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1. Role of ITIHAS (History) As
Subject In National Education
Policy
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Itihas defines how deeply the roots of our culture and communities are anchored in its
topography and geographical dimensions. It gives an added advantage of hindsight to comprehend
our rich values registered in our fables, mythologies, literature of both religious and secular nature.
Therefore, it will not be an exaggeration to call history a synonym of education. Our varied
geography, topography and vegetation educate us about diversity in our food habits, attires and
languages. The same geographical barriers which separates us from our neighbours and envelope
these various beads of different clans and communities inside Indian subcontinent into one necklace
of beautiful cultural and family values, which are uniform underneath.
Undoubtedly, history is regarded as mirror of any society or nation which reflects the socio-
cultural ethos and traditional outlook. It forms the basis for the development of art, architecture,
iconography, etc., thereby linking the modern day researches with the ancient times. Since long,
unfortunately, the Indian aspect of history and history writing has been ignored by the policy makers
and historians willingly or unwillingly which has resulted in downgrading the rich cultural heritage
of nation. It has deprived the researches from getting into touch with golden past and hence there
remains a gap of connection with the Indian nation and culture.

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Since history as a subject helps its learners conform to past ideals, and understand the
present better, it is imperative to understand our nation’s history within the perspective of its rich
cultural values. The glorious past of Bhārat must be presented as it had been one of the greatest
centers of rich values, science and technology specifically in the field of mathematics. The focus
must be on Bhārat centric which lies in its tradition. Biased history written mostly by imperialist
historians must be examined afresh. It is our duty to bring the facts regarding conceptual
differences between Itihas and history as well as how the Itihas has contributed to the world and
accommodated the followers of other civilizations.
The following points needs to be taken into account while framing our
national education policy (at each level – primary, secondary and higher
education):

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• The development of Bhārat as a nation (Rāśtra), its
evolution in general and roots of our rich culture,
tradition, customs, values etc., in particular.
• The development of political institutions and
administrative mechanism in historical perspective.
• The evolution of our rich multi-ethnic, multi-lingual
and multi-cultural past.
• To look into the long antiquity, continuity and
development of culture and civilization of Bhārat.
• To trace the Bhāratīya art, architecture,
iconography, artefacts, epigraphy, education etc. in
accordance with Bhāratīya psyche (i.e. Chiti).

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•To comprehend the unprejudiced history of philosophical roots
of Bhāratīya dharma.
•To trace the diplomatic, cultural, trade and commercial
relations with other countries specifically South and South-east
Asian countries.
•To highlight the history of science and technology in India
since ancient times.
•To give the prominence to the local history particularly of
our villages and towns.
•To highlight the role of lesser known Indian leaders and
reformers in nation building and sustaining its cultural values
and heritage.
Keeping these into consideration, there is dire need to bridge this gap by focusing on the
local and national aspects of Bhāratīya Ithias through the Bhārat centric approach, so that the
authentic knowledge of history can be transmitted to the future generations.

6. Jai Hind
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