Tradition of Orientalism – Class 8 Notes

Orientalism is a tradition that emerged in the Western world, particularly during the 18th and 19th centuries, portraying the cultures, people, and landscapes of the East, primarily Asia and North Africa. Orientalists believed that the West should have Western intervention or “rescue” of the East, which they framed as inferior. This tradition is based on the presumption of European superiority, which was used to justify colonialism, especially in India.

In this article, we will look into the meaning of Orientalism and the development of vernacular language in detail. These are important concepts of NCERT Class 8 History. Students can go through this article to get comprehensive notes on the “Tradition of Orientalism”.

What is Orientalism?

The concept of Orientalism originated in the 18th and 19th centuries as European powers began to colonize and interact with societies in Asia, Africa, and the Middle East. It is the tradition of Western scholars to study the language, culture, history, or customs of Eastern Asian countries. Orientalists believed that the ancient customs of the country and oriental learning should be the basis of British rule in India. They needed Indian scholars to teach them vernacular languages, local customs and laws and help them translate and interpret ancient texts. Some Orientalists conducted research on ancient or traditional Indian laws and legal structures in an effort to codify them for use by a colonial bureaucracy.

Tradition of Orientalism

1. William Jones and other British officials like Henry Thomas Colebrooke were deeply interested in Indian culture and language. They studied Sanskrit, Persian, and Arabic texts to understand ancient Indian heritage.
2. Jones and Colebrooke established the Asiatic Society of Bengal and started the journal Asiatick Researches to share their findings about Indian culture and texts.
3. Orientalist scholars respected both Indian and Western ancient cultures. They believed that India had achieved greatness in the past but had declined. Understanding ancient texts was seen as crucial for understanding Indian society.
4. Some British officials argued for the promotion of Indian learning over Western education. They believed that teaching Sanskrit and Persian texts would help Indians rediscover their heritage and earn British respect.
5. In line with these views, institutions like madrasas and Hindu colleges were set up to promote the study of Arabic, Persian, Islamic law, and Sanskrit texts.
6. Not all British officials agreed with the Orientalist perspective. Some criticized their approach, viewing it as impractical or unnecessary for colonial governance.

Development of Vernacular Education

Initially, British colonial education policies in India prioritized English-medium education to create a class of Indians loyal to British rule and capable of assisting in colonial administration. Over time, the British administration acknowledged the importance of vernacular languages in reaching broader segments of the population, especially in rural areas where English proficiency was limited. In response to the need for broader educational access, vernacular schools were established to provide education in local languages such as Hindi, Bengali, Tamil, and others.

Missionary organizations and indigenous reformers played a significant role in the development of vernacular education, establishing schools and promoting literacy in local languages. Vernacular education expanded rapidly, especially after the Wood’s Despatch of 1854, which emphasized the importance of vernacular education alongside English education. It focused on teaching subjects relevant to local communities, including language, literature, history, and practical skills such as agriculture and handicrafts.

It provided opportunities for social mobility and empowerment, allowing individuals from diverse backgrounds to access education and improve their socio-economic status. Despite its expansion, vernacular education faced challenges such as lack of resources, quality concerns, and resistance from certain quarters who favored English education.

Development Status in the Years 1835, 1836 and 1838

Development status of the vernacular education in the years 1835, 1836 and 1838 is given below:

1835

• Introduction of the English Education Act in India, making English the medium of instruction for higher education.
• Establishment of English schools, aiming to spread Western education and values.

1836

• Publication of Thomas Macaulay’s “Minute on Indian Education,” advocating for English education and the discontinuation of support for Oriental learning.
• Emphasis on the promotion of English language and literature in Indian education.

1838

• Implementation of policies based on Macaulay’s recommendations, leading to the decline of traditional Oriental institutions.
• English language and Western education became increasingly dominant in colonial India’s educational landscape.

Development Status in Years 1843 to 53 

Development Status of vernacular eductaion from Years 1843 to 53 is given below:

1843

• Implementation of the General Committee of Public Instruction in India, overseeing educational matters and advocating for English education.
• Continued expansion of English-medium schools, particularly in urban areas.

