SAMAJAKARYADA HEJJEGALU - SKH€¦ · In the article “Voluntary to Mandatory Corporate Social Responsibility” K.N.Ajith discusses the various aspects of the new CSR law. The new

1Samaja Karyada HejjegaluVol. IV, No-3, July 2014

SAMAJAKARYADA

HEJJEGALU

SOCIAL WORK FOOT-PRINTS

2

Contents¥Àj«r

1. ¦æÃwAiÀÄ ªÀÄÆ® AiÀiÁªÀÅzÀÄ ? - 5

JA. §¸ÀªÀtÚ

2. ºÉtÄÚ ªÀÄPÀÌ¼À £Á¥ÀvÉÛ JA§ ªÀiÁAiÀiÁeÁ® - 15

gÀÆ¥À ºÁ¸À£ï

3. © ÉÌmïUÁV ¦Ãr ÀÄªÀ `D¥É ï ªÁå°’AiÀÄ ªÀÄPÀÌ¼ÀÄ! - 21

©.Dgï. ¸ÀvÀå£ÁgÁAiÀÄt

4. ` ÀªÀiÁdPÁAiÀÄðzÀ PÀt ÀÄUÁgÀ’ NzÀÄUÀgÀ C¤¹PÉ,C©ü¥ÁæAiÀÄUÀ¼ÀÄ - 29

5. CPÀëgÀ ÀÜgÀ C£ÁUÀjPÀ ªÀÄÄRªÁqÀ - MAzÀÄ «±ÉèÃµÀuÉ - 37

UÀAUÁzsÀgÀ gÉrØ J£ï.

6. ÀPÁðgÉÃvÀgÀ ÀA ÉÜ (NGO) JAzÀgÉÃ£ÀÄ ? - 43

PÀ£ÀßqÀPÉÌ : J¸ï. gÀ²ä

7. Voluntary to Mandatory Corporate

Social Responsibility - 44

K.N. Ajith

8. Environment Conservation: Social Worker

as a Catalyst of Sustainable

Development (Some Observations) - 52

T.S. Chandrashekara

9. DIVASWAPNA: Creativity in Education

Book Review - 61

Ramesh D. Gongadi

10. Kalike Samruddi Upakaram (KSU) - 69


EditorialMay 2014 witnessed a massive electoral defeat of the ruling alliance

mainly because of corruption at all levels, widespread poverty, andprice rise. The new government has many political , economic, socialand security challenges confronting the nation. In the social sectormany initiatives are expected. Issues concerning women, children,governance, justice system, development and human rights are on thetop of the new government’s agenda. In this effort Samaja KaryadaHejjegalu, as a social work and social development magazine, has somesignificant role to play.

Corporate organisations have economic as well as socialresponsibilities, particularly when the post liberalisation, globalisedeconomy has brought substantial prosperity to business. Barring somecorporations like the Tata Group, Wipro, and Infosys (for instance),many companies are either paying lip service to their corporate socialresponsibility (CSR) are indifferent to their expected social obligations.Hence the government of India enacted the new comprehensiveCompanies Act in December 2013 making CSR spending of at least 2per cent of the post tax profit of a certain class of companies mandatory.In the article “Voluntary to Mandatory Corporate SocialResponsibility” K.N.Ajith discusses the various aspects of the newCSR law. The new law expects the business organisations to undertakeprojects for poverty alleviation, reduction of infant mortality, skilldevelopment, rural transformation, housing for the slum families, etc.Ajith also critically examines the limitations of making CSRmandatory.

“Environment Conservation: Social Worker as a Catalyst ofSustainable Development (Some Observations)” byT.S.Chandrashekara emphasizes on academic and practical realm ofsocial work in order to achieve sustainable development. The author,in this article, has attempted to understand this emerging field andbriefly deliberated on the role of Social Workers in this field. Countriesacross the world are facing destruction of environment in the name ofdevelopment. Forest cover is depleting and life-saving mangroves arebeing removed exposing large populations to the fury of nature.Sustainability is , therefore, a key functional area of professional socialwork.

4

“DIVASWAPNA: Creativity in Education” is a review of a famousGujarathi book on innovation in education written by the late GijubhaiBadheka , a well -known Gujarathi educationist and teacher. Attractedby its imaginative content Kashinath Trivedi translated the book inHindi and published it for wider circulation. The book narrates thestory of Laxmiram, a fictional character. Laxmiram is a teacher whorejects the orthodox culture of education and continues to experimentin creative teaching method. He was against punishing children, acommon practice even now. The book review of Divaswapna is doneby Ramesh Gongadi.

PÀÀ£ÀßqÀ ÉÃR£ÀUÀ¼À «ZÁgÀzÀ°è ºÉÃ¼ÀÄªÀÅzÁzÀgÉ E°èAiÀÄÆ ¸ÀºÀ ¸ÁAzÀ©üðPÀ ªÀÄvÀÄÛªÀiË®å¨sÀjvÀ ¯ÉÃR£ÀUÀ¼À£ÀÄß ¤ÃqÀ®Ä ¥ÀæAiÀÄwß¹zÉÝÃªÉ. ªÉÆzÀ°UÉ EA¢£À ¸ÀAaPÉAiÀÄ°è¥ÀæPÀlªÁVgÀÄªÀ ²æÃAiÀÄÄvÀ §¸ÀªÀtÚgÀªÀgÀ “¦æÃwAiÀÄ ªÀÄÆ® AiÀiÁªÀÅzÀÄ?” JA§ ÉÃR£À¦æÃw JAzÀgÉÃ£ÀÄ, CzÀÄ J°è ºÀÄlÄÖvÀÛzÉ, ºÉÃUÉ ºÀÄlÄÖvÀÛzÉ, ºÉÃUÉ ¨É¼ÉAiÀÄÄvÀÛzÉ J£ÀÄßªÀ¥Àæ±ÉßUÀ½UÉ ªÉÊeÁÕ¤PÀªÁV GvÀÛj¸À ºÉÆgÀl «¸ÁÌ¤ì£ï «±Àé«zÁå®AiÀÄzÀ°è ªÀÄ£ÉÆÃ«eÁÕ£ÀzÀ¥ÁæzsÁå¥ÀPÀgÁVzÀÝÀ ºÁåj ºÁ¯ÉÆð (Harry Frederick Harlow, 1905-1981) gÀªÀgÀ¯Áå¨ÉÆÃgÉÃlj CzsÀåAiÀÄ£ÀzÀ ªÉÄÃ É É¼ÀPÀÄ ZÉ®ÄèvÀÛzÉ.

²æÃªÀÄw gÀÆ¥À ºÁ À£ï gÀªÀgÀ PÀ£ÀßqÀ ÉÃR£À “ºÉtÄÚ ªÀÄPÀÌ¼À £Á¥ÀvÉÛ JA§ ªÀiÁAiÀiÁeÁ®”ªÀÄ£ÀÄµÀå£É¤¹PÉÆArgÀÄªÀ ªÀiÁ£ÀªÀ ªÀÄÄRªÁqÀzÀ ªÁåWÀæUÀ¼À ºÉÃAiÀÄ PÀÈvÀåUÀ¼À ªÉÄÃ É É¼ÀPÀÄZÉ°èzÉ. ºÉtÄÚ ±ÀQÛ ÀégÀÆ¦tÂ, À§ É, fÃªÀ£ÀzÀ ºÁ¢AiÀÄ°è UÀArUÉ Àj ÀªÀÄ¼ÁV £ÀqÉAiÀÄ§®èZÀvÀÄgÉ - JA¨É¯Áè ªÀiÁvÀÄUÀ¼ÀÄ §jAiÀÄ ¥ÀÄ¸ÀÛPÀ CxÀªÁ gÁdPÁgÀtÂUÀ¼À ¸ÀªÀiÁgÀA¨sÀ¨sÁµÀtUÀ½UÉ ¹Ã«ÄvÀªÁV, ºÉtÄÚ UÀAr£À sÉÆÃUÀzÀ ªÀ ÀÄÛªÁVAiÉÄÃ G½zÀÄPÉÆArgÀÄªÀÅzÀÄJ®ègÀ ªÀÄ£ÀzÁ¼ÀPÉÌ w½zÀ ¸ÀvÀå. E°è ¸Àj vÀ¥ÀÄàUÀ¼À ªÀiË®åªÀiÁ¥À£À ªÀiÁqÀ ÉÃPÁVgÀÄªÀÅzÀÄ¥ÀæwAiÉÆ§â £ÁUÀjÃPÀ£À PÀvÀðªÀå EAvÀºÀ ºÀ®ªÀÅ À®ºÉUÀ¼ÉÆA¢UÉ PÉÆ£ÉUÉÆ¼ÀÄîªÀ ²æÃªÀÄwgÀÆ¥À ºÁ¸À£ï gÀªÀgÀ ¯ÉÃR£À NzÀÄUÀgÀ£ÉÆßªÉÄä D zÁjAiÀÄ°è aAw¸ÀÄªÀAvÉ ªÀiÁrzÀgÉÉÃRPÀgÀ ªÀÄvÀÄÛ ¥ÀæPÁ±ÀPÀgÀ GzÉÝÃ±À ÁxÀðPÀªÁzÀAvÉ.²æÃAiÀÄÄvÀ ©.Dgï. ÀvÀå£ÁgÁAiÀÄuï gÀªÀgÀÄ §gÉ¢gÀÄªÀ “© ÉÌmï UÁV ¦Ãr¸ÀÄªÀ ‘D¥É¯ï

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PÉÆ£ÉAiÀÄ°è “¸ÀªÀiÁdPÁAiÀÄðzÀ PÀt¸ÀÄUÁgÀ” ¥ÉÆæ. JZï.JA. ªÀÄgÀÄ¼À¹zÀÝAiÀÄå£ÀªÀgÀ£ÀÄßPÀÄjvÀÄ ºÉÆgÀ§A¢gÀÄªÀ ¥ÀÄ¸ÀÛPÀzÀ C©üªÀiÁ¤UÀ¼À C¤¹PÉ, C©ü¥ÁæAiÀÄUÀ¼À£ÀÄß M¼ÀUÉÆArzÉ.

