- 308 - CHAPTER VIL MODERNIZATION: In the earlier chapter, we have considered the concept of social change and influence of educetion as an instrument of social change. Here we are dealing with the direction of sociel change towaris modernization of the society. In this chapter, we shall try to explain modernization and in the next chapter we shall consider the part played by the teacher in the process of modernization. 'Modernization' as a sociological concept is used to denote the complex process of social change from the ‘traditional’ 4.e, inherited and accepted ways of thinking and doing to 'modern' i.e. scientific and rational behaviour based on knowledge. Modernization is an historically inescapable and irretrievable process of sotiel change which has been in a very wide sense going on ever since man came out of ice-nge and discovered use of fire. "Modernisation is essentially a process of movement from traditional or quasi-traditional order to certain desired types of technology, associated ferm of social structure, value-orientations and motivations ond norms. It is not a simple process of imitation but the process «309= 319 - folloved without loss of identity of o particuler society. Today the world is divided into developed anc the = Gevcloping countries, which are slso sometimes colled the unier+developed countries, the third world. This third world contains its traditional framework and slowly on it are ‘superimposed’ the modern especially western, - industriel ideas which generally do not assimilate easily but create new problems of adjustment. As AsR.Desai expressed it, " The concept of modernisation seeks to describe the period of transition of human society during which man enters a nodern-rational phase of acquiring skills and reaches a ncw level of nestery over nature to construct his own social environment bcsed on affluence and rationality In order to understend social reality it is necessary to imow the term " traditional" and "modem". As Talcott Parsons” in his 'pattern variables’ approach puts it, the ideal traditional society is morked by the norms of partioularism, ascription, diffuseness, effectivity end self-orientation. On the other had, the modern society is characterised by universclism, achievement, pecificity, 4s Dube S.C. in Papers In Sociology of Educotion in en article " Model tion and its tive demand, n_ Socket: t eS. In 2. Desai AR. - Erobhens of poderntsgtion of Underdeveloped Societies - Neet for Revolution of Concepts. 3. Ref. Parsons Talcott: The Soclel SystemlNew York, The "Free Press 1951 - Ps Sster .= 310 - neutrality and collectvity, In addition to these characteristics the traditional society is rural, nature- bound, ritualistic, sacred and non-rational whereas modem society is rational and secular®. for the developing comtries the support behind these idesls is mostly political as the people in se countries are incapable of bringing thea to actual reslities. It is sherefore responsibility of the state to mobilize the people actively towards the path of modernization. Thus nodernization pre-supposes organised national effort. At the individual level," modernization" refers to the deeper chanje in man's attitude, way of thinking and feeling a change in the whole aitisude towards life's problems, the society and the universe. Ouc of the outstanding marks of modern man 1s his readiness to new experience snd his openness to innovation snd change. Secondly he must be cepable of holding his opinions on number of problems, Thirdly he shows acre awereness of the diversity of attitude and opinion arowd him rether than closing himself off in the belief thet the wrld is wee 314 ct * Parsons Talcott - Evolutionary Universal In Soci ety- American Sociological Review, 1964 Vol.29, P.339.-31- calculable and other people and institutions around him can be relied on to fulfil and meet their obligations and responsibilities. In brief, modern man is = distinguished by his rational belief, scientific outlook, readiness to master the environment and investigate into mysteries of nature, his participation in social, political activities and tolerance of views other than his own. It 4s clear that modern man is almost ciometrically opposed to the traditional man. For a treditionel man, there is no truth beyond his tradition and nothing good beyond his traditional faith. He is averse to innovation and experiment with new ideas or ways of thinking. The term mdemization was used to characterize the pattern of the developmentel process of the western society es adopted or intended to be adopted by the political leaders of the newly emerged nations. Two other terms that are closely related to modernization are westernization end industriali sation. 2012 4, A Jha - Modernization and the Hindu Socio-culture = Observations for Delhi University Teachcrs.- 312 - myesternization however means sheer imitation of the sociel habits end conventions of the Europeans. But « westernized mon may not necesserily be modernised mon, though perhaps a ‘westernized' man is likely to grow into modern man sooner than others ". About westersization, S.C.Dube” has also pointed out that - westernization appears to tie them ( the developing countries) to an estetilished set of goals and an - historically determined course : modernisation keeps their choice open. He further states that, "... the conno zation of industriglisation are overtly tecimological, social ond cultural processes are considered under it only by implication. Thus modemisation in economic sphere means seperation of economic activities from the troditional setting, increasing replacement of tools, mechine and technology, growth of extensive sector of secondar; and tertiary ( service) occupation, It indicates growing spectelisation of economic roles and units of econonie activities, Growing industrialisation is a keyecharacteristic of economic modernisation"6, Modernization implies a process wherein the society develops en institutional structure capable of adjusting see 313 5. Dube S.C. , Opeit P.