FUNDAMENTAL DUTIES

OF
CITIZENS

Report o f the Committee set up by the Government o f India

to Operationalize the Suggestions to Teach Fundamental
Duties to the Citizens o f the Country

V o lu m e 2
A n n e x u re s

NIEPA DC

Government of India
Ministry of Human Resource Development
Department of Education

31 October 1999
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Published on behalf of the Ministry of Human Resource Development (Department of Education) at

the Publication Division by the Secretary, NCERT, Sri Aurobindo Marg, New Delhi 110 016,
Lasertypeset by Nath Graphics, 1/21, Sarvapriya Vihar, New Delhi 110016 aind Printed at Gopsons
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 Committee Constituted by the Government of India to
Operationalize the Suggestions to Teach Fundamental
Duties to the Citizens of the Country

Justice J.S. Verma F.No. JSV/6-3/99

Chairman 31 October 1999

Dear Minister,

The task assigned to the Committee set up by the Government of India “to
operationalize the Suggestions to Teach Fundamental Duties to the Citizens
of the Country" under my Chairmanship has been completed. The Committee
had given its Interim Report on 30 January 1999 containing the interim
recommendations. The Final Report of the Committee is submitted herewith.
The Committee hopes that the necessary action to implement its
recommendations would be taken expeditiously to avail of the benefits of the
task performed.
It is my pleasant duty to apprise you of the commitment and devotion
with which the members of the Committee have performed this task. None
of the members accepted any consideration for the performance of this task,
which was done entirely in discharge of their duty of citizenship. This has
enabled the Committee to complete the task without incurring any expenditure
on this major item of expense. I may also mention that Dr A.K. Sharma
continued to work with equal zeal even after demitting the office of Director,
NCERT. This impels me to make specific mention of this fact. Working with
such members has been, for me a very satisfying and pleasant experience. I
am grateful to each one of them for his valuable contribution without which
this task could not be accomplished and that too, so early.

Please find, herewith, the Committee’s Final Report.

With regards,

Yours sincerely,

J.S. V erm a
J

Dr Murli Manohar Joshi

Hon’ble Minister for Human Resource Development
Government of India
Shastri Bhawan
New Delhi 110 001
 PREFACE

The Government of India vide its order No. 16-23/98-Sch. 1 dated 21 July
1998 set up a Committee “to Operationalize the Suggestions to Teach
Fundamental Duties to the Citizens of the Country”. The composition of the
Committee and its Terms of Reference are given in Chapter 1.
The Committee submitted its Interim Report on 30 January 1999. The
perception which motivated the Committee to give the Interim Report was
two-fold. First, it was intended to enable the Government to initiate prompt
action on such of the recommendations as need not have waited for the
final report. Secondly, as the Interim Report was to be widely circulated, it
was felt that the response of the citizens to it would be a valuable input to
the final report.
The Report is being presented in two volumes. Volume 1 comprises an
analysis of Scope of Work and Methodology adopted in achieving the
tasks stated in the Terms of Reference. A conceptual framework of this
Report is based on the mutual complementarity of Rights and Duties.
Judicial decisions relevant to enforcement of Fundamental Duties as well
as Schemes/Programmes related to National Integration and Communal
Harmony, Culture and Values, and Environment, have been examined from
the point of view of formulating suggestions for optimizing the desired
benefits from them. Critiques on the existing status of teaching
Fundamental Duties in School Curriculum and Teacher Education
Curriculum are included and the gaps which need to be bridged for
operationalizing Fundamental Duties are identified.
The response of the University Grants Commission (UGC) to the Interim
Report on their perception of Fundamental Duties in Higher Education has
provided the needed completeness to the entire spectrum of education and
is reflected appropriately. The role of people’s representatives from
Panchayats to Parliament, public administration and civil servants,
functionaries connected with administration of justice, professionals
belonging to business and industry, and media and other professionals is
very significant in the whole gamut of operationalizing Fundamental Duties.
Contribution by each of these groups may yield the desired results when
the recommendations contained in the Report are implemented in the right
spirit.
Volume 2 of the Report contains Annexures, some contents of which
as discussed in the Committee’s deliberations have found a place in the
Report. This volume can be a useful compendium of valuable information
on different aspects related to Fundamental Duties and can be treated as a
reference material on the subject by students, teachers and general citizenry.
It is important to outline the variations this report makes from the
Interim Report. Chapter 1 has basically remained the same except for
certain changes considered relevant and appropriate to the final report.
Chapter 2, being factual in respect of methodology adopted by the
 vi

Committee, has not undergone any change. Chapter 3 is the core of the
deliberations of the Committee and has provided the conceptual basis on
which the report has been developed. This chapter has been enriched in
certain sections particularly with reference to ideas related to
complimentarity of Rights and Duties and the import of ‘A Universal
Declaration of Human Responsibilities’ brought out by the Interaction
Council. Chapters 4 and 5, have remained more or less the same. Chapters
6, 7, 8, 9 and 10 are essentially rewritten to incorporate the discussions
and the new materials that became available after the Interim Report was
released. Of particular mention are the critiques on school and teacher
education curricula which are important components of the report. The
situation with regard to higher and professional education, on which the
Interim Report was silent, is now included in its present perspective, thanks
to the cooperation of the UGC. An important input into this report is the
incorporation of the role professional groups can play in operationalizing
Fundamental Duties. Since all the essential elements of the Interim Report
are incorporated in this Report, no further reference of the same would
now be necessary.
The Committee had as many as nine official meetings besides holding
several informal discussion sessions. I am grateful to the members of the
committee for their valuable contributions both in ideas and materials, but
for which the task envisaged could not have been accomplished.
It is hoped that the recommendations contained in the report will receive
due consideration and attention not only on the part of the Government
but also all other concerned institutions, and prompt steps will be initiated
for their early implementation.

J.S. Verm a

31 October 1999
 Acknowledgements

The Committee places on record its appreciation of the support received

from the following:

(i) The National Council of Educational Research and Training

(NCERT), for providing secretarial assistance to the Committee.

(ii) Prof. Arjun Dev, Head, Department of Education in Social Sciences

and Humanities, NCERT, and his associates, Prof. S.H. Khan and
Prof. D. Lahiry, for preparing the documentation on Fundamental
Duties in School Curriculum.

(iii) Prof. D.S. Muley, Consultant, National Council for Teacher

Education (NCTE), for preparing a documentation on Fundamental
Duties in Teacher Education Curriculum.

(iv) Dr M. Mukhopadhyay, Senior Fellow, National Institute of

Educational Planning and Administration (NIEPA) for helping the
Committee with the Critiques on School and Teacher Education
Curricula from the standpoint of Fundamental Duties.

(v) The Ministry of Environment and Forests, Government of India,

for the compilation of Judicial decisions on Article 51A, related to
environment, and Shri A.M. Khanwilkar, Advocate, Supreme Court
of India, for updating it.

(vi) Ms Shubhra Verma Bhatnagar for generously offering her

professional input into designing the cover page of the Report.

(vii) S/Shri R.P. Rathi, K Gopalakrishnan, Tej Kishan and Hoshiar

Singh, staff of the NCERT, for handling the work assigned to them,
with interest and sincerity, throughout the tenure of the Committee.
“I learned from my illiterate but wise mother
that all rights to be deserved and preserved
come from duty well done. Thus the very right
to live accrues to us when we do the duty of
citizenship of the world. From this one
fundamental statement, perhaps it is easy
enough to define duties of man and woman
and correlate every right to some
corresponding duty to be first performed...”

— Mahatma Gandhi
 THE CONSTITUTION OF INDIA

PREAMBLE

WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India

into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and
to secure to all its citizens:

JUSTICE, social, economic and political;

LIBERTY of thought, expression, belief, faith and worship;

EQUALITY of status and of opportunity; and to promote among them all

FRATERNITY assuring the dignity of the individual and the unity and
integrity of the Nation;

IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November,

1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS
CONSTITUTION.
 THE CONSTITUTION OF INDIA

Chapter IVA
Fundamental Duties

ARTICLE 5 LA

Fundamental Duties - It shall be the duty of every citizen of India —

(a) to abide by the Constitution and respect its ideals and institutions,
the National Flag,and the National Anthem;

(b) to cherish and follow the noble ideals which inspired our national
struggle for freedom;

(c) to uphold and protect the sovereignty, unity and integrity of India;

(d) to defend the country and render national service when called upon
to do so;

(e) To promote harmony and the spirit of common brotherhood amongst

all the people of India transcending religious, linguistic and regional
or sectional diversities; to renounce practices derogatory to the
dignity of women;

(f) to value and preserve the rich heritage of our composite culture;

(g) to protect and improve the natural environment including forests,

lakes, rivers, wild life and to have compassion for living creatures;

(h) to develop the scientific temper, humanism and the spirit of inquiry
and reform;

(i) to safeguard public property and to abjure violence;

(j) to strive towards excellence in all spheres of individual and collective

activity so that the nation constantly rises to higher levels of
endeavour and achievement.
 THE COMMITTEE

1. Justice J.S. Verma Chairman

Former Chief Justice of India

2. Dr L.M. Singhvi Member

3. Dr Karan Singh Member

4. Dr Subhash C. Kashyap Member

5. Dr J.S. Rajput Member

till 30 June 1999 and
Member-Secretary
with effect from July 1999

6. Dr A.K. Sharma Member-Secretary

till 30 June 1999 and
Member with effect
from July 1999
 Contents

VOLUME 1

Letter from the Chairman forwarding the Report iii

Preface v
Acknowledgements vii
Mahatma Gandhi on ‘Duty’ viii
The Constitution of India : Preamble ix
The Constitution of India: Chapter IVA : Fundamental Duties x
The Committee xi

1. The Committee, Its Composition and Terms of Reference 1

1.1 Genesis 1
1.2 Composition 1
1.3 Terms of Reference 2

2. Scope of Work and Methodology 3

2.1 Connotation of Terms:‘Operationalize’, 3
‘Suggestions’, ‘Citizens’
2.2 Dichotomy between ‘We’ and They’ 3
2.3 We, the People of India - The Spirit of the Constitution 4
2.4 Issuing Press Release 4
2.5 Survey of Fundamental Duties in School Curriculum 4
2.6 Survey of Fundamental Duties in Non-Formal Education 4
(NFE) and Adult Education (AE) Programmes
2.7 Survey of Fundamental Duties in Teacher Education
Curriculum
2.8 Survey of Fundamental Duties in University Level Courses 4
2.9 Releasing Press Notification 4
2.10 Inviting Views and Suggestions from Professionals and 5
Persons of Eminence
2.11 Seeking Cooperation of States in Implementation 5
2.12 Widening Scope of Interaction 5
2.13 Utilizing Media, Print and Electronic 5
 xiv

3. Scope of Deliberations 6
3.1 The Preamble to the Constitution 6
3.2 The Basic Constitutional Values 6
3.3 Constitutional Obligations 6
3.4 Raison d’etre for Article 51A 6
3.5 Secularism in the Indian Context 7
3.6 Article 51A: Exhortation.to Basic Human Values 7
3.7 Fundamental Duties - A Codification of Tasks 7
Integral to the Indian way of Life
3.8 Making Inner Life More Human 8
3.9 Realizing the Positive Social and Cultured Value of Diversity 8
3.10 Human Rights and Human Responsibilities 8
3.11 ‘A Universal Declaration of Human Responsibilities’ 8
Recognizes the Supremacy of the Eastern Thought
3.12 Rights and Duties - Two Sides of the Same Coin 9
3.13 Standards in Public Life 9
3.14 The Indian Way 10
3.15 Internalization of Fundamental Duties 10
3.16 Target Groups 10
3.17 Role of Media 10
3.18 Documentation of Literature on Fundamental 10
Duties and Values
3.19 Catch Them Young 10
3.20 Pivotal Role of Teacher Education Institutions 11
3.21 Educating Legislators and Grassroots Functionaries 11
3.22 Respect for Environment 11
3.23 National Policy on Education 1986/1992 11
3.24 Summing Up 11

Judicial Decisions Relevant to Enforcement of 12

Fundamental Duties
4.1 Constitutional Significance 12
4.2 Enforceability of Fundamental Duties 12
4.3 Available Legal Provisions 13
4.4 Summing Up 13

5. Schemes/Programmes Related to National Integration 14

and Communal Harmony, Culture and Values, and
Environment: Clauses (e), (f) and (g) of Article 51A
5.1 Schemes/Programmes of the Ministry of Home Affairs 14
5.2 Schemes/Programmes of the Ministry of Human Resource 14
Development
 XV

5.3 Schemes/Programmes of the Ministry of Environment 15

and Forests
5.4 Inservice Training Programmes Regarding Protectionof 16
Environment and Forests Including Wild Life
5.5 Optimizing Benefits from Existing Schemes/Programmes 17

6. Analysis of School Curriculum from the 18

Standpoint of Fundamental Duties : A Critique
6.1 Educational Structure 18
6.2 The Context of Curriculum Analysis 18
6.3 Fundamental Duties in NCERT Curriculum 18
6.4 Education in Fundamental Duties at School Level : A 20
Critique
6.5 Summing Up 28

7. Analysis of Teacher Education Curriculum from the 29

Standpoint of Fundamental Duties : A Critique
7.1 Structure of Teacher Education 29
7.2 Fundamental Duties in Teacher Education 30
Programmes: A Critique
7.3 Suggestions of the Committee 33

8. Fundamental Duties in Higher and 35

Professional Education
8.1 The Higher Education Context 35
8.2 UGC Programmes Related to Fundamental 36
Duties (Article 51A)
8.3 UGC’s Recent Decisions 38

9. Fundamental Duties: The Role of Professional Groups 40

9.1 People’s Representatives from Panchayats to Parliament 41
9.2 Public Administration and Civil Servants 41
9.3 Functionaries Connected with the Administration of 42
Justice
9.4 Professionals Belonging to Business and Industry 43
9.5 Media Professionals 43
10. Salient Rec.ommendations 46
10.1 Operationalization Overview 46
10.2 Recommendations 47
11. Signatories to the Report 53

APPENDICES 55
1. Order of the Government of India 55
Constituting the Committee
 xvl

2. Revised Order of the Government of India 56

Constituting the Committee
3. Text of the Press Release 57
4. Text of the Letter Sent to the Chairperson of the UGC 58
5. Text of the Press Notification 59
6. List of Newspapers Covering the Press Notification 60
7. Text of the Letter from the Chairman of the Committee to 61
Vice-Chancellors/State Education Secretaries, NGOs, etc.
8. Text of the Letter Sent to the Chief Ministers of the 62
States etc. by the Chairman of the Committee
9. Minutes of the Meetings 63
10. Interaction Council - A Universal Declaration of 91
Human Responsibilities
11. Reference Materials Provided by the UGC 99

VOLUME 2

ANNEXURES

A. Fundamental Duties and Value Orientation 101-144

in NCERT Curriculum
B. Fundamental Duties and Value Education 145-210
in NCERT Curriculum and Textbooks
C. Fundamental Duties in Teacher Education: 211-262
An Analysis of Syllabi and Textbooks
D. Fundamental Duties in Higher and 263-272
Professional Education
E. Environment Court Cases 273-340
F. Overview of the Feedback in Response to 341-346
Invitation Seeking Views and Suggestions
G. Fundamental Citizenship Duties: 347-352
Some Perceptions (Letter from Dr K.B. Lall to
Justice J.S. Verma)
H. Handbook for Operationalization of 353-425
Citizenship Values under the Constitution
 Annexure A

Fundamental Duties and

Value Orientation in
NCERT Curriculum

A Status Note
 Fundamental Duties and Value Orientation in NCERT Curriculum
A Status Note
I. General Framework
1.. Fundamental Duties: The Constitution of India
la\ys down the basic framework of independent India’s
gojals and the direction of its development as an
independent nation. The Preamble to the Constitution
prroclaims the resolve of the people of India to
constitute India into a Sovereign Socialist Secular
Democratic Republic and to ensure to all its citizens
sojcial, economic and political justice, liberty of
thiought, expression, belief, faith and worship,
eqjuality of status and opportunity and to promote
armong them all fraternity assuring the dignity of the
inidividual and unity and integrity of the nation. Parts
IIII and IV of the Constitution deal with Fundamental
Riights and Directive Principles of State Policy
respectively. Part IVA (Article 51A) on Fundamental
Diuties, which was added to the Constitution in 1976,
la\ys down as the duty of every citizen of India to abide
bjy the Constitution and respect its ideals and
imstitutions, the National Flag and the National
Amthem; to cherish and follow the noble ideals which
inispired our national struggle for freedom; to uphold
amd protect the sovereignty, unity and integrity of
Inidia; to defend the country and render national
service when called upon to do so; to promote
htarmony and the spirit of common brotherhood
armongst sill the people of India transcending religious,
limguistic and regional or sectional diversities, to
renounce practices derogatory to the dignity of
women; to value and preserve the rich heritage of
oiur composite culture; to protect and improve the
natural environment and to have compassion for
liwing creatures; to develop scientific temper,
hiumanism and Jhe spirit of inquiry and reform; to
safeguard public property and to abjure violence; to
strive towards excellence in all spheres of individual
amd collective activity so that the nation constantly
riises to higher levels of endeavour and achievement.
The provision of Fundamental Duties in the
Constitution indicates the general framework of the
value system which every Indian citizen is expected
to imbibe and may be said to be integral to the
realization of India's national goals as enshrined in
the Constitution. While in the goals of every political
qnd social order, there is an implicit concept of values
and duties of citizens, the provision o f Fundamental
Duties in the Indian Constitution explicitly articulates
the value system in the form o f citizens’ duties as an
imperativefor thefurtherance and realisation o f India's
national goals.
2. National Goals and Educational Objectives: The
general framework of goals, policies and programmes
in the field of education are derived from the national
goals and principles laid down in the Constitution.
All efforts at the reform and restructuring of
education in India since independence have aimed
at furthering national goals. The Resolution on the
National Policy on Education issued by the
Government of India in 1968, while expressing its
resolve to promote the development of education in
the country, laid down the following: “The educational
system must produce young men and women of
character and ability committed to national service
and development. Only then will education be able
to play its vital role in promoting national progress,
creating a sense of common citizenship and culture,
and strengthening national integration”.
The implementation of the 1968 National Policy
on Education led to the establishment of a common
structure of school education throughout the country.
The new structure provided for ten years of
undifferentiated general education with five years of
primary, three years of upper primary and two years
of secondary education. A National Curriculum
Framework was also formulated in 1975 as a part of
the implementation of the new structure. The study
of one to three languages at different stages, Science,
Mathematics and Social Studies/Social Sciences,
besides art education, work experience and health
and physical education were made compulsory for
 104
every student in this framework.
The National Curriculum Framework also
articulated the general objectives of curriculum in
the following words: “The awakening of social
consciousness, the development of democratic values
and of a feeling for social justice and national
integration are extremely important... National
integration can be achieved only through a proper
understanding and appreciation of the different sub­
cultures of India and the common bonds that hold
them together. Discrimination of any kind based on
sex, caste, religion, language or region is to be looked
at with aversion because it is irrational, unnatural
and harmful to the growth of modern India. All
subjects should be taught in such a manner as to
foster the spirit of scientific humanism”. The courses
and textbooks that were designed as a follow-up. of
this Framework sought to reflect these objectives.
3. National Policy on Education and ‘Core
Curriculum’: The adoption of the National Policy
on Education by the Parliament in 1986 is a major
landmark in the history of education in independent
India. It envisaged the building of a National System
of Education on the basis of a common structure,
which by then had been accepted throughout the
country, and what it called ‘a national curricular
framework which contains a common core along with
other components that are flexible’. This was the first
time when the formulation of a national curriculum
framework with a common core became a part of
national policy. More importantly, it identified the
components of the ‘common core’ which provide the
basic value framework and orientation of school
curriculum in India. The “common core”, it stated,
iwill include the history of India’s freedom movement,
the constitutional obligations and other content
essential to nurture national identity”. The Policy
further laid down the following components of the
‘common core’: “These elements will cut across
subject areas and will be designed to promote values
such as India’s common cultural heritage,
egalitarianism, democracy and secularism, equality
of the sexes, protection of the environment, removal
of social barriers, observance of the small family norm
and inculcation o f the scientific temper. All
educational programmes will be carried on in strict
conformity with secular values.” “To promote
equality”, it laid down, “it will be necessary to provide
for equal opportunity not only in access', but also in
the conditions of success. Besides, awareness of the
Inherent equality of all will be created through the
core curriculum. The purpose is to remove prejudices
FUNDAMENTAL DUTIES OF CITIZENMS
and complexes transmitted through the soicial
environment and the accident of birth”. The Pcolicy
also laid stress on value education ‘based on our
heritage, national and universal goals ;and
perceptions’, fostering of ‘universal and eterrnal
values, oriented towards the unity and integratiam of
our people’, and on the ‘combative role’ of educaition
in eliminating ‘obscurantism, religious fanaticiism,
violence, superstition and fatalism’. In Part IV off the
Policy, dealing with Education for Equality, variious
measures for education for women’s equallity,
education of Scheduled Castes and Scheduled Trribes
and of minorities and other sections were laid doown.
While referring to the educational development off the
minorities, the Policy also stated that “objectivity' will
be reflected in the preparation of textbooks ancd in
all school activities, and all possible measures will
be taken to promote an integration basedl on
appreciation of common national goals and ideeals,
in conformity with the core curriculum.” Part VIIII of
the Policy dealt with the enrichment of the curriccula
and processes of education by ‘cultural contemt in
as many manifestations as possible.’
The formulations of the 1986 National Policjy on
Education on ‘core curriculum’ and other aspaects
may be said to provide the basic principles for' the
value orientation of school curriculum. Ii majy be
noted that the National Policy which was adofpted
ten years after the incorporation of Fundamental
Duties in the Constitution reflected almost each and
every element mentioned in the Fundamental Dutties.
It may also be said that the values which are rejleected
in the Policy’s concept o f ‘core curriculum’ are alimost
entirely andfully in accordance with the Fundamental
Duties.
4. National Curriculum Framework : While the
general framework of the value orientatiom of
curriculum was laid down in the ‘core curricullum’
and related principles stated in the National Pcolicy
on Education — which, as stated earlier, werre in
almost complete conformity with Fundameintal
Duties — it was further elaborated in the NatUonal
Curriculumfo r Elementary and Secondary Educaition
— A Framework (NCF) brought out by the NCERIT in
1988 as a part of the implementation of the National
Policy on Education.
In its chapter on Em erging Concerns ;and
Imperatives (Chapter 1), the NCF dealt with variious
curricular and pedagogical issues and concerns ssuch
as Preservation of Cultural Heritage, Constitutional
Obligations, Strengthening of National Identity and
Unity, Character Building and Inculcation of Valiues,
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM 105

Protection of the Environment and Conservation of learning in other subject areas as well as to the
Naitural Resources, Education for All-round learner’s emotional, social and cognitive development.
development, Inculcation of Scientific Temper, etc. It has also the greatest potential as a means to develop,
The NCF, in its Chapter 2 on Organization of progressively through various stages, attitudes and
Curriculum, discussed the various ways and means values related to the Fundamental Duties enshrined
for the introduction of ‘core curriculum’ at all levels in the Constitution and the ‘core curriculum’ and other
of school education, including their integration in the value-related issues articulated in the National Policy
regular subjects included in the scheme of studies on Education. The NCF and the Guidelines and
proposed for various stages of school education. It Syllabi prepared by the NCERT discuss in detail the
provided for the general framework of objectives of language abilities and skills in the teaching-learning
courses proposed in the scheme of studies, including of language at various stages. They also stress that
indications of the place o f‘core curriculum’ in various the selection of content in language courses must be
subject areas. It also dealt with the question of conducive to inculcation of desirable attitudes,
adopting appropriate strategies for providing appreciations and values. In this context, the
learning experiences and organizing teacher-pupil importance of ‘core curriculum’ is particularly
activities which are crucial for effective use of emphasised. For each stage o f education, the
curricular content and achievement of curricular Guidelines and Syllabi recommend a variety of
Objectives. themes (as well as literary forms)'which should be
The NCF was made the basis for the orientation of used in the preparation of textbooks and other
content and process of school education which was learning materials for various stages.
initiated throughout the country. The process of
2. Curriculum in Hindi
implementation of the NCF was supported by the
Guidelines and Syllabi which the NCERT brought Primary Stage
out in 1988 in various subjects. Almost every state The NCERTs textbook series entitled Bal Bharati for
in India developed new courses of study and preparedClasses I to V progressively introduces the child to
new textbooks to give effect to the major thrusts of the
various literary form at this stage. The literary forms
National Policy on Education and the guidelines and themes are selected for each class keeping in
view the age group, the m aturation level,
provided by the NCF. The extent o f the implementation
o f the NCF, particularly o f the ‘core curriculum’ laid
comprehensibility, and interests of children. Almost
down in the National Policy and elaborated in the NCF,
every lesson included in these textbooks has a value
hoiueuer, uaries Jrom State to State. orientation. The content of lessons included in the
In the following pages, a report indicating the textbooks for Classes I and II relates to the child’s
immediate environment such as home, school, day-
reflection of these thrusts, particularly in respect of
the ‘core curriculum’, of the National Policy on to-day events in the immediate environment, birds
Education in the curricula and, where necessary, theand animals, neighbourhood, sports and games, fairs
and festivals, health and hygiene, occupations, lyrical
textbooks prepared at the national level by the NCERT
poems, etc. The lessons relate to life in both rural
is presented. The report is limited to the curriculum
up to Class X which marks the end of the stage and urban areas and the character are both boys
of undifferentiated curriculum. The subjects and girls. Care is taken to avoid gender stereotyping
dealt with in this report are Language, Social in materials for all classes.
Sciences and Science. The report on the Language In the textbooks for Classes III to V, there is a
curriculum is based on the curriculum in Hindi and greater variety in the selection of themes which are
English. not limited to the immediate experience of the child
and help widen the child’s horizons and knowledge.
II. Value Orientation in The themes included in these textbooks include life
NCERT Curriculum in rural and urban contexts, folk tales, major fairs
and festivals, national festivals, biographies of great
A. Language Curriculum persons, famous places, games and sports, major
Language education occupies a central place in the industries and occupations, progress made by the
entire educational process. Learning of language is country in various fields, stories by famous Indian
important not only for its own sake, it is basic to as well as non-Indian authors.
 106
Appendix I gives a list of the lessons in each
textbook in the series along with the values that
they seek to promote.
Upper Primary Stage
Some of the values that the syllabus at this stage
emphasizes are dignity of labour, truthfulness,
honesty, cooperation, equality, brotherhood,
sympathy, Sarvadharma Sambhav, democratic
attitude, discipline, sense o f responsibility,
awareness, punctuality, doing one’s duty, self
sacrifice, perseverance, compassion, etc. Besides,
all the components o f ‘core curriculum ’ are
recommended to be given necessary importance.
The literary forms recommended to be included at
this stage are: short stories, essays, biographies,
autobiographies, one-act plays, travelogues,
sketches, letters, diary, etc. in prose and the themes
of patriotism ‘bravery’ beauty of nature, devotion,
portrayal of life, ethics, etc. in poetry.
For each class at this stage, there is a textbook
which includes lessons in prose in various literary
forms mentioned above and poems. Besides, two
supplementary books are prescribed at this stage for
each class. These include the Ramayana for Class
VI and the Mahabharata for Class VII. For Class VIII,
a new supplementary book — Buddhacharita — has
been prepared for use from 1999.
Appendix II provides Information about the
values that each lesson in each of the textbooks
and supplementary readers seeks to promote.
Secondary Stage
At this stage, the NCERT has prepared two courses —
one for teaching Hindi as mother tongue (called ‘A
course) and another for Hindi as second language
(called ‘B’ course). Textbooks and other learning
materials based on these syllabuses have been
brought out.
The importance of promoting values, particularly
those related to the ‘core curriculum’, are emphasised
in both these courses and have been sought to be
reflected in the various lessons included in the
textbooks and other materials. Besides the ‘core
Curriculum’, the syllabus and textbooks emphasise
the values of self-reliance, dignity of labour,
acquisition of knowledge, character building, social
awareness and patriotism. Lessons using all the
major literary forms have been included in these
textbooks. The anthologies of prose and poetry
include the representative stories and poems of the
leading writers and poets.
FUNDAMENTAL DUTIES OF CITIZEmS
For each of the Classes (IX and X) at this sttage,
there is a book of prose and a book of poetry for eeach
course. The values that the lessons in these bcooks
seek to promote are indicated in Appendix- 111.
Hindi Textbooks fo r Jawahar Nauodaya Vidycdaxyas
The NCERT has brought out a special series of Hlindi
textbooks for Classes VI to VII for students of Jaweahar
Navodaya Vidyalayas located in non-Hindi spealking
States. According to the scheme under wlhich
Navodaya Vidyalayas were set up (one in e;ach
District), Hindi and English were proposed tco be
used as medium languages from Class IX. The
special series was prepared to facilitate the
switch-over to Hindi as a medium by students 'who
join the Navodaya Vidyalayas in Class VI aifter
completing their education in schools in non-HIindi
speaking States. This series, while facilitating; the
switch-over to the use of Hindi as a medium languiage
from Class IX, also seeks to promote values wlhich
have been referred to above. Appendix IV indicrates
the values that each lesson in these books seekcs to
promote.
Hindi Textbooks fo r Arunachal Pradesh
The NCERT has brought out a special seriess of
textbooks for teaching Hindi at the primary sttage
to students of Arunachal Pradesh. The vaalue
orientation in these textbooks is indicated! in
Appendix V.
2. NCERT Curriculum in Language (EnglishJ'
The syllabuses in English developed by the NCIERT
emphasize that the teaching and learning of Engllish,
like the teaching and learning of other subjects,
“should contribute materially towards the realizaition
of the larger goals of education which are enshriined
in our Constitution i.e. the development of a plurailist,
open society and a state which is democratic, socialist
and secular in nature”. They also emphasized the
objectives of promoting national identity, national
unity, the study and appreciation of the cultiural
heritage o f India, the awakening o f soicial
consciousness the development of democratic valiues
and concern for social ju stice and n a tio n a l
integration, scientific temper and a rational wrarld
view, and value education whielv should ‘liielp
eliminate obscurantism, religious fanaticism ,
violence, superstition and a fatalistic attitude’. The
values that the lessons in the English languiage
textbooks brought out by the NCERT seek to prormote
are indicated in Appendix VI.
 FHJNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM
B. IWCERT Curriculum in Social Sciences
The? National Curriculum Framework (NCF) stresses
the tcritical importance of the study of social sciences
as ca component of general education in facilitating
the: learn er growth into a well-inform ed and
responsible citizen. It also emphasizes its importance
as tthe most, effective tool for providing education in
the context of all the core components laid down in
the National Policy on Education (NPE). The general
fraimework outlined in the NCF provides the basis on
whiich the NCERT has formulated its courses and
devreloped its textbooks in social science.
M t the primary stage, social studies is a component
of einvironmental studies, for the first two years as an
intejgral part of a Course which is primarily based on
the i child’s immediate environment — natural physical
andi social — and for the subsequent three years as a
sepsarate course focussing on physical and social
envtironment with the general objective of widening the
chilld's mental horizon from the immediate environment
to tihe state, the country and the world.
M t the upper primary stage (Classes VI-VIII), the
gtuidy of social sciences comprises the study of
Histtory, Geography and Civics. At the secondary stage
(Classes IX-X), Economics is added to the subjects
coimprising social sciences. The courses aim at
developing an understanding of the interaction of
huiman beings with their physical and social
environments, historical development of India and
of tlhe world, civic, political and economic institutions
ancd contemporary issues and problems. The various
cormponents of these courses are expected to be
stuidied in their inter-relationships. All the core
currricular areas have been sought to be integrated
appropriately in the relevant subject areas.
1. Einvironmental Studies/Social Studies
The Course in Environmental Studies/Social Studies
whiich is introduced in Classes III-V of the Primary
stavge draws many of its elements from history,
geojgraphy and civics. The main purpose of the
historical component of the Social Studies course is
to iintroduce the pupil to certain elements of the
huiman past to give him/her a general ’feel’ of
chrronology and of the vast span of time during which
huiman beings have lived and worked, and also of
those aspect of recent history which have a close
bearing on the understanding of the present.
TThe course contains an introduction to the remains
of the past in the form of monuments and other
culltural objects in the child’s immediate environment
107
and elsewhere; events and inventions of the past
which had a lasting impact on the life of human
beings and a few personalities, Indian and non-
Indian, who made significant contributions to the
culture and civilisation of India and the world. The
treatment of these content areas is in the form of
stories, imaginative but without any myth-making,
or simple narratives. The syllabus at this stage also
includes, in a very simple form, the story of India’s
struggle for independence.
The study of some elements of physical geography
and of physical environment and of ways of living of
the people is integrated with this course. Beginning
with the study of the child’s immediate physical and
social and cultured environment, it is extended to
various aspects of the physical environment and ways
of living of the people in different parts of India.
The civics component in the course provides an
elementary introduction to the study o f civic
institutions and government, rights and duties of
citizens, National Flag, National Anthem, National
Emblem and National Festivals. The suggested
activities both inside and outside the classroom
involve participation in the celebration of local and
national festivals, cultural programmes and singing
of the National Anthem on various occasions.
One of the textbooks brought out for this stage is
Our Country India for Class IV. In this textbook, the
Unit on ‘Our Many Ways of Living’ seeks to develop
knowledge and appreciation of the different ways of
life in different regions of the country. Another unit
introduces young pupils to the rich variety in India’s
culture - in languages, costumes, dance and music,
painting, architecture festivals, etc. The pupils are
also introduced to the various faiths that the people
of India follow as well as to the founders and saints
of varius faiths. There are brief biographies of or
references to major personalities from different fields
including those of social reform ers like Raja
Rammohan Roy, Sir Saiyed Ahmad Khan, Ramabai
Ranade, scientists like Aryabhata, Charaka,
Sushruta, Jagdish Chandra Bose, C.V. Raman and
Homi Bhaba and rulers like Ashoka, Krishnadeva
Raya and Akbar. The unit on ‘We Now Gorern
Ourselves’ provides an introduction to Indian
Constitution including rights and duties of the citizen,
governm ent at the union and state level,
Independence Day, Republic Day, and National Flag,
National Anthem and National Emblem. The exercises
at the end of each unit seek to reinforce the
understanding and values that the various lessons
aim at promoting.
 108
2. History
History is introduced as one of the subjects in social
sciences in Class VI and is continued till the end of
Class X. The History courses in these five years aim
at providing a general introduction to Indian history
from prehistoric times to the emergence of India as
an independent nation, and a general introduction
to the history of human civilization from prehistoric
times to the recent times. Two broadly systematic
courses have been developed to provide a general
introduction to Indian history and history of human
civilization. This has been done with a view to
providing a broad but systematic understanding of
the main components, viz. history of India and history
of the world, and to avoid any unnecessary
repetitions. Considering the fact that for many pupils,
the upper primary stage is the terminal stage of their
formal education, the course in Indian history is
introduced first, that is, at the upper primary stage
and the course in the history of human civilisation,
later, at the secondary stage.
History Syllabus and Textbooks at the Upper
Primary Stage
The class-wise organisation of the course is as follows:
History of ancient India in Class VI, History of
medieval India in Class VII and History of modern
India in Class VIII.
The emphasis in this course is mainly on social
and economic conditions and various aspects of
culture, including science and technology, in different
parts of the country and in different periods of history,
besides giving a broad idea of political development
of all parts of the country. While a continuous
Chronological account of every development in every
part of the country is neither possible nor appropriate,
at this stage, the main focus is on providing a broad
all-India view, including the main regional trends. It
was considered important to deal with major political
developments in the country which provide a broad
framework of chronology, but there is little
importance given to dynamic history and the main
emphasis is on the study of social and cultural
(development. In fact, the main objective o f teaching
and studying history at this stage is promotion o f
knowledge and understanding o f India's cultural
heritage. The emphasis in dealing with this area is
mainly on the study of the growth of various
components of culture in different 'parts of the
country and in different periods of history along with
their mutual interactions. In designing the history
syllabus, care has been taken to avoid common
FUNDAMENTAL DUTIES OF CITIZEmS
distortion to avoid certain myths and stereotyfpes,
including those regarding Indian culture such as 1that
Indian culture is monolithic, that it had any one
region of the country, as its main centre and thaat it
emerged in isolation and in a fully developed forrm in
any particular period of history. Care is also taiken
not to neglect regional trends and avoid any narrrow
and chauvinistic presentation of Indian culture..
The following specific objectives have been laid ddown
for this course.
1. To develop an understanding and appreciaition
of the dynamics of the ethnic diversity of Imdia;
2. To promote an understanding of the maajor
stages in the evolution of Indian society throough
the ages;
3. To develop an appreciation of the growtlh of
various components of Indian culture in dif­
ferent parts of the country in different pericods;
4. To develop a critical appreciation of the passt so
that the pupilis personality is free from irraticonal
prejudices and bigotry parochialism ;and
communalism, and is imbued with a scienitific
and forward-looking outlook;
5. To develop an appreciation of India’s cultiural
heritage and its composite nature, of its richmess
and variety, and of the processes through wfhich
it has developed;
6. To develop the ability to study contemporary
problems of Indian society in their historrical
perspective;
7. To develop an understanding of the processses
of change so that an appreciation of the
aspiration for change to establish a just soocial
order is inculcated;
8. To promote the study o f the h is to ric a l
development of India in relation to and in t the
perspective of the history of mankind is a whiole;
9. To deepen knowledge about and understancding
• of Indiais freedom struggle and of the valiues
and ideals that it represented; and
10. To develop an awareness of the, necessity of :’ and
participation in the work of preservatiorn of
historical remains.
Adequate attention is paid to the aspects of chaange
and development. It is also emphasised that the
teaching of history should be free from commuinal,
parochial and other types of prejudices and
should aim at the cultivation of a broad humanlistic
outlook.
 FUNDAM ENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM
TThe major component of the syllabus of Class VIII
cormprises the study of the of the struggle for freedom.
Jt foDcuses on the secular character of the struggle,
partticipation by the people from all communities and
all ] parts of the country, and different facets and
phaises of the struggle. The main aim of the study of
the freedom movement is to provide the historical
perspective for the understanding of contemporary
Indiia and of the basic framework of the goals and
poliicies of independent India’s national development.
TThere are three textbooks for this stage, one each
deailing with the history of ancient, medieval and
mocdern India, that is one for each class. These books
prowide an authentic introduction to Indian history
and! have been generally viewed as model textbooks.
TThe purpose of studying history and how it is
stucdied and the changes that have taken place in
the study of history are explained in the textbook
entiitled Ancient India for Class VI. It says, “History
is mo longer treated as merely a study of dates and
eveints, and that too largely only political events. Its
scojpe has been widened to include many aspects of
life.. These include the study of patterns of life, which
we (call culture.... Therefore the emphasis of history
has; shifted from the study of only the upper groups
of society to all levels of society. It now covers
information on kings and statesmen as well as on
ordlinary people who made history. It includes the
stutdy of art and architecture, of the evolution of
languages in India, literature and religion. Now we
do not look only at what was happening at the
aristocratic level of society. We also try to reconstruct
the interests and concerns of people at lower levels.
Thi:s makes history more interesting and helps us
understand our society better”. It refers to the factors
thait led to the great variety in Indian culture. It says
“Omr society, therefore, has a rich heritage of different
kimds of people. Because of this large variety of people,
theire has been an equally large variety of religions,
languages, and customs in our country”. The book
alsto lays emphasis on the importance of the, proper
stuidy of the past. It says, “We seek to justify many of
the; ideas which we have about the present by saying
thait they came from our past. This is not always the
case. So we have to be careful to know and
understand our history properly so that it is not
misused. The understanding of the past is very
important for the understanding of the present.
The book covers various aspects of culture and
developments in all regions of the country. The
riel:igions and changes in religious beliefs and
practices are dealt with in their historical context.
109
The processes of interaction with other cultures are
emphasised and the values of tolerance and unity
are sought to be promoted. Referring to Ashoka’s
dhamma, for example, it says, “He wanted, above
all, that people should live in peace, and not fight
over land and religion. The important thing was not
the differences but the unity within the empire”.
The textbook on Medieval India, similarly covers
developments and various aspects of culture in all
regions of the country with emphasis on processes
of interaction and unity and on the emergence of new
forms. The book is com pletely free from the
communal notion which views the history of medieval
India as basically one of conflict between Hindus and
Muslims. It emphasises the developments in various
aspects of culture and the trends of unity represented
by the Sufi and Bhakti movements. The aspect of
religious intolerance is dealt with sensitivity and to
promote the value of tolerance. On Aurangzeb, for
example, it says, “In the latter part of Aurangzeb’s
reign, the Mughal empire was no longer as strong as
it had once been under Akbar. In fact, the empire
was begging to break up. But Aurnagzeb was not
really aware of what was happening. To make matters
worse he was influenced by an orthodox Muslim
group and he decided that he would rule in
accordance with the laws of Islam. This was a policy
different from that of his ancestors who were tolerant
and liberal rulers. Besides it was quite the wrong
policy for a country such as India which has always
had a mixture of all kinds of people and religions
and where no type of orthodoxy could have worked”.
After referring to religion at Mughal court and the
liberal ideas of Dara Shukok it further says,
“...Aurangzeb was sincere in his religious beliefs. He
was upset by the luxury at the court and he wanted
to lead a simple life devoted to religion. He became
unpopular when he reintroducedjaziya (the poll-tax
on non-Muslims) and when he destroyed temples.
What he did not realize is that the job of a king is
to rule and to rule efficiently and that religion
should not be allowed to interfere with the
government
The textbook on the history of Modern India,
besides providing an understanding of the process
of British conquest and the system of exploitation
established by foreign rule deals with the social and
religious reform movements in all parts of the country
and in all communities, the cultural awakening
reflected in rediscovery of India’s past and
developments in literature, art, growth of press and
science. It also gives a detailed account of, as stated
 110
before, the different phases, aspects and dimensions
of the struggle for freedom with emphasis on its
secular character and on the vision of building a new
India that it evolved.
History Syllabus and Textbooks at the Secondary
Stage
The History course at the secondary stage mainly
comprises a general introduction to the history of
civilisation from prehistoric times to the present day.
The knowledge and understanding of the main trends
in the history of India gained at the Upper Primary
Stage are expected to facilitate the comprehension
and appreciation of the broad developments in the
history of the world by the pupil at this stage. A broad
world historical perspective is considered crucial to
an understanding of the world in which we live as
well as to an understanding of our own country. The
focus of the course is on the main stages in the growth
of civilisation on its social, economic and political
aspects, and on cultural and scientific developments.
Another focus is on providing a historical perspective
to understanding contemporary world developments
and certain aspects of contemporary India. The main
objectives of this course are:
1. to promote an understanding of the processes of
change and development through which human
societies have evolved;
2. to promote an understanding of the, foundations
of hurhan civilisation and appreciation of the
basic unity of mankind;
3. to develop an appreciation of the contributions
made by various cultures to the total heritage of
mankind;
4. to foster the understanding that the mutual
interaction of various cultures has been a major
factor in human progress;
5. to develop a world historical perspective necessary
for the understanding of the contemporary world;
6. to enrich the understanding of those aspects of
Indian historical development which are crucial
to an understanding of contemporary India; and
7. to facilitate the study of the history, of specific
countries and regions in the general perspective
of world history at later stage.
The history of civilisation as visualised in this course
is not a collection of the histories of specific countries
but as an integrated homogeneity. The course has
been organised on the basis of historical periods that
have a certain distinctness and unity along with many
diversities. The main basis of the selection of these
FUNDAMENTAL DUTIES OF CITIZEMS
periods is on the successive stages of distinctive social
formations on a world scale, on the study of soocial
system s in their rise and growth and thielr
replacement by new ones. The historical developmient
of all the major areas of the world has been souight
to be covered including that of pre-colonial Affrica
and the Americas which have been generally ignorred.
This is also necessary to remove certain ‘popuilar’
notions, many of which are a part of the legacjy of
colonial domination, about the historical developrment
of large parts of the world. Traditionally, world histtory
courses have been Europe-centred, with bitss of
information about other regions thrown in. This lhas
been successfully avoided. The major purpose of the
syllabus is to develop an understanding of the miain
trends in the history of the world as a whole (and.not
to give unconnected information on the historiess of
a few selected countries).
The histories of specific countries have bfeen
selected as examples of these trends as well as; for
their bearing on the development of the world aas a
whole or as examples of diversities in historiical
development. In many case, it not been limited! to
any particular region or regions. In this approaich,
even when specific countries are selected as
examples, the connection between one period aand
another is not lost sight of and world historiical
perspective is expected to be developed. Generality,
the school syllabi in world history tend to be
collections of topics relating to certain developments
and events which are unconnected with amd isolaited
from one another. They fail to provide an over -all
connected view of world historical development.
An important objective of teaching history at tthis
stage is to develop an understanding o f Ithe
contemporary world and contemporary India. Speecial
emphasis has to been given to events, forces aand
movements that have a close bearing on
understanding the present day world War. TThis
requires some emphasis on main trends aind
developments in world history in the 20th centuiry,
including those in the period after the Second Wcorld
War. While developments in India have been inclutded
as components o f world developments in differrent
periods, three separate units on India have bteen
included to enhance the pupil’s knowledge cand
understanding o f contemporary India. These uinits
relate to core curricular areas such as India’s cultiural
heritage, religious and social reform movements (and
India's struggle for freedom
The details of dynastic history and too many dates
requiring memorisation have been avoided. Wlhile
 FFUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM 111

eimphasising the basic unity of mankind, conflicts phases, features and dimensions of the freedom
witthin and between societies have not been ignored. struggle. The exercises in all these chapters seek to
Thte causes of such conflicts particularly in relation reinforce the understanding and knowledge that the
to i the dynamics of social development have been text provides by suggesting a variety of activities,
giveen some importance, and the main emphasis is projects involving further study and discussions on
on why and how societies change. selected issues.
TThe syllabus, thus covers a very vast period of time
3. Geography
ancd almost all the major areas of the world. However,
it iis expected that the details in which it is to be The study of Geography as a subject, as one of the
tauight must be seen in the light of the objectives components of the courses in social sciences, is.
outtlined above and as a part of a course in general introduced at the upper primary stage and is
eduication which does not envisage a specialised study continued till the end of the secondary stage.
of tthe entire history of the world, much less of the The overall objective of teaching geography as part
hisstories of a large number of countries and regions. of social sciences at the upper primary and secondary
It aaims at developing a broad understanding of the stages is to develop geographical literacy enabling
dewelopment of htiman civilisation over a long period the child to know the world in which he/she lives.
of Itime, covering various aspects of man's life in This is done in a spiral manner. At the upper primary
society. stage, segments/regions of the world are introduced.
TThe course has been covered in a two-volume Later at the secondary stage the world is taken as a
texttbook entitled The Story o f Civilisation, one volume whole to show different patterns to facilitate the
for each class. The textbook has numerous maps development of holistic view of the world.
ancd illustrations. For developing a global perspective, it is important
/As an authentic presentation of an introductory that theconcepts relating to space and territory are
couirse in world history appropriate for the secondary made clear to the child. This is done systematically
stajige, this textbook has been highly appreciated. It by introducing the elementary knowledge of the
wass revised recently to make it up-to-date and to elements of physical environment and giving
refUect in it the perspective of a post-Cold War world. examples of man-environment inter-relationships in
different parts of the world through a systematic
/As mentioned earlier, the developments in India
study of continents (physical reality) and case studies
hawe been included as components of world
of a few selected countries (political units and hence
dewelopments in different periods, besides three
man-made realities) from each continent. Protection
sepjarate units on The Heritage of India’. ‘Indian
o f the environment is among the major concerns
Awrakening’ and ‘India’s Struggle for Independence’
reflected in Geography courses.
witih which the history course at this stage concludes.
All these components are specifically related to fire Geography Syllabus and Textbooks at the Upper
■corre curriculum’. The chapter on ancient India in the Primary Stage
section dealing with ancient civilisations seeks to
briing out the main features of ancient Indian culture The Geography course at this stage aims at realizing
ancd civilisation. In the same section, a chapter on the following objectives:
inajjor religions of the world is also included. Cultural 1. to promote an understanding of the different
dev/elopments and religious movements, including elements of the physical environment which
Sifchism and Islam (in the context of Arab civilisation) affect man’s ways of living;
in imedieval period of Indian history are described in 2. to help the student realize that human beings
the; section on Medieval World. The chapter on The everywhere try to make the best possible use of
Herritage of India’ deals with the main features of their environment, including gifts provided by
Indiian culture, its development in various aspects in nature to satisfy their needs;
diffferent periods of Indian history and the factors
thait have gone into its making. The chapter on ’Indian 3. to help the student appreciate the role of man,
Awrakening’ focuses on major religious and social armed with science and technology, in
tefcorms movements which arose in the nineteenth developing the natural resources for raising the
cemtury and their impact, Eind on other aspects of standard of living of the people;
Indiian awakening. The chapter on ‘India’s Struggle 4. to help the student realize that man’s interaction
for Independence’ presents an overview of the main with the environment, has resulted in
 112
environmental degradation, e.g. depletion of
resources and pollution of the environment,
threatening the very survival of mankind. Hence,
there is an urgent need to use the resources of
the environment wisely;
5. to help the student understand the variety of
ways of living in different parts of the world and
interdependence of regions/countries, leading
utlimately to the promotion of international
understanding;
6. to develop and appreciation of the value of
cooperative effort at the local, national and world
levels for developmental activities;
7. to help the pupil learn from the experiences of
other peoples/nations and understand their
relevance to India in developing its own
resources.
8. to acquaint the student with the political map
of the world, location of different countries,
distribution of major resources and major
economic products entering into international
trade;
9. to develop an ability to use the tools of geography
such as maps, globes, charts and photographs;
and
10. to acquaint the student with elementary
methods of study used by goegraphers such as
field study/project work.
The course at the upper primary stage includes
elements of physical environment such as land, wa­
ter and air as well as the study of selected countries
from each continent in a graded manner. The basic
purpose of the latter is to provide a general intro­
duction of the continents and a few countries as rep­
resenting some typical examples of natural regions
and economic development patterns. The continents
of Africa, Australia, South America and Antarctica
have been taken in Class VI, following by the conti­
nents of Europe and North America in Class VII and
Asia in Class VIII. The study of four continents has
been taken up first because they represent a com­
paratively less complex nature of man-environment
inter-relationships. The continents selected for study
in Class VII represent a comparatively more complex
inter-relationship. The study of Asia is taken at the
terminal year of the upper primary stage because of
its complex physical divisions and wide varieties in
economic development and other human responses.
The geography of India is given special emphasis at
this stage.
FUNDAMENTAL DUTIES OF CITIZENNS
There are three textbooks, one for each class, baased
on this course. The major environmental issues hhave
been given particular attention in these books.
The textbook for Class VIII entitled Lands <and
Peoples, Part III of which the geography of India foDrms
the major part is particulary relevant in this contitext.
It discusses envornmental issues relating to foreests,
soil erosion, wild life, mineral resources and quaality
of life.
Geography Syllabus and Textbooks
at the Secondary Stage
The general objectives of teaching geography at t this
stage have been stated as follows;
1. to develop an understanding o f man ; and
environment inter-relationship at the global ldevel;
2. to develop an appreciation o f the inftter-
dependence of nations and regions of the wc/orld;
3. to develop and understanding and concern ahbout
the growing world population and its impacct on
environment;
4. to develop an understanding of the need forr the
protection o f the environm ent and the
conservation of nature and natural resourcees;
5. to develop an understanding that the econaomic
development of a region depends on several f facts
such as resources, level of scientific and
technological of the people;
6. to acquaint the students with the problems ffaced
by our country in the process of acceleratingg the
pace of development of its national economy/ and
the social transformation of its traditional soociety
into a modern one;
7. to develp skills and abilities to read, undersstand
and analyze geographical information and t data
presented in various forms such as photograaphs,
maps, graphs, diagrams and charts; and
8. to equip the students with needed abilities s and
attitudes to study and analyze problemns of
development having geographical dimensioDns in
a scientific manner.
Based on the general foundations laid at thee up­
per primary stage, the syllabus at this stage ainms at
providing a sound base for promoting and funrther
enriching the understanding of man-environnment
relationship and certain aspects of India’s econaomic
geography. In terms of classwise organization!, the
course in Class IX attempts to represent a vworld
pattern of the physical environment and huuman
 I FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM
ressponses. Selected topics from physical, human,
ecconomic and practical geography constitute the
maain content of this course. These broad content
areeas including Environment, Atmosphere, Lithos-
phtere, Resources (their classification, conservation),
huiman interaction with the environment (Man and
Foood Supply, Human Occupations), Natural Regions,
etc;.
"The Class IX textbook entitled Understanding En­
vironment, as the title itself indicates, has the study
of {environment and major issues and problems con­
nected with it as its focus. The approach followed in
deaaling with various components of the environment
willl be clear from the concluding partof the first chap­
ter* of the book. It reads, “Man is a part of the bio-
splhere. In the early periods of human history, hu-
maan beings were just like any other animal being
enttirely dependent on the environment. Food gath-
eriing, hunting and fishing could not sustain a large
pojpulation. With the development of agriculturee,
fooad was available in abundance and permanent
settlements came into existence. Mining of coal, iron
anid other minerals heralded the Industrial Revolu­
tion. These led to the increased production from fields
amd factories, and the colonization of new landmassed
likce the Americas and Australia. With the tools at his
command, man became a master of environment.
Main’s activities were aimed at satisfying his increas­
in g needs from the environment. With rapid increase
in 1human population during the last 100 years, his
neteds have increased enormously leading to an ad-
verrse impact on the physical and biological environ­
ment. Environmental pollution has taken place on a
larfge scale in industrial and urban areas. These envi-
rommental changes pose a threat to survival of man
on i the earth.
“There is an urgent need for protecting the envi-
romment from which man derives his food and other
resources. An understanding of the processes which
takte place in the environment is necessary so that
m an’s activities are reorganized in such a manner so
as not to interfere with the environment. Man has to
leairn to live in perfect harmony with the physical
amd biological environment so that the earth contin-
uess to be habitable for future generations as well”.
;A11 major environmental issues and problems are
discussed in this book with reference to land, water,
air;, biosphere, renewal and non-renewable resources
briinging into sharp focus problems of depletion and
degradation and pollution. There is a comprehensive
chiapter on ‘Human Impact on Environment’ and a
nuimber of contemporary issues are discussed at a
113
level which is expected to be comprehensible to
students of the age-group for whom this textbook
has been brought out. Though the framework in
which various aspects are dealt with is not related to
any particular region or country, every issue is related
to the Indian context through suggested exercises,
activities and projects. These include projects on
studying environment in the area in which the
student lives and changes observable in various
elements of the environment, studying pollution of
the environment in one’s area, examining sources of
pollution Eind indicating measures that may be taken
to reduce it. This book has been considered very
useful for promoting understanding o f and sensitivity
towards environmental issues and problems and an
active interest in ways o f dealing various levels.
The global framework adopted for Class IX is
followed by the study of India’s economic geography
which forms the course in Class X. The Class IX
course is expected to facilitate a better understanding
of developmental issues and problems in the Indian
context on which the Class X course focuses. The
main content areas included are Relief and major
physical divisions of India, Climatic diversity and
Monsoonal unity of India, Land use, Water Resources,
Mineral Resources, Manufacturing Industries,
Transport and Communications, International Trade,
Human Resources, etc. Environm ental and
population-related issues have been given particular
focus in this course which is covered in the textbook
entitled India — Economic Geography.
4. Civics
Civics is introduced as one of the subjects of sociEil
sciences at the upper primary stage and is continued
upto the end of the secondary stage. The courses in
Civics which have been formulated for these two
stages have as their focus the promotion among the
pupils knowledge and understanding of civic Eind
politiccd institutions and of contemporary problems
and challenges essential for well-informed and
responsible citizenship. Most o f the core curricular
areas are central to the objective o f any education in
citizenship and have been sought to be reflected in
these courses. Besides, the courses specifically include
the Constitutional provision on Fundamental Duties.
Civics Syllabus and Textbooks at the
Upper Primary Stage
The general objectives of the Civics course have been
stated as follows:
1. to provide the student w ith in telligen t
 114________
understanding o f the various social
responsibilities and civic processes;
2. to help the student understand our Constitution
and the values enshrined in it;
3. to acquaint the student with the machinery of
the government at different levels;
4. to make the student conscious of the
contemporary social and economic problems and
issues, in stillin g in him/her a sense of
responsibility to face them effectively;
5. to promote a feeling of Indianness among
students;
6. to promote among students the feeling of oneness
with the people and their institutions;
7. to inculcate in the students the values of
egalitarianism, democracy, secularism and
national integration; and
8. to develop in the student an understanding that
there is a need for internationl peace and
cooperation.
The study o f Civics is expected to play a crucial
role in the development o f civic values and, therefore,
it is essential that the teaching learning o f this subject
is not confined to a mere theoretical exercise in the
classroom For this purpose, a number o f co-curricular
activities and projects appropriatefor the pupils of this
age group have been suggested in the syllabus and
the texbooks. Several in-text questions have been
incorporated in the text with a view to facilitating
comprehension by providing linkages with the pupils’
real life experiences.
The textbook entitled Our Civil Life (for Class VI)
deals with the civic life in the community, civic
institutions at the local level and citizens’ role, public
property, its various types, and the need for its
protection, use of violence during agitations, peaceful
methods and voicing demands, cooperation, citizens’
duties and responsibilities with regard to the
intelligent use of the franchise, obeying laws, following
tules and principles, payment of taxes, maintaining
discipline, etc. The practical activities relating to the
environment and capacity of pupils at this stage are
recommended, such as projects for taking care of
ihe school property.
The Class VII textbook entitled How We Govern
Ourselves seeks to promote knowledge,
understanding and respect for the Constitutions and
various institutions set up under the Constitution,
ft explains Fundamental Duties at a level suitable
for comprehension by Class VII students. In the
FUNDAMENTAL DUTIES OF CITIZENNS
context of Fundamental Duties, a section brtiefly
explains the evolution of the National Flag. The
meaning and significance of National symbols — FFlag,
Anthem and Emblem — are explained and practtical
activities are suggested with a view to reinforcingg the
text.
The textbook for Class VIII entitled Our Coumtry
Today— Problems and Challenges deals with variious
issues that have a close bearing on Fundamesntal
Duties. The problems discussed in the texttoook
include challenges to democracy, seculariism,
equality, national integration, social problems ssuch
as caste system, untouchability, illiteracy, posiition
of women, dowry, problems of children, begggary,
drinking and drug addiction, communcal riots,, the
problems of Scheduled Castes and Schedule Triibes,
problems of economic development, povesrty,
unemployment, price-rise, population grovwth,
specific issues relating to national integrattion,
problems of defence of the country, role of the arrmed
forces and responsibilities of citizens, India’s relattions
with neighbours, and major world problems incluading
problems of environmental pollution. In each aarea,
activities and project are suggested with a vietw to
relating problems with the pupils’ environment: and
experience and instil in them a sense of responsibility.
Civics Syllabus and Textbook fo r Secondary Stcuge
The course at this stage aims mainly at prepaaring
students for their social and political role iin a
democracy. The broad objectives which it speccifies
are as follows:
1. to foster an urge among students for effecctive
participation in community affairs;
2. to develop an intelligent understanding off the
structure and working of the civic aind poliitical
institutions;
3. to develop an awareness and crittical
understanding of the various social, econiomic
and political challenges facing the country;
4. to develop an understanding of and respect for
different ways of life followed by people in vairious
parts of the country aind to inculcate in ycoung
students a sense of nationail unity; aind
5. to help the students appreciate the role: and
contribution of India and the United Natioins in
the promotion of intemation peace.
The broad areas covered in this course include: Man
as a Social Being, Mam as a Citizen, Government at
the Locad Level, Indian Constituion and its Saalient
Features, Fundamental Rights, Directive Principles
 FUJNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM
and Fundamental Duties, Government at the State
and National Levels, Our Courts, Democracy,
Electtions, Political Parties, Our Nation and Society,
Challlenges before Indian Democracy, Indian Foreign
fc'oliccy and the United Nations, World Problems. Some
of thie features of the course for the upper primary
stag^e such as the emphasis on co-curricular activities
and j projects have also been given an important place
in thiis course. The entire courses at this stagefocuses
on isssues which are closeley related to core curriculum
andFundamental Duties.
THiere is only one textbook, India-Constitution and
Goveernment based on this course. Like the other
texthbooks in Civics, this book also has in-text
quesstion and glossary for better comprehension and
relatting theoretical study with real life situations.
5. EEconomics
Certiain aspects of economic problems and economic
development are included in the course in Civics at
the i upper primaiy stage. At the secondary stage,
howeever, economics is introduced as one of the
^ubjjects in social sciences. The importance of
fecomomic literacy in developing well-informed and
Responsible citizenship cannot be exaggerated and it
is wiith a view to providing basic economic literacy
thatc the course in Economics has been visualized,
t'he j general objectives of this course have been stated
as foollows:
1. tto acquaint students with the contemporary
eeconomic problems and to help them appreciate
tthe efforts being made to solve these problems at
llocal and national levels;
2. tto foster an urge among students for effective
iparticipation in the tasks of national
rreconstruction;
3. tto prepare students to cope with the stress and
fstrain that occurs in the process of economic
ireconstruction;
4. tto develop an understanding of the nation’s
iphysical and human resources and their
{potentialities for a better tomorrow;
5. tto develop among students a favourable attitude
ttowards conservation and wise use of our natural
iresources, avoiding their misuse and wastage;
6. tto help students understand that various sectors
cof the Indian economy are interlinked and that
;all the sectors must develop simultaneously,
1through planned and well coordinated efforts;
7. Ito develop among students a passion for social
jjustice and an urge to resist exploitation in any
iform by men or by the state;
115
8. to familiarize students with the basic terminology
and elementary ideas of economics; and
9. to help students acquire skills in interpreting
simple statistical data.
The course provides a broad introduction to Indian
economy. The main themes covered in the course
are: Understanding an Economy, An Overview of the
Indian Economy (institutional set-up, main sectors,
population situation, contemporary economic
problems, consumer protection, etc.), Infrastructure
of the Indian Economy, Tow ards Economic
Development, and State as an Agency for Economic
Development. The course also recommends project
work which maybe undertaken by pupils as a part of
their study of this subject. The course, as mentioned
earlier, is an introductory one and does not require a
high degree of concentualization.
The NCERT has brought out one textbook based
on this course. It has been appreciated for its
approach in dealing with the subject and its broad
coverage.
C. Curriculum in Science
The National Policy on Education had emphasized
the strengthening of science education ‘so as to
develop in the child well-defined abilities and values
such as the spirit of inquiry, creativity, objectivity,
the courage to question, and an aesthetic sensibility’.
The NCF which provided the general framework of
objectives and content of science education upto the
secondary stage emphasized its importance ‘in
developing these abilities in cognitive, affective and
psycho-motor domains’. It also emphasized three
aspects o f the study o f physical and natural
environment under science education, viz. learning
about the environment, learning through the
environment and learningfo r the environment and that
‘it should be aimed at the development o f a genuine
concern, sensitivity and ability necessary fo r the
preservation and protection o f physical and natural
resources’.
The science syllabus for various stages of school
education has been developed keeping in view the
broad framework laid down in the NCF. Science, being
a component of an undifferentiated curriculum, up
to the secondary stage, has been visualized as an
undiversified subject and not discipline-based. In
preparing the syllabus and textbooks, an attempt has
been made to relate the ideas and concepts with the
immediate environment of the learners. This
approach facilitates the promotion of awareness,
knowledge and understanding of various issues and
problems concerning the environment, the rights and
 116
duties of the individual in society, the need for
conserving natural resources and the value of dignity
of labour. The inculcuation of a rational outlook and
scientific tem per is em phasized to combat
‘obscurantism and prejudices based on narrow
considerations of caste, sex or religion’. The courses
also deal with the biological unity of the human
species and the reasons behind apparent differences
between people belonging to various ethnic and
‘racial’ groups.
The NCERT’s report on ‘Environmental Education
in the School Curriculum developed by the NCERT
provides detailed information in this regard.
III. The Question of Effectiveness
It has been stated in Part I of this note that the
Fundamental Duties enshrined in the Constitution
are almost in their entirety reflected in the concept
of ‘core curriculum’ which was articulated in the
National Policy on Education adopted by Parliament
in 1986 and further elaborated in the National
Curriculum Framework formulated by the NCERT
in 1988. In Part II of the note, an attempt has been
made to show how the syllabuses and, where
necessary, textbooks developed by the NCERT in
Language (Hindi and English), Social Sciences
(History, Geography, Civics and Economics) and
FUNDAMENTAL DUTIES OF CITIZENSS
Science have sought to integrate and reflect all 1the
major components of the'core curriculum’ — in 1the
case o f Civics by specific references also> to
Fundamental Duties. The entire issue has beeen
presented as one of value'orientation that tthe
curriculum provides. While the value orientatiom in
language curriculum may be said to be direct, in otlher
subjects it may be more in terms of promotting
knowledge as well as a critical understanding aand
appreciation of the concerned issues and problesms
— the two may be said to be mutually complimentaary.
It may be necessary to note that what has beeen
stated in the foregoing pages refers to the ‘forimal’
curriculum. Any curriculum, however well formulaited
it may be, by itself does not ensure its effectiveneess;
it only provides the basic framework and the essenitial
pre-requisite for it. The effective implementation! of
curriculum, particularly in terms of realization! of
objectives for which it has been framed, depends? on
various factors such as the teacher transacting it,
the teaching-learning situation in the school, the
general ambience of the school as well as Ithe
infrastructure that it is provided with, the evaluattion
and examination system and many others. TThe
inculcation of values through curriculum and tlheir
translation in attitude and actual behaviourr is
particularly complicated as it involves many miore
factors which operate from outside the school.
 A ppe n d ix I

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 118 FUNDAMENTAL DUTIES OF CITIZENS

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 Appendix VI

138
Let’s Learn English Book n for Class n

S. Title of Lesson ThemeValueSoughttobe promoted

No.

1. Kutchu and His Family A united happy family Sharing household chores,
personal hygiene, taking care of the aged

2. The Hen and Her Chickens Self-help is the best help Self-reliance

3. Ravi goes Shopping Helping Mother with the Sharing household chores
shopping

4. The Hare and the Slow and steady wins the Determination, perseverence,
Tortoise race sincerity

5. Peas become Horse Gram Barbers become greedy Not being greedy
and are also foolish.
They lose everything

6. Poem 6. Two little Keys One can make friends by Courtesy, politencess
being polite

7. Poem 9. the School Clock Lessons we can learn from the clock Punctuality, doing one’s duty

Let’s Learn English Book HI for Class m

8. Birbal finds the Thief Two aerchants sell ghee. Truthfulness, honesty
One is dishonest and is
found out and punished

FUNDAMENTAL DUTIES OF Cm ZEN SS

9. Princess Laban Prince is kind to all kindness
those he meets on his
way and wins the
princess' hand in marriage

10. Stay Together Father shows sons the Unity

value of unity

11. A Wise King i) Each of two sisters Justice, truthfulness,

Claims baby as her forgiveness
own. King finds out
real mother and hands
over baby to her.

ii) King sets a trap Honesty, truthfulness

for thief
s. Title o f Lesson Theme Value Sought to be promoted

FUNDAMENTAL
No.

12. W.H.O. Nature and functioning Health care, sanitation, hygiene

of this organization

13. The Parts of the Body Cooperation

DUTIES AND VALUE ORIENTATION

14. The Emperor and the Emperor has a pet Compassion, loyalty, love of
Nightingale nightingale. They love freedom
each other. Emperor
later replaces the bird
with a toy bird that
breaks. In his sorrow
the nightingale comes
back for old times sake.

Poem No. 7 : Little Drops of Love and kindness even Kindness

Water in very small quantities
give happiness.

IN NCERT CURRICULUM
English Reader Book n for Class V

15. The Mightiest King in Over ambitious sage is Self-respect

the World - Part II put in his place by a mouse.

16. The Lotus Princess A simple farmer boy Humility, simplicity, dignity, of
Part I and II through his sincerity, labour
and kindness wins the
hand of a princess in marriage.

17. The Story of a Telegram Baldey gets a telegram Kindness, sympathy, friendship
about his mother being
very ill. His friends
rally round.

18. William Tell An archer risks son’s Courage, self-respect, love for
life rather than acknowledge one’s country, self-confidence
a tyrant’s authority.

English Reader Book m for Class VI

19. Sultan Saladin and Saladin tries to trick Religious tolerance

the Jewish Merchant Jewish merchant into
incriminating himself but
in the process leam s a lesson in
religious tolerance.
S. Title of Lesson Theme Value Sought to be promoted

140
No.

20 . The Righteous Kind Virtues of two kings Righteousness, justice, humility

are extolled and one
acknowledges the virtues
of the other as being
superior to his own.

21. Columbus Discovers Voyage of Columbus and Courage, perseverence, endurance

America : Parts I and II the problems he faces
en route

22 . Ants Industrious nature of Unity, cooperation

ants

23. Poems 1 and 2 : The Town The grass always appears Positive attitude
Child, The Country Child greener on the other side

English Reader Book IV for Class VII

24. A New Idea of Good New boy is shown around Helpfulness, kindness, courtesy
Manners school and made to feel
at home
25. Thomas Alva Edison Edison's work and account of Perseverence, self-reliance, being
his inventions helpful to others
26. Shri Ramakrishna Account of Shri Parama- Universal brotherhood, religious
Paramahansa hansa's life and teachings tolerance
27. A Letter from a Pen Exchange of information Understanding and appreciation of
Friend about customs and other cultures

FUNDAMENTAL DUTIES
traditions and culture
of the two countries —
Japan and India.

28. Poem No. 3 : My Land Love for one’s Country Patriotism

29. Poem No. 4 : No Men are We are all one, in this Universal brotherhood
Foreign world and what we do to
others we do to ourselves

30. Lady Clare Story about mistaken Truthfulness and Trust

OF CITIZENSS
identity, and Lady Clare
setting it right
s. Title of Lesson Theme Value Sought to be promoted

FI UNDAMENTAL
No.

English Reader V for Class VIII

31. The Spark Neglected A small problem could Neighbourly love, forgiveness

DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM

Burns the House escalate into a major
catastrophe unless
checked at the beginning

32. Gandhiji as a lawyer Extract from “My Experi­ Honesty, truthfulness, justice
ments with truth"
Gandhiji’s Autobiography

33. Poem No. 3 Mere size is no crite­ Dignity, self-confioence

The Mountain and the Squirrel rion for greatness.
The smaller beings are
equally great in their
own way.
34. Poem No.7 A country is built by Loyalty, work, patriotism
A Nation’s Strength the citizens’ labour

Supplementary Reader for Class IX Course B

35. Caged A mam who has been Love of freedom, empathy

imprisoned for 5 years
sets free 2 birds kept in a cage.

36. The Dilemma Boy thinks his uncle is Doing one’s duty, justice
an runaway convict and
is tom between duty and filial love.

37. The Blanket Boy is heart-broken at Caring for the aged members of
his grandfather being family
sent to an old folks Home.

38. The Gift of the Magi A husband and wife sac­ Love, sacrifice
pg. 56 rifice their dearest possessions to
give a gift that others want.

Supplementary Reader for Class X Course B

39. Not Just Oranges A child breaks a neigh­ Fortitude, forgiveness

bour’s expensive vase.
There is initial anger
followed by remorse.
S. Title of Lesson Theme Value Sought to be promoted

142
No.

40. The End of the Rope A mountaineering guide Understanding, self-respect,

teaches a tourist a courage
lesson.

41. I Can Play Schools A mother obsessed with Love, understanding

daughter’s 'abnormality'
is taught by a child to accept
it as matter-of-facility

42. War Different people talk Empathy, understanding

about their children
going to or dying in war

43. Quality A shoemaker’s conscientious and Self-respect, dignity

honest work produces quality
goods at the cost of this trade

English Reader for Class IX

44. Somebody’s Mother This is about helping an Caring for the aged, compassion
old ragged and ailing
mother of somebody.

45. Sympathy Material comforts and Sympathy, concern for others

posessions are fine but
sympathy is heavenly.

46. The Happy Prince A benevolent prince after Selflessness, self-sacrifice,

his death also sacrifices, caring for the poor
everything (the saphires,

FUNDAMENTAL
ruby, the gold that adorns
the prince’s statue) for the
betterment of the poor.
He also inspires a swallow to
follow the path of self- less help.

DUTIES
47. The Shoeshine No work is great, big or small. Dignity of labour
There is dignity of labour.
The shoeshine helps the
protagonist realise this with

OF CITIZENNS
his helping nature and lending
a hand of friendship.

48. The Nightingale and The enchanting nightin­

the Glow-worm. Pg. 77 gale after the day’s work
gets a glow-worm for food.
§. Title Of Lesson The Fne Value §ougfii to fee promoted

FUNDAMENTAL
No.

But the glow-worm convinces

him that the same divine
power had taught the nightin­
gale to sing and the glow-worm

DUTIES AND VALUE ORIENTATION

to shine. One beautifies
with music the other with light.

English Reader for Class X

49. Human Environment What does being human Peace, tolerance, fellow-feeling
and civilized mean? universal brotherhood
50. Little Brother A very young boy saves Love, courage, responsibility
his newborn sister’s
life by fleeing to Holland
when Germany

IN NCERT
attacked his country.

51. The Perfect Life In this world one can Appreciation, achieving perfection
see beauty and
perfection even in small

CURRICULUM
and short-lived things.

52. On Saying Please The little courtesies Good manners, courtesy

keep the machine of life oiled
and running smoothly.

53. The Bishop’s The good-natured Bishop Forgiveness, kindness

Candlesticks forgives the convict
who has stolen his silver
candlesticks.
 Annexure B

Fundamental Duties and

Value Orientation in
NCERT Curriculum
and Textbooks
 Contents

F or ew o r d

I ntro d u ctio n

1. Article 51 A (a)

2. Article 51 A (b)

3. Article 51 A (c)
Article 51 A (d)

4. Article 51 A (e)
Article 51 A (f)

5. Article 51 A (g)

6. Article 51 A (h)

7. Article 51 A (i)

8. Article 51 A (j)
 Foreword

The Committee set up by the Government of India on 21 July 1998 ‘to

Operationalize the Suggestions to Teach Fundamental Duties to the Citizens
of the Countiy’ has the following as one of its terms of reference: To review
the existing programme already being implemented by the NCERT under
the National Curricular Framework and the need for identifying additional
inputs into it.’ Soon after the Committee was set up, NCERT prepared a
status note on ‘Fundamental Duties and Value Orientation in NCERT
Curriculum’ which indicated the broad framework in which Fundamental
Duties had been incorporated in NCERT’s curriculum, syllabuses and
textbooks. After the status note was submitted to the Committee for its
consideration, it was felt that a report on the coverage of Fundamental
Duties based on a detailed analysis of NCERT’s syllabuses and textbooks
in a few subject areas would facilitate the work of the Committee in reviewing
the existing programme and identifying additional inputs.
The present report is based on a detailed study of NCERTs curriculum
and textbooks in Science, Social Sciences (History, Civics and Geography),
Environmental Studies (Social Studies and Science) and Hindi. The report
has been prepared by my former colleagues Professor S.H. Khan and
Professor D. Lahiiy with the support of Professor Arjun Dev and his
colleagues in NCERT’s Department of Education in Social Sciences and
Humanities. I am grateful to them for the work they have done in completing
the analysis of materials and preparing the report in a very short time.
I hope the Committee will find this report useful in its work.

19 March 1999 A.K. S harm a

New Delhi Director
National Council of Educational Research and Training
 Introduction

The Constitution of India lays down the basic framework of independent

India’s goals and the direction of its development as an independent nation.
The Preamble to the Constitution proclaims the resolve of the people of
India to constitute India into a Sovereign Socialist Secular Democratic
Republic and to ensure to all its citizens social, economic and political
justice, liberty of thought, expression, belief, faith and worship, equality of
status and opportunity and to promote among them all fraternity assuring
the dignity of the individual and unity and integrity of the nation. Parts III
and IV of the Constitution deal with Fundamental Rights and Directive
Principles of State Policy respectively. Part IVA (Article 51A) on Fundamental
Duties, which was added to the Constitution in 1976, lays down as the
duty of every citizen of India to abide by the Constitution and respect its
ideals and institutions, the National Flag and the National Anthem; to cherish
and follow the noble ideals which inspired our national struggle for freedom;
to uphold and protect the sovereignty, unity and integrity of India; to defend
the country and render national service when called upon to do so; to
promote harmony and the spirit of common brotherhood amongst all the
people of India transcending religious, linguistic and regional or sectional
diversities, to renounce practices derogatory to the dignity of women; to
value and preserve the rich heritage of our composite culture; to protect
and improve the natural environment and to have compassion for living
creatures; to develop scientific temper, humanism and the spirit of inquiry
and reform; to safeguard public property and to abjure violence; to strive
towards excellence in all spheres of individual and collective activity
so that the nation constantly rises to higher levels of endeavor and
achievement.
The provision of Fundamental Duties in the Constitution indicates
the general framework of the value system which every Indian citizen is
expected to imbibe and may be said to be integral to the realization of
India’s national goals as enshrined in the Constitution. While in the goals
of every political and social order, there is an implicit concept of values and
duties of citizens, the provision o f Fundamental Duties in the Indian
Constitution explicitly articulates the value system in the form of citizens'
duties as an imperativefor thefurtherance and realization of India’s national
goals.
The general framework of goals, policies and programmes in the field
of education are derived from the national goals and principles laid down
in the Constitution. All efforts at the reform and restructuring of education
in India since independence have aimed at furthering national goals. The
Resolution on the National Policy on Education issued by the Government
of India in 1968, while expressing its resolve to promote the development of
education in the country, laid down the following: “The educational system
must produce young men and women of character and ability committed
 152

to national service and development. Only then will education be able to

play its vital role in promoting national progress, creating a sense of common
citizenship and culture, and strengthening national integration”.
The implementation of the 1968 National Policy on Education led to
the establishment of a common structure of school education throughout
the country. The new structure provided for ten years of undifferentiated
general education with five years of primary, three years of upper primary
and two years of secondary education. A National Curriculum Framework
was also formulated in 1975 as a part of the implementation of the new
structure. The study of one to three languages at different stages, Science,
Mathematics and Social Studies/Social Sciences, besides art education,
work experience and health and physical education were made compulsory
for every student in this framework.
The National Curriculum Framework also articulated the general
objectives of curriculum in the following words: ‘The awakening of social
consciousness, the development of democratic values and of a feeling for
social justice and national integration are extremely important.... National
integration can be achieved only through a proper understanding and
appreciation of the different sub-cultures of India and the common bonds
that hold them together. Discrimination of any kind based on sex, caste,
religion, language or region is to be looked at with aversion because it is
irrational, unnatural and harmful to the growth of modern India. All subjects
should be taught in such a manner as to foster the spirit of scientific
humanism”. The courses and textbooks that were designed as a follow-up
of this Framework sought to reflect these objectives.
The adoption of the National Policy on Education by Parliament in
1986 is a major landmark in the history of education in independent India.
It envisaged the building of a National System of Education on the basis of
a common structure, which by then had been accepted throughout the
country, and what it called ‘a national curricular framework which contains
a common core along with other components that are flexible’. This was
the first time when the formulation of a national curriculum framework
with a common core became a part of national policy. More importantly, it
identified the components of the ‘common core’ which provide the basic
value framework and orientation of school curriculum in India. The
“common core”, it stated, “will include the history of India’s freedom
movement, the constitutional obligations and other content essential to
nurture national identity”. The Policy further laid down the following
components of the ‘common core’ : “These elements will cut across subject
areas and will be designed to promote values such as India’s common
cultural heritage, egalitarianism, democracy and secularism, equality of
the sexes, protection of the environment, removal of social barriers,
observance of the small family norm and inculcation of the scientific temper.
All educational programmes will be carried on in strict conformity with
secular values.” ‘To promote equality”, it laid down, “it will be necessary to
provide for equal opportunity not only in access, but also in the conditions
of success. Besides, awareness of the inherent equality of all will be created
through the core curriculum. The purpose is to remove prejudices and
complexes transmitted through the social environment and the accident of
birth”. The Policy also laid stress on value education ‘based on our heritage,
national and universal goals and perceptions’, fostering of ‘universal and
eternal values, oriented towards the unity and integration of our people’,
 153

and on the ‘combative role' of education in eliminating ‘obscurantism,

religious fanaticism, violence, superstition and fatalism’. In Part IV of the
Policy, dealing with Education for Equality, various measures for education
for women’s equality, education of Scheduled Castes and Scheduled Tribes
and of minorities and other sections were laid down. While referring to the
educational development of the minorities, the Policy also stated that
“objectivity will be reflected in the preparation of textbooks and in all school
activities, and all possible measures will be taken to promote an integration
based on appreciation of common national goals and ideals, in conformity
with the core curriculum.” Part VIII of the Policy dealt with the enrichment
of the curricula and processes of education by ‘cultural content in as many
manifestations as possible.’
The formulations of the 1986 National Policy on Education on ‘core
curriculum’ and other aspects may be said to provide the basic principles
for the value orientation of school curriculum. It may be noted that the
National Policy which was adopted ten years after the incorporation of
Fundamental Duties in the Constitution reflected almost each and every
element mentioned in the Fundamental Duties. It may also be said that the
values which are reflected in the Policy's concept of ‘core curriculum’ are
almost entirely and fully in accordance with the Fundamental Duties.
While the general framework of the value orientation of curriculum
was laid down in the ‘core curriculum’ and related principles stated in the
National Policy on Education — which, as stated earlier, were in almost
complete conformity with Fundamental Duties — it was further elaborated
in the National Curriculum for Elementary and Secondary Education — A
Framework (NCF) brought out by the NCERT in 1988 as a part of the
implementation of the National Policy on Education.
In its chapter on Emerging Concerns and Imperatives (Chapter 1),
the NCF dealt with various curricular and pedagogical issues and concerns
such as Preservation of Cultural Heritage, Constitutional Obligations,
Strengthening of National Identity and Unity, Character Building and
Inculcation of Values, Protection of the Environment and Conservation of
Natural Resources, Education for All-round development, Inculcation of
Scientific Temper, etc. The NCF, in its Chapter 2 on Organization of
Curriculum, discussed the various ways and means for the introduction of
‘core curriculum’ at all levels of school education, and their integration in
the regular subjects included in the scheme of studies proposed for various
stages of school education. It provided for the general framework of objectives
of courses proposed in the scheme of studies, including indications of the
place of ‘core curriculum’ in various subject areas. It also dealt with the
question of adopting appropriate strategies for providing learning experiences
and organizing teacher-pupil activities which are crucial for effective use of
curricular content and achievement of curricular objectives.
The NCF was made the basis for the orientation of content and process
of school education which was initiated throughout the country. The process
of implementation of the NCF was supported by the Guidelines and Syllabi
which the NCERT brought out in 1988 in various subjects. Almost every
state in India developed new courses of study and prepared new textbooks
to give effect to the major thrusts of the National Policy on Eklucation and the
guidelines provided by the NCF. The extent o f the implementation o f the NCF,
particularly o f the ‘core curriculum’ laid down in the National Policy and
elaborated in the NCF, however, varies from State to State.
 154

This report presents the existing position in respect of the coverage

of each clause of Article 51A (on Fundamental Duties) of the Constitution
of India in the NCERT curriculum. It is based on an analysis of the Guidelines
and Syllabi as well as textbooks brought out by NCERT after the adoption
of the National Policy on Education by the Parliament in 1986. The
Guidelines and Syllabi as well as textbooks in three subjects, viz. Language
(Hindi), Science and Social Sciences (History, Geography and Civics) for
Primary (Classes I-V), Upper Primary (Classes VI-VIII) and Secondary
(Classes IX-X) stages have been examined with a view to assessing the
coverage of each clause of Article 51 A.
The report for each clause has the following components: (l)Text of
the clause and introduction; (2) Subject-wise description of the coverage in
terms of (i)objectives stated in the syllabus of the subject which have a
bearing on the understanding of the clause, (ii)content outline relating to
the clause given in the syllabus of the subject, (iii)activities, if any, related
to the clause in the syllabus of the subject, (iv) a brief description of the
coverage of the clause as given in the textbooks of the subject and
(v)suggested activities, projects, etc., if any, relevant to the clause given in
the textbooks. The presentation of the coverage for the relevant subject(s)
and school stage (s) is followed by a general assessment of the coverage.
It may be noted that the school curriculum up to the end of the
secondary stage is undifferentiated and that all subjects are compulsory
for all students.
The general approach to the teaching-learning of Fundamental Duties
in NCERT’s curriculum has been indicated in the note entitled ‘Fundamental
Duties and Value Orientation in NCERT Curriculum — A Status Note’. The
present report seeks to provide a detailed statement of the subject-wise
and stage-wise coverage of Article 51 A in the syllabi and textbooks in
Language (Hindi), Social Sciences and Science for Primary, Upper Primary
and Secondary stages brought out by NCERT.
 Article 51 A (a)
Artrticle 51A Fundamental Duties — It shall be the duty of every citizen of India —
(a)i) to abide by the Constitution and respect its ideals and institutions, the National Flag and the
Naational Anthem....
Thhe Constitution is the fundamental law of the land.
It £sets out the national goals and ideals, epitomises
thae aspirations of the people, and lays down the
pririnciples of governance. The Preamble to the
Coonstitution expresses the resolve of the people of
Inodia to constitute India into a Sovereign Socialist
Seecular Democratic Republic and the goals of
seecuring to all its citizens Justice, social, economic
annd political; liberty of thought, expression, belief,
faiiith and worship; Equality of status and of
oppportunity; and to promote among them all
Frcaternity assuring the dignity of the individual and
thae unity and integrity of the nation.
' The National Flag and the National Anthem are
thae symbols of the sovereignty of the nation and its
ideeals and goals.
NCERT curriculum and textbooks seek to
prrom ote am ong stu d en ts kn ow ledge and
umderstanding of the Constitution and its ideals
amd institutions, and of the National Flag and
thae National Anthem and to instill in learners an
atttitude o f respect towards them. The main
surbject areas through which it is sought to be
doane are mainly Environmental Studies (Social
Sttudies), Social Sciences (History and Civics) and
Lainguage (Hindi) at various stages of school
ediucation. The nature, extent and depth of the
coTverage of various components varies depending
om the subject and the stage of education.
Emvironmental Studies /Social •Studies
Thiis subject is a part of the school curriculum at the
prrimary stage. Some of the components of Article 51A
(a)) are dealt with in the themes relating to history
and civics included in the curriculum and textbooks
of this subject.
I Curriculum and Syllabus
The statement of Objectives includes the following:
‘(The pupil) develops norms and modes of behaviour
that are consistent with the values enshrined in the
Constitution of the country such as democratic way
of life, national identity, equal rights and
responsibilities, respect for other religions and ways
of life, concern for others, cooperation.’
The Content outline includes the following:
Class I. National Anthem and National Festivals
Class II. National Festivals — Independence Day,
Republic Day and Gandhi Jayanti
Class III. Stories relating to National Festivals.
Egalitarianism, Democracy and Secularism
— Local Bodies.
Class IV
— Our National Symbols - their significance.
— Government at the National, State and local levels
— Our National Goals: Democracy, Secularism and
Socialism
— Fundamental Rights, Directive Principles,
Fundamental Duties of the citizens.
n Textbooks
Classes I & II — No textbook has been prepared or
recommended for classes I & II by NCERT.
1. Class III —We and Our Country. The textbook
introduces India in a very general way. Unit II of the
 156 FUNDAMENTAL DUTIES OF CITIZENNS

book includes description of National Festivals. The Ill Suggested Activities

unit also explains the working of democratic At the end of each chapter in these textboooks,
institutions at the local level like Village Panchayats activities to be undertaken by the students have boeen
and Municipal Committees. It has been highlighted suggested. Some of the activities related to abbove
that these institutions are elected bodies and that mentioned units are as follows.
they function for the welfare of the people. 1. Collecting Pictures of National Festivals
2. Class IV — Our Country India The textbook 2. Playing the game of electing a leader of the cfclass
includes details about the life and culture of the 3. Learning National Anthem by heart and singirng it
people of India. One unit of the book is wholly devoted
4. Drawing a picture of the National Flag
to the formation and functions of the Government.
The unit highlights the main features of the History
Constitution of the country. It explains the concepts
of democracy, socialism and secularism in a simple The course content of History at the upper prirrnaiy
way. It mentions Fundamental Rights of the citizens stage covers Indian history from ancient to moddern
and Directive Principles of State Policy. It also periods. Themes included in the modem period ccover
explains their significance. The role of judiciary in a large number of topics related to freedom stru/iggle
protecting Fundamental Rights and in dispensing and to the making of the Constitution. The coiurse
justice has also been highlighted. content of history at the secondary stage covers 5the
It has been pointed out that to enjoy Fundamental history of civilization from ancient to modern pericods.
Rights citizens have to perform certain duties. It also covers a few themes related to modern pejriod
Fundamental Duties have also been indicated in the of Indian history, like the cultural heritagte of
unit. Students have been urged to respect and follow India, Indian awakening and India’s struggle: for
the Constitution of the country. freedom.
One of the units deals with the formation and
functions of the Government at the Centre and in Stage: Upper Primary Stage
the States. The procedure of election and participation
I. Curriculum and Syllabus
of the people, both men and women, in the elections
have been highlighted. The content outlines for class VIII include the
following:
The National Symbols — the National Flag, the
National Anthem and the National Emblem — have — Interim Government and Constituent Assemtbly.
been presented as the symbols of unity, freedom and — Framing of the Constitution
sacrifice of the people and as bonds of oneness and
unity of the people. While describing the National n. Textbook
Flag, details about its size and the colours have been Class VIII. Modern India: A large part of the textbook
included. Rules to show respect to the Flag have also deals with the freedom movement in India. B rief
been given. Importance of the National Anthem has references to the making of the Constitution! for
been explained. Rules of showing respect for the Independent India have been made while descrilbing
Anthem whenever it is sung or its tune is played have the story of the freedom struggle. For instance,, the
also been included in the text. Reference has also declaration by the Congress in 1934 that Indiians
been, made to the significant aspects of the National alone were competent to frame the constitutions has
Emblem, notably ‘Satyameva Jayate’ (Truth alone been mentioned in the textbook. Reference has tbeen
Triumphs). made to the demand of the Congress for conveniing a
Constituent Assembly elected by the Indian pecople.
3. Class V —Our Country and the World The textbook
Subsequently, the form ing of the in terim
largely deals with the life and culture of the people
government and convening of the Constituent
living in different parts of the world. The last unit of
Assembly have been included in the text. It has also
the book deals with the story of India’s freedom
been mentioned that the Constituent Assembly
struggle. While summing up the story it has been
started its work of framing the Constitution in
stated that Indian leaders never accepted the idea of
religion as the basis of State. ‘After gaining December 1946.
indpendence the people of India set up a State where At the end of the story of the freedom strugg'le, it
people of every religion live freely and as equals’. has been mentioned that at the time of attainment of
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
In d ep en d en ce in August 1947, the work of
fratming the Constitution was in progress, that it
wais com pleted on 26 November 1949 and
that the Constitution came in force on 26 January
19150.
Stage: Secondary Stage
I. (Curriculum and Syllabus
Thie statement of Objectives includes the following:
To> enrich the understanding of those aspects of
Indian historical development which are crucial to
an understanding of contemporary India.’
n. Textbook
Class X — The Story o f Civilization, Vol. II - Chapter
16 of the book deals with India’s struggle for freedom.
In the process of describing the story of India’s
struggle, references have been to the demand for the
formation of a Constituent Assembly elected by adult
fra nchise to decide the Constitution for India. Later,
the formation of the Constituent Assembly and its
w ork in fram ing its work in December the
Constitution which came in force on 26 January 1950
are described.
The content of the textbook refers to Jawaharlal
Nehru’s speech on the occasion of moving the
Objectives Resolution in the Assembly. The Assembly
resolved that in independent sovereign India, ‘justice,
social, economic and political; equality of status, of
opportunity, and before the law; freedom of thought,
expression, belief, faith, worship, vocation,
association and action will be guaranteed and secured
to all people of India’. This was reflected in India’s
Charter of Freedom adopted by the Constituent
Assembly in January 1947. The Charter has been
reproduced in the textbook.
Civics
Civics is taught as a component of social sciences at
upper primary and secondary stage.
The main objectives of teaching Civics at upper
primary stage are to create awareness about the
features of the Constitution of India and the way the
Governments function at local, state and union levels.
The course content at this stage covers in the
beginning the functioning of local governments. In
class VII, the syllabus is entirely devoted to the study
of the Constitution.
In class VIII the problems and challenges faced by
independent India have been included.
157
The main objective of teaching Civics at the
secondary stage is to reinforce the understanding
which students have developed at the upper primary
stage. Thus the course content covers many areas
which have been dealt with earlier. At the secondary
stage, however, the treatment is in greater detail and
depth than before.
Stage: Upper Primary
I. Curriculum and Syllabus
(a) The statement of Objectives includes the following:
1. To help the students understand our Constitution
and the values enshrined in it.
2. To acquaint the students with the machinery of
the government at different levels
3. To inculcate in the students an understanding
of the values of egalitarianism, democracy,
secularism and national integration.
(b) The Content outline includes the following:
Class VI: Local Government — Rural Local
government — Urban
Class VII: Features of the Constitution- Making
of our Constitution — Basic values enshrined in the
Constitution — National and State governments —
Fundamental Rights and Fundamental Duties —
Directive Principles of State Policy — Indian
Citizenship — National Symbols
Class VIII: Our National Goals: Democracy,
Socialism, Secularism — National Integration and
International Understanding.
(c) Projects/Activities
Projects recommended aim, among others, at
developing the following:
1. Showing respect for the Constitution and values
enshrined in it.
2. Showing awareness of the Fundamental Rights
and Duties incorporated in the Constitution
3. Obeying laws and rules
4. Showing respect for National Symbols
5. Showing awareness of our National Goals
viz. Democracy, Socialism , Secularism ,
National Integration and International
Understanding.
Suggested Projects
1. Election process from nomination to declaration
of results of election of Students Union, Village
Panchayat, Municipal Committee.
 158
2. Functioning of the following in terms of their
achievements and difficulties faced: Village
Panchayat/Municipal Committee or Corporation,
Block Samiti, Zila Parishad
n. Textbooks
1. Class VI — Our Civic Life. Three chapters of the
textbook deal with the democratic institutions at the
local level like Village Panchayat, Municipalities and
Municipal Corporation. In one chapter, the concept
of Panchayati Raj has been explained. It has been
mentioned that through local governments, people
learn to solve their problems and also get training in
democratic ways of running their affairs. These
governments also help local people to develop self-
reliance, initiative and spirit of cooperation. It has
been explained that local people are aware of their
needs and problems and try to solve them in their
own way.
The textbook provides detailed information about
the democratic procedures of formation of local
governments and their functions.
2. Class VII — How We Govern Owselves. Almost
the entire textbook deals with the ideals and
institutions as enshrined in the Constitution of India.
In the beginning, a brief history of the making of the
Constitution has been given. It has been pointed out
that elections were held to elect a .Constituent
Assembly for India in 1946.
The textbook explains the ideals of the Constitution
which have been given in the Preamble to the
Constitution. The Preamble has been reproduced in
the book and ideals contained in it like democracy,
secularism, socialism have been explained.
One chapter of the book describes the main
features of the Constitution including the federal
character, Fundamental Rights, Directive Principles
and role of the judiciary in solving the disputes among
States, protecting Fundamental Rights of the citizens
and dispensing justice to people.
The textbook explains in detail some of the
Fundamental Rights and the Directive Principles of
State Policy. The difference between the two has also
been clearly brought out. The significance of the
Fundamental Rights like Right to Equality, Right to
Freedom of Speech, Right against Exploitation, Right
to Freedom of Religion and Cultural and Educational
Rights, etc. has been brought out.
The textbook explains the composition and
functions of the law-making bodies of our country.
FUNDAMENTAL DUTIES OF CITIZEN9S
The functions of the President, the Prime Minisster
and the Council of Ministers and also of the governnor,
the chief minister, etc. in the States have also boeen
explained.
The judicial system of our country has also boeen
explained in the textbook. The composition aand
functions of the Supreme Court, High Courts aand
Subordinate Courts have been detailed. The rolde of
judiciary in dispensing justice, protecting 1the
Fundamental Rights of the citizens and safeguardding
the federal character of the country has beeen
highlighted.
The nature of citizenship in our country has boeen
explained in one of the chapters of the book. IThe
qualities of a good citizen like obeying the laws of t"the
land, paying taxes on time, participating in the
elections have been highlighted.
Fundamental Duties of the citizens as incorporaated
in the Constitution have been included in a chappter
of the textbook. The foremost of these duties iss to
abide by the Constitution and respect its ideals jand
institutions. It has been stated in the textbook tthat
during the national struggle for freedom, people wvere
inspired by the high ideals of non-violence, democrracy
and secularism. Now as the Constitution enshriines
these ideals it is our duty to abide by them. 'The
textbook also mentions other duties of the citizzens
like upholding and protecting the sovereignty i&nd
unity of the country, to promote harmony and sjpirit
of common brotherhood amongst all the peopUe of
India, to value and preserve the rich heritage of Imdia,
to protect the environment, and to develop the
scientific temper, etc.
At the end of the book, National Symbols have toeen
described. The content includes the descriptionis of
the National Flag, the National Anthem and the
National Emblem. Students have already b>een
introduced to them in their earlier classes. The
present book gives more details about each of thiem.
For instance, the historical background of the
development of the National Flag has been giwen.
Significance of the colours of the flag has also toeen
explained.
Practical Activities
Some practical activities have been included im the
textbook. These relate to elections at classroom ltevel,
evolution of the National Flag and the National
Emblem.
3. Class VIII — Our Country Today— Problems and
Challenges. The textbook deals with various isfsues
| {FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
relating to national goals. The content of the book
presents an explanation of the concepts of democracy,
secularism and socialism. For instance, various
diimensions of democracy like political and social
deimocracy have been explained. Democracy as the
funidamental value of our society has been further
explained in terms of representative democracy
wherein the worth of the individualis vote, role of
poliitical parties, etc. have been highlighted. The role
of education in strengthening democracy has also
bee:n emphasized. Similarly, the concepts of secular
statte and economic equality have been explained by
citimg examples from real life situations of the people
pf the country. The goals enshrined in the
Comstitution have been related to National Integration
andl International Peace and Understanding. It has
bee*n emphasized that national integration and unity
of tlhe country are necessary for economic progress
andl welfare of the people, and international peace is
essential for the growth and progress of all countries.
While bringing out the significance of the national
goalls, the problems faced by the people have also
t>eem discussed.
fetage: Secondary Stage
I. Curriculum and Syllabus
(a) The statement of Objectives includes the following:
To develop an intelligent understanding of the
structure of the civic and political institutions
(b) The Content outlines include the following:
1. Government at local level
la. Citizen and local government
'2. Governments at the State and National levels
((a) The Citizen and State Government
The State Government: Legislature,
Executive, Judiciary
The role of the State Government in citizens’
social and economic life
(b) (i) The citizens and the National Government:
Parliament, the President, Prime Minister
and the Cabinet — Supreme Court
(ii) Study of the Fundamental Rights and
Fundamental Duties
(iii) Directive Principles of State Policy
n. Textbook
India — Constitution and Government
The major part of the content of the textbook deals
with the ideals and institutions of the Constitution.
After explaining the concepts of society, citizenship
159
and government, the textbook deals with the
Constitution of India and its features. Fundamental
Rights and Directive Principles of State Policy have
been described in detail. Theoretical constructs of
the concept o f dem ocracy and its essential
components like significance of elections and role of
political parties have been explained through
examples from Indian democracy.
Democratic institutions created by the
Constitution have been dealt with in detail and depth.
Composition and functions of the governments at the
Union, State and local levels and their functions have
received deeper treatment compared with the one in
earlier classes.
One chapter has been devoted to the judicial
system of the country. Role and functions of the
Supreme Court, High Courts and Subordinate Courts
have been discussed. It also deals with the
independence of judiciary, appointment and removal
of judges, jurisdiction of courts, etc. Reference has
also been made to Lok Adalats and Public Interest
Litigation system.
Suggested Projects/ Activities
The textbook includes in-text questions as well as
hints to teachers for activities.
The syllabus in Civics includes a list of Projects
which basically aim at providing training in
citizenship. The following suggested projects relate
to the ideals and institutions of the Constitution.
1. Organizing school government
2. Election process from nomination to declaration
of results of Village Panchayats, Legislative
Assemblies.
3. Achievements and Problems of the following:
i. Village Panchayat
ii. Panchayat or Block Samiti
iii. Local Administration
iv. Municipal Corporation
4. Organizing Youth Parliament
Language (Hindi)
Language is a powerful vehicle for communicating
information and internalising values. Though at
primary and upper primary stages the main objective
of teaching language is development of linguistic
skills, knowledge about important aspects of life is
also imparted and effort is made to inculcate values
in learners. At the secondary stage, stress is laid on
literary aspects.
 160
Primary Stage
I. Curriculum and Syllabus
At primary stage of education, the main objective of
teaching language is to develop linguistic skills. Along
with this some important information about life is
imparted and desirable values are inculcated. To
achieve these objectives, relevant thematic content
is selected for the textbooks.
The thematic content related to ideals and
institutions of the Constitution as suggested in the
syllabus is as under:
Classes I & II. Names of eminent freedom fighters.
Names of National Festivals - National Anthem.
Class III. National Emblem and Symbols
Class IV. Poems conveying the message of unity and
oneness
n. Textbooks
1. Class I Bal Bharti -Bhag 1
Page 58. Picture of National Flag has been given.
Page 104. Lesson ‘Jhanda' is a poem on the
National Flag. It has been indicated in the poem that
pur National Flag has three colours and that it is
palled Tiranga’. It has been mentioned that we feel
very happy when we see it and that we respect our
flag.
2. Class III Bal Bharti Bhag 3
Page 84. Lesson ‘Chabbis January Ki Parade’. A boy
writes a letter from New Delhi to a friend wherein he
describes the celebration of the Republic Day in Delhi.
He writes about the parade on the Raj path where
the President takes salute of the march past of the
Armed Forces. He also writes about the colourful
tableaus from different States and about the fly-past
of aircrafts spreading colours of the National Flag.
Page 110.
(Rashtra Gaari The National Anthem has been
printed against the background of the National Flag.
3. Class IV Bal Bharti Bhag 4
Page 57. Lesson ‘Hamara Rashtriya Jhanda’
The lesson includes a dialogue between students
and teachers. Students ask many questions about
the National Flag and the teacher replies to these
questions. The teacher explains the importance of
hoisting the National Flag on the Independence Day
on 15 August. The teacher tells the students that
people of India fought the war of independence under
this flag and thousands of them sacrificed their lives
FUNDAMENTAL DUTIES OF CmZENMS
in the struggle. The teacher also explains ^why
changes have been made in the original tricolor.-. On
the query of the students, the teacher explains* the
significance of each colour in the flag.
Upper Primary Stage
I. Curriculum and Syllabus
The main objective of teaching of mother tomgue
(Hindi) as mentioned in the curriculum is to dewelop
linguistic skills, to widen the mental horizon off the
children and to develop thinking and reasoning
abilities of children. One of the objectives mentioned
in the curriculum relevant to the ideals off the
Constitution is to develop awareness about- the
understanding of national goals. Emphasis has Ibeen
laid on the achievement of ‘core’ components wrtiich
include equality, democracy and secularism thrcough
the teaching of mother tongue.
n. Textbooks
Class VI. Saras Bharti Bhag 1
Page 1. Lesson — ‘Ek Hamara Jhanda, Ek Haimara
Desh'
It is a poem about the National Flag. It says; that
the Flag is the symbol of onenesss of our counttry. It
refers to the sacrifices made for the country b y the
people who take a vow that they would maintain its
honour. The poem also mentions that the Flag iis-the
symbol of humanism of our motherland and it gives
message of truth, non-violence and love.
Stage: Secondary Stage
I Curriculum and Syllabus
The main objective of teaching language a t the
secondary stage continues to be the development of
linguistic skills. However, at this stage more stress
is laid on understanding literature in mother tongue
as well as different forms of literature. Regarding
selection of themes, a long list of topics has been
provided in the curriculum. Two objectives relate to
the ideals enshrined in the Constitution. These are
(i)responsibilities as given in the Constitution and
(ii) equality, democracy and secularism
n. Textbooks
1. Class IX. Parag Bhag 1
Pp 103-108 Lesson ‘Mera Gaon Mera Desh’. It is a
satirical essay. Writing about the Fundamental Right
of individuals to live and settle anywhere in India,
the author mentions that he belongs to different parts
of the country but when he asserts this in a particular
 FFUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
areea the people of that area object to it and brand
hirm as an outsider.
TThe essay brings out that each one of us is Indian
flrsst and then resident of a State or a janpad or a
villaage.
2. CClass X. Parag Bhag 2
Pagge 25. Lesson ‘Main Aur Mera Desh’
TThe author lays emphasis on performing certain
dutties though there is no direct reference to the
Furndamental Duties given in the Constitution.
Atteention has been drawn to duties like upholding
the i honour and prestige of our country, participating
in tthe elections and casting vote for right persons
andl keeping our surroundings clean.
3. Class IX. Swati Bhag 1
Pag*e 79. Lesson ‘Gandhiji Ke Janm Divas Par’
Itt is a poem where Gandhiji talks to people after
his death on his birthday. He asserts that he would
be bjorn again and again and will continue to struggle
for lupliftment of the downtrodden , the deprived and
the idistressed people. He asserts that he is not afraid
of giuns. He would continue to sing in prayer meetings
andl would be gunned down but he would be born
agaiin and again.
4. C'lass IX. Mansi Bhag 1
Pagee 56. Lesson 'Shrimati Bhikaji Cama'
TThis is a brief biography of Bhikaji Cama. In the
t>egiinning, an extract from her speech has been
(juolted. The speech was made by her in Germany in
19018 at a Socialist Congress. The Indian National
Flag designed by Madam Cama was hoisted in that
Conference. She appealed to the audience to salute
the Iflag which was a symbol of freedom.
Comclusion
The analysis o f curricula and textbooks in
Environmental Studies (Social Studies), History,
Civiccs and Language (Hindi) for Classes 1-X reveals
that the Constitution, its ideals and institutions,
161
National Flag and the National Anthem have been
adequately dealt with.
In Civics, the content is directly related to the
study of the Constitution and ideals and its
institutions. The subject-matter has been presented
in a concentric pattern. At the Primary stage,
elementary information has been provided about the
National Symbols and the government at different
levels. More details of these have been included in
the curriculum and textbooks for the Upper Primary
stage. The significance and importance of the ideals
and institutions have been highlighted. The textbook
of class VII deals entirely with the Constitution. The
scope of description of these components further
widens in Classes IX-X. More analytical and
systematic subject-matter has been included in the
textual materials for these classes.
References to the process of framing of the
Constitution of independent India have been made
in history textbooks for classes VIII and X in the
context of the history of the independence movement.
The importance and significance of the Constitution
have also been brought out in the text. The goals of
independent India are also sought to be stressed in
these textbooks.
The textbooks of Hindi also contain some essays
and poems which relate to ideals and institutions of
the Constitution. Poems related to the National Flag
are common in lower classes. At the later stages of
education, poems and essays highlighting the Ideals
of equality, democracy and secularism have been
included. Sometimes the messages in these books
are direct and at other times indirect.
The significance of the National Flag and the
National Anthem and the forms and rules for
showing respect to them are adequately explained.
In the curriculum and textbooks, particularly in
Civics, activities and projects have been included
that are helpful in developing awareness about
the ideals and institutions of the Constitution
and in inculcating values and attitudes related to
them.
 Article 51 A (b)
Article 51A (b) To cherish and follow the noble ideals which inspired our national
struggle for freedom;...
The ideals which inspired our national struggle for
freedom (and the ideals which were evolved by our
national struggle) constitute the foundations of the
growth of India as an independent nation. These
ideals were enshrined in the Constitution and have
determined the basic framework of policies and
programmes of independent India. These ideals
include freedom of the country and the unity and
sovereignty of the people, building of a democratic
and secular political system, reconstruction and
modernization of Indian society based on the
principles of egalitarianism, social justice, ending of
all forms of exploitation Eind social oppression and
rapid economic development with the use of modern
Science and technology, cherishing Eind nurturing of
India’s culture with its rich diversity and variety, and
promoting international peace and cooperation based
on equality of all peoples and nations.
The knowledge and understanding of the ideals of
the freedom struggle as well as inculcation of the
values relating to these ideals has been sought to be
promoted through the study of the history of the
freedom struggle in all its phases, aspects and
dimensions aind of stories, poems and narratives on
the heroes of the freedom struggle and various events
connected with it at all stages of school education.
Environmental Studies/Social Studies
Environmental Studies (SociEil Studies) at the primary
Stage introduces pupils to some elements of the
history of the freedom struggle and the role played
by some o f the most outstanding leaders of the
ireedom struggle.
I Curriculum and Syllabus
A. The Objectives stated in the syllabus include:
1. The pupils acquire the knowledge of causes of
the Revolt of 1857.
2. The pupils develop the understanding of the
objectives of the formation of the Indian Naticonal
Congress.
B. The Content outline includes the following:
Class III — Stories of some important personalities
and also of the freedom fighters of the State andl the
country.
Class IV — Revolt of 1857 — Formation of Incdian
National Congress — Appearance of Gandhi om the
political scene and changes brought about by hirm in
the national movement — Contribution of leaderrs in
the freedom struggle.
n Textbooks
Class V — Our Country and the World. Unit VI o>f the
book deals with India’s Struggle for freedom. W hile
describing the causes of early revolts and the Rtevolt
of 1857, it has been mentioned that various secttions
of the people were suppressed, were Ikept
economically backward and were ill treated bjy the
British. They wanted to oust the British Eind wainted
to be free from foreign rule. It has been pointedl out
that though the Revolt of 1857 was unsuccessful, it
kindled the flame of freedom in the minds off the
people.
The textbook explains the developments thait led
to the formation of the Indisin National Congre:ss in
1885. It mentions that in the beginning its imain
objective was to draw the attention of the Biritish
towards the demands of the people. However:, the
movement soon became a struggle to oust the Biritish
Eind to win Swaraj. Tilak asserted that freedomi was
his birthright.
The role of Mahatma Gandhi in transforminig the
movement and its objective is emphasized. Foir him
the objective of the movement was not only to g<et rid
of foreign rule but also to free society froim evil
 FFUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
praictices like untouchability and oppression of
woimen. He also wanted to bring unity among the
people by buiying differences caste, creed, language
anal region. He wanted poverty and illiteracy removed
ancd conditions of backward people, farmers and
labtourers improved.
History
As ;already mentioned, the course content of history
at vupper primary as well as secondary stages includes
the? study of India’s freedom movement. While
providing a comprehensive account of all major
phases and events of the movement, emphasis is laid
on Ithose aspects which bring out the ideals, how they
evorived during the course of the struggle and inspired
the; movement.
Staige: Upper Primary
The statement of Objectives includes the following:
I Curriculum and Syllabus
A. To deepen knowledge about and understanding
of India’s freedom struggle and of the values and
ideals that it represented’ is one of the stated
objectives of the
B. The Content outline includes the following:
• Early Revolts against British Rule - Revolt of
1857
• Emergence of Indian Nationalism: Factors
and forces — Political associations —
Formation of the Indian National Congress
— Main demands and methods of struggle
in the early phase (1885-1905)
• Nationalist Movement from 1905 to 1918 —
Rise of Extremism — Partition of Bengal —
Boycott and Swadeshi - Swaraj as the
objective — British Policy — Divide-and-rule
— Revolutionary movement in India and
abroad — Ghadar — Home Rule Movement
— Lucknow Pact.
• Beginning of Mass Anti-Imperialist Movement
— Emergence o f Gandhiji and his role -
Consequences of the First World War for India
—Repressive measures - Jallianwala Bagh
massacre - Khilafat Question - Khilafat and
Non-Cooperation Movement - New methods
of struggle - Role of peasants and workers -
Suspension of movement - Constructive
Programme and Swarajists.
• Revolutionary Movement: Revival of
revolutionary activities in early 1920s -
163
Bhagat Singh and his comrades - Surya Sen
and revolutionary activities in Bengal -
Assessment of the role of revolutionaries.
• Civil Disobedience Movement: Simon
Commission and the revival of the mass
movement - Adoption of Purna Swaraj
resolution - Dandi March - Civil Disobedience
Movement - Repression - Round Table
Conference - Resum ption o f Civil
Disobedience Movement - Main features and
trends in the movement.
• Communalism and the freedom movement -
Movements of Depressed classes - Socialist
ideas and movements - W orkers’ and
peasants’ movement - Indian Freedom
Movement and the World - Freedom
Movement in the Princely States.
• Government of India Act of 1935. Formation
of provincial ministries.
• Indian Freedom Movement during the Second
World War - Individual Satyagraha - Cripps
Mission - Quit India Movement - Azad Hind
Fauj.
• Popular upsurge after the Second World War
- Cabinet Mission - Demand for Pakistan -
Interim Governm ent and Constituent
Assembly - Partition and Independence -
imm ediate tasks - Fram ing o f the
Constitution - Integration of Princely States
- Liberation of French and Portuguese
possessions.
n Textbook
‘Modern India’ , A History Textbook for Class VIII
The textbook deals with the history of modem India
from the 18th century to the attainm ent o f
independence. There is also a brief account of the
major developments from 1947 to 1950, including
the framing of the Constitution, and a reference to
the liberation of French and Portuguese possessions
in India. A large part of the book is devoted to
presenting a comprehensive account of the major
phases, trends and dimensions o f the freedom
struggle, along with a description of the major social
and religious reform movements and cultural
awakening in all parts of the country. The book also
presents a general description of Indian society in
the pre-colonial period and of the consequences of
colonial rule on Indian society and economy. The
presentation of the freedom movement as well as of
the social and religious reform movements brings out
 164
the ideals which emerged during the struggle for
freedom and inspired it - the ideals of freedom from
foreign rule, the vision of an independent India which
would be sovereign, democratic, united, secular and
egalitarian, and wedded to international peace,
freedom and social progress of all countries in the
world. While it describes the sacrifices of the
revolutionaries and their role in inspiring people to
participate in the freedom struggle, it lays emphasis
bn the non-violent methods of struggle as the central
feature of the struggle. The struggle for freedom was
not only for ending foreign rule but also for building
a new India. It was also a struggle against
untouchability and caste oppression and against the
disruptive role of communal organizations. Thus,
while the book seeks to promote knowledge and
understanding of the various phases of the freedom
struggle, it brings out the vision which inspired it
and which grew in the course of the struggle. The
concluding part of the book also attempts to sum up
the ideals of the freedom struggle and seeks to
promote their understanding. The struggle for
freedom is presented as laying down the main
direction of the developm ent o f India as an
independent nation.
Stage: Secondary Stage
I. Curriculum and Syllabus
A. The Objectives as stated include the following:
To enrich the understanding of those aspects of
Indian historical development which are crucial to
an understanding of the contemporary world’.
B.The syllabus which is mainly related to world
history has three units on India:
Two of these cover Indian Awakening and India’s
Struggle for Freedom. The following is the Content
outline of these units.
Process of the British conquest of India and
resistance to British rule - Impact of British rule on
Indian economy and society - Rise of new commercial
centres and new social classes - Revolt of 1857 -
Movements of social Eind religious reforms - Cultural
movements - Impact on the growth of national
Consciousness.
Rise of nationalism - Early political associations -
Formation of the Indian National Congress and its
early phase - Rise of extremism - Swadeshi and
Boycott movement - Revolutionary movement during
the First World War - Emergence of Gandhiji - Khilafat
and Non-Cooperation Movement - Role of peasants.
Workers, women and students. The Swarajists -
bonstructive programme, Role of the press - Role of
FUNDAMENTAL DUTIES OF CITIZEP'NS
literature - Beginning of peasants’ and wortkers’
organizations and socialist movement - Social and
economic content of the nationalist movemesnt -
Movements of depressed classes - Commiunal
organizations and their role - Demand for Piurna
Swaraj and Civil Disobedience Movement - Moveiment
in the Princely States - Indian nationalist moverment
and the world - Constitutional changes and proviincial
ministries - Attitude towards the Second World I War
- the Quit India Movement - Azad Hind Faauj -
Communal politics during the Second World W ar -
Post-war upsurge - Negotiations - Partition and
Independence - Integration of Princely stattes -
Liberation of French and Portuguese colconial
possessions in India.
n Textbook
Class X. The Story o f Civilization, Vol. II
The two units on India present a broad oveirview
of India’s awakening as expressed in the sociall Eind
religious reform movements and cultural renaisssance
and of India’s struggle for freedom. The empha:sis is
on main trends and features and on highlighting the
ideals of the freedom struggle - popular sovereignty,
democracy, secularism, egalitEirianism, unity o>f the
people, cherishing the composite nature of Inidian
culture, ending of social oppression, building; of a
modern society, internationalism and solidarity' with
other peoples struggling for freedom and social
progress.
Language (Hindi)
Stage: Primary Stage
I. Curriculum and Syllabus
The main objective of teaching language is to
develop linguistic skills among the students. Along
with this the ideational aspect emphasizes knowledge
and inculcation of desirable vsilues. Suggested themes
include biographies of freedom fighters, stories and
narratives on events related to freedom movement
and history of freedom movement.
n Textbooks
Class V. Bal Bharti Bhag 5
The book includes the story of the Rsini of Jhansi,
one of the most heroic characters during the Revolt
of 1857.
Stage: Upper Primary
I. Curriculum and Syllabus
The main objective of teaching Hindi as mother
tongue continues to be the development of linguistic
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
skillls. One of the objectives of teaching language at
this stage is to develop awareness and understanding
of national goals.
II 'Textbooks
1. Class VI. Saras Bharati Bhag 1
The book includes a lesson on the life of Tantya
Tope who was an important figure during the Revolt
of 11857.
The poem ‘Khuni Hastakshar’ included in this
texttbook describes an incident that took place in
Burrma where Subhas Chandra Bose urged the people
to jioin the Indian National Army to fight against the
Brittish to gain freedom. The poet describes the scene
whien Subhas delivered the speech and declared that
if pteople gave their blood, he would give them freedom
in return. People attending the meeting signed their
pledge with their blood to fight for freedom.
Les.son: ‘Ladki Ka Pita’
I t is a very inspiring story about the people who
made sacrifices while fighting for independence.
Thakur Roshan Singh was sentenced to death in the
Kakori Conspiracy Case. He left his widow and
daughter behind him. It was veiy difficult for the
widow to bring up her daughter. However, when she
grew up, no one was ready to marry her as she was
the daughter of a revolutionary. The police also
harassed those young men who expressed their desire
to marry her. Ganesh Shankar Vidyarthi, the eminent
nationalist leader and journalist, came forward to
help the widow and her daughter and took all the
risks. At the end the girl was married to a youth with
Vidyarthi playing the role of the father of the bride.
Lesson 19 ‘Jhansi Ki Rani’
This is a famous poem by Subhadra Kumari
Chauhan.
2. Class VII Saras Bharti Bhag 2
Lesson: ‘Gandhiji Ke Jail-Jeevan Ke Prerak Prasang’
These are incidents narrated by Shatikar Lai
Banker about Mahatma Gandhi’s stay in Jail. His
relationship with a warden of the Jail and with the
Jailer are based on his belief in truth and right action.
Gandhiji wouldn’t do anything which went against
his principles and conscience.
Wesson: ‘Chandrashekar Azad’
The lesson written by the veteran revolutionary
Manmathnath Gupta presents the life history of the
revolutionary leader Chandrashekhar Azad. It reflects
his total dedication to the freedom of the people of
165
India. It narrates various incidents from his life and
his sacrifice for the motherland.
3. Class VIII. Kishore Bharti Bhag 3
Lesson: “Vijay Bola’
It is a play on the life of Kunwar Singh who was
one of the leaders of the Revolt of 1857. The drama
shows the bravery of Kunwar Singh and highlights
his desire to oust the British from the country.
Lesson: ‘Rajendra Babu’
Mahadevi Verma has written on some aspects of
the life of Dr Rajendra Parsad who was a great
freedom fighter. Mahadevi Verma writes about the
simple way of life of Dr Rajendra Prasad which he
continued to follow even when he became the
President of the country.
Lesson: ‘Prem Chand’
It is a brief biography of Prem Chand, the great
writer of Hindi and Urdu, written by Nagaijun. It has
been mentioned that he was deeply involved in the
freedom struggle. Though he did not directly take
part in the freedom movement, his writings, which
were revolutionary at that time, inspired people to
fight for freedom. While supporting the freedom
struggle, he emphasized that freedom wouldn’t be
for one individual or for a few persons, but all people
of the country will be benefited by it.
4. Naya Jeevan Bhag 1 Supplementary Reader for
Class VI
Story: ‘Ek Phool’
It is a story about a revolutionary freedom fighter
and his daughter. The story shows how freedom
fighters have sacrificed everything including their
family life for the freedom of the country.
5. Naya Jeevan Bhag 2 Supplementary Reader for
Class VII
Story: ‘Sir ki upadhi Lauta di’
This is an account of the incident when Rabindra
Nath Tagore renounced his knighthood in protest
against the Jallianwala Bagh massacre. A part of the
text o f the letter addressed to the Viceroy is
reproduced.
Lesson 3: ‘Smrityon ke Panne Sey’
It is a biography of the renowned poet and freedom
fighter Subramania Bharati, which has been written
by the poet’s daughter. She writes about his sacrifices
for the sake of the freedom of the country as well as
about his poetry which was inspired by the freedom
 166 FUNDAMENTAL DUTIES OF CITIZENNS

