DIMAPUR GOVT. COLLEGE JOURNAL Vol. I, Issue Edition

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2 DIMAPUR GOVT. COLLEGE JOURNAL Vol. I, Issue Edition Heritage Publishing House Near DABA, Duncan, Dimapur : Nagaland India

3 Copyright Dimapur Govt. College, 2015 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the permission of the copyright owner. Cover Design : Moya Kiks (The Dimapur Government College Journal, Vol. II, 2015 is an annual journal containing research papers presented by the faculty at the College Inter-Departmental Seminars and other contributions by teachers of Higher Education in different colleges of Nagaland.) ISSN

4 Guidelines for Submission of Papers The proposed paper must be original work of the author(s) which has neither been published nor given for publication elsewhere. An undertaking to this end must accompany every manuscript. Manuscript must be typed in MS Word, double spaced and 14 font. The length of the paper should not exceed pages including tables and graphs. The paper must contain abstract in about 150 words, followed by introduction, objective, methodology, findings and analysis (discussion), suggestions and recommendations and conclusion. Finally, a list of the earlier works referred by the authors must be given. Personal details of the author(s) vis, name, designation, organization, postal address, address, phone number etc., must be included in the submission. The paper can either be submitted through CD or dimapurgovtcollege@gmail.com Copyrights of the journal remains with the DGC however, the opinions expressed and findings reported in this journal remains with the individual. iii

5 About the Contributors Thungdemo N Yanthan, Ph. D, is Asstt. Professor in the Department of History, Immanuel College, Dimapur. tnyanthan@gmail.com Dr. Benjongkumba is Asstt. Professor in the Department of Education, Dimapur Govt. College, Dimapur. Mhasivilie Zhale is Asstt. Professor in the Department of Tinyidi, Dimapur Govt College. Dr M L Ngullie is Associate Professor in the Deptt. of Economics, Dimapur Govt. College. He has also done his Post-Doctoral studies under FIP, UGC, New Delhi mlngullie@yahoo.co.in Dr. K. N. Nekha is Associate Professor and Head, Department of Education, Wangkhao Govt. College, Mon. Imtikokla Ozukum is Asstt. Proffessor in the Department of Economics, Dimapur Govt. College. imtikoklao@gmail.com Alemtula is Asst. Professor in the Department of English, Dimapur Govt. College, Dimapur. Maongkala Longchar is Asst. Professor in the Department of English, Dimapur Govt. College, Dimapur. K N Singh is Associate Prof and Head, Department of History, Dimapur Govt. College, Dimapur. Dr. T. Jamedi Longkumer is Assistant Professor in the Department of Philosophy, Dimapur Government College. iv

6 Editorial W riting is a skill that enables one to communicate one s thoughts and ideas to the readers in a lucid manner. To acquire such ability, one must have patience, perseverance and willingness to work hard. Simply having a good idea does not turn into a book automatically. Converting random thoughts and ideas into a readable bound involves a strenuous process, requiring time, money and a good measure of physical strain. Writing articles for a magazine, newspaper, souvenir or any other non academic book, may not be very difficult in the sense that for such writings, one needs to simply gather ideas, put them in order and write on them. Writing for an academic journal is not as simple as that. Such items must contain the original work of the author(s), the result of months of research undertaken by him/her/them. Further, such papers are far different from journalistic writing because they entail serious academic research, reporting with facts, figures and necessary references to earlier works. The current issue of Dimapur Government College Journal contains eleven papers. Nine of these are contributions of the members of the faculty of DGC, some of which were presented in the Inter-Departmental Seminars held during the academic session Two papers have been contributed by teachers from other colleges. The members of Dimapur Government College Journal Editorial Board do hereby express our sincere gratitude to all the authors who contributed their manuscripts for publication in the current v

7 issue. We also thank the Research Committee for conducting seminars on regular basis so as to encourage academic writing among the members of the faculty. Special thanks goes to the Principal, Ms. Kuholi Chishi, for her incessant encouragement and financial support for publication of the issues. Members of the Editorial Board have had to sit several hours, both individually and collectively, at times through the night. It has resulted in the publication of the 2nd volume of the Journal which the Board is proud to present to the readers. vi

8 Foreword I t is with immense pleasure that I pen this Foreword for the 2nd Edition of Dimapur Government College Journal. Thank you Research Committee for the privilege and the proud moment again. Extension and expansion of teaching-learning activity to realms beyond traditional classroom transaction, passive learning exercise and confined egocentric mindset or thinking, could be some of the best contributing factors to the development of the Dimapur Government College Journal. This Journal speaks volumes of the effort the College has been making to encourage and promote research as well as multi disciplinary outlook amongst intellectuals particularly the mentors in an academic institution. The various Inter Departmental Seminars conducted by the Research Committee in the College have enlightened both teachers and learners in many ways. To me, we have begun to show a lot of interest and respect for diverse subjects and have also learned to appreciate the uniqueness of each subject and the special features that lie hidden to ignite and fuel love for the discipline one specializes. This Journal is also a picture of the academic and inter disciplinary exchange that has taken place in the College over the year. With determination, the Research Committee has put together the gems collected from the fields of creativity, reality, ideal and contextual, to a readable and mind stirring Journal. vii