% 6. Dube S.C. , Opcit PT- 313- to continually changing problems and demands. A si:ift in the social structure based on allocationof roles on the principle of escription to the principle of achievement and merit end thus qualitatively tran: forming the vory basis of role-recruitment for all thc formal organizations, Rationslity, humsnism, feasibility and necessity of improvement in the conditions of human lice in this world indicates cultural outlook of modernization. Attitudes, values and motivations must be hanged to achieve modernization, and the institutional arrongement must be rearranged, Models of modernization are many and diverse, Reinherd Bendix ( 1957) in his illuminating paper on "Prodi tion and Modemity Reconsiderea"” gives more importance to factors of timings and sequence in order to understand the development of the process. Because of these factors of timii and sequence, the process of nodcrnisation is finique in every society.Moderni sation cornot occur twice in the same wey in any socictyp at the sane time, the consequence of modernisation und industrielisation may be different in different socie$t pr. 7. Ref: Reinhard Bendix = Tradition and Modernity Reconsidered + Som ve Studies in Socict Histor: fol.X No.3 April, * Symon Chodek - Societal Devel opment-Five approaches with conclusions from Comparative Analysis.eT Watt W.Rostow® came out with the thcory of stages of economic growth, Rostow distinguished five stages of economic growth + the traditional society, the situation esteblishing pre-conditions for take-off, the take-off, the drive of maturity and the age of high-nass-consumption. Rostow assumes that the stage of teke-off is crucial for chan, e from traditionsl to modern society. The situation for take-off becomes ripe when 4n onslysis of the situation makes it clear that the problem our society faces in the process of change tovords modernity is the development of functional elite, Agent: of change can be found in severel groups. In case of educatio:, the policyemakers, the trustees and the teachers ere such . There is a patterned difterence between the policy-aakers on the one hand and the teacher on the other, who cxecute the policy. In the school, it is necessary to experiment with new ideas, to try new methods and to explain it to the student", Time wes when teechers took little account of the life of th school in relstion to their work, snowed no serious professionel interest in school groups .... ov as findings in group dynamics becomes wisely “nown, a change is teking place, One iden, a centrsl principle in change action 1s thet things go better when the young sre involved in making decisions which affect them™.2# 20S 23. Ibid p.105 ah. Cook Lei» and Cook eit. - 4 sociological Approach To Educstion - Teta MecGruw Hill Publishing Cc.Ltd., Youbay, New Delhi - Third Bdaition. p. 299= 329 - Irving Bernstein™ has pointed out the qualities of chenge-agent as, " one qualification 1s expertness, a broad ro we of relevant knowledge ..... Another qualification is good judgement..,. and a third is fair-miniedness". The role of the change-agent is described cs, "It is sxk wtt an attempt or many attenpt. of e change-arent to get the ' feel’ of the things to locate issues tentatively before any section is taker Comltmeat. 40 chonye refers to pavtietpant attitudes towards ce ise. attltude in favour of, opposed to or indifferoat. Commitment rests upon perceptions, the meanings things have for individuals and groups aad Meanings a € orgasised into values .... Involvement and. participation are keywords La every chargeeagent's vocabulor;, slice it is by these processes tha! groups grow stron, accomplish thetr aims, educete and reeducate mewbers. I2 teachers feel siort anywhere, it is in filing to see thet tiese ends cannot be hed by unverying 6 ce". permissiv: fo conclude,education can ovteain chanze toverds mocernizaticn 1.c, as an instrument of chenge only wmcer eee 30 — inne mee 25. Bernstet» Irving as quoted by Cook and Cook 9, 299 26. Cook 200 Cook, Qpekt Be 314- 330 - certain minimal conditions - *(a) a commitwent on the part of the agent of change to the goal of change. (b) relative clarify about the message of chan e (c) uxictance of an objective situation on the part of population as a whole", It is cleor thot the teacher has to play a crucial rol. in develop: ag the right attitude and outlook necessery to trausform the educaticnal instimtions into creative cavironme ‘ts, helpful to children and the ade lescent in their scli-fulfilment, If the teachers cuffer from the backwara locking mind, they canenot hove forward lookt: and libersliving influence on the leamers. Por this pursose, the teschers mu. rise abeve the neriow idess anc idess ut caste, creed, comunity ete. Convidering tae other side of the effectiveness of teacher =» a change-agent, eminent sociologists and educetionists have voincea out the actuel position of the teacher, sloig with tne limitations due to social situations which hisvers iin to become 2 Successful chanze~avent. “actually sec. Garis should nean rejection of only religious element da 1d swdernization - keseys zation of underdeveloped societies- Vol Tod Cobtd. Bombay 1971- 31- Secularism is based on firm acceptance of rationclity as a guide to action. In case of individuslism similarly it mcans individusl to develop his own criteria of judgenent, or to make his own choice. In the absence of clarify or in the ewent of non-acceptance of these values by the teachers on the basis of their own individuel life and action, all the prescription of ' progressive education| becomes another set of rites observed in the form but often violated in the spirit". 1t 1s not possible to assert that the teacher will practise the values in his life as he vowes. In this matter it is pointed out that, " Teschers who wish to promote independent th nking cannot hope to do so if they give no evidence of independence in their own thinking nor they con hope to do it, so long as they ‘help’ students to perform better in examinations, by dictating them notes end model answers. "29 Considering the teacher's position today as a chance-agent, it is argued that the teachers today are as a part of the society and cannot guide the society. It is mentioned that, " .... they are interested in woe 332 28. GoreM.s. Ibid 29. Gore M.S. Ibid= 3326 retaining their jobs, ensuring their promotions ond purely non-academic activities which pay higher dividents in our traditional society. The primary incentive of the teachers is to have bread end butter, and since it is an easy going dob ( they accept it). In case of women teachers they have Joined to earn additional income for their fomilies. A significant common feature of them all is the strong link with the native, religious, social and cultural traditions vhich are completely at variance with the intellectual profession they have happened to join. They observe religious rituals and family customs. Personal problems are discussed in the staffroom rether than the -cademic problems.(It follows that) the teachers, are members of their society first and then teachers of modern knowledge. Their conduct is conditioned consciously or unconscLously, by their awareness that the knowledge they try to impart in the classroom is the product of elien socicties and more immediately relevant there then in their tradition- bound society". > With the above views, in the next chapter of the present study, we are interested in knowing whether the answers given by the teachers throw any light on the role eee 333 3%. Adha, Opcit- 333 - of tcachers as change-agent. The teachers are expected to provide enlightenment in their students and in the society ct large, With their own perception, we want to know if they are aware of their role as chanze-egent. tte eee