Women constitute almost half of the population in the world. But the hegemonic masculine ideology made them suffer a lot as they were denied equal opportunities in different parts of the world. The rise of feminist ideas has, however, led to the tremendous improvement of women’s condition through out the world in recent times. Access to education has been one of the most pressing demands of theses women’s rights movements. Women’s education in India has also been a major preoccupation of both the government and civil society as educated women can play a very important role in the development of the country.

·                     India has world’s largest number of professionally qualified women.

·                     India has largest population of working women in the world.

·                     India has more number of doctors, surgeons, scientists, professors than the US.

What is Domestic Violence?

Domestic violence is controlling behaviour and includes all kinds of physical, sexual, economic, psychological and emotional abuse within all kinds of intimate relationships. The perpetrators of domestic violence or abuse are usually men and the victims or survivors are usually women and children that they know. It includes:

• Punching and slapping.

• Kicking and hair pulling.

• Biting and pinching.

• Pushing and shoving.

• Being forced to have ***.

• Being beaten or cut with other objects.

• Disrespect, neglect and emotional blackmail.

• Verbal abuse and swearing.

• Being prevented from going out or seeing people – being isolated.

FORMS OF DOMESTIC VIOLENCE

The following are the forms of Domestic Violence:

1.      Physical Abuse

2.      Sexual Abuse

3.      Psychological Abuse

4.      Emotional Abuse

5.      Financial Abuse

1. Psysical Abuse:

Physical abuse is the most visible form of abuse and most likely (with sexual abuse) to give rise to criminal charges. Injuries include black eyes, cut lips, bruising, fractures, deafness, blindness, internal bleeding, missing teeth, persistent ill health, miscarriages, and injuries to a foetus and death. Injury sites are often concealed by clothing or hair. It can include slaps, shoves, pushing, being thrown across the room or down the stairs, kicking, stamping, strangulation, burns and scalds, being attacked with weapons such as knives, household objects, firearms etc internally as well as externally.

2. Sexual Abuse:

Sexual Abuse in an abusive relationship is another form of violence, control and degradation. It includes rape, sexual assaults (including with implements),enforced prostitution, enforced sexual practices including being forced to watch or engage in pornography.

3. Psychological Abuse:

Psychological abuse examples include “Jeckyll and Hyde” behaviour, preventing contact with friends and families, constant belittling and humiliating things being said, claims that children will be removed if anyone is told of abuse, controlling behaviours, deliberately enforcing dependency, constant statements that the victim is mentally ill etc.

4. Emotional Abuse:

Emotional abuse is an attack on victims’ personality and well being and is often described as worse than physical violence. It may be referred to as “mind-games”. It frequently amounts to the abuser assuming a tight and unhealthy control of all members of the family, which may become increasingly isolated in the community.

Examples include threats of violence to all members of family, constant criticism of the victim saying she is ugly, ignorant or worthless, using the children as ammunition, family life and mood being dictated by abuser (abuser-centric) continual questioning, humiliation in public, playing on community and cultural fears, threats to have the children removed, threats to kill or have deported, threat that the abuser will commit suicide, threats and actual violence to family pets etc.

5. Financial Abuse:

Financial Abuse is essentially the deprivation of and / or the control of money whether earned or benefits.

An abuser may refuse to pay bills or prevent the victim from having any control over the family finances. The abuser may steal money belonging to the victim or children. Essential services such as gas and electricity may be cut off. The mother may be forced to support the children solely on what she can earn without assistance or child benefit if this is claimed by the abuser. An abuser may deliberately spend money on himself or sell the woman’s possessions and family furniture.

CRIME AGAINST WOMEN IN INDIA

·        One crime against women every three minutes

·        One **** every 29 minutes

·        One dowry death case every 77 minutes

·        One case of cruelty by husband and relatives every nine minutes

·        Once ******* every 4 hours

Source: National Crime Records Bureau

The main problems of Indian women:

·         Malnutrition: India has exceptionally high rates of child malnutrition, because tradition in India requires that women eat last and least throughout their lives, even when pregnant and lactating. Malnourished women give birth to malnourished children, perpetuating the cycle.

·         Poor Health: Females receive less health care than males. Many women die in childbirth of easily prevented complications. Working conditions and environmental pollution further impairs women’s health.

·         Lack of education: Families are far less likely to educate girls than boys, and far more likely to pull them out of school, either to help out at home or from fear of violence.

·         Overwork: Women work longer hours and their work is more arduous than men’s, yet their work is unrecognized. Men report that “women, like children, eat and do nothing.” Technological progress in agriculture has had a negative impact on women.

