NCERT Textbook: Development | Social Studies (SST) Class 10 PDF Download

 Page 1


NOTES FOR TEACHERS
NOTES FOR THE TEACHER
CHAPTER I : DEVELOPMENT
Development has many aspects. The
purpose of this chapter is to enable
students to understand this idea. They
have to understand that people have
different perspectives on development and
there are ways by which we can arrive at
common indicators for development. To
do this, we have used situations that they
can respond to in an intuitive manner; we
have also presented analysis that is more
complex and macro in nature.
How can countries or states be
compared using some selected
development indicators is another
question that students would read about
in this chapter. Economic development
can be measured and income is the most
common method for measuring
development. However, the income
method, though useful, has several
weaknesses. Hence, we need newer ways
of looking at development using indicators
of quality of life and environmental
sustainability.
It is necessary for you to expect the
students to respond actively in the
classroom and on a topic such as the
above, there would be wide variation in
opinion and possibility of debate. Allow
students to argue their point of view. At
the end of each section there are a few
questions and activities. These serve two
purposes: first, they recap the ideas
discussed in the section and second, they
enable better understanding of the themes
discussed by bringing the learners closer
to their real-life situations.
There are certain terms used in this
chapter that would require clarification —
Per Capita Income, Literacy Rate, Infant
Mortality Rate, Attendance Ratio, Life
Expectancy, Gross Enrolment Ratio, and
Human Development Index. Though data
pertaining to these terms are provided,
these would need further explanation. You
may also need to clarify the concept of
purchasing power parity that is used to
calculate per capita income in Table 1.6.
It is necessary to keep in mind that these
terms are used as an aid to the discussion
and not something to be memorised.
Sources for Information
The data for this chapter is taken from
reports published by the Government of
India (Economic Survey), United Nations
Development Programme (Human
Development Report) and World Bank
(World Development Indicators). These
reports are being published every year. It
may be interesting to look up these reports
if they are available in your school library.
If not, you may log on to the websites of
these institutions (www.budgetindia.nic.in,
www.undp.org, www.worldbank.org).
Data is also available from the Reserve
Bank’s Handbook of Statistics on Indian
Economy, available at www.rbi.org).
2 2 2 2 2 U U U U UNDERST NDERST NDERST NDERST NDERSTANDING ANDING ANDING ANDING ANDING E E E E ECONOMIC CONOMIC CONOMIC CONOMIC CONOMIC D D D D DEVEL EVEL EVEL EVEL EVELOPMENT OPMENT OPMENT OPMENT OPMENT
2015-2016
Page 2


NOTES FOR TEACHERS
NOTES FOR THE TEACHER
CHAPTER I : DEVELOPMENT
Development has many aspects. The
purpose of this chapter is to enable
students to understand this idea. They
have to understand that people have
different perspectives on development and
there are ways by which we can arrive at
common indicators for development. To
do this, we have used situations that they
can respond to in an intuitive manner; we
have also presented analysis that is more
complex and macro in nature.
How can countries or states be
compared using some selected
development indicators is another
question that students would read about
in this chapter. Economic development
can be measured and income is the most
common method for measuring
development. However, the income
method, though useful, has several
weaknesses. Hence, we need newer ways
of looking at development using indicators
of quality of life and environmental
sustainability.
It is necessary for you to expect the
students to respond actively in the
classroom and on a topic such as the
above, there would be wide variation in
opinion and possibility of debate. Allow
students to argue their point of view. At
the end of each section there are a few
questions and activities. These serve two
purposes: first, they recap the ideas
discussed in the section and second, they
enable better understanding of the themes
discussed by bringing the learners closer
to their real-life situations.
There are certain terms used in this
chapter that would require clarification —
Per Capita Income, Literacy Rate, Infant
Mortality Rate, Attendance Ratio, Life
Expectancy, Gross Enrolment Ratio, and
Human Development Index. Though data
pertaining to these terms are provided,
these would need further explanation. You
may also need to clarify the concept of
purchasing power parity that is used to
calculate per capita income in Table 1.6.
It is necessary to keep in mind that these
terms are used as an aid to the discussion
and not something to be memorised.
Sources for Information
The data for this chapter is taken from
reports published by the Government of
India (Economic Survey), United Nations
Development Programme (Human
Development Report) and World Bank
(World Development Indicators). These
reports are being published every year. It
may be interesting to look up these reports
if they are available in your school library.
If not, you may log on to the websites of
these institutions (www.budgetindia.nic.in,
www.undp.org, www.worldbank.org).
Data is also available from the Reserve
Bank’s Handbook of Statistics on Indian
Economy, available at www.rbi.org).
2 2 2 2 2 U U U U UNDERST NDERST NDERST NDERST NDERSTANDING ANDING ANDING ANDING ANDING E E E E ECONOMIC CONOMIC CONOMIC CONOMIC CONOMIC D D D D DEVEL EVEL EVEL EVEL EVELOPMENT OPMENT OPMENT OPMENT OPMENT
2015-2016
D D D D DEVELOPMENT EVELOPMENT EVELOPMENT EVELOPMENT EVELOPMENT 3 3 3 3 3
The idea of development or progress
has always been with us. We have
aspirations or desires about what we
would like to do and how we would
like to live. Similarly, we have ideas
about what a country should be like.
What are the essential things that we
require? Can life be better for all? How
should people live together? Can there
be more equality? Development
involves thinking about these
questions and about the ways in
which we can work towards achieving
these goals. This is a complex
task and in this chapter we shall
make a beginning at understanding
development. You will learn more
about these issues in greater depth
in higher classes. Also, you will find
answers to many of these questions
not just in economics but also in your
course in history and political science.
This is because the way we live today
is influenced by the past. We can’t
desire for change without being aware
of this. In the same way, it is only
through a democratic political
process that these hopes and
possibilities can be achieved in
real life.
DEVELOPMENT DEVELOPMENT
DEVELOPMENT DEVELOPMENT DEVELOPMENT
CHAPTER I
“Without me they cannot develop...
in this system I cannot develop!”
2015-2016
Page 3


