Cultural I'luralism in

3.3 CIVILIZATION AND CULTURE

The culture of India is one of the oldest cultures in the world. Right from the
medieval period, there prevails diverse cultural diversities in form of dances,
languages, religions, people, their customs and festivals. Every state of India
has its own distinct culture and has carved out its own cultural niche. In spite of
so much of cultural diversities, Indians are closely bound and that makes it a
great country. Dating back to over 5000 years old civilization, India's culture
has been adorned by migrating population, which over a period got absorbed
into the Indian way of life. This great Indian culture comprises of Indian music,
Indian Dance, Indian cuisine, costumes and Indian Festivals.

Several cultures form a part of one civilization claims Bonnemaison (2000, p.

86). The Indian civilization includes the cultures of the Harappans, Vedic Aryans,
Buddhists, Jains, the influence of the cultures of the invaders, Kushans, Sakas,
Greeks, Turko-Afghans, the Delhi Sultanate the Moguls and the British. It is
also influenced by Bhaktism, Sufism. The Kushanas under Kanishka, introduced
the Gandhara school of art which used Greek art to depict Buddhism. Although
Islam was introduced in India by the Arabs in the 8'hcentury A.D. it became the
major religion (Tammita-Dalgoda, 2003) in India. Hindi, the Indian national
language, in the Devnagari script, is the product of Sanskrit, a foreign language
introduced by the Aryans 3500 years' ago. The Persian language introduced in
India by the Mughals in the 12thcentury A.D. led to the development of the
Indian language of Urdu. (Tammita-Dalgoda, 2003), Apart from these, Christian
missionaries also had a profound influence on our educational system.

3.4 PLURALITY OF IDENTITIES

Children need to realize that India is a dynamic entity with a lot of diversity. A
person need not be characterized by just language, religion, food but has a plurality
c~fidentities. By this, we mean a person can belong to many different groups at
the same time, each of which is important in the given context. Common to all
identities are the basic human values such as honesty, kindness, unselfishness
etc. As Amartya Sen says "...history and background are not the only way of
seeing ourselves and the groups to which we belong. There are a great variety of
cittegories to which we simultaneously belong. I can be, at the same time, an
Asian, an Indian citizen, a Bengali with Bangladeshi ancestry, an American or
British resident, an economist, a dabbler in philosophy, an author, a Sanskritist,
a strong believer in secularism and democracy, a man with a non-religious
lifestyle, from a Hindu background.. .".

In Indian culture, a mother is very significant. She may be a Malayalee Christian

m;uried to a Hindu, living in Bengal. Yet her identity is based on Indian traditions.
She will bring up her children according to the values of her family, culture and
tradition. She will want them to be honest like Yudhisthir as in the Mahabharata;
she will encourage her children to respect elders, she will ask them to recognize
Gcld within all, as she teaches them to say 'namaskar'. She will teach them
cleanliness and hygiene, especially in preparation for prayers.

Teachers can assist the children in recognizing and developing an awareness of

the different groups to which the students may belong. At the same time teachers
Changing Culture and should help them recognize that underlying all the different groups is a basic
Human Values
unity of human values that represent one great nation. The students should be
made aware of their duties and responsibilities as student member of a school1
college/university, as a member of a family/community/religion/linguisticgroup1
geographical region with its own music, art; dance, literature. Each aspect could
be celebrated and appreciated through dif€erentactivities such as concerts, dramas,
debates, discussions, poster preparation and presentation. There can be an
informal musical concert or a program of diBerent dances. Students can have an
exhibition of different crafts and costumes. An informal concert of songs could
be organized. Therefore it is not easy to answer the question "Who am I?" for all
these identities together create an individual along with one's personality traits,
likes, dislikes, values and beliefs.

3.5 THE CULTURAL DIVERSITY AND THE

RICHNESS OF INDIA
The culture of India is one of the oldest cultures in the world. Right from the
medieval period there has been prevailing diverse cultural diversities in form of
dances, languages, religions, people, customs and festivals.

Our manners, way of communicating with one another, etc are one of the
important components of culture. Even though we have accepted modem means
of living, improved our lifestyle, our values and beliefs still remain unchanged.
There is amazing cultural diversity throughout the country. And there is hardly
any culture in the world that is as varied and unique as India. India is a vast
country, having variety of geographical features and climatic conditions and is
home to some of the most ancient civilizations, including four major world
religions, Hinduism, Buddhism, Jainism and Sikhism. Indian culture is a
composite mixture of varying styles and influences. Festivals in India are
characterized by color, gaiety, enthusiasm, prayers and rituals and in the realm
of music, there are varieties of folk, popular, pop, and classical music. The Indian
culture has persisted through the ages precisely for the reasons of antiquity,unity,
continuity and universality of its nature. Thus within the ambience of Indian
culture one can identify 'Indian Music', 'Indian Dance', 'Indian Cinema', 'Indian
Literature', Indian Cuisine' 'Indian Fairs and Festivals' and so on. Indian culture
tells us about the importance of co-operation and better living amongst ourselves
and subsequently sends the message of making this world a better place to live in.

