Locating the Discipline of English Language and Literature in the draft National Education Policy 2019
Locating the Discipline of English Language and Literature in the draft National
Education Policy 2019
The draft National Education Policy 2019, though very revolutionary in terms of
propositions would radiate an aura of "utopian aspirations" when read in context of the reality
of Indian Higher Education in general. However, devoid of any critical reading, the draft
appears sufficient to bring about positive, path-breaking altercations to the Indian System of
Education. In the chapter concerning Higher Education, the drafting committee has put-forth
suggestions that promote a multi-disciplinary approach. "Breaking down the Silos" is a phrase
repeated multiple times in this chapter and is essentially sufficient to explicate on the focal point
of the section, which is "liberal education." A study on the effects of the National Education
Policy (NEP) 2019 on English Language and Literature as a discipline situates quintessentially
on the idea of liberal education that appears to be a defining spirit of the draft.
Lexicon describes the word "liberal" as "pertaining to those arts and sciences the study of
which is considered to provide general knowledge as opposed to vocational/occupational,
technical or mechanical training" in the context of education. NEP 2019 states:
The concept of 'liberal arts' literally means a liberal notion of the arts. The very idea that
all branches of creative human endeavour (including mathematics and science) should
be considered 'arts' indeed has distinctly Indian origins (NEP 223).
Comparing these definitions deliberates on the notion of liberal education mentioned in NEP
2019 as involving a multi-disciplinary approach where every realm susceptible to human
inquisitiveness is read on the lines of interactions. English Language and Literature as a
discipline is often located in the realm of Humanities and the Indian standards of education
locates it far from the realm of Science in terms of epistemological essences. The new policy,
however, proposes a breakage of this boundary and promotes trans-disciplinary education. NEP
intends to bring about this unison through Liberal Arts Education that would "enable students
to explore the numerous remarkable relationships that exist among the sciences and the
humanities, mathematics and art, medicine and physics, etc. – and more generally, to explore
the surprising unity of all fields of human endeavour" (NEP 224). In this sense the new draft
proposes a redefinition of Higher Education as learning to incorporate multiple dimensions,
disciplines and sources of knowledge. Beyond the notion of being interdisciplinary NEP 2019
expects education to rise to a level that would better the quality of higher education in India by
being trans-disciplinary to address real life problems. While this can posit a "why?" the draft
attempts to explain this suggestion by stating,
Firstly …a liberal arts education greatly enriches one's life, and makes it so much more
meaningful and joyful when one is able to appreciate many worlds. Secondly, one never
actually knows what one's job is going to be in the long term, or what work it will entail!
As remarked by journalist Fareed Zakaria, the purpose of a liberal arts education is not
simply to prepare for one's first job, but also for one's second job, third job, and beyond.
(NEP 224)
It is evident in the draft that the propositions are made towards incorporating pure and applied
research to have potential resolutions to daily life difficulties. Thus, reading absurd theatre in
terms of Heisenberg's Uncertainty Principle or locating Existentialism in Thermodynamics
wouldn't meet the standards of NEP 2019. This inturn places a subjective discipline like English
Language and Literature under suspicion in terms of potential for applied research (though
language studies take a more scientific route).
When discussing the realm of Humanities and Arts, NEP 2019 attempts to locate the
elemental essences in the Indian Context alone. For instance, in describing the implementation
of multi-disciplinary or cross-disciplinary education the draft suggests, "Departments of
languages (especially Indian languages), literature (especially Indian literature)…philosophy
(especially Indian philosophy, including Buddhist and Jain philosophy) (NEP 226)."
