CJI Ramana Urges Students To Build A Vibrant Democracy Where Differences Of Identities & Opinions Are Respected

While delivering the convocation address at the Acharya Nagarjuna University at Vijayawada, Chief Justice of India urged the students to build a democracy filled with vibrancy and idealism, where the differences of identities and opinons are respected.

In his address, CJI lamented the declining social participation of students. He recalled that in earlier days, Universities used to be fertile grounds for various social movements.

"I am afraid that institutions are losing their social relevance. We are witnessing mushrooming of factories of education which are leading to devaluation of degrees and human resources. I am not sure, who or what is to be blamed", he opined.

CJI Ramana, who was awarded with a honorary doctoral degree by the University, said that true education should enable individuals to acknowledge the deep rooted issues prevailing in society and find appropriate solutions. Universities ought to be incubation centres of novel ideas and pathbreaking research.

Here is the full text of his address :

My sincere congratulations to all those who completed their academic coursesand received their degrees and medals in 37th and 38th Convocation, today. I also take this opportunity to congratulate the proud parents and family members of the new graduates. The students must never forget the sacrifices of their parents and the family.

On this occasion I feel extremely privileged to be receiving an honorary doctorate from the my own university.

A large part of who we are today, is shaped by the values, principles, and knowledge instilled by educational institutions in our early stages of self- discovery and development. Not only does it shape our mind and personality, but it also serves as a launchpad for people's aspirations and dreams.

Acharya Nagarjuna University is one such institution, where the pursuit of academic excellence and cultural heritage went hand in hand. The founders of this institution have taken a cue from the ideals and principles of philosopher and scholar- Shri Acharya Nagarjuna in establishing and renaming this University.

Many contemporary scholars consider him to be one of the greatest philosophers in the history of Asia. He spent his final years preaching in this region and he had a profound influence on people's thoughts.

Acharya Nagarjuna University was designed around providing integrated education that places equal focus on developing moral character and achieving academic excellence. Now, in the past four decades, it has grown into a university with 450 affiliated colleges, imparting varied degrees in Engineering, Law and Pharmacy to name a few.

In pre-independence India, education imparted by the colonial rulers was centred around producing an obedient work-force. When the world had just emerged out of two devastating world wars, it was imminent that the nations' fate would be dependent on the ideologies of its population. Independent India needed a model of education which removed our colonial thinking and promoted national integration and creation of awareness.

When the new nation was born in 1947, it already had a population of over 350 million. We started as a primarily agrarian country, replete with issues of social inequity, poverty, and illiteracy. However, many statesmen believed that inequalities that exist in society could be eradicated by pursuing "mission education". They believed that a holistic education would put a halt on prohibitive and restrictive conventions passed on through generations. With social awareness and sensibility, the general populace could move forward with a more inclusive attitude. As NelsonMandela had said and I quote: "Education is the most powerful weapon you can use to change the world". For modern independent India, education was not just a movement for self-enlightenment. It was a movement seeking social upliftment and economic revolution.

This is why, the Kothari Commission Report of 1966, stated, 'the destiny of India is now being shaped in her classrooms. This, we believe, is no mere rhetoric. In a world based on science and technology, it is education that determines the level of prosperity, welfare and security of the people.'

Therefore, it was of utmost importance to focus on equal distribution of educational opportunities. Recognizing the need for access to education, the Supreme Court read the right to education into the ambit of the Right to Life. Article 21-A was subsequently inserted, mandating free and compulsory education for all children in the age group of 6 to 14. The ideal of 'education for all' also found reflection in the fundamental duties and the Directive Principles of State Policy. Finally, in 2009, the Right to Education Act came into force.

Coming to professional education in India, it was the advent of professional institutions in Independent India which provided accessible education to all classes. A generation of students got an opportunity for the first time to access professional education. These institutions of learning led to the upliftment of the oppressed. In effect, it resulted in the emancipation of people from the cycle of intergenerational poverty and exclusion. These institutions of excellence were a platform for great social and economic mobility.

Unfortunately, the focus on professional courses continued to be on the creation of obedient workforce which could generate the required output. The sole objective behind such an education was to secure highly remunerative and profitable job opportunities. There was a total neglect of equally important subjects such as the humanities, natural sciences, history, economics and languages. The harsh reality is that even after the students enter professional universities, the focus is on classroom learning, and not on the world beyond.

But the pertinent question is what is the primary objective of education: is it for the individual or for the society?

Holistic education is one which ultimately can balance both these interests. Both are important facets of education. Individuality should be preserved and nurtured, as this will create leaders and visionaries. At the same time, education should enable us to be responsive to societal needs, such as the maintenance of social order and justice in a pluralistic society.

