People seek validation to feel accepted, secure, and to measure their self-worth which is  often rooted in basic human needs and past experiences. It’s a natural inclination stemming from the desire for social connection and fear of seclusion, but excessive reliance on external validation hinders personal growth and well-being. Constantly seeking validation can lead to an “approval addiction” when individuals prioritize the opinions of others over their own feelings and needs. When we seek approval from others, and depend on it, to feel a sense of worthiness, we build our self-esteem on a shifting, temporary foundation. 

When individuals stop seeking external validation, it generally signifies an egoless person. Such people shift towards self-acceptance and self-reliance. It leads towards increased self-confidence, less anxiety, and a stronger sense of self-worth. Instead of relying on others’ opinions, they prioritize their own values and beliefs, making decisions based on internal scope rather than external pressures. People who depend on external validation are weak individuals.

Pandit Madan Mohan Malaviya who is best known for founding the Banaras Hindu University (BHU), one of Asia’s largest residential universities. He was also a prominent figure in the Indian independence movement and a strong advocate for modern education among Indians. Additionally, he was a key leader in the Indian National Congress and founded the Hindu Mahasabha. He is best known for popularizing the slogan “Satyameva Jayate” (सत्यमेव जयते), which translates to “Truth alone triumphs”. He actively promoted this slogan, particularly during his presidency of the Indian National Congress in 1918. 

 it’s true that Madan Mohan Malaviya famously used a “begging bowl” to collect funds for the establishment of Banaras Hindu University (BHU). He travelled intensively, seeking donations from various individuals and organizations to realize his vision of a world-class educational institution. When Malviya visited the Nizam of Hyderabad, Mir Osman Ali Khan, for fund raising for BHU, Nizam furiously flung his slippers at Malviya because Nizam did not approve the word “Hindu” for the university. Malviya then auctioned the slippers within the Nizam’s own estate. This unconventional method, while initially met with anger from the Nizam, ultimately led to the Nizam agreeing to build the staff quarters for BHU and later making a cash donation. 

By recognizing their own worth and abilities, individuals don’t care for getting criticized and they become more confident in their choices. The constant need for external validation can be a source of anxiety. When this need diminishes, such people do great societal work. They are more confident, resilient, and respectful of themselves and others. This inner sense of worth is not dependent on external validation, but rather a deep-seated understanding of their purpose of life. Such people are helpful to others around them.

Ishwar Chandra Vidyasagar is renowned for his pivotal role in social reform, particularly concerning women’s rights and education during the Bengal Renaissance. The Bengal Renaissance was a period of significant social, cultural, and intellectual reform in 19th and early 20th century Bengal, particularly in Calcutta. It was characterized by a revitalized interest in indigenous traditions alongside the adoption of Western ideas and practices, leading to a flourishing of arts, literature, science, and social reform movements. The renaissance involved a questioning of traditional social structures, including the caste system, Sati (widow immolation), and child marriage, and a push for women’s rights and education. his period saw the rise of influential thinkers, reformers, and writers who engaged with both Indian and Western philosophical and scientific ideas. 

Vidyasagar is celebrated for advocating for widow remarriage, challenging child marriage and polygamy, and promoting female education, thus leaving a lasting impact on Indian society. Vidyasagar’s life was evidence to his commitment to social justice and progress. He saw education as the key to societal betterment and worked tirelessly to make it accessible to all, regardless of caste or gender. Vidyasagar believed that education was the foundation for individual and societal development. He established schools, including the first for girls in Calcutta, and advocated for a blend of Eastern and Western educational philosophies. He also worked to simplify Sanskrit grammar for Bengali students.  His purpose was to bring about positive change in society through education and social reform, leaving behind a legacy of progress and enlightenment. He never sought validation, he wasn’t primarily driven by external validation in his work, particularly in his social reforms and educational initiatives. He was motivated by a strong sense of social justice and a desire to improve the lives of others, often going against popular opinion and facing significant opposition. 

Jyotiba and Savitribai Phule were pioneers in advocating for girls’ education in Maharashtra, India during the 19th century. They established the first school for girls in India in 1848 in Pune, challenging prevailing social norms that restricted education for women. Their efforts expanded to include establishing multiple schools and educational trusts, impacting marginalized communities and fostering a more inclusive approach to education. Svitribai Phule became India’s first female teacher, she taught in the girl’s school.  Without seeking validation from society. They challenged societal norms by establishing schools for girls, including those from lower castes, and fought against practices like child marriage and sati. Their work was driven by a belief in education and empowerment as tools for social change, rather than by a desire for societal approval. 

Conclusion: In the pre-independence era formal education was largely inaccessible to girls, with societal norms often dictating that they be married off at a young age, making education seemed unrelated. There were many social restrictions on girls. Many families considered education for girls to be unnecessary or even harmful, fearing it might make them ambitious or discontent with their prescribed roles. Thar era saw lack of educational institutions. There were fewer schools for girls, and those that existed often focused on practical skills like needlework rather than broader academic subjects. During such setting social reformers such as Madan Mohan Malviya, Ishwar Chandra Vidyasagar and  Mahatma Jyotiba Phule and his better half Savitribai Phule contributed to educate girls to make them independent. Individuals who don’t seek external validation tend to have a clearer understanding of their own values, beliefs, and goals. Without the pressure to conform to others’ expectations, individuals can be more genuine and truer to themselves.  Because are less concerned with the opinions of others they can face challenges of societal norms and advocate for change.