Throughout the section on Higher Education the draft focuses entirely on the Indian Context. As
English Literature is almost comparable to world literature this would lessen the scope of pure
researches on absolutely "English" literature. NEP 2019 suggests the need for researches
relevant to local communities and the nation and it is at this point one would be forced to think
about the need for incremental research or descriptive research on Shakespeare or Shelley. In
section P11.4.2 while discussing National Research Foundation funding for research in
languages, literature etc. the draft specifically mentions, "All institutes supporting language
programmes will be funded to study and teach comparative literature (NEP 236)." In the same
section the draft mentions certain areas of study that are relevant including, "…strategic areas
(e.g. aerospace, rocket propulsion, advanced materials), areas of critical economic importance
(e.g. geology, exploration and mining), and emerging fields (e.g. bio-informatics, artificial
intelligence) (NEP 237). It is clear that the draft facilitates more researches in areas where
potential applications are possible. Reading on these grounds, a researcher in English Studies
would essentially have to choose researching on Indian English Literature or Comparative
Literature.
Amidst these uncertainties, certain proposals made in the draft can empower Higher
Education in the discipline of English language and literature. Enhancing access to libraries and
online journals, collaborative research and teaching, international collaborations, bettering the
learning environment, internships, NRF Fellowships, autonomy for departments, social
engagements etc. would definitely contribute towards empowerment. In general, NEP 2019
devises a new model for the Indian education system that,
"…enable an individual to study one or more specialized areas of interest at a deeper
level, while at the same time building character, ethical and Constitutional values,
intellectual curiosity, spirit of service, and 21st century capabilities across a range of
disciplines including the sciences, social sciences, arts, humanities, as well as
professional, technical, and vocational crafts." (NEP 202)
In critical readings of the draft, individuals have pointed out multiple limitations. As English
literature has developed with time to become a medium of incorporating and understanding the
other, the term "secularism" enjoys a certain degree of relevance. NEP 2019 has, however, not
included the words "secular" or "secularism" anywhere in its pages (though it might appear as a
politically motivated finding). Also the aspects of ethics, morals etc. are contextualized on
religious scriptures but do not ensure representation of diverse faiths. This would be a violation
of article 28(1) which states "no religious instruction is to be provided in any educational
institution wholly maintained out of state funds" (livemint secularism).
In an article titled "A case of confused thinking: on draft National Education Policy," Rohit
Dhankar deliberates on the "India centred-ness" approach proposed in the draft with a stress on Indian Knowledge systems. Dhankar concludes by stating, "…the draft NEP 2019 itself lacks the very abilities
it emphasises, namely critical thinking and deeper understanding. It is a badly written
document which hides behind a plethora of terms that are half-understood and clubbed under
the overarching master concept of "skill". In short, the policy lacks depth and loses focus of the
richness of secular democratic ideals by aiming for 21st century skills." These observations
points to the limitations inherent to NEP2019 and thus also affects the possible developments in
all disciplines. Also, in terms of funding for researches across various disciplines including
English Studies there is no clarity in terms of how the funding will be.
The section on Higher Education in Nep 2019 is driven by the notion of "liberal arts"
with a stress on History of In Indian Education as Takshshila and Nalanda employed cross�disciplinary approaches to ensure overall development of individuals. Weighing the positives
and negatives critically and drawing boundaries between the possible innovations and a
probable utopia would enable one to locate the potential benefits of discipline in the framework
of NEP 2019. Unless these re-visions are embedded into the educational system with strict
adherence to democratic and ethical values, little gain would be made. In terms of disciplines
like English studies, though certain observations and suggestions would enhance the discipline,
many aspects including funding, possibilities of research, recognition, interdisciplinary
approach etc. remain in the grey.
Works Cited
Dhankar, Rohit. " A Case of Confused Thinking: On draft National Education Policy."The Hindu,
13 July 2019. web https://www.thehindu.com/opinion/lead/a-case-of-confused�thinking/article28415519.ece
Gowda, Chandan. "Missing Secularism in New Education Policy." Livemint, 26 Jun 2019.web
1561564775831.html
Kumar, Krishna. "The NEP and liberal arts education." The Hindu, 20 July 2019. web
https://www.thehindu.com/opinion/lead/the-nep-and-liberal-arts�education/article28598678.ece
National Education Policy. MHRD India, 2018
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