Check Your Progress 1

1) How can a teacher teach the aspects of cultural pluralism to students?
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I 2) Define cultural pluralism in the Indian context?
Cultural Pluralism in
Indian Society
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3) Describe briefly about Indian cultural diversity?
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1 3.6
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CULTURAL PLURALI'SM IN INDIA
When many cultures co-exist in a given geographical area, without one
dominating the other, it is known as "cultural pluralism". There is a common
national culture in India, but at the same time the various communities have the
freedom to maintain and develop their own cultural and religious traditions, so
I long as they are not detrimental to the unity and general welfare of the nation.
This is cultural pluralism in the Indian context. Nehru (1946) described the "unity
in diversity" within India when he said, "it is fascinating to find how the Bengalis,
the Marathas. the Gujuratis, the Tamils, the Andhras, the Oriyas, the Assamese,
the Canarese, the Malayalis, the Sindhis, the Punjabis, the Pathans, the Kashmiris,
the Rajputs and the great central block of the Hindusthani speaking people, have
retained their peculiar characteristics for hundreds of years... have remained
distinctively Indian." Indian Culture is grand and unique and has fostered other
cultures. We can call Gandhi the embodiment of Indian cultural heritage. He
was the one who highlighted India's culture and spoke of its characteristics of
magnanimity, flexibility and above all of its synthesis. The history of the country's
culture goes back to the ancient past or we can certainly line it up at least with
the Dravidian era. Later on, many other cultures came in contact with the Indian
Culture and easily merged themselves into it according to the circumstances and
conditions that prevailed in India. In the same context, Gandhiji regarded the
homogeneity of the Indian environment as the basis of this synthesis.

a) Religion
India is one of the most religiously diverse nations in the world, with some of
the most deeply religious societies and cultures. Religion still plays a central and
definitive role in the life of many of its people. The religion of 80% of the people
is Hinduism. Islam is practiced by around 13% of all Indians. It is the birthplace
of Hinduism, Sikhism, Buddhism, Jainism and they are accepted within its rich
cultural tapestry. The religions of Islam, Christianity, Zoroastrianism, and Judaism
are celebrated in their unique ways India is a secular country, where there is no
State Religion. India has no official or established state religion. Most other 35
Changing Culture and states in its neighborhood affirm a religious identity: Pakistan and Bangladesh
Human Values
are Islamic states; Sri Lanka gives a special status to Buddhism; and Nepal is a
Hindu state. India, however, has no established religion and this is the first sign
of its commitment to treat all communities as equal. This is supplemented by the
constitutional provisions that protect religiousliberty. While most societies grant
individuals the right to religious belief, in India communities enjoy the right to
continue with their distinct religious practices. Perhaps the most significant part
of this is that in all matters of family, individuals are governed by their community
personal laws. Religious communities have theright to set up their own religious
and charitable institutions; they can establish their own educational institutions,
and, above all, these institutions can receive financial support from the state.
Thus public recognition has been granted to different religious communities and
space made for them to continue with their way of life.

b) Language
There are 22 official languages and each has its distinctive script (Guha 2010).
The Indian one rupee currency shows seventeen languages and seventeen scripts.
Besides, there are 63 non-Indian languages spoken in the country and a total of
more than 1652 languages and dialects. Among the great Indian thinkers who
moulded independent India are Jawaharlal Nehru, Rabindranath Tagore, and
Mahatma Gandhi. Like Nehru, Tagore also consistently stressed on "unity in
diversity". It is by celebrating the diversity of cultures that true unity could be
achieved. He was one of the greatest champions of Indian pluralism. He believed
in "liberal pluralism" which encouraged both the autonomy of individuals and
also acknowledged that this autonomy was only possible in the context of multiple
cultural traditions. Tagore's concept of autonomy was based on the ability "to
think critically about oneself and one's traditions, the ability to courageously put
them to the test posed by the example of others and their ways of life" (Nussbaum,
2007).