£ÀªÀÄä J¯Áè ÉÃRPÀjUÀÄ, ¸ÀºÀPÁjUÀ½UÀÄ ªÀÄvÀÄÛ NzÀÄUÀjUÀÄ £ÀªÀÄä ¥ÀwæPÁ vÀAqÀzÀ±ÀÄ sÀPÁªÀÄ£ÉUÀ¼ÀÄ”

M.H. RameshaEditor


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¦æÃw JAzÀgÉÃ£ÀÄ, CzÀÄ J°è ºÀÄlÄÖvÀÛzÉ, ºÉÃUÉ ºÀÄlÄÖvÀÛzÉ, ºÉÃUÉ É¼ÉAiÀÄÄvÀÛzÉJ£ÀÄßªÀ ¥Àæ±ÉßUÀ½UÉ ªÉÊeÁÕ¤PÀªÁV GvÀÛj ÀÄªÀÅzÀÄ ÀÄ® sÀªÀ®è. CzÀÄ PÀ Á«zÀgÀ,PÀ«UÀ¼À, PÁzÀA§jPÁgÀgÀ PÉ®¸À. DzÀgÀÆ ¦æÃw MAzÀÄ ªÀiÁ£À¹PÀ¸ÀA¹ÜwAiÀiÁzÀÝjAzÀ ºÁUÀÄ ªÀåQÛUÀ¼À £ÀqÀÄªÉ K¥ÀðqÀÄªÀ C¥ÀÇªÀðÀA§AzsÀªÁzÀjAzÀ, ªÀÄ£ÉÆÃ«eÁÕ¤UÀ½UÉ CzÀgÀ «ZÁgÀªÁV PÀÄvÀÆºÀ®«gÀÄªÀÅzÀÄ

¸ÀºÀd. ¸ÀÄªÀiÁgÀÄ 1950gÀªÀgÉUÉ ¦æÃwAiÀÄAxÀ ªÀåQÛ¤µÀ× C£ÀÄ¨sÀªÀªÀ£ÀÄß¥À æAiÉÆÃUÁ®AiÀÄzÀ°è Czs ÀåAiÀÄ£À ªÀiÁqÀÄªÀ ¸ÁzsÀ åv ÉAiÀÄ£ÀÄß AiÀiÁªÀªÀÄ£ÉÆÃ«eÁÕ¤AiÀÄÆ AiÉÆÃa¹gÀ°®è. CAxÀ MAzÀÄ ºÀÄZÀÄÑ ¸ÁºÀ ÀPÉÌ PÉÊºÁQzÀªÀgÀÄ «¸ÁÌ¤ì£ï «±Àé«zÁå®AiÀÄzÀ°è ªÀÄ£ÉÆÃ«eÁÕ£ÀzÀ ¥ÁæzsÁå¥ÀPÀgÁVzÀÝÀºÁåj ºÁ¯ÉÆð (Harry Frederick Harlow, 1905-1981) JA§ÄªÀªÀgÀÄ.¦æÃwAiÀÄAxÀ ªÀåQÛ¤µÀ× (subjective) C£ÀÄ sÀªÀªÀÀ£ÀÄß ªÀ ÀÄÛ¤µÀ×ªÁV (objective)¯É ÁgÀljAiÀÄ°è CzsÀåAiÀÄ£À ªÀiÁrzÀ ºÁ¯ÉÆð CªÀgÀ ¥ÀæAiÀÄvÀß ªÉÄZÀÑvÀPÀÌzÉÝ.ºÁ¯ÉÆð £ÀqÉ¹zÀ ¥À æAiÉÆÃUÀUÀ¼ÀÄ ªÀÄ£ÉÆÃ«eÁÕ£ÀzÀ EwºÁ¸ÀzÀ°è¥Àæ¹zÀÞªÁVgÀÄªÀÅzÀµÉÖÃ C®è; §ºÀÀ¼ÀµÀÄÖ «ªÁzÀUÀ¼ÀÀ£ÀÆß ºÀÄlÄÖºÁQªÉÉ; CzÀÄÉÃgÉ «ZÁgÀ. ¦æÃw-¥ÉæÃªÀÄ JAzÀ vÀPÀëët ÁªÀiÁ£Àå d£ÀgÀ ªÀÄ£À¹ì£À°è ºÀÄlÄÖªÀÅzÀÄ ºÉtÄÚ-

UÀAqÀÄUÀ¼À £ÀqÀÄ«£À C£ÀÄ§AzsÀ; ¯ÉÊAVPÀ DPÀµÀðuÉ JAzÀgÀÆ ÀjAiÉÄ. DzÀgÉCzÉÆAzÉÃ ¥ÉæÃªÀÄªÀ®è. ªÀiÁ£ÀªÀ£À ºÀAvÀzÀ°è ¦æÃw ºÀ®ªÀÅ ¢PÀÄÌUÀ¼À°è ¥ÀæªÀ» ÀÄvÀÛzÉ.EAVèÃ¶£À°è ¥ÉæÃªÀÄªÀ£ÀÄß §ºÀÄªÀÄÄR sÀªÀå ªÀ ÀÄÛ (“love is a manysplendored thing”) JAzÀÄ ºÉÃ¼À ÁVzÉ. M§â »jAiÀÄ ªÀÄ£ÉÆÃ«eÁÕ¤JjPï ¥sÁæªÀiï (1900-1980) vÀªÀÄä MAzÀÄ UÀæAxÀzÀ°è (Fromm, 1956)ªÀiÁ£ÀªÀgÀ ¦æÃw LzÀÄ ¢PÀÄÌUÀ¼À°è ºÀjAiÀÄÄvÀÛzÉ JA¢zÁÝgÉ. CªÀÅ PÉ¼ÀPÀAqÀAwªÉ.

1. ¥ÀÅvÀæ¥ÉæÃªÀÄ (filial love): ºÉvÀÛªÀgÀÄ vÀªÀÄä ªÀÄPÀÌ¼À ªÉÄÃ¯É vÉÆÃgÀÄªÀ¦æÃw; ¥ÀÅvÀæ ªÁvÀì®å; EzÀÄ ªÀÄÄAzÀÄªÀgÉzÀÄ J¯Áè ªÀÄPÀÌ¼À PÀqÉUÀÆºÁUÀÆ J¯Áè C ÀºÁAiÀÄPÀgÉqÉUÉ ºÀjAiÀÄÄvÀÛzÉ.

6 JA. §¸ÀªÀtÚ

2. ¦vÀÈ¥ÉæÃªÀÄ (parental love): ªÀÄPÀÌ½UÉ ºÉvÀÛªÀgÀ ªÉÄÃ®t ¦æÃw;PÁ® PÀ¼ÉzÀAvÉ EzÀÄ CfÓ-vÁvÀ, aPÀÌ¥Àà-aPÀÌªÀÄä, ªÀÄwÛvÀgÀ§AzsÀÄ¨ÁAzsÀªÀgÀÄ ºÁUÀÄ J®èè »jAiÀÄgÀ PÀqÉUÀÆ ¥ÀæªÀ» ÀÄvÀÛzÉ.ªÀÄÄAzÀÄªÀgÉzÀÄ F ¦æÃw £Ár£À £ÁAiÀÄPÀgÀÄ, PÉÆ£ÉUÉ zÉÃªÀgÉqÉUÀÆºÀjAiÀÄÄvÀÛzÉ.

3. ¨ÁævÀÈ¥ÉæÃªÀÄ (fraternal love): ÉÆÃzÀgÀ ÉÆÃzÀjAiÀÄgÀÄ, ÉßÃ»vÀgÀÄ,ªÀÄvÀÄÛ £ÉgÉºÉÆgÉAiÀÄªÀgÀÄ, PÀqÉUÉ ErÃ ªÀiÁ£ÀªÀ d£ÁAUÀzÉÀqÉUÉÉºÀjAiÀÄÄªÀ ¦æÃw.

4. zÁA¥ÀvÀå ¥ÉæÃªÀÄ (conjugal love) ¥Àw-¥ÀwßAiÀÄ £ÀqÀÄ«£À ¦æÃw;ªÉÄÃ¯É ºÉÃ½zÀ ¦æÃwUÀ¼ÀÄ ºÀ®ªÀgÉqÉUÉ ¥ÀæªÀ»¹zÀgÉ, M§â ªÀåQÛAiÀÄPÀqÉUÉ ªÀiÁvÀæ ºÀjAiÀÄÄªÀÅzÀÄ zÁA¥ÀvÀå ¥ÉæÃªÀÄzÀÀ ªÉÊ²µÀÖ÷å.

5. ÀéAiÀÄA ¥ÉæÃªÀÄ (self-love): ¥ÀæwAiÉÆ§â ªÀåQÛUÀÆ vÀ£Àß ªÉÄÃ¯ÉvÀ£ÀVgÀÄªÀ C©üªÀiÁ£À¥ÀÇªÀðPÀ ¦æÃw. EzÀÄ Áé£ÀÄgÀQÛAiÀÄ®è. vÀ£Àß£ÀÄßvÁ£ÀjzÀÄ, É¼É¹PÉÆ¼ÀÄîªÀ DvÀäUËgÀªÀ.

¥ÉæÃªÀÄ ªÀÄvÀÄÛ CzÀgÀ ªÉÊ«zsÀåvÉÉUÀ¼À §UÉÎ ¥sÁæªÀiï ¥Àæw¥Á¢¹gÀÄªÀÀ ¹zÁÞAvÀªÀ£ÀÄß«ªÀj ÀÄªÀ GzÉÝÃ±À F ÉÃR£ÀzÀÝ®èè. PÉÃªÀ® ¦æÃwAiÀÄ GUÀªÀÄ ºÉÃUÉ dgÀUÀÄvÀÛzÉJ£ÀÄßªÀÅzÀ£ÀÄß w½ ÀÄªÀÀ ¥ÀæAiÀÄvÀß ªÀiÁvÀæ E°èzÉ. ªÀiÁ£ÀªÀgÀ°è ¥Àæ¥ÀæxÀªÀÄªÁV¦æÃwAiÀÄ C£ÀÄ sÀªÀ CAPÀÄgÀªÁUÀÄªÀÅzÀÄ ±ÉÊ±ÀªÀzÀ°è; ªÀÄUÀÄ vÁ¬Ä¬ÄAzÀ ¥ÀqÉAiÀÄÄªÀªÀÄªÀÄvÉAiÀÄ ªÀÄÆ®PÀ. EzÉÃ ÀPÀ® ¦æÃwUÀ½UÀÆ ªÀÄÆ¯ÁzsÁgÀ. »ÃUÉ ºÀÄnÖzÀ¦æÃw C£ÀAvÀgÀ ºÀ®ªÀÅ ¥ÀæPÁgÀUÀ¼À°è ºÀjAiÀÄÄvÀÛzÉ JA§ÄzÀÄ MAzÀÄ ¹zÁÞAvÀ.ºÁ¯ÉÆð (avÀæÀ-1) CzsÀåAiÀÄ£À ªÀiÁrzÀÄÝ vÁ¬Ä ªÀÄvÀÄÛ ªÀÄUÀÄ«£À £ÀqÀÄªÉ¦æÃw ºÉÃUÉ É¼ÉAiÀÄÄvÀÛzÉ JA§ÄzÀ£ÀÄß. CªÀ£ÀÄ ¥ÀæAiÉÆÃUÀ £ÀqÉ¹zÀÄÝ ªÀÄAUÀUÀ¼ÀªÉÄÃ¯ÉÉ. PÁgÀt ÀàµÀÖ; AiÀiÁªÀ vÁ¬ÄAiÀÄÆ vÀ£Àß ªÀÄUÀÄ«£ÉÆqÀ£É ¯É ÁgÉljUÉ§AzÀÄ ¥ÀæAiÉÆÃUÀPÉÆÌ¼ÀUÁUÀ®Ä EaÑ ÀÄªÀÅ¢®è.

J®ègÀÆ ºÉÃ¼ÀÄªÀ ºÁUÉ, vÁ¬Ä ªÀÄPÀÌ¼À £ÀqÀÄ«£À ¦æÃw (¥ÉæÃªÀÄ, ÁAzsÀªÀå,ªÀÄªÀÄvÉ, CxÀªÁ C£ÀÄ§AzsÀ) C£ÀÄ¥ÀªÀÄ, C£À£Àå, C¥ÁgÀ, CzÀ£ÀÄßzÉÊ«PÀªÉ£ÀÄßªÀªÀgÀÆ EzÁÝgÉ. ºÁå¯ÉÆðUÉ EAxÀ sÁªÀ¥ÀÇjvÀÀ ªÀiÁvÀÄUÀ¼À°èD ÀQÛ EgÀ°®è. CªÀ£ÉÃ£ÀÄ PÀ Á«zÀ£À®è, ¸Á»wAiÀÄ®è, CªÀ£ÉÆ§â ªÀ ÀÄÛ¤µÀ×«eÁÕ¤. ÉÃgÉ Áè ªÀÄ£ÉÆÃ«eÁÕ¤UÀ½VzÀÝAvÉ, CªÀ£À D ÀQÛ EzÀÄÝzÉ Áè ¦æÃwJ£ÀÄßªÀ ªÀÄ£ÀB¹Üw J°è ºÀÄlÄÖvÀÛzÉ? ºÉÃUÉ É¼ÉAiÀÄÄvÀÛzÉ? CzÀgÀ »£Éß¯É K£ÀÄ?J£ÀÄßªÀ ¥Àæ±ÉßUÀ½UÉ ªÀ ÀÄÛ¤µÀ×ªÁzÀ GvÀÛgÀUÀ¼À£ÀÄß ºÀÄqÀÄPÀÄªÀ°è ªÀiÁvÀæ.

