Development Dialogue

Development Dialogue is a language of contemporary discourses on human development which aims to stimulate each entity of the society for a new history of humanity. It stands for communicating the problems that people face and hence is more value-based than other units of human life. Envisioned with better quality of human life it admires the imagination of ordinary citizens, their daily concerns and necessities and circulate these elements in policy articulation.

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Education since The Hard Times to Now

Education/knowledge is the major power from the perspective of Human Dimension of Development; regardless “literacy rate statistics” will be none of use, unless and until we find out what quality education is and how it should be delivered.

Education is the center part of the “HARD TIMES”. Charles Dickens has directly and indirectly shown all the root causes of social problem in mechanization of education. From the perspective of Human Dimension of Development we find that knowledge is the power/energy of human development. But means and ends must be clear. In the Novel “Hard Times”, Dickens has shown that the industrialized society is unaware of ends of development and thus have misutilized the power of education.


“The Gradgrind school opposes fancy, imaginative literature and “wondering.” Instead, they encourage the pursuit of “hard fact” and statistics through scientific investigation and logical deduction. But the Gradgrinds are so merciless and thorough in their education that they manage to kill the souls of their pupils. Sissy Jupe and the members of Sleary’s circus company stand as a contrast, arguing that “the people must be amused.” Life cannot be exclusively devoted to labor.”

Dickens suggests that what constitutes so-called fact is a matter of perspective or opinion. Dickens have opposed on making children as database of facts and figures. Somewhere he has indirectly raised concern about quality of education, what education is meant for?  “Should output of Schools should act as production input of factories?? For what schools are constructed for and who are supposed to govern or influence them?

What I conclude is, today’s so called “education” and the “education system” is responsible for the root causes of social problems. Weather it is widening of gab between richer and poor,

 North – South, industrialization, environmental pollution, poverty and or social conflicts. Unless and until we learn to create a balance form of society, unless and until we are clear on ‘ends and means’ of development and the best procedures to metalize them, unless and until we learn to distinguish between subjective and non-subjective, materialistic and non-materialistic parts of society and human being, ‘HARD TIMES’ will ever flourish in 21st century of the modernized and globalized world.

“Mr. Gradgrind believes that human nature can be measured, quantified, and governed entirely by rational rules. Indeed, his school attempts to turn children into little machines that behave according to such rules.”

Similarly, the major problem with Human Development Index (HDI) is that it tries to measure everything as like Mr. Gradgrinds. Whereas, I believe that “freedom” and “Joy”, the ultimate common goal of human being cannot be measured. Regardless, if the measurement indexes are developed, human being should be ready to bear the consequences of it as people during industrial revaluation of 1850s faced the consequences of ‘mechanization of human being’.

Finally, ‘Caring’ should not be sold in market, it is not commodity neither it should have curves of supply and demand. It’s crazy to put economic value on caring. Caring is priceless and thus it should be moved into family model. Through the various female characters in the novel, Dickens suggests that feminine compassion is necessary to restore social harmony. Hence-forth, if we mistaken to trade ‘Caring’  in the market for long time, it would give birth to  gender violence and crime, putting women more prone to vulnerability for example as the Nepalese women’s in gulf countries are facing physical and mental suffering in consequences of providing ‘caring services’.


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