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What the Indian Education System Is Designed For? | charotarnoavaj | Yagnesh Suthar [2026]

By Yagnesh Suthar

What the Indian Education System Is Designed For?


A. Official Objectives (Government / Policy Level):

Facts:
The National Education Policy (NEP) 2020, the guiding framework for India’s education system, lists objectives such as:

  1. Foundational literacy and numeracy

  2. Critical thinking and inquiry-based learning

  3. Holistic, multidisciplinary education

  4. Equity, inclusion, and access

  5. Skill development for employability

  6. 21st-century skills (creativity, problem-solving)

These are goals on paper, not always reality in practice.

Reasoning
Policies aim to solve economic and developmental issues — not necessarily human flourishing or inner well-being.

B. Curriculum Structure & Assessment:

Facts:

  • Syllabi are heavily exam-oriented and prioritize memorization.

  • Subjects are compartmentalized (Sciences, Math, Languages, Social Studies).

  • High competition for limited seats (engineering/medicine) → coaching industries flourish.

  • Success is largely measured by marks, ranks, entrance results.

These patterns have been documented in multiple education surveys and academic critiques of the Indian system.

Reasoning
When external rewards (jobs, status) dominate the system, internal motivation (learning for itself) weakens.

Let's understand:

Behavioral Outputs: What It Produces in Individuals & Society:

A. Quantifiable Behavioral Trends:

Facts:

  • High stress and anxiety among students.

  • Large coaching/tutoring ecosystem.

  • Focus on credentials over competence.

  • Reward hierarchy based on marks, ranks, degrees, not character.

Studies in Indian education psychology show these trends.

Reasoning
When systems reward scores and outcomes, not curiosity or ethical practice, human behavior shifts toward optimizing for the rewarded metrics.

B. Implicit Behavioral Signals the System Teaches:

These are not declared goals, but they become incentives embedded in experience:

  1. Competition over collaboration

  2. Achievement over understanding

  3. Outcome over process

  4. Fear of failure over exploration

  5. External validation over internal growth

  6. Social comparison over self-reference

These themes emerge repeatedly in ethnographic and psychological analyses of schooling.

Reasoning
Systems with ranking, comparison, and scarcity of rewards shape behavior differently from systems that encourage mastery and cooperation.

How These Patterns Relate to the “Seven Enemies of Humanity”?

1) Kaam (Excessive Desire / Lust for Reward)

Manifestation in Education:

  • Desire for grades, recognition, prestige.

  • Wanting high salaries, top colleges, not knowledge itself.

Frame of Reinforcement:
Incentives are external rewards (marks, admissions) rather than intrinsic rewards (joy of learning).

Conclusion:
The system amplifies desire for external gain, not self-regulated fulfillment.

2) Krodh (Anger / Frustration)

Manifestation:

  • Anger at poor marks, failures, comparison.

  • Frustration when learning is reduced to memorization.

Reasoning:
Pressure + competition frequently triggers stress responses.

Conclusion:
By emphasizing results and competition, the system heightens frustration and reactive behavior.

3) Lobh (Greed / Over-Accumulation)

Manifestation:

  • Hoarding resources (notes, secrets).

  • Obsession with certificates, multiple degrees, accumulating credentials.

Reasoning:
What is rewarded is what is pursued. If certificates = success, people chase certificates.

Conclusion:
The system fosters accumulation behavior, not healthy restraint.

4) Moh (Attachment / Clinging)

Manifestation:

  • Attachment to identity based on marks and degrees.

  • Emotional dependence on approval from others.

Reasoning:
Self-worth tied to external validation → deeper attachment to outcomes.

Conclusion:
It reinforces identity attachment to labels and achievements.

5) Haṭha (Force / Compulsion)

Manifestation:

  • Rigid schedules, rote learning.

  • Pressure from parents, coaching institutes.

Reasoning:
Less freedom to choose one’s path → forced compliance.

Conclusion:
The system exhibits structural coercion, indirectly promoting forceful habits.

6) Maan (Ego / Arrogance)

Manifestation:

  • Ranking breeds superiority/inferiority.

  • Graduating from a “top tier” institution = higher social status.

Reasoning:
External ranking systems create egocentric comparisons.

Conclusion:
It cultivates ego attachment to status and prestige.

7) Irshya (Envy / Jealousy)

Manifestation:

  • Comparison of marks, colleges.