PÉ®ªÀÅ ªÀÄ£ÉÆÃ«eÁÕ¤UÀ¼À ¥ÀæPÁgÀ ¦æÃwAiÀÄ ºÀÄnÖUÉ PÁgÀt ¸Á«ÄÃ¥Àå(proximity). AiÀiÁgÀ£ÁßzÀgÀÆ MnÖUÉ, ºÀwÛgÀ ºÀwÛgÀ EgÀ®Ä ©lÖgÉ, ¦æÃw

7Samaja Karyada HejjegaluVol. IV, No-3, July 2014 pp. 5-14

CzÀgÀ ¥ÁrUÉ CzÀÄ ºÀÄlÄÖvÀÛzÉ, É¼ÉAiÀÄÄvÀÛzÉ, JA§ÄzÀÄ CªÀgÀ £ÀA©PÉ; vÁ¬ÄªÀÄvÀÄÛ ªÀÄUÀÄ ÀzÁ MnÖUÉ EgÀÄªÀÅzÀjAzÀ CªÀj§âgÀ ªÀÄzsÉå ¦æÃvÁå£ÀÄ§AzsÀÉ¼ÉAiÀÄÄvÀÛzÉ. E£ÀÄß PÉ®ªÀgÀ ¥ÀæPÁgÀ, vÁ¬Ä-ªÀÄUÀÄ«£À £ÀqÀÄªÉ ¦æÃw É¼ÉAiÀÄ®ÄÀºÁAiÀÄ ªÀiÁqÀÄªÀ ¥ÀæªÀÄÄR PÁgÀtUÀ¼ÀÄ zÉÊ»PÀ ªÀÄÆ®zÀªÀÅ; ºÀ¹ªÀÅ, ÁAiÀiÁjPÉ,

ªÀÄvÀÄÛ £ÉÆÃªÀÅ ¤ªÁgÀuÉUÉ ÀA§A¢ü¹zÀªÀÅ; vÁ¬Ä ªÀÄUÀÄ«UÉ ªÀiÁqÀÄªÀ ¥Á®£É,¥ÉÇÃµÀuÉ. ¦æÃwAiÀÄ GUÀªÀÄPÉÌ PÁgÀt. ªÀÄUÀÄ ºÀ¹¢gÀÄªÁUÀ vÁ¬Ä CzÀPÉÌºÁ®ÆqÀÄvÁÛ¼É. CzÀjAzÀ ªÀÄUÀÄ«UÉ vÀÈ¦ÛAiÀiÁUÀÄvÀÛzÉ, ªÀÄ£À¹ìUÉ »vÀªÁVzÀÄÝªÀÄUÀÄ«UÉ ¸ÀAvÉÆÃµÀªÀ£ÀÄßAlÄ ªÀiÁqÀÄvÀÛzÉ. D »vÀªÁzÀ ¨sÁªÁªÉÃ±ÀzÀ(emotional state) ¥Àæ sÁªÀ CzÀ£ÀÄß GAlÄ ªÀiÁrzÀªÀgÀ PÀqÉUÀÆ ºÀgÀqÀÄvÀÛzÉ.EzÀÄ ªÀÄ£ÉÆÃ«eÁÕ£ÀzÀ°è ¥ÀæZÀ°vÀ«gÀÄªÀ ÁªÀiÁ¤åÃPÀgÀt (generaralization)¤AiÀÄªÀÄ. vÁ¬Ä ¥Àæw¢£À ªÀÄUÀÄªÀ£ÀÄß vÀÈ¦Û¥Àr¹, ÀAvÉÆÃµÀªÀ£ÀÄß GAlÄªÀiÁqÀÄªÁUÀ É Áè ªÀÄUÀÄ«£À dvÉAiÀÄ ÉèÃ EgÀÄªÀÅzÀjAzÀ, CªÀ¼À ªÉÄÃ É ªÀÄUÀÄ«UÉ¦æÃw É¼ÉAiÀÄÄvÀÛzÉ.

F ªÁzÀUÀ¼À°è ºÀÄgÀÄ½gÀÄªÀAvÉ PÀAqÀgÀÆ CªÀÅ ºÁå ÉÆðUÉ M¦àUÉAiÀiÁUÀ°®è,EªÀÅ §ºÀ¼À ÀgÀ¼ÀªÁVzÀÄÝ, ¦æÃwAiÀÄ ÀÄ®©üÃPÀÈvÀ «ªÀgÀuÉUÀ¼É¤¹vÀÄ. PÉÃªÀ®dvÉVgÀÄªÀÅzÀjAzÀ, ºÁ®Ä PÀÄr ÀÄªÀÅzÀjAzÀ, Gt§r ÀÄªÀÅzÀjAzÀ, ºÉÆmÉÖvÀÄA© ÀÄªÀÅzÀjAzÀ, ¦æÃw É¼ÉAiÀÄÄvÀÛzÉA§ÄzÀÄ wÃgÀ ÀgÀ¼À ¹zÁÞAvÀzÀ ºÁUÉPÀArvÀÄ. ¦æÃw, CxÀªÁ ªÀiÁvÉAiÀÄ ªÀÄªÀÄvÉ §ºÀ¼À D¼ÀªÁzÀ, ¤PÀlªÁzÀ,ªÀÄzsÀÄgÀªÁzÀ, ªÀiÁ£À¹PÀ C£ÀÄ sÀªÀ, CzÉÆAzÀÄ C£ÀÄ¥ÀªÀÄ, ÀAQÃtð sÁªÁªÉÃ±ÀÀ(emotion); CzÀPÉÌ ¥Á®£É ¥ÉÇÃµÀuÉUÀ¼À®èzÉ E£ÀÆß ªÀÄÄRåªÁzÀPÁgÀtUÀ½gÀ ÉÃPÉAzÀÄ ºÁ ÉÆðUÉ C¤¹vÀÄ. CzÉÃ£ÉAzÀÄ PÀAqÀÄ»rAiÀÄ®Ä ºÁå ÉÆðPÉÊUÉÆAqÀ ¥ÀæAiÉÆÃUÀUÀ¼ÀÄ ªÀÄ£ÉÆÃ«eÁÕ£ÀzÀ EwºÁ ÀzÀ°è MAzÀÄ ªÉÄÊ°UÀ ÁèVªÉÉ.vÁ¬Ä-ªÀÄPÀÌ¼À ¦æÃwAiÀÄ É¼ÀªÀtÂUÉAiÀÄ£ÀÄß ¥ÀæAiÉÆÃUÁ®AiÀÄzÀ°è CªÀ±ÀåPÀ«gÀÄªÀ¤AiÀÄAvÀætUÀ½UÉ M¼À¥Àr¹, ªÀ ÀÄÛ¤µÀ×ªÁV CzsÀåAiÀÄ£À ªÀiÁqÀÄªÀÅzÀÄ PÀµÀÖzÀ PÉ® À.AiÀiÁªÀ vÁ¬ÄAiÀÄÆ EzÀPÉÌ M¥ÀÅöàªÀÅ¢®è. DzÀÄzÀjAzÀ F ¥ÀæAiÉÆÃUÀUÀ¼À£ÀÄßªÀÄAUÀÀUÀ¼À (rhesus monkeys) ªÉÄÃ¯É £ÀqÉ À Á¬ÄvÀÄ.

¥ÀæAiÉÆÃUÁ®AiÀÄzÀ°è MAzÀÄ zÉÆqÀØ ¥ÀAdgÀªÀ£ÀÄß ¤«Äð¹, CzÀgÀÀ°è PÀ©âtzÀvÀAwUÀ¼À£ÀÄß G¥ÀAiÉÆÃV¹PÉÆAqÀÄ vÀAiÀiÁj À ÁzÀ JgÀqÀÄ PÀÈvÀPÀ “vÁ¬Ä”ªÀÄAUÀUÀ¼À£ÀÄß Ej À ÁAiÀÄÄÛ. CªÀÅUÀ¼À°è MAzÀ£ÀÄß ªÉÄvÀÛ£ÉAiÀÄ gÀ§âgï¤AzÀ ªÀÄÄaÑ,CzÀgÀ ªÉÄÃ É ªÀÄÈzÀÄªÁzÀ §mÉÖAiÀÄ£ÀÄß (terry cloth) ºÉÆ¢ À ÁVvÀÄÛ (EzÀ£ÀÄß“ªÀÄÈzÀÄ vÁ¬Ä” CxÀªÁ “§mÉÖ vÁ¬Ä” J£ÉÆßÃt). E£ÉÆßAzÀÄ PÀÈvÀPÀ vÁ¬ÄAiÀÄ£ÀÄßPÉÃªÀ® vÀAwUÀ½AzÀ ¤«Äð¹, CzÀÄ MgÀmÁVgÀÄªÀAvÉ ªÀiÁqÀ ÁVvÀÄÛ (EzÀÄ

8 JA. §¸ÀªÀtÚ

“MgÀlÄ vÁ¬Ä” CxÀªÁ “vÀAw vÁ¬Ä”). avÀæ 2 gÀ°è F JgÀqÀÄ §UÉAiÀÄvÁ¬ÄAiÀÄgÀ£ÀÄß vÉÆÃj¹zÉ. PÉ®ªÀÅ ¥ÀæAiÉÆÃUÀUÀ¼À°è, ªÀÄÈzÀÄ vÁ¬ÄAiÀÄ ªÀÄÄRªÀ£ÀÄßªÀÄAUÀUÀ¼À ªÀÄÄRzÀAvÉAiÀÄÆ, MgÀlÄ vÁ¬ÄAiÀÄ ªÀÄÄRªÀ£ÀÄß £ÉÆÃqÀ®Ä CµÉÖÃ£ÀÄ»vÀªÁV®èzÀAvÉ MqÉÆØqÁØVAiÀÄÆ ¤«Äð À ÁVvÀÄÛ. MgÀlÄ vÁ¬ÄAiÀÄ JzÉAiÀÄsÁUÀzÀ°è ¤¥Àà¯ï£ÉÆqÀ¤gÀÄªÀÀÀ ºÁ°£À ¹Ã ÉAiÀÄ£ÀÄß eÉÆÃr À ÁVvÀÄÛ. ªÀÄj

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ZÀjvÁæºÀð ¥ÀæAiÉÆÃUÀUÀ¼À£ÀÄß £ÀqÉ¹zÀgÀÄ. CªÀÅUÀ¼À°è PÉ®ªÀ£ÀÄß PÉ¼ÀUÉ w½¹zÉ.