9 I congratulate them for the effort and the good team work, without which this Journal wouldn t have been. May the spirit of writing continue I m afraid it is fast diminishing in the cut and paste age today! May all those who lay hands on this Journal be inspired. KUHOLI CHISHI Principal Dimapur Govt. College viii

10 Contents Dimapur Govt. College Journal Vol. I, Issue 2, 2015 Editorial Foreword The Contradiction of Colonial Policy: Naga Hills in the 19th and 20th Centuries - Thungdemo Yanthan Environmental Awareness and Attitudinal Problems in Nagaland: An Overview from Educational Perspective - Benjongkumba The Traditional Rituals of Hunting with Particular Reference to Tiger: A Unique Practice of the Angami Nagas - Mhasivilie Zhale Utilization of Water Resources for Power Generation in Northeast India - M L Ngullie Ethical Issue of Education Managerial Behaviour - K. N. Nekha v vi ix

11 The Problem of Child Labout in India Imtikokla Ozukum Financial Inclusion for Economic Development in Nagaland - M L Ngullie Marriage and Aftermath: Thomas Hardy s Jude the Obscure - Alemtula An Exploration of Postmodern Elements in Salman Rushdie s Grimus - Maongkala Longchar Relevance of Gandhi in Modern World K N Singh God Does not God Exist, but God Is: An Analysis of Tillich s Concept of Existence - T. Jamedi Longkumer

12 Dimapur Govt. College Journal Vol. I, Issue 2, 2015, pp The Contradiction of Colonial Policy: Naga Hills in the 19th and 20th Centuries THUNGDEMO N YANTHAN Abstract The fall of Constantinople in 1453, led to a new chapter in the history of Europe. The ambitious and competitive nature of the European people led to the gradual colonization of the whole world. India became colonized and from there the British made contact with the Naga tribes. The policies that were followed up in the Naga Hills were contradictory to the ambitious policy of the colonizers during that time. The Europeans exploited the colonies for their own benefits. However, in this part of the world, the colonizer tried to protect the indigenous customs and social systems. The policies of Non-Interference, Restrictions and Protection towards the Naga Hills, were contradictory policies of colonialism. Though there was a great impact on westernization, the Naga Hills has been exempted from the typical colonial policy. Key Words: Colonialism, Exploited, Non-Interference, Restrictions, Protection, Contradictory Introduction T The fall of Constantinople in 1453, led to a new chapter in the history of Europe. The Turkish invasion created uncertainty of trade that led the European sailors to venture far from the Atlantic Ocean. This resulted in finding new lands on which no Europeans had ever landed. It brought fortunes and increased the economic prospects of Europe. Slowly, they started to claim the lands and colonized them for their Crown s 1

13 benefit respectively. The great power used superior technology, slavery, missionaries and military power in order to reap huge profits by exploiting natural resources in their colonies.1with Industrial Revolution, competition further grew among the Europeans. By the 19th Century, European nations and the American had now spread all over the continents to extract the maximum profit from her respective colonies. With the banner of New Imperialism, the colonist tussled themselves in Asia and Africa. Economic exploitation, social fragmentation, and political disintegration were common to all the colonies. The objective of this paper is to showcase the different perspective policy of colonialism. Exploitation was considered as a standard form of Colonialism during this period. Neighboring states like Assam and Burma were also not spared by the colonists whereas in the Naga Hills the British tried to protect the natives from the foreign traders and all kinds of exploitation. In some parts, missionaries were also restricted to preach the gospel which was again different from the colonial policies of other regions. For methodology, historical method is being used that is, this article is written through the help of primary sources and secondary sources. This article brings out the contradictory policies, followed during British colonization on the Naga Hills. Brief History of British Colonialism in Naga Hills In a time of survival of the fittest 2, the British came into contact with the Naga tribes. It was in the year 1832, when the British first passed through the Naga Hill (Angami territory) led by captain Jenkins and Pembeton in order to find a direct route between Manipur and Assam.3 For the next few decades th e British showed no real intention to annex the Matti Palo. J. Uusivori, G. Mery Ed., Wood, Forest, Market and Policies, p Charles Darwin, Natural Selection- Survival of the Fittest where the strongest only survive. Mackenzie, Alexander, The North-East Frontier of India, p