Mahatma Gandhi aptly described the plurality of religions when he was asked
whether he was a Hindu and he replied, "Yes I am. I am also a Christian, a
Muslim, a Buddhist and a Jew."(Nussbaum 2007) Republic Day Parade of India
is a Symbol of Cultural Pluralism. Have you watched the Republic Day
celebrations at Delhi on January 26th? It's a marvelous display of the cultural
pluralism of our country. 26th January, 1950 was the day when the Indian Republic
and its Constitution came into force and therefore this day is celebrated as
Republic Day. A grand parade is held in the capital, New Delhi, "from Raisina
Hill near the Rashtrapati Bhavan (President's House), along the Rajpath, past
India Gate and on to the historic Red Fort." i
The Prime Minister of India lays a wreath at the Amar Jawan Jyoti at India Gate,
commemorating all the soldiers who sacrificed their lives for the country. There
1
1

is a magnificent military parade. This is followed by a colorful cultural parade.

India's rich cultural heritage is depicted in the form of tableaus from various
states. Each state depicts its unique festivals, historical locations, art; etc School
children from all over the country also participate in the parade presenting folk
dances, drills and singing to the tunes of patriotic songs. Celebrations are also
held in all state capitals, at district headquarters, sub divisions, taluks, and
panchayats."

(india.gov.in/myindia/republicday.php)
I

3.7 CULTURAL PLURALISM AND THE INDIAN lndian Society

CONSTITUTION
Cultural pluralism is reflected in the "secular democratic framework" of the
Indian Constitution. The Indian Constitution can be said to be a multicultural
document in the (International Journal on Multicultural Societies (WMS), Vol.
5, No.2,2003: 148 -161 Bhattacharya 2001).Through its political and institutional
policy, the constitution recognizes and accommodates the diversity of India.

Article 350 Aof the constitution directs every state to provide adequate facilities
for instruction in mother-tongue at the primary stage of education of children
belonging to linguistic minority groups and empowers the President to issue
proper direction to any state (Basu 1997, 380). Article 29 (2) forbids any
discrimination against any citizen on the basis of religion, race, caste or language
in the matter of admission into educational institutions maintained or aided by

I
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the state. Articles 29 (1) and 30 (1) stipulate that minorities can establish and
administer educational institutions of their own choice, and the state cannot
compel them to attend institutions not to their liking. The linguistic diversity of
. qia is evident in the Eighth Schedule of the Indian Constitution which officially
1
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recognizes 22 languages. Hindi is the official language and English is the associate
official language.
7
In India, 'Multiculturalism is a special kind of relationship adopted by the state
towards different cultural communities that fall within its sovereignty (Bhargava
2004). In the Indian model, multiple religions are part of its foundation and not
an afterthought. Even if the state is not identified with a particular religion, there
is official and public recognition granted to religious communities. It respects
liberty, equality, encourages peace and tonerapca: It also tries to ensure equal
dignity and status to members of all religions. The1.e is a strong effort to encourage
all to enter Hindu temples irrespective of their caste. The state also shows respect
for religious communities by giving public support. India's constitutional
secularism allows decisions on individual or community values by allowing
flexibility between the public and private within a democratic process based on
non-violence, protection of basic human rights, including the right not to be
disenfranchised (Bhargava, 2004).

The government promotes cultural pluralism in many ways by policies that

recognize and celebrate public holidays of minority religions; encourages the
celebration of festivals, holidays of all cultures; encourages the music and arts
of all cultures and encourages the representation of cultures in different areas of
t
life. The government also provides funds or subsidizes important religious
customs such as the Haj pilgrimage.

3.8 VALUES UNDERLYING CULTURAL

PLURALISM
Compassion, equality, tolerance, acceptance, appreciation, adjustment are some
of the underlying values necessary for safeguarding the culturally pluralistic
society of India. Indians are very aesthetic and eager to know of the dance, music,
songs, food, clothes, and crafts of other states. Formal or informal gatherings are
37
Changing culture and usually incomplete without a cultural program. Weddings in urban or rural areas
Human Values
are a celebration of all these cultural aspects.

Students can organize a festival on "Dances of India" or a "getting to know each

other's culture" program or arrange a "Food of India" exhibition. They can have
discussions, role plays, debates, puppet shows on the various aspects of Indian
culture. Students are to be encouraged to discuss differences and similarities,
what features of their culture to preserve and why. It is through such activities
that students shall imbibe the values underlying cultural pluralism. In these
activities it is advisable that the teacher remains a facilitator and guides the
students to express their own ideas and feelings.

