Textbooks play a central role in the Indian education system. They are more than just printed pages—they serve as the primary source of knowledge for students, a guide for teachers, and a reflection of the curriculum itself. Over the decades, the role of textbooks has evolved, influenced by national commissions, educational policies, and contemporary pedagogical insights. This article explores the historical background, evolving perspectives, challenges, and current practices regarding textbooks in the Indian curriculum.
Historical Background: Textbooks and National Standards
The role of textbooks in shaping the curriculum has been a topic of discussion in India for decades. The Secondary Education Commission (1952) observed that the curriculum at that time was narrow, overly theoretical, and excessively dependent on textbooks. Students were burdened with an overloaded syllabus, and the textbooks were often unsuitable for practical learning.
The commission emphasised the need for integrated learning, where subjects were not taught in isolation but interconnectedly. It suggested that the content should be meaningful, relevant, and capable of connecting to the students’ everyday experiences. Importantly, the commission recommended the establishment of high-level committees in each state for textbook selection, emphasising that no single textbook should dominate. Instead, a reasonable selection of books meeting prescribed standards should be offered, allowing schools the freedom to choose what best suited their students.
Subsequently, the Education Commission (1964–66) continued to highlight the limitations in textbook quality. It noted that many textbooks lacked rigorous research during preparation and production, and top scholars showed little interest in contributing to this field. The commission recommended defining national standards for textbooks, advocating for centralised production at the national level, while also supporting the creation of state-level bodies to monitor textbook quality.
In hindsight, the historical reliance on textbooks reflects a continuation of the colonial-era educational structure, where textbooks held sacrosanct status, often overshadowing the broader curriculum and syllabus. The expectation was that nationally produced textbooks would more accurately reflect educational standards and unify learning across India.
Challenges with Common National Textbooks
While the idea of a single national textbook aimed to maintain uniformity, it posed certain challenges, especially in subjects like Science and History. Over time, research in child development and pedagogy has shown that learning is most effective when curriculum content is contextualised to the child’s environment, experiences, and cultural knowledge. For example:
- Knowledge about plants, animals, and local geography is more meaningful when aligned with the student’s lived experiences.
- Social and historical content is better understood when it connects to local heritage and culture.
Despite these insights, earlier textbook policies focused primarily on attracting top national talent to improve educational standards, rather than on child-centred pedagogy. The Education Commission envisioned national textbooks as a way to stimulate state-level initiatives, encouraging both local innovation and collaboration with central authorities. Even when national books were available, independent state efforts were expected to complement and enrich educational resources.
Curriculum, Syllabus, and the Textbook
The National Curricular Frameworks (NCFs)—including the NCF 1975, NCF 2000, and subsequent revisions—define curriculum and syllabi in India. However, they do not always connect curriculum content with the broader aims of education. In many cases:
- NCFs highlight concerns and issues but lack clear explanations of how they relate to educational goals.
- Pedagogical approaches and views on knowledge are often vaguely defined.
- Most state-level curricular documents replicate NCFs superficially, focusing on time allocation and syllabi weightage, rather than holistic educational aims.
Even innovative programmes that adopt flexible curricula often emphasise only specific aspects of education, such as experiential learning or competency-based education, without addressing the curriculum in its entirety. This has resulted in a narrow understanding of curriculum and the role of textbooks in supporting comprehensive learning.
Textbooks in Contemporary Classrooms
In today’s Indian schools, classroom practices are dominated by textbooks. Despite the theoretical flexibility offered by curriculum frameworks, in practice:
- Teachers often rely solely on textbooks to deliver lessons.
- Curriculum and syllabus flexibility is largely ignored.
- The teacher’s professional judgment and creativity are underutilised.
This overreliance arises from multiple factors:
- Perceived Teacher Incompetence: Teachers are often seen as lacking the ability or willingness to go beyond the textbook.
- Limited Learning Resources: Many schools lack supplementary materials, such as reference books, laboratory equipment, or digital learning tools.
- Rigid Classroom Environments: The physical and institutional environment is seldom considered in learning plans.
Consequently, textbooks are expected to provide all knowledge and guidance required at a given stage. They are designed so that students rarely need to consult additional resources. This has led to the phenomenon of “teaching the textbook”, where education becomes synonymous with completing the textbook.
Consequences of Overemphasising Textbooks
The undue focus on textbooks has several implications:
| Consequence | Description |
|---|---|
| Textbook Supremacy | Textbooks are treated as the ultimate authority, overshadowing curriculum, teacher expertise, and classroom discussions. |
| Rigid Structure | Textbooks follow a fixed sequence, often leaving little room for flexibility or adaptation. |
| Complex Language | Many textbooks use dense and technical language, making comprehension difficult for students. |
| Symbol of Authority | Textbooks acquire an aura of authority that discourages questioning or exploration beyond the text. |
| Limited Learning Scope | Students rarely explore alternative perspectives or additional resources, restricting holistic understanding. |
Moving Towards Contextualised and Child-Centred Learning
Modern educational research emphasises that learning is most effective when content is connected to a child’s experiences. Contextualised learning:
- Integrates local culture, environment, and society into teaching.
- Encourages critical thinking, problem-solving, and creativity.
- Allows flexibility in curriculum and assessment, moving beyond rote memorisation.
Textbooks should ideally act as guides rather than prescriptive authorities, supporting a curriculum that balances national standards with local relevance and pedagogical innovations.
Recommendations for Effective Use of Textbooks
Multiple Textbooks: Schools should allow a selection of textbooks, enabling teachers to choose resources best suited to their students’ needs.
Supplementary Materials: Encourage the use of reference books, digital content, and project-based learning alongside textbooks.
Teacher Training: Teachers should be trained to use textbooks flexibly, integrating lessons with practical experiences and discussions.
Curriculum Alignment: Textbooks should align with national and state curriculum standards while leaving room for local adaptation.
Regular Review: Textbooks must be periodically reviewed to incorporate modern pedagogy, updated research, and cultural relevance.
Conclusion
The textbook has historically held a central role in Indian education, shaped by national commissions and policy frameworks. While textbooks are essential for providing structured knowledge, overreliance on them can limit creativity, teacher autonomy, and contextualised learning.
A balanced approach ensures that textbooks serve as valuable tools, complementing dynamic teaching methods, interactive learning environments, and curricula that reflect both national standards and local cultural contexts. By doing so, education can move beyond “covering the textbook” to truly enriching students’ knowledge, skills, and attitudes.
