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importance as part of his pedagogy. However, what Pabal needs to do now is to define these limits in curricular terms and develop the path to move from experiential knowledge to theoretical knowledge. In a recent study, NCERT's National Focus Group on "Work and Education" (September 2005) has also reinforced Dr. Kalbag's views on the pedagogic role of productive work and social action in acquiring knowledge, developing values and building generic skills in a futuristic curriculum. The Gandhian conception of education is beginning to make fresh sense again. However, the global market forces are doing their best to undo all this by reducing this vision to mere vocational education, the importance of vocational education notwithstanding. This trend is evident in Planning Commission's approach towards XI Plan which talks uncritically of the need to build a "skilled work force” for the global market. Dr. Kalbag in these papers strongly resists this "reductionalism". The character of the future discourse on education will be determined by our collective will to build up on this resistance, both in theory and in practice. The aim of education is to build a conscious citizenship for a truly democratic, egalitarian, secular and enlightened India, not a subordinate market and source of cheap skilled labour for global capital. Such reconstruction of educational agenda will be our highest tribute to both Gandhi and his indomitable disciple, Late Dr. Kalbag as well as to the unfinished task at Pabal. Prof.- Anil Sadgopal E-8/29, Sahkar Nagar, Bhopal 462 039, M. P., India. anilsadgopal@yahoo.com Rural Development Through Education System
