an unmixed blessing to all living beings on this planet before the Industrial Revolution (Dorst J. 1971). The necessity of maintaining and improving life support systems such as:

1)                    Maintenance of the quality of atmosphere

2)                    Amelioration of the climate

3)                    Recycling nutrients

4)                     Assimilation of waste

5)                    Generation of soils and maintenance of soil fertility

6)                    Pollination of plants including crops

7)                    Maintenance of the marine eco-system and provision of sea food

8)                    Operation of hydrological cycle

9)                    Maintenance of gene bank (Daily G.C. 1997)

All these eco-services have been affected by high and intensive exploitation of nature and natural resources. Consequently energy flows, nutrients cycling, biological productivity and environmental stability have all been fundamentally modified by human beings leading to death and extinction of many life forms (Simmons ibid).

Our education system must display a conscious awareness of these problems and should be able to catalyze viable solutions. Only an integrated approach will reveal that earth has tolerance limits and cannot sustain continued exploitation and modification.

Understanding of earth tolerance limits to expanded human activity can be promoted at local, regional and national levels. At the local level it should mean sustaining such land forms as hills and vales, slopes and floodplains and natural resources such as soil, forest, surface and underground natural water flows, shrub-land and grassland and agriculture and artisanal raw materials. Students in the age class 7 to 14 years can be taken out of the classroom to asses these and can also be involved in actual conservation work & quality enhancement. Understanding of these at regional and national levels should promote a landscape approach in development planning. Such an approach not only takes into account the conservation and quality enhancement of eco- systems & eco- services inherent in a landscape, but also considers their inter- relationships throughout the region & inter- regionally. For example, as rivers imply a continuum from source region to sea, development of water resources at a place or in a region is likely to adversely affect other places or regions. A landscape approach works to avoid such irregularities and reduce regional disparities (Foreman R.T.T. – 2001).

Nature at local level is at best a resource while at regional and national levels it is treated as a supply depot & a sink. Over exploitation of resources such as forest, freshwater and marine fish and pollution of atmosphere, soil & water may occur at any level and cannot be curbed and managed without understanding the threshold values of different eco- systems and eco- services. Any use beyond threshold will undermine the very existence of these systems and services (Chopra K-2001). We are still far from a real understanding of these thresholds. It is here that traditional practices prove useful as they guard eco- systems against overuse, both as a supply depot and as a sink. Modern education should not belittle the importance of traditional knowledge especially in the field of nature & resource conservation. In fragile environments where a small disturbance may cause an avalanche of degradation, traditional knowledge seems as a beacon of light( Jodha N.S- 1995).

If conservation of nature & natural resources is properly incorporated in the curriculum of primary & secondary schools, it will form the basis of multiple livelihoods operating essentially at local levels. Geography, history & science can be combined into a single subject & their inter- relationships explained with emphasis on local variations. Such interdisciplinary coverage may be called “Livelihood Science”. This can be supplemented by training in artisanal practices & field work wherever necessary. Such a move will stem the tide of dropouts, that vast resource of manpower who had left education after the 10^th or the 12^th standard. As they have little skills either in their hands or brains, they remain unemployed and remain a ready target to be exploited by extremist elements.

Such an overhaul will require fashioning of especial educational tools; this requirement may further promote research in nature & environment in all its forms. What is necessary is not pure environmental research, but one which will probe also social and economic consequences of each & every economic activity. (Gole P. 1996).

Change may not immediately be necessary in the present mode of teaching languages & mathematics, though proper valuation of nature’s services and natural resource systems may have to be included as the economy responds to emerging livelihoods based on nature (Pearce D. 1990).

The real challenge is how to incorporate practical outdoor work and field training in today’s highly class-room oriented curriculum. Probably a complementary role can be assigned to rural & urban schools. Rural schools can offer urban students approach in to eco- systems and natural resources while urban schools can provide rural students gadgets and equipments to carry out science experiments and audio- visual education. The present pressure on students of completing tests and examinations & carryout library based projects can be replaced by an imaginative exchange programmes in which rural & urban students will experience something, which they have not experienced before.

Today science & technology dominate graduate and post-graduate education while languages and social sciences suffer from inadequacy of students. Pure science offers opportunities to only a few brighter students. All others have to satisfy themselves with whatever technological input they can imbibe. Pure sciences attempt to increase our understanding of the working of nature & natural systems while technology tries to find out how these systems can be made to work more or less exclusively for the benefit of human beings. It promises power, dominance over nature and seemingly unlimited increase in material comforts for humans!

But “the modern world, stamped as it is with the image of the machine, must learn to look technology in the face & read its essence soberly & without illusion”  (Juenger F.G. 1956”). The essence of technology is what I call the ecology of technology. Every student must be given to understand the ecology of technology, what in truth technology implies. Essentially it tries to redirect natural flows of energy & materials towards human beings, to the exclusion of all living forms. In human history the earliest and most vivid example of this redirection is agriculture. The farmer decides that the flow of sun’s energy falling on a piece of land, which is normally used by a number of plants & animals, will be used exclusively by a single plant beneficial to human beings. As competition from other plants is eliminated, the selected plant (crop) reacts favourably & offers the farmer abundant yield. But this abundance is also available to the natural enemy of the crop & the crop is attacked by pests. Technology then always produces problems & side effects. (Bayliss- Smith T.P. 1990).