struggle. The poem ‘Bharat Samudayam’, which people feel shy of hanging calendars with picture.es of
states that the country belongs to all people, has been political leaders as they will be considered supportters
quoted in the lesson. She refers to her father’s belief of the people who have a negative image in the socidefy.
in the equality of all religions, his opposition to the 3. Class IX. Swati Bhag 1
caste system, child marriage, and his advocacy of
Lesson: ‘Virvarta’
women’s emancipation and women’s education.
The poem contains the message of Mahattma
Lesson 9: ‘Khilafat Andolan’ Gandhi and other freedom fighters. It is a w ery
It is a lesson on an incident during the Khilafat inspiring poem for students to develop values relaated
Movement. A fter the session o f the Khilafat to freedom amd liberty.
Committee in July 1921 at Karachi, many leaders
Lesson: ‘Gandhiji Ke Janmdivas par’
were arrested and tried in the Karachi Conspiracy
Case. The lesson presents an interesting episode from The poem conveys the message of Mahattma
the trial of the Ali Brothers, Dr Kitchlew and the Gandhi that one should always fight against injusstice
Shankaracharya of Sharada Peeth. It brings out the and for truth and peace. He urges that one shoould
frearlessness of the leaders of the freedom struggle not be afraid of opposition and even if one’s life ids in
and their defiance of the colonial government. danger one should continue fighting for the riight
cause.
Stage: Secondary
4. Class IX. Mansi Bhag 2
I. Curriculum and Syllabus
Lesson: ‘Mera Bachpan’
While stress is laid on promoting an understanding
This is a story about an incident which took pHace
of different of forms of literature at this stage, the
in the childhood of the writer Phaneshvamath ‘Reenu’
values of equality, democracy and secularism are
who was a freedom fighter. In the story he descrilbes
mentioned among the obejctives. The guidelines
an event when people of his town went on strikce to
include the common core components, including the
protest against the arrest of Mahatma Gandhi.. He
history of the freedom movement as themes for
was then a student of Class IV. He along with otther
selection of subject-matter.
students went on strike in the school. TThe
n. Textbook Headmaster of the school was very angry and wamted
to punish the students who went on strike. Thiose
1. Class IX. Parag Bhag 1
students who offered an apology were to be spaired.
Lesson: 'Satya aur Ahimsa’ When Renu did not apologise, the Headmaster stairted
This is an article by Mahatma Gandhi on the values caning him. But the child bravely received the
of truth and non- violence. punishment. The students of the school were inspMred
by the bravery of the student and started raising* the
Lesson 10: ‘Sardar Vallabhbhai Patel’
slogan “Vande Mataram’. The Headmaster sensing the
It is a biography of Sardar Patel. His entry into feelings of all the students stopped caning Renu. ’ The
politics, his concern for the exploited farmers who story inspires love for freedom.
were forced to perform begar and his methods of
Satyagraha have been highlighted. Sacrifices made Conclusion
by him in the freedom struggle also find a place in
The analysis of history and language (Hindi) curritcula
the biography. and textbooks shows that there is adequate coveirage
ii. Class X. Parag Bhag 2 of the sub-clause 51A (b). While the histtory
curriculum at all stages, and in much detail at: the
Lesson: ‘Calendar Kalakar’ Upper Primary stage, provides a comprehemsive
In this stoiy, where a man remembers the days account of the history of the freedom struggle and
when hanging calendars with pictures of freedom lays the necessary emphasis on the basic vallues
fighters was considered an honour. The values and which it enshrined, the Hindi curriculum provides
ideals propogated and followed by leaders like ample complementary material in the form of poems,
Gandhiji, Tilak, Nehru, Patel, Subhas, Rajendra stories, essays, biographies and accounts of rrnany
Pabu, Maulana Azad, Bhagat Singh, etc. were episodes which sensitize the students on the vailues
inspected by all people. The author says that now and ideals of the freedom struggle.
 3
Article 51A (c)
Article 51A (d)
Artticle 5 1A (c) To uphold and protect the sovereignty, unity and integrity of India
Artticle 51A (d) To defend the country and render national service when called upon to do so;...
Theese two clauses of Article 51A are closely inter­
related and may be seen together. Both clauses relate
to tthe freedom, independence, unity and integrity of
thee country and the duty of every citizen to uphold,
prcotect and defend them and to render national
serrvice when called upon to do so. The stress is on
def fending and protecting the country is freedom,
indiependence, unity and integrity from external
darngers and also from internal factors which may
thrreaten to weaken them. To uphold, protect and
deffend unity and integrity of the country may be
thrrough active service and through any other activity
whiich will strengthen these ideals. Rendering of
nattional service by citizens is essential in various
kimds of emergency situations.
TThe educational implications of the two clauses
ares to promote a clear understanding of the concepts
bf ^sovereignty, unity and integrity of the country and
theeir interconnections, and of the defence of the
coiuntry as well as the inculcation of the values of
fretedom and unity of the country. Education should
alsso promote the knowledge and understanding of
th e various challenges to sovereignty, unity and
integrity and prepare learners to play their role in
me;eting them.
ii ^While the contents relating to the freedom struggle
promote the value of the love for country’s freedom
amd of making sacrifices in the cause of freedom,
ptther components of the curriculum promote
awrareness of the concepts of sovereignty, unity and
intcegrity, the challenges faced by the country and
thee role of citizens in various situations in meeting
those challenges.
Emvironmental Studies (Social Studies)
Stage: Primary Stage
T h e objective of teaching Environmental
Studies (Social Studies) is to enable students to
understand life of the people and the factors
influencing it. It includes the story of freedom
struggle, the symbols of freedom and unity of the
country.
I. Curriculum and Syllabus
A. The statement of Objectives inlcudes the following:
— The pupil values the freedom of the country
B. The Content outline includes the history
of the freedom movement and the National
Symbols.
n. Textbooks
(a) Textbooks for Classes 111, IV and V
The textbooks describe the life of the people in
different regions of India, their ways of living and
culture, the National Symbols and the freedom
movement.
Civics
The main objective of teaching of Civics at school
stage is to help create informed and responsible
citizenship. Various issues relating to the sovereignty,
unity and integrty of the country and the defence of
the country are an integral part of the Civics
curriculum.
Stage: Upper Primary Stage
I Curriculum and Syllabus
A. The Objectives include the following:
(1) To promote among students the feeling of
oneness with the people and their
institutions
(2) To promote a feeling of Indianness among the
students.
 168
B. The Content outline includes the following:
Our National Goals - National integration
Our armed forces, their role in times of peace
and war
Second line of Defence: Territorial Army, Border
Security Force,
NCC and ACC
The citizen and defence
n Textbooks
1. Class VII — ‘How We Govern Ourselves’
Chapter 2 of the book deals with the ideals of our
country. In this context a reference is made to the
Preamble to the Constitution and the concept of
‘sovereignty’. The textbook explains the concept of
sovereignty in a simple way.
Chapter 3 explains main features of the
Constitution of India. In an indirect way, unity and
integrity of the country are discussed. The federal
structure of the country, the role of the Union
Government and the unified judicial system in the
country are also described.
The idea of unity of the country is also referred to
in the explanation of the concept of citizenship as
given in the Constitution. It has been stated that all
citizens of the country have the same Fundamental
Rights. The text also explains the meaning of
citizenship. A person living in any state is a citizen of
the country. The Fundamental Rights also underline
the unity of all the citizens living in the country. This
concept has been further reinforced in the chapter
on citizenship. A sketch has been given on page
47 where citizens from different walks of life have
been shown with the caption ‘We are all citizens of
India’.
In the chapter ‘Our National Symbols’, it has been
emphasized that India is an independent country and
that there is a long tradition of unity. It has been
mentioned that the national symbols were not only
the symbols of unity and identity but also of freedom
and sovereignty. It has been stated emphatically that
any disrespect shown to any one of the symbols
constitutes disrespect to the nation.
5. Class VIII. Our Country Today
Part V of the book deeds with the defence of the
country. In the beginning it has been stated that
defending the country against any foreign aggression
is one of the primary functions of the government.
The defence forces of the country discharge the
function of defending the country. The unit then
FUNDAMENTAL DUTIES OF CITIZENS
explains the organization, structure and functlions
of the armed forces like the Army, the Navy and! the
Air Force. The unit also contains information atbout
Territorial army, NCC, Boarder Security Force and
the Coast Guard. It has also been explained how
defence forces provide useful services in nattural
calamities like floods and earthquakes. The Inidian
army’s role in assisting peace keeping activitiees of
the United Nations has also been described.
The content of the unit points out the rolle of
citizens in helping the defence forces during war.. The
importance of citizens undertaking training in first
aid, civil defence, etc. is emphasized. Citizens’ role
in checking and preventing anti-social activities* like
black marketing, hoarding and profiteering is also
emphasized.
The book includes a chapter on Fundamental
Rights and Directive Principles. In the concluding
section of the chapter, Fundamental Dutie:s as
enshrined in the Constitution have also been stated.
To defend the country and render national se;rvice
has been mentioned as one of the Fundamental
Duties.
Stage: Secondary Stage
Textbook
Class IX-X. India: Constitution and Government.
The course content of civics given in the curriculum
and the textbook covers more or less the same area
as that for the Upper Primary stage. It is, however,
presented in greater detail and depth. For instance,
the concepts of Sovereignty, Indian federalism with
a unitary spirit, and challenges before Indian society
have been discussed in detail emphasizing the need
for national unity and integrity.
Chapter 14 of the textbook deals with the foreign
policy of India and her role in the United Nations.
While describing India’s relations with Pakistan and
China, reference has been made to the wars that took
place between India and these countries. India had
to fight these wars to protect her sovereignty and
integrity.
History
The course content of class VIII and of class X
in history includes the theme of India’s national
movement. It includes topics from the early
revolts and Revolt of 1857, emergence of Indian
nationalism, birth of the Congress to India’s
attainment of freedom.
 f FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
IThe details of the course content have been
ine;ntioned in connection with the analysis of
currricula in the context of Article 51 A (b).
Teaxtbooks: Classes VIII and X
Thte textbook for class VIII entitled Modern India
inchludes detailed account of the history of the freedom
strvuggle. The textbook for class X also includes the
stoniy of the freedom struggle. Both these textbooks
seeek to inculcate love for freedom of the country. The
uniity of the people as an essential factor for the
sucecess of the freedom struggle is emphasized.
Hindi Language
Staige: Primary Stage
I Curriculum and Syllabus
TThe thematic content recommended has the
objective of inculcating desirable attitudes of, among
othiers, unity and oneness among the people.
II TTeztbook
1. (Class II. Bal Bharti Bhag 2
Lesson: ‘Pyara Bharat’
TThe poem mentions the beauty of the Himalayas
ancd of the rivers Ganga and Yamuna. It also mentions
graen fields, mango groves and singing koel The poem
urges students not to forget that we have eaten the
graiin grown here, have drunk the water of this
country and have inhaled the air of this land. The
poem inculcates a sense of loyalty to the country.
2. (Class III. Bal Bharti Bhag 3
Lesson: ‘Desh Hamara’
The poem describes the beautiful mountains,
rivters, springs, seasons, crops, flowers and birds. The
description seeks to create love for the country.
Lesson: ‘Badhe Chalo’
The poem inspires students to keep on marching
forward against all odds to keep the flag of the country
always flying.
3. Class IV. Bal Bharti Bhag 4
Lesson: ‘Hamara Rashtriya Jhanda’
The lesson on the significance of the National Flag
has been presented in dialogue form.
Bal Bharti Bhag 5
Lesson: ‘Rashtra Prahri’
The lesson contains information about the armed
169
forces of the country. It has been stated that the
responsibility of the defence and security of the
country lies on the armed forces of the country. Indian ■
soldiers are acclaimed for their bravery and discipline.
Stage: Upper Primary
I Curriculum and Syllabus
Promoting knowledge and understanding of
national goals through the teaching of mother tongue
is one of the objectives.
II Textbooks
1. Class VI. Saras Bharti Bhag 1
Lesson: ‘Ek Hamara Uncha Jhanda, Ek Hamara
Desh’
The poem indicates that many people have
sacrificed their lives to keep the honour of the
National Flag. The poem also expresses the resolve
of the people to preserve its honour and also
emphasizes the unity of the country with its title
‘Ek Hamara Uncha Jhanda, Ek Hamara Desh’.
2. Class VII. ‘Saras Bharti’ Bhag 2
Lesson: 'Chandrasekhar Azad’
It is a biography of the revolutionary freedom
fighter Chandrashekhar Azad. It depicts his bravery
and intense desire to get freedom from the British
rule. His sacrifice for the sake of freedom of the
country inspires people to protect the sovereignty of
the country.
3. Naya Jeevan Bhag 2 (Supplementary Reader for
Class VII)
Lesson: ‘Sir ki Upadhi Lota di’
Rabindra Nath Tagore in his letter renouncing his
expresses his sense of outrage and deep anguish on
the humiliating treatment of the Indians at the hands
of the foreign rulers.
Lesson: ‘Khilafat Movement’
The lesson narrates a scene o f the trial of
the leaders of the Khilafat Movement. It inspires their
love of freedom and faith in the unity of the people.
Conclusion
There is adequate material in History and Civics
which explains the concepts relating to sovereignty,
unity and integrity of the country and inculcates the
values which are integral to upholding and protecting
them. The promotion of the value of unity and of
 170 FUNDAMENTAL DUTIES OF CITIZEISMSS

aversion to forces that negate unity has been given independence and integrity. The role of Defeernce
particular importance. The materials in Hindi Forces and the responsibilities of citizens for tthe
language through poems, stories, narratives, etc. also defence of the country is brought out in the Ciiv/ics
promote feelings of love for the country, its curriculum and textbooks.
 4
Article 51A (e)
Article 51A (f)

Artiticle 5 1A (e) to promote harmony and the spirit of common brotherhood amongst all the people of
Inddia transcending religious linguistic and regional or sectional diversities, to renounce practices
derirogatory to the dignity of women,

Artiticle 51 A (f) to value and preserve the rich Environmental Studies (Social Studies)
herritage of our composite culture;...
Stage: Primary Stage
Theese two clauses are closely related to the basic
prinnciples and ideals enshrined in the Constitution The curriculum and textbooks at this stage introduce
expDressed in the Preamble as well as in other parts pupils to the ways of living, religious beliefs,
of thhe Constitution, particularly Fundamental Rights, languages, cultural patterns and customs of the
andd to the characteristic features of Indian culture people of India in different parts of the country. The
maarked by variety and diversity and of Indian variety and diversity is presented as providing
nationhood. These clauses require that the school richness to the life of the Indian people and as a
currriculum should help promote (a) an understanding source of pride.
thatit the people of India are composed of many diverse
ethnnic, cultural, religious and linguistic groups, (b) I Curriculum and Syllabus
an appreciation of this diversity as the essential A. Objectives as stated include:
conqdition for promoting harmony and the spirit of
— The pupils appreciate cultured and ethnic
coimmon brotherhood amongst all the people of India,
similarities and differences and diversities
(c) kknowledge of the status of women in Indian society
and the contributions made by Indians
andd the understanding that every practice which is
belonging to different regions, races and
dercogatory to the dignity of women is repugnant to
languages.
any/ civilized society and is to be rejected, (d) the
knoowledge, understanding and appreciation of the — The pupils develop norms and behaviours
cormposite nature of Indian culture, and (e) an consistent with values like respect for others’
undderstanding that views which seek to attribute a religions and ways of life and concern for
rigidd monolithic uniformity to Indian culture or others.
pressent Indian culture as something static or the — The pupils understand India’s rich cultural
e x c lu s iv e creation o f any particular region, heritage which is essentially a result of the
cormmunity or period of history are inimical to the mixture of many groups and peoples
objeective of promoting harmony and the spirit of
coimmon brotherhood amongst all the people of India. B. The Content outline includes
TThe curriculum and textbooks prepared by NCERT Class I - Identification of houses of worship -
in vrarious subjects seek to meet these requirements. Temple, Mosque, Church, Gurudwara in the
As tthe two clauses Eire inter-related, their coverage neighbourhood.
in tthe curriculum and textbooks has been dealt with Class III - Monuments of the State and monuments
togeether. of national importance.
 172
Festivals of the State and of other parts of the
country.
Music and dances of the State
The language(s) spoken in the State
Class IV - Commonality and variety in our languages,
festivals, dances, music, arts, architecture,
contribution of various peoples and religions in
enriching these aspects.
Our National Symbols,
n. Textbooks
1. Class III We and Our Country
Unit II ‘Our Country India’ presents a general
introduction to India - its physical features, States
and Union Territories, its food, dress, festivals,
occupations of the people etc. showing the variety in
all these aspects. Yet all of these belong to India and
each of them is Indian.
2. Class IV Our Country India
The whole book deals with India, its physical features,
natural resources, transport and communication and
cultural aspects. Unit IV of the book describes life of
the people in different regions and States of the
country. It explains the variety of ways in people’s
living - their food habits, occupations, dress, houses,
festivals, etc. Unit V of the book describes the
languages spoken by the people of India, dresses worn
by them, their dance, music, paintings and
architecture. It also highlights the ideas and
achievements of some of our social reformers and
rulers of the past. The last unit of the book describes
the features of the Constitution. It also includes
description of the national symbols as symbols of
oneness and unity of the people.
3. Class V Our Country and the World
The last unit of the book describes briefly the
freedom struggle of the people. The efforts and
sacrifices of the people from all regions, of all
fcommunities and of all sections of society, including
women, to attain freedom have been highlighted
in the unit. The description shows the unity of the
purpose in achieving the objective of freedom of the
country.
Civics
The course content of Civics at upper primary and
secondary levels include themes related to civic life,
features of the Constitution and functioning of the
government, etc. The main objective of the course is
FUNDAMENTAL DUTIES OF CITIZEN'IS
to provide knowledge about the relationship of pecople
with their civic institutions and also to devfelop
understanding of the concepts related to civic life,,
civic administration. Constitution and functionimg of
the government.
Stage: Upper Primary Stage
I Curriculum and Syllabus
A. Objectives as stated include:
(i) To promote among students the feelinig of
Indianness
(ii) To promote among students the feelinig of
oneness with the people and tlheir
institutions.
(iii) To inculcate in the students the valuie of
national integration
B. Content outline includes
Class VII
(i) Some basic values enshrined in the
Constitution
(ii) Indian Citizenship
(iii) National Symbols
Class VIII
(i) Our National Goals
(ii) National Integration
Concept of National Integration.
Forces hampering and promoting National U nity.
n. Textbooks
1. Class VII. How We Govern Ourselves
The textbook includes content related to* the
formation of the government and its functions.
Chapter 2 of the textbook deals with the ideals o f the
Constitution. It includes the Preamble to our
Constitution which mentions the resolve of the people
to secure, among others, fraternity, unity and
integrity of the nation. While describing the concept
of secular state, the book mentions that “In India,
every citizen, whether he is a Hindu, a Muslim, a
Sikh or a Christian has a right to practise his religion.
Every religion has the freedom to grow and prosper
in India” . In chapter 4 while describing the
Fundamental Rights, emphasis has been laid on the
oneness of the people of the country. No man should
be discriminated against or get any privilege on the
basis of religion, caste or sex. Again while discussing
the concept of Indian citizenship in chapter 11 it has
been highlighted that all Indians have single
 FFUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
citiazenship throughout the country. A graphic
pressentation emphasizing the oneness of all citizens
has, also been included in this chapter. In the last
chaapter of the book, National symbols which
are; symbols of unity of the people have been
desccribed.
2. CClass VIII. Our Country Today — Problems and
Choallenges
The; textbook highlights the political, economic and
sociial problems faced by the people and describes
the tefforts of the people to solve them. In part I of the
boojk, the national goals have been included to
reimforce their significance. National integration has
beein specifically included as one of the goals and
one; entire chapter (chapter 12) has been devoted to
the :problems of national integration. The concept has
beein explained as feeling of oneness among the people
irrespective of their caste, religion, region and
language. It has been stated that the feeling of
natiional integration is the foundation of prosperity
andi strength of the nation. Further elaborating the
comcept, it has been pointed out that India is a vast
comntry with a variety of traditions, languages, castes,
reliigions, etc. Thus the basis of the national
integration in our country is its unity in diversity.
The; chapter points out that communalism, linguism,
cassteism, regionalism , etc, hamper national
inteegration. On the other hand, abiding by the
Comstitutional provisions will promote national
integration. The content of the chapter highlights
the; role o f econom ic developm ent and
regiional interdependence in creating a sense of
one;ness.
Chapter 6 of the book deals with the social
prolblems of the country. The chapter includes a
^iisfcussion on the position of women. It draws
attention to the many disadvantages which women
stilll suffer from in the society. There are frequent
dowry deaths and the bane of dowry is still with us.
fevem the abhorrent practice of Sati has not completely
d isap p eared and fem ale infanticide is still
prewalent. Child marriage and purdah system still
exisst. Women are still neglected and have not yet
acqmired a position of equality in social, political,
ecomomic and educational spheres. However, many
steps have been taken to raise the status of women.
£>oime laws which have been passed have helped
raise their status. Bigamy among the Hindus has
bee;n prohibited. Girls can inherit the property of
father. Dowry has been made illegal. Exploitation of
women in any form has been banned. Many efforts
hawe been and are being made to improve the
173
condition of women but many more efforts are
needed.
Stage: Secondary School Stage
I Curriculum and Syllabus
A. Objectives as stated include:
To develop an understanding of and respect for
different ways of life followed by various people of
the country and to inculcate in young students a
sense of national unity.
B. Content outline includes the following:
(i) India, a land of diverse and composite
cultures, languages and literature, of
customs and traditions, food and dress, art
and architecture, music and dance.
(ii) National Integration, the need for it. Features
promoting it.
(iii) Factors hampering national integration —
Communalism, Regionalism, Casteism,
problems of Scheduled Castes, etc.
(iv) Status of Women
n. Textbook
Class X. India — Constitution and Government
The textbook discusses, among other topics, the
Constitution of our country, its framing, and
functioning of the government and challenges before
Indian democracy. The ideals o f governm ent
discussed in earlier classes have been dealt with in
greater detail. The nature and structure of
government have also been dealt with in depth. The
Fundamental Rights of the citizens, the Directive
Principles of State Policy, the structure of judiciary
and the Fundamental Duties of the citizens have been
discussed in detail. The content related to all these
aspects is to inspire students to develop a sense of
commitment to the fundamental unity of the people
of the country.
Chapter 12 of the book titled ‘Our Nation and
Society’ describes the salient features of our society
and history. It explains the diversities found in our
society and culture and highlights the concept of
unity in diversity. The chapter points out that since
independence all efforts for socio-econom ic
development reflect unity of purpose of the nation as
a whole.
The chapter further explains the circumstances
and factors that led to the rise and growth of
nationalism. A brief account of national movement
has also been included, with an emphasis on the
unity of the people.
 174
The chapter further reiterates the ideals before the
nation viz. democracy, political, social and economic
equality and secularism, reinforcing the unity of
purpose and need for united efforts to achieve the
ideals.
Chapter 13 deals with challenges before Indian
democracy. In earlier classes, these challenges were
discussed but the discussion here is more analytical.
Challenges like communalism, regionalism, casteism
and untouchability, inequality of women, inequality
between the rich and the poor, poverty,
unemployment and population problem, etc. have
been discussed in greater detail. The message
conveyed to the students is that people should face
these challenges which are divisive in nature and
should strengthen the forces of unity.
History
The curriculum in History covers Indian history at
the upper primary stage and a few components of
modern Indian history along with world history at
the secondary school stage. At both the stages stress
has been laid on the development of culture.
Stage: Upper Primary Stage
I. Curriculum and Syllabus
A. Objectives as stated include:
(i) To develop an appreciation of the growth of
culture in different parts of the country
(ii) To develop a critical appreciation of the
past so that the pupil’s personality is free
from irrational prejudices and bigotry,
parochialism and communalism and is
imbued with a scientific and forward looking
outlook.
(iii) To deepen knowledge about and under­
standing of India’s freedom struggle and the
values and ideals that it represented.
Content outline includes:
Cultural Developments in India
Class VI prehistoric culture — The Harappan
culture, New cultural patterns in India (1500BC-
600BC) - India during 200 BC - 300 AD - India
from 300 AD to 800 AD
Class VII
(i) India- from 800 AD to 1200 AD.
Society, Religion — Languages and literature
— New arts
(ii) India — Early thirteenth century to sixteenth
century — Developments in culture — Art
FUNDAMENTAL DUTIES OF CITIZEN.VS
and Architecture — Literature — Bhakti; and
Sufi movements.
(iii) India under the Mughals
Society, D evelopm ent of art, literatLure,
architecture
Class VIII — Modern India
The impact of British rule on Indian society ; and
economy - Education
Social and Religious reform movements - Cultiural
awakening - Literature, arts and science.
n. Textbooks
Three textbooks, one each for classes VI, VII and' VIII
cover the course of history at the upper primary stxage.
The textbook for class VI covers the period of ancnent
Indian history, the textbook for class VII cowers
medieval Indian history and the textbook for cilass
VIII covers modern Indian history.
In all the three books, emphasis is laidl on
explaining the development of social and cultiural
aspects along with political developments. The sttudy
of history is not confined to the history of kings and
queens but it covers the history of ordinary petople
also. The study includes the progress made in the
areas of art, architecture, literature, and sciein^e.
These textbooks highlight the contribution of different
regions of the country and of the people who originally
came from outside India. The content of the textbooks
lays emphasis on the compositeness of In d ia’s
culture. The presentation emphasizes that the
diversity in culture is a great source of richness and
unity in the country. Effort has been made through
the presentation of content in the textbooks to achieve
the objective of freeing students’ mind from prejudices
and bigotry. The books do not reflect any regional
and communal biases which were found in many
history textbooks written in the past and which had
fostered divisive forces and ideas.
The books highlight the unifying trends in all the
periods. For instance, Buddhism and Jainism,
Ashoka’s gospel of love, Akbar’s policy of Sulh-kul,
Bhakti and Sufi movements and many other efforts
of people for unity in the country have been
highlighted.
While describing the growth of art, literature,
architecture, music, painting, etc. blending of various
trends and styles in each period of history has been
emphasised. The blending was very profound during
the medieval period. Class VII textbook which deals
with medieval period of Indian history aptly brings
out the growth of a common culture. For instance,
while describing religion during the Sultanat period,
 FUNDAM ENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS 175

it hias been mentioned that coming of Islam to India (iii) To enrich the understanding of those aspects
resiulted in many things. One of the more interesting of Indian historical development which are
thinigs was the borrowing of religious ideas by Hindus crucial to an understanding of contemporary
and! Muslims from each other. This in turn led to two India.
religious trends becoming very popular. One was the B. Content outline includes:
Sufii movement and the other came to be called the
(i) Civilizations and cultures of prehistoric,
Bhakti movement. Similarly, while describing the
ancient, medieval and modem world.
language and literature during the period, the birth
of ai new language viz. Urdu has been mentioned. (ii) Cultural Heritage of India
A bou t the growth of architecture, it has been (iii) Indian Awakening
mentioned that the Turks and the Afghans brought (iv) India’s Struggle for freedom
with them new styles and techniques of architecture
fronn Persia and Central Asia. These were merged with n. Textbooks
olde;r Indian styles and a new type of architecture The Story o j Civilization has been presented in two
took shape. The book further explains the blending volumes. The textbooks trace the growth of civilization
in painting and music. The blending of Indian cultural from prehistoric age to the modern world. Emphasis
aspects with Persian and Central Asian cultural styles has been laid on the study of efforts and endeavours
furtlher strengthened during the Mughal period and of people to improve the conditions of living in all
reached its height in richness and beauty. The book regions of the world in different ages. In the process
explains the achievements in art, architecture, the conflicts and clashes among the people have also
literature, music, painting, etc. The variety in culturalbeen mentioned.
aspects is further manifested in provincial cultures
While tracing the growth of civilization, India’s
like those of Rajasthan, Bengal, Kashmir, Gujarat,
position in each period o f history has been
Jaumpur and the Deccan.
presented. India’s contribution to the growth of
Two important points need to be mentioned in this human civilization and influences of other cultures
context. In these textbooks, firstly, culture has not and civilizations on Indian civilization have also
been presented in terms of any particular religion. been highlighted. In this context, the rise of
The medieval culture has not been termed as Islamic various religions including Hinduism, Buddhism,
culture nor the ancient Indian culture has been Jainism, Judaism , C hristianity and Islam
shown as Hindu culture. Secondly, the description along with the main beliefs of each have been
9f cultural growth has not been confined to any discussed.
particular region — it covers all the regions of the
The second volume of the textbook includes three
country. Such treatment has been observed in all
chapters exclusively related to Indian history. Chapter
the three textbooks.
14 is on the Heritage of India. Chapter 15 deals with
Class VIII textbook on modern India deals with Indian Awakening and chapter 16 covers India’s
cultured awakening, growth of nationalism and the struggle for freedom.
freedom struggle. Cultural awakening restored self­
The chapter on the Heritage of India begins with
pride and confidence, nationalism developed a sense
the description of land and people of India. About
of unity in the country and the freedom movement
the people o f India, it states, “T hey are the
further strengthened the unity of the people.
descendants of groups of people belonging to almost
Stage: Secondary Stage all the ‘racial stocks’ of mankind and their admixtures
who made India their home”. After describing some
I. Curriculum and Syllabus
of the groups, the chapter states, "All these racial
A- Objectives as stated include: and ethnic groups have intermingled with one
(i) To prom ote an understanding o f the another and few of them can be recognized in their
fou ndations o f human civilization original form. Thus India has been a crucible of
and appreciation of the basic unity of various races and ethnic groups. They have all
mankind. contributed to the making of Indian history and
(ii) To develop an appreciation of the contribution culture”.
by various cultures to the total heritage of The chapter further introduces the chief features
mankind. of the growth and development of India’s culture
 176
during the ancient, medieval and modern periods of
history. It lays emphasis on the contribution of the
people of all regions of India. Subsequently, growth
of art and architecture, paintings, languages and
literature, music and dance in different periods has
been described.
The chapter concludes with the remark: “Through
the long years, people living in India and those coming
to India intermingled with each other. They developed
a rich and dynamic culture always ever-growing
through its internal evolution and through contacts
with other cultures. Many streams of thought, belief
and expression originating elsewhere have mixed with
the ever growing streams in India and coalesced to
form the ocean of Indian culture.... In its variety
Indian culture is one of the richest in the world. All
the diverse streams have developed in this country
and are Indian”.
Chapter 15 o f the book deals with Indian
Awakening. Initially it describes the economic and
social structure of the people of India. It points out
various elements of stagnation and mentions the evil
practices which had crept into the society. The
chapter, after describing the impact of the British
rule, highlights the contribution of Raja Rammohan
ftoy, Ishwarchandra Vidyasagar, Dayanand Sarswati,
Sir Syed Ahmad Khan and others. The chapter refers
to the rediscovery of the past and its role in giving
the people pride and confidence about themselves.
The chapter also describes the growth of modern
Indian art and literature.
Last chapter of the book deals with India’s struggle
for independence. The content of the chapter
recapitulates and reinforces the understanding
fdready developed about India’s freedom struggle in
earlier classes. The brief description reiterates the
unity of purpose of all Indians irrespective of their
region, religion, caste, language, etc. to achieve the
freedom of the country.
Geography
At the primary stage, Geography is included as a
component of integrated course of Environmental
Studies (Social Studies). Students learn about the
physical features, climates, natural resources,
agriculture and industries of India. They also learn
about the cultural aspects of life in different parts of
the country. Courses of study at the upper primary
and secondary stages where Geography is taught as
a separate subject further deepen the understanding
of the variety in the life of the people.
FUNDAMENTAL DUTIES OF CITIZENNS
The content of Geography textbooks from classs VI
to X seeks to develop the understanding of jand
appreciation for the variety found in our countryy as-
well as the world. Such an understanding is expeccted
to develop a sense of unity among the people.
Language (Hindi)
While analyzing the curriculum and textbookss in
Hindi in the context of the Fundamental Dutties,
it has been found that the coverage of thermes
like patriotism and love for the country, culttural
heritage and the concept of unity in diversitty is
significant.
Stage: Primary Stage
Bal Bharti series for classes I to V include lesssons
like ‘Pyara Bharat’, ‘Badhe Chalo’, ‘Desh HamEara’,
‘Desh Prehri’, ‘Hamara Rashtriya Jhanda’, etc, wlhich
depict patriotism and inspire students to love ttheir
country. Lessons like ‘Dussehra-ka-Mela’, ‘Deep
Jalao’, ‘Holi’, Rakshabandhan, ‘Eid’, Chabbis Jamwari
Ki Parade’, etc. describe festivals celebrated ini our
country. Biographies of personalities like Ishiwar
Chandra Vidyasagar, Sarojini Naidu, Jhansi Ki R^ani,
Dr Rajendra Prasad and Baba Amte etc. or anecdlotes
from their life inspire students to inculcate vailues
of love and service to the country and to fe:llow
beings. The contents of some other lessoms is
indicated below.
Bal Bharti Bhag 4
Lesson: ‘Shalimar and Nishat’
The lesson describes the beauty of the Shaliimar
and Nishat gardens of Kashmir. The style of terrrace
gardens introduced by the Mughals, water chanmels,
fountains and beds of flowers have been beautiifully
described in the lesson. The gardens of Kashmiir are
an important cultural heritage of our country.
Lesson: Taj Mahal’
The lesson describes the beautiful monument —
the Taj Mahal. The lesson explains the structure of
the building, its design and use of marble tin it,
engravings done on its walls, its minarets and diome.
The lesson also describes the surroundings o»f the
building, the garden, the water channel in the garden
and fountains in it. The lesson aptly depicts the
beauty and significance of the building which is a
very important part of our cultural heritage.
Lesson: ‘Ashvamegh Ka Ghorda’
It is a drama from the famous epic ‘Ramayana’
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
whl(ch is a part of our ancient literature arid of our
cultural heritage .
Lesson: Tenaliraman’
Tenaliraman is a famous character of stories of
^Tamil literature. Through the story students are
introduced to Tamil literature which is an important
fcart of our rich cultural heritage.
Lesson: ‘Kabir’
It is a biography of saint Kabir. Kabir believed
in unity of God and had faith in the unity of
mankind. The lesson lays emphasis on the unity of
the people.
Lesson: ‘Kabuliwala’
This is q. touching story of the relationship between
& grown-up man and a child. This story by
Rabindranath Tagore is a part of modern Indian
literature.
Lesson: ‘Suman Ek Upvan Ka’
In this poem children sing a song in which they
say that we all are born here, we get the same
sunshine and inhale the same air. The children
further say that they Eire also like the pearls of a
necklace joined through a common thread.
The poem is a beautiful expression of unity of the
people of our country.
Lessons: ‘Sahsi Roopa' 'Sarojini Naidu, ‘Lali’
The lessons show the bravery and achievement of
yfomen. The lessons help correct the gender bias
against women.
Bal Bharti Bhag 5
Lesson: ‘Dilwara ke Mandir’
The lesson describes the structure of the Jain
temples of Dilwara in Rajasthan. Marble has been
extensively used in the construction of the temples.
The lesson makes a mention of the fine sculptures
and engravings in the marble. The description in the
lesson reflects the richness of India’s culture.
Wessons: ‘Jhansi Ki Rani,’ ‘Madam Curie’
These lessons show the bravery and achievement
of women. The lessons are helpful in promoting a
proper image of women.
Lesson: ‘Kadamba ka Ped’
This p o e m is a b o u t Lord Krishna. It s h o w s love
b e tw e e n m o th e r Eind c h ild and p r e s e n t s e x a m p le s
froir. th e love of child Krishna Eind his m o th e r w h ic h
177
is a part of Indian tradition and culture.
Lesson: Vir Abhimanyu’
The story has been taken from the ancient epic
Mahabharata which is an important part of our
ancient literature.
Lesson: ‘Baba Amte’
The lesson is about the life of Baba Amte, a great
social activist. His service to the deprived and
downtrodden and to lepers is exemplary. He also
struggled for national unity and peace. He gave the
slogein of ‘Bharat Jodo’.
Stage: Upper Primary
I. Textbooks
Saras Bharti Bhag 1
Lessons like ‘Ek Hamara Uncha Jhanda, Ek
Hamara Desh’, ‘Senapati Tantya Tope’, ‘Ladki Ka Pita’,
‘Jhansi Ki Rani’, ‘Khuni Hastakshar’, to which a
reference has already been made, depict love for the
country, sacrifice to maintain unity and integrity of
the country and struggle for freedom. The contents
of some other lessons are mentioned below.
Lesson: ‘Ahimsa Ki Vijay’
It describes an anecdote from the life of emperor
Ashoka. The anecdote inspires s t u d e n t s to imbibe
vEdues like non-violence, love and compassion for
fellow beings.
Lesson: ‘Gosrinagar Se Srinagar’
The lesson describes the visit of a person from
Cochin in Kerala to Srinagar in Jammu and Kashmir.
The visitor, besides describing the scenic beauty of
Kashmir, narrates an anecdote which shows the
freedom of religion in the country which is a basic
feature of our secularism.
Lesson: ‘Phool Walon Ki Ser’
The lesson depicts respect for the religious
practices of Hindus and Muslims. It also shows the
liberalism of Mughal rulers and people who lived at
that time. Its celebration in independent India
expresses the same ideEds. The fair which is a peirt of
our cultural heritage is a symbol of unity and nationeil
integration in the country.
Lesson: ‘Sant Kavi Thiruvalluvar’
Students are introduced to the well-known suicient
TEimil poet and ssiint. The lesson, besides describing
the incidents in the life of the poet, throws light on
i------------------------------ ---------------------------------------------------------- ------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

178 FUNDAMENTAL DUTIES OF ClUZElWS

the richness of the poetry of Thiruvalluvar. His poetic deprived people and have compassion for them. The
tvorks are very rich and are a very important author says that if you are in search of God you wcould
contribution to the literary and cultural heritage of not find Him in houses of worship or in perfornning
the country. rituals. One can find Him only if one has sympathy
and compassion for the poor and the deprived!. To
Wesson: ‘Rahim Ke Dohey’
serve the deprived is to serve God.
Abdul Rahim Khan-i-khanan was a famous poet
of Hindi in Akbar’s court. The couplets of Rahim Lesson: ‘Wapsi’
included in the lesson lay emphasis on the values of The drama highlights the value of love for mankind.
humility and tolerance. The couplets also indicate The boundaries of countries cannot divide love aimong
how Rahim had understood the cultural nuances of human beings. The drama conveys the universal
the country. They provide good examples of the message of human brotherhood.
growth of a common culture during the medieval
Lesson: ‘Bhakti Padawali’
period.
This poem by Mira Bai introduces children to the
Lesson: ‘Bal Leela’ work of the great Bhakti poetess.
This poem by Surdas refers to an incident from
Lesson: Tamil Nadu Ki Yatra’
the childhood of Lord Krishna. The poem introduces
children to one of the most outstanding figures in The lesson is a travelogue and describes the scenic
our medieval literature. beauty of Tamil Nadu and life of the people liiving
there. Through the lesson students know aboutt the
Lesson: ‘Krishna Ki Chetaoni' culture of the people living in that part of the country.
The poem written by modern Hindi poet Ramdhari The knowledge will help children develop an
Singh Dinkar depicts the character of Lord Krishna. understanding of, and appreciation for, the variety
Besides conveying the message of human values the in Indian culture.
poem deals with the character of Lord Krishna who
Lesson: ‘Doha Ekadash’
has been and is an important influence on Indian
ethos and culture. The couplets by Kabir convey the message of
equality, brotherhood and humility. Kabiris couplets
Lesson: ‘Ashok Ka Shastr T y a g ’ are an important part of literary and cultured heritage
This is a drama based on the historical character of our country.
emperor Ashoka. The drama highlights renunciation
Lesson: ‘Sharnagat Ki Raksha’
of war by Ashoka for the sake of peace and non­
violence. The story is about a Muslim soldier of Allauddin
Khilji who takes refuge in the court of Raja Hamir of
Lesson: ‘Shilp Chikitsa Ke Parvatak Sresht’ Rajasthan. The Raja grants him security and later
This lesson is about the advancement achieved by on sacrifices his life to save his guest’s life and his
Indians in ancient times in the field of surgery. It own honour.
shows the richness of the cultural heritage of our
country. Textbook
Kishore Bharti Bhag 3
Saras Bharti Bhag 2
Lessons like ‘Jai, Jai Bharat’ ‘Rajendra Babu\ Vijay
Lesson: ‘Aur Bhi doon’, ‘Gandhi Ke Jeevan Ke
Bola’, which inspire love for the country and inculcate
frera k Parsang’ , ‘Chandra Shekhar Azad’ and
values of sacrifice have already been referred to. The
'Sharnagat Ki Raksha’ which are related to the
contents of a few other lessons eire given below:
struggle for freedom have already been referred to.
The contents of a few other lessons are given below: Lesson: ‘Aprajita’
Lesson: ‘Ladki’ The story expresses compassion for disabled
The story is against gender bias. It aims at raising persons. It also tells about the courage and bravery
the status of women. o f a woman’s fight against odds and to achieve
something against these odds. The story also seeks
Lesson: ‘Deenon Par Prem’ to raise the position of women by highlighting their
This is an essay exhorting the reader to love the fighting spirit.
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
Lessson: ‘Marich-Badh’
This poem introduces children to the great
mecdieval poet Tulsidas.
Lessson: 'Ibrahim Gardi’
TThe story is about the Afghan soldier Ibrahim Gardi
whco was commander-in-chief of the Maratha army
whiich fought against the forces of Ahmad Shah
Abdali. The story reflects Hindu-Muslim unity.
Lessson: ‘Kya Nirash Hoi Jai’
This is an essay by the famous modern Hindi
writter Hazari Prasad Dwivedi. In the initial part of
the essay the author expresses his frustration and
anguish at the dishonesty and falsehood rampant in
Indiian society. However, the author feels that Indians
basically honour the values of honesty and selfless
service. These values have become dormant these
days but one comes across many incidents and events
Where common man exhibits these values in his/her
behaviour. The author refers to a few incidents from
his life. He is hopeful that people of our country will
res tore their faith in their old values and would love
each other and act for the betterment of their fellow
beings.
Lesson: ‘Sudama Charit'
, The poem is based on the famous episode of Lord
Krishna and his friend Sudama. The poem depicts
love and friendship transcending differences in social
position. The poem is inspiring and conveys the
message of human values.
Lesson : ‘Amrita Sher Gill’
This is a biography of the famous artist Amrita
Sher Gill. It tells about her contribution to the art of
painting which made her a world famous artist. The
lesson also conveys a message that women can
achieve ultimate heights in any field.
Naya Jeevan Bhag 1
Supplementary Reader fo r Class VI
Lesson: ‘Bhavishya Ka Bhai’
This is a story of a poor woman working as a
domestic servant. She is not able to provide education
to her child who also works in the house. The
daughter of the owner of the house does not
understand the inequality. The story beautifully
brings out the ailments of society — poverty and
inequality. The story ends with the hope that future
generations would do things to change the system.
Supplementary Readers fo r Class VI and VII
The great epics Ramayana and Mahabharata
179
presented in an abridged form and in a language
appropriate for the age group have been recom­
mended as supplementary books for classes VI and
VII respectively. The epics are important in promoting
the understanding of the cultural heritage of our
countiy.
Stage: Secondary School Stage
NCERT guidelines and syllabi for the secondary
stage suggest a few themes for lessons in the
textbooks. The themes include the following:
1. Important components of Indian unity
2. India’s rich cultural heritage
3. Equality, democracy and secularism
n. Textbooks
Parag 1 for class IX
Lesson: ‘Bhed aur Bhediya’
This is a satirical story highlighting corruption
rampant in society. Emphasis has been laid on
truth and honesty among the people and the
message of bringing equality has been conveyed.
Lesson: ‘Mahabharat Ki Ek Sanjh’
This is a play based on the epic Mahabharata.
Lessons: ‘Swami Vivekananda’, ‘Main aur Mera desh’,
‘Bhartiya Sanskriti’, and Vishwa Mandir’ reflect the
main features of India’s tradition and culture. Respect
for human values, love among the people, service to
humanity, etc. have been the fundamentals of India’s
culture. Lesson, ‘Kushinara’ describes the
teachings of Lord Buddha. Lesson Vishwa Mandir’
reflects the ideal of equality of mankind. The
story ‘Sikka Badal Gaya’ depicts the sentiments
and emotions of a woman who is forced to leave
her home and village during the partition of the
country when values of human love had been
shattered.
Some of the above lessons explain the cultured
values of our country and some others lay emphasis
on values of love and compassion.
Mansi Bhag 1fo r class IX- A textbook in Hindi as a
second language
Prose section
Lesson: ‘Kashmiri Gujjar’
The lesson describes a Kashmiri tribal community,
the Gujjars. It throws light on their life-style. It also
describes an incident when a Gujjar family informed
Indian forces about the incursion of Pakistani forces
into India.

Lesson: ‘Bahu Ki Vida’
This is a play which highlights the curse of dowry.
A father who had refused to accept her daughter-in-
law as she had not brought enough dowry had to
face the same problem when his daughter got
married. The drama conveys the message of fighting
against the evil practice of dowry which has lowered
the position of women in the society.
Poetry Section
A selection of the couplets of Kabir criticising the
ritualistic aspects of the religion of Hindus and
Muslims and urging them to adopt the true spirit of
religion.
Mansi Bhag 2 fo r class X - A textbook o f Hindi as
second language.
Prose Section
Lesson: ‘Ibrahim Gardi’
The lesson depicts love for the country and the
determination to fight for a just cause. It also lays
stress on the unity of the people irrespective of
differences of religion.
Lesson: ‘Subhan Khan’
This is a touching story of a Muslim mason who
believes in love for all human beings. He believes that
his religion does not prohibit him from loving other
fellow beings. The story conveys a message of unity
pf human beings and respect for all religions.
Lesson: ‘Meri Antim Abhilasha’
This is an extract from the will of Jawaharlal
Nehru in which he described his relationship with
the culture and heritage of India. His will conveys a
message of pride in the cultural heritage of the
country. At the same time it urges the people to give
up those traditions which divide humanity.
FUNDAMENTAL DUTIES OF CITIZEN'IS
Sanchayika Bhag 2 —Supplementary Reader in Hlindi
as second language
The book has been divided into four parts. Pairt I
describes the history of Hindi literature. Parrt II
includes our achievements in the past in the fieelds
of science, literature and architecture. Part III deeals
with our folk traditions and Part IV highlights the
compositeness of our culture. This section also
includes the description of our festivals. The enitire
book introduces students to our cultural heritage high­
lighting its main characteristic, i.e. its compositemess.
Conclusions and Suggestions
The curriculum and textbooks in different subjects
from Class I to X together present a comprehensive
view of India’s cultural heritage. Its composite nature
has been appropriately highlighted. The process of
the growth of a composite culture has been suitably
presented.
There are lessons in Civics, Geography and also
in Hindi which draw the attention of the students to
the challenges faced by the country like the divisive
forces of communalism, casteism , linguism ,
regionalism, etc. The problems faced by women are
highlighted and ideas of women’s equality are
promoted.
The problem of national integration has been
specifically dealt with in Civics textbooks.
A number of lessons in the form of stories, essays
and poems have been included in Hindi textbooks
which promote human values and a spirit of harmony
and human brotherhood.
A special feature of history textbooks worth
mentioning is their objectivity. These books are free
from any regional, communal or casteist bias and
provide a secular perspective to the study of India’s
past.
 Article S1A (g)
Artticle 51A (g) to protect and improve the natural environment including forests, lakes, rivers, wild
lifie and to have compassion for living creatures;...
P ro tectio n o f the environm ent and need of
conservation of resources had started receiving wide
attention since the end of the Second World War.
Indian Constitution makers were alive to these
emvironmental concerns. Article 48A of the Directive
Principles of State Policy of the Constitution states
that The state shall endeavour to protect and improve
the environment and safeguard the forests and wild
life of the country'.
With passage of time it was globally perceived that
ever increasing need and greed, rapid growth of
population coupled with fast industrialization and
modern agricultural practices had disturbed the
ecological balance, and had been exterminating wild
life.. We have been polluting the vital life supporting
systems such as air, water and soil which belong to
the entire living world. Fast depletion and degradation
of precious resources that were essential for human
sustenance and progress were taking dangerous
proportions. It was universally accepted that the
environm ent could not be saved merely by
governmental efforts. The environmental crisis could
only be averted by combined actions of the
governments, voluntary groups and individuals. The
realization of a bigger role of the common people in
protection and improvement of the environment is
reflected in the inclusion of clause (g) in the list of
Fundamental Duties of all citizens.
In view o f the above the introduction of
environm ental education in schools became
imperative so that every future citizen could do her/
his duty effectively.
The objectives of environmental education Eire to
help pupils develop an awareness of and sensitivity
to the environment and its problems, acquire basic
Knowledge and understanding of the environment.
and a set of feelings, concerns and motivation for
actively participating in environmental protection and
improvement and to develop skills for identifying and
solving environmental problems.
Environmental Studies
At the primary stage teaching of social studies and
science components have been woven round th »
environment of the child as Environmental Studies.
Efforts have been made mainly to develop an
environmental awareness and sensitivity, values and
attitudes related to environmental protection and
need of proper care of plants and animals. The
content and activities are simple, based mainly
around familiar objects and events and daily life
experiences of the child.
Stage: Primary Stage
Environmental Studies (Science)
I. Curriculum and Syllabus
A. Objectives include the following:
To promote in children proper attitudes, values
and concern for maintenance and improvement of
the environment.
B. The Content outline includes the following:
Class I. Natural features in the neighbourhood —
rivers, hills, ponds, plains etc.
Various types of plants and animals around us
Harmful effects of indiscriminate killing of animals
and plants
Care of domestic animals and plants and their
protection from diseases
Water, its uses in daily life
 182
Common sources of water — rivers, streams,
tanks, wells, springs, etc.
Main causes of pollution of water, such as bathing,
washing, throwing garbage in the sources of water
Need to keep water clean at its sources
Ways to keep water free from pollution
Use of natural resources
Suggested Activities
Taking care of plants and animals around the
house and the school
Planting of saplings at home and school
Stories about our wild life; tiger — our national
animal
Stories of animals as friends of man
Class II. Natural surroundings; uses of rivers, hills,
ponds, forests, etc.
Human dependence on plants
Usefulness of animals
Causes of pollution of water
Different methods of preventing pollution of water
Harmful effects of some human activities such as
deforestation, pollution of water sources, soil erosion,
etc.
Suggested Activities
Stories related to protection of wild life
Class III — Environmental Studies (Science)
Plants are natural resources; their care and
protection
Harmful effects of indiscriminate cutting of trees
and killing of animals
Information about afforestation programmes
Stories about Project Tiger (national animal) and
conservation of wild life;
Home and its surroundings should be kept clean.
Class IV. Environmental Studies (Social Studies)
Natural resources of the country
Soil — Conservation of soil
Kinds of forests and their distribution in the
country, uses of forests
Conservation of forests
Wild life in forests, need of preservation of wild life
Pollution of water — its effects, methods of keeping
water clean
FUNDAMENTAL DUTIES OF CITIZENS
Cattle wealth — programmes of improvement of caattle
breeds.
Class IV. Environmental Studies (Science)
Plants are important natural resources
Protection of plants from extreme heat, ccold,
continuous shade, pests and diseases
Protection of animals from diseases
Domestic animals need shelter, clean drinkcing
water and grooming
Indiscriminate killing of animals and cutting of
plants are harmful for environment
Campaigns for protection of plants and animals
Conservation of forests and forest wealth
National parks and sanctuaries
Afforestation programme in the locality
Causes of water pollution
W7ays of prevention of water pollution, water
purification
Harnessing of alternative sources of energy
C onservation of energy
Class V. Environmental Studies (Social Studies)
Sources of energy — coal, mineral, oil
Search for new sources of energy — water, air,
sun.
Class V. Environmental Studies (Science)
Collection and disposal of wastes
Animal and vegetable wastes as sources of energy
(biogas, gobar gas)
Soil as natural resource; soil erosion
Soil conservation
A ir pollution by smoke, automobile exhaust,
dust, etc.
Effects of air pollution
Prevention of air pollution
A ll of us are responsible for keeping the
environment clean.
Sun, ultimate source of energy
Conservation of energy
Alternative sources of energy
Depletion of nature and natural resources;
disturbance of natural balance
Judicious use of (non-renewable) resources,
conservation of natural resources.
 FFUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
Sucggested Activity
(Observation of plants and animals and their habits
in Ithe open field
Experiments
Soil erosion by blowing air
Soil erosion by sprinkling water
n Textbooks
There are no textbooks for Classes I and II
1. (Class III. Exploring Environment, Book I
TThe chapter ‘Plants and Animals Around Us’
intiroducing the variety, habits and habitats of plants
ancd animals, mentions that they are our natural
resources. It deals with caring and protecting them
ancd why we should not harrti them.
'There is also one full illustrated chapter on garbage
dis.posal and cleanliness of the environment.
2. (Class IV. Our Country India
Unit two, ‘Using Our Resources’ includes five
chcapters on natural resources of India.
The chapter entitled, ‘Our Soils’, besides dealing
with the importance and variety of soils, explains
needs of soil conservation and different measures of
prevention of soil erosion such as bunding, planting
grasses, shrubs and trees.
The chapter, ‘Our Forest and Wild Life’ explains
the importance of the forest and its products as well
as its wild life. It also mentions some unique wild life
of the country, their distribution and important
sanctuaries as w ell as the significance of
Vammahotsav and tree planting.
The chapter ‘Our Water Resources’ explains how
the pollution of water resources can be avoided.
The chapter ‘Our Mineral Wealth’ gives an account
of the importance and distribution of mineral
resources and cautions against the depletion of
mineral resources through over-use.
Another chapter deals with the importance of
domestic animals, fisheries and poultry, as well as
their care and improvement.
The chapters have adequate illustrations and maps.
Suggested Activity
To find out more about Chipko movement.
3. Class IV. Exploring the Environment, Book II
Chapter 2 ‘Uses of Plants and Animals’ gives
Illustrated accounts of useful plants, animals and
183
their values as important resources. It also iterates
the need for their protection and care.
This is followed by a full illustrated chapter, ‘Care
and Protection of Plants and Animals’, deeding with
various needs of plants such as light, air, water,
protection from pests and diseases as well as ill-
effects of cutting of forests, protecting forests from
fire, and the good effects of planting trees. It also
deals with the importance of sanctuaries and National
Parks and their locations through a map.
Some of the subsequent chapters like ‘Safe Water
and Sanitation and Diseases', ‘Soils and Crops and
Water’, ‘Force and Energy’, mainly deal with the man-
made environment, but also provide important
information and messages about the natural
environment such as pollution of water, keeping the
environment clean, erosion of soil and importance of
renewable-energy resources.
The chapter, ‘Force, Work and Energy’, refers to
the alternative sources of energy such as wind energy,
solar energy and biogas. The last chapter, ‘Man,
Science and Environment’ explains how man became
dominant over others through his understanding of
nature and brought about changes in the natural
environment. Fast growth o f population and
indiscriminate agricultural, industrial as also war
related activities should be curbed through good use
of human wisdom.
Science
At the upper primary and secondary stages attempts
have been made to develop environmental awareness,
knowledge and skills integrated with scientific
principles. In class VI, which is transitory between
primary and upper primary and where science has
been introduced formally for the first time, the
organization of content is somewhat similar to that
of the primary. In classes VII and VIII and also at the
secondary stage, however, teaching of science
principles becomes more prominent. More complex
ideas and their interrelations with the environment
are integrated with those principles.
Stage: Upper Primary Stage
I. Curriculum and Syllabus
A. Objectives include the following:
To acquaint students with basic concepts,
principles, laws and theories of science that are
relevant for understanding and interaction with
the environment.
 184
B. The class-wise content outline includes the
following:
Class VI. Variety of plant and animal life
(diversity), necessity of air for sustenance of life;
various uses of air to human beings.
Water cycle in nature, uses of water in day to day
life, need of conservation of water.
Renewable and nom-renewable sources of energy,
solar energy, wind energy, energy from water; energy
from biomass.
Living and non living components o f the
environm ent, interdependence, food and
energy relations, balance in nature essential for
survival, harmfulness of indiscriminate human
interference.
Class VII. Noise and its hazards
Renewable and non-renewable sources of energy;
judicious uses of energy, water pollution, air
pollution, acid rain, uses of various constituents
of air.
Soil as important natural resource; soil erosion
and conservation of soil, soil pollution.
Need for keeping animals; general needs and
maintenance of domestic animals with special
reference to cattle, sheep, poultry, bee and fish
rearing.
Class VIII. Sources of energy, fossil fuels; hydro­
energy, bio-energy, wind energy as renewable sources
of energy; energy needs; development of alternative
sources of energy; judicious use of energy.
Roles of plants and animals in human life;harmful
and useful plants, plants of economic importance;
useful animals; products from wild and domestic
animals.
Necessity of natural resources; materials from the
earth, energy from the sun for sustenance of life, man
requiring more resources, various sources of
resources, renewable and non-renewable resources,
depletion of resources and their causes; conservation
of natural resources for human survival, conservation
effort at individual, community, governmental and
international level.
n Textbooks
1. Science — A Textbook for Class VI
Unit seven entitled, The Living World’ gives a
general account of the variety of living forms (bio­
diversity), their shapes, sizes, habits, habitats and
FUNDAMENTAL DUTIES OF CITIZEMNS
structure.
The unit on ‘Air’ explains the importance of ai»ir as
a part of the life supporting system as well asis its
different uses to man.
The unit on ‘Water’ discusses the water cycle e and
its importance to life, pollution of water, conservaation
and harvesting of water.
The next unit ‘Energy’ deals with fossil fuelsls as
well as alternative sources of energy — solar ene.ergy,
wind energy, energy from water, energy from biopgas,
energy from biomass.
Suggested Activity
Water wheel
Wind vane (phirki)
The unit ‘Balance in Nature’, gives an illustrabated
account of interdependence of organisms — hunman
dependence on plants and animals, plants as 3 the
source of food for all organisms; food chain ; and
decomposers, flow of energy, need of natural balaance.
It also deals with the disturbances of natural balaance
by human activities, different kinds of polluttion,
depletion of nature and natural resources, , air
pollution, water pollution. It also mentions naoise
pollution and its effects as well as our duties tow^ards
the maintenance of the environment. It mentions) how
even creatures like snakes (mostly harmless)) are
important for the balance in nature.
2. Class VII. Science — A textbook for Class VII
The chapter on ‘Sound’ deals with noise polluation
and its effects.
The chapter on ‘Energy’ discusses at length i the
different sources of energy, sun — the pereninial
source and other non-renewable sources, fossil ffuels
and their dwindling stock as well as desirabilifty of
the alternative sources of energy.
The chapter on ‘Water’ deals with the causees of
water pollution and its harmful effects as welll as
prevention of water pollution. It also menttions
treatm ent o f polluted w ater and the Gainga
purification project.
The chapter on ‘Air’ explains harmful effects oof air
pollution, modes of indoor pollution such as kitcihen,
stoves, smoking as well as atmospheric polluition
through industrial and vehicular effusion of cairbon
dioxide, carbon monoxide, oxides of nitrogen and
sulphur. It also mentions acid rain and its effectts on
various built structures and monuments incluxding
the Taj Mahal.
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
The chapter on ‘Soil’, discusses the importance of
soiil as a resource and its role in retaining water. It
alsio deals with the problem of soil erosion and some
preventive measures.
Suggested. Activity
Erosion of soil by strong wind
Erosion of soil by water
3. Class VIII. Science — A textbook for class VIII
, Th e chapters ‘Agriculture: Practices and
Implements’ and ‘Useful Plants and Animals’, deal
mainly with cultivated plants and domesticated
animals generally with economic values. These two
chapters discuss caring, protection and improvement
of plants and animals including cattle.
The chapter, ‘Conservation of Natural Resources’,
deals extensively with natural resources — renewable
and non-renewable, how some of the precious wild
life has become extinct or is threatened due to
overexploitation as well as dependence of wild life on
|he biotic and abiotic factors of the environment,
thereby explaining the principle ‘Conserve all or none’.
It illustrates how renewable resources of forests as
also ground water become exhausted due to over use.
It also deals with forest conservation, importance of
habitat conservation as well as the relation among
various factors of forest conservation. This is followed
by a discussion on various methods of conservation
of non-renewable resources like recycling,
substitution, avoidance of waste of resources, repair -
and-use economy, appropriate life style, bad effects
of pollution. The effects of war are also mentioned in
jhis context.
Chapter, ‘Alternative Sources of Energy’, discusses
different sources of energy — sun the ultimate source
of energy, fuels and the finite stock of fossil fuels -
coals and petroleum products, increasing energy
consumption in India. This is followed by a discussion
on alternative sources of energy, construction and
use of solar cookers, heaters, dryers and a mention
of solar cells, importance of biogas plants and their
products. Uses of wind mills, nuclear energy as well
as various methods of conservation of energy have
also been discussed.
Stage: Secondary Stage
I. Curriculum and. Syllabus
A- Objectives include the following:
To develop concern for a clean environment and
preservation of ecosystem.
185
B. The Content outline includes the following:
Manipulation of environment to overcome
physical, biological and cultural needs.
Regulation of environment; use and exploration of
needs, control and use of fire regulation at micro and
macro levels; advantages and disadvantages of
regulation
Sun as a source of energy, solar heaters, solar
cells
Wind — Wind mills; hydroelectricity generation,
electricity from sea waves, bioenergy biomass,
biomass as fuel, biogas.
Nuclear energy — radiation hazards, energy crisis;
causes and trends in energy consumption by
individuals, industry and agriculture; depletion of
known stocks of fossil fuels; inefficient use of energy;
population control; in du strialization and
urbanization.
Solutions for overcoming energy crisis; population
control; exploration of renewable sources of energy
and emphasis on their use; reducing wastage of
energy, use of energy efficient machines; judicious
use of non-renewable sources of energy.
Good health and control o f environmental
pollution
Biosphere: sources of energy, food chain, food
web, flow of energy
Mineral cycles: carbon cycle, nitrogen cycle,
oxygen cycle, water cycle.
Ecological balance: man’s role in disturbing the
balance, efforts for maintenance of ecological
balance.
Water : sea water as habitat of organisms
Air: role of atmosphere in protection from radiation,
adverse effects of increased carbon dioxide, role of
trees, release of carbon dioxide from burning of fossil
fuels, damage to historical monuments and corrosion
of metal.s from acidic gases; effect of metallic particles,
asbestos, etc., on living organism, effects of carbon
monoxide, smoke, noise pollution, air pollution,
radioactivity.
Living resources; Renewable and non-renewable
resources, exploitation of resources, ecological crisis
due to deforestation, need for replenishment and
management of living resources, conservation and
monitoring of wild life parks, sanctuaries, wild life
conservation, legislative measures for protection of
living organisms.
 186
Recycling of waste materials: biodegradable and
hon-biodegradable waste m aterials and their
recycling; preparation of compost, proper disposal
of radioactive wastes, harmful effects of exposure to
radio active waste; technique for proper storage of
radio active wastes.
EE. Textbooks
1. Class IX. Science — A textbook for Class IX
Chapter 16, ‘Ways of Living:Birds\ deals with
variety of bird life (biodiversity) and their diverse
habits as well as some techniques of study of birds.
Chapter 20, ‘Human Beings’ , traces human
evolution and uniqueness of human body and its
effects on the development of human society and
technology. It particularly discusses some of the
harmful effects of human ‘progress’ giving rise to
population problem, large scale exploitation of forests
and hills leading to the ecological disturbances, soil
erosion, floods and droughts, some irreversible
change of climate and damage of the ozone layer by
aerosols. It discusses how changes in the life style of
human beings and developm ent o f newer
environment friendly technology can help to overcome
some of the problems. The chapter also discusses
how social actions (like the Chipko movement) help
to fight destruction and damage to the environment
in the Himalayas or the Silent Valley in Kerala.
Chapter 21, ‘Science and Technology and Man’,
also makes a few points regarding the fast
development of technology eind its adverse effects on
the environment.
2. Class X. Science — A textbook for class X
Chapter 5, ‘Food Production’, mentions need for
Integrated land management and discusses control
i)f floods a'nd soil conservation, reclamation and
treatment of wastelands, increased tree cover and
regulated grazing. It also points out how excessive
use of fertilizers could make water available in the
^rea unpotable, spoil utility of water body by causing
6vergrowth of algae to hamper the growth of useful
plants. The spoiling of soil by salinity and water
logging caused by excess irrigation, the harmful
pffects of excessive use of pesticides in water pollution
and other dangers have also been stated. On caring
of animals, the chapter discusses the need for
adequate quantity of nutritious food, shelter, water
knd protection from diseases.
Chapter 9, explains at length how the rising
quantity of carbon dioxide in the atmosphere traps
the heat received from the sun and produces green­
FUNDAMENTAL DUTIES OF CITIZENS
house effect and alters the climate. It also deals ’With
the adverse effects of carbon dioxide, nitrous oxide,
sulphur dioxide released due to industrial activities
on the air quality and the ozone layer, theireby
facilitating the entry of harmful radiation on the earth.
It also mentions the importance of ocearns in
regulating the atmospheric temperature and soliuble
gases as well as providing various resources.
Chapter 12, ‘Biosphere’ discusses the structure
and function o f the biosphere, lithosphere,
hydrosphere as well as abiotic components o f the
ecosystem such as air, water, soil, minerals and b'iotic
components such as plants, animals, microbes and
their relationships expressed in food chains, food
webs, decomposers and trophic level, salient features
of energy flow including ecological pyramids. The
cycles of minerals describe the carbon cycle, nitrogen
cycle and oxygen cycle.
Chapter 13, ‘Man and His Environment’, mentions
effects of human progress on the abiotic component
(life supporting systems) such as atmosphere, biotic
or biological enviornment as also the sociocultural
environment.
It also discusses the inter-relationship between
man and his environment of living resources, need
of proper management and replenishment such as
of forests, ground water and soil. Degradation of life
supporting systems such as air and water pollution,
depletion of ozone layer, bio concentration of
pesticides and impact of unplanned technological
growth have been described. The chapter also
includes the need of environmental planning and
recycling of waste materials. It also mentions the
importance of environmental actions by groups and
individuals.
In the supplement to the Science textbook for
Class X, the chapter on ‘Energy’ gives an illustrated
account of the construction of solar heating devices,
solar cooker, solar water heater and solar cell panel,
wind mills, hydro-electricity and energy from the
ocean. The chapter on ‘W ater’ discusses its
importance as a medium for the activities of the living
and sea water as habitat of organisms. The chapter
on ‘Air’ deals with the role of plants in the gaseous
balance of air, effect of acidic gases on the historical
monuments, harmful effects of carbon monoxide and
metallic particles on atmosphere, air pollution,
radioactive pollution and noise pollution.
Geography
At the upper primary stage the main focus of the
 FFUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
Gecography syllabus is to acquaint pupils with the
lanid, rivers, hills, lakes, climate, vegetation, wild life
ancd natural resources of the continents of Africa,
Soiuth America, Australia, North America, Asia and
Antarctica. More direct environmental contents
incllude four realms of the earth, soil formation and
comservation of resources dealt with separately.
A t the secondary stage in class IX the syllabus
(exclusively deals with all basic concepts,
interrelations and technical terms related to the
environment and its problems while the syllabus of
fclass X includes some environmental features, factors
ancd interrelations in the context of economic
geography of India.
Stajge: Upper Primary Stage
I. Curriculum and Syllabus
A. The statem ent o f Objectives includes the
following:
To promote an understanding of different
elements of the physical environment which affect
man’s ways of living.
To help the student realize that human beings
everywhere try to make best possible use of their
environment, including gifts provided by nature to
satisfy their needs.
To help the student realize that man’s interaction
with the environment has resulted in environmental
degradation e.g. depletion of resources and pollution
of the environment, threatening the very survival of
mankind. Hence, there is urgent need to use
resources of the environment wisely.
B. The Content outline includes the following:
Class VI. Four realms of the earth — the
lithosphere, hydrosphere, atmosphere and the
biosphere.
Africa: land, climate, vegetation and wild life,
natural resources and their utilization.
South America: land, climate, vegetation and wild
life, natural resources and their utilization
Australia: land, climate, vegetation and wild life,
patural resources and their utilization
Antarctica: land, climate, vegetation and wild life.
Class VII. North America: land, climate, vegetation
and wild life, natural .resources and their utilization
Europe: land, climate, vegetation and wild life,
natural resources and their utilization.
Soviet Union: land, climate, vegetation and wild
life, natural resources and their utilization.
187
Class VIII. Weathering, formation and conservation
of soil
Asia: land, climate, vegetation and wild life; natural
resources and their utilization
Conservation of natural resources.
n. Textbooks
1. Class VI. Lands and Peoples Part I —
A Geography Textbook for Class VI
The chapters on South America and Australia
describe various aspects of the geography of these
continents such as physical features, climate,
vegetation, wild life. Besides the general description,
a few selected countries from Africa and South
America are discussed in detail.
2. Class VII. Lands and Peoples, Part II — A
Geography textbook for Class VII
Unit I, Chapters 1 to 4 on Atmosphere describes,
the various constituents of air and various
components of the atmospheric phenomena and
factors that are responsible for them.
Unit II, Chapter 5, The Hydrosphere’, gives an
account of hydrospheric — oceanic phenomena of
tides, ocean currents and their effects. Other chapters
in the textbook deal with physical features, climate
and natural vegetation and natural resources of North
America and Europe.
3. Class VIII. Lands and Peoples, Part III — A
Goegraphy textbook for class VIII
Unit I, ‘Lithosphere and Landforms’, discusses the
different lithospheric phenomena, land topography
and various natural factors that regulate them.
Unit II, ‘Asia’, deals with the physical features,
climate and vegetation of Asia including types of
biomes with special reference to Pakistan, Nepal,
Bhutan, Bangladesh, Myanmar, Sri Lanka, Malaysia,
Indonesia, China and Japan.
Unit III, ‘India, Our Motherland’, describes the
various natural features, topography, climate and the
factors regulating climatic phenomena, soil and land
use, forests and wild life, animal wealth of India.
Stage: Secondary Stage
I. Curriculum and Syllabus
A. Objectives of the syllabus include the following:
To develop an understanding o f man and
environment relationship at the global level.
To develop an understanding and concern about
growing world population and its impact on the
 188
environment.
To develop an understanding of the need for
protection of the environment and conservation
of nature and natural resources.
B. The Content outline includes the following:
Class IX. Natural environment - the atmosphere,
lithosphere, hydrosphere, biosphere, the totality
of the environment; factors determining weather
and climate, climate and man.
Renewable and non-renewable resources, land use
patterns, soil, forest and wild life resources, animal
resources, fisheries, mineral and power resources,
water resources, man and ecosystem, and food
supply.
Nature o f human intervention causing
environmental degradation, depletion of resources,
environmental pollution, environmental problems at
local, regional, national and global levels, need and
efforts to improve the quality of environment.
Class X. India: relief, major physiographic divisions
of India and their complementary nature to one
another, climate, natural vegetation, wild life,
conservation of wild life.
India: mineral and power resources, wise use and
conservation of mineral and power resources.
India: Land use-soil, forest, cattle wealth, fisheries,
n. Textbooks
1. Class IX. Understanding Environment
The entire content of this textbook provides a
comprehensive treatment of both natural and social
environments. However, only the portion related
directly to the protection of the natural environment
is being mentioned here.
The first three chapters ‘Our Environment —
Components and Processes’ introduces, the basic
components such as hydrosphere, lithosphere,
atmosphere and biosphere and dynamics (changes)
of the physical and biological elements of the
environment like weathering of rocks, landslides,
processes of gradation, underground water, glaciers,
wind, waves, earth movements, volcanoes,
fearthquakes. This is followed by realms of water,
water in the oceans, ocean floor, water in the air,
surface water, underground water and water in the
biosphere.
Chapter Four, The Air Around Us,’ discusses
interaction o f the incom ing energy and the
atmospheric layers, heat balance, latitudinal heat
balance and distribution of precipitation factors
affecting climate.
FUNDAMENTAL DUTIES OF CITIZEI'NS
Chapter Five, ‘Biosphere’, introduces compoments
of the ecosystem — biotic and abiotic, food chain i and
food web, ecological pyramids, energy and mimeral
movements in the living world and major ecosysttems
of the earth including various types of vegetaltion
(forests) and their relationship to the animals liivirig
in them.
Unit II, Chapter six deals with maps as aiid to
understanding environment.
2. Class X. India: Economic Geography
Unit one deals with structure and relief (adetphic
factors) and climatic conditions of India highlightting
the complementary nature of its physiographic
divisions to provide a basis for understanding the
social aspects of our environment emphasizing the
economic angle.
Unit two describes the flora, fauna and ;soils
including natural ecosystem, diversity of flora and
vegetative regions — tropical rain forests, trojpical
deciduous forests, scrub jungles, tidal foreests,
latitudinal zones of vegetation as well as varied fauna
and soil types and distribution.
Chapter 4, ‘Land use and Water Resources’, annong
other things, discusses the ever increasing presssure
on land for various purposes (including population
growth) and need for proper planning of land use,
measures to check soil erosion, desertification, proper
farming as well as upgradation of waterlands.
Under ‘Water Resources’, water budgeting, various
multipurpose river valley projects and major power
projects have been dealt with.
The chapter, ‘Mineral and Power Resources’
discusses new sources of energy such as wind energy,
tidal energy, energy from urban waste and organic
wastes and solar energy in addition to the various
mineral resources.
Civics
The Civics syllabi at both upper primary and
secondary stages mainly deals with political
institutions and responsibilities. However, in class
VIII the problems of environmental pollution and its
adverse effects have been mentioned as one of the
global problems.
Stage: Upper Primary Stage
L Curriculum and Syllabus
A. Objectives include the following:
To provide the student w ith intelligent
understanding of the various social responsi-
 FVUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
bilities and civic processes,
p. Content outline includes:
Human activities and environmental pollution
Types of environmental pollution, pollution of air,
toatcer and land, factors responsible for environmental
polllution, impact of environmental problems on
sociiety and the quality of life
Ways and means to reduce environmental pollution
at tlhe local, national and international levels.
n. Textbook
Class VIII — Our Country Today — Problems and
Challenges, A textbook in Civics
Clhapter 17, “World Problems’, refers to degradation
of natu ral environm ent as a global problem
concerning whole humanity and discusses briefly the
causes of air, water and land pollution and harmful
effect of pollution. It also mentions noise pollution
andl explains how air and water pollutions affect
across the national boundaries and, therefore, require
preventive actions at local, national and global levels.
Language (Hindi)
The Hindi course of the primary stage attempts to
develop vocabulary related to the natural objects in
the earlier classes (classes I and II) and to highlight,
among other components of core curriculum,
environmental protection.
At the upper primary and secondary stages also
the syllabi lay a special emphasis on the theme of
fenvironmental conservation.
Stage: Primary Stage
I. Curriculum and Syllabus
Objectives include : Language abilities related to
environemnt
Class I
Names of trees and plants found in the immediate
environment
Importance of plants, water, animals and their
interdependence
Interdependence of human beings and environment,
cleanliness of the environment
Class II
Write-ups, stories, one-act plays, narrations,
conversations, etc. related to animals, birds; natural
resources like forests, minerals etc. and their
conservation;
189
Poems on birds, butterfly, flowers, moon, sun.
Classs IV
Textual material containing poems, stories, short
essays, plays, etc. on topics of general interest,
e.g. animals, birds, trees, plants; importance of trees
and plants for national development, Chipko
Andolan, national parks, natural resources of the
country, e.g. minerals, forests, rivers, etc.
Class V
Communication abilities related to protection of
wild life/animal life
Textbook
Class I
Bal Bharti, Bhag 1
Lesson 2, ‘Madan Ghumne Gaya’ is a story
conveying the message that one should not tease
animals. It also depicts appreciation of flowers.
Class II
Bal Bharti, Bhag 2
Lesson 3, ‘Gilharee’, is a story of two children and
a squirrel depicting the sensitivity of animals. One of
them was feeding the squirrel and appreciating its
beauty. The squirrel came close to them. But the other
child ran after the squirrel to catch it, the squirrel
escaped and never returned.
Lesson 8, ‘Aam Ka Pedh’ , is a story on the
usefulness of the mango tree and the need to care
for seedlings.
Lesson 11, ‘Nanhee Bulbul’, is a story portraying
the protection and care provided by trees to a fledgling
bird during its growth as also during the temporary
absence of its parents.
Lesson 22, ‘Kaun’ , is a poem showing the
usefulness of the moon, the sun, rivers, hills, trees,
flowers, clouds, and the beauty of the rainbow to
human life.
Lesson 23, ’Hans Kiska’ is a story describing the
virtue of care and love of animals through a quarrel
between two boys over the possession of a duck,
which was hit by one and nursed back by the other
and how the verdict of the king went in favour of the
saviour.
Class III
Bal Bharti, Bhag 3
Lesson 1, ‘Kabutar Aur Madhumakkhiyan’, is a
story which describes how a pigeon took pity on a
 190
queen bee when she fell into a river and saved her by
dropping a leaf. One day when that pigeon, among
Others, was attacked by a hunter, the queen bee
recognized the pigeon. A swarm of bees attacked the
hunter disturbing his aim and thus saving the life of
the pigeon.
Lesson 4, ‘Koel’, is a poem appreciating the beauty
and song of the koel.
Lesson 11, ‘Neem’, is a story expressing the agony
of a neem tree when a boy was going to cut it. It
appealed to the boy not to destroy it because of its
great usefulness to human beings.
Lesson 13, ‘Chidiya Ghar Ki Ser’, is a letter written
by a child to his friend describing his visit to the
Delhi Zoo giving an account of a few unique animals.
It reflects the need of wild life for human aesthetic
satisfaction.
Lesson 14, ‘Kutte Ki Sooj Boojh’, is a story
describing how during a holiday picnic a boy gave a
piece of bread to a hungry puppy, brought him home
and brought him up. One day when there was a
robbery in his house, the dog led him and the police
to a distant bunglow. The criminals were arrested
and of the stolen goods were recovered. The
gratefulness of the dog was appreciated by all.
Class IV
Bal Bharti, Bhag 4
Lesson 4, ‘Shalimar Aur Nishat’, is a descriptive
piece appreciating the beauty of nature, particularly
the landscape including the lakes and gardens of
Kashmir.
, Lesson 5, ‘Indradhanush’, is a poem appreciating
(he beauty of the rainbow.
Lesson 9, 'Hathee', is an informative write-up
describing the life and usefulness of elephants to man
highlighted through the experience of a herd
comprising adult females, males and two young ones,
led by an experienced female. The herd survived
yarious adverse situations by their mutual
cooperation.
Lesson 13, ‘Ganewali Chiddiya’, is a story with an
underlying moral about the bird of a jungle, famous
for her song and a Chinese king who was proud of
his grandeur. It tells how the bird, a creature of
nature, used to provide joy and happiness to
everybody — folks living in the jungle as well as the
Jung living in the palace. The king resorted soon to
to artificial singing device to satisfy his thirst for
music leaving the bird alone. After five years when
the ailing king was fighting for his life and desired
FUNDAMENTAL DUTIES OF CmZEMMS
for the music, the machine failed. The bird generoously
responded again to the need of the king, sanjg for
him till his recovery and returned to the jung*le to
bring happiness to the common folk with her somgs.
Lesson 21, ‘Lalee’, is a story depicting the (deep
attachment of a girl to her pet lamb, the committment
and affection of her father towards them andl the
kindness shown by an attacking lioness in respaonse
to tenderness and innocence of the lamb, left lconely
at her mercy.
Lesson 22, 'Pakshee’, is a pleasant well illustrrated
essay describing the variety of bird life, reflectfed in
their shapes, sizes, colour, formation of the body,
etc. Different types of nests, various habits of b)irds,
their charming songs and their usefulness to man
have also been mentioned.
Class V
Bal Bharti Bhag E>
Lesson 8, ‘Gulab Se Bano’, is an episode fronn the
life of Lai Bahadur Shastri who once in his younger
days had entered a garden with other boys to rob
fruits and flowers but was left alone by his friiends
when the gardener arrived. The gardener advised him
to learn from the roses how to live for the benefit of
others which he remembered throughout his li fe.
Lesson 5, ‘Kala Hiran’, is the story of a herd of
deer living in the Tarai near the Ganga. The leader of
the herd was a beautiful red-eyed stag with black
coat. The story depicts the loyalty of the herd to its
leader and the spirit of sacrifice for his safety, at the
time when the prince of the land came with a group
of hunters and trapped him. It also describes how
the love and devotion of his mate for the stag
emotionally moved the prince who ordered his men
to set the stag free. In return the stag and his mate
spent some time every morning in the garden of the
prince to fulfil his dream.
Lesson 6, ‘Varsha Ritu’ , is a poem on the
appreciation of rain describing its music, how it gives
life to the ripples of streams, makes leaves and
seedlings green and how it makes the peacock dance
in joy.
Lesson 22, ‘Swarthee Danav’, is a story describing
how a selfish giant rudely drove away the children
playing merrily in his garden and as a result the
advent of the spring was halted. The trees remained
bare and the birds kept themselves away. The giant
was sad. One day the sad giant heard the sweet song
of a bird which had eluded him for long and got up
to see that a part of the garden was in bloom where
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS 191

samie children had sneaked in to play. He caught Class VIII

holdl of one child while others strayed away. To the Kishore Bharti, Bhag 3
surprise of the child the giant embraced him with
Lesson 3, ‘Prakriti Ka Sannidhya’, is a write-up
Upsurged affection; immediately the spring broke into
describing one’s feelings of emotional satisfaction in
the other part of the garden thus revealing the
the midst of natural wilderness. After all man is an
.essential harmony between nature and universal
animal, a creature of nature. The trees, the forests,
love. The giant invited all the children to play in his
the rocks, the hills and the clouds can give him a
gardlen.
sublime joy which cannot be substituted by anything
Clas.s VI in the city setting.
Saras Bharti, Bhag 1 Lesson 8, ‘Mukti’, is a story describing how a female
bird in search of nesting site entered a house and by
Lesson 14, 'Aap Bhale To Jag Bhala’, is a write-up
his frequent visits gradually transformed the attitude
comprising a collection of allegorical snippets of two
of its occupants from initial annoyance and resistance
dogs, a few sayings of saints and anecdotes from the
to that of indulgence and deep compassion. The
life of Abraham Lincoln, Mahatma Gandhi, Emerson
emotional integration with the nesting bird was so
and others depicting the value of modesty, fellow
profound that when they saw another female bird
feelings among humans and compassion towards
with its nestling, entrapped in a room of their
animals.
neighbour’s locked house madly pecking at the
Lesson 18, ‘Girvan Ke Singha’, is an informative glasspanes to break it open to set its partner free,
essay on dwindling wild life in general and the Gir staking its own life, all the family members, became
lion in particular. It talks of the importance of anxious for the safety and freedom of the bird. This
sanctuaries and National Parks, the main causes of relentless struggle of the birds and the anxiety of the
wild life destruction, physical features, vegetation and whole family continued for days. And when they all
animal life of the Gir forest. It also describes the felt desperate one boy of the family was encouraged
salient characters of the Gir lion and lioness, habits, to throw a stone to break the glasspanes in order to
habitat preference and parental care of the Gir lion. set the bird free.
It also includes personal encounters of the author
with the lion in different situations, the thrill of Class VI
observing and photographing the lion in the wild, its Supplementary Reader (Naya Jeevan Bhag 1)
human friendliness including some useful hints for
Lesson 4, Vishesh Puraskar’, is a story of a smart,
a n intending tourist.
young boy, good at his studies. He became known
Class VII for his naughtiness and apparently for his indiscreet
Saras Bharti, Bhag 2 acts. He was punished and threatened with
rustication for throwing stones at the shop of a
Lesson 18, ‘Janasankhya Aur Vikash’ is an essay dishonest trader, for damaging his own class by a
pn the adverse effects of population increase on the
rogue bull while he was on its mount trying to bring
life of the people and the process of development. It
the dangerous animal under his control. But later,
filso discusses the harmful effects of sharp population to the amazement of everybody, the headmaster who
Hse
|• on the state of the environment. had punished him earlier on the complaints from
Lesson 21, ‘Pradushan’, is an essay on pollution others, awarded him the special prize for the best
pf atmosphere and water pollution. It shows how the character in the school. He had seen himself the
progress in transport and industry has also brought examples of his active compassion once for an old
in its wake the pollution of air and water which is ailing beggar helping in carrying her load and on
endangering our life. It explains how the damage of another occasion, nursing the battered legs of a
jlie ozone layer and the green house effect are wounded bull.
threatening the future generations and disturbing
the climatic processes. It discusses different Class VII
measures that may be adopted to control air and Naya Jeevan, Bhag 2
water pollution by adopting more environment Lesson 6, ‘Peedhee Dar Peedhee’ , is a story
friendly technology. arousing deep comapssion towards animals and
Le?son 22, ‘Bhor Hui’, is a poem appreciating the depicting the need and glory of sacrifice for a cause
beauty of the hills, the trees and fields at the advent shown through the fate of a big male frog which
of dasvn. underwent severe pain and injury during a dissection
 192
in the class. The story describes how the frog was
caught, pinned on a board, was cut open to reveal
his anotomy, the unique thrill and anatomical
understanding the children got from the experience
of direct observation, how the incision was stiched
up to save his life and was set free so that he could
go back home. After the initial joy and delight of his
wife and children seeing him back home, they sank
in sadness when they found the big injury, pain and
agony of the frog. But the dying frog asked them to
keep their cool and appreciate the glory of his death.
He reminded his family that none of them was the
shaper of the destiny of individuals. He finally
appealed to them that they should neither bear any
grudge or ill feelings for the children nor blame them
for any sin. His is a glorious death for the cause of
learning of the children who had taken care to try to
save his life. It is only because of them he could see
his family for the last time. These children were not
selfish or cunning as others who chop off frog’s legs
for their greed.
Class VIII
Jeevan Aur Vigyan
Lesson 1, ‘Manushya Kaise Bane’, is an essay on the
descent of man indicating the different ancestral
forms from which the human species evolved. It
explains the relationship between man and other
animals particularly the vertebrates and primates as
the closest relative.
Lesson 2, ‘Vayumandal’, is an essay on the
composition of the atmospheric gases and how air
acts as one of the most important part of the life
supporting system. The essay also discusses different
causes and effects of air pollution as well as some
measures of prevention of atmospheric pollution.
Lesson 3, ‘Jai Hee Jeevan Hai’ is an essay on the
unique properties of water, its importance in our life
and how to keep water sources safe.
Lesson 4, ‘Paudhe aur Pranee’ is an essay
describing the importance o f plants in the life of the
animals including man — as the ultimate source of
food, oxygen and other products. It also states how
inan is particularly dependent on plants for a whole
range o f agricultural and industrial products
including life saving drugs.
Lesson 5, ‘Mittee Se SonaTak’, is an essay dealing
With the lithospheric resources the importance of soil
and various metals and their usefulness in human
civilization. It also hints the need of protection of soil
and metallic resources against their depletion and
degradation.
FUNDAMENTAL DUTIES OF CITIZENNS
Lesson 11, ‘Ye Parajeebee’, is an essay oni the
parasite which gives an account of the phenomeenon
of parasitism as well as different types of plants . and
animal parasites including micro-organisms and
viruses. It mentions some of the micro-organiisms
which are useful to man as also the harmful omes.
Lesson 12, ‘Jeev Jagat Mein Roop Swaroop’, iis an
essay appreciating the variety of plant and aniimal
life.
Lesson 13, ‘Samudra Ke Garbh Mein’, is an esssay
describing the mystery of the ocean, different kunds
of oceanic life and marine resources.
Lesson 15, ‘Aaj Ki Chunauti — Urja’, is an e;ssay
on energy resources. It gives an account of different
forms of energy, their sources including mon-
conventional sources like solar energy, bioigas,
geothermal, wind energy and tidal and wave eniergy
along with their advantages.
Stage: Secondary Stage
I. Curriculum and Syllabus
Besides language abilities one of the objectives is
to promote environmental protection. Accordingly,
textbooks and supplementary readers include esisays
and stories on environmental protection and
compassion to other living creatures.
II. Textbook
Class IX Parag Bhag 1
Lesson 2, ’Himpat’, is an essay describing snowfall
in the mountains. Although its main theme is
appreciation o f natural beauty, it in d irectly
promotes love of nature and the need of protection
of nature.
Lesson 3, ‘Sona’, is a story about a deer, evoking
love and compassion towards animals.
Lesson 4, ‘Safar Se Vapsee', is a travelogue
explaining the need of protection of the environment
and the balance of nature. It also argues ag;ainst
deforestation.
Class X — Parag Bhag 2
Lesson 7, ‘Gora’ is a story depicting usefulness of
keeping cows and poultry and the need of suitable
care and compassion towards them.
Class IX - Swati, Bhag 1 (An anthology of poems for
Hindi A course)
Lesson (B)l, ‘Savan’ is a poem appreciating the
beauty of the rain. It also brings out the relation of
man with nature.
 FFUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
L^esson (B) 3, ‘Badal Ko Ghirte Dekha Hai’, is a
poe;m describing the beauty of the cloud and its
relaition with tribal life and hinting at the need of
projection of the environment.
Clatss X — Swati, Bhag 2 (An anthologhy of poems
for lHindi A course)
L>esson 1.1, ‘Kookai Lagee Koelein’, is a poem
appreciating the beauty of the Koel singing in the
rainis depicting the love of nature.
Lvesson 1.4, ‘Usha’ is a poem appreciating the
beaiuty of nature at dawn and indicating the relation
of iman and nature.
Comclusion
The; analysis of the syllabi and textbooks in
Environmental Studies (Science and Social Studies)
andl Hindi in the primary classes and those of
Science, Geography, Civics, and Hindi at higher
stages reveal that the various dimensions related to
the clause, namely, protection of the natural
en viron m en t and com passion toward living
orgamisms, have not only been covered adequately
but also have received adequate reinforcement in
successive classes and from different subjects.
193
At the primary stage, the entire learning of social
science and science components has been woven
round the immediate environment and experience
of the child. At this stage environmental awareness
and concern as well as activities chosen also
centre round the immediate surrounding — living
and non-living objects, events and how these
affect our life. There are lessons im parting
instruction on proper treatment and care of all living
organisms.
The syllabi and textbooks mainly of Science and
Geography and to some extent of Civics have provided
adequate knowledge base and understanding of
complex interrelation between the various
components of the natural environment, necessary
skills and ethical guidance in matters related to the
protection of the natural environment.
Books in Hindi language include stories, essays
and poems to rouse compassion towards other living
beings and their usefulness to human life. There are
several pieces in different stages highlighting our
material, emotional and aesthetic dependence on the
gifts of nature and sending strong messages for their
protection.
 6
Article 51 A(h)
(h) To develop the scientific temper, humanism and spirit of inquiry and reform;...
Although the four elements mentioned in the clause,
namely, scientific temper, humanism and spirit of
enquiry and reform are quite interrelated, from the
point of view of inculcation of the values and attitudes
related to the spirit of the clause and their educational
transaction it may be convenient to distinguish these
elements into two distinct components: (i)scientific
temper and the spirit of inquiry and (ii)humanism
and spirit of reform. It is assumed that Environmental
Studies (Science), Science, Geography have more
scope to inculcate scientific temper and spirit of
enquiry whereas subjects like History, Civics and
languages have more scope to develop ideals of reform
and humanism. Accordingly, the curricular analyses
are presented below.
(i) The Scientific temper and the spirit of inquiry
National Policy on Education (NPE) — 1986 (as
modified in 1992) envisaged the evolution of the
National System of Education based on a National
Curriculum Framework which contains a common
core with other components that are flexible.
Inculcation of scientific temper is enlisted as one of
the core elements. The main implication underlying
this recommendation is the need for providing
opportunities to every Indian child to acquire
knowledge, develop concepts/ideas skills and to
imbibe interest, attitudes and values related to
scientific temper. The National Policy on Education
also recommended (in regard to science education)
that ‘Science education should develop well-defined
kbilities and values, such as the spirit o f inquiry,
creativity, objectivity, the courage to question and
aesthetic sensibility. The facts, methods and practices
pf science should be used as tools for attaining these
abilities and values.’
National Curriculumfo r Elementary and Secondary
Education: A Framework, NCERT 1988 which
provides guidelines for implementation of the NPE
recommendations in the school curriculum also
highlight the need and mode of translating these in
curricular transaction.
Accordingly, the theme of scientific temper and
the spirit of inquiry perm eates throu ghou t
the curricula of different subjects developed by
NCERT, though in different forms and depths
depending upon the nature and scope of the subject
and topic.
The inculcation of scientific temper and the spirit
of inquiry educationally is more a question of attitude
than that of any particular content or topic; they can
be imparted mainly by taking pupils through actual
investigations, systematic inquiry and exploratory
learning activities. The content or topic of the syllabi
cited here for different classes is only to give an idea
of the scope and nature of activities leading to the
development of scientific temper and the spirit of
inquiry.
Environmental Studies (Science)
Stage: Primary Stage
I. Curriculum and Syllabus
A. Objectives include the following:
To encourage children to systematically observe
and explore their environment; ask precise
questions related to various phenomena and
events taking place in the environment around
them, record observations, collect and analyse
data based on concrete experiences, and draw
simple conclusions and inferences.
It is also expected that the children will develop
attitudes and values such as objectivity, apen-
mindedness, perseverance and c o n c e n for
maintenance and improvement of the environment.
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
B. Cojntent outline includes the following:
Classses I and II
Family, Human Body, Human houses and shelters
of amimals, Natural surroundings: Animals in the
neighbourhood; Places and institutions of importance
in thte neighbourhood; Occupations of the people.
Wateir; Earth; The Sky; Plants in the neighbourhood
of thee school.
Liffe of the people in the neighbourhood; Transport
Thte themes would be used for observation and
exploration and conclusions to inculcate scientific
tempter and the spirit of inquiry.
Class III
Ouir body; Food and health
Maiterials and their properties; weather and
seasons; Sky
Class, IV
Living things; Human body, Nutrition and health;
Air, Water and weather; Force, work and energy; The
tearthi and the sky
Class; V
Living things; Human body, Nutrition and health;
Soil e;rosion and conservation; Air and its usefulness;
The earth and the sky; Force, work and energy;
Accidients can be prevented; Man, science and
■environment
tl. Textbooks
"there are no textbooks for classes I and II. Almost
all th<e chapters in textbooks for classes III, IV and V
are m ainly based on numerous activities and
-observations. There are many activities which involve
other processes o f scientific inquiry such as
Classification, m easurem ent and counting
(quantification), comparing, recording analyzing and
drawing inferences. Only a few of them have been
cited here as samples.
Class III — Exploring Environment: Book One
In Chapter 1, Things Around Us’, children are
made to observe potted seedlings for ten days and
make measurements of height, count the leaves and
tecord other changes. The chapter also includes
fcarry-home activities and assignments to. inculcate
the spirit of inquiry.
In chapter 2, ‘Plants and Animals Around Us’,
Children observe characters of four-footed animals
195
and birds to find out similarities and dissimilarities
between them.
In chapter 6, ‘Care of Teeth’, children find out the
role o f the teeth in pronunciation by direct
observation.
Chapter 8, ‘Materials Around Us’, includes simple
experiments to prove that air and solids occupy space.
There are also several simple take-home activities
based on experiments.
Chapter 9, ‘Solids Liquids and Gases’, includes
experiments to find out that solids have definite
shape, whereas liquids and gases do not have, as
well as experiments to prove that the solids and
liquids have a definite volume and that the gases do
not have.
Chapter 10, ‘Water: A Wonderful Liquid’, also
includes several experiments on solubility of solids
in water, insolubility of some solids in water, as well
as assignments and tests, which would inculcate
spirit of inquiiy.
Chapter 11, ‘Weather’, also includes simple
experiments to demonstrate factors of evaporation
and vaporization of water.
Class IV. Exploring Environment, Book Two
In chapter 3, ‘Care and Protection of Plants and
Animals’, there are controlled experiments on the
need of water and sunlight for the growth of plants.
Chapter 4, ‘Our Body and Its Functioning’ includes
simple observation of heart-beat and pulse rates
during different types of activities such as running,
sleeping and reading.
Chapter 8, ‘Materials and Their Properties’,
includes several experiments to observe and conclude
on solubility of different solids in different liquids.
Chapter 9, ‘Weather and its Influences on Life’,
includes experiments to show the effects of sunlight,
wind, surface difference on the rate of evaporation,
effect of temperature on condensation of water vapour.
Chapter 10, ‘Soils and Crops’, includes simple'
experiments to determine the particle size and
porosity of different types of soils.
Similarly Chapter 11, ‘Work force and Energy’,
includes several simple, experiments to demonstrate
force, effects of force on a body, energy sources and
transformation of energy.
Class V. Exploring Environment, Book Three
Chapter 1, ‘Growth and Response to Stimuli in
Living Things’, includes experiments to demonstrate
animal responses to light, sound and sight of food
 196 FUNDAMENTAL DUTIES OF CITIZEENS

