REPORTS OF THE C.B.C.I., COMMISSION FOR EDUCATION AND CULTURE
Standing Committee Report (Oct. 1967 to Sept.1968, New Delhi)
It must be confessed that all over the country, a certain dissatisfaction with Catholic
Schools prevails, particularly when it is considered that a good deal of our resources
in money and personnel is poured upon our schools. The general feeling is that the
religious side of Catholic Schools is subordinated to the educational side. The
conclusion is that our priests and nuns concentrate their attention on success as
educationists, not as Catholic educationists. Educationally, our institutions are
a great success; but where they fit the Catholic boy or girl for a full Catholic
life in an atmosphere of superficiality and worldliness is another question.
Side by side with this complaint coming from non-Christian parents not precisely
against our schools but against the Church in general, and against the Church because
of our schools. The Church is charged with being institutionalized, with depending
too much on institutions; according to most Hindus our success, due to superior
organization, is hardly an Indian quality. Only the organization, the exterior work,
the regularity, the discipline, are evident – all this the non-Christian sees and
appreciates. What he does not see and what never becomes apparent to him is the
spirit behind it, the spiritual motive which commands devotion and self sacrifice
and missionary zeal.
Observations after the first meeting:
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That more and more Indian priests, nuns and laymen should receive special training
in Indian Culture at Indian Universities and special institutes.
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That it should be recommended to local Ordinaries and religious superiors concerned,
to set up in suitable University towns (regionwise, if found desirable) centres
related to the University for the training of such priests, nuns and laymen.
What is asked is that priests and nuns and laymen be thoroughly acquainted with
the culture of their own part of the country, its language its history, it contribution,
cultural and economic, to the whole country. This is the only way in which we can
be prepared to meet the non-Christian on his own ground: we must enter through
his door in order to come out by our own and without such a preparation; it will
not be possible to enter through his door . The Vatican
Council demands for all missionaries that they be fruitfully trained
“ in order to have a complete knowledge of peoples, their cultures and religions,
not only as history but also regarding present day conditions. Anyone who is to
come into sustained contact with a nation must highly esteem its cultural patrimony,
its languages and its customs”. (Ad Gentes, Art. 26).
If the Indian priest or nun is to be a missionary to the people of India then these
words must be fulfilled and this demand satisfied.
Another matter discussed at the meeting is the association of the Catholic Institutions
with other Christian institutions. The Commission was reluctant to form any association
with the other Christian institutions on a national scale, while agreeing that joint
action on a local and regional scale should be possible.
Report of the Commission for Education (General Meeting – 7-16 Jan, 1970,
Ernakulam)
Case in Madras regarding two Catholic colleges concerning which adverse reports
and comments had appeared in the papers. (Catholic colleges were for catholics)
Archbishop Raymond cautioned that the Catholic educational institution, instead
of placing all their hope in article 29 of the Indian Constitution which grants
to religious minority communities the right to conduct educational institutions,
should endeavour to make our colleges and schools the best in the country and this,
he said, was the only way to meet the threat posed by the Jana Sangh and others.
Archbishop Raymond drew the attention of the members to the different malpractices
– 12 of them had been specified-mentioned in
a letter of the Xavier Board .
The image of the Church had suffered because of these allegations.
The Archbishop made a strong plea to have special chaplains and priests for college
students. He felt that the parishes could not become attractive to the university
students. They required a less structured approach and wanted priests who understood
their mentality. He said that the work done by AICUF was excellent. But they needed
many more chaplains. Many Catholic students in professional Colleges were left to
themselves. The Archbishop pleaded that for the next five years, one permanent chaplain
more per year be made available to AICUF. The AICUF needed a permanent office and
the services of two sisters. The Commission was planning to conduct a seminar on
how religion had to be taught in the Colleges and High Schools.
The main defect on the part of the colleges concerned was that they did not have
a suitable person for public relations. Archbishop Raymond mentioned that the Commission
was helpless in the matter of correcting abuses, as it had no authority for dealing
directly with such cases.
The occasion was the removal of the phrase “primarily for Catholics” from the policy
statement of the Colleges, and this was the reason for the turmoil in Madras. According
to Fr. Balaguer, prima facie, the request from the part of the Xavier Board in reference
to malpractices, was either to be authorized to take up itself the cases of malpractices
or allow someone else to look into them.
Archbishop Eugene D’Souza expressed the desire that all educational institutions
be brought under the national boards. He felt that it would be better to deal with
the malpractices in an informal way. Archbishop Raymond said that most of the colleges
had become members of the Xavier Board, but a very good number of the schools had
not joined the Xavier Association and sometimes gave as reason their inability to
pay the two rupee membership fee.
The Bishop of Dumka suggested that a reply to the letter of the President of Xavier
Board be sent on the following lines. He could be informed that the letter and its
contents were brought to the notice of all the Bishops. If the Board came to know
in future of any such cases, the matter could be brought to the notice of the Chairman
of the Commission or to the Bishop concerned for suitable action. The President
put it to vote and it was passed.
