Interest in Gandhian Studies dwindles in many State universities in Karnataka
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While academic centers for Gandhian studies at Karnataka universities are struggling with declining enrollment and funding, individual educators like Abida Begum continue to promote Gandhian principles through independent workshops. This highlights a shift from formal institutional study to grassroots, volunteer-led engagement with historical philosophies.
The Paradox of Gandhian Studies in Karnataka
The landscape of academic engagement with Gandhian philosophy in Karnataka presents a striking dichotomy. On one hand, institutional interest—as evidenced by the Centre for Gandhian Studies at Bangalore University—has withered significantly. On the other, the foundational principles of Mahatma Gandhi’s life remain a subject of passionate, independent advocacy, best exemplified by the decade-long mission of educator Abida Begum. This tension reflects broader shifts in modern higher education, where specialized humanities centers often struggle to compete with market-driven curricula.
The Decline of Institutional Frameworks
The Centre for Gandhian Studies at Bangalore University, once a beacon of intellectual history, stands as a poignant case study. Established with prestige on December 8, 1965, by former President Dr. Sarvepalli Radhakrishnan, the center was designed to formalize the study of Gandhian thought. However, the discontinuation of its diploma and certificate courses five years ago marks a definitive pivot. The convergence of dwindling student enrollment, persistent funding challenges, and a lack of institutional prioritization has rendered these formal academic structures largely dormant across many state-run universities in the region.
The Grassroots Alternative
Contrasting this institutional stagnation is the tireless work of individuals like Abida Begum, a physical education teacher at the Government First Grade College in T. Dasarahalli. For over a decade, she has bypassed the need for formal university centers, taking the message of Gandhian life directly to the youth. By conducting workshops in over 400 colleges across 31 districts, she provides a decentralized model of education that emphasizes practical, everyday application—such as discipline, punctuality, and honesty—over theoretical academic study.
Why Formal Studies Falter
The decline in interest regarding formal Gandhian studies can be attributed to the evolving priorities of the modern student body. In an era increasingly dominated by technical and professional degree programs, the perceived utility of a certificate in Gandhian Thought has diminished. Universities, constrained by limited budgets, often prioritize high-demand technical courses, leaving humanities-based centers without the necessary financial lifelines to sustain operations or modernize their outreach.
Reimagining Value in Education
The success of Ms. Begum’s outreach suggests that the failure of these centers may not be a lack of interest in the subject matter itself, but rather a disconnect in delivery. While formal diploma courses often feel detached from the daily realities of students, the model of workshops that focus on character development and ethical conduct appears to resonate more deeply. By framing Gandhian principles as tools for personal discipline rather than abstract history, educators are finding a way to keep the philosophy relevant in the 21st century.
Future Implications and Conclusion
The future of Gandhian studies in Karnataka appears to be shifting away from the ivory tower and toward the community classroom. Unless state-run universities can integrate these philosophies into more contemporary, interdisciplinary frameworks, the formal centers risk permanent obsolescence. However, as long as independent educators continue to champion these values, the legacy of Gandhiji will likely persist—not through academic accreditation, but through the tangible, small-scale ethical changes inspired by dedicated mentors.
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