^nd responses of plants to light and touch. This is Classification , principles of classification, uuses c
followed by several assignments to explore and classification.
conclude on the various responses of animals and Different types of measurement in dailyy lif:
plants to different physical and chemical stimuli. elementary ideas of various units, need of stanndar
Chapter 4, ‘From Seed to Seedlings’, includes an unit, proper use of instruments, need of acccurat
experiment to determine the different essential measurements in daily life.
conditions of seed germination. Various types of changes occurring in naatur;
Chapter 10, ‘Air — Its Uses and Its Pollution’, classification of different types of changes; cHiang
includes simple experiments to demonstrate air and energy.
pressure. Basis of classification of plants and animalss.
Chapter 13, ‘Shadows and Eclipses’, a few Observation of stars and planets, classificattion c
simulated experiments to demonstrate solar and heavenly bodies
lunar eclipses.
Classes VII and VIII
Science Although syllabus mainly comprises units reelate*
to the scientific principles, and natural phenoomen;
Stage: Upper Primary
and objects, efforts have been made to relatite th
I. Curriculum and Syllabus findings to daily life and experience of the chiild s-
that he/she can see unity of scientific principlees am
A. Objectives include the following:
every aspect of his/her life thus imbibing sciaentifi-
To emphasize the uniqueness of the processes of temper and the spirit of inquiry.
science (such as observation, classification,
m easurem ent, experim entation, drawing Class VII
inference, etc.) Nature and composition of substances*; Lif;
To develop scientific attitudes and values Processes; Acids, Bases and salts; Heat; Light; S3ound
Electricity; Energy; Organization of the living; body
To emphasize the steps involved in proper decision
making, based on scientific methods. Water; Air; Food health and diseases; Agricuiltura
practices and Implements; Units on Carbon.
B. Content outline
Class VIII
The curriculum contents for different classes within Carbon Eind its compounds; Fuels; Light; Pre;ssure
the upper primary stage have been spirally developed Magnetism; Electric current; Rocks Eind Minerals am
reflecting the competencies, concepts and activities Metals; Metals; Man made materials; Agricuiltura
appropriate for the stage graded in terms of difficulty practice Eind Implementation; The microbial world
level, depth and expanse. The real life issues related OrgEinic evolution; Alternative sources of Eneirgy.
to food and nutrition, health, agriculture,
environm ental protection form the essential B. Textbooks
component of the content to help develop the clear
understanding that natural phenomena do not The textbooks of all the classes from VI to X sp>eciallj
manifest themselves in any compartmentalized form. highlight the science related values in a setparat;
Scientific temper and spirit of inquiry have been page even before starting with its contents as state
sought to be developed through the entire content of below:
the syllabus and the textbooks by choosing Curiosity, quest for knowledge, objectivity, hionestj
illustrations from the daily life of the child and Eind truthfulness, courage to question, systematic
including activities and experiments in each unit and reasoning, acceptance after proof/verification,, open-
chapter. Only those types of content are mindedness, search for perfection and team spiril
being mentioned here which directly relate to these are some of the basic values related to science. The
aspects. processes of science, which help in searchitng the
Class VI, Role of science in solving problems in truth about nature and its phenom ena ar<
our daily life, misuse of science, methods of science characterized by these values. Science aims ai
and its use in making decisions, acquiring knowledge explaining things and events. Therefore to leairn anc
and solving problems, science is useful to all; practise science:
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
• IBe inquisitive about things and events around
jyou.
• IHave the courage to question beliefs and
practices.
• jAsk ‘what’, ‘how’ and “why’ and find your answers
Iby critically observing experimenting, consulting,
(discussing and reasoning.
0, R ecord honestly your observations and
experimental results in your laboratory or outside
iit.
• Repeat experiments carefully and systematically
iif required, but do not manipulate your results
runder any circumstance.
• Be guided by facts, reasons and logic. Do not be
biased one way or the other.
• Aspire to make new discoveries and inventions
by sustained and dedicated work.
Science: Class VI
Unit One, ‘Science in Everyday Life’, is the first of
the units introducing science as a pursuit for
objective knowledge, explains how science
contributes to the comfort and progress of mankind
in fields of production, of shelter, transport and
defence. Then it explains methods of science -
observation, measurement, data, analyses, results,
interpretation and conclusion, etc. illustrated by
recalling a few common human activities. It also
mentions how science has been misused and how
scientific contributions can bring well being to the
people of all countries.
Unit Two, Things Around Us’, includes several
simple activities, involving observation, comparison,
classification, experimentation and inference.
Unit Three, ‘Separation of Substances’, includes
many activities from every-day life to explain how
scientific methods are already subsumed in our life.
There are also several experiments to arrive at right
conclusions. It also includes several exercises to drill
and internalize the methods.
Unit Four, ‘Measurement’, deals with correct
methods and principles of measuring devices and how
to choose the right device as well as implication of
precision and accuracy.
Unit Five, ‘Changes Around Us’, tries to explain
the importance, implication and universality of
fchange as a process through a group of inyestigatory
activities, followed by take-home activities and
evaluation.
Units Six to Thirteen also include in each unit
197
investigatory activities to explain the properties of
forces, working of machines, habits of living
organisms, body formation, functions of body
structures, properties of air and water, and
observation of the night sky to inculcate the spirit of
inquiry.
Science: Class VI
Chapter One, ‘States of Matter’, includes five simple
investigatory activities which include some elements
of setting up of experiment, observation and
inference.
Similarly, Chapter Four on ‘Heat’, Chapter Five,
on ‘Transfer o f Heat’ , include a few simple
investigatory activities each. Chapter Six, ‘Light and
Shadow’, includes a few activities based on direct
experiments and a few others on simulated conditions.
In Chapter' Nine on ‘Electric Charges’, almost all
the properties of statical electricity have been derived
on the basis of experiments.
Chapter Fourteen, ‘Life Processes I’, includes
teachers’ dem onstration and investigatory
experiments to show that light and chlorophyll are
necessary for photosynthesis. Increase of breathing
rate during exercise, expiration of carbon dioxide,
movement of plants in response to light have also
been discussed.
Chapter Sixteen, ‘Food’, includes testing of
constituents of carbohydrate, protein and fat. It also
lays special stress on importance of balanced diet
and on removal of food biases and food facts to
inculcate scientific temper.
Sim ilarly Chapter Seventeen, ‘Health and
Diseases’, deals with concepts on contamination and
spoiling o f food, proper cooking methods,
contamination of water and water sources, vectors
and carriers of diseases to develop scientific
knowledge, attitude and behaviour related to
nutrition and communicable diseases.
Science: Class VIII
Chapter 1, ‘Carbon’, and Chapter 2, ‘Carbon
Components: Fuels’ , include experim ents on
combustion of carbon, rate of combustion and teacher
demonstration on spontaneous combustion, etc.
Subsequent chapters, from chapter 3 to Chapter
6, include experimental inquiry on reflection and
refraction of light, innovation of apparatus for
dem onstrating and m easuring pressure, on
properties of magnets, various properties of electric
current.
 198
Similarly, Chapter 8, 'Metals and Their Properties
includes teachers’ demonstrations and students
activities on physical and chemical properties of
metals and corrosion of metals.
Chapter 10, ‘Microbial World’, reveals the whole
class of microbes through exploratory observations
and experiments and tells about vaccination and
immunity to demystify communicable diseases.
Chapter 11, ‘A gricu ltu re: ‘Practices and
Implements’ introduces the scientific bases of
agricultural processes and different practices so that
children understand that scientific principles extends
equally to farming.
Chapter 12, ‘Useful plants and Animals’, includes
tests for detecting purity of honey and detection of
spoilt eggs, tests for common fibres such as wool and
nylon so that they can use scientific processes in
their daily life.
Chapter 13, ‘Organic Evolution’, presents the
objective evidence for the theory of common ancestry
of living organisms and how the present living forms
have originated, flourished and diversified and others
have perished due to forces of nature.
I. Curriculum and Syllabus
A . Objectives include the following:
To help the pupil develop scientific temper,
attitudes and values such as open-mindedness,
intellectual honesty, suspended judgement,
courage to question and respect for human
dignity.
The different units at this stage are quite content
laden dealing with scientific principles, facts,
acquisition of skills related to the discipline.
Obviously, the expected outcomes subsume those
identified for the earlier stages. An investigational
approach comprising project work and use of
simulation techniques have been suggested to develop
problem solving and decision making abilities.
B.The contents are organized into following units for
the two classes IX & X.
Matter — Nature and Behaviour; Motion, Force and
Energy; Ways of Living; Human Beings; World of
Work; Energy; Food and Health; Environment;
Natural Resources; Universe.
n. Textbooks
Class IX Science: A textbook for class IX
Chapter 1, 'The Nature of M atter’ adopts a
historical approach to the development of the atomic
FUNDAMENTAL DUTIES OF CITIZECNS
theory by stating the problem and gradually treacine
the progress of ideas by successive experimentts by
different scientists leading to the present staite of
knowledge.
Chapter 2, ‘How Elements are Classified’, explains
the classification of elements on the basis o f their
properties and development of the periodic itable
adopting a similar approach, showing how scientific
discoveries are made.
Chapter 6, ‘Describing M otion’ , a c q u a in ts
pupils with activities involving calculations; and
drawing of graphs to arrive at conclusions' and
predictions in scientific studies (in th is case
related to motion).
Chapter 7, ‘Force and Acceleration’, also inclludes
several investigatory experiments including ;some
involving quantification and calculations.
Chapter 9, Simple Pendulum and Resorting Force’,
includes four experimental activities.
Chapter 10, ‘Waves’ includes several simulated
experiments.
Chapter 11, Force and Acceleration’, to Chapter
14, ‘Electricity and its Effects’, similarly are replete
with investigatory experim ents on force and
acceleration, behaviour of light on concave mirrors,
convex and concave lenses, prisms, on primary
colours and related to properties of electricity. These
also include development of awareness for lusirig
scientific knowledge in day-to-day life.
Chapter 16, “Ways of Living’: Birds’, is a preliminary
guide to study bird life so that pupils can undertake
original investigation by themselves.
Chapters 18, 19, 20 and 21 dealing with ‘Life
Processes’, ‘Human Beings’, ‘Science, Technology and
Man’ respectively are mainly descriptive chapters.
They mainly help to develop aw areness and
knowledge to inculcate scientific objectivity and
scientific temper among pupils.
Science: A textbook for class X
Chapter 2, 'Fuels’, includes simple investigatory
experiments on combustion of wood and coal, calorific
values.
Chapter 4, ‘Nutrition’, not only includes tests for
starch, sugar, protein and fat but also gives enough
knowledge to formulate balanced diet on the basis of
requirement of different individuals. There is enough
information about various deficiency diseases and
food adulteration so that pupils can scientifically
determine their food needs.
 FITINDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
Chhapter 5 and 6, namely ‘Food Production’ and
‘Foood Management’ deal with various ideas and
prac ctices related to soil, fertilizers, irrigation, control
of peiesticides, crop protection, new varieties of crops,
anirrmal husbandry, poultry and fishery as well as
plannning management, monitoring of crops, storage
of gnrains, food processing, management of food in
the f family so that pupils are not only aware of the
trenads but also can develop proper attitude to cope
with i the changes in modern society.
Siiimilarly, chapter 7 deals with community and
perssonal health — nutrition, infection of micro-
organnisms, their vectors and carriers, food poisoning,
organnic and metabolic diseases, hormonal diseases,
allerg-gies, diseases related to habit forming substances
(tobaacco, alcohol, narcotic drugs) and the preventive
meaasures so that children are knowledgeable enough
to addopt scientific attitude and behaviour for healthy
livingg.
Chhapter 8, The Universe’, and Chapter 9, The
Earthh System’, try to open up a new realm of scientific
inquiiiry about the stars and planets, the solar system,
formaation of the earth, and what makes the earth a
§peci;ial place as well as about the earth’s crust,
formaation of coal, and the atmosphere.
Chhapter 10, ‘Metals and Non-metals’, and Chapter
11, ‘CCarbon and Its Compounds’, also resort to a few
pupilils’ activities as well as teachers’ demonstration
accorrding to the scope of the subjects.
Chnapter 12, ‘Biosphere’, as well as the Supplement
to ScHence textbooks on Energy, Water, Air and Space
Explooration also add to previous knowledge about
the eenvironment, natural resources and space
explooration which may help in developing positive
attituude to scientific methods and its effectiveness in
individual and social life.
Geography
Stagee: Upper Primary
I. Curriculum and Syllabus
A. Objectives include the following:
Tc'o develop an ability to use tools of geography
suuch as maps, charts and photography
To i acquaint the student with elementary methods
of stvudy used by geographers such as field study/
projecct work.
Incullcation o f scientific temper has been
menttioned as one of the basic elements of the
curricculum.
199
B. Content outline
The guidelines suggest activities, project work and
assignments involving collection of geographical
information, observing and deriving information.
Identifying various land forms has been suggested
as a part of the teaching and evaluation strategies.
Class VI
The earth — our planet, Africa — Lands and
peoples, South America — Lands and peoples,
Australia — Lands and peoples; Antarctica; Practical
work — Map Reading.
Class VII
Atmosphere and Hydrosphere; North America —
Lands and peoples; Europe — Lands and peoples;
Soviet Union — Lands and peoples, Practical work
— studying the weather and Night Sky.
Class VIII
Lithosphere and Land forms; Asia — Lands and
Peoples.
n. Textbooks
The textbooks are mainly narrative and descriptive
in presentation laying the knowledge base. They
include a large number of activities, assignments and
project work which involve collection, processing and
presentation of information, comparing and deriving
conclusions. These activities directly encourage and
inculcate the spirit of inquiry and in combination
with the knowledge presented in the text give
opportunity to imbibe scientific temper.
Some of these activities and assignments are cited
below as samples.
Class VI
Lands and Peoples, Part One, Geography textbook
for class VI.
Chapter one, The Earth in Our Solar System
Collect information regarding the planets and their
satellites.
Collect information regarding the launching of
artificial satellites by India. How do they help us?
Chapter Four, Motions o f the Earth.
Observation of shadow in the morning, at noon
and in the evening to correlate the size of the shadow
with time of the day, hotness, and to find out the
reason.
Chapter Five, Realms o f the Earth
Find out the areas of different oceans and
 200
continents and present them in order of their size
Find out about the life of the people in different
regions — mountains, plateaus and plains. Which of
the three you do like most?
Collect information regarding pollution of the Ganga
and efforts to cleanse it.
Chapter Six, Africa — Lands, Climate, Resources
and their Utilization
Collect information regarding different tribes of Africa
Collect information about the adventures of David
Livingstone, who explored Central Africa
Chapter 8, Lands o f Palm Oil - Nigeria
Collect information about and pictures of the land
and people of Nigeria
Chapter 9, The Gift o f the Nile — the Arab Republic
o f Egypt
Collect information about and photographs of the
nomadic people of the Egyptian desert
Chapter 10, Land o f Gold and Diamonds — South
Africa
Collect information about and photographs of
resources of South Africa
Chapter 12, The Coffee Pot o f the World — Brazil
Collect information about Falkland islands,
especially with reference to the political dispute over
the islands
•Chapter 3, Agents o f Gradation
Chapter 15, Australia — Resources and their
utilization
usefulness.
Collect information and photographs regarding the
plant life and wildlife of Australia. How are these
different from the rest of the world? helps in conserving soil.
Chapter 16, The White Continent — Antarctica
Collect information regarding India’s Antarctica
Expedition. Why do Indian teams leave our country
in winter months knowing that Antarctica is a cold
continent?
Class VII
Lands and Peoples, Part II, A Geography textbook
for Class VII
Chapter 3, Water in the Air
Collect information and pictures of different types of
cloud seen during the rainy season.
Chapter 4, Local Weather and the Sky
Activity 1. Making Weather Observation is a fully
fledged experiment to find out the relation between
tem perature, pressure and cloud involving
instruments like thermometer, barometer, wind
FUNDAMENTAL DUTIES OF CITIZE2NS
vane, anemometer, rain gauge and w et lbult
thermometer.
Activity 2. Collection of weather data for one ’ week
from the weather report
Activity 3. Drawing graph by charting temperature
and precipitation from given data.
Chapter 9, Cananda
Collect information on the natural resources oi
Canada and their use. Discuss among yoursselves
what has made Canada a very prosperous couintry.
Chapter 11, Europe - Resources and Their Utilization
Collect information about the polders im the
Netherlands and write a brief account of how th e land
is reclaimed from the sea. Do you think such
technologies can be used in our country also?’ Give
reasons in support of your answer.
Class VIII
Lands and Peoples, Part III, A Geography texttbook
for Class VIII
Chapter 1, Lithosphere and Land Forms
Students may collect information and pictures on
(a) sudden eruption of a volcano and (b) daimage
caused by an earthquake. They may presenit the
information and exhibit the pictures of the same to
the class.
Discussion topic: Vanam ahotsava and its
Discuss how plantation of trees on a large scale
Unit Two
Chapter 4, Land and Climate
Collect information on the clothes and the houses
in different parts of Asia.
Collect pictures on the above.
Chapter 5, The People and Resources o f Asia
List a number of articles of daily use. Think of the
places from where these articles have come. Tell the
class the probable journey they may have undertaken
before reaching you.
Chapter 6, Our Closest Neighbours: Pakistan,
Nepal, Bhutan, Bangladesh, Burma and Sri Lanka.
The Successful Indian Expedition to the Everest —
Collect information and pictures on the topic. Tell
the class about the equipment used by mountaineers
in scaling the high peak.
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
Chapter 7, Lands of Plantations: Malaysia and
Indonesia
Bombay versus Singapore — Collect information
bn thiese two cities in respect of their location, climate,
local industries, people and items of import and
export. Tell the class how these port cities differ from
each other.
Chapter 8, The Home of one-fifth of Mankind —
China
The wall of China. Collect information on the topic.
Tell the class why this was built and how far it is
useful today.
Comparison of Japanese farming and Indian
farming. Collect information on the farming practices
in the two countries and tell the class how they differ
from each other.
Unit Three — India — Our Motherland
Chapter 10, The Face of Our Motherland
Frontiers of India. Divide the class into six groups,
each one dealing with our frontier with one of the
countries (a)Pakistan (b)China (c)Nepal (d)Bangladesh
and (e)Burma. Let there be one more group to deal
with strategic importance of our islands in the Bay
of Bengal and the Arabian Sea.
Chapter 12, Soil and Land Use
Our Animal Wealth — Let the class collect
information and figures regarding our livestock. Then
they may discuss why the average yield of milk is so
low in our country. Finally they may find out and
report to the class what steps are being taken to
improve this situation.
Chaptpr 13, Our Agriculture
Items of our daily diet and where they come from —
Let the students list various items of their daily diet
including breakfast. Then they may find out where
they were originally produced. Finally, they draw
conclusions with regard to the interdependence of
various parts of the country.
Chapter 14, Our Water Resources
Are rivers a source of misery or prosperity? — A
debate between two groups
Chapter 15, Our Underground Wealth
What is the most important - Coal, Petroleum or
water power — Let the class divide itself into three
groups, each representing one item. Each group may
be th<;n asked to present its case to the class. See if
the class can reach any common conclusion.
201
Chapter 16, Our Manufactured Industries
A debate on: Large and small scale industry in
our country.
Chapter 17, The Lifelines-of our Country
Had there been no means of transport and
communication — Let the class discuss the topic
around three points: how it would affect (a) our day
to day life (b) primary and secondary industries and
(c) the defence of the country.
Stage: Secondary Stage
I. Curriculum
A. Objectives include the following:
To equip the students with needed abilities and
attitudes to study and analyse problem s of
development having geographical dimensions in a
scientific manner.
B. Content outline includes the following:
Class IX
The Syllabus is organized around the following
units:
Map skills, Natural Environment; Natural
Resources and their utilization; Human interaction
with the Environment.
Class X
India — Physical features, climate, natural
vegetation and wild life; Natural resources; developing
our resources; Field study, Project work
The guidelines include collection of geographical
data from various sources and their analysis, field
work and project work.
n. Textbooks
Understanding Environment — A textbook in
Geography for Class IX
Chapter 1, Our Environment — Components and
Processes
Assignments : Study the environment in your area
and make a list of four changes that you observe in
various elements of the environment.
Examine the local area and list out the impact of
man on the environment.
Collect specimens of rocks in your locality and name
them.
Make a list of some important buildings or
monuments of India and of the type of rocks used in
their construction.
 202
Chapter 2, Face o f the Land
Assignments : Collect press cuttings about recent
earth quakes and volcanoes.
Collect information on extension of Rajasthan
desert in the area around it and on the steps taken
to check it.
Chapter 3, Realms o f Water
Assignm ents: Study the different sources
of water supply in your area and indicate their
adequacy
Chapter 4, The Air Around Us
Assignments: Visit the nearest meteorological
observatory and note the instruments used.
Keep a daily record of weather conditions in your
locality in a note-book. Describe the seasonal
contrasts.
Collect weather maps of India published in
newspapers and study seasonal contrasts.
Chapter 5, Biosphere
Assignments: Name the most common trees in your
locality and find out their uses.
Collect pictures of wild life and name them.
Unit II — Maps as Aid to Understanding
Environment
Study your atlas and prepare a list of conventional
signs and symbols.
Study the map of your locality and identify the
features in the ground.
Unit III — Human Impact on the Environment
Chapter 7, Our growing Numbers
Assignments: Gather population data about
your village or town from 1901 census to 1981
census.
Chapter 8, Human Occupations
Assignments: Make a list of occupations of
parents/guardians of pupils of your class
Visit any industry in your locality and list out the
raw materials used and find out the places from where
they are obtained.
Chapter 9, Our Resources
Assignments: Find out from your own neigh­
bourhood the local natural resources that are being
exploited.
FUNDAMENTAL DUTIES OF CITIZEENS
Collect data relating to production o f coal
petroleum and hydro-electricity in India for ten \year
and prepare bar graphs.
Chapter 10, Human Life in Natural Regions o f th e' Work
Assignments: Collect pictures from magaizine;
illustrating modes of life of people in diffferen
regions
Chapter 11, Human Impact on Environment
Assignments: Study the local area aroumd the
school and note the recent trends in development o
resources.
Make a field trip and ascertain changes in land
use in the area visited.
Class X
India: Economic Geography — A textbocok fo i
class X
Unit I - Physical Setting
Chapter 1, Physical Features
Assignments: On a map of India, sh ow the
following, Zanskar and Kailash ranges an impcortant
peak of Karakoram, Nathula and Bomdila passes,
Indus Ganga and Brahmaputra
Unit II — Chapter 3, The Flora, Fauna and the Soils
Map Work : On an outline map of India show the
following:
Kaziranga National Park, Valley of Flowers, iNilgiri
Bio-reserve, Area covered with black soil.
Chapter 4, Land use and Water Resources
Hold class discussion on - Water, the saviiour of
life; Our lopsided land use pattern
Chapter 5, Mineral and Power Resources
Hold a class discussion on: The role o f non-
conventional sources of energy; pros and cons of
nuclear energy prospects in India
Unit HI — Chapter 6, Agriculture
Topic for class discussion: (a) Indian Agriculture
deserves a still better deal {b)Mechanization is a curse
to Indian agriculture.
Chapter 7, Industries
Hold class discussion on any one of the following:
(a) Role of industries in national wealth (b) Can
industrialization eradicate poverty?
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
Chapter 8, Trade, Transport and Communication
Topic for class discussion: (a) The tourism potential
of Imdia, selling our culture and buying currencies of
countries (b) How best can we export our abundant
humian skill?
(ii) H umanism and spirit of reform
Environmental Studies (Social Studies)
Stage: Primary Stage
I. Curriculum and Syllabus
A. Objectives include:
T o develop attitudes and values such as
objectivity, precision, critical thinking and goal
directness.
Apply the knowledge and concepts, principles,
processes, methods learned to solve academic and
day-to-day life problems for improving the quality of
life o f the individual, the family and the community.
Develop norms and modes of behaviour that are
consistent with the value such as democratic way of
life, equal rights and responsibilities — concern for
others, cooperation (Human Values).
The above objectives have to be promoted through
all the course contents of Environmental Studies
(Social Studies) which cover life of the people from
the learner’s immediate surroundings to district,
state, country and the world.
EE. Textbooks
As already mentioned, three textbooks one each for
classes III, IV and V cover the course of Environmental
Studies (Social Studies). In all the three books there
are descriptions and references of the great persons
jvho have worked to reform and improve the
ponditions of the people in the society both in the
past and in more recent times.
In class III textbook, references have been made
^bout the food we eat, the dresses we wear and the
festivals we celebrate. In Class IV textbook these
aspects have been discussed in more detail. These
aspects emphasise unity of human beings living in
pur country in spite of the variety in their language,
religion, caste and race. The concept is further
[expanded in class V textbook where variety in the
ways of living of people in different parts of the world
has been shown.
In Class IV textbook there are brief references to
the life and work of social reformers like Raja
Rammohan Roy, Sir Syed Ahmad Khan, Ramabai
203
Ranade, etc. The work of these people in the field of
education and upliftment of the position of women
has been highlighted. References have also been
made to the preachings of religious leaders like
Buddha, Mahavir, Christ, Mohammad, Zarathustra,
Guru Nanak, Adi Shankara, Dayanand Saraswati and
Swami Vivekananda. Their messages of equality
among human beings and love for fellow beings have
been highlighted. Insistence on non-violence by many
of these leaders has also been highlighted.
In class V textbook inventions and discoveries in
sciences have been mentioned. Some of these like
the ones in medical sciences have benefitted human
beings all over the world. There are brief references
to the life of Socrates, Abraham Lincoln, Karl Marx,
Mahatma Gandhi and Martin Luther King. Their work
of reform and struggle for equality among human
beings, upliftment of the life of the deprived and the
downtrodden and raising the status of women have
been highlighted. Their teachings and efforts convey
their deep faith in humanism.
History
I. Curriculum and Syllabus
The syllabus guidelines lay emphasis on the critical
study of the past. The guidelines state: ‘History has
for long been misused to legitimize and sanctify the
status quo including the most illegitimate authority
and the most oppressive social systems. Pernicious
uses of history have often been made in India to
promote obscurantism, communalism and regional,
linguistic and cultural chauvinism. It is useful to be
aware of these misuses while framing the objectives
and content outline of the syllabus in history’.
The guidelines further state: ‘By making us aware
of the variety and diversity in humanity as well as of
continuity and change, it makes (study of history)
for a less narrow-m inded person ality and
promotes independence of judgem ent and an
attitude of appreciation of contemporary processes
of change’.
The general objectives of teaching history for
classes VI to X related to spirit o f enquiry
and humanism as given in the guidelines are as
under:
— To inculcate an appreciation of the contribution
of different peoples to the progress of mankind
as a whole.
— To help develop a spirit of enquiry and the ability
to think critically and creatively and to dif­
 204
ferentiate between the obsolescent and the dying
and the living and the emerging and
— To develop a critical appreciation of the past so
that the p u p ils’ person ality is free from
parochialism, irrational prejudices, bigotry,
communalism and every kind of chauvinism and
is imbued with a rational scientific and forward
looking outlook.
As has been stated earlier, the course content of
upper primary classes (VI-VIII) covers Indian history.
A major objective of teaching history at this stage is
To develop an appreciation of India’s cultural heritage
and its composite nature, of its richness and variety
and of the process through which it has developed’.
It has been emphasised that adequate attention
should be paid to the aspects o f change and
development. The teaching should be free from
communal, parochial and other type of prejudices
and should aim at the cultivation of a broad
humanistic outlook.
The course content of secondary stage covers the
history of human civilization from ancient to modern
times along with Indian history as a part of world
history. The guidelines state that a broad historical
perspective is crucial to understanding the world in
which we live as well as to an understanding of our
country. Thus the main objective of teaching history
is to promote an understanding of the processes of
change and development through which human
societies have evolved and to prom ote an
understanding of the foundations of human
civilization and appreciation o f basic unity of
mankind.
II Textbooks
The emphasis in the textbooks on Indian history (for
Classes VI to VIII) and world history (for Classes IX-
X) is on the study of social and economic life and
cultural developments in different periods. The
process of change in every aspect of life is stressed
and a critical attitude attempted to be developed. The
in equalities in society and various forms of
oppression as well as the resistance to them and the
quest for justice are discussed in the context of
historical development of various societies. Particular
attention is paid to the forces and movements,
including those based on religion, which tried to
combat social evils, inequalities and oppression. The
humanitarian and reformist message of various
religions and religious reformers is particularly
highlighted. In the context of Indian historical
development, a critical attitude towards the inequity
FUNDAMENTAL DUTIES OF CITIZE2NS
of the varna system, the inhuman practitce o
untouchability and the status of women in socUety i:
attempted to be developed while the role playeed fr
the religious movements such as Buddhismi ant
Jainism in the ancient period and the Bhaktii anr
Sufi movements in the m edieval period! arc
highlighted.
Class VIII and Class X textbooks describee the
religious and social reform movements and culltura
awakening in India in the nineteenth century". Thi
role of religious and social reformers like Raje
Rammohan Roy, Ishwarchandra Vidyasagar, Sir' Syec
Ahmad Khan, Swami Vivekananda, Dayainanc
Saraswati, Jotiba Phule, Sri Narayan Guru and others
in combating social evils and caste oppression! and
raising the status of women is highlighted. Gandhiji’s
social reform activities and the con stru ctive
programme, particularly his struggle ag.ainst
untouchability and his role in the emancipation of
women, are discussed in the context of the struggle
for freedom.
In the context of world history, the textbooks deal
with the social, economic and political systerms in
various countries during different historical periods
and a critical attitude is sought to be deveiloped
towards the various forms of inequalities; and
oppression. The movements of protest, incliuding
revolts by slaves and peasants, are also described in
the context of various historical periods.. The
humanist and humanitarian content of various
religions, such as Christianity and Islam* and
religious movements which arose in protest against
evil practices are described in their appropriate
historical context. The section on Renaissance seeks
to promote a systematic understanding of the concept
of humanism. The study of the rise of capitalism and
of societies in the modern period is permeated with
the same critical outlook as for ancient and medieval
societies in a broad humanistic perspective.
Thus these textbooks seek to develop a broad
humanistic outlook, aversion to all forms of injustice
and oppression, a critical attitude and the spirit of
enquiry.
The guidelines on the teaching-learning of this
subject suggest that some part of the school time
allotted to the teaching of history should be devoted
to practical activities and project work to be done
outside the classroom, in the library and outside the
school. These may consist o f studying local
monuments and participation in the work of their
preservation, studying local cultural traditions, folk­
lore and other aspects of culture and preparing
 FUNDAMENTAL DUTIES AND VALUE ORIENTATION IN NCERT CURRICULUM AND TEXTBOOKS
Ijiuseum kits on these, working on projects relating
to artt and culture in different parts of the country,
use cof some elementary source materials, and
studtying the historical sites and places and
idenitifying their location. It is suggested that
adequate attention should be paid to practical
activities and project work so that the pupil is helped
to progress from being a passive recipient to an active
participant in the teaching/learning process. This is
also tessential to promote the growth of the pupil’s
ability to learn on his/her own.
Wlhile the presentation of content in the textbooks
of history for classes VI to X is generally in the form
of a marrative, exercises of various types have been
giveni at the end of each chapter. These exercises
incluide questions to answer, things to do and things
to thiink about and discuss.
Tlhese exercises seek to promote independent
thinking and develop the spirit of enquiry. A few
examples of these exercises are given below.
Class VI. Ancient India.
1. Why was the decline of the Harrappan cities a
sad event in the history of India?
2. Tlhe Vedic society was divided on the basis of
caste. On what basis in your opinion are modern
societies .divided?
3. H ow did improvements in agriculture make the
ri se of cities possible?
Plass VII —Medieval India
1. Many of the ideas of Muhammad bin Tughlaq
were sensible and rational but they did not work
well. What were the ideas and why did Tughlaq
fail?
2. ‘In the 17th century India was indeed the age of
magnificence’ Do you agree with the statement?
3. Collect pictures of the temples of India and note
the differences between the northern and the
southern style of temple building.
Class VIII —Modem India
1. In spite of being a dominant power for about four
decades, why could the Marathas not establish
their empire in India?
2. In what respects did the Indian national
movement differ from the earlier revolts against
the British rule?
Classes IX-X —The Story o f Civilization
1. What would be the possible results of eliminating
205
the use of fire and the wheel from man’s every
day activities?
2. In what major respects do the material cultures
of the American civilization differ from the early
Asian and European civilizations?
3. It is said that the Church kept learning alive in
medieval Europe and it is also sometimes said
that the Church prevented advancement in
learning. Cite proof of the truth of both the
statements.
4. Do you think that the peace treaties (after the
First World War) laid the foundations of a just
and stable peace?
5. Do you think the United States was justified in
using atom bombs against Japan?
6. Do you think that the post — Cold War world is a
safer place to live in and there is no danger of
any country dominating over other countries.?
7. Why do we say that the heritage of Indian culture
is very rich? Has it something to do with its
diversity? If so, is it desirable in your opinion to
have such a diversity of culture? Why or why not?
8. How far, in your opinion, were the movements of
social reform effective in ridding Indian society
of social evils? What social evils do you think need
to be combated today?
Civics
Stage: Upper Primary
I. Curriculum and Syllabus
Developing a critical understanding of contemporary
social and economic problems and issues facing the
country and the world has been stated as one of the
objectives of teaching civics.
The course content of Civics, in Class VIII provides
the study o f achievements and challenges in
Independent India, including India’s social and
economic problems, national integration, world
problems, human rights, which have a close bearing
on promoting humanism and the spirit of reform.
n. Textbooks
Class VIII textbook discusses various problems of the
present day Indian society, including illiteracy,
poverty, caste system, untouchability, communalism,
low status of women, child labour, drinking and drug
addiction, dowry, etc. It seeks to promote a critical
understanding of these problems with a broad
humanistic perspective. The projects and activities
 206
suggested in the textbook and the in-text questions
Strengthen the emphasis on promoting a critical
understanding of the contemporary problems of
Indian society in a humanistic perspective.
Textbook for Classes IX-X — India: Constitution and
Government
Various challenges before Indian democracy such as
communalism, caste and untouchability, problems
face by women, poverty and world problems such as
human rights and disarmament are discussed in this
textbook.
Hindi Language
I. Curriculum and Syllabus
Stage: Upper Primary and Secondary Stage
NCERT guidelines and syllabi in Hindi for the upper
primary and secondary stages include, among others,
the objective of developing the ability of thinking and
reasoning among students. While elaborating
objectives at the secondary stage, abilities related to
analytical of thinking have been stated. Some of these
are:
(i) Analyzing, classifying and comparing events,
feelings and thoughts.
(ii) Drawing conclusions and generalizing.
(iii) Commenting on a statement and presenting
, arguments for and against it.
(iv) Advancing arguments after reading or
listening to a point of view and forming oneis
own opinion.
Some o f the values on which lessons are
recommended to be written / selected are as follows:
(i) truth
(fi) cooperation
(iii) justice and equality
(iv) self discipline
(v) feelings of humanism and world brotherhood
n. Textbooks
Many lessons in Hindi textbooks convey the message
of humanism and reform. Many of these lessons
have been referred to earlier in the context of other
FUNDAMENTAL DUTIES OF CITIZENS
clauses of Article 51 A. A few of them are referred t
here.
Textbooks o f Primary stage
The textbooks include the biographiees c
Iswarchandra Vidyasagar, Sarojini Naidu and: Bab
Amte. The lessons throw light on the ideas ancil wor
of these personalities in connection with variou
questions of social reform.
Poems and stories such as ‘Kabir’, ‘Kabuliiwala
‘Suman Upvan Ke', ‘Meri Abhilasha Hai.’and “Bhoc
Gya Hai Kyon Insan’, also give the message o
humanism and human brotherhood.
Textbooks o f Upper Primary Stage
Lessons like ‘Ahimsa Ki Vijay’, ‘Ashok Ka Slhastr;
Tyag’, ‘Gandhiji Ke Jail Jeevan Ke Prerak Pratsang’
‘Deenon Per Prem’, biographies of ‘Sant: Kav
Tiruvalluvar’, ‘Ladki Ka Pita’, ‘Rajendra Babu’, ‘Pren
Chand’ and poems and stories like ‘Haar Ki Jeet’
‘Rahim Ke Dohey’, ‘Pareeksha1, ‘Sharnagat K
Raksha’ , ‘A parajita’ , ‘Sabki Sampati Sabkt
Sukh’, ‘Kya Nirash Hoi Jai’, ‘Sudama Charita’
and ‘Wapsi’ promote an outlook of humanism anc
reform.
Textbooks o f Secondary Stage
Many lessons in these textbooks such as ‘Satya aui
Ahimsa’, ‘Bheel aur Bhaidya’, ‘Vishwa Mandir’,
‘Swami Vivekananda’, ‘Bhartiya Sanskriti’, 'Sikhei
Badal Gaya’ also promote an outlook of humanism
and reform.
Conclusion
The curriculum and textbooks in Environmental
Studies, History, Civics and Hindi provide an
adequate coverage of the various components of
this clause. As indicated earlier, the subjects of
Science and Geography particularly focus on the
promotion of scientific temper and spirit of inquiry
while History and Civics as well as Hindi are
particularly important for promoting humanism and
spirit of reform. The emphasis on promoting a critical
attitude to the study of the past in History curriculum
and textbooks and to the study of contemporary
problems in the Civics curriculum and textbooks is
also notable.
 Article 51 A (i)
Article 51A (i) To safeguard public property and abjure violence; ...
In the- democratic political system established in India
undeir the Constitution, the civil liberties of the
citize:ns — the right to freedom of speech and
expression, to assemble peaceably and without arms,
to form associations or unions, etc. — are guaranteed.
Every citizen’s right to equality before the law or the
equal protection of the laws is also guaranteed. There
are periodic elections, based on universal adult
franchise, and the law-making bodies in the coun­
try — the Parliament Eind the Assemblies — represent
the sovereign will of the people. The governments at
the Union and State level are responsible to these
law-making bodies. An essential feature of the
successful v. arking of a democratic political system
is the Rule of Law. Any change in the laws of the
country or in the policies and programmes of the
government can be effected through democratic
processes and peaceful means and within the
framework of the Rule of Law. However, sometimes
Individuals eind groups of people take the law into
their own hands to press their demands to the
detriment of the democratic processes. Public
jroperty which is the collective property of all the
jeople of the country is damaged and violence is
resorted to. There are sometimes clashes between
groups of people accompanied by damage to public
property and use of violence. Such acts negate the
foundations of democracy and weaken efforts for the
development of the country.
Article 51 A(i) requires the creation of awareness
hat damaging public property and resorting to
violence are destructive of democracy. It is also
mportant to create awareness that any desired
change can be effected through peaceful means and
democratic processes.
NCERT’s curriculum and textbooks seek to
promote an understanding of the concept of public
property as well as of the peaceful and democratic
means available to all citizens to give expression to
their legitimate demands, to solve their problems and
to resolve issues of conflict between different groups
of citizens.
Civics
The main focus of the Civics curriculum and
textbooks, as mentioned earlier, is to help develop
informed and responsible citizenship by promoting
knowledge and understanding of the civic institutions
and processes; the Constitution, the working of
Indian democracy and the problems and challenges
faced by the country.
Upper Primary Stage
I. Curriculum and Syllabus
A. The objectives stated include:
To provide the students w ith in telligen t
understanding o f the various social
responsibilities and civic processes.
B. The course content outline includes:
U n itV
Preservation of property of the community.
1. Public property in the locality;
(a) Panchayat Ghar, Village ponds, trees, village
well, school, library, hospital, park, museum,
post office, roads, electric poles, railways,
public transport, bus, telephone booth, etc.
(b) Historical monuments
 208
2. Their utility to the people
3. Need for their preservation
4. Care o f historical monuments, historical
evidences, special efforts for their preservation
n. Textbooks
Textbook of Civics for class VI includes one unit which
deals exclusively with public property. In the
beginning a distinction has been made between
private property and public property. The latter
has been defined as property which all of us have a
common right to share. It does not belong to any
individual but to the whole community.
Need of preserving of public property has been
explained.. It has been stated that if public property
is damaged the whole community suffers. Examples
of protecting the school property, means of transport
and communication have been provided. The unit
also explains how the common man and the nation
as a whole suffer when public property is damaged.
In a separate section, the importance of protection
of historical monuments has been explained. It has
been pointed out that some people deface the
monuments by writing their names. In other cases
thefts of idols and other important things occur. Such
acts cause a great loss to the nation.
The lesson urges students not to damage any
public property including historical monuments.
Students should help the authorities in protecting
and preserving the public property.
There is a brief reference in the textbook of class
VII to the problem of disfiguring the historical
monuments while describing the Directive Principles
FUNDAMENTAL DUTIES OF CITIZENS
of State Policy. The textbooks at the upper pjrima
and secondary stages explain the concepts of IRule
Law and democratic processes as well as the righ
and duties of citizens.
History
The objectives stated at Upper Primary stage iinclut
the following:
— To develop an awareness of the necessity of
participation in the work of preservation of historic
monuments.
History textbooks at various levels bring out tJ
importance of historical monuments and otht
historical remains. Projects for undertaking thie woi
of their preservation are also suggested. A few maj<
efforts at preservation of historical monuments sue
as Nagarjunakonda in India and Abul Simbel in Egyi
have been mentioned in the textbooks.
Conclusion
Analysis of curricula and textbooks in variou
subjects suggests that m aterial relatin g t
safeguarding of public property has been include
at the upper primary stage in the Civics textbook fc
Class VI in detail. History textbooks bring out th
importance of historical monuments and the nee
for their preservation and protection. The Civic
textbooks also promote an awareness of peaceft
methods and democratic processes. However, th
coverage of this area in the curriculum and textbook
needs to be further strengthened so that the variou
dimensions of this clause are brought into a shar
focus.
 Article 51 A (j)
Artitcle 51 A (j) to strive towards excellence in all spheres o f individual and collective activity so that
the nation constantly rises to higher levels o f endeavour and achievement.
Althiough ‘love for excellence’, ‘healthy competition’,
or ‘ extra coaching for the talented’ have been
memtioned in the guidelines and objectives of some
currricular areas, the pursuit of excellence is in fact
one of the goals of all educational processes. It is
veryr difficult to identify specific content of any
particular subject relating to this aspect. Promoting
individual and collective excellence remains diffused
in every component of the curriculum — objectives,
content, teaching practices and evaluation — of
various subject areas. The curriculum of every subject
gives enough scope to encourage and nurture
individual talent and promote inherent human
competitiveness, creativity and cooperation through
different classroom activities, assignments and
projects.
However, the textbooks include stories and
biographies of famous scientists, sports persons,
national leaders and litterateurs and artists that
would not only inspire children but also show to them
how dedication and perseverance are essential
elements for attaining excellence.
H in d i
Stage: Primary Stage
'textbooks
Class III: Bal Bharti, Bhag 3
Chapter 5, ‘Iswarchandra Vidyasagar’
Chapter 16, ‘Edison’ is a piece depicting the
diligence and a few inventions of Thomas Edison
Chapter 27, ‘Arjun Ka Nishana’ is a story showing
single mindedness Eind concentration of Arjun.
Class IV - Textbook : Bal Bharti, Bhag 4
Chapter 7, ‘Pahali Uran’ is a story describing the
discovery of aeroplanes by Wright brothers.
Chapter 20, ‘Bharat Kokila Sarojini Naidu’ is a
biography of Sarojini Naidu describing her as a great
poet and freedom fighter.
Chapter 26, ‘Dr Visheshwaryaya’ is short biography
depicting the patience and courage, devotion and
diligence of the great engineer.
Class V — Textbook Bal Bharti, Bhag 5
Chapter 10, ‘Madam Curie’ brings out the deep
interest, devotion and hard labour that were essential
ingredients of the life and contribution of Marie
Curie.
Chapter 15, ‘Jagdish Chandra Basu’, depicts the
self respect, patience, courage, devotion and
studiousness of Dr J.C. Bose.
Class VI — Saras Bharti, Bhag 1
Chapter 12, ‘Kavi Tiruvalluvar’, gives a glimpse of
the ideal, thought Eind self restraint of the great Tamil
poet.
Chapter 17, ‘Cricket Ka Jadugar’, depicts how Kapil
Dev became world’s greatest all rounder of Cricket
through his devotion and hard labour.
Chapter 20, ‘Sir ChandrashekEir Venkat Raman’,
is a piece depicting the sim plicity, scientific
incisiveness and human qualities of Sir C.V. Raman.
Chapter 23, ‘Shalya Chikitsa Ki Pravartak’, is a
biographical piece on Sushruta, a great teacher and
founder of surgery in ancient India.
Class VII — Saras Bharti, Bhag 2
Chapter 6, ‘Gandhiji Ke Jail Jeevan Ke PreraJc
Prasang’, is a piece highlighting the values of truth,
non-violence Eind humanism through anecdotes from
Mahatma Gandhi’s jail life.
 210 FUNDAMENTAL DUTIES OF CITIZENS

Chapter 8, ‘Chandra Shekhar A zad’ , a Special Programmes to Promote Excellence

biographical essay on the life of Chandra Shekhar In addition, there are some special prograimme
Azad showing his courage, patriotism and spirit of to promote, encourage and nurture or reward taJent;
sacrifice.
Chapter 15, ‘Vikram Sarabhai’, is a biographical 1. National Talent Search Scheme
essay on the life of Vikram Sarabhai, his contribution This is a programme to identify talented chiildrei
to science and his role in promoting scientific in each State/UT through State level and Naitiona
attitude among the people. level examination/selection and to award then
scholarship for the duration of their entire perioc
Class VII — Naya Jeevan, Bhag 2, Supplementary of study.
Reader
2. Jawaharlal Nehru National Science Exhibition Jo
Chapter 12, 'Swami Vivekananda Ka Ek Patra’ , a
Children
letter by Swami Vivekananda written to his colleagues
conveying his ideas on the identity of Indian culture, This is a nationwide movement to enco urage
service to the needy, scientific attitude and removal science related innovative and inventive activities-
of prejudices. and identify the gifted through block level to Stats
and national level science exhibitions heir
Class VIII — Kishore Bharti, Bhag 3 annually.
Chapter 3, ‘Rajendra Babu’ is an anecdotal sketch
3. Essay Competitions /Painting Competitions
of Dr Rajendra Prasad describing the simplicity of
his public and private life. Excellence is also spotted and rewarded b>
organizing national essay competitions anc
Chapter 24, ‘Prem Chand’ is a biographical
painting competitions on special themes heli
essay on Prem Chand describing his life, the
from time to time.
hardships he had to undergo and his literary
contributions. Conclusion
Chapter 29, 'Amrita Sher Gill’, is an essay on the
Scanning through the syllabus guidelines, suggested
life of the great artist highlighting her artistic
classroom activities, assignments, projects and field
excellence, devotion to Indian art and her efforts
work, (cited earlier in connection with the sub clause
towards the promotion of appreciation of art.
51 A(h), mentioned in the textbooks of Environmental
Class VIII — Trividha: Supplementary Reader Studies, Science Geography, History, Civics and Hindi
it appears that there are enough materials and scope
It is an anthology o f biographies of nine
in the curricula to encourage and support talent and
great freedom fighters — (1) Mahatma Gandhi,
to kindle the spirit of working towardsJiigher levels
(2) Sardar Vallabhbhai Patel, (3) Sarojini Naidu,
of achievements.
(4) Rajendra Prasad, (5) Maulana Abul Kalam Azad,
(6) Jawaharlal Nehru, (7) B.R. Ambedkar, (8) Netaji There are many inspirational biographies of great
Subhash Chandra Bose, (9) Sardar Bhagat persons in various -fields of human activity to serve
Singh. as ideals as well as pathfinders.
The special programmes like the National Talent
Class X —Parag Bhag 2 Search Scheme, the National Science Exhibition for
Chapter 5, ‘Swami Vivekananda’ is a biographical Children, E$say and Painting Competitions directly
essay highlighting his ideas on Indian culture and contribute to identification and promotion of
glorious heritage. excellence among children.
 Annexure C

Fundamental Duties
in
Teacher Education
An Analysis o f Syllabi and Books
 Contents

F oreword 215
I ntroduction 217

1. Fundamental Duty Article 51A (a) 221«

2. Fundamental Duty Article 51A (b) 227

3. Fundamental Duty Article 51A (c) 229

4. Fundamental Duty Article 51A (d) 232

5. Fundamental Duty Article 51A (e) 233

6. Fundamental Duty Article 51A (f) 241

7. Fundamental Duty Article 51A (g) 247

8. Fundamental Duty Article 51A (h) 250

9. Fundamental Duty Article 51A (i) 255

10. Fundamental Duty Article 51A (j) 257

11. Suggestions and Action Points 260

 Forew ord

O ne of the terms of reference of the Justice Verma Committee set up by the

Government of India on 21 July 1998 to operationalise the suggestions to
teach Fundamental Duties to the citizens of the countiy is ‘to develop
programme packages for pre-service/in-service of teachers at various levels’.
In order to prepare framework of these packages, it was essential to review
the status position of teaching of Fundamental Duties in teacher education
curricula including syllabui and books.
Taking cue from the discussions held in the earlier meetings of the
Committee, the NCTE undertook a quick study on the status position of the
teaching of Fundamental Duties in terms of what has already been
incorporated in the syllabui, how each Fundamental Duty and its related
concerns Eire handled in the actual classroom teaching and to what extent
these concerns are reflected in the campus activities.
The findings of this study were incorporated in the Interim Report of the
Committee (30 January 1999). Subsequently, the NCTE organised two
seminars of teacher educators to examine the findings in consultation with
a large number of teacher educators of various colleges and universities.
During the interactions with teacher educators and also in the meetings
of the Committee, it was felt that along with the analysis of syllabui, there
is a need of clause-wise analysis of books that are used in teacher education
institutions, both at elementary and secondary levels. The present report
is based on a detailed anEilysis of a limited sample of syllabi and books of
elementary and secondary teacher education. The analysis has been
conducted by Dr J.C. Goyal and the final report has been drafted in
consultation with Prof. D.S. Muley.

19 May 1999 J.S. R ajput

New Delhi Chairperson /
 Introduction

T here are about 1200 elementary teacher education institutions and about 800
secondary teacher education colleger and university departments of education in
the country. Out of 1200 elementary teacher education institutions, about 400
are District Institutes of Ekiucation and Training (DIETs). The DIETs function under
the supervision of SCERTs in each State but other elementary education institutions
are looked after by the state departments of education. The colleges of education
are either managed by the government, private organisations or the universities.
The education of elementary teacher training is of two years in most of the states
but it is still one-year course in sonne States. The secondary teacher education
course called B.Ed. is one of one ytear education after graduation. States and
universities prescribe their own curricula for teacher education. The NCERT and
NCTE have, of course, been developing guidelines for development of teacher
education curriculum and syllabus from time to time. The first framework of
teacher education curriculum was prepared by the NCTE in 1978. A few states
revised their curriculum on that basis.. The latest Curriculum Framework for Quality
Teacher Education has been developed by the NCTE in 1998.
The books for teacher education institutions are not prescribed either by the
state governments or by the universsities. Only a list of reference books for each
paper is suggested in the syllabus and also by individual teacher educators. Some
textbooks were, however, developed by the NCERT to serve as prototype material
for teacher education. Two important books are: Teacher and Education in the
Emerging Indian Society, one each for elementary and secondary teacher education.
A variety of books are supposed to be made available in the libraries of teacher
education institutions. The students; may use anyone or more of available books
for study. Most of the libraries in teacher education institutions are, however, not
properly equipped. It may be mentioned that more or less the same books are
being used both in the elementary amd secondary teacher education institutions,
perhaps due to non-availability of suiitable instructional material.
In view of the situation mentioned above, an analysis of syllabus and books has
been done on a sample basis to find out as to how far the fundamental duties are
reflected in them. The following syllabus/curriculum and books have been analysed
for this purpose. An effort has been made to make the syllabui representative of
different regions.

Syllabus and Curriculum — Elementary Teacher Ekiucation

1. District Institute of Education and Training (DIET), SCERT, Delhi.
2. Primary Teacher Training Curricuilum, SCERT, Assam.
3. Primary Teacher Training Syllabus, Karnataka.

Syllabus and Curriculum — Secondary Teacher Ekiucation

1. Scheme of Courses for B.Ed. Examination, Kurukshetra University.
 218

2. Syllabus for Bachelor Degree, Annamalai University.

3. B.Ed. Syllabus, Pt. Ravi Shankar Shukla University, Raipur.
4. Syllabus for the Degree of Bachelor of Education, Dibrugarh University,
Dibrugarh.

Books
1. Teacher and Education in the Emerging Indian Society (Elementary Teacher
Education), NCERT, New Delhi, 1988
2. The Teacher and Education in Emerging Indian Society, NCERT, New Delhi,
1983.
3. Education in Emerging India, J.C. Aggarwal, Doaba House, Delhi, 1994.
4. Principles of Education, Shaligram Tripathi, Venkatesh Prakashan, 1993.
5. Teacher Education, Dr.R.A. Sharma, Loyal Book Depot, Meerut, 1997.
6. Modern Educational Psychology, Dibakar Kundu, Aiya Book Depot, New Delhi,
1991.
7. The Teaching of Social Studies, S.K. Kochhar, Sterling Publications, New Delhi,
1999.
The analysis of syllabus/curriculum indicates that it is only in one or two states
which reflect inclusion of some important topics like the constitutional obligations
and equalization of educational opportunity to all with special provision for SCs,
STs, OBCs and other disadvantages sections of the society including the disabled
children and girls. The syllabuses of Delhi, Assam and Karnataka have incorporated
a number of topics related to the fundamental duties. However, there is nowhere a
conscious attempt to familiarize the prospective teachers with the fundamental
duties and their implications. It is only by chance that some topics related to a few
fundamental duties have been included in the context of NPE (1986 and 1992).
The analysis of books reveals that the books developed in the NCERT contain
sufficient material related to most of the fundamental duties enshrined in Article
51 A of our Constitution, though those under namely (b), (d), (g) and (i) are not
reflected directly in the content of books. In case of other books, in general,
inclusion of material concerning the fundamental duties depends on the subject
of the book. For instance, the book entitled ‘Emerging Indian Society’ includes
most of the material related to the fundamental duties under (a), (c), (e) and (f) but
little or no material in respect of other duties. Similarly, the book on the Teaching
of Social Studies’ also contains sufficient material on duties related to (a), (b), (c),
(e), (f) (g) and (j) but not much on other duties. The book on ‘Educational Psychology'
includes very little content related to any of the fundamental duties. It is also
observed that some material indicates an indirect relationship with a few
fundamental duties.
It may be concluded on the basis of the review that:
1. The syllabus and textbooks on teacher education developed by the NCERT
have sufficient material related to most of the fundamental duties. The need
for inclusion of the teaching of fundamental duties in teacher education has
been prominently brought out in the ‘Curriculum Framework for Quality Teacher
Education’ 1998 developed by the NCTE. The objectives of teacher education
and suggested guidelines in the NCTE Curriculum Framework have clearly
mentioned that the fundamental duties should be part of the teacher
education programmes.
 219

2. The reflection of fundamental duties, where it occurs in books other than those
of the NCERT, is insufficient, incidental and indirect.
3. A few fundamental duties like (b), (d) and (i) are almost absent in most of the
books.
4. After the announcement of National Policy on Education, 1986 and the
Programme of Action, 1992 there was an adequate awareness generated to
include the ten core curricular areas in the school syllabus but there was
comparatively less awareness to include material related to fundamental duties
at teacher education level.

TABLE 1
Fundamental Duty-wise Analysis of Books (*) on Teacher Ekiucation

Books
F.D. 1 2 3 4 5 6 7 Total
(a) Yes Yes Yes Yes Yes No Yes 6
(b) Yes No Yes No No No No 2
(c) Yes Yes Yes Yes No No Yes 5
(d) No No No Yes No No No 1
(e) Yes Yes Yes Yes Yes Yes Yes 7
(f) Yes Yes Yes . Yes Yes Yes Yes 7

(g) No No Yes No Yes Yes Yes 4

(h) Yes Yes Yes Yes Yes Yes Yes 7
(i) Yes Yes No No No No Yes 3
(j) Yes No. Yes No Yes No Yes 4

(*) As given at pre-page.

The Table shows dutywise analysis of books indicating that the fundamental
duties (e), (f) and (h) are reflected in all the seven books, duty (a) in six books, duty
(c) in five books, duties (g) and (f) in four books, duty (i) in three books, duty (b) in
two books and duty (d) in one book only.
The analysis clearly indicates that a concerted effort is required to be made to
develop material related to all the fundamental duties either to be taught as a
separate unit or by incorporation of relevant material in other units.

Fundamental Duty 51A (a)
To abide by the Constitution and respect its ideals and institutions,
the National Flag and the National Anthem.
ELEMENTARY TEACHER EDUCATION
E lem entary Teacher Education Syllabus,
SCERT, Delhi
Paper: Sociological Perspective of Eklucation
Unit 2 Understanding Indian Society
Guiding Principles of Indian Policy : Secularism,
Socialism, Democracy.
Unit 5 Constitutional Provisions regarding
Elementary Eklucation
Problems, issues, remedies and Constitutional
Provisions regarding girl education, child labour,
children with special needs, disadvantaged
sections.
Paper: Teaching o f Environmental Studies
Unit 4 Content Enrichment
Constitutional obligations.
Paper: Eklucation o f Children with Disabilities
Unit 2 National Policy and Programmes.
Constitutional obligations regarding
universalisation of elementary education.
Paper: Value Eklucation
Unit 2 Perspective on Value Education
Values enshrined in Indian Constitution.
Unit 4 Human Rights
Human Rights and Constitution of India.
Prim ary Teacher Training Curriculum ( One
Year), SCERT, Assam , 1996
Paper: Education and the Changing Society
1
Unit 3 Ten core elements in Curriculum.
Paper: Social Studies
Contents
Unit 2 The Indian Constitution — salient features,
rights and duties of citizens and Directive
Principles of State Policy with special reference to
Article 45. How we govern ourselves in India, Social
institutions.
Unit 4.2 Indian National Flag, National Emblem,
National Anthem, National Song — their meaning
and significance.
Unit 4.3 Observation of the days of national
importance — Independence Day, Republic Day,
Gandhi Jayanti.
Primary Teacher Training, Syllabus, 1st Year,
Karnataka
Paper: Teaching o f Hindi, Kannad, Marathi, Telugu
and Tamil
Objective: To inculcate values incorporated in the
Constitution of India and National Policy on
Education (1986, 1992).
Paper: Teaching o f Social Science (History)
Contents
Unit 3.1.19 Independence — Sovereign,
Democratic Republic — Welfare State
Paper: Teaching o f Social Science (Civics)
Contents
Unit 3.2 Indian Constitution — salient features
—rights and duties of citizens, Government and
its organs.
 222
Unit 3.6 Decentralised administration.
Unit 3.8 Rights and duties of citizens.
Paper: Education in Human Values
Unit 2.2 Values enshrined in the Indian
Constitution.
Prim ary T eacher Training, Syllabus, 2nd Year,
Karnataka
Paper: Principles o f Education
Contents
Unit 2.2 (d) Democratic citizenship — all-round
development of personality.
Unit 3.3 Indian Constitution
Paper: Current Problems o f Primary Ekiucation
Unit 3.1 Concept of a Welfare State —
Constitutional provisions regarding primary
education and education in independent India.
Unit 3.5 Decentralisation of administration —
Jila Parishad, Mandal Panchayats, Gram Sabha,
etc.
Paper: Adult Ekiucation and Non-Formal Ekiucation
Objective: Democratic Society — Role of Education
in developing democracy.
SECONDARY TEACHER EDUCATION
Scheme o f Courses f o r B.Ed. Examination,
Kurukshetra University, 1997-98
General Objective: To develop awareness among the
student teachers about the result of education in
building up a democratic, secular and socialistic
pattern^of society.
Paper: Teaching o f Civics
Objective : To enable student teachers to
understand the fundamental rights and duties,
citizenship and other salient features of Constitution
of India.
Contents
Unit 10 Citizenship, fundam ental rights
and duties and salient features of Indian
Constitution.
Paper: Teaching o f Social Studies
Objective: Our fundamental rights and duties.
FUNDAMENTAL DUTIES OF CITI-ZEENS
Contents
Unit 11 Fundamental rights and duties.
P t R a vi Shankar Shukla University, R a ip u r,,
B.Ed. Syllabus, 1993-94
Paper: Principles and Practices o f Ekiucation
Unit 2 Education and National Developmenit
• Provision of Education in the Constitution of
India
Paper: Theory and Planning o f Ekiucation
Objective: To aquaint student teachers with the
modern developments and democratic procedures in
education.
Contents
Unit 1 • Promoting democratic pattern of
educational administration.
• New concept of developmental,
participative and decentralised
educational administration.
Paper: Elementary Ekiucation
Unit 2 Provisions in the Constitution of Indi;a.
Syllabus f o r Bachelor Degree, Annam alai
University , 1998-99
Paper: Education in Indian Society
O bjective : Comprehend the goals for the
development of education in Indian Constitution.
Contents
Unit 4 Education in the Indian Constitution —
Directive Principles — Article 45, Universal
Compulsory Primary Education, Amendments
relating to Education and Human Rights.
Unit 6 Indian society in transition — Impact of
socialism, secularism and globalisation.
Syllabusfor the Degree o f Bachelor o f Education,
Dibrugarh University, Dibrugarh, 1992-93
Paper: Ekiucation in Emerging India
Unit 3 Emerging Future
Constitution of India, values o f democracy,
socialism — constitutional rights and obligations.
Paper: Teaching of Social Studies
Unit 2 Social Studies in Education and Ekiucation
for Citizenship.
 FUND AM ENTAL DUTIES IN TEACHER EDUCATION
BOOKS
Teaacher and E du ca tion in the Em erging Indian
Socciety : (Elem entary Teacher Education).
NCIERT, N ew D elhi, 1988
The; introduction to the book, inter alia, mentions
the sspirit of the Preamble to the Constitution. It states:
Avs the Indian Constitution itself envisages
trransformation of the present society into a
ddemocratic, socialist and secular one, the task of
ecducation suggested above appears to be relatively
eeasier. Though education by itself may not be in a
poosition to initiate and bring about the social
trransformation, yet it can certainly strengthen the
haands of other social and political forces that are
sttriving to effect the desired change.
Secttion I: The Indian Society
Eaclh unit of the chapters in section I deals with one
or rmore societal concerns in general and the
funcdamental duties in particular. Highlights of
reflesction of social concern fundamental duties in
varkous units are given below.
Chaipter I: Free India — The Emerging Indian Society
Ufnit 1.1 Free India and Her Aspirations
Slhe (India) resolved to put an end to poverty,
imequality, ignorance etc., so as to build a new
soacial order to be governed by the principle of
frreedom and social justice
Umit 1.2 National Goals as Embodied in the Indian
Constitution
W/tiile reproducing the pream ble to the
Constitution of India in this unit, it has been
emphasised that the Preamble delineates the ideas
amd ideals of the people of India. This social
plhilosophy can be enumerated through four key
wfords — Justice, Liberty, Equality and Fraternity.
Bjy the 42nd Amendment Act of 1976, secularism
w;as made a statutory objective of India. This
amendment added to the Preamble the concept of
socialism and secularism and made India a
sovereign, socialist, secular, democratic republic.
Umit 1.2.4 Rights and Duties o f the Citizens in
Free India
Riights are inherent in duties. The role of the State
is to strike a balance between the two. The State
does this by making laws and implementing them.
B\y the 42nd Amendment Act, certain important
features were added to the Constitution. The most
important of these are the incorporation of few
223
duties of the Indian citizens. The ten Fundamental
Duties mentioned in Article 51A(a) to (j) have been
mentioned. The role of the teacher is to understand
and recognise the implications of these rights and
duties for education.
Unit 1.3 Values Cherished in Free India
Values are needed to live a life of excellence in
accordance with the ideals of democracy, socialism
and secularism.
Chapter 2: The Contemporary Indian Society
Unit 2.3 The Present Socio-Political Scene
Democracy in India is more apparent than real.
Democracy is used as an apparatus for obtaining
mass support for elite ends. As with democracy,
so with socialism and secularism, these terms have
been reduced to a mere jargon. Socialism is used
as a blanket term to cover up all kinds of activities.
The Teacher and Eklucation in Em erging
Indian Society, NCERT, New Delhi, 1983
The book is divided in three sections. Section I is
devoted to the Values of the Emerging Indian Society,
Section II to Education and Indian Social Order, and
Section III deals to The Teacher and Social Change.
Each section has a number of lessons on various
aspects of the main theme. In Section I, philosophical,
social and cultural traditions o f India, the
Constitution of India with its basic principles, and
demands of modernisation in the context of traditions
have been discussed. Section II is devoted to the
educational heritage from Ancient India to Modem
India and social transformation in the context of
socialism, secularism and economic development.
Section III deals with the role of the teacher with
reference to the changes in the society. Some of the
issues discussed are : equalisaton of educational
opportunities, moral education, national and social
integration, education of the disadvantaged, student
unrest etc. It is, thus, seen that the issues and
problems presented in the book are very relevant in
the context of Fundamental Duties.
Section I: Values o f the Emerging Indian Society
Lesson 1.2: The Constitution o f India
The major provisions of the Constitution of India
concerning the basic values of democracy, socialism
and secularism have been discussed in this lesson.
It analyses the four basic principles of the Preamble
of the Constitution and fundamental rights of citizens.
It also refers to the Constitutional Provisions and
 224
Directive Principles of State Policy with special
reference to Articles 37, 38 and 39 under which
various provisions to promote democracy, socialism
and secularism have been incorporated.
Lesson 1.3: The Concept o f Democracy
It has been pointed out that the Constitution of India
has declared India as a sovereign, socialist, secular
and democratic Republic. These are the basic values
and ideals of our Constitution. Democracy has
several facets — ethical, political, social and
economic. It demands that each human being is a
living, growing and potentially flowering organism and
has a right to participate in decisions that affect him.
It seeks to provide equality of opportunity, social
justice, dignity of labour and respect for cultural and
religious differences. Thus, democracy refers not only
to a system of Government but also to a general way
of life for each individual.
Section II: Ekiucation and Indian Social Order
Lesson 2.4.7: Ekiucation and Social Transformation:
Ekiucation and Secularism
The lesson discusses education and secularism, the
Constitutional provisions and the success and
limitations in achieving the secular ideal in India.
Indian Constitution and various Courts have sought
to make our education truly secular in character.
The State-does not recognise any one religious faith
in im parting education nor does it perm it
discrimination in admissions, appointments etc. in
any form including religious indoctrination and
Conversation in educational institutions.
E ducation in Em erging India, J.C. Aggarwal,
Doaba House, Delhi, 1994
Lesson 3: Emerging Features
This chapter discusses the main features of our
Constitution. It includes the Preamble to the
Constitution explaining the underlying principles of
Justice, liberty, equality and eternity. It also refers
to the fundamental rights of citizens of India through
which an individual can approach the court in case
the fundamental rights are violated. A reference has
been made to the fundamental duties also in the
chapter, but the details of fundamental duties have
not been discussed. The Directive Principles of the
State Policy given in the Constitution have also been
referred to.
FUNDAMENTAL DUTIES OF CITIZZENS
The basic valjue of democracy of our Constititutio
has been defined as the government of the peeoph
for the people, by the people. The implicatioons <
democracy in education have also been pointedd oui
The process of educating students in the demoocrati
values, ideals and principles and enabling theem t
practise these values in their conduct in and cout c
school have also been explained.
The concept of socialism as practised in Ritussi;
and China have been discussed. Accordirng ti
Gandhiji, however, socialism in India believess tha
all members of the society are equal and there; is m
distinction on the basis of income, caste or any' othe
category of persons.
The meaning of secularism, its values? anc
implications have been presented in the lesson l. Th;
major characterists of a secular State have alsoa beei
discussed. It states that the universal valuies o
secularism are love, reverence, tolerance and ttruth
Lesson 6: Ekiucation and National Developmemt
In this lesson it has been stated that the nattiona
development means the total effect of all citlizens
efforts and addition to the stock of physicail anc
human resources, knowledge and skills. It also i states
that education and democracy are closely relatted tc
each other. There is a provision of freee and
compulsory education of good quality of childrem upto
the age of 14 as envisaged in the Article 45 <of the
Constitution.
Lesson 7: Education and Social Change
The Indian Constitution in its statememts of
fundamental duties, directive principles amd the
preamble represents a broad consensus of thie type
of society which India wishes to create. The salient
features o f such a society according fro the
constitution are socialism , secularismi and
democracy: justice, social, economic and political;
liberty of thought, expression, belief, faitlh and
worship.
Lesson 9 : Problems o f Elementary Education im India
Article 45 of the Indian Constitution states thiat the
State shall provide within a period of 10 yearfs from
the commencement of the Constitution for freee and
compulsory education for all children untiil they
complete the age of 14 years. This provision inculcates
the commitment of the government for providing
universal elementary education.
 FUNNDAMENTAL DUTIES IN TEACHER EDUCATION
Prinaciples o f Education, Shaligram Tripathi,
Venkkatesh Prakashan, 1993
The I book is for B.Ed. and M.Ed. students. It is in
Hinddi and divided into seven chapters. Some of the
impoortant chapters are aims and objectives of
educcation, sociological foundations of education,
philoosophical foundations of education, innovations
in ecducation and agencies of education. The
refereences in the book are mainly related to the duties
(a), (cc), (d), (e), (I) and (h). The book has given a lot of
emphhasis on Indian culture, therefore, the maximum
mateerial is related to the duty (f). The duty (c) and (e)
are aklso well represented as the book deals with the
relationship of education with parents, community,
societty and the nation as a whole. There is, however,
no refeference to the prejudices against women. There
are sseparate units on national and emotional
integration which deal with duty (c) adequately.
Theree is no relevant material related to duties (b),
(g), (i)) and (j).
Chapiter 1: Education — Meaning and Its Functions
Functions o f Eklucation in National Life
Thee functions of education in national life have
beeen presented in this chapter. Function No. 10 is
incculcation of civil and social duties of an
individual. These duties are concerning the
fouindations of democracy and secularism.
Edilucation integrates the civil and social duties of
an individual to make them socially useful.
1.63.: Basic Principles o f Teaching
Thte book has enumerated 12 principles of
teatching, out of which principle No.9 deads with
thes democratic behaviour of the citizens. It
emjphasises that the relationship between teacher
ancd students should be based on democratic
prirnciples. Application of this principle will help
. in tthe development of self-motivation.
Chapiter 2: Aims o f Eklucation
2.112: Other Aims o f Education
Whiile discussing the other aims, the book has
statted the meaning of citizenship as an aim of
eduication. It has been explained that every man
is ailso a citizen and every citizen has same rights
ancH duties. All should, therefore, not only know
abomt the rights and duties but also practise them
in tlheir day-to-day life.
2.113: Aims o f Eklucation in Democratic India
Thiis unit discusses the meaning of democracy and
225
educational aims in democratic India. It states
that the modern life means democracy in which
an individual has freedom to use his intellect in
his own way but is useful to the society. In this
context, the book has quoted the ideas of Swami
Vivekananda and Sri Aurobindo in respect of the
spiritual development of man.
Teacher Education, D r R. A . Sharma, Loyal
B ook Depot, Meerut, 1997
The book is meant for B.Ed. course. It contains 24
chapters and 422 pages. It deals with topics like
development of teacher education, teacher education
curriculum, models and problems of teacher
education, educational technology, in-service teacher
education, action research, instructional designs and
innovative practices. A brief description has also been
given of organisations like the NCTE, NCERT, UGC,
etc.
The references pertaining to the Fundamental
Duties are just incidental and there is no indication
to show the im portance o f these duties for
inclusion in the book. A few duties like (b), (c),
(d) and (i) are not reflected anywhere in the text.
It is only the Fundamental Duties (a), (e), (f), (g),
(h) and (j) which have some related material in a
few chapters. Also, there is no reference to the
second part of the Fundamental Duty (e) which
pertains to practices derogatory to the dignity of
women.
C hapter 4: Development o f Teacher Education
Curriculum
The postulates for reshaping curriculum in teacher
education include the purpose and functions of
education in India as derived from the national goals
of democracy and planned development. It also
includes the purpose and functions o f teacher
education in India which deals with personal, social,
professional and conceptual skills. The professional
skills discuss the democratic social philosophy of
education. It emphasises the need for preparing
young children in the democratic way of life,
citizenship, social cohesion and em otional
integration. For this, we must be very clear about
the values inherent in a democratic social system.
While discussing specific objectives of teacher
education, the book also states that the objectives of
teacher education should have a democratic and
national outlook.
 226
Modern Educational Psychology, Dibakar Kundu,
A rya Book Depot, New Delhi, 1991
The book is basically for the use of B.Ed. students.
It contains 18 chapters and modern questions with
a bibliography and subject index. The main chapters
relate to the psychological needs of children, stages
of growth and development, intelligence, motivation,
environment, learning, personality, counselling,
creativity, and testing and evaluation.
Fundamental Duty 51 A (a) is not reflected.
The Teaching o f Social Studies, S.K. Kochhar,
Sterling Publications, New Delhi, 1999
The book is to meet the requirements of the B.Ed.
syllabus. It contains 20 chapters and 3 appendices
in which lists of films, filmstrips and museum
material along with their sources of procurement are
given. It has 352 pages. Some important topics in
the book relate to the aims and objectives of teaching
social studies, social studies curriculum, methods
and techniques of teaching, instructional material
and audio-visual aids etc. The topics like utilising
community resources, national integration and
teaching controversial issues have also been
presented. The book has very little material for
content enrichment.
The analysis of the content of the book indicates
that there is sufficient material to create awareness
among student teachers about the fundamental
duties: (a), (c), (e), (f) and (j). There is not much
material related to fundamental duties (g), (h) and
(i). No material is found pertaining to fundamental
duties (b) and (d). There is, therefore, a need to include
suitable material related to duties (b) and (d) and to
strengthen the content pertaining to duties (g), (h)
and (i).
Chapter 2: Aims and Objectives
One of the aims of teaching social studies given in
the book is to build intelligent democratic citizenship.
It states that we have accepted the democratic form
FUNDAMENTAL DUTIES OF CITIZKENS
of Government. The child as a citizen has to take
part in activities which involve democratic proocess.
The objectives of teaching social studies state that
an intelligent understanding of the structure: and
working of the civic and political institutions of Ilndia
is to be developed among students. One off the
instructional objectives of teaching social studiies at
the primary stage is to aquaint students that iin the
democratic republic of India every citizen has eequal
rights and duties. He should, therefore, undersstand
them fully and discharge them consciously.. The
objectives include to know the facts about the peeople
of India, national days and festivals and suggest
development of attitudes among students. It has;been
stated that respect and pride for the national {goals
and values are to be inculcated in students.. The
development of attitudes also includes the refspect
for law and government. In India, there is a ne?ed to
move towards greater democracy and recognitiion of
fundamental rights. The knowledge of facts about
the Constitution of independent India shouldl also
be provided.
Chapter 3 : Social Studies —A Core Subject
While discussing the social studies as a core
subject, one of the reasons cited is that India has
accepted democracy as the most suitable foirm of
Government. For successful working of democracy,
well informed and well enlightened citizemry is
the first requirement. Our children need to Iknow
and understand the meaning and implicatioms of
modern democracy and the philosophy behind
it.
Chapter 17: Teaching o f National Integration.
Techniques for promoting national integrationi have
been discussed in this chapter and that the stuidents
should be made familiar with the Constitution
including the fundamental rights which guarantee
equality and freedom from exploitation. Directive
Principles of the State Policy which direct the
Government to protect the weaker sections of society
should also be taught.
 2
Fundamental Duty 51A (b)
To cherish and follow the noble ideals
which inspired our national struggle fo r freedom.
ELEMENTARY TEACHER EDUCATION
Elem entary Teacher Education Syllabus,
SCERT, Delhi
Paper: Teaching o f Environmental Studies (Social
Studies)
Practical Work
4. Freedom struggle profile/project on social
issues.
Prim ary Teacher Training Curriculum
(O n e Year), SCERT, Assam, 1996
Paper: Ekiucation and the Changing Society
Unit 3 Ten core elements in Curriculum.
Paper: Social Studies
O bjective: To appreciate the history of Indian
freedom movement with special reference to the
contribution of Assam.
Contents
Unit 3 Struggle for Indian Independence — a brief
history of freedom struggle with special reference
to the contribution of Assam.
Prim ary Tetwher Training, Syllabus, 1st Year,
Karnataka
Paper: Social Science (History)
Contents
Unit 3.1.17 Rise of Nationality and Freedom
Movement.
Unit 3.1.18 Partition of India.
Paper: Ekiucation in Human Values
Contents
Unit 2.2 (iii) Truth, non-violence, peace, love and
right conduct.
SECONDARY TEACHER EDUCATION
Scheme o f Courses f o r B.Ed. Examination,
Kurukshetra University, 1997-98
Paper: Teaching o f Social Studies
Objective: Causes and events of the first war of
Independence.
Paper: Teaching o f History
Content: First War of Independence (1857)
BOOKS
Teacher and E ducation in the Em erging Indian
Society (Elem entary Teacher Education),
NCERT, New D elhi, 1988
Chapter I: Free India — The Emerging Indian Society
Unit 1.4 Impact of Gandhian Values on the
Emerging Indian Society
Gandhiji placed duties before rights. For the
achievem ent of these aims, he suggested
constructive programmes to establish communal
harmony, to abolish class distinction. On the
plane of politics, he urged for a cordial relationship
[ 228
between the ruler and ruled. He did not want
blood-letting revolution for attaining freedom of his
country, but truly achieved it by means of ‘Satya
Graha*. ‘Non-Violence’ characterised the India’s
National Struggle for Independence.
The Teacher and Education in Emerging
Indian Society, NCERTt New Delhi, 1983
Section I: Values of the Emerging Indian Society
Section II: Education and Indian Social Order
Lesson 2.2.3: Our Educational Heritage: Eklucation
• » in British India
This lesson explains educational heritage in the
context of education in British India. Education under
the British was marked by increased systematisation,
controlled grant-in aid, promotion of school and
university education and efforts at qualitative
improvement. There was, however, no effort to
introduce a national system of education conducive
to the cultural, economic, industrial and technological
development of India. Therefore, the movements of
Swadeshi and Vandemataram accelerated the process
of evolution of a system of national education in India.
It demanded Indianisation, Indian ideals, religious,
spiritual and philosophical values emphasising the
glorious past. In 1920, the national education
movement was further accelerated when Gandhiji
FUNDAMENTAL DUTIES OF CmZENs"]
called for a boycott of all educational institutions
imparting education in foreign language and culture.
Education in Emerging India, J.C. Aggarwal,
Doaba House, Delhi, i994
%
Chapter 1 : Our Heritage
It has been stated in this chapter that the Indian
National Movement was broad based which included
people belonging to different castes, creeds, faiths
and religions. All of them worked together for
freedom.
Principles o f Education : Shaligram Tripathi,
Venkatesh Prakashan, 1993
This duty is not reflected.
Teacher Education: Dr R.A. Sharma, Loyal Book
Depot, Meerut, 1997
This duty is not reflected.
Modern Educational Psychology, Dibakar Kundu,
Arya Book Depot, New Delhi, 1991
This duty is not reflected.
The Teaching o f Social Studies, S.K. Kochhar,
Sterling Publications, New Delhi, 1999
This duty is not reflected.
 3
Fundamental Duty 51A (c)
To uphold and protect the sovereignty, unity and integrity o f India.
ELEMENTARY TEACHER EDUCATION
Elementary Teacher Education Syllabus,
SCERT, Delhi
Paper: Sociological Perspective o f Ekiucation
Unit 2 Understanding Indian Society
National Integration — role of teacher in the
promotion of National Integration.
Unit 4 Content Enrichment
National goals and national identity.
Primary Teacher Training Curriculum
(One Year), SCERT, Assam , 1996
Paper: Ekiucation and the Changing Society
Objective: To realize the need for national integra­
tion and its contribution to the nation building.
Contents
Unit 1 National integration.
Unit 3 Ten core elements in curriculum.
Paper: Social Studies
Contents
Unit 4 National integration — Unity in diversity.
Primary Teacher Training Syllabus,
First Year, K arnataka
Paper: Social Science (Civics)
Contents
Unit 3 7 National integration — unity in diversity,
linguisuc and cultural integration, language, caste,
customs, religions, foods and tribes etc.
Prim ary Teacher Training Syllabus,
Second Year, Karnataka
Paper: Principles o f Ekiucation
Unit 2.2 (d) National integration, international
understanding and universal peace.
SECONDARY TEACHER EDUCATION
Scheme o f Courses f o r B.Ed. Exam ination,
Kurukshetra University, 1997-98
Paper - 1: Ekiucation in the Emerging Indian Society
Objective: Define nationalism and international
understanding and role of education in their
development.
Contents
Unit 6 Education for national integration and
international understanding :
• Meaning of education and nationalism.
• Role of teacher in the national integration.
Pt. R a vi Sha nkar Shukla University, Raipur,
B.Ed. Syllabus, 1993-94
Paper: Theory and Planning o f Ekiucation
Unit 5 Education for national integration and
international understanding including impact of
education on national and in tern ation al
understanding, responsibilities of students and
teachers in promoting national integration and
international understanding.
Paper: Elementary Ekiucation
Content: Ekiucationai Ideas o f Mahatma Gandhi
 230
S y lla b u s f o r B a c h e lo r D e g r e e , A n n a m a la i
University, 1998-99
Paper: Eklucation. in Indian Society
Unit 6 National Integration and International
Understanding.
Paper: Content and Methodology o f Teaching Social
Science
Practical Work: A creative write-up for developing
National Integration
BOOKS
Teacher and Eklucation in the E>merging Indian
Society (Elem entary Teacher Education),
NCERT, N ew Delhi, 1988.
Significantly, the ‘Introduction' to the book draws
attention of the readers towards their role to protect
the sovereignty, unity and integrity of the country.
It states educational setbacks and socio-economic
losses that result from poverty in both rural and
urban India, the continuing prejudices in some
segments of our Indian population that tend to divide
and weaken our national unity; and the resistance
to availing of educational opportunities by large
section of children and youth of the country that
give rise to greater weightage in our educational
facilities have been the focus; and, therefore,
continual references have been made of these
through the book.
Section n Challenges o f Eklucation
The presentation of content, particularly in the
context of societal concerns/fundamental duties,
highlights the following :
Educational aims to deal with cultural diversities
are: education for democratic cultural pluralism,
education for inter-group and inter-class cohesion,
and education for natural integration.
The text contains brief references in some chapters
about unity and integrity of the nation. These
references are in Units 1.4,2,3 and in Section II of
the book.
The Teacher and Eklucation in Em erging
Indian Society, NCERT, New Delhi, 1983
Section I: Values o f the Emerging Indian Society
Lesson 1.1.2: Philosophical Traditions o f India - II
The principle of unity in diversity has found its best
expression in the Upanishadic message that the truth
FUNDAMENTAL DUTIES OF CITIZEiNS
is one but wise men call it by different names. It is
the same universal principle that basically opercates
in alll forms of existence — living or non-living.
Section HI: The Teacher and Social Change
Lesson 3.2.3: National and Social Integration
The Indian culture is diverse with multi-dimenskonal
characteristics of religions, languages and traditiions
and customs. It is necessary to integrate the naition
into one cohesive unit. The national integratiom is,
therefore, essential for maintaining and promoting
p olitical independence, econom ic prosperity,
democratic Government, social harmony, cultiural
enrichment and social justice. The lesson discussses
the meaning of national and social integration, the
obstacles in national integration and suggestions and
measures for promoting national integration. Many
efforts have been made at the official and political
levels to promote national integration. There is,
therefore, a need to include educational programmes
which encourage national and social integration in
the society.
Education in Em erging India, J.C. A ggarw al,
D oa ba House, Delhi, 1994
Chapter 13: Conservation o f Cultural Heritage
W hile discussing education for emotional and
national integration it has been stated that India is a
land of many castes, creeds, faiths, languages and
religions. It is, therefore, important that people of
India should think in terms of wider loyalties to the
nation. We should not become parochial, narrow
minded and communal. The book has made a
reference to Dr. Radha Krishnan who said that the
national integration cannot be built by brick and
mortar and cannot be built by chisel or hammer. It
has to grow slowly in the minds and hearts of the
people through the process of education. The book
also presents some ways and means of developing
national integration through schools. The national
integration should not only become part of the
curriculum but also of co-curricular activities at
primary and secondary stages.
Principles o f Education, Shaligram Tripathi,
Venkatesh Prakashan, 1993
Chapter 1: Education — Meaning and Its Functions
1.2 (ii) Functions o f Eklucation in National Life
National integration is one Of tfye functions of
education in the national life. The book has stated
 FUNDAMENTAL DUTIES IN TEACHER EDUCATION
the importance of national integration in the context
of the diversity and variety in respect of caste, creed,
variety in religion, regionalism and language. The
education should contribute towards the promotion
of national integration among people.
Chapter 2: Aims o f Ekiucation
Unit 2.15 Ekiucation fo r National Integration
The book in this chapter describes the meaning of
national integration and its problem in India. The
need for national integration, the obstacles in
national integration, measures to remove obstacles
and suggestions for educational programmes have
been discussed. In this connection, the book has
quoted Dr. Radhakrishnan who stated that the
national integration is essential if we want to live
as a civilised nation.
Unit 2.16: Education fo r Inter-cultural Under­
standing
The author has suggested that the Indian culture
is one of the most ancient in the world. Its strength
lies in the unity in diversity. India has a number
of sub-cultures in different parts of the country.
There is, therefore, a need for an inter-cultural
understanding between different groups in our
country. Education can develop this understanding
through a change in the school environment,
particularly, through government and semi-gov-
ernment schools. The book has further suggested
that in schools, special attention should be paid
to enable students to study various cultures of
different nations, states and communities.
Teacher Ekiucation : D r R. A . Sharma, Loyal
Book Depot, Meerut, 1997
This duty is not reflected.
Modern Educational Psychology, Dibakar Kundu,
Arya B ook Depot, New Delhi, 1991
This duty is not reflected.
The Teaching o f Social Studies, S.K. Kochhar,
Sterling Publications, New Delhi, 1999
Chapter 2: Aims and Objectives
231
One of the general aims of teaching social studies is
to foster national feelings among students. It aims
at creating a desire in the students to follow the
principles of justice and humanity. Social studies
help in creating a national awareness and also
promote a spirit of tolerance and assimilation among
different faiths and cultures. Another aim of teaching
social studies is to develop faith in the country’s
unity and a keen desire to preserve country’s
independence. It has been stated that nationalism
and sovereignty must be interpreted in terms of
loyalty to the ideals and institutions of democracy
in the country.
Chapter 17 '.Teaching o f National Integration
While defining national integration, the book states
that it implies a realisation of the fact that there can
be unity in diversity. The feeling of overall oneness of
the nation results in fostering national integration.
It further explains that national integration aims at
unifying the people and not making them conform to
one pattern. The fact remains that unity is the
protection of nationhood and its progress. It is,
therefore, an important duty of every citizen in the
country to preserve national unity and promote
national integration.
The principle of unity in diversity should be
brought home to the students. India is a land of sharp
contrasts and variety in language, dress, food,
manners, customs and religions. But, there is an
essential continuity of culture and a flow of a current
of unity despite diversity. The book cites a number
of examples which indicate that there are thousands
of facets of this country but there is a unifying force
impressing upon them.
The students should be made fully aware of the
history of national movement and sacrifices made
for achievement of independence. The traditions of
the Independence movement will create among
children a peculiar sensitivity to the mission and
greatness of India. The chapter also discusses various
techniques for promoting national integration. These
include singing of the National Anthem, patriotic
songs and celeberation of national days, among
others.
 4
Fundamental Duty 51A (d)

To defend the country and render national service

when called upon to do so.

ELEMENTARY TEACHER EDUCATION Education in E m erging India, J.C . Aggarw al,

Elem entary Teacher Education Syllabus,
SCERT, Delhi
Paper: Sociological Perspective o f Ekiucation
Practical Work
4. Community Services : to be organised in lab
area, like Adult Literacy, W.E. Activities related
to the improvement of social and financial
status of the residents.
Paper: Ekiucation o f Children with Disabilities
Practical Work: A visit to a special school for
disabled and preparation of report on the visit.
Paper: Value Ekiucation
Unit 6 Approaches, Strategies and Methods of
Value Education.
Community Services.
SECONDARY TEACHER EDUCATION
This duty is not reflected.
Doaba House, Delhi, 1994
This duty is not reflected.
Principles o f Ekiucation, Shaligram Tripathi,
Venkatesh Prakashan, 1993
Chapter 1: Ekiucation — Meaning and Its
Functions
1.2.(ii) Functions o f Ekiucation in National Life
The book in this chapter has highlighted the
need for developing a feeling of discipline in the
light of national goals. It expects a disciplined,
well-organised and hard working life. In this
connection, the book has delineated the role of
education in the national life. The book also
discusses the need for training in civic and moral
life through schools as the society for all
times depends on the moral character of its
members.
Teacher Education, D r R. A. Sharma, LoyalBook
Depot, Meerut, 1997

BOOKS This duty is not reflected.

Teacher and Ekiucation in the Em erging Indian
Modern Educational Psychology, Dibakar Kundu,
Society (Elem entary Teacher Ekiucation),
Arya Book Depot, New Delhi, 1991
NCERT, New Delhi, 1988
This duty is not reflected.
This duty is not reflected.

The Teacher and Ekiucation in Em erging Indian The Teaching o f Social Studies, S.K. Kochhar,
Society, NCERT, New Delhi, 1983 Sterling Publications, New Delhi, 1999

This duty is not reflected. This duty is not reflected.

 5
Fundamental Duty 51A (e)

To promote harmony and the spirit o f common

brotherhood amongst all the people of India transcending
religious, linguistic and regional or sectional diversities;
to renounce practices derogatory to the dignity of women.

ELEMENTARY TEACHER EDUCATION Education for peace, co-operation and non­

Elem entary Teacher Education Syllabus, SCERT,
Delhi
Paper: Sociological Perspective of Education
Unit 5 Constitutional Provisions regarding
Elementary Education
Problems, Issues, remedies and Constitutional
Provisions regarding girls' education, child labour,
children with special needs, disadvantaged
sections (economically, socially and culturally).
Practical Work
iii) Participation in community programme and
preparation of report thereon.
iv) Compilation of various policy recommen­
dation since Independence on any two of the
following
• Girls’ education
• Special education
• Education of the disadvantaged sections
Paper: Teaching o f Environmental Studies (Social
Studies)
Unit 4 Content Enrichment
Social disparities, gender inquality, illite ­
racy, poverty, population explosion, regional
disparities.
• National goals and National identity.
Paper: Value Eklucation
Unit 4 Human Rights
violence.
Unit 7 School Climate
Interpersonal relations.
Primary Teacher Training Curriculum (One
Year), SCERT, Assam , 1996
Paper: Eklucation and the Changing Society
Contents
Unit 2 (iv) Education of the weaker sections
including girls’ education, education of -the
disabled children and school community
relationship.
Paper: Social Studies
Contents
Unit 7.5 Study of educational, social, economic
and cultural life of people with reference to means
of communication.
Paper: Community Work
Contents
Unit 2 Organisation of literacy and socio-cultural
services among local communities.
Primary Teacher Training, Syllttbus, First Year,
Karnataka
Paper: Teaching of English Language
Objective: To develop social, moral and spiritual
values among pupil teachers.
Paper: Teaching of Social Science (Civics)
 234
Contents
Unit 3.4 National Problems: linguistic fanaticism,
untouchability, etc.
Paper: Education in Human Values
Objectives: • To understand the importance of
values in life and education.
• To integrate values in their day to
day work.
• To appreciate basic values
underlying all religions of the
world.
• To develop tolerance to other
religions.
• To understand the need for moral
education in schools.
• To develop positive attitude towards
human values.
Contents
Unit 2.1 Meaning and scope of moral education,
meaning and nature of values, values and
character development, values common to major
religions of the world, values in relation to child
development and selection of values.
Practicals: Episodes on moral education and
lessons on moral education, bhajans and prayers,
stories and dramatisation related to human values.
Prim a ry T ea ch er Training, Syllabus, Second
Year, K arnataka
Paper: Principles o f Education
Unit 3.2 General characteristics of our social
structure, social change in independent India and
role of education in social change.
Paper: Population Education
Unit 2.5 Status of women.
SECONDARY TEACHER EDUCATION
Scheme of Courses for B.Ed. Examination,
Kurukshetra University, 1997-98
Paper: Ekiucation in the Emerging Indian Society
Unit 3 • Education and present-day Indian
Society
• School and Community relationship.
Paper: Indian Education System: Structure and
Problems
FUNDAMENTAL DUTIES OF CITIZEINS
Unit 5.2 Women’s education
Paper: Teaching o f Geography
Unit 2 Geography and International understanding
Paper: Working with Community
Theory: Relationship between school and
community.
Practical: Two projects to be done in the commumity.
Pt. Ravi Shankar Shukla University, R a ip u r,
B.Ed. Syllabus, 1993 94
Paper: Principles and Practices o f Education
Unit 2 Equality of opportunity for education.
S y lla b u s f o r B a c h e lo r D e g r e e , A n n a m a ila i
University, 1998-99
Paper: Education in Indian Society
Unit 6 • Elimination of social tensions ;and
conflicts.
• Instrum entation factors Hike
universalization and democratization
education in the modernization of
Indian society.
Paper: Educational Management (Elective)
Unit 9 School and community, school and hiome
partnership, school as a community centre.
Paper: Non formal Education (Elective)
Unit 7 Non-formal education programmes; for
women, role of voluntary agencies and women
organizations.
Paper: Population Education (Elective)
Unit 4 Social structure, relationship and
behaviour, crimes, social evils, social injustice,
status of women, role of culture and religion,
marriage patterns and practice and sex
preference.
Paper: Content and M ethodology o f Teaching
Commerce (Elective)
Unit A Community resources, establishing
link between school and community, developing
interest in attitude in community activities.
Syllabusfor the Degree o f Bachelor o f Ekiucation,
Dibrugarh University, Dibrugarh,1992-93
Paper: Ekiucation in Emerging India
Unit 2 Indian social system, its structures, class,
caste, stratification and mobility — social, political,
technological forces acting in the society.
 FUNDAMENTAL DUTIES IN TEACHER EDUCATION
Unit 7 Meeting the educational needs and special
groups/SC/ST/disabled — promoting quality of
educational opportunity.
Unit 10 Inter-dependence of school, community
and parents.
Paper: Education and Rural Development
Unit 1 (iii) Interaction of the formal system with
elements in rural development such as land, labour
and socio-economic standards.
Unit 1 (v) Poverty, inequality and development.
Unit 2 • Educating the poor and backward
children in the rural areas.
• Educational disparities in development.
Unit 5 • Education and the attitude of the rural
people towards social transformation.
• Impact of education on social institu­
tions like marriage, family, political,
social, religious institutions, caste,
community etc.
BOOKS
Teacher and Eklucation in the Emerging Indian
Society (Elem entary Teacher Eklucation),
NCERT, N ew Delhi, 1988
Section I : The Indian Society
Chapter 1: Free India —The Emerging Indian Society
Unit 1.2.1 Democratic Ideals of Free India
The text of this unit puts emphasis on political
freedom, economic security and social justice,
equality of opportunity, and welfare of individuals.
The pivotal values vis-a-vis democracy are : civic
responsibility, social obligation, social liability and
social justice.
Unit 1.4 Impact o f Gandhian Values
on the Emer ging Indian Society
Gandhiji was opposed to barriers that existed in
the society due toNcaste and creed. He realised
the social importance of education that has an
impact on minds and character of persons. He
wanted to make an individual a humane person
in preference to an intellectual giant. He suggested
that students should take active part in
constructive work in rural areas to eradicate
illiteracy and untouchability, to cultivate friendship
with others belonging to different religions,
linguistic groups and communities, and other
ethnic groups in order to develop in them the true
spirit of national integration and secularism.
235
Chapter 2: The Contemporary Indian Society
Unit 2.3 The Present Socio-Political Scene
Secularism requires that people should have an
attitude of tolerance and equal respect for all
religions. Hence, the practice of simultaneous
recitation from the holy books of all religions/faiths
on public occasions. Such practices are regarded
as marks of secularism and, what is more, means
of national integration. Secularism demands that
all national efforts should be directed towards
human welfare. It means that equal opportunities
should be provided for development of people
irrespective of caste, colour or creed.
After Independence, several steps have been
taken to improve the conditions of weaker sections
of society, in particular of scheduled castes and
scheduled tribes. A policy of ‘compensatory
discrimination’ has been adopted in favour of these
communities. Weaker sections, because of their
social background and domestic environment,
most of them started losing the battle for academic
achievement even before they enter school.
Equalisation of opportunities in economic and
cultural fields is a basic and complex problem of
the Indian society.
Unit 2.4 The Present Eklucation Scene
There is a great disparity in literacy percentage of
men and women. The present education system
accords low priority to programmes of mass
education. On the contrary it given high priority
to secondary education, whose beneficiaries are
mostly the top 30 per cent of the population. It
hardly contributes to social and economic
development of the country.
The study of contemporary Indian society has
made it clear that some basic inequalities in power,
prestige and material goods exist in our society.
We, therefore, have to work for social equality. The
solution to the unem ploym ent needs our
immediate attention. Racial and ethnic minorities
in our society need to be helped to preserve their
cultural identity and at the same time be assisted
to participate fully in the mainstream of Indian
life, if we are to honour the age-old principle, unity
in diversity. Economic and social disparities
characterise various sub-cultural groups. These
differentiations have to be minimised.
Section HI: The Teacher in the Elementary School
System
It discusses topics such as historical traditions of
elementary education in India, the elementary school
 236
system in India, and teacher school and community.
In this section, emphasis has been given that teachers
must have increasing knowledge about the society
whose children they serve, so also they must
understand how the school system has to work in
the community as part and parcel of the wider society.
While presenting an overview of the elementaiy school
system in India, it has inter alia been pointed out
that there are traditional and socio-economic reasons
for non-participation of girls in the educational
programmes. It has been emphasised that special
attention needs to be given to education of girls
and children belonging to weaker sections of the
society.
The Teacher and Education in Em erging Indian
Society, NCERT, New Delhi, 1983
Section I : Values o f the Emerging Indian Society
Lesson 1.1.2: Philosophical Traditions o f India II
In the Indian culture in spite of its derivation from
many sources and variety of forms and types, we
notice a unity of spirit running through Indian culture
down the ages. It has the capacity for assimilation,
accommodation and readjustment based on strong
spirit of tolerance in the Indian culture.
Lesson 1.2: The Constitution o f India
It has been stated that the Constitution guarantees
freedom of religion in general and of worship in
particular. There is a provision that no religious
instruction shall be provided in any educational
institution wholly maintained out of the State fund
and no person appointed in educational institutions
recognised by the state or receiving aid out of the
6tate fund should be given any religious instruction.
Lesson 1.4: The Concept o f Socialism
(
The lesson deals with the concept of socialism. It
refers to a social and political doctrine based on a
particular concept of man and of society. It is based
oil human brotherhood and social responsibility for
the well-being of all its members. It believes in the
principles of cooperation, planning and social control
of production and distribution of all assets. The
Gandhian principles of socialistic pattern of society
in India are based on the democratic freedom of
thought, belief and expression. The socialism seeks
to remove disparities of wealth and income, prestige
br honour and power. Gandhiji pleaded for a
Sarvodaya Samaj.
FUNDAMENTAL DUTIES OF CITIZENS
Section II: Education and Indian Social Order
Lesson 2.3.1: Ekiucation in Independent India: The
Educational Demands oflndeperudent
India
The educational demands in independent India lhave
been discussed in this lesson. Among others, the
educational demand of providing equal opportunities
to all the people was felt. India as a democratic naition
is committed to provide opportunity for free educaition
to all citizens at all stages. The demandl for
equalisation of opportunity has also become urgent
with the spread o f dem ocratic in stitu tion s.
Educational facilities are being provided for the
economically weaker sections of society by w ay of
supplying free textbooks, free clothing and free school
meals on a limited scale. Education of Schedtuled
Castes and Scheduled Tribes and other deprived
sections of the society is also being encouraged..
Lesson 2.4.1: Education and Social Transformaition:
Religion, Caste and Tribe
The modern education has enabled greater
interaction with the members of other castes and
communities, made people more tolerant of others’
religious beliefs and practices and inter-religious
marriages are increasing. It has been further
explained that caste organisations have considerably
contributed to the spirit of modem education in India.
The lesson also discusses about the tribes who
suffered from alienation, illiteracy, poverty, diseases,
inferiority, social evils and pessimism. Modern
education seeks to remove these sufferings and is
trying to bring them in the main stream of national
life by enriching and preserving their cultural
traditions and by instilling new aspirations and
values for life.
Lesson 2.4.2: Ekiucation and Social Transformation:
Sex, Class and Rural-Urban
Stratification
The lesson explains education and the social
transformation in the context of sex, class and rural-
urban stratification. While discussing the various
aspects of these issues, it has been stated that the
educational facilities and quality of education for the
girls are limited, particularly in rural areas. It has
also been stated that women in India have been
occupying an inferior status to men. Only women in
upper strata of society received some education.
Women were mostly confined to house keeping and
 FUNDAMENTAL DUTIES IN TEACHER EDUCATION
child rearing. The situation has slowly changed and
our Constitution guarantees equal rights to men and
Women, particularly in education. It is also stated
that the Indian society is divided into three major
social classes. The educational facilities are availed
of mostly by the upper classes and the lower class
people who constitute about 70 per cent of India’s
population are deprived of the facilities.
Lesson 2.4.6: Eklucation and Social Transformation:
Eklucation and Socialism
Education and social transformation has been
discussed in the context of socialism in this lesson.
One of the distinguishing features of the socialism is
ensuring equality, freedom, social justice to all
sections of our society. Special facilities are being
provided to the under-privileged people. Gandhiji
propounded the Sarvodaya ideal of society which is
different from the concept of socialism followed in
other countries.
8ection HI: The Teacher and Social Change
Lesson 3.1: Role o f the Teacher in the Ekiucative
Process
This lesson deals with the role of the teacher in
traditional and industrial societies. It analyses the
basic, professional and informal role of the teacher
In the classroom and in the society. The teacher has
to socialise, judge, select and classify the students’
problem s, provide equality o f opportunity,
impart training in democracy and make them
sensitive to the needs and expectations of a modern
society.
Lesson 3.2.1: Equalising Eklucational Opportunity
Importance of equalising educational opportunity, its
meaning and need has been discussed in the lesson.
It presents the present position from the stand point
of equality and critically examines the educational
policies and progress pertaining to the equality of
educational opportunity. The demand for equalisation
o f educational opportunity arises from the
commitment to democratic values and needs of social
and economic development. In spite of large scale
expansion of educational facilities, there are glaring
inequalities in the education of the SCs and STs, the
other backward communities, between boys and girls
and poor aind rich. The lesson pleads for a case for
compensatory educational programmes, universa-
lisation of primary education and qualitative reforms
at all stages of education.
Lesson 3.2.7: Eklucation o f the Disadvantaged
The lesson deals with the concept of socially
237
disadvantaged groups, the steps taken in our country
for the children of these groups and provide
suggestions for their further socio-econom ic
development. This concept refers to the under­
privileged, economically and culturally deprived
sections of the society. In the Indian society, lower
castes, tribes, women and slum dwellers constitute
the socially disadvantaged people. Their children
reveal such social characteristics like frustration,
delinquency, aggresion, in ferio rity com plex,
alienation and lack o f proper m otivation.
Com pensatory education program m es and
programmes for their integration with others in the
community are necessary to improve their lot. The
school curriculum should also meet the needs of the
culturally disadvantaged. The teacher training
programmes should also be reoriented to meet the
challenges of educating the socially disadvantaged.
Lesson 3.2.10: Socially Useful Productive Work in
Eklucation (SUPW)
This lesson has two sections. The first section deals
with the meaning and concept of SUPW in education
and the second section with the practical applications
of this concept. The SUPW emphasises the removal
of class distinction between manual and other work
and helps in the development of socially relevant
values and attitudes. It promotes self-sufficient
economic productivity. It also promotes socialisation
and proper development of motor skills in the child.
Eklucation in Em erging India, J.C . A ggarw a l,
Doaba House, Delhi, 1994
Chapter 2: The Contemporary Indian Scene
While discussing social dimensions of India, it has
been stated that equalization of opportunities in
cultural, economic and social fields is a basic problem
in India. Education is regarded as a means of
equalization. Education seeks to eradicate the social
evils like practice of dowry, child marriage, low status
of women, backwardness of the schedule castes and
schedule tribes. Education should play a useful role
in promoting consciousness of the need for social
transformation.
Chapter 3: Emerging Future
It has been stated that social and national integration
is crucial to the creation of a strong and united
country. As we know that there are many castes,
creeds, tribes and other sects in the country.
Education should play its role in removing disparities
among different groups and develop a feeling of
common brotherhood.
 238
Chapter 6: Ekiucation and National Development
One of the functions of education is to provide equal
opportunity to all children in the countiy irrespective
pf their status in the society. It means that there
should be schooling facilities in all areas like rural,
tribal and forests. Also the economically weaker
sections of the society should be provided incentives
by providing free and compulsory education.
Educational opportunity means providing not only
access but also the conditions for success.
Chapter 7: Ekiucation and Social Change
There are children of diverse races, communities,
religion etc. in the schools. The children also come
from different backgrounds. Education should
develop feeling of tolerance among children so that
there is a healthy living in the school and outside.
Chapter 8: Ekjuality o f Opportunity in Ekiucation and
Compensatory Ekiucation
It has been emphasised that one of the important
bbjectives of education is to provide equal opportunity
to all so that the children belonging to backward and
other under-privileged classes may not only receive
education but also cultivate in them the feeling of
brotherhood and in building up of a egalitarian
human society. It has also been stated in this chapter
that school education should be completely free as it
is already available in developed countries. A useful
step in this direction will be to introduce the common
school system of public education. The schools in
this system should maintain the level of quality and
efficiency. It will help in eliminating the segregation
between the poor and the rich.
Chapter 9: Problems o f Elementary Ekiucation in India
The chapter discusses about the developmental
activities in community education and participation.
It states that about 100 community education centres
were working under this project in many States. The
project aims at developing non-formal education
programmes for out of school children and adults.
Its main emphasis is to involve the total community
in the project, thus creating a feeling of fraternity.
Chapter 10: Ekiucation o f the Disadvantaged and
Special Groups
The chapter deals with the education of the scheduled
castes and scheduled tribes, it has beeo stated that
there is a need of special efforts to provide education
to scheduled castes and scheduled tribes children.
The progress of education of girls of these commu­
FUNDAMENTAL DUTIES OF CITIZENS
nities is also poor. In order to remove the disparities
in education between schedule castes and tribes and
others, provision of compensatory education shiould
be made. It also states that priority shoulid be
accorded for opening primary schools in tribal aireas.
In view of the importance of education in natiional
development, the University Education Commission
(1948-49) remarked that there cannot be educated
people without education of women. Sim ilarly,
Kothari Commission (1964-66) said that education
of women is even more important than that of men.
It is thus an effort to remove disparity between
education of boys and girls.
Principles o f Ekiucation, Sh a ligram T rip a th i,
Venkatesh Prakashan, 1993
Chapter 1: Ekiucation : Meaning and Its Functions
1.2.01) Functions o f Education in National Life
While discussing the functions of education, i t has
been stated that the individual should subordinate
his personal interests to the society. Education
should develop an individual who has no feelings
of casteism, provincialism etc. The qualities like
discipline, non-attachment, cooperation and
desirable behaviour are also developed through
education. It states that it is the responsibility of
education to work for the progress and
development of the society.
Chapter 2: Aims of Education
2.10: Bases o f Formulation o f Educational Aims
The bases of the formulation of educational aims
include the role of education to work for a society
which believes in the good of all. The relationship
in an idealistic society is based on spiritual values
which lead to the development of spiritual and
moral characteristics in an individual.
2.14: Ekiucation fo r Emotional Integration
This unit deals with the meaning, needs and
programmes for the development of emotional
integration. It states that a number of measures
have been taken by the Government and private
organisations to develop emotional integration in
India. The main obstacles to the emotional
integration have been the narrow outlook of some
people on the basis of their community, caste,
religion and language. The educational
programmes should make efforts for development
of emotional integration through schools and
teacher education institutions.
 FU NDAMENTAL DUTIES IN TEACHER EDUCATION 239