There are other sides of technology, which we tend to ignore & never make them explicit to the student body. It has been well said, “Technical progress covers the earth not alone with its machines & workshops but also with junk & scrap ….. All technical knowledge is marked by an impersonalism that necessarily results from the purely material facts that it deals with.” Morconer, “even the smallest mechanical process consumes more energy than it produces, how could the sum of all these processes create abundance?…… It leads to an economy of deficit which grows the more strikingly obvious, the more triumphantly the perfection of technology progresses” (Juenger F.G. ibid).  The student must understand that the designer of a machine never gets beyond the degree of efficiency described by Carnot’s cycle. This is assured by the 2^nd Law of Thermodynamics or the Principle of Entropy (Daly H & Townsend K.N. 1993).

Why are all these facts ignored & never given weight & importance that are their rightful due? It is probably because all technological progress then merely becomes a pretence. Technology to progress needs heavy subsidies from the government, from nature and from sections of human society who are forced to give up their livelihoods! Recently technological progress is possible only through contracting heavy debts!! Yet the bias favouring technology is widespread & pervades especially the politicians, economists & administrators who manage our so- called economic development. The economy of deficit, which is the inevitable result of technological progress is nowhere more evident than in India since 1990. (Alternative Survey Group 2008).

As Prof Bhaduri said in his address to IUCCA, Pune, “Despite near double digit growth for more than a decade and a half, available estimates suggest that more than one third of the Indian population live in sub- human poverty (a recent World Bank estimate puts nearly 42% as absolutely poor by international standards), more than 75% of the population has a daily purchasing power of less than Rs 20, nearly half of the children are under- nourished, and many crippled by under- nourishment; anaemia is on the increase among women, and food deprivation in the countryside has not decreased-----According to Economic Survey of the Government of India (2006-2007) total employment in the organized sector declined from 28.2 million in 1977 to 26.4 million in 2004. One can add to this the declining employment in the agriculture sector, the worsening of agricultural labour, even the increase in the number of self-employed is nothing but discharged industrial workers & those who cannot find any employment, “eking out living by selling tinsel goods which means long hours of work, little earnings, lack of any social security and protection cover of labour laws.” 

Technological progress has thus failed to reach the majority, has failed to put varied skills in their hands and has therefore, failed to generate a variety of livelihoods in Indian Society.

Technological progress has only propelled a deficit economy depriving people of their earnings & work.

What is the alternative? If the technology that is currently taught in colleges & universities is harmful to the environment & the economy & consequently to the people at large, it will have to be phased out and replaced by one that is beneficial to most of our countrymen. Alternatives like soft technology, appropriate technology, bioengineering, restoration technology can be introduced (Chadwick M.J. & Goodman T. 1975).

Students must be given to understand very clearly what the use of energy implies. In any process where energy is used, input is always greater than the output & investment is normally greater than the value of the product obtained. Use of fossil fuels is still the cheapest source of energy, as nature has done most of the work to make this energy readily usable. This is the reason why modern technology is based on fossil fuels. But their known stocks are limited and the cost of discovering new stocks & making them usable is enormous. If alternative sources of energy like solar, wind, tide etc are used, input cost, i.e. investment in making solar cells & panels, their ancillary equipment, installation & maintenance, is always greater than the value of energy produced. For example, the making of a solar cell requires energy (i.e. use of fossil fuels), which is greater than the energy that the cell will produce during its entire life. Alternative energy sources become viable only if the entire operation is heavily subsidized!

The real alternative is to minimize the use of energy, especially minimizing use of fossil fuels, so that this extremely cheap source of energy will last another thousand years! Biomass development again offers the cheapest alternative. We need to develop all types of plant biomass (Urbanska K. et al 1997). Almost half the area of the country is degraded. All this area can be restored by reviving appropriate cover types of indigenous origin. To work this out Restoration Technology is available and is being used extensively in developed countries. It is cheaper in terms of investment and is labour intensive creating enormous opportunities for employment.                For example, European countries have taken up large projects to revert their rivers to their natural conditions (Maurizi S. & Poilon F 1992). The classic example is of the river Thames in England. In fact, U.K takes pride that they have cleaned up all their natural flows. USA has a law, which lays down that there will be no net loss of any water body, especially wetlands. There are representative bodies like the Society for Ecological Restoration, Wetland Managers Inc etc. Similar organizations exist in Europe.

There are unlimited opportunities for creating alternative livelihoods & jobs in the use of such biomass related technology (Ghotge N. 2004). Our educational institutes must make available instruction in these fields. Restoration of Nature is the key concept here (Gole P. 2007). Besides creating more jobs restoration will confer such benefits as conservation of soil, quality enhancement of atmosphere & water & revival of nature’s services. It will also provide biomass to fulfill basic needs of fuel-wood, fibre & timber at moderate prices. Enhancement of the quality of life will lessen the physical & mental stress, which is the inevitable result of promoting technology & a deficit economy!

Do we have the courage & conviction to bring about a radical change in our education system?

Prakash Gole