avÀæ 1: ¥ÀæAiÉÆÃUÀ¤gÀvÀ ºÁ ÉÆð

avÀæ 2: vÀAw vÁ¬Ä ªÀÄvÀÄÛ §mÉÖ vÁ¬Ä


avÀæ 3: vÀAw vÁ¬ÄAiÀÄ §½ ºÁ®Ä PÀÄrzÀÄ ªÉÄvÀÛ£É vÁ¬ÄAiÀÄ §½ «±ÁæAw¥ÀÀqÉAiÀÄÄwÛgÀÄªÀ ªÀÄAUÀzÀ ªÀÄj

avÀæ 4: ªÉÄvÀÛ£É vÁ¬ÄAiÀÄ£ÀÄß C¦àPÉÆArgÀÄªÀ ºÉzÀjzÀ ªÀÄjªÀÄAUÀ

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10 JA. §¸ÀªÀtÚ

»ÃUÉ £ÀqÉAiÀÄÄwÛvÀÄÛ. ºÀ¹zÁUÀ ºÁ®Ä PÀÄrAiÀÄ®Ä MgÀlÄ vÁ¬Ä; ªÀÄÄzÀÄÝªÀiÁqÀ®Ä, C¦àPÉÆAqÀÄ ¦æÃw À®Ä ªÀÄÈzÀÄ vÁ¬Ä. »ÃUÉ É¼É¬ÄvÀÄ vÁ¬ÄªÀÄvÀÄÛ ªÀÄUÀÄ«£À £ÀqÀÄ«£À C£ÀÄ§AzsÀ. EzÀgÀ CxÀð«µÉÖ. PÉÃªÀ® ºÉÆmÉÖUÉPÉÆqÀÄªÀÅzÀjAzÀ vÁ¬Ä ªÀÄPÀÌ¼À £ÀqÀÄªÉ ¦æÃvÁå£ÀÄ§AzsÀ ºÀÄlÄÖªÀÅ¢®è. E£ÀÄßK£ÉÃ£ÉÆ ÉÃPÀÄ. CªÀÅUÀ¼À¯ÉÆèAzÀÄ “¸Àà±Àð¸ËRå” (contact comfort).ªÀÄjUÀ½UÉ vÁ¬Ä¬ÄAzÀ zÉÆgÀPÀÄªÀ ªÉÄvÀÛ£ÉAiÀÄ Àà±Áð£ÀÄ sÀªÀ, CªÀ¼ÀÄ PÉÆqÀÄªÀºÁ°£ÀµÉÖ CxÀªÁ CzÀQÌAvÀ ºÉZÀÄÑ ªÀÄÄRåªÁVvÀÄÛ.

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E£ÉÆßAzÀÄ ¥ÀæAiÉÆÃUÀzÀ°è ºÁ°£À ¨Ál°AiÀÄ£ÀÄß ªÀÄÈzÀÄ vÁ¬ÄAiÀÄ JzÉsÁUÀzÀ°è PÀÆqÀ EqÀ Á¬ÄvÀÄ. CAxÀ ÀAzÀ sÀðUÀ¼À°è ªÀÄjªÀÄAUÀUÀ¼ÀÄ ªÀÄÈzÀÄ

vÁ¬ÄAiÀÄ §½ ºÁ®Ä PÀÄrzÀÄ C ÉèÃ «±ÁæAw ¥ÀqÉAiÀÄÄwÛzÀÝªÀÅ. MgÀlÄ vÁ¬ÄAiÀÄ§½ ºÁ®Ä PÀÄrAiÀÄ®Ä ºÉÆÃUÀÄªÀÅ¢gÀ°, D PÀqÉ wgÀÄV PÀÆqÀ £ÉÆÃqÀÄwÛgÀ°®è.CzÀgÀ EgÀÄ«PÉAiÀÄ£Àß CªÀÅ UÀªÀÄ¤ ÀÄwÛgÀÀ ÉÃ E®è.

ÉÃgÉÆAzÀÄ ¥ÀæAiÉÆÃUÀzÀÀ°è ªÀÄÈzÀÄvÁ¬Ä ªÀÄvÀÄÛ MgÀlÄ vÁ¬ÄAiÀÄgÀ£ÀÄßÉÃgÉ ÉÃgÉ ¥ÀAdgÀUÀ¼À°è EqÀ ÁAiÀÄÄÛ. ªÀÄjªÀÄAUÀUÀ¼À£ÀÄß JgÀqÀÄ UÀÄA¥ÁV

«AUÀr¹, MAzÀÄ U ÀÄA¦£À ªÀÄjUÀ¼ À£ ÀÄ ß MAzÉÆAzÁV MgÀlÄvÁ¬ÄAiÉÆqÀ£ÉAiÀÄÆ, ªÀÄvÉÆÛAzÀÄ UÀÄA¦£ÀªÀ£ÀÄß ªÀÄÈzÀÄ vÁ¬ÄAiÉÆqÀ£ÉAiÀÄÆÉ¼ÉAiÀÄ®Ä ©qÀÀ ÁAiÀÄÄÛ. JgÀqÀÄ vÁ¬ÄAiÀÄjUÀÆ ºÁ°£À ¹Ã ÉAiÀÄ£ÀÄß ¹QÌ À ÁVvÀÄÛ.

JgÀqÀÄ UÀÄA¦£À ªÀÄjUÀ¼ÀÄ ºÁ®£ÉßÃ£ÉÆÃ PÀÄrzÀªÀÅ; CªÀÅ PÀÄrzÀ ºÁ°£À¥ÀæªÀiÁtzÀ°è÷ªÀåvÁå ÀªÉÃ£ÀÆ EgÀ°®è. ªÀåvÁå À«zÀÄÝzÀÄ CªÀÅUÀ¼ÀÄ « Àfð¹zÀªÀÄ®zÀ°è (feces). MgÀlÄ vÁ¬ÄAiÉÆqÀ£É É¼ÉzÀ ªÀÄjUÀ½UÉ CªÀÅ PÀÄrzÀºÁ®£ÀÄß CgÀV¹PÉÆ¼ÀÄîªÀÅzÀÄ PÀµÀÖªÁV CªÀÅUÀ¼À ªÀÄ® vÉ¼ÀÄªÁVzÀÄÝ, sÉÃ¢AiÀiÁzÀAvÉPÀAqÀÄ §gÀÄwÛvÀÄÛ. CzÀÄ ªÀÄ£ÉÆÃzÉÊ»PÀ ªÁå¢üAiÀÄ (psychosomatic disorder)®PÀëtªÉAzÀÄ wÃªÀiÁð¤ À ÁAiÀÄÄÛ. »ÃUÉ, MgÀlÄ vÁ¬ÄAiÀÄ MqÀ£Ál ºÉÆmÉÖvÀÄA©¹vÀÄÛ. DzÀgÉ, vÀ£ÀÄ vÀÄA©zÀAvÉ ªÀÄ£À vÀÄA§°®è. zÉÃºÀ É¼É¬ÄvÀÄ, ¦æÃwÉ¼ÉAiÀÄ°®è. M®«£À É¼ÀªÀtÂUÉUÉ ºÁ ÉÆAzÉÃ Á®zÀÄ. Àà±Àð¸ËRå ºÁ°VAvÀ

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ºÁ°VAvÀ vÁ¬ÄAiÀÄ ÉZÀÑ£ÉAiÀÄ, ªÀÄÈzÀÄªÁzÀ ªÉÄÊ ÀA¥ÀPÀð §ºÀ¼À ªÀÄÄRåJAzÀÄ ºÁ¯ÉÆð ¥ÀæAiÉÆÃUÀUÀ¼ÀÄ ÀÆa ÀÄvÀÛªÉ. “£É®zÀ ªÉÄÃ¯É ªÀÄ®V¹, a£ÀßzÀ


ZÀªÀÄZÀ¢AzÀ CxÀªÁ É½î ¨Ál°¬ÄAzÀ ºÁ®Ä PÀÄr À ÉÃr, ¤ªÀÄä ªÉÄÊÀA¥ÀPÀð ªÀÄUÀÄ«UÁUÀÄªÀAvÉ £ÉÆÃrPÉÆ½î” JAzÀÄ DzsÀÄ¤PÀ vÁ¬ÄAiÀÄjUÉ

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CzÀÄ CvÁåªÀ±ÀåPÀ. fÃªÀ«PÁ ÀzÀ ºÁ¢AiÀÄ°è ªÉÆzÀ®Ä ºÀÄnÖzÀÄÝ Àà±ÀðeÁÕ£À(C«ÄÃ§zÀ°è Àà±ÀðªÀ®èzÉ ÉÃgÁªÀ EA¢æAiÀiÁ£ÀÄ sÀªÀªÀÇ EgÀÄªÀÅ¢®è). £ÁªÀÅ¥ÀæªÀÄÄRªÉAzÀÄ w½¢gÀÄªÀÀÀ EA¢æAiÀÄUÀ¼ÀÄ (PÀtÄÚ, Q«, ªÀÄÆUÀÄ, £Á®UÉ)£Á±ÀªÁzÀgÀÆ ¥ÁætÂUÀ¼ÀÄ §zÀÄPÀ§®èªÀÅ. DzÀgÉ, Àà±ÉðÃA¢æAiÀÄ £Á±ÀªÁzÀgÉAiÀiÁªÀ ¥ÁætÂAiÀÄÆ §zÀÄQgÀ ÁgÀgÀÄ. zÉÃªÀgÀ zÀAiÉÄ! CzÀÄ ¸ÁªÀiÁ£ÀåªÁV£Á±ÀªÁUÀÄªÀÅ¢®è.

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Psychologist, 13, 673-685.3. Harlow, H. F. & Zimmerman, R. R. (1959). Affectional

responses in the infant monkey. Science, 130, 421-432.4. Harlow, H. F. & Harlow, M. K. (1966). Learning to love.

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JZï.JA.JA. CªÀgÀÄ ÀªÀiÁdzÀ §UÉÎ §jAiÀÄ ªÀiÁvÀ£ÁqÀÄªÀªÀgÀ®è. PÉÃªÀ®ÀA¥Àæ§AzsÀUÀ¼À£ÀÄß ªÀÄAr ÀÄªÀªÀgÀ®è. ¤gÀAvÀgÀªÁV ÁªÀiÁfPÀ §zÀÄQ£À wÃªÀæÀªÀÄ ÉåUÀ¼À §UÉÎ aAw¹ CªÀÅUÀ¼À£ÀÄß PÁAiÀÄðgÀÆ¥ÀPÉÌ vÀgÀÄªÀªÀgÁVzÁÝgÉ. C£ÉÃPÀ

* ¸ÀªÀiÁdPÁgÀåzÀ PÀt¸ÀÄUÁgÀ¥ÉÆæ. JZï.JA. ªÀÄgÀÄ¼À¹zÀÞAiÀÄå¯ÉÃRPÀgÀÄ :- J£ï.«. ªÁ¸ÀÄzÉÃªÀ ±ÀªÀÄð, J£ï.J¯ï. D£ÀAzÀ¥ÀæPÁ±ÀPÀgÀÄ : JA. ¨sÉÊgÉÃUËqÀ, ¥ÀæUÀw UÁæ¦üPïì, ¨ÉAUÀ¼ÀÆgÀÄ-4, 2011

30

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42

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44

Voluntary to Mandatory CorporateSocial Responsibility

K.N.Ajith*

AbstractCSR in India has evolved from merchant philanthropy to social

development oriented activities by companies. But CSR has alwaysbeen discretionary in nature by the corporate organizations. Somecompanies have been outstanding in the CSR domain, while manycompanies involved themselves in CSR activities for image building.Yet many companies were unconcerned about their social obligations.The new Companies Act of 2013 made CSR mandatory for a classof companies effective from April 2014. This article discusses theCSR legislation of the government of India and its implications.

