what north korea and kim jong un teaching about indiaOn May 7, 2021 by admin
Author: Brajesh Satya
Recently, Chairman of the Council of Cultural Relations of India, Vinay Sahastrabuddhe told that the government has so far studied the books of 60 countries and tried to know what they are teaching their children about India. In this connection, school books of 150 more countries will be scrutinized, then the report will be given to the Government of India.
The government is scrutinizing courses around the world. In such a situation, the name of North Korea is also glimpsed, about which a common belief has been made that only the leaders of that place are taught there, they have no meaning with the rest of the countries. I have been there for a long time, have seen that country closely. The history and geography of the world are taught in the course of the third to fifth year (Class 9 to 11 in India) of the 6-year-old secondary school there. Out of these, in the book of World History and Geography of a single class, there are only 16 pages about India.
In the chapter on World History of North Korea, the chapter named ‘Ancient State’ states that agricultural irrigation began in the Indus Valley and India’s first slave state was formed, urban civilization developed. After this, the ancient civilization moved towards the Ganges river valley. The slave-master class of ancient India created a strict varna system to maintain their wealth and political dominance, and it was divided into four classes. This system caused a huge loss to the development of Indian society.
In one of the books there is a chapter titled ‘The invasion of capitalist powers in Asia and the invasion of people by people, the anti-feudal struggle’. In it, Britain is told about the occupation of India and the Sepoy Mutiny. It is written that the British formed the East India Company in 1600 to loot India and won them lowly by splitting between the princely states. On the other hand, the revolt of 1857 has been described as a nationwide revolt of the Indian people against the British, that even though the inability and betrayal of leadership, local spread of rebellion, the British policy of divisiveness failed, but injured the British rule. Later, it had a major impact on the independence movement.
There is a chapter in the book of these classes called ‘Development of revolutionary movement in different countries’. It has the freedom movement and Gandhiji. It is written that after the socialist revolution of October, the revolutionary movement intensified in many Asian countries. The struggle against the British in India increased. In March 1918, the textile mill workers of Bombay held a large demonstration, but being unorganized could not become the leaders of the revolutionary struggle. After that, the movement was run by Gandhiji and the Indian National Congress. Gandhi’s non-violent civil disobedience movement, the Jallianwala Bagh massacre and the brutal suppression of the British are also mentioned.
A chapter titled ‘Rise of National Liberation Movement after the Second World War’ mentions the independence of India, the partition of India-Pakistan, the dispute and the rise of Bangladesh including Kashmir. At the same time, in the chapter on Geography of Class 9, it is written in the chapter called ‘Asia Mahadesh’ that India is a multi-ethnic and multilingual country which is the major producer of food grains in the world. Here cow is given importance according to religious customs. India is a country with relatively developed industries in developing countries.
It states that after independence, power, steel and machinery industries developed, then new industries like electronics, aviation and nuclear power were established. Software technology has been developing rapidly here in recent years. The reason behind how much our country is taught in North Korea’s schools is because America’s biggest enemy country has always had friendly relations with India.
Disclaimer: The views expressed above are the author’s own
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