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• W2254959844 abstract "Social Change through Children’s Books—An Indian Perspective Nita Berry (bio) Click for larger view View full resolution [End Page 48] Let me tell you a story of long long ago, perhaps over two thousand years ago, in South India. King Amarshakti was in the deepest despair. He was a wise ruler, but his three sons showed little inclination for learning. Indeed, they had resisted the efforts of a long line-up of teachers and exhausted all their resources. A minister in the king’s court finally recommended the services of Vishnu Sharma, an eminent scholar of the city. The old man was summoned and promised a big reward if he could enlighten the dimwitted princes. Vishnu Sharma declined the prize, saying he did not sell knowledge for money. However, he assured the worried monarch that he would make the young princes masters of the art of practical living in just six months. And so were presented Sanskrit literature’s most ancient collection of fables—the Panchatantra or the “Five Chapters,” which taught worldly wisdom within the framework of a lesson in a most attractive way. Woven around charming animal tales of intrigue, wit, greed, and friendship, the stories invariably contained a moral or message. Incredibly, within six months, the dull princes did indeed become shrewd masters of practical life. Vishnu Sharma’s stories succeeded where serious teaching had failed! The wisdom of the Panchatantra has endured thousands of years and popular translations merged into Asian and European literature over the centuries. Even in those far off days, the story was recognized as an ideal tool to impart knowledge and wisdom and to shape ideals and attitudes in accordance with social values. After all, a story was easily understood by all, and it entertained. It was a veritable sugar-coated pill of sorts. Suno kahani! Suno kahani! Listen to my story! The call of the storyteller or kathavachaka was something everybody eagerly awaited. Every evening after the day’s work was done, people young and old, men and women would gather in the village square … And the storyteller would spin the most spell-binding tales of adventure and bravery, love and kindness, jealousy and deceit. He held a specially revered place in society for playing a vital role. In fact, he was the focal point for a closely knit community where the joint family was traditionally an indivisible unit. All entertainment and instruction were for this unit as a whole, and children were never treated as a separate entity. During festivals and special occasions, the storyteller narrated stories which were moral, religious, mythological, didactic, and entertaining. Many of his characters were archetypes who set examples. All human qualities were exaggerated to impress young and old. Ancient India’s schools, or gurukuls, were exclusively for princes and the elite. The oral tradition of storytelling was thus an effective means to reach out and instruct the vast receptive masses through a treasury of folktales, folklore, myths, and epics. A body of beliefs and values reflecting the wisdom of ancient India was handed down from one generation to the next through these valuable lessons. Life in India remained unchanged for centuries. It was largely an agricultural economy with a rural population. The beginning of the twentieth century saw modern India make rapid strides in technology, industry, and agriculture. As a large population migrated to towns and cities seeking employment, rapid urbanization, the growth of slums, the beginning of nuclear families, and a fast multiplying population gave rise to diverse social and environmental problems and a host of changes in traditional value systems. Today, our complex world is radically different from that of our ancestors. Many traditional values clash with modernity, and a loss of direction is apparent in every walk of life. New social problems have emerged: family and community tensions, insecurity, divorce, drugs, handicaps, problems of teenagers, alienation of old age, indiscipline, and corruption along with other pressing issues like lack of civic sense and hygiene, squalor and disease, depletion of natural resources, and degradation of the earth’s environment. The emancipation of women has led to new issues of safety and gender equality. The child assimilates and understands this new..." @default.
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• W2254959844 date "2016-01-01" @default.
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• W2254959844 title "Social Change through Children’s Books: —An Indian Perspective" @default.
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• W2254959844 doi "https://doi.org/10.1353/bkb.2016.0014" @default.
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