14 Naga Hills. The frequent raids from the Naga tribes in the administered territory of British in Assam, was received with a new policy. To check the raiding tribes, the British established headquarter at Samaguting in It proved less effective as the Nagas constantly kept on raiding. This resulted in a change in administrative center which was shifted to Wokha in 1875 for the Naga Hills.4The unstable relation with the Angami tribe, made the British to shift their administrative center to Kohima in The establishment of administrative center in the Naga Hills was solely to protect the settled districts of British. The final decision to make the Naga Hills a British district (Kohima and Wokha) was taken in In the year 1889, Mokokchung too was blended in the Naga Hills district and was made as sub-division to check the increasing raids of trans-frontier tribes. By 1906, the Sema and the Chakeshang territories which had been under political control since 1903 were also brought under the administration of the British government within the Naga Hills district.6 In the Frontier Tracts (Eastern Nagaland), the British had less influence than the Naga Hills district. In these tracts, British policy followed two system viz., Political Controlled Area and Un-administered Area. The Political Control Area was neither a part of the district nor a part of the British India7 and the Unadministered areas were those where no Europeans had ever entered. Therefore, for any expeditions or annexations in the frontier tracts, permissions were taken from the Government of India and probably from the Secretary of State. The British officers often wanted to bring the tracts under British direct administration but such moves were all rejected by the higher Alemchiba Ao, A Brief Historical Account of Nagaland, 1970, p. 80. Robert Reid, History of the Frontier Areas Bordering on Assam From , p. 99. Piketo Sema, p. 25. Government of Nagaland, Political Department, file no (423), 1929, p. 7, Nagaland State Archives. 3

15 authority; the Secretary of State. The government was not ready to incur extra expenditure in this part of the country. The leniency of the government encouraged the frontier tribes to raid the administered areas time and again. With the coming of the 20th century, the government finally took the decision to bring some frontier tracts under political control which was part of un-administered areas. However, it was only after the First World War, the British government took serious expeditions in the un-administered areas. The policy followed by the British in the Naga Hills district and the Frontier Tracts was different from the colonial policy adopted elsewhere throughout the 19th and the 20th centuries. Non-Interference Policy towards the Naga Hills The invasion of Burma in North East India compelled the British to annex the Brahmaputra valley to protect British India. The defeat of Burma and the Treaty of Yandabo in 1826, led to the consolidation of colonialism in North East India. Initially the British India were content with the annexation of Cachar, Jaintia and Khasi Hills, Manipur, Sylhet and the Brahmaputra valley as long as the others did not interfere in their administered territories. The British often took expeditions against the raiding villages and thereafter followed the non-interference policy. In 1873, Inner Line Regulation Act was passed in the interest of the hilly tracts. It was the first law promulgated in Assam under the authority conferred by the status 33, vict., Chapter 3.8 This regulation restricted the British subjects beyond certain line without a pass or license issued by the Deputy Commissioner. The Inner Line separated some tracts inhabited by the tribal from the districts of Assam Administration.9The settled districts of Assam came under the Western laws (Scheduled Districts Act 1874) which had the 8 9 Edward Gait, A History of Assam, p Manilal Boss, Historical and Constitutional Documents of North-Eastern India , p

16 same legal position as other parts of India.10 The policy of Inner Line Regulation, showed a different character of colonialism. As the colonial state was based on conquests, and in India, the East India Company was the absolute ruler; there could be no claims of illegality against the sovereign state.11 Even after the conquest of the Naga Hills the Regulation Act was extended. The restriction of the foreigners in the tribal area played a vital role in protecting the locals from the exploitation of the colonizer. The Naga tribes were given the freedom to administer their states as per their customary laws so long as they did not interfere with the British subjects. Unlike other part of the world under colonialism, the British were happy to keep the traditional social stratification of the Naga tribes intact. The British government was only concerned with the brutal practice of head hunting, human sacrifices and slavery. It became the top priority of the British to ban such practices in the Naga Hills. When Indian Nationalism was at its height, the British Government, introduced the Government of India Act of This Act formed the Interim Constitution before it provided a basis of the Constitution of Free India. But in the North East Hill areas, it provided a different perspective. The paragraph 91 and 92 of the Act, declared the Hill areas to be excluded areas or partially excluded Areas. Through this Act, the colonial government intended to protect the Hill areas including the Naga Hills from the influence of the Indian people. This Act declared that no Act of the Federal Legislature or of the Provincial Legislature, shall apply to an Excluded Areas or Partially Excluded Area unless the governor in giving such a direction, with respect to any Act, may direct that the Act shall have its application on the area.12in Robert Reid s Edward Gait, p Mithi Mukherjee, Indiain the Shadows of Empire, p. 56. Manilal Bose, p

