Children are considerd to be the valued future assets of any country provided they should be motivted inline with the cultural heritage root of the country.Gods Own country is facing a huge threat from communist scholars and govt for brain washing young school children.Ruling CPM govt have revised School text books for the upper and lower primary classes this year based on KCF 07 & NCF 05.
The curriculum approach is purely based on Critical pedagogy,constructivism, problem based learning.Instead of comprehensive syllabus for every subject in all classes a syllabus grid based on eight identified issues are given. only 1st part of the books is available, that too in Malayalam only.The course book for the students and the resource book for the teachers are based on communist lines. Or making the students to think on those lines.
The 7th std social science book is a typical example of this Red painting.the 1st lesson is on peasant movement(Maasive violence Communist party conducted in the name of farmers), the excerpt given in the book are from AK Gopalan’s(CPM's top most leader) autobiography, K.Madhavan nair’s(Communist literal) literary piece ‘Pokkuveyil’. Other reffering books are Dr.KKN Kurup’s(another CPM scholar) Peasant movements of kerala, Andalatt’s ‘Rekhakal illatha charitram’, 50 years of kerala published by KSSP, an article from ‘sastra gathi’ by KSSP,pro literatures of K Dhamodharan, Cherukkad.
The 2nd lesson deals with the reform movement of kerala. Here also it is used excerpt of pro left literatures to show the caste division in Hindu society. The reference metirial of a school register is purposefully selected and given to mislead the students. That only hindu upper caste were allowed to go to schools even in 1920s.
Contributions of SreeNarayanaGuru , Ayyankali, Mannath Patmanabhan (worked for social Reform of backword,dalit and forward hindu communities in kerala respectievly) are note recognized properly in this context. Channar mutiny, Vaikkam Sathyagraham,Guruvayoor Sathyagraham are presented only to show the discriminations against the ‘lower castes’. Factual errors are there too.
It also deals with the idea of secularism. Instead of our accepted concept of ‘understanding all religion in its proper spirit and appreciating’ the ‘society without religion’ is projecting as ideal. Some provoking questions are also asked like ‘which religious community would be affected by issues like earth quake, drought, price raise, epidemics’ to show religious faith is immaterial.This lesson start with a illustration in which a old Muslim lady is writing ‘Sneham’ that means ‘Love’ on the slate of a Hindu student and ends with a assignment ‘what would you do if a boy or girl who is a victim of a communal riots happened 'far away'?’ along with a news report of Times of India dated 2002 April 16th saying how a Hindu family protected a Muslim victim.
The third on freedom at individual and social dimensions discusses the freedom movement. The main objective of this is to show that all section of the society had come forward and fight for our independence. For this they had insulted the freedom struggle of 1857 saying it was a mutiny led by soldiers. The mappila(muslim) rebellion of 1921 in Malabar is glorified by distorting the history. It is stated as the grate mass Muslim revolt against the British and Hindu Land Lords. The fundamentalist Muslim leaders are white washed as great national heros. While narrating the ‘wagon Tragedy’ of 1921 and execution of Peer Mohammed of 1857 the language is too touching than Jhalian vala bhag massacre of 1919. only few freedom fighters are mentioned in these books.
5 yrs before Communists and their so called intellectuals shouted through out the country against Dr.MUrali manohar Joshi and BJP by alleging suffronization of education using baseless arguments. But now comrades in kerala, after destrying the state for the last 50 yrs trying to disturb the future wealth of the state by injecting useless red theories.
Thanks to Mr.vinod,kerala