The House also agreed that all institutions should be encouraged to become members
of national associations.
Decisions taken:
-
The matter be best dealt with the local ordinaries.
The Board was also requested to refer future complaints to the Bishops concerned
for the Chairman of the Education Commission, with concrete evidence of the allegations
made.
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Resolved that all high schools and higher secondary schools be encouraged to join
the Xavier Association of Secondary Schools and All Catholic Colleges the Xavier
Board of Higher Education. Individual bishops should urge this with the institutions
in their diseases.
Malpractices mentioned:
Archbishop Gregorios gave various cases of laymen who had some influence with managements
receiving money from candidates, for procuring seats, without the ecclesiastical
authorities knowing anything about the same, at the time seats are given.
Bishop Longinus said that he knew cases of students who were refused admission first,
but succeeded in getting it after a donation had given to the school building fund.
Report of the Commission for Education (Standing Committee – Aug 9-11,1970,
New Delhi)
With regard to the Catholic Students Apostolate, attention was drawn to the communication
received from the Roman Congregation of Catholic Education through the Pro-Nuncio,
dated April 11, 1970 and circulated by Cardinal Gracias, the President of the CBCI
to the members of the Hierarchy.
The points regarding the apostolate of the University Students in Asia that deserve
special attention of the Episcopal Conference have been singled out in the document.
These are reproduced here below:
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To increase religious instruction for the laity in all Catholic Universities.
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To favour the presence of Catholic professors in the State Universities and possibly
even in other private Universities. To nominate qualified Chaplains and to establish
Students’ Centres in cities where there are Universities.
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University Students Apostolat should come in the pastoral structures of the Episcopal
Conferences and Dioceses.
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To develop and perfect higher Catholic instruction and therefore:
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To encourage religious vocations for the teaching institutes to care for a better
and selected formation of lay personnel by means of religious instruction and safeguarding
the character of our institutions.
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To open a greater number of High Secondary Schools in poorer regions which have
a lower level of education and consequently of more advantageous presence of the
Church.
Resolutions:
Report of the Commission for Education (Standing Committee – Sept. 4-5,
1972, Bangalore)
Chairman of the Commission – Archbishop S. Arulappa
Points of discussion – problems
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The field of action of the Youth Commission and the Education Commission had to
be clearly defined.
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The Xavier Board of Higher Education and A.I.N.A.C.S. – related to Education Commission
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Y.C.S. and A.I.C.U.F. wavering between the Youth or Education Commission
Decision
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Xavier Board of Higher Education and A.I.N.A.C.S. will be under Youth Commission
while Y.C.S. and A.I.C.U.F. will be under Youth Commission.
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The Education should have a regular Centre with at least one full time secretary.
The centre should collect information, conduct suitable surveys, study the trends
and plan appropriate programmes, etc. The Commission should discuss clearly the
different aspects of the Church’s educational work, viz. apostolic, pastoral, missionary
and social.
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The administrative structures of our educational institutions should
be re-modelled in accordance with the present trends and needs. One such need is
democratization of management. Every institution should have an effective
Managing Board on the principle of shared responsibility of the whole academic community
– managers, teachers, students and parents.
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Education as an effective instrument of social change against the background
of India’s poverty and national call for Garibi Hatao. At least a project
of socio-economic uplift in the neighbourhood should be carefully chosen and carried
out by every institution with the collaboration of government agencies.
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The attitude that should be taken by Church-managed schools and colleges in the
face of the growing tendency of the government to exert control on educational institutions.
Decision – a memorandum should be prepared showing the positive
contribution of the church, and indicating the willingness of the Church to cooperate
with the Govt.
Report of the Commission for Education (Standing Committee – May 29&31,
1973, Bangalore)
It was decided at the General Meeting of April 1972 that, in the context of increasing
pressures from the Central and State Governments to control privately-managed educational
institutions to the detriment of the liberty of Church agencies to conduct schools
and colleges in a fruitful manner, the question of education should form another
main theme to be discussed at the CBCI meeting to be held in Jan 1974.
The theme was styled as “The Role of the Church in the
field of Education in the Seventies” as the Church had to play a definite
role through schools and colleges in the changing situation. It was decided that
one complete day be devoted to the study of education. It was decided that knowledgeable
persons should be entrusted with the work of collecting factual data regarding government
policies at the Centre and in the States in so far as they affected our educational
activities. Archbishop S. Arulappa of Hyderabad requested the Bishops to appointed
contact persons to organize preparatory work at the diocesan as well as regional
levels. They should get in touch with the CRI and other agencies that are involved
in education. The findings from the regional and diocesan studies should reach the
CBCI at least by early Nov. 1973.
Kerala Seminar
Theme: The Role of Church in Kerala in the Seventies
Attended by Bishops, principals, teachers, educationists and students
Findings of the seminar:
a) The Church had a real contribution to make and Christian faith had values in
the education process that had to be fostered.
b) Our weaknesses both in content and educational methodology as well as in extra-curricular
activities should be remedied;
c) The type of education imparted in our schools should concretely emphasise social
justice.
d) The need for religious and moral formation of the students to be highlighted
and modern techniques to impart such a formation should be stressed.
Minority Rights
Regarding minority rights, two types of opinion were expressed: one insisted on
the defence of minority rights while the other wanted to see minority rights in
a still bigger context which they felt would be the best guarantee for the same.
All were agreed that every step should be taken to preserve and strengthen the contribution
of the Church in the field of education.
Memorandum
Archbishop S. Arulappa mentioned also that he taken up the matter of a Memorandum
to be presented to the Government of India regarding the contribution of the Catholic
Church in the field of education as suggested by the Standing Committee meeting
held last year
Archbishop S. Arulappa also mentioned the communication received from the
S. Cong. for Catholic Education regarding the problems raised
by the Catholic education in a pluralistic society. He had sent copies of it to
all the consultors. The response however was poor. The main difficulty was that
there was crisis of identity and many did not know where we stood in the matter
of Catholic education. This again emphasized the need for a deep study on the role
of Catholic education in the changing world of today.
Themes decided upon at the meeting for coming General Meeting – Evangelization of
the Modern World and The Role of the Church in Education in the Seventies.
Reports of the Commissions & Committees of the CBCI - for the years
1972-73 (Jan 6-14, 1974 – Calcutta)
1972-73
1st meeting - 7th Sept. 1972 - Proposal
to set up Diocesan Board of Education –
Objectives:
to be an advisory body to the Local Ordinary in all matters of Catholic Education,
to represent and safeguard the interest of Catholic educational institutions, to
co-ordinate the work of various Catholic educational organizations in the diocese
and at the national level, and to organize conferences, seminars etc. and to produce
educational publications.
2nd meeting - 13th May 1973 – sub-committee
formed
Members of the Commission:
1. Archbishop S. Arulappa : Chairman
2. Archbishop L. Raymond : Member
3. Bishop M. Fernandez : Member
Consultants:
1. Fr. M.M. Balaguer S.J. : (JEA)
2. Fr. T.A. Mathias S.J. : (AIACHE)
3. Fr. D.S. Amalorpavadass : (NBCLC)
4. Fr. J. Vallamattam : (The Xavier Board)
5. Sr. Moira A.C. : (The Xavier Board)
6. Fr. H. Volken S.J. : (ISI Training Centre)
7. Fr. Columban OFM Cap : (AINACS)
8. Sr. M. Pia RJM : (AINACS)
9. Fr. Claude D’Souza : (AICUF)
10. Mr. Noel D’Silva : (AIFCTG)
11. Dr. A. Mascarenhas : (Family Welfare Centre)
12. Sr. M. Noelline A.C. : (Secretary)
A sub-committee consisting of Fathers A. Verstraeten S.J., J.Vallamattam and T.V.
Kunnunkal S.J. was constituted to prepare a few guidelines for Catholic Education
in India
Setting of National Office of All India Association of Catholic Schools(AINACS)
at CBCI Centre, New Delhi, Sr. M. Pia RJM, the General Secretary of AINACS
Report of the Commission for Education (Standing Committee – May 4-6,1987,
Bangalore)
Subject: Regrouping of various organization under each Commission.
The House agreed on the proposal of Archbishop, Henry D’Souza to bring the AICUF
under the Commission of Education and Culture.
PROCEDURE FOR APPOINTMENT OF THE CHAPLAIN OF ‘AICUF’
1. The National Chaplain is selected from the names or name presented by the National
Chaplain/Province of Madras to the CBCI Standing Committee through the Chairman
of the Commission. The Standing Committee makes the appointment. A five year term
should be fixed; this can be renewed.
2. The Regional Chaplain is selected from names or name suggested to the Regional
Council of Bishops, through the National Chaplain. The Regional Council of Bishops
will appoint the Regional Chaplain. The term of office should be five years.
3. Unit Chaplains are appointed by the local Ordinary from the names or name suggested
by the Regional and National Chaplains.
Previous mode of appointment: as presented by Fr. Leo Tagore, the National
Chaplain of AICUF
1. The National Chaplain in consultation with the National Executive/Central Committee
and the Provincial of Madurai Jesuit Province and other concerned authorities proposes
the name/names. The JCI and /or the Provincial of Madurai presents the candidate
to the CBCI Standing Committee through the Chairman of the Commission, who makes
the appointment.
2. The National Chaplain in consultation with the Regional Executive of the AICUF
and the local Church or religious authorities chooses a suitable person and appoints
him with the prior knowledge/ approval of the local bishop.
3. The Unit Advisers are appointed by the local bishop if it involves a diocesan
priest or by the local Superior or Principal if it involves a religious priest or
nun or layman of a College. Generally the Parish Priest or his assistant acts as
the Unit Chaplain if there is a unit attached to the parish. In all these appointments
wide consultations involving students themselves and other AICUF leaders specially
the Regional Chaplain is presupposed. The Regional Chaplain is responsible for finding
the Unit Advisers. Professors or committed ex-AICUFers are preferred for this post.
Fr. Tagore also noted that the National Chaplain is called “National Director” on
the letter-head of AICUF
Report of the Commission for Education (General Meeting- Nov. 1989, Shillong)
New Appointments: (Education & Culture)
Archbishop Joseph Powathil (Chairman)
Bishop Joseph Pallikaparambil
Bishop Francis Braganza
Subject: Minority Rights in Education:
Archbishop Joseph Powathil, Chairman of the Commission of the Commission of Education
and Culture, dwelt upon certain modern trends, prevailing even among Catholics,
to curtail and, in some cases, to nullify the educational rights of minorities.
He traced the history of the Constitutional provision protecting the rights of the
minorities and cautioned against some fallacious arguments that confuse the minds
of the people
Intervening in the debate, some Bishops spoke of a concerted effort, a planned campaign
being organized in the country against our institutions although contradictory judgements
and policies are to be found in different States. A new edition of the CBCI publication
“ Jugdgements on Minority Educational Rights” should be procedures laid
down by the Government and concentrate more their attention and energies on the
education of Dalits and Tribals.
MINORITY RIGHTS IN EDUCATION: CURRENT SITUATION
The minority rights in article 30 refer to education. They are given only to religious
and linguistic minorities. Children of minorities have to be brought up in the traditions
and values of their parents. Or else the very existence of minorities will be threatened.
The training in traditions and values has to be given in their most impressionable
age – during their period of education. This formation is not unrelated to their
general education.
HISTORY OF THE CONSTITUTIONAL PROVISION
Pre-Independence :
The thought of protecting the rights of the minorities was present in the minds
of the authorities even before the attainment of independence.
The Government of India Act 1935 provided for representation
for the minorities in the federal and provincial legislatures of India. Sir
Stafford Cripps in his broadcast on March 3, 1946, mentioned: “ As regards
the position of minority communities within the new Indian Union, I am confident
that the Constitution making body will make just provision for their protection
”. The Cabinet Mission’s Explanatory Statement, issued on May 25, 1946
made this observation that when the Constituent Assembly completed its tasks, it
would provide “adequate protection of the minorities”.
Pandit Jawaharlal Nehru moved a resolution to set up the Advisory
Committee for the protection of the Minorities: “ Unless the minorities are fully
satisfied we cannot even make any progress: we cannot even maintain peace in an
undisturbed manner”.
Chief Justice S.R. Das of the Supreme Court, in rejecting some
of the provisions of the Kerala Education Bill as in violation of the constitutional
guarantees, observes:
“ There can be no manner of doubt that our Constitution has guaranteed certain cherished
rights of the minorities concerning their language, culture and religion… so long
as the Constitution stands as it is and is not altered, it is, we conceive, the
duty of this Court to uphold the Fundamental Rights and thereby honour our sacred
obligations to the minority communities who are of our own. ”
Justice K.K. Mathew, in his judgement on the case between St. Xavier’s
College Vs. the State of Gujarat, considers the parental right to choose educational
institutions of their choice to be an underlying factor behind the minority rights:
“ The reason why the Constitution-makers were at pains to grant religious minorities
the fundamental right to establish and administer educational institutions of their
choice is to give the parents in these communities an opportunity to educate their
children in institutions having an atmosphere which is congenial to their religion…
The parental right in education is the very pivotal point of a democratic system.
It is the touchstone of difference between democratic education and monolithic system
of cultural totalitarianism. ”
Justice Mathew further points out that even the secular education would be imperfect
if it is not provided in the ambience of religion and culture: “ The sheer omission
of religion from curriculum is itself a pressure against religion. Since they (minorities)
realize that the teaching of religion and instruction in the secular branches cannot
rightfully or successfully be separated one from the other, they are to maintain
their own system of schools and colleges for general education ”.
Regarding aid given by the State, Chief Justice Das has this to
observe: “ No educational institutions can in actual practice be carried on without
aid from the State and if they will not get it unless they surrender their rights,
they will by compulsion of financial necessities, be compelled to give up their
rights under article 30(i). ” He further interprets the meaning of Article
30(i) stating: “ The minorities… regard it as essential that the education of their
children should be accordance with the teaching of their religion and they hope,
quite honestly, that such education cannot be obtained in ordinary schools designed
for all the members of the public but can be secured in schools conducted under
the influence and guidance of people well-versed in the tenets of religion and traditions
of their culture. ”
Report of the Commission for Education (General Meeting – Jan 1992, Pune)
Supreme Court’s Judgement on St. Stephen’s College.
The Judgement of the Supreme Court regulating the intake( admissions) of
minority community students with due regard to the need of the community which the
institutions was intended to serve was found most damaging. In no case such admission
could exceed 50% of the annual admission.
1) It is not clear whether this decision applies to only the St. Stephen’s or all
aided institutions.
2) This would affect adversely areas, where Christian or Catholics concentrations
are more: like Bombay, Mangalore, Goa, Kerala, Tamil Nadu, Chhota Nagpur region
of Bihar, Orissa and M.P.
3) It was suggested that the CBCI could act in consultation with All India Association
for Christian Higher Education (AIACHE) on this matter.
4) A Book containing all Supreme Court and High Court Judgements on Education and
minority institutions is planned to be published by AIACHE in collaboration with
Fr. Vallamattam.
5) How the word minority community was to be understood enquired Archbishop Mar
Gregorios. Could a Catholic Diocese owning the Institution be considered as the
minority community for the purpose?
Fr. Vallamattam said if a diocese declares itself as following a religion different
from the other diocese, it can be treated as a separate minority community. But
there is a Kerala agreement in which several dioceses together consider themselves
as the members of the Minority Community which encompasses them all.
April 27-30, 1993 - Delhi - Supreme Court Judgment on Educational matters
Chairman – Archbishop Powathil,
Subject of discussion – Admissions to Professional Colleges
Position taken by the Government of Karnataka was that if St. John’s Medical College
felt aggrieved by the Government’s decision, and if it felt that its rights as a
minority institution were being infringed, it was free to seek redress from the
Judiciary.
The Governing Board of St. John’s Medical College has decided to approach the Supreme
Court for redress.
Report of the Commission for Education (Standing Committee, April 16-18,
1997, Delhi)
Supreme Court Case on Minority Rights
Fr. P.P.George, the new Secretary to the Commission for Education presented the
following note for the information of the members.
Mr. Nariman, Mr. Kapil Sibal, Mr. Rajiv Dhawan and Mr. Soli Sorabjee stood on behalf
of various minority groups and institutions before 11 judges of the Supreme Court.
The major trends are the following:
1. The Court is asking whether article 30(i) will apply to professional education
especially medical and engineering studies. The lawyers have been clarifying that
the word ‘educational institutions’ have a wide scope and professional
courses are also necessary for development of minorities and to enhance their contribution
to the national society. The other side of the argument is that article 30(i) will
apply to theological and school education only.
2. Some judges feel that the article 30(i) is not for all time and after a stage
minorities should get ‘assimilated’ in the main stream of society. Lawyers
have said there is no question of assimilation or merging. Minorities will retain
their cultural identity and coexist with others forming a composite culture.
3. A member of the religious minority will be eligible for minority rights anywhere
in India.
4. Judges are divided on the question whether receiving of grant in aid will place
an obligation on minority institutions to admit students according to government
rules. It has been explained that article 30(i) is a fundamental right and mere
acceptance of aid will not nullify it.
5. It has been pointed out by the lawyers that if there is misuse of the law offenders
should be punished according to relevant rules. It is not correct to change the
law just because there is some misuse by a few people. The 50% ceiling of admissions
fixed in the St. Stephen’s College case has been objected to by all lawyers. Article
30(i) gives full freedom at the discretion of minority institutions.
6. Whatever has been decided earlier by a bench of the 9 judges cannot be easily
reverted or modified unless there is compelling reason and justification
Report of the Commission for Education (Standing Committee, Sept. 16-18,
1998)
Report of the Commission for Education (Standing Committee, Sept. 11-13,
2001, Bangalore)
Subject of discussion – Saffronisation of education
Suggestions made by Bishop Charles Soreng
1. The Church should work towards a Christian Board of Education
2. To join and strengthen the hands of ICSE Board – as most of the schools are affiliated
to CBSE and only a few to ICSE
Bishop Patrick’s suggestion
Two benefits that can be received by strengthening one of the Boards, namely the
ICSE:-
1. The board itself will have a status
2. The Church will be able to better influence on the education policy.
Report of the CBCI Commission National Centres and Regional Bishops’ Councils,
2000-2001 (March, 2002)
" Among the various organs of education the school is of outstanding
importance. In nurturing the intellectual faculties which is its special mission,
it develops a capacity for sound judgement and introduces the pupils to the cultural
heritage bequeathed to them by former generations. It fosters a sense of values
and prepares them for professional life. By providing for friendly contacts between
pupils of different characters and backgrounds, it encourages mutual understanding.
Furthermore it constitutes a centre in whose activity and growth not only the families
and teachers but also the various associations for the promotions of cultural, civil
and religious life, civic society, and the entire community should take part."
(GE-5)
Ever since the inception of the Commission, there has been a concerted effort at
coordinating and networking the apostolate of education in the different dioceses
of India. Every diocese has set up a Commission/Council of Education to help to
coordinate its educational activities. Besides the diocesan Commissions, there are
also Regional Commissions of Education in the twelve ecclesiastical regions.
The Church and Education in the Service of the Nation in 2001:
There is no doubt that the Catholic Church has made a unique contribution to education
in India since the Independence of the country in 1947.
It runs 7310 Primary Schools, 3765 Secondary Schools, 173 Colleges, 1514 Technical
and Training Institutes, 2 Engineering Colleges and 2 Medical Colleges, 1765 Hostels
and Boarding Houses and 1085 Orphanages. In addition, about 3500 Community Centred
Service Institutions like hospitals, rehabilitation centres, homes for the aged,
destitute, handicapped, etc. are also directly under the care of the Church. This
is certainly no mean feat.
The proportion of the contribution of the entire Christian community is estimated
as follows: Christians who are about 2.5% of the 1000 plus million people of India
cater to 5% of all the primary education in India, 10% of all the literacy and community
health care, 25% of all existing care of the orphans and widows, 30% of all existing
care of the aged, destitute, handicapped, lepers, Aids patient, etc.
Catholic institutions have always been rated very highly for the qualitative impact
that they have had on people. The thousands of alumni spread all over the country
have repeatedly testified that high academic standards have been maintained, spiritual
and moral values stressed, a secular outlook fostered and a preference given at
admission time not only to Catholics but to the economically and socially disadvantaged
sections of society.
National and Regional Consultations/Workshops:
1. National Consultation on Indigenous Cultures of India:
The C.B.C.I. Commission for Education and Culture organised a path-breaking seminar
on “ Indigenous Cultures – Identities, Aspirations and Destinies” at the
Institute of Indian Culture, Mumbai, from November 28-30, 2000. The presence of
five bishops, representatives of various educational bodies like Xavier Board, A.I.N.A.C.S.,
national secretaries for education of some religious congregations, men and women
religious working in tribal areas, lay persons including an A.I.C.U.F. representative,
was proof of the seriousness with which the Church looks at the concerns of the
indigenous people of the land.
Archbishop Ivan Dias of Mumbai, struck the right note in his keynote address when
he highlighted the features of tribal life and spelt out the principles of inter-religious
and inter-cultural dialogue as enunciated by Vatican II and by more recent Church
documents, in particular, Ecclesia in Asia.
From the earliest days, the Church has been the principal agent of the emancipation
and development of tribal peoples and their cultures. A cardinal principle laid
down by Bishop Oscar Severin was, in every area first build a school and then the
church. Christian missionaries have been instrumental in developing in
advasis a sense of pride in their language and culture. Mention may be made of Constant
Lievens, the Chhota Nagpur hero, who devoted his energies to the legal education
of the tribals.
2. National Workshop on the NCERT Curriculum Framework for
School Education:
In the last couple of years, the CBCI Commission for Education and Culture, both
at the national and diocesan levels, has been trying to conscentize the Church about
the dangers of Hindutva, communalism, saffronization, globalization, etc. This experience
has highlighted one malaise in the Church in India today – the existence of a number
of Catholic educational institutions and bodies at various levels, which are dispersed
and often totally ignorant of the bigger issues and challenges. When it comes to
responding to important national issues and challenges, they appear to be either
lethargic or totally ignorant of the matter. Hence, there is a need to evaluate
the functioning of the existing educational bodies (organizations) in the Church
with a view to making them more active, accountable, with a view to making them
more active, accountable, responsive and united in the face of national challenges.
The Commission organized a National Workshop on the NCERT National Curriculum Framework
for Education on 31 March and 01 April 2001 at Don Bosco Senior Secondary School,
New Delhi. About 30 Catholic Educators from various regions of the country participated
in the Workshop. Dr. Rajendra Dixit, Members, NCERT Curriculum Group was the chief
Resource Person. The main objective of the Workshop was to make Catholic Educational
Institutions aware of the Positive as well as the negative aspects of the National
Curriculum Framework (NCF). This Workshop was the beginning of a series of Workshops
had in different Regions during 2001, namely – Ernakulam, 17-19 August, 2001; Nagpur,
1 September, 2001; Thrissur, 16-17 November 2001.
Proposed National Programmes:
A - National Consultation on Catholic Education in India Today:
1. The task of understanding the forces shaping India today:
- the rise of Hindu nationalism and communalism/the resurgence of the marginalized/casteism;
globalization; the present political scenario, etc. This poses a serious challenge
to our nation as a whole, and for the Church in particular.
- According to the Chairman, the greatest threat facing Education in India then
was what he termed as the “marketisation of education”. Some of the immediate
consequences of the process of marketisation of education in India are: 1) the exclusion
of the poor, 2) the promotion of a culture of consumerism, and 3) the neglect of
humanities and social sciences.
2. The task of clarifying our vision regarding the society we want to create through
our education:
- Education for what? Education for whom? Education to justice, peace and harmony.
3. The task of revamping, coordinating and networking of the various educational
structures within the Church in India.
- For this purpose, the CBCI Commission for Education and Culture proposed holding
a-four-day National Consultation on Catholic Education at Don Bosco, Okhla
Road, Jamianagar, New Delhi – 110 025 from the evening of 23rd January
to the noon of 27th January, 2002 on the themes – Communalism, Globalization
and Education, Resurgence of the Marginalized – Dalits/ Tribals, Clarifying our
Vision of Education, Revamping, Coordinating and Networking Catholic Educational
Institutions and Evolving a Catholic Education Strategy. The 60 number participants
included Members of the CBCI Commission for Education and Culture, Chairmen and
Secretaries of the 12 Regional Bishops’ Councils, Representatives from Major Religious
Societies of both Men and Women engaged in Education Associations and Observers
from other Christian Churches.
B - International consultation on Indigenous Cultures of Asia:
The Commission proposed to hold an International Consultation on Indigenous Cultures
of Asia in Shillong in November 2001.
Statement of the Commission for Education and Culture
ON THE NCERT’S PROPOSALS REGARDING SOCIAL SCIENCES CURRICULUM AND DELETION OF
PASSAGES FROM CBSE HISTORY TEXTBOOKS
The Commission prepared the Statement on the NCERT’s Proposals regarding Social
Sciences Curriculum and Deletion of Passages from CBSE History Textbooks, which
was circulated among the Hierarchy. The text of the Statement is given below:
A course in history in the school curriculum should provide a fundamental way for
transmitting our cultural heritage to new generations. It should offer pupils knowledge
to make sense of what has happened and skills to interpret these critically, so
that they will be able to resist interpretations that filter or distort history.
It should help pupils to understand that history is multidimensional, that the process
of history is a search for truth based on finding and testing evidence, and that
historical explanations are provisional and debatable. Such a study would enable
pupils to develop insights and give explanations of past events based on evidence,
and develop informed appreciation of the actions and attitudes of people in the
past.
……
Teaching and study of history is important for transmitting our culture and for
helping to develop broadly-educated citizens who, in their various roles in society,
are effective contributors to the common good. We express our grave concern and
object strongly to the proposals made by the NCERT, since they go counter to the
very aims of history education and are bound to do untold harm to the multicultural,
democratic and secular fabric of our Indian society.
The Second Vatican Council has been a landmark in the Church’s reflection on education.
In its Declaration on Christian Education ( Gravissimum educationis), the
Council insists on the integration of Christian education into the whole pattern
of human life in all its aspects, Christian education does not isolate itself from
the world, but is for the world, since human being must work out his/her salvation
in the concrete situation in which God has placed him/her by contributing to the
human community of which he/she is a part. Far from remaining an isolated monolith,
Christian education gets integrated into diverse situations and cultures, thereby
becoming itself diversified. Consequently, each country and culture has to evolve
its own modality of Christian education.
Report of the CBCI Commission National Centres and Regional Bishops’ Councils,
2002-03 (Trichur, January, 2004)
During the period January 2002 – December 2003, the Commission has focused its attention
on making the Catholic Educative Community become aware of:
1) the forces shaping India today:
2) clarifying our vision regarding the society we want to create through our education;
3) revamping, coordinating and networking of the various educational structures
within the Church in India;
4) the implications of the 11-Judges’ Verdict on Minority Rights;
5) the role of Catholic Teachers and their God-given mission in schools.
With these objectives in view, the Commission has organized the following Programmes:
2. National and International Programmes:
2.1 National Consultation on Catholic Education in India Today (New Delhi,
January, 2002)
A National Consultation on Catholic Education in India Today, organized
by the Commission for Education and Culture, was held from 23-27 January 220, at
Delhi. It was attended by sixty-six eminent Catholic educationists from all parts
of the country.
The participants set themselves the task of evolving a strategy for Catholic Education
in this Third Millenium. Catholic education becomes “Good News to all” when it addresses
the ultimate concerns of life, especially of those most disadvantaged in society.
Catholic education should be sustained by a spirituality of communion of
everyone and everything.
“Before making practical plans, we need to promote a spirituality of communion,
making it the guiding principle of education… A spirituality of communion also means
an ability to think of our brothers and sisters… as ‘those who are a part of me’.”
(John Paul II, Novo Millennio Ineunte, 43)
Strategy and Action Plan of the National Consultation:
Aim:
To meet the challenges posed by communalism and economic globalization, by promoting
a counter-culture of harmony and solidarity based on aspirituality of communion
as a basis for Learning to Live Together, in and through our Catholic educational
institutions.
Long-term objectives:
1. Helping the educative community of every institution to become
aware of the challenges of communalism and economic globalization, and the need
to promote harmony and solidarity;
2. Involving the educative community in planning initiatives, such
as dialogue and common worship, that fosters such a culture.
3. To initiate proceedings for setting up, preferably at Delhi,
a CBCI Centre for Educational and Cultural Research Coordination and Networking.
Short-term objectives:
1. Helping the teachers of every educational institution to become aware
of the positive and negative aspects of the National Curriculum Framework and the
dangers of religious fundamentalism.
2. Involving the teachers of every educational institution in activities, like dialogue
and common worship, which foster greater harmony and solidarity.
To streamline, reinforce and rejuvenate our service of education, we also need to
do the following things:
1) Unite as one, rising above our petty differences and rivalries, in order
to pursue the greater national goals;
2) Implement, at every level, whatever plans and policies we make; and
3) Establish better coordination and networking at the national,
regional and diocesan levels.
2.2 National Consultation on Value Education in
Indian Schools (New Delhi, August 2002):
From August 19-21, 2002 the NCERT, the apex educational Body on Secondary and Senior
Secondary Education of the Ministry of Human Resource Development, Government of
India, held a 3-Day Seminar on Value Education. At the invitation the Secretary
of Commission presented the Paper- “ A School Programme for Inter-Faith Communication”,
which was much appreciated and its suggestion been accepted by the Ministry.
2.3 International Convention on Asian Cultures
(Nagasaki, Japan, October 2002)
As a Consultor of the Pontifical Council for Culture, the Secretary attended the
Asian Convention of the Pontifical Council for Culture at Nagasaki, Japan from 15
to 17 October 2002, where he also presented a Paper on “ Catholic Cultural Centres
Meeting the Challenges of Asia: Networking a Line of Action for the Inculturation
of the Faith in the Far East”.
2.4 National Symposium on Indigenous Cultures(Shillong,
November 2002):
A National Symposium on Indigenous Cultures of North and Northeast India, organized
jointly by the CBCI Commission for Education and Culture and the Archdiocese of
Shillong, was held at the Pastoral Centre, Shillong, from 1 – 4 November 2002. Sixty-three
participants including Church dignitaries and delegates from all the North-Eastern
States, Jharkhand, Chhattisgarh, Madhya Pradesh and South India participated in
the Symposium on Understanding Tribal Cultures: Education in Tribal Cultures.
It was a unique occasion to get an in-depth understanding about the great
mosaic of indigenous cultures in India.
2.5 International Conference on Globalization
and Catholic Higher Education (Vatican, December 2002):
The Commission was represented by the Secretary at the International Conference
on Globalization and Catholic Higher Education: Hopes and Challenges, held
at Vatican City from 2 to 6 December 2002. The Conference was jointly organized
by the Congregation for Catholic Education and the International Federation of Catholic
Universities.
2.6 Seminar on Peace and Value Education (Kochi,
Kerala, December 2002):
A Seminar on Peace and Value Education was jointly organized by the Commission,
NCERT, New Delhi and Dharma Bharathi, Secunderabad, at Kochi, Kerala from 12 to
14 December, 2002. It was attended by 210 delegates from all over India. Kerala
holds the pride of place in India for literacy, women’s empowerment and human development
index. In spite of this proud heritage, Kerala also ranks firsts in suicide, alcoholism
and divorce rates. The theme of the Seminar, “ No real development, no permanent
peace without moral values” was an eye-opener to Kerala.
2.7 Seminar on Supreme Court Judgement on Minority
Rights (New Delhi,December 2002):
The CBCI Commission for Education and Culture organized a One-Day Seminar
on the Supreme Court 11-Judge Verdict on Minority Rights on December 17, 2002 in
New Delhi, Seventy delegates representing 10 of the 12 Regional Bishops’ Conferences,
Conference of Religious of India (CRI), Xavier Board, All India National Association
of Catholic Schools (AINACS) and Heads of Institutions actively participated in
the programme.
The resource person of the Seminar was Rev. Fr. P.D. Mathew, S.J., Advocate, Supreme
Court of India and Programme Director, Programme for Legal Aid, Indian Social Institute,
New Delhi. He discussed and clarified the questions posed by the 11 Bench Judges
and several other issues related to Minority Educational Institutions.
2.8 National Consultation on Catholic Teachers
and Their Mission in Schools (Bangalore, May 2003):
A National Consultation on “Catholic Teachers and their Mission in Schools,” was
convened by the CBCI Commission for Education and Culture at the Indian Social Institute,
Bangalore, on 4-7 May 2003. The 64 participants, drawn from 32 dioceses representing
nine out of the 12 ecclesiastical regions of the Church in India, spent the four
days in reflecting on the profile of the catholic teacher and in examining his/her
specific mission in today’s complex and challenging situation.
The participants were unanimous in pointing out that the educational scenario in
the country is being seriously challenged by a socio-political situation that has
been vitiated by factors such as communal discord and hatred arising from religious
intolerance, the onslaught of globalization, and an unfair, uncaring and lopsided
promotion of technology.
Against this background, the participants of the consultation, set themselves the
task of examining the role of the Catholic teacher today who is called not only
to play the role of skillful transmitter of knowledge, but would also have to be
healer, guide and guru to young people on their pilgrimage to wholeness and holiness.
Report of the CBCI Commission National Centres and Regional Bishops’ Councils,
2002-03 (Bangalore, April 27-29, 2004)
Education and the Present Scenario:
The Chairman of the Commission for Education and Culture, Bishop Charles Soreng,
had sent a note on education and the present scenario in the country, especially
the proposed bill on education titled ‘Free and Compulsory Education Bill, 2004’.
[ Click for details]. The
house thanked the Commission for the information and asked it to keep track of what
was happening in the education field, especially if there was anything detrimental
to the interest of the Church-run educational institutions and to the Church’s position
on education in the legislation, which the Government wanted to enact.
Report of the 104th CBCI STANDING COMMITTEE MEETING
(Bangalore, September 26-28, 2006)