·         Unskilled: In women’s primary employment sector – agriculture – extension services overlook women.

·         Mistreatment: In recent years, there has been an alarming rise in atrocities against women in India, in terms of rapes, assaults and dowry-related murders. Fear of violence suppresses the aspirations of all women. Female infanticide and sex-selective abortions are additional forms of violence that reflect the devaluing of females in Indian society.

·         Powerlessness: While women are guaranteed equality under the constitution, legal protection has little effect in the face of prevailing patriarchal traditions. Women lack power to decide who they will marry, and are often married off as children. Legal loopholes are used to deny women inheritance rights.

India has a long history of activism for women’s welfare and rights, which has increasingly focused on women’s economic rights. A range of government programs have been launched to increase economic opportunity for women, although there appear to be no existing programs to address the cultural and traditional discrimination against women that leads to her abject conditions.

GOVERNEMNT ROLE TO MINIMIZE DOMESTIC VIOLENCE IN INDIA

Overall, a crime against women is committed every three minutes in India, according to India’s National Crime Records Bureau. Despite the scale of the problem, there had been no specific legislation to deal with actual abuse or the threat of abuse at home. Domestic violence, under the new law, includes “actual abuse or the threat of abuse whether physical, sexual, emotional or economic,” a statement from the federal ministry of women and child development said.

“We have been trying for long to protect women from domestic violence. In India alone, around 70% of women are victim of these violent acts in one or the other form,” junior minister for women and child development Renuka Chowdhury told the Press Trust of India news agency. They say a bill alone will not help in preventing domestic abuse; what is needed is a change in mind sets.

In January 1992, the National Commission for Women (NCW), was set up as a statutory body under the National Commission for Women Act, 1990 ( Act No. 20 of 1990 of Govt.of India ) to review the constitutional and legal safeguards for women; recommend remedial legislative measures, facilitate redressal of grievances and advise the Government on all policy matters affecting women.

There are so many government and non-government organizations are working for the benefits of women. Both Central and State governments are continuing so many programmes for the development of women in the country.

DEVELOPMENT OF WOMEN THROUGH EDUCATION

You can tell the condition of a nation by looking at the status of its women.

- Jawaharlal Nehru

Female Literacy in India:

According to last census held in 2001, the percentage of female literacy in the country is 54.16%. The literacy rate in the country has increased from 18.33% in 1951 to 65.38% as per 2001 census. The female literacy rate has also increased from 8.86% in 1951 to 54.16%. It is noticed that the female literacy rate during the period 1991-2001 increased by 14.87% whereas male literacy rate rose by 11.72%. Hence the female literacy rate actually increased by 3.15% more compared to male literacy rate.

Factors Responsible for Poor Female Literacy Rate:

Historically, a variety of factors have been found to be responsible for poor female literate rate, viz.

·         Gender based inequality.

·         Social discrimination and economic exploitation.

·         Occupation of girl child in domestic chores.

·         Low enrolment of girls in schools.

·         Low retention rate and high dropout rate.

The main strategies adopted by the Government for increasing female literacy in the country include:

1.      National Literacy Mission for imparting functional literacy

2.      Universalisation for Elementary Education

3.      Non-Formal Education

History of Women’s Education in India: Although in the Vedic period women had access to education in India, they had gradually lost this right. However, in the British period there was revival of interest in women’s education in India. During this period, various socio religious movements led by eminent persons like Raja Ram Mohan Roy, Iswar Chandra Vidyasagar emphasized on women’s education in India. Mahatma Jyotiba Phule, Periyar and Baba Saheb Ambedkar were leaders of the lower castes in India who took various initiatives to make education available to the women of India. However women’s education got a fillip after the country got independence in 1947 and the government has taken various measures to provide education to all Indian women. As a result women’s literacy rate has grown over the three decades and the growth of female literacy has in fact been higher than that of male literacy rate. While in 1971 only 22% of Indian women were literate, by the end of 2001 54.16% female were literate. The growth of female literacy rate is 14.87% as compared to 11.72 % of that of male literacy rate.

Importance of Women’s Education in India: Women’s education in India plays a very important role in the overall development of the country. It not only helps in the development of half of the human resources, but in improving the quality of life at home and outside. Educated women not only tend to promote education of their girl children, but also can provide better guidance to all their children. Moreover educated women can also help in the reduction of infant mortality rate and growth of the population.

Obstacles: Gender discrimination still persists in India and lot more needs to be done in the field of women’s education in India. The gap in the male-female literacy rate is just a simple indicator. While the male literary rate is more than 75% according to the 2001 census, the female literacy rate is just 54.16%. Prevailing prejudices, low enrollment of girl child in the schools, engagements of girl children in domestic works and high drop out rate are major obstacles in the path of making all Indian women educated.