  • Competitive culture fuels jealousy.

Reasoning:
If success is relative, people compare themselves to others — breeding envy.

Conclusion:
The system systematically encourages social comparison, which is linked to envy.

Behavioral Framework: How Teaching Drives These Outputs?

Here is a conceptual flow — mapping

Learning environment → Cognitive schema → Behaviour:

🧠 Input Structures

Curriculum + Assessment

  • Heavy emphasis on recall

  • Standardized tests

  • External rewards

↓ leads to:

🧠 Cognitive Schemas Formed

Students internalize:

  • “Competition is survival”

  • “Performance > learning”

  • “I exist through comparison”

↓ leads to:

🧠 Motivational Drivers

  • Fear of failure

  • Desire for reward

  • Social comparison

  • External validation

↓ leads to:

🧠 Behavioral Habits

  • Stress responses (anger, frustration)

  • Competitive drives (envy, greed)

  • Identity attachment (ego, attachment)

  • Reinforced desire for status

What the System Does Not Formally Teach?

Absent or weak elements in practice:

  • Self-awareness

  • Emotional regulation

  • Ethics & compassion

  • Cooperative problem-solving

  • Mindfulness

  • Moral cultivation beyond test achievement

These are referenced in policy texts (NEP 2020) but lack systemic implementation.

Interpretation: Is the System Teaching the “Seven Enemies”?

Through incentives and competitive structures, the system reinforces behaviors that align with these enemies.

In other words:

  • The system’s design incentives implicitly train minds toward outcomes associated with the seven adversarial tendencies.

  • These tendencies arise not because teachers want them, but because the structure rewards behaviors that correlate with them.

Big Picture: Root Cause

Systemic Design Bias:

  • Past colonial models

  • Industrial-era metrics

  • Exam-centric evaluation

  • Economic utility focus

These prioritize measurable outputs, not human flourishing.

Long-Term Output:
A generation optimized for:

  • credential acquisition

  • competition

  • external approval

  • status seeking

Summary of the impact of education system on our youth:

System Feature (Root Teaching)

Behaviour Learned by Individuals

Dominant Inner Enemy Activated

Resulting Population Behaviour

Impact on Society (Long-Term)

Marks, ranks, exams as success metrics

Compete constantly, compare self with others

Irshya (envy), Maan (ego)

Status-obsessed, insecure, superiority/inferiority mindset

Fragmented society, weak solidarity, class arrogance

Scarcity of seats & opportunities

“Win at any cost” mentality

Lobh (greed)

Hoarding, manipulation, unethical shortcuts

Corruption normalized, trust erosion

External rewards (jobs, salary, prestige)

Chase outcomes, not truth

Kaam (desire)

Endless dissatisfaction, restless ambition

Consumerism, burnout, hollow success

Punishment for failure, fear-based evaluation

Suppress emotions, obey authority

Krodh (anger) (repressed)

Passive compliance → sudden aggression

Social volatility, violence, mental health crises

Rote learning, fixed syllabus

Accept given narratives

Moh (attachment)

Attachment to ideology, degrees, labels

Dogmatism, resistance to reform

Ranking & labeling (topper/average/failure)

Identity = performance

Maan (ego)

Fragile self-worth, validation addiction

Mass anxiety, depression, narcissism

Authoritarian classroom structure

Force compliance, suppress dissent

Haṭha (coercion)

Use power instead of dialogue

Authoritarian politics, bullying cultures

Lack of ethics & self-inquiry training

Situational morality

All seven (unregulated)

Moral flexibility based on convenience

Law without justice, ethics without conscience

Knowledge as commodity (degrees, certificates)

Treat learning as transaction

Lobh + Moh

Instrumental relationships

Education loses wisdom function

No training in self-awareness

No observation of desire/anger

All seven remain unconscious

Reactive, predictable population

Easily manipulated masses


The system trains people to optimize for external rewards under scarcity — and that exact condition activates all seven inner enemies by default.

Net Result: What Kind of Population Is Created?

Psychologically

  • High desire, low fulfillment

  • High stress, low clarity

  • High intelligence, low wisdom

Socially

  • Competitive, not cooperative

  • Ethical only when convenient

  • Emotionally reactive

Politically

  • Easily polarized

  • Loyal to identity over truth

  • Comfortable with authority if rewarded

Civilizationally

  • Fast growth

  • Shallow depth

  • Cyclical corruption

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