FREE IGNOU MEG-10 SOLVED ASSIGNMENT 2023-24
DOWNLOAD HERE IGNOU MEG-10 ASSIGNMENT 2023-24 AND ALSO check out IGNOU MEG-10 SOLVED ASSIGNMENT 2023-24 GUIDELINES. यहाँ MEG-10 ASSIGNMENT 2023-24 डाउनलोड करें और इसके अलावा IGNOU MEG-10 SOLVED ASSIGNMENT 2023-24 की GUIDELINES भी देखें।
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MEG-10
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Assignments FOR JULY 2023 AND JAN 2024 ADMISSION
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Below are the details of the IGNOU MEG-10 SOLVED ASSIGNMENT 2023-24:
- Program: MEG-10
- Course Code: MEG-10
- Session: July 2023 – January 2024
- Submission Dates:
- Assignment 2023-24: Last date for submission – 30th April 2024
- Assignment 2023-24: Last date for submission – 30th October 2024
IGNOU MEG-10 SOLVED ASSIGNMENT 2023-24 Submission: Students are advised to submit the IGNOU MEG-10 SOLVED ASSIGNMENT 2023-24 as per the specified schedule. The assignments must be submitted in soft copy/PDF format through the designated portal or email, as instructed by the university.
Guidelines for Preparing IGNOU MEG-10 SOLVED ASSIGNMENT 2023-24: While preparing the IGNOU MEG-10 SOLVED ASSIGNMENT 2023-24, students must adhere to the following guidelines:
FREE IGNOU MEG-10 SOLVED ASSIGNMENT 2023-24 –
1. Macaulay’s Defense of English Introduction in India:
Thomas Babington Macaulay’s views on the introduction of English in India are complex and multifaceted. In his infamous “Minute on Indian Education” of 1835, Macaulay advocated for the promotion of English education in India over traditional indigenous languages, arguing that English could serve as a medium of instruction that would facilitate the spread of European knowledge and values. However, it is important to note that Macaulay’s intentions were not purely benevolent; they were also rooted in the imperialistic agenda of cultural and intellectual domination.
Macaulay’s defense of introducing English in India primarily rested on several key arguments. He believed that English was a language of advanced knowledge and scientific progress, and that its adoption would enable Indians to access and contribute to modern Western thought. Macaulay believed that by imparting English education, Indians would be exposed to European literature, philosophy, and scientific advancements, thus fostering a class of educated individuals who would be more receptive to British governance and culture. He famously stated that English education would create “a class of persons Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect.”
To support his stance, Macaulay criticized traditional Indian languages and literature, portraying them as backward and unenlightened. He argued that English education would help Indians transcend the limitations of their native languages, which he deemed unfit for the pursuit of higher knowledge and modernity. Macaulay’s attitude towards Indian culture and languages reflected the ethnocentric attitudes prevalent during the colonial era.
Despite Macaulay’s apparent defense of English education, his motives were intertwined with the British colonial project. His proposals aimed to create a class of Indians who would serve as intermediaries between the British rulers and the masses. By imparting Western education and values, the British could reinforce their authority and ensure a more compliant native population.
In conclusion, Macaulay’s defense of introducing English in India is a complex issue. While he presented arguments that seemingly highlighted the benefits of English education, his underlying motives were rooted in the colonial agenda of control and dominance. His views have been critiqued for their cultural imperialism and disregard for the rich literary and intellectual traditions of India.
