Controversy Surrounds NCERT’s Move to Replace ‘India’ with ‘Bharat’ in School Textbooks

The National Council of Educational Research and Training (NCERT), responsible for shaping the curriculum in India, is facing significant criticism over its recent recommendation to replace ‘India’ with ‘Bharat’ in school textbooks. This move has ignited a nationwide debate on whether it is appropriate to alter the way the country’s name is presented in educational materials.

The controversy stems from the NCERT’s decision to align itself with the Modi government’s shift towards emphasizing ‘Bharat’ over ‘India.’ During the G-20 Summit, the government officially used ‘Bharat’ in its communications, suggesting that ‘India’ is of colonial origin. However, it’s important to note that the Indian Constitution recognizes the country as ‘India, that is, Bharat,’ acknowledging both names as part of the nation’s identity.

The chairman of the NCERT’s 2022 social science committee, Prof C I Isaac, who is known for his affiliations with Hindutva ideology, defended the recommendation. He stated that it was not influenced by the government, but skeptics argue that such proposals rarely emerge in isolation.

In addition to the ‘Bharat’ vs. ‘India’ debate, the NCERT panel has suggested the introduction of the Indian Knowledge System (IKS) in the curriculum for all subjects and the replacement of ‘ancient history’ with ‘classical history.’ These recommendations aim to shape the minds of the younger generation and establish ‘Bharat’ as the more authentic name for the country.

The controversy is not without its opponents. Many argue that the name ‘India’ carries historical significance and should not be discarded. It is seen as a reflection of the country’s identity that has evolved over centuries. Furthermore, ‘Bharat’ may be seen by some as a name derived from a specific ruling clan in the northern part of the country.

States like Kerala and Karnataka have already expressed their opposition to the proposal. The concern is that by introducing such changes in educational materials, the government risks imposing its narrow vision of the country on young children, potentially politicizing their understanding of their own nation.

In conclusion, the debate over the use of ‘India’ and ‘Bharat’ in educational materials is not just about semantics but also about preserving the diverse historical and cultural identity of the nation. The government’s attempt to shift towards ‘Bharat’ should be carefully considered, taking into account the sentiments and historical significance associated with both names.

Re-reported from the article originally published in The Deccan Herrald