Business and SocietyThe ever increasing global population looks to business for help

in improving their livingstandards, and thus creating a better qualityof life. Involvement by business in society would help solve multiplesocial problems. In turn, business benefits from a better socialenvironment as Davis and Frederick (1984) illustrate the multipliereffect:

Social Needs

Business Response

Social Benefits

Better Qualityof Life

Secondary BenefitsBenefits

pp. 37-44


Business organizations respondto external social change indifferent ways, which are categorized into threestrategies by Postand Mahon (1980) : (a) an adaptive strategy, (b) aproactive strategy,and (c) an interactive strategy.The first strategy is usually adoptedafter somesignificant social change is already under way.Thecompany then tries to adapt to a change in its environment thatit may not have anticipated.Often, company practices will bemodified onlyafter strong pressures are applied. Proactivecompaniesare a step ahead of those that merelyadapt in a reactive way, becausethey understandthe need to “get on top” of the changes thatareoccurring in their environment. Such companiestry to manipulatethe environment in ways that willbe to their own advantage; andthese steps mayor may not be in the broader public interest. Whenacompany is able to anticipate environmentalchange and blend itsown goals with those of the society it has adopted an interactivestrategy. Aninteractive strategy promotes harmoniousrelationsbetween a company and the public by reducing thegapbetween public expectations and businessperformance. Post andMahon conclude that in the long runan interactive strategy willbring greater, morelasting benefits for both business and society.

Sundar (2000) traces the historical evolution of corporatecitizenship from merchant charity,which has been in existence inIndia even before the advent of industrial revolution and it has beenlargely a story of family business groups. CSR, as is understoodnow, was pioneered by the Tatas. JamsetjiNusserwanji Tata not onlyfounded the Tata Steel, but also created the city of Jamshedpur thatcreated a niche for itself as a model township. Established in 1907,Tata Steel introduced the eight - hour work day in 1912, and aprovident fund in 1920 for employees’ social security. Prestigiousacademic institutions like the Indian Institute of Science and theTata Institute of Social Sciences are the creations of the Tatas. InIndia, CSR is largely confined to the philanthropic space. Somecompanies have, however, shifted focus to education, research,health, community development, environmental protection and skilldevelopment programmes. In the developed nations,CSR evolvedinto a management concept where responsible businesses strive toachieve a balance of economic, environmental and social imperatives,

pp. 44-51

46

while at the same time meeting the expectations of the shareholdersand other stakeholders. CSR is viewed as a strategic businessmanagement concept that is built into core strategy and businessoperations, and increasingly, the thrust is on profit maximizationwithout compromising the sustainability agenda. Even during theperiod of economic meltdown in the West caused by greedycorporations, some companies have invested in developing sustainablebusiness models and achieved a win-win situation for both thebusiness and the society. Ajith (2011) advocates that CSR in Indiashould aim at creating a just social order and sustainability of theenvironment should be its core element. The “Triple Bottom Line”or TBL (Elkington, 1977), consisting of three Ps : Profit, People orPlanet, captures a spectrum of criteria for measuring organizationalsuccess: economic, ecological and social.

Corporate social responsibility (CSR) has now become an integralpart of the business lingua. In a short span of one decade, CSR hasbecome high on the agenda of any assessment of corporateperformance. The evolution of sustainable corporate socialresponsibility from unstructured corporate philanthropy has beendemonstrated by the contribution of many Indian companiesembracing the well-being of a wide spectrum of stakeholders. At thesame time, many companies are indifferent to their mandatory andmoral responsibilities towards society and the environment.

Leading industrialist Mahindra (2012) says that there is an“outcry across the world for businesses to be more alive to issueslarger than profits, especially after the big bad wolf image that businessearned during the recession”. Parliamentarian and industrialist Aga(2012) observes that in many instances there is only lip-service paidto CSR. The state stepped in at this stage making CSR mandatory.

CSR LegislationThe new Companies Act, 2013 which is operational from April

2014, will require a certain class of companies to mandatorily spendon CSR activities. Section 135 of the Act mandates every companyhaving a net worth of Rs. 500 crore or more, or a turnover of Rs.1,000crore or more, or a net profit of Rs.5 crore or more to spend in everyfinancial year at least 2 percent of the average net profits made during

K.N. Ajith


three immediately preceding financial years. Though there are morethan 8, 00,000 registered companies in India, the CSR provisions ofthe Act apply only to 2 per cent of these. Now about 16,000 companieswill fall within the ambit of CSR law. Chaterjee (2013), CEO, IndianInstitute of Corporate Affairs, and the architect of the CSR law,says: “We are evolving a model that is truly Indian, developed forIndia, by India and in India. The idea is to address the lack ofsocial and economic development in many areas, as also to reachout to the poor and the marginalized….. The corporate socialresponsibility legislation provides an opportunity to refocus bycatalyzing a process of national regeneration, wherein CorporateIndia can work hand in hand with the government”.

CSR ActivitiesSchedule VII of the Companies Act prescribes the following

activities which the companies are expected to include in their CSRpolicies.

1. Eradicating hunger, poverty, and malnutrition, promotingpreventive health care and sanitation, and making availablesafe drinking water;

2. Promoting education, including special education andemployment enhancing vocational skills especially amongchildren, women, elderly, and the differently abled, andlivelihood enhancement projects;

3. Promoting gender equality, empowering women, setting uphomes and hostels for women and orphans; setting up oldage homes, day care centres and such other facilities for seniorcitizens; and measures for reducing inequalities faced bysocially and economically backward groups;

4. Ensuring environmental sustainability , ecological balance,protection of flora and fauna, animal welfare, agroforestry,conservation of natural resources and maintaining quality ofsoil, air and water;

5. Protection of national heritage, art and culture includingrestoration of buildings and sites of historical importance andworks of art; setting up public libraries; promotion anddevelopment of traditional arts and handicrafts;

pp. 44-51

48 K.N. Ajith

6. Measures for the benefit of armed forces veterans, war widowsand their dependants;

7. Training to promote rural sports, nationally recognized sports,paralympic sports and Olympic sports;

8. Contribution to the Prime Minister’s National Relief Fundor any other fund set up by the Central government for socio-economic development, relief and welfare of the ScheduledCastes, Scheduled Tribes, other backward classes, minoritiesand women;

9. Contributions or funds provided to technology incubatorslocated within academic institutions which are approved bythe Central government;

10. Rural development projects.The government will also prescribe other activities under CSR

from time to time as has been announced during the last week ofJune, 2014 (Times of India, June 26, 2014) including slumredevelopment, road safety awareness, consumer protection services,supplementing government schemes like mid-day meals, andinterestingly donations to IIM, Ahmedabad for renovation of classrooms. Activities which are exclusively for the benefit of theemployees or their families are not CSR activities.

CSR CommitteeThe companies are required to constitute CSR committees with

directors of companies as members. The CSR committee shouldconsist of a minimum of three directors of which one should be anindependent director except those companies which are not requiredto appoint an independent director. A private company having onlytwo directors on its Board should constitute its CSR committee withtwo such directors.

CSR PolicyThe CSR Committee should prepare the CSR policy of the

company which should include the following;a) A list of CSR projects and programmes which the company

plans to undertake during the implementation year, specifyingmodalities of execution in the areas/sectors chosen andimplementation schedules for the same.


b) CSR projects/programmes of the company may also focuson integrating business models with social and environmentalpriorities and processes in order to create shared value.

c) Specifying that surplus arising out of the CSR activity willnot be part of business profits of the company.

d) A transparent monitoring mechanism for ensuringimplementation of the projects / programmes.

CSR ImplementationA company may carry on CSR activities directly or by setting up

a company or society or foundation or any other form of entityoperating within India to facilitate implementation of its CSRactivities. A company may also implement its CSR programmesthrough trusts or societies, operating in India, which are not set upby the company itself. Companies may also collaborate or poolresources with other companies to undertake CSR activities and anyexpenditure incurred on such collaborative efforts would qualify forcomputing the CSR spending. All CSR activities are to be undertakenwithin India.

CSR ReportingThe Board’s report of a company should include an annual report

on CSR containing particulars specified in the Annexure of the Act.Companies should disclose the contents of the CSR policy in theirreports and the same should be displayed on the company’s website.

PunishmentNot spending on CSR or failing to report it to the Ministry of

Corporate Affairs would attract a fine of Rs.50 lakh and evenimprisonment of two years.

EpilogueNobel Laureate and economist Friedman asserts that “Only people

have responsibilities. A corporation is an artificial person and in thissense may have artificial responsibilities, but “business” as a wholecannot be said to have responsibilities”. Social responsibility ofbusiness is a “fundamentally subversive doctrine” in a free society,

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50 K.N. Ajith

and in such a society, “there is one and only one socialresponsibility of business – to use its resources and engage in activitiesdesigned to increase its profits so long as it stays within the rules ofthe game, which is to say, engage in open and free competitionwithout deception or fraud” (Friedman, 2002).

Mahatma Gandhi (1947) advocated the ethical model ofvoluntary commitment to public welfare by companies. Economicanalyst Aiyar (2012) observes that CSR means observing the higheststandards in dealing with health and environmental hazards, andin presenting corporate accounts accurately. He adds that if acompany cheats its stakeholders, fiddles its accounts and ignoreshazards, then it is grossly irresponsible whether or not it spends 2per cent of its profit on government approved activities. Consumersare often duped by CSR awards like the oil multinational BritishPetroleumwhich caused the biggest environmental disaster in historywhen itsMaconodo well exploded in the Caribbean Ocean becauseof its failure to observe many safety procedures. BP won many CSRawards. Corporate spending on CSR, far from being an evidence ofbusiness ethics, is often a cloak for gross misgovernance, warns Aiyar.The government on its part, should not abdicate its responsibilityfor the well-being of the people by trying to make CSR spendingmandatory.

Porter and Kramer (2011) propose the concept of shared valuewhich is defined as “policies and operating practices that enhancethe competitiveness of a company while simultaneously advancingthe economic and social conditions in the communities in which itoperates”. Creating shared value (CSV) should supercede CSR inguiding the investments of companies in their communities as CSRprogrammes focus mostly on reputation. CSV, in contrast, is integralto the profitability and competitive position of companies. CSVutilizes the skills, resources and expertise of the companies to createeconomic value by creating social value. Jamsetji Tata, the founderof the Tata conglomerate, said: “In a free enterprise, the communityis not just another stakeholder in our business, but is in fact the verypurpose of its existence” (Tata Services, 2010). Mahindra (2012)declares that “CSR is dead, long live shared values”.


References1. Aga, A. : “Companies and Development: the Widening

2012 Universe of CSR”, NHRD Network Journal, 5 (1):1-12.

2. Ajith, K.N. : Corporates & Social Responsibility , Chennai:2011 Eeswaar Books.

3. Aiyar, S.A. : “CSR: A Cloak for Crooks”, Sunday Times of India.2012 October 21:16.

4. Chaterjee, B. : “Views” CSR & Competitiveness. 1(6):14.2013

5. Davis,K. and : Business and Society : Management, Public Policy,Frederick,W.C. Ethics, New York: McGraw-Hill.1984

6. Elkington, J. : Cannibals With Forks: The Triple Bottom Line of1997 21st Century Business, Oxford: Capstone Publishing.

7. Friedman, M. : Capitalism and Freedom: Fortieth Anniversary2002 Edition, Chicago: Chicago University Press.

8. Mahindra, A.G. : “Business and Societyin the Twenty- first Century-2012 Beyond CSR”, NHRD Network Journal , 5(1),

36-40.9. Porter, M.E. and: “Creating Shared Value: How to Reinvent

Kramer, M.R. Capitalism And Unleash a Wave of Innovation and2011 Growth”. Harvard Business Review, 89(1/2):62-77.

10. Post,J.E., & : “Articulated Turbulence : The Effect of RegulatoryMahon,J. Agencies on Corporate Responses to Social

Change”. Academy of 1980 Management Review,5(3):399-407.

11. Sundar,P. : Beyond Business: From Merchant Charity to2000 Corporate Citizenship – Indian Business Philanthropy

through Ages. New Delhi: Tata McGraw-Hill.12. Tata Services : A Journey Towards an Ideal, Mumbai.

