Bridging the Cognitive Gap: The Role of Native Languages in Cultivating Scientific Temper” (A Study in reference to Madhya Pradesh)

Résumé fourni par la source

In a diverse and multilingual country like India, the development of scientific temper—defined as the ability to think rationally, question logically, and make decisions based on evidence—is not merely an educational objective but a constitutional imperative. This study explores the role of native languages in fostering scientific temper among students and the general public, with a focused lens on the state of Madhya Pradesh, where regional dialects such as Bagheli, Bundeli, and Gondi are widely spoken alongside Hindi. Despite government efforts, a significant portion of the population in Madhya Pradesh—especially in tribal and rural areas—continues to face linguistic and educational exclusion. Education and communication are predominantly conducted in Hindi or English, creating barriers for students whose first language differs from the language of instruction. This linguistic gap contributes to lower engagement with science and a slower development of scientific temper. The study surveyed 300 school students across Madhya Pradesh and conducted interviews with educators and students. The study concludes that promoting scientific temper through native and tribal languages in Madhya Pradesh is not only pedagogically effective but also socially inclusive. It calls for urgent educational reform, curriculum localization, teacher training, and policy-level support to bridge the linguistic divide and empower all communities with scientific knowledge. In the context of Madhya Pradesh’s linguistic diversity and educational inequality, native-language education is essential to cultivate inquiry, rationality, and informed citizenship across the state. The study investigates how native languages such as Bagheli, Bundeli, and Gondi can be instrumental in developing scientific temper in Madhya Pradesh. Drawing on educational theory, field data, and real-life interventions, the study offers insights into how linguistic inclusivity in instruction can enhance critical thinking, comprehension, and rational inquiry.

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