3.9 THE CHALLENGES OF LIVING IN A

CULTURALLY PLURALISTIC SOCIETY
According to Nussbaum in "The Clash Within: Democracy, Religious molence,
and India's Future", (2007) conflict between cultures are in reality a "clash
between people who are prepared to live with others who are different and those
who seek the piotection of homogeneity." Culture groups may differ but they
have to be given their due recognition in society. Guha insists that the "forces
that have kept India together are many", and individuals, institutions have helped
"transcend the divisiveness of class and culture and have nullified the predictions
that India would not stay united and not stay democratic" (Guha, 2007).

Another challenge before India is that of globalization. There is a lot more

interaction with different cultures as a consequence of globalization. Will India
be able to retain its cultural pluralism against this onslaught of globalization?
The richness of Indian cuisine, music, dance, fabrics, and crafts are appreciated
across the globe. It is the more subtle aspects of Indian customs and traditions
that are being challenged. Traditions are being questioned which is good for it
encourages students to explore and understand the deeper meaning of customs
and traditions like why should we respect our elders? Should older people be
respected just because they are old? Of course, it is always advisable to allow
the student to ask such questions and then guide the student to arrive at hisher
own decision based on what helshe values. Therefore, in lesson plans time for
such exploratory activities should be organized.

Fashion, dress, food, films, music are having a global impact across the world.
Just as Hollywood films have an impact on our lives; Bollywood films too are a
source of entertainment abroad. Fast food is a favorite and in cities even vendors
are seen enjoying a burger and an ice-cream cone! Consequently, we retain our
cultural plurality and at the same time do follow certain global patterns of
consumption and in balancing these lies the challenge as we retain our cultural
identity despite the impact of globalization.

Once again the law of love overcomes all differences. Only if we are willing to
appreciate the differences, acknowledge the richness of each other's culture can
we progress. In a culturally pluralistic society, we have to be careful, not to
judge whether other cultures are right or wrong nor should we be judgmental
about the customs of other cultures or try to promote one culture against the
other. All cultures need to be given equal respect, within the larger framework of
38
the laws, customs and in accordance with the Indian Constitution.
 and tableaus. (30-50 words)

2) Plan an event by which you will encourage the students to appreciate their
cultural heritage. What cultural feature/s will the students focus on? What
are the materials that you will need? How much will it cost? (Make a small
budget and maintain it). How much preparation time will you give the
students? When will they present it? How will they be assessed? How can
you involve the parents also? (Maybe the parents can help in making props;
teach the children songddances).

3) Conduct the following activity. Students are to identify one Indian custom/
tradition that they consider (a) important and (b) unimportant. They are to
explain their choice. They are also to interview at least 8-10 persons and
find out what custom/tradition they consider important and unimportant
andfind out the reasons for their choice. They list the results of their survey
and analyze it to discover which custom/tradition is the most (a) important
and @) unimportant. They are to suggest two ways of preserving at least
five no st important customs/traditions. In addition to the above the following
activities can be done along with the students to explain the diversity of
cultures and to teach the d e n t s to respect each other's culture.
Ask students lo create and share visual depictions of their individual
cultural compositions.
I
In small groups, one member IF, d;9cctecl to tell his or her life story.
,After the speaker has finished talking, have the listeners create a visual I
depiction of the cultural influences in the speaker's life. 1

Collect a variety of magazines and newspapers that are representative

of several cultures. Divide students into groups, with each group
receiving several issues of the same publication. Direct students to
peruse the periodicals and determine which beliefs and values are
conveyed. In the ensuing whole-class discussion,ask students to identify

Arrange desks in a circle and ask students to introduce themselves and

highlight any situations in their lives when they were in the numerical
minority, as if they were a giraffe among hippos. The instructor should

I
several benefits:
G In articulating situations in which they have felt different, students
will think about what makes their own backgrounds distinctive
and what in their backgrounds is similar to the backgrounds of
classmates.
o Even though the class may appear to be monocultural, students
will see the class as a whole being characterized by diversity.
I
Human Caruca
In reflecting on their own and classmates' experiences of being in the
minority, students will begin to have empathy for those who are

Check Your Progress 2

1) What are the challenges of living in a multicultural society in India?
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2) What are the values necessary for safeguarding cultural pluralism?
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changing culture and Nehru, J. (1990) Discovery of India, Jawaharlal Nehru Memorial Fund, India
Human Values
Sen, A. (2006) Identity and violence: the illusion of destiny: Penguin; New York
Tammita-Delgoda, S. (2003) A Traveller's History of India, Interlink Books,
New York
Online sources:
india.gov.in/myindia/republicday.php