Limited. 2010

* K.N.Ajith: Vice-President (Human Resources), Mytrah Energy (India) Limited,Hyderabad 500 032.

pp. 44-51

52pp. 45-54

Environment Conservation: Social Worker asa Catalyst of Sustainable Development

(Some Observations)**

T.S. Chandrashekara*

Earth provides enough to satisfy everyman’s needsbut not to every man’s greed

Mahatma GandhiAbstract

Social Work Profession, over a period of time has undergoneand still is undergoing changes in its philosophy, approaches andethics. Its goal of addressing the problems of individuals, group,community and society at large is being addressed in a variegatedmanner in keeping with changing scenario of present times and inview of changing complexity of problems. One such new dimensionis to understand the desirability and possibility of associatingproblems of human beings vis-s-vis physical environment.Environmental Social Work is an emerging field, as social workerslike other environmentalists can work towards addressing theproblems confronted by human beings as a consequence ofenvironmental degradation and other related issues. The author, inthis paper has attempted to understand this emerging field and brieflydeliberated on the role of Social Workers in this field.

Friends, I am writing this to share some of my views, from myobservations and experiences regarding the relevance and importanceof Environment conservation for Sustainable Development and howSocial Work as helping profession and Social worker an agent ofSocial Change, can contribute together towards ensuring environmentconservation for sustainable development adopting social workprinciples and methodology. My writing is largely based ontheoretical understanding of the subject with reference to myobservation of the programmes designed for this purpose by thegovernment and NGO’s.

It is rather difficult to conceptualize, and technically define this


subject as the availability of literature pertaining to this and researchundertaken is limited. Also this area (Environment Conservation)according to me is still in its infancy and is yet to emerge a recognizeddiscipline of Social Work. However, a few questions arose in mymind when I started working on this paper, and I have tried to havethem answered. I bet you too may have similar questions.

1. Environment Conservation: Meaning/Definition and itsrelevance to social work.The word ‘Environment’ is derived from the French word

“Environ” which means “surrounding”. Our surrounding includesbiotic factors like human beings, flora and fauna, microbes, etc.;and a biotic factors such as light, air, water, soil, etc,. It is also usedto mean ‘surrounding and everything that affects an organism duringits life time’. It is often defined as “the sum total of water, air andland inter-relationship among themselves and also with the humanbeing, other living organism and property”. The environment canalso be defined as ‘the totality of circumstances surrounding anorganism, or group of organisms especially (a) the combination ofexternal and physical condition that affect and influence the growth,development and survival of organism and

(b)The complex of social and cultural conditions affecting thenature of individual or community. In Thesaurus the wordenvironment is used to mean the totality of surrounding conditions.

Environment Conservation is the act of conserving or saving ournatural resources through careful management. This means we canuse the resources but wisely and responsibly. It is nothing butprotecting the natural environment for the benefit of both humansand nature. Protection of environment is important because if weuse our natural resources we will eventually run out of them so, it isnecessary to save our environment and it is natural by-products forposterity.

Social Work since its inception, development and acceptance asa profession, underwent a significant changes both in its philosophy(from charity, to right based approach) and methodology ofaddressing the problems of individuals, groups, communities andsociety at large. The present subject is yet to become an area of focusand intervention in social work (as either to social work has focused

pp. 52-60

54 T.S. Chandrashekara

on social components of the environment (like customs, culture,habits, income, occupation, religion, etc) and not much on physical(water, air, soil etc.) and biological (like planet and animal life)components of the environment. The recent incidents of naturaldisasters have demonstrated beyond doubt that these two componentsalso have significant bearing on the lives of human beings. Thussocial work has a role to play in ensuring environmental conservationas environmental conservation is necessary for sustainabledevelopment. Social Work having the objectives of facilitating andempowering people for their development strongly believes insustainable development. Mary Richmond way back in 1922 itselfacknowledged the physical environment as an important contextualconsideration for Social Work practice.

2. Why we should think about this subjectMainly, because of the following reasons• The devastating effect that the environment degradation has

on human life and natural resources. Environmentaldegradation is nothing but detonation of the environmentthrough depletion of resources such as air, water and soil andalso the destruction of ecosystem. Social Work has to addressthese issues because positive eco system is a base for sustainabledevelopment.

• Development means using the environment for better qualityof life for all organisms. But instead of harnessing theenvironment and being with it, we are exploiting it which isevident if one looks at the application of chemicals / pesticideetc. in agriculture, pollution generated from industries, mining,land degradation, destructive, logging of our forest, flooding,destruction of wet land, natural landslides etc. Discussion onthis has relevance as Social Workers have the responsibility ofworking towards restoring the environment / natural resourcesand equity of distribution of it for social justice.

• The observations and declarations made in the Conferencesand by Social Work Associations have highlighted the rolethat social work has to play in conserving environment andequally focusing on all components/ dimensions ofenvironment, and not just social aspect. For example theNational Association of Social workers (NASW) delegate


assembly in 1999 proclaimed that ‘ Environmental Exploitationviolates the principle of social justice and is a direct violationof the NASW code of ethics’ which led to further deliberationson policy for Social Work interventions in this sector. Theimproved and better environment is a pre requisite for qualityof life. The deterioration of environment should be the concernof social workers as the detonation affects the quality of life.

• Discussion on sustainable development from social workperspective is very important as, for me sustainability is veryoften erroneously interpreted; to some it is economicsustainability, meaning having adequate finance for the presentand future needs of the organization. It is also looked at assustaining the institution or organization itself in any formeven with compromising with original ideology. Somedefinitions focus on considering and sustaining the projectsfor the specific period of time as sustainability. Sustainabilityis also defined as providing services to the target populationof the organization till such time that the funds are availableor till such time that the institution can exist. For me, thesustainability should contain all the above ingredients. It is aprocess of strengthening and developing the service base /ideology for which an institution has started; it is sustainingthe value system that institution cherished and the programmesthat are developed on this value system. To a question onwhat to sustain in development sector my answer is to sustainthe value, the realization for which the institution stands for.Sustaining the development doesn’t mean sustaining thedefective system of the development, it means sustaining thebasic philosophy on which real growth/development wasexpected to realize. The roots of sustainability should be inthe ideology of the organization itself. Thus, sustainableelement should be there in every aspect of process ofdevelopment, which also includes environmental conservation.In this context deliberation on social workers role is necessary.

• Poor Human - Nature relation can negatively affect a person’swellbeing. We have heard and seen application of Social workmethods and principles to promote the Persons well being isin terms of assessment, diagnosing, and working outinterventions for him. There are theories and empirical data

pp. 52-60


on this. But much needs to be done regarding the methodologyof working with and in the environment to utilize environment(with all its components) for maximizing development andpreventing many environment related disasters and diseaseswhich ultimately disrupts the well being of society in whichpeople form part.

3. How environmental conversation and sustainable developmentare related?• Sustainability is the basis for any social development. All units

of social development, I mean, the factors that contributes forsocial development should have elements of sustainability init, so that all the devices and indicators of development willcontinue to aid the process of development. Sustainability indevelopment is a way of living/thinking, it is comprehensive.Since sustainability is a part and parcel of social process/natureit is related to social development as it must be. As mentionedin the literature the three pillars of the sustainability i.e.economy, society / social equity and environment have gotmuch to do with social development as development meanspositive change in all these pillars. To ensure positiveness inenvironment, the factors that negatively influence theenvironment should be prevented. For example, (a) Excessiveexploitation of non-renewable resources (b) IncreasingPopulation growth and population density (c) uncontrolledconsumption of energy (d) Pollution, Detonation of landetc.,………… if prevention of these is not possible, at leasttheir negative impact on development should be neutralizedor minimized. Environmental conservation and sustainabledevelopment are related in this manner.

4. Can Social worker be a catalyst for EnvironmentConservation and Sustainable Development?Obviously, Social workers can serve as catalysts, - as by definition,

catalyst means ‘ an event or a person causing a change’. Socialworkers have worked and are working to effect a positive change inthe lives of people by facilitating change in them. What is requirednow is, they should use the environment for positive change andwork on in building/incorporating environmentalism in social work


profession and in development sector. To be more specific the socialworkers can do / perform the following roles which are catalytic innature.

a. Creating Awareness: Social workers can play a importantrole in advocating the cause of Environment Conservation andSustainable Development. They can do it by sensitising the public,policy makers and all stake holders of development sector (includingsocial work activist) on various positive dimensions of environmentalconservation specially its relative relevance, and to some extent, itsinevitability for sustainable development.

b. Social Workers are expected to address social issues related todevelopment and environment. They can effectively do it by creatingcritical awareness on the importance of conservation of naturalresources and biological diversity, control of environmental pollution,and finally stabilization of human population and environment.As discussed already, welfare and development of people has gotmuch to do with natural resources.

c. Social Workers can/may develop familiarity with conservationissues and programmes both at micro and macro level. For example,over the past three decades the Govt. Of India has launched a largenumber of environmental health programmes. Like

• Ganga Action Plan - Reducing water pollution in the Ganges.• Malaria Control Programme- Using bio-organic techniques

in Malaria eradication.• Water Technology Mission – Providing safe drinking water

to water scarce villages, etc.The Social Workers can mobilize community resources,

participation for these programmes by not only creating awarenessabout the importance of these programmes but also by making thempartners of such development initiatives.

d. Many of the problems and ill effects of environmentaldegradation can be effectively addressed/ mitigated by adopting apolicy of sustainable development. Sustainable development isdefined as ‘the development that meets the needs of the presentwithout compromising the ability of future generation to meet theirneeds. (UN 1990). According to Odette (1993) to achieve sustainabledevelopment involves a judicious use of natural resources such thatthe carrying capacity and the productive capacity are notoverexploited.

pp. 52-60


e. Interventions based on social work principles can be developedand implemented to deal with environmental issues like destructionof natural resources, global warming and climate change, toxicmaterials production, and waste disposes, and also air and waterpollution. The intervention can be both for micro levels and macrolevels problems. For example the following type of interventionscan be considered

“The study of disease is really the study of man and hisenvironment”

• Ecosystem Restoration Programmes, Conservation andrecycling programmes (for destruction of natural resources)

• Reforestation programmes ( for global warming and climatechange)

• Health and Social interventions (Community relocation) fordealing with toxic materials, waste materials, air and waterpollution.

5. Social Work Intervention towards Sustainable Developmentthrough Environment Conservation -A case study ofVeerapura Lake, Karnataka, IndiaSustainable Development is a pattern of resource utilization that

aim to meet human needs while preserving the environment so thatthese needs can be met not only in the present but also for futuregeneration it is some time also taught as ELF-Environment, LocalPeople and Future.

Keeping the ELF in view the Dept. Of Social Work of AcharyaInstitute of Management and Science, Bangalore(Under theleadership of the HOD of Social Work Dept.) in collaboration witha community based organization initiated activities (2008-09) to savewater body and thereby prevent environmental degradation. TheDept. has organized several rallies and Save –A –Lake Campaign.By adopting the principles of community organization the people atgross root level were motivated to take part in this campaign throughconducting street plays on the campaign and also on environmentrelated issues like pollution, ban on plastic, encroachment on waterbodies etc. The Social Work students had several meetings with thelocal authorities (President & members of the municipality) regardingthe Veerapura Lake Campaign and the importance of lake for the


people and even Lives Stock. The local people were made a part ofthis effort through consensual and welfare based approach.

The Govt. and local bodies were also involved in order to fastenthe process of change. The Dept. of Social Work took an active partin Plantation of 3000 samplings around the area of lake so that thewater could be preserved along with the ambition of “Go Green”.Awareness campaign was organized regarding the encroachmentsand the scarcity of water that will follow. Distribution of pamphletsand handbills, awakening the people to participate, prevention ofthe immersion of the idol of Lord Ganesha were also undertakenas part of the campaign. The general objective of Social Work, inthis initiative was the improvement of the well being of people, aswell as promoting environment sustainability through participationand empowerment of people.

