The Constitution of India lays down the fundamental principle of religious tolerance and equality. It says that all persons are equally entitled to freedom of conscience to profess, practise, and propagate religion (Art. 25).
It is, therefore, the law in India that an individual can hold a certain faith that he can practice its ritual, and that he can preach it to his fellow citizens, subject always to public order, morality and health. No one is permitted to hurt the feelings of another, nor to propagate a faith by devious means.
The constitution also lays down that religious instruction shall not be given in schools maintained solely at government expense. But there is no such bar in schools which are supported by private funds, where religious instruction may be imparted without being made compulsory.
ADVERTISEMENTS:
The Commission considered that healthy trends in regard to religious and moral behaviour spring from three sources:
1. The influence of the home which is the dominant factor;
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2. The influence of the school through the conduct and behaviour of the teachers themselves and life in the school community as a whole;
ADVERTISEMENTS:
3. Influence exercised by the public of the locality and the extent to which public opinion prevails in all matters pertaining to religious or moral codes of conduct.
No amount of instruction can supersede or supplant these three essential factors. Such instruction can be supplemented to a limited extent by properly organised instruction given in the schools.
One of the methods adopted in some schools is to hold an assembly at the commencement of the day’s session with all teachers and pupils present, when a general non-denominational prayer is offered.
Moral instruction in the sense of inspiring talks given by the suitable persons selected by the headmaster and dwelling on the lives of great personages of all times and of all climes will help to drive home the lessons of morality.
ADVERTISEMENTS:
In view of the provisions of the Constitution of the Secular State, religious instruction cannot be given in schools except on a voluntary basis and outside the regular school hours; such instruction should be given to the children of the particular faith and with the consent of the parents and the managements concerned.
Committee on Religious and Moral Instruction – 1959:
We have to lay special stress on the teaching of moral and spiritual values. Moral values particularly refer to the conduct of man towards man in the various situations in which human beings come together in the home, in social and economic fields, and in the life of the outside world generally.
It is essential that from the earliest childhood moral values should be inculcated in us. We have to influence the home first. We fear that our homes are not what they ought to be. Habits, both of mind and body, formed in the early years at home, persist and influence our life afterwards.
Good manners are a very important part of moral education. It is not unusual that when a people attain freedom suddenly after long years of bondage, they are inclined to become self-willed, arrogant and inconsiderate. In such situations good manners are easily set aside and young people tend to express the first flush of freedom in license and rowdyism.
Committee on Emotional Integration-1961:
It is necessary to foster mutual appreciation of the various religions in the country, and universities can assist in this matter by encouraging research on various topics which help towards a greater under-standing of and sympathy with different religious faiths.
Although it is not possible to provide religious education as a part of the curriculum for schools in a secular state, education will be incomplete if students are not helped to appreciate the spiritual values which the various religions present to the people. Talks open to all, on the teachings of various religions by able and competent persons may be arranged in schools.
Education Commission 1964-66 on Moral and Spiritual Values:
A serious defect in school curriculum is the absence of provision for education in moral and spiritual values. In the life of the majority of Indians, religion is a great motivating force and is intimately bound up with the formation of character and the inculcation of ethical values.
A national system of education that is related to the life needs and aspirations of the people cannot afford to ignore this purposeful force. We recommend, therefore, that conscious and organised attempts be made for imparting education in social, moral and spiritual values with the help, wherever possible, of the ethical teachings of great religions.