17 views, while framing the new Act, the authorities concerned had no difficulty in agreeing that the Naga Hills ought to be kept outside the purview of the New Constitution.13 A leading rationale for colonialism was often given as the inferiority of the natives who had to be civilized by the colonizers.14 There is no doubt, the British were the one who changed the Naga Hills from antiquity to modernity. The British took the responsibility to introduce modern civilization. They abolished the socio-cultural practices of Nagas which were considered as barbaric or uncivilized to the British. However, the British did not interfere much on the other aspects of Naga customs. The government followed non-interference policy and allowed the native Nagas to rule by themselves. In other words, the British were particularly safeguarding the Naga socio-cultural life by keeping them at a distance. Many of the British officials believed that a sudden introduction of the western laws would completely crush the Naga tribes. Unlike many of the colonial states, where social stratification had been fragmented and politically disintegrated, the Naga Hills were allowed to function freely within their jurisdiction with little modifications. Restriction on Christian Missionaries For the European colonial powers, Christianity was considered the best religion and they took upon themselves the duty to spread the gospel to the non-believers in the colonies. But the British in the Naga Hills were only concerned for friendly relationship with the natives. As a result, it was the American missionaries and not the British, who brought Christianity in the Naga Hills. The missionaries in order to preach the gospel had to follow the Regulation Act. As such, the entry of the American missionaries were just a handful throughout the 19th Robert Reid, p. 178 Matti Palo. J. Uusivori, G. Mery Ed., p

18 and 20th centuries, compared to the other Asian and African countries where the missionaries went in huge numbers. The history of Christianity in the administrative Naga Hills began only when Dr. E. W. Clark, an american missionary came to the Ao Naga inhabited areas in As a result of ban on missionaries in the Frontier Hills, the frontier tribes became exposed to Christianity only in the 1920s. The colonial government, when reported of missionaries preaching in the Political Areas, took stern action by banning them. Tribes like Yimchunger and Khiamniungan received Christianity only in the 1940 s when the British were about to leave India. The act of banning and not allowing the preaching of the gospel was rarely seen in the colonized nations as missionaries were the integral part of Colonialism in the 19th and 20th centuries. The act of the colonizers in this case, contradicted the policy of making Christianized state, followed elsewhere. However, the impact of Christianization was hugely successful in the Naga Hills areas. Initially the American missionaries converted the Nagas but later it was the converted Christian Nagas who played active role in sharing the gospel especially on the Frontier Tracts. Colonialism also followed the policy of White Men s Burden.15 They felt it was their responsibility to civilize the indigenous people. This often led to the introduction of Western Education. Unfortunately, in the Naga Hills due to the protective nature of the British, the progress in education was slow. Modern schools were founded in the administered Naga Hills but there was no higher education system. The ban on Christianity in the Frontier Hills, meant there was hardly any schools prior to the Indian independence. 15 White Men s Burden, Rudyard Kipling s poem Colonialist had a duty to civilize (Christian) the more brutal and barbaric parts of the world. 7

19 Economic Aspects For the British colonial power, its motivation was largely economic, not evangelical.16the Industrial Revolution brought stiff competition among the European nations. With economic pressure, extracting of wealth from colonized states was considered as a norm of colonialism. In India, Dadabhai Naoroji exemplified his Drain of Wealth during the course of 19th century under British rule. Assam too was not spared, where tea was planted for the British and became one of the major export items by late 19th century. In 1883, 95 percent of tea laborers were from outside Assam.17 This large influx of migrant labor forces had affected the social stratification of Assam. However, there has been no trace or record about the British exploitation of natural resources from the Naga Hills apart from the mere house tax collected annually to stamp their authority. At the time when British colonized Naga Hills, timber was in huge demand in Europe. The British had already established their colonies in North America fundamentally because of the interest in timber.18 By the 19th century, timber had become scarce in Europe. Thus, for the first time, forest exploitation became a globalized or worldwide activity in the British Empire.19 In contradiction, the British never exploited the virgin forest of the Naga Hills. In fact, British were more willing to protect the Naga Hills from the European capitalists. The restriction on the outsiders, in a way, limited the development of the Hill Tracts on economic sphere. At the time of the exploitation, the colonizers often built modern infrastructures for easy communications. They usually Maddison, The Economic and Social Impact of Colonial Rule in India, p. 1. Elizabeth Kolsky, Colonial Justice in British India, White Violence and the Rule of the Law, p Matti Palo. J. Uusivori, G. Mery Ed., p Ibid, p