Chapter 3: Types o f Agencies o f Education One section of this chapter has been devoted to the
community living aspect. The teacher education
3.21: Religion — An Active and Informal Agency
programmes would be incomplete unless these
This unit emphasises the role of religion as an provide some kind of guidance and supervised
informal agency of education. The Constitution of experience of individual and corporate group life to
India in its Clause 19 states that no religious students. Thus the community living programmes
education w ill be given in any educational are mainly for personal and social effectiveness.
institution which is aided by the Government.
Every person is free to follow any religion. It has, M o d e m Educational Psychology, Dibakar Kundu,
however, been pleaded that the common values A r y a Book Depot, New Delhi, 1991
from all religions may be selected and taught in
schools. The religious education helps in the Chapter 1: Educational Psychology — Its Nature,
development of qualities like good behaviour, truth, Scope and Function
honesty, cooperation, discipline, self-confidence Under the scope of educational psychology, the
and dutifulness. chapter discusses the personality and adjustment
3.22 Community ■—An Active and Informal Agency as one of the five major areas. In order to study
The community is considered as an informal human personality and adjustment, educational
agency of education. The school is also considered psychologists take into consideration the emotions
a community on a smaller scale. The child in the and mental life of the students and mental health of
home and community is influenced by a number the teachers. The problems pertaining to the
of factors such as physical, social, mental, moral, exceptional children, their character and social
cultural, economic and political. The school should, interactions are also studied. It is, therefore,
therefore, use these influences on the child to necessary that the factors which affect the
develop them further with proper direction to make development of emotional maturity and help the
them useful citizens. individual to adjust to his environment are also
studied.
Chapter 4: Sociological Basis o f Education
Chapter 2: Psychological needs o f Children — Their
4.29: Education and Society Emotions, Interests, Attitudes and Values
Education in society has an important role to play.
Similarly, the society also influences education. The chapter, inter-alia, discusses the historical
The social, political and economic changes and background of the Indian value system. The research
conditions in the society greatly influence the work conducted in India has shown that economic,
education system. For instance, in India our political and theoretical values have received
Constitution has accepted principles of democracy, favourable response from students of low socio­
socialism and secularism. It is, therefore, essential economic status whereas aesthetic and religious
that education should try to develop among values are important to higher socio-economic
students the basic tenets of these principles. groups. It has been stated that socio-emotional and
Education also contributes to the development of the physical environment of the child play an
society. important role in the development of attitudes in a
child. The aim of education should be to develop
Teacher Education, D r R. A. Sharma, Loyal Book desirable attitudes towards learning and towards
Depot, Meerut, 1997
each other so that there is no feeling of inferiority or
superiority among students belonging to different
Chapter 4: Development o f Teacher Education socio-economic groups.
Curriculum
The Teaching o f Social Studies, S.K. Kochhar,
While discussing the professional theory courses for
Sterling Publications, New Delhi, 1999
teacher education it has been stated that the student
teachers must have an understanding and Chapter 2: Aims and Objectives
appreciation of the role of the school and their own
Aims of teaching social studies at the primary stage,
responsibility in preparing young children in the
inter alia, state that we are all equal irrespective of
citizenship and social and emotional integration.
sex, creed, language etc. and there are no superior
Chapter 12: Current Trends in Teacher Education or inferior people. It also states that we should
 240
respect all religions and their places and ways of
worship. One of the instructional objectives of
teaching social studies at the primary stage is to make
students understand that though there is a great
diversity among the people in different parts of the
country with respect to languages, religious beliefs,
food habits etc., the Indians are one nation. Another
FUNDAMENTAL DUTIES OF CITIZENS
instructional objective is to develop respect for people
of different communities, occupations and languages.
Respect for the individual personality, individual right
to freedom and liberty, equality of opportunity,
freedom of belief and religious expression and other
rights and liberties associated with the democratic
idea need to be inculcated among students.
 6
Fundamental Duty 51A (f)
To value and preserve the rich heritage
o f our composite culture.
ELEMENTARY TEACHER EDUCATION
Elementary Teacher Education Syllabus, SCERT,
Delhi
Paper: Philosophical Perspectives o f Education
Unit 3 Contemporary Indian Educational
Thinkers, their contribution in the field of
Ekiucation.
Sri Aurobindo, Swami Vivekanand, RabindraNath
Tagore, Mahatma Gandhi, Dr. Zakir Hussain.
Practical Work
• Life sketch and contribution of any one Indian
educational thinker.
• Essay in about 800 words on Preservation of
Cultural Heritage, Moral Education.
Paper: Teaching o f Mathematics
Unit 9 Contribution o f Indian
mathematicians
Life sketches o f Indian Mathematicians —
Aryabhatta, Braham Gupta, Bhaskaracharya,
Ramanujam.
Paper: Sociological Perspective o f Ekiucation
Unit 3 Social Process
Role of Education in Preservation of Cultural
Heritage of India.
Practical Work: Preparation of report of field
studies, field trips or visits to various places, cultural
setting etc. may be arranged to acquaint the pupil
teacher with the rich cultural heritage of-India.
Paper: Teaching o f Work Experience
Practical Work: Suggested essential work
experience activities
Participation in different types of cultural and
recreational activities such as celebration of festivals,
community singing etc.
Paper: Teaching o f Environmental Studies (Social
Studies)
Practical Work: Preparation o f Project Plan and its
execution
Paper: Value Ekiucation
Unit 2 Perspective on Value Education
Indian culture-reference for life, unity of life and
being, socio-cultural traditions and values, unity
in diversity, spirit of tolerance, assimilation and
synthesis, sat, chit and anand. Values enshrined
in Indian Constitution, democracy and rational
morality, synthesis of science and spirituality.
Unit 6 Approaches, strategies and Methods of
Value Education.
Organising cocurricular activities : morning
assembly, balsabha, celebration of important days
and festivals.
Primary Teacher Training Curriculum (One Year),
SCERT, Assam, 1996
Paper: Ekiucation and the Changing Society
Contents
Unit I Social, moral and spiritual values.
Paper: Health and Physical Education and
Recreational Activities
 242
Objective: Appreciate the rich cultural heritage of
India in the area of health and physical education
specially in relation to Yoga.
Activity: Yoga
Unit II Importance of Yogic exercises in our daily
life and the theory and practical of Aasans.
Paper: Art Eklucation
Contents: A brief history of regional culture and
various art forms.
Prim ary Teacher Training Syllabus, First Year,
Karnataka
Paper: Teaching o f Urdu Language
Objective: To introduce the child to the rich heritage
of beliefs, ideas, emotions and aspirations.
Paper: Teaching o f Social Science (History)
Contents
Unit 3.1.2 • Ancient Civilizations — Indus
Valley, Harappa and Mohenjo-
Daro, Vedic-age and new reli­
gions — Jainism and Budhism.
• Bhakti movement and contri­
bution of women in Karnataka.
Prim ary Teach er Training Syllabus,
Year, Karnataka
Paper: Principles o f Education
Unit 2.2(c) Education for cultural heritage,
education for self-realisation.
Paper: Eklucation in Human Values
Unit 1 Essence of Indian Culture.
SECONDARY TEACHER EDUCATION
S c h e m e o f C o u rs e s f o r B .E d . E x a m in a tio n ,
K u fukshetra University, 1997-98
Paper: Indian Education System: Structure and
Problems
Unit 5 Religious and moral education.
Paper: Yoga Eklucation
Content: Goals of life and yoga, social and moral
basis of yoga.
Paper: Teaching of Mathematics
Unit 1 Contribution of Aryabhatta, Bhaskara-
charya and Ramanujam in Mathematics.
FUNDAMENTAL DUTIES OF CITIZENS
Paper: Teaching o f History
Objective: To explain concepts o f h isto ry as
phenomena of human behaviour.
Content: Indus valley civilization, Budidha,
Ashoka, Golden Age of Guptas.
Pt. Ravi Shankar S hu kla University, R a ipur,
B.Ed. Syllabus, 1993-94
Paper: Teaching o f History
Unit 1 Values of teaching history : Cultural,
ethical, intellectu al, national and
international.
Unit 4 Exhibits of social and cultural life of
people.
Practical Work: Excursions to historical places.
S y lla b u s f o r B a c h e lo r D e g r e e , A n n a m a la i
University, 1998-99
Paper: Education in Indian Society
Contents
Unit 1 Indian schools — Vedanta, Bhagwad
Gita, Jainism
Unit 3 Educational thoughts of Vivekananda,
Gandhiji, Tagore, Sri Aurobindo
Second Unit 5 Concept of culture, nature of culture,
salient features of Indian culture,
transmission and transformation of
culture.
Paper: Innovations, Trends and Approaches in
Mathematics Eklucation (Elective)
Objective: History o f Mathematics and contribution
o f Aryabhatta, Bhaskaracharya,
Ramanujam
Paper: Innovations, Trends and Approaches o f
Teaching History
Unit 2 The Indian historians and their contri­
bution to history.
Unit 3 • Cultural issues raised by history
• Culture oriented history
Paper: Content and Methodology ofTeaching History
(Elective)
Unit 4 (iii) Values — practical, intellectual,
social, moral and cultural.
Unit 6 Constitutional history of religion, art
and architecture.
 FUNDAMENTAL DUTIES IN TEACHER EDUCATION
Syllabus f o r the Degree o f Bachelor o f Education,
Dibrugarh University, Dibrugarh,1992-93
Paper: Ekiucation in Emerging India
Unit 1 • Our common cultural heritage — its
com posite unity, richness and
continuity.
• Our philosophical traditions - central
teachings of Indian philosophy (ethics
and epistemology).
Paper: Teaching o f Sanskrit
Unit Sanskrit as key to the Indian culture.
BOOKS
Teacher and Ekiucation in the Emerging Indian
Society (Elem entary Teacher Ekiucation),
NCERT, New Delhi, 1988
Section I: The Indian Society
Chapter I: Free India —The Emerging Indian Society
Unit 1.4. Impact o f Gandhian Values on the
Emerging Indian Society
Gandhiji gave a clarion-call to overhaul the existing
curriculum with a view to make students know
more about their own physical and social
environment, the composite culture in society —
regional and national.
Chapter 2: The Contemporary Indian Society
Unit 2.1.: Socio-cultural heritage of the Indian
Society
Indian society has developed a unique culture,
which is a good example of unity in diversity.
Many groups of people originally belonging to
different parts of the world came to India and
brought with them their own cultural traditions.
Their cultural traditions were assimilated with the
indigenous culture of India through a process of
acculturation. Thus, a composite culture was
evolved in India, absorbing the manners and
variety of many cultures.
Section II: Challenges o f Ekiucation
The presentation of content, particularly in the
context of societal concerns/fundamental duties
highlights the following :
Indian culture is a composite one. The two most
important features of Indian culture are: unity in
diversity; and spirit of toleration and accommodation.
243
Education systems are expected to preserve the
rich cultural heritage by building them in the
personalities of each successive generation.
The Teacher and Ekiucation in Em erging
Indian Society, NCERT, New Delhi, 1983
Section I: Values o f the Emerging Indian Society
Lesson 1.1.1: Philosophical Traditions o f India I
The second part of the lesson deeds with the doctrine
of moral belief in the unity of all life and being. The
law of ‘karma’ states that every action of man will
bring its consequences, thus leading to ‘Punya’ and
‘Papa’. Although, the past of a man is determined,
he, by virtue of his spiritual nature, can build a better
future. The Indian philosophy is characterised by the
principle of “live and let live” in all spheres and times.
Lesson 1.1.3: Social and Cultural T radiiions o f India
While discussing the cultural traditions of India, it
has been stated that universality and humanism are
two essential characteristics of Indian culture.
Achievement by man of the higher order and
excellence, is what it seeks. Our history reveals that
even before coming of Aryans, many religious and
ethnic groups which came to India and settled down
here underwent the process of cultural assimilation
and integration tolerating each others’ beliefs and
practices in a secular manner. In spite of its cultural
diversity, a basic cultural unity has been maintained
in India.
Section II: Ekiucation and Indian Social Order
Lesson 2.2.1: Our Ekiucational Heritage : Ekiucation
in Ancient India
The lesson discusses the role of religion in ancient
India and its impact on the philosophy of education
and political, social and economic life. The unique
feature of ancient Indian civilization was that the
religion practically dominated every sphere of life.
Nowhere was the impact of religion more manifest
than in the sphere of learning and education in India.
Education was sought as a means of salvation or
selfTrealisation for achieving the last goal of life, i.e.
Mukti or emancipation.
The Yoga was part of education in India. The
Upanishads state three aims of education, namely
Sravana (listening), Manana (deliberation) and
Nididhayana (meditation). Initiation to Vedic education
was performed through a religious ceremony called
 244
Upanayana. The relationship between the teacher and
taught was of a spiritual nature. A comparison has
been made in the lesson between the Buddhist and
Bhramanic systems of education. It has been stated
that the Buddhist system of education was more
democratic and free from any distinction of caste, creed
or sex as compared to the Bhramanic system.
Education in ancient India imparted professional,
technical, Ayurveda — the science of medicine and
women’s education.
Section HI: The Teacher and Social Change
Lesson 3.2.2.: Moral Eklucation
The purpose of this lesson is to help in understanding
the nature and scope of moral education, the process
and methods of developing moral education and the
ways in which a teacher can contribute towards moral
development of children. It is, therefore, imperative
for the teacher to understand the various issues
involved in moral education and his own role in it.
The views on moral education and its nature and
scope differ and are diverse in nature. For example,
whether moral education and religious education are
same, and that it cannot be taught but is rather
caught. The moral education aims at developing the
ability of making sound judgements in different life
situations and developing the ability and commitment
to apply these judgements in one’s own actions.
Moral character is to be conceived not in terms of
conformity to specific virtues but in developmental
terms. It refers to a positive role through school
activities and environment. There are several methods
for developing moral values among children. The
important ones are direct and indirect methods.
E du ca tion in E m erging India, J.C. Aggarw al,
Doaba H ouse, Delhi, 1994
Chapter 1: Our Heritage
This chapter deals with our composite culture and
philosophical traditions. It defines culture as the
sense of refined manners and use of material things
like buildings, gardens and paintings. It connotes a
system of ultimate ends and norms of life. The
chapter also discusses the meaning of composite
culture which refers to an interaction among the
Various groups like Aryans, Dravidians, the Kushans,
the Huns, etc. The Indian culture consists of a
common outlook of life, the intellectual influences of
various movements and cultural objectives. The
chapter also explains the philosophical tradition as
the beliefs, customs, ideas and ideals handed down
FUNDAMENTAL DUTIES OF CITIZENS
to the people of India from generation to generation.
Chapter 4: Eklucation and Society
The chapter has presented definitions of education
given by a number of Indian and foreign educationists
and philosophers. The Indian philosophers include
Sri Aurobindo, Swami Dayanand and Gandhiji. Their
definition of education refers to the building of the
human mind and spirit, formulation of character and
all round drawing out of the best respectively.
Chapter 5: Our Eklucational Heritage
Under the notable features of education in ancient
India the ultimate aim of education has been given
not the preparation for life but self-realization which
means liberation of the soul from the fetters of present
and future life. It has also been explained that under
the Vedic system of education, its aim was the
realization of spiritual and moral values. The relations
between teachers and the pupils were based on love
and affection.
Chapter 13: Conservation o f Cultural Heritage
This chapter deals with the conservation and
protection of culture. It has been explained that
culture has two elements: material and non-material.
The material elements are material things like the
tools, machines and industry. The non-material
elements refer to the language, art, religion, morality,
law and government. The composite culture refers
to the blending of various cultures and reflection of
unity. Education is also a part of the culture and it
has to make a systematic effort to maintain and
promote the values of composite culture. The school
curriculum should therefore reflect the cultural
values of the society.
Principles o f Education, Shaligram Tripathi,
Venkatesh Prakashan, 1993
Chapter 1: Eklucation : Meaning and Its Functions
1*2.(i) Functions o f Eklucation in Human Life
This unit begins with the concept of education
given in Srimad Bhagvad Purana which considers
education as promotion of complete individuality
in a person. It gives definitions of education
according to the Vedic Philosophy, Mahabharata,
Swami Vivekanenda, Dr Radha Krishnan, Kalidas
and Mahatma Gandhi, among others.
1.2(H) Functions o f Eklucation in National Lijs
While discussing the functions of education in
national life, it has been stated, inter-alia, that
 FUNDAMENTAL DUTIES IN TEACHER EDUCATION
tlhe school should enable children to familiarize
with both the theoretical and practical concepts
oif Indian culture.
Chapter 1: Education — Meaning and Its Functions
1.3 Educational Values
The educational values, according to the book, are
o f three kinds: organic, hyper-organic, and
spiritual values. The spiritual aspect includes
intellectual, aesthetic and religious values. These
v alues in educational programmes are considered
very important. It has also been stated that there
are three kinds of aims of education: general aim,
spiritual aim and ultimate aim. The ultimate aim
o f education has been defined in the book
according to the Atharveda. It says “The nature is
life and the nature in itself is considered as God.”
The five elements, namely water, earth, fire, air,
and ether are the manifestation of God. The
education should prepare an individual to realise
oneness with nature.
The various topics on values in relation to
education have been discussed along with their
relationship with philosophy. The relationship
between values and aims, philosophy and values,
ethics and values, morals and values have been
discussed. The definitions and kinds of values as
given by Shankaracharya, Swami Vivekanenda,
Swami Dayananda Saraswati, Sri Aurobindo
Ghosh, Radha Krishnan and Mahatma Gandhi
have been included in the discussion. The
relationship between education and culture is also
presented. The unit also discusses the spiritual
aspects of education and its relationship with
values and that of Vedanta and values of education.
It states that one of the bases of development of
curriculum is idealism. While giving details of
idealism, it refers to the philosophy of Satyam,
‘Shivam ’ , ‘Sundaram ’ which refer to the
development of intellectual, moral and artistic
faculties of a person respectively.
Teacher Education, Dr. R. A. Sharma, Loyal Book
Depot, Meerut, 1997
Chapter 4: Development o f Teacher Education
Curriculum
While discussing the qualities of a teacher, the need
to develop in the future teachers, an awareness of
cultural factors that influence development of the
holistic philosophy, i.e. the total child interacts with
the total environment has been emphasised. It is
245
obvious that the cultural factors refer to the Indian
composite culture.
Modern Educational Psychology, Dibakar Kundu,
Arya Book Depot, New Delhi, 1991
Chapter 2 : Psychological Needs o f Children — Their
Emotions, Interests, Attitudes and
Values.
While discussing the attitudes and values, the
chapter explains characteristics of values, and that
the values have an important role to play in shaping
one’s personality. A value is a judgement of choice
and preference and any rules of conduct. The values
satisfy psychological needs of a person and occupy a
central position in the cognitive system of an
individual. The values are determined by culture,
society, institutions and personal experiences.
Chapter 12: Personality
The chapter deals with the study of personality,
modification and theories of personality. The chapter
also deals with the cultural determ inants of
personality. It further states that culture is a property
shared and transmitted by the members of society.
It includes knowledge, beliefs, morals, laws, customs
and other habits acquired by man. Each cultural
sub-group leaves a mark on the personality through
habits and other behaviour. The educational
institutions should help in developing the desired
personality structure.
The Teaching o f Social Studies, S.K. Kochhar,
Sterling Publications, New Delhi, 1999
Chapter 2: Aims and Objectives
One of the general aims of teaching social studies is
to enable children to appreciate India’s rich cultural
heritage and also to recognise what is desirable and
what is not desirable in the context of social change.
The aims of teaching social studies also include to
help the child, gain insight into spiritual, economic
and political values in human behaviour and human
relationship. The book suggests that we should
impress upon the child’s mind that ours is a rich
and composite culture and people of different faiths,
religions and linguistic groups have made valuable
contributions in the progress of the nation. It has
also been stated that India has a culture of her own
and we, as Indians, cherish certain values. In order
to preserve and modify our culture and values, it is
essential for students to know them. We should also
know about the great men who have contributed to
 246 FUNDAMENTAL DUTIES OF CITIZZENS

the development of Indian culture. The students the Indian heritage—monuments, music, daxnces,
should also be acquainted with important facts about scripts, handicrafts, languages, festivals etc.
 7
Fundamental Duty 51A (g)
To protect and improve the natural environment
including forests, lakes, rivers, wild life and to
have compassion for living creatures.
ELEMENTARY TEACHER EDUCATION
Elem entary Teacher Eklucation Syllabus, SCERT,
D elhi
Paper: Teaching o f Environmental Studies
Unit 4 Content Enrichment
Environmental concerns, ecology, pollution,
conservation of resources, wild life preservation.
Paper: Teaching o f Work Experience
Practical Work: Suggested Essential Work
Experience activities
Looking after environmental programmes such as
removal of garbage, digging of drains and soakpits
for draining out stagnant water and weeding of
unwanted vegetation.
Paper: Teaching o f Work Experience
Practical Work: Identification o f trees and tree
plantation.
Primary Teacher Training Curriculum (One Year),
SCERT, Assam , 1996
Paper: Education and the Changing Society
Contents
Unit 3 : Ten core elements in Curriculum.
Unit 5 : Environm ental awareness, factors
responsible for environmental pollution and
remedial measures; sanitation, plantation,
afforestation, preservation of wild life etc.
Paper: Social Studies
Contents
Unit 5 Human life in relation to m oun­
tains, plains, plateau, weather and climate.
In ter-d ep en d en ce betw een man and his
environment.
Paper: Health and Physical Education and
Recr eational Activities
Contents
Unit 4: Environmental sanitation/cleanliness —
need, significance and management of safe
drinking water, sanitary facilities, heat, light and
ventilation.
Paper: Community Work
Contents
Unit 1: Campus beautification — cleanliness,
plantation and gardening.
Primary Teacher Training, Syllabus, F irst Year,
Karnataka
Paper: Teaching o f General Science
Methodology
Unit 4.1 The concept of Environmental Science and
its scope.
SECONDARY TEACHER EDUCATION
Sch em e o f C o u rse s f o r B .E d . E x a m in a tio n ,
Kurukshetra University, 1997-98
Paper: Education in the Emerging Indian Society
 248
Objective: Define environmental pollution and
establish its relationship with education.
Contents
Unit 5 • Education in relation to the problems
of environment and population.
• Components and effects of
environmental pollution, methods of
improving and role of teacher.
Paper: Teaching of Social Studies
Objective: Natural resources o f India.
Contents: Natural resources o f India.
P t Ravi Shankar Shukla University, Raipur, B.Ed.
Syllabus, 1993-94
Paper: Principles and Practices o f Ekiucation
Unit 4 Nutrition, health education
environmental sanitation.
Paper: Population Ekiucation
Unit 4 • Health and nutrition of school chil­
dren.
• Small family, family life education and
family welfare.
S y lla b u s f o r B a c h e lo r D e g r e e , A n n a m a la i
University, 1998-99
Paper: Education in Indian Society
Unit 10 (ii) Environmental education, effects of
technological experimentation on the environment ,
deforestation and its impact on environment,
ecological principles.
Paper: Population Ekiucation
Unit 8 Importance of proper and healthy natural
environment, its preservation and protection.
Paper: Environmental Ekiucation (Elective)
Objectives: • To create an awareness among
students regarding its preservation.
• To understand the relationship
between environment and human
life.
• To orient the learners to safeguad
natural resources and conserve
them.
Unit 1 Environment — definition, causes of
environmental problems.
FUNDAMENTAL DUTIES OF CITIZEENS
Unit 10 Environmental awareness and rmove-
ments against environm em tal
degradation.
Paper: Content and Methodology ofTeaching Naiturai
Sciences (Elective)
Unit 10 Ecology, conservation and environmeental
education.
Paper: Innovation, Trends and A p proa ch es in
Commerce
Unit 10 Population and environmental issuees.
Practical Work
• Fundamental Principles of Environmental
programmes such as removal of garbiage,
digging of drains and cleaning of unwainted
things.
and • Cleaning the classroom including the garderu and
playground.
• Tree plantation.
Syllabusfor the Degree o f Bachelor o f Ekiucation,
Dibrugarh University, Dibrugarh, 1992-93
Paper: Education in Emerging India
Unit 8: State of the environment, the causes of
environmental degradation, environment
and development and protection of
environment.
Unit 9: Population pressure and environment.
BOOKS
Teacher and Ekiucation in the E m erging
Indian Society (Elem entary Teacher
Education), NCERT, N ew Delhi, 1988
This duty is not reflected.
The Teacher and Education in Em erging Indian
Society, NCERT, New Delhi, 1983
This duty is not reflected.
Education in Em erging India, J.C. Aggarw al,
Doaba House, Delhi, 1994
Chapter 9: Problems o f Elementary Education in India
The chapter deals with the universalisation of
elementary education, its enrolment and retention.
While discussing the UNESCO projects concerning
elementary education, the importance of health
 FUNDAMENTAL DUTIES IN TEACHER EDUCATION
education and environmental sanitation has been
emphasised. The project was undertaken in about
100 primary schools in various States and curricular
materials on nutrition, health and sanitation habits
were prepared. It is obvious that protection of
environment is implied in the project.
Chapter 12: Environmental Education
This chapter describes the various aspects of
environmental education. It states that there are two
types of environment namely, natural environment
and social environment. The environmental education
relates to education about the environment, its
preservation and protection. Its importance in the
school curriculum has been emphasised. It also
discusses the role of the teacher for creating
awareness about environment in the students.
Chapter 15: Population Education
Population education, its need in the context of Indian
situation and suggested programmes have been
presented in this chapter. It discusses the relationship
of population growth with social and economic
development. Its effect on environment, health,
nutrition and sanitation has also been discussed.
Principles o f E ducation, Shaligram Tripathi,
Venkatesh Prakashan, 1993
This duty is not reflected.
Teacher Eklucation, D r R. A. Sharma, Loyal Book
Depot, Meerut, 1997
Chapter 5: Current Trends in Teacher Eklucation
P op u lation ed u c atio n h a s b e e n in clu ded as
249
part of the current trends in teacher education.
Its study w ill develop a favourable attitude
towards a small fam ily norm and create an
awareness in them about the consequences of
over population. The over- population results in
the pollution of environment which needs to be
preserved.
Modern Educational Psychology, D ibakar Kundu,
A rya Book Depot, New Delhi, 1991
Chapter 7: Environment
The chapter discusses that the process o f
learning and growth is possible only through
interaction with the environment. It states that
environment means all those physical and social
factors that affect the development of the child.
It has also been ex p la in ed th at w ith o u t
interaction with the environment learning is not
possible. It is, therefore, the duty of the society,
parents and teachers to expose the children to
stimulating environment.
The Teaching o f Social Studies, S.K. Kochhar,
Sterling Publications, New Delhi, 1999
Chapter 2: Aims and Objectives
One of the instructional objective of teaching social
studies in primary classes is that the students should
have understanding of the physical resources like
soil, water, forests and minerals because man needs
these resources for his survival and it is his duty
to conserve them and put them to the best possible
use.
 Fundamental Duty 51 A (h)
To develop scientific temper, humanism
and the spirit o f inquiry and reform.
ELEMENTARY TEACHER EDUCATION
Elementary Teacher Ekiucation Syllabus, SCERT,
Delhi
Paper: Philosophical Perspectives o f Education
Unit 3: Major Schools of Philosophy and their
Educational Implications
Humanism
Paper: Teaching o f Environmental Studies
(Science) (I)
Unit 1: Nature of EVS (Science).
Scientific attitude and its development
Paper: Teaching o f Environmental Studies (Social
Studies) (I)
Unit 2: Teaching Methods and Techniques
Enquiry method
Paper: Teaching o f Environmental Studies
(Science) (II)
Unit 2: Nature and Scope
Scientific attitude and scientific temper.
Primary Teacher Training Curriculum (One Year),
SCERT, Assam , 1996
Paper: Education and the Changing Society
Unit 3: Ten core elements in Curriculum.
Paper: General Science
Objective: To develop scientific attitude/temper.
Consents: Life of eminent Indian scientists; C.V.
Raman, J.C. Bose, H.J. Bhaba, etc.
Paper: Art Ekiucation
Objective: To develop the quality of observatiion,
imagination, creativity, reasoning and disciplinee of
mind.
Prim ary Teacher Training Syllabus, First Yeear,
Karnataka
Paper: Teaching o f Social Science (Civics)
Contents
Unit 3.4 National problems — superstitiion,
linguistic fanaticism, dowry, untouchabiliity,
ignorance, etc.
Paper: Teaching of General Science
Objectives: To develop spirit of inquiry a n d
reasoning.
Methodology
Unit 4.1 Impact of science on society — scienltific
temper, attitude and method — their development
in children.
Primary Teacher Training Syllabus, Second Yeear,
Karnataka
Paper: Current Problems o f Primary Ekiucation
Unit 3.6(v) Educational projects and action
research.
Paper: Education Management and School O rg­
anisation
Unit 2.9 Development of teacher competency
through participation in projects, innovation .and
action research.
 FUNDAMENTAL DUTIES IN TEACHER EDUCATION
Pajper: Population Education
lUait 2.4.1 Superstitions and beliefs in the Indian
Ifanilies.
Pa]per: Education in Human Values
TUnit 2 Human values and organisation of the
eer.tire work through them.
SECONDARY TEACHER EDUCATION
S c heme o f C o u r s e s f o r B .E d . E x a m in a tio n ,
Kutrukshetra University, 1997-98
Paper: Education in the Emerging Indian Society
Unit 3: Role of the teacher in bringing social
change.
Paper: Essentials ofTeacheing Learning
Unit 5: Action research and its use for behaviour
modification of teachers.
Paper: Teaching o f Hindi
Practical Work: To undertake a project on action
Research, to prepare a diagnostic test and take
remedial teaching.
Paper: Teaching o f Mathematics
Contents
Unit 3: Value of teaching Mathematics including
reasoning and scientific method.
Paper: Teaching o f Life Sciences
Unit 7 Identification of problems in Life Sciences.
Unit 8 Professional growth of the Life Sciences
teacher.
Paper: Teaching o f History
Objective: To comment upon the concept of time
and space and ways to develop these concepts.
Contents: History and current affairs, their value
selection.
Pt Ravi Shankar Shukla University, Raipur, B.Ed.
Syllabus, 1993-94
Paper: Mathematics
Unit 3 Analysis of mathematics syllabus.
Unit 5 Analysis of mathematics text books.
Paper: Commerce
Objective: To develop ability to analysis, criticize
and evaluate the existing curriculum and text books
and to improve upon them.
251
Contents
U n it 1 : Developm ent o f intellectual,
communication and skills conducive to human
relations.
Paper: Home Science
Objectives
• To help students to develop a scientific attitude.
• To develop ability to undertake investigatory
projects and action research.
Contents
Unit 3 Analysis of Home Science syllabus and
unit planning to critical state of a Home Science
textbook.
S y lla b u s f o r B a c h e lo r D e g r e e , A n n a m a la i
University, 1998-99
Paper: Eklucation in Indian Society
Unit 8: Moral instructions, code of conduct for
teachers.
Practical Work : Different values developed by
any one subject taught at the school level.
Paper: Teacher Eklucation (Elective)
Unit 8: Preparation for profession, code of
conduct, professional organizations of
teachers.
Paper: Content and Methodology o f Teaching
Physical Science
Unit 10: Action research problems in teaching,
quality of the science teacher, role of NCTE.
Paper: Content and Methodology o f Teaching
Botany
Unit 3: Scientific method — scientific attitude.
Paper: Content and Methodology o f Teaching Natural
Science
Unit 4: Scientific method — scientific attitude.
Paper: Content and Methodology o f Teaching
Zoology
Unit 3: Scientific method — scientific attitude.
Paper: Innovation, Trends and Approaches o f
Teaching History
Unit 9: The problems of value judgment and
objectivity in History.
Unit 10: Innovative practices and research in the
teaching of History.
 252
Syllabusfor the Degree o f Bachelor o f Education,
Dibrugarh University, D ibrugarh,1992-93
Paper: Secondary Ekiucation and the Teacher
Unit 6 • Research and experimentation —
meaning and importance of action
research.
• Identification of problems in the
school and solving specific problems
through action research.
Paper: Teaching o f General Science
Unit 4 Life and work of the following Indian
Scientists:
i) Homi Jahangir Bhaba
ii) P.C. Ray
iii) J.C. Bose
iv) Salim Ali
v) C.V. Raman
vi) Hargobinda Khorana
vii) Meghnad Saha
BOOKS
Teacher and Ekiucation in the Emerging Indian
Society, (Elem entary Teacher Education),
NCERT, New Delhi, 1988
Section I: The Indian Society
Chapter I: Free India — The Emerging Indian
Society
Unit 1.2.3: Secular Ideals o f Free India
This unit elaborates secularism from the Indian
point of view. This concept stands for respect
towards all religions. In a secular state, moral
education forms a part and parcel of all educational
programmes.. Secularism stands to strive for such
as education for love, education for tolerance,
education for truth, education for peace and
education for reverence.
Unit 1.3 Values Cherished in Free India
If education is concerned with the well being of
human beings, then education has to deal with
the teaching of values. Only then our children
will be able to create values for the good of any
individual and for the welfare of the society.
Chapter 2 The Contemporary Indian Society
Unit 2.1 Socio-Cultural Heritage o f the Indian
Society
While we should appreciate unity in diversity of the
FUNDAMENTAL DUTIES OF CITIZEBNS
Indian culture and the positive gains derived frrom
it, it would be a mistake to ignore the negaative
consequences of the social system outlined aboove.
Feudalism, that dominated the Indian society ftfor a
long time, kept a large majority of people ignorrant
and poor, who had to live a sub-humane life. TThey
suffered from all kinds of superstitions and fatalidsm.
Unit 2.3 The Present Socio-Political Scene
Secularism implies an attitude of mind and a \way
of life based on looking on the phenomernon
scientifically and rationally. A secularist is prrone
to base his judgem ents on an im parrtial
examination of the available evidence, rather tlhan
on his prejudices caused by his affiliation tto a
particular social group — caste, religion or region.
Section II: Challenges of Ekiucation
The presentation of content, particularly in the
context of societal concerns/fundamental duities
highlights the following:
Education as a moral enterprise is of gireat
importance to the growth of democracy.
There is some content in the textbook emphasising
‘scientific temper and humanism’. However, tliiere
seems to be no reflection of 'scientific inquiry’ ini the
text. While discussing the ‘Impact of Gandhian Vallues
on the Emerging Indian Society’ in Unit 1-4, the text
elucidates that Gandhiji wanted to make an individual
a humane person in preference to an intellectual giiant.
The Teacher and Education in Em erging Indlian
Society, NCERT, New Delhi, 1983
Section I: Values o f the Emerging Indian Society
Lesson 1.5: The Concept o f Secularism
The lesson deals with concept of secularism. It states
the that secularism develops a rational and moral
outlook and fosters scientific spirit by emphasi sing
objectivity, inquiry and freedom. The lesson also
describes how secularism has helped in improving
life in India. It glorifies material needs and promotes
reverence for earthly life, without rejecting spiritual
values.
Lesson 1.6: Modernisation and Tradition
Modernisation and tradition have been discussed in
this lesson. The concept of modernisation, its
attributes and traditional and modern Indian values
have been presented. Modernisation represents
application of technology in the process of national
development and of new knowledge to the human
 FUNDAMENTAL DUTIES IN TEACHER EDUCATION 253

afffairs and behaviours. The social behaviour of man
according to Indian traditional values is controlled
by beliefs and values like ‘Karma’ and ‘Dharma’. The
modern values have led to the social and religious
reforms eind change in the outlook of the people such
as equality, national outlook, secularism, universal
ediucation and above all national development.
Lesson 1.7: Adaptive Demands o f Modernisation
Adlaptive demands of modernisation have been
explained in this lesson. It highlights the relationship
between education and modernisation. The various
aspects o f life affected by the technological
developments and the role played by education have
been analysed. It states that technology has included
the application of scientific discoveries in industry
replacing human and animal power by mechanism
and in ecological arrangements from the village to
urbanisation. Modern society demands, on the part
of the individual, adoption of new values, attitudes,
skills and motivations. The modernisation involves
a change in traditional social order and the value
system. The aim of education is, therefore, to strike
a balance between the modern and traditional values
through imparting of knowledge and development of
proper interests, attitudes and values. Education
should prepare a person who can independently has
capacity to think and judge for oneself merits and
demerits of an action.
Section II: Education and Indian Social Order
Section HI: The Teacher and Social Change
Lesson 3.2.2.: Moral Eklucation
It has been stated that moral education aims at
developing qualities such as being punctual, honest,
truthful, non-violent, responsible, kind and devoted
to duties. Such qualities lead to the development of
humanism in an individual and also develop spirit
of reform and taking decisions.
Lesson 3.2.10: Socially Useful Productive Work in
Eklucation (SUPW)
SUPW is based on the social philosophy of humanism,
equality, secularism, and self-discipline. It makes
children sensitive to the needs, aspirations and
problems of the society and encourages these to find
solutions to them.
Education in E m ergin g India, J.C . Aggarw al,
Doaba House, Delhi, 1994
Chapter 3: Emerging Future
In discussing the emerging future and India’s
modernization, the chapter mentions about the need
of harmony between science and spirituality as one
dimension of education. The pursuit of material
affluence should be harmonized with the higher
values. Therefore, the concept of harmony between
science and spirituality is of special significance for
Indian education.

Lesson 2.4.8: Education and Social Transfor­ Chapter 4: Education and Society
mation: Eklucation and Scientific and The chapter deals with the relationship between
Technological Growth. education and society in the context of
The lesson deals with education and scientific and their meaning, functions and chief characteristics.
technological growth in India. While discussing While discussing education for human resource
education, it has been explained that the essence of development it refers to the Education Commission
education curriculum should emphasise under­ (1964-66) which says that there could be no hope
standing of the immediate environment. The spirit of o f making the country self-su fficien t unless
Scientific inquiry and thinking has to be emphasised the farmers use the latest techniques based
more than memorisation of scientific facts. on science education. The experimentation and
scientific temper should therefore be encouraged in
Lesson 2.4.1: Education and Social Transforma­ education.
tion : Religion, Caste and Tribe
Chapter 11: Fostering Scientific, Secular and Moral
This lesson is devoted to the education and social
Values
transformation in the context of religion, caste, and
tribe. A question has been raised as to how far The chapter emphasises the need for fostering
education has helped in eliminating disparities, scientific outlook amongst students. Scientific
supersitions and conflicts arising on the basis of caste outlook can be developed among students through
find creed. It is observed that modem education lays various techniques, for example, the inquiry approach
stress on secularism, rationality, scientific outlook can be used to develop scientific temper. The chapter
and humanism. The people are now more liberalised also discusses the need for synthesis between
in their beliefs, values and prejudices. scientific and secular outlook. Both scientific and
 254
secular outlook may be inculcated by making
education secular but based on science and
technology.
Prin cip les o f E du ca tion , Shaligram Tripathi,
Venkatesh Prakashan, 1993
Chapter 2: Aims o f Education
2.17 : E ducation f o r International Under­
standing
Under the fundamental duty (h), emphasis has been
laid on the value o f humanism. Through the
inculcation of the value of humanism, one can
promote international understanding among nations
of the w orld. The unit defines nationalism ,
internationalism, the efforts made for promoting
international understanding and the educational
programmes which should be included in the
curriculum to develop international understanding.
Teacher Education, D r R. A. Sharma, Loyal Book
bep ot, M eerut, 1997
Chapter 11: Action Research
Action Research should also be a part of the teacher
education curriculum which is expected to develop a
critical mind and scientific temper. It is expected that
scientific and objective attitudes would be developed
towards the problems of teaching. The discussion
bn action research explains the meaning of action
research, its historical development and method of
conducting action research. The author has also
described as how to analyse data and write the report
of action research for improvement of his / her
teaching.
M o d e m Educational Psychology, Dibakar Kiuidu,
A rya B ook Depot, N ew Delhi, 1991
Chapter 1: Educational Psychology —Its Nature,
Scope and Function
While discussing the value of educational psychology,
it has been stated that the educational psychology is
a study of human behaviour and education is the
FUNDAMENTAL DUTIES OF CITIZEfNS
process of modifying the behaviour. Education and
psychology therefore deal with human behaviour aand
its modification through learning. It has been staited
that psychology is far from a catalogue of
prescriptions which tells the teachers ‘how to teaich’
or the administrator how to administer. The roke of
the teacher is to help the learner to change his
behaviour in a desirable direction and the teaciher
acts as an active informer into the validity of his
procedures. The procedures are based on certain
hypotheses which are tentatively applied to certtain
situations. Such procedures develop a scientific
thinking in a person.
Chapter 9: Learning
It has been explained in the chapter that the leamiing
is a product of development and experience. It also
explains the difference in the knowledge and conc<ept.
The development of problem solving ability in a person
is developed due to the acquisition of knowledge
enabling him to use the process of application to ffind
solutions to the problems which one faces in life or
will face in future.
Chapter 12: Personality
While discussing personality measurement it has
been stated that in order to study the personality of
a person, we need to get information about Ihim
elaborately by using a number of objective techniqiues
like interview, case study, inventory, rating scale,
constitutional tests and projective techriique. Such
exercises help in the development of scientific tem per.
The Teaching o f Social Studies, S.K. Kochtiar,
Sterling Publications, New Delhi, 1999
Chapter 2: Aims and Objectives
Instructional objectives stated for the development
of skills and abilities in the teaching of social studies
in middle and secondary classes emphasise that the
skills in critical thinking, in recognising bias,
weighing evidence, recognising ahd resisting
propaganda and arriving at independent judgement
need to be developed among students.
 9
Fundamental Duty 51A (i)
To safeguard public property and to abjure violence.
ELEMENTARY TEACHER EDUCATION
Elementary Teacher Education, Syllabus, SCERT,
Delhi
Paper: Philosophical Perspective o f Education
Unit 3: Contemporary Indian educational thinkers,
their contribution in the field of education.
— Mahatma Gandhi.
Paper: Teaching o f Work Experience (i)
Practical Work: Cleaning the classroom and
institution including playground, maintenance of the
institutional building and playground.
Paper: Teaching o f Work Experience (ii)
Practical Work: Cleanliness Eind maintenance of the
classroom and school premises.
Primary Teacher Training Syllabus, Second Year,
Karnataka
Paper: Educational Management and School
Organisation
Unit 3.4: Discipline, its meaning and importance,
causes of indiscipline and measures to achieve self-
discipline.
SECONDARY TEACHER EDUCATION
Schem e o f C o u rs e s f o r B .E d . E x a m in a tio n ,
Kurnkshetra University, 1997-98
Paper: School Organisation
Unit 4: Discipline — causes, preventive and
remedial measures.
BOOKS
Teacher and E ducation in the Em erging Indian
Society (Elem entary Teacher EducationJ,
NCERT, New Delhi, 1988
Section I : The Indian Society
Unit 1.2. National Goals as Embodied in the
Indian Constitution
While discussing the pivotal values vis-a-vis
democracy in Unit 1-2, emphasis has inter alia
been given on civic responsibility. The
Fundamental Duty to safeguard public property
is subsumed under civic responsibility. It is
obvious that reflection of this Fundamental Duty
in the textbook is inadequate.
The Teacher and Education in Em erging Indian
Society, NCERT, New Delhi, 1983
Section HI: The Teacher and Social Change
Lesson 3.2.11: Student Unrest
The problem of unrest among students in India,
understanding the factors responsible for it eind
taking suitable action for overcoming this problem
have been discussed in this lesson. It points out
that the student unrest is a state of disturbance in
the form of agitations and other aggressive behaviour.
The factors responsible for this may be such as lack
of social security, materialistic attitudes, social
inequality and uncertain future prospects leading to
frustration. Sometimes political patronage also leads
to student unrest. The educational factors causing
student unrest are such as irrelevant curriculum and
methods of teaching, outmoded policies and
 256
programmes, defective examination system and mal­
administration. It is, therefore, necessary that these
factors are removed. For instance, administration
may be made humane and democratic, the teachers
take initiative for solving students’ problems
and political parties stop interfering in education.
There is a need to inculcate self-discipline among
students.
E d u ca tion in E m erg in g In dia, J.C. Aggarw al,
D oaba H ouse, D elhi, 1994
This duty is not reflected.
P rin cip les o f Ekiucation, S h aligram Tripathi,
Venkatesh Prakashan, 1993
This duty is not reflected.
FUNDAMENTAL DUTIES OF CITIZEBNS
Teacher Ekiucation, D r R. A. Sharma, Loyal Bdooh
Depot, Meerut, 1997
This duty is not reflected.
Modern Educational Psychology, Dibakar Kum du,
Arya Book Depot, New Delhi, 1991
This duty is not reflected.
The Teaching o f Social Studies, S.K. Kochlhar,
Sterling Publications, New Delhi, 1999
Chapter 2: Aims and Objectives
The attitude of willingness to share responsibility, to
preserve personal and government property andi the
natural resources of the country need to be develcoped
among students.
 10
Fundamental Duty 51A 0)

To strive towards excellence in all spheres o f individual

and collective activity so that the nation constantly rises
to higher levels o f endeavour and achievement.

ELEMENTARY TEACHER EDUCATION Unit 7 School Climate

Elem entary Teacher Education, Syllabus SCERT, • Teachers’ role in moral development
D elh i interpersonal relations.
Paper: Sociological Perspective of Eklucation
Primary Teacher Training Curriculum (One Year),
P ra c tic a l Work: Participation in community SCERT, Assam, 1996
programme and preparation of report thereon
Paper: Social Studies
Pa per: Teaching o f Environmental Studies (Social
Studies) (I) Contents

Unit 4 Content Enrichment Unit 9 C ontribution o f follow ing eminent

National goals and national identity.
Paper: Education o f Children with Disabilities
Unit 5 Identification and utilisation of community
resources
Practical Work: A visit to a special school for disabled
and preparation of report on the visit. Each student
teacher is expected to attain working knowledge of
the special appliances for disabled e.g. Braile slate
and stylus, abacus, taylor frame etc.
Paper: Non-Formal and Adult Eklucation
Practical Work: Development o f motivational material
7?o visit one AE/NFE centre and to prepare a case
study of AE/NFE learner of your area.
Paper: Value Education
Unit 6 Approaches, Strategies and Methods of Practicals
Value Eklucation. Unit 3 Yogasanas, recreational activities, games,
• Community service, community
development.
personalities towards Indian Society :
• Krishan Kanta Handique
• Annie Besant
• Raja Ram Mohan Rai
• Dr B.R. Ambedkar
Prim ary Teacher Training Syllabus, F irst Year,
Karnataka
Paper: Health and Physical Eklucation
Part B: Physical Education
Objectives: To develop qualities of self-confidence,
leadership, courage, sportsmanship, co-operation,
team spirit, social adjustment and character.
plays, songs,project work, flag hoisting.
National Anthem etc.
 258
Prim ary Teacher Training Syllabus, Second Year,
K arnataka
Paper: Principles of Education
U nit 2.4 Great educators like Rabindra Nath
Tagore and Mahatma Gandhi.
Paper: Current Problems of Primary Education
Unit 3.7(v)National Policy on Education and
Programme of Action and other schemes for
improvement of primary education.
Paper: Educational Management and School
Organisation
Unit 2.3 National Policy on Education.
Unit 3.2 Professional ethics and accountability
of teachers to students, parents, society and the
nation.
S ylla bu sfo r the Degree o f Bachelor o f Education,
Dibrugarh University, Dibrugarh,1992-93
Paper: Education in Emerging India
Unit 3 M odernization o f India including
futurology and education.
Unit 6 Education and Human Resource
Development, Evolution of National
System of Ekiucation and National Policy
of Education.
Un it 9 Promotion of small family.
Paper: Secondary Education and the Teacher
Unit 9 Concept of professional ethics,
dim ensions of ethics and teacher
accountability.
Paper: Teaching of Mathematics
Unit 2 Contribution of Indian Mathematicians
• Bhaskaracharya
• Aryabhatta
• Ramanujam
BOOKS
Teacher and Education in the Em erging Indian
Society (Elementary Teacher Education), NCERT,
New Delhi, 1988
Section n : Challenges of Education
This section focuses on the following :
Ekiucation : A conservative and creative force of
Indian Society,
FUNDAMENTAL DUTIES OF CITIZEWS
Education : An introduction of social change.
The presentation of content, particularly in the
context of societal concerns / fundamental duities
highlights the following :
Education gives direction to human development
through an educative agent.
Education is a bases for success of democrracy.
As such it must have its aim as education i for
human development.
Three essential aims of elementary education arre :
• development of scientific temper,
• development of self concept, and
• development of the concept of work
Numerous factors like voluntary acts of great nnen,
technological advancement, mass media, effortfs for
cultural diffusion and researches contribute to) the
phenomenon of social change. Numerous effecits of
change are visible after attainment of independence
in political, economic and social aspects of Inidian
society.
The Teacher and ISducation in Em erging Intdicm
Society, NCERT, New Delhi, 1983
This duty is not reflected.
E ducation in Em erging India, J.C. A gg a rw a l,
Doaba House, Delhi, 1994
Chapter 3: Emerging Future
In this chapter the book presents India as a
modernizing nation. It states that Article 45 o f the
Constitution provides for free and compulsory
education for all children until they complete th e age
of 14 years. It also states that every State shall
endeavour to provide adequate fa cilities for
instruction in the mother tongue at the primary stage
of education, particularly to children belonging to
linguistic minority groups.
Chapter 5: Education and National Development
The chapter discusses the role of education in
national development. It refers to the Education
Commission (1964-66) which observed that in a
world based on science and technology, is education
system that determines the level of prosperity, welfare
and security of the people.
The national reconstruction will depend on the
 FUNDAMENTAL DUTIES IN TEACHER EDUCATION
quality and number of persons coming out of
our schools and colleges. The chapter also refers
to the National Policies on Education, 1968 and
1986. It points out to the problems of excess,
quality, quantity, utility and financial outlay
earmarked for education over the years. It emphasises
that these problems need to be tackled with urgency.
Chapter 16: Mass Media in Education
The mass media consists of the printed material like
books, newspapers, journals, radio, T.V. and satellite
instructional television programme. Use of these
media can made to facilitate learning by students
and keep them up-to-date with latest developments
in the country and outside. Thus the mass media
helps in achieving excellence by individuals as well
as the society.
Chapter 17: Information Technology
The chapter on information technology describes its
meaning, its history and how computers can be used
in education for better and quick achievement. It
states that computers not only motivate students to
learn, they assist in sequential learning and realize
the goals early. The information technology is an
important aid for the quick progress of an individual
and the nation.
Chapter 18: Teachers’ Professional Concerns
The multifarious roles of a teacher have been
discussed in this chapter. In this context, it
emphasises the need for a code of professional ethics
and professional development of teachers. The
agencies which organize programmes for professional
development and methods used by them are also
described. The teacher can never teach truly unless
he isstill learning himself, said Rabindra Nath Tagore.
Principles o f Eklucation, Shaligram Tripathi,
Venkatesh Prakashan, 1993
This duty is not reflected.
Weather Eklucation, D r R. A. Sharma, Loyal Book
Deptt, Meerut, 1997
Chapter 5: Structure and Models of Teacher
Eklucation
The (oncept of Teaching Culture’ emphasises the role
of th» school and the teacher in changing the society
havirg a deep faith in the process of democratisation.
Hie teaching culture also means fostering creativity,
social understanding and inculcation of leadership
qualties among students and teachers.
259
Chapter 10: In-service Teacher Eklucation
In-service teacher education has been defined as
those activities and courses which help in
strengthening the professional knowledge, interests
and skills of serving teachers. The significant
components of training are development of favourable
attitude towards the profession, a code of conduct
on ethics of profession and creating interest in the
teaching profession.
Chapter 19: National Policy for Teachers'Training
The chapter deals with the various aspects of pre­
service and in-service education of teachers. It calls
for a substantial improvement in the conditions of
work and the quality of teacher education. The policy
has also suggested some measures for improvement
of the status o f teachers along with teacher
accountability so that the quality of teacher education
in the country can be upgraded. The National Policy
on Education places complete trust in the teaching
community and, therefore, accepts that the teachers
should be accountable to the people, to the profession
and to the community.
As is evident from the above that the book review
has not included material related to fundamental
duties in a significant manner. There are some
references about only a few of them. There is no direct
mention of any duty in any of the chapters of the
book. It is, however, understood that this book is
widely used by the teacher education institutions.
M od em Educational Psychology, Dibakar Kundu,
A rya Book Depot, New Delhi, 1991
Chapter 16: Creativity and Education
The chapter discusses the meaning, nature, theories
and necessity for fostering creativity in students.
Creativity is the resultant process o f social
transaction and is affected by the environment and
knowledge an individual has. It is a process which
results in a novel work that is accepted as useful or
satisfying at some point of time. Creativity is a precious
and unique quality in man. It helps in the development
and progress of individuals and the society.
It is found that the book does not contain any
significant material related to the fundamental duties.
The references made about the fundamental duties
(e), (f). (g). (h) and (i) are indirect to a large extent.
The Teaching o f Social Studies, S Jt. Kochhar,
Sterling Publications, New Delhi, 1999
This duty is not reflected.
 11
Suggestions and Action Points
On the basis of analysis of syllabi and books generally
used in teacher education institutions and outcomes
of seminars of teacher educators on the fundamental
duties organised by the NCTE, the following
suggestions and action points may help create an
awareness among teachers about fundamental
duties.
1. Pre-service teacher education curriculum at
elementary and secondary levels may be revised
in the states and universities to incorporate
fundamental duties and their implications. The
NCTE and NCERT may prepare detailed
guidelines for the states and universities for
incorporation of fundamental duties in their
curriculum. Workshops at state and university
levels may be organised by the NCTE to modify
their curriculum for this purpose.
It should be possible for the NCTE with the newly
acquired status of a statutory body and also
with the continued support of the MHRD,
Government of India, to influence teacher
education curriculum in different universities
in a more substantial way. Considering the
autonomous nature of universities, effective
mechanism needs to be evolved for bringing
about suitable changes in the teacher education
curriculum.
2. There can be two approaches to include the study
of fundamental duties in the syllabus. One
approach can be to add one comprehensive unit
on fundamental duties in a relevant paper such
as the ‘Education and Emerging Indian Society’.
The second approach could be to integrate
different fundamental duties with several papers
and units o f the syllabus. For instance,
fundamental duty (a) will be better placed with a
unit on constitutional obligations and the
fundamental duty (i) will be suitably placed in
the paper on ‘Teaching of Social Studies’.
However, this approach has one disadvantage
also, as it may lead to fragmentation of variious
duties which will not present a holistic pictuire of
all the duties together.
3. The nature of fundamental duties is such ithat
they fall basically in the non-cognitive domiain.
In actual classroom situation the stress is on
inform ation and content rather than, on
development of attitudes and values. It nnay,
therefore, be argued that mere incorporation of
Fundamental Duties in the teacher educaition
curriculum may not serve the purpose. Since the
whole question is linked to the larger issue off the
quality of teaching and learning in general,
teaching of Fundamental Duties should no>t be
considered in isolation.
A strong opinion has, therefore, been expressed
that it is not so important to provide knowledge
about the fundamental duties as it is their pnoper
operationalisation in the day-to-day life of
teachers and students. In view of this, it is
essential that a good number of co-curricular
activities which involve practical application of
fundamental duties will have to be organised to
enable student teachers to internalise the spirit
of fundamental duties to help in development of
favourable attitudes towards them and, to
practise them when required. Curriculum should
include identified activities to be undertaken in
teacher education institutions. A list of suggested
activities is included in para 8.5(vi) of the Interim
Report.
4. Modules on each fundamental duty may be
prepared by the NCTE and NCERT. These
modules may include m aterial about the
meaning, importance, implications and methods/
techniques of implementation of both the aspects
of knowledge and application including the
evaluation. Fundamental Duties need to be
 FUNDAMENTAL DUTIES IN TEACHER EDUCATION
concretised in educational and behavioural terms
to help teacher educators understand what
exactly they are supposed to do in this regard.
The NCTE may like to take an initiative on an
urgent basis in this direction.
5. The NCTE and NCERT may organise orientation
programmes for key persons from the State
Councils of Educational Research and Training
(SCERTs), Colleges of Teacher Education (CTEs)
and Institutes of Advanced Studies in Education
(IASEs) on the fundamen-tal duties. These
institutions may then organise orientation
programmes for teacher educators at elementary
and secondary levels to enable them to teach
fundamental duties and to organise suit-able co-
curricular activities. These programmes should
emphasise the need for teacher educators to act
as role models in this regard.
6. The District Institute of Education and Training
(DIETs), Colleges of Teacher Education and
Institutes of Advanced Studies in Education
should incorporate in their orientation
programmes for in-service school teachers
a unit on fundamental duties with a proper follow
up and evaluation of outcomes. This unit may
include some practical activities also.
7. The NCTE may prepare some au dio­
video programmes on Fundamental Duties which
may help in clarifying certain points more
effectively in teaching these duties. These audio­
video programmes may be supplied to the teacher
education institutions.
 Annexure D

Fundamental Duties
in
Higher and Professional Education
 Response of the University Grants Commission
to the Interim Report of the Committee
Constituted by the Suggestions to Teach
Fundamental Duties to the Citizens of the Country

1.0 Introduction academic inputs. Therefore, the UGC has taken

The University Grants Commission (UGC) is set up
by the Government of India to promote coordination
andl maintenance of standards in higher education.
The students, who enter the university system, have
alre ady completed twelve years of education under
various educational boards and, it is presumed,
therefore, that basic concepts of fundamental
righ ts and duties have been reinforced and
attitudinal change brought about at that level of
education. If the Committee has found lacunae
at this level, it would be in the fitness of things to
brin g about curriculum change and teacher
education at this level. Form the interim report of
the Committee, this matter is clearly receiving their
attention.
When the students enter the university at the
undergraduate level they are around the age of 17 to
18. This is the perod of adolescence when they have
strong idealistic impulses. At this stage, there is
considerable questioning of values, a desire to change
the world and readiness to take action. Emotional
energies yearn to be discharged through undertaking
challenging activities which can release their
creativity and idealistic hopes. Hences, this is a very
apprpriate period to utilize they youthful energies in
not only a passive book information process related
to rights and duties but, in fact, to have an
opportunity to question societal processes, identify
the issues and problems, reflect on the various
strategies to work on them and to contribute to a
change process through action.
Hence, at this stage of education experiential
learning needs considerable emphasis aside from
necessary action in several directions to develop
schemes, curricular and co-curricular as well as
experiential process. It must, however, be kept in
mind that the universities are autonomous bodies
and, that, whatever is done by the UGC can be
recommendatory with respect to both curricular and
co-curricular activities.
2.0 The Societal Context for Teaching
Fundamental Rights and Duties at
the College and the University
Levels
The UGC has been very aware of the importance of
higher education in nurturing the process of
development to adulthood and adult roles. Under
“current Issues to be Addressed in the IXth Plan”, it
states:
However, education should be an instrumentality
for developing not only an economically prosperous
society, but one which can live comfortably in the
context of pluralism and democracy as also provide
for equity and social justice with respect to gender,
caste, class and creed. If we desire to maintain high
ethical values in our public life, in the professions, in
business and foster the development of our rural
economy, which, in fact, absorbs the major population
of the country, very serious rethinking has to be done.
Our students have to be prepared to enter the world of
work as productive and responsible citizens, and as
parents rearing our future generations. Our education,
therefore, has to take into consideration the three roles
that adults play as citizens, workers and parents. {UGC,
1990, IXth Plan, p.20)
 266 FUNDAMENTAL DUTIES OF CITIZEENS

The IXth Plan goes on to state in its priorities the community and the various gromps.
Students need to be sen sitised to > the
If we accept that our national goal is sustainable
community through the extension education
development with equity and social justice in a
and outreach activities. (UGC, 1996, IXth IPlan,
pluralistic and democratic social order, the context
p.38)
of education and its relevance must be derived from
it and, in turn, education must become a very Given the above thrust of the IXth Plan ot>f the
important area of national planning and facilitated UGC, it is clear that making responsible citizerns is
to promote these goals. To that extent, education has clearly indicated in its philosophy and the actioms it
a mandate, as we move to the twenty-first century, has earlier initiated, and those it expects to iniitiate
to re-examine its relations with the social and would be in th£se directions.
economic order, and its relationship to the immediate
It is not that the recent upsurge in emphasising
community in which it operates. (UGC, 1996, IXth
human rights has led to abandonment of duties. In
Plan. P.31)
fact, this is an incorrect assumption which meeds
Specifically with respect to under-graduate clarification. Duties to our fellow human being's are
education, the IXth Plan has emphasised embodied at a philosophical level in our country^ but,
at the practice level, for centruries, there has been
Value education should be given emphasis. With
inequity in the social structure resulting im the
economic development, consumerism is on the rise.
exploitation of vast numbers of our populcation
Over the years, there has been a degeneration of
whether it be the socially deprived sections, women
values and the decrease of character and discipline.
or minorities. In a caste based hierarchical so>ciety
Transformation in human behaviour is required
coalescing with a feudal politico-economic system,
which can be achieved if value education increases
this was an inevitable reality. On the threshold of
sensitivity to society through foundation courses to
independence, our leaders recognised this reality , and
create the right set of values for human and
hence, the framers of our Constitution rightly
environmental interaction. To raise the students’ level
emphasised social justice, equality, respec't for
of consciousness, it is necessary to develop basic
pluralism and secularism, human dignity and
multi-disciplinary courses across departments and
equality in participation through a democratic siocial
faculties, both at the under-graduate and post­
structure. Therefore, one has to stress both rights of
graduate levels which, within the overall framework
the deprived as much as emphsising the dutiies of
of sustainable development and the social indicators
citizens. Both reflect two sides of the same coin. While
for raising the quality of life and human development,
sensitising students to the rights of the dispossessed,
discuss the issues of human rights, and the rights of
we are, in fact, teaching them, their duties as persons
the vulnerable gender and age groups (women and
belonging to relatively more advantaged groups, and,
children). These should be linked to our
in organising the dispossessed, we fulfil the mandate
Constitutional goals of distributive justice and equity
of our Constitution by empowerment. Hence , the
in a pluralistic, secular societv. The progress of
discourse on fundamental duties cannot be divorced
science should be seen in the context of these issues
from fundamental rights or else we do a disservice to
as also the contributions of the humanities and social
both.
sciences in promoting human development and social
change for striving towards societal goals. (UGC, It is this holistic view of rights and duties which
1996, IXth Plan, p.36) * provides the framework for the actions the UGC has
taken with respect to both curricular development
To further these aims, they have to be achieved
and co-curricular activities. What follows would need
not only through the curriculum, but as stated above,
to be seen in this framework.
also through experiential .process:
Extension, as a vital third dimension, must be
integrated into the programmes. Teachers and 3.0 UGC Programmes Related to
students must-be encouraged to engage in Article 51A
extension education and outreach in the field, 3 .1 Foundation Courses at the Under-graduate
to the community, particularly during their first Level (Particularly with reference to Article 51A-f)
two years of under-graduate programme.
Higher education should have an impact on During the seventies, the UGC stimulated the
 FUNDAMENTAL DUTIES IN HIGHER AND PROFESSIONAL EDUCATION
universities to adopt a pattern of courses which would
have —
a) Foundation courses
b) Core Courses
c) Applied Component
The Foundation Course has components of Indian
history and culture which includes the Indian
heritage, the freedom movements in Asia and Africa,
and Gandhian thought especially on the issue of non­
violence and peace. Several universities have
implemented this suggestion.
3.2 Environment Course (particularly with
reference to Article 51A-g)
(a) The UGC has a Standing Committee on
environment. Several under-graduate
programmes in the universities have a course
on environment, especially since it was made
mandatory by the Supreme Court. Additionally,
the UGC has been supporting M.Sc. courses
on environment in the various universities.
Recently, the Standing Committee has been
reconstituted to make it multi-disciplinary with
an enlarged mandate for introducing
environment across various disciplines either
integrated in a subject or as a special subject.
(b) The Consortium for Educational Communi­
cation, of the UGC, which co-ordinates the
production of 17 media centres established in
universities in the various parts of the country
has been emphasising environment in its
productions. Several films have been produced.
It has executed them also on behalf of the
Ministry of Environment and Forests. It has
organised a film festival entitled PRAKRTTI, with
focus ort environment, development and human
rights.
3.3 Subject Panels
The UGC has 28 subject panels to cover the
span of subjects taught in the various faculties
of the university. These Panels have been
conducting meetings with the Conveners of the
Boards of Studies. They have been requested
to see how far human rights and environment
can be integrated in their course.
267
3.4 Model Course
The UGC also plans to develop a course, within
the framework of sustainable development, on
the interplay between human rights, women
and child rights, environment and issues of
equity and distributive justice.
3.5 Scheme of Epoch Making Social Thinkers of
India: Buddha, Gandhi, Nehru and Ambedkar
(Particularly with reference to Article 51A-b
and i)
The purpose of this scheme is elaborated below:
India has produced some great thinkers and
social leaders, who by their revolutionary and
path breaking thoughts and actions, have left
a lasting impact, not only on India, but on the
world as a whole. They have developed
indigenous ideas and have provided cultural
and ethical identity to India. There is a great
p€ed to acquaint the teachers and students
with their thinking and their work and to involve
them in studies, research and field work based
extension service programmes of constructive
work.
The Indian University system owes its duty to
the nation to conduct studies, research and
extension programmes which are pertinent and
apply to their ideas in the reconstruction of
human society on moral, ethical and spiritual
foundations for a non-violent society.
In accordance with his rational approach to life,
Buddha emphasised on the age of old concepts
of non-violence and social justice and tried to
apply these concepts for the formation of an
equalitarian society. Gandhi gave a social
dimension to the concept of non-violence and
demonstrated, both through his life and work,
how it can be used as an instrument for fighting
injustice at all levels. Nehru contributed a great
deal to the application of non-violence for
resolving conflicts at the national, and more
so at the international level, as well as
modernization of society with emphasis on
science and rationality. Ambedkar stressed on
the empowerment of the oppressed as a means
of their release from exploitation and injustice,
which are social forms of violence against the
oppressed.
 268
The ideas of all these four thinkers have a
framework of interrelated ideas which are
mutually supportive to each other and yileld
profound insights into the conditions of the
individual, his/her personal being, in socio­
economic and political life.
This scheme was promoted in several universities
in the Vlllth Plan. It has been revised and additional
applications have been invited. It provides for library
books, full-time and part-time courses, teaching
support to other university departments, seminars/
lecture series, research/studies, and field work and
action program m es. The total non-recurring
expenditure is Rs.2,00,000 and recurring is
Rs.2,60,000 There is a Standing Committee headed
by an eminent scholar from the respective areas.
Environment is also one of the inputs in the
Orientation Course for teachers which it is mandatory
for them to take within the first few years of their
appointment. These courses are conducted in 45
Academic Staff Colleges (ASC) in various universities
in India. Additionally, each of the ASCs has been
provided with the entire episodes of the excellent
series on environment termed as “Race to Save the
Planet” to be used during the programme.
3.6 Schem e on Hum an Rights Education
(Particularly w ith reference to
Article 51A - e)
The UGC’s IXth Plan Approach Paper on Human
Rights Eklucation (HRE) is the outcome of a year’s
serious deliberations amongst the members of its
Standing Committee comprising the expertise and
experience drawn from senior academia, professions,
human rights and social activists, higher education
administrators and NGOs amd a representative of
NHRC. Though it does not directly allude to the
fundamental duties contained in Article 51 -A of the
Constitution, yet it cavers them all as elaborated in
detail below. It stresses the essentiality and urgency
of furthering and promoting respect for these duties
amongst the citizens for evolving what the paper
terms as “human rights culture’ and for achieving
the true goals of democracy and development. It
particular, reference may be made to Section 1.4 (c)
of the Approach Paper on Human Rights that
incorporates some of the aspects of fundamental
duties specified in clauses (a), (b) and (h) of Article
51-A.
The goal of evolving human rights culture the fundamental duties contained in Clauses (e), (b),
FUNDAMENTAL DUTIES OF CITIZEJNS
requires operating at various levels such a;s (a)
spreading awareness, amongst masses, o f and
about these rights and also their duty for
respecting the rights o f others, (b) not conly
creating awareness am ongst massses
particularly amongst weaker, poor, ;and
vulnerable groups but also imparting capacities
and confidence in them to stand for protection
and preservation of their rights, (c) requiring
many to shed away some of their prejudices
and reform some of the attitudes which are
derogatory of others’ dignity, (d) creating
different kind of knowledge, innovating or
reforming structures, methodologies and
normative regimes., and imparting new skills
and competencies so that policy making, its
enforcement and realization become more
sensitive to the demands of human rights
culture, (e) establishing new structures of
accountability and making existing modes of
accountability more effective so that the State,
its agencies and its personnel can be easily,
effectively and meaningfully made responsible
for human rights violation on one hand and
can be made to internalize respect for these
rights on the other.(Human Rights Education,
UGC, 1998, p.4)
In Section 3.1 the Approach Paper emphasises
•the need for respecting every member of society as a
distinct human being and welfare of every member
of the society - the two main fundamentals of Article
51-A and of Chapters III and IV of the Constitution.
It has been recognized the world over, and also
substantiated by our own experience that
democracy, development, cultural pluralism
and preservation of human rights are
interdependent. Democracy is not a mere form
of Government, it is a set of values and a way
of life that ensures respect for identity, choices,
capacities and abilities of every human member
of the society. Similarly, development is not
merely development of material resources but
also of people, infrastructure and betternent
of quality of life of every member of society.
Thus, respect of every member of society as a
distinct human being, and welfare of ivery
human member, is the common core of both
democracy as well as development. (Human
Rights Education, UGC, 1998,p.6)
Section 3.3 o f the Approach Paper unde'lines
 FUNDAMENTAL DUTIES IN HIGHER AND PROFESSIONAL EDUCATION
(e), l(f) and (h) of Article 51-A. This section highlights
the need to realize the positive social and cultural
values of diversity rather than treating it as a source
Of conflict and requires that HRE help citizens imbibe
the understanding, tolerance and respect for
differences and diversities.
One of the greatest challenges of today’s time
in pluralistic societies like India is the rising
conflicts and tensions in the name of
particularistic loyalties to caste, religion, one’s
own region or language. Such a situation is
not accord with the concept of unity in diversity
and poses a serious and threat to human rights
as well as to principles of democracy and rule
of law. It is imperative that people realize the
positive social and cultural value of diversity
rather than treating it as a source of conflict.
The human rights education must imbibe the
understanding, tolerance and respect for
differences and diversities. (Human Rights
Education, UGC, 1998, p.7-8)
Similarly, S ec tio n 3.5 o f the A ppro ach P aper
stresses the significance of fundamental duties
specified in clauses (e), (h), (i) and (j) of Article 51-A
and poses a challenge for HRE to evolve strategies
and schemes for attacking attitudes detrimental to
respecting others’ rights and helping members of the
society internalize more humane and egalitarian
approach in their social relations.
Establishm ent of human rights culture
demands elimination of all kinds of exploitation,
not at the hands of the State, but also by
members of civil society. Many times, members
belonging to civil society using their social
status use force and indulge into practices,
which are derogatory to human dignity.
Em ploying bonded labour, practising
untouchability, perpetrating Sati are some of
the examples that necessitate human rights
education to evolve strategies and schemes for
attacking such attitudes and help members
internalize more humane and egalitarian
approach in their social relations. Legal, social
and economic/discrimination against woman
and her exploitation in different ways poses a
serious challenge. Prevalence of child labour
in hazardous industries such as: fire works
industry, glass industry, stone crushing
industry speaks volume about system ’s
insensitivity and lack of commitment to human
rights in this country. The concern of human
269
rights education is not only to expose these
practices and lacunae and weaknesses in law
and its enforcement but also to re-examine the
existing laws in the context of human rights
resulting in indirect violence. Human Rights
Education has to be the catalyst in bringing
about attitudinal and social change. (Human
Rights Education, UGC, 1998, p.8)
Hence, the UGC’s Approach Paper is based on
holistic approach that requires HRE to address itself
to evolving a culture that not only promotes respect
for rights but also make citizens internalize the
importance of performing their duties towards others
and the nation. Section 4,5,6,7, and 9 of the Approach
Paper dealing with various aspects of implementing
HRE such as : Objectives and Startegies, Scope and
Broad Contents of HRE, Curriculum Development,
Research, Field Action and Outreach, Training of
Teachers are based on the above mentioned holistic
approach that views rights and obligations as the
two sides of the same coin. It can fairly be stated
that the course of action suggested in these actions,
if operationalized, would go a long way in evolving a
culture based not only rights but also one in which
performing duties becomes the ground norms.
With a view to evolving various modules with
regard to curriculum development, teaching
m ethodologies and faculty developm ent for
implementing the HRE agenda, the UGC has recently
conducted three major and rigorous workshops —
one in the Institute of Advanced Studies, Shimla
(October 1998), drawing the senior members of the
academic community from different disciplines, the
2nd (November 1998) in Bangalore and the 3rd
(December 1998) in Delhi. The Bangalore and Delhi
workshops were attended by members drawn from
academia, NGOs, professionals and other expertise.
These workshops have led to certain concrete
suggestions. The Annual Vice C h an cellors’
Conference held in December 1998, at Indore, also
devoted one of its 3 sessions on HRE and took a
holistic view particularly in emphasising the
importance of rights — duty relationship and
highlighting the importance of making citizens aware
of their duties.
The UGC is encouraging the universities and
colleges to take HRE agenda seriously and has, in
the recent past, provided financial and other kinds
of support to those who have come forward. HRE
Centres have recently been established in eight
universities. These centres are multi-disciplinary and
 270
maintain close linkages with community and various
NGOs working on the issues of women, child, socially
deprived, poor and others. Also, grants have been
made to 77 colleges and universities to run the
workshops and hold seminars, symposia and other
activities taking the holistic view of HRE. Some of
these have been addressed or presided over by senior
members of the judiciary, members of the NHRC, and
human rights activists. The University Grants
Commission has supported establishm ent of
Consortium of Educational Communication. One of
the major activities of this Consortium is to coordinate
with various educational institutions for promoting
and telecasting various programmes. The Consortium
can be used as a major input in spreading awareness
amongst students and other citizens of fundamental
duties.
The programmes, such as Continuing and Adult
Education, have played a significant role in spreading
not only literacy and awareness of rights amongst a
major sector of the community but could be tapped
as a major source for spreading a culture of duty.
Some of the Subject Panels constituted by the
University Grants Commission for determining the
course contents have already started preparing for
inclusion of HRE component in the curriculum. The
Law Panel, in its meeting held in Calcutta, in
December 1998 has already decided to that effect.
The UGC has included human rights as a subject
in its Orientation Course for Teachers. This course
is attended by all teachers within the first five years
of their appointment as Lecturers. It is delivered
through the 45 Academic Staff Colleges, established
by the UGC, in various universities in India.
3.7 Education for Gender Equality (Particulrly
w ith reference to Article 51A-e)
Within the context of our Constitution which
ensures gender equality, the UGC has had a Scheme
of Women’s Studies for several years. In the IXth Plan,
the scheme was revised and an Approach Paper
prepaired.. There were 22 Centres in universities and
three Cells in Colleges at the end of the Vlllth Plan.
Jn the first half of the IXth Plan, the Centres in the
universities are being doubled. Removal of
discrimination against women, and raising the
level of awareness through various sensitization
processes, have been the focus of the Women’s
Studies.
FUNDAMENTAL DUTIES OF CITIZENS
The Scheme for Development of Women’s Studies
in Indian Universities and Colleges states:
The introduction of women’s studies in the
higher education system was a miajor
achievement for women’s movement in Iindia.
Women’s studies were envisaged as playing an
interventionist role by initiating the gender
perspective in many domains in the generation
of knowledge; in the field of policy designi and
practice.
The Centres for Women’s Studies were designed
to act as catalyst promoting and strengthening
Women’s Studies through teaching, research,
action, field work and extension.
In the last seven to eight years, the Centres for
Women’s Studies have carried out their work,
not only in the above areas but in several other
directions. They have been instrumental in the
incorporation of women’s studies in various
courses of teaching as well as facilitated
research on socially relevant areas. They have
provided consultation to scholars, evaluators
for development projects, generated resource
material and documentation in the regions in
which they are located, taken up counselling
eind established networking both within and
outside the system (‘women’ Studies, UGC, p.3)
The above clearly details the scope of the work of
the women’s studies both within and outside the
university system. Some centres have taken up work
with wom en’s representatives in relation to
Amendment of the Constitution with respect to
Articles 72 and 73, among other activities outside
the university system, for empowerment of women
and training them on their responsibilities.
The Consortium for Educational Communication
has produced a number of programmes, shown on
Country-wide Classroom (DD-I) related to Women’s
issues. The appendix carries a list of such videos.
Under the caption of “CEC Programmes on Human
Rights.” A 3 part series on women’s studies is also
included, as also on 30 per cent reservation in local
bodies.
To spread the philosophy and emphasis in
women’s studies, six centres have been identified to
provide refresher courses.
A circular was sent to the universities on setting
up mechanisms for complaints on sexual harassment
 FUNDAMENTAL DUTIES IN HIGHER AND PROFESSIONAL EDUCATION 271

was; sent much earlier to even the Supreme Court viewers, itself plays a major role in non-formal
Judlgment in view of some incidents involving education as the programme is seen especially in
students on campuses. It covers students, teachers smaller towns throughout India by a variety of adults
andl other women staff. It is enclosed for reference. and not only by students. It can prepare programmes
on the theme of citizens’ rights and duties.
3.8 Schemes for Non-Formal Education
(Terms of Reference No.V) 3.9 National Service Scheme (Particularly with
reference to Article 51A-d)
The UGC had established 103 Centres for Adult and
Conitinuing Education in various universities with The scheme has more than a million students
13 Modal Centres in universities to network with and enrolled in colleges. It has made a major contribution,
faciliitate their work. These centres were reviewed at not only in undertaking various campaigns and
the Ibeginning of the IXth Plan and non-functioning assisting at times of disaster, but it has affected the
centres were closed. With the IXth Plan Approach attitudes of the students as it has raised their level
Pap«er on a re-cast scheme of Adult, Continuing of awareness. Due to financial stringency, not all
Eduication, Extension and Field Outreach, additional students, who wish to enroll, are able to do so.
centres are being identified. This scheme aims at both
graduates of the system who return for new 3.10 Taking the University to the C o m m u n i t y
knowledge and skills as well as for those persons (Particularly with reference to
who would never hope to enter the university/college, Article 51A-d)
throiugh the provision of extension education and field
The social change role of universities has been
action programmes. It reaches out to disadvantaged
emphasised in the IXth Plan. The UGC has been
grouips through educational activities and taking
advocating that the teachers and students of
action with them on issues that affect their lives.
university departments undertake work in the field,
I either related to their own disciplines, as a part of
n the past, since the seventies, these centres have
beeru involved in the literacy movement and post­ the curriculum, or, as a co-curricular activity. This
literacy activities. As centres for adults, they have was reinforced at the Golden Jubilee of India’s
taken up issues related to human rights and concerns independence and again, later, at the Golden Jubilee
related to the exploitation and injustices of the various of the U.N. Convention on Human Rights. A list of
deprived groups with whom they worked. field based activities is enclosed. All these activities
Fundamental duties can be incorporated in their were to help students raise their level of
yvork. The concept of social and citizenship role consciousness and take responsibility for initiating
awareness is already incorporated as one of the areas action on a problem area in their neighborhood or a
of work. As stated earlier, they are two sides of the rural community.
same coin. These Centres have also been working
Latterly, we have developed a scheme on
with the people's representatives on issues related
University — Primary Education Linkages with a view
to their responsibilities.
to make the university responsible for
Besides these Adult Education Centres, the UGC universalisation of primary education and to make it
also has a programme on Population Education in relevant and qualitative through action initiated by
collaboration with the UNFPA. There are 17 teams of teachers and students. This scheme is in
Polpulation Education Resource Centres in the collaboration with the Department of Education,
universities which work with other universities Ministry of Human Resource Development.
assigned to them in their area. A programme extended
We have also assigned twelve teacher fellowships
to the colleges covers 1400 in Population Education
to the Lokshala Programme of the Bharat Jan Vigyan
Clubs. The university programme has been reviewed.
Jatha and Bharat Gyan Vigyan Samiti to free
It is now entering its third phase.
university teachers to work on issues in education of
The Consortium for Educational Communication, the disadvantaged. This exposure would feedback in
has also produced videos for Country-wide Classroom the classroom to provide the much needed
bn literacy which could include themes related to sensitization to students on the problems of the
fcitizens’ rights and duties. In fact, through the deprived and to engage them in the process to take
Country-wide Classroom, which is seen by 20 million action, even if some of them would do so.
 272
In fact, the sum total of all the UGC programmes
in the universities is to make a quality of Article 51A
(j) “To strive towards excellence in all spheres of
individual and collective activity so that the nation
constantly rises to higher levels of endeavor and
achievement.” But for financial stringency, many of
these schemes would be available to a wider number
of universities and colleges.
3.11 National Integration (Particularly with
reference to Article 51A)
The UGC has been sponsoring through the AIU, two
activities to encourage national integration. The
universities have increasingly become local in
character. To develop better understanding cross
language, culture and other social factors which make
for diversity in the country, the programmes bring
students together and have succeeded in sensitizing
them to one another’s social and cultural context.
The two programmes are:
(a) Inter-University Youth Festival
The AIU holds regional competitions on music, dance,
etc. The winners compete with one another at the
FUNDAMENTAL DUTIES OF CITIZENS
national level. They learn about each other’s folk ant
classical culture and share information.
(b) Inter-University Home Stay
The students from one Stage go to another and staj
in one another’s homes.
Both programmes are very well appreciated. Du;
to limitation of funds, the number of participants o
home stay cannot be increased.
4.0 Conclusion
The above note brings out the various thrusts of the
UGC for developing in the academic community a
perception of their roles as citizens who must develop
concerns for the disadvantaged and the deprived. It
highlights the various avenues through which it is
sought to be achieved. It also points to the need to
do so, not only through the academic stream, as it
should, but also through experiential means. It offers
it through a way in which adolescents in the college
and young adults in the university can learn best,
especially through raising their concerns and social
consciousness in respect of persons less advantaged
than them.
 Annexure B

Environment Court Cases

 Contents

SI. Court Case In the Matter of Page

No. No.
1. Buffalo Traders’ Welfare Association Slaughter House Idgah, Delhi 285
v. Maneka Gandhi (18.05.94) 1994
Supp (3) SCC 448
2. Akhil Bharat Goseva Sangh v. State Establishment of abattoir at 285
of Andhra Pradesh (25.10.94), 1995 Rudraram, Andhra Pradesh
Supp(l) SCC
370: 1994(7) JT 190: 1994(4)
Scale 721: 1995(1) UJ 260
3. M.C. Mehta v. Union of India Air pollution caused by 285
(3.12.93), 1994 Supp(3) SCC 717 industries in Uttar Pradesh
4. M.C. Mehra v. Union Preservation of Taj 285
of India (30.12.96), 1997(1) Scale 61
5. M.C. Mehta v. Union of India Lead free petrol in metropolitan 286
(9.5.96), 1996(4) Scale(SP) 70 cities
6. M.C. Mehta v. Union of India Pollution by stone crushers 286
(29.3.96), 1996(4) Scale(SP) 10
7. M.C Mehta v. Union of India Pollution at Agra due to diesel 286
(13.3.96), 1996(4) Scale(SP)4 generating sets
8. S. Jagannathan v. Union of India Pollution by aqua farms in 287
(9.5.95), 1995(5) Scale 208(1) coastal States and UTs
9. S. Jagannathan v. Union of Pollution of coastal areas by 287
India (9.5.95), 1995(3) Scale 737 aqua farms
10. Vellore Citizens Welfare Forum v. Right to clean environment 287
Union of India (28.8.96), 1996
AIR(SC) 2715: 1996(5) SCC 647:
1996(7) JT 375: 1996(6) Scale
194: 1996(7) Supreme 307:
1996(3) CLT 336(SC)
11. M.C. Mehta v. Union of Compensation to workmen in case 287
India (30.12.96), 1997(1) Scale 61 of closure of air polluting industry
12. M.C. Mehta v. Union of India Entitlement to wages to workers during 287
(15.7.96), 1996(5) Scale(SP) 14(1) closure of industry pending
installation of pollution control devices
13. S. Jagannath v. Union of India Coasted pollution due to shrimp farming 287
(1 1.12.96), 1997(2) SCC 87:
1997(1) JT 160: 1996(9) Scale 167
SI. Court Case In the M atter o f Pages
No. Not.

14. Indian Council for Enviro-Legal Non-compliance of notification 290'

Action v. Union of India (18.4.96), issued by Govt, on coastal
1996(5) SCC 281: 1996(4) JT 263: pollution
1996(3) Scale 579: 1996(3)
Supreme 741: 1996(3) AD(SC) 641:
1996(2) CCC 165(SC)
15. Indian Council for Enviro-Legal Damages for damage caused by 291
Action v. Union of India (13.2.96), 1996 industrial pollution
AIR(SC) 1446: 1996(3) SCC 212:
1996(2) JT 196: 1996(2) Scale 44:
1996(2) AD(SC) 544
16. Ajay Singh Rawat v. Union of Degradation of the natural lake of 291
India (9.3.95), 1995(3) SCC 266: Nainital
1995(3) JT 39: 1995(2) Scale 236:
1995(3) SCJ 245: 1995(1) UJ 817
17. M.C. Mehta v. Union of India Protection of lakes around Delhi by 292
(11.10.96), 1996(7) Scale 579: banning construction activities around
1996(8) Supreme 160: 1996(4) such lakes
CLT271 (SC): 1996(4) CCC
163(SC): 1996(8)
18. Pradeep Krishen v. Union of India Declaration of Sanctuaries/ 292
(10.05.96) 1996 AIR (SC) 2040: 1996 (8) National Parks — Failure to protect
SCC 599: 1996 these
19. Pradeep D. Prabhu v. State of Housing — Forest Land 293
Maharashtra (07.03.95), 1995
Supp (3) SCC450
20. T. N.Godavarman Thirzumulkpad v. Non Forest Activities — Running 293
Union of India Saw Mills
(12.12.96), 1996.
21. M.C.Mehta v. Union of India Ganga Action Plan 296
(07.08.96), 1996.
22. F.B.Taraporawal v. Bayer India Ltd. Right to life —Threat by hazardous 296
(09.09.96) 1996. industries.
23. M.C.Mehta v. Union of India Hazardous industries in 296
(15.03.96), 1996 West Bengali
24. M.C.Mehta v. Union of India Hazardous industries in Delhi 296
(15.3.96) 1996.
25. Indian Council for Enviro-Legal Industrial Pollution 296
Action v. Union of India (13.2.96),
1996 AIR (SC) 1446: 1996
26. Indian Council for Enviro-Legal Industrial Pollution — Establishment 297
Action v. Union of India (13.2.96), of industries
1996 AIR (SC) 1446: 1996
 277

"I. Court Case In the M atter o f Pa ge

No. No.

27. Indian Council for Enviro-Legal Industrial Pollution — Damage to the 297
Action v. Union of India environment by Hazardous
(13.2.96), 1996 AIR (SC) 1446:1996 Activities.
28. Indian Council for Enviro-Legal Industrial Pollution —Environment 297
Action v. Union of India audit
(13.2.96), 1996 AIR (SC) 1446: 1996
29. Indian Council for Enviro-Legal Action Industrial Pollution —Environment 298
v. Union of India (13.2.96), 1996 AIR Courts
(SC) 1446: 1996
30. Indian Council for Enviro-Legal Action Industrial Pollution Damage to 298
v. Union of India (13.2.96) 1996 AIR Environment caused by
(SC) 1446: 1996 Hazardous activities.
31. Indian Council for Enviro-Legal Action Industrial Pollution — 298
v. Union of India (1 6.7.96), 1996 AIR compensation for pollution
(SC) 1446: 1996
32. M.C. Mehta v. Union of India Industrial Pollution — pollution 298
(28.2.96) by hazardous industry in Delhi
33. M.C. Mehta v. Union of India Industrial Pollution — pollution 298
(14.2. 96), 1996 by hazardous industry in Delhi
34. M.C. Mehta v. Union of India Industrial Pollution — foundries 298
(23.2.96), 1996
35. Vellore Citizens Welfare Forum Industrial Pollution —Pollutions by 298
v. Union of India (19.2.96), 1996 tanneries
36. M.C.Mehta v. Union of India Industrial Pollution — Hazardous 299
(08.07.96)1996 Industries
37. M.C.Mehta v. Union of India Industrial Pollution in Delhi — 300
(13.03 .96)1996 Revocation of hazardous industries
38. D.P.Bhattacharya v. West Bengal Industrial Pollution —hazardous 300
Pollution Control Board (21.03.96), industries and residential area
1996
39. M.C.Mehta v. Union of India Industrial Pollution — Hazardous 301
(24.4.96)1996 industries removal
40. M.C.Mehta v. Union of India Industrial Pollution — West Bengal 301
(26.04.96)1996
41- Indian Council for Enviro-Legal Action Industrial Pollution — Andhra Pradesh 301
v. Union of India (10.5.96)
42. M.C.Mehta v. .Union of India Industrial Pollution — Direction 301
(06.02.96)1996 to Pollution Control Board
43. M.C.Mehta v. Union of India Industrial Pollution — Direction 301
(02.2.96)1996 to Pollution Control Board
TV----------------------------------------------

SI. Court Case In the M atter o f P a gje

No. Nio.

44. F.M. Yamuna v. Central Pollution Industrial Pollution at Sonepat 30)1

Control Board (14.03.96)
45. Hariram Patidar v. Madhya Pradesh Industrial Pollution in Madhya Pradesh 30)1
Pollution Control Board (18.03.96),
1996
46. M.C. Mehta v. Union of India Industrial Pollution —Pollution at 30U
(14.03.96), 1996 Delhi (CETP)
47. M.C. Mehta v. Union of India Industrial Pollution — pollution in 30*1
(29.03.96), 1996 Bihar and West Bengal
48. World Saviors v. Union of India Industrial Pollution — Installation of 30 >1
(13.03.96) APCs
49. M.C. Mehta v. Union of India Industrial Pollution — Hazardous 30 1
(10.5.96), 1996 industries in Tamil Nadu
50. Vellore Citizens Welfare Forum v. Industrial Pollution — Hazardous 30 1
Union of India (28.8.96) industries in Delhi
51. Textile Processors Association v. Industrial Pollution — Direction for 30.'3
Chief Secretary, State of Gujarat closures
(04.01.96), 1996
52. M.C. Mehta v. Union of India Air Pollution — Lead free Petrol in 303
(09.05.96), 1996 metropolitan cities
53. M.C. Mehta v. Union of India Mathura Refinery — setting up of 303
(07.08.96), 1996 Hospital
54. Wasim Ahmed Saeed v. Union of Monuments — preservation 303
India (06.08.96), 1996
55. M.C. Mehta v. Union of India Industrial Pollution in Delhi 303
(24.03.95), 1995
56. M.C. Mehta v. Union of India Pollution — Burden of proof 304
(30.1.96), 1997
57. Rorokola Shramik Sangh v. Union Pollution — Equipment to control 304
of India (04.04.96), 1996
58. M.C. Mehta v. Union of India Pollution —Taj 304
(04.04.96), 1996
59. Vellore Citizens Welfare Forum v. Industrial Pollution —Tannery 304
Union of India (26.04.96), 1996 industries in Tainil Nadu
60. Vellore Citizens Welfare Forum v. Industrial Pollution —Tannery 304
Union of India (06.5.96), 1996 industries in Tamil Nadu
61. Vellore Citizens Welfare Forum v. Industrial Pollution — Tannery 304
Union of India (09.04.96), 1996 industries in Tamil Nadu
62. M.C. Mehta v. Union of India Pollution by stone crusheres 304
(12.01.96), 1996
 279

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No>. No.

63J. M.C. Mehta v. Union of India Pollution by stone crusheres 305

(10.05.96), 1996 (Haryana)
64.. M.C. Mehta v. Union of India Pollution in Agra 305
1996
65.. M.C. Mehta v. Union of India Pollution in Agra 305
(13.03.96), 1996
66.. M.C. Mehta v. Union of India Pollution in Agra 305
(13.03.96), 1996
67.. M.C. Mehta v. Union of India Pollution in Agra 306
(23.02.96), 1996
68.. M.C. Mehta v. Union of India Pollution — Mathura refinery 306
(10.04.96), 1996
69.. M.C. Mehta v. Union of India Pollution in Agra 306
(02.02.96), 1996
70.. M.C. Mehta v. Union of India Pollution in Delhi — construction 306
(01.03.96), 1996 of CETPs
71. M.C. Mehta v. Union of India Doctrines Precautionary Principle — 306
(30.12.96), 1997 Polluter pays principle
72. M.C. Mehta v. Union of India Preservation of Taj Mahal 307
(15.03.96), 1996
73. Indian Council for Enviro-Legal Action Coastal Regulation zone — 307
v.Union of India (09.03.95), 1995 Restriction /prohibition
74. Indian Council for Enviro-Legal Action Protection of coastal areas 307
v. Union of India (12.12.94), 1995
75. M.C. Mehta v. Union of India Service Law —Wages — Quantum of — 307
(30.12.96), 1997 Determination of Shifting of Air
Polluting Industries.
76. M.C. Mehta v. Union of India Relocation of air polluting 307
(30.12.96), 1997 industries
77. M.C. Mehta v. Union of India Service Law — Wages — 307
(30.12.96), 1996 Quantum of — Determination of —
Shifting of Air pollution industries.
78. M.C. Mehta v. Union of India Protection of Ridge Area — 308
(26.07.96), 1996 Removal of encroachments
79. M.C. Mehta v. Union of India Protection of Ridge Area — 308
(30.08.96), 1996 Removal of encroachments
80. M.C. Mehta v. Union of India Ridge area —Badkhal lake and 308
(12.07.96), 1996 Surajkund — Direction regarding
81. M.C. Mehta v. Union of India Ridge area direction regarding 308
(03.04. 96), 1996
 280

SI. Court Case In the Matter of Paige

No. }No.

82. M.C. Mehta v. Union of India Ridge area — pollution in Delhi 3508
(12.03.96), 1996
83. M.C. Mehta v. Union of India Ridge area — Depletion of Ridge 3508
(20.04.96), 1996 forest in Delhi
84. M.C. Mehta v. Union of India Ridge area — Restoration 3508
(24.07.96), 1996
85. M.C. Mehta v. Union of India Ridge area — Depletion of Ridge 3508
(24.04. 96), 1996 forests in Delhi.
86. M.C. Mehta v. Union of India Ridge area — Depletion of Ridge 308
(13.03. 96), 1996 forests in Delhi.
87. M.C. Mehta v. Union of India Ridge area — Depletion of Ridge 308
(09.04.96), 1996 forests in Delhi.
88. Virender Gaur V. State of Haryana Environment Right of hygienic 308
(24.11.94), 1995 environment
89. Hawrah Ganatantrik Nagarik Samity Litigation concerning local 309
v. State of West Bengal (01.09.95) issues
90. M.C. Mehta v. Union of India River Pollution — Encroachment 309
(13.12. 96), 1996 on river bed.
91. M.C. Mehta v. Union of India Taj Mahal —safety 310
(19.02. 96), 1996
92. M.C. Mehta v. Union of India Sewage treatment Plant — 310
(06.08.96), 1996 Construction
93. S. Jagannath v. Union of India Shrimps culture 310
(11.12.96) 1997
94. Buffalo Traders Welfare Association Slaughter house 311
v. Union of India (19.02.1996)
95. Buffalo Traders Welfare Association v. Slaughter house in Delhi 311
Maneka Gandhi (30.11.1996)
96. M.C. Mehta v. Union of India Taj Mahal — preservation 311
(30.12.96), 1996
97. M.C. Mehta v. Union of India Taj Mahal Preservation — NEERI 312
(30.12. 96), 1997 and Varadharajan Reports
98. News Item Hindustan Times A.Q.F.M. Taj Mahal — Plantation of trees 312
Yamuna v. Central Pollution Control around
Board (29.08.96), 1996
99. M.C. Mehta v. Union of India Pollution by Mathura Refinery — 312
(07.08.96), 1996 setting up of Hospital
100. Vellore Citizens Welfare Forum v. Pollution by tanneries in 312
Union of India (08.08.95), 1995 Tamil Nadu
 281

SI. Court Case In the Matter of Page

No. No.

101. Vellore Citizens Welfare Forum v. Pollution by tanneries in Tamil Nadu 313
Union of India (08.08.95), 1995
102. M.C. Mehta v. Union of India Depletion of underground water 313
(07.05.96), 1996
103. M.C. Mehta v. Union of India Vehicular Pollution — Delhi 313
(14.02.96), 1996
104. Indian Council for Enviro-Legal Claim of damages 313
Action v. Union of India (10.11.95),
1995
105. Vineer Kumar Mathur v. Union of Contempt of Court — Apology 313
India (08.11.95), 1996 Disobedience
106. M.C. Mehta v. Union of India Water Pollution — tanneries in Calcutta 315
(19.12. 96), 1997
107. Rural litigation and entitlement Kendra Environmental protection 317
and others Versus State of Uttar Pradesh
and others and Writ petition no. 8821
of 1983 DeVaki Nandan Pandey Versus
Union of India and others Writ
petitions nos. 8209 and 8821 of 1983
108. (Before J.S. Verma, C.J. and Sujata Enforcement of the fundamental rights 317
v. Manohar and B.N. Kirpal, J.J) Vishaka of working women
and others v. State of Rajasthan and others
writ petitions (crl.) Nos. 666-70 of 1992
109. (Before Kuldip Singh and S. Saghir Distribution of Polythene Bags, Door to 326
Ahmad, J.J) Dr. B.l. Wadehra versus door collection of garbage and its disposal
Union of India and others writ petition
( c) no.286 of 1994, decided on March 1, 1996
110. M. C. Mehta v. Kamal Nath and Others Ecology - Public Trust doctrine 327
(1997) 1 SCC 388 W.P.(C) No. 182 of 1996,
decided on December, 13, 1996.
[Kuldip Singh, J., S. Saghir Ahmad, j.]
111. T. N. Godavarman Thirumulkpad v. Union of Ecology - Protection and conservation 328
India and Others (1997) 2 SCC 267.W.P. (C) of forests
No. 202 of 1995 with No. 171 of 1996 decided
on December 12, 1996. [J.S. Verma,
J., B.N. Kirpal, J.]
112. M. C. Mehta v. Union of India and Others Degradation of Taj Mahal, a monument 329
(1997) 2 SCC 353 W.P.(C) No. 13381 of 1984, of international repute
decided on December 30, 1996
[Kuldip Singh, J., Faizan Uddin, J.)
113. M. C. Mehta v. Union of India and others, Poisonous effluent into Ganga River 329
(1997) 2 SCC 411, W.P. (C) No. 3727 of 1985, polluting fend and river
decided on December 19, 1996.
[Kuldip Singh , J., S. Saghir Ahmad, J.]
 282

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No. _________________________________________________ Ndo.

114. T. N. Godavarman Thirumulkpad v. Union of Protection and conservation of forests 3300

India and Others, (1997) 3 SCC 312, W.P. (C)
No. 202 of 1995 with Nos. 171 and 897 of 1996,
decided on March 4, 1997 [ J. S. Verma,
J., B. N. Kirpal, J.]
115. State of Orissa v. Duti Sahu and Others (1997)3 Restrictions on deservation of forests 330
SCC 501 Civil Appeal No. 316 of 1997, decided
on January 13, 1997, [K. Ramaswamy,
J., G. T. Nanavati, J.]
116. Animal and Environment Legal Defence Ecology - Fishing activity in reservoirs 330
Fund, v. Union of India & Others, (1997) 3 SCC within National Park area - Claim of
549 W.P. (C) No. 785 of 1996, decided on tribals formerly residing in National
March 5, 1997 [A. M. Ahmadi, C.J., Sujata Park area
V. Manohar, J., K. Venkaraswami, J.]
117. Akhil Bharat Goseva Sangh and Others v. Environment Control and Pollution - 331
State of A. P. and Others, (1997)3 SCC 707, Mechanised slaughterhouse
C.A. No. 3968 of 1994 with Nos. 3964-67
of 1994 and I.PL, Mo.5, decided on
March 12, 1997, [B.P. Jeevan Reddy,
J. Suhas C.Sen, J.l
118. M. C. Mehta v. Union of India & Others, Banning of construction activities 331
(1997)3 SCC 715 I. A. NO. 29 IN W.P.(C)
No. 4677 of 1985, decided on October 11, 96,
[Kuldip Singh, J., N. P. Singh,
J., S. Saghir Ahmad, J.l
119. T. N. Godavarman Thirumulkpad v. Union of Ecology - Protection and conservation 331
India, (1997)7 SCC 440, W. P. (C) No. 202 of forests
of 1995 with IAs. [J. S. Verma, C. J., B. N.
Kirpal, J., S. P. Kurdukar, J.]
120. M.C. Mehta v. Union of India, (1997)8 Management and control of tratffic 332
SCC 770 W.P. (C) No. 13029 of 1985, in the National Capital Region
decided on November 20, 1997, [J. S. Verma ,
C. J., B.N. Kirpal, J., V. N. Khare J.]
121. M. C. Mehta v. Union of India, (1997) Regulation and control of ground 333
11 SCC 312 I. A. No. 32 in W. P. (C) water management and development
No. 4677 of 1985, decided on December 10,
1996, [Kuldip Singh, J., S. Saghir Ahmad, J.]
122. M. C. Mehta vs. Union of India, (1998) Remover of horadings 333
1 SCC 363 W.P. (C) No. 13029 of 1995
decided on December 10, 1997,
[J. S. Verma, C. J., B. N. Kirpal, J.,
V. N. Khare, J.]
 283

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Nto. No.

12:3. T. N. Godavarman Thirumulkpad v. Union of Illegal mining activity 333

India & Others with I.A. No. 13 in W.P.(C)
No. 171 of 1996 Environment Awareness
Forum v. State of J & K and Others IAs.
[J. S. Verma, C. J., B. N. Kirpal, J.,
V. N. Khare, J.]
12‘4. M. C. Mehta v. Union of India & Others, Environment Pollution (Prevention 334
(1998)2 SCC 435, W.P. (C) No. 13029 of and Control)
1985 decided on January 7, 1998, [J. S.
Verma, C.J., B.N. Kirpal , J., V. N. Khare, J.]
12!5. M. C. Mehta v. Union of India, (1998) Environmental impact on Taj Mahal 334
SCC 720 IAs. Nos. 38, 44-47 and 49-51 in
W. P. (C) No. 13382 of 1984, decided on
March 24, 1998, [S. C. Agarwal, J., S. Saghir
Ahmad, J., M. Srinivasan, J.]
12(6. M. C. Mehta v. Union of India, (1998) Chaotic traffic conditions and 334
6 SCC 60 W. P.(C) No. 13029 of 1985 with vehicular pollution in Delhi
Nos. 939 of 1996 and 95 of 1997,
decided on May 12, 1998, [Dr A.S. Anand, J.,
B. N. Kirpal, J.,V. N. Khare, J.]
12'7. M. C. Mehta v. Union of India, (1998) Vehicular Pollution in Delhi 334
6 SCC 60 W. P.(C) No. 13029 of 1985 with
Nos. 939 of 1996 decided on July 28, 1998,
[Dr. A.S. Anand, J., B. N. Kirpal, J.,
V. N. Khare, J.]
12!8. M. C. Mehta v. Union of India Others, Environmental Protection and 335
(1998)8 SCC 206 W. P.(C) No. 13029 of 1985, Pollution Control
decided on September 22, 1998, [Dr A. S.
Anand, J., B.N. Kirpal, J., V. N. Khare, J.[
129. M. C. Mehta v. Union of India & Others, Environment Pollution and Control - 335
(1998)8 SCC 648 W.P.(C) No. 13029 of 1985 Supply of lead-free petrol
with W.P.(C) No. 9300 of 1982 decided on
February 16, 1996, [A. M. Ahmadi, C.J.,
Sujata V. Manohar, J., K. Venkataswami, J.]
13(0. M. C. Mehta v. Union of India & Others, Ecology - Taj Mahal Protection 335
(1998)9 SCC 93 I.A.N0. 38 in W. P.(C)
No. 13381 of 1984 decided on March 17, 1997,
[K. Ramaswamy, J., S. Saghir Ahmad, J.]

131. M. C. Mehta vs. Union of India & Others, Automatic Monitoring Equipments 335
(1998)9 SCC 381,W.P.(C) No. 13381 of 1984
with I.A.N0. 39 of 1987, decided on
January 19, 1998, [S. Saghir Ahmad, J.,
M. Jagannadha Rao, J.]
 284

SI. Court Case In the Matter of Pcage

No. INo.