One of the famous English Novelist George Orwell’s quotes “Who controls the past, controls the future. Who controls the present controls the past.” This quote is so apt in case of Indian History.

History is the study of the past which is formed on collective memory. Family history is the story of who we are, where we come from, it helps us compare our present and future possibly to understand where we are headed. Nothing is more mind boggling than learning and discovering more about our ancestors, celebrating family traditions, embracing our culture, and understanding our roots.

Our national history makes us more resilient because it is essential for all of us in understanding ourselves and the world around us. There is a history of every field and topic; from medicine, music, art, education, architecture, fashion, food, religion and many more facets of life. To know and understand history is absolutely necessary, even though the results of historical study are not as visible as they are expected to be.  

Sri Adrishya Kadasiddeshwar Swami of Kaneri Mutt while speaking in Vishwa Hindu Parishad has said that history textbooks across the country did not contain the actual account of Indian history and he has urged the Union and State governments to change history books to reflect on Indian values and record the right kind of history.

Many historians say it’s a myth that India’s freedom struggle was non-violent. India’s founding story deliberates upon an unrealistic national philosophy simply for political ideology. This unrealistic story has wavered our national spirit.

Historians have manipulated the very facts; hard facts are brushed under the carpet. Wrong people are made our national heroes while real heroes are not given their due credit in our history text books. India represents a core Asian tradition as well as one of the oldest strands in the fabric of world civilization. Indian religions, philosophies, art, literature, and social systems have played a fundamental role in defining the human heritage, and they merit a proper discussion in a world history survey. Why was our rich heritage brushed aside? 

I watched Arnab Goswami’s discussion with Sanjeev Sanyal on Republic Television on 8^th Jan 2023. Sanyal is an Indian economist and a famous historian. He is a member of the Economic Advisory Council to the Prime Minister of India, and has helped prepare six editions of the Economic Survey of India starting in 2017.  Arnab and Sanjeev Sanyal were discussing gist of Sanyal’s recent book “Revolutionaries” published by Harper Collins.                   

He writes in his book that the history of India’s struggle for freedom is usually told from the perspective of the non-violence movement. How can we just brush off the facts of armed resistance to colonial occupation? Could it ever be possible without bloodshed? Sanyal  names Vinayak Savarkar, Aurobindo Ghosh, Rashbehari Bose, Bagha Jatin, Sachindra Nath Sanyal, Bhagat Singh, Chandrashekhar Azad and Subhas Chandra Bose who were most prominent and contributed significantly to the freedom struggle. are still widely remembered. Their story is almost always presented as acts of individual heroism and not as part of a wider movement that had any overarching strategy or significant impact on the overall struggle for Independence. Many great freedom fighters have fought, lost lives leaving little trace of their heroic deeds. We the people have forgotten many heroes and their struggles, especially among the peasant and tribal populations. 

Sanyal says that the revolutionaries were part of a large network that sustained armed resistance against the British Empire for half a century. Besides India, they created a wide network in Britain, France, Thailand, Germany, Persia, Russia, Italy, Ireland, the United States, Japan and Singapore. At various junctures, they received official support and recognition from the governments of some of these countries. Even the internal dynamics of the Indian National Congress of the time cannot be understood without the revolutionaries, who enjoyed widespread support within the organization. India’s freedom struggle was not a small-scale movement of naive individual heroism but one that involved a large number of extraordinary young men and women who were connected in multiple ways to each other and to the evolving events of their times. It was a glorious and extensive event panning over almost seven decades.

As an appreciator of history, I always feel dejected the way the Congress downplayed Sardar Patel’s struggle in implementing strategies and his stanch attempts to integrate the princely states into the Indian federation.  In true sense injustice was done to the ‘Iron Man of India.’ And I always feel India’s destiny would have changed if Sardar Patel would be our first Prime Minister because he rose from the grassroot level and he knew the nation. He was not anglicized. 

I profoundly agree with George Orwell’s quote. And, it is so obvious that the Britishers twisted history of India as a tool for demoralizing the natives. Since almost all our leaders in pre independence era were educated under the British system. The prejudiced history had tremendous impact on the psyche of our leaders such as Jawaharlala Nehru. I suppose
while learning slanted history he developed an inferior view of the country.

The British twisted the history of India by misinterpreting the outline; in a letter dated December 16, 1868 the famous Indologist Max Muller wrote to the Duke of Argyll, the then Secretary of State of India, ‘India has been conquered once, but India must be conquered again and that second conquest should be a conquest by education’. Please try to understand how Britishers planned our downfall and to a great extent they succeeded. Prof. Max Muller was not just a philosopher; he was also an examiner for the Indian Civil Service (ICS) examination. Teaching the Indian students falsified history played a great part in this ‘second conquest’. 

Conclusion

Recognising unsung heroes is an essential step towards restoring the historical narrative of India. The story of non-violence does not go well it is denialism. Ironically India’s romancing of non-violence as an effective political instrument has crimped national security policy since independence. The country felled to nonviolence during the Sino-India war in 1962. Luckily the burden of its idealistic national philosophy has changed since past decade.

Our past cannot be undone. History is not only about lauding past events or heroes. It is also about understanding why something that troubles us today has happened in a particular period and has been haunting since that period. Why we Indians allowed Mughals and British rule us for centuries? The answer is we were dominated because Hindu rulers were never united.