Students will be taught at a young age the importance of "doing what's right", and will be given a logical framework for making ethical decisions. In later years, this would then be expanded along themes of cheating, violence, plagiarism, littering, tolerance, equality, empathy, etc., with a view to enabling children to embrace moral/ethical values in conducting one's life, formulate a position/argument about an ethical issue from multiple perspectives, and use ethical practices in all work. As consequences of such basic ethical reasoning, traditional Indian values and all basic human and Constitutional values (such as seva, ahimsa, swachchhata, satya, nishkam karma, shanti, sacrifice, tolerance, diversity, pluralism, righteous conduct, gender sensitivity, respect for elders, respect for all people and their inherent capabilities regardless of background, respect for environment, helpfulness, courtesy, patience, forgiveness, empathy, compassion, patriotism, democratic outlook, integrity, responsibility, justice, liberty, equality, and fraternity) will be developed in all students. Children will have the opportunity to read and learn from the original stories of the Panchatantra, Jataka, Hitopadesh, and other fun fables and inspiring tales from the Indian tradition and learn about their influences on global literature. Excerpts from the Indian Constitution will also be considered essential reading for all students. Basic training in health, including preventive health, mental health, good nutrition, personal and public hygiene, disaster response and first-aid will also be included in the curriculum, as well as scientific explanations of the detrimental and damaging effects of alcohol, tobacco, and other drugs.
All curriculum and pedagogy, from the foundational stage onwards, will be redesigned to be strongly rooted in the Indian and local context and ethos in terms of culture, traditions, heritage, customs, language, philosophy, geography, ancient and contemporary knowledge, societal and scientific needs, indigenous and traditional ways of learning etc. - in order to ensure that education is maximally relatable, relevant, interesting, and effective for our students. Stories, arts, games, sports, examples, problems, etc. will be chosen as much as possible to be rooted in the Indian and local geographic context. Ideas, abstractions, and creativity will indeed best flourish when learning is thus rooted.
Why do we need to redesign all curriculum and pedagogy in terms of culture, heritage and traditions at a foundational level?
Answer & explanation
Correct answer: option 3
The correct answer is Option (3) → to ensure that education is maximally relatable, relevant and interesting for students
The second paragraph states the purpose directly: curriculum and pedagogy will be rooted in the Indian and local context "in order to ensure that education is maximally relatable, relevant, interesting, and effective for our students".
Why the Other Options are Incorrect?
Option 1: to ensure maximisation of national pride — Incorrect. Not mentioned: the passage never gives national pride as the aim; the stated aim is learning that students can relate to.
Option 2: to avoid the damaging and detrimental effects of global learning — Incorrect. Wrong link: the words "damaging and detrimental effects" are used for alcohol, tobacco and other drugs, not for global learning. The passage even wants students to learn how Indian tales influenced global literature.
Option 4: to ensure that ideas, abstraction and creativity are confined to higher educations — Incorrect. Contradicted: the passage says ideas, abstractions and creativity will "best flourish" when learning is rooted in this way; nothing is to be confined to higher education.