20 introduced good roads, railway line, concrete buildings and urbanization. However, in the Naga Hills there was hardly any progress on these fronts. Moreover, the government of India was not willing to increase the expenditure on the Hills. Nevertheless, by the 20th century educated Nagas were holding jobs as clerks in the government offices. A new trend was slowly developing, which would have a greater impact in the later 20th and 21st centuries in Nagaland. Conclusion The discourse on colonialism is often about superior nations dominating over the inferior nations. The superior nation becomes the master and exercise authority over the weak. The practice of colonialism started during 15th century when European sailors went far across Atlantic Ocean. The craze for more power and wealth made the Europeans extract as much as possible from their colonies. Consequently, it created exploitation and demoralized the social institutions of the colonies. With industrial Revolution, the competition was further increased which eventually led to the imperialism in Africa and Asia. At this juncture, British came into contact with the Naga tribes. After becoming the master of the Naga Hills, the British were reluctant to interfere in the internal affairs of the Nagas and their social institutions. They were satisfied with the policy of non-interference and restricted the foreigners from entering the Naga Hills. This special treatment from the colonial rule was one of the reasons why the Naga Hills did not participate in any of the Indian nationalism which was spreading over the whole nation. In 19th century, the British had already annexed Burma into her Empire. Likewise, in South-East Asia, the British Empire had consolidated its rule in many of the islands. Naga Hills being on the boundary of Burma, the British could have easily used the Hills as a passage to Irrawaddy delta where they were 9

21 already exploiting resources en-route to other South-East Islands. Being dense and virgin forest, the British could have easily traded the timber from Naga Hills which were in high demand in Europe. In spite, of all those advantages, the British were willing to safeguard the Naga Hills from any kind of colonial exploitation. This partial treatment, in a way, led to the creation of a Unique Naga Identity which may be credited for the rise of Naga nationalism in the 20th century. REFERENCES 1. Government of Nagaland, Political Department, file no (423), 1929, p. 7, Nagaland State Archives. 2. Alemchiba Ao, A Brief Historical Account of Nagaland. published by Naga Institute of Culture, Eward Gait, A History of Assam. EBH Publisher, Guwahati, Reprint, Elizabeth Kolsky, Colonial Justice in British India, White Violence and the Rule of the Law. 5. Alexander Mackenzie, The North-East Frontier of India. Mittal Publication, New Delhi, Reproduce, Maddison, The Economic and Social Impact of Colonial Rule in India. 7. Manilal Bos, Historical and Constitutional Documents of North Eastern India , Concept Publishing Company, Matti Palo. J. Uusivori, G. Mery Ed., Wood, Forest, Market and Policies. Springer, Mithi Mukherjee. Indian the Shadows of Empire, A Legal and Political History, Oxford India Press,

22 10. Piketo Sema. British Policy and Administration in Nagaland New Delhi: Scholar Publishing House, Robert Reid. History of the Frontier Areas Bordering on Assam From Guwahati, Assam: Spectrum Publication House,

23 Dimapur Govt. College Journal Vol. I, Issue 2, 2015, pp Environmental Awareness and Attitudinal Problems in Nagaland: An Overview from Educational Perspective BENJONGKUMBA Abstract The issue of environmental problems is a major concern for every individual irrespective of age, gender, rich or poor, urban or rural, etc. The Earth where we live in has been going through a tremendous change in all its spheres, making man uncomfortable and intolerable to lead a normal life. The chief contributor to this change is the human beings themselves, unaware of what they do to the environment and its consequences on life. With the growing concern keep to a check on further destruction of the environment the world societies started to waken up much lately in the seventies, which was spearheaded by the United Nations (UN). This paper presents an overview of the awareness of the environmental issues and problems and how people respond to these problems (attitude). The paper also focuses on the educational programmes and its concern for the dissemination of knowledge to the people at all levels. Introduction T he present day modern men with the available technological know-how is exploiting the natural resources and thus damaging the environment at an alarming rate. There have been enormous destructions in the functioning of the natural environment. The side effects such as poverty, health hazards, etc have become a growing concern for man at the present age. The rampant destruction and burning of jungles which people called tradition is also another concern. 12

24 The global society felt the urgency to deal with the environmental problems and issues in the early seventies through the initiatives of the UNO. Subsequently the concept of environmental education was framed through the initiatives of both the national and international bodies so as to disseminate knowledge to the people through both formal and informal systems of education. Environment is the totality of situation surrounding an individual whereby he or she interacts with it and extracts resources for living- psychological, social, economical, biological, etc. Although there have been developments and advancement in all spheres, for extracting resources from the environment, the appropriate measures has not been used as people have hardly realized its ill effects on life. Man and environment are interrelated and interdependent. Life is mostly determined by the environmental factors. So each and every individual needs to know about the environment and the factors that affect life. The challenges posed by the peculiar problem in recent years have awakened all sections of the people in the world, necessitating measures for the prevailing environmental problems. This will not only solve the present problems but would prevent the consequences of it in the future. Modern advancement in science and technology and other fields of development has contributed much towards environmental degradation. Increased in industrial establishments, number of vehicles and use of chemicals, pesticides, improper sanitation, etc in different forms have polluted the environment causing alarming rate of degradation. The sanctity of social environment has also been disturbed by excessive consumption of alcohol, drugs abuse and other unlawful activities among the people. 13