NOTES FOR TEACHERS
NOTES FOR THE TEACHER
CHAPTER I : DEVELOPMENT
Development has many aspects. The
purpose of this chapter is to enable
students to understand this idea. They
have to understand that people have
different perspectives on development and
there are ways by which we can arrive at
common indicators for development. To
do this, we have used situations that they
can respond to in an intuitive manner; we
have also presented analysis that is more
complex and macro in nature.
How can countries or states be
compared using some selected
development indicators is another
question that students would read about
in this chapter. Economic development
can be measured and income is the most
common method for measuring
development. However, the income
method, though useful, has several
weaknesses. Hence, we need newer ways
of looking at development using indicators
of quality of life and environmental
sustainability.
It is necessary for you to expect the
students to respond actively in the
classroom and on a topic such as the
above, there would be wide variation in
opinion and possibility of debate. Allow
students to argue their point of view. At
the end of each section there are a few
questions and activities. These serve two
purposes: first, they recap the ideas
discussed in the section and second, they
enable better understanding of the themes
discussed by bringing the learners closer
to their real-life situations.
There are certain terms used in this
chapter that would require clarification —
Per Capita Income, Literacy Rate, Infant
Mortality Rate, Attendance Ratio, Life
Expectancy, Gross Enrolment Ratio, and
Human Development Index. Though data
pertaining to these terms are provided,
these would need further explanation. You
may also need to clarify the concept of
purchasing power parity that is used to
calculate per capita income in Table 1.6.
It is necessary to keep in mind that these
terms are used as an aid to the discussion
and not something to be memorised.
Sources for Information
The data for this chapter is taken from
reports published by the Government of
India (Economic Survey), United Nations
Development Programme (Human
Development Report) and World Bank
(World Development Indicators). These
reports are being published every year. It
may be interesting to look up these reports
if they are available in your school library.
If not, you may log on to the websites of
these institutions (www.budgetindia.nic.in,
www.undp.org, www.worldbank.org).
Data is also available from the Reserve
Bank’s Handbook of Statistics on Indian
Economy, available at www.rbi.org).
2 2 2 2 2 U U U U UNDERST NDERST NDERST NDERST NDERSTANDING ANDING ANDING ANDING ANDING E E E E ECONOMIC CONOMIC CONOMIC CONOMIC CONOMIC D D D D DEVEL EVEL EVEL EVEL EVELOPMENT OPMENT OPMENT OPMENT OPMENT
2015-2016
D D D D DEVELOPMENT EVELOPMENT EVELOPMENT EVELOPMENT EVELOPMENT 3 3 3 3 3
The idea of development or progress
has always been with us. We have
aspirations or desires about what we
would like to do and how we would
like to live. Similarly, we have ideas
about what a country should be like.
What are the essential things that we
require? Can life be better for all? How
should people live together? Can there
be more equality? Development
involves thinking about these
questions and about the ways in
which we can work towards achieving
these goals. This is a complex
task and in this chapter we shall
make a beginning at understanding
development. You will learn more
about these issues in greater depth
in higher classes. Also, you will find
answers to many of these questions
not just in economics but also in your
course in history and political science.
This is because the way we live today
is influenced by the past. We can’t
desire for change without being aware
of this. In the same way, it is only
through a democratic political
process that these hopes and
possibilities can be achieved in
real life.
DEVELOPMENT DEVELOPMENT
DEVELOPMENT DEVELOPMENT DEVELOPMENT
CHAPTER I
“Without me they cannot develop...
in this system I cannot develop!”
2015-2016
4 4 4 4 4 U U U U UNDERST NDERST NDERST NDERST NDERSTANDING ANDING ANDING ANDING ANDING E E E E ECONOMIC CONOMIC CONOMIC CONOMIC CONOMIC D D D D DEVEL EVEL EVEL EVEL EVELOPMENT OPMENT OPMENT OPMENT OPMENT
Let us try to imagine what
development or progress is likely to
mean to different persons listed in
Table 1.1. What are their aspirations?
You will find that some columns are
partially filled. Try to complete the
table. You can also add any other
category of persons.
Category of Person
Landless rural labourers
Prosperous farmers from Punjab
Farmers who depend only on
rain for growing crops
A rural woman from a land
owning family
Urban unemployed youth
A boy from a rich urban family
A girl from a rich urban family
An adivasi from Narmada valley
WHAT DEVELOPMENT PROMISES —
DIFFERENT PEOPLE, DIFFERENT GOALS
Having filled Table 1.1, let us now
examine it. Do all of these persons
have the same notion of development
or progress? Most likely not.  Each
one of them seeks different things.
They seek things that are most
important for them, i.e., that which
can fulfil their aspirations or desires.
In fact, at times, two persons or
groups of persons may seek things
TABLE 1.1 DEVELOPMENTAL GOALS OF DIFFERENT
CATEGORIES OF PERSONS
Developmental Goals / Aspirations
More days of work and better wages; local school is able to
provide quality education for their children; there is no social
discrimination and they too can become leaders in the village.
Assured a high family income through higher support prices for
their crops and through hardworking and cheap labourers; they
should be able to settle their children abroad.
She gets as much freedom as her brother and is able to
decide what she wants to do in life. She is able to pursue her
studies abroad.
YOU WANT A CAR CAR CAR CAR CAR? THE WAY OUR COUNTRY IS
SET UP ALL YOU CAN HOPE FOR IS MAY BE TO
ONE DAY OWN THE RICKSHAW YOU PULL!
2015-2016
Page 4


