Importance of Science Education
CHAPTER IV
SCIENCE EDUCATION
HISTORICAL BACKGROUND
W
ith a long and chequered history of education and training in pure and applied sciences dating back to over 2,600 years, India has had flourishing tradition of scientific research and technological development. Taxila (6th century BC) one of the earliest universities in the world, attracted students from across the continents. Major fields of study at Taxila included mathematics, astronomy, medicine, surgery and metallurgy. Unfortunately, most of the knowledge was lost during the medieval period. The glorious tradition of original thinking, adventure of ideas and creative innovations was completely snapped.
SCIENCE AND SCIENCE EDUCATION DURING THE BRITISH RULE
T
he development of modern science in India is not an organic extension of the earlier tradition. It is an implant by the British in a language that was alien to its people. As with other implants, it needed nourishment and nurturing to be absorbed in the society. Science education was lacking and science was looked upon as an appendage thrust by the British for their own benefit. Until a few decades towards the end of the British rule, the role of science education, scientific and technological research in economic growth and social transformation was rather limited. Only such developments were introduced that did not lead to a conflict with the interests of the colonial power. The only aim of education including that of science education was to turn out men competent to serve
68
the civilian administration. Consequently, science education and research was uneven and patchy with no facilities. Even those few individuals educated in science lacked opportunities for either gainful employment or for scientific research. They could only procure clerical or teaching jobs. It was only in 1857 that the universities of Bombay, Calcutta and Madras, modelled after the London University, were established. As a concession to the Indian aspirations the
SCIENCE EDUCATION
HISTORICAL BACKGROUND
W
ith a long and chequered history of education and training in pure and applied sciences dating back to over 2,600 years, India has had flourishing tradition of scientific research and technological development. Taxila (6th century BC) one of the earliest universities in the world, attracted students from across the continents. Major fields of study at Taxila included mathematics, astronomy, medicine, surgery and metallurgy. Unfortunately, most of the knowledge was lost during the medieval period. The glorious tradition of original thinking, adventure of ideas and creative innovations was completely snapped.
SCIENCE AND SCIENCE EDUCATION DURING THE BRITISH RULE
T
he development of modern science in India is not an organic extension of the earlier tradition. It is an implant by the British in a language that was alien to its people. As with other implants, it needed nourishment and nurturing to be absorbed in the society. Science education was lacking and science was looked upon as an appendage thrust by the British for their own benefit. Until a few decades towards the end of the British rule, the role of science education, scientific and technological research in economic growth and social transformation was rather limited. Only such developments were introduced that did not lead to a conflict with the interests of the colonial power. The only aim of education including that of science education was to turn out men competent to serve
68
the civilian administration. Consequently, science education and research was uneven and patchy with no facilities. Even those few individuals educated in science lacked opportunities for either gainful employment or for scientific research. They could only procure clerical or teaching jobs. It was only in 1857 that the universities of Bombay, Calcutta and Madras, modelled after the London University, were established. As a concession to the Indian aspirations the