III. Education of Party Workers
It is obvious from the foregoing discussion that education for democracy must continue beyond the year in an educational institution. Since it is education not for a livelihood alone but for life in a free society, there must be provision for the continued education of the citizen even after he completes formal instruction and enters life. This is especially true in the case of political workers. Because of strategic position they occupy in the life of the country—especially during the transition from the pre-Independence period, characterized by an obsession with politics and an agitational approach to social problems, to the time when sober and informed discussion would be the means of finding their solution—it is of crucial importance that political workers assimilate the spirit of democracy and have an intelligent understanding of how democracy should function. They must affirm, by deed as by word, that democracy is a way of life, not merely a set of institutions. They must realize that power is an instrument of values, not the end of politics or a means of furthering personal or group interests. They must beware that unchecked power debases not only its victims but also those who wield it ; they must, therefore, respect those who, on grounds of principle and with rational argument, criticize and oppose and refuse to bend down to the agencies of power, official or private. They should be jealous of the freedom and autonomy of dissenting individuals and groups—universities, co-operative societies, local bodies, voluntary organizations, opposition parties which observe the democratic code of conduct. And, finally, they should perceive that cliches and good intentions are no substitute for a sound theoretical and factual study of the problems of social reconstruction in the light of our democratic commitment. Whether the problem is that of nationalization of industries, or of collectivization of agriculture, or of expansion of technical education, or of providing facilities for higher education to employed students—makes no difference to the validity of the approach advocated here. Unless political parties make it an article of faith, politics will not cease to be what Dr. Johnson, perhaps in a fit of irritation but with considerable truth, thought it to be.