25 India has recognized the need for environmental education with the recommendations of the Tiwari Committee (1980). The people of the country felt the urgent need of environmental education. Besides introducing the subject of environmental science` at all levels of education emphasis has been given on the new approaches and programmes of environmental education, thus the idea is to bring on environmental concerns in all subjects and to all facts of life. This paper attempts to present an analytical discussion on the Environmental awareness and attitudinal problems in Nagaland: An overview from the educational perspective. Concerns on Environmental Issues All the natural functions of human beings such as birth, growth, health and deaths are affected and determined by the natural environment in the same manner as the case of other organisms but man being most developed and advanced animal- both physically and mentally and hence technologically, is capable of making substantial changes in the natural environment so as to make it suitable for his own living. The role of most primitive biological or physical man in the functions of natural environmental system was fundamentally that of user of environmental resources and thus he played the role of a factor of the environment but as the skill and technology of man developed with cultural development, his roles towards natural environment also changed progressively such as from user to modifier and changer to destroyer of the environment. So it is the technology of man that has drastically changed the man-environment relationship from prehistoric period to the most advanced industrialized period. This substantial change and shift in the nature and the magnitude of man s interactions with the natural environment has given birth to numerous environmental problems of serious consequences because the changes affected by man in the environment have become un-adjustable by the inbuilt self regulatory mechanism 14

26 of the natural environmental system. Hence, the existence of environmental crisis calls for reform in the socio-cultural and socio-economic life of the people. Inculcating values in the minds of the people is of great importance today to make them understand the status of the environment in relation to human life, and also the consequences of its destruction. Awareness of policies and programmes of the government and other agencies is also required in order to safeguard our environment. There is hardly any field of knowledge that is not directly affected by the Environmental Revolution (Nicholson, l97l). The rapid material progress has no doubt made life easier and happier but has put man face to face with series of challenges. Of all the crises facing mankind today, rapid degradation of the environment is more severe of all. The present generation literally lives and breathes, and not surprisingly, it has begun threatening health, happiness and the very civilization. As Mahatma Gandhi once remarked The earth is enough for everyone s need but not for everyone s greed. There is appreciation all over the world of the fact that an environmental quality commensurate with human welfare cannot be achieved without development, whereas at the same time no conceivable developmental considerations shall be at the expense of environmental degradation. Hence, the urgent requirement for developing scientifically sound recommendations that can be translated into action in the world of public officials, planners, administrators, etc. indeed of the whole bevy of creatures that are generally known as decision makers (Thatcher, 1978). This underscores the need for the initiation of educational training programs to create a pool of generalists and specialists in environmental problems. From the very nature of the problems of human environment, it is obvious that many scientific disciplines and 15

27 skills along with social and philosophical studies have to be incorporated into a flexible curricular framework to give a broad-based education to the people at different levels. The area of environmental education has been discussed thoroughly at several national and international seminars, workshops and conferences. Defining environmental education the Finnish National Commission for UNESCO (1974) in their report on the seminar on environmental education has shown environmental education as a way of implementing the goal of environmental protection. It is not a separate branch of science or field of study. It should be carried out according to the principles of life-long integral education. World educators and environmental specialists have repeatedly pointed out that solution to the environmental crisis will require environmental awareness and understanding to be deeply rooted in the educational system at all levels. According to Tbilisi declaration environmental education constitutes a comprehensive, life-long education responsive to the changes in a rapidly changing world. Environmental education prepares the individual and the community for life, through an understanding of the major problems of the contemporary complex world, the problem resulting from the interaction of the biological, physical, social, economic and cultural aspects of individuals and the communities. Environmental education recreates an overall perspective, which acknowledges the fact that natural environment and man-made environments are profoundly independent, and link the acts of today to the consequences for tomorrow. With this background in view, the goal of environmental education is to produce an active environmental oriented citizen who is personally involved in decisions and practices regarding man s interaction with his environment. Citizens must be able to make decisions on environmental problems 16