According to the Women and Child Development study, 45 percent of Indian women are slapped, kicked or beaten by their husbands. India also had the highest rate of violence during pregnancy. Of the women reporting violence, 50 percent were kicked, beaten or hit when pregnant. About 74.8 percent of the women who reported violence have attempted to commit *******. It shows the importance of education. Educated woman has more strength and power to face the challenges when compared to uneducated woman.

Kumud Sharma of the Centre for Women’s Development Studies in New Delhi traced the correlation between education and domestic violence to patriarchal attitudes. “Educated women are aware of their rights,” she said. “They are no longer willing to follow commands blindly. When they ask questions, it causes conflicts, which, in turn, leads to violence. In many Indian states, working women are asked to hand over their paycheck to the husband and have no control over their finances. So, if they stop doing so or start asserting their right, there is bound to be friction.”

It is necessary to establish some more colleges and universities in India.  The number of Residential Schools for SC/ST and BC’s is not sufficient today. So, increase the number of these schools in the both rural and urban areas. Today’s children are tomorrow’s citizens. Take care about future generation. Then only India will become developed country in the future.

CONCLUSIONS

Now we are living in the modern and technological world. Women are also entering in all the fields like men for doing job. Educated women have better opportunity compared to uneducated women in the society. They are facing so many problems in the society. With the help of education and law and order it is easy to escape from those problems. So it is necessary to educate all types of women in the society. Education gives strength, wealth, health and power to the individual.

According to Swami Vivekandanda:

“We want that education by which character is formed, strength of mind increased and intellect is expanded, and by which one can stand on one’s own feet”.

The plight of women in medieval India and at the starting of modern India can be summed up in the words of great poet Rabindranath Tagore:

“O Lord Why has you not given woman the right to conquer her destiny?

Why does she have to wait head bowed,

By the roadside, Waiting with tired patience,

Hoping for a miracle in the morrow?”

References:

1.      National Institute of Child Health and Human Development. (2001). The National Reading Panel: Reports of the Subgroups.

2.      UNESCO Institute for Statistics: Literacy rates, youth (15-24) and adult (15+), by region and gender (September 2006 Assessment).

3.   Child and Women Development Report, (2006), Ministry of Women and Child

Development, Government of India, New Delhi.

4.    National Family Health Survey, (2006), Government of India, New Delhi.

5.    National Crime Records Bureau, (2007), Government of India, New Delhi.

6.   Census of India, (2001), Government of India, New Delhi.

.

*****

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Jim Zorn asked:


How will the master online special education degree equip those teachers who want to make a difference? The answer is straightforward – in the USA, currently there are over 6 million students who have enrolled in these special programs.

While schools – public and private, preschool to secondary – struggle to identify and deploy qualified teachers to address these 6 million students, nobody knows for sure how many million students more need to be identified for special classes, so that they can better cope with their learning disabilities, or physical and mental handicaps.

At the same time, successive Federal and State Administrations since 1975 have sharpened their focus on creating complex systems for identifying, formulating, and delivering a highly-individualized education program to each eligible student. The cornerstone of these legislations, programs, and licensures is the highly qualified teacher.

A Master’s degree in has thus become a must for aspiring teachers, and with many of them already employed as regular teachers, master online special education degree has become the most convenient route to this profession.

What It Involves

Master online special education degree involves distance or online learning that leads to graduate degrees like Master of Education (MEd), Master of Science (MS), Master of Arts (MA), or any of the specialized master’s degrees in various sub-domains, such as dyslexia, attention-deficit, etc.

Master online special education degree courses will last upwards of one year, and might involve significant on-the-job training under an experienced special educator. Most states also require that aspiring teachers pass a licensure test, before starting their career.

Why Special Education?

On an average, teachers in this field don’t earn much more than regular teachers. On the other hand, the job responsibilities of these teachers are more demanding – they can even include defending oneself and the school’s program in court, if dissatisfied parents of challenged students opt for litigation, as has happened numerous times in various states!

Still, about 450,000 educators have opted for and currently work as special education teachers in the country. What must be the attraction?

Teachers in this field are very unlikely to encounter unemployment in the short-term or long-term. But that alone can’t be the lure to enter this profession, where sheer hard work, difficult coordination between many, and uncertain outcomes from the part of students, make life stressful.

