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Teach fundamental duties to the young Generations in all educational institutions

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"3. ...the Report of the National Commission to Review the Working
of the Constitution wherein a report made by a Committee commonly known as
'Justice J.S. Verma Committee' on operationalization of fundamental duties
of citizens has been accepted and a strong suggestion has been made for
their early implementation. The Commission, inter alia, recommends :

"3. 40. 2 Education is not confined only to the time spent in schools and
colleges. Education begins at birth in the subconscious and continues till
death. Anyone who says that he has nothing more to learn is already brain-
dead. It follows that the influences that play on a child at home are of
great importance. Parents should understand that education begins at home,
the examples they set, the environment of enlightenment and tolerance that
is necessary to produce good citizens cannot be sub-contracted to formal
schooling important though this is. Schemes should, therefore, be framed
that include parents in social activities that have as their objective the
country's age-old traditions, its Welcome to the persecuted of every faith,
its virtues of tolerance of and respect for all religions and a certain
pride in belonging to this land and in being considered as Indian. The
highest office in our democracy is the office of citizen; this is not only
a platitude, it must translate into reality. The distinction is not
illusory. This country has given far too much indulgence to an attitude
of mind that acts on the question - what is there in it for me?

Education and the process of inculcating unselfishness and a sense of
obligation to one's fellowmen should inspire the question - where does my
duty lie ? The transformation has the potential to make our nation
strong, invincible and able to command the respect of the world.

3. 40. 3 (i) The Commission recommends that the first and foremost step
required by the Union and State Governments is to sensitise the people and
to create general awareness of the provisions of fundamental duties
amongst the citizens on the lines recommended by the Justice Verma
Committee on the subject. Consideration should be given to the ways and
means by which Fundamental Duties could be popularized and made effective;
(ii) right to freedom of religion and right of minorities and fellow
citizens respected; (iii) reform of D the whole process of education is an
immediate but immense need, as is the need to free it from governmental or
political control; it is only through education that will power to adhere
to our Fundamental Duties as citizens can be inculcated; and (iv) duty to
vote at elections, actively participate in the democratic process of
governance and to pay taxes should be included in Article 51A....."

4. In its recommendations, Justice Verma Committee in Chapter entitled
"Salient Recommendations" under the heading 'Operationalization Overview'
observes as under :

"Duties are observed by individuals as a result of dictates of the social system and the environment in which one lives, under the influence
of role models, or on account of punitive provision of law. It may be
necessary to enact suitable legislation wherever necessary to require
obedience of obligations by the citizens. If the existing laws are
inadequate to enforce the needed discipline, the legislative vacuum needs
to be filled. If legislation and judicial directions are available and
still there are violations of Fundamental Duties by the citizens, this
would call for other strategies for making them operational.

The desired enforceability can be better achieved by providing not merely
for legal sanctions but also combining it with social sanctions and to
facilitate the performance of the task through exemplar role models. The
element of compulsion in legal sanction when combined with the natural urge
for obedience of the norms to attract social approbation would make the
citizens willing participants in the exercise. The real task, therefore, is
to devise methods which are a combination of these aspects to ensure a
ready acceptance of the programme by the general citizenry and youth, in

The Committee is strongly of the view that the significance of dignity of
the individual in all its facets and the objective of overall development
of the personality of the individual must be emphasized in the curriculum
at all the stages of education. This requires consciousness of citizenship
values which are a combination of rights and duties, and together give rise
to social responsibilities. Methods must be devised to operationalize this
concept as a constitutional value in our educational curriculum and in co-
curricular activities, in schools and colleges.
6. Keeping in view the fact that the Government of India would take notice of
the recommendations of the aforesaid Commission/Committee, we agree with
Shri K. Parasaran that the same may be considered in its right earnestness
by the Central Government and we accordingly direct it to do so as also to
take appropriate steps for their implementation as expeditiously as

The above extract is from the judgement of Supreme Court of India in Rangnath Misra v/s Union of India & Others (2003) 7 SCC 133 which clearly states that it is the obligation of the Government of India to educate the citizens in the matter of fundamental duties so that a proper balance between rights and duties may be achieved by the teaching of fundamental duties in educational institutions.

The text of Article 51 - A of the Constitution of India is produced below for reference:
"51A. Fundamental duties: It shall be the duty of every citizen of India -
(a) to abide by the Constitution and respect its ideals and institutions, the national Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers and wild life, and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement;
(k) who is the parent or guardian toprovide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years."

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