132. M. C. Mehta v. Union of India & Others, (1998)9 Common Effluent Treatment Plant 3363
SCC 448 I.A. No. 86 ofW. P.(C) No. 3727 of 1985
with I.A. No. 88 in W. P.(C) No. 4677 of 1985,
decided on December 16, 1997, [S. C. Agarwal,
J., S. C. Sen, J.]
133. M. C. Mehta v. Union of India & Others, Protection and improvement of 33©
(1998)9 SCC 589 W.Ps.(C) No. 13029 of 1985 environment - Citizens’ right regarding
with Nos. 9300 of 1982, 939, 95 of 1996, and
IAs. Nos. 7 to 10 in W.P.(C) No. 13029 of 1985,
decided on November 18, 1997 [J. S. Verma,
C. J., B. N. Kirpal, J., V. N. Khare, J.]
134. T.N. Godavarman Thirumulkpad v. Union of Protection and conservation of 33©
India and Others, (1998)9 SCC 632 forests - Utilisation/disposal of
LA.No. 225 of 1995 in W. P.(C) No. 202 of 1995 illegally felled timber
with IAs. Nos. 71, 79, 104, 105, 107, 108,
113, 121, 166, 260, 261, decided on
December 16, 1997, [J. S. Verma, C. J.,
B.N. Kirpal, J., V.N. Khare, J.]
135. T.N. Godavarman Thirumulkpad v. Ecology - PIL Protection and 337
Union of India and Others, (1998)9 SCC 632 conservation of forests
I.As. Nos. 254-257 & 276 in W.P.(C) No. 202
of 1995 with I.A. No. 227 in W.P. No. 202
of 1995, decided on February 23, 1998,
[Dr A. S. Anand, J., B.N. Kirpal, J.,
V.N. Khare, J.]
136. A P. Pollution Control Board v. Prof M. V. Interference in environmental 337
Nayudu (Retd) & Others, (1999)2 SCC 718. matters
C.A. Nos. 368-371 of 1999 with Nos. 372
and 373 of 1999, decided on January 27, 1999,
[S. B. Majmudar, J., M. Jagannadha Rao, J.)
137. Environment Awareness Forum v. State of J&K Forests - Conservation and 338
and Others, (1999) 1 SCC 210, IAs Nos. 12, protection - Katha
14,15, 13 & 16 and Contempt Petition (C)
No.539 of 1996 in W.P. (C) No. 171 of 1996,
decided on May 5, 1998, [Dr A. S. Anand,
J., B. N. Kirpal, J., V. N. Khare, J.]
138. M.C. Mehta v. Union of India & Others, (1999) 1 Traffic management and pollution 339
SCC 413 W.P.(C) No. 13029 of 1985 decided on control in NCT, Delhi
December 1, 1998, [Dr. A. S. Anand, J., B. N.
Kirpal, J., V. N. KHARE, J.]
 Environment Court Cases
1. Buffalo Traders Welfare Association v.ManeUca
G a n d h i (1 8 .0 5 .9 4 ), 1994(3) Scale 1: 1 9 94
Su pp(3 ) S C C 448 [M .N. V ENK ATACH ALIAH ,
C.J., S. M OHAN, J.]
Constitution of India — Art. 136 — Slaughtering of
animals Slaughter House, Idgah, Delhi — Directions
given by the High Court to improve the prevailing
conditions in larger public interest and reduced the
number of animals to be slaughtered per day — In
order to ensure compliance of directions a higlh-
powered committee constituted — What about the
thousands of persons who live by this trade?— What
is the way to meet the meat requirement of a large
city? — Court issues certain directions.
2. Akhil Bharat Goseva Sangh v. State o f A nd hra
Pradesh (25.10.94), 1995 S u p p (l) SCC 370:
1994(7) JT 190: 1994(4) Scale 721: 1995(1) UTJ
260 [B.P. JEEVAN REDDT. J., SUHAS C. SEN.
J.]
Environmental Law — Establishment, working and
continuance of abattoir (mechanised slaughter house)
situated in Rudraram village in Medak district of State
of A.P. — Objections to the establishment of the
slaughter house by several organisations — Divisiotn
Bench of High Court issued some directions —
Pursuant to the directions State Govt, constituted a
committee known as “Krishnan Committee” for
examining and reporting on the matters referred to
in the order of the High Court — Committee made
the recommendations as a condition for allowing the
establishment — Central Govt, received the report o f
committee but no attention have been paid to it or to
the directions made by the High Court — Directions
given by the Court to Central Government to look
into all the relevant aspect, as directed by the Higjh
Court of A.P. and place before this Court within four
months.
3. M.C.M ehta v. Union o f India (03.12.93), 1994
S u p p (3 ) S C C 7 1 7 [K U L D IP S IN G H . J . ,
YOGESHW AR DAYAL, J.]
Environmental Law — Air Pollution — Caused by
industries in Uttar Pradesh — Notices issued by U.P.
Pollution Control Board — Direction given to Pollution
Control Board to report on industries which claim to
have removed the source of pollution — Industries
which have not shown any progress regarding
installation of air pollution control systems in
compliance of orders of the court dated 17-9-1993,
directed to be closed forthwith and report in this
respect called to come up within two weeks.
4. M.C.Mehta v. Union o f India (30.12.96), 1997(1)
Scale 61 [KULDIP SINGH, J.. FAIZAN UDDIN,
J.]
Environmental Law — Taj — Preservation of —
Consideration of NEERI and Varadharajan reports
— After considering the four NEERI reports, two
Varadharajan reports and several reports by the
Board, Court came to the conclusion that the
industries in the Taj Trapezium Zone (TTZ) are active
contributors to the air pollution in the said area —
Relocation of industries responsible for the air
pollution — Direction given — Environmental Law -
Air pollution — Relocation of industries.
HELD: There are four NEERI reports, two
Varadharajan reports and several reports by the
Board. After examining all the reports and taking into
consideration other material on the record, we have
no hesitation in holding that the industries in the
TTZ are active contributors to the air pollution in the
said area. NEERI and Varadharajan (1978) reports
have specifically recommended the relocation of
industries from the TTZ. Although the Board has
placed on record list of 510 industries which are
responsible for air pollution but in view of our order
dated April 11, 1994 we are confining this order only
to 292 industries located and operating in Agra.
The Taj, apart from being cultural heritage, is an
industry by itself. More than two million tourists visit
the Taj every year. It is a source of revenue for the
country. This Court has monitored this petition for
over three years with the sole object of pre^„rving
and protecting the Taj from deterioration and damage
due to atmospheric and environmental pollution. It
cannot be disputed that the use of coke/coal by the
 286
ihdustries emit pollution in the ambient air. The
objective behind this litigation is to stop the pollution
while encouraging development of industry. The old
concept that development and ecology cannot go
together is no longer acceptable. Sustainable
development is the answer. The development of
industry is essential for the economy of the country,
but at the same time the environment and the eco­
systems have to be protected. The pollution created
as a consequence of developm ent must
commensurate with the carrying capacity of our eco­
systems.
Based on the reports of various technical
authorities mentioned in this judgment, we have
already reached the finding that the emissions
generated by the coke/coal consuming industries are
air-pollutants and have damaging effect on the Taj
and the people living in the TTZ. The atmospheric
pollution in TTZ has to be eliminated at any cost.
Not even one per cent chance can be taken when —
human life apart — the preservation of a prestigious
monument like the Taj is involved. In any case, in
view of the precautionary principle as defined by
this Court, the environmental measures must
anticipate, prevent and attack the cause of
environmental degradation, the ‘onus of proof is on
an industry to show that its operation with the aid of
coke/coal is environmentally benign. It is, rather,
proved beyond doubt that the emissions generated
by the use of coke/coal by the industries in TTZ are
the main polluters of the ambient air.
5. M.C.Mehta v. Union ofIn d ia (09.05.96), 1996(4)
S c a le (S P ) 7 0 [A .M . A H M A D I. C .J ., S.P.
BHARUCHA, J., B.N. KIRPAL, J.]
Environmental Law— Air Pollution — Lead free Petrol
in metropolitan cities — Directions given.
6. M.C.Mehta v. Union o f India (29.03.96), 1996(4)
Scale(SP) 10 [KULDIP SINGH. J., K.T. THOMAS,
J.]
Environmental Law — Air Pollution — Pollution by
Stone crushers — Directions given.
7. M.C Mehta ▼. Union o f India (13.03.96), 1996(4)
Scale(SP) 4 IKULDIP SINGH, J., FAIZAN UDDIN,
J.]
Environmental Law — Air Pollution — Pollution at
Agra — Due to insufficient supply of electricity,
operation of Diesel Generating sets causing air
pollution — Notice issued to relevant parties.
HELD: It is obvious from the affidavit of
FUNDAMENTAL DUTIES OF CITIZENfJS
Mr. Krishnan that a project report for supply <of
additional electricity to Agra has already beeen
submitted by the Uttar Pradesh Electricity Board 1to
the Ministry of Power. The said project is likely to
cost Rs. 120.80 crores. We are of the view that thhe
clearance of the project by the Ministry of Powver
shall stop the working of generators in the city of
Agra and as such the pollution can be considerabbly
controlled. Mr. Sibal has also brought to our notiiice
that according to his instructions sufficient electriciity
can be supplied to the city of Agra even throupgh
existing transmission system.
We issue notice to the Ministry of Power throujigh
its Secretary, Ministry of Environment & Foressts
through its Secretary and U.P State Electricity Boaird
through its Chairman to give their responses to tttiis
problem by filing affidavits in this regard within tvwo
days from the date of receipt of this order. On osur
request Mr. Mishra accepts notice on behalf of tlhe
U.P. State Electricity Board.
We direct the U.P. Pollution Control Boaird
through Mr. Pradesh Mishra, standing counsel ffor
the Board to issue a public notice in two Engliish
Daily Newspapers and two vernacular Languaige
Newspapers which have considerable circulation in
Agra for three consecutive days indicating that itt is
proposed to stop functioning of all brick-kilns withiin
the Taj Trapezium Zone. The publication shall be
done within ten days from today. In case brick-kaln
owner intends to file any objection ift this resp«ect
they may do so before 31.3.1996. This matter to coime
up for hearing on 4.4.1996.
We issue notice to U.P. Government to file an
affidavit within ten days from today indicating
progress in the completion of projects called “Golkul
Barrage” and “Agra Barrage”. Shri Ashok Srivastava,
learned counsel for the State of U.P. appears Coiurt
and accepts notice. A copy of the order may be
supplied to him. The Union of India in its affidavit
before this Court has stated that the project Reports
have already been submitted to the Central Water
Commission some time in December, 1993. The U.P.
Government shall indicate as to what happen to the
project Report. How much total cost is likely to be
incurred on the projects? What are the difficulties/
obstructions coming in way of the completion of the
Projects? We invite the attention of the above
authorities to the Agra Heritage Project (Report) Agra
Environmental Assessment, 1994 at page 15 where
it is suggested that the Taj Mahal site, entailing a
smaller rise in the water level. The authorities may
 ENVIRONMENT COURT CASES
also consider the proposal given in the above heritage
project and give its response.
8. S.Jagannathan v. Union o f India (09.05.95),
1995(5) Scale 208(1) [KULDIP SINGH, J., S.
SAGHIR AHMAD, J.]
Emvironmental Law — Aqua farms — Direction given
to all the coastal States and Union Territory
Governments to issue individual notices to all the
aqua farms situated in their respective territory
callling upon them to avail the opportunity of hearing
beifore the Supreme Court, if they so desire, in the
matter — The Governments of all the States, Union
Territories restrained from giving fresh licences or
permission for setting up of any aqua farms in their
respective territories.
9. S.Jagannathan v. Union o f Jndia(09.05.95),
1995(3) Scale 737 [KULDIP SINGH, J., G.T.
NANAVATI, J ]
Environmental Law — Aqua farms — Pollution of
coastal areas — Directions restraining the withdrawal
of ground water given and notice to show cause
issued to the farmers in the states concerned.
HELD : This matter be listed for final hearing on
4th August, 1995. Meanwhile we direct that no part
of agricultural lands and salt farms be converted into
commercial aquaculture farms hereinafter. We
further direct that no ground water withdrawal, be
allowed for aquaculture purposes to any of the
industries whether already existing or in the process
of being set up. No further shrimp farms or any
aquaculture farms be permitted to be set up in the
area in dispute hereinafter.
We direct the State of A. P. to send a copy of the
order of this Court to all the aquaculture farms in
the State A. P. informing them that the matter shall
be taken up by this Court for final hearing on 4th
August, 1995. This may be done by the State of A.P.
by the" end of June, 1995.
We direct the Pondicherry Administration to send
a copy of the order of this Court to all the aquaculture
farms in Pondicherry informing them that the matter
shall be taken up by this Court for final hearing on
4th August, 1995. This may be done by the
Pondicherry Admn. by the end of June 1995.
We further direct the Superintendent of Police and
the Collector of the areas concerned to see that the
Order of this Court specially the directions given are
meticulously complied with by all the farms.
287
10. Vellore Citizens Welfare Forum v. Union o f
India (28.08.96), 1996 AHKSC) 2715: 1996(5)
SCC 647: 1996(7) JT 375: 1996(6) Scale 194:
1996(7) Supreme 307: 1996(3) CLT 336(SC)
[KULDIP SINGH, J., FAIZAN UDDIN, J., K.
VENKATASWAMI, J.]
Environmental Law — Clean environment — Right of
— It is a common law right apart from constitutional
and statutory right to enjoy clean environment.
HELD: The C onstitutional and statutory
provisions protect a person’s right to fresh air, clean
water and pollution free environment, but the source
of the right is the inalienable common law right of
clean environment.
11. M .C .M e h ta v. Union o f In d ia (30.12.96),
1997(1) Scale 61 [KULDIP SINGH, J., FAIZAN
UDDIN, J.]
Industrial Disputes Act, 1947 — Sections 25-F(6) and
25-B —Compensation — Closure of air polluting
industry — Held, The workmen employed in the
industries who do not intend to relocate and opt for
closure shall be deemed to be retrenched provided
they have been in coutinuons service as defined in
section 25-B for not less than one year in the
industries concerned — They are entitle to
compensation as provided under the Act and also
should be paid, in addition, six years wages as
additional compensation — G ratuity amount
payable to any workman shall be paid in addition —
Service law — Compensation — Closure of air
polluting industry — Compensation — Additional
compensation — Gratuity — Wages — Closure of
industry — Environmental Law— Closure of industry
— Compensation to employees — Quantum of.
12. M .C .M e h ta v. Un ion o f In d ia (15.07.96),
1996(5) Scale(SP) 14(1) [KULDIP SINGH, J.,
N.P. SINGH, J., S. SAGHIR AHMAD, J.]
Service Law — Wages — Entitlement of — Installation
of pollution control devices in the Industry — Failure
of — Closure order of Industry till the installation of
such devices given by Supreme Court — Workers
are entitled to full wages of closing period of Industry
to which they were entitled prior to the closure —
Environmental Law — Closure order of Industry.
13. S.Jagannath v. Union o f In dia (11.12.96),
1997(2) SCC 87: 1997(1) JT 160: 1996(9)
Scale 167 [KULDIP SINGH, J., S. SAGHIR
AHMAD, J.]
Environmental Law — Coastal pollution — Shrimp
 288
farming — Degrading effect of large scale farming
pn ecology fragile coastal areas — Direction given
for creation of a high powered authority to scrutinize
each and every case from environmental point of
view before permitting commercial shrimp farms —
Environment (Protection) Act, 1986 — Sections 7, 8
& 15 — Water (Prevention & Control of Pollution) Act,
1974 — Section 25 — Fisheries Act, 1897 — Wild
Life (Protection) Act, 1972 — Constitution of India
— Schedule 7 List I Entry 13 — Articles 21, 47,
48-A & 51-A(g).
HELD: We are of the view that before any shrimp
industry or shrimp pond is permitted to be installed
in the ecology fragile coastal area it must pass
through a strict environmental test. There has to be
a high powered “Authority” under the Act to
scrutinise each and every case from the
environmental point of view. There must be an
environmental impact assessment before permission
is granted to instal commercial shrimp farms. The
conceptual framework of the assessment must be
broad-based primarily concerning environmental
degradation linked with shrimp farming. The
assessment must also include the social impact on
different population strata in the area. The quality
of the assessment must be analytically based on
superior technology. It must take into consideration
the inter-generational equity and the compensation
for those who are affected and prejudiced.
We may notice the “Dollar” based argument
advanced before us. It was contended before us by
the learned counsel appearing for the shrimp
acquaculture industry that the industry has achieved
singular distinction by earning maximum foreign
exchange in the country. Almost 100 per cent of the
produce is exported to America, Europe and Japan
and as such the industry has a large potential to
each “Dollars”.
That farm-raised production of shrimp is of very
small quantity as compared to wild-caught. Even if
Some of the shrimp culture farms which are polluting
the environment, are closed, the production of
shrimp by environment friendly techniques would not
be affected and there may not be any loss to the
economy specially in view of the finding given by
NEERI that the damage caused to ecology and
economics by the acquaculture fanning is higher than
the earnings from the sale of coastal acquaculture
produce. That may be the reason for the European
and American countries for not permitting their sea-
coasts to be exploited for shrimp-culture farming.
FUNDAMENTAL DUTIES OF CITIZENS
We, therefore, order and direct as under:
1. The Central Government shall constitute an
authority under Section 3(3) of the Environmemt
(Protection) Act, 1986 and shall confer on the saiid
authority all the powers necessary to protect tlhe
ecologically fragile coastal areas, sea shore, water
front and other coastal areas and specially to deal
with the situation created by the shrimp cultu:re
industry in the coastal States, Union Territories.
The authority shall be headed by a retired Judjge
of a High Court. Other members preferably wiith
expertise in the field of acquaculture, pollution
control and environment protection shall be
appointed by the Central Government. Tlhe
Central Government shall confer on the said
authority the powers to issue directions under
Section 5 of the Act and for taking measures with
respect to the matters referred to in clauses (v),
(vi), (vii), (viii), (ix), (x) and (xii) or Sub-section (2)
o f Section 3. The Central G overnm ent
shall constitute the authority before January 15,
1997.
2. The authority so constituted by the Central
Government shall implement “the Precautionary
Principle” and “the Polluter Pays” principles.
3. The shrimp culture industiy/the shrimp ponds
are covered by the prohibition contained in para
2(i) of the CRZ Notification. No shrimp culture
pond can be constructed or set up within the
coastal regulation zone as defined in the CRZ
notification, shall be applicable to all seas, bays,
estuaries, creeks, rivers and backwaters. This
direction shall not apply to traditional and
improved traditional types of technologies (as
defined in Alagarswami report) which are
practised in the coastal low lying areas.
4. All acquaculture industries/shrimp culture
industries/shrimp culture ponds operating/set
up in the coastal regulation zone as defined under
the CRZ Notification shall be demolished and
removed from the said area before March 31,
1997. We direct the Superintendent of Police/
Deputy Commissioner of Police and the District
Magistrate/Collector of the area to enforce this
direction and close/demolish all acquaculture
industries/shrimp culture industries, shrimp
culture ponds on or before March 1997. A
compliance report in this respect shall be filed in
this Court by these authorities before April 15,
1997.
 ENVIRONMENT COURT CASES
5. The farms who are operating traditional and improved
traditional systems of acquaculture may adopt
improved technology for increased production
productivity and return with prior approval of the
“authority” constituted by this order.
6. The agricultural lands, salt pan lands, mangroves,
wet lands, forest lands, iand for village common
purpose and the land meant for public purposes
shall not be used/converted for shrimp culture
ponds.
7. No acquaculture industry/shrim p culture
industry/shrim p culture ponds shall be
constructed/set up within 1000 metre o f Chilka
lake and Pulicat lake (including Bird Sanctuaries
namely Yadurapantu eind Nelapattu)
8. Acquaculture industry/shrimp culture industry/
shrimp culture ponds already operating and
functioning in the said area of 1000 metre shall
be closed and demolished before March 31, 1997.
We direct the Superintendent of Police/Deputy
Com m issioner o f Policy and the D istrict
Magistrate/Collector of the area to enforce this
direction and close/demolish acquaculture
industries /shrimp culture industries, shrimp
culture ponds on or before March 30, 1997. A
compliance report in this respect shall be filed in
this Court by these authorities before April 16,
1997.
9. Acquaculture industry /shrimp culture industry /
shrimp culture ponds other than traditional and
improved traditional may be set up/constructed
outside the coastal regulation zone as defined by
the CRZ notification and outside 1000 metre of
Chilka eind Pulicat lakes with the prior approval
of the “authority” as constituted by this Court.
Such industries which are already operating in
the said areas shall obtain authorisation from
the “Authority” before April 30, 1997 failing which
the industry concerned shall stop functioning
with effect from the said date. We further direct
that any acquaculture activity including intensive
and semi- intensive which has the effect of
causing salinity of soil, or the drinking water or
wells and/or by the use of chemical needs
increases shrimp or prawn production with
consequent increase in sedimentation which, on
putrefaction is a potential health hazard, apart
from causing situation turbidity of water courses
and estuaries with detrimental implication on
local fauna flora shall not be allowed by the
aforesaid Authority.
289
10. Acquaculture industiy/shrimp culture industry/
shrimp culture ponds which have been
functioning/operating w ithin the coastal
regulation zone as defined by the CRZ Notification
and within 1000 metre from Chilka and Pulicat
Lakes shall be liable to compensate the affected
persons on the basis of the “polluter pays”
principle.
11. The authority shall, with the help of expert opinion
and after giving opportunity to the concerned
polluters assess the loss to the ecology
environment in the affected areas and shall
compensate the individuals/families who have
suffered because of the pollution and shall assess
the com pensation to be paid to the said
individuals/families. The authority shall further
determine the composition to be recovered
from the polluters as cost of reversing the
deimaged environment. The authority sheill lay
down just eind fair procedure for completing the
exercise.
12. The authority shall compute the compensation
under two heads neimely, for reversing the ecology
and for payment to individuals. A statement
showing the total eimount to the recovered persus
from the names of the (sic) whom the amount is
to be recovered, the amount recovered from each
polluter, the persons to whom the compensation
is to be paid and the eimount payable to each of
them shall be forweirded to the Collector/District
Magistrate of the eirea concerned. The Collector/
District Magistrate shall recover the amount from
the polluters, if necessary, as arrears of leind
revenue. He shall disburse the compensation
awarded by the authority to the affected persons/
families.
13. We further direct that any violation or non-
compliance of the directions of this Court shall
attract the provisions of the Contempt of Courts
Act in addition.
14. The compensation amount recovered from the
polluters shall be deposited under a sepeirate head
called “Environment Protection Fund” eind sheill
be utilised for compensating the affected persons
as identified by the authority and also for
restoring the deimaged environment.
15. The authority, in consultation with expert bodies
like NEERI, Centred Pollution Control Boeird,
respective State Pollution Control Boeirds shall
freime scheme/schemes for reversing the damage
290 FUNDAMENTAL DUTIES OF C IT IZ E N S

caused to the ecology and environment by or infringement of main Notification as amended by

pollu tion s in the coastal States/Union the Notification of 1994, the same should be raissed
Territories. The scheme/schemes so framed shall before and dealt with by the respective High C ounts.
be executed by the respective State Governments/ In the present case, there were allegations of
Union T erritory Governm ents under the infringement having been taking place by allowiing
supervision of the Central Government. The the setting-up of industries in Dahanu Taluka in
expenditure shall be met from the “Environment Maharashtra in violation of the provisions o f msain
Protection Fund” and from other sources Notification and which industries are stated to be
provided by the respective State Governments/ causing pollution. Similarly, there were allegations
Union Territory Governments and the Central of non-compliance with the provisions of law bjy a
Government. unit manufacturing Alcohol in Pondicherry; wfith
regard to Goa also allegations have been made. As
16. The workmen employed in the shrimp culture we have already observed, it will be more appropriate
industries which are to be closed in terms of if the allegations so made are dealt with by tthe
this order, shall be deemed to have been respective High Courts, for they would be in a bettter
retrenched with effect from April 30, 1997 position to know about and appreciate the lo*cal
provided they have been in continuous service conditions which are prevailing and the extent: of
(as defined in Section 25B of the Industrial environmental damage which is being caused. We,
Disputes Act, 1947) for not less than one year in accordingly, direct that the contentions raised in Ithe
the industry concerned before the said date. They Petition regarding infringem ent o f the m ain
shall be paid compensation in terms of Section Notification and of the Notification dated 20.6.1991
25-F(b) of the Industrial Disputes Act, 1947. relating to Dahanu Taluka should be dealt with, by
These workmen shall also be paid, in addition, the Bombay High Court. The High Court may isssue
six year’s wages as additional compensation. The such directions as it may deem fit and proper in orfder
compensation shall be paid to the workmen before to ensure that the said Notifications are effectively
May 31, 1997. The gratuity amount payable to implemented and complied with. A copy of the Writ
the workmen shall be paid in addition. Petition along with a copy of the Judgement shoiuld
The writ petition is allowed with costs. We quantify be sent to the High Court by the Registry for
the costs as Rs. 1,40,000/- (Rupees one lac forty appropriate orders. As regard I.A. No. 17-18 of 1995
thousand) to be paid by the States of Gujarat, is concerned relating to alcohol manufacturing unit
Maharashtra, Orissa, Kerala, Tamil Nadu, Andhra at Pondicherry, the said application is transferred to
Pradesh and West Bengal in equal shares of the Madras High Court for disposal in accordance
Rs.20,000/- each. The amount of Rs. 1,40,000/- with law.
realised from the seven coastal States shall be paid (2) Any allegation with regard to the infringement of
to Mr. M.C. Mehta, Advocate who has assisted us in any o f the Notification dated 19.2.1991,
this case throughout, we place on record our 20.6.1991 & 18.8.1994 be filed in the High Courts
appreciation for the assistance rendered by Mr. having territorial jurisdictions over the areas in
Mehta. respect of which the allegations are made. As far
as this Court is concerned, this matter stands
14. Indian Council f o r E nviro-Legal A ction v.
concluded except to examine the reports which
Union o f India (18.04.96). 1996(5) SCC 281:
are to be filed by all the States with regard to the
1996(4) J T 263: 1996(3) Scale 579: 1996(3)
approval of the Management Plans, or any
Suprem e 741: 1996(3) AD(SC) 641: 1996(2)
classification which may be sought.
CCC 165(SC) [KULDIP SINGH, J., S. SAGHIR
AHM AD, J.] (3) Considering the fact that the Pollution Control
Environmental Law — Coastal Pollution — Non- Boards are not only overworked but
compliance of notification issued by Government — simultaneously have a limited role to play in so
Directions for compliance and protection of Coastal far as it relates to controlling of pollution for the
environment, given — Environment Protection Act, purpose of ensuring effective implementation of
the Notifications of 1991 and 1994, as also of the
1986.
Management Plans, the Central Government
HELD : We would direct that if any question arise should consider setting up under Section 3 of
with regard to the enforcement or implementation the Act State Coastal Management Authorities
| EENVIRONMENT COURT CASES
in each State or zone and also a National Coastal
Management Authority.
(4)t) The States which have not filed the Management
Plans with the Central Government are directed
to file the complete plans by 30.6.1996. The
Central Government shall finalise and approve
the said plans, with or without modifications
within three months thereafter. It is possible that
the plans as submitted by the respective State
Governments and Union Territories may not be
acceptable to the Ministry of Environment and
Forests. Returning the said plans for
modifications and then re-submission of the
same may become an unnecessary time
consuming and, perhaps, a futile exercise. In
order to ensure that these plans are finalised at
the very earliest, we direct that the plans as
submitted will be examined by the Central
Governm ent who w ill inform the State
Government or the Union Territory concerned
with regard to any shortcomings or modifications
which the Ministry of Environment and Forests
may suggest. If necessary, a discussion amongst
the representatives of the State Governments and
the Ministry of Environment and Forests should
take place and thereafter the plans should be
finalised by the Ministry of Environment, if
necessary, by carrying out such modifications as
may be required. The decision by the Ministry of
Environment and Forests in this regard shall be
final and binding.
A report with regard to the submission and the
finalisation of the plans should be filed in this
Court and the case will be listed for noting
compliance in September, 1996.
(5)1 Pending finalisation of the plans, the interim
orders passed by this Court on 12.12.1994 and
9.3.1995 shall continue to operate.
(6)i Four states, namely Andhra Pradesh, Gujarat,
Karnataka and Kerala have not yet submitted
their M anagement Plans to the Central
Government. There is thus a clear non-
compliance with the direction issued by this Court
on 12.12.1994 and 9.3.1995. We issue notices to
the Chief Secretaries of these States to explain
and show cause why further appropriate action
be not taken for this non-compliance. .The notices
are to be returnable after six weeks.
15i. Indian Council fo r Enviro-Legal Action v.
Union o f India (13.02.96), 1996 AIR(SC)
291
1446: 1996(3) SCC 212: 1996(2) JT 196:
1996(2) Scale 44: 1996(2) AD(SC) 544 [B.P.
JEEVAN REDDY, J., B.N. KIRPAL, J.]
Environmental Law — Damages for damage caused
by Industrial pollution — Direction given to the State
Government not to protest the claim of the status of
pauper by such claimants — Civil Procedure Code,
1908 — Order 33 Rules 1, 1-A & 12 — Forma
pouperis — Specific Relief Act, 1963 — Section 42 —
Restraint on defence by superior court.
16. Ajay Singh Rawat ▼. Union of India(09.03.95),
1995(3) SCC 266: 1995(3) JT 39: 1995(2)
Scale 236: 1995(3) SCJ 245: 1995(1) UJ 817
[A.M. AHMADI, C.J., B.L. HANSARIA, J.,
SUHAS C. SEN, J.]
Environmental Law — Nature — Degradation of the
natural lake of Nainital on account of discharge of
human and animal waste into lake and other
construction activities around the area etc. — On the
basis of the recommendation given by the Commis­
sioner appointed by the Court directions given to take
steps to save the lake from irreversible degradation.
HELD : We have considered the findings of the
Commissioner and his recommendations. According
to us, there cannot be two opinions about some
preventive and remedial measures to be taken on
war footwing, as any delay would cause further
degradation and complicate the matters. In our
considered view, the following steps deserve to be
taken urgently :
(i) Sewage water has to be prevented at any cost
from entering the lake.
(ii) So far as the dradns which ultimately fall in the
lake are concerned, it has to be seen that building
materials are not allowed to be heaped on the
drains to prevent siltation of the lake.
(iii) Care has been taken to see that horse dung does
not reach the lake. If for this purpose the horse
stand has to be shifted somewhere, the same
would be done. The authorities would examine
whether trotting of horses around the lake is also
required to be prevented.
(iv) Multi-storeyed groups housing and commercial
complexes have to be banned in the town area of
Nainital. Building of small residential houses of
flat areas could, however, be permitted.
(v) The offence of illegal felling of trees is required to
be made cognizable.
 292
(vi) Vehiclular traffic on the Mall has to be reduced.
Heavy vehicles may not be permitted to ply on
Mall.
(vii)The fragile nature of Ballia Ravine has to be taken
care of. The cracks in the revetment of Ballia
Nala to be repaired urgently.
17. M .C .M e h ta v. Un ion o f In d ia (11.10.96),
1996(7) Scale 579: 1996(8) Suprem e 160:
1996(4) CLT 271 (SC): 1996(4) CCC 163(SC):
1996(8) A D(SC) 40 [KULDIP SINGH, J., N.P.
SINGH, J., S. SAGHIR AHM AD, J.]
Environmental Law — Discrimination — Protection
of lakes around Delhi by banning construction
activities around such lakes —Similar directions
not given in respect of other lakes of the country —
Such order is not discriminatory — Constitution of
India — Articles 14, 21, 47, 48-A & 51-A(g).
HELD: “The Precautionary Principle” has been
accepted as a part of law of the land, Articles 21, 47,
48A and 51A(g) of the Constitution of India give a
clear mandate to the State to protect and improve
the environment and to safeguard the forests and
wild life of the country. It is the duty of every citizen
o f India to protect and im prove the natural
environment including forests, lakes, rivers and wild
life and to have compassion for living creatures. “The
Precautionary Principle” makes it mandatory for the
State Government to anticipate, prevent and attack
the causes of environment degradation. We have no
hesitation in holding that in order to protect the two
lakes from environmental degradation it is necessary
to limit the construction activity in the close vicinity
of the lakes.
S u r e s h w a r D . S in h a v. U n io n o f In d ia
(0 1 .0 5 .9 6 ), 1996(4) S c a le (S P ) 55 [K U LD IP
SINGH, J., B.L. HANSARIA, J.]
Environmental Law — Eco system preservation —
River waters — Necessity to maintain minimum flow
of water for preservation of eco system — Notice
issued to States of U.P., Rajasthan and NCT of
Delhi.
18. Pradeep Krishen v. Union o f India (10.05.96),
1996AIR(SC) 2040: 1996(8) SCC 599: 1996(5)
J T 181: 1996(4) Scale 566: 1996(4) Supreme
270: 1996(5) AD(SC) 94: 1996(2) CCC 296(SC):
1 996(2) U J 414: 1996(2) S C J 422 [A.M.
AHM ADI, C.J., B.L. HANSARIA, J., SUHAS C.
SEN, J.]
FUNDAMENTAL DUTIES OF CITIZENNS
Environmental Law — Forest — Declaration of
Sanctuaries/National Parks — Failure to take stepps
to protect the Sanctuaries and National Parks Iby
issuing relevant statutory notifications acquiring thhe
rights in and over the land — Direction given to Staate
Government to initiate action within six months to
perform its duty enshrined in the Constitution —
Constitution of India — Articles 48-A & 51-A(g) —
Wild Life (Protection) Act, 1972 — Sections 26-A &
35.
HELD : The petitioner contends that the foresst
cover in the State of Madhya Pradesh is gradualJly
shrinking. As pointed out earlier, there is a shrinkage
to the extent of 145 sq. kms. between 1991 and 19933.
In our country, the total forest cover is far less thaan
the ideal minimum of one-third of the total land. W e
cannot, therefore, afford any further shrinkage in tlhe
forest cover in our country. If one of the reasons fifor
this shrinkage is the entry of villagers and tribails
living in and around the Sanctuaries and the Nationial
Parks, there can be no doubt that urgent steps muist
be taken to prevent any destruction or damage to
the environment, the flora and fauna and wildlife :in
those areas. If the only reason which compels tlhe
State Government to permit entry and collection of
tendu leaves is it not having acquired the rights of
villagers/tribals and having failed to locate any ar<ea
for their rehabilitation, we think that inertia in thiis
behalf cannot be tolerated. We are, •therefore, of tlhe
opinion that while we do not quash the order of
28.3.1995, we think that the State Government muist
be directed to decide on the question of completimg
the process for issuing final notifications and then
take urgent steps to complete the procedure fior
declaring/notifying the areas as Sanctuaries and
National Parks under Sections 26A and 35 of tlhe
Act. We, therefore, direct that the State Government
shall take immediate action under Chapter IV of tlhe
Act and institute an inquiry, acquire the rights of
those who claim any right in or over any land
proposed to be included in the Sanctuaiy/Nationial
Park and thereafter proceed to issue a final
notification under Sections 26A and 35 of the Act
declaring such areas as Sanctuaries/National Parks.
We direct the State Government to initiate action in
this behalf within a period of 6 months from today
and expeditiously conclude the same showing that
sense of urgency as is expected of a State Government
in such matters as enjoined by Article 48A of the
Constitution and at the same time keeping in view
the duty enshrined in A rticle 51A(g) of the
Constitution. We are sure, and we have no reason to
[E n v ir o n m e n t c o u r t c a s e s
doubt, that the State Government would show the
required zeal to expeditiously declare and notify the
areas as Sanctuaries/National Parks.
19. Pra dip D .Prabhu v. State o f M aharashtra
(07.03.95), 1995 Supp(3) SCC 450 [KULDIP
SINGH, J., N. VENKATACHALA, J., S. SAGHIR
AHMAD, J.]
Housing — Forest Land — Occupation by the landless
adhivasis since prior to 1978 — Scheme of the
Government to regularise the occupation — Direction
given to determine the rights of the parties sifter due
opportunity of hearing— Till finalisation of the cases
of adhivasis, they shall not be evicted from the land
in their possession — Environmental Law — Forest
— Encroachment on forest land — National Housing
Policy, 1992 — Clauses 4.9, 4.10 & 4.12.
20. T.N.Godavarm an Thirumulkpad v. Union o f
In d ia (12.12.96), 1996(9) Scale 269 [J.S.
VERMA, J., B.N. KIRPAL, J.]
Forest (Conservation) Act, 1980 — Section 2 — Non­
forest activity — Permissibility — Running of Saw
Mills on forest land — Provisions of Act aims at
conservation of all kinds of forests irrespective of its
ownership — Directions given to State Governments
for compliance of the provisions of the Act —
Environmental Law — Forests — Conservation of.
HELD: North Eastern States of Arunachal
Pradesh and Assam:
1. In view of the meaning of the word “forest” in the
Act, it is obvious that prior approval of the Central
Government is required for any non-forest activity
within the area of any “forest”. In accordance
with Section 2 of the Act, all on-going activity
within any forest in State throughout the country,
without the prior approval of the Central
Government, must cease forthwith. It is,
therefore, clear that the running of saw mill of
any kind including veneer or ply-wood mills, and
mining of any mineral are non-forest purpose and
are, therefore, not permissible without prior
approval of the Central Government. Accordingly,
any such activity is prima facie violation of the
provisions of the Forest Conservation Act, 1980.
Every State Government must promptly ensure
total cessation of all such activities forthwith.
In addition to above, in the tropical wet ever-green
forests of Tirap and Chaglang in the State of
Arunachal Pradesh, there would be a complete
ban on felling of any kind of trees therein because
293
of their particular significance to maintain
ecological balance needed to preserve bio­
diversity. All saw mills, veneer mills and ply-wood
mills in Tirap and Chanlang in Arunachal
Pradesh and within a distance of 100 kms. from
its boarder, in Assam, should also be closed
im m ediately. The State G overnm ents o f
Arunachal Pradesh and Assam must ensure
compliance of this direction.
3. The felling of trees in all forests is to remain
suspended except in accordance with the Working
Plans of the State Government. In the absence of
any Working Plan in any particular State, such
as Arunachal Pradesh, where the permit system
exists, the felling under the permits can be done
only by the Forest Department of the State
Government or the State Forest Corporation.
4. There shall be a complete ban on the movement of
cut trees and timber from any of the seven North-
Eastern States to any other State of the country
either by rail, road or water-ways. The Indian
Railways and the State Governments are directed
to take all measures necessary to ensure strict
compliance of this direction. This ban will not
apply to the movement of certified timber required
for defence or other Government purposes. This
ban will also not affect felling in any private
plantation comprising trees planted in any area
which is not a forest.
5. Each State Government should constitute within
one month an Expert Committee to:
(i) Identify areas which are “forests”, irrespective
of whether they are notified, recognised or
classified under any law, and irrespective of
ownership of the land of such forest;
(ii) Identify areas which were earlier forests but
stand degraded, denuded or cleared; and
(ill) Identify areas covered by plantation trees
belonging to the Government and those
belonging to private persons.
6. Each State Government should within two
months, file a report regarding:
(i) the number of saw mills, veneer and plywood
mills actually operating within the State with
particulars of their real ownership;
(ii) the licensed and actual capacity of these mills
for stock and sawing;
(ill) their proximity to nearest forest;
(iv) their source of timber.
 294
7- Each State Government should constitute within
one month, an Expert Committee to assess:
(i) the sustainable capacity of the forests of the
State qua saw mills and timber based
industry;
(ii) the number of existing saw mills which can
safely be sustained in the State;
(iii) the optimum distance from the forest, qua
that State, at which the saw mill should be
located.
8. The Expert Committees so constituted should be
requested to give its report within one month of
being constituted.
9. Each State Government would constitute a
Committee comprising the Principal Chief
Conservator of Forests and another Senior Officer
to oversee the compliance of this order and file
status reports.
State of Jammu & Kashmir:
1. There will be no felling of trees permitted in any
“forest”, public or private. This ban will not affect
felling in any private plantations comprising
trees planted by private persons or the Social
Forestry Department of the State of Jammu &
Kashmir and in such plantations, felling will be
strictly in accordance with law.
2. In 'forests’, the State Government may either
departmentally or through the State Forest
Corporation remove fallen trees or fell and remove
diseased or dry standing timber, and that only
form areas other than those notified under the
Jammu & Kashmir Wild Life Protection Act, 1978
or any other law banning such felling or removal
of trees.
3. For this purpose, the State Government will
constitute an Expert Committee comprising a
representative being an IFS Officer posted in State
of Jammu & Kashmir, a representative of the
State Government; and two private experts of
eminence and the Managing Director of the State
Forest Corporation (as Member Secretary) who
will fix the qualitative and quantitative norms for
the felling of fallen trees, diseased and dry
standing trees. The State shall ensure that the
trees so felled and removed by it are strictly in
accordance with these norms.
4. Any felling of trees in forest or otherwise or any
clearance of land for execution of projects, shall
FUNDAMENTAL DUTIES OF C IT IZ E N S
be in strict compliance with the Jam m u &
Kashmir Forest Conservation Act, 1990 and anny
other laws applying thereto. However, any treees
so felled, and the disposal of such trees shall 1be
done exclusively by the State Forest Corporation
and no private agency will be permitted to deeal
with this aspect. This direction will also cower
the submerged areas of the THEIN Dam.
5. All timber obtained, as aforesaid or otherwisse,
shall be utilised within the State, preferably to
meet the timber and fuel wood requirements of
the local people, the Government and other loc::al
institutions.
6. The movement of trees or timber (sawn <or
otherwise) from the State shall, for the presemt,
stand suspended, except for the use DGS & ID,
Railways and Defence. Any such movement ffor
such use will:
a) be effected after due certificatioin,
consignment-wise made by the Managimg
Director of the State Corporation which w/ill
include certification that the timber has conne
from State Forest Corporation sources; anid;
b) be undertaken by either the corporation itse;lf,
the Jammu & Kashmir Forest Department
or the receiving agency.
7. The State of Jammu & Kashmir will file, preferably
within one month from today, a detailed affidavit
specifying the quantity of timber held by privaite
persons purchased from State Forest Corporation
Depots for transport outside the State (other than
for consumption by DGS & D, Railways and
Defence). Further directions in this regard may
be considered after the affidavit is filed.
8. No saw mill, veneer or plywood mill would be
permitted to operate in the State at a distance of
less than 8 kms from the boundary of any
demarcated forest areas. Any existing mill falling
in this belt should be recollected forthwith.
State of Himachal Pradesh and Hill Regions of
the States of Uttar Pradesh & West Bengal:
There will be no felling of trees permitted in any
forest, public or private. This ban will not affect felling
in any private plantation comprising trees planted
in any area which is not a ‘forest’; and which has not
been converted from an earlier “forest”. This ban will
not apply to permits granted to the right holders for
their bona fide personal use in Himachal Pradesh.
 ENVIRONMENT COURT CASES
2.. In a ‘forest’, the State Government may either
departmentally or through the State Forest
Corporation remove fallen trees or fell and remove
diseased or dry standing timber from areas other
than those notified under Section 18 or Section
35 of the Wild Life Protection Act, 1972 or any
other Act banning such feeling or removal of trees.
3.. For the purpose, the State Government is to
constitute an expert Committee comprising a
representative from MOEF, a representative of
the State Government, two private experts of
eminence and the MD of the State Forest
Corporation (as Member Secretary), who will fix
the qualitative and quantitative norms for the
felling of fallen trees and diseased and standing
timber. The State shall ensure that trees so felled
and removed are in accordance with these norms.
4. Felling of trees in any forest or any clearance of
forest land in execution of projects shall be in
strict conformity with the Forest Conservation
Act, 1980 and any other laws applying thereto.
Moreover, any trees so felled, and the disposal of
such trees shall be done exclusively by the State
Forest Corporation and no private agency is to
be involved in any aspect thereof.
State of Tamil Nadu:
There will be a complete ban on felling of trees in
all ‘forest areas. This will however not apply to:
(a) trees which have been planted and grown,
and are not of spontaneous growth, and
(b) are in areas which were not forest earlier,
but were cleared for any reason.
2. The State Government, within four weeks from
today, is to constitute a committee for identifying
all “forests”.
3. Those tribals who are part of the social forestry
programme in respect of patta lands other than
forests, may continue to grow and cut according
to the Government Scheme provided that they
grow and cut trees in accordance with the law
applicable.
4. In so far as the plantations (tea, coffee, cardamom
etc.) are concerned, it is directed as under:
(a) The felling of shade trees in these plantations
will be:
(i) limited to trees which have been planted,
and not those which have grown
295
spontaneously;
(ii) limited to the species identified in the
TANTEA report;
(iii) in accordance with the recommendations
of (including to the extend recommended
by) TANTEA; and
(iv) under the supervision of the statutory
committee constituted by the State
Government.
(b) In so far as the fuel trees planted by the
plantations for fuel wood outside the forest
area are concerned, the State Government
is directed to obtain within four weeks, a
report from TANTEA as was done in the case
of Shade trees, and the further action for
felling them will be as per that report.
Meanwhile, eucalyptus and wattle trees in
such area may be felled by them for their
own use as permitted by the statutory
committee.
(c) the State Government is directed to ascertain
and identity those areas of the plantation
which are a “forest” and are not in active use
as a plantation. No felling of any trees is
however to be permitted in these areas, and
sub-paras (b) and (c) above will not apply to
such areas.
(d) There will be no further expansion the
plantation in a manner so as to involve
encroachment upon (by way of clearing
orotherwise) of “forests”.
5. As far as the trees already cut, prior to the interim
orders of this Court dated December 11, 1995
are concerned, the same may be permitted to be
removed provided they were not so felled from
Janmam land. The State Government would
verify these trees and mark them suitable to
ensure that this order is duly complied with. For
the present, this is being permitted as a one time
measure.
6. In so far as felling of any trees in Janmam lands
is concerned (whether in plantations or
otherwise), the ban on felling will operate subject
to any order made in the Civil Appeal Nos. 367 to
375 of 1977 in C.A. Nos. 1344-45 of 1976. After
the order is made in those Civil Appeals on the
I.As. pending therein, if necessary, this aspect
may be re-examined.
 296
7. This order is to operate and to be implemented
notwithstanding any order at variance, made or
which may be made by any Government or any
authority, tribunal or Court, including the High
Court.
8. The earlier orders made in these matters shall be
read, modified wherever necessary to this extend.
This order is to continue, until further orders.
This order will operate and be complied with by
all concerned, notwithstanding any order at
variance, made or which may be made hereafter,
by any authority, including the Central or any
State Government or any court (including High
Court) or Tribunal.
9. We also direct that notwithstanding the closure
of any saw mills or other wood-based Industry
pursuant to this order, the workers employed in
such units will continue to be paid their full
emoluments due and shall not be retrenched or
removed from service for this reason.
Directions to Railway authorities:
We are informed that the Railway authorities are
still using wooden sleepers for laying tracks. The
Ministry of Railways will file an affidavit giving full
particulars in this regard including the extent of
wood consumed by them, the source of supply of
wood, and the steps taken by them to find alternatives
to the use of wood.
21. M .C .M eh ta v. Union o f In d ia (07.08.96),
1996(8) Scale(SP) 1 [KULDIP SINGH, J., S.
SAGHIR AHMAD, J.]
Environm ental Law — Ganga Action Plan —
Environmental and Sanitary Engineering Project in
Kanpur — Maintenance and operation charges —
Direction given.
22. F .B .T a r a p o r a w a l v. B a y e r In d i a L td .
(09.09.96), 1996(6) SCC 58: 1996(6) Scale
592: 1996(7) Supreme 133 [KULDIP SINGH,
J., B.L. HANSARIA, J.]
Environmental Law — Hazardous industries —
Threat to inhabitants near the industry — Direction
given to the Central Government to constitute
authority under Act of 1986 to decide all relevant
issues and make a recommendation for protection of
life of inhabitants living around the industries —
Environment (Protection) Act, 1986 — Section 3(3)
— Constitution of India — Article 21 — Right to life
— Threat by hazardous industries.
FUNDAMENTAL DUTIES OF CITIZEN'IS
HELD: We are confronted with a problem whiich
has more serious consequences and which touchies
the core of Article 21 of the Constitution inasmuich
as the very lives of the inhabitants living around tthe
factories in question are in great jeopardy so muich
so that any probable accident in the factories- miay
see annihilation of large number of inhabitants. Mlay
be the accident does not take place.
There is, however, no ruling out of the saime
altogether as Bhopal has shown. No risk cam,
therefore, be taken. But then relocation does neecd a
deeper probe because of the various factors whiich
would be required to be gone into. Such an exerciise
can usefully be taken by an Authority of whiich
mention has been made above.
We, therefore, direct the constitution o f ;an
Authority under Section 3(3) of the Act by the Central
Government, who shall confer all the necessary
powers under the Act on the Authority, which shiall
be constituted within one month from the receipt of
this order. The Authority shall submit its report to
the Central Government within three months after
examining and deciding all the relevant issues
including those mentioned by us. This would be dome
by affording reasonable opportunity of hearing to the
concerned parties. Follow up actions shall be taken
by all concerned as per the recommendations of the
Authority within reasonable time.
23. M .C.M ehta v. Union o f In d ia (15.03.96),
1996(3) Scale(SP) 49 [KULDIP SINGH, J., S.
SAGHIR AHMAD. J.]
Environmental Law — Hazardous industries in West
Bengal — Contempt petition — Court, while disposing
of petition, warned the industrialists all over the
country that exemplary punishment shall be awarded
for violating any orders of this Court in the matter of
environment protection and pollution control.
24. M .C .M e h ta v. U n ion o f In d ia l 15.03.96),
1996(3) Scale(SP) 55(2) [KULDIP SINGH, J.,
S. SAGHIR AHMAD, J.]
Environmental Law — Hazardous industries in Delhi
— Closure of — Direction given.
25. Indian Council f o r Enviro-Legal Action v.
Union o f In d ia (13.02.96), 1996 AIR(SC)
1446: 1996(3) SCC 212: 1996(2) JT 196:
1996(2) Scale 44: 1996(2) AD(SC) 544 [B.P.
JEEVAN REDDT, J., B.N. KIRPAL. J.]
Environmental Law — Industrial pollution —
 ] ENVIRONMENT COURT CASES
C hem ical industries — Environmental damage
cjaused by such industries — The statutory powers
rmust be exercised by the Government to take steps
im the interest of environment — Environment
(Protection) Act, 1986 — Sections 3 & 5 — Scrutiny
oif existing chemical industries.
2(6. In d ia n C oun cil f o r Enviro-Legal A ction v.
U n ion o f In d ia (13 .0 2 .9 6 ), 1996 A IR (SC )
1446: 1996(3) SCC 212: 1996(2) J T 196:
1996(2) Scale 44: 1996(2) AD(SC) 544 [B.P.
JEEVAN REDDY, J., B.N. KIRPAL, J.]
Environm ental Law — Industrial pollution —
C h em ical indu stries — Establishm ent of —
Consideration of environmental aspects before
granting the licence to such industries, emphasised
— Industries (Development and Regulation) Act, 1951
— Section 11 — Licence to chemical industries.
HELD : The Central Government shall consider
whether it would not be appropriate, in the light of
tine experience gained, that chemical industries are
treated as a category apart. Since the chemical
industries are the main culprits in the matter of
polluting the environment, there is every need for
scrutinising their establishment and functioning
more rigorously. No distinction should be made in
this behalf as between a large-scale industry and a
small-scale industry or for that matter between a
large-scale industry and a medium-scale industry.
All chemical industries, whether big or small, should
b<e allowed to be established only after taking into
consideration all the environmental aspects and their
functioning should be monitored closely to ensure
that they do not pollute the environment around
them. It appears that most of these industries are
water-intensive industries. If so, the advisability of
allowing the establishment of these industries in arid
areas may also require examination.
27. Indian C ouncil f o r Enviro-Legal A ction v.
Union o f In d ia (13.02.96), 1996 A IR (8C )
1446: 1996(3) 8CC 212: 1996(2) JT 196:
1996(2) Scale 44: 1996(2) AD(SC) 544 [B.P.
JEEVAN REDDT, J., B.N. KIRPAL, J.]
Environmental Law — Industrial pollution — Damage
to environment caused by hazardous or inherently
dangerous activity — Remedy for recovery of damages
— The Centred Government is competent to assess
and recover the damages from the polluting industries
in exercise of power to take all steps necessary to
protect or improve the environment — Environment
(Protection) Act, 1986 — Sections 3 & 5 — Power to
297
impose cost on polluting industry.
HELD : We are of the considered opinion that
even if it is assumed [for the sake of argument) that
this Court cannot award damages against the
respondents in these proceedings that does not mean
that the Court cannot direct the Central Government
to determine and recover the cost of remedial
measures from the respondents. Section 3 of the
Environment (Protection) Act, 1986 expressly
empowers the Central Government [or its delegate,
as the case may be] to “take all such measures as it
deems necessary or expedient for the purpose of
protecting and improving the quality of environment
..... ”. Section 5 clothes the Central Government [or
its delegate] with the power to issue directions for
achieving the objects of the Act. Read with the wide
definition of “environment” in Section 2(a), Sections
3 and 5 clothe the Central Government with all such
powers as are “necessary or expedient for the purpose
of protecting and improving the quality of the
environm ent". The Central G overnm ent is
empowered to take all measures and issue all such
directions as are called for the above purpose. In the
present case, the said powers will include giving
directions for the removal of sludge, for undertaking
remedial measures and also the power to impose the
cost of remedial measures on the offending industry
and utilise the amount so recovered for carrying out
remedial measures. This Court can certainly give
directions to the Central Government/ its delegate
to take all such measures, if in a given case this Court
finds that such directions are warranted.
28. Indian Council f o r Enviro-Legal A ction v.
Union o f India fL3.02.96), 1996AHKSC) 1446:
1996(3) SCC 212: 1996(2) J T 196: 1996(2)
Scale 44: 1996(2) AD(SC) 544 [B.P. JEEVAN
REDDY, J., B.N. KIRPAL, J.]
Environmental Law — Industrial pollution —
Environmental audit — Necessity of periodical
inspection and certification by the specialists,
emphasised.
HELD : The Central Government may also
consider the advisability of strengthening the
environment protection machinery both at the Centre
and the Sates and provide them more teeth. The
heads of several units and agencies should be made
personally accountable for any lapses and/or
negligence on the part of their units and agencies.
The idea of an environmental audit by specialist
bodies created on a permanent basis with power to
 298
inspect, check and take necessary action not only
against erring industries but also against erring
officers may be considered. The idea o f an
environmental audit conducted periodically and
certified annually, by specialists in the field, duly
recognised, can also be considered. The ultimate
idea is to integrate and balance the concern for
environment with the need for industrialisation and
technological progress.
29. In dian Council f o r Enviro-Legal A ction v.
U n ion o f In d ia (13.02.96), 1996 A IR (SC )
1446: 1996(3) SCC 212: 1996(2) JT 196:
1996(2) Scale 44: 1996(2) AD(SC) 544 [B.P.
JEEVAN REDDT, J., B.N. KIRPAL, J.]
Environmental Law — Industrial pollution —
Environment Courts — Necessity to establish Courts
with summary procedure to eliminate delay in
proceedings, emphasised.
HELD : The suggestion for establishment of
environment courts is a commendable one. The
experience shows that the prosecutions launched in
ordinary criminal courts under the provisions of the
Water Act, Air Act and Environment Act never reach
their conclusion either because of the work-load in
those courts or because there is no proper
appreciation of the significance of the environment
matters on the part of those in charge of conducting
of those cases. Moreover, any orders passed by the
authorities under Water and Air Acts and the
Environment Act are immediately questioned by the
industries in court. Those proceedings take years
and years to reach conclusion. Very often, interim
orders are granted meanwhile which effectively
disable the authorities from ensuring the
implementation of their orders. All this points to the
need for creating environment courts which alone
should be empowered to deal with all matters, civil
and criminal, relating to environment. These courts
Should be manned by legally trained persons/judicial
bfficers and should be allowed to adopt summary
procedures. This Issue, no doubt, requires to be
studied and examined indepth from all angles before
taking any action.
30. Indian Council f o r Enviro-Legal A ction v.
Union o f In d ia (13.02.96), 1996 A IR(SC)
1446: 1996(3) SCC 212: 1996(2) J T 196:
1996(2) Scale 44: 1996(2) AD(SC) 544 [B.P.
JEEVAN REDDT, J., B.N. KIRPAL, J.]
Environmental Law— Industrial pollution — Damage
to environment caused by hazardous or inherently
FUNDAMENTAL DUTIES OF CITlZEFNS
dangerous activity — It is liable to pay to remedy tthe
damage, not only under the principle of negligemce
in tort but also under the principle that the Pollutter
Pays.
31. In dian Council f o r Enviro-Legal A ctio n v.
Union o f India (16.07.96), 1996(5) Scale 4 12
[A.M. AHMADI, C.J., K.S. PARIPOORNAN, J.,
SUJATA V. MANOHAR, J.]
Environmental Law — Industrial pollution —
Compensation for pollution — The land on whitch
effluent from the industries discharged, rendered it
unfit for any use — Direction given for payment of
compensation to the State Government with liberty
to recover the same from the concerned industry-
32. M .C .M eh ta v. U nion o f In d ia (2 8 .0 2 .9 6 ),
1996(2) Scale(SP) 91 [KULDIP SINGH, J.,
FAIZAN UDDIN, J.]
Environmental Law — Industrial Pollution —
Pollutions by hazardous industries in Delhi — The
matter adjourned for want of service of notices on
noxious/hazardous industries.
33. M .C .M eh ta v. Union o f In d ia (14 .0 2 .9 6 ),
1996(2) Scale(SP) 89(2) [KULDIP SINGH, J.,
G.B. PATTANAIK, J.]
Environmental Law — Industrial Pollution —
Pollutions by hazardous industries in Delhi —
Directions given.
34. M .C .M eh ta v. Union o f In d ia (23.02.96),
1996(2) Scale(SP) 88(2) [KULDIP SINGH, J.,
FAIZAN UDDIN, J.]
Environmental Law — Industrial Pollution —
Foundries — Installation o f wet scrubbers for
incinator stated to be likely to be completed by July
15, 1996.
35. Vellore Citizens Welfare Forum v. Union o f
In dia (19.02.96), 1996(2) S cale(S P) 87(2)
[KULDIP SINGH, J., FAIZAN UDDIN, J.]
Environmental Law — Industrial Pollution —
Pollutions by tanneries — Directions given.
HELD : The learned counsel appearing for the
Industries states that the Industries have already
contributed their part o f the share for tie
construction of common effluent treatment plant. Tie
State Government has also pooled its contributicn.
Mr. Mahajan, learned counsel for the Union of Inda
states that the Government of India is prepared to
contribute its share. The Government of India nay
 ENVIRONMENT COURT CASES
send its share to the concerned State authority within
two weeks from the date of the receipt of the order.
Copy of the order be given to Mr. Mahajan within two
days. Copies be sent directly to M inistry of
Environment and Forest, Government of India.
36. M.C. M ehta v. Union o f India (08.07.96), 1996
AIR(SC) 2231: 1996(4) SCC 750: 1996(6) JT
129: 1996(5) Scale 21: 1996(5) Supreme 255:
1996 LIC 1825: 1996(3) CCC 78(SC): 1996(3)
C LT 9 3 (S C ) [K U LD IP SINGH , J., FAIZAN
UDDIN, J.]
Environmental Law — Industrial pollution —
Hazardous industries — Directions given for closure
and relocation of such industries.
HELD : [ 1] The above listed 168 industries cannot
be permitted to operate and function in Delhi. These
industries may relocate/shift themselves to any other
industrial estate in the NCR. We direct that the 168
industries listed above shall stop functioning and
operation in the city of Delhi with effect from
November 30, 1996. These industries shall close
down and stop functioning in Delhi with effect from
the said date.
[2] The concerned Deputy Commissioner of Police
shall, as directed by us, effect the closure of the
above industrial units with effect from November
30, 1996 and file compliance report in this Court
within 15 days thereafter.
13) The National Capital Region Planning Board shall
render all assistance to the industries in the
process of relocation. This direction shall go to
the Board through its secretary. The National
Capital Territory, Delhi Administration, through
its Chief Secretary and Secretary, Industries,
State of Haryana through its Chief Secretary and
Secretary, Industries, State of Rajasthan through
its Chief Secretary and Secretary, Industries and
.the State of Uttar Pradesh through its Chief
Secretary and Secretary, Industries shall provide
all assistance, help and necessary facilities to
the indu stries which intend to relocate
themselves in the industrial estates situated in
their respective territories.
[4. The allotment of plots, construction of factory
buildings, etc. and issuance of any licences/
permissions etc. shall be expedited and granted
on priority basis.
151 In order to facilitate shifting of industries from
Delhi, all the four States constituting the NCR
299
shall set up unified single agency consisting of
all the participating States to act as a nodal
agency to sort out all the problems of such
industries. The single window facility shall be set
up by the four States within one month from
today. This direction to the four states is through
the Chief Secretaries of the concerned States. The
Registry shall convey this direction separately to
the Chief Secretaries along with a copy of this
judgment. We make it clear that no further time
shall be allowed to set up the single window
facility.
[6] The use of the land which would become available
on account of shifting/relocation of the industries
shall be permitted in terms of the orders of this
Court dated May 10, 1996 in I.A. 22 in writ
petition (c) 4677/85.
[7] The shifting industries on their relocation in the
new industrial estates shall be given incentives
in terms of the provisions of the Master plan
and also the incentives which are normally
extended to new industries in new industrial
estates.
{8] The closure order with effect from November 30,
1996 shall be unconditional. Even if the re­
location of industries is not complete they shall
stop functioning in Delhi with effect from
November 30, 1996.
[91 The workmen employed in the above mentioned
168 industries shall be entitled to the rights and
benefits as indicated hereunder:
(a) The workmen shall have continuity of
employment at the new town and place where
the industry is shifted. The terms and
conditions of their employment shall not be
altered to their detriment;
(b) The period between the closure of the
industry in Delhi and its restart at the place
of relocation shall be treated as active
employment and the workmen shall be paid
their full wages with continuity of service;
(c) All those workmen who agree to shift with
the industry shall be given one year’s wages
as “shifting bonus” to help them settle at the
new location;
(d) The workmen employed in the industries
which fail to relocate and the workmen who
are not willing to shift along with the
relocated industries, shall be deemed to have
 300
been retrenched with effect from November
30, 1996 provided they have been in
continuous service (as defined in Section 25B
of the Industrial Disputes Act, 1947) for not
less than on year in the industries concerned
before the said date. They shall be paid
compensation in terms of Section 25-F(b) of
the Industrial Disputes Act, 1947. These
workmen shall also be paid, in addition, one
year’s wages as additional compensation;
(e) The “shifting bonus” and the compensation
payable to the workmen in terms of this
judgment shall be paid by the management
before December 31, 1996.
(f) The gratuity amount payable to any workmen
shall be paid in addition.
Before parting with this judgment we may briefly
deal with 762 industries which did not respond to
the public notice published in various newspapers.
These industries are included in the list of 1226
industries which were given public notice by
publication in the newspapers. These 762 industries
did not file objections in response to the public notice.
Ordinarily, they should have been declared as ‘H’
category industries under the Master Plan but
keeping in view the totality of the circumstances, we
are inclined to take lenient view. A list of these 762
industries has been placed on record by the
Committee. We direct the Committee (Delhi Pollution
Control Committee) to issue individual notices to
these industries within ten days from today asking
them to show cause within ten days thereafter why
they be not categorised as ‘H’ industries. The
objections, if any, shall be decided by the Committee
within further ten days and the report indicating the
list of ‘H' industries shall be filed in this Court before
August 20, 1996.
37. M .C .M e h ta v. U n ion o f In d ia (13 .0 3 .9 6 ),
1996(3) Scale(SP) 20 [KULDIP SINGH, J.,
FAIZAN UDDIN, J.)
Environmental Law — Industrial pollution in Delhi
— Revocation of hazardous industries — Direction
given.
38. DJ*.Bhattacharya v. West Bengal Pollution
Control Board (21.03.96), 1996(3) Scale(SP) 41
[KULDIP SINGH, J., S. SAGHIR AHMAD, J.]
Environmental Law — Industrial Pollution —
Hazardous industries in residential area — Directions
given.
FUNDAMENTAL DUTIES OF CITIZEENS
HELD : It is obvious from the orders quoted aboove
and also from various affidavits filed by the Statte of
West Bengal and Pollution Control Board thatt all
the authorities have all the time been willingg to
cooperate with the industries. Somehow or the otlher,
the industries have not been able to reloc-ate
themselves. These industries are located in a thicckly
populated industrial area. The NEERI report indicaated
that the ambient air inside the industrial premiises
in the area is also polluted. These industries aire a
serious health hazard for the residents of the airea.
We are left with no other alternative but to direct: the
closure of the following five industries from tlheir
present location:
1. M/s. Hydro Carbon & Chemicals
25, Chanditala Main Road
P.O. NewAlipore
P. S. Behala, Calcutta
2. M/s. Lubricating Oil Co.
35/2/2, Chanditala Main Road
P.O. NewAlipore
P.S. Behala, Calcutta-53
3. M/s. Chanditala Galvanising Work
35/1, Chanditala Main Road
P.O. NewAlipo
P.S. Behala, Calcutta-53
4. M/s. Calcutta Printing Ink Pvt. Ltd.
Chanditala
P.O. NewAlipore
P.S. Behala, Calcutta-53
5. M/s. Kamdhenu Mess Co.
Chanditala, P.O. New Alipore
P.S. Behala, Calcutta-53
We give the industries time till June 30, 1996 to
make alternative arrangem ent and relocate
themselves. We direct that the above-mentioned five
industries shall not operate and function on the
existing location with effect from July 1, 1996. We
direct the District Magistrate and the Commissioner
of Police of the area to have the above mentioned
five industries closed w.e.f. July 1, 1996.
We are giving three months’ time to these
industries so that they can approach the authorities
for alternative sites. We have no doubt that the
Government of West Bengal through the Secretaries
concerned and the West Bengal Industrial
Development Corporation shall render all possible
assistance to these industries in finding the
alternative plots.
 ■ENVIRONMENT COURT CASES
39. M .C .M e h ta v. U n ion o f In d ia (2 4 .0 4 .9 6 ),
1996(4) Scale(SP) 33 [KULDIP SINGH, J., S.P.
KURDUKAR, J.]
Environm ental law — Industrial Pollution —
Hazardous industries — Removal of — Directions for
constitution of High power committee which can
examine as to which type of industries can be
permitted in a residential area given.
40. M .C .M e h ta v. U n ion o f In d ia (2 6 .0 4 .9 6 ),
1996(4) Scale(SP) 67 {KULDIP SINGH, J., K.
VENKATASWAMI, J.]
Environmental Law — Industrial pollution — in West
Bengal — Direction given.
41. Indian Council f o r Enviro-Legal Action v.
Union o f In dia (10.05.96), 1996(4) Scale(SP)
36 1A.M. AHMADI, C.J., K. VENKATASWAMI,
J.l
Environmental Law — Industrial Pollution — in
Andhra Pradesh — Direction given.
- 42. M .C .M e h ta v. U n ion o f In d ia (06 .0 2 .9 6 ),
1996(2) 8cale(SP) 48 [KULDIP 8INGH, J., S.
SAGHIR AHM AD, J.]
Environmental Law — Industrial pollution —
Direction given to Pollution Control Board to inspect
the factory of a Minister In the Govt, of Delhi to find
out If the allegations of pollution are true.
43. M .C .M eh ta v. U n io n o f I n d ia (02 .0 2 .9 0 ),
1996(2) S cale(SP) 64 (K ULDIP SINGH, J.,
FAIZAN UDDIN, J.]
Environmental Law — Industrial Pollution —
Directions given for control of pollution of various
industries situated all over India.
44. N e w t Item "H in d u sta n T im e s " A .Q . F.M.
Yamuna v. Central Pollution Control Board
(1 4 .0 3 .9 6 ), 1996(4) S ca le(S P ) 6 [K U LD IP
8INGH, J., FAIZAN UDDIN, J.]
Environmental Law — Industrial Pollution —
Pollution at Sonepat — Establishment of Effluent
Treatm ent Plant — Closure of Industries —
Suspension o f directions for closure sought —
Directions given.
45. H a rira m P a tid a r v. M a d h ya P ra d esh
Pollution Control Board (18.03.98), 1998(4)
8cale(8P) 7 (KULDIP SINGH, J., 8. BAOHIR
AHMAD. J.]
Environmental Law — Industrial Pollution —
301
Pollution in Madhya Pradesh — Establishment of
Effluent Treatment Plant — Closure of industries —
Directions of closure against such industries, who
has not complied with the recommendations of
Pollution Control Board, given.
46. M .C. M eh ta v. Union o f In d ia (14.03.96),
1 996(4) S c a le (S P ) 5 [K U L D IP S IN G H . J.,
FAIZAN UDDIN, J.]
Environmental Law — Industrial Pollution —
Pollution at Delhi — Establishment of Common
Effluent Treatment Plant — Directions given.
47. M .C .M e h ta v. Un ion o f In d ia (2 9 .0 3 .9 6 ),
1996(4) Scale(SP) 13(2) [KULDIP SINGH, J.,
K.T. THOMAS, J.]
Environmental Law — Industrial Pollution —
Pollution In Bihar and West Bengal — Directions
given.
48. World Saviors v. Union o f In d ia (13.03.96),
1996(4) Scale(SP) 22 [A.M. A H M A D I, C.J.,
M.K. MUKHERJEE, J., K. VENKATASWAMI,
J.l
Environmental Law — Industrial Pollution —
Installation of APCs — Direction given.
49. M .C. M ehta v. Union o f In d ia (10.05.96),
1996(5) JT 209: 1996(4) Scale 427: 1996(2)
SCJ 682 [KULDIP SINGH, J., FAIZAN UDDIN,
J.l
Environmental Law — Industrial Pollution —
Hazardous industries in Delhi — Relocation of
industries out of Delhi — Use of land of relocated
industries — Necessity to amend the master plan —
Directions given.
50. Vellore Citizens Welfare Forum v. Union q f
India (28.08.98), 1996 AIR(8C) 2715:1996(5)
SCC 647: 1996(7) JT 375: 1996(6) 8eale 194:
1996(7) Supreme 307: 1996(3) CLT 336(8C)
[KULDIP SINGH, J., FAIZAN UDDIN, J., K.
VENKATASWAMI, J.)
Environmental Law — Industrial pollution —
Hazardous industries — Tennarles in Tamil
Nadu — Constitutional mandate to improve
environment — Enforcement of statutes on the
subject — The polluter is liable to pay for the
damage caused by it to the environm ent —
Torts — Damages for pollution — Easements
Act, 1882 — Section 28(d) — Industrial
pollution.
 302
HELD: We order and direct as under:
1. The Central Government shall constitute an
authority under Section 3(3) of the Environment
(Protection) Act, 1986 and shall confer on the said
authority all the powers necessary to deal with
the situation created by the tanneries and other
polluting industries in the State of Tamil Nadu.
The Authority shall be headed by a retired judge
of the High Court and it may have other members
— preferably with expertise in the field of pollution
control and environment protection — to be
appointed by the Central Government. The
Central Government shall confer on the said
authority the powers to issue directions under
Section 5 of the Environment Act and for taking
measures with respect to the matters referred to
in Clauses (v), (vi), (vii), (viii), (ix), (x) and (xii) of
Sub-section (2) of Section 3. The Central
Government shall constitute the authority before
September 30, 1996.
2. The authority so constituted by the Central
Government shall implement the “precautionary
principle” and the “polluter pays" principle. The
authority shall, with the help of expert opinion
and after giving opportunity to the concerned
polluters assess the loss to the ecology/
environment in the affected areas and shall also
identify the individuals/families who have
suffered because of the pollution and shall assess
the compensation to be paid to the said
individuals/families. The authority shall further
determine the compensation to be recovered from
the polluters as cost of reversing the damaged
environment. The authority shall lay down just
and fair procedure for completing the exercise.
3. The authority shall compute the compensation
under two heads namely, for reversing the ecology
and for payment to individuals. A statement
showing the total amount to be recovered, the
names of the polluters from whom the amount
is to be recovered, the amount to be recovered
from each polluter, the persons to whom the
' compensation is to be paid and the amount
payable to each of them shall be forwarded to the
C ollector/D istrict M agistrate of the area
concerned. The Collector/District Magistrate
shall recover the amount from the polluters, if
necessary, as arrears of land revenue. He shall
disburse the compensation awarded by the
authority to the affected persons /families.
4. The authority shall direct the closure of the
industry owned/managed by a polluter in case
FUNDAMENTAL DUTIES OF CITIZE2NS
he evades or refuses to pay the compensattion
awarded against him. This shall be in addiition
to the recovery from him as arrears o f Wand
revenue.
5. An industry may have set up the necesssary
pollution control device at present but it sshall
be liable to pay for the past pollution generated
by the said industry which has resulted in the
environmental degradation and suffering t o » the
residents of the area.
6. We impose pollution fine of Rs. 10,000 eachi on
all the tanneries in the districts of North Axrcot
Ambedkar, Erode Periyar, Dindigul Anna, Trrichi
and Chengai M.G.R. The fine shall be paid be;fore
October 31, 1996 in the office of the Collecttor/
District Magistrate concerned. We direct the
Collectors/District Magistrates of these distrricts
to recover the fines from the tanneries. The money
shall be deposited alongwith the compensaition
amount recovered from the polluters, undter a
separate head called “Environment Protection
Fund” and shall be utilised for compensaiting
the affected persons as identified b y the
authorities and also for restoring the damaiged
environment. The pollution fine is liable to be
recovered as arrears of land revenue. The tanneries
which fail to deposit' the amount by October 31,
1996 shall be closed forthwith and shall alsco be
liable under the Contempt of Courts Act.
7. The authority, in consultation with expert bodies
like NEERI, Central Board, Board shall frame
scheme/schemes for reversing the damiage
caused to the ecology and environm ent by
pollution in the State of Tamil Nadu. The
schemes/schemes so framed shall be executed
by the State Government under the supervision
of the Central Government. The expenditure
shall be met from the “Environment Protection
Fund” and from other sources provided
by the State Government and the Central
Government.
8. We suspend the closure orders in respect o f all
the tanneries in the five districts of North Arcot
Ambedkar, Erode Periyar, Dindigul Anna, Trichi
and Chengai M.G.R. We direct all the tanneries
in the above five districts to set up CETPs or
Individual Pollution Control Devices on or before
November 30, 1996. Those connected with CETPs
shall have to instal in addition the primary devices
in the tanneries. All the tanneries in the above
five districts shall obtain the consent of the Board
to function and operate with effect from December
 ENTV1RONMENT COURT CASES
15, 1996. The tanneries who are refused consent
or who fail to obtain the consent of the Board by the reason they are matters for the High Court to be
December 15, 1996 shall be closed forthwith.
9. We direct the Superintendent of Police and the
C ollector/D istrict M agistrate/D eputy
Commissioner of the district concerned to close
all those tanneries with immediate effect who fail
to obtain the consent from the Board by the said
date. Such tanneries shall not be reopened unless
the authority permits them to do so. It would be
open to the authority to close such tanneries
permanently or to direct their relocation.
10. The Government Order No. 213 dated March 30,
1989 shall be enforced forthwith. No new
industry listed in Annexure-I to the Notification
shall be permitted to be set up within the
prohibited area. The authority shall review the
cases of all the industries which are already
operating in the prohibited area and it would be
open to authority to direct the relocation of any
of such industries.
11. The standards stipulated by the Board regarding
total dissolved solids (TDS) and approved by the
NEERI shall be operative. All the tanneries and
other industries in the State of Tamil Nadu shall
comply with the said standards. The quality of
ambient waters has to be maintained through
the standards stipulated by the Board.
51. T extile P r o c e s s o r s ’ A sso c ia tio n v. C h ie f
S ecreta ry , S ta te o f G u ja ra t (0 4 .0 1 .9 6 ),
1996(1) SCC 772: 1996(1) JT 210: 1996(1)
Scale 7(SP): 1996(1) Suprem e 294: 1996(1)
SCJ 439: 1996(1) AD(SC) 464: 1996(72) FLR
429 [K. RAMASWAMY, J., G.B. PATTANAIK,
J.l
Environmental Law — Industrial pollution —
Direction of High Court for closure of industries
including those which were not causing pollution —
No interference with the direction called for — Liberty
granted to the concerned industries to file application
for review in High Court.
HELD : By virtue of the order passed by the High
Court practically all the industries, as found by the
High Court, though were not discharging the effluents
polluting the water leading to the 11 villages, were
prevented to run the operations. Consequently, they
are put to great loss. In view of these averments, we
think it is a matter to be gone into not by us but by
the High Court. We are not inclined to exercise the
303
jurisdiction under Art. 136 of the Constitution for
looked into. Counsel for the petitioner undertakes to
file the application for review and in fitness of things,
it would be open to each industry affected by the
order to approach the High Court and place
necessary facts before it and seek appropriate
direction, if deemed necessary. Liberty is given to
them to file the application as expeditiously as
possible. It would be open to the High Court to dispose
of the same according to exigency.
52. M .C .M eh ta v. Union o f In d ia (0 9 .0 5 .9 6 ),
1996(4) Scaie(SP) 70 [A.M. AHMADI, C.J., S.P.
BHARUCHA, J., B.N. KIRPAL, J.]
Environmental Law— Air Pollution — Lead free Petrol
in metropolitan cities — Directions given.
53. M .C .M eh ta v. Un ion o f In d ia (0 7 .0 8 .9 6 ),
1996(8) Scale(SP) 3 [KULDIP SINGH, J., S.
SAGHIR AHMAD, J.]
Environmental Law — Mathura refinery — Pollution
by — Setting up of Hospital for treating the people
living in that area — Taj Mahal — Preservation o f—
Removal of encroachment within 200m. — Direction
given.
54. Wasim Ahm ed Saeed v. Union o f India
(06.08.96), 1996(6) Scale(SP) 11(2) [KULDIP
SINGH, J., S. SAG H IR AHMAD, J.]
Environmental Law — Monuments — Preservation
of — Archaeological Survey of India allowed to close
the openings of the basement cells and carry out
environmental development of the open spaces —
Prescribed Authority and Government directed to
remove the unauthorised building construction and
encroachments within 100 M. from the protected
monuments — No construction allowed within 300
M. — No shops, hotels, tea stalls allowed by any
authority within the Area of 300 M. — Some other
directions regarding licences to Guides, and
photographers etc. given.
55. M .C .M eh ta v. Union o f In d ia (2 4 .0 3 .9 5 ),
1995(4) Scale 789 [KULDIP SINGH, J., S.
SAGHIR AHM AD. J.]
Environmental Law — Industrial Pollution —
Pollution caused by industries situated in Delhi —
Extensive air and water pollution — Direction given
to the Pollution Board to issue individual notices to
the polluting industries operating in non-conforming
areas in violation of master plan, to stop functioning
or to be relocated elsewhere.
 304
HELD : Master Plan provides setting up of
industries only in conforming areas i.e. the industrial
areas earmarked for that purpose. The individual
notices shall also indicate that these industries have
to stop functioning in the city of Delhi and be re­
located elsewhere. It may also be stated in the notices
that if for the purposes of relocation the industries
require any help from any Government Department/
Agency, they may file their objections in that respect
before the Secretary, Environment, Delhi
Administration.
56. M .C .M e h ta v. U n ion o f J n d ia(30 .1 2 .9 6 ),
1997(1) Scale 61 [KULDIP SINGH, J., FAIZAN
UDDIN, J.]
Environmental Law — Pollution — Burden of proof
— Held, onus of proof is on the actor or the developer/
in d u strialist to show that his action is
environmentally benign.
57. R orokola Shram ik Sangh v. Union o f India
(04.04.96), 1996(3) Scale(SP) 62(2) [KULDIP
SINGH, J., FAIZAN UDDIN, J.]
Environmental Law — Pollution — Equipment to
control — Installation of — Delay in — Court imposed
fine of Rs. 2 lacs as pollution fine and further time
granted to Steel Authority of India to install
equipments as suggested by NEERI — Environmental
Law — Punishment.
58. M .C .M e h ta v. Union o f In d ia (04.04.96),
1996(3) Scale(SP) 58 [K ULDIP SINGH, J.,
FAIZAN UDDIN, J.]
Environmental Law — Pollution— Taj — Preservation
of — Further direction regarding, issued on 4.4.96.
59. Vellore Citizens Welfare Forum v. Union o f
In d ia (2 6 .0 4 .9 6 ), 1 9 96 (4 ) S c a le (S P ) 69
[KULDIP SINGH, J., K. VENKATASWAMI, J.]
Environmental Law — Industrial pollution— Tannery
industries in Tamil Nadu — Directions given.
60. Vellore Citizens Welfare Forum v. Union o f
In d ia (06.05.96), 1996(4) Scale(SP) 57(2)
[KULDIP SINGH, J., FAIZAN UDDIN, J.]
Environmental Law — Industrial pollution— Tannery
industries in Tamil Nadu — Directions given.
61. Vellore Citizens Welfare Forum v. Union of
In d ia (0 9 .0 4 .9 6 ), 199§,(4) Scale(S P) 44(2)
[KULDIP SINGH, J., FAIZAN UDDIN, J]
Environmental Law— Industrial pollution— Tannery
industries in Tamil Nadu — Direction's given.
FUNDAMENTAL DUTIES OF CITIZERNS
62. M .C .M eh ta v. Union o f In d ia (12.01.936),
1996(1) Scale(SP) 29 [KULDIP SINGH. J . r, S.
SAGHIR AHMAD, J.]
Environmental Law — Pollution by stone crushiers
— Failure to control pollution or to maintain adequiate
pollution control measures — Direction given.
HELD : Various suggestions and recomnuen-
dations have been made by the Board for controllling
pollution. Mr. R.K. Anand, learned counsel appearring
for the Stone Crushers states that he would have the
recommendations cyclostyled and circulated amtong
the Stone Crushers. One of the difficulties which lhas
been highlighted in the report is the shortage of waiter.
It is suggested by the Board that water can be
provided to the Stone Crushers by digging deep-b>ore
tube-wells. Mr. H.N. Salve, learned Senior Coumsel
for the Haryana State Pollution Control Board staites
that Haryana Board in consultation with the Harycana
Government shall examine the question of wzater
scarcity. He states it would be possible to supply
sufficient water to the Stone-crushing units. Mr. R.K.
Anand agrees that the cost of the water supply slhall
be borne by the Stone Crushers. We direct the
Haryana Pollution Control Board to issue notice;s to
all the Stone Crushers, Pulverisers and the Miruing
owners in the area to construct and instal the
Pollution Control Devices, as suggested by the
Central Pollution Control Board, within 2 moniths
from the receipt of the notices. The Haryana Boiard
shall also have a notice published in two newspapers
in this respect (English and Vernacular) on
consecutive days. We direct through Mr. R.K. Anand
the Stone Crushers, in the area to instal the Pollution
Control Devices within the specified time. We further
direct that failing to instal the Pollution Control
Devices may finally entail the closure of the Stone
Crushers apart from being subjected to pollution fine,
not only in the future but also for the past period of
3 months.
It has been indicated by the Central Pollution
Control Board that there Eire no road facilities in the
area. We re-call that when these Stone Crushers were
shifted from Delhi and the area around Delhi, the
Haryana Government had undertaken to provide all
necessary facilities to the Stone Crushers who would
purchase land, in the earmarked area, and set up
their Crushers in the said area. We, therefore, direct
the Haryana Government to provide the road facilities
to the Stone Crushers, Pulverisers and the Mining
owners, within a reasonable time. Learned counsel
for the pollution Control Board, Haryana states that
 ENVIRONMENT COURT CASES
V' ' —... -...
he would file an affidavit in this Court within 3
months indicating the progress made in respect of
construction of the road in this area.
We further direct the State Government that it shall
have all the recommendations and suggestions given
by the Central Pollution Control Board complied with
and acted upon in the locality concerned. Surveillance
for surprise check up shall be taken up in the next
hearing.
63. M .C.M eh tav. Union o f India (10.05.96), 1996
AIR(SC) 3311: 1996 AIR(SC) 1977: 1996(4)
SCC 351: 1996(5) J T 372: 1996(4) Scale 422:
1996(4) A D (SC ) 575: 1996(4) A D(SC) 647:
1996(4) S u prem e 535: 1996(2) U J 390:
1996(2) S C J 674 [K U LD IP SINGH , J., K.
VENKATASWAMI, J.]
Environmental Law — Pollution by Stone crushers
— Pollution in Haryana — Directions given.
HELD: We are, of the view that in order to preserve
environment and control pollution within the vicinity
of the two tourist resorts it is necessary to stop mining
in the area. The question, however, for consideration
is what should be the extent of the said area? NEERI
in its report has recommended that 200 metres green
belts be developed at 1 km radius all around the
boundaries of the two lakes. It is thus obvious that
twelve hundred metres are required for the green
belts. Leaving another 800 metres as a cushion to
absorb the air and noise pollution generated by the
mining operations, we are of the view that it would
be reasonable to direct the stoppage of mining activity
Within two km radius of the tourist resorts of Badkhal
and Surajkund. We, therefore, order and direct as
under:
1. There shall be no mining activity within 2 km
radius of the tourist resorts of Badkhal and
Surajkund. All the mines which fall within the
said radius shall not be reopened.
2. The Forest Department of the State of Haryana
and in particular the Chief Conservator and the
District Forest Officer, Faridabad shall undertake
to develop the green belts as recommended by
NEERI with immediate effect. The NEERI has also
suggested the development plain and the type of
trees to be planted. We direct the C hief
Conservator of Forests, Haryana, District Forest
Officer, Faridabad and all other concerned
officers of the Forest Department to start the
plantation of trees for developing the green belts
305
' i....... , --- ---
and make all efforts to complete the plantations
of trees before the monsoon (1996).
3. We direct the Director, Mining and Geology,
Haryana, the Haryana Pollution Control Board
to enforce all the recommendations of NEERI
contained in para 6.1 of its report (quoted above)
so far as the mining operations in the State of
Haryana are concerned. All the mines operators
shall be given notices to implement the said
recommendations. Failing to comply with the
recommendations may result the closure of the
mining operations 4. We further direct that no
construction of any type shall be permitted now
onwards within 5 km radius of the Badkhal Lake
and Surajkund. All open areas shall be converted
into green belts.
5. The mining leases within the area from 2 km to 5
km radius shall not be renewed without obtaining
prior “no objection” certificate from the Haryana
Pollution Control Board as also from the Central
Pollution Control Board. Unless both the Boards
grant no objection certificate the mining leases
in the said area shall not be renewed.
64. M .C .M eh ta v. Union o f In d ia (), 1996(3)
Scale(SP) 23 [KULDIP SINGH . J., FAIZAN
UDDIN, J.]
Environmental Law — Pollution in Agra — Direction
given for expeditious construction of bye pass for
diversion of traffic.
HELD : We are of the view that the above
mentioned part of Bye-pas should be completed
within six months. We direct the Joint Secretary,
Public Works Department and the Chief Engineer,
P.W.D. (B&R) to give their response to our tentative
suggestion by way of an affidavit in this Court. They
may indicate the difficulties which are likely to come
in their way in completing the project in six months.
65. M .C .M eh ta v. Union o f In d ia (13 .0 3 .9 6 ),
1996(3) Scale(SP) 11 [KULDIP SINGH, J.,
FAIZAN UDDIN, J.]
Environmental Law — Pollution in Agra — Pollution
caused by Diesel Generators due to shortage of power
— Notice issued to U.P. Electricity Board.
66 . M .C .M eh ta v. Union o f In d ia (13 .0 3 .9 6 ),
1996(3) Scale(SP) 11 [K ULD IP SINGH , J.,
FAIZAN UDDIN, J.]
Environmental Law — Pollution in Agra -— Direction
given to brick Klin owners to stop functioning within
 306 FUNDAMENTAL DUTIES OF CITIZEN!S