Only because of the effort of the Dept. of Social Work, the lakewas protected both from encroachment and environmentaldegradation. It appears nowadays people are also using this lakewater for drinking!!

The prospect of social workers being catalyst in achievingenvironment conservation for sustainable development greatlydepends on building these interdependent systems into the academicand practical realm of social work. I strongly recommend and hopethat in view of the relative significance of environment conservationfor sustainable development over the years, in due course this willbecome a most sought field/ area of social work practice. Advocacyprogrammes on social work lines should be inbuilt into the policieson environment conservation and sustainable development. Socialworkers on their part should strive to acquire knowledge in thisfield and a set of skills specifically to address the problems related toenvironment conservation and sustainable development.

References:1. Chandrashekara, T.S (2012) : Sustainable Social Development;

Challenges And Prospects (Some Observations) in theproceedings of the National Conference on Sustainable SocialDevelopment in India: New Vistas and Challenges” TumkurUniversity, India, P. No-1 & 2.

2. Channappa, S (2012) : Social work Intervention towards Sustainable,P.No-55.

pp. 52-60

60

3. Development-A Case Study of Veerapura Lake, in the proceedingsof the National Conference on Sustainable Social Development inIndia: New Vistas and Challenges” Tumkur University, India

4. Mukhpadhya, A (1997) : The Independent Commission on Health inIndia.“Report of The Independent Commission on Health in India” VoluntaryHealth Association of India publication, New Delhi, India, Ch-11,P.No-145-510.

5. Park, K. (2009) : Preventive and Social Medicine, 20th edition, M/s.Banarsidas Bhanot publication, Jabalpur, India, Ch-13, P. No-87.

6. Zapf., M.K. (2010) : Social Work and the Environment: UnderstandingPeople and Place, Critical Social Work, 2010 Vol. 11, No. 3.

Website reference:1. http://www.thefreedictionary.com/environment2. http://shodhganga.inflibnet.ac.in/bitstream/10603/5081/8/

08_chapter%201.pdf

* Dr.T.S. Chandrashekara, M.A., MSW., Mphil.., (NIMHANS)., PhD.Guest faculty, Department of Social Work, Bangalore University, Jnanabharati,Bangalore -560056 And Consultant Psychiatric Counsellor, Spandana HospitalsPvt. Ltd., Bangalore-560010.

** Paper prepared for presentation at Annual Conference on The Theme“environment conservation: social worker as a catalyst of sustainabledevelopment; organized by NAPSWI, Date: 01-12-2013, Venue -INDORE,Madhya Pradesh, India.

Forthcoming Issue

We are glad to announce that SKH nextissue will be coming under the GuestEditorship of Prof. T.K. Nair, a formerPrincipal of Madras School of SocialWork, Chennai.Interested authors are pleased tocorrespond with this honourable editor to

send your article or for any issues about the next issue.Contact : [email protected]

Samajakaryada HejjegaluNo. 244, 3rd Main, Poornachandra Road, MPM Layout,

Mallathahalli, Bangalore - 560056

T.S. Chandrashekara


DIVASWAPNA: Creativity in EducationBook Review

Ramesh D. Gongadi

Author: Gijubhai Badheka (1885-1939)Publisher: Prakashan Samsthan, 1999No. of pages book contains: 87Price of the book: Rs.100.00

Divaswapna is a story, written by Gujarat’s famous educationistand teacher, Gijubhai Badheka (1885-1939). The same year,Kashinath Trivedi, the well-known educationist of Madhya Pradesh,took the initiative to publish Divaswapna in Hindi. Trivediji hadlearnt from Gandhi that right action requires untiring patience forits success. His dream of seeing Gijubhai’s writings on educationwidely disseminated has come a little closer to fulfillment today.But the dream of bringing about a change in education canmaterialize only after a prolonged struggle along the line in whichGandhi, Tagore, and Gijubhai had moved. The educational theorypropounded by all three of them emphasizes the child’s need for anatmosphere of independence and self-reliance. Gijubhai gave ’thisidea an institutional basis by establishing his Bal Mandir in 1920,and in his writings he identified the different facets of the idea.

Divaswapna is a story of a teacher Laxmiram who rejects theorthodox culture of education. He remains enthusiastic towardschildren and continues to experiment while consciously neglectingthe traditions of teaching and prescribed textbooks. The theoreticalbackground of his experiments lies in Montessori, but his preparationand implementation are thoroughly local.

The book was first published in Gujarathi way back in 1932. Strange that the struggle for improvement of primary education

62 Ramesh D. Gongadi

was started long back and still there is so much to do. The book tellsa fictional story of a teacher who seeks permission from the educationofficer to conduct experiments related to education on 4th stdstudents.

Trying to swim against the current by purposefully shunning theorthodox methods of education he faces many difficulties. He islargely disappointed to see theoretically ideal things were not soeasy to implement practically. He then devises various creative andintelligent ways to help teach children in a completely new way.

Teacher has used creative methods of teaching. One thing thatI liked very much is the way he goes into the details of his experimentsand I am amazed at how nicely he devises ways to solve the problemsthat are confronted due to the syllabus that is mandated for him toteach. The best part which I liked is the way he teaches grammar tostudents by helping them understand the core concepts and caringof pupils towards their personal hygiene.

Summary Points:The Outline of the Divaswapna book highlights following points;1. Teacher Laxmiram was eager to put his new plan into practice,

eager to bring about peace and order in the class, eager tomake classroom teaching interesting and win over pupils.

2. Beating does not make pupils to learn, everyone has beenresorting to beating while teaching and the obvious results ofthis method are that the children have become uncouth, rude,restless and disturbed. His experiment is opposite to the beatingmethod.

3. Book stresses that the Teacher must establish rapport with pupilsbefore begins his experiments

4. Every Teacher need to prepare a plan of work (plan of action)for the next day for best results

5. The author highlighted importance of ‘Use of Story Tellingmethod’ in brining effective change in the learning’s of children.

6. Before the Story telling Teacher drew a large circle on thefloor and told his pupils to sit around this circle every day,this promotes equality among children and each children cansee faces all children.


7. In the beginning of experiment the teacher had no supportfrom his colleague teachers, headmaster and the EducationOfficer, but slowly and steadily he was able to convince them.The education officer was saying-Story-telling is not the currentprogramme, How would teacher be able to complete theprescribed course of studies. Teacher Laxmiram convinced himthat ‘the story telling is itself is the new method of teaching’.

8. Teacher made an attempt the pupils asked not to buy the text-books. Instead, collected an amount equal to the cost of thesetextbooks; and from the amount bought good interestingbooks. This helped to build up a library.

9. Initially tried to care pupils on their hygiene, but it took logtime for changing, because the parents had refused to let pupilsgo to school bareheaded, no nail cuttings, parents had notime for sewing buttons. They had various domestic problemsto cite as reasons for not doing so.

10. Author has shown the how the ‘Games are real education.Great powers are born on the playground. Games meancharacter building’

11. Teacher called a meeting of parents to explain to them theimportance of games, to seek their cooperation in respect ofcleanliness and order; he had invited about forty parents. Onlyseven gentlemen attended it. Initially it disappointed further ithas helped teacher to implement new methods to changeparental attitude.

12. Stories, games, library, model reading, attention to personalhygiene and orderliness of pupils -all this took up about twomonths of time, he reviewed the work done, he had not doneanything about the prescribed syllabus in language, arithmetic,history, science, etc.

13. The methods Storytelling, Games, Library building and Modelreadings made children don’t run away from him. They lovehim, respect and obey him, whereas the boys of other classesrun away from their teachers. He has seen them mimickingtheir teachers behind their backs. Not a single boy approacheshis teacher with a smile or with affection. They sit in their

pp. 61-68


classes silent, sullen and immobile and they indulge inmischief and quarrels when they go out of their classes. It isimportant Teacher has to give reasonable freedom to boys inthis respect.

14. Teacher does not promote ranking system; he says ‘A personwho can sing may sing out poems. He may try to recall thewords when he forgets them. A person who doesn’t know agame may observe others’ and learn; and one who is good ata game may play for the pleasure of it. A child with a goodhandwriting may serve as a model to others who would liketo improve their own. Those who are good at doing thingscan always teach others who are not so good. He used thesentence “Our class is something quite different, somethingnew. We blaze a new trail. This is our class!” Teacheremphasized the words “our class’, repeating the words a coupleof times. The boys picked it up. “Our class, children replied“It is something different, something new.” This developed“We feeling” among children’

15. Teacher met the Education Officer said to issue an order thatevery child attending the school must have clean clothes on;their caps must be clean, if they wear caps. Hair must be wellgroomed. Nails must be clipped every week and they shouldhave a regular haircut. Clothes should have proper buttons.Students must have a bath or at least a wash before they cometo school. But Education Officer did not agree of his requestdue to social customs.

16. Teacher from his part strived to bring about whateverimprovement he can do in the school, trained up children toform new habits. He bought two brooms and paid for themhimself. He bought a small mirror, a comb, a piece of khaddarcloth and a small pair of scissors. Luckily there was a watertap in the school compound. He made all preparations in theclass and made the boys stand in a line. They were quite willing,for they loved him. They had realized that he was doingsomething, which they liked and was beneficial to them. Heasked them to look at their faces in the mirror and said, “Thosewho feel that their faces, eyes or noses are dirty may go to thewater tap and wash them. They should wash their hands and


feet also and wet their hair a little, went to class after everyboy had finished having a wash. He gave them the comb andasked each of them to comb hair as best as they could.Everybody was clean and looked bright and fresh. This activityshows that ‘Teaching and maintaining Personal Hygiene isan integral part of education’.

17. Author has opposed the religious preaching, the philosophicalbasis of a religion, which is very mystical and takes a lifelongeffort to understand. Such religious information is a lifelessbody, now is it because the parents have no time for religiousdiscourses or is it because the elders have had their day, forwhatever the reasons. Is that why the buck has been passed onto the schools?” Children like to play; they enjoy stories, theydo not like religious preaching.

18. Teacher Laxmiram used Story telling method to teach History,this method inspired Education Officer and he felt to introducethis method of teaching history in other classes also.”

19. He presented plays from his class pupils during Commissioner’svisit to school, plays were very enthusiastic. Plays were selectedimmediately and were dramatizations of the stories they haveread and heard. They were told that the plays would bepresented without any preparation just as we perform themevery week in our class. He says - the boys are not required tomemorize their parts. They know the story. Every characterknows his role and specks on the stage spontaneously bearingin mind the context. There is no memorization. Props andcostumes are secondary things. We lay greater emphasis onexpression and acting. When costumes and props are removed,the play depends for its effectiveness only on the acting andthe ingenuity of the children, and these get full scope fordevelopment. You can judge from what you have seen herehow far we have succeeded. Children enjoy this kind of activity.They need neither praise nor reward because the satisfactionand fulfillment and the activity are one.The Commissioner appreciated the work done by theLaxmiram.

20. Laxmiram went through the syllabus in grammar; he felt hewould not be able to proceed in the matter suggested.

pp. 61-68


Definitions of nouns and verbs could be memorized but thesedefinitions would mean nothing to the learners, he said good-bye to the current practice in teaching grammar. He used newfor teaching grammar, prepared a plan. He devised aninteresting game for them and within two months they hadlearnt to recognize and identify nouns, pronouns, adjectives,verbs and adverts in a sentence. They understood thedistinction between the singular and the plural and betweenthe masculine and the feminine genders. He was planning totake up recognition of the subjects and the objects when theEducation Officer paid a visit to his class, one day. He expressedsatisfaction about the method used for teaching grammar.

