Bharat between perception and reality
There is often an unsettling gap between how Bharat is perceived by global observers, the diaspora, and even by many Indians themselves, including this author, and how it actually functions on the ground. Media narratives, policy reports, and televised debates create portrayals that appear neat, categorical, and often dramatic. However, the Bharat one encounters in a school corridor, an office, or a rural community is far more textured, contradictory, and deeply human.
Bharat is a country where extraordinary ambition sits uneasily beside everyday inefficiencies. Devotion to work coexists with indifference. Many people critique “the system” as though they are not part of it, all while remaining entangled in habits that quietly weaken it.
This essay attempts to reflect on this gap, drawing observations not from afar, but from inside classrooms, staff rooms, district offices, and community spaces where the real work of nation-building happens. After living in the United States for over 45 years and visiting Bharat almost annually, it is not the first time I have noticed this divide. However, this year, I felt comfortable and compelled to put it on paper.
Two civilizational rhythms of time and work
Overseas visitors often struggle to understand why work culture, punctuality, follow-through, and ownership feel so different in Bharat. Though I am not fully an outsider, having been born and raised in Bharat, my work habits have been shaped by the American environment. Only now do I recognize that the difference is not merely behavioral; it is civilizational.
Western societies evolved around the Protestant work ethic: time is viewed as linear, punctuality is considered a moral virtue, and efficiency is seen as a sign of competence. In that worldview, punctuality is synonymous with productivity.
Bharat, however, evolved differently, rooted in relational time, contextual decision-making, and centuries of navigating scarcity, hierarchy, and uncertainty. Here, the emphasis is on adjustment over adherence, on “making things work” rather than reshaping systems, on following hierarchical decisions rather than challenging them rationally, and on achieving short-term solutions rather than long-term strategies.
This does not excuse poor work ethics or lack of accountability. However, it highlights a recurring paradox: the same individual who displays extraordinary commitment during a crisis might show indifference on an ordinary day. The rhythm of work is shaped not only by attitude, but by structural pressures, collective psychology, and long-standing survival patterns. While change is constant, many in Bharat remain in denial about how deeply transformation is needed.
The paradox: Good compensation, poor accountability, uneven outcomes
One uncomfortable truth is difficult to ignore. In many states, teachers in government schools are among the most securely employed and comparatively well-compensated professionals in rural Bharat. They enjoy job security, pensions, steady salary growth, and a level of stability rare in most other professions. Many can choose their school postings.
Yet, educational outcomes remain far below expectations. Basic literacy, numeracy, attendance, and learning levels lag behind global standards despite decades of investment.
This is not due to a lack of ability or intelligence. Many teachers are deeply committed and shoulder enormous responsibilities at home. But the system, its governance structures, unions, and lack of political will rarely reward excellence or demand accountability. Teachers are routinely asked to support elections, census activities, and other duties they understandably resent. However, this frustration often masks another truth: even outside these extra responsibilities, classroom time is not always used effectively. In many schools, a culture of “minimum effort” has taken root.
Public discourse criticizes the system vaguely, avoiding the honest conversation needed: the gap between effort and outcomes. Acknowledging this gap does not diminish respect for educators; it strengthens it. Honest diagnosis is the only path to genuine and lasting change.
People defend themselves instead of being transparent
Another striking feature of the ground reality is instinctive defensiveness. When asked about outcomes, attendance, missing records, or incomplete tasks, people often justify, deflect, or blame circumstances rather than speak plainly. Mandated non-teaching duties are frequently cited, usually justified, yet self-introspection about using limited classroom time more effectively is hardly a conversation. This defensiveness emerges because:
- The system punishes mistakes more than it rewards honesty.
- Hierarchical environments make truth-telling emotionally risky.
- Admitting gaps invites blame, not support.
- Social dignity is fragile; self-protection becomes necessary.
In such environments, even well-intentioned individuals learn to present the “safe answer” instead of the accurate one. Over time, this produces a culture of explanation over introspection, defense over dialogue, and survival over growth.
During my recent school visits, I found it striking that many schools within the Vidya Gyan network, even after years of engagement, struggled to define major learning outcomes. While they acknowledged receiving resources, the use of those resources to quantify learning remained absent. Many preferred comparing themselves with neighboring schools rather than collaborating or learning from each other. These experiences were revealing and often baffling.
A more grounded, honest, and hopeful path forward
As Bharat aspires to global leadership, the next phase of progress hinges not only on financial investment or policy reform but on cultural transformation, especially in basic education. The ‘Transformation Table’ below shows the needed shift:
For this transformation to take root, dignity must be protected just as performance must be demanded. Teachers should feel safe saying, “I do not know the answer, but I will find out by tomorrow.” No one should be expected to be an expert simply because they stand at the front of a classroom. Learning is a continuum for both teachers and students.
But support must be balanced with standards worthy of Bharat’s aspirations.
A closing thought
The reality of Bharat is not pessimistic or cynical; it is simply unfinished. It is a nation continually negotiating between its ancient civilizational culture and its modern developmental ambitions. To see Bharat clearly is to see both: the brilliance and the blind spots, the aspiration and the inertia, and the promise and the pain.
These reflections are particularly relevant in the context of basic education, especially in government schools that serve children from families with limited means and less-educated backgrounds. Teachers deserve respect and a significant reduction in non-teaching mandates in exchange for honest and measurable learning outcomes.
Only by restoring dignity to the teaching profession while insisting on accountability can we build a Bharat that not only matches the world’s expectations but exceeds them.
Every child matters if Bharat is to become a fully developed nation by 2047.
Note:
1. Text in Blue points to additional data on the topic.
2. The views expressed here are those of the author and do not necessarily represent or reflect the views of PGurus.
3. ChatGPT was used for the final edits.
For all the latest updates, download PGurus App.
Formerly, a researcher in Italy, Japan, and France, he has widely travelled and came to the US in 1978. He was a faculty and academic administrator in several different universities in PA, TX, NJ, MN, WI, and NY, and an Executive Fellow in the White House S&T Policy during the Clinton administration.
- My reflections on Bharat: From within and from afar - November 26, 2025
- Modi’s new M-Y Doctrine exemplified by Bihar’s youngest MLA: A shift beyond caste and dynasty - November 18, 2025
- Restoring handwriting from extinction: Pencil to Power - November 9, 2025