Taj Trapezium Zone within ten days from publication FAIZAN UDDIN, J.]
of notice in Newspaper. Environmental Law — Pollution in Agra — Directioins
given for taking steps to save Agra and also the Taj.
67. M .C .M e h ta v. Union o f In d ia (23.02.96),
from pollution including the plantation of treies
1996(3) Scale(SP) 53 [K ULD IP SINGH, J..
around Taj.
FAIZAN UDDIN, J.]
Environmental Law — Industrial pollution — 70. M .C .M eh ta v. Union o f In d ia (0 1 .0 3 .9 6 ),
Pollution in Agra — Directions given. 1996(3) Scale(SP) 18 [K U LD IP S IN G H , J .,
FAIZAN UDDIN, J.]
HELD : While hearing the arguments on the
Environm ental Law — Pollu tion in D elhi —
question of re-location of industries from the Agra
Construction of Effluent treatment plant — Direction
Trapezium, it has been brought to our notice that
given.
about 14,000 trucks carrying about 64,000 tonnes
of weight pass through the city of Agra eveiy day HELD : We are prima facie of the view that tlhe
causes huge lot of pollution. It has been suggested ceiling of Rs. one crore fixed in so far as the total
by various authorities including the Agra Heritage contribution of the two States concerned is
Project that it is of utmost urgency that a bye-pass unreasonable, keeping in view the present cost of
be constructed for diverting the traffic from the city construction of the common effluent treatment
of Agra. Realising the importance of the project, we plants. We are further of this view that the procedure
requested some responsible officers from the Public prescribed by the IDBI is also unreasonable and has
Works Department (B&R) to be present in Court and to be simplified. We are tentatively of the view that
assist us. Mr. Mahinder Pal, Executive Engineer the work of construction of the common effluent
concerned is present in Court. Mr. Srivastava, learned treatment plants in respect of 28 Industries/Estates
counsel for the State of U.P. has placed on record in the city of Delhi may be entrusted to the Delhi
Sketch Plan showing the proposed construction of Water Supply and Sewage Disposal Undertaking. The
Agra Bye-pass. It is stated that distance from point Undertaing is already in the process of constructing
Runkada on the Delhi-Agra road up to point B3, 13 Sewage Treatment Plants in the city of Delhi.
which is on Agra-Bombay-Gwalior road, via B 1 canal, Before we pass final directions in this respect, we
is about 24 Kms. If this part of the Bye-pass is would like to have the response of the Government
constructed, almost 50% of the traffic can be diverted. of India, the State Government and IDBI and the
It is stated by Mr. Srivastava that the work for the undertaking. We direct all these four authorities to
construction of this part of the Bye-pass is already depute a responsible officer with full knowledge and
in progress. He further states that due to paucity of study on the above-mentioned subject. These officers
funds, it may not be possible to complete the be present in the Court on March 11. 1996 at 2.00
construction of this part for another 2/3 years. p.m.
We are of the view that the above mentioned part 71. M .C .M eh ta v. Union o f In d ia (30.12.96),
of Bye-pass should be completed within six months. 1997(1) Scale 61 [KULDIP SINGH, J., FAIZAN
We direct the Joint Secretary, Public Works UDDIN, J.]
Department and the Chief Engineer. P.W.D. (B&R) to Doctrines — Precautionary principle — Polluter pays
give their response to our tentative suggestion by way principle — scope of — Held, precautionary principle
of an affidavit in this Court. They may indicate the and polluter pays principle are part of the
difficulties which are likely to come in their way in environmental law of the country — Environmental
completing the project in six months. Law — Precautionary principle — Polluter pays
principle.
68. M .C .M e h ta v. Union o f In d ia (10.04.96),
1996(4) Scale(SP) 29 [K ULDIP SINGH, J., HELD: Apart from the constitutional mandate to
FAIZAN UDDIN, J.] protect and improve the environment there are plenty
Environmental Law — Pollution — Mathura refinery of post independence legislations on the subject but
— Construction of Hydro Cracking Unit in — more relevant enactments for our purpose are: The
Direction given. Water (Prevention and Control of Pollution) Act, 1974
(the Water Act), the Air (Prevention and Control of
09. M .C .M e h ta v. Union o f In d ia (02.02.96), Pollution) Act, 1981 (the Air Act) and the Environment
1996(2) Scale(SP) 65 [K ULDIP SINGH, J v Protection Act, 1986 (the Environment Act). The Water
 ENVIRONMENT COURT CASES
Act provides for the constitution of the Central
Pollution Control Board by the Central Government
amd the constitution of the State Pollution Control
Boards by various State Governments in the country.
T h e Boards function under the control of the
Governments concerned. The Water Act prohibits the
use of streams and wells for disposal of polluting
matters. Also provides for restrictions on outlets and
discharge of effluents without obtaining consent from
the Board. Prosecution and penalties have been
provided which include sentence of imprisonment.
The Air Act provides that the Central Pollution control
Board and the State Pollution Control Boards
constituted under the Water Act shall also perform
the powers and functions under the Air Act. The
main function of the Boards, under the Air Act, is to
improve the quality of the air and to prevent, control
and abate air pollution in the countiy.
In view of the above mentioned constitutional and
statutory provisions we have no hesitation in holding
that the precautionary principle and the polluter pays
principle are part of the environmental law of the
country.”
72. M .C .M e h ta v. Union o f In d ia (15.03.96),
1996(3) ScalefSP) 56 [KULDIP SINGH, J.. S.
SAGHIR AHM AD, J.)
Environmental Law — Preservation of Taj Mahal and
protecting the environment in the Taj trapezium —
Steps to plant the green belt — Contempt proceedings
— Notice issued to concerned officers.
73. In d ia n C ouncil f o r E nvir-Legal A ction v.
Union o f In d ia (09.03.95), 1995 AIR(SC)
2252: 1995(3) SCC 77: 1995(2) Scale 146(1):
1995(2) CCC 262: 1995(1) U J 732 [KULDIP
SDVGH, J.. S. SAGHIR AHMAD, J.]
Environmental Law — Coastal Area development
activities in the Coastal Regulation Zone —
Restriction/prohibition on construction and setting
ilp of industries— The notification issued by Ministry
irf Environment under Rule 5(3)(d) of Environment
Protection Rules, 1986 should be meticulously
followed by all concerned States — Direction given
to meticulously follow the regulations prohibiting and
permitting the activities in coastal areas.
74. Indian Council f o r Enviro-Legal Action v.
Union o f India (12.12.94), 1995(2) Scale 584
[KULDIP SDVGH, J., 8UHAS C. SEN, J.]
Environment (Protection) Rules, 1986 — Rule
S(3)(d) — protection of coastal areas — Notification
307
issued by the Government prohibiting industries in
coastal areas — Direction given to the States not to
permit setting up of any industry or construction of
any type on the area upto 500 metres from the High
Tide Line of the Sea and also to show cause in regard
to the w rit petition contending the non
implementation of the notification.
Rorokola Shramik Sangh v. Union o f India
(04.04.96), 1996(3) Scale(SP) 62(2) [KULDIP
SINGH, J., FAIZAN UDDIN, J.]
Environmental Law — Pollution — Equipment to
control — Installation of — Delay in — Court imposed
fine of Rs. 2 lacs as pollution fine and further time
granted to Steel Authority of India to install
equipments as suggested by NEERI — Environmental
Law — Punishment.
75. M .C .M eh ta v. Union o f In d ia (3 0 .1 2 .9 6 ),
1997(1) Scale 61 [KULDIP SINGH, J., FAIZAN
UDDIN, J.]
Service Law — Wages — Quantum o f —
Determination of — Shifting of air polluting
industries — Held, All those workmen who agree to
shift with the industry are entitle to one year’s wages
as shifting bonus to help them settle at the new
location — Service Law — Bonus — Shifting bonus
— Environmental law — Relocation of industries —
Shifting bonus to employee — Quantum of.
76. M .C .M eh ta v. Union o f In d ia (3 0 .1 2 .9 6 ),
1997(1) Scale 61 [KULDIP SINGH, J., FAIZAN
UDDIN, J.]
Service Law — Terms and Conditions — Alteration
of — Relocation of air polluting industries — Held,
the workmen shall have continuity of employment at
the new town and place where the industry is shifted
— The terms and conditions of their employment
should not be altered to their detriment — Continuity
of service — Relocation of industry — Environmental
Law — Relocation of industries — Terms and
conditions of employment — Alteration of.
77. M .C .M eh ta v. Union o f In d ia (3 0 .1 2 .9 6 ),
1997(1) Scale 61 [KULDIP SINGH, J., FAIZAN
UDDIN, J.]
Service Law — Wages — Relocation of air polluting
industry — Entitlement for the period of — Held, the
period between the closure of the industry and its
restart at the place of relocation should be treated
as active employment and the workmen should be
paid their full wages with continuity of service —
Service Law — Employment — Active employment —
 308 ____________
C ontinuity o f service — Determ ination o f —
Environmental Law — Relocation of industry —
Wages to employees.
78. M .C .M e h ta v. Un ion o f In d ia (26.07.96),
1996(7) Scale(SP) 15 [KULDIP SINGH, J., S.
SAG H IR A H M A D , J.]
Environmental Law — Ridge Area — Protection o f—
Removal of encroachments — Formation of societies
for industries — Direction given.
79. M .C .M e h ta v. Union o f In d ia (30.08.96),
1996(8) S cale(S P ) 22 [K ULD IP SINGH, J.,
FAIZAN UDDIN. J., K. VENKATASWAMI, J.]
Environmental Law — Ridge area — Protection of —
Pirection to vacate the ridge area given.
80. M .C .M e h ta v. Union o f In d ia (12.07.96),
1996(5) Scale(SP) 1 [KULDIP SINGH, J., N.P.
SINGH, J., S. SAG H IR AHM AD, J.]
Environmental Law — Ridge area — Badkhal lake
and Surajkund — Direction given.
81. M .C .M e h ta v. Union o f In d ia (03.04.96),
1996(3) Scale(S P) 37 [K ULD IP SINGH, J.,
FAIZAN UDDIN, J.]
Environmental Law — Ridge area — Court issued
directions on April 3, 1996 for taking further action
in the matter of water reservoirs, Asola Wildlife
Sanctuary, Institutions, Religious institutions.
Hospitals, Social institutions, private persons and
Marble dealers and Automobile Workshops
82. M .C .M eh ta v. Union o f In d ia (21.03.96),
1996(3) Scale(SP) 51 [KULDIP SINGH, J., S.
SAGHIR AHM AD, J.]
Environmental Law — Ridge area — Pollution in Delhi
— M.C.D. has no authority to permit any shop
keepers to operate shops within the Ridge area —
Direction given — Delhi Municipal Corporation Act,
1957 — Section 416(2).
83. M .C .M eh ta v. U nion o f In d ia (20.04.96),
1996(4) Scale(SP) 68 [KULDIP SINGH, J.,
FAIZAN UDDIN, J.]
Environmental Law — Ridge area — Depletion of
Ridge forest in Delhi — Progress in relocation of
industries out of forest area — Directions given.
(14. M .C.M ehta v. Union q f I n d i a '(24.07.96),
1996(6) Scale(8P) 19(2) [KULDIP SINGH, J.,
8. SAGHIR AHMAD, J.]
fcnvironmental Law — Ridge area — Restoration of
FUNDAMENTAL DUTIES OF CITIZENS
— Notice issued to certain institution situated in the
ridge area for vacating the premises.
85. M .C .M eh ta v. Union o f In d ia (2 4 .0 4 .9 6 ),
1996(4) Scale(SP) 61 [KULDIP SINGH, J., S.P.
KURDUKAR, J.]
Environmental Law — Ridge area — Depletion of
Ridge forest in Delhi — Progress in relocation of Petrol
pumps out of forest area — Directions given.
86. M .C .M e h ta v. Union o f In d ia (1 3 .0 3 .9 6 ),
1996(4) Scale(SP) 49 [KULDIP SINGH , J.,
FAIZAN UDDIN, J.]
Environmental Law — Ridge area — Depletion of
Ridge forest in Delhi — Progress in relocation out of
forest area — Directions given.
87. M .C .M eh ta v. Union o f In d ia (09 .0 4 .9 6 ),
1996(4) Scale(SP) 41 [K ULD IP SIN G H , J.,
FAIZAN UDDIN, J.]
Environmental Law — Ridge area — Depletion of
Ridge forest in Delhi — Direction given.
88. V ir e n d e r G a u r v. S ta te o f H a r y a n a
(24.11.94), 1995(2) SCC 577: 1994(5) Scale
211: 1995(1) UJ 529 [K. RAMASWAMY, J.,
N. VENKATACHALA, J.)
Constitution of India — Articles 21, 48-A, 47 & 51 -A
— Environment — Right of hygienic environment —
Any acts or actions which cause environmental
pollution amount to violation of Article 21.
HELD : Article 48-A in Part IV (Directive
Principles) brought by the Constitution 42nd
Amendment Act, 1976, enjoins that “translate shall
endeavour to protect and improve the environment
and to safeguard the forests and wild life of the
country.” Article 47 further imposes the duty on tie
State to improve public health as its primaiy duty.
Article 51-A(g) imposes “a fundamental duty” on
every citizen of India to protect and improve the
natural “environment” including forests lakes, rivers
and wild life and to have compassion for living
creatures”. The word 'environment’ is o f broad
spectrum which brings within its ambit “hygienic
atmosphere and ecological balance.” It is, therefore,
not only the duty of the State but also the duty of
every citizen to maintain hygienic environment. The
State, in particular has duty in that behalf and to
shed its extravagant unbridled sovereign power and
to foiTge in its policy to maintain ecological balance
and hygienic environment. Article 31 protects rigit
to life as a fundamental right. Enjoyment of life and
 ENVIRONMENT COURT CASES
its attainment including their right to life with human
{dignity encompasses within its ambit, the protection
and preservation of environment, ecological balance
free from pollution of air and water, sanitation
Without which life cannot be enjoyed. Any contra acts
Or actions would cause environmental pollution.
Environmental ecological, air, water, pollution, etc.
should be regarded as amounting to violation of
Article 21. Therefore, hygienic environment is an
integral fact of right to healthy life and it would be
impossible to live with human dignity without a
humane and heedthy environment. Environmental
protection, therefore, has now become a matter of
grave concern for human existence. Promoting
environmental protection implies maintenance of the
environment as a whole comprising the man-made
and the natural environment. Therefore, there is a
constitutional imperative on the State Government
and the municipalities, not only to ensure and safe­
guard proper environment but also an imperative
duty to take adequate measures to promote, protect
and improve the environment man-made and the
natural environment.
69. H ow ra h G an ata ntrik N a ga rik Sam ity v.
State o f West Bengal (01.09.95), 1995(5)
Scale 224(1) [KULDIP SINGH, J., S. SAGHIR
AHM AD, J.]
Environmental Law — Litigation concerning local
issues relating to environment all over India — Rise
in litigation in Supreme Court — Notices issued to
various Bar Associations (to resolve the problem?) —
Practice & Procedure — Constitution of India —
Article 32
HELD : During the last two years large number
of writ petitions in public interest litigation under
Article 32 concerning environmental matters have
been filed in this Court. We are prima facie of the
view that the burden in this field of law on this Court
is so much that it will not be possible for this Court
to deal with the environmental problem in various
parts of the country. We are of the view that the Bar
Association which is the largest collectivity of
intellectuals in this country must come forward to
assist this Court in this field of work. We therefore
issue notice to the President of Bar Association of
India, Presidents of Bair Association of West Bengal
knd Howrah, President of the Supreme Court Bar
Association, Bar Council of India to give their
response in this respect. Notice to be returnable on
24.11.1995.
309
90. M .C .M eh ta ▼. U n io n o f I n d ia (1 3 .12.96),
1996(9) Scale 141 [K U L D IP SINGH , J., S.
SAGHIR AHM AD, J.]
Environm ental Law — R iv e r pollu tion —
Encroachm ent on river bed — Subsequent
regularisation of encroachment o f land forming part
of protected forest as also river bed allotted for
commercial exploitation by a motel — The lease deed
issued in favour of such motel, set aside.
HELD: Large area of the bank of river Beas which
is part of protected forest has been given on a lease
purely for commercial purposes to the Motels. We
have no hesitation in holding that the Himachal
Pradesh Government committed patent breach of
public trust by leasing the ecologically fragile land to
the Motel management. Both the lease - transactions
are in patent breach of the trust held by the State
Government. The second lease granted in the year
1994 was virtually of the land which is a part of river­
bed. Even the board in its report has recommended
deleasing of the said area.
We, therefore, order and direct as under:
1. The public trust doctrine, as discussed by us in
this judgment is a part of the law of the land.
2. The prior approval granted by the Government of
India, Ministry of Environment and Forest by the
letter dated November 24, 1993 and the lease-
deed dated April 11, 1994 in favour of the Motel
are quashed. The lease granted to the Motel by
the said lease-deed in respect of 27 bighas and
12 biswas of area, is cancelled and set aside. The
Himachal Pradesh Government shall take over
the area and restore it to its original natural
conditions.
3. The Motel shall pay compensation by way of cost
for the restitution of the environment and ecology
of the area. The pollution caused by various
constructions made by the Motel in the river bed
and the banks of the river Beas has to be removed
and reversed. We direct NEERI through its
Director to inspect the area, if necessary, and
give an assessment of the cost which is likely to
be incurred for reversing the damage caused by
the Motel to the environment and ecology of the
area. NEERI may take into consideration the
report by, the Board in this respect.
4. The Motel through its management shall show
cause why pollution fine in addition be not
imposed on the Motel.
 310
5. The Motel shall construct a boundary wall at a
distance of not more than 4 metres from the
cluster or rooms (main building of the Motel)
towards the river basin. The boundary wall shall
be on the area of the Motel which is covered by
the lease dated September 29, 1981. The Motel
shall not encroach/cover/utilise any part of the
river basin. The boundary wall shall separate the
Motel building from the river basin. The river bank
and the river basin shall be left open for the public
use.
6. The Motel shall not discharge untreated effluents
into the river. We direct the Himachal Pradesh
Pollution Control Board to inspect the pollution
control devices/treatment plants set up by the
Motel. If the effluent/waste discharged by the
Motel is not conforming to the prescribed
standards, action in accordance with law be taken
against the motel.
7. The Himachal Pradesh Pollution Control Board
shall not permit the discharge of untreated
effluent into river Beas. The Board shall inspect
all the hotels/institutions/factories in Kullu-
Manali area and in case any of them are
discharging untreated effluent/waste into the
river, the Board shall take action in accordance
with law.
91. M.C. M eh ta v. Union o f In dia (19.02.96),
1996(2) Scale(SP) 88(1) [KULDIP SINGH, J..
FAIZAN UDDIN, J.]
Environmental Law — Taj Mahal — Safety of —
Construction on Green Belt around Taj restrained.
HELD : The inspection team which visited the
Taj and the area around Taj for the purpose of
inspecting the progress in setting up of the green
belt has reported that a hotel under the name
‘Mumtaj Mahal’ is in the process of being constructed
at a distance of hardly few metres from the Taj
Complex. Learned Solicitor General is present in
court. We request him to find out as to whether the
necessary permission has been obtained and if so
from which authorities. We further request him to
have the actual construction stopped till further
orders.
92. M .C .M eh ta v. Union o f In d ia (06.08.96),
1996(7) Scale(SP) 17
Environmental Law — Sewage Treatment Plant —
Construction of — Further directions given.
FUNDAMENTAL DUTIES OF CITIZENSJS
93. S.Jagannath v. Union o f In dia (11.12.966),
1997(2) SCC 87: 1997(1) J T 160: 1 9 9 6 («9 )
Scale 167 [KULDIP SINGH, J., S. SAGHEIR
AHM AD, J.]
Environmental Law — Shrimps culture — Effect <of
modern method on ecology.
HELD: Shrimps are basically marine. Shrimpps
are also called Prawns. In commercial jargon, marinne
prawns are referred to as shrimps and freshwatrter
ones as prawns. Prawns and shrim ps anre
invertebrates and are decaped crustaceans. Sea . is
their home and they grow in adulthood and breed i in
the sea. The progeny start their life by drifting intito
estuaries and such other brackishwater areas ftfor
feeding. In about 4-6 months the larvae grow intito
adolescence and go back to their real home of birtlth,
the sea.
Aquaculture has been practised for manny
centuries by small farmers and fisherfolk in Asia t to
improve their living conditions. However, there is 5 a
vast difference between the traditional methods annd
the new commercialised system. The traditionaal
aquaculture, including shrimp, is usually smalill-
scale, using low inputs and relies on natural tiddal
action for water-exchange. In some countries, succh
as India, Bangladesh and Thailand, there is a
tradition of rice/shrimp rotating, with rice growvn
part of the year and shrimp and other fish specifies
cultured the rest of the year. Chemicals, antibioticcs
and processed feeds are not used in the traditionaal
method. In this low-yield, natural method, the harveest
is small but sustainable over long periods. It has mo
adverse effect on the environment and ecology. THie
modern method, on the other hand, is larger in scaale
and intensive or semi-intensive in nature. It is owneed
and operated by commercial and often foreign-owneed
companies which mainly export the shrimp. I In
intensive aquaculture, selected species are bred usimg
a dense stocking rate. To maintain the very crowdeed
shrimp population and attain higher productioan
efficiency, artificial feed, chemical additives amd
antibiotics are used.
The environmental impact if shrimp cultuire
essentially depends on the mode of culture adopteed
in the shrimp farming. Indeed, the new trend of mowe
intensified shrimp farming in certain parts of tlhe
country without much control of feeds, seeds amd
other inputs and water management practices luas
brought to the fore a serious threat to tlhe
environment and ecology.
; ENVIRONMENT COURT CASES_______________________
941. B u ffa lo T ra d e rs W elfa re A s s o c ia tio n v.
Union o f In d ia (19.02.96), 1996(2) Scale(SP)
8 9 (1 ) [S .P . BHARUCHA, J ., K.
VENKATASWAMI, J.]
Emvironmental Law — Slaughter house — No
cojnsensus about the place where the slaughter house
comld be shifted — Directions given for hearing of
thte matter on merits.
955. B u ffa lo T ra d e rs W elfare A s s o c ia tio n v.
M anek a Gandhi (30.11.96), 1996(8) Scale
665: 1996(8) Suprem e 349: 1996(9) AD(SC)
221 [K ULDIP SINGH, J., B.L. HANSARIA, J.]
Emvironmental Law — Slaughter House in Delhi —
In the interest of consumers, the Slaughter House
peirmitted to function till 30.6.1997 with stipulation
to keep the Slaughter House environmentally clean
wftiile restricting the number of animals to be
slaughtered — Slaughtering of large animals,
pnohibited.
HELD: Though the interlocutory applications are
lialble to be dismissed, but the consideration which
is weighing with us in not dismissing the same
altogeth er is the interest o f large number of
comsumers in the territory of Delhi. This is the only
industry of its type in the territory. There being no
otlner slaughter house near at hand to cater the needs
of the residents of Delhi some hardship is likely to
be caused to the meateaters. At the same time the
intterest of environment and ecology cannot be
igmored. It cannot be disputed that the slaughter
hotuse is being run under highly polluted
environment. With a view to keep balance between
the need of the people of Delhi and the environment,
We; direct as under:
(1) We permit the Idgah Slaughter House to function
till June 30, 1997 on the following conditions:
(i) Goats/he goats/sheep numbering 2000 per
day shall be permitted to be slaughtered in
the premises, no other animals shall be
slaughtered.
(ii) Buffaloes (any sex), cows, bulls (i.e. large
animals) shall not be permitted to be
slaughtered as their slaughter generates
more pollution. The Buffalo section is the
most polluted section in the slaughter house.
We reiterate that except 2000 (Two thousand
only) goats/he goats/ sheep no other animals
to be slaughtered in the premises. The buffalo
section of the slaughter house shall be closed
with immediate effect.
311
(iii) The slaughter house shall be kept
environmentally clean by the MCD.
(2) The Central Pollution Control Board shall visit
the slaughter house every two months till June
30, 1997 and file report in this Court indicating
the environmental status of the premises.
(3) The animal market shall not be permitted to
function near the slaughter house. Holding the
animals market in the crowded part of the city is
environmentally hazardous and cannot be
permitted.
(4) The Deputy Commissioner of Police of the area
shall stop the holding of the market in the vicinity
of the slaughter house. The meat sellers/butchers
may bring the animals to the slaughter house in
an environmentally clean manner and take the
meat back in similar way. No market should be
permitted in the area.
(5) The Municipal Corporation of Delhi shall stop all
illegal slaughtering in Quasebpura area near
Idgah or any other part o f Delhi. The
Commissioner, Municipal Corporation, Delhi
shall take necessary steps to stop the illegal
slaughtering in all parts of Delhi. If necessary
police help be taken in this respect.
(6) We make it clear that heavy pollution fine shall
be imposed by this Court on polluters indulging
in illegal slaughtering. Even the MCD shall be
liable to pollution fine if the slaughter house is
not kept environmentally clean. The staff in
charge of the slaughter house may personally be
liable to pay the fine.
(7) Municipal Corporation of Delhi shall take step
on war-footing to construct the modem slaughter
house on the alternative land already acquired
by the Corporation. We make it clear that the
Idgah Slaughter house would not be permitted
to continue at the present site beyond June 30,
1997.
96. M .C .M eh ta v. Union o f In d ia (30 .1 2 .9 6 ),
1997(1) Scale 61 [KULDIP SINGH, J., FAIZAN
UDDIN, J.]
Environmental Law — Taj — Preservation of — Use
of natural gas instead of coke/coal— The industries,
which has accepted gas as on industrial fuel
and have taken gas connections, held, need not
relocate.
HELD: We, therefore, hold that the above-
mentioned 292 industries shall as per the schedule
 312
indicated hereunder change-over to the natural gas
as an industrial-fuel. The industries which are not
in a position to obtain gas connection — for any
reason - shall stop functioning with the aid of coke/
coal in the TTZ and may relocate themselves.
97. M .C .M e h ta v. Union o f In d ia (30.12.96),
1997(1) Scale 61 [KULDIP SINGH, J., FAIZAN
UDDIN, J.]
Environmental Law — Taj — Preservation o f —
Consideration of NEERI and Varadharajan reports
— After considering the four NEERI reports, two
Varadharajan reports and several reports by the
Board, Court came to the conclusion that the
industries in the TTZ are active contributors to the
air pollution in the said area — Relocation of
industries responsible for the air pollution —
Direction given — Environmental Law— Air pollution
— Relocation of industries.
HELD: There are four NEERI reports, two
Varadharajan reports eind several reports by the
Board. After examining all the reports and taking into
consideration other material on the record, we have
no hesitation in holding that the industries in the
fT Z are active contributors to the air pollution in
the said area. NEERI and Varadharajan (1978) reports
have specifically recommended the relocation of
industries from the TTZ. Although the Board has
placed on record list of 510 industries which are
responsible for air pollution but in view of our order
dated April 11, 1994 we Eire confining this order
only to 292 industries located Eind operating in Agra.
The Taj, apart from being cultural heritage, is an
industry by itself. More them two million tourists visit
the Taj every year. It is a source of revenue for the
country. This Court has monitored this petition for
over three years with the sole object of preserving
Eind protecting the Taj from deterioration Eind damage
due to atmospheric and environmental pollution. It
cannot be disputed that the use of coke/coal by the
industries emit pollution in the ambient air. The
objective behind this litigation to stop the pollution
While encouraging development of industry. The old
Concept that development Eind ecology cEinnot go
together is no longer acceptable. Sustainable
development is the answer. The development of
{ndustry is essential for the economy of the country,
but at the same time the environment and the eco­
systems have to be protected. The "pollution created
as a consequence of development must commen­
surate with the CEirrying capacity of our eco-systems.
FUNDAMENTAL DUTIES OF CITIZENS
Based on the reports o f various tech n ical
authorities mentioned in this judgment, we have
already reached the finding that the emissions
generated by the coke/coal consuming industries are
air-pollutants Eind have damaging effect on the Taj
and the people living in the TTZ. The atmospheric
pollution in TTZ has to be eliminated at any cost.
Not even one per cent chance can be taken when —
human life apart — the preservation of a prestigious
monument like the Taj is involved. In any case, in
view of the precautionary principle as defined by this
Court, the environmental measures must Einticipate,
prevent and attack the cause of environmental
degradation, the ‘onus of proof is on an industry to
show that its operation with the aid of coke/coal is
environmentally benign. It is, rather, proved beyond
doubt that the emissions generated by the use of
coke/coal by the industries in TTZ are the main
polluters of the ambient air.
98. N e w s Ite m H in d u s ta n T im e s “A .Q .F .M .
Yamuna v. Central Pollution Control Board
(29.08.96), 1996(8) Scale(SP) 24 [K U LD IP
SINGH, J., FAIZAN UDDIN, <J.]
Environmental Law— Taj Mahal — Plantation of trees
around — Brick kilns — Removal of — Electricity —
Continuous supply — Slaughter of — Construction
of — Alternative place to occupier of area by shop
owners around Taj Mahal — Direction given.
99. M .C .M eh ta v. Union o f In d ia (07.08.96),
1996(8) Scale(SP [KULDIP SINGH, J., S.
SAGHIR AHMAD, J.]
Environmental Law — Mathura refinery — Pollution
by — up of Hospital for treating the people living
in that area — Taj Mahal — Preservation of —
Removal of encroachment within 200m. — Direction
given.
100. Vellore Citizens Welfare Forum ▼. Union o f
India(08.09.95), 1995(5) Scale 592 [KULDIP
SINGH, J., S. SAGHIR AHM AD, J.]
Environmental Law — Tanneries — Water and air
pollution caused by tanneries in Tamil Nadu — The
affluent treatm ent plant com pleted despite
opportunity — The project not even started as yet —
Direction given to close down 162 tanneries with
immediate effect.
HELD: The Pollution Control Boeird hsis inspected
all these tanneries and placed its report before us.
According to the report most of these tanneries have
not even started primary work at the spot. Some of
 ENVIRONMENT COURT CASES
them have not even located the land. The tanneries
should have themselves set up the pollution control
devices right at the time when they started working.
They have not done so. They are not even listening to
various orders passed by this Court lfrom time to
time during the last more than 2 years. It is on the
record that these tanneries are polluting the area.
Even the water around where they are operating is
not worth drinking. We give no further time to these
tanneries. We direct the tanneries which are
numbering about 162 to be closed with immediate
effect.
101. Vellore Citizens Welfare Forum ▼. Union of
India(08.09.95), 1995(5) Scale 592 [KULDIP
SINGH, J., S. SAGHIR AHMAD, J.]
Environmental Law — Tanneries — Water and air
pollution caused by tanneries in Tamil Nadu — The
affluent treatment plant not completed — The
industries granted time to complete the project of
affluent treatment by 31.12.1995.
102. M .C .M e h ta v. Union o f In d ia (07.05.96),
1996(4) Scale(SP) 60 [KULDIP SINGH, J.,
S. SAG H IR AHMAD. J.]
Environmental Law — Underground water —
Depletion of underground water — Indiscriminate
digging of Bore wells — Notice issued to NCT of Delhi.
103. M .C .M e h ta ▼. U n io n o f In d ia ( 14.02.96),
1996(2) Scale(SP) 92 1A.M. AHMADI, C.J.,
SUJATA V. M ANOHAR, J ., K.
VENKATASWAMI, J.]
Environm ental Law — Vehicular Pollution —
Pollutions by vehicular traffic in Delhi — Directions
given.
104. Indian Council F o r Enviro-Legal Action v.
Union o f In d ia (10.11.95), 1995(6) Scale
578(2): 1995(9) JT 427 [A.M. AHMADI, C.J.,
K.S. PARIPOORNAN, J.]
Torts — Damages — Claim of — On account of
pollution caused to the water resulting in damage to
£he standing crops — It was the duty of the State
Government to ensure that the amount of damages
is recovered from the industries responsible for the
pollution and paid to the farmers who suffered the
damages — Direction given to the State Government
to deposit- the amount of damages in Court.
(Environmental Law — Water pollution).
HELD : A situation of that type cannot be allowed
to continue and it seems that certain industries
313
which are manufacturing pesticides and which do
not have any crisis-management plants may have
to be strictly dealt with. Our attention was also drawn
to the Counter Affidavit filed on behalf of the State
wherein also at paragraph l.D. the fact that the
farmers had suffered a loss on account of damage to
their crops caused by pollution of the water stream
is not in dispute. What the State Government says is
that the farmers have been ‘adequately’ compensated
from time to time. Taking note of the fact that in ten
villages the total loss was to the tune of Rs. 28.34
lakhs (estimated by the officials along with local
people), we find that the contribution from the
industrialists has been to the tune of Rs.7,49,963/-
between 23.12.88 and October, 1990 towards the
ascertained compensation and out of this amount
only a sum of Rs.6,54,364/- has been disbursed to
the farmers. It appears that the Pollution Control
Board had identified as many as 22 industries
responsible for the pollution caused by discharge of
their effluents into Nakkavagu. They were responsible
to compensate the farmers. It was the duty of the
State Government to ensure that this amount was
recovered from the industries and paid to the
farmers. In the circumstances, we direct the State
Government to deposit the amount of Rs.28,34,000/
- minus the amount paid by the industrialists in the
first instance with the High Court of Andhra Pradesh
within four weeks from today. Needless to say that
since there has been sufficient delay in the matter of
compensating the farmers this Court will not brook
further delay. After the amount is deposited, the High
Court will direct the concerned District judge to
obtain the Report by which this assessment was
made, ascertain the farmers entitled to compensation,
determine the amount of loss to be compensated and
submit a Report to this Court at an early date. The
District Judge will also ascertain if the treatment
plant has since been set up and if there has been
any progress on that behalf. He will submit a Report
to this Court in that connection also.
105. V in eet K u m a r M a th u r v. U n ion o f In d ia
(08.11.95), 1996(1) SCC 119: 1995(8) J T 27:
1995(6) Scale 241: 1996(1) U J 164: 1996(1)
CLT 56(SC): 1996(1) SCJ 536 [B.P. JEEVAN
REDDY, J., G.T. NANAVATI. J.]
Contempt of Court — Apology — Disobedience of the
order of the Court — Grant of consent by pollution
Control Board of UP under the provisions of Water
(Control of Pollution) Act, 1974 in violation of the
orders of the Supreme Court— Unconditional apology
tendered by the Officers of the Pollution Control
 314
Board accepted and no sentence imposed by taking
lenient view of the matter — Environmental Law —
Water pollution.
HELD : So far as the addition of the words, "this
consent order is subject to the orders passed by the
Hon’ble Supreme Court of India in W.P. 327 of 1990
(Vineet Kumar Mathur v. Union of India)’’ are
concerned, we think that it was a clever ploy by the
person(s) issuing the consent. Firstly, the order of
this Court dated January 15, 1993 precluded grant
of any consent subsequent to March 31, 1993.
Secondly, there was no point in saying that the said
consent was “subject to the orders passed by the
Hon’ble Supreme Court” when the consent being
granted was itself in plain contravention of the order
of this Court. If really the Pollution Control Board
meant what it now says, the least — and probably
the only course open to it — it could have done was
to apply to this Court for permission to issue a
‘consent’ for the reasons stated by it. It did nothing
of the sort. It went ahead and issued a consent with
the said misleading words allowing the industry to
operate contrary to the orders of this Court. Yet
another fact to be noticed in this behalf is the variance
between the ground stated in Mohan Meakins’
application (for consent) dated April 2, 1993 and the
terms subject to which it was granted consent by
P.C.B. In their application dated April 2, 1993, it may
be recalled, Mohan Meakins stated that in as much
as they have complied with the prescribed norms they
should be granted consent whereas the consent
actually granted contemplates Mohan Meakins
achieving the prescribed norms by December 31,
1993. The consent letter does not also say that Mohan
Meakins will be entitled to act upon the said consent
only after obtaining the orders of this Court therefor.
In the absence of any such stipulation, the addition
of the said words in the consent order had no
meaning and were evidently meant to be used as a
cover in future if and when someone complained of
Violation of the order of this Court. In this view of the
matter, both the Member-Secretary, Sri Darshan
Singh and the Chairman of the Pollution Control
J3oard, Sri Pradeep Kumar must be held to be guilty
Of violation of the order of this Court dated January
15, 1993.
Sri Pradeep Kumar has filed two affidavits to
which reference has already been made. In the earlier
affidavit, an attempt was made to" show that there
was no violation in view of the facts stated therein by
the second affidavit, he has accepted that there was
FUNDAMENTAL DUTIES OF CIDIZENNS
a lapse on his part. Of course, even in his seco^nd
affidavit, he has tried to explain that his orders w e re
passed upon the note put up by Sri Darshan Stnjgh,
Member-Secretary, the legal opinion tendered by tthe
Law Secretary and.the decision taken by his supericors
including the Advisor to H.E. the Governor. A t tthe
time of arguments, however, Sri Kapil Sibal.learmed
counsel for Sri Pradeep Kumar, made no attem ptt to
justify his conduct. Sri Sibal plainly admitted tlhat
what has been done was in clear violation o f tthe
orders of this Court dated January 15, 1993. Sri Silbal
submitted that in view of the unblemished recordl of
the officer and in view of the circumstances statted
in his second affidavit and his assurance that he
will never allow any such situation to arise in futuire,
the unconditional apology tendered by him may be
accepted. Counsel submitted that Sri Pradeep Kuimar
is truly repenting his lapse and the unconditioinal
apology by him is born of genuine contriteness.
It is significant to note that Para 3 of this Ntote
does refer to the order of this Court dated January
15, 1993 and to the refusal of consent by P.C.B.. to
Mohan Meakins on March 31, 1993, yet it says tlhat
in view of the instructions issued by the Uttar Pradesh
Government on April 20, 1993, the order dated March
31, 1993 refusing consent is liable to be reviewed
under Section 27 of the Water Act. It singularly fails
to point out that the refusal of consent on March 31,
1993 was pursuant to and in terms of the Court's
order dated January 15, 1993 and cannot, therefore,
be reviewed without reference to this Court. It is
equally significant to notice that Sri Pradeep Kumar
too does not refer to this aspect in his endorsement.
As a matter of fact, his endorsement does not even
say specifically that consent be granted subject to
the orders of this Court. It looks as if for both of
them, the orders of the Uttar Pradesh Government
issued on April 20, 1993 were sacrosanct and
superseded the orders of this Court as well. It is a
matter of regret that even responsible and senior
officers of the Government have acted in this manner.
It is clear enough that the officials were anxious to
somehow make out a case for enabling the Mohan
Meakins to operate its plant and machinery
regardless of the orders of this Court. We may also
incidentally notice the unusual speed with which the
m atter was processed. The Uttar Pradesh
Government’s orders, general in nature, are dated
April 20, 1993. On the very next day, Sri Darshan
Singh put up the note, which was approved by Sri
Pradeep Kumar on the same day and the ‘consent’
also issued on the same day.
 ENVIRONMENT COURT CASES
Taking into consideration all the facts and
circumstances aforesaid, we hold that Sri Pradeep
Kumar and Sri Darshan Singh are both guilty of
violation of this Court’s Order dated January 15,
1993. In view of the explanation put forward by them
and the several circumstances stated by them,
however, we are inclined to accept their unconditional
apology. At the same time, we administer a severe
warning to both the officers that repetition of any
such violation shall be viewed seriously. A copy of
this Order shall form part of the service record of
both the officers.
106. M.C. M eh ta v. Union o f India (19.12.96),
1997(1) JT 221: 1996(9) Scale 397 [KULDIP
SINGH, J., S. SAGHIR AHM AD, J.]
Environmental Law — Water pollution — Tanneries
in Calcutta — Directions given for relocation of
tanneries failing which the tanneries directed to be
closed w.e.f. 30.9.1997 — Scheme for relocation laid
down and matter transferred to Calcutta High Court
for monitoring the progress.
HELD: We order and direct as under:
1. The Calcutta tanneries operating in Tangra,
Tiljola, Topsia and Pagla Danga areas in the
eastern fringe city of the Calcutta (about 550 in
number) shall relocate themselves from their
present location and shift to the new leather
complex set up by the West Bengal Government.
The tanneries which decline to relocate shall not
be permitted to function at the present sites.
2. The Calcutta tanneries shall deposit 25% of the
price of the land before February 28, 1997 with
the concerned authority. The subsequent
instalments shall be paid in accordance with the
terms of the allotment letters issued by the State
Government.
3. The tanneries who fail to deposit 25% of the price
of the land as directed by us above shall be closed
on April 15, 1997.
4. The Board shall issue public notice in two English
and two Bengali Newspapers for two consecutive
days by December 31, 1996 directing the
Calcutta tanneries to deposit 25% of the land-
price before the authority named therein by
February 28, 1997. It shall also be stated in the
public notice that the tanneries failing to deposit
the amount shall be closed on April 15, 1997.
5. The Board shall prepare a list of the tanneries
which decline/fail to deposit 25% of the land-
315
price by February 28, 1997 and send the same
to the Superintendent of Police and Deputy
Commissioner of the areas concerned. The
Superintendent Police/the Deputy Commissioner
concerned shall close all the tanneries who fail/
decline to deposit 25% of the land-price. The said
tanneries shall be closed on April 15, 1997.
6. All the Calcutta tanneries who deposit the 25%
of the land- price shall be permitted to function
at the present sites provided they keep on
depositing the subsequent instalm ents in
accordance with the terms of the allotment letter.
7. The State Government shall hand over the
possession of the plots allotted to the tanneries
before April 15, 1997.
8. The State Government shall render all assistance
to the tanneries in the process of relocation. The
construction of the tannery buildings, issuance
of any licences/perm issions etc. shall be
expedited and granted on priority basis.
9. In order to facilitate shifting of the tanneries the
State Government shall set up unified single
agency consisting o f all the concerned
departments to act as a nodal agency to sort out
all the problems. The single window facility shall
be set up by January 31, 1997. We make it clear
that no further time shall be allowed to the
State Government to set up the single window
facility.
10. The use of the land which would become available
on account of shifting/relocation/closure of the
tanneries shall be permitted for green purposes.
While framing the scheme the State Government
may keep in view for its guidance the order of
this Court dated July 10, 1996 in IA 22 in Writ
Petition (Civil) No. 4677/1985 relating to the
shifting of Delhi industries. The shifting tanneries
on their relocation in the new leather complex
shall be given incentives which are normally
extended to new industries in new industrial
estate.
11. The tanneries which are not closed on April 15,
1997 must relocate and shift to the new leather
complex on or before September 30, 1997.
12. All the Calcutta tanneries shall stop functioning
at the present sites on September 30, 1997. The
closure order with effect from September 30, 1997
shall be unconditional. Even if the relocation of
tanneries is not complete they shall stop
 316
functioning at the present sites with effect from
September 30, 1997.
13. We direct the Deputy Com m issioner/
Superintendent Police of the area concerned to
close all the tanneries operating in Tangra, Tiljola,
Topsia and Pagla Danga areas of the city of
Calcutta by September 30, 1997. No tannery shall
function or operate in these areas after
September 30, 1997.
14. The State Governm ent shall appoint an
authority/Commissioner who with the help of
Board and other expert opinion and after giving
opportunity to the polluting tanneries concerned
assess the loss to the ecology/environment in the
affected areas.
15. The said authority shall further determine the
compensation to be recovered from the polluter
- tanneries as cost of reversing the damaged
environment. The authority shall lay down just
and fair procedure for completing the exercise.
16. The amount of compensation shall be deposited
with the Collector/District Magistrate of the area
concerned. In the event of non-deposit the
Collector/District Magistrate shall recover the
amount from the polluter-tanneries, if necessary,
as arrears of land revenue. A tannery may have
set up the necessary pollution control device at
present, but it shall be liable to pay for the past
pollution generated by the said tannery which
has resulted in the environment degradation and
suffering to the residents of the area.
17. We impose pollution fine of Rs. 10,000/- each on
all the tanneries in the four areas of Tangra,
Taljola, Topsia and Pagla Danga. The fine
shall be paid before February 28, 1997 in the
office o f the Collector/D istrict Magistrate
concerned.
18. We direct the Collector/District Magistrate of the
area concerned to recover the fines from the
tanneries.
19. The compensation amount recovered from the
polluting tanneries and the amount of fine
recovered from the tanneries shall be deposited
under a separate head called “Environment
Protection Fund” and shall be utilised for
restoring the damaged environment and ecology.
The pollution fine is also liable to be recovered as
arrears of land revenue. The tanneries which
failed to deposit the amount of Rs. 10,000 by
March 15. 1997 shall be closed forthwith and
FUNDAMENTAL DUTIES OF CITIZENS
shall also be liable under the Contem pt of
Courts Act.
20. The State Government in consultation w ith .the
expert bodies like NEERI, Central Pollution
Control Board and Board shall frame scheme/
schemes for reversing the damage caused tco the
ecology and environment by pollution. The
scheme/schemes so framed shall be executed by
the State Government. The expenditure shadl be
met from the “Environment Protection Fund” and
from other sources provided by the State
Government.
21. The workmen employed in the Calcutta tann eries
shall be entitled to the rights and benefits as
indicated hereunder:
(a) The workmen shall have continuity of
employment at the new place where the
tannery is shifted. The terms and conditions
of their employment shall not be altered to
their detriment.
(b) The period between the closure of the tannery
at the present site and its restart at the place
of relocation shall be treated as active
employment and the workmen shall be paid
their full wages with continuity of service.
(c) All those workmen who agree to shift with
the tanneries shall be given one year wages
as ‘shifting bonus” to help them settle at the
new location.
(d) The workmen employed in the tanneries
which fail to relocate shall be deemed to have
been retrenched with effect from April 15,
1997 and September 30, 1997 respectively
keeping in view the closure dates of the
respective tanneries provided they were in
continuous service for a period of one year
as defined in Section 25B of the Industrial
Disputes Act, 1947. These workmen shall
also be paid in addition six years wages as
additional compensation.
(e) The workmen who are not willing to shift
along with the relocated industries shall be
deemed to have been retrenched under
similarly (sic) circumstances as the workmen
in (d) above but they shall be paid only one
years wages as additional compensation.
(f) The shifting bonus and the compensation
payable to the workmen in terms of this
judgment shall be paid by May 31, 1997 by
the tanneries which close on April 15. 1997
 E1NVIRONMENT COURT CASES
and by November 15, 1997 by the other
tanneries closing on September 30, 1997.
(g) The gratuity amount payable to any workmen
shall be in addition.
We have issued comprehensive directions for
aclhieving the end result in this case. It is not
necessary for this Court to monitor these matters
any further. We are of the view that the Calcutta
High Court would be in a better position to monitor
these matters hereinafter. The “Green Bench” is
already functioning in the Calcutta High Court. We
direct the registry of this Court to send the relevant
records, orders, documents etc. pertaining to the
Calcutta tanneries to the Calcutta High Court before
January 10, 1997. The High Court shall treat this
m atter as a petition under Article 226 of the
Constitution of India and deal with it in accordance
with law and also in terms of the directions issued
by us. We make it clear that it will be open to the
High Court to pass any appropriate order/orders
keeping in view the directions issued by us. We give
liberty to the parties to approach the High Court as
and when necessary.
107. Rural litigation and entitlement Kendra and
others Versus State o f Uttar Pradesh and
others and W rit petition no. 8821 o f 1983
D e v ak i N a n d a n P an d ey Versus U n io n o f
india and others W rit petitions nos. 8209
and 8821 o f 1983, decided on Decem ber 18,
1986
Consciousness for environmental protection is of
recent origin, TTie United Nations Conference on
World Environment held in Stockholm in June 1972
and the follow-up action thereafter is spreading the
awareness. Over thousands of years men had
successfully exploiting the ecological system for his
sustenance but with the growth of population the
demand for land has increased and forest growth has
been and is being cut down and mein has started
Encroaching upon Nature and its assets. Scientific
developments have made it possible and convenient
for man to approach the places which were hitherto
beyond his ken. The consequences o f such
interference with ecology and environment have now
come to be realised. It is necessary that the
Himalayas and the forest growth on the mountain
range should be left uninterfered with so that that
there may be sufficient quantity of rain. The top soil
may be preserved without being eroded and the
natural setting of the area may remain intact. We
had commanded earlier to the State of Uttar Pradesh
317
as also to the Union of India that afforestation activity
may be carried out in the whole valley and the hills.
We have been told that such activity has been
undertaken. We are not oblivious of the fact that
natural resources has got to be tapped for the
purposes of social development but one cannot forget
at the same time that tapping of resources have to
be done with requisite attention and care so that
ecology and environment may not be affected in any
serious way; there may not be any depletion of water
resources and long-term planning must be
undertaken to keep up the national wealth. It has
always to be remembered that these are permanent
assets of mankind and are not intended to be
exhausted in one generation.
We must place on record our appreciation of the
steps taken by the Rural Litigation and Entitlement
Kendra. But for this move, all that has happened
perhaps may not have come. Preservation of the
environment and keeping the ecological balance
unaffected is a task which not only governments but
also every citizen must undertake. It is a social
obligation and let us remind every Indian citizen that
it is his fundamental duty as enshrined in Article 51
A (g) of the Constitution.
108. (Before J.S. Verma, cj. and Sujata ▼. Manohar
and B.N. Kirpal, jj) Vishaka and others ▼.
State of Rajasthan and others. W rit petitions
(crl.) Nos. 666-70 o f 1992, decided on August
13, 1997
The present writ petition was filed for the enforcement
of the fundamental rights of working women under
Articles 14, 19 and 21. It was brought as a class
action by certain social activists and NGOs with the
aim of assisting in finding s suitable methods for
realisation of the true concept of ‘gender equality’
and to prevent sexual harassment of working women
in all work places through judicial process and to
fill the vacuum in existing legislation. The immediate
cause for the filing of the writ petition was an incident
of alleged brutal gang rape of a social worker in a
village of Rajasthan. The notice of the petition was
given to the State of Rajasthan and the Union of
India and others Council who appeared before the
Supreme Court rendered needed assistance to the
Court to deal with the matter. Disposing of the writ
petition Held:
Each incident of sexual harassment of woman at
work place results in violation of the fundamental
rights of “Gender Equality” and the “Right to Life and
Liberty”. It is a clear violation of the rights under
 318
Articles 14, 15 and 21 of the Constitution. One of
the logical consequences of such an incident is also
the violation of the victim’s fundamental right under
A rticle 19(1) (g ). The meaning and content
fundamental rights guaranteed in the Constitution
of India are of sufficient maples to encompass all the
facets of gender equality including prevention of
sexual harassment or abuse.
Gender equality includes protection from sexual
harassment and right to work with dignity, which is
a universally recognised basic human right. The
common minimum requirement of this right has
received global acceptance. In the absence of domestic
law occupying the field, to formulate effective
measures to cheek the evil of sexual harassment of
working women at all workplaces, the contexts of
international conventions and norms are significant
for the purpose of interpretation of the guarantee of
gender equality, right to work with human dignity in
Articles 14, 15, 19 (1) (g) and 21 of the Constitution
and the safeguards against sexual implicit therein,
and for; the formulation of guidelines to achieve this
purpose. Any International convention not
inconsistent with the fundamental rights and in
harmony with its spirit must be read into these
provisions to enlarge the meaning and content
thereof, to promote the object of the constitutional
guarantee. This is implicit from Article 51(c) and the
enabling power of Parliament to enact laws for
implementing the international conventions and
norms by virtue of Article 253 read with Entry 14 of
the Union List in Seventh Schedule o f the
Constitution. (Paras 10, 7 and 14)
M inister f o r Immigration and Ethnic Affairs
v. Teoh, 128 A u s LR 353; Nilabati B eh er (i
▼. State o f Orissa, (1993) 2 SCC 746: 1993
SCC (Cri) 527, reliedon
Such violations, therefore, attract the remedy under
Article 32 for the enforcement of these fundamental
rights of women. This class action under Article 32
pf the Constitution is for this reason. A writ of
mandamus in such a situation, if it is to be effective,
needs to be accompanied by directions for prevention;
as the violation of fundamental rights of this kind is
a recurring phenomenon. The fundamental right to
carry on any occupation, trade or profession depends
on the availability of a “safe” working environment.
Right to life means life with dignity. The primary
responsibility for ensuring such safety and dignity
through suitable Legislation, and the creation of a
mechanism for its enforcement, is of the legislature
FUNDAMENTAL DUTIES OF CmZElsNS
and the executive. When, however, instances of
sexual harassm ent resulting in viola tion ! of
fundamental rights of women workers under Articcles
14, 19 and 21 are brought before for redress unider
Article 32, an effective redressal requires that some
guidelines should be laid down for the protection! of
these rights to fill the legislative vacuum. By virrtue
of Article 73 the executive power of the Uniom is
available till Parliament enacts legislation to expressly
provide measures needed to curb the ewil.
(Paras 3 and 7)
Thus, the power of the Supreme Court unider
Article 32 for enforcement of the fundamental riglhts
and the executive power of the Union have to mieet
the challenge to protect the working women frrom
sexual harassment and to make their fundamental
rights meaningful. Governance of the society by tthe
rule of law mandates this requirement as a logiical
concomitant of the constitutional scheme. The
obligation of the Supreme Court under Article 32 for
the enforcement of the fundamental rights in (the
absence of legislation must be viewed along with tthe
role of judiciary envisaged in the Beijing Statement
of Principles of the Independence of the Judiciary in
the LAWASIA region. These principles were accepted
by the Chief Justices of Asia and the Pacific at Beijing
in 1995 as those representing the minimum
standards necessary to be observed in order to
maintain the independence and effective functioning
of the judiciary. (Paras 8 and 11)
Some provisions in the “Convention on the
Elimination of All Forms of Discrimination against
Women" (Articles 11 and 24) as also the general
recommendations of CEDAW in this context (Articles
11, 22, 23, 24), as ratified the Resolution on 25-6-
1993 with some reservations which are not material
in the present context, are of significance. At the
Fourth World Conference on Women in Beijing, the
Government of India has also made an official
commitment, inter alia, to form ulate and
operationalize a national policy on women which will
continuously guide and inform action at every level
and in every sector’, to set up a Commission for
Women's Rights to act as a public, defender of
women’s human rights; to institutionalise a national
level mechanism to monitor the implementation of
the Platform for Action. Therefore, reliance can be
placed on the above for the purpose of construing
the nature and ambit of constitutional guarantee
of gender equality in our Constitution. -(Paras 12
and 13) .
 EINVIRONMENT COURT CASES
In view of the above, and in the absence of
enacted law to provide for effective enforcement of
the basic human right of gender equality and
guarantee against sexual harassment and abuse,
moire particularly against sexual harassment at
workplaces, guidelines and norms are hereby laid
down for strict observance at all workplaces or other
institutions, until a legislation is enacted for the
purpose. This is done in exercise of the power
available under Article 32 for enforcement of the
fundamental rights and it is further emphasised that
this would be treated as the law declared by
the Supreme Court under Article 141 of the
Constitution. (Paras 16 and 17)
The GUIDELINES and NORMS prescribed herein
are as under:
HAVING REGARD to the definition of “human
rights” in Section 2(d) of the Protection of Human
Rights Act, 1993,
TAKING NOTE of the fact that the present civil
and penal laws in India do not adequately provide
for specific protection of women from sexual
harassment in workplaces and that enactment of
such legislation will take considerable time,
It is necessary and expedient for employers in
workplaces as well as other responsible persons or
institutions to observe certain guidelines to ensure
the prevention of sexual harassment of women:
II. Duty o f the employer or other responsible persons
in workplaces and other institutions:
It shall be the duty of the employer or other
responsible persons in w orkplaces or other
institutions to prevent or deter the commission of
ficts of sexual harassment and to provide the
procedures for the resolution, settlement or
prosecution of acts of sexual harassment by taking
all steps required.
2. Definition:
For this purpose, sexual harassment includes such
unwelcome sexual determined behaviour (whether
directly or by implication) as:
(fO physical contact and advances;
(b) a demand or request for sexual favours;
(c) sexually-coloured remarks;
(d) showing pornography;
319
(e) any other unwelcome physical, verbal or non­
verbal conduct of sexual nature.
W here any o f these acts is com m itted in
circumstances where under the victim of such
conduct has a reasonable apprehension that in
relation to the victim’s employment or work whether
she is drawing salary, or honorarium or voluntary,
whether in government, public or private enterprise
such conduct can be humiliating and make/
constitute a health and safety problem. It is
discriminatory for instance when the woman has
reasonable grounds to believe that her objection
would disadvantage her in connection with her
employm ent or work including recruiting or
promotion or when it creates a hostile work
environment. Adverse consequences might be visited
if the victim does not consent to the conduct in
question or raises any objection thereto.
3. Preventive steps:
All employers or persons in charge of workplaces
whether in the public or private sector should take
appropriate steps to prevent sexual harassment.
Without prejudice to the generality of this obligation
they should take following steps:
(a) Express prohibition of sexual harassment as
defined above at the workplace should be notified,
published and circulated in appropriate ways.
(b) The rules/regulations of government and public
sector bodies relating to conduct and discipline
should include rules/regulations prohibiting
sexual harassment and provide for appropriate
penalties in such rules against the offender.
(c) As regards private employers steps should be
taken to include the aforesaid prohibitions in the
standing orders under the Industrial Employment
(Standing Orders) Act, 1946.
(d) Appropriate work conditions should he provided
in respect of work, leisure, health and hygiene to
further ensure that there is no hostile
environment towards women at workplaces and
no woman employee should have reasonable
grounds to believe that she is disadvantaged in
connection with her employment.
4. Criminal proceedings:
Where such conduct amounts to a specific offence
under the Indian Penal Code or under any other law,
the employer shall initiate appropriate action in
 320
accordance with law by making a complaint with the
appropriate authority.
In particular, it should ensure that victims, or
witnesses are not victimized or discriminated against
while dealing with complaints of sexual harassment..
The victims of sexual harassment should have the
option to seek transfer of the perpetrator or their own
transfer.
5. Disciplinary action:
Where such conduct amounts to misconduct in
employment as defined by the relevant service rules,
appropriate disciplinary action should be initiated
by the employer in accordance with those rules.
6. Complaint mechanism:
Whether or not such conduct constitutes an offence
under law or a breach of the service rules, an
appropriate complaint mechanism should be created
in the employer’s organization for redress of the
complaint made by the victim. Such complaint
mechanism should ensure time-bound treatment of
complaints.
7. Complaints Committee:
The complaint mechanism, referred to in (6) above,
should be adequate to provide, where necessary, a
Complaints Committee, a special counsellor or other
support service. Including the maintenance of
confidentiality.
The Complaints Committee should be headed by
a woman and not less them half of its members should
be women. Further, to prevent the possibility of any
undue pressure or influence from senior levels, such
Complaints Committee should involve a third party,
either NGO or other body who is familiar with the
issue of sexual harassment.
The Complaints Committee must make an annual
report to the Government Department concerned of
the complaints and action taken by them.
The employers and person-in-charge will also
report on the compliance with the aforesaid guidelines
including on the reports of the Complaints Committee
to the Government Department.
8. Workers’ initiative:
Employees should be allowed to raise issues of sexual
harassm ent w orkers’ meeting and in other
appropriate forum and it should be affirmatively
discussed in employer-employee meetings.
FUNDAMENTAL DUTIES OF CITIZENNS
9. Awareness:
Awareness of the rights of female employees * in
this regard should be created in particular by
prominently notifying the guidelines (and appropriate
legislation when enacted on the subject) in a suitaable
manner.
10. Third-party harassment:
Where sexual harassment occurs as a result of an
act or omission by any third party or outsider, tthe
employer and person-in-charge will take all necesssaiy
and reasonable to assist the affected person in terrms
of support preventive action.
11. The Central/State Governments are requestecd to
consider adopting suitable measures includiing
legislation to ensure that the guidelines laid down
by this order are also observed by the employers
in private sector.
12. These guidelines will not prejudice any rig{hts
available under the Protection of Human Rig{hts
Act, 1993. These directions would be bindiing
and enforceable in law until suitable legislation
is enacted to occupy the field.
(Para 18 (R-M/1837/CR
Advocates who appeared in this case:
FS. Nariman, Senior Advocate (Ms Meenakcshi
Arora and Ms Niti Dixit, Advocates with him) for ithe
Petitioners; T.R. Andhyarujina, Solicitor General
(Mukul Mudgal, Ms Suvira Lai, C.VS. Rao, K.S. Bhiati
and M.K. Singh, Advocates, with him) for Ithe
Respondents.
Chronological at o f cases cited
1. (1 993) 2 SCC 746: 1993 SCC (Cri) 527, Nilabati
x Behera v. State o f Orissa
2. 128AusLR353,Ministerfor immigration and Ethnic
Affairs v. Teoh
The Judgement of the Court was delivered by
VERMA, C.J.- This writ petition has been filed for
the enforcement of the fundamental rights of working
women under Articles 14, 19, 21 of the Constitution
of India in view of the prevailing climate in which the
violation of these rights is not uncommon. With the
increased awareness and emphasis on gender
justice, there is increase in the effort to guard against
such violations and the resentm ent towards
incidence. O f late, sexual harassment is also
increasing. The present petition has been brought
as a class action by certain social activists and NGQs
 ENVIRONMENT COURT CASES
witih the aim of focussing attention towards this
spciietal aberration, and assisting in finding suitable
metthods for realisation of the true concept of “gender
equiality”; and to prevent sexual harassment
of \workin£ women in all workplaces through
judiicial process, to fill the vacuum in existing
legislation.
» r
2. The immediate cause for the filing of this writ
petition is an incident of alleged brutal gang rape
of a social worker in a village of Rajasthan. The
incident is the subject-matter of a separate
criminal action and no further mention of it, by
us, is necessary. The incident reveals the hazard
to which working woman may be exposed and
the depravity to which sexual harassment can
degenerate and the urgency for safeguards by an
alternative mechanism in the absence of
legislative measures. In the absence of legislative
measures, the need is to find an effective
alternative mechanism to fulfil this felt and urgent
social need.
5. Each such incident results in violation of the
fundamental rights of “Gender Equality” and the
“Right to Life and Liberty”. It is a clear violation
rights under Articles 14, 15 and 21 of the
■Constitution. One of the logical consequences of
such an incident is also the violation of the
victim’s fundamental right under Article 19(l)(g)
“to practise any profession or to carry out any
occupation, trade or business”. Such violations,
therefore, attract the remedy under Article 32 for
the enforcement of these fundamental rights of
women. This class action under Article 32 of the
•Constitution is for this reason. A w rit of
mandamus in such a situation, if it is to be
'effective, needs to be accompanied by directions
ifor prevention, as the violation of fundamental
rights of this kind is a recurring phenomenon.
The fundamental to carry on any occupation,
trade or profession depends on the availability of
a “safe” working environment. Right to life means
life with dignity. The primary responsibility for
ensuring such safety and dignity through suitable
legislation, and the creation of a mechanism for
Its enforcement, is of the legislature and the
executive. When, however, instances of sexual
harassment resulting in violation of fundamental
rights of women workers under Articles 14, 19
and 21 are brought before us for redress under
Article 32, an effective redressal requires that
some guidelines should be laid down for the
321
protection of these rights to fill the legislative
vacuum.
6. The notice of the petition was given to the State
of Rajasthan and the Union of India. The learned
Solicitor General appeared for the Union of India
and rendered valuable assistance in the true
spirit of a law officer to help us find a proper
solution to this social problem of considerable
magnitude. In addition to Ms Meenakshi Arora
and Ms Naina Kapur who assisted the Court with
full commitment, Shri Fali S. Nariman appeared
as amicus curiae and rendered great assistance.
We place on record our great appreciation for
every counsel who appeared in the case and
rendered the needed assistance to the Court
which has enabled us to deal with this unusual
matter in the manner considered appropriate for
a cause of this nature.
5. Apart from Article 32 of the Constitution of India,
we may refer to some other provisions which
envisage judicial intervention for eradication of
this social evil. Some provisions in the
Constitution in addition to Articles 14, 19(l)(g)
and 21, which have relevance are:
Article 15:
“ 15. Prohibition of discrimination on grounds of
religion, race, caste, sex or place of birth.-(I) The State
shall not discriminate against any citizen on grounds
only of religion, race, caste, sex, place of birth or any
of them.
(2 ) ******
(3) Nothing in this article shall prevent the State from
making any special provision for women and
children.”
Article 42:
“42. Provision for just and humane conditions of
work and maternity relief.-The State shall make
provision for securing just and humane conditions
of work and for maternity relief.”
Article 51A:
“51-A. Fundamental duties. —It shall be the duty of
every citizen of India-
(a) to abide by the Constitution and respect its ideals
and institutions,
(b)-(d) *****
 322
(e) to promote harmony and the spirit of common
brotherhood amongst all the people of India
transcending religious, linguistic and regional or
sectional diversities; to renounce practices
derogatory to the dignity of women;”
6. Before we refer to the international conventions
and norms having relevance in this field and the
manner in which they assume significance in
application and judicial interpretation, we may
advert to some other provisions in the
Constitution which permit such use. These
provisions are Article 51:
"51. Promotion of international peace and security.-
The State shall endeavour to-
(aj-(b) *****
(c) foster respect for international law and treaty
obligations in the dealings of organised peoples
with one another; and
*****
Article, 253:
“253. Legislation for giving effect to international
agreements Notwithstanding anything in the
foregoing provisions of this Chapter Parliament has
power to make any law for the whole or any part of
the territory of India for implementing any treaty,
agreement or convention with any other country or
countries or any decision made at any international
conference, association or other body.”
Seventh Schedule:
“List 1 - Union List
14. Entering into treaties and agreements with foreign
countries and im plem enting o f treaties,
agreem ents and conventions with foreign
countries.”
7. In the absence of domestic law occupying the field,
to formulate effective measures to check the evil
of sexual harassment of working women at all
workplaces, the contents of international
conventions and norms Eire significant for the
purpose of interpretation of the guarantee of
gender equality, right to work with human dignity
in Articles 14, 15, 19(l)(g) 21 of the Constitution
and the safeguards against sexual harassment
implicit therein. Any international convention not
inconsistent with the fundamental rights and in
FUNDAMENTAL DUTIES OF CITTZEENS
harmony with its spirit must be read into tlhese
provisions to enlarge the meaning and comtent
thereof, to promote the object of the constituitiional
guarantee. This is implicit from Article 5 1( c)) and
the enabling power of Parliament to enact ) laws
for implementing the international convemttions
and norms by virtue of Article 253 read with Entry
14 of the Union List in Seventh Schedule ofrf the
Constitution. Article 73 also is relevanit. It
provides that the executive power of the UJnion
shall extend to the matters with respect to w-iiich
Parliament has power to make laws. The
executive power of the Union is, thereffore,
available till Parliament enacts legislation to
expressly provide measures needed to curfco the
evil.
8. Thus, the power of this Court under Articlle 32
for enforcement of the fundamental rights and
the executive power of the Union have to imeet
the challenge to protect the working women Ifrom
sexual harassm ent and to make t:heir
fundamental rights meaningful. Governanice of
the society by the rule of law mandates this
requirement as a logical concomitant off the
constitutional scheme. The exercise perfor med
by the Court in this matter is this comimon
perception shared with the learned Soliicitor
General and other members of the Bar who
rendered valuable assistance in the performiance
of this difficult task in public interest.
9. The progress made at each hearing culminiated
in the formulation of guidelines to whichi the
Union of India gave its consent throughi the
learned Solicitor General, indicating that these
should be the guidelines and norms declared by
this Court to govern the behaviour o f the
employers and all others at the workplaces to curb
this social evil.
10. Gender equality includes protection from sexual
harassment and right to work with dignity, which
is a universally recognised basic human right.
The common minimum requirement of this right
has received global acceptance. The international
conventions and norms are, therefore, of great
significance in the formulation of the guidelines
to achieve this purpose.
11. The obligation of this Court under Article 32 of
the Constitution for enforcement of these
fundamental rights in the absence of legislation
must be viewed along with the role of judiciary
ENVIRONMENT COURT CASES
envisaged in the Beijing Statement of Principles
of the Independence of the Judiciary in the
LAWASIA region. These principles were accepted
by the Chief Justices of Asia and the Pacific at
Beijing in 1995 as those representing the
minimum standards necessary to be observed in
order to maintain the independence and effective
functioning of the judiciary. The objectives of
the judiciary mentioned in the Beijing Statement
are:
“Objectives o f the Judiciary:
lO. The objectives and functions of the Judiciary
include the following:
(a) to ensure that all persons are able to live
securely under the rule of law;
(b) to promote, within the proper limits of the
judicial function, the observance and the
attainment of human rights; and
(c) to administer the law impartially among
persons and between persons and the State.”
12. Some provisions in the “Convention on the
Elimination of All Forms of Discrimination against
Women”, of significance in the present context
are:
Article 11:
“ 1. States Parties shall take all appropriate measures
to eliminate discrimination against women in the
field of employment in order to ensure, on a basis
of equality of men and women, the same rights,
in particular:
(a) The right to work as an inalienable right of all
human beings
*****
(f) The right to protection of health and to safety in
working conditions, including the safeguarding
of the function of reproduction.
*****
Article 24:
States Parties undertake to adopt all necessary
measures at the national level aimed at achieving
the full realization of the rights recognised in the
present Convention.”
13. The general recommendations of CEDAW in this
323
context in respect of Article 11 are:
“Violence and equality in employment:
22. Equality in employment can be seriously impaired
when women are subjected to gender specific
violence, such as sexual harassment in the
workplace.
23. Sexual harassment includes such unwelcome
sexually determined behaviour as physical
contacts and advances, sexually-coloured
remarks, showing pornography and sexual
demands whether by words or actions. Such
conduct can be humiliating constitute a health
and safety problem; it is discriminatory when the
woman has reasonable grounds to believe that
her objection would disadvantage her in
connection with her employment, recruiting or
promotion, or when it creates a hostile working
environment. Effective complaints, procedures
and remedies, including compensation, should
be provided.
24. States should include in their reports information
about sexual harassment, and on measures to
protect women from sexual harassment and other
forms of violence or coercion in the workplace.”
The Government of India has ratified the above
Resolution on, 25-6-199— with some reservations
which are not material in the present context. At
the Fourth World Conference on Women in Beijing,
the Government of India has also made an official
commitment, inter alia, to form ulate and
operationalize a national policy on women which will
continuously guide action at every level and in every
sector; to set up a Commission on Women’s Rights
to act as a public defender of women’s human rights;
to institutionalise a national level mechanism to
monitor the implementation of the Platform for
Action. We have, therefore, no hesitation in placing
reliance in the above for the purpose of construing
the nature and ambit of constitutional guarantee of
gender equality in our Constitution.
14. The meaning and content of the fundamental
rights guaranteed in the Constitution of India are
of sufficient amplitude to encompass all the facets
of gender equality including prevention of sexual
harassment or abuse. Independence of judiciary
forms a part of our constitutional scheme. The
international conventions and norms are to be
read into them in the absence of enacted domestic
law occupying the field when there is no
 324
inconsistency between them. It is now an
accepted rule of judicial construction that regard
must be had to international conventions and
norms for construing domestic law when there is
no inconsistency between them and there is a
void in the domestic law. The High Court of
Australia in Minister for Immigration and Ethnic
Affairs v. Teohl has recognised the concept of
legitimate expectation of its observance in the
absence of a contrary legislative provision, even
in the absence of a Bill of Rights in the
Constitution of Australia.
15. In Nilabati Behera v. State of Orissa2a provision
in the ICCPR was referred to support the view
taken that “an enforceable right to compensation
is not alien to the concept of enforcement of a
guaranteed right”, as a pubilc law remedy under
Article 32, distinct from the private law remedy
in torts. There is no reason why these
international conventions and norms cannot,
therefore, be used for construing the fundamental
rights expressly guaranteed in the Constitution
of India which embody the basic concept of gender
equality in all spheres of human activity.
16. In view of the above, an absence of enacted law
to provide for the effective enforcement of the
basic human rights of gender equality and
guarantee against sexual harassment and abuse,
more particularly against sexual harassment at
workplaces, we lay down the guidelines and
norms specified hereinafter for due observance
at all workplaces or other institutions, until a
legislation is enacted for the purpose. This is
done in exercise of the power available under
Article 32 of the Constitution for enforcement of
the fundam ental rights and it is further
emphasised that this would be treated as the law
declared by this Court under Article 141 of the
constitution.
17. The GUIDELINES and NORMS prescribed herein
are as under:
HAVING REGARD to the definition of “human
rights” in Section 2(d) of the Protection of Human
Rights Act, 1993,
TAKING NOTE of the fact that the present
civil and penal laws in India do not adequately provide
for specific protection of women from sexual
harassment in workplaces and that enactment of
such legislation will take considerable time,
It is necessary and expedient for employers in
FUNDAMENTAL DUTIES OF CITIZEfNS
workplaces as Well as other responsible persons; or
institutions to observe certain guidelines to ensiure
the prevention of sexual harassment of women:-
1. Duty of the employer or other responsible persons
in workplaces and other institutions:
It shall be the duty of the employer or otlher
responsible persons in workplaces or oth er
institutions to prevent or deter the commissions of
acts of sexual harassment and to provide tthe
procedures for the resolution, settlem ent or
prosecution of acts of sexual harassment by taking
all steps required.
2. Definition:
For this purpose, sexual harassment includes such
unwelcome sexually determined behaviour (whether
directly or by implication) as:
(a) physical contact and advances:
(b) a demand or request for sexual favours:
(c) sexually-coloured remarks:
(d) showing pornography:
(e) any other unwelcome physical, verbal or non­
verbal conduct of sexual nature.
W here any o f these acts is com m itted in
circumstances where under the victim of such
conduct has a reasonable apprehension that in
relation to the victim’s employment or work whether
she is drawing salary, or honorarium or voluntary,
whether in government, public or private enterprise
such conduct can be humiliating and may constitute
a health and safety problem. It is discriminatory for
instance when the women has reasonable grounds
to believe that her objection would disadvantage her
in connection with her employment or work including
recruiting or promotion or when it creates a hostile
work environment. Adverse consequences might be
visited if the victim does not consent to the conduct
in question or raises any objection thereto.
3. Preventive steps:
All employers or persons in charge of workpiece
whether in the public or private sector should take
appropriate steps to prevent sexual harassment.
Without prejudice to the generality of this obligation
they should take the following steps:
(a) Express prohibition of sexual harassment as
defined above at the workplace should be notified,
published and circulated in appropriate ways
 E1NPVIRONMENT COURT CASES
(b) 'The rules/regulations of government and public
sector bodies relating to conduct and discipline
should include rules/regulations prohibiting
•sexual harassment and provide for appropriate
penalties in such rules against the offender.
(c) A s regards private employers steps should be
taken to include the aforesaid prohibitions in the
standing orders under the Industrial Employment
((Standing Orders) Act, 1946.
(d) Appropriate work conditions should be provided
in respect of work, leisure, health and hygiene to
fu rther ensure that there is no hostile
environment towards women at workplaces and
no woman employee should have reasonable
grounds to believe that she is disadvantaged in
connection with her employment.
4. Criminal proceedings:
Where such conduct amounts to a specific offence
under the Indian Penal Code or under any other law,
the employer shall initiate appropriate action in
accordance with law by making a complaint with the
appropriate authority.
In particular, it should ensure that victims, or
witnesses are not victimised or discriminated against
while dealing with complaints of sexual harassment.
The victims of sexual harassment should have the
bption to seek transfer of the perpetrator, or their
even transfer.
5. Disciplinary action:
Where such conduct amounts to misconduct in
employment as defined by the relevant service rules,
appropriate disciplinary action should be initiated
by the employer in accordance with those rules.
6. Complaint mechanism:
Whether or not such conduct constitutes an offence
under law Or a breach of the service rules, an
appropriate complaint mechanism should be created
in the employer’s organization for redress of the
complaint made by the victim. Such complaint
mechanism should ensure time bound treatment of
complaints.
7. Complaints Committee:
The complaint mechanism, referred to in (6) above,
should ‘be adequate to provide, where necessary, a
Complaints Committee, a special counsellor or other
325
support service, including the maintenance of
confidentiality.
The Complaints Committee should be headed by
a woman and not less than half of its members should
be women. Further, to prevent the possibility of any
undue pressure or influence from senior levels, such
Complaints Committee should involve a third party,
either NGO or other body who is familiar with the
issue of sexual harassment.
The Complaints Committee must make an annual
report to the Government Department concerned of
the complaints and action taken by them.
The employers and person-in-charge will also
report on the compliance with the aforesaid
guidelines including on the reports of the Complaints
Committee to the Government Department.
8. Workers’ initiative:
Employees should be allowed to raise issues of sexual
harassment; at workers’ meeting and in other
appropriate forum and it should be affirmatively
discussed in employer-employee meetings.
9. Awareness:
Awareness of the rights of female employees in this
regard should be created in particular by prominently
notifying the guidelines (and appropriate legislation
when enacted on the subject) in a suitable manner.
10. Third-party harassment:
Where sexual harassment occurs as a result of an
act or omission by any third party or outsider, the
employer and person-in-charge will take all steps
necessary and reasonable to assist the affected
person in terms of support and preventive action.
11. The Central/State Governments sire requested to
consider adopting suitable measures including
legislation to ensure that the guidelines laid down
by this order are also observed by the employers,
in private sector.
12. These guidelines will not prejudice any rights
available under the Protection of Human Rights
Act, 1993.
18. Accordingly, we direct that the above guidelines
and norms would be strictly observed in all
workplaces for the preservation and enforcement
of the right to gender equality of the working
 326
women. These directions would be binding and
enforceable in law until suitable legislation is
enacted to occupy the field. These writ petitions
are disposed of, accordingly.
109. (Before Kuldip Singh and S. Saghir Ahmad,
j.j) Dr. B.L. W adehra ▼. Union of India and
others. Writ petition ( c) No.286 o f 1994,
decided on M arch 1, 1996
In the light of the facts; and circumstances noticed
above and also bring in view the suggestions made
by the learned counsel assisting us in the petition
the following directions:
1. We approve the experimental schemes placed
before this Court by MCD and NDMC whereunder
certain localities have been selected for
distribution of polythene bags, door to door
collection of garbage and its disposal.
We direct the MCD through Commissioner
appointed under Section 54 of the Delhi Act and
all other officers of the MCD (particularly Mr Narang
and Mr Tirath Raj, Joint Directors) to have the city
of Delhi scavenged and cleaned everyday. The
garbage/ waste shall be lifted from collection centres
every day and transported to the designated place
for disposal.
All receptacles/collection centres shall be kept
clean and tidy everyday. The garbage/rubbish shall
not be found spread around collection centres and
on the roads.
We issue similar directions to the NDMC through
S/Shri Baleshwar Rai, Administrator, Led Chand,
Chief Sanitary Inspector, Dr G.S. Thind, Deputy
Medical Officer of Health and Dr V.N. Reu, Chief
Medical Officer.
2. We direct Governm ent of India, through
Secretary, Ministry of Health, Government of
National Capital Territory of Delhi through
Secretary, Medical and Public Health, MCD
through its Commissioner and NDMC through
its Adm inistrator to construct and instal
incinerators in all the hospitals/nursing homes,
with 50 beds and above under their
administrative control. This may be done
preferably within nine months. A responsible
officer of each of these authorities shall file an
affidavit in this Court within two months
indicating the progress made ih this respect.
3. We direct the All India Institute of Medical
Sciences, New Delhi through its Director to instal
FUNDAMENTAL DUTIES OF CTTIZKENS
sufficient number of incinerators, or eqiually
effective alternative, to dispose of the hosspital
waste. The Director shall file an affidavit w ithin
two months to indicate the progress made in i this
respect.
4. We direct the MCD and NDMC to issue noticces to
all the private hospitals/nursing homes in EDelhi
to make their own arrangements for the disposal
of their garbage and hospital waste. The^y be
asked to construct their own incinerators. In
case these hospitals are permitted to use facilities
for collection, transportation and disposjal of
garbage provided by the MCD and NDMC Ithen
they may be asked to pay suitable chargers for
the service rendered in accordance with law/.
5. We direct the Central Pollution Control Board I and
the Delhi pollution Committee to regularly tsend
its inspection teams in different areas of Deelhi/
New Delhi to ascertain that the collection,
transportation and disposal of garbage/wasste is
carried out satisfactorily. The Board and the
Committee shall file the reports in this Couirt by
way of affidavit after every two months; for
a period of two years.
6. We direct the Government of the National Cajpital
Territory of Delhi to appoint M u n icip al
Magistrates (Metropolitan Magistrate) under
Section 469 of the Delhi Act and Section 3T5 of
the New Delhi Act for the trial of offence umder
these Acts. Residents of Delhi be educated
through Doordarshan and by w ay of
announcements in the localities that they shall
be liable for penalty in case they violate any
provisions of the Act in the matter of collecting
and disposal of garbage and other wastes.
7. We direct Doordarshan through its Director
General to undertake a programme of educating
the residents of Delhi regarding their civic duties
under the Delhi Act and the New Delhi Act. This
shall be done by making appropriate
announcements, displays on the television. The
residents of Delhi shall be educated regarding
their duties under Sections 354, 356 and 357 of
the Delhi Act and similar duties under the New
Delhi Act. They shall also be informed about the
penalties which can be imposed under Section
465 of the Delhi Act and similar provision, under
the New Delhi Act. The MCD and the NDMC shall
also have announcements made by way of public
address system in various area in Delhi informing
 ENVIRONMENT COURT CASES
the residents of their duties and obligations tinder
the Delhi Act and the New Delhi Act.
, 8. The MCD has placed order for the supply of about
200 tippers with the Ordnance Vehicle Factory,
JJabalpur (Government of India) in May 1995. The
tippers have not as yet been supplied. We direct
Secretary, Ministry of Defence Production,
Government of India, to have the tippers
supplied to the MCD as expeditiously as possible
and preferably within three months. The
Secretary shall file an affidavit in this Court within
six weeks indicating the progress made in this
respect.
9. The MCD has indicated that three SLF sites have
alread y been approved by the Technical
Committee of the DDA but the same have not
been handed over to the MCD by the Development
Commissioner, Government of NCT of Delhi.
Since Bhatti mines are situated within the ridge
area, we do not permit the same to be utilised for
the disposal of the solid waste as at present. We,
however, direct the Development Commissioner,
Government of NCT, Delhi to hand over the two
site near Badarpur on Jaitpur/Tejpur quarry pits
and Mandi village near Jaunpur quarry pits. The
sites shall be handed over to the MCD within three
months. The Development Commissioner shall
file an affidavit in this Court before 31-3-1996
indicating the progress made in this respect.
10. The compost plant at Okhla be revived and put
into operation. The MCD shall start operating the
plant, if not already operating, with effect from
1-6-1996. The MCD shall also examine the
construction of four additional compost plants
as recommended by Jagmohan Committee. The
MCD shall file an affidavit in this Court within
six weeks indicating the progress made in
restarting the Okhla compost plant and in the
construction of four new plants.
11. The MCD shall not use the filled-up SLFs for any
other purpose except forestry. There are twelve
such sites including Rajiv Gandhi Smriti Van.
We direct the MCD to develop forests and gardens
on these 12 sites. The work of afforestation shall
be undertaken by the MCD with effect from 1-4-
1996. An affidavit shall be filed by the end of
certain lands and natural areas to retain their natural
April indicating the progress made in this respect.
characteristic is finding its way into the law of the
12. The MCD and NDMC shall construct/install land. The ancient Roman Empire developed a legal
additional garbage collection centres in the form theory known as the “Doctrine of the Public Trust”.
of dhalaos/trolley/steelbins within four months. The Public Trust Doctrine primarily rests on the
327
An affidavit in this respect shall be filed by a
responsible officer of each of these authorities
within two months indicating the progress.
13. We direct the Union of India and NCT, Delhi
Adm inistration through th eir respective
appropriate Secretaries to consider the request
from MCD and NDMC for financial assistance in
a just and fair manner These Governments shall
consider the grant of financial assistance to the
MCD and NDMC by way of subvention or any
other manner to enable these authorities to fulfil
their obligations under law as directed by us.
14. After some time it may not be possible
to dispose of garbage and solid waste by ‘SLF’
method due to non-availability of sites. We direct
the NCT, Delhi Administration through its Chief
Secretary and also the MCD and NDMC to join
hands and engage an expert body like NEERI to
find out alternate method/methods of garbage
and solid waste disposal. The NCT, Delhi
Administration shall file affidavit in this Court
within two months indicating progress made in
this respect.
110. M. C. M eh ta v. K a m a I N a th an d O th ers
(1997) 1 SCC 388 W.P.(C) No. 182 o f 1996,
decided on Decem ber, 13, 1996. [KULDIP
SINGH, J., S. SAG H IR AHM AD, J.]
Constitution of India - Arts. 21 and 32 - Ecology -
Public Trust doctrine - Is part of the Indian law - It
extends to natural resources such as rivers, forests,
seashores, air etc. for the purpose of protecting the
ecosystem - Least wanted by State Government of
riparian forest land for commercial purpose to a
private company having a Motel located at the bank
of river Beas - Motel management interfering with
natural flow of river by blocking natural reliefs/spill
channel o f the river - Held State Government
committed breach of public trust - Prior approved
granted in favour of the Motel quashed - Polluter Pays
Principle applicable - Accordingly the polluter
company liable to compensate by way of cost for
restitution of environment and ecology of the area —
Other directions issued - Doctrines - Public Trust.
The notion ihat the public has a right to expect
 328
principles that certain resources like air, sea, waters
and the forests have such a geat importance to the
people as a whole that it would be wholly unjustified
to make them a subject of private ownership. The
said resources being a gift of nature, they should be
made freely available to everyone irrespective of the
status in life. The doctrine enjoins upon the
Government to protect the resources for the
enjoyment of the general public rather than to permit
their use for private ownership or commercial
purposes. Though the public trust doctrine under
the English common law extended only to certain
traditional uses such as navigation, commerce and
fishing the American Courts in recent cases expanded
the concept of the public trust doctrint. The
observations of the Suprcmt Court of California in
Mono Lake case clearly show the judicial concern in
protecting all ecologically important lands, for
example fresh water, wetlands or riparian forests.
The observations therein to the effect that the
protection of ecological values is among the purposes
of public trust may give rise to an argument that the
ecology and the environment protection is a relevant
factor to determine which lands, water or airs are
protected by the public trust doctrine. The Courts in
United States are finally beginning to adopt this
reasoning and are expanding the public trust to
encompass new types of lands and waters. There is
no reason why the pubhc trust doctrine should not
he expanded to include all ecosystems operating in
our natural resources. Our legal system - based on
English common law - includes the public trust
doctrine as part of its jurisprudence. The State is
the trustee of all natural resources which are by
nature meant for public use and enjoyment. Public
at large is the beneficiary of the sea-shore, running
waters, airs, forest and ecologically fragile lands. The
State as a trustee is under a legal duty to protect the
natural resources. These resources meant for public
use cannot be converted into private ownership. Thus
the Public Trust doctrine is a part ofthe law of the
land.
In the present case, large area of the bank of River
Beas which is a part of protected forest has been
given on a lease purely for commercial purposes to
the Motels. The area being ecologically fragile and
full of scenic beauty should have been permitted to
be converted into private ownership and for
commercial gains. Therefore, the Himachal Pradesh
Government commitad patent breach of public trust
by leasing the ecologically fragile land to the Motel
management. The lease transactions are in patent
breach of the trust held by the State Government.
FUNDAMENTAL DUTIES OF CITIZEENS |
l l l . T . N. Godavarman Thirum ulkpad v. U/nion
o f India and Others (1997) 2 SCC 267..W.P.
(C) No. 202 o f 1995 With No. 171 o f 1L996
d e c id e d on D e c e m b e r 12, 1 9 9 6 . [jJ .S .
VERM A, J., B.N. KIRPAL, J.]
Constitution of india - Arts. 32 & 21 - Ecoloogy -
Protection and conservation of forests - Intcerim
directions issued by Supreme Court - An on-going
activity within any forest in any State througjhout
the countiy, without prior permission of Cemtral
Govermnent, must stop forthwith - Running off saw
mills including veneer or plywood mills and miining
of any mineral, being non-forest purposes,, not
permissible without prior approval o f Cemtral
Government and must stop forthwith - Felling of ttress
in Tirap and Changlang in State of Anmachal Praidesh
be totally banned - Felling of trees in all other foirests
to remain suspended in accordance with working;plan
of State Government as approved by Cemtral
Government - Movement of cut — and timber (from
any of the seven North-Eastern States to any other
State to he completely banned - All the States imust
constitute Expert Committees and submit reports to
the Supreme Court - Specific directions for Statces of
J & K, U. P. and W. B., and T. N. also issuted -
Notwithstanding the closure of any saw mills or other
wood-based industry pursuant to this order,, the
workers employed in such units will continue tto be
paid their 111 emoluments due and shall not be
retrenched or removed from service for this reason -
Ministry of Railways to file an affidavit giving full
particulars including the extent of wood consumed
by them, the source of supply of wood, and the steps
taken by them to find alternatives to the use of wood
- These orders and directions to continue till further
orders of the Court and will operate and be complied
with by all concerned, notwithstanding any order at
variance, made or which may be made hereafter, by
any authority, including the Central or any State
Government or any Court (including High Court) or
Tribunal - Matter to be listed on 25.2.1997 for further
hearing- Forest-Conservation Act, 1980, S.2.
Forest Conservation Act, 1980 - S. 2 - ‘Forest’ -
M eaning Words and phrases
The Forest Conservation Act, 1980 was enacted with
a view to check further deforestation which ultimately
results in ecological imbalance; and therefore, the
provisions made therein for the conservation of forests
and for matters connected therewith, must apply to
all forests irrespective of the nature of ownership or
classification thereof. The word ‘forest’ must be
understood according to its dictionary meaning. This
 ENVIRONMENT COURT CASES 329

description covers all statutorily recognized forests, monumeftt like the Taj is involved. The objective
)vhether designated as reserved, protected or behind this litigation is to stop the pollution while
ptlherwise for the purpose of Section 2(i) of the Forest encouraging development of industry. The old concept
Conservation Act. The term ‘Forest Land’, occurring that development and ecology cannot go together is
in Section 2, will not only include ‘forest’ as no longer acceptable. Sustainable development is
understood in the dictionary sense, but also any area the answer. The development of industry is essential
recorded as forest in the Government record for the economy of the country, but at the same time
irrespective of the ownership. This is how it has to the environment and the ecosystems have to be
be understood for the purpose of Section 2 of the protected. The pollution created as a consequence
A ct. The provisions enacted in the Forest of development must be commensurate with the
Conservation Act, 1980 for the conservation of forests carrying capacity of our ecosystems. In any case, in
anid the matters connected therewith must apply view of the precautionary principle, the environmental
clearly to all forests so understand irrespective of the measures must anticipate, prevent and attack the
owmership or classification thereof. causes of environmental degradation. The “onus of
proof is on an industry to show that its operation
112. M. C. M eh ta v. Union o f india and Others with the aid of coke/coal is environmentally
(1997) 2 SCC 353 W.P.(C) No. 13381 o f 1984, benign. It is rather, proved beyond doubt that the
decided on Decem ber 30, 1996 [KULDIP emissions generated by the use of coke/coal by the
SINGH, J., FAIZAN UDDIN, J.] industry in TTZ are the main polluters of the ambient
Constitution of India - Arts. 21, 49, 48-A and 32 - air.
Ecology - PIL alleging degradation of Taj Mahal, a
113. M. C. M ehta v. Union o f India and others,
m onum ent o f international repute, due to
(1997) 2 SCC 411, W.P. (C) No. 3727 o f 1985,
environm ental pollution - Opinion o f expert
decided on D ecem ber 19, 1996. [KULDIP
committees, including NEERI, obtained - According
SINGH , J., S. SAG H IR AHM AD, J.]
to the expert opinion, use of coke/coal by industries
situated within the Taj Trapezium Zone (TTZ) emitting Constitution of India -Arts. 21 and 32 - Ecology -
pollution and causing damage to the Taj as also Calcutta tanneries discharging untreated noxious
people living in the area -Onus to prove otherwise on and poisonous effluent into Ganga River polluting
the industries - Held, Taj, apart from being a cultural fend and river - PIL treated as writ petition Supreme
heritage, also an industry by itself and therefore, Court monitoring the writ petition for a long time
pollution must be stopped while development of the with a view to control pollution and save environment
industry must be encouraged - ‘Sustainable - In view of categorical findings of NEERI and also
Development’ and ‘Precautionary Principle’ applicable several reports of W. B. Pollution Control Board,
- Industries operating in TTZ must use natural gas possibility of setting up of common effluent treatment
as a substitute for coke/coal- If natural gas as a plant at existing locations of Calcutta tanneries ruled
substitute is not acceptable/available to such out - Inspite of all efforts made by Supreme Court
industries, they must stop functioning with the aid end State Govermnent Calcutta tanneries not
of coke/coal and may relocate themselves as per cooperating in their relocation to new complex even
directions of the Court - Accordingly directions issued after giving clear undertaking in that behalf to the
fey the Court - Environment (Protection) Act, 1986 - Supreme Court - Held Calcutta tanneries even
Air (Prevention and Control of Pollution) Act, 1981. otherwise operating in violation of mandatory
provisions of Water Pollution Act, and Environment
The Taj, apart from being a cultural heritage, is Protection Act - One who pollutes the environment
an industry by itself. More than two million tourists must pay to reverse the damage caused by his acts
visit the Taj every year. It is a source of revenue for (Polluter Pays Principle)- Accordingly directions
the country. The Supreme Court has monitored this issued for unconditional closure of the tanneries on
petition for over three years with the sole atmospheric 30,9.1997, relocation, payment of compensation by
and environm ental pollution. The emissions them for reversing the damage and for rights and
generated by the coke/coal consuming industries are benefits to be made available by them to their
air pollutants and have damaging effect on the Taj workmen - Green Bench of Calcutta High Court to
and the people living in the TTZ. The atmospheric further monitor the manner of compliance - Water
pollution in TTZ has to be eliminated at any cost. (Prevention and Control of Pollution) Act, 1974,
Not even one per cent chance can be taken when - Ss 2 (dd), (e), (g) (gg), (j) and (k), 24, 25, 26, 27
human life apart - the preservation of a prestigious Environment - Protection) Act, 1986.
'330 FUNDAMENTAL DUTIES OF CITIZEtNS

114. T. N. G odavarm an Thirumulkpad v. Union 116. Animal and Environment Legal Defexnce
o f India and Others, (1997) 3 SCC 312, W.P. Fund, v. Union of India & Others, (1997?) 3
(C) No. 202 o f 1995 with Nos. 171 and 897 SCC 549 W.P. (C) No. 785 of 1996, decided
o f 1996, decided on March 4, 1997 [ J. S. on March 5, 1997[A. M. Ahmadi, C.J., Sujjata
VERMA, J., B. N. KIRPAL, J.] V. Manohar, J., K. Venkaraswami, J.]
Constitution of India - Arts. 32 and 21 - Ecology - Constitution of India - Arts. 21, 19(1)(g) and 312 &
Protection and conservation of forests - Interim 48-A, 51A(g)- E cology - Fish in g a c tiv ity in
directions issued by Supreme Court by its order dated reservoirs within National Park area - Claiim of
12.12.96 reported at (1997) 2 SCC 267 - No tribals formerly residing in National Park area -
substantial variation in the said order required - Every effort should be made to ensure that the
However, a High Powered Committee directed to be tribals, when resettled, are in a position to earn
constituted to oversee strict and faithful their livelihood - Grant of 305 fishing perm its to
implementation of the orders of the Supreme Court tribals formerly residing in Pench National P;ark
- Constitution and functions o f the committee area (in M. P.) for fishing in Totadoh reservoir
specified — Central G overnm ent and State challenged on ground of ecological fragility -
Governments to make certain payments and meet Though the tribal villagers residing in the villa;ges
all expenses State of Meghalaya directed to file falling within die areas notified under S. 35(1) of
affidavit with full and complete particulars of the Wild Life Protection Act had not initially made
quantity of timber which comes from its forest, use any claim pursuant to proclamation issued unider
by rural tribal population, revenue derived by the Ss. 19 and 21 of the Act inviting claims but tlhey
State by way of royalty from minerals, mines and later claiming their traditional right of fishi ng,
forest areas, purchase tax on export of timber etc. the same being their only source of livelihooid -
and number of wood-based industries within the Tribals neither provided with other suitable
State and number of persons employed in such fishing areas outside the National Park nor given
industry - All unlicensed saw mills, veneer and land for cultivation - Permits issued in lieui of
plywood industries in Maharashtra and Uttar and in settlement of traditional rights of the
Pradesh to be closed forthwith - Timber held by tribals prior to final notification under S. 35 (4)
private parties which was purchased from J & K State notifying the area as National Park - Permits
Forest Corpn. permitted to be moved and stocks of subject to certain conditions - held, the permits
Forest Corpn. allowed to be disposed of - Directions do not fall under S. 33 o f the A ct - Whiile
also issued as regards mining matter. endeavouring to maintain ecology of the forest
area, right to livelihood of the tribals formerly
living in the area has also to be considered -
115. State o f Orissa v. D uti Sahu and Others
Accordingly some additional directions issued by
(1997)3 S C C 501 Civil A ppeal No. 316 o f
the Court for properly maintaining the licence
1997, d e cid ed on J an u ary 13, 1997, [K.
conditions - If one of the reasons for shrinkage
RAMASWAMY, J., G. T. NANAVATI, J.]
in forest cover in India is the entry of villagers
Forests - Forest Conservation Act, 1980-S. and tribals living in and around the sanctuaries
2 - Restrictions on deservation of forests or use of and the National Park, urgent steps must be
forest land for non-forest purposes Assignment of taken to prevent any destruction or damage to
land granted by State Government to Respondent in the environment, the flora and fauna and wildlife
reserved forests for cultivation on the condition that in those areas - State Government directed to
trees standing on land shall be - property of State issue the final notification under S. 35(4) with a
Government - Held, Respondents had no right to sense of urgency in the matter enjoined by Article
deforest the land and to cut and carry trees belonging 48-A of the Constitution keeping in mind the duty
to Government much less without permission of enshrined in Article 51-A(g)- Forest Act, 1927,
authority - Except with prior permission of Central S. 26(l)(i)-Wild Life (Protection) Act, 1972, Ss. 33,
Government deforestation is impermissible Hence, 35 (1) & (4), 19 to 26 - Jurisprudence-Sociological
High Court conferred in directing by way of writ of sch ool - Law as an in s tru m e n t o f S ocial
mandamus issuance of Timber Transit permit to Engineering - Traditional rights of natives versus
Respondents. development.
 ENVIRONMENT COURT CASES
117. Akhil B harat Goseva Sangh and Others v.
State o f A. P. and Others, (1997)3 SCC 707,
C.A. No. 3968 o f 1994 w ith Nos. 3964-67
of 1994 and I.PL, Mo.5, decided on March
12. .1997, [B.P. JEEVAN REDDY, J. SUHAS
C.SEN, J.l
Environment Control and Pollution - Mechanised
slaughterhouse (abattoir) in a village in the State of
A. P. by a public limited company (A1 Kabeer) for
processing buffalo meat for export Establishment,
working and continuance of- Supreme Court by its
earlier order dated 25.10.1994 directing Central
Government to submit its report to it - Accordingly
report submitted - but report based upon the
statistics /census figures of cattle population
including buffalo population for the period 1987 to
1993, i.e. prior to commencement of functioning of
the company which are not relevant to the issue - No
final order could be passed by the Court on the basis
of such report Hence Government of india called upon
to provide a fresh report within six months after
studying the impact and effect of the working of A1
Kabeer upon the buffalo population of the Telangana
region of Andhra Pradesh and also of the areas
adjacent to A1 Kabeer, two years after the
fcommencement of the operations by A1 Kabeer -
Pending further orders with effect from 1.4. 1997, A1
Kabeer shall function only at half the installed
capacity and not at its full installed capacity
Govenunent of India, the State Govenrment and the
Andhra Pradesh Pollution Control Board shall ensure
compliance with this direction.
118. M. C. M eh ta v. Union o f In dia Si Others,
(1997)3 SCC 715 I. A. NO. 29 IN W.P.(C) No.
4677 o f 1985, decided on October 11, 96,
[K U L D IP S IN G H , J., N. P. SING H , J., S.
SAGHIR AHM AD, J.]
Constitution of India - Arts. 21, 47, 48-A, 51-A(g)
and 32 Ecology - Green belt - Duty to protect and
improve forests, lakes, wildlife etc - Principle of
Sustainable Development and Precautionary
Principle reiterated - Banning of construction
activities within the radius of 1 km from tourist
resorts of Badkal Lake and Surajkund in the State of
Haryana only questioned as being arbitrary,
discriminatory and not based on technical reason -
Clarificatory directions issued Environment
Protection Act, 1986.
The “Precautionary Principle” has been accepted
as a part of the law of the land. Article 21, 47, 48-A
331
and 51 -A(g) of the Constitution of India give a clear
mandate to the State to protect and improve the
environment and to safeguard the forests and wildlife
of the country. It is the duty of every citizen of India
to protect and improve the natural environment
including forests, lakes, rivers and wildlife and to
have com passion for living creatures. The
‘Precautionary Principle’ makes it mandatory for the
State Government to anticipate, prevent and attack
the causes of environment degradation. In order to
protect the two lakes from environm ental
degradation, it is necessary to limit the construction
activity in the close vicinity of the lakes.
The functioning of ecosystems and the status of
environment cannot be the same in the country.
Preventive measures have to be taken keeping in view
the carrying capacity of the ecosystems operating in
the environmental surroundings under considera­
tion. Badkhal and Surajkund lakes are popular
tourist resorts almost next door to the capital city of
Delhi. Two expert opinions on the record by the
Central Pollution Control Board and by the NEERT
make it clear that the large-scale construction activity
in the close vicinity of the two lakes is bound to cause
adverse impact on the local ecology. NEERI has
recommended green belt at one km radius all around
the two lakes.
119. T. N. Godavarm an Thirum ulkpad v. Union
o f India, (1997)7 SCC 440, W. P. (C) No. 202
o f 1995 w ith IAs. Nos. 1, 5, 5-A, 15,16, 19-
23, 25-27, 29, 33-36, 52, 54-75, 77-89, 91-
95, 100, 104-110, 112-118, 120-122, 124-
206 o f 1997 with W. P. (C) No. 171 o f 1996
Environm ent Aw areness Forum v. State o f
J S l K and Others with C.P. No. 539 o f 1996
IAs Nos. 11, 11-A and 12 w ith W.P.(C) No.
897 o f 1996 A. Rangarajan and Others v.
Union o f India and Others W.P. (C) No. 202
o f 1995 with IAs Nos. 1, 5,5-A, 15, 16, 19-
23, 25-27, 29, 33-36, 52, 54-75, 77-89, 91-
95, 100, 104-110, 112-118, 120-122, 124-
206 o f 1997 with W.P.(C) 171 o f 1996 with
C.P. No. 539 o f 1996 IAs. Nos. 11, 11-A and
12 with W. P.(C) No. 897 o f 1996, decided on
M ay 8, 1997, [J. S. VERMA, C. J., B. N.
KIRPAL, J., S. P. KURDUKAR, J.]
Constitution of India - Arts. 32 and 21 - Ecology -
Protection and conservation of forests - Further
interim orders issued in regard to nmning/relocating
of sawmills, collecting forest produce and removal of
 332
dead or dry trees in State of U. P. - In the seven North-
Eastern the States ban on felling and transportation
of trees and timber already imposed to continue -
Further action to be taken by the High Powered
Committee specified - Other directions issued - time
specified for completion of the task by any of the
committees constituted pursuant to Supreme Court’s
order extended - Govt, of Maharashtra permitted to
consider grant of permission/licence to Pune Distt.
Leprosy Committee run their sawmills.
120. M.C. M eh ta v. Union o f India, (1997)8 SCC
770 W.P. (C) No. 13029 o f 1985, decided on
Novem ber 20. 1997, [J. S. VERM A , C. J.,
B.N. KIRPAL, J., V. N. K H ARE J.]
Motor Vehicles Act, 1988 -Ss 2(47), 19, 39, 45, 53,
84, 86, 112, 177, 183, 184, 207 - Management and
control of tratffic in the National Capital Region and
National Capital Territory, Delhi - Matter pertains to
public safety Eind hence within the ambit of Art. 21-
PIL seeking maximum possible safeguards to people
gaining more importance in view of recent tragedy of
fall of a school-bus into river - Provisions of the Act
provide sufficient power to transport and police
authorities to effectively deal with the problem -
Provisions of the Act have to be so constructed as to
keep individual or a class interest subordinate to the
larger public interest - Heavy and medium vehicles
as well as light goods Vehicles are class by themselves
insofar as their potential to imperil public safety is
concerned - Accordingly, with a view to immediately
deal with the danger posed to public safety by the
motor vehicles, orders/directions issued by Supreme
Court to the police and other authorities concerned
- In order to implement the orders/directions,
authorities concerned are entitled to delegate their
authority in case of inadequacy of police force and
Transport Department force is felt-Constitution of
India, Arts. 21 and 32 and 142.
The control and regulation of traffic in the NCR
and NCT, Delhi is a matter of paramount public safety
and, therefore, is evidently with the ambient of Article
21 of the Constitution.
The provisions of the Motor Vehicles Act, 1988,
}n addition to the provisions in the existing laws, for
example, the Police Act and the Code of Criminal
Procedure, confer ample powers on the authorities
to take the necessary steps to control and regujate
road traffic and to suspend/cancel the registration
or permit of a motor vehicle if it poses a threat or
hazard to public safety. The claim of any right by an
FUNDAMENTAL DUTIES OF CITIZEENS
individual or even a few person cannot override: and
must be subordinate to the larger public interest t and
this is how all provisions conferring any individual
right have to be constructed.
The existing provisions of the Motor Vehicles Act
alone are sufficient to clothe the members of the poolice
force and the transport authorities with ample powers
to control and regulate the traffic in an appropiriate
manner so that no vehicle being used in a puiblic
place poses any danger to the public in any fcorm.
The requirement of maintaining the motor vehiicles
in the manner prescribed and its use if roadworthy
in a manner which does not endanger the puiblic,
has to be ensured by the authorities and this is the
aim of these provisions enacted in the Act. "This
conclusion can be drawn even without reference to
the general powers available to the police officers
under the Police Act and the Code of Crimiinal
Procedure.
Any requirement which is specified under the Act
or by the rules, has to be fully complied with. The
provisions of the Act indicate that any person who
poses any threat or is likely to cause nuisance or
danger to the public can be disqualified and his
licence revoked. Heavy and medium vehicles as well
as light goods vehicles are in a class by themselves
in so far as their potential to imperil public safeity is
concerned.
Section 177 of the Act contains general provisions
for punishment for offences. The punishment is a
maximum fine of Rs. 100 for the fust offence and for
the subsequent offence is only Rs 300. The
recom m endation made by the Transport
Commissioner, Delhi for raising the maximum
punishment deserved acceptance taking into account
the realities and the chaotic state of road traffic in
NCR and NCT, Delhi, but did not find favour with
the Central Government.
To overcome the situation when the strength of
the police force is not adequate in a given area and
the utilization of more men is required for strict
enforcement of these salutary provisions, the law
confers power of delegation of the authority to other
persons. The authorities concerned would mobilize
the needed support by delegation of these powers to
other authorities/officers and if need be even to
responsible members of the public so that the
resource crunch or inadequacy of infrastructure is
not an impediment in enforcement of the law and
the directions given today to obtain the desired
 ] ENVIRONMENT COURT CASES
results. No doubt, it is for the Government to make a
realistic assessment of the strength of police force
amd Transport Department force to meet the felt need
im this behalf but it must be added that to overcome
thiat deficiency/inaction this order is to be construed
a s empowering the existing authorities to delegate
thieir authority, wherever permissible under the law,
to responsible persons in the manner they deem fit
im the circumstances. In view of the urgency of
implementation of these measures, it is made clear
that for the purpose of such delegation to responsible
ptersons chosen even from the public, these
authorities would not suffer from any constraint and
this order is sufficient empowerment to them in
this behalf notwithstanding any administrative
oirders imposing any impediment or constraint on
them, if any.
1:21. M. C. M eh ta v. Union o f India, (1997) 11
SCC 312 I. A. No. 32 in W. P. (C) No. 4677 of
1985, d e c id e d on D e c e m b e r 10, 1996,
[KULDIP SINGH, J., S. SAGHIR AHMAD, J.]
Environment (Protection) Act, 1986 - Ss.3(3) and 15
to 21 - Falling groundwater level - PIL- Ministry of
Environment and Forest, Govt, of India directed to
appoint Central Groundwater Board as an Authority
under S. 3(3) - Authority to exercise powers under
the Act for regulation and control of ground water
management and development - Central Govt, to
confer on the Authority power to give directions under
fe . 5 and to take measures or pass orders in respect
Of matters referred to in S. 3(2) - Board as an authority
can resort to the penal provisions under Ss. 15 to 21
- Board to apply its mind in respect of the urgent
heed for regulating the indiscriminate boring and
Withdrawal of underground water in the country and
issue necessary regulatory directions in that regard
- Constitution of India, Arts. 21 & 32 Ecology - PIL.
122. M. C. M eh ta vs. Union o f India, (1998) 1 SCC
363 W.P. (C) No. 13029 o f 1995 with Nos.
9300. o f 1982, 939 o f 1996, 95 o f 1997, IAs
Nos. 7-8 an d-11-13 in W. P.(C) No. 13029 o f
1985 decided on Decem ber 10, 1997, [J. S.
V E R M A , C. J., B. N. K IR PA L, J., V. N.
KHARE, J.]
Motor Vehicle Act, 1988 - Ss 2(47), 19, 29, 45, 53,
84, 8, 112, 177, 183, 184, 207 - Management and
control of traffic in the National Capital Region and
National Capital Territory, Delhi - Order and
directions issued by Supreme Court in the matter
on 20.11.1997 - Thereby the authorities were inter
333
alia directed to ‘remove all hoardings which are on
roadsides and which are hazardous and a
disturbance to safe traffic movement” - Accordingly,
notice published by the Commissioner of MCD
warning all advertisers / owners of hoardings in Delhi
to remove such hoardings and also notices issued
thereafter as a result of non-compliance of notice by
some persons - Clarification/ modification in respect
of the said direction of the Court sought by Delhi
Outdoor Advertisers’ Association in the present
application - Held, must be rejected - Direction
explicit and clear - Steps taken by the authorities in
compliance with the direction proper - Submission
that the order/direction enabled the authorities to
act arbitrarily and to remove any hoarding at their
will not correct - Order and direction of the Court
had been duly publicised and thereafter sufficient
notices requiring compliance had been given. * Order
made by the Court even in respect of the hoardings
is required to be implemented notwithstanding any
other order or directions including stay orders/
injunctions granted by any authority, court or
tribunal to the country.
123. IAs. Nos. 71, 79, 104, 105, 107, 113, 121,
166, 260, 161 and 262 in W.P. (C) No. 202 of
1995 T. N. Godavarm an Thirum ulkpad v.
Union o f India & Others with I.A. No. 13 in
W.P.(C) No. 171 of 1996 E n v ir o n m e n t
Aw areness Forum v. State o f J 81 K and
Others IAs. Nos. 71, 79, 104, 105, 107, 113,
121, 166, 260, 261 and 262 in W.P. (C) No.
202 of 1995,1.A.No.13 in W. P. (C) No. 171 of
1996, decided on January 7, 1998, [J. S.
VERMA, C. J., B. N. KIRPAL, J., V. N.
KHARE, J.]
Constitution of India - Arts. 21 and 32 - Ecology -
Protection and conservation of forest - Committee
consisting of two advocates of Supreme Court and
an officer of Ministry of Environment to be nominated
by the Secretary appointed for ascertaining full facts
regarding continuance of illegal mining activity in
some villages of Minagur and in Doon Valley and
submitting its report to the Supreme Court - Further
each of the State and Union Territories directed to
furnish information as required in the questionnaire
- in view of the statement made by the counsel for
State of M. P. in regard to transactions of transfer of
lands by tribals, no order at this stage required-
However, it is necessary that investigation into the
entire matter covered by the report of the Lokayukta
of Madhya Pradesh be made by the CBI; and that
 334
the necessary follow-up action including prosecution
pf the persons found involved should be made by the
CBI.
124. Af. C. M eh ta v. Union o f India 8i Others,
(1998)2 SCC 435, W.P. (C) No. 13029 o f 1985
w ith Nos. 9300 o f 1982, 939 o f 1996, 95 of
1997 and I.A. No.7 in W.P.(C) No. 13029 of
1985, decided on January 7, 1998, [J. S.
V E R M A , C .J ., B .N . K IR P A L , J ., V. N.
KHARE, J.]
Environment Protection Act, 1986 ±S. 3(1) & (3)-
Environment Pollution (Prevention and Control)
Authority for National Capital Region constituted
under, by Ministry of Environment and Forests,
Government of India - Held, step taken by the
Government appropriate and timely Except for the
Chairman, Central Pollution Control Board being an
ex-officio member of the authority, the remaining
tnembers will be in the Committee not merely by
Virtue of their office but because of the personal
qualifications on account of which they are included
in the committee - Authority to deal with the entire
matter relating to environmental pollution -
Constitution of a Committee headed by Justice R. K.
Shukla, a former Judge of Allahabad High Court in
compliance with Supreme Court’s order dated
13.9.1996 was only an ad-hoc committee -
Government of India permitted to supersede the
earlier notification constituting the Authority headed
by Justice Shukla and matter pending with that
Authority shall stand transferred to the present
Authority - Committee headed by Justice Shukla
would cease to exist - However in case there are
certain matters outside the scope of the present
Authority, the same shall be dealt with by the
authorities concerned.
125. M. C. M eh ta v. Union o f India, (1998) SCC
720 IAs. Nos. 38, 44-47 and 49-51 in W. P.
(C) No. 13382 o f 1984, decided on March 24,
1998, [S . C. A G A R W A L , J ., S. S A G H IR
AHM AD, J., M. SRINIVASAN, J.]
Constitution of India - Arts. 21, 49, 48-A, 32 -
Environmental impact on Taj Mahal due to “Concert
Uanni” - Report submitted by the Committee
constituted to monitor directions earlier given by
Supreme Court regarding - Conclusion and the
recommendations contained in the report accepted
by the Court - State Government would consider the
matter relating to grant o f exemption from
entertainment tax - Matter exemption from income
FUNDAMENTAL DUTIES OF CITIZEINS
tax also needs to be considered by the Govemmient
of India - Connected directions issued - Directions
also issued in regard to construction of ambient air
quality monitoring station.
126. M. C. M ehta v. Union o f India, (1998)6 SCC
60 W. P.(C) No. 13029 of 1985 with Nos. 9»39
of 1996 and 95 of 1997, decided on May 12,
1998, [DR. A.S. ANAND, J., B. N. KIRPAL,
J.,V. N. KHARE, J.]
Constitution of India - Arts. 21, 47, 48-A, 144 aind
32 - Chaotic traffic conditions and vehicular pollution
in Delhi - Directions already issued by Supreme Ccurt
keeping in view the mandate of Arts. 47 and 48 to
tackle the problem not yet complied with - No policy
yet evolved to tackle the problem - No report
subm itted by Committee constituted under
Chairmanship of Shri Bhure Lai known as
Environment Pollution (Prevention and Control)
Authority for the National Capital Region - Held, State
was obliged to comply with the directions of the Co urt
- Desirability of appointing Court Officers to assist
the administration with a view to ensure compliance
with the directions considered - Counsel for the
parties to give the court a list of persons from every
colony/area in each of the 9 Police Districts of Delhi
who may be appointed as Court Officers - Additional
Solicitor General directed to have affidavits filed from
the Ministry of Petroleum and Ministry of Surface
Transport to disclose the steps taken for supply of
lead-free petrol and the use of catalytic converter on
the new as well as existing vehicles so as to use lead-
free petrol throughout the country - Committee
directed to submit a report about the action taken
for controlling vehicular pollution and the connected
matters - Matters to be listed after ten weeks.
127. M. C. Mehta v. Union o f India, (1998)6 SCC
60 W. P.(C) No. 13029 of 1985 with Nos. 939
of 1996 decided on July 28, 1998, [DR. A.S.
ANAND, J., B. N. KIRPAL, J., V. N. KHARE,
J.]
Constitution of India - Arts. 21, 47, 48-A, 144 and
32 - PIL Vehicular Pollution in Delhi - Implementation
of Report of Environment Pollution (Prevention and
Control) Authority for NCT Follow-up to earlier order
dated May 12, 1998 reported at (1998) 5 SCC 767 -
Time bound direction issued to implement in phases
the several solutions/restrictions for solving the
problems giving rise to air pollution - Also, time frame
implementation of several measures fixed by Bhure
Lai Committee approved and directed to be
 EONVIRONMENT COURT CASES
imiplemented failure to which would invite action
iirader Contempt of Courts Act, 1971.
1228. M. C. M e h ta v. U n ion o f In d ia O th ers,
(1998)8 SCC 206 W. P.(C) No. 13029 o f 1985,
decided on Septem ber 22, 1998, [DR. A. S.
A N A N D , J ., B .N . K IR P A L , J ., V. N.
KHARE, J.]
Emvironmental Protection and Pollution Control -
Veihicular pollution and chaotic traffic condition - PIL
- Direction earlier issued by Supreme Court accepting
Bhiure Lai Committee report to the effect that all
commercial vehicles which are more than 15 years’
old shall not be allowed to ply in the NCT of Delhi
w.(e.f. 2.10.1998 - Direction modified to the effect that
(a) all commercial/transport vehicles which are more
than 20 years’ old (9349) shall be phased out and
noit permitted to ply in the NCT of Delhi after
2.10.1998 ; (b)all such commercial/transport vehicles
whiich are 17 to 19 years’ old (3200) shall not be
permitted to ply after 15.11.1998; (c) such of the
commercial/transport vehicles which are 15 and 16
years’ old (4962) shall not be permitted to ply after
31.12.1998 - Besides, all commercial/transport
vehicles which are either not registered or on which
road tax has not been paid in the NCT of Delhi, shall
not be allowed to ply in the NCT forthwith and in any
event, not with effect From 2.10.1998.
129. M. C. M eh ta v. Union o f In d ia 8l Others,
(1998)8 SCC 648 W.P.(C) No. 13029 of 1985
w ith W.P.(C) No. 9300 o f 1982 decided on
February 16, 1996, [A. M. AHM ADI, C.J.,
S U JA T A V. M ANO H AR , J., K. V E N K A T A ­
SWAMI, J.]
Environment Pollution and Control - Supply of lead-
free petrol Three-phase programme regarding - First
phase to introduction of unleaded petrol in four
metros through selected outlets already completed -
Second phase of extension of unleaded petrol to
capitals o f all States and major Towns proposed to
be achieved from 1998 - Thereafter third phase would
be of making available unleaded petrol in the entire
country at selected retail outlets by April 2000 - As
per Supreme Court’s order all new four-wheelers sold
in the four metros alter 1.4.1995 have been equipped
With catalytic converters - If a new vehicle has been
sold in the four metros and registered there and is
found without a catalytic converter, the driver/owner
of that vehicle should be dealt with and, if necessary,
the supporting rule or legislation should be enacted
- The warning can be issued and all such users made
335
aware by the use of media, television, etc, of the
possibility of their being dealt with for removal of the
in-built catalytic converters Increase in number of
outlets for supply of unleaded-petrol in four metros
and in their periphery proposed by the Ministty - As
regards the question of conversion of existing govt,
vehicles to CNG there is no difficulty since Yugo-Tech,
Inc. and G & T Yugo - Tech CNG Pvt. Ltd are in a
position to meet all the requirements of the Indian
consumers, government agencies and bodies for
equipping of the existing care with CNG kit - for
setting up a mother station for compressor, DDA
should show urgency in providing land in Delhi As
regards vehicles run on diesel, sulphur content
reduction on the anvil to be observed.
130. M. C. M eh ta v. Union o f In d ia & Others,
(1 9 9 8 )9 S C C 93 I.A .N o . 3 8 in W. P.(C )
No. 13381 o f 1984 decided on M arch 17,
1997, [K. RAM ASW AM T, J ., S. S A G H IR
AHMAD, J.]
Constitution of India - Arts. 21 and 32 - Ecology -
Taj Mahal Protection of, from pollution - Musical
concert (by Yanni) organized in the vicinity - Damage
and destruction to the green belt within 500 metres
of Taj Mahal alleged - Respondents stating that the
venue for the show was across River Yamuna in the
sand belt wherein no green belt existing - Undertaking
given on behalf of State of U. P. stating the
precautions to be taken during the concert to protect
the area from sound, air and environmental pollution
accepted and forming part of Court’s directions -
Committee comprising officers from concerned
departm ents/bodies o f Govt, directed to be
constituted for strictly monitoring/implementation
of the directions of the Court.
131. M. C. M ehta vs. Union o f In d ia Si Others,
(1998)9 SCC 381,W.P.(C) No. 13381 o f 1984
with LA.No. 39 o f 1987, decided on January
19, 1 9 98 , [S . S A G H IR A H M A D , J ., M.
JAGANNADH A RAO. J.)
Constitution of India - Art. 32 - Orders and directions
Ambient Air Quality Monitoring Station at Taj Mahal
set up by Archeological Survey of India - U. P. State
Electricity Board should not treat it as an ordinary
consumer - Setting up of the Monitoring Station being
part of the main object of protecting the monument,
the Board directed to sanction 15 KV load to the
Monitoring Station and to set up an independent
feeder line for continuous power supply - Other
directions issued - Four months’ time allowed to
 336
Archaeological Survey of India to set up Automatic
M onitoring Equipm ents at the Air Pollution
Monitoring Station.
132. M. C. M eh ta v. Union o f In d ia 81 Others,
(1998)9 SCC 448 LA. No. 86 ofW. P.(C) No.
3727 o f 1985 w ith LA. No. 88 in W. P.(C) No.
4677 o f 1985, decided on D ecem ber 16,
1997, [S. C. AGARWAL, J., S. C. SEN, J.]
Constitution of India - Arts. 21 and 32 - Ecology -
Relocation of Calcutta tanneries to new complex to
be set up by the State as directed in (1997) 2 SCC
411 - Proceedings for acquisition o f600 acres of land
out of the Court in various writ petitions - Relief
Direction given for constituting a Special Bench of
High Court for expeditious disposal of such writ
petitions - State Government directed meanwhile to
proceed with the setting up of the project including
the construction of Common Effluent Treatment Plant
- Water (Prevention Eind Control of Pollution)Act,
1974, Ss. 2(e)&(k), 24, 2, 26 Environment Protection
Act, 1986 - Ecology.
Constitution of India - Arts. 21 and 32 - Ecology
- Pollution fine imposed on Calcutta Tanneries in
(1997) 2 SCC 411 - W. B. Pollution Control Board
directed to file an affidavit regarding compliance of,
by the tanneries and to specify the names of
defaulters if any.
Constitution of India - Arts. 21 and 32 - Ecology
- Directions given by Supreme Court in (1997) 2 SCC
411 - State of W. B. directed to file an affidavit
indicating the steps taken by them to comply with
the said directions - Site plan indicating the total
area and part thereof in respect of which interim
orders were passed by High Court and status report
&bout progress made, also directed to be submitted.
133. M. C. M eh ta v. Union o f In dia & Others,
(1998)9 SCC 589 W.Ps.(C) No. 13029 o f 1985
w ith Nos. 9300 o f 1982, 939, 95 o f 1996,
and IAs. Nos. 7 to 10 in W.P.(C) No. 13029 of
1985, decided on Novem ber 18, 1997 [J. S.
V E R M A , C. J ., B. N. K IR P A L . J., V. N.
KHARE, J.]
Constitution of India - Arts. 47, 48-A, 21 & 32 - PIL -
Ecology - Protection and improvement of environment
r Citizens’ right regEirding - Duty of State under Arts.
47 and 48-A to be read as conferring a corresponding
right on the citizens in this regard and therefore right
under Art. 21 must be read to include the same within
its ambit - Required attention not paid so far by the
FUNDAMENTAL DUTIES OF CITIZENNS
authorities concerned to take the steps necessaary
for discharge of this duty imposed on the State i by
the provisions of Environment Protection Act - It beiiing
a matter of universal concern that the quality of tithe
environment continues to deteriorate even now, i no
further delay in performance of its duty by Centitral
Govt, can therefore be permitted suitable directioons
by the Court to require performance of its duty 1by
the Central government required to be givenn -
However, it would be appropriate that before issuiiing
such directions, the Central Govermnent should 1be
given one more opportunity to indicate all tithe
measures taken by it so far for discharge of the duuty
enjoined on it by the above provisions in Part TVr of
the Constitution and the Environment (Protecticon)
Act, 1986 - Central Government in addition to statiing
all the steps taken so far must also place before tthe
Court the national policy, if any, drawn up in tlhis
behalf for the protection and improvement at lesast
to the level at which it existed in 1977 together wWth
the time-frame for the implementation of tthe
programme Environment (Protection) Act, 1986.
134. T.N. Godavarm an Thirum ulkpad v. Uniion
o f India and Others, (1998)9 SCC 632 IA IN o .
225 o f 1995 in W. P.(C) No. 202 o f 1995 wiith
IAs. Nos. 71, 79, 104, 105, 107, 108, 1113,
121, 166, 260, 261, decided on Decemttoer
16, 1997, [J. S. VERMA, C. J., B.N. K IR PA L,
J., V.N. KHARE, J.]
Constitution of India - Arts. 32 and 21 - Ecologjy -
PIL Protection and conservation o f forestss -
Utilisation/disposal of illegally felled timber - All tthe
illegally felled timber within the forest area includiing
the depots would be sold by public auction at De;lhi
under the supervision of the High Powered Committtee
(HPC) after permitting inspection of the same at tthe
site to the intending bidders - Total sale proceeds of
the said timber would go to the State of Arunaclhal
Pradesh which will utilize one half of that amouint
for rsiising plantation by local tribal population witlhin
the State so that this part of the cimount would be
utilised only for the purpose of forestry and assistamce
to the local tribal population - Remaining one-haltf of
the total sale proceeds, after deduction of tthe
expenses therefrom, would go to the State coffers for
other development activities in the State - In respiect
of the case concerning permission granted to fell BfEire
Jhar ka Jangal’ for the benefit of a Minister's famiily,
State Government directed to intimate the action, if
any, taken by it against the persons concerned.
 ENVIRONMENT COURT CASES
135. T.N. G odavarm an Thirum ulkpad v. Union
o f In d ia and Others, (1998)9 SCC 632 I. As.
Nos. 254*257 & 276 in W.P.(C) No. 202 of
1995 w ith LA . No. 227 in W.P. No. 202 of
1995, decided on February 23, 1998, [DR.
A . S. A N A N D , J ., B .N . K IR P A L, J., V.N.
KHARE, J.]
Constitution of India, Arts. 32 & 21 - Ecology - PIL
Protection and conservation of forests - Under the
garb of removing infected trees in accordance with
orders of Supreme Court, trees having no disease
also cut - Report of the Task Force (Wildlife Group),
as also other reports, if any. directed to be furnished
- State Govt, and its functionaries restrained from
cutting any of the trees hereafter, even if in the
opinion of the State Government, the particular tree
or trees are considered to be diseased trees, till further
orders - Further, State Forests Report 1997 indicating
that between 1995 and 1997, dense forest to the
extent of 17, 777 sq kms has been lost to the country
thus showing large-scale deforestation - Report
ahowing States of Andhra Pradesh, Madhya
Pradesh, Assam, Manipur, Nagaland, Orissa and
Meghalaya as the main defaulters - Copies of the
report directed to be furnished - Other orders/
directions issued.
X36. A P. Pollution Control Board v. P r o f M. V.
Nayudu (Retd)8l Others, (1999)2 SCC 718,
C.A.NOS. 368-371 o f 1999 w ith Nos. 372 and
373 of 1999, decided on January 27, 1999,
[S. B. MAJMUDAR, J., M. JAGANNADHARAO,
J.l
Constitution of India - Arts. 32, 136, 226 and 21 -
Interference in environmental matters - Procedure -
Making reference to expert body - Permissibility -
keeping Art. 21 in view, Supreme Court while dealing
with environmental matters under Arts. 32 or 136
and High Court, under Art. 226, held, can refer
scientific and technical aspects for investigation and
opinion to statutory expert bodies having
combination of both judicial and technical expertise
in such matters, like the appellate authority under
the Mational Environmental Appellate Authority Act,
1997 - In State Pollution Control Board’s appeal
against the order of the Authority under S. 28 of Water
Prevention and Control of Pollution) Act, 1974,
Supreme Court referring to the appellate authority
under the 1997 Act the questions: (i) whether the
industry for production of “BSS castor oil derivatives”
with “giycerine, spent bleaching earth and carbon
and spent nickel catalysts” as by-products, was a
337
hazardous industry and what its pollution
potentiality was, and (ii) whether its operation was
likely to affect the sensitive catchment area resulting
in pollution of the lakes supplying drinking water to
the twin cities of; Hyderbabad and Secunderabad -
The question of granting or not granting permission
to the industry to make trial runs to enable the
monitoring and analysis of the results of pollution,
also left to be decided by the said authority three
months’ time limit suggested for submission of the
opinion by the said authority- Environment and
Pollution Control - Water (Prevention and Control of
Pollution) Act, 1974, Ss. 25 and 28 Practice and
procedure - Reference of scientific and technical
aspects of environmental matters by Supreme Court/
High Courts to expert bodies having both judicial and
technical expertise - Permissibility.
Constitution of India - Arts. 21 and 32 & 226 -
‘Life’ and ‘liberty’ Environmental degradation -
Environment aspects concern ‘life’ and human right
aspects concern ‘liberty’ - Jurisdiction under Arts.
32 and 226 invocable - Environment Protection and
Pollution Control.
Environmental concerns arising in the Supreme
Court under Article 32 or under Article 136 or under
Article 226 in the High Court are of equal importance
as human rights concerns. Both are to be traced to
Article 21 which deals with the fundamental right to
life and liberty. While environmental aspects concern
‘life’, human rights aspects concern ‘liberty’. In the
context of emerging jurisprudence relating to
environmental matters - as is the case in matters
relating to human rights, - it is the duty of the
Supreme Court to render justice by taking all aspects
into consideration. However, in such cases sometime
the Supreme Court has been finding sufficient
difficulty in providing adequate solutions to meet the
requirements of public interest, environmental
protection, elimination of pollution and sustained
development. The monitoring of a case as it progress
before the professional authority and the
consideration of objections raised by affected parties
to the opinion given by these professional technical
bodies have again been creating complex problems.
Therefore, with a view to ensure that there is neither
danger to the environment nor to the ecology and, at
the same time, ensuring sustainable development, it
has to be held that the Supreme Court can refer
scientific and technical aspects for investigation and
opinion to expert bodies such as the appellate
authority under the National Environmental

Appellate Authority Act, 1997. The said authority
Comprise a retired judge of the Supreme Court and
m em bers having technical expertise in
environmental matters whose investigation, analysis
bf facts and opinion on objections raised by parties,
could give adequate help to the Supreme Court or
the High Courts and also the needed reassurance.
Any opinions rendered by the said authority would
of course be subject to the approval of the Supreme
Court. Such a procedure can be adopted in matters
arising in the Supreme Court under Article 32 or
under 136 or arising before the High Courts under
Article 226 of the Constitution of India.
Paramjit Kaur v. State of Punjab (1999) 2 SCC
131: (1998) 5 Scale 219 : JT (1998) 6 SCC 338:
Paramjit Kaur v. State of Punjab (1999)2 SCC 131
at p. 541, relied on.
In the instant case, the following questions are
being referred to the appellate authority under the
national Environment Appellate Authority A4 1997
for being decided as far as possible within three
months:
(a) Is the Respondent-industiy a hazardous one and
what is its pollution potentiality, taking into
account the nature of the product, the effluents
and its location ?
(b) Whether the operation of the industry is likely to
affect the sensitive catchment area resulting in
pollution of the Himayat Sagar and Osman Sagar
Lakes supplying drinking water to the twin cities
of Hyderabad and Secunderabad?
The question whether the industry concerned
hiay be permitted to make trial runs has also to be
decided by the said authority.
Environment Protection and Pollution Control -
Judicial intervention - Nature, scope, and limits of -
Industrial pollution cases - Nature of problems arising
in such cases under Arts. 32, 136 and 226 pointed
out, solutions suggested and necessary directions
given by Supreme Court - Such cases involved
correctness of technological and scientific opinions
regarding efficacy of the technology adopted by the
industry or regarding the alternative technology or
modification suggested by Pollution Control Board,
while scientific opinions are themselves uncertain in
nature - The difficulty faced by the courts in dealing
with such problems is a global phenomenon - Position
in India, U. K. and U.S.A reviewed - Development of
new legal theories and rules of evidence formulated
on account o f uncertainty of science in the
FUNDAMENTAL DUTIES OF CITIZEENS
environmental context traced - Replacem ent of
assimilative capacity principle by precautiomary
principle and evolution of special burden of pjroof
noticed - Need for modification of statute law and
inclusion of both judicial and technical personnael in
the appellate body or tribunal re-emphasised and
necessary directions issued - Principle of in te r ­
governmental equity - Precautionary principple -
Development and scope of explained - W/ater
(Prevention and Control of Pollution) Act, 19744 Ss.
25 and 28 - Air (Prevention and Control of Polluttion)
Act, 1981, S. 31 - Hazardous Waste (Managerment
and Handling) Rules, 1989, R. 12 - Environrment
(Protection) Act, 1986, S .3(3) - N a tio n a l
Environmental Tribunal Act, 1995, Ss. 10 (ll)(b),
10(2)9b)& 10(2)(c) - National Environmental Appeillate
Authority Act, 1997 Constitution of India Arts.. 32,
136 and 226 - Interference in environmental mattters
- Stockholm Declaration of the UN Conference on
Human Environment, 1972, Principle 6- UN Gemeral
Assembly Resolution on World Charter of Natture,
1982, Principle 11 - Rio conference of 1992, Principle
15 - Special Rapporteur, International Law
Commission dated 3.4. 1998, paras 61 to 72.
137. Environm ent Awareness Forum v. Statte o f
J SI K and Others, (1999) 1 SCC 210, IAs
Nos. 12, 14, 15, 13 & 16 and Conteim pt
Petition (C) No.539 o f 1996 in W.P. (C)l No.
171 o f 1996, decided on M ay 5, 1998, [DR.
A. S. ANAND. J., B. N. KIRPAL. J.. V . N.
KHARE. J.]
Forests - Conservation and protection - Katha -
Despite knowing that while katha is a minor forest
produce, Khair is a timber and that the ordier of
Supreme Court dated 4.3.1997 was not applicable
to Khair trees and vide orders of the Court dated
10.5.1996 and 12.12.1996 ban was placed on felling
of various trees including khair trees, yet the State
Government officials allowed the felling of khair trees
by a private company for extraction of Katha - Held,
prima facie there has been a deliberate attempt to
circumvent the order of the Supreme Court and there
has been a wilful breach of the orders of the Court -
Notices issued to officers concerned to show cause
why contempt proceedings be not initiated against
them-Contempt of Court.
Forest - Conservation and protection - Supreme
Court’s earlier directions regarding relocation of
band-sawmills was only in respect of such sawmills
which are licenced - Directions not applicable to
unlicenced or illegally set up band-sawmills - State
Government shall be at liberty to remove/demolish
 ENVIRONMENT COURT CASES
or stcop the unlicensed and/or illegally set up band-
sawrmills in accordance with law.
Poorest - Conservation and protection -
SuspxTision of movement of trees or timber from State
of J <!& K by order of Supreme Court dated 12.2.1996
- Dettailed affidavit specifying the quantity of timber
held by private persons purchased from State
Foretst Corporation Depots for transportation outside
the SState (other than for consumption by the DGS&D,
Railways and Defence) desired by Supreme Court not
yet filled - Six weeks’ time granted for filing the detailed
affidavit.
138.. M. C. Mehta v. Union o f India & Others,
(1999) 1 SCC 413 W.P.(C) No. 13029 of
1985 decided on December 1, 1998, [DR. A.
S. ANAND, J., B. N. KIRPAL, J., V. N.
KHARE, J.]
Motor Vehicles Act, 1988 - Ss.2(47), 19, 39, 45, 53,
84, 856, 112, 117, 183, 184, 207 - Traffic management
and pollution control in NCT, Delhi - Directions
339
already issued by Supreme Court on 20.11.1997,
16.12.1997 and 28.7.1998 - In action on the part of
the authorities concerned - Union of India directed
to ensure that those directions are publicised in print
as well as electronic media - Publicity in electronic
media should be carried on every alternate day for at
least six weeks - Necessary steps directed to be taken
to ensure that (i) bus lanes are segregated and road
markings are provided on all such roads as are
identified by the Police and the Transport Authorities
within four weeks; and (ii) steps are initiated to have
appropriate bus-stops constructed, appropriate
marking painted and bus-bays built at such places
as may be indicated by the Transport/Police
Authorities within two weeks - Solicitor General shall
file a status report detailing the action taken with
regard to the directions issued by Supreme Court
Appointment of Court Officers to ensure compliance
with the directions under consideration -
Environment Protection and Pollution Control -
Vehicular Pollution.
 Annexure F

Overview of the Feedback

in
Response to Invitation Seeking
Views and Suggestions
 Overview of the Feedback in Response
to Invitation Seeking Views and Suggestions
With the objective of inviting views and suggestions
from the citizens of India about teaching of
Fundamental Duties, a press release was issued on
17 October 1998. Several letters containing views
and suggestions were received in response to the
press release. The respondents included advocates,
professors, professionals, government servants and
voluntary agencies.
Later on, Justice J.S. Verma, Chairman of the
Committee, sent communications to eminent
personalities in all walks of life, the Vice-Chancellors
of Universities and certain NGOs/Institutions,
seeking their views and suggestions. By the end of
December 1998, feedback was received from
a number o f universities and institutions
organizations, etc.,
The Committee also gave a Press Notification in
several national and state level newspapers in
November 1998. In response to this notification, the
communications received by 31 December 1998 have
also been studied.
A synthesised overview of the suggestions received
so far is given below in a synoptic fashion. It may be
noted that the suggestions are as they have been
received and the Committee will examine them to
understand what can be incorporated in the Report
for implementation.
6 .1 Suggestions for inclusion of certain Topics/
T h e m e s in the C u rric u la / In s tru c tio n a l
Materials
• Value-based lessons
• Studies on moral values
• Ethical teachings of all religions
• Traditions and ethics of Indian culture
• Biographies of the builders of modem India (inter
alia to promote harmony and to eliminate
obscurantism, dogmatism, religious fanaticism
and sectaricinism)
• Salient features of the Constitution and its ideals
in Social Studies and Civics curricula. In case
Civics is not a compulsory subject, Fundamental
Duties may be included in one compulsory
language subject.
• Noble ideals which inspired our national struggle
for freedom
• Upholding and protecting the sovereignty, unity
and integrity of India to be emphasized through
Social studies, History and Political Science
curricula
• Promoting the concept of gender justice in the
curricula and instructional materials
• Developing scientific temper, humanism and
spirit of inquiry and reform
• Promoting the ideals of non-violence and
compassion
• Environmental protection, conservation and
management
• Several issues inspired by or in tune with
Fundamental Duties are already an integral part
of the curricula at various levels of education.
They need to be strengthened alongwith the
induction of related themes. It would be helpful
to make a concrete assessment of the situation
on the ground through status analysis to find
out gaps that may need to be bridged.
• The UGC may suggest a Foundation Course on
Fundamental Duties in the colleges/universities.
• Some suggested non-credit courses at under­
graduate level are:
— Study of Environment
— Introduction to Indian Heritage
— Introduction to National Movement
In case a separate course on Fundamental Duties
is not feasible, the Fundamental Duties may form

I'
the content of some other subjects taught at the
college/university level.
• Fundamental Duties need to be built in as integral
component of curricula at all stages; the existing
textbooks/modules of instruction, etc., may be
reviewed.
• Highlight in textbooks and print and electronic
media constructive and developmental work that
is going on in the country.
• Serious thought need to be given to make Yoga
and Meditational Practice as integral part of
curriculum from early stage.
6.2 Suggestions for Co-curricular Activities
• Organize competitions, interactions (seminars,
symposia, workshops, orientation programmes),
fairs, festivals, etc., on issues concerning the
Fundamental Duties.
• Organize National Integration Camps for school,
college and university students.
• Make NCC more effective at all levels of school
and college education
• Give additional weightage to NCC cadets in
joining the Defence Services and Para Military
Forces.
• Recast the National Service Scheme (NSS ) and
orient the NSS students to participate in:
Management of disasters (floods, cyclones,
earthquakes, epidemics)
Environmental protection, conservation and
management.
Programme and activities of NLM/NFE
Social welfare activities such as old age care
Promoting harmony and spirit of brotherhood
amongst the people of different communities
Provide better facilities and incentives to the
NSS personnel
Involvement in certain community\ social
service projects especially in rural settings.
Make either NCC or NSS compulsory during
the concerned career of study.
6.3 Suggestions for Teacher Training and
Teaching-Learning Strategies
• Develop Teachers’ Handbooks, suggesting
FUNMENTAL DUTIES OF CITIZENS
weaving of Fundamental Duties in the curricular
and co-curricular material/work at all stagtes of
education, including teacher education.
• Impart effective in-service training to the scihool
and college teachers, the NFE personnel, the
Open/Distance Education teachers, and the
Adult Education functionaries about teachinig of
Fundamental Duties. Seminar, symposia and
workshops may also be organized for imparting
training to teacher trainees.
• Make compulsory listening to educational
broadcasts and telecasts and reading of rixews
articles pertaining to Fundamental Duties.
Guidelines in this regard may be prepared and
disseminated. Orientation programmes may also
be organized in this regard.
6.4 Suggestions for Socialisation Process
People need to be socialized through fam ily,
neighbourhood, school, university and other groups/
institutions about essentials of Fundamental Du ties.
Appropriate strategies in this context need to be
planned and operationalized. Among others, parents,
teachers and other social actors may be encouraged
to discharge properly their role as socialisers, for
example,
• A pool of experts drawn from constitutionalists,
social workers, legal profession, educationists
and non-political opinion leaders may be formed
to regulate the direction of the programmes
related to Fundamental Duties.
• NGOs may be given training in the essentials of
Fundamental Duties and modus operandi to
propagate the same to people in the society .
• The Law Commission may suggest as to how best
Fundamental Duties could be legally enforced.
• A Monitoring Committee or an Ombudsman may
be established to monitor from time to time the
implementation of the Fundamental Duties.
• A sort of oath/pledge about Fundamental Duties
may be made compulsory/ obligatory in the
society.
• Expose the citizens to the ancient texts that reflect
the spirit of Fundamental Duties.
6.5 Some General Suggestions
Develop a comprehensive questionnaire for the heads
of educational institutions (school, college and
university level, chiefs of professional associations
 (OVERVIEW OF THE FEEDBACK IN RESPONSE TO INVITATION SEEKING VIEWS AND SUGGESTIONS
amd Public Relations Officers in the corporate sector
amd obtain feedback in order to assess :
— the prevailing level of public awareness of the
nature and ramifications of Fundamental
Duties
— the way each respondent visualises his/her
notion of Fundamental Duties
— the level of collective/individual concern
about various forms of non- performance of
Fundamental Duties
— attitude towards rem edial/corrective
measures against those found seriously
wanting in their performance of Funda­
mental Duties
The homes, educational institutions, offices and
their places of work should all be made centres
of imparting education in the performance of their
duties and obligations. Everyone, more
particularly young men and women, needs to be
sensitized to the current issues related to
Fundamental Duties. A suggestion is that the first
345
Monday of January every year should be
observed as ‘Fundamental Duty Day’ all over the
country.
• Given the mixed character of Fundamental
Duties, a differential approach needs to be
employed towards their furtherance and
realization.
• To make security in government jobs dependent
on observance of Fundamental Duties by
making suitable provisions in service rules for
the purpose.
• Reward those who are doing their duties
sincerely. Punish those who abuse Fundamental
Rights, neglect their duties, and abuse power .
• Increase the accountability of teachers and
others managing the system.
• Inspiring leaders and teachers who can set the
right example through their own lives is the need
of the hour. Importance of good role models
cannot be under-estimated.
 Annexure G