The answer can, hence, be only that there are hundreds of thousands of teachers out there who want to make a genuine difference to the lives of these challenged students. And it is indeed a huge difference. According to estimates, four in five challenged students used to be excluded from the US education system, as near as three decades back. Official figures, tabulated around 1975, put this at 1 million students, who missed the bus.

Why Master Special Education Degree?

Teachers in this specialty are still in significant short supply. Because of this, some states have still not made it mandatory for them to have a master’s degree. In such states, bachelor’s degree holders appear for professional licensure exams and work as special education teachers.

However, more and more states are opting for a master’s degree as the minimum qualification, for a simple reason. A special ed. teacher should be capable of interacting effectively with professionals like psychologists, disability therapists, educational evaluators, educational lawyers, supervisors from the school district, regular teachers, and, of course parents of disabled students. It takes a master’s degree holder with significant on-the-job training to confidently undertake this.

Master’s degree holders in this field have also another booming avenue – they can work as instructors in colleges and universities that deliver specialized programs, and these institutions are rapidly increasing in number. They are also eligible to work as supervisors or administrators in the school districts.

A small but significant proportion of educators go for ‘ degree, so as to progress to doctoral degrees, which are also offered by more and more universities, these days.

Lastly, though special education teachers don’t earn much more than regular teachers on an average, the highest salaries drawn by special educators exceed the highest salaries drawn by regular teachers by $3,000 to $8,000. It goes without saying that almost all of those highest paid special educators are master’s degree holders.

Why Master Online Special Education Degree?

Those planning to take a master’s degree in this field are almost always regular teachers who have developed a fascination for this field. Others include psychologists, counselors, learning disability therapists, etc. Since both teachers and these professionals already hold full time jobs, it is a master online special education degree that is more suitable to them.

Secondly, only an exceptionally good regular teacher can hope to be an effective teacher of special students. Because of this, aspirants enter the regular teaching profession to garner some years of experience before attempting to study special ed. Master online special education degree perfectly fits this scheme.

Thirdly, a significant component of any education master’s degree is on-the-job training in a special school or a regular school’s special education department. Those working teachers who opt for a master online degree can thus modify their school work itself for the on-the-job training part.

Where to Study Master Online Special Education Degree?

Hundreds of universities and colleges across the country offer master online degrees in special ed. They include state or public universities, and private or independent universities. Some of the courses have small components that require occasional campus visits, while almost all require on-the-job training at a school.

Working teachers who opt for master online special education degree generally prefer studying in their own state, if not their city. Another reason for local preference is that some universities incorporate that state’s licensure requirements as part of the course. Due to strict licensure requirements, it is also important to go for an accredited course.

State or Public Universities Offering Master Online Special Education Degree

At least 12 state university systems offer master online degree in special ed. They include Alabama, Florida, Indiana, Kansas, Kentucky, Michigan, Missouri, Nebraska, New Jersey, North Carolina, Pennsylvania, and Texas. Aspirants in states like Alabama, Florida, and Kansas, are especially fortunate, with multiple public universities offering the course. Florida perhaps tops the nation with its three public universities offering this degree. Some of the prestigious state universities offering the course across the nation are:

ALABAMA: Auburn University, Auburn, University of South Alabama, Mobile

FLORIDA: Florida State University, University of Central Florida, University of West Florida

INDIANA: Ball State University

KANSAS: Emporia State University, Fort Hays State University

KENTUCKY: University of Louisville, Louisville

MICHIGAN: University of Michigan, Dearborn

MISSOURI: University of Missouri, Columbia

NEBRASKA: University of Nebraska, Lincoln

NEW JERSEY: New Jersey City University

NORTH CAROLINA: University of North Carolina

PENNSYLVANIA: Clarion University of Pennsylvania

TEXAS: Texas Tech University

Private or Independent Universities Offering Online Degrees

At least 10 well-known private or independent universities in 8 states offer master online special education degree. These states include Arizona, California, Florida, Iowa, Minnesota, Pennsylvania, Virginia, and Washington. Arizona and Iowa top the list with two private universities each, offering the course. Florida and Pennsylvania are perhaps the only two states that have both public and private universities offering the course. Some of the well-known private schools offering online degrees are:

ARIZONA: Grand Canyon University, University of Phoenix

CALIFORNIA: La Sierra University

FLORIDA: Nova Southeastern University

IOWA: Graceland University, Kaplan University

MINNESOTA: Bethel University

VIRGINIA: Regent University

WASHINGTON: City University

What to Expect From Master Online Special Education Degree, in the Future?

The high performance expected from special edd teachers will ensure that a master’s degree in this field becomes an absolute must in all states. As it is working teachers who are more likely to go for a master’s degree in this subject, and because the course itself is dominated by on-the-job training, college degree master online might even upstage regular courses in the subject, in the near future.