1844

• Introduction of Lord Hardinge’s Resolution, emphasizing the importance of English education and the establishment of more English schools.
• Increased focus on providing education to Indians in English, with the aim of producing a class of administrators and professionals loyal to British rule.

1853

• Passage of the Charter Act of 1853, which allocated funds for the promotion of education in India, including the expansion of English-medium schools.
• Establishment of more universities and colleges offering English education, further consolidating the dominance of English in colonial India’s educational system.

Development Status in the Years 1853- 54

Development Status in the Years 1853- 54 is given below:

1853

• Passage of the Charter Act of 1853 in British India, allocating funds for the promotion of education.
• Emphasis on the expansion of English-medium education and the establishment of universities and colleges.

1854

• Paasage of Wood’s Despatch in response to the Charter Act, emphasizing the importance of education in India.
• Establishment of the Department of Public Instruction in each province, overseeing educational matters and promoting English education.
• Introduction of policies aimed at encouraging the spread of Western education and the decline of traditional Oriental learning.

Development Status Between 1854-71

Development Status Between 1854-71 is as follows:

• Implementation of Wood’s Despatch (1854) recommendations, emphasizing the promotion of English education alongside vernacular languages.
• Establishment of educational departments in provinces, focusing on expanding English-medium education.
• Growth of missionary schools and colleges, contributing to the spread of Western education and Christianity.
• Introduction of educational reforms under the influence of the Indian Education Commission (1859-62), advocating for the expansion of primary education and technical training.
• Establishment of universities such as the University of Calcutta (1857), University of Bombay (1857), and University of Madras (1857), offering English-medium education.
• Emphasis on training Indians for administrative and professional roles within the colonial administration.
• Continuing debates and controversies over the medium of instruction, with some advocating for vernacular education and others promoting English education.

Criticism of Orientalism

Orientalism is criticized for inaccurately portraying Eastern cultures. It has an Eurocentric biases, which depicts Western civilization as superior. Critics argue that it imposes Western values onto Eastern societies and justifies colonialism and imperialism. James Mill advocated for educating Indians in advanced technical and scientific knowledge similar to the West.

Thomas Babington Macaulay believed that teaching English would civilize Indian people, whom he viewed as uncivilized. The English Education Act of 1835 aimed to make English the sole medium of instruction for higher education in India. It discouraged the establishment of Oriental institutions and promoted English language education to align with Western socio-cultural and economic influences.

Conclusion: Tradition of Orientalism

The tradition of Orientalism, where Western scholars study Eastern cultures, has faced criticism for its biases and inaccuracies. It often portrays Eastern societies in a simplistic or inferior manner, reinforcing stereotypes and Eurocentric views. While it has contributed to cross-cultural exchange, Orientalism’s impact on understanding and respecting diverse cultures remains debated.

People Also Read:

• Orientalist-Anglicist Controversy
• What is the contribution Orientalist to the education system of India?
• Education as a Civilizing Mission
• Challenges and Issues in Indian Education System

FAQs on Tradition of Orientalism

What is the tradition of Orientalism Class 8?

Orientalism is a tradition that emphasizes the growth of academic knowledge among Asian communities about their local cultures and languages. It emerged during the European Enlightenment and the Arab World’s colonialism. 

What are the main ideas of Orientalism?

The main idea of Orientalism is the Western study and representation of Eastern cultures through a lens often influenced by stereotypes, biases, and imperialist perspectives.

What is the theory of Orientalism?

Orientalism is a theory that describes how Western experts, or “Orientalists”, represent the Middle East. It’s a style of thought that distinguishes between “the Orient” and “the Occident”.

Who is the father of Orientalism?

Sir William Jones (1746-1794), a British scholar and judge in India, is considered the father of Orientalism in India.

What is Orientalism in India?

Orientalism is a cultural field of study that involves learning about Asian languages and subjects. It emerged during the European Enlightenment and the Arab World’s colonialism.