Fundamental Citizenship Duties:

Some Perceptions
Letter from Dr K.B. Lall to Justice J.S. Verma
 Letter from Dr. K.B. Lall, President, CDS
Respected Vermaji,
I am grateful to you and your colleagues for so
graciously, inviting me to share, my thoughts on
Citizenship Development.
As I worked with my colleagues on the task
entrusted by the Verma Committee to CDS to prepare
a Handbook to facilitate Operationalization and
Teaching of Fundamental Duties, my mind was
irresistib ly drawn to the Dawn o f In d ia ’s
Independence, to 15 Aug. 1947, when a new nation
was born in an orgy of unprecedented communal
violence, one country was partitioned amidst death
and destructino on a massive scale and millions of
innocent men and women fled in terror across the
new boundaries to seek security in refuse. The first
task was to rehabilitate the refugees, the second task
was to integrate the Princely States into the new
pation, the third task was to give ourselves the
Constitution of India, and the fourth task was to plan
and build an Independent India of our dreams. These
tasks were carried out with smoothness and speed.
The new Polity, with a strong Centre, vibrant
federating units and Parliamentary Institutions soon
took shape. The new Economy with a judicious mix
of private and public enterprise, of national planning
and individual initiative of agriculture and industry
was built up brick by brick, the New Society provided
room for emerging social forces to overcome age-old
obstances and bring into being new institutions and
mechanisms to develop science and technology and
nourish our composite culture. In the international
arena, India played a leading role in freeing the globe
from the curse of colonialism, in initiating, sustaining
and strengthening the Non-Alignment Movement and
in the formation of Group Seventy Seven to secure
modifications in the world economic order helpful to
the economic development of newly independent
nations.
This multi-dimensional effort at nation building
was led by the freedom fighters and carried out by
thousands of individuals in all walks of life, who were
driven by the national Ethos based on the noble ideals
which inspired the national struggle for freedom. No
Handbook was required to teach them their duties
and motivate them to play their role with diligence
and determination. They did their part, I can testify
from personal experience, naturally, without showing
off, without song in dance, but with substantial
impact. During the course of the first twenty five years
of our independence, glorious heights were scaled in
several areas of national endeavour. Our
achievements were lauded at home and abroad. We
were credited with having charted the course of
democratic development.
But as we progressed down the Seventies, the
first sign of fatigue began to appear on the horizon.
Our National Ethos seemed to be losing vigour and
momentum. Its negative ingredients inherited from
the colonial past began to raise their ugly heads. Sadly
the rich diversity of our land tended to become a
source of divisiveness. Fissiparous tendencies were
strengthened by parties and politicians attempting
to build vote banks on the bases of narrow caste
groupings. As a result, growing cynicism about
politics and declining respect for politicians disfigure
our public life. Involvement of senior Civil Servants
in nexus with corrpt politicians is eroding confidence
in the integrity and impartiality of Civil Servants. The
prevalence of corrupt practices at middle and lower
levels, the general decline in behaviour patterns and
in the conduct of mutual relations raise the cost of
transactions, lower the effeciency of the economy and
make it difficult for our goods and services to win in
international competition.
The national scenario is distressing. The electoral
campaigns for the thirteenth Lok Sabha have brought
to the surface the distrust of the voter with the
political process. The people are angry over persisting
shortcomings in the provision of basic services such
as safe drinking water, health care, primary education
and communications in the countryside. The new
millenium will soon bring us interesting opportunities
to make up deficits in democratic governance and
international influence. The politicians cannot afford
to indulge in the luxury of playing games in the
coming weeks and months. A linear programme to
teach and operationalize Fundamental Duties will by
itself make no impact on the nation. Something wider,
bigger and deeper is the need of the times.
The maladies which afflict our Polity have their
origin in the failure over the preceding fifty years to
provide for educating CITIZENS in democratic
governance. Our Constitutions has made the
individual citizen the fundamental unit of the Indian
 350
Polity. He is both the sovereign and subject at the
same time. His or her ethos, value system and
behavioural pattern, while acting in either capacity,
as ruler or ruled, inevitably determines the quality
of democractic governance and yet no systematic
effort has been made so far to prepare the CITIZEN
for the discharge of this great responsibility.
The hope for improving the quality of governance
and for resolving the myriad problems that confront
us lies in the hands o f the citizens, in their
understanding the VALUES they must practise and
the DUTIES they must discharge. The current
conjuncture of social, economic and forces and the
disgust aroused by falling ethical standards provide
a timely opportunity to launch a nation-wide Nav
Nirman Movement with the aim of enabling all citizens
to become aware of their rights and responsibilities
under the Consitution and understand their
obligations to observe Constitutional values and carry
out Fundamental Duties in their day to day activity.
A responsible citizenery may be expected to develop
the will and capacity to tackle basic problems at home
and esnure that India occupies its rightful place
abroad.
There is no dearth of literature from which the
Aims and Objects of the proposed Movement may be
derived. In his book entitled “Citizens and the
Constitution”. Dr Subhash Kashyap has distilled from
the provisions of the Constitution a Charter of some
eleven democractic values. Article 51A of the
Constitution lays down in unambiguous language the
ten duties each citizen is expected to carry out. Your
Committee’s Interim Report develops several valuable
concepts in this regard. On the basis of available
experience, it would not be difficult to prepare a
statement of the Values and Duties which citizens
are expected to observe in their day to day activity.
Such a statement must derive its authority from the
Constitution. It must also command National
Consensus. Since the main OBJECTIVE is to
transform the mind-sets o f citizens, it will be
appropriate to request the President to inaugurate
the Movement.
A few words about the Organization of the
proposed Movement may be in order. Its leadership
may be vested in a National Council for Citizenship
Development. The Council’s composition must be
broad-based so as to reflect the diversity of the
nation’s citizenery. the council may elect a ‘small
Executive Committee to carry out mainly creative,
coordinating and catalytic functions. While eschewing
FUNMENTAL DUTIES OF CITIZENS
bureaucratisation of its administrative structure., the
respon sibility for field work must be fu lly
decentralized. The practical task of genera ting
awareness of citizenship values and facilitating their
application at work places is best carried ouit by
citizens themselves thorugh the Department s in
which they work and the institutions to which tthey
belong.
The task of “operationalizing” citizenship values
is formidable and complex. There are wide variations
in the conditions and characteristics of different
segements of citizens. The eminent persons ’who
worked on the Handbook found it convenient to divide
the citizens in eight target groups. They looked at
the group profile, identified the values particularly
relevant to each group, discussed their application
to live situations, and put forward suggestions; for
their operationalization. Their work provides a useful
base for initiating action programmes and holding
Workshops to evolve implementation strategies.
In building up good citizens for the future, our
educational system has a very special responsibility.
They must develop tools and techniques to ensure
that the pattern of behaviour expected of a good
citizen gets ingrained into the individual pupil and
becomes a natural part of his or her personality.
NCERT and SCERT have taken initial steps in this
regard. They should be mandated to make systematic
efforts, develop course materials and devise effective
curricular and extra-curricular programmes to secure
that deliberate behaviour modification becomes an
essential ingredient of the educational process. A
great deal depends on the ingenuity and dedication
of teachers. A nation-wide movement to train and
honour teachers in inculcating citizenship values
could bring about impressive transformation in the
opening decades of the new millentium. Since
University students consitute the most dynamic and
progressive component of our body politic, the
Unviersities could play a crucial role by organizing
compulsory as well as optional programmes to enable
student participants to become good citizens
themselves and learn to discharge their obligations
to the intitutions to which they belong and to the
community of citizens in general.
Elected functionaries and appointed Civil
Servants have a major role to play in the proposed
Movement. They have the same rights and duties as
other fellow citizens. If they succeed in observing
citizenship values while performing their tasks, they
would also succeed in securing general improvment
 FUJNMENTAL CITIZENSHIP DUTIES : SOME PERCEPTIONS 351

in tthe quality of life, Fortunately they are blessed constitutent bodies should be keen to help media to
witlh an impressive network of training and research respect citizenship values and generate support for
insttitutions whcih can be easily harnessed to develop the Movement.
teaiching modules and organize brain stroming
Citizenship Values as derived from the
Worrkshops in support of the effort to make citizenship
Constitution have a moral quality and an ethical
vahues a living reality. Similarly, the process of
dimension. The OBJECTIVE of the Movement is to
degeneration in the Administration of Justice, can be
ensure that these values become a part of our
reversed if Law Colleges and Bar Associations succeed
National Ethos and govern the conduct of all our
in organizing teaching courses on the application of
citizens. It can best be achieved by the widest possible
comstitutoinal values to practical aspects of judicial
participation of the citizens themselvs in the
procedures and legal practices.
Movement.
A big contribution may be expected from the field
I have taken advantage of your gracious invitation
of Business and Industry. Management schools
to give expression to my thoughts freely. Please forgive
shoiuld be willing to add to their curricula a paper on
me if I have transgressed the boundaries of logic or
the application of constitutional values to the conduct
relevance.
of business. I trust Business Leaders and their
organization will find it profitable to take interest in With very warm regards,
internalising citizenship values and in ensuring that
the ir observance becomes an indispensable Sincerely yours
ingr edient of Business Ethos.
Media weilds immense powr to influence public (Dr K.B. Lall)
opinion and rouse individual consciousness. Its President, CDS
 Annexure H

Handbook for Operationalization

of
Citizenship Values under the Constitution
 PREFACE

The Citizenship Development Society was founded in 1979. Over the years, the
Society has endeavoured to arouse awareness of the importance of building up
good citizens and organize programmes and activities to promote and foster
Citizenship Values.
1.2 In a message of encouragement received from the President, he has observed
that “Citizenship is a solemn duty which every individual must discharge with due
diligence and dedication. A responsible and vigilant citizenry plays a vital role in
strengthening our democracy and I am glad to learn that the Citizenship
Development Society-, through its various activities, is inculcating citizenship values
among our people”.
1.3 The main thrust of our programmes has been on Value Education to train
school teachers and teacher educators in the techniques and processes of identifying
and inculcating values in their students. We have also convened Seminars and
Workshops to spread the message to Civil Servants and Bank employees and
Sarpanches and Panchayat Officials. Efforts have also been made to persuade
citizens to protect environment and to inform consumers of the ways in which they
can protect their legitimate interest. The Society has established a Centre on
Research & Training in Citizenship Development (CRTC) for designing educational
programmes and developing course materials.
1.4 While the Society has gained valuable experience in generating awareness of
citizenship values and facilitating their application at various work places, the
range and reach of the Society’s activity have been very limited. The current
conjuncture of social, economic and political forces calls for a MOVEMENT which
captures the imagination of masses and motivates all categories of citizens to abide
by the provisions of the Constitution in performing their duties and exercising
their rights.
1.5 We are grateful to Justice Verma Committee for giving us the task of preparing
a Hand-Book to facilitate the Operationalization and Teaching of Fundamental
Duties to our Citizens. We have sought the help of eminent persons with practical
experience to reflect on the problems and interact with $ne another in elaborating
feasible solutions. We found the subject to be vast, complex and challenging. There
was wide variation in the conditions and characteristics of different segments of
citizens. Accordingly it was decided to divide the citizens into eight categories or
target groups. Each category was taken up for detailed work by one or two eminent
persons. They looked at the group profile, considered the importance for its members
of practising specific citizenship values, and evolved some suggestions for training
in the application of Fundamental Duties to their work. Their first drafts were
considered in joint meetings. The final result of their painstaking effort is presented
in the following chapters. It will hopefully provide adequate inputs for
commencement of field work.
1.6 In the First Chapter Mr J.N. Sharma and Dr. K.M. Gupta have addressed the
goal of laying foundation of citizenship values at the primary stage of the educational
ladder. The pedagouges don’t agree about inculsion of citizenship concept in
 356

Elementary Education. Now that Elementary Education will soon be made

compulsory throughout the countiy it is essential to consider how best the children
at that level can be helped to imbibe the essence of the values and duties prescribed
in the Constitution.
1.7 The NCERT has already brought out instructional modules on national
symbols and value education. It should not be difficult to give students at primary
level clear understanding of such basic values as cleanliness, punctuality,
truthfulness. They can also be acquainted with the life and work of great leaders
who inspired our freedom struggle. Advantage can be taken of their natural curiosity
to develop their interest in understanding, preserving and protecting the
surrounding environment.
1.8 A few governmental and non-governmental organizations are researching
and developing techniques and methodologies for inculcating values in growing
children. The Research and Development Wing of CDS has made significant
contributions in this regard. A number of practical suggestions for promoting values
through direct and indirect methods have been made by the authors. Through
imaginative activities inside and outside the class room children’s responses and
reflexes can be influenced to be in spontaneous readiness to conform to the
requirements of several provisions of Article 51A.
1.9 A great deal depends on the ingenuity and dedication of teachers. A nation
wide movement to train and honour primary school teachers as builders of future
citizens, if launched with sincerity and purpose, could bring about impressive
transformation in the opening decades of the new millenium.
2.1 In Chapter Two, Dr N.K. Ambasht and Mrs Supta Das have examined the
situation at the Secondary Level of Education. The National Policy of Education
(NPE ) 1986 identified the components of the ‘common core’, and provided the
basic framework and orientation, of school curricula in the country. All educable
duties have been incorporated in school curriculum and explained in the Textbooks.
But curricular instructions and processes have achieved only “imited success” in
inculcating these duties in the personal behaviour of the pupils.
2.2 In the view of the authors, our educational system should provide for such
programmes/activities as ensures that the pattern of behaviour expected of a good
citizen gets ingrained into the individual pupil and becomes a natural part of his/
her personality. Deliberate behaviour modification should be an essential ingredient
of the educational process at the Secondary Level.
2.3 It is imperative that the pupil becomes conscious of both rights and duties
and grows with the understanding that rights without obligations encourage
arrogance and duties without rights give rise to a form of slavery.
2.4 To achieve these goals, a continuous dialogue between policy framers and
educationists has been suggested. The dialogue is expected to consider and
recommend: (a) curricular modifications; (b) changes in assessment procedures
and certification processes and (c) substantive improvements in teacher preparation
programmes.
2.5 In order to increase the effectiveness of the class room instructional process,
a series of very valuable suggestions have been made to expose the students to
stimulus response situations, to note their behaviour and to formulate remedial
action programmes. Different agencies in the educational process are exhorted to
join hands in this creative task.
 357

3.1 In Chapter III, Prof. R.B. Jain paints a disturbing and disappointing picture
of the environment in Higher Educational Institutions. He describes the youth in
universities to be biologically adult but socially irresponsible, to be free from familial
control and at the same time united to domestic responsibilities, to be idealistic in
their approach and yet willing victims of exploitation by vested political interests.
He draws attention to heterogenity in the student body, comprising consequent
indiscripline and unrest. The situation requires urgent steps to provide at the
compuses systematic education in democratic citizenship.
3.2 Prof , Jain has traced the origin of the concept of citizenship, enumerated
the citizenship values enshrined in the Constitution, analysed the osmotic
relationship between rights and duties. He has suggested that both compulsory
and optional orientation programmes be organized to spread knowledge about
citizenship values and foster their application to cultural, sports and trade union
activities on the campus.
3.3 For the purpose of taking practical steps, three target groups need to be
addressed. These are students, teachers and administrators. Urgent need to improve
communication between them has been emphasised. It will be useful to identify in
all organised activities, focal points for application of specific Fundamental Duties
and for overseeing and monitoring their implementation. Several interesting
suggestions have been made for organizing extra-curricular activities to provide
opportunities to student participants to learn to discharge their obligations towards
the institutions to which they belong and towards the community of citizens in
general.
3.4 Since University students constitute the most dynamic and progressive
component of citizenry, a series of initiatives must be urgently undertaken to move
their minds in the direction of compliance with Fundamental Duties.
4.1 In the Fourth Chapter Shri J. Veera Raghavan focuses his attention on
democratic governance by People’s Representatives from Panchayats to Parliament.
They have the same rights and duties as other fellow citizens. However, as leaders
and exemplers, their responsibility is much greater. Those who take a specific oath
are bound by its terms to practise and propagate the culture of the Constitution.
The Elected Representatives have a major role in ensuring that Fundamental Duties
become a living reality for the elite as also for our masses.
4.2 In particular, the candidates seeking the mandate of the people must eschew
arousing sectarian passions and take all practical steps to promote national unity
and integrity. It is their duty to propagate the noble ideals which inspired the
struggle for freedom, to sustain self-reliance, foster scientific temper, recognize
merit and stimulate the urge towards excellence. Their success depends on
productive service to their constituency and not on distributing public revenues in
an unproductive fashion.
4.3 While taking proper action to secure redressal of grievances, Elected
Representatives should refrain from interfering in the functioning of governmental
and non-governmental institutions. They should observe the laws themselves and
help law enforcing agencies in dealing with law breakers. They should adhere to
their DHARMA which is a compound of selflessness, integrity, objectivity,
accountability, openness, honesty and leadership.
4.4 It should be the endeavour of Elected Representatives to organize/strengthen
a network of activities to gather support for small families, to protect and improve
natural environment, to safeguard public property and abjure violence.
 358

4.5 The environment in which Elected Representatives function is full of

contradictions and complexities. They can lead the country to genuine progress
through balance and moderation. They must always strive to act in the larger
interests of the country and in accordance with their conscience.
4.6 Orientation Programmes are being organized for new Members of Parliament.
Similar programmes have been instituted at the level of State Legislatures. Training
Courses have also been devised for the benefit of the Elected Representatives serving
Municipal and Panchayati Raj Institutions. These programmes need to be
strengthened to provide an adequate measure of understanding of Fundamental
Duties and their application to the work of Elected Representatives.
5.1 In Chapter Five Mr S.B. Lai directs his attention to Public Servants. He puts
their strength at two crores. They play a crucial role in national life. They undertake
a wide range of tasks including maintenance of law and order, enforcement of
socially beneficial regulations, implementation of development programmes and
ensuring a level playing field. They are catalytic agents of change and their activities
affect the lives of citizens in a variety of ways. If they sincerely apply the quintessence
of Fundamental Duties to the performance of their appointed tasks, they would
not only serve as worthy examples for fellow citizens but also succeed in bringing
about immense improvement in the quality of their lives.
5.2 Fortunately adequate arrangements exists for the training of different
categories of Civil Servants. Mr Lai has drawn up broad outlines of a MODEL
MODULE to be adopted for inclusion in the Courses of different Training Institutions
for teaching the trainees Fundamental Duties and Values as enshrined in the
Constitution and for helping them to mould their behaviour accordingly. The duty
cast on Civil Servants to strive towards excellence will enable them to attain higher
ethical standards and make up the deficits in several areas of democratic
governance.
5.3 Every Public Servant should be administered a pledge to abide by the
provisions of the Constitution and carry out fully the Fundamental Duties prescribed
therein. It is suggested that suitable systems and procedures be instituted in all
Departments to ensure that the pledge is implemented, all administrative activity is
transparent and accountable, and corrupt practices are effectively eliminated.
6.1 In Chapter six, Shri K.V. Viswanathan looks closely and critically at the
Administration of Justice. Although he finds the prevailing system to be sound
and time tested, he fears it is deteriorating fast. It has been, he feels, corrupted
and abused, even by those who are primarily responsible for its efficacy and probity.
Inadequate commitment on the part of the citizenry to perform Fundamental Duties
is largely to be blamed for this sorry state of affairs. In his view, the process of its
degeneration can be reversed if CITIZENS become aware of the importance of
complying with the Ten Commandments’ in Article 51A of the Constitution. The
Supreme Court has set the trend in adopting the Fundamental Duties as yardsticks
for testing the correctness of laws and of actions by those who administers them.
6.2 Target Groups for spreading the above message have been identified. Detailed
steps which may be advantagiously taken by teachers and students in Law Colleges
have been spelt out. Bar Councils and their affiliated Bar Associations must share
the responsibility for ensuring that their members not only appreciate the value of
complying with Fundamental Duties but also strive to implement them while
pursuing their professional work.
6.3 It has been suggested that a Judicial Academy should be set up to provide
facilities for continuing education of Judges, to focus their attention on
 359

Constitutional values and Fundamental Duties, to foster constructive interaction

between the Bar and the Bench and to facilitate application of modern techniques
of management to the transaction of judicial business in the Courts.
7.1 In Chapter Seven Prof. Brij Mohan and Dr D.N. Saxena bring into focus the
r o le o f th e b u s i n e s s a n d I n d u s t r y S e c t o r in o p e r a t i o n a l i z i n g F u n d a m e n t a l D u t i e s .
This Sector accounts for more than fifty percent of the Net Domestic Product.
While it is a part of the social system it contributes to the value base of the social
order. When it has a long term perspective, it adopts upright practices. When it
concentrates on maximising short term gains, it cuts corners and gets entrapped
in unethical conduct.
7.2 Business carries out its gainful operations under the umbrella of Fundamental
Rights guaranteed in the Constitution. It has the corresponding obligation to perform
the duties, both implicit and explicit, enjoined by the Constitution. However, in
discharging social responsibilities only, a small percentage of the Business
Community has undertaken social welfare and development programmes. Important
Chambers of Commerce and Industry Associations have taken initiative for
formulating norms of ethical conduct for business dealings. But the action taken
to secure compliance with the codes leaves much to be desired.
7.3 This sad state of affairs is due to the low level of public awareness of the
duties the citizens owe to the State, the society and the fellow citizens. As far back
as 1987, the Citizenship Development Society drew attention to this aspect in the
Bangalore Declaration adopted by the National Seminar held in collaboration with
the Gokhale Institute of Public Affairs. In his book ‘Citizens and the Constitution’,
Dr Kashyap has discussed in depth the basic values embedded in the Preamble
and parts III and IV of the Constitution, as also the Ten Fundamental Duties
prescribed in its Article 51A. These together with other publications by CDS provide
inputs for a systematic campaign to spread knowledge and understanding by
Businessman and Business entitles of their Constitutional obligations.
7.4 Business Leaders, Business Organisations and Management Schools have
vital roles to play in internalising basic values, in widening financial and technical
support for community development programmes, and in ensuring that ethical
codes become indispensable ingredients of Business Ethos. If in the strategy of
operationalising Fundamental Duties, priority is accorded to achieving excellence
in all individual and collective activity, to nurturing the scientific temper and
imbibing the spirit of enquiry and reform the national economy, will soon scale
new heights.
8.1 In Chapter eight Mr Prem Kumar makes out a strong case for Value Based
Media. The traditional role ascribed to media which includes television and radio
is to inform, educate and entertain the people. It weilds immense power to influence
public opinion and rouse individual consciousness. Like all forces this power can
be used for both constructive and destructive purposes.
8.2 Media derives its prowess from Article 19(1) of the Constitution which
guarantees to all citizens the right to freedom of speech and expression. Although
most of the media is in private hands, it is performing vital public functions.
8.3 Media’s right to freedom is subject to reasonable restrictions on the grounds
set out in Articles 19(2) and (6) of the Constitution. It has also the corresponding
duty to refrain from trenching on the rights of other citizens or jeopardising public
interest. A statutory Press Council of India has been established with the object of
preserving freedom of the Press and overseeing proper professional conduct by
 360

those engaged in the profession of journalism. There are guidelines and codes of
conduct for those engaged in other media functions. These codes serve to curb
negative tendencies in the Media.
8.4 However, the media seems to be unaware of the Fundamental Duties laid
down in Article 15A or the VALUES enshrined in the Preamble and Articles 36 to
51 of the Constitution. It is the duty of those engaged in Media to repair this
omission urgently. These Duties and Values are as binding on Media as on all
other citizens. Media’s constituent bodies should consider and adopt ways to
implement Fundamental Duties in the course of their operations.
8.5 Media also has broader social obligations. It can use its facilities to pursue
the positive purpose of explaining to fellow citizens the true intent of each of the
Fundamental Duties and assisting them in mobilizing and monitoring their
endeavours to give practical effect to the values enshrined in the Constitution.
9.1 There is no provision in the Constitution for the enforcement of Fundamental
Duties. And yet without compliance with Duties, Fundamental Rights cannot be
enjoyed. Duties are inseparable from Rights. Neither can be taught in isolation.
The two together constitute Citizenship Values on which rests the well-being of our
democratic polity.
9.2 These values have a moral quality and an ethical dimension. It is imperative
to make them a part of our being, individual and collective, to ensure that they
regulate our behaviour and govern our conduct. In obedience to the mandate from
the Justice Verma Committee, earnest efforts have been made to identify the values
relative to each area of study, to propose ways for diseminating their knowledge, to
discuss their application to live situations and to put forward suggestions for
overseeing their operationalization. The outcome of these efforts is submitted as a
first step to provide a launching pad for a nation wide MOVEMENT to comprehend
the full import of Fundamental Rights and Duties, to initiate action programmes
to transform mind sets prevailing in different walks of life and enable all our
CITIZENS to realize their full potential.
9.3 The Citizenship Development Society will feel privileged if it is given an
opportunity to play an appropriate role in this Movement.

K.B. L a ll
P r e s id e n t
2.8.1999 Citizenship Development Society
 Contents

Preface 355-359

Chapter I 363-368

Chapter II 369-372

Chapter III 373-380

Chapter IV 381-385

Chapter V 386-391

Chapter VI 392-398

Chapter VII 399-409

Chapter VIII 410-419

Annexure I to IV 420-425
 1
Elementary Education:
Foundation of Citizenship Values
W e are at present faced with the challenge of
breakdown of human values that threaten the
stability of our society. It is strange and even tragic
that 50 years after the independence we should still
be discussing the place of values in our education
system. The consolation is that we have atleast begun
giving attention to this important subject and the
National Policy on Education (NPE) 1986 has also
laid great emphasis on this issue. The basic aim of
education is to produce men of knowledge as well as
culture. There is always the danger of conveying
knowledge in vacuum. Divorced from life, education
will only become the means of mechanically conveying
inert ideas.
1.2 The nation has made tremendous progress
in all walks of life. The country has strived to achieve the ground reality a child is a keen witness to the
the goal of universalization of elementary education.
In the directive principles of State Policy of Indian
Constitution a commitment is reflected under article
45. The number of primary schools increased from
2.10 lakh in 1951 to 7.36 lakh in 1986 to 8.22 lakhs
in 1993. Similarly, the number of upper primary
schools increased from 13600 in 1951 to 1.36 lakhs
in 1986 to 1.62 lakhs in 1993. The facilities for
primary education are available to a large extent to What does our Constitution Say?
all children of the country. Out of the total inhabitated
village 5,86,365 in the country more than 93% of 1.4
them have facilities for primary education. The of values. It is being reproduced here to understand
number of primary teachers in the country in primary the fundamental principles embodied in it. It states-
schools increased from 14,92,721 in 1986 to
16,23,379 in 1993. But we are yet not able to achieve
the goal of universalization of elementary education
as envisaged in the Indian Constitution in 1950.
Similarly, we are yet not able to educate our children
in the provisions related with the Fundamental Duties
J.N. Sharma & Dr K.M. Gupta
as given in article 51A. Though we may believe in
equality but it is not reflected in our behaviour. The
National Policy on Education 1986 as modified in
1992 clearly accepted the phenomena “We are
conscious that India’s political and social life is
passing through a phase which the damage of erosion
of long accepted values. The goals of secularism,
socialism democracy and professional ethics are
coming under increasing strain.
1.3 The facility for teaching about the
Constitution of India is almost non-existent at
elementary level. The pedagogues do not agree about
inclusion of citizenship concept at the primary school
level. The child has not attained the operational stage
of Piaget when he is in primary school. But if we see
interaction between parents. The mass media Is
continuously influencing a child. He watches regular
and irregular behaviour of politician. During this
rocess he develops an understanding of the concepts
like citizenship, equality, etc. But what is missing in
the whole process is an Indian citizen or Bhartiya
Nagrik.
The Preamble of our Constitution is a source
“WE, THE PEOPLE OF INDIA, having solemnly
resolved to constitute India into a SOVEREIGN
SOCIALIST SECULAR DEMOCRATIC
REPUBLIC and to secure to all its citizens:
JUSTICE, Social, Economic and Political;
 364
LIBERTY of thought, expression, belief, faith
and worship;
EQUALITY of status and of opportunity; and
to promote among them all
FRATERNITY assuring the dignity of the
individual and unity and integrity of the Nation;
IN OUR CONSTITUENT ASSEMBLY this
twenty-sixth day of November, 1949, do
HEREBY ADOPT, ENACT AND GIVE TO
OURSELVES THIS CONSTITUTION"
1.5 There is no provision for teaching of Indian
Constitution either at the teacher training institutions
or in the school curriculum. Even specific provisions
related with the Fundamental Duties are not referred
in our curriculum. A preliminary knowledge about
our National Flag, National Anthem and National
Emblem is given in the curriculum at primary school
level. The NCERT in its Programme o f Mass
Orientation for School Teachers ( PMOST) included
self-instructional modules on our national symbols
(NCERT 1998). Similarly a module of value education
is included in self-instructional package for Special
Orientation Programme for Primary Teachers (NCERT
1995). These efforts have generated awareness among
the teaching community. The Fundamental Duties
enshrined in our Constitution under Article 51A are
being discussed from the point of view of its
implication for the teachers.
1.6 As teachers of elementary level, it is our
responsibility to practise the value enshrined in the
Indian Constitution. In day-to-day functioning of
school, we should promote various ideas contained
under Article 51A of the Fundamental Duties. As a
citizen, we are proposed to carry out the above
Fundamental Duties prescribed in the Constitution.
At primary level, the child is very young and he may
not be in a position to understand the various items/
in the Fundamental Duties stated under Article 51A.
However, the first one — to abide by the Constitution
and respect its ideals and the National Flag and the
National Anthem is important. Children should be
made aware of the country’s statutes and also its
two important symbols, i.e. National Flag and the
National Anthem.
NATIONAL IDENTITY
1.7 Besides the Constitution, National Flag and
FUNDAMENTAL DUTIES OF CITIZEfNS
the National Anthem are the symbols of our unity. A
citizen worthy of his name, is expected to show due
respect to the Flag. He should show similar respect
to the National Anthem by standing up when iit is
sung or played. It is our duty not only to respect
these symbols but also to defend their honiour
whenever there is a threat because they are also
symbols of National Sovereignty. Defending oine’s
country and dying for it is a sacred and honourable
duty. These ideas should be imposed in the mined of
young children at the elementary level.
“When the National Anthem is played, every
one should stand up and should not move e-ven
an inch.
One should know the meaning of National
Anthem and should be able to sing correcttly .
Children should be able sing in group withiout
any mistake and should be able to sing in tume.”
Similar respect should be shown to the National
Flag. Children should know the sequence of colour
of the Indian Flag, i.e. orange at the top, white in the
center and green at the bottom. On several occasions,
it has been seen that the Flag has been hoisted upside
down. Similarly the National Flag is always be hoisted
in the day time only and not at night. It should neither
be spread on the floor nor a torn flag be hoisted.
Each individual is expected to be governed by
the values and ideals given in our constitution- At
the school level a teacher is expected to develop
awareness among the children about the preamble
and the national level institutions, the National Flag
and the National Anthem. In the morning assembly
the recitation of National Anthem should be
compulsory on each day.
1.8 NPE 1986 visualised the national system of
education based on National Curriculum Framework
which contains a common core alongwith other
components that are flexible. The common core
will include the, history of India’s freedom struggle
and other content essential to nurture national
identity.
It should be the duty of every citizen to cherish
and follow the noble ideals which inspired our
national struggle for freedom. It should be the duty
of the teacher to identify the person or persons who
participated in the freedom struggle and discuss the
event with the students to develop a sense of pride
among them.
 HiANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION 365

Identification of Values at promotion at the elementary level particularly keeping

Eliementary School Level in view the a§ e SrouP o f children and their
understanding of the values together with the
l.£9 Following values have been identified for suggestive activities:

Values Activities
1. Cleanliness & Hygiene 1. Checking the personal cleanliness of the students from time to time.
2. Involving the children in cleaning the class room and the surroundings.
3. Encouraging good eating habits in school and at home
2. Respect of parents, 1. When a teacher enters the class, the children will stand
teachers and elders. and greet the teacher
2. Stand at place while talking to the elders
3. Truthfulness Telling stories about the necessity of truthfulness
4. Obedience 1. Observing the students in or outside the class room
2. Explaining the rules and regulations of the School Society etc. through
pictures and charts
5. Inquisitiveness 1. Encouraging the children to do simple experiments
2. Allow them to observe things and draw conclusions.
6. Punctuality Encourage the punctuality
7. Consideration and helpful Service to others and God
attitude towards others
8. Self- help Realization of the pleasure achieved when one helps others through
role playing
9. Self-Confidence Training them for assembly programme, CCA, programmes, academic
competition games and sports etc.
IQ. Leadership 1. Giving responsibilities like maintaining discipline, games etc.
2. Make the children participate in group singing, discussions etc.
3. Telling the stories of national leaders
1. 10 As a child grows and reaches Class IV or V we may acquaint him with the life and works of great
le;aders who inspired in our freedom as defined under Article 51A (IV). Similarly, a child must be made
aware of the environment surrounding him. A child must be made to understand all the important areas of
emvironment like :

• Awareness of environment growing of the plants. In the national curriculum

• Protection of environment framework for elementary education environmental
• Preservation of environment studies Eire a part of the school education curriculum.
Therefore, the children get a good amount of knowledge
It shall be the duty of every citizen of India to protect about the environment.
amd improve the National Environment including
forests, lakes, wild life and to have compassion for living A teacher has to ensure that children develop a
cireatures. It was envisaged in the basic education that habit of protecting the environment. For example
a school needs to have a garden. The children are under the normal circumstances a child should not
e>xpected to familiarise themselves with the process of pluck leaves of plants.
 366
Perhaps visits to Gardens, Zoo or Wild Life Parks
would be very useful. Can we identify the values
hidden in the Fundamental Duties, Compare
Fundamental Duties and core component of national
curriculum of elementaiy education.
Inculcation of Values
1.11 In the school equal respect is to be provided
to both — a male and a female child. Display of anger
or loss of temper should be avoided in the classroom.
Needless to say that the biases reflected in the
curriculum and textbooks are to be removed on
priority basis. Wherever possible the examples of
women are to be quoted in our books alongwith men.
The traditional roles of women are to be shared with
the men.
1.12 Following additional five steps have been
identified for inculcation of values through school
programme.
1. Knowing The child must be made aware of
the values through activities/
programmes.
2. Believing
The child must develop faith in
those values.
3. Making
The child must be provided con­
judgment flicting situations to judge the
implications of related values.
4. Action The child may be encouraged to
practice these values in actual life
situations.
5. Spontaneous Various programmes of schools
Action must take the child to that stage
where the practice of values may
become spontaneous.
Value Education through
Curricular Activities
1.13 Values could be promoted through direct or G a m e s - S p o rts : Celebrating Republic Da.y,
Indirect methods.
In the direct methods we may use related material
in the class room and other activities like prayers, Minimum Programme of Action
songs and stories etc. This could be achieved by direct
methods. Values in the class room should be linked
up with the subjects like language, social science or 1.15
natural sciences etc. Some times it is seen that a teachers may be given an orientation of the aims and
students don’t like a particular language but it is for objective of value education.
FUNDAMENTAL DUTIES OF CITIZENMS
the teacher to ensure that he makes it interesting ' by
story telling, singing or creating a situation interestiing
and joyful. Similarly, in social science the teachher
should promote values and ideals of humanissm,
secularism, socialism and democracy. While teachiing
science subjects, developing scientific attitude is tthe
main aim and varieties of human values can also >be
developed simultaneously.
In the indirect method, values could Ibe
promoted incidentally through/staging dramia,
music etc., a child may find strange that tlhe
values learnt at school, whether by direct or Iby
indirect methods, are some times violated Iby
elders at home. This may create a bad impressiaon
on the mind of the child which can be cleared Iby
the teacher only.
Value Education Through
Co-curricular Activities
1.14 The basic aim of fostering values amoing
children is to get self-confidence, self satisfacticon
and self-realization. This can be adopted through
morning assembly, discussions and throujgh
debates etc.
The values could be promoted by integrating
school programmes with co-curricular and othier
such activities of the school like the ones givten
below:
M o rn in g A s s e m b ly : It leads to punctuality,
conducting orderly to assembly, maintainiing
silence and through meditation and Yoga.
P ray er : It gives peace of mind and self medli-
tation.
Programmes : Pledge, loyalty to the nation, Thougjht
for the day and nationality and peace, story tellinig,
group songs etc.
Cultural Activities: Group songs, folk dance, shadow
play, one act play, fancy dress etc.
Dussehra, Christmas Day etc.
for the School
At the beginning of the academic year, tlhe
 HXANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION
Mourning Assembly - We should include prayer, talks
by teachers, patriotic songs etc.
Parrticipation in Cultural Activities - dance, drama,
mujsic etc.
Soicial service camps - visits and excursions to
reltevant places
Gcumes, sports meets at school - regional and national
levrel
Scthool should celebrate - National Days, Annual
Fesstivals
Exl-hibitions - on the history of freedom movement
shcould be held in the school
Crcajt activities - should be arranged for the young
chiildren
Pictures and charts - with short biographical notes
of fgreatmen of the country should be put-up in the
clatss rooms and in the corridors.
1.116 Article 51A (e) relates to promote harmony
ancd the spirit of common brotherhood amongst all
the; people of India transcending religious, linguistic
ancd regional or sectional diversities, to renounce
praictices derogatory to the dignity of women,
Artticle 51A (f) relates to value and preserve the rich
herritage of our composite culture......
These two clauses are closely related to the basic
priinciples and ideals enshrined in the Constitution
expressed in the Preamble as well as in other parts
oftthe Constitution, particularly Fundamental Rights,
ancd to the characteristic features of Indian culture
mairked by variety and diversity and of Indian
nationhood. These clauses require that the school
currriculum should help promote :
(a) an understanding that the people of India are
composed of many diverse ethnic, cultural,
religious and linguistic groups,
(b) an appreciation of this diversity as the essential
condition for promoting harmony and the spirit
of common brother-hood amongst all the people
of India;
(c) knowledge of the status of women in Indian
society and the understanding that every practice
which is derogatory to the dignity of women and
is repugnant to any civilized society is to be
rejected.
(d) the knowledge, understanding and appreciation
of the composite nature of Indian culture and
367
(e) an understanding that views which seek to
attribute a rigid monolithic uniformity to Indian
culture or present Indian culture as something
static or the exclusive creation of any particular
region, community or period of history are
inimical to the objective of promoting harmony
and the spirit of common brotherhood amongst
all the people of India.
1.17 In teaching Social Science at Primary school
level the curriculum and textbooks should introduce
pupils to the way of living, religious beliefs, cultural
patterns and customs of the people of India in
different parts of the country. The main objective of
teaching at this level of education is to enable the
pupils appreciate cultural and ethnic similarities and
differences and develop norms and behaviour
consistent with values like respect for others, different
religions and ways of life and concern for others.
The pupils should understand rich cultural
heritage which is essentially the result of the mixture
of many groups and peoples.
Values in the Class Room
1.18 Looking to the class room situation, it is
essential to develop following values under the
guidance of a teacher who is a role model.
Good Manners : Amicable settlement of disputes
and polite interaction. Identifying lessons connected
with these values, read & discuss. Role-play or
dramatization of such incidents.
Sharing : Children should be encouraged to share
their books, notebooks, help their class fellows in
classwork/homework. Donate books and toys for
handicapped and deprived children.
H elpfulness : Famous quotations and lives of
greatmen may be highlighted.
Co-operation : Emphasis should be on building up
patience and tolerance. Learn to get along with
everyone in class, i.e. making new friends.
Caring f o r p ets and p la n ts : Reading stories,
rhymes, poems on animals & plants especially on
loyalty of pets.
Punctuality: Discussion of lesson highlighting these
values thus creating an awareness.
C le a n lin e s s : Laying emphasis on personal
cleanliness, Uniform, general hygiene (body parts).
Keeping the classroom in order, neat and tidy.
 368
Role of Teachers
1.19 As a member of the teaching community they
themselves promote harmony and brotherhood. The
teachers at the elementary level always reflect in their
behaviour the common brotherhood.
In the classroom also a teacher is expected to
promote the harmony and the spirit of common
brotherhood among their students.
It is noteworthy that the role of teachers during
the next decades not only in the context of providing
the dimension of values in our system of education
but also in the context of providing more effective
methods of education. Passage of time has not altered
FUNDAMENTAL DUTIES OF CITIZENMS
the moral of the story and rather the teacher’s rrole
been made indispensible. He should necessarily' be
not only a good educator but a good persson
possessing basic moral aesthetic values. The teacheer’s
influence is not confined to what he teaches in ithe
classroom, in reality he teaches all the time. Hee is
constantly watched by thousands of eyes; the w a y
he walks and talks; conducts himself inside aind
outside the classroom; the company he keeps; his
habits of thinking and studying; the way he tre;ats
his family and colleagues and all that he doess is
watched. Teacher lives in a glass house; he has harrdly
any private life. The teacher thus provides modells -
good or bad - of behaviour for his pupils.
 Secondary Education
Indlia ’s history is an epitome of human values which
enjoined on the society certain duties as a pre­
condition of rights. Not only did it prescribe a set of
dutties for the different segments of the society but
alsco during the period of education, these duties were
inteernalized as a natural behaviour pattern.
Unfortunately, with the passage of time the entire
eduication system has become predominantly
conicerned with ‘information transmission’ and the
deliiberate behaviour modification process started
takiing a back seat.
2.2 In the modern democratic society a set of
dutties become intrinsic to the sustenance of such a
socnety. In fact these duties become a natural
behiaviour pattern of the individual and thereby of
the entire citizenry. Today’s child is future citizen of
the country. It is imperative to instill in the child
certtain duties as a pre-condition of rights. The child
nee*ds to grow into a better citizen with the firm
uncderstanding that rights without obligations
enc;ourage arrogance and selfishness and duties
witlhout rights give rise to slavery. Therefore, it is
esstential to be conscious of both rights as well as
dutties. In order to achieve this end it becomes
imperative that our institutions which nurture the
futmre generations, namely the schools, should have
thetse as a deliberate input in their scheme of things
so a s to train the future generations in a democratic
sociiety, as responsible citizens. The role of schools
hawe also been receding in this context with the
on slau gh t o f various media and information
technology and yet they still remain the most potent
souirce for such an input.
2.3 Behaviour patterns as set of internalized
Stimulus response behaviour are the ultimate
mamifestations of duties. Schools have been trying.
Dr N.K. DAmbasht 81 Mrs Supta Das
though with limited success, to inculcate the duties
into the personal behaviours of its pupils through
curricular instructions and processes. Duties are also
intrinsically intertwined with values and the two go
together. The adoption of the National Policy on
Education (NPE) 1986 by the Parliament is a major
landmark in this respect. It identified the components
of the ‘common core’ which may be said to be
providing the basic value framework and orientation
of school curriculum in India. The National Policy’86
which was adopted ten years after the incorporation
of Fundamental Duties in the Constitution of India
reflected almost each and every element mentioned
in the Fundamental Duties.
2.4 The ‘common core’, the NPE-1986 stated, “will
include the history of India’s freedom movement, the
constitutional obligations and other content essential
to nurture national identity.’ The Policy further laid
down the following components of the ‘common core’:
These elements will cut across subject areas and
will be designed to promote values such as India’s
common cultured heritage, egalitarianism, democracy
and secularism, equality of the sexes, protection of
the environment, removal o f social barriers,
observance of the small family norm and inculcation
of the scientific temper. All educational programmes
will be carried on in strict conformity with secular
values.’
The present school curriculum has taken care to
incorporate the ‘copimon core’ in the syllabus. To be
more precise the school curriculum has integrated
duties connected with values of Independence,
Constitutional Obligation, Unity in Diversity,
Composite Culture of India, Equality, Democracy,
Gender Equality, Conservation of Environment, Small
Family Norms, Scientific Temper, etc.
 370 FUNDAMENTAL DUTIES OF CITIZEENS

2.5 The Constitution of India has under Article a natural part of the personality.
51A enumerated the following Fundamental Duties. 2.7 A basic question that can be asked is ‘Are
It shall be the duty of every citizen of India — our schools with all the textbooks and curriccular
materials producing such citizens?’ The answeer is
(a) To abide by the Constitution and respect its ideals obviously a big No. Then what interventions ; are
and institutions, the National Flag and the required to be made ?
National Anthem.
2.8 One might like to attempt an answer on l two
(b) To cherish and follow the noble ideals which scores. One, what kind of modifications can be mnade
inspired our national struggle for freedom. in the curriculum, particularly the transactitional
(c) To uphold and protect the sovereignty, unity and process to make the already existing curriccular
integrity oflndia. materials more effective so as to maximize : the
internalization of learning into the innate behaWiour
(d) To defend the country and render national service pattern of the learner and what shall be the procecdure
when called upon to do so. of assessing or evaluating? Is our examination sysstem
(e) To promote harmony and the spirit of common so designed to make an assessment of such absttract
brotherhood amongst all the people of India personality traits? If not what modification and
transcending religious, linguistic and regional or weightage is required to be given to these aspecCts of
sectional diversities; to renounce practices dero­ personal behaviour including adherencee to
gatory to the dignity of women. Fundamental Duties ? Two, emanating from thhese
questions is related as to what kind of teaccher
(f) To value and preserve the rich heritage of our preparation programmes should be enforced to bouild
composite culture. the capacity of the teacher to be able to transact thhese
(g) To protect and improve the national environment programmes in the school as to achieve the endds as
including forests, lakes, rivers, wild life and to envisaged and as is imperatie of the Fundameental
have compassion for living creatures. Duties. The teachers’ role is important. His//her
imagination and preparation, leadership and
(h) To develop the scientific temper, humanism and encouragement, the teachers insight into the naeeds
spirit of inquiry and reform. and lim itations of their pupils, the teacfhers
(i) To safeguard public property and to abjure thorough knowledge of the community alone can i take
violence. teaching from the classroom and the textbookss out
into the midst of the community making it a real
(j) To strive towards excellence in all the spheres of laboratory of learning. Such commitments can i only
individual and collective activity so that the measure the success of teacher p rep a ra tio n
nation constantly rises to higher levels of programmes.
endeavour and achievement.
2.9 The teacher has to guide/m otivate: the
2.6 It will be seen that almost all educable duties students to carry out meaningful activities and
are incorporated in the school curriculum. At the projects. A few sample of activities as listed boelow
same time it will be also seen that the Fundamental may help the teacher to reach the desired goal..
Duties include such items of behaviour which are to
be made innate into the personality of the citizens
Activities/Projects
and in many cases it cannot be enforced by law. For
instance, if one does not develop scientific temper, (i) Students may discuss and adopt the
or cherish and follow the ‘noble ideals which inspired constitution of the Students Council as they
our national struggle for freedom’, One cannot be study the Indian Constitution;
sued in the court of law for not doing ones enjoined
(ii) The voting procedure and election rules meay be
Fundamental Duty. How shall it be decided as to what
studied during the time of any local elecction
were the noble ideas? And how would one prove that
in collaboration with election officials;
one does or does not cherish these? Here it becomes
important that education as a system in general and (iii) Through classroom discussions the teacherr may
schools in particular have such activities/ try to encourage his/her students to tEake a
programmes that the expected pattern of behaviour responsible stand on current issues and
get ingrained into the individual citizen and become problems like environment pollutions, etcc.'
 ^HANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION
(iw) The students may be helped to organize blood
donation camps, fund raising camps or any
similar kind of national service in times of war,
aggression or war like situation;
v) Wherever possible the students themselves may
organize certain programmes like assembly,
social gatherings and athletic meets in their
schools;
(vii) Students may be asked to plan a programme to
improve students behaviour in reading rooms/
library, canteen, assembly etc.;
(viii) Students may be encouraged to invite freedom
fighters if any, in the city or in the village nearby,
organize a discussion about India’s freedom
struggle;
(viiii) Since historical monuments are rare and
irreplaceable part of the national heritage the
students may be encouraged to chalk out a
programme to maintain and preserve historical
monuments nearby;
(ixc) Students may be encouraged to focus the
attention of people and authorities of their
locality on any steps to be taken to improve the
services in their school or out side;
(x)) Films such as Haqqikat, Gandhi, Sardar may
be shown to students and hold discussions;
(xii) The students may be asked to prepare a list of
public buildings and monuments of their
locality or town and locate them on a sketch
map;
(xiii) The students may be encouraged to prepare a
short questionnaire and conduct opinion poll
to ascertain the views of local people on the
performance of the democratic bodies at the
grassroot i.e., the local bodies of their place;
(xiiii) In order to develop a scientific outlook the
teachers should :
(a) discuss the influence of physical
conditions on food, dress, customs, art and
architecture.
(b) encourage students to collect conflicting
reports on an issue and look for the
truth.
(xiiv) There is a need for a fundam’e ntal
transformation in the direction and approach
to the curricula for teaching Fundamental
Duties in schools and teacher education
371
institution. Citizenship values should be
understood by all concerned as a combination
of rights and duties. Appropriate steps in this
regard need to be initiated through the
educational process to achieve the desired
results in the long run.
(xv) Creating more awareness of the Fundamental
Duties in citizens through advocacy and
sensitization programmes is the prime need of
the time. The Preamble to the Constitution of
India and the 10 clauses of Article 51A relating
to Fundamental Duties could be appropriately
displayed on all government publications,
diaries, calendars, and at public places, etc. so
that they always remain in the focus of the
citizens. This should be done in all Indian
languages in the States/UTs.
(xvi) Preamble to the Constitution of India and the
ten clauses of Article 51A of the Constitution
regarding Fundamental Duties be printed, in
all the schools textbooks, supplementary
materials and general publications brought out
by the NCERT. ( Instructions to this effect have
already been issued by the NCERT). The State
Governments will now be requested for a similar
action on school textbooks brought out by
States.
(xvii) The intent of each clause of Article 5 1A could
be a subject of brief presentation in all morning
assemblies in the schools, and the teacher
education institutions by the Head of the
Institution or some senior member of the staff,
highlighting the need of internalizing the
values inherent in the Fundamental Duties.
Such presentation could continue throughout
the academic session covering all aspects
underlying the clauses.
(xviii) Seminars, debates, competitions on different
aspects of Article 51A could be made a regular
feature of the co-curricular programmes of the
schools, colleges and universities.
(xix) A sensitization module based on Fundamental
Duties be made an integral part of all in service
teacher education programmes organized by
national, state and district level institutions.
Fundamental Duties could be included in the
Foundation Course in Teacher Education
Curriculum.
(xx) Developm ent of radio and video spots
highlighting important messages emanating
372 FUNDAMENTAL DUTIES OF CITIZENMS

from the clauses of A rticle 51 A, in the innovative presentation of n a tio n a lly

background of proper music and national
flag to be done in all regional languages by
All India Radio. Doordarshan and other
DD channels through the involvement of
such media persons as are known for
important messages.
(xxi) January 3 (the date on which Article 51A caime
into force) be observed as Fundamental Dutties
Day.
 3
Citizenship Development and Higher Education

Prof. R.B. Jain

CrmzENSHip is the lifeline of a civilized society. It is they are based on the principle of the right of the
ceintral to the socio-economic development of the citizens to elect their government. Though, owing to
Intdividual, society and nation. But what is meant by the large size of the state it is not possible for each
cittizenship? W hat are the elem ents of good and every individual to participate directly in the
cittlzenship, and how can good be achieved? It is really functioning of the government. However, there is an
ve>ry difficult to answer these questions because the indirect participation.
concept of citizenship varies with the cultural
3.3 The conception of citizenship has been
baackground and the stages of economic and social
broadening, with the passage of time and onward
development of the society. However, there are certain
march of democracy. In Ancient Greece and Rome
eleements, which are common to the good citizenship
and in medieval times, a citizen was an inhabitant of
ini all circumstances, obligation, responsibility and
a city, who enjoyed its ‘freedom’ or was admitted to
dmty. A good citizen should not merely treat the state
its special privileges. The number of these citizens
ass an institution from which he derives rights, and
was invariably much smaller than those of non-citizen
buit also which has corresponding duties. In this
residents —slaves, serfs, and others who were
paaper, it is attempted to understand the concept of
without leisure, and all members of the fair sex were
gcood citizenship and the values underlying the
excluded from the category of citizens. In modern
cooncept, with the objective of suggesting some
times a citizen is a member of state who possesses
prractical steps to enforce it in the realsm of higher
‘Rights’, which are regarded by society as necessary
ecducation in India. But it would not be out of place
for his development, except for a very small number
flrrst to understand the concept of citizenship.
of aliens, insane and morally deprived persons or
criminals who may have some limitations as to the
Cvomcept of Citizenship quantum of their rights. Humanity has advanced to
the extent of having a Universal Declaration of Human
3..2 The roots of the concept of citizenship may
Rights adopted by the General Assembly of the United
bte traced to the days of the ancient city-state of
Nations on 10 December 1948. Thus the possession
Atthens. During those days, the inhabitants of Athens
of ‘Rights’ has been regarded as an essential
Wrere divided into two categories —citizens and slaves.
characteristic of Citizenship in all ages and climes.
W/hile citizens enjoyed all rights —civil and political,
thne slaves had no rights. These rights enabled the 3.4 The concept of citizenship today has become
Atthenian citizens to take an effective share in the more positive, constructive and comprehensive. The
gcovernment of the state. The situation was not very concept presupposes the possession of full political
diifferent in ancient Rome or in the European medieval rights by the individual. In other words, a citizen is a
firee cities — except that in medieval Europe the place person who possesses not only civil rights such as
off slaves was taken by the serfs. It was only after the the right to life, personal freedom, property contract
Firench Revolution that the conception of citizenship etc. but also political, the right to vote, contest
w/as gradually broadened to include all the indigenous elections. This requires that the citizens who possess
acdult population of the state. Today, most of the full rights also owe severed obligations, responsibilities
scocieties are modern democracies in the sense that and duties towards the state and the society at large.
 374
A citizen owes allegiance and loyalty to the state and
may be called upon to sacrifice even his life to protect
and preserve the sovereignty of his nation. The long­
term growth and development of the society demands
the present generation of citizens to make sacrifices
to enable the future generations to live in peace and
plenty. Citizenship, therefore, is not a mere passive
possession of certain rights, but also an active
participation in the life of the community with a view
to self-realization and consciously promoting social
good. A good citizen is excepted to play a more
significant and meaningful role in the society.
3.5 Laski, an eminent political scientist has
opined that rights are correlative with functions. 'I
have them that I may make my contribution to the
social end — I have no claim to receive without the
attempt, atleast, to pay for what I receive — Whatever
form any payment takes, it is essential that I should
realize that the Rights I have are given to me because
I am performing some given duties.’ Rights are not
outside the society but inherent in it. Their
conferment by the state on the individual is aimed
at the development and progress not only of the
individual but also of the society. Article 29(1) of
Declaration of Universal Rights provides ‘Every one
has duties to the community in which alone the free
and full development of his personality is possible.’
Hence, every right carries with it a corresponding
duty and all rights must be exercised in a manner so
as to promote the general social well being.
3.6 There is thus a threefold relationship between
Rights and Duties — firstly, the very fact that the
Rights are conferred on the individual by the State
or the Constitution casts upon the individual the duty
that they are exercised in a manner so as to promote
the social good. Secondly, the Rights concerned on
the individual can become effective only if they are
recognized and respected by the other members of
the community — they cast upon the individual the
duty of recognizing and respecting the Rights of
others. Thirdly, every right carries with it a
corresponding duty, e.g. the Right of vote carries with
it the Duty to vote, i.e. he must perform the primary
duty of citizen in a democracy to see that he helps to
elect suitable individuals as his governors, and that
he carries out his duty of keeping strict vigilance over
the actual rulers. In nutshell, it would not be an
exaggeration to say that the successful working of
democracy is not possible unless the citizens do
discharge their duties with a sense of responsibility,
intelligence and diligence.
FUNDAMENTAL DUTIES OF CfTIZENMS
3.7 Broadly speaking, there can be two categortles
of duties — legal and moral. Legal duties are thoose
which are capable of being enforced through tthe
courts of law while moral duties are carried out eithher
out of fear of public opposition or any other mooral
reasons. Education for citizenship has for its maain
objective the rousing of consciousness in the heanrts
of the people that performance of public duties aand
social service is essential both for individual aand
social good and the progress of humanity. In thhis
matter of the enforcement of duties, legal sanctioans
play a very insignificant role — the rise of soccial
consciousness, the imbibing of the public spirit aind
the creation of responsive environment and propper
atmosphere are of greater importance. Among tthe
duties that a citizen is excepted to perform aree :
allegiance to the state, the obligation of obediencce,
the duty to pay various taxes, the duty to assiist
government in the maintenance of law and order aind
other social-welfare schemes, the duty to vote and I to
exercise vigilance, and several civic duties withoout
which the creation of a peaceful, welfare-orienteed,
harmonious, society is not possible.
Good Citizenship and
the Indian Constitution
3.8 The key to the concept of good citizenship >is
the concept of democracy and its underlyimg
assumptions — equality, liberty and fraternity.
The concept of good citizenship is closely relatced
to concept of duty. Every citizen should understamd
that he should not bother himself whether others
are doing their duty but he should carry out his own
duties. The emergence of free India, gave us tlhe
p rivileges o f good citizenship. However, oiur
independence as citizens has not been fortified amd
enriched by a collective sense of responsibilitty.
Because of this lack of duty-consciousness, we hawe
in our society, evils and m alpractices lilke
misbehaviour indiscipline, law breaking — all the:se
leading to the weakening of the state and societty.
The only way to eschew these and other social evtils
is to enforce and respect the fundamental duties thiat
a citizen owes to the state and fellow beings and fall
now part of our constitutional obligations. Anothier
pre-condition of good citizenship is the will amd
capacity to struggle against and overcome obstacells,
and foster a healthy environment, physical and sociial
in which man can rise to the highest social excellence
and enjoy the fruits of culture and civilization.
 HHANDBOOK FOR OPERATIONLIZATION OF CmZENSHIP VALUES UNDER THE CONTSTITUTION
3.99 The only way to the achievement of citizenship
d evelop m en t is by identifying the hardcore of
Cititizenship values enshrined in the Constitution and
maaking a concerted effort to protect and promote
theiem. The values that emerge from the provisions of
thee constitution Eire:
(i) many problems in human relations have their
source in the desire of one person to dominate
over others,
(ii) ) every citizen must accept the quality of all transcending religious, linguistic and regional or
citizens,
(iii)i) all citizens enjoy the basic freedoms and human
rights and must provide the same to each other,
(iv)/) democracy demands respect for dissent and lakes, rivers and wild life and to have compassion
opposite views,
(v) ) change can be brought by peaceful means and
responsible behaviour towards to their fellow
citizens,
(vi)i) the highest functionary of state are first the rises to the highest levels of endeavour and
citizens and therefore, responsible to their fellow achievement.
citizens and their well-being,
(viiii) self-discipline and responsibilities to fellow
citizens are important and so are,
(viiiii) right to vote and participate in the political
process,
(ixk) constant vigilance over the conduct of
functionaries — m inisters, members,
administrators etc.,
(x)) dignity of individual with every citizen respecting
and protecting the indivudual dignity of every
other citizen.
3.110 Citizenship is an important duty, which every
inddividual must discharge with responsibility and
deedication. A responsible and vigilant citizenry can
plaay a vitsil role in strengthening of democracy and
by j sensitizing the administration to the needs of the
peeople Eind by ensuring accountability of the executive
auuthority.
Peace, harmony and tolerance is another pre-
reqquisite of good citizenship. We should inculcate and
acccept the basic values of peace harmony and learn
to 1be tolerant in our minds.
3.111 The Constitution of India, while guaranteeing
funndamental rights to Indian citizens Eind others, lays
d ow n the duties of the country’s citizens. Article 51A
of the constitution, inserted in 1976 enumerates
375
these duties. This article reads: it shcdl be the duty
of every citizen of India — to abide by the Constitution
and respect its ideals and institutions, the National
Flag and National Anthem; to cherish and follow the
noble ideals which inspired our national struggle for
freedom; to uphold and protect the sovereignty, unity
and integrity of India; to defend the country and
render national service when called upon to do so; to
promote harmony and the spirit o f common
brotherhood amongst all the people of India
sectional diversities, to renounce practices derogatory
to the dignity of women; to value and preserve the
rich heritage of our composite culture; to protect and
improve the natural environment including forests,
for living creatures; to develop the scientific temper,
humanism and the spirit of inquiry and reform; to
safeguard public property and to.abjure violence; to
strive towards excellence in all spheres of individual
and collective activity so that the nation constantly
Good Citizenship
and Higher Education
3.12 University students constitute one of the most
knowledgeable, dynamic and progressive components
of the society. The question that present paper seeks
to examine is as to how the concept of citizenship
development be enforced in the realm of higher
education in India. The above analysis of the concept
of good citizenship clearly establishes that the concept
underlines such values as tolerance, responsibility,
duty and obligations. Hence the specific question that -
arises is how to enforce fundamental duties and
inculcate the spirit of adherence to state in the
citizens right from their birth to the elementary,
middle Eind secondary education right through the
higher educational institutions. However, this paper
has a limited objective to discuss some specific
measures to activise the value of good citizenship in
the realm of higher education. Before suggesting some
practical measures to enhance the understanding
and practice of fundamental duties and citizenship
values in higher education let us first identify some
of the features of university system pointing to the
realities of the higher educational system in India.
Universities in India
3.13 University studentship is a transitory phase
 376
of life that lasts normally for minimum three to five
years ( however, the period is longer in case someone
decides to pursue post-graduate studies). This phase
of life is, on the one hand bidding good-bye to days
of adolescence and on the other welcoming the
adulthood. In other words, the life in this phase is
sandwiched between the needs of last stage of
adolescence and burden o f adulthood. The
individuals are biologically adult, but socially
irresponsible and idealistic. They tend to judge this
world in extreme terms — right or wrong, good or
bad, and just or unjust. Max Weber once observed
that youth has a tendency to follow “a pure picture
of absolute ends: while maturity is associated with
an ethic of responsibility”. Max Weber’s views may
appear exaggerated at the first stance, it is, however,
true that the youth has the tendency to be more and
more idealistic than pragmatic and responsible. They
tend to see the world in terms of what it should be
instead of what it is. They are more likely to offer all
encompassing solutions to social problems than their
elders are. The basis of a good society in their
viewpoint are such values as freedom, equality,
efficiency, and justice as social welfare.
3.14 The youth in university is characterized by
relative freedom from fam ilial control, and
Responsibilities — financial and others which makes
college life an exciting experience for many students.
Society treats them with leniency, indulgence, and
Jiberality.
Most of the students, as long as they are in the
university, are without any ( part time or ) no
employment and lack independent source of income.
They depend on their parents or educational
Institutions ( in some cases ) for financial support.
Psychologically this period is one of stress and
change, which has an important, bearing on the
attitudes and orientations of the students.
The youth feels the need of autonomy during this
period of life and has a tendency to rebell against
authority - parental educational and social which is
quite great. College and university students also live
under various kinds of stresses, anxieties and strains,
which upset their mental equilibrium. Many students,
by virtue of modern education and western culture,
feel alienated from the traditional patterns of society.
There is much wavering in the student community.
3.15 The demands of academic life and more
particularly the pressure of examination leave little
time to students for extra curricular activities. Serious
students regard studentship as a period of
FUNDAMENTAL DUTIES OF CITIZEfNS
preparation for entry into the uncertain worlcd of
employment. The lower-middle class with ruiral
background of a majority of the students — laclk of
security for them, contributes to their gradlual
alienation from the academic ethics, which constitiute,
the major factors of campus unrest. The corruptiion,
inefficiency and apathy of governmental acticons
also precipitate their opposition to the establisJhed
regime.
3.16 An im portant feature o f u n iv e rs ity
studentship is growing students’ activism in politics.
Student activism has taken a variety of form s —
agitation and movements and support of one major
party or the other. Students take part in both on-
campus and off-campus politics. It gives the students
the experience of elections, which is a key componient
of democratic process. At the same time stude;nts
are also the targets of exploitation by vested political
interests. Various types of cultural recreational
professional associations and the college unions are
instrum ental in furnishing a w ide range: of
opportunities for undertaking constructive and well
organized programmes and shoulder responsibilities
as a citizen.
3.17 Another harsh reality of the educational
system is that there is no homogeneity among the
students’ community, In fact some sort of
homogeneity and unity did exist among the students
community. In fact some sort of homogeneity and
unity did exist among the students in an earlier era,
when education was elitist in orientation and it was
open only for the members of rich and elite families.
But increasingly open and mass educational system
that prevails in India today tends to recruit students
from all the sections of the society, and hence
generates a heterogeneity amongst students’
community comprising of varying individual traits
and objectives. If on the one hand we have students
who are very much dedicated to college and its
activities, there are others who are completely
indifferent to it, then there are those who favour
student movements of an exclusively academic type
or take part in active political movements. In other
words, there are carrer minded students who are
academically oriented, and politically activist
students and also those who are apolitical and
academically also average students. The numbers of
students and institutions should be regulated.
3.18 University students seem to be lost and
confused because they are unable to see any
relevance between what they learn on the campus
. ^HANDBOOK FOR OPERATIONIiZATION OF CflTZENSHIP VALUES UNDER THE CONTSTITUTION 377

anid what they observe in the society. Because of this given to all the entrants as a part of their co-curricular
thee task of the leaders has become especially onerous. activities immediately after they join the university/
Thiere is an urgent need for communication between college. The orientation programme may be based
thee teachers, students and the administrators of the on the syllabus developed by the University of
ediucational institutions who present the target Bombay on Citizenship Development. Now that UGC
grcoups in the higher education system. It is essential has developed a number of core courses relating to
thaat not only newer approaches to and innovative the 5 1A such as foundation courses, core courses,
meethods of teaching to make the field of inquiry more applied components at the under graduate level. It
intteresting for the students be employed but efforts is desirable that the college and the universities
be; made to reduce the communication gap between should be able to implement these courses as a part
theese targets to secure more harmonious relationship of their orientation programme towards the students
bettween them and an understanding of each other’s about the awareness of their duties. This orientation
duities as a citizen. is important for all entrants to higher education and
for students of any stream science, social science,
3. ] 19 In nutshell, one can say that a study of higher technology, or professionals. And these programmes
ediucational institutions in India in the modem time be repeated every year — at least at the under­
prresent quite a disturbing and disappointing picture. graduate levels.
Thie biggest evils that plague them at present are the
lacck of commitment to any value system at all, and 3.22 It has been observed that although in many
prrevalence of indiscipline, violence, students unrest colleges and universities in many colleges and
phiow of money power and display of arrogance and universities provisions exist regarding composition
hoollow and fast life. In order to reform the existing of different types of association for students’ co-
sittuation, there is an urgent need for inculcating some curricular activities. However, many o f these
m«oral values and duties and obligations of a citizen provisions remain in abeyance because of many
fLimongst the three target groups in the college obstacles, financial or otherwise and the students
ecHucation — the students, teacher and community does not get to form these associations.
f«iiministrators. It is in this context that we present It is of utmost importance that the students be
^jeslow some concrete, general and specific suggestions encouraged to form associations of different levels -
to> inculcate the concept fundamental duties in the subject, sports, recreational, cultural, and voluntary
fieeld of higher education. association for self-help or community services. These
associations organisations will help the inculcation
of the feeling one’s obligations towards each other
Aictivizing Citizenship Values
and towards the college/university/institutions to
3.120 We should now consider some of the practical which they belong and also towards the community.
stteps that could be undertaken for inculcating the In this way they will have the urge in a practical way
feittizenship duties at the higher levels of education. to inculcate these obligatory duties into their
Ass already indicated there are three target groups behavioural pattern. The processes of electing and
tlnat need to be addressed to In this respect - the forming committees and entering into discussion will
fettudents, the teacher and the management and inculcate in them the habit of respect for the point of
Jicdministrative personnel. We shall take up the view of others, and arriving at decisions through a
camsideration of activities to be undertaken for each process of collective discussion and consensus. In
off these groups In the same order. many institutions, there is a provision of students
activities through N.S.S. and N.C.C. These two
organisations are very important in inculcating a
't'he Students
sense of self-discipline and awareness of community
3..21 The students are the primary target group at problems and helps solving these problems. Most of
tine higher educational level. It is important that their the activities of the students incorporating their
oirientation towards these citizenship duties be made responsibilities towards the community at large to
tco them from the very beginning of their college life operationalized through these two organizations and
ass soon as they enter the portals of the college or the at the end of the students’ stay in the college the
uiniversity. For this purpose it is suggested that a authorities can give them a certificate to the students
ccompulsory orientation training programme in the indicating that they have been very active in the
awareness of what constitutes citizenship duties be community work.
 378
3.23 At the time of the formulation of unions and
conducting elections, it is important that there is an
input from the side of the teachers in as much as the
teacher incharge of such activities owes an obligations
to the students to make them aware of their duties
and responsibilities in conducting the affairs of the
students unions in a peaceful and harmonizing
manner more so at the time of elections — to observe
discipline and code of conduct and not to abuse
freedom of expression or use any violent methods. It
is at this time that the duties enshrined in the
Constitution get their greatest manifestation in
practical terms.
3.24 In m ost cultural/sports/recreational
activities, the students should be encouraged to
shoulder responsibilities for managing their own
events observing obligations which accrue to them
as a result of their being in position of responsibility.
3.25 It has been observed that both the students
and the teachers use their unions for such practices
which being a slue in the education activities do not
leave either to the students or the teachers to indulge
in negative tactics such as prolonged strikes or
demonstrations or continuing disruptions in the
legitimate academic activity. These students have a
basic duty to observe discipline and self-restraint for
carrying on those activities which promote the cause
of higher learning. The teachers have an equal duty
not to indulg in trade unionism which results in
prolong disruptions in the academic activity. While
trade unionism is a legitimate tool to some extent for
many commercial trade unions but practicing it in
educational institutions activities but does not in any
way enhance the prestige of the teachers or the
students.
Obligations towards the Community .
3.26 At regular intervals, during the period of their
stay in the institutions the students be encouraged
to organize activities relating to some of the most
pressing issues facing the community. They should
be encouraged to go out in the field, i.e. the nearby
villages or communities where specific problems like
the non-availability of certain services or problems
prising out o f certain natural or man-made
Calamities arise and solutions for mitigating /’;[p-Og
them be found and implemented. This could be a
regular exercise as a part of their extra-curricular
activities.
3.27 Students be encouraged to organize model
parliaments in order to discuss certain specific issues
FUNDAMENTAL DUTIES OF CITIZEPNS
facing the nation for formulating possible soluticons.
The organization of model/mock parliament may ealso
be directed towards specific problem o f ithe
observatuion of the rules and regulations conductting
the business of the House. The students can reailize
the importance of observing the basic rules of the
same politics at the formative stage, and carry tthis
early orientation to their later stages of life. In tthis
connection, the Bureau of Parliamentary Reseairch
and Training in the Parliament Secretariat ccan
render some useful help and guidance to ithe
students.
3.28 For developing the feeling of nationalism and
integrity in respect of the nation’s symbols and
institution, it is necessary that on v a rio u s
national days like Republic Day, Independemce
Day, Gandhi’s Birth Anniversary and other simiilar
occasions, a series of lectures, symposia and
workshops be organized to make the studeints
aware of the importance of these occasions and
make them meaningful. This should becom e
regular feature of the activities of the educatioinal
institutions.
3.29 A number of Fundamental Duties enshrined
in the Constitution like promotiomn of harmony amd
common brotherhood, transcending religion ,
linguistic and regional diversities should find thieir
expressions in the community living of studeints
particularly in the hostels and the group housing.
Some of the activities already suggested above should
also be operationalized in the premises of the hostels
and similar other places.
3.30 Protection of environment has become a very
crucial problem of mankind in the present century.
The students community at the college level not only
can have the spirit of the responsibility of taking
steps to promote the improvement of environment
but can also be a catalysts for spreading the
importance of environment protection amongst
the masses. The students should not only observe
the environment day, but should also undertake
specific steps to inculcate the feeling of
responsibilities among the citizens towards
this mammoth enterprise.
Finally, it is important that on the activities
undertaken by the students emphasis should be
made on the welfare aspects of the community at
large and that students be provided with such
opportunities which prompt them to observe
their Fundamental Duties enshrined in the
Constitution.
 HM NDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSnTUTION
n. Activities including Citizenship
Duties amongst the Teachers
3.3 J1 Along with the students, it is important that
teaechers should also observe their duties towards
fchesir students as also towards the institution which
the^y serve. The non-observance of the duties on the
parrt of the teachers would encourage a sense of
deffiance on the part of the students. The teachers
muist be apprised of the fact that their first obligation
is tcowards their students — for whom they exist. They
shoould be told not to cut classes, be punctual and
regular in taking classes, and to observe certain moral
codde in the classroom, like being courteous and
heljpful to their students in their academic pursuits.
Sin ice they have the primary obligation towards their
stuidents, they owe a duty towards themselves to
prowide the students free access to them irrespective
of a n y discrimination of any kind and to be available
to ithem for consultation and guidance at certain
reaisonable hours which must be specified by them
in ^advance at the beginning of the session.
3.332 Apart from the academic consultation, it is
ftlsco important that the teachers act an important
sovurce of encouragement and guide towards their
carreer building and counseling. They have the duty
of ocounseling their students about the prospects for
employment so that their anxiety about their future
projspects is. somewhat reduced.
At this stage of one’s life, students also need
comnseling in respect of their stresses and strains
dute to the conditions of modern, competitive pattern
ctf social living and due to extraneous factors of family
or cdomestic concern. Teachers have to assume some
responsibility in relation to these situation for guiding
ancd counseling students.
The teacher-community constitutes an important
cattalyst towards character building of the students.
Thte teachers owe a duty to take positive steps and
hellp guide the students through their own
examples or other role models to help the students
iti building their responsibilities in their
incHividual lives. This is specific obligation which
accrue to the teachers community and every teacher
shcould draw satisfaction from the fact that he has
beeen able to help the students in moulding their
character.
mi. Duties of Management and Staff
8.3J3 It has been observed that the staff and
379
management of the institution where the students
spend major portion of their youth have no concern
or awareness about the difficulties or inconveniences
the students suffer on account of the perceived non-
compliance of the rules and regulations of the
university or institutions on the part of the staff. It is
important that the staff and management observe a
two-way process of communication where the
students be made aware about their continuing
responsibilities of observing the various rules of the
rightful living and obligation as also the deadlines or
regulations which they must strictly adhere to.
Adequate use of Notice-boards, Circulars, College and
University Newsletters or Announcements through
press for observing the concerned obligations is a
must on the part of the staff and management. They
should also establish certain complaints and
grievances procedures and appeals from the decisions
of the subordinate staff to the higher staff for redress
of the genuine complaints and grievance of the
students. The management and staff must be
ensured that students are in know o f their
continuing duties towards themselves, towards
their institutions and towards the community
at large. In addition, it is also important that the
staff displays a sense of personal concern for their
genuine difficulties at every level of their mutual
interactions.
Finally, it is also necessary that in order to build­
up the sense of partnership amongst the students
teachers and the management and staff informal
contacts through cultural association or frequent get-
togethers be encouraged. It would also be helpful if
there are regular meetings between those three
target groups to evolve appropriate solutions for their
continuing commoij problems.
Conclusing Observations
3.34 The above suggestion made in the context of
operationalization of the citizenship duties amongst
the students community at the higher educational
level are neither exhaustive nor conclusive enough
to improve the existing situation, but represent only
a beginning in the understanding of the value of
citizenship development. It is important the colleges
and universities should develop elaborate mechanism
for implementing these programmes relating to each
of these groups and monitoring their progress from
time to time with the view to stimulating awareness
on their part of the importance of observing their
respective citizenship duties and values. Not only
 380 FUNDAMENTAL DUTIES OF CITIZENINS

such mechanism need to be reviewed periodically but implementation of the process o f citizensbhip
also put into active practice. As the above activities development. This is an open-ending process and d we
get operationalized many more avenues wide open must not close further options available in citizenslship
themselves for further experimentation in the development as a result of the above activities.
 4
People’s Representatives from
Panchayat to Parliament
Asi cmzENS of the country the elected representatives
haive the same rights and duties as any other . But
as; leaders and exemplars their responsibility is even
grreater in this regard. Further in Parliament and the
legislatures the elected representatives take a specific
oaith to adhere to and uphold the Constitution, and
thiey are therefore duty bound to uphold and
prropagate the observance of Fundamental Duties by
ome and all.
4.12 The 73rd and 74th Amendments to the
Coonstitution in 1992 have taken the forms of
democratic Government to the district and village
lewels. These amendments have strengthened the
3- tier system which had been advocated and
prractised with success in varying degrees in different
pairts of the country. Power is thus flowing to the
grrass root levels and provision has also been made
foir reservation for women in addition to the
reiservation for Scheduled Castes and Scheduled
Trribes in the elections at this level. The State
Governments have been asked by Article 243H to
amthorise panchayats to levy and collect appropriate
taixes and similar provisions are made with reference
to the functioning of municipal bodies. As the systems
of local governance gets further strengthered, the
eltected representatives have a major role in ensuring
thiat Fundamental Duties become a living reality for
ouir masses.
4.;3 In today’s context, the most important among
thie Fundamental duties are those that are specified
InL Article 51A (e) and ( f ) namely, the duty:
to promote harmony and the spirit of common
brotherhood amongst all the people of India
transcending religious, linguistic and regional
J. Veeraraghavan
and sectional diversities; to renounce practices
derogaratory to the dignity of women. (51A (e))
to value and preserve the rich heritage of our
composite culture.
These are also related powerfully to 51A (c) ‘to
uphold and protect the sovereignty, unity and
integrity of India'.
4.4 Respect for all living things, especially for the
weak and the elderly, moderation in all matters
including goals related to pursuit of wealth, power
and status, the observance of the eternal moral code
of Dharma, tolerance of and positive regard for
differing religions and ethosare some of the
distinguishing characteristics of Indian culture. In
this it differs from The Western or modern culture
which over emphasises the aggressive acquisition of
material comforts and encourages a high degree of
individualism. The Indian culture does not disregard
the need for material comforts and the development
of individuality but these are always subordinated
to social obligations and a cosmic view of life that
seeks to reach the Immortal and the Permanent
behind the ever changing world.
4.5 The use of caste, religion, language or other
sectional interests for creating an emotional bias to
help win in elections is contrary to Indian culture
and to the Fundamental Duties. To create or provoke
disputes based on religion, caste etc. is a positive act
of crime to be abhorred by all thinking men and
especially by peoples representatives who represent
all the peoples and not a section of them. The elections
constitute a great educational process and what is
said and done during the election campaigns is of
great importance. The candidates seeking the
 382
mandate of the people have to keep their obligations
under the Fundamental Duties constantly in view in
conducting their campaign. In the latter stages of
the campaign when emotions are aroused and there
is much bitterness and hatred, it is all the more
important for the candidates to keep their cool and
restrain their supporters from saying or doing
anything that could arouse caste, religion, language
or other sectional emotions and fears. They should
remember all the time that success achieved through
improper and false propaganda is as much a corrupt
practice as the use of money or muscle power.
4.6 For operationalising the duties inherent in the
promotion o f national unity and integrity and
upholding the dignity of women and the integrity of
the country, the elected representatives can
contribute a great deal by positively encouraging all
activities designed to promote these values. They
should make it a point to visit all educational and
cultural institutions in their constituency and create
a network of activities through them that promote
solidarity and friendship among all the people and
removes all misgivings, fears, dislikes and factors that
cause disunity. They should persuade the educational
institutions to identify the positive and negative
factors promoting or inhibiting national unity and
dignity of women and help them promote and the
positive factors . They can play role in scotching
rumour mongering, and activities designed to provoke
em otions and prejudices o f sections of the
community. They can do so before and after the
elections and contribute significantly to unity and
integrity of the nation.
4.7 Article 51A (b) enjoins the citizen to cherish
^nd follow the noble ideals which inspired our
pational struggle for freedom. Our struggle for
freedom was no mere fight to end the foreign rule.
Our fight was also to rid ourselves of age old poverty,
Unemployment ignorance and superstition. That is
why, Mahatma Gandhi emphasised “The Talisman”.
He said when taking a decision, think of the poorest
and see if it will benefit him, and that would be the
talisman for taking a decision. That is why Jawaharlal
Nehru emphasised the need for modem science and
technology and their application to solve people's
roblems, the need for dissolving superstitions and
lind faith and opening up of peoples mindes through
education. Resisting the inroads of Western
rationality and materialism into our culture, in order
to preserve our cosmic view of universe is important.
That, however, does not mean a regression into
FUNDAMENTAL DUTIES OF CITIZESNS
superstition. India, once in the vanguarcd of
civilization went down in history when knowledge
became petrified into dogmas. We cannot allow that
to happen again. The legislators have a dutty to
promote science, technology and knowledge and ttheir
application to solve people’s problems and ffight
against ignorance and superstition in all its foirms.
The role of educational institutions in this mattcer is
obvious and it is the duty of elected representatiwe to
encourage and assist educational institutionis in
playing this role.
4.8 Unemployment and poverty are forenmost
among the problems of the people. A represeratcative
of the people would be finally ju dged by his
contribution to solving these problems. It is now
recognised that these problems cannot be solveed by
mere foreign aid or government programmes. Fuinds
from abroad and governments budgets are important
but by themselves insufficient. While trying fior a
share in the national cake, it is impoortant that people
are taught to be self reliant. The people mus’.t be
provided opportunities for learning and educaition
and for organising their productive skills in the seirvice
of their fellow men with honesty and integrity.
Econom ic progress depends on h on est and
productive service and not in u n p rod u ctive
expenditure. If a legislator brings a school, a hospital,
a railway line or a factory to his constituency he is to
be applauded, provided he has adopted fair and
reasonable means, for the achievement, but he iis to
be applauded even more if he ensures that tUtiese
institutions function effectively and fulfil their roles.
If, for instance, he has founded a college and appoints
all his cronies and castemen and supporters, in
preference to more meritorious persons, he is the
enemy of his people and not their friend. For by
providing bad education he destroys the future of
countless young men and women and also sets an
example of nepotism. No society and no economy can
advance without recognition and support to merit
and excellence. It is the duty o f the elected
representatives to educate the people on the
importance of recognising merit and excellence and
honest work at all levels.
4.9 As people’s representative, he should ponder
as to why India has been so unsuccessful in the last
50 years in solving the problems of poverty and
unemployment ? Is it not because we have failed to
provide opportunities to the young to develop their
potential and to become self-reliant? Is it also because
we have failed to take a strong stand against large
 HMNDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION
famiilies (increase in population) and against illiteracy
{larfge dropouts from school). Is it not the task of
elecnted representatives to organize local opinion and
rescources for successfully controlling population
grovwth and promote educational advance and growth
of SBmall and medium enterprises ? Equality was a
greaat ideal of the freedom movement. It continues to
be S50 even more today. While we should all work for
greater equality and reduction in disparities, there
womld be little meaning in these concepts, if these do
not lead to economic progress. Our commitment to
eqmality should not be allowed to come in the way of
ecornomic progress or wealth generation. Elected
repiresentatives have many opportunities for
edmcating the people on the importance of wealth
geneeration and of equality of opportunity and the need
to wrork for both these goals.
4.1CD Non-interference in the functioning of
Govfernmental Institutions (and non-Governmental
Institutions) is essential for ensuring efficiency and
equiity. As representatives of the people, MLAs, MPs
and District Panchayat representatives will receive
mamy petitions and representations for redressal of
griewances or for other purposes. It is their duty to
take? up the causes of those with genuine grievances
and complaints but they should do so without resort
to “carm-twisting”. They should indeed discourage
favomring officials who seek to please them and
instcead insist on objectivity in their behaviour.
Now/here else is this more important than in relation
to laiw enforcing agencies. Elected representatives
musst not only observe the laws in letter and in spirit
and help law enforcing agencies in detecting law.
breaikers and in punishing them. Much has been
writtten in regard to criminalization of politics. In so
far ais the very process of election is to facilitate the
fhakiing and enforcing of laws, it is ironical that law
makcers should in public mind be identified with law
breaikers !!
4.11 The reason why elected representatives
somtetimes hinder law enforcement is their fear of
losinig the support of some of their followers indulging
in uinlawful activity. Also there is, often, in the
prewailing feudal atmosphere, the question of
^statrns”. A Member of Parliament occupying a railway
bertlh reserved for another feels humiliated if asked
to vaicate the berth, for his “status” falls in the eyes
pf hi;s supporters. In such instances it is the duty of
the elected representative to explain the law to his
suppjortefs and to educate them away from the false
adduction to status which belongs to ancient times
whicth are no more relevant.
383
Similarly, in taking his decisions the elected
representative .must be objective and not guided
by any bias or prejudice. It is often said that no one
is free from some bias. That is all the more
reason for specifically examining the facts especially
to see if there is any bias in one’s actions or
opinions.
4.12 Self-scrutiny and reflection thus become
essential. Ultimately the elected representative has
to act according to his conscience, in the interest of
the countiy and the interest of his constituency. If
there is a conflict, the country’s interest must override
his constituency’s and his conscience must over ride
everything, although on most occasions there will be
no conflicts. In Prem chand’s story, Panch
Parameswar, we have the instance of the Panchayat
Chairman who is to give a verdict in a case involving
a rival with whom he has long standing enemity. He
is looking forward to the day when with his verdict
he can deal a mortal blow to his rival. But such is
the power of conscience that when the time comes
for verdict, conscience and objectivity prevails and
the sacredness of the position of Panchayat Chairman
prevails over everything else.
4.13 The concept of Dharma is firmly rooted in the
Indian tradition. Dharma is complex, but has to
prevail. It means one has to do one’s duty, one has
to do what is right, but one must also understand
what is right and what is one’s duty. But once the
Dharma is understood, one cannot flinch from it no
matter what the consequences. Dharma therefore is
the protector of society. Adherence to Dharma by
every elected representative will lead to value based
politics and lay the foundations of well being for the
people. T h e S e v e n P rin c ip le s o f P u b lic L ife
enumerated by The Lord Nolan Committee on
standards in Public Life submitted to Parliament in
the United Kingdom give a modern and clear version
of the Dharma of a legislator (as of other public
functionaries) and are summarised below:
They should take decisions solely In terms of the
public interest and not in order to gain financial or
other material benefits for themselves, their family,
or their friends. (Selflessness)
They should not place themselves under any
financial or other obligation to outside individuals or
organizations that might influence them in the
performance of their official duties. (Integrity)
They should make choices on merit and on facts.
(Objectivity)
 384
They are accountable for their decisions and
actions to the public Eind must submit themselves to
whatever scrutiny is appropriate to their office.
(Accountability)
They should be as open as possible about all the
decisions and actions that they take. They should
give reasons for their decisions and restrict
information only when the wider public interest
clearly demands. (Openness)
They have a duty to declare any private interest
relating to their public duties and to take steps to
resolve any conflicts arising in a way that protects
the public interest. (Honesty)
They should prom ote and support these
principles by leadership and example. (Leadership)
Educational institutions can play an important
role in the application of these principles in specific
cases. They can invite the elected representatives for
discussions and dialogue on these points and the
elected representative can help to clarify the
application of these principles.
4.14 Yet another important fundamental duty is
that of protection and improvement of natural
environment. Man is part of Nature yet in his greed
and pride he is causing much destruction to nature.
People’s representatives will often be faced with the
dilemma whether they should support a project which
causes environmental damage. On the one hand there
is need for power (electricity), water, employment etc.
and it seems in public interest to support project
that provides these, but on the other, there are
ecological consequences and long term disasters. The
Bhagawad Gita has a beautiful story on this. At the
beginning of creation, Prajhapathi, the creator created
jnen the Prajas and along with them Yagna or sacrifice
and told the Prajas that through Yagna you will
nourish Nature and Nature will nourish you and by
this mutual nourishment you will prosper and attain
all your wishes. By Yagna one can mean a ritual, the
pouring of Ghee over fire dedicated to a particular
God. Yagna can also be interpreted as sacrifice, the
giving of something without any expectation of a
return. Viewed in this latter manner, the story of the
Gita enjoins man to sacrifice some of the material
comforts that he can attain by manipulating Nature.
In this way he can nourish Nature and if he does so.
Nature will nourish him. If on the other hand he
continues to exploit Nature to “raise” his standard of
living, endlessly he becomes a cancer cell on Nature’s
body Eind he will destroy Nature Eind destroy himself
Iri the process.
FUNDAMENTAL DUTIES OF CITJZESNS
Hence it is the duty of the elected representative
to fight for protection of Nature which means ffight
against consumerism and ever increasing usse of
electric power and oil energy for raising the standiards
of living. It means raising questions about: the
meaning of “consumption” and standard of living; and
educating the public to apply moderation in tlhese
matters. The mentality of seeking wealth at the cost
of everything else has been severely condemneid in
the Gita as the Asuric mentality that will lead nowrhere
but to hell. A person with such a mentalitty is
described in the Gita as one who boasts “I Ihave
attained this much, I will attain very much mo>re, I
will accumulate capital, I have killed this enermy, I
will kill ever many more, I am the Lord, I ami the
enjoyee, I will fulfill these works, I am successful,
who is equal to me?”
4.15 This kind of individual and c o lle c tiv e
egocentric approaches glorified by the West as “great
entrepreneurship” have resulted on the one hand in
enorm ous increase in w ealth and s c ie n tific
innovations and on the other great increase in
anxiety, stresses, loneliness, loss of human values
and environmental degradation. The rootts of
ecological destruction is not in science as such., but
the perverted definition of human wants perpetirated
by media — It is within the power of the elected
representatives of the people to educate the people
to the contrary and protect and promote our culttural
roots which are environment friendly and fostter a
balanced approach to life.
4.16 Yet another duty as specified in Article 51 A(I)
is to safeguEird public property and to a b ju r e violence.
Loss of life and property in riots and agitations
have reached enormous proportions. The very
process of democracy requires that we attend
to matters by dialogue and consensus and not
through controversies and violence. The elected
representatives have to educate their followers and
supporters on the importance of the processes of
reasoning and dialogue and avoid steps that lead to
violence of any kinds.
4.17 The role of the elected representative i n
relation to Fundamental Duties may at first sight
seem contributory Eind complex. He is supposed to
represent and promote the common interest of the
people yet he has to educate, restrain and 1moderate
them. He has to work for the poor and for greater
equality, yet he has to promote the creation of wealth.
He has to ensure education for all, yet he has to work
for excellence. He must be firmly rooted in his own
way of life and culture, yet show regard for Eill cultures
 HHANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION
anod ways of life. He has to look to the interests of his
connstituencies, yet he must act in larger interests of
thae country and his conscience. These opposite
jaoblarities do not create a conflict. Only a wealthy
Boociety can create equality, only a society that
puursues merit and excellence can create an educated
soociety. Only a society which pursues Dharma and
Yaggna (Sacrifice) can create a truly wealthy society.
Thnrough moderation, balance, education and
leaadership, the elected representatives of the people
cann lead the country on the path to genuine
proogress that balances these polarities. For fulfilling
theese roles envisaged for elected representatives,
eleected representatives should work closely with
thee educational institutions in his constituencies
anod create a network of activities and programmes
thaat generates an understanding o f the
Funndamental Duties and their application in our day
to c day life.
4.118 In Parliament, orientation programmes for
pe^w members are organized and senior and
outstanding parliamentarians speak to the new
meembers regarding the role of various institutions,
raitising of matters of public importance and how to
funnction effectively in the Parliament to achieve public
goood. The Members are also made aware of their
rolile and privileges. The State Governments are
hauving sim ilar programmes in some of their
legislatures. There are also many institution based
prcogrammes and seminars for orientation of
Panrliament Members / Legislatures. In all these
prcogrammes there should be an adequate
emnphasis on the role of Member of Parliament and
Leggislature in promoting the understanding and
obsservance of Fundamental Duties and how to utilize
schhools and other educational institutions for this
punrpose.
4.119 For the functioning of the panchayat and
muunicipal programmes, State Governments have
dewised some training courses. The National Institute
385
of Rural Development, Rajendra Nagar, Hyderabad
organises programmes for community participation,
school sanitation, drinking water quality, water
related diseases, motivation, sanitation, technologies
and techniques and so on. Most of the States have
similar institutions under the aegis of Department
of Rural Development. Some of the institutions are
as old as the Community Development Programme
of the times of the then Union Minister, S.K. Dey in
the fifties. These institutions, over the years, lost
much of the shine of the Community Development
and Training. The 73rd and 74th Amendments may
be seen as an opportunity while revamping the
Panchayati Raj system, also an opportunity to
upgrade and modernise training systems of elected
representatives of the district and other levels. This
has become necessary, since additional
responsibilities are being conferred upon panchayat
and municipal bodies by the State Governments. It
will be necessary that the functionaries are aware of
their role vis-a-vis requirements and demands of
modern times. Unless the vision is conveyed and
methods for realization explained, it may not be
possible to get the programmes translated into action
at those levels. The training will give an understanding
for interaction with administration as well as the
masses and speed up the programmes of immediate
local needs. The village and municipal bodies may
design and execute scheme at their levels and need
not always look to the State or the Central capital.
4.20 All these orientation programmes at various
levels for the elected representatives should
emphasise in adequate measure an understanding
o f Fundam ental Duties and the role of the elected
representatives in ensuring or promoting the
observance of Fundamental Duties by all citizens. In
doing so, it should be emphasised that the elected
representatives can make a significant contribution
by interaction with the younger generation especially
through the schools.
 5
Public Administration — Civil Servants

S.B. Lai - IAS ( R&td.)