28 using the most current and accurate information from the natural and social sciences. Educators must provide students with a set of experiences that give them the skill and concepts necessary to make effective decisions. As a measure, creation of environmental awareness may be made so as to help the social groups and individuals to gain a variety of experiences and acquire associated problems at all levels. The Belgrade International Workshop (1975) states that environmental awareness may provide power and understanding to recognise the inter-dependence among materials and physical environment, plant and animal life for survival, growth and development. The United Nations Environmental Programme (UNEP) states that environmental awareness may be developed by: - Identifying, analyzing and understanding the needs and problems of personal life including health, vocation, etc. - Social life at different levels viz, family, caste, community, region, town or village life including civic, etc. The environmental Education and awareness by the nonformal agencies is very important. There have been several movements and successful efforts by such groups. The Chikpo Movement in the Himalayan region to save forest from felling, the Bombay Bachao Committee to highlight the protection of Bombay city. Taj Mahal protection movements, Paryavaran Vahini, to name a few, were the agencies aimed at creating awareness at the grass root level. Besides educational and research institutes, the policies and programmes of national and state governments play a vital role in disseminating informal environmental education The government of Andhra Pradesh as a social reconstruction launched a programme called Janma Bhumi. In this programme the government employees and students of all levels were 17

29 expected to participate and spread to each other and every member of the society, the message of cleanliness and environmental protection. However, satisfactory level of awareness among the general masses has not been achieved as it is evident from the continuous trend of environmental degradation in the country and the world at large. The professional institutions and universities which are supposed to be role model in the growth and development of adequate manpower still sticks to the traditional disciplines (e.g., Biology, Chemistry, Economics) etc, and making difficult the process of convening the necessary skills for the teaching and research on complex environmental issues. Environmental problems such as air pollution, wetlands protection, and global climate change, Ozone depletion, deforestation and loss of bio-diversity are not systemically included in most academic degree programmes for environmental professionals. Proper training and organisation of public policy strategic for moving society towards environmentally responsible actions has been rarely observed. Practices of the Naga people and their Awareness The Naga people are, by nature dependent on agriculture. Cultivation of forestland is the best means of their livelihood. However, the history reveals that the Naga people lived in tune with the natural surroundings. Their religion and the cultural ethos were all related to the nature. But during the course of history people have been continuously exploiting the natural resources for their best possible life. They are fond of hunting and fishing. Almost all the Nagas, especially the men folk have that kind of interest as their hobby. People are tempted to shot when birds are seen chattering around them. They ask for polythene plastic bags from the shopkeepers when they don t take a carry bag with them to the market. Unhygienic dumping of wastes and consumable of 18

30 everything that is found in the nature as one likes without being aware of its preservation for the future are serious concerns. Except a few sensible people majority of the people in the state do not care for the preservation of their environment. Most part of the natural vegetation has been destroyed through jhum cultivation, logging and burning. Many people are ignorant about proper sanitation and cleanliness of their surroundings. Water species have been exhausted due to use of chemicals and rampant exploitations. People enjoy killing of animals and birds as a game of their chase. The very common form of practice, which caused environmental destruction in Nagaland, is jhum cultivation. Its practices led to mass forest destruction causing soil erosion, declining land productivity and crop production, and most seriously environmental degradation. In fact life has become easier and comfortable with the advancement of science and technology, yet its drawbacks have hardly been realized. In the name of modernization, economic development and progress, etc, man has over the years meddled with the nature and thereby disturbed the ecological balance. The earth s atmospheric temperature is becoming warmer each year. Numerous diseases are being detected and our life seems to be suffocated in present times. Awareness of environment in reference to the people of Nagaland has not been widely addressed. Adequate concepts on environmental education right from the primary level are not being imparted or instilled. Besides little about environmental studies in the school textbooks, informal education has hardly been introduced in the state. Nagas are not exception to the world s environmental issues. The problems of environment are becoming more acute than one realizes. The Eco-systems of the state and its neighborhood have been greatly impaired due to denudation of forests, which are linked to the traditional land use practices, 19

31 and other developmental activities. Despite the overwhelming global environmental concerns, the sense of responsibility towards environment amongst many Naga people is very low. Besides degradation of biological and physical environment, social environment has become more vulnerable to the activities of antisocial elements, which threatens the peaceful A research done on environmental awareness among the university teachers and students and their attitude towards environmental education in Nagaland (a case study) has been very significant. The study has been conducted to investigate how our people are aware of the environment, knowing the fact that we are facing acute environmental crises in many aspects. Methodology The present study was conducted through a survey method using questionnaires, attitude scale and interview methods in order to understand the awareness of the status and problems of the environment of the university teachers and students at the highest level of education. A survey was also conducted to ascertain the environmental values among the school children. Research Findings The study revealed that 90% of the population was aware of the degrading environmental situation in the state. Many civil societies have also been established to work towards environmental protection (e.g. NEPED, Tragopan Wildlife Protection Society, Environment Society of Nagaland, Naga Society for the Prevention of Cruelty to Animals, etc). The major factors contributed to environmental degradation were in two ways- traditional practices and modernization. Traditionally, Naga people have the habit of cooking by using firewood, practices of jhum cultivation and burning of jungles, 20