21. He developed in pupils the command over the language, ofthe ability to narrate, a test of memory and acting through themethod of story telling

22. Laxmiram brought box contained information as to howmany books had been read by each pupil of his class duringthe past six months. Each page had the name of the pupil atthe top and, blows it; the pupil had entered in his ownhandwriting, the names of books read by him. Towards theend of the notebook, he had worked out some figures namelythe total number of books read by the pupils and the totalnumber of pupils; the average number of books read by apupil; names of pupils who had read the highest and the lowestnumber of books, etc. He had also noted which books weremost popular and which were least popular. Books read bypupils had been classified subject wise indicating preferencesof the boys for subjects. The Education Officer saw all thisand he was surprised. He was happy for so many books havebeen read by the boys! And on so many subjects. Childrenread under the supervision of Laxmiram. The EducationOfficer asked the headmaster, “How many books have beenread by the pupils of the seventh standard of your schoolduring the past six months?” Headmaster replied “How canthey read so many books of this kind? If they read such books,where would they find the time for regular study of history,geography, geometry, etc.?”


23. He brought the manuscript magazine prepared by the pupils,all those articles were written by pupils, and he did not makeany changes or corrections in what they write. They arepublished in the same form they were written in.

24. The Education Officer was pleased of Laxmiram’s experiment,he opined “Quite a difficult, you are doing exceedingly well.What a fine achievement in six months I”

25. He invited the drawing teacher of the high school. He toldhim, he doesn’t want to teach boys how to draw. The studentspicked up a thing about the technique, coloring a drawing.

26. One day he invited a surveyor friend of his and requested himto prepare the plan of the school after taking the measurementsof rooms, etc. He began to take measurements. The studentsmoved along observing us. He demonstrated how a plan of abuilding could be drawn on paper. Laxmiram took the boysto the surveyor’s office for a few days to show them howdraftsmen drew maps of streets, villages, forest areas, etc. Theboys began to draw the school building, their houses,classrooms, a well or a lake, etc.

27. One day he brought binoculars from the high school. Heshowed the boys how one could see through the binocularsthe objects, which were far away. The boys were surprised.They spent the whole day taking turns to look through thebinoculars. And he brought a telescope one night to observeplanets and stars.

28. He arranged for some trips to villages, to rivers, to hills, to theoutskirts of the villages and let them inquire into past historyof those places. This helped children to develop theirknowledge.

29. The author felt that in the teaching of arithmetic change isneeded. But the change needed is fundamental. Propermethods should be followed right from the stage the childbegins to learn counting. Arithmetic is such a subject that ifthe concepts are not clearly understood, the student remainsweak throughout.

30. The author has also named some pupils those have difficultiesin some subjects, He says-It is not that they are unfit for the

pp. 61-68

68

school. Rather, this school is unfit for them. The school isunable to teach them what they have the aptitude for.”. Thisshows need of concentrating upon ‘children having difficultiesin readings and writings.

31. In the end of the book author described about the prizedistribution. Every year prizes worth Rs.l25 were given. Theamount was to be distributed among the bright students. TheDirector of Education got up and said in his usual manner;“he consider today’s function to be different from the usual.This gentleman sitting by his side has given a new lesson inrespect of prizes. He is not going to give away the amount ofRs. 125 to different individuals. He proposes to give that entireamount for opening a library in the school in the name of thegentleman who gave me this new lesson. He was glad to informthat the higher authorities have approved of such anarrangement and every year the amount of the prize moneywill be utilized to build up the library. Giving prizesindividually gives rise to false pride and disappointments. Thenew arrangement for prizes is such that it benefits all concerned.He publicly thanked the gentleman who showed the futilityof the prize system and showed him a better way of utilizationof the amount.

“The primary purpose of a school is to guide the child’s discoveryof his or herself and his/her world and to identify and mature thechild’s talents. Just as each seed contains the future tree, each child isborn with infinite potential. In the article he suggests that manyteachers and parents try to be potters instead of Gardeners inmoulding their children’s future.” Imagine a school in which seeschildren as seeds to be nurtured-here the teacher is a gardener whotries to bring out the potential already present in the child. The authorGijubhai Badheka in Divaswapna has made an attempt to explainpossible areas for developing knowledge and learning skills of apupil which intern helps all round development of the child.

Ramesh Gongadi, Project Director, Kalike, An Initiative bySir Ratan Tata Trust.

Ramesh D. Gongadi


Kalike Samruddi Upakaram (KSU)

Kalike Samruddi Upakaram (KSU) a learning enhancementInitiative of the Sir Ratan Tata Trust and Navajbai Ratan Tata Trustin Yadgir and Chamarajanagar districts of Karnataka.

Sir Ratan Tata Trust(SRTT) is one of the oldest grant makingfoundations in India, founded in the year 1919. Navajbai RatanTata Trust(NRTT)was set up in 1974. Both Trusts are based inMumbai and are amongst the severel philanthropic arms of the TataGroup, supporting institutions and organizations engaged indevelopmental and creative endeavors across the country. Throughits grant making, the trusts promote development action andknowledge building in the thematic areas of Rural Livelihoods andCommunities, Education, Health, Arts, Craft and Culture and CivilSociety and Governance.

Objectives:• Enhancing children’s learning and development by improving

the quality of elementary education, with a focus on deprivedcommunities

• Providing insights in systemic reform, which will havepotential to inform the policy

Approach:• Supporting Non Profit Organisations(NPO) to implement

projects which fit into the operational plans of KSU• Direct implementation of selected activities(here implementing

partners are not available), by putting teams in place at districtand block levels

Stategy:• Facilitating systemic reform in elementary education by

working with the existing system and strengthening it.

pp. 63-66

70

• Working with multiple stakeholders to influence and enhancethe child’s learning

• Recognising and enhancing the active role of the tacher increating child-centred classrooms

• Promoting professionalism within elementary education• Developing process-oriented interventions to address

challenges in making elementary education accessible,meaningful and enjoyable for children

Key interventions:School Development Monitoring Committee (SDMC) &Community Members:

• Capacity building inputs for SDMC members along with theteachers

• Awareness campaigns on the importance of girl childeducation, child rights and other issues

Pre-Primary Education:• Capacity building of caregivers and resource support to

Anganawadi centers to enrich the learning experiences of thechildren

Elementary & Secondary School Education:• Support for underperforming children through subject specific

programs/;initiatives• Setting up functional school libraries and learning resource

support• Ensuring functional information and communications

Technology interventions through hardware and softwareinitiatives

• Creating avenues for non-cognitive growth among children

School Health and Hygiene Program:• Awareness on basic health and hygiene issues among teachers,

children and SDMC members


• Provision of drinking water and toilets• Formation of health committees

Establishing and Nurturing Educational Resource Centers:• Promoting Education Resource Centers• Issue based research

Strengthening Financial Systems and Governance ofPartners:

• Institutional capacity building of NPO partners

Outreach of KSU-Yadgir• Primary Schools• Integrated Child Development Service (ICDS) Centers• High Schools

Programme:• Learning Improvement Program• Nali Kali Intervention• Community Participation/School Development Monitoring

Committee• Early Childhood Care and Education Intervention• Health & Sanitation• Proficiency in English• Information Communication Tool Intervention

Contact Kalike at :

#317/85, 18th Main, 18th cross Plot No.14 & 15, “Laxmi Nivasa”,

M.C.Road, Vijayanagar+ Behind Balaji Kalyana Mantapa,

Bang-560 040 Near Vanajkeri Layout,

Karnataka Yadgir-585201, Karnataka

pp. 69-72

72

To the Authors

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Social issues to our magazine.

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73Samaja Karyada HejjegaluVol. IV, No-3, July 2014 pp.

Niratanka in partnership with CAP (Centre for Advancementof Philanthropy) organized a two days workshop on 14th Saturdayand 15th Sunday june 2014. At “The Atria Hotel”, #1, Palaceroad, Bangalore-1.

The workshop was hosted by Mr.Noshir.H.Dadrawala-ChiefExecutive of the CAP, a well known expert in non-profit law, servingthe Board of the International Centre for Nonprofit Law (ICNL),member of Asian Philanthropy Advisory Network (APAN)

Topic covered:Legal compliances for NGO’sFundrisingCorporate Social Responsibelities

Workshop got good number of participants from different partsof the state. The knowledge shared by Mr. .Noshir.H.Dadrawalaenlightened the participants mind by developing an insight on theabove mentioned topics. His lecture quoting the practical difficultieswas so interesting and informative . This helped the participants inremoving the misconceptions and developing the in depth knowledgeon it.

Workshop on NGO Management and Corporate Social Responsibility,held at Hotel Atria, Bangalore on June 14th and 15th 2014.Organised by Niratanka in partnership with CAP, Mumbai.

NGO Management Workshop

74

PÀæ.¸ÀA ¥ÀÄ¸ÀÛPÀzÀ ºÉ¸ÀgÀÄ ¯ÉÃRPÀgÀÄ É É1. ªÀÄr°UÉÆAzÀÄ ªÀÄUÀÄ ¥ÀzÀä¸ÀÄ§âAiÀÄå 130/-2. ¸ÀªÀiÁdPÁAiÀÄð ªÀÄvÀÄÛ ÀªÀÄÄzÁAiÀÄ J£ï.©. ªÀÄÄ¤gÁdÄ 250/-C©üªÀÈ¢Þ3. CzsÀð£ÁjÃ±ÀégÀ JA. §¸ÀªÀtÚ 50/-4. DwäÃAiÀÄgÀÄ JZï.JA.ªÀÄgÀÄ¼À¹zÀÞAiÀÄå 200/-5. ¥Àæ±À¹Û Dgï. GµÁ 70/-6 DgÉÆÃUÀåªÉÃ sÁUÀå ²ªÁ£ÀAzÀAiÀÄå 100/-7. ¸ÀªÀiÁdPÁAiÀÄðzÀ ±À§ÝPÉÆÃ±À JZï.JA.ªÀÄgÀÄ¼À¹zÀÞAiÀÄå *****8. Samajakaryada Hejjegalu- Venkat Pulla 100/-Journal of Social Work(Special Issue) CommunitarianSocial Work, August 2013,Volume III, Issue 89. A Holistic Approach to Koduru Venkatesh 75/-Literacy in Indian10. Indian Street Children Koduru Venkatesh 75/-11. Karnataka Ngo’s Directory Ramesha M.H. et,al 750/-12. Noam Chomsky’s Discourse On Ashok Antony D’Souza 500/-Globalization And U.s.’Imperialism: Implications ToSocial Action In India13. Social Discrimination Against Kannakanti 550/-Persons WithDisabilities and ParameshwarTheir Rehabilitation inKarnataka14. Social Exclusion Inclusion V. Ramakrishna 600/-Continuum: A Paradigm Shift15. Social Work And Social Welfare Shankar Pathak 695/-16. Social Work And Social Welfare Shankar Pathak 245/-(subsidized under the NBT)17. Teen Suicide Koduru Venkatesh 150/-

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Samaja Karyada Hejjegalu (SKH)Social Work Foot-Prints

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Inviting NGO details

Karnataka NGOs’ Directory comprises

the detailed data on the NGOs’ in

Karnataka. The first impression brought

out in the year 2011. Now we are

planning to bring the second edition. it

will be the value added activity for the

first edition.

We request to send your NGOs’ details to update in the

forthcoming 2nd edition of Karnataka NGOs’

Directory by Niruta publications.

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Documents

SAMAJAKARYADA HEJJEGALU - SKH€¦ · In the article “Voluntary to Mandatory Corporate Social Responsibility” K.N.Ajith discusses the various aspects of the new CSR law. The new