T hough the terms of reference of the Committee
visualize that for teaching of Fundamental Duties to
the citizens of the country programme packages for
educational institutions from the primary to the
university levels should be developed and
implemented, such programmes could also be
developed through training and professional
institutions meant for different professions. As civil
services have a vital role to play in our democratic
polity, they could become a very important means of
teaching and implementing the Fundamental Duties
enshrined in he Constitution to other citizens apart
from themselves carrying out those duties as good
citizens.
Role of Civil Services
5.2 With the achievement of Independence and
the adoption of the Constitution, the whole structure
of the Government in India changed from an
autocratic structure to a democratic one. The
administrative system had now to function in the
context o f dem ocracy, developm ent and
decentralisation. This cast a heavy responsibility on
the shoulders of the public servants whose role had
to be radically reoriented. The new multi-discipllinary
bureaucracy required men of vision, ability and
competence, efficiency, honesty and integrity,
neutrality and impartiality as well as anonymity,
committed to the service of the people and suitable
for bringing about the required socio-economic
change. On the whole the Constitution made
provisions which were intended to build up a system
of public services which would fit into the changed
character of the State in India. The loyalty or
commitment of this bureaucracy is not to any
individual or Government in power but to the
Constitution. As citizens of the country themselves,
the civil servants have to be committed to the service
of the citizens at large.
5.3 Fully realising the importance of civil services
in the modern democratic State, the Founiding
Fathers made necessary provisions in the
Constitution outlining the role, rights and obligattions
for those citizens who join the public services.. The
Constitution provides for selection to public services
on merit, for their security of service and tenure and
protection against arbitrary dismissal, remov.al or
reduction in rank and for safeguards and opportiunity
to defend themselves. In this connection,, the
Constitution also provides for the setting up o f an
independent Public Service Commission for the UJnion
and for each of the States, and the creation o f All
India Services, keeping in view the importamce of
fostering the concepts of national integration,, one
citizenship and the Union as a single administrative
unit. The Constitution gave the power to> the
Legislature to regulate the recruitment and condi tions
of service of public servants. The exercise o f this
power is subject to the various other provisions of
the Constitution which ensure that the Fundamental
Rights of the citizens offering themselves for p ublic
service are not compromised.
Size and Crucial Importance of
Civil Services
5.4 With the adoption of the concepts of Welfare
State and isocialist pattern of society”, the sphere of
Government has expanded enormously since 1947
resulting in an immense increase in the strength of
the civil services. The number of Centred Government
civil servants has risen from 14.45 lakh on April 1,
1948 to 33.7 lakh in 1996. It is estimated that the
number of civil servants employed in the States is
 HAANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION 387

74*. 1 lakh; more than double of the number of a presence right up to the grassroots. They have
termployees in the Central Government. In addition access to information from all over the world; they
64. .6 lakh persons are employed in the Central and have the means to implement ideas and they have
Staate public sector and other quasi Government the communication network to propagate their
timdertakings. agendas for action.
Em ploym ent in Public Sector iv. They provide inputs for the maintenance of the
macro-economic equilibrium such as encouraging
(in lakh)
modern management and technology in
agriculture, industry and services.
Emd of Central State Quasi Total* v. As watchdogs, they are capable of regulating the
Maxrch actions of all the players and ensuring a level
Govt. Govt. Govt.
playing field. They can support the good people
and suppress the malefactors.
19661 20.9 30.1 7.7 70.5 The civil services thus play a crucial role in the
19*91 national life.
34.1 71.1 62.2 190.6
195*96 33.7 74.1 64.6 194.3 Training of Civil Servants
and Fundamental Duties
* Imcluding Local Bodies 5.6 Over the years eleborate and sophisticated
systems of Pre-entry, orientation, post-entry and in-
(Statistical Outline of India 1998-99. Tata Services Ltd.)
service training have been adopted in academies of
5.55 Thus about two crore citizens are working as administration and training institutions for services
civril servants in the country today. The impact that under the Central and the State Governments. A
thils important class of citizens has over other citizens suitable module relating to the Fundamental Duties
is imuch more than their size dictates as they are enshrined in the Constitution must be made a part
sprread over all levels of administration i.e. from the of the courses in all the civil services training
villlage level, the taluk level, the district level, the State institutions. This module should lay emphasis on the
levrel to the level of the Central Government. They constitutional character and importance of the
exeercise powers and authority which are derived from Fundamental Duties of the citizens as also on their
varrious laws, rules and regulations. Their importance relationship to Fundamental Rights and Directive
ariises from the following functions that they and only Principles of State Policy. It may be noted that
they can perform: Fundamental Rights are in the nature of legally
enforceable guarantees and the Directive Principles
i. As a constitutional institution for ensuring law
are in the nature of guidelines and assurances, both
and order in society, they are wedded to the task
of them by the State to the citizens.
of defending the unity and integrity of the country
against recalcitrant neighbours and misguided On the other hand. Fundamental Duties emboded
internal saboteurs. They promote peace, stability in Article 51(A) are moral assurances of citizens to
and tranquillity, without which no economic, citizens; they are not enforceable in courts of law.
social, political or creative activity can ever The civil servants should be sensitized to the basic
flourish. need for carrying out the Fundamental Duties during
their entire careers. This is as important as teaching
ii. They enforce socially beneficial regulations with
them the aims and obligations of the civil services
reference to crucial inputs like land, forests,
and the ethics of the profession - objectivity, honesty,
minerals energy, water, finance, manpower,
integrity, thoughtness, impartiality and neutrality.
training, education, health, housing and the like.
Thus, the civil servants who constitute a very
They can hasten the setting up of infrastructure,
important part of our total population can be made
speed up economic growth and provide a boost
to imbibe the Fundamental Duties and implement
to national and international trade.
the same in actual practice as citizens. As each
iii. They are catalytic agents for change. They are an member of the civil service comes into contact with a
educated and well qualified group of people with number of other citizens during the course of his
 388 FUNDAMENTAL DUTIES OF CITIZEBNS

duty he can make them realise the importance of
following the Fundamental Duties by his own
personal conduct.
Suggested Module for
Training of Civil Servants
5.7 Over the years detailed training programmes
have been prepared in the training institutions for
the civil servants keeping in view their job
requirements and the levels at which they operate.
At present the civil servants iri the Central
Government are distributed in different groups as
follows:
Group A 1.9%
Group B 3.2%
Group C 67.1%
Group D 27.2%
Unclassified 0.5%
5.8 Thus most of the civil servants who are being
trained are in Groups C & D. For senior officers
belonging to Groups A & B, refresher and orientation
courses are also organised and study leave is granted
to enable them to increase their skills and to broaden
their vision. The module for training civil servants in
Fundamental Duties has to be devised keeping in
view their levels of operations. This module should
cover workshops and discussions on the following
Subjects:
1. Culture of the Indian Constitution - values
enshrined in the Preamble and other Articles of
the constitution.
2. Citizens’ Fundamental Rights.
3. Directive Principles of State Policy.
4. Fundamental Duties:
(a) Relationship of Fundamental Rights and
Duties
(b) Ten Fundamental Duties of the citizens
listed in A rticle 51(A) which can be
categorised as follows:
Duties relating to political integrity
(clauses a, c & d)
(a) “to abide by the Constitution and respect
its ideals and institutions, the National Flag
and the National Anthem”.
(c) “to uphold and protect the sovereignty, uunity
and integrity of India”
(d) “to defend the country and render natidonal
service when called upon to do so”
ii. Duties to preserve and perpetuate our cultr.ural
heritage (clauses b, e & f)
(b) “to cherish and follow the noble ideteals
which inspired our national struggle i for
freedom”
(e) “to promote harmony and the spiritit of
common brotherhood amongst all the peeople
of India transcending religious, linguistic
and regional or sectional diversities?; to
renounce practices derogatory to the digi^nity
of women”
(f) “to value and preserve the rich h e r ita g e of
our composite culture”
iii) Duties to develop and maintain high qualitxy of
life (clauses g, h, i, & j )
(g) “to protect and im prove the natm ral
environment including forests, lakes, riv^ers,
wild life and to have compassion for livving
creatures”
(h) “to develop the scientific temper, humanlism
and the spirit of inquiry and reform”
(i) “to safeguard public property and to adj jure
violence”
(j) “to strive towards excellence in all spheeres
of individual and collective activity so tthat
the nation constantly rises to higher lewels
of endeavour and achievement”
5.9 While discussing the above duties, it ma>y be
emphasized that each duty calls for some actiom on
the part of the trainee. It requires moulding of our
behaviour in a particular way.
For instance, show of respect for the National
Anthem would mean observance of the following
norms:
• When the National Anthem is sung or plajyed,
everyone should stand at attention. To movre or
talk while the National Anthem is sung, is highly
disrespectful.
• One should know the words and meaning of the
National Anthem and be able to s in g it
correctly.
} HAHNDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTST1TUTION 389

* 1While singing in chorus, sing in unision and with State Elections with increasing voter participation
1full vigour. which was over 60 per cent in the last General
Election. This compares very favourably with the best
• ! Show respect to the National Anthem every where,
of the Western democracies. Unlike many of the other
;and on all occasions, by standing erect,
developing countries, transfer of power to successive
i motionless and by singing in tune.
governments in India has been smooth and peaceful.
5. ICO Real citizenship education lies not only in We have succeeded not only in winning and enlarging
knowing but also in doing and becoming; therefore, our political freedom and ensuring record
aftesr they have done the above mentioned exercise, performance of the country as a successfully
let tlhe trainees simulate individual and group activity functioning democracy, we have also been able to
in wvhich they practice the observance of the laid down safeguard the country’s territorial integrity and
norrms. sovereignity, consolidate our unity in diversity and
to lay solid foundations for economic prosperity and
5.1; 1 To learn the difference between a legal duty
social progress.
andi a moral duty, let them now list out all the legal
and! moral duties that they can think of. Each one 5.16 While we have, in part, realized the vision of
of tthem will do this exercise. Make the final list out the founding Fathers of our Constitution, we have,
of Ithe lists prepared by individuals, through at the same time, to lament with anguish the
disccussion. tremendous shortfalls in reaching the targets set by
them in the areas o f democratic governance,
5.112 Each one of the trainees will then check which
economic performance, human development and
legaal duties and which moral duties they as individual
international influence. Consequently, we are faced
citiazens have not carried out.
with gigantic problems such as over-polulation, stark
5. K3 Honesty and sincerity are the core of this poverty and wide-spread illiteracy which are all
actiivity and, therefore, the discussion that should complicated by “casteism, communalism, corruption
be (carried on during the activity should be frank and and criminalisation - all increasingly politicised”.
ppesn.
5.17 The changing scenario in the past 50 years
of public administration has placed several challenges
Achieving Excellence by Public before the public services. One of the major ones is
Seirvants as Citizens the steady downward trend in ethical standards all
5.1t4 In Clause (j) of Article 51A of the Constitution around the country. While the services cannot bear
whiich lays down that it shall be the duty of every the entire responsibility for the general environment,
citiizen of India “to strive towards excellence in all they have necessarily to face the problems thrown
sptheres of individual and collective activity so that up by the stifling atmosphere. It cannot shy away
thee nation constantly rises to higher levels of from its duty of devising ways and means to meet
encdeavour and achievement”, is of special significance this challenge in public administration.
as the conduct of civil servants is of crucial
5.18 Corruption in public life and administration
importance for the society and the country. To what
is on the increase and quite rapidly too. This has
exttent have the civil servants as citizens succeeded
resulted in widespread dissatisfaction among the
in striving towards excellence in their sphere of
people especially the poor and the weaker sections.
acttivity ?
The public servant is today viewed as a monument
5.115 After almost 50 years of working of the of apathy and unresponsiveness. There appears to
Comstitution we can now evaluate to what extent the be a total lack of accountability on the part of public
airms and objectives of the Founding Fathers in regard servants. Every right thinking citizen, especially the
to the civil services have been achieved. It has, people at the helm of affairs, are expected to show a
however, to be appreciated that the responsibility for greater concern for ensuring clean, responsive,
th<e country’s achievements and failures has to be transparent and people-friendly administration at all
bo>rne both by the National’s political leaders as well levels. It is high time everyone concerned with the
as civil servants. We can be justifiably proud and issue of ethics and values in public life initiated the
haippy on our achievements. During the last fifty years necessary corrective steps to ensure that the
w e have had twelve General Elections and over 300 administration is viewed as free from corruption and
 390
responsive to the expectations and problems of the
society especially those of the vulnerable groups.
Concrete Suggestions for
Operationalization of Fundamental
Duties by Civil Servants
5.19 Mentioned below are specific areas in which
suitable intervention could ensure that public
servants themselves implement the Fundamental
Duties laid down in Article 51A in an exemplary
manner so that public service is viewed as credible
and to a great extent principled institution,
responsible towards the citizens of the country in a
dem ocratic set up. Public service has to be
accountable to the people. Accountability primarily
means an honest and transparent administration
adhering to the highest possible standards of moral
principles for bringing about an effective and
qualitative improvement in the lives of the citizens.
Accordingly, it is essential that the following
issues be addressed and steps as suggested below
initiated:
(i) An attempt should be made to inculcate a
missionary spirit in all public servants. Public
service should be regarded as a mission for
improving the lives of citizens while upholding
the highest moral and ethical values. Every new
entrant in public service should be administered
a pledge for specifically im plem enting
Fundamental Duties laid down in Article 51A of
the Constitution.
(ii) All civil servants should be given training in the
implementation of Fundamental Duties. The
courses followed in the training institutions for
civil services for induction training should
include a module for such training. This should
be devised keeping in view their level of operation
in society and on the lines suggested in
paragraph 6 above.
(ili) A ll Heads o f D epartm ents/offices and
supervisory officers should review the
implementation of Fundamental Duties in their
organisations at the regular monthly/quarterly
review meetings and give suitable guidance and
directions to the staff.
(iv) It should be made obligatory on the part of all
reporting and reviewing officers to make while
recording the Annual Confidential Report of
FUNDAMENTAL DUTIES OF CITI2EENS
every civil servant, a specific appreciiaition
of the implementation of Fundamental Diuties
by him.
(v) Emphasis should be placed on the importcance
of presenting the human face of the adrmini-
stration. This is possible if Fundamental Duities
are strictly followed. It should b e the
responsibility of the senior public servamtts to
project the image of administration as people-
friendly and responsive to the problems and
sufferings of the citizens.
(vi) All public servants should attach a high degree
of importance to developing good and positive
human relations. They should be eaisily
approachable.
(vii) The Government should move towards giwing
greater access to information to members olf the
public. One of the major reasons for inefficiency
and corruption in Government is the secirecy
that shrouds most of the decision makting
processes. Transparency and free supply of
information will reduce corruption and ensure
accountability.
(viii) In order to implement Fundamental Duty (j) of
Article 51A in the sphere o f pu blic
administration, it is essential to make a sincere
attempt to root out corruption at different levels.
Secretaries to Government, Managing Directors
in the Public Sector, Heads of Departments,
Heads of Offices/Field Units should be made
squarely and personally responsible for taking
detailed measures for rooting out corruption in
their assigned areas of responsibility. A set of
guidelines could be supplied to them for strict
compliance. A computerised check should be
kept on proven complaints o f corruption
pertaining to their areas, as recorded in a
Central Complaint Cell, and this should be
appropriately recorded in their personal files and
should be a determining factor for promotions,
compulsory retirements, extensions and future
employment. They should be shifted out, if they
are found wanting in their presentjob in eliminating
corruption in areas under their control.
(ix) Administration at all levels should provide an
effective and quick grievance redressal system.
Apart from fixing responsibility at every level for
dealing with grievances there should be an in­
built mechanism for handling cases of
HATvNDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION 391

dereliction o f du ty b y pu blic servan ts w h ere a 5.20 T h e above su ggestion s cou ld b e incorporated

p u blic grievance h a s not been red ressed w ithin in th e o p e r a t i o n a l p r o g r a m m e fo r t e a c h i n g
a stipulated time. T h is w ill lead to an attitudinal F u n d a m en ta l D u ties to the civil servan ts a s citizens
ch an ge a m o n g those in the pu blic service. a n d throu gh them to the other citizens.
 6
Administration of Justice

K.V. Viswanatrtian

T h e ch apter o n F u n d a m e n t a l D u t i e s in th e abou t the invaluablen ess of the F u n d a m en ta l D uttties,

Constitution o f In dia cou ld appropriately b e called more challenging a s very soon the results w ill b e thhere
the “Ten c o m m a n d m e n ts”. C o u ch ed in the plainest for one a n d all to see a n d relish.
o f w o rd s that E n g lish la n g u a g e can offer, they are
6.2 W h e n w e talk o f adm in istration o f Ju stiace, I
p regn an t w ith m e a n in g a n d content, m a k in g them
beseech you to m aintain a distinction b e tw e e n i the
inviolable a n d n on -n egotiable. “Society” above iS e lf’
efficacy o f the system a n d the resu lt b r o u g h t a b b o u t
m a y b e its e x h o r t a t io n to th e C it iz e n s , b u t it
b y its ab u se. Not a little finger h a s b e e n raised agaainst
con sciously creates a no lo ss a n d all w in situation
the need for la w s to regulate h u m a n b e h a v io u r ,, the
for him , a s in the longer run , b y putting iSociety”
n eed for la w en forcem ent agen cies to protect the
first, it is the “S e lf ’ that sta n d s en h an ced a n d reaps
person a n d property o f the citizens, the n e e d ! for
the tan gible benefits. For the adm in isters o f justice,
law yers to e sp o u se the c a u se o f their clients ; an d
these a re tou ch ston es for ready application an d if
above all the need for an in d epen den t ju d ic ia r ry to
a n y or all o f these c o m m a n d s are u sed a s yard -stick s
adjudicate cases. W e have all o f it in o u r country/. W e
b y the com po n en ts w h o participate in the process o f
are a dem ocracy governed b y the rule o f la w a n d I the
a dm in istration o f ju stice, to test the correctn ess o f
constitution guarantees a n independent judiciary/; we
their actions, they cou ld b e rest a ss u re d that they
have the S u p re m e C ourt at N e w D elh i a n d the FHigh
have disch arged their duty ably an d w ithout blem ish.
C o u rts in all the States; a district cou rt for evvery
B u t w h o are these com pon en ts ? At first b lu s h , w h e n
district a n d courts o f m agistrates a n d civil ju d g e e s in
w e talk o f a d m in istration o f ju stice, it w o u ld a p p e a r
virtually every nook a n d corn er o f the country. T fh ere
that only the M agistrates, J u d g e s a n d L aw yers are
are in very state capital, a legislative a sse m b H y to
p articip an ts in the process. A closer exam in ation
m ake la w s for the state a n d at the centre w e lh ave
reveals th at th o u g h J u d g e s a n d L a w y e rs are the
the P arliam en t, w h ic h m a k e s la w s fo r the em tire
visible particip an ts, w h o app ly la w to a given fact
n a tio n . T h e C e n t ra l G o v e rn m e n t a n d the S ita te
situation, the entire citizenry is involved in this sphere
G o v e rn m e n t a d m in iste r the la w s a n d h av e tlh eir
o f activity. It is the com m on m a n w h o resorts to the
enforcem ent agencies. T h ere are law yers p r a c tic in g
legal process to assert his “right” an d correspondingly
all over the country to help a n d g u id e the citizeens.
to enforce a co-relative iduty" vested in the other.
The system is time tested a n d so u n d a n d people lhave
T h en y o u h ave the la w m a k ers, w h o lay d o w n la w s
utm ost faith in it a s not only that their existeence
that regu late h u m a n con du ct a n d civil servan ts a n d
have not b een qu estion ed, there is a d e m a n d ! for
la w enforcem ent agencies w h o adm inister a n d enforce
establishing m ore courts a n d setting u p o f m ore p<olice
law s. In a se n se the effectiveness o f the process o f
stations. O u r country h a s p ro d u c e d n a tio n -b u ik d e rs
adm in istration o f ju stic e w o u ld b e a qualitative b a sis
o f the g re a test q u a lity in every w a lk o f life -;a b le
to gau g e the v a lu e attached to F u n d a m en ta l D uties
parliam en tarians, police officers a n d civil s e m a n t s
b y the citizen ry . In o th e r w o r d s the m a n n e r o f
of high ability a n d integrity a n d ju d g e s a n d la w y e r s
adm in istration o f ju stic e w o u ld b e a true reflection,
of great intellect.
a m irror im age a s it w ere, o f the quality o f the society.
The target g ro u p , m ay b e w ide a n d varied b u t that 6.3 H aving said that, w e sh o u ld not b e blinid to
only m a k e s the task o f dissem in ating inform ation the realities that exist today. O n acco u n t o f the a b u s e
 HAANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION
of tthe system of administration of justice, for which
eacch one of us is to be blamed, cynicism has set in
thee society. Citizens today are mortally scared to
litiggate for their own rights. The common refrain is
thaat, one would not like to be “entangled” in litigation
ancd get ‘sucked’ into the ‘vortex’ of the court process,
for - a good part of life would be lost in it. For many,
ressort to the administration of justice is a ‘far cry’
ancd a ‘luxury’ they can ill afford. They say law is the
cornvenience of the rich and the lawyer, a person
enggaged to prove that black is white and white is
blaack, according as he is paid. The criminal-politician
ne?.xus and corruption among those administering and
enlforcing the law are freely discussed. Even the
jucdiciary is not spared, though criticism is in hushed
tomes. All of it is not false and sadly most of it is true.
Wee need not throw our hands up in despair, as we
aree a great nation with vast human resources. The
degeneration ought to be and can be arrested. Where
thtere is a will, there is a way is an old and oft-quoted
adiage. It is here that the ‘Ten commandments’
chiristened the ‘Fundamental Duties’, could be
dejployed to perk-up our drooping spirits.
6.44 Creating awareness about the importance of
Fuindamental Duties to the constituents of the
prcocess of administration of justice would in itself
enasure the quality of the end product. This is because
evfery Indian is basically “humane” and has the
“inmate” quality to put “public rights” or in other
ivoirds, the rights of the society above his personal
de^sires. How else do you explain the co-existence of
thte citizens of this great country in spite of religious,
liniguistic, cultural and hundreds of other diversities?
“Ti'olerance” is a virtue, which comes naturally to us.
Miild sanctions may have to be prescribed to tackle
srmall aberrations, but they will be only incidental.
Thie message that the constitution expects compliance
to its “Ten commandments” before any claim to
excercise the fundamental right or any other right is
raiised has to be conveyed to every citizen.
Diissertiination of information about Fundamental
Diuties will go a long way in keeping the wheels of the
acHministration of Justice well oiled so that the
joiurney is smooth and not turbulent.
6.15 Indoctrinating the importance of the
Constitutional Values of sovereignty, socialism,
secularism, democracy governed by a rule of law,
social, economical and political justice, liberty,
eqjuality and fraternity and inculcating respect for
thie dignity of individual and constitutional
institutions is bound to transform any individual —
393
be he a lawyer, a judge, a police officer or a litigant
by broadening his vision and thereby changing his
approach and outlook to the task on hand.
Selflessness and Sacrifice - the two main ideals which
inspired our national struggle for freedom, should
be the spirit in which public duty is to be discharged.
The legal community including the law enforcement
agencies should come down very heavily upon any
acts of violence, particularly those resulting in
damage to public property, flora and fauna. Threats
to Sovereignty and integrity of the Country should
be put down with an iron hand and a collective effort
should be made so that the nation constantly rises
to higher levels of endeavour and achievement. One
of the ‘Ten Commandments” is to develop a Scientific
temper, which in todays context would mean keeping
peace with the development of technology. Use of
computers and Internet as well as the need for
resorting to speedier modes of communication like
e-mail, should be introduced to quicken and render
more efficient the process of administration ofjustice.
The administrative wing of the court should be
headed by officers trained in Court Management
techniques.
6.6 The Supreme Court has already set the trend
in adopting the Fundamental Duties as yardsticks
for testing the correctness of laws and actions of those
administering the laws. This approach should trickle
down to every judicial officer in the country. A judge
conscious of Fundamental Duties will surely
approach the problem at hand from a broad national
perspective rather than the narrow aspect of
adjudicating individual rights. Consciousness of
Fundamental Duties will help him in unfolding new
dimensions to legal provisions. He will start looking
beyond the letters of the law and search for the spirit,
So will a lawyer. He will realise that judicial time
wasted is really public money wasted and he will not
unnecessarily prolong the conduct of the case.
Consciousness about the im portance of the
institution, of which he is a part, will dissuade him
from advising his client to pursue frivolous litigation.
A litigant informed of Fundamental Duties will soon
find that the society no longer fears the court process.
Government is the largest litigant in the country and
individuals in the government take decisions. Holding
Fundamental Duties dear to their heart, would
change their attitude too.
Who does not want:
• A strong and independent Judiciary where justice
is quick and easily accessible to the economically
 394
u n d e r privileged living in the rem otest c o rn e rs of
this big country,
• L aw yers w h o ca rry on their ‘p ro fe ssio n ’ a n d not
'b u s in e s s ' a n d w h o v a lu e the interest o f their
client m ore th a n their ow n,
• Civil servan ts w h o s h u n the ‘re d -ta p e ’,
• A p olice fo rce w h ic h is h o n e st, fe a r le s s a n d
in d e p e n d e n t a n d
• P arlia m e n ta ria n s w h o a re ‘S ta tesm en ’ a n d not
m ere ‘p o litician s’.
H o w do w e go a b o u t the task o f sp re a d in g the
m essage a b o u t the im portan ce of the iF u n d a m e n ta l
D u t ie s ”, to the c o n s titu e n c y w ith w h ic h w e a re
concerned. T h e first exercise w o u ld b e to identify the
target g r o u p s a n d th e re a fte r s u g g e s t m e th o d s.
Keeping in m ind the goal o f a n efficient adm inistration
o f ju stic e the target g ro u p s cou ld be:
(a) L a w college teach ers a n d students
(b) L aw yers in c lu d in g govern m en t la w officers.
(c) J u d g e s
(d) C o u rt O fficers - T h e adm inistrative w in g o f the
C o u rts
(e) L a w m a k e r s , L a w e n fo r c e m e n t a g e n c ie s &
Litigants
Law College Teachers and Students
6.7 L a w C o lle g e s a re in s titu tio n s fro m w h ic h
L a w y e rs a n d J u d g e s a re p ro d u c e d . T e a c h in g
F u n d a m en ta l D u ties in a n o rgan ised m a n n e r in L a w
C o lle g e s w o u ld go a lo n g w a y in to n in g u p the
Adm inistration o f Justice. Som e suggestions are given
herein b e lo w :
• W h ile recruitm en t stu d e n ts for the la w colleges,
special e m p h a sis o n F u n d a m en ta l D u ties m u st
b e laid in the en tra n c e exam in ation a n d in the
viva-voce. Q u estio n s on constitutional v a lu e s a n d
F u n d a m e n ta l D u tie s atleast to the extent o f 50
m a r k s m u s t b e p r e s c r i b e d in th e e n t r a n c e
exam in ation ;
• T h e a s p e c ts o f F u n d a m e n t a l D u tie s m u s t b e
ap p ro p ria te ly classified so that b o th in the 3 year
c o u rse a n d 5 y e a r cou rse, this su b je c t is taugh t
every y e a r a n d the stu d e n ts are exam in ed on the
su b je c t to a m a x im u m o f 100 m arks;
• W ritin g o f m o n o g ra p h s a n d articles on v a rio u s
a s p e c t s o f c o n s titu tio n a l v a lu e s w ith sp ec ia l
FUNDAMENTAL DUTIES OF CITIZENNS
e m p h a sis on F u n d a m e n ta l D u ties m u st b e m n a d e
c om pu lsory an d s h o u ld b e one o f the criteiu ion
for prom otion to the next year;
♦ M o ot cou rt on is s u e s involving a p p lic a t io r n o f
F u n d a m e n t a l D u t ie s for re s o lu tio n , m u s t t be
organised every year a n d participation in it sh oou ld
b e m ade com pulsory;
♦ Le a d in g m em bers o f the bar, ju ris ts , se rv in g i a n d
r e t i r e d m e m b e r s o f th e h i g h e r a n d th e
su b o rd in a te ju d ic ia ry m u st b e invited b y evvery
la w college to a d d re s s the stu d e n ts on varid o u s
a s p e c t s o f la w w i t h s p e c i a l e m p h a s i s on
F u n d a m e n t a l D u t ie s . A s c h e m e s h o u l d 1 b e
form ulated b y the u niversity to w h ic h the collilege
is affiliated, w h e re u n d e r the visiting m em bbers
are treated a s visiting faculty. T h is w ill e n ssu re
that not only the stu d e n ts le a rn in d e p th the
v a rio u s intent o f F u n d a m e n ta l D u ties, b u t the
visiting faculty also gets an op portu n ity to deelve
deep into the v a rio u s aspects;
♦ A s far a s the p e rm a n e n t facu lty m e m b e rs are
c o n c e r n e d , b o th a t the tim e o f t h e ir in ittia l
recruitm ent a n d at the time o f their in-servvice
prom otion, special e m p h a sis on F u n d a m e m ta l
D uties should be given a n d only those w ith a trrack
record o f contribution tow ard s d isse m in atio m of
in fo r m a t io n a n d F u n d a m e n t a l D u t ie s , H ike
participation in se m in a rs a n d w ritin g o f articcles
on the subject sh o u ld b e recruited an d promotted;
♦ M e m b e rs o f the p e rm a n e n t facu lty sh o u ld b e
associated in the process o f continuing educatiion,
w h ic h h a s b e e n p r e s c r ib e d h e re in b e lo w for
l a w y e r s , j u d g e s a n d m e m b e r s o f t h e ll a w
enforcem ent agencies;
♦ T h e m em bers o f the p e rm a n e n t faculty sh om ld
organ ise sem in ars on constitutional v a lu e s writh
special em ph asis on Fu n d am en tal D uties and ’ the
h ostin g o f se m in a rs m u st b e m a d e compuls<ory
a n d s h o u ld fo rm a c rite ria fo r th e ir fu rtlh e r
prom otion;
♦ S tu den ts o f the final y ear a n d the m e m b e rs o f
the p erm an en t faculty m u st co-opt w ith the lo>cal
b a r a s s o c i a t i o n a n d t h e s o c i a l s e r v 'ic e
organisations like Rotary C lu b a n d the Lions C llu b
etc. to organize legal clinics to app rise the g e n e ra l
citizenry a n d the litigant p u b lic o f the need for
adherence to F u n d am en tal D uties. In this proctess
the executive m ach in ery fun ction in g in the airea
h eaded b y the D istrict M agistrate/C ollector a n d
the police force h e a d e d b y S u p erin ten d en t: o f
 HAANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION
Police should be involved. Participation in a
minimum number of legal clinics must be made
compulsoiy for enabling a student to sit for the
final examination and correspondingly for the
District Magistrate and Superintendent of Police
for their career advancement;
♦ In the interim report of the Justice Verma
Committee, a salutary suggestion has been made
that biographies of the builders of modern India
should be included in the curricula for schools
and colleges. Books on stalwarts in the field of
law and other leading texts on professional
conduct and advocacy must be prescribed in the
syllabi of Law College. The following books must
be made a compulsory study :
(a) Professional Conduct and Advocacy — By
Sri. K.V. Krishnaswamy Aiyar.
(b) A Statesman among Jurist — Biography
of Sr. Alladi Krishnaswamy by Sri. Alladi
Kuppuswamy.
(c) To the Best of My Memory —Autobiography
of Chief Justice Gajendra Gadkar.
(d) My Own Bosewell— Autobiography of Chief
Justice Hidayatullah.
(e) My Life Law and Other Things — Auto­
biography of Sri. Motilal Setalvad — First
Attorney General for India.
(f) Roses in December — Autobiography of
Chief Justice M.C. Chagla.
♦ From the first year, to develop respect for the
constitutional institutions, law college students
must be taken on visits to the local courts, High
Courts and the Supreme Court. For poor and
indigent students, State funding must be provided
♦ Legal philanthropists and leading members of the
bar must be persuaded to set up chairs in
universities for pursuing research on the various
aspects of Fundamental Duties. Tax incentives
for any endowment set up by them should be
generously given;
♦ Every college must have a monthly bulletin setting
out the activities of the college and the bulletin
must carry articles on the various aspects of
Fundamental Duties;
♦ In any activity undertaken by the college in this
regard, the print and electronic media must be
associated, so that wide publicity is given;
395
♦ In all the legal textbooks published by the
Government, in the college bulletin and the
college dairy, the ten clauses of Fundamental
Duties should be prominently set out. The pre­
amble to the constitution and the ten clauses of
article 51(A) relating to the Fundamental Duties
should be prominently displayed in the law
colleges and in the universities. January 3 of every
year should be observed in the colleges as
Fundamental Duties Day and the students and
teachers must solemnly read out and affirm the
ten clauses of article 51(A) relating to Fun­
damental Duties;
♦ Post-graduate studies on Fundamental Duties
and Award of Doctorate for research work on
Fundamental Duties must be encouraged.
Lawyers including Government
Law Officers
♦ The practice of subscribing to an oath during
enrolment, which is prevalent in some state bar
councils should be made universal in application.
The oath should lay special emphasis on
constitutional values including the Fundamental
Duties. On the day of enrolment, lectures should
be organized on Fundamental Duties and
participation it must be made compulsory;
♦ Membership in bar association should be by way
of an interview by the officer bearers, wherein
the candidate must be questioned on the various
aspects of Fundamental Duties;
♦ A scheme must be devised whereby the bar
associations are affiliated to the bar council in
the State headquarters and the bar council must
provide grants to deserving bar associations for
the purpose of conducting monthly seminars on
the various aspects of the Fundamental Duties
and also to enable the bar association all over
the country to invite men and women learned in
the field of law to give talks on the content of
Fundamental Duties. The scheme should insist
on the local bar association hosting minimum
number of seminars and talks, the failure of
which will result in de-affiliation and withdrawal
of grants. The money for the grants should come
from the State Government which may reimburse
itself of the whole or substantial part of it by
increasing the stamp duty on every Vakalatnama
and Affidavit filed in court, by a sum not exceeding
Rs.l;
 396
♦ The bar association must compulsorily, for
retaining its affiliation published a monthly
bulletin/magazine;
♦ Every member to retain his membership in the
bar association, must contribute atleast one
article every year on Fundamental Duties and
submit it to the editorial committee of the local
bar association;
♦ The bar association must function in close co­
ordination with the faculty of the nearest law
college as well as in close coordination with the
law enforcement agencies and social service
organisations like Rotary and Lions Clubs. The
bar association in coordination must organize
legal clinics in villages and towns within its
jurisdiction, for the purpose of enlightening
the citizens and the litigant public about
the im portance of Fundamental Duties.
Participation by the members in a minimum
number of such legal clinics should be made
compulsory for continuation of membership
and for becom ing officer bearers in the
association;
♦ The bar council must supervise the functioning
of the bar association in this regard and prepare
yearly reports and publish the same in its
magazine. Recognition should be given to the bar
association, which had been the most active in
the sphere. Criteria for eligibility to be an office
bearer in the Bar Council must be framed in such
a way that only those who have been Office
Bearers in their Bar association in the
proceeding year are rendered eligible;
♦ For appointm ent as public prosecutors,
government panel lawyers and panel lawyers for
banks and public sector corporations, and for
appointment as any other law officer of the
government as well as for designation as Senior
Advocates, participation in legal clinics, seminars
and publication of at least two articles on
various aspects of Fundamental Duties in
, recognised journals should be made a condition
precedent;
♦ The bar council of the State should frame a
scheme for compulsory continuous education for
lawyers on various aspects of law with special
emphasis on Fundamental Duties. There must
be a system of examination of the lawyers at the
end of every course;
FUNDAMENTAL DUTIES OF CITIZEPENS
♦ The bar council of every State must publislsh a
monthly magazine, exclusively devoting one p part
to articles on Fundamental Duties;
♦ Every bar association must prom inerrntly
display the preamble and the ten clauses of >f the
A rticle 51(A) in the prem ises of the I bar
association;
♦ On 3rd January every year, the bar associatation
must organize a function after court hours.s, to
commemorate the Fundamental Duties dday.
Members of the judiciary must be invited and d the
members of the bench and bar must solemmnly
read out the ten clauses of the Fundam ental
Duties;
♦ Dairies, calendars etc. published by the 1 bar
association must set out the clauses s of
Fundamental Duties;
♦ The editorial committee of every bar association
must ensure that the gist of every judgmnent
applying the principles o f Fundamenntal
Duties is published in the bulletin of the 1 bar
association.
Judges
♦ Criteria for appointment and promotion in the
subordinate judiciary must be framed by the HHigh
Court in such a manner that the incumbennt is
made to focus on constitutional values wwith
special emphasis on the intent of Fundamenntal
Duties.
♦ Judges must be trained under any scheme; for
continuing education which the High Court nmay
evolve on the following aspects:
(a) To apply the principles enshrined in the
Fundamental Duties as tools of
interpretation while interpreting laws ; for
adjudication of disputes;
(b) To recognize and compensate public interrest
litigants who litigate for enforcing the
Fundamental Duties;
(c) Mulct with heavy costs those persoons
who show utter disregard to Fundamerntal
Duties;
(d) To award maximum punishment for perssons
causing damage to public property, sexxual
offenders, persons violating environmerntal
 HHANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION 397

laws, persons committing anti-national act Law Makers & Law Enforcement
and persons showing dis-respect to national Agencies and Litigants
flag and national anthem;
6.9 The interim report of the Justice Verma
(e) To draft by turn the services of active
Committee in chapter IV has called for enactment of
practitioners as Amicus Curiae for assisting
suitable legislation to require obedience to the
the court in matters involving enforcement
obligations by the citizens, backed by the legal
of Fundamental Duties and recognizing their
sanctions, while at the same time ensuring faithful
services.
and effective implementation o f the existing
♦ Compilation of the judgment of the Supreme legislation. Legislatures and parliamentarians have
Court and the High Court on aspects of the right to introduce private member bills. They must
Fundamental Duties should be made available be inspired to use their originality and creativity in
to every judicial officer periodically; coming out with legislation to further the objects of
Fundamental Duties by identifying the mischief and
♦ Step to set up a judicial academy should be taken
suggesting remedial measures. Similarly the law
and their special emphasis should be laid in
enforcement agencies and civil servants must be
teaching the technique of applying Fundamental
continuously apprised of the importance of the
Duties for adjudication of disputes;
Fundamental Duties . Respect for the institution of
♦ Just as the legislative and executive wing must Judiciary should be emphasised and the need for
show respect to the judiciary, the judiciary must proper and speedy implementation of court orders
also be appraised the compulsion and constraints must be highlighted. Inmates of Jails should be
of the other two organs so that mutual respect is taught the value of adhering to Fundamental Duties
generated for the constitutional institutions; and remission of sentences should be recommended
based on the cooperation of the participant. A wing
♦ Since Article 51A(h) speaks of developing
under the supervision of the State Chief Secretary
‘scientific temper’ which in today’s context would
and the Union Cabinet Secretary must be set up to
mean keeping in tune with the scientific
educate the civil servants and the police. For the
advancement, judges must be trained in the use
Police there exists already academies where they are
of computers and in accessing the Internet so
trained on various matters concerning their
that judicial time is not wasted.
profession. Special attention should be focussed on
Fundamental Duties in academies and in-service
Ctourt Officers — Administrative Wing promotion should depend on their active participation
olf the Court in spreading the message of Fundamental Duties.
Government should set up an institute for studies
6. ..8 The administratrive wing of the court is a very
on Fundamental Duties and offer research
esssential component of the Administration of Justice.
scholarships. As far as the litigant is concerned the
Tlhey must also be conscious of the importance of
legal clinics suggested above should inculcate in him
Fvundamental Duties. They can achieve excellence by the need for compliance with Fundamental Duties.
acdopting court management techniques and by The valuable experience of the members of the
braining themselves in computers and by familiarizing
Law Commission of India should be utilized to
wtith the latest modes of communication. There must
recommend proposed legislations to enforce the
bee a scheme whereby atleast one officer is sponsored
Fundamental Duties. Similarly the research scholars
fosr study in management to the Indian Institute of at the Indian Law Institute and other recognised legal
Mlanagement. Court management must be made as bodies must be requested to publish well-researched
seeparate subject, which would deal with classification papers on the various aspects of Fundamental
off cases and other management techniques so that
Duties.
thiey aid the speedy disposal of cases on the judicial
siide. The officers must be apprised of the values of 6.10 Administration of Justice being a facet of every
Fvundamental Duties during such management civilised society can only be as good as the society is,
cllasses and on their return they must be made to which in turn would depend on how good the citizens
acddress other court staff and by this process the are. A solemn and sincere resolve to adopt the
glhain of learning must be kept going. Fundamental Duties as “code of conduct” to regulate
 398 FUNDAMENTAL DUTIES OF CITIZENSTS

our day to day ‘behaviour is bound to ensure greater adherence to Fundamental Duties the moost
mental and social peace and an advancement in the simple and sensible investment one would hauve
quality of life, resulting in complete satisfaction even ever made?
to the inner most recesses of our minds. Is not
 7
Business and Industry
I. Profile of Business Sector:
!Strength and Weaknesses
In ; a generic sense, the term ‘Business’ covers a wide
speectrum of activities, the central objective thereof
beting to generate income, which should in turn lead
to 1further accretion of wealth in the community. While
aimong the individuals and enterprises undertaking
theese activities there are bound to be a large measure
of \variations in matters such as form of organization,
natture and variety of products, scale of operations
amd ownership profile, a common thread running all
thrrough is the quest for maximization of return on
inwestment on one hand and genuine expectation for
seccuring an adequate reqard for entrepreneurial
inpputs on the other. Profit motive and its necessary
coincomitant viz. the urge for growth are thus the
twiin driving forces that keep on sustaining and indeed
intensifying the dynamism of this sector.
7.22 Business accounts for more than fifty per cent
of India’s (Net Domestic Product (NDP) and this
peircentage has been going up from year to year. This
h i g h l i g h t s t h e p r e p o n d e r a n c e o f b u s in e s s
setctor in the econom y and also in the society as
a w h o le .
7.33 An important point of strength of business is
thcat it does have at its com m and relatively better
m ta n a g e r ia l a n d t e c h n ic a l s k ills as a ls o
em trepreneurial urge than is usually the case with
otlher segments of the society. This does help it to be
effficient as well as dynamic. Given the will and
coimmitment, there is no reason why efficiency aspect
of business cannot concurrently be harnessed for
aclhieving two somewhat inter-related goals:
(i) realization of sustained and growing profits on
one hand, and
Prof Brij Mohan 81 Dr D.N. Saxena
(ii) pursuance as well as promotion of a value based
system which embodies not merely protection of
one’s own rights but also rights of others.
7.4 The success of a business unit need not
always be measured merely in terms of profitability
as such but also in terms of its contribution in the
area of social action. Business sector is part of the
social system. It cannot ignore the over all
environment of the system. Indeed, it has to be
sensitive to prevailing environment and has to make
its contribution towards promoting a value-based
social order, caused and sustained by preservation
of social values that a nation confers upon itself
through Constitutional rights and duties.
7.5 The fact is that both the approach and
behaviour of a business unit does influence a very
large section of the populace. This is because in the
very nature of things a business unit has inevitably
to come in contact with a number of operators: buyers
and suppliers, intermediaries and facilitators
employees and managers, government agencies and
their functionaries and investors and shareholders.
All of these condition and in turn are conditioned by
business perspective and its operational approach.
7.6 Business prospers if and when it has a long­
term perspective and adopts upright practices. Short
term gains achieved by deliberate violation of laws of
the land and/or by disregarding social values that a
responsible citizen is expected to pursue are bound
to be detrimental to business itself. While these two
viz. violation of laws and disregard of values are not
misdemeanors of identical nature, the fact is that if
a business unit bids good-bye to social values, it then
gets gradually entrapped into a vicious circle. One
lapse leads to another and the seriousness of lapses
in respect of observance of a value system keeps on
 400
mounting. A stage then reaches when breaking of
lawrs o f the land tends to assume m ultiple
dimensions. In a way this is what is presently
happening on a large scale in India. If one analyses
the prevailing state of affairs in respect of such
aberrations as corruption, bribery and generation of
black money, one would find that the starting point
for these aberrations happens to be the unethical
practice of ‘cutting corners’ with a view to maximizing
gains and thus deliberately ignoring the voice of one’s
own conscience. What is patently wrong cannot be
viewed as right nor can a wrong ever be justified by
the logic that the type of wrong action that one is
indulging in is already being done by others also and
that too with impunity.
7.7 It is a fact that quite often some business
units and entrepreneurs do succumb to the
temptation of resorting to unethical practices and
then the aberrations so committed become habit
forming. How to deal with the vicious circle of
aberrations is indeed a serious challenge to the
society.
n. Current Status in Regard
to Discharging of Social
Responsibilities by Business
7.8 Business cannot regard itself as an island unto
itself: it is indeed part and parcel of society and as
such it has both rights and duties. The Constitution
attaches a great deal of importance to citizenship
values. The Preamble states that it ip the people of
India who have resolved to constitute India into a
Sovereign Socialist Secular Democratic Republic.
Having resolved to do so, it is the same people viz.
citizens of the country who should sincerely abide
by the ideals and values put forth not only in the
Preamble but also in the parts dealing with
Fundamental Rights, Directive Principles of State
Policy and Fundamental Duties. Every right has its
counterpart in duty. Business is no exception to this
equilibrating mechanism and thus business, which
gets immensely affected and in turn influenced by
the environment in which it operates, has indeed a
duty to ensure that environment continues to be
healthy, friendly and co-operative so as to make
adequate contribution to citizenship values.
7.9 While there, is no doubt that the prime duty
of a business unit is to carry out its operations
efficiently so that it is able to supply quality products
to consumers at competitive rates, does keep all
stakeholders happy through its honest dealings with
FUNDAMENTAL DUTIES OF CITIZENNS
them, pays taxes to government honestly and is a&ble
to secure adequate return on investment, it is aalso
its duty as a citizen to perform its citizenship dutities
laid out in the Constitution. Business has obligatiaons
towards the community and also towards other fellllow
citizens. As a profit making organization and as ppart
of the social system, it should assist the needy aand
poor sections of the community and also abide; by
the Constitutional provisions defining the citizensbhip
values, in particular fundamental duties. It shoould
set examples of good behaviour so that others ill t the
community may emulate them.
7.10 So far, the involvement of business 5 in
discharging social responsibilities has basically boeen
in two fields:
(a) assistance to selected local communities 5 in
formulating and implementing communtiity
development and social welfare programmes; eand
(b) pursuance of ethical and moral standards sand
for that purpose formulation of model codee of
conduct.
7.11 Large business houses, m ega ssize
corporations, public sector undertakings and seleccted
multinational companies do recognize that tlhey
should on their own take up some constructive wcork,
which would improve income earning capacityy of
neighbouring communities and instill in them sppirit
of self reliance. It is with this objective in mind tthat
some o f them have taken up c o m m u n lit y
developm ent and social w elfare program m aes.
Generally the pattern is that the parent company ssets
up a non-profit-making institution — may be a Triust,
a Foundation or a Society — charged with the
responsibility of undertaking developmental ;and
welfare activities. The funding for the institutiom is
wholly/largely provided by the parent company itsself.
In some cases, the institution may get financial hhelp
from other sources also, including project specciflc
funding support from foreign agencies to be utiliized
on specific developmental and social welffare
programmes and not to be diverted for any otther
purpose. Typical activities taken up by the
institutions of this type are in areas suchi as
agriculture, rural development, social forestry ;and
environmental control, rural energy needs, sllum
clearance and housing, education, children welffare,
minor irrigation, family planning, train in g of
functionaries involved in Panchayat! Raj institutions,
help to physically impaired, vocational training ■and
special schemes aimed at removal of gender bias and
improving the quality of life of women, adlvaisis,
•HHANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION 401

meembers of scheduled castes and scheduled tribes
&nad economically backward persons.
7.112 In addition to individual companies, some
impportant cham bers o f commerce and industry
asssociations — basically national and regional ones
— have also set up institutions charged with the
ressponsibility of formulating community development
anod social welfare programmes. Part of the funding
for - the institutions is usually provided out of the
chaamber's own budget and the remaining is raised
by persuading individual members of the chamber.
In tsome cases the institution concerned may succeed
in f.getting funding support from other sources also,
inccluding foreign agencies. It is tied aid and the
prooceeds have to be utilized only for specific projects/
schhemes agreed between the donor agency and the
reccipient one. Any departure from this is not only
unaethical but also against the legal provisions
govverning the inflow of foreign contributions.
7.113 An important development that has emerged
durring the decade of nineties is the concern shown
by 1Indian business for upgrading ethical standards
in 1business dealings and thus to acquire for itself a
bettter image both at home and abroad. There are
twoo reasons for this. Firstly, economic reforms and
ljbeeralized policies initiated in India since the
begginning of the decade have resulted in reduction
of aa number of regulatory and licensing provisions,
witJth the result that a new environment has emerged
in vwhich business has now an opportunity to play a
moDre active and constructive role in a variety of areas,
inchluding the area of social action programmes based
pn ' ethical values. Secondly, at the global level also,
the; desirability of the business sincerely pursing
fug^ier ethical standards is being emphasized. Several
governmental' and non-governmental agencies of the
deweloped countries have come out with suggestions
thait for the elimination of corruption and pursuance
by 1business of practices that would elevate ethical
stamdards to a higher level, codes or guidelines for
ethiical conduct should be prepared and the business
fehoDuld then be persuaded to comply with them.
7.14 In India too, important chambers of commerce
and industry associations have taken initiative for
formulating norms of ethical conduct for business
dealings. Given below is a list of norms culled out
from the codes formulated by two chambers of
commerce and industry: Federation of Indian
Chambers of Commerce and Industry ( FICCI ) and
PHD Chamber of Commerce and Industry ( PHDCCI).
• The codes form ulated by chambers and
other agencies are essentially self-regulatory
guidelines and not in the nature of mandatory
instructions. It is for each organization to consult
one’s own conscience and convenience and
then take a decision as to which of the suggested
norms set out in a code, should one implement
and how should the implementation process be
managed.
• Business should conduct its operations in a
m a n n e r t h a t e a r n s t h e g o o d w i ll o f a ll
c o n c e r n e d — the em ployees, customers,
shareholders and other individuals and
organizations and society as a whole.
• Quality is an important aspect o f products. It
is also essential that quality standards are
properly maintained and, to the extent possible,
upgraded. However, one should never claim
what one does not possess and that applies to
quality also. An — claim on any substantial
point will do to image as also to business itself.
Once image gets tarnished business is bound to
suffer.
• Honesty and uprightness on all crucial points
and dealings should be the m otto for all the
business units.
• Business should avoid publishing m isleading
advertisements.
• Business should use knowledge and experience
for upgradation o f quality o f life. All business
must combine the quality o f private excellence
for public good.

tiExxamples of codes/guidelines suggested by foreign governmental and non-governmental agencies are given below :
ftulees of Conduct to Combat Extortion and Bribery adopted by International Chambers of Commerce and Industry (ICC) in 1996. ICC’s
rulees of conduct are of general nature constituting what is considered as good commercial practice in matters to which they relate but
are \without legal effect.
OECCD's Anti-bribery convention signed by 29 members countries plus Argentina. Brazil, Chile, Bulgaria and the Slovak Republic.
Trarnsparency * proposal for introducing an Integrity Pact.
LIMAA Declaration : A declaration conducted at the 8th International Conference held from September 7 to 11, 1997In Lima, Peru. The
Conhference was attended by representatives of 93 countries.
I402 FUNDAMENTAL DUTIES OF CITIZENNS |

It is the responsibility of business: O Religion, region, caste and/or language oni an

executive to have no influence on the workimg in
■=> to maintain accuracy in weights and measures
his official capacity.
in respect of goods offered for sale.
O Each and every employee to refrain from takking
%> to ensure that warranty of a product or service is
decisions in respect of which he/she believes 1that
based on adequate data or test.
he/she will benefit any particular person or paarty
O to ensure that products conform to specified at the cost of public interest.
standards or accepted norms in regard to safety
■=> Each and every employee to disclose any classh of
of products.
interest when there is conflict between public: and
■=> to provide after-sales service for consumer private interest on one hand or when he /shie is
durables. likely to benefit from any act of omissiom or
commission on his part on the other.
O' n o t to m a n u fa c tu re , store or sell a d u lte ra te d
goods and Empployees should be alert to any actw al/
potential conflict o f interest, fin an ciall or
O not to deal knowingly in spurious or smuggled
otherwise, and should disclose this to superiiors.
products.
^ Each and every employee to maintain tiis//her
7.15 For public sector enterprises*, a separate Code
independence, dignity and impartiality by not
of Conduct and Ethics has been drafted. The
approaching politicians or outsiders.
principles incorporated in the code are basically
addressed to Chief Executive, Executives, Managers ■=> Consistent with accountability to s u p e rio r
and other employees o f the PSEs. Important authorities, em ployees should practtice
principles are summarized below: accountability to the public in terms of equEality
of service, timeliness, courtesy, people orientaition
& Each and every employee" of PSEs should
and readiness to encourage participatiorn of
maintain the highest standards of probity and
partnership with citizen groups.
integrity.
O Each and every employee should be consistent,
O While recommending any action, each and
equitable and honest in his/her treatment off the
every employee should uphold rule of law and
public with particular care for the weaker section
respect for human rights solely in the public
of the society.
interest.
O Decision of employees in pursuit of discretiomary
O Decision taken by each and every employee to be
powers should be justifiable on the basis of mon-
objective and transparent and should not appear
arbitrary and objective criteria.
to be partisan promoting improper gains to
political party in power or for themselves or for O Each and every employee should recognize and
anyone else. enforce customer’s right for speedy redressfal of
grievances and should commit oneself to prowide
O It is the duty of all employees not to frustrate or
services of declared equality and standardls to
undermine policies, decisions or action already
customers.
taken by ‘higher authorities', particularly those
decisions, which have been judged as being in <=> Employees to respect the right of publitc to
public interest. information on all activities and transactions
o f the organization except where they are
O Where an employee has reasonable grounds to
debarred in public interest from releajsing
believe that he/she is being required by the
information.
superior authority to act in a manner, which is
illegal, he/she should in that case decline to O Each and every employee to avoid wastage and
implement on the recommendation of the superior extravagance. In case of disputes or grievanices,
authority. efforts to be made to resolve them quickly'. No

r The same code would be applicable to officers and employees of administrative ministries concerned with public sector enterprises.
** The term employees may be taken to mean CEO, executives and employees of public sector enterprises.
| h a a n d b o o k f o r o p e r a t io n l iz a t io n o f c it iz e n s h ip v a l u e s u n d e r t h e c o n t s t i t u t i o n
unlawful stoppage of work or damage to the assets
of the PSE's to be resorted to.
^ Employees not to abuse their official position to
obtain a benefit for themselves or for anyone else.
They must take decisions on merit.
Each and every employee should treat it a duty
to continuously upgrade his/her skills and
knowledge, strive for creativity and innovation
and nurture the values of team working and
harmony.
■=> Each and every employee to promote and exhibit
public and private conduct in keeping with the
appropriate behaviour and standards of
excellence and integrity.
Each and every employee to support the juniors
in the latter’s efforts to resist wrong or illegal
directives and in abiding by the code of ethics. At
the same time, each and every employee should
reward good work and punish the dereliction of
duty and obligations based on objective and
transparent criteria.
7.116 The code of ethical conduct drafted for PSEs
foetuses on principles and in this respect is somewhat
of an improvement over those formulated by
chiambers and industry associations. While the
desirability of prescribing norms such as 'honesty’,
‘transparency', 'maintenance of high standards of
prcobity’ and ‘integrity’ is emphasized in the codes of
bo'ith viz. chambers Eind association on one hand and
PSjE’s on the other, what distinguishes the code of
thte latter is the specific inclusion therein of such
no>rms also as summarized below:
^ to uphold rule of law and respect for Human
Rights:
to maintain dignity and impartiality and not to
approach politicians or outsiders;
to be accountable not merely to superiors but
also to public;
to take particular care for weaker sections of the
community;
^ to continuously upgrade skills and knowledge;
and
^ to attain standards of excellence and dignity.
7--17 The involvement of financial sector viz.
po>mmercial banks, insurance companies and other
fimancial institutions in social action programmes
folllows a pattern different from that of business units
403
discussed so far. The financial sector institutions
do not get involved in setting up Community
Development Programmes. In their case, whatever
assistance they wish to provide to weaker sections of
the community, it is given by way of instrumentality
of lower interest rates. For example the differential
rate scheme, which the banks have to undertake at
the behest of government, provides funding support
to weaker section families at a rate which is
consideerably lower than normal interest rates. Some
banks, however, do provide direct grants for certain
specific purposes — say, for example provision of
scholarships to needy students belonging to
Scheduled Caste category or a chair in finance.
Usually schemes of this type are restricted to certain
selected districts — in most cases the lead districts
of that every bank which is providing the funding
support for specified causes.
7.18 As a result of initiative taken by a non­
governmental organisation named Consumer
Coordination Council, 24 commercial banks and
6 insurance Companies have prepared ‘citizens’
‘charter’ whose main objective is to improve customer
service. However, an evaluation survey recently
undertaken by a non-governmental organisation had
indicated that the awareness of citizen’s charter was
largely confined to senior executives of banks and
that the staff and other employees, including those
at the desk level, had no knowledge about even the
existence of the charter.
7.19 Ethical codes or for that matter citizens’
charters have a meaning only if they are implemented
by businessmen, or for that matter by financial
institutions, with a measure o f sincerity and
thoroughness. These codes are not mandatory and
it is for each individual unit to decide whether to
adopt the norms or just hang them on the wall for
display only and pursue the ‘business as usual’ path.
7.20 The slogan of ‘Ethics is good business’ is a
well designed one and there is truth in this maxim.
A businessman, who earns the image of an honest
and upright dealer does not have to look for
customers, the latter themselves like to deal with him.
Thus, honesty and pursuance of ethical standards
can fetch good dividend to that businessman, who
has earned a good image as an honest dealer.
7.21 It is a great pity that efforts put in by business
in the form of Community Development and Social
Welfare Programmes as also by way of compliance
with ethical codes have so far not been commensurate
with the economic status that this sector enjoys in
 404
the community. The number of companies that
have set up these programmes is believed to
be woefully small. One only hopes that those
who actually manage these programmes are
fjrofessionally competent and plan the activities
in a scientific manner so that wastage of funds is
avoided.
7.22 It appears that full significance of citizenship
obligations, as defined in the Constitution, is either
not understood fully by business or that it is not
adequately aware of the Constitutional provisions
relating to Fundamental Duties.
m . Constitutional Values and
their Relationship with
Citizenship Obligations
7.23 The fact that the public awareness regarding
Fundamental Duties has all these years been low
has indeed been the biggest stumbling block in
operationalizing the values and ideals enshrined in
Article 51A of the Constitution. There are several
Reasons for the lack o f public attention on
Fundamental Duties. For one thing, it was not in the
Constitution as originally enacted and was
incorporated into it in November 1976 as part of the
Forty-second amendment. The logic behind the
introduction of a new Article 5 1A in the Constitution,
as argued in the Swaran Singh Committee Report,
was that fundamental freedoms as guaranteed by
Fundamental Rights and the kind of socio-economic
order as visualised in the Directive Principles would
be achievable only if citizens do recognise their own
duties towards the state as also towards fellow
citizens. This logic did have a great deal of
significance. Yet, the fact remains that Article 51A
was introduced at a time when at the political level
some other issues had led to a bitter controversy.
The emerging environment at that time was thus by
ho means a propitious one.
7-24 Fundamental Duties as they now exist in the
Constitution are not enforceable by courts. In the
public mind a mistaken notion thus did exist, and to
pome extent does continue to exist, that a provision,
which is not enforceable by law and which, therefore,
is not going to attract, in the event of violation, any
punishment as such is harmless and not worthy of
great concern. Then, again neither Government nor
Parliament did make any serious effort to popularise
|the implications of Fundamental Duties. Among the
FUNDAMENTAL DUTIES OF CITIZENJMS
non-governmental organisations also, not muuch
attention was devoted to this subject for almos'st a
decade after its incorporation into the Constitutidon.
It was in 1986 that Citizenship Development Sociciety
(CDS), a non-governmental organisation undertaook
a couple of studies on Fundamental Duties a and
thereafter organised a Seminar in Delhi. A year laater
it again organised another National Seminar on JJuly
4 and 5, 1987 at Bangalore in collaboration wvith
Gokhale Institute of Public Affairs. At the end of t' the
Seminar a Declaration entitled ‘Bangalore Declaratition
on Citizenship Development and Fundamenntal
Duties’ was issued. The Text of the Declaration v will
be found at Flag in Annexure. Since then CDS hhas
been relentlessly working to propogate the ideal sis of
good citizenship. An extremely valuable contributition
that CDS has made is a wonderful book entitltled
“Citizens and the Constitution — Citizenship valiiues
under the Constitution” written by Shri. Subhaash
C. Kashyap, a former Secretary General, Lok Sabbha.
It is a masterly document and has been discussed d in
a variety of forum, including at a symposiuum
organised by CDS in collaboration with Inodia
International Centre, Dharam Hinduja Internationnal
Centre of India Research and Rastriya Jagr*riti
Sansthan on 2 March 1998 at New Delhi.
IV. Fundamental Duties: A Natural
Corollary of the Preamble and
Parts m & IV of the Constitution
7.25 The Preamble is a masterpiece in brevity aand
concurrently in comprehensiveness. As the sayVing
goes, it captures in a small vessel the vastness of f an
ocean. In just 89 words, it enumerates essentitial
features and values of the constitution on whiiich
citizens o f India had resolved to build tth e
superstructure of India’s sovereign Socialist Secuular
Democratic Republic. In terms of this resolve, itit is
the duty of each and every Indian citizen to ensuure,
through his/her actions and through vigilance : on
his/her part, that the kind of Nation that tthe
Preamble has defined, does indeed emerge aand
continues to remain so. The Preamble then goes >on
to define certain ideals that citizens should, all t the
time keep in the forefront and should strive i to
promote, the ideals being Justice, Liberrty,
Equality and Fraternity. It is thus the duty/ of
each and every citizen to work for the promotionn of
these ideals and to pursue them in his/her dalaily
conduct.
 H HANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION
7.5.26 Part III of the Constitution deals with
Fuundamental Rights of citizens. Main groups of
Rifights are:
1. . Right to Equality (Articles 14 to 18)
2. . Right to Freedom (Articles 19 to 22)
3. .Ttight Against Exploitation ( Articles 23 and 24 )
4. . Right to Freedom of Religion (Articles 25to 30)
5. . Cultural and Educational Rights (Articles 29 &
30) a n d
6. . Right to Constitutional Remedies, These are in
the nature of elaboration of the values set out in
the Preamble in particular those relating to
Justice (social, economic and political) Liberty (of
thought, expression, belief, faith and worship) and
Equality (of status and opportunity).
7.1.27 It is the bounden duty of state to safeguard
evevery one of the rights and to ensure that the spirit
belehind them is duly and sincerely tranlanted into
aciction. Basically, they represent duties of the State.
However, as one examines them closely, one
wo^ould find that in the case of various articles of
Fuundamental Rights, an element of duty on the part
of (f citizens also exists. This is illustrated by citing the
fobllowing examples:
• Article 15(a) — Prohibition of discrimination on
grounds of religion, race, caste, sex or place of
birth: Apart from the State following a policy that
would prohibit any discrimination, it is the duty
of each and every citizen also not to practise
discrimination in his/her own conduct.
• Article 17 - Abolition of untouchability: It is the
duty of each and every citizen not to practice
untouchability.
• Article 18 — Abolition of titles : It is the duty of
each and every citizen not to accept titles
conferred by foreign states without obtaining
permission from appropriate Indian authorities.
• Article 23 — Prohibition of traffic in human beings
and forced labour: It is the duty of each and • Citizens to protect and improve environment; and
every citizen not to act in contravention of this
• Citizens to adopt development oriented outlook.
article.
7.31 Category I above covers clauses (a), (c), (d),
7.r.28 Part IV of the Constitution deals with Directive
and (i) of Article 51A.
Principles of State Policy. Unlike Fundamental Rights,
DUirectlve Principles are not enforceable by courts. & Out of these and indeed out of all the ten clauses,
Hdowever, the principles indicated therein are
neevertheless fundamental in the governance of the
405
country. It is the duty of the State, albeit not
enforceable by courts, to pursue policies and
programmes in line with the principles indicated in
this part of the Constitution. One may ask: Where
and how do the citizens come into it? Citizens have a
right to expect that the State will devise appropriate
policies and programmes to implement the ideals set
out in these principles. Concurrently, citizens have
a duty too: a duty towards the State to give to the
latter all cooperation and support in its endeavour
to implement effectively the Directive Principles.
7.29 The citizen s’ duties as discussed in
paragraphs 7.25 to 7.28 are in the nature of derived
duties as they indirectly flow from the Preamble,
Fundamental Rights and Directive Principles. In
contrast to them, there are specifically stated duties
also which are contained in Article 51A of the
Constitution and are termed as Fundamental Duties.
They were inducted into the constitution some 27
years after the initial enactment of the Constitution
in 1949, the reason being that experience of the
working of the Constitution during that period had
shown that unless citizens themselves did recognize
their own responsibility in respect o f the
implementation of Fundamental Rights and Directive
Principles, the kind of socio-economic milieu that the
country was aiming to achieve would never
m aterialize. Thus Fundam ental Duties were
conceived as a natural corollary of the provisions
regarding Fundamental Rights and Directive
Principles. It was indeed as well that it was done for
the simple reason that collectively the ten clauses of
Fundamental Duties and Derived Duties taken
together now constitute a fairly realistic and forceful
charter of duties, covering all angles of citizens’
constitutional obligations.
7.30 Fundamental Duties as set out the
Constitution have 10 clauses which can be grouped
under four broad categories indicated below:
• Duties of patriotic character;
• Duties requiring citizens to pursue noble ideals
in their social behaviour;
that part of clause (a) which asks the Citizens to
abide by the constitutional ideals is indeed the
406 FUNDAMENTAL DUTIES OF C IT IZ E N S

most far-reaching one. Its implication is that Clause (e) asks citizens to promote harmony tand
citizens have to pursue not only all the duties spirit of common brotherhood amongst all the pteoople
that are listed in Article 51A but also the Derived transcending religions, linguistic, regional or sectcoral
duties flowing from the Preamble, Fundamental diversities and renounce practices derogatory t o the
Rights and Directive Principles. In addition to this dignity of women. India is a pluralist society in whiich
it also asks citizens to respect the National Flag there are diversities in matters such as languaage,
and the National Anthem. Both the Flag and the food habits, religions etc. Despite these diversities
National Anthem are not mere symbols. They are there is fundamental unity in the country and the
much more than that; they represent sovereignty result is that India is one of the countries whicHi is
honour, ideals and values that the nation has known to be a genuinely secular republic. Anotther
committed itself to protect and respect. pointy referred to in clause (e) asks citizens to abj jure
gender discrimination and ensure that women are
Clause (c) is mainly designed to remind citizens
treated properly and with dignity.
that the Preamble of the Constitution contains
resolve made by citizens that India shall be a Clause (f) asks citizens to value and preserve the
Sovereign State meaning thereby that sovereignty rich heritage of India’s composite culture. Indiia’s
— the supreme power — shall be with the citizens culture has always accorded the highest ratingg to
themselves and that they shall secure for the moral values. A Society which has been in existernce
community Justice, Liberty, Equality and for almost five thousand years has rich and compoasite
Fraternity assuring the dignity of individual and heritage. The point emphasized in this clause is; tthat
the unity and integrity of the Nation. citizens of today must treat past heritage as an
invaluable treasure.
O Clause (d) asks the citizens that in case of war or
external aggression citizens of the country should 7.33 Category (iii) deals with clause (g)) of
be prepared to respond call made by the Article 51A.
community for defence.
Citizens are asked in this clause to protect aand
O Clause (i) refers to two basic obligations and asks improve natural environment, including for essts,
citizens to honour them. One: they should adjure lakes, rivers and wild life and to have compasssion
violence and pursue the path of non-violence. for living creatures. There is no doubt at all thait if
Gandhiji pursued this path and preached this degradation of environment continues to take pliace
noble precept all his life. There is great truth in at the level at which it currently is, the comring
this precept. Non-violence does not mean generation will face a grim battle for getting to txake
achieving the objective by cowardice or steps to stop further degradation.
unwarranted submission and surrender: it
7.34 Category (iv) covers two clauses : claiuse
implies achieving the objective by reasoning and
(h) and clause (i)
persuasion. The second point made in clause (i)
is safeguarding of public property. A patriotic Clause (h) asks citizens to develop scientific tempper,
humanism and spirit of inquiry and reform. In todsay’s
citizen should honour this duty to the best of one’s
abilities. world technology is changing fast and if India h ais to
keep its head high and attain an appropriate posittion
7.32 Category (ii) above covers three clauses of
in the comity of nations, its citizens then have; to
Article 51-A, these being clauses (b), (e) and (f).
develop scientific temper.,
In clause (b) citizens are asked to cherish and
Clause (j) in a sense reiterates the same pointt as
follow noble ideals which inspired the national
in clause (h) viz. modern- day Indian citizen should
struggle for freedom. Citizens are thus reminded
strive to achieve excellence in all spheres of indivldlual
about the spirit of selflessness and sacrifice that
and collective activity so that Nation constantly riises
inspired freedom fighters. Their moral fibre was of a
to higher levels of endeavors and achievement.
different kind. Non-violence was the guiding motto
for them and ultimately India won the freedom 7.35 Clauses of Fundamental Duties discusssed
struggle and what is even more important is that above cover a wide spectrum of moral and ethiical
immediately after the second World War, several other values and obligations, important ones be:ing
countries, rules by colonial powers, also achieved developing patriotic fervour and love for one’s oown
their independence. country: sincere adherence to duty with a sensfe of
 f HANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION
deievotion and commitment; inculcating noble ideals
of )f courage, sacrifice, selflessness and single-minded
ackdherence to truthfulness and fair means; tolerance
arand openness to views of others; appreciation of
In ndia’s culture and heritage; promotion of national
inmtegration and unity; concern for environment and
wmld-life; abjuring violence; promotion of equality,
secularism and common brotherhood; developing
scientific outlook, humanism and the spirit of inquiry
arand striving to achieve excellence all along the line.
ThTiese are all inter-connected values and eveiy citizen
owwes it to the community to pursue them with
sir.incerity and imbibe them to the best of one’s own
caiapabilities.
7. ".36 Is each one of the duties and values flowing
frcrom Article 51 -A relevant to business ? The answer
is 3 “yes", with the reservation that some may well be
maiore relevant at a given time and for given segments
of f the society than others. In other words at the
opiperationalizing stage, practical considerations may
we/ell suggest a measure of prioritisation but the long
tererm objective should be inculcation of all the values
byy every citizen of the country, including those
enngaged in business.
V.r. Steps for Operationalization
• Essential elements of action plan:
7.C.37 For speeding up and strengthening of the
op<perationalization process, it is necessary for a
buusiness unit to work out a strategic plan, essential
elelements thereof being the following :
(a) i) Internalization of the concept of Fundamental
Duties against the perspective of constitutional
values and culture.
(b))) Education and training and possible role of
management schools in this regard and
(c ):) Role of chambers and industry association in
helping business sector in the task of
operationalization.
• Awareness Gap
7.3.38 In an earlier part of this paper it has been
statated that the lack of public awareness regarding
connstitutional values and obligations has been the
bigiggest stumbling block in operationalizing the values
anend ideals enshrined in the constitution and that
system a tic efforts are called for to alleviate the
teitituation in this regard. Rights and Duties are
insiseparable from each other. Fundamental Rights do
407
confer rights on citizens but from them flow citizen’s
duties also. In a way, the same is the case with
Directive Principles. Similarly from Fundamental
Duties flow certain values and obligations. Thus,
there is a logical linkage between the Preamble and
Parts II to IV-A of the Constitution. One gets the true
meaning of constitutional values only when one looks
at them as a composite charter of obligations and
values. This is the correct way of looking at
Fundamental Duties and it is necessary that
adequate public awareness is created in this respect.
• Internalisation
7.39 There is a saying that charity begins at home.
This can be modified to state that the task of covering
the awareness gap should begin at home. In a typical
business unit — ranging from small scale units to
mega size corporations — one can identify three layers
of core functionaries:
(a) top leadership;
(b) medium scale executives; and
(c) other employees including workers at the floor
level.
The role of top leadership is crucial in making a
business unit a success — success measured not
merely in terms of profit and loss account and balance
sheet but also in terms of quality, industrial harmony,
unit’s image and also social performance. The top
leadership by its dexterous handling o f the
functionaries in the other two layers would usually
be in a position to influence the latter, particularly
in matters such as social action field. By virtue of its
long experience in business and interaction at top
level with other segments of the society, the top
leadership of a unit, in all likehood, may well be aware
of the constitutional ideals and values and thus it
can play an adequate role in spreading the meassage
of constitutional values within the unit, easily and
effectively. Once the process of internalisation of
constitutional values has been completed then the
process of application of those values to business
operations would also become easy.
• Community Development and Social Welfare
Programmes:
7.40 Some business units have already been
making a measure of contribution by :
• serving the community by taking up Community
Development and Social welfare Programmes and
 408 FUNDAMENTAL DUTIES OF CITIZENE4S

• making an effort at implementing ethical codes such other considerations as nature of activity aand
in business dealings. However, as mentioned kind of products or services which Eire predominanntly
earlier, in both these areas, the effort put in so covered by a chamber on the other. The formulatidon
far by the business sector as a whole is in the of appropriate codes is not the end of the journney.
nature of merely scratching the surface. A single The journey would be deemed to have started onnly
sparrow does not make a spring. This should not when the authors of the codes and their constituennts
be taken to mean that no one is making a comply with them in both belief and deed.
worthwhile contribution. There are some business
• Prioritization in Respect of Fundamentital
houses and corporations which are sincerely
Duties
doing something on their own for the upliftment
of the weaker sections of the community by taking 7.42 As mentioned earlier, the ideal situation wouuld
up these activities but their number is woefully be one in which each and every one in India hhas
small. Hence as one looks at the business sector, reached a stage at which every one is fully conversaant
one does come to a disappointing conclusion. with values enshrined in the clauses of Article 511 -A
There is need for enlightened business leaders to and does indeed adhere to each one of them in onne’s
do some hard thinking about this state of affairs actions. This is, however, an extreme position aand
and step up activities by way of greater may not be practicable, or even necessary, in acticual
involvement in community development and life. However, what may serve the purpose is a systftem
social welfare programmes. In this context, it will of prioritization of obligations and values as containned
be useful to get a director (or more than one in ten clauses of Fundamental Duties, the criteririon
directory) compiled, giving an account of the for prioritization being relevance of selectted
activities taken up by business units in this obligations, values to the nature of activity that t the
regard. It is suggested that the task of compiling sector is engaged in. Applying this propositition,
the directories) should be undertaken by three clauses (j) and (h) would be the ones which would i be
national Chambers o f Commerce - FICCI, most relevant for business sector: clause (j) requiriring
ASSOCHAM and C II. They are in a position to citizens to strive to achieve excellence in all spheeres
request assistance of Regional and other of individual and collective activity so that the natition
chambers in the task of compiling directory/ies. constantly rises to higher levels of endeavor aand
The biggest advantage of such a directory would achievement. So far as clause (h) is concerned, t the
be that it would generate enthusiasm among citizens are asked to develop scientific tempper,
others to set up similar projects and programmes humanism and the spirit of inquiry and reform.i. It
and thus the activity by way of setting up new should be the endeavor of business to pursue t the
projects and programmes would get a boost. tasks assigned in these two clauses with sincerrity
and commitment, so that on one hand the ratee of
• Codes of Conduct
technological development may get accelerated aand
7.41 Norms incorporated in existing codes, of on the other the urge for excellence may enable 1the
conduct formulated by chambers and other similar Nation to scale new heights. In addition to clausess (j)
organisations happen to be restricted in contents in and (h), clause (g) has also a measure of relevancee to
the sense that quite many constitutional values and business. This clause calls upon citizens to protitect
obligations do not figure at all in the existing codes. and improve the natural environment. Businaess
One gets the impression as if authors of codes are sector should play its due role in this field also.
not even aware of ethical values and obligations
• Education, Training and Possible ro le ; of
enshrined in Article 51-A. Paragraph 7.35 of this
Management Schools
paper indicates in a summary form the contents of
constitutional values and obligations. A comparison 7.43 Education aind training are important inpouts
of those with chambers' existing codes would show for creating awareness in the community regardding
that the latter are deficient in several respects. It is Constitutional Rights, Duties and Values. IThe
suggested that chambers and industry associations preceding chapters have dealt with, at length, relevvant
should have a re-look at their existing codes and then issues relating to value education which would coover
come out with model ones which can be the basis for inter-alia constitutional values and obligations aklso.
formulating suitable codes, duly taking into account For those engaged in business, the appropriate meedia
constitutional values on one hand and locational and for imparting values and issues connected with vaalue
 I HANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION
ecducation would be discussion groups, seminars and
wvorkshops. It would also be desirable to tap the
exxpertise of institutions like management schools and
siiimilar institutions in this regard.
• ■ Role of chambers and Industry Associations
7.’.44 Chambers of commerce and industry
asssociation are the formal spokesman of business.
409
There are several issues which individual business
units may not be able to sort out on their own. Herein
comes the importance of representative institution
of business viz. chambers and associations. They
should give a lead to their members and use their
initiative for organizing conferences, seminars and
workshops wherein the focus of discussion would be
constitutional values and obligations.
 8
Media and Citizenship Duties
Constitutional Goals
The Constitution of India is the supreme law of the
land. We, the people of this country .gave this
Constitution to ourselves after we became free from
foreign yoke. It is not only our fundamental law but
also a charter of our social, political, economic and
cultural values. The Constitution incorporates
enforceable Fundamental Rights. It also contains all
social and economic Human Rights as Directive
Principles of the State Policy and makes them
fundamental in the governance of the country.
Articles 36 to 51 of the Constitution give a blue print
for the welfare of the State. These articles, inter alia,
aim at securing a social order, promoting equality of
sexes, organising democratic local government,
providing an uniform system of laws, promoting
education, health and a reasonable standard of living.
Freedom of Speech
8.2 Article 19 of the Constitution of India
guarantees various civil rights to the citizens of this
country. These are common law rights and are
recognized and guaranteed as the natural rights and
the fundamental in nature. Article 19(1)(a) of our
Constitution guarantees to all the citizens the right
to freedom of speech and expression.
Media’s Freedom
Media which includes television, radio and the press
is one of the most effective means of mass
communication in creating public opinion and also
in arousing popular conscience. It is watched by
people of all ages at all places in the country. It is a
great instrument for public good and can be a public
curse if directed to anti-social objectives. It has played
Shri Prem Kumaar
a vital role in our national life. Inspite of creepining
commercialization, it has by and large maintaineied
its concern for public interest. Although most of thhe
media is in private hands, it is performing vital publolic
functions. The freedom of the media is a species c of
the larger right of the free speech and expressionn.
Article 19 of ‘A Universal Declaration of Humaan
Rights’ which has laid down essential freedoms thaat
mankind should enjoy provides : “Everyone has ththe
right to freedom of opinion and expression, the rigl^ht
includes freedom to hold opinion without interferennce
and to seek, to receive and impart information annd
ideas through any media regardless of frontierss”.
Several rights emanate from this article like: (a) thhe
right to seek and receive information and ideas froiom
within the country and from abroad, (b) the right t to
impart information and ideas from within the countitry
and abroad, (c) the right to seek and receivive
information and to impart information and idesas
through any media whether print or electronnic,
(d) the right to form and hold opinion on the basis 6 of
information and ideas received from within thhe
country or from, abroad, and (e) the right to do s so
without any interference.
8.3 Freedom of communication involves twwo
aspects, one ‘the right to know’ and the other ‘tithe
right to communicate’. In propagating the knowledge
about these, the journalists, the press and the meddia
in general have a vital role to play. They are thhe
watchdogs of the rights. The communication couuld
be made through any medium, nowspapers ( or
movies. Because of such wide impact on the sociefcty,
the media should become conscious of thhe
satisfactoiy discharge of its constitutional obligationns.
8.4 It is clear that the idea of a Human Righhts
only makes sense if we acknowledge the duty of £all
people to respect it. Human relations are universaUlly
 hHANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION 411

baised on the existence of both rights and duties. This 8.6 Talking of social responsibility, exposure of
gojlden rule is incorporated in the Fundamental corruption, particularly in public sphere, is indeed a
Prrinciples for Humanity proposed by the Inter Action duty of the media. In the political sphere it becomes
Ccouncil to the United Nations a draft — ‘A Universal the duty of the media to promote national unity and
Deec.laration of Human Responsibilities’. Bearing in national integration. In matters of communal
miind the Golden Rule, the media has to inculcate in reporting, the media must observe restraint and
thie masses the sense of fulfilling their societal reports must not fan communalism and should be
obligations. The media has to educate the people that directed towards promoting communal harmony. The
freeedom can never be exercised without limits. media must deal with social and economic conditions
Urnrestricted freedom poses grave dangers. Great of the country in the proper manner. The media
social injustices have resulted from extreme economic should expose all social, religious and caste
freeedom and capitalist greed: prejudices. The media must champion the cause of
exploited sections of the people. Media should also
MIedia’s Limitations inform the people of the economic condition in the
country. It becomes the duty of the media to bring to
8.1.5 This freedom must be exercised with the notice of the people inefficiency and corruption,
ciirc umspection and care must be taken not to trench if there be any, in the implementation of any such
om the rights of other citizens or to jeopardise public plans and projects or in the functioning of any public
initerest. This right is subject to reasonable centre undertaking entrusted with the responsibility
reesitrictions on the grounds set out under Article of the development and the growth of the economy of
193(1(2) of the Constitution. The reasonable limitations the country.
cam be put in the interest of sovereignty and integrity
8.7 The rights and responsibilities are related to
o f' India, the security of the State, friendly relations
the role the media as an institution is called upon to
wiith foreign States, public order, decency or .morality
play. The Fundamental Duties enshrined in the
or- iin relation to contempt of court, defamation or
Constitution for the citizens would also mould the
imciitement to an offence. The media, when it is run
role of the media in the society. The traditional role
ass a business, is also subject to the restrictions which
ascribed to the media is to inform, educate and
maay be imposed by State on any business, under
entertain the people, whatever the character of tiie
Arrtiicle 19(6) of the Constitution. When both rights
society. Media is a power and like all powers, it can
arre claimed and exercised by the media viz. the right
be used for constructive as well as destructive
to i free speech and expression and the right to
purposes. The role of media, print and electronic, to
biusiness, it will be subject to both the set of
the extent it can provide support to the students and
ressttrictions viz. those under Article 19(2) and 19(6).
teaching community in particular and in educating
It is obvious that over the years there has been
the general citizenry needs to be exploited to create
asscendancy of consumerism and eroticism in the
an impact on the minds of the citizens to nurture
maass media and decline of ethical values in public
Fundamental Duties in their lives. Media on the other
liffe. The media as a whole has, therefore, to
hand has to pay adequate attention to the primary
chearly understand its responsibilities towards
problems of mass poverty and mass illiteracy and of
thie society and the nation arising from its
strengthening the moral character and fibre of the
constitutional obligations. There is need for the mass
society. The common masses have a right to be
mtedia to be relevant and morally responsible to the
informed on all matters affecting their lives. The
society.
media wields very great influence on the minds of
M!ac Bride Report emphasises the following the people. When mass media act in concert to bring
responsibilities : a topic before the nation, it gains importance
• Contractual responsibility in relation to the media regardless of its inherent significance, conversely,
and their internal organization when the media reduces the importance of a topic by
a casual and low keyed treatment, popular interest
• Social responsibility entailing obligations towards is not aroused. It is necessary that media makes
public opinion and the society as a whole. sincere efforts to cover adequately subjects related
• R esponsibility towards the international to poverty, health, education, religion, environment,
community relating to respect of human social and racial prejudices and exploitation of every
values. kind, social, political and economic.
 412 FUNDAMENTAL DUTIES OF CITIZENS S
V -------- -------- ------------....----- .--- —— — ------- ----- ——-------- •--------------------------------------------------------------------------------------------------------------------- ------------- ---- ----------------------------- ----------

Code of conduct for the Media for Cable Operators, the Code for Commerciaal
Advertising on Doordarshan. The code of advertisiring
8.8 This brings us to evolving Code of Conduct for Practice of Advertising Standards Council of Indidia,
the media. The freedom the media enjoys is to be Code of ethics for editors adopted by the Standiring
exercised in the interest of the society. Moreover, Committee of All India Newspapers Editor rs'
freedom implies responsibility for the abuse of Conference. It is the duty of those engaged in tithe
freedom ultimately destroys the freedom itself. Even Media to get these Fundamental Duties incorporateted
for the use of freedom by media is no exception. Its in the respective codes, regulations or the guidelinoes
capacity to guide or misguide the people is in the first instance and work in the direction of theese
tremendous. At the same time the media is to make becoming known and followed by all concerned.
itself accountable to the people. There is thus the
constitu tional need for an independent and
autonomous institution like the media council which Duties Implicit in the Constitution
should evolve a code of conduct or of ethics for the 8.10 The Supreme Court had taken the view i in
media. There is the Press Council of India. Several 1970 itself that the Constitution contains rights eas
Media organizations, advertising industry and well as duties. In the case of Chander Bhan vs thhe
professional bodies suitable standards. Some State of Mysore AIR 1970 SC 2042 the court observeted:
countries have appointed ombudsman to monitor and “It is a fallacy to think that under our Constitutiaon
deal internally with the transgressions of the ethics there are only rights and no duties. The provisionns
by various constituents of the media. in Part IV enable the legislature to impose variouus
duties on the citizens. There can be no doubt thaat
Press Council o f India framers of the Constitution did not feel the necessitity
of incorporating specifically the Fundamental Dutieies
8.9 The print media has to be sufficiently sensitive in the Constitution as they presumed that thes:se
in fulfilling its public function. To ensure that the would be covered under the basic values inherent i in
press is alive to its responsibility, the Parliament the Preamble to the Constitution of India. Moreove/er
created a statutory Press Council of India. The they thought that societal and national obligationns
Council has been established with the objects of the of promoting harmony, secularism and preservinng
preserving the freedom of the press and of the rich heritage of the composite Indian culture wenre
Maintaining improving the standards of newspapers basic and inherent values to be practised by eac.ch
and news agencies in the country. It is to further and everyone. These have been a part of the Indiaan
these objects, that the Council is required among tradition, mythology, religions and practices. As succh
other things, to help newspapers and news agencies no need was felt to incorporate them specifically i in
to maintain independence; to build up a code of the Constitution.”
conduct for newspapers agencies and journalists in
accordance with high professional standards to
ensure on their part the maintenance of high The Fundamental Duties
standards of public taste and to foster a due sense of
8.11 The Fundamental Duties formally came to bbe
the rights and responsibilities of citizenship and to
incorporated in a new chapter IV-A by thhe
foster the growth of a sense of responsibility and
Constitution ( Forty-second Amendment) Act, 197P6,
public service among all those engaged in the
Article 51A contains Fundamental Duties whicch
profession of journalism.
includes among others, the duty to abide by thhe
As a result the press has not developed Constitution and to respect its ideals and institutionns;
community accountability to increase its credibility to uphold and protect the sovereignty, unity annd
with the public. The press has to act with integrity of India; to promote harmony and spirit c of
responsibility and professionally in fulfilling its code common brotherhood amongst all the people of Indilia
of a public service institution sensitive to the duties transcending all barriers; to protect and improvve
enshrined in the Constitution both for themselves natural environment; to value and preserve the ricch
and for the masses as well. The Press Council will heritage of our composite culture, to develop scientiflflc
have to pay more attention to this aspect of its temper, humanism and the spirit of inquiry annd
functions. There are Guidelines to Board of Film reform; and to strive towards excellence in all spherees
Censors, the Broadcasting Code governing All India of individual and collective activity. These duties anre
Radio, the Programme Code and the Advertising code in consonance with Article 29(1) of A Universsal
 HIANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION
Declaration of Human Rights which says "everyone
ha&s duties to the community in which alone the free
anod full development of his personality is possible ".
8.112 The Fundamental Duties enumerated in
Artticle 51A are addressed to every citizen of this
coiuntry. He owes these duties to the state, the
coiuntiy and the nation. Although this article may be
saiid to be providing fundamental duties to be
perrformed by every citizen, these may actually be
callled the rights in the citizenry. The endurance of a
dermocratic republic depends on inspiring individual
retsponsibility. Although these duties are not
justiciable, nonetheless these act as guidelines for
pittizens in regulating their conduct in public life. It
is (expected that the citizen should be his own monitor
>vtnile exercising and enforcing his Fundamental
Rijtghts. Every citizen has to remember that he owes
thee duties specified in Article 51A to the State and
thcat if he does not care for the duties he should not
deeserve the rights. In this regard it is essential to
rermember the message of Mahatma Gandhi who said
thiat all rights to be deserved and preserved come
fra>m duty of citizenship of the world. From this one
furndamental statement, perhaps it is easy to define
duities of man and woman and correlate every right
to some corresponding duty to be first performed.
Wee cannot enjoy the fruits of democracy unless we
fullfil the responsibilities that devolve upon us as
cittizens. When everyone has the same rights, its
enforcement is possible only when others respect
thiem. The duty to abide by the constitution for
excample is to accept the social and political
phiilosophy enshrined therein and these citizens in
amy walk of life would be duty bound to regulate their
fcomduct in furtherance of constitutional goals of
soocial engineering and nation building. For example,
evrery citizen is required to uphold the sovereignty
kmd unity of the country. Be it a politician, media
peerson, a professional or an ordinary citizen
performing his work in any sphere of life, everyone is
Cxcpected to mould his role not only as a responsible
Suibject of the State but also as a citizen ruler. The
responsibility to accelerate the pace of improvement
ini the country lies on the shoulders of every citizen
byy contributing his bit in whichever position he is.
Ini a democracy the people are sovereign. They are
thie real rulers. Those who are concerned with various
goovernment organs and public institutions have to
acct in the interest of the people in general. Every
htolder o f public office has to also obey the
bconstitutional mandate like any other citizen. All
emforcement agencies should follow in practice the
413
Seven Principles of Public Life contained in the First
R eport of the UK’s Committee on Standards in Public
Liife which are : selflessness, integrity, objectivity,
accountability, openness, honesty and leadership. To
achieve the constitutional goals, every citizen is
required to contribute his mite. Citizens have to
perform their duties in a manner that respect the
rights of others, protects the interest o f the
community and strengthens the nation’s will and
rapacity to develop its potential.
8 .13 The need to imbibe Fundamental Duties in
the citizens of the country has arisen because
Fundamental Duties have remained dead letter in
the Constitution. It has not come out to reach even
the class of people who handle the Constitution. We
have become vocal in enforcing Fundamental Rights
giiven in the Constitution. We have become right
oriented society. Indian approach has never been of
abandonment of one’s duties. It is non-adherence to
the Fundamental Duties and that entitlement of
rights is dependent upon performance of duties. This
can be done only if Fundamental Duties are brought
into their minds and living process through teaching
and educating. Media has to play a major role in this
so that a right balance between Rights and Duties
may emerge.
8 .14 The media which wields very great influence
amd are expected to influence the minds of the people
must play its role properly and effectively. It has to
be appreciated that the importance that the media
may enjoy will largely and necessarily depend on the
credibility of the media. It, therefore, becomes the
duty of the media to feed the people with true and
correct information. It becomes the duty of the media
to deal with every aspect of the political situation
and political activities. The media must inform the
people of the happenings all over the world and it is
not enough merely to report such events or use
scandals in high societies as may have sensational
ingredients. It becomes the duty of the media to report
aJLl political, social and economic developments in the
country and also in far away places since all such
events may affect the country and the life of the
community. In imparting information the media must
observe objectivity and should make every report true,
faithful and accurate. The media, must not under­
estimate the intelligence of the people or over­
estimate the information and must appreciate that
tlhe role of the media which is indeed very important
may only continue to remain so, as long as the media
enjoy credibility and the confidence of the readers,
viewers and listeners.
 414 FUNDAMENTAL DUTIES OF Cm ZENM S

Strategies for Effective Implementation the mass media. But it is also true that these cannnot
of Fundamental Duties be solved without the help of mass media. Soluttion
of these problems would depend upon soccial
8.15 The foremost to consider is how best the mobilisation. The media has to create awareness.. TThe
concept of Constitution, its ideals and institutions, developmental aim of improving the standards? of
could be made known to the masses by the mass living and the quality of life can be achieved onlly/ by
media. The spirit of the Constitution is respected in liberating ingenuity and initiative in all the citiizeens
the expression We the people of India’ in the preamble of the country so that they can find new ways of dooing
which has found a generic meaning imparting things more quickly and more efficiently insteadd of
directions of citizen behaviour on the part of all repeating their activities in a routinised way. TThe
concerned. The Constitution preserves Indian ethos media should lead the masses to the construicttive
and our cultural heritage by promising dignity of the path. This involves that each person must clarify ; his
individual. own goals and values and visualise his place in 1the
future social pattern. This is the righ t aind
Although the task relating to operationalisation
responsibility of a citizen in a free society. It aalso
of the teaching of Fundamental Duties is largely that
involves the policy decision of the group as a wlhcole.
of the State Governm ents and the Central
Government the obligation of the media in this regard 8.17 It has to be realised that the endurances of
is no less. The powerful impact of media including our republic depends on inspiring individiual
electronic and print media has to be fully exploited responsibility. Our country’s future depends on tthe
to transmit messages on Fundamental Duties to all capacity of our people for self-governance. The mieedia
levels of the citizenry. will have to play an important role in preparing tthe
younger generations, in particular, for assuming tthieir
Duty to Abide by the Constitution roles as constructive and responsible citizens. I ncdia
is only as strong as the character and will o f tthe
8.16 The first Fundamental Duty is to abide by people who comprise it. The constitution cannot wcork
the C onstitution and respect its ideals and in a society devoid of virtues. Our constitution iss a
institutions, the National Flag and the National living document and the Media has to play duty/' of
Anthem. The relevant features of our constitution are not only itself abiding by it but also giving mesisaage
Parliamentary democracy, federalism, separation of to the people of the country coming from all wallkss of
powers, socialism, secularism, democracy, judicial life of constitutional supremacy. Therefore, theree is
review, rule of law, justice, liberty, equality, fraternity, need to make a conscious efforts by the mediiai to
individual dignity and unity and integrity of the promote an awareness of the c o n s titu tio n a l
nation. It is an instrument of social engineering and obligations among the citizens. Media has also to ;act
nation building. It is respect for the constitutional as watchdog to see that those who man tthe
Values that the media must aim at. The media has to Legislature, the Executive and the Judiciary aind
educate the masses. Secondly, media has to act a various other public institutions and in s t r u ­
catalyst of social and economic change Creation of mentalities of the State do not misuse the sarme.
citizenry conscious of citizen values including their Convenience or expediency is not a measure; of
rights and duties committed to the principles constitutionality. Constitution would live as lonig[ as
embodied in our constitution is a prerequisite to social constitutional structure vested in various orgamss is
advancement, economic development and political protected and preserved. There can be no doubt tlhat
progress of our country. For this media will have to virtue is the bedrock of constitutional democracy^.
give prominent coverage to rural India as well. The
amount of efforts invested in political crime or other The National Flag
Juicy stuff is much more than developmental features.
The fundamental development problems facing the 8.18 Love for one’s own country is inborn in all
country are: achieving a high rate of economic growth, civilized men. It is manifested inter alia by respectt to
establishing a sense of legitim acy towards the national symbols and by identifying oneself w/ith
constitutional values and public institutions and national pride and glory. One such symbol of
creation of a sense of nationality among the diverse sovereignty, national integration and pride is tthe
segments and layers of the society. It is true that National Flag. The Flag symbolizes the evolutiom of
these developmental problems cannot be solved by people’s aspirations. On the eve of independence of
 HHANDBOOK FOR OPERATIONLIZATION OF CmZENSHIP VALUES UNDER THE CONTSTITUTION
Inadia, the Tricolour (Tiranga) was adopted in the
Coonstituent Assembly on 22 July 1947.
Our flag represents the spirit of the nation, the
traadition of synthesis, which characterised us for
thaousands of years. The emblem on the flag is an
exKact reproduction of the wheel on the capital of
Asbhoka’s Sarnath Pillar which is a symbol of India’s
anocient culture. It is a symbol of the many things
thaat India has stood for through the ages. It is a
syumbol of progress. It is a flag of freedom for all people.
As 3 Ms. Sarojini Naidu said at that time that under
thiiis flag, there is no difference between a prince and
a ppeasant, between the rich and the poor, between
maan and woman. Dr S. Radhakrishnan said at that
tirrme the Ashoka wheel in the centre of the while is
thee wheel of law of Dharma. Truth or Satya, dharma
or * virtue ought to be the controlling principles of all
thaose who work under this flag.
8.119 Such are the significations of our National-
Elaag the tricolour. It is one of the fundamental duties
of e every citizen to respect the National Flag. The media
haas a duty to educate the masses about what
Tri'icolour epitomizes and to encourage them to
emnulate the message it seeks to convey. And to accord
duue respect to this solemn symbol of the nation, the
Flaag Code provides various guidelines. It is the
bouunden duty of the media to educate citizens about
thee Flag Code and to familiarise them with the
couurtesies and ceremonies connected with it.
Whherever the National-Flag is flown, it should occupy
thee position of honour. It must not be misused in
an\iy way. The misuse or improper use of the National-
Flaag is obviously likely to offend the sentiments of
thee people. The media must educate people that
whhoever in public place or in any other place within
puhblic view burns, mutilates, destroys, tramples upon
or r otherwise brings into contempt {whether by words
feitlther spoken or written or by acts) the National-Flag
or r any part thereof, is liable to be punished under
thee Prevention of Insults to National Honour Act,
li9'371. Media should also highlight the fact that its
usse for any trade, business, calling or profession or
in t the title of any patent or in any trademark or design
witithout the prior perm ission of the Central
Gowernment is an offence under the Emblems and
Naames (Prevention of Improper Use ) Act, 19950.
Meedia has to devote sufficient attention in inculcating
a ssense of duty in the ordinary citizen to respect the
faaational Flag which is essentially the State’s
insstrument inseparably connected with nationality,
Sowereignty and national honour and pride.
415
8.20 The display of the National-Flag by Indian
people during sports meets including Asiads and
Olympics displays their patriotic feelings and is public
expression of their nationalism. The media should
encourage people to show their love and respect for
the solemn symbol.
The National Anthem and the Constitution, are
also considered the symbols of sovereignty and
integrity of the nation. What applies to the case of
Tricolour equally applies to Constitution. As regards
National Anthem, no one is supposed to intentionally
prevent its singing or cause disturbance to the
assembly engaged in such singing. Any one doing so
can be punished upto three years or with fine or both.
Media should, therefore, constantly educate people
that Constitution and symbols of sovereignty could
only be preserved by the public spirit and vigilance
of its citizens and these could also be destroyed by
its citizens.
Role in Nation Building
8.21 Media can play a very effective role in nation
building. It can make the citizens cherish and follow
the noble ideas which inspired our national struggle
for freedom. It can inspire the citizens to defend the
country and render national service when called upon
to do so.
8.22 During the period of subjugation the
nationalists in India had a common goal viz.
independence of the motherland. They followed
different paths. Some were extremists, militants,
religious extrem ists, m other worshippers,
vendantists. Some advocated organized rebellion.
Some were terrorists. Some advocated constructive
nationalism. Some prepared the nation for freedom.
There were also reformists movements like that of
Brahmo Samaj, Arya Samaj, Ramakrishna Mission.
There were moderates also. Then there were
Congressmen. Aurbindo Ghosh was for an all round
development of Indian Nationalism. He emphasised
that we are a nation inhabiting a great country in
which many civiliations have met, full of rich material
and unused capacities. We must cease to think and
act like the inhabitants of an obscure Eind petty
village. He was of the view that only by a general
intellectual and spiritual awakening can this nation
fulfil its destiny. He believed in the oneness of
humanity. He was convinced that a spiritual
awEikening, a re-awakening to the true self of a nation
is the most important condition of our national
 416
greatness. He believed that humanity is about to
enlarge in scope by new knowledge, new power and
Capacities, which will create as great a revolution in
human life as the physical science of nineteenth
pentuiy. Here too, India holds in her past, a little
rusted and put out of use, the key of the humanity’s
future. Such were our ethos. The media must
emphasise the noble ideals that our Nationalists
eherished and should work in consolidating the
nation, raise its intellectual and moral tone, increase
its economic efficiency.
8.23 As a first step the Government has to prepare
an adequate policy frame and mechanism for media
towards nation building. The media’s potential has
to be harnessed for issues such as rural development,
empowerment o f women, distance education,
environmental protection, civic consciousness and
human rights awareness. Media must be used as an
important policy instrument in the social, educational
and development planning and in fulfillment of
constitutional goals of building a welfare society based
on rule of law. The media policy must focus on
jnobilising human potential through (a) access to
material resources like good health, education,
housing, and (b) creation of a culture and
environment that guarantees freedom, human rights
and personal self respect. The nation building process
must centre around central values embodied in the
preamble of the Constitution in the creation of a
secular, socialist and democratic society.
8.24 As Media is both Government controlled and
in Private sector, there is all the more need to not
only formulate a comprehensive media policy but also
create vital com m unication link within the
government and between the government and the
people in nation building activities. There has to be
p. close co-ordination w ithin the concerned
government departments and other institutions
Responsible for implementation. The vast potential
pf the mass media has to be utilised for making
different sections of the society conscious of their
constitutional responsibilities and fundamental
duties while integrating entertainment with socially
relevant and useful message in the entertainment
programmes themselves.
Duty to Uphold and Project
the Sovereignty, Unity and
Integrity o f India
8.25 Media has a special duty to uphold protect
the sovereignty, unity and integrity of India. Our
FUNDAMENTAL DUTIES OF CITTZEINSS
Constitutional values insist upon safeguardiing
sensitively and zealously our sovereignty. For miecdia
it means safeguarding peoples’ democratic interessts.
The media must become alive to the dangers possed
to our sovereignty by distortion of information aand
dissemination of news by certain market forces booth
within and outside the country because anti-natiiornal
foreign forces may use extra-territorial n e w s
instruments to enter the country, install themselvves
with high tech facilities and undo people’s resistamce
when economic empires occupy critical areas. Ormce
market economy, divorced from social good becotmnes
the dominant factor of media business, there is cveery
chance of manipulation of mass response and rrraass
culture to the detriment of public interest. Our vaJuues
are apt to suffer eclipse if foreign domination of miecdia
committed to alien ethos, acculturation and poliitirical
proselytization, culminating in contempt for IndLian
heritage and constitutional basis romps in and omce
in, cannot be reined in. There will be subversion i of
our founding faith implicit in our Sovereign Socialists
Secular Democratic Polity. It is, therefore, mediaa’s
bounden duty to be on the guard and ressist
subversion for its very survival and the counltrry’s
sovereignty. The Press Council of India which iss a
friendly watchdog of the press has to ensure thhat
press remains free and responsible. One of tthe
functions of the Council is to keep under review classes
of assistance received by any newspaper or nie^ws
agency in India from any foreign source. The Courmcil
has, therefore, to be vigilant in ensuring freedom i of
the press because a lapdog press, with strings pulliled
from abroad, is a threat to our independemtce.
Sovereignty, integrity and fraternity, so important i for
national advance as an independent country, wiill 1be
contingent upon the inner commitment of the miecdia
to its countrymen.
Media’s Duty to Promote
C o m m u n al Harmony
8.26 It is the duty of the media to promote harnnoony
and the spirit of common brotherhood amongst all
the people of India transcending religious, linguiisstic
and regional or sectional diversities. Communaliasm
and casteism are most divisive maladies. The meedia
which enjoys the utmost freedom of expression Hias
a great and a vital role to play in educating amd
moulding public opinion on correct lines in regardl to
the need for friendly and harmonious relatioons
between the various communities and religicous
groups forming the fabric of Indian political life aand
in mirroring the conscience of the best minds o f tthe
 HHANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER THE CONTSTITUTION
coountry to achieve national solidarity. The press
shoould not indulge in the following which the Press
Coouncil of India considers as offending against the
jouurnalistic ethics in this regard :
(a )) Distortion of exaggeration of facts or incidents in
relation to communal matters or giving currency
to unverified rumours, suspicions or inferences
as if they were facts and base their comments on
them.
(b)') Employment of intemperate or unrestrained
language in the presentation of news or views,
even as a piece of literary flourish or for the
purpose of rhetoric or emphasis.
(c) ) Encouraging or condoning violence even in the
case of provocation as a means of obtaining
redress of grievances whether the same be
genuine or not.
(d )) While it is the legitimate function of the press to
draw attention to the genuine and legitimate
grievances of any community with a view to
having the same redressed by all peaceful, legal
and legitimate means, it is improper and a breach
of journalistic ethics to invent grievances, or to
exaggerate real grievances, as these tend to
promote communal ill-feeling and accenturate
discord.
(e) 1 Scurrilous and untrue attacks on communities,
or individuals, particularly when this is
accompanied by charges attributing misconduct
to them as due to their being members of a
particular community or caste.
(f) Falsely giving a communal colour to incidents
which might occur in which members of different
communities happen to be involved.
(g)) Emphasising matters that are not to produce
communal hatred or ill-will, or fostering feelings
of distrust between communities.
(h) l) Publishing alarming news which are in substance
untrue or made provocative comments on such
news or even otherwise calculated to embitter
relations between different communities or
regional or linguistic groups.
(i) Exaggerating actual happenings to achieve
sensationalism and publication of news which
adversely affect communal harmony with banner
headlines or in distinctive types.
0) 1 Making disrespectful, derogatory or insulting
remarks on or reference to the different religious
or faiths or their founders.
417
Media Programmes related Culture and
Values, and Environment: Clause (F)
and (G) of Article 51A.
8.27 Media should made special effort to highlight
programmes which support and promote activities
related to national integration, culture and values,
and environment. Ministries of the Government have
come out with various schemes/programmes related
to these areas. These schemes/programmes have not
caught the attention of the public. The concerned
Ministries allocate amount to various NGOs to
implement these schemes and programmes. The
media will have to pay attention to the working and
implementation of these schemes to see that the
desired objectives of creating proper value system
among the citizens are achieved.
8.28 The media should exercise considerable
circumspection on the programmes, serials, pictures,
news and advertisements affecting the morality or
the decency of our people and cultural heritage of
the country. The moral values in particular should
not be allowed to be sacrificed in the guise of the
social change or cultured assimilation. Our country
has the distinction of giving birth to a galaxy of great
sages and thinkers. The great sages and thinkers
through their life and conduct provided principles
for people to follow the path of right conduct. We have
the concept of ‘Dharma’ (righteousness in every
respect) a unique contribution of Indian Civilization
to the humanity of the world. It seems that
unfortunately the foreign electronic media has been
setting the agenda for the broadcasting system as a
whole. Programming is increasingly determined by
reach rather than by substance. Its central aim is
the generation o f revenue rather than the
rejuvenation of cultural and social life. From the State
monopoly we are shifting to ‘market’ monopoly where
we are focussing attention on the consumer alone.
Under genuine public control, it must perforce the
citizen. Instead of catering to the needs of its natural
constituency which is the India citizenry, the media
has indulged in political conformism, commercial
aggrandizem ent and consumerism. This will
necessarily entail programming which as a rule tends
to debase tastes and lower standards. The
Broadcasting system is deviating from the values and
aspirations enshrined in the preamble o f the
Constitution, in its articles on the rights and duties
of citizens and many of its directive principles — all
of which taken together, constitute the conceptual
basis of the India media.
 418
8.29 The market is not a substitute for civil society.
The Broadcasting System has to keep in miind the
public interest and render public service. There is
thus need for a strong and vibrant public
broadcasting system in India. While our schoiols and
colleges stuff more than more information in to the
young, they impart no values to live by and thrive
for. As a result, the vacuum in the educational
institutions is being filled by the mamimon of
consumerism and eroticism by the mass media
resulting in miseducation. The prime culprits are the
various television channels and films. Thuese are
seducing the young, degrading public taste and
deadening the social conscience through alluring
advertisements and lewd or vivacious entertaiinment.
The sexualintimacy including fantasy hats been
brought into public view for titillation. There is need
for mass media to be relevant and morally responsible
to the society.
8.30 We now come to the citizen’s duty to protect
and improve the natural environment imcluding
forests, lakes, rivers, wild life and to have comipassion
for living creatures. The existence of the mankind is
threatened today due to pollution of air, waiter and
earth and the ecological imbalance. This is; due to
overpopulation, over cultivation, over industriali­
zation and urbanization. The result is intensive and
extensive exploitation of nature and comgested,
insanitary and unhygienic living and working
conditions. Further the use of dangerous tecihnology
for production and manufacture of poiisonous
products, the production of unclear and c:hemical
weapons, dumping of nuclear waste the emiission of
green house gases that are prominent amiong the
cause.
8.31 Due to the ever increasing population the
demand for the land has increased and foresit growth
lias been and is being cut down. Man has. started
encroaching upon nature and its assets. As a result
ecology and environment has been affectted in a
serious way. There is thus, need to be awaire of its
possible consequence. Much has not been done by
the Government in this regard though couirts have
taken lead to ensure preservation of the enviironment
ajid keeping the ecological balance unaffectetd. In fact
it is not the task of the governments alone: but the
task that every citizen must undertake. It is a social
obligation and fundamental duty of eveny citizen
under Article 51A((g) of the Constitution which he
has to be reminded by media as well. Media must
spread aw areness to citizens and arouse
consciousness in citizenry for environmental
FUNDAMENTAL DUTIES OF CITIZENS ,
protection. The media must highlight the privileges
of the Forest Conversation Act 1980 enacted witth a-
view to check further deforestation. Any non-forest
activity in a ‘forest’ areas can be done only with p>rior
approval of the Central Government. The Sltate^
Governments must promptly ensure total cessaitiorx
of non-forest activity in ‘forest’ areas. Media should
monitor whether directions of the courts in tiheir
various judgement are being followed or mot.
Reference may be made in particular to the judgement
of Supreme Court in the case of T.N. Godvariman
Thirumulkpad vs Union of India and others wlhere
exhaustive instructions have been given to the various
State Governments for the Constitution of Expert
Committees and for follow up actions, Referenc e imay
also be made to the judgement in the case of Velllore
Citizens Welfare Forum vs Union of India and otlhers
where the Central Government has been direc tesd to
constitute an authority under section 3(333) off the
Environment (Protection ) Act 1986 to be headeed by
are tired High Court Judge and other members halving
expertise in the field of pollution control and
environment protection. This is with regard to) the
situation created by tanneries and other potluiting
industries in the State of Tamil Nadu.
It is the bounden duty of media to highlightt the
polluting factors and ecology-destructive actiwities
and educate people to adopt alternative eco-frie;ndly
means. The media should also highlight th»e eco-
friendly means of development in vogue in varrious
fields. Further the media has to strike at thie root
cause of the environmental destruction by preac^hing
against consumerism.
8.32 Environment issues get too little space im the
media. The media should take the role of an aicttivist
guard. It is not that it has to be a current topiic: or a
part of political agenda that the media wiilll pay
attention to it. Media people have to remain ailiive to
their constitutional responsibilities arising from
Fundamental Duties to see that subjects i like
environment do not become a casualty. Medliaa will
have to train itself to gain skill in presenting autthientic
available information in language everyomes can
understand. Media w ill have to remov/e; the
misconception that taking up issues of envirotmment
is acting anti-development.
8.33 Media can play a pivotal role in motoililising
the people and making development particijpaatory.
Media can create public involvement thircough^
advocating and transferring knowledge, skilllss anc j
techniques to the people. Media should play ;a i mort
NDBOOOGCDOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UNDER. THE CONTSTITUTION
ictive ve vee role in generating awareness about various
tl devevewelopment programmes.
ty totctco Safeguard Public Property and
jure 'te e; Violence
4 In li hn a free democratic society, it is the duty of
ry citiatiittizen to safeguard public properly and abjure
lencececee. Various pressure groups, criminals,
oristsststts and anti-nationals indulge in destruction
public liclicc property and resort to violent methods to
lieve tie 1e their nefarious ends. There is no doubt that
)tectioticticon of the people against most forms of violence
the fir fi fiirst job of the governmental organisations-
cutivdviv/e, legislative and judicial. The media has a
ty totctco make people understand the varied
inifesiesesstations of violence. In a democracy the
>lencececes of the ghetto, where common conditions
cluded<dfe ignorance, deprivation, and official
vernrrnmimental failure to ensure that the laws are
ecutectetetd in letter and spirit is actually more over
a n in in n the authoritarian state. Then there is a wide
>veraga;ajge of violence in films, TVs and cable
ogranaraimmes. Easy publicity on television has helped
e sprejroreead of what might be called today’s ‘fashions’
adolloollescent violence, whether by students,
inoritHtitiies or other protestors. Media has a duty to
419
avoid presenting acts of violence, armed robberies
and tenrorist activities in a manner that glorifies the
perpetrators acts, declarations or death in the eyes
of the piublic. Acts of communal violence or vandalism
should be reported in a manner as may not
underrmine the people’s confidence in the law and
order rmachineiy of the State. Media should avoid
presenting acts of violence, armed robberies and
terrorist activities in a manner that glorifies the
perpetrators acts, declarations or death in the eyes
of the piublic Acts of communal violence or vandalism
shouldl be reported in a manner as may not
undermine the people’s confidence in the law and
order machinery of the State. Media should avoid
writing about incident in a style which is likely to
in flam e passions, aggravate the tension, or
accentiuate the strained relations between the
commuinities/religious groups concerned, or which
has a piotential to exacerbate the trouble.
8.35 Media of any society are among the most
importaint institutions. Democracy without free media
is a cointradiction in terms. Mass media should be
the wattchdog of democracy, and not the poodle of
the establishment. Media have a greate responsibility
today than they ever had to guide the nation and
make every citizen conscious of his Fundamental
Duties enshrined in the Constitution.

Bangalore Declaration on Citizenship
Development and Fundamental Duties
Whereas participants in the National Seminar on
Citizenship Development and Fundamental Duties
held in Bangalore on 4 and 5 July 1987 jointly
sponsored by the Citizenship Development Society
and the Gokhale Institute of Public Affairs, has
deliberated in depth on the basis issues relating to
Citizenship Development Society and Fundamental
Duties in the aspirations of human kind and the
conditions prevailing in India.
Whereas the Seminar is of the considered opinion
that Citizenship Developm ent and intrinsic
awareness of Fundamental. Duties at every level and
in every station of life is essential for development
and democracy, for freedom, peace and progress, and
for justice and harmony.
The Seminar Solemnly Declares
1.2 That development of good citizenship deserves
to be accorded the highest priority in our national
life and in a worldwide agenda for building up a
more just, humane, peaceful and cooperative world
order.
That citizenship development in India should be
value based and should foster basic values of
democracy, rule of law, social justice and humanity
enshrined in the Constitution of India.
That Citizenship Development alone can lead to
a redefinition of the premises of power, a re­
structuring of the apparatus of power, a re-statement
of national priorities, a reform of our public
institu tions and a m eaningful and viable
transformation of Indian Society.
That good citizenship is founded on an
understanding and inculcation of the values of
Human Rights arid Human Obligations and on a Civic
Culture of mutual consideration between citizens,
and state and among all groups of citizens and the
Instrumentalities of State.
Annexurre I
That it is necessary to educate every person in|
each age-group and belonging to every vocation, traide*1
and calling and in each and every station of liife,
including all echelons of leadership in every walk: of
life, in the duties and responsibilities of citizenshrip.
That citizenship education is vital to the equaliity
of citizen participation, to the performance of
representative functions in elective bodies and in
professional bodies, trade unions, businesss,
associations and voluntary organisations.
That Education for Democracy and for gocod
Citizenship for promoting and inculcating a sense: of
Fundamental Duties among Citizens and ffor
reinforcing constructive vigilance should Ibe
undertaken on a countrywide basis as a continuirng
and ongoing programme for all age-groups.
That the concept and content of fundamenttal
concerns and Fundamental Duties o f Indisan
citizenship should be made an integral and intrinssic
part of all curricular, extra-curricular and extensicon
programmes of formal and non-formal education.
That there is need for a mass movement fior
citizenship development in India and for resurrectimg
replenishing and reconstructing our liberal amd
humanitarian patriotism and sense of nationalisim
for advancing the twin causes of individual freedom
and social justice.
That in every crisis and before every challenge
faced by a developing democratic society such sis
India, an informed, enlightened, sensitive and sellf-
respecting citizenry at all levels, committed Ito
common national scale, working on the basis <of
mutual understanding, accom m odation amd
consensus, and preserving a fundamental sense <of
integrity, fraternity and accountability is the mosst
dependable human resource, the positive amd
constructive mobilisation of which alone will enab)le
us to lay enduring foundations for future India.
 H1ANDBOOK FOR OPERATIONLIZATION OF CITIZENS3HIP VALUES UNDER THE CONTSTITUTION
That constitutional institutions or our dermocratic
socciety and all those who are called upon by eLlection,
n om in ation or appointm ent to fulfil public
responsibilities, the media, the intelligentsia, ;and the
leaidership in all walks of life and the entire 1body of
Incdian citizens should rededicate themselvess to the
ethnos and the ideals of good citizenship, to tlhe task
of imaking those humanitarian ideals a pulsatiing and
liviing reality of our national life, and tco work
ceaaselessly for the realisation of those ideals tlhrough
praactical action programmes for the dissemiination
of citizenship values on norms, for vifgilant,
enllightened and meaningful, social audit off public
institutions and public life by constructive ■ public
pairticipation, for the reform of our institutiODns and
for- an improvement in their working, for rediress of
puiblic grievances and for optimising ecconomic
prcogress and social justice.
Amd the Seminar Hereby Resolves
Thiat Citizenship Development Society should! set up
421
a Citizenship Training Centre to provide training
facilities for upgrading the level of citizenship
for persons in various walks of life and also
undertake research studies bearing on citizenship
developments.
T h a t C itize n s h ip D evelo p m en t S o ciety
should extend its activities to other states
and regions, should play the role of an apex
in stitu tion and for this purpose encourage
the developm ent o f good citizen sh ip values
throughout the community and also provide
facilities for affiliation with it o f like-m ined
organisations.
and
Th at C itize n s h ip D evelo p m en t S o ciety
should also invite State G overnm ents and
other State and Local authorities to become
its m em bers and to lend su p p o rt to its
activities.

Bibliography of Resource
Material on Value Education
1. Current-Trends and problems of progressive
Education - Gupta, N.L. (1985)
2. Moral Education - A handbook for Teacher -
Hall, R.T
3. Value Inculcation Through Teacher Training -
Rajput, J.S. University News (March 1993)
4. Value Oriented School Education - Ramji M.T
5. NCERT Literature
6. Report of the Working Group to review Teachers’
Training programme.
7. Piaget, J., The Moral Judgement of the Child,
London, Kegan Paul, Trench, Trubner &
Co. Ltd. 1932.
8. Meera Varma, “Moral Developm ent &
Intelligence”, Psycho Studies 1975.
9. Griffin, Wills H. and Pareek, Udai. The Process
of Planned Change in Education’.
10. Christopher Ormell, “Values in Education”, in
Values and Evaluation in Education.
11. Rogers Straughan and Jack Wringley (Ed),
Values and Evaluation.
12. Education in Human Values - Ch. I & II
Government of Karnataka 1987.
1.3. Education in Human Vaues Series - Primer I
and Primer 2.
14. Budhananda, Sw,ami. How to Build character:
A Primer, New Delhi Ramakrishna Mission
1983
15. Colaco, J.M. Morals in Daily Life, Book I - V,
Madras : Samba Publishing Co. 1982.
16. Dass, B.R. Moral Science, Book I - VII, Madras:
Saha Publishing Company 1982.
17. Goikak, V.K. and Rohidekar, S.R. (Ed).
Teacher’s Handbook for the Course in
Annexure? II
Human Values. Sri Satya Sai Bal Vikaas
Education Trust, Prashanti Nilayanm,
Andhra Pradesh.
18. Textbook on Moral Education for Higher Schoool
classes, Karnataka: D irectorate cof
Textbooks, Bangalore 1973.
19. Moral Science Series Vol. I VIII, Madras s
Machmilan 1974.
20 . Neoline, Sister and Martis, D.G. Wonderful litlfe
series, Part I - X, New Delhi, Neetta
Prakashan 1983.
21. Pereira, J.D. Practical Moral Science, Gradees
I - X, New Delhi : Neeta Prakashan, 19822.
22. Pia Nazareth RJM and Waples Maria, E
* Neighbourly Values
* Personal Values
* Community Values
* Values Through Communication —
Evaluation Techniques
* To Live or not to Live with Values
(All the five titles were published by the All IndiJia
Association of Catholic Schools, New Delhhi
1979)
23. Rama Rao, K. Moral Education: A practicaal
Approach, Ramakrishna Institute of Moraral
and spiritual Education, Mysore 1986.
24. Rohidekar, S.R et.al ( Ed.) Education in Humaan
Values : Handbook for Teachers, Part IIII,
Sri Sathya Sai Bal Vikas Education Trustst,
Prashanti Nilaya, 1982.
25. Srinivasa Char, S. You Asked Us, Ramakrishnaa
Institute of Moral and Spiritual Educationn,
Mysore, 1980.
26. Srivastava, P.R. Graded Moral Sciencee,
Rameshwar Das Gupta Dharmarath Trusfet,
New Delhi 1978.
 1HANDBOOK FOR OPERATIONLIZATION OF CITIZENSHIP VALUES UfNDER THE CONTSTITUTION 423

277. Value Orientation of Education in 3 vols. All
India Association of Christian Higher
Education.
288. Vas. G.L. The Waybook — 1-18, New Delhi,
Gupta Prakashan
219. Wazir, T.C. Textbook of Moral Instruction,
Srinagar, Fine Arts Press, 1965
3C0. Kluckhohn, C ‘Values and Value Orien­
tations in the Theory of Action: An
Exploration in Definition and Classi­
fication’ in T. Parsons and E.A. Shills
(Eds), Towards a General Theory of Social
Action, Harvard University Press,
Cambridge, 1951.
31. Wilson, John. Practical Methods of Moral
Education, Heinemar Educational Books,
London 1972.
32. Unesco, Teaching Methodologies for Population:
Education, Inquiry, Discovery, Approach,
Value Clarification, Banglok, 1985.
33. Citizenship Values in India — In d ivi­
dualism and Social Imperatives — CDS
Publication
34. Teachers Guide on Value Education — CDS
Publication
Value Education in our Schools with Special
reference to Strategies for the New Education
Policy — CDS Publication

im m t s 9 0 C U I«*1 A 1 IW ca M 1*

17-8, n W w i*

doc, No ...........
D *tf ............. — —

CDS Publication (in Engligh)
1. Good Citizenship — Rights, Duties and
Responsibilities.
2. Aging in India — Problems and Potentialities.
3. Citizenship Development and Fundamental
Duties: Contains chapters contributed by
eminent person like Dr L.M. Singhvi, Shri
Ram Krishna Hegde, Justice Shri E.S.
Venkataramiah, Former Chief Justice of India
and others.
4. Citizenship Development — Western Mores,
Eastern Values — Monograph contains edited
versions of the addressed by Fritiz Bolkestein
and Dr L.M. Singhvi.
5. Citizenship Values in India — Individual and
Society, Contains contributions from Tara Ali
Baig Prof. K.D. Gangrade, Dr K.B. Lall and
others.
6. Teachers guide on Value Education.
Nation, i lost'
Planning sod ‘
17- B- A u r c L i '- d o M * r | ,
Nc;’- : >&>-
*(’. NsJ •■ ' ........ *' ***
NIEPA DC
D10797
Annexure UJi
7. Value Education in our schools with special
reference to strategies for New Education
Policy.
8. Democracy and Citizenship — A Treatise to>
provide background knowledge on
Citizenship Development. Edited by Dr Atma.
Ram and Shri J.N. Sharma.
9. Value Education, Edited by Shri J.N. Sharma andi
Dr K.M. Gupta.
10. Guide for Nurseiy Teachers for Value Educatiom
by Mrs. Kamla Kapur.
11. Resource M aterial on Value Educatiom
Programme in schools by Mrs. Nirmalat
Kapur, Joint Director, C.R.T.C.
12. Citizens and the Constitution, Edited by Shrii
Subhash C. Kashyap.
13. Building up Good Citizens.
“,JU‘ "
 Annexure IV

Contributors

D D DDi>r K.B. Lall, ICS (Retd.) 8. Dr N.K. Ambasht

Pi Pi PiPrresident Chairman
C C CCiitizenship Dvelopment Society Naitonal Open School
New Delhi
SISlSBhhri J. Veeraraghavan, IAAS (Retd.)
D D DDi'irector 9. Dr (Mrs.) Supta Das
BIBlBBIharatiya Vidya Bhavan & Professor
FcFcFcoormer Secretary to the Govt, of India Department of Social Science
MMMVlflinistry of HRD National Council of Educational
Research & Training (NCERT)
SISlSBhhri Prem Kumar New Delhi
SfStSeSeecretary
PrPrPrJrress Council of India, New Delhi 10. Dr R.B. Jain
Former Head &
StStSBhm S.B. Lai, IAS (Retd.) Professor of Political Science
FcFcFo’cormer Secretary to the Govt, of India University of Delhi
NeVeVelesw Delhi Delhi

SlSVSBtrvri Brij Mohan 11. Dr K.M. Gupta

DeDeDOeean Reader
Irurunocdian Institute of Foreign Trade National Council of Educational
NeVJe'Jetew Delhi Research & Training (NCERT)
New Delhi
DrDr3r)r- D.N. Saxena
Foro?o oDrmer Director 12. Shri J.N. Sharma
Immncicdian Institute of Foreign Trade Member Secretary
Ne'Je'Jeievw Delhi Citizenship Dvelopment Society &
Former Deputy Educational Advisor
Shihihhari K. Viswanathan Ministry of Edcuation & Culture
AdVdVdd’ivocate Govt, of India
Suiuiuujipreme Court, New Delhi New Delhi