When I was doing Masters in Modern Indian History in 2002.There were critiques from all the corners including Historians, Teachers and Political Parties. The National Curriculum Framework 2000 passed under the NDA regime is “Saffronizing” the Indian Educational System. I thought of doing my seminar paper on analyzing the Curriculum of RSS running Schools, popularly known as Saraswati Shishu Mandir and Jammat-i- Islami Hind.Why these groups were having a parallel curriculum with that of our National Curriculum? The reason of being threat from the “others” is an old political gimmick that different religious groups want to cash as there vote bank.
The Year 2006-07 took me to Ajmer, where I went through training of Two Years as Secondary level teacher. The year 2005 belonged to the National Curriculum Framework that recommends that children’s life at school must be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community.
Regional Institute of Education, Ajmer had a Demonstration Multi Purpose School, where we authorised to experiment with the new text books of NCERT. I was allotted Social Sciences for Class IX, where I was exploring the ways to resurface the “facts” with the knowledge outside the class room. The title of the text book India and the Contemporary World- I. The Preface of the book assured the children that they will witness as how the story of India’s pasts is related to the larger history of the world. We cannot understand what was happening within India unless we see this connection. The changing scenario towards learning in Social Sciences had been initiated through Eklavya’s text books on Social Sciences. The matrix of the Economies had brought inter relation ship between the Industrialized/Imperialistic Nations with there Colonies. History should be contained with totality, blurring all forms of territorial boundaries.
The Chapter 3 of the text book is Nazism and the rise of Hitler .The Chapter starts with a story about a eleven year old German boy called Helmuth, where he overheard his parents plotting to kill the entire family. His father smells the revenge from the allies for what they did with Jews in Germany.
The Chapter 1 of the Movie Inglorious Basterds opened juxtaposed to my text book, where the German Colonel arrives in farm house to interrogate a farmer. The Colonel was suspecting him for hiding Jews in the basement of the house. The farmer could not agree to Colonel demands of disclosing about the whereabouts of the family. The Colonel ordered the soldiers to shoot the family. The entire family killed except there daughter. Quentin had divided the movie into different frames that he referred it as Chapters. The Chapters are open with the introduction to the characters and then tried to link with the vicious mind that the characters had because of the violent connections with the previous Chapter. Each Chapter will be start with long conversation, sometime its boring too. But the Characters so much violent and negativity in them that it will hold your breathe. Each of the Chapters end with a violent note.
Every Character is having a plot in there own minds to reach out a violent climax to fulfill there desires for which they were struggling through out the Chapters. The Climax of the movie will take us to the screening of the Propaganda Movie in a theater owned by the only surviving daughter from the farm house of Chapter One. The movie show cases the mastery of propaganda mechanism that had been used by the Nazi to defend there action towards Allies. Hitler along with his Propaganda Minister Gobbles also present at the theater for its Premier. Quentin’s movie on showing the art of propaganda by Hitler would work as adding information for my Children of Aravali International School and Army School.
I would still preferred Charlie Chaplin's The Great Dictator in stead of Quentin’s violent day with Hitler and there men. This Movie happened to be his first talking picture. The movie revolves around Hitler and a Jews barber both played by Chaplin. The innocent childish face of Hitler playing with globe. The violent speeches to terrorize the Jews settlers. The other Chaplin was romanticizing himself in the ghetto.
I would prefer that the Western Film makers should revisit Hitler 's Mein Kampf (My Struggle).Though the autobiography is banned in Europe but one get that book at almost every Railway Platform and Bus Station in India. We can bring out a Cinematic Experience on Hitler, if we could show his childhood, adolescent and youth. How he had been transformed from failed son/artist/lover and then the President of the Republic. It seems to be the typical catch line from the latest blockbuster of Hindi cinema My Name is Khan which reads “A journey of an extra ordinary man”.
The Year 2006-07 took me to Ajmer, where I went through training of Two Years as Secondary level teacher. The year 2005 belonged to the National Curriculum Framework that recommends that children’s life at school must be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community.
Regional Institute of Education, Ajmer had a Demonstration Multi Purpose School, where we authorised to experiment with the new text books of NCERT. I was allotted Social Sciences for Class IX, where I was exploring the ways to resurface the “facts” with the knowledge outside the class room. The title of the text book India and the Contemporary World- I. The Preface of the book assured the children that they will witness as how the story of India’s pasts is related to the larger history of the world. We cannot understand what was happening within India unless we see this connection. The changing scenario towards learning in Social Sciences had been initiated through Eklavya’s text books on Social Sciences. The matrix of the Economies had brought inter relation ship between the Industrialized/Imperialistic Nations with there Colonies. History should be contained with totality, blurring all forms of territorial boundaries.
The Chapter 3 of the text book is Nazism and the rise of Hitler .The Chapter starts with a story about a eleven year old German boy called Helmuth, where he overheard his parents plotting to kill the entire family. His father smells the revenge from the allies for what they did with Jews in Germany.
The Chapter 1 of the Movie Inglorious Basterds opened juxtaposed to my text book, where the German Colonel arrives in farm house to interrogate a farmer. The Colonel was suspecting him for hiding Jews in the basement of the house. The farmer could not agree to Colonel demands of disclosing about the whereabouts of the family. The Colonel ordered the soldiers to shoot the family. The entire family killed except there daughter. Quentin had divided the movie into different frames that he referred it as Chapters. The Chapters are open with the introduction to the characters and then tried to link with the vicious mind that the characters had because of the violent connections with the previous Chapter. Each Chapter will be start with long conversation, sometime its boring too. But the Characters so much violent and negativity in them that it will hold your breathe. Each of the Chapters end with a violent note.
Every Character is having a plot in there own minds to reach out a violent climax to fulfill there desires for which they were struggling through out the Chapters. The Climax of the movie will take us to the screening of the Propaganda Movie in a theater owned by the only surviving daughter from the farm house of Chapter One. The movie show cases the mastery of propaganda mechanism that had been used by the Nazi to defend there action towards Allies. Hitler along with his Propaganda Minister Gobbles also present at the theater for its Premier. Quentin’s movie on showing the art of propaganda by Hitler would work as adding information for my Children of Aravali International School and Army School.
I would still preferred Charlie Chaplin's The Great Dictator in stead of Quentin’s violent day with Hitler and there men. This Movie happened to be his first talking picture. The movie revolves around Hitler and a Jews barber both played by Chaplin. The innocent childish face of Hitler playing with globe. The violent speeches to terrorize the Jews settlers. The other Chaplin was romanticizing himself in the ghetto.
I would prefer that the Western Film makers should revisit Hitler 's Mein Kampf (My Struggle).Though the autobiography is banned in Europe but one get that book at almost every Railway Platform and Bus Station in India. We can bring out a Cinematic Experience on Hitler, if we could show his childhood, adolescent and youth. How he had been transformed from failed son/artist/lover and then the President of the Republic. It seems to be the typical catch line from the latest blockbuster of Hindi cinema My Name is Khan which reads “A journey of an extra ordinary man”.
