Calling Harappan Civilization ‘Sindhu-Sarasvati’ in new textbooks is based on established scholarship, not politics: NCERT Social Science panel head Michel Danino

Q. Were you concerned about maintaining the broad acceptance of the National Education Policy 2020 and the National Curriculum Framework 2023 while formulating the social science textbooks, given their largely uncontroversial reception?

Yes, we were concerned because such a novel effort typically requires more time. The National Syllabus and Teaching and Learning Material Committee (NSTC), which I am part of, was appointed late (NSTC was appointed in July 2023 by the union government to design new textbooks for the new academic session starting April 2024). So we started late, and our first task was not the textbook, but designing the syllabus. Many members initially focused on what to teach rather than how, which I urged them to rethink. Despite time constraints, we aimed for a balanced syllabus. While we made progress, I don’t think we fully succeeded..

Q. Why do you think you’ve not fully succeeded…

Because it’s the first attempt. It’s not perfect, but there’s something very good here. We plan to conduct proper surveys of teachers and students to gather genuine feedback.. but the initial feedback is encouraging..

Q. How much time does such an exercise ideally need?

We preferred a year but, in practice, had only five months to draft the new textbooks. We started mid-January (this year) because before that we were designing the syllabus for grades 6-10. The process was challenging since we were creating new material, not revising existing content, within a compressed timeline. We completed the first draft by June’s end, with revisions and feedback continuing until early July when the final material was submitted for printing.

Q. Given the delay, shouldn’t the new textbooks have been introduced next academic year instead of mid-session?

No, the question didn’t arise because we were told to do it. We initially thought it could be done in three months, but we were naive (laughs).. we underestimated the complexity of creating textbooks.

Yes, there were delays, but we felt it was better to act this year rather than waste another year with the old syllabi. Waiting would create too much of a gap between the NEP (National Education Policy released in July 2020) and its implementation, risking a loss of faith. This is a good first step, and we’ll continue to improve and expand on it each year.

Q. The NCF 2023 offers a broad framework with room for innovation. What specific approaches or innovations have you implemented within these guidelines?

We’ve tried to avoid overloading the textbook with data, keeping it minimal to illustrate key principles, in line with the NEP’s goal to discourage rote learning. We reduced text and used graphics as pedagogical tools, adopting a semi-casual style that directly addresses students. The language is kept simple, with explanations for challenging words to accommodate students’ varying comfort with English.

Importantly, we encourage students to reflect, asking questions that prompt critical thinking. Instead of giving definitive answers, we highlight uncertainties, especially in subjects like history and archaeology, making it clear that sources are often incomplete. This approach aims to awaken students’ reflection, but the teacher’s role is crucial in fully realizing this potential. We’re also working on a teacher handbook to further support this effort.

Q: But the old textbooks under NCF 2005 were also written with similar objectives…

Some of those textbooks were not bad, and we did consult them, but we didn’t copy them. They were still focused on the old approach of what to teach, leading to an overload of material that didn’t fully achieve the 2005 framework’s goals.

Q: Could you name some of the good ones?

I’d prefer not to, as some are now involved in public controversies. But overall, they didn’t succeed.

Q: Why do you say that?

They were too abstract, focusing on top-down teaching. We’re aiming for bottom-up teaching, starting from the student’s environment and building up…

Q. With the NCF for school education and new textbooks released while the NCF for teacher education is still pending, are we tackling this in the wrong order? Teachers are essential for implementing the new textbooks…

Regrettably, perhaps, but I have to agree with you. The challenge lies in the sheer numbers—millions of teachers, and the state machinery also needs to adapt. Education is a state matter, and politics can complicate collaboration. Although groundwork has been laid, the full transition could take at least five years. We can’t wait that long to train teachers before introducing new textbooks; it’s a transition that will involve some groping around and back-and-forth adjustments.

Q. When I look at the Class 6 social sciences textbook, it’s not just light on text, but also content. In the history portion, for instance, earlier a Class 6 student would study early kingdoms, but now she doesn’t…

The chapter on early kingdoms was omitted this year to keep the content lighter, but it’s planned for the next edition of Grade 6. The chapter was nearly complete, but we decided to stop at a certain point. So, your point is valid.. but children at this stage aren’t deeply impacted, as they don’t yet grasp concepts like empires. We focused instead on laying foundational concepts like time, chronology, and dates, which many students struggle with even in higher grades. We developed exercises and recurring timelines throughout the chapters to help students understand these fundamentals.