Recent stricter regulations from the part of administrations regarding expected student performance, and better awareness about learning disabilities from the part of parents, will make sure that more and more students will be presented for evaluation. This scenario will drive the demand for qualified and trained special educators, giving further momentum to master online special ed. degree courses.

The most likely change in course content will be super-specializations in special education, with probably different master’s degrees built around different learning disabilities or handicaps.



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Catherine Adhiambo Amimo asked:


INTRODUCTION:

Some European scholars have doubted the authenticity of African traditional education. They assert that before the coming of the Europeans to Africa there was no education in Africa, the culture which is the main tenet of African Traditional Education is often portrayed as primitive and incapable of yielding a tangible framework of theories and philosophy that can guide a reasonable educational practice.

There is a calculated move by modern education that threatens to cause a virtual extinction of the indigenous education in Africa. This threat is of great magnitude, especially when our own youth are persuaded to see no value in African culture and education. As early as 1970’s, a survey study among Kenyan and Tanzanian secondary students revealed that only a small percentage attached value to African education and culture. They absolutely see no need in preserving traditions and customs. (Prewitt, K, 1977).

These findings suggest that many people are still myopic about the characteristics and impact of African traditional education on modern civilization. It may not even be considered as a reliable means for tangible progress and development in Africa and other continents. It is no wonder, every technological and medicinal discoveries in Africa arouses much international debate and final dismissal if not patented by the westerners.

In the voice of Gabriel Kingsley Osei, a distinguished professor of History this state of affairs has to change. The dark ages which relegated the African education and civilization into ignorance and superstition must now receive more light on the authenticity of African traditional education. It must be illuminated enough for people to recognize indigenous African education as one of the most effective and potential means of solving African problems. (Osei, 1968).

It is the intent of the is paper to reveal  the characteristics of African traditional education that makes it an authentic educational system and show how it has impacted on world civilization and education, and its potential contribution to development of Africa and the rest of the world. Logical presentation and revelations in this paper should convince the reader of the need to foster the resurgence and adaptation of all that is valid for the 21st century in our indigenous African education. The following questions will be addressed in this paper.



What is the meaning of African traditional education?

What were the aims of African traditional education?

What were the main characteristics of African traditional education?

What was the content of African traditional education?

What were the methodologies used in African traditional education?

Who were the main agents in the African traditional education and how was it organized?

What were the major philosophies guiding the African traditional education?

What is the impact of African traditional education on modern education and civilization?



The Meaning of African Traditional Education:

What is the meaning of African traditional education?

African traditional education refers to ways of teaching and learning in Africa which are based on indigenous knowledge accumulated by Africans over long periods of time in response to their different physical, agricultural, ecological, political and socio-cultural challenges. The indigenous knowledge is an amalgamation of diverse cultural experiences commonly generated by diverse African cultures, and passed as valuable information from generation to generation. (Shiundu, J.S, Omulando, S.J 1992; Fasokun, J. et al, 2005).

The Aims of African Traditional Education

What were the aims of African traditional education?

The general aim of African traditional education was based on the socio-cultural and economic features shared by the various communities. The harsh natural environment made survival to be the main aim of education. Every skill, knowledge or attitude learnt was either for protection, acquiring of food or shelter. (Sifuna, 1994, Datta, 1984).

Other aims were as follows:

§       To create unity and consensus among society members.

§       To perpetuate the cultural heritage of particular ethnic group and to preserve ethnic boundaries.

§       To inculcate feelings of group supremacy and communal living.

§       To prepare the young for adult roles and status.

§      

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Jullie Harvard asked:


Are you kind of person who likes to work with children? Are you loves to giving training and teaching to young people? Are you a good communicator especially with children? If you answered yes to the questions above, then online education degree will help you to gain the skills and enhanced you knowledge in education field. Hence, help you to advance your career working in education fields.

The booming education and health sector offers many jobs that involve working with children and youths. According to the U.S. Bureau of Labor, the education and health sector is going to grow by 30.6 percent between now and 2014-faster than any other industries. Seeing the encouraging growth in education section, earn an online education degree will bring you to a brighter future.

In order start or advance your career in education related fields, you need to look for a related online degrees; there are many prestigious online colleges and universities offer degree in education and teaching. Among the featured online universities which offer various online education degree programs include:



Capella University

Master of Science in Education focus on area in elementary classroom teaching, secondary classroom teaching, advanced instruction in mathematics, advanced instruction in science, teacher leadership, and virtual school teaching.



Master of Science in Education with concentration in Curriculum and Instruction is a specialized master degree offers to those licensed K12 teachers who looking to gain key competencies through theoretical study and collaboration with seasoned practitioners. You will acquire tools and techniques to help your district design instructional models and assessments that focus on increasing student achievement.



Master of Science in Education with concentration in Leadership in Educational Administration, offer to those K12 teachers who are looking for education career advancement in school administration.





Walden University

Online master education degrees offered by Walden University include area in education leadership, Grades K-6 Elementary Reading & Mathematics, Grades 6-8 and K-5 mathematics which provide you with the key skills and knowledge to success in educational field.







University of Phoenix

University of Phoenix’s education master degrees are mainly focus on education leadership and administration, education technology specialized in computer education.







If you are interested in early childhood education, then you should look for online education programs offer by Lehigh Valley College, Sullivan University, Rasmussen College, Hesser College. Since the introduction of concept “Education Start from Age 0″; the childhood education and child care management related careers are in a booming trend. Students who graduate with a childhood education degree usually go to work immediately after graduation due to high demand in this field.

If you are gaga for education, opportunities for meaningful and well-paid work abound. Some other career possibilities include: Child Psychiatrist, Children Youth and Family Counselor, Doula, Pediatric Rehabilitation Counselor, and Play Therapist.

In short, the statistics show that the education section is in the booming trend and educational experts are always in demand. Online education degrees will prepare you with the necessary skills and get you success in this highly demand job marketplace.

Take a visit to www.studykiosk.com for more information on all online degrees available. Earning your education is one of the biggest and most important investments in your life. Our goal is to help you quickly find online degrees and online degree programs. We feature over 1,000 online degrees and accredited online degree programs.



education

Chanchal Malviya asked:


SEX EDUCATION AMONG CHILDREN

The reason we boast sometimes on Indian culture, is because it has rich values, values that are of high morale and unique to the world. Values are something on which our life thrives. We find organizations thriving on values, families stand united on its values, and the very humanity stands on human values. Without values, an individual would have no identity. We deliver value when we execute pride in holding our national symbols. We deliver value when we show respect to our elders. We owe value when we look at each female with the respect as high as that for a mother. And it is these values, that brings in us courage to hold against the odds. It is these values that help us to go ahead in life along with our family, with our friends, with our colleagues, with the society and with the nation all together. No doubt, values are as important as our life itself.

One of these great Indian values is about educating our children to hold against the most devastating ****** feelings towards opposite gender, the so called ‘Sex’. *** is a powerful temptation and it requires very strong values to hold upon it. However, it is now days challenged by educated section of society, particularly the followers of western culture, in the name of exposing the mystery to the curious and immature child.

The conclusion made by these literates is that it is a prevention methodology, which would make the next generation safe from the perils of ***. Universally, prevention is better than cure, goes as a law, but the question remains – Is *** education a prevention, cure or an experiment the result of which is either not known or is deliberately being forced in the society? What if you have educated a child in *** and he fails to hold his temptations thereafter? What would you call that situation – the prevention failed or the medicine failed? Let us try to understand prevention in a better way. If I am not mistaken, prevention is a boundary, a boundary that tells you what lies on the other side. At a broad level, there are three types of boundaries:

• First, we are completely aware what lie on the other side of the boundary. For example, nearly every one knows the after effect of smoking.

• Second, we are partially or unaware of the negative factors and accept the boundaries as a part of cultural values, with the awareness of the positive factors within the boundary. For example, if we do exercise, we say it is a preventive measure from bad health. The details of bad health may not be known in completeness to the doer, but there is a straight conception that fits to his mind – exercise is good for health.

• Third, we are completely unaware of positive or negative factors on either side of the boundary. For example, doing some rituals as a religious practice.

If *** education is a prevention boundary, it should find a place in one of the above category. First, why do we need this education? A simple answer is that we do it sometimes. Second, how do we do *** (even with our spouse): in privacy or publicly? Do we discuss it out openly with friends and expose our spouse to them? If answers to these questions is ‘No’ and convincingly ‘No’, then the first boundary lies with the adults itself – how can they talk *** with their children or students, when we cannot practice it before them? We have to understand a very important aspect here. If we dare to talk such things with children, we are breaking away the boundary of respect and regard straight away (they or we not able to talk *** with each other signifying that there is some regard that produces this shyness or hesitation). We are undoubtedly introducing a concept that would teach our children to go beyond this boundary and easily practice sex, the barriers being broken and broken by teachers and parents first. During childhood, *** is a curiosity and hence is not known to them completely. All they know is that it is considered wrong by elders and is practiced between parents. Curiosity can take shape of temptation and temptations would lead to doing the wrong, if children are not taught of values that can help them prevent the temptation. Talking to them about *** would kill their curiosity and give birth to educated temptation. Thus, *** education so seeming to be an experimented cure, would necessarily lead to side effect of practicing *** as an educated practitioner. *** education would in fact as a catalyst in producing sexual practices, and can in no way be a preventive measure. This education has no relation with feelings like temptations. Temptations can be only held by practice of cultural values, may be as a fear to breach the respectful barrier. Preventive measures are healthier and positive aspects, and can be talked and propagated positively towards everyone. Holding to values and teaching our children to remain in boundaries is actually a preventive measure and would protect majority of them from committing the hazard.

The proposed solution is still experimentation – the world is yet to see a generation that would be protected from practicing *** early during childhood and teenage after getting educated on ***. The proposed solution of *** education is thus very much risky and it can totally devastate the society if it fails to deliver the purpose, provoking children to enter premature sexual relations.

The intuition and notion of *** education as a solution started to create the awareness towards the deadly disease ‘AIDS’. It is a disease born out of *** and can spread out of various reasons which includes unsafe sex, blood transfusion, etc. The first unseen and politicized mistake is acceptance by the society that people need to be aware of this disease and should adapt to safe *** practices. At this point it seemed unquestionably correct, as adults were to be educated for usage of condoms. Unfortunately, this was the stepping stone towards growing errors. The ground error is that it is accepted that adults cannot hold from doing extra-marital and pre-marital affairs. And the true solution negated is – people not educated on values and importance of holding on values. It is here values plays its importance and Indian value in this term is very much known to the society – no extra-marital affairs and no pre-marital affairs – complete honesty with the partner and thus complete dedication towards their home leading to a life that is happy and supported by your relations and respected by outsiders – No possibility of AIDS in existence.

But more ground fact is that above values cannot be achieved unless it is inculcated in people when they are still ripe, when they are as young as children. Childhood is a state where you shape up your character. It takes huge effort for adults to change their nature, but not for a child. Values inculcated in children can help them grow to a brighter and healthier personality. This seems to me so simple to execute, simple because it can very easily get passed on to following generation as family values. In fact, it is still a part of Indian culture, which by the weapon of *** education, being totally devastated under the umbrella of the word ‘EDUCATION’. What is wrong in asking our children to respect elders and consider every woman as respectable as our own mother and sister? It is all about building this strong and positive perception in our little gems. In fact, would we dare to call our little angels as angels and gems, the moment we realize that he has adopted to means like *** which is not suitable to his age, which his mind would not absorb to the fullest of the concept, where there would be every chance for him to slip towards experiencing it because now the education is exposing the vulnerable ****** and ecstatic feelings which is yet in abnormal form of curiosity in the child – would we still dare to call our children as angels and gems. Will he not start challenging his patience by thinking the same about his relations? Will he then enjoy respect and regards towards any of the opposite gender? And I wonder why it is not thought that once *** goes into the education stream of children, children would by natural manner start talking about it among them. A child boy will talk to a child girl about their *** knowledge – a boundary that protects every child (at least most of them), from sexual pitfalls at early age would be totally destroyed. Is this what our modern parent expects from their children? As long as children do not talk about sex, they would fear to break the boundary and majority of the generation can be saved. But once, this is broken, majority of the generation would be devastated.

I sometimes ponder, why is human so weak to not realize the problems of practices like *** education? Why didn’t they look at societies which has already experimented this as a solution? We can very well go into the western education system where *** is a compulsory education and try to quantify and derive statistics on whether it has actually helped children from doing ***. The facts would be un-amazingly opposite to what is being proposed. They are exposed to *** as an adoptable practice, they are aware of how to protect from sexual disease, for instance by using condoms, and they simply enter into actually doing it. Why don’t we realize a simple thing, children would experiment everything if they are given the freedom? As responsible adults, we are to guide children about wrong and right and not expose them to the wrongs and the means to do the wrongs without getting harmed.