NOTES FOR TEACHERS
NOTES FOR THE TEACHER
CHAPTER I : DEVELOPMENT
Development has many aspects. The
purpose of this chapter is to enable
students to understand this idea. They
have to understand that people have
different perspectives on development and
there are ways by which we can arrive at
common indicators for development. To
do this, we have used situations that they
can respond to in an intuitive manner; we
have also presented analysis that is more
complex and macro in nature.
How can countries or states be
compared using some selected
development indicators is another
question that students would read about
in this chapter. Economic development
can be measured and income is the most
common method for measuring
development. However, the income
method, though useful, has several
weaknesses. Hence, we need newer ways
of looking at development using indicators
of quality of life and environmental
sustainability.
It is necessary for you to expect the
students to respond actively in the
classroom and on a topic such as the
above, there would be wide variation in
opinion and possibility of debate. Allow
students to argue their point of view. At
the end of each section there are a few
questions and activities. These serve two
purposes: first, they recap the ideas
discussed in the section and second, they
enable better understanding of the themes
discussed by bringing the learners closer
to their real-life situations.
There are certain terms used in this
chapter that would require clarification —
Per Capita Income, Literacy Rate, Infant
Mortality Rate, Attendance Ratio, Life
Expectancy, Gross Enrolment Ratio, and
Human Development Index. Though data
pertaining to these terms are provided,
these would need further explanation. You
may also need to clarify the concept of
purchasing power parity that is used to
calculate per capita income in Table 1.6.
It is necessary to keep in mind that these
terms are used as an aid to the discussion
and not something to be memorised.
Sources for Information
The data for this chapter is taken from
reports published by the Government of
India (Economic Survey), United Nations
Development Programme (Human
Development Report) