For Your Information and Necessary Action
Some Education Officers were asking our schools to maintain a minority roster for SC/ST/NT/OBC as per govt orders dated 27th May 2003
On representations, the govt has isssued new orders No. SSN-2103(50/03) / Sec-2 dated 18-2-2005 in Marathi stating that since Roman Catholics do not have such castes the previous orders are not applicable to Institutions under the jurisdiction of the A.B.E
- A.B.E
REVIEWING HARRY POTTER
COURTESY ENVOY
MAGAZINE
‘Pottermania’ gripping children is not merely fascination with imaginative
storytelling and fantasy magic, but is also because the book embodies
elements that are suspect and obsessively enslaving.
Author J.K. Rowling’s Harry Potter books have captured the hearts of
millions of children and adults. They are arguably the most quickly embraced
children’s books in history. You would have to be tucked away in the
remotest of hermitages to have avoided the books thus far, and you would
have to be just about as isolated to have avoided the controversy
surrounding them.
Controversy
does abound, and Harry Potter stirs up strong emotions. Some parents are
thrilled that their children are reading enthusiastically for the first
time. They love the way the books pit good against evil, and they use the
books to help their children learn the difference between right and wrong.
But other parents are deeply disturbed about the subject matter in the Harry
Potter books. They are concerned to see so many children embracing a world
of witchcraft and wizardry.The first two books, Harry Potter and the
Sorcerer’s Stone and Harry Potter and the Chamber of Secrets (Scholastic
Press, 1997 and 1998) and much of the Harry Potter books are in fact
delightful fantasy. The author, Joanne Rowling tickles our imagination with
tales of unicorns, Quidditch games and owls who deliver mail. But among
these charming deceptions are much darker sections, particularly in the
early part of Harry’s education. This combination - darker elements
introduced early and a delightful finish that can only be considered
imaginative - leaves many readers with an overall good feeling about the
books.
It’s important to note that the witchcraft about which Rowling writes stands
in stark contrast to fantasy magic as it’s portrayed in Tolkien and Lewis.
The good characters in Middle Earth and Narnia don’t cast spells on people,
do not call up spirits and commune with them like beloved neighbours, do not
perform rituals, and do not mix potions. The good characters at Hogwarts do.
In Namia, a ring transports you to another world, and in Middle Earth
lightning flashes at a critical time to perform some powerful feat. But at
Hogwarts, the evil Voldemort enchants a diary to take possession of a girl’s
soul. These are vast and substantial differences, requiring us to view
Rowling’s witchcraft in a much different light from Tolkien’s and Lewis’
magic.
What about the argument that the Potter books help to teach the difference
between right and wrong? Putting witchcraft aside, it’s true there are
definite “bad guys” in the books, and that they are consistently fought by
the “good guys”. But those “good guys” to be less-than-stellar role models.
At first glance, Harry Potter seems a noble little boy, one who will put his
own life at risk to save his friends. He defends the weak, comforts the sad,
and fights evil. But he also had a nasty propensity to flaunt school rules
and to lie.
In fact, at the end of the first book, Harry saves the world from the evil
Lord Voldemort by screwing up his courage and telling a lie. Now, telling a
lie to save the world may at first seem to be acceptable, but we have to
remember that this is a work of fiction, and the author could have easily
found a truthful way for Harry to save the world. A close reading of the
second book shows that lying now comes much more easily to Harry than it did
in the first book, so we see Harry’s character growing weaker rather than
stronger.
There is also concern about the way Harry is allowed to avoid proper
discipline. He is famous, he is talented, and he is a celebrity. Time after
time in both the first two books, when Harry breaks school rules, he is
either clever enough to get away with it or he is a skillful enough liar not
to be chastised.
Repeatedly threatened with expulsion, he is always forgiven. In the worst
case of all, he is threatened with expulsion from Hogwarts if he flies on
his broomstick. But when he in fact does, and does so with great talent, he
is actually rewarded with a prime spot on the school Quidditch team.
Much like some American college football heroes, he receives not a lick of
punishment precisely because he is such a great athlete. Even the points
that Harry and his friends lose for their schoolhouse during the course of
the first book are handed back to them with bonuses at the end, and enough
so that their house wins the coveted school cup. What’s the overall message?
If you’re cute enough, talented enough, strong enough, or clever enough, you
don’t have to worry about following the rules in your little corner of the
universe. This is hardly teaching the difference between right and wrong.
Clare McGrath Merkle, a former New Age healer, well educated in the occult,
and a revert to Catholicism has a deep concern about the Potter books
because she recognises within its pages so many of the arts she once
practiced. She and her friends in the occult, psychologists, physicists, and
other professionals (who were also wizards, warlocks and witches) defended
their studies together “as being of the white magic category, much like
(Hogwarts) the wizardry school of Harry Potter.” But having removed herself
from the world of the occult, she now recognises that in reality there is
only one kind of magic “variously known as black magic, occultism,
diabolism, or the dark acts.”
Jacqui Komschlies warns: “Our world is exploding with interest in real
witchcraft. Type ‘How can I become a witch?’ in Google.com and you will get
listings for dozens of related sites. The same query in AskJeeves.com brings
up many articles - the main one giving a simple eight-step process for
becoming a witch on your own.”
Though Vivian Dudro has no background in the occult, she shares Ms
Komschlies’ concerns about children’s increased fascination with the occult.
Her own research has shown that “in San Francisco, the Potter stories
already have inspired countless children to seek other books about witches,
wizards and spooks. The city’s libraries have stocked their juvenile
collections with this subject matter... The trend concerns me because, apart
from serious sin, occultism is the main way the diabolical can enter a
person’s life.”
Other comments:
HOGWARTS DOWN UNDER
POTTERMANIA has soared to new heights in Austria, following the release of
the sixth Harry Potter book. A Hogwarts style college in Klagensfurt,
Austria, has said that it has received hundreds of applications for a
six-semester witchcraft and wizardry course, since the release of Harry
Potter and the Half Blood Prince. Sorcerer’s apprentices, aged 17 and above,
are taught astrology, magic, history of magic, mediation and divination.
After learning theory, they learn to prepare potions, make talismans and
perform rituals. ANI
One fails to understand as to why there is so much excitement about the
Harry Potter books in India. The characters in the story have many mediocre
qualities: they lie blatantly, use profanity, disrespect their elders,
violate rules and are unrepentant. Furthermore, the Harry Potter books
contain many evil messages and glorify magic and sorcery. Harry and his
mates regularly cast spells, prepare potions, converse with the spirits,
apart from indulging in crystal gazing, transfiguration, and making
predictions. The books also consist of murders, human sacrifices, etc. With
all these ingredients fit not even for adults, how can the books be called
“children’s books”? Even the fight between good and evil in these books is
actually a clash between “good magic” and “evil magic”, both of which are
evil.
Amjad K. Maruf, Mumbai, in TIMES OF INDIA (23.7.05)
Some of the core concepts of WICCA and real witchcraft that are absent from
the world of Harry Potter are:
- Wiccas worship both a god and a goddess, but in the Harry Potter series
there no mention of any form of deity at all. Wicca is a religion, and not
just the act of casting spells. That means there is no spirituality in these
books at all.
- Traditional Wiccas belong to covens. Though the Harry Potter characters
are grouped together in a school, there is clearly no coven group to be seen
in the books or films.
- True spells require practice, experience and the focussed control of will.
Shouting a phrase in Latin and waving a wand won’t get you very far in the
real world.
Anjou Giri, Mumbai, in THE MUMBAI AGE (23.7.05)
Now, your teacher will also be your counselor
Manoj R Nair
Teachers in Catholic schools will be trained to detect depression, learning disabilities and ‘anti-social’ tendencies in children.
The decision to train teachers was taken by the Archdiocesan Board of Education, a church body that runs 120 schools with over 3 lakh students. This week, 60 teachers have started the six-month course at the counseling training facility at Don Bosco campuses in Matunga and Borivali; another batch of 60 teachers will start training in October.
“The training will help in two ways: there will be better interaction between students and teachers and between teachers and counselors,” said father Gregory Lobo, Secretary of the board.
Meanwhile, teachers have welcomed the idea of being trained in counseling. “I feel teachers are the best counselors. Even without training, they do a lot of counseling. Training will only equip them with more skills for the job,” said Rafiya Bait, a teacher.
However, child counselor Husna Vanjara cautioned that teachers should limit themselves to identifying children with problems and informing parents. “They should know when to draw the line between basic counseling and referring the child to an expert,” she said.
Correspondence B.ED from Annamelai and other Universities.
Government of Maharashtra has issued revised orders vide govt Circular No. S.S.N 2005 ( 12/2005/sec-2, of 9-6-2005 ) that the teachers who have completed the Correspondence course of B.ED in any university outside of Maharashtra till 10-10-2002 are to be recognized and their posts sanctioned.
But the B.ED (degree correspondence course) of any university outside of Maharashtra after 10-10-2002 is in no way to be considered as Trained B.ED Teachers except :
1. Indira Gandhi National Mukta Vidyapith - New Delhi
2.
Yeshwantrao Chavan
Mukti Vidyapith - Nasik
Before the Presiding officer School Tribunal
Shri B.D. Rathod.
Appeal No. Mum/113/1997
Appeal by appellant to challenge the promotion to the post of Asst. Head Mistress- the Judge held that “ Seniority of the appellant cannot come in the way of appointment of Respondent No-5 as Vice Principal of the Respondent school. Therefore the Committee which was constituted for the recruitment of vice principal of the Respondent school found Respondent No-5 suitable to be appointed as vice principal of the respondent school. In such circumstance the argument as advanced by counsel for respondent can be taken into consideration in pursuance of the latest ratio laid down by the Hon’ble high court that minority institute has unfettered right to appoint head and other three persons and therefore the argument as advanced by the counsel for appellant cannot be taken into consideration.
ORDER
- The Appeal filed by above named appellant bearing No- MUM/113/1997
Is hereby dismissed.
Date- 12-8-2004
( B.D.Rathod )
Presiding officer,
School Tribunal, MumbaiCAN RELIGION BE TAUGHT IN SCHOOLS?
The old thinking of skeptics like Bertrand
Russell that religious teachings in school would indoctrinate children have
become a matter of the past. Equally ante-dated is the decision of the
Supreme Court of America in the case of Engel vs. Vitale which in early
1960’s ruled that recitation of prayers written by New York Board of
Regents, even though nondenominational, was unconstitutional. The present
day studies in United States prove that there is great positive relationship
between education and religion. Educationists in England, France and United
States are talking more and more about positive social effect of the
education-religion relationship at an individual level. Surveys in United
States show that religious attendance rises sharply with education across
individuals although religious attendance declines sharply with education
across denominations. By and large, the positive effect of the education and
religion relationship is accepted without demurer.
Let me now analyse what is happening in our country which is strong in
religious beliefs. Articles 25 and 28 of the Constitution of India which are
part of fundamental rights of our Constitution, make it very clear that
India is a secular but not an anti-religious State, for the Constitution
guarantees the freedom of conscience and religion. The freedom envisaged
under our Constitution also gives freedom from attendance to religious
instruction or religious worship in educational institutions. The universal
declaration of human rights and the European Convention of Human Rights and
Freedom, treats freedom of religion as a basic tenet of human rights. The
main question is, can religion be taught in a school funded out of State
funds? Article 28 of our Constitution mandates that no religious instruction
shall be provided in any educational institution wholly maintained out of
the State funds. Would this provision under the Constitution preclude the
school authorities from teaching religion in schools funded by the State?
By and large, we all know that all these years
we have been teaching religion and moral science in our schools. Whilst so
doing, our schools have given individual freedom of conscience to the
students and have not made it compulsory to any student who indicated that
he does not wish to attend any religious worship. There is no doubt of the
fact that schools cannot compel anybody to have religious instructions in an
educational institution. The emphasis under Article 28 is on not imparting
religious instruction in a school funded by State.
Religious instruction and religious education have a contradistinction.
Whilst analyzing the said Article 28, the Courts in India have held that
emphasis under Article 28 is against imparting religious instructions; but
there is no prohibition in having a study of religious philosophy and
culture. Is also held that teaching of Religion is necessary to have
value-based social life in the society, which is degenerating with respect
to power, post or property.
In another Judgment the Supreme Court
also accepted the fact that minorities regard
as essential that education to their children should also be in accordance
with the teachings of religion and that such education would not be obtained
in the ordinary schools designed for all the members of the public, and that
the same would be secured in schools conducted under the influence and
guidance
of
people
well-versed in the tenets of their religion and in traditions of their
culture. Whist
analysing Article 30 in respect of teaching
religion, the Courts have held that Article 30 gives an inherent right to
the minorities to establish religious institutions which would. effectively
serve the needs of their community.
Back home in our State of Maharashtra. way back in 1980’s, a circular was
issued by the Education Department that minority schools could teach
religion and moral science. Although these were the pronouncements of law in
1980’s, things have changed considerably then o. Our Principals know the
problems faced by them from the Department as well as Education Inspectors
in respect of teaching religion in school. At times there is harassment to
the Principals in view of earmarking religion and moral science periods in
the time-table.
One expected that the recent 11Bench Judgement of the Supreme Court would
decide this point of law, but besides reiterating the question as to what
extent can the rights of aided private minority institutions to administer
be regulated, and after setting out Articles 25 to 28 of the Constitution,
nothing much is decided by the Hon’ble Supreme Court. An observation is made
in the said Judgement that conducting religious worship in an educational
institution which is recognised by the State or which is receiving aid of
the State funds is not prohibited, and prohibition under Article 28 is only
to the extent of individual freedom of conscience of those who attend such
institution that is protected. In other aid from the State cannot compel any
person
to
attend
any religious instruction or worship. Having said so, the Hon’ble Supreme
Court in this Judgement has not in clear terms stated that religious
instructions can be given in aided educational institutions although one can
deduce that schools may impart religious education in such an institution.
The Supreme Court, however, in another Judgement of Aruna Roy vs. Union of India, which was a Public Interest Writ Petition filed in the Supreme Court challenging the national curriculum framework for school education published by National Council for Educational Research and Training, whilst dismissing the said challenge, stressed on the great need of knowing religion in our country and the need to impart knowledge of religion to children at a very young age. The Supreme Court has laid emphasis on the study of different religions. This Judgement stressed the need that education should aim at the multi-faceted development of a human being which entails intellectual, physical, spiritual and ethical development. The Court analysed that religion came into existence to control animal instincts in human beings and for building a civilized cultural society. It accepted that religion is the foundation for value-based survival of human beings in a civilized society which depended upon moral values. It analysed the philosophy of coexistence and how co-existence can be achieved by the process of making students acquaint themselves with basics of not only one’s own religion but even other religions. Finally it held that Article 28 of the Constitution would not come in the way of imparting religious education although religious instruction would be prohibited as, according to the Learned Judges, religious education helps a child to be intellectually aware to listen to himself and discern what is real as well as to have a disinterested approach to life.
Whilst upholding that there is great value for
a serious thought or with a reading
that has depth and significance, the Supreme Court has laid emphasis on
religious education in a broad sense and has accepted that study of religion
is very much necessary in our country for fostering unity and integrity of
Indians and that it. is only proper that religious education be given which
would in fact educate people to live together in peace and love as well as
tolerate each other. One finds that although the pendulum of interpretation
of Article 28 swings from one side to the other, as of today fortunately for
us, the importance of religious education has been accepted by a Court
verdict. As adverted to earlier, the emphasis is not only on one’s own
religion but a study of other religions also, one
cannot
study another religion unless one knows one’s own thoroughly. I therefore,
think that in the context of the decision of the Supreme Court whose
decisions or observations are binding on all and sundry it is high time that
we put our heads together and carefully prepare a syllabus which
would give religious education to the students of our schools and make them
better humans. Such religious education would not be considered to be
prohibited even in schools receiving aid from the State.
Joaquim Reis
Advocate, High Court