It would be surprising to understand that foundations of such human weaknesses are laid down by modern western thinkers, who adopt the theory and practice of allowing children to do what they wish. These thinkers believe that children require information about everything that they see and hear and if not provided they will get it from wrong sources, and hence, as responsible parents and elders we should share with them all problems like sex, deaths, hazards, etc. Truly speaking, there is a very thin boundary between good and bad, between right and wrong, so thin that once you cross, there is nearly no regret, no comeback. People often start smoking or drinking, with an attitude to taste – how it feels – and the boundary is broken. Next time, it is not the first time and they do it with the intention that it would be the last time and the action repeats. Why can’t we straightaway put into the minds of our children to keep away from these things by letting them realize that it is bad – very bad? Some parents agree to this as the impact of smoking is quite visible to them. How can it happen that all other behaviors of life don’t have similar negative impacts? It is seriously required to define the boundary of right and wrong in all that we do. For instance, philosophers and psychiatrists are now provoking people to talk *** with children. They believe that they will learn it from wrong sources and stealthily, which would create negative behavior in them. How silly? Why can’t children be allowed to consider it wrong as long as they are children? Why aren’t they allowed to learn about such things as they grow in boundaries and learn to practice it only in right manner at right time? Why are these great thinkers so eager to take away the opportunity of self – development from these children, which nature has provided them? Nature doesn’t allow children to do *** and hence it is wrong for them as long as they are children. What is wrong in telling them that it is wrong and bad when actually it is wrong at their stage? They automatically will learn its importance and usage when they grow and such children will respect *** and practice it religiously as a part of married life.

Accepting that children would learn *** from wrong sources, is actually an acceptance to the happenings in the society around – cultural degradation in social environment remains unchallenged and in fact attains maturity by allowing the upcoming generation to get educated on it and practice it untimely. Children would grow physically weak, and to much greater extent mentally weak if they endeavor to unfold their temptations through sexual education. The next generation is being challenged for their superiority of behavior and the induced *** education would surely overthrow the master culture of respect and regard.

We need to help our children to enhance their resistive power, their tolerance power, their patience, their understanding to respect and regard the values taught by parents and teachers. We cannot simply accept that our children would learn from wrong source about habits that are tempting, if we do not allow them to learn from us. We cannot make our children so weak that they go for anything that fulfills their mental desires and curiosity. We need to develop in them right from their childhood a habit to hold on temptations, so that they get matured enough to handle toughest situations in life. Indian culture have always taught children to grow up by practicing patience, yoga, respect towards elders, and all positive aspects that can create a great individual. Isn’t it necessary for our society to have stable families with respectable practices?

If Indian values and practices that taught children of such high attitude are considered as Stone Age by modern tutors, this would be unfortunate for the country. It is so simple to understand that people of Stone Age were used to living in nudity, and if we have grown rich in knowledge and understood the importance of clothes in societies, we have to respect clothes. Clothes are the first indication of boundaries against *** and children are to be protected from media which breaks this boundary. Let us promise to help our upcoming generation to become strong mentally, brace enough to fight these petty temptations and grow powerful in their thinking so that they are capable of doing great tasks.

SEX IN HINDUISM

Swami Vivekanand said, “In west, every woman other than mother is a wife. Among Hindus, every woman other than wife is a mother.” I do not know other religion, than Hinduism, which teaches values of so high regard. Such high values exist because *** was never neglected in Indian philosophy – it was rather researched to be a powerful source of energy in any individual. It was understood that any energy has to be utilized in the boundary of natural law and hence, *** was to be practiced by recognized partners, only for specific purpose and within age boundaries. It was recognized that mastering *** required immense control on the self and practicing it only with partners required even greater control on self. Going beyond this to practice it only for the purpose of reproduction, to meet the purpose of nature, was even tougher. Thus, this natural power of every creature was considered as a natural power and as usual, every natural power in Hindu philosophy holds a Deity in its name. Thus, ‘Kamadeva’ (Deity of lust) came into being. *** became a concept of worship and anything worship-able was never misused.

Sex as a study went deep to unfold all its secrets for Ayurvedic practitioners. But for the common people, it remained a respectable action. This is one major reason, why we do not find any major disease related to *** known in Indian societies. People often quote examples of ‘Khajuraho’ as a symbol of Hindu *** – which is very wrong – why was such sensual images created in caves? Were such caves a general practice of production? How many books of Hindus describe *** as openly as ‘Khajuraho’? The answers to these questions, clarifies, that there must have been some purpose behind ‘Khajuraho’ which is lost in the past.

Hinduism has never taught utilizing any natural power in negative fashion – unlike modern science. And *** is one such power that exists in Hinduism within natural human boundaries.

It is often seen that one bad belief by virtue of its natural capacity draws another bad belief. If *** education among children is an attempt to molest the future of nation, the Long Leaders by virtue of their devastating attitude build one after another similar attitude – producing Reservation into system that can eradicate the unity of the nation and prove the critics that Casteism is a part of not only Hinduism, but also of Hindu nation – in which case, the concept of Secularism would be lost and immediately the Hindus would get attached to it.



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