Anurag Goyal, BA. LLB, Symbiosis Law School, Hyderabad
INTRODUCTION
This research is in context with the Indian education system but expands to conventional schools everywhere. Schools and educational institutions have been a part and integrated into society since the early humans learned how to communicate in some form or the other. It is only reasonable to assume that the education a generation gets builds up the whole personalities and mindsets of the people in that generation. Humans are the most impressionable and malleable when in childhood. This fact has been exploited many times throughout history, For example, in Nazi Germany, all Jewish teachers and faculty were dismissed and only “pure” faculty were kept. The children were taught misleading and derogatory facts about all other races that were not considered good by the germans and the children were taught to hate and fear them. By doing so, Hitler secured another future generation of people that were loyal to him and only his ideas and mentalities. This proves without a doubt, that schools are not only for academic learning but also to form social bonds and learn values of life. Humans are after all extremely social beings, and living in a society requires etiquette and proper conduct, which these institutions ensure. In India, educational reforms are made on a regular basis by the central government accommodating their idea of the needs of the people. These reforms can be beneficial and also many times harmful to society. This paper is focused mainly on how the school environment and syllabus affect macro-level society but it also glances over micro-level society such as how relationships are affected within a household. This paper aims to outline the areas where schools might be lacking to keep up with current and upcoming societal trends and give an opportunity for improvement.