Q. So how will the social science textbook for Class 6 change next year?

The plan for next year is to add four to six more chapters to the textbook, as we’ll have additional time and teachers will be more prepared. This year’s content was deliberately kept light. The new chapters might include topics like India and her neighbors, the transition to empires, possibly ending at the Mauryan Empire, and India’s cultural history as a home to many communities. We’re also considering an economics chapter that’s nearly ready.

Q. How will current Class 6 students manage in Class 7 without having studied the chapters you plan to add to the Class 6 social science textbook next year?

You’re right to be concerned. We plan to offer a bridge course that will provide a summary of the missing chapters, ensuring students are exposed to what they missed this year. This could take about two to three weeks, allowing them to absorb the essentials. They can also read the textbook on their own if they wish.

Q. What was the committee’s rationale for including the alternative names ‘Sindhu-Sarasvati’ and ‘Indus-Sarasvati’ for the Harappan civilization in the new Class 6 social science textbook, given the contentious nature of the topic?

The decision to include alternative names like ‘Sindhu-Sarasvati’ and ‘Indus-Sarasvati’ for the Harappan civilization is neither new nor driven by any political agenda. Archaeologists, such as Professor Jonathan Mark Kenoyer of Wisconsin University, British archaeologist Jane McIntosh, and the late Raymond Allchin, one of the foremost authorities on the Indian subcontinent, have used these terms in their work. Jean-Marie Casal, the French archaeologist, also speaks of the Sarasvati River in the context of the Harappan civilization. Gregory Possehl, the late American archaeologist, dedicates several chapters to the Sarasvati River in his book ‘The Indus Age.’ This terminology is based on established archaeological scholarship, not on any recent political influence. So, this is not a Hindutva thing. Moreover, we have included all alternative names. To me, this is factual.

Q. The biggest criticism of referring to the Harappan civilization as the Indus-Sarasvati civilization is that it conflates the pastoral Vedic civilization with the urban Harappan culture…

There are two main approaches to reconciling the Harappan civilization with the Vedic period. Some scholars, including Greek scholar Nicholas Kazanas, argue that the Vedic period corresponds to the early Harappan phase rather than the mature urban phase. This idea is supported by evidence such as the decline of the Saraswati River at the onset of the mature Harappan phase, as noted by Pakistani archaeologist Mohammed Rafiq Mughal.

The second point is the interpretation of the Rig Veda as purely pastoral. Scholars like H.H. Wilson, who translated the Rig Veda, disagreed with Max Müller and saw evidence of an advanced urban and maritime civilization. Archaeologist Dr. R.S. Bisht also draws parallels between Rig Vedic terms and his excavations at sites like Dholavira and Banawali, questioning the notion of a primitive society.

It’s essential to consider the range of scholarly opinions, as the Rig Veda contains references to advanced trade and maritime activity, challenging the simplistic view of it as purely pastoral. Max Müller, with all good intentions, made a significant contribution by making these texts available, but his interpretation framed the Rig Veda as describing a primitive stage of humanity. Although many scholars disagreed with him, his towering influence meant that his opinion dominated. T

Q. But given the differing perspectives on this topic, shouldn’t the textbook have included the element of these contested viewpoints?

Yes, but not for Class 6. It’s too early for students at that level to fully grasp the complexities of such debates. What I’ve described is more appropriate for postgraduate studies. However, in Class 11, for example, if we introduce a course on the Harappan civilization, I would include the basics of such discussions. I wouldn’t impose any conclusions but would present the different theories, their pros and cons, and encourage students to form their own opinions. This would be my personal approach.

Q. But by including alternative names like Indus-Sarasvati without providing context for the debate and differing perspectives, aren’t you at risk of imposing a particular conclusion on the students?

We’re not imposing anything; we’re simply presenting the terminologies that are used. It’s a fact that these names are in use. While some may contest this, I believe it’s a defensible position. Our goal is to be fair in representing the terminology. In the teacher handbook, we plan to provide more guidance on how to navigate these debates in the classroom.

Q. You have included a guide for pronunciation of Sanskrit words in the new social science textbook for Class 6. Would you have a similar guide for Arabic, Persian words for chapters on say Mughal era?

Yes, we’re aware that similar pronunciation guides will be needed for words in other languages… We already face challenges with languages like Tamil, where the scholarly diacritical system is complex and less user-friendly than Sanskrit. Each language presents its own challenges, so we’ll have to address these on a case-by-case basis.