When I attended this university nearly four decades ago, our learning was not limited to the boundaries of classes. We used to debate on ideologies, philosophy, politics and social issues under the trees or in canteens or dining halls. Our deliberations, our activism, our resolution to bring about changes shaped our opinions about the world. It taught us the value of an individual voice and opinion, in shaping the dynamics of society and politics. We realised the value of a liberal democracy : where the rights and freedoms protect our thought and speech, where diversity of opinion is welcomed.

These institutions were a reflection of our socio-cultural diversity. Our distinct identities and backgrounds elevated our deliberations by bringing in diverse opinions. Our collective endeavours taught us the value of the spirit of fraternity. It kept us connected with our roots – we felt the responsibility of building an equitable society– It was through these shared experiences, that we understood the nerve of the society.

I am witnessing the education system preferred by the present generation. I am afraid that institutions are losing their social relevance. We are witnessing mushrooming of factories of education which are leading to devaluation of degrees and human resources. I am not sure, who or what is to be blamed.

When our institutions of national importance were created, the sole purpose was to provide whole-some education to all, which would be directed at nation building. True education should enable individuals to acknowledge the deep rooted issues prevailing in society and find appropriate solutions. Universities ought to be incubation centres of novel ideas and pathbreaking research.

This brings me to the next issue, that is, the declining social participation of students. I remember, decades ago, this University premise was a fertile ground for various social movements in the state. In an earlier age, as students, we were deeply connected to social issues and the problems of the people. Those early associations with social causes are what shaped the nation building sentiments in us.

The need of the hour is to develop a model of education which must teach us, how to face real life challenges. It should enable us to achieve social solidarity and create individuals who are meaningful members of society.

It is time for a transformation of our education system. Our institutes must focus on the value of social relationships and conscious citizenship. It should blend our historical baggage with a futuristic vision, to equip young minds with the right tools and attitudes to transform our society with awareness and right understanding.

Universities and their research wings should focus on issues affecting our country and try to find comprehensive solutions. Apart from enhancing their in house capabilities, the Universities must collaborate with renowned research and development organisations. This will provide practical experience to students and encourage a culture of scientific enquiry and research. There should be active cooperation by the State to earmark funds for research and innovation. It will be a sad commentary if we allow our key areas of learning and research to suffer on account of lack of funding.

While aiming for economic progress, we must not lose sight of our cultural and environmental duty. It would be a grave dishonour to our roots. The youth of today must think of innovative ways of benefitting from the untapped composite culture of India.

I call upon all you changemakers- you must be "Conscious Changemakers". Think of sustainable models of development. This consciousness must acknowledge the needs of our community and environment while being pioneers in your respective fields. Take inspiration from your culture and language and try to accommodate it in your vision for the future. Transcend beyond the ideas of self. Try to take your community along with you. Develop an inclusive vision of progress. Be a stakeholder in the nation building process.

Before parting, I would urge you all to build a democracy filled with vibrancy and idealism, where differences of identities and opinions are respected. Don't allow corrupt thoughts. Don't tolerate injustices. Think beyond yourself, and be willing to make sacrifices. Be sensitive to the needs of the community and society.

Standing here before you, it would be pertinent to quote Maha Kavi Gurajada Appa Rao garu, a great poet and reformist of 19th / 20th Century. He said, and I quote :

"deshamante matti kaadoy deshamante manushuloy"

Gurajada Garu gave a universal definition to the concept of nation. He said a nation is not merely a territory. A nation is essentially its people. Only when its people progress, the Nation progresses.

"swanta laabham konta maanuku

porugu vaariki todupadavoi"

Gurajada garu went on to urge people to rise above one's own interest and to extend a helping hand to those in need. If we start practicing this principle, we will soon start seeing a better world free of conflicts and violence. It is towards establishing such a progressive world that you need to endeavour as global citizens.

Before I conclude, I would like to sincerely thank to the Executive Council, the Chancellor and Vice-Chancellor of Nagarjuna University for their decision to confer this honorary doctorate.

This university is fortunate to have Shri Biswa Bhusan Harichandan ji as its Chancellor. He is a seasoned politician with rich experience. Harichandan ji is a freedom fighter and man of letters. We all owe our gratitude to such freedom fighters. His statesmanly vision will guide this

University to reach greater heights.

I congratulate the Vice-Chancellor Prof. Raja Sekhar Patteti, for successfully organising this convocation. He has genuine concerns about the resources. I am sure, Shri Botcha Satya Narayana, Hon'ble Minister for Education will take care of the needs of this University. He was a student leader who has been in public life for decades. He is known for his work for the welfare of backward sections of the society. I am sure he is equally concerned about the growth and progression of education in the State. I am happy that Hon'ble Chief Justice and Brother and Sister Judges of the High Court of Andhra Pradesh are with me in the Convocation. I do not see the Honorary Doctorate as an honour for me alone. It is the honour that we all collectively share as representatives of the institution of Judiciary. Thank you.