32 etc. They are also fond of hunting and fishing without being much aware of its effect on the ecosystem. Rapid population explosion and unemployment among the people were also other factors that have affected the environment to a large extent. The rate of increase in vehicular pollution is also a major concern for the state to check vehicles which do not conform to environmental norms. In another survey conducted on 10(ten) high schools and secondary schools in Zunheboto town in Nagaland, based on the idea of disseminating value education found that school children were still lacking in environmental awareness. Both the studies have revealed that there are three categories of people in the state in terms of environmental awareness: the educated lot, the school students and the rural population whose livelihood is dependent on agriculture. The highest percentage of people who are aware of the environmental problems were the educated people. School students are also being informed of the problems and issues through the courses in the school curriculum and other activities. However, the rural population especially the illiterate people are still in the dark about the impending dangers of environmental destruction. Even the educated people who are suppose to be the harbinger of the message; are also a part of the rural people in the process of environmental exploitation and destruction. Need for Developing Positive Attitude The development of positive attitude towards the environment is very important. Attitude is a vehicle for providing every person with opportunities to acquire knowledge, value, commitment and skills to protect and improve the environment (Womersley, l98l). Change of attitude towards environmental protection amongst people is the utmost importance. Sense of preservation in any endeavor does not develop in one day 21

33 unless people are motivated, encouraged and taught about its importance and consequences. The quality of our environment is a matter, which concerns everyone locally, nationally as well as internationally and in this context it is sensible to follow the policy of Act Locally and Think Globally. To protect the environment, we have to first set our goals followed by a strategy for influencing the attitude of the population towards proper utilization of natural resources and developmental works. The principle aim and objective in this regard will focus on mass involvement and an awareness education with information facilitation for creating a sense of environment consciousness within the minds of the people. The study also revealed that teachers and students have positive attitude towards the preservation of the environment. The respondents suggested that a well planned environmental programme at all levels would disseminate the knowledge of environment and the consequences of environmental destruction. When we talk about attitude towards environmental preservation, it is a difficult task for people who are deliberately destroying the environment because their livelihood mostly depends on it. Total change of mentality shall be required for those people if at all we want their attitude changed towards environmental protection, followed by inculcating knowledge about alternative means of livelihood. For this goal a multi pronged environmental awareness campaign at all levels is urgently required in the state. The educational institutions and the government agencies should be sincere in its mission towards environmental protection so as to bring attitudinal change among the people. 22

34 Implementation of Environmental Awareness Through Educational Programmes As per the Belgrade Charter, 1975 The goal of education is to develop a world population that is aware of and concern about the environment and its associated problems, which has the knowledge, skills, attitude, motivations and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones. Keeping this goal in view, environmental education should form an integral part of the education process, be centered on practical problem and of interdisciplinary in character. It should also be realized that environmental education is a lifelong process and therefore, it should not remain confined to the formal system. The role of teachers in implementing the programme of environmental education need to be practical so as to develop enthusiasm among the learners towards challenges of environmental problems and issues. Introduction of environmental education in higher educational institutions with experience based curriculum and its effective implementation would require the preparation of suitable environmental based instructional materials within the national framework as well as in the regional and international contexts. Considering the vastness of the field of environment, a well-defined objective of environmental education should be introduced stage wise basing on the needs of the people locally and regionally. Promoting education, public awareness and training programmes should be initiated by the university with relevant research studies. Roleof DifferentAgenciesforImplementingEnvironmental Programme It was realized only in the seventies that no government 23

35 action could succeed unless the values that the people cherished are in accordance with the need for protection of environment. Reversing environmentally harmful life style, attitudes and values of the people are inherently complex and politically and socially difficult task, which cannot be achieved without the wholehearted support of the public. In this context, creation of environmental awareness assumes great significance. There are three important agencies, which play significant roles. Firstly, community is an important institution for bringing change and transformation. What children learn in the schools need to be extended beyond the walls of the classroom. Therefore community should be actively involved in organizing relevant programmes and making policies for environmental management and protection. However, community awareness and public sensitivity cannot be achieved at once but special programmes focusing on specific and varied target groups on a sustained basis are essential to create environmental awareness at various levels. In this regard, the role of various organizations should have a concerted effort in bringing about change in the minds of the people. Secondly, family is the primary agency, both from the social and educational point of view, through which impossible makes possible. Values are mostly developed at home and nurtured over a long period of time in association with their parents. Therefore, parents are also required to have the knowledge of environmental education. The teachers and community workers must cooperate with parents to see that the message of environmental education is reached out to the parents and that their children are aware of the environment. Thirdly, teachers have to take up a major role in order to help the students grow in knowledge, skills, values and attitudes relevant to environmental problems. Teachers are expected not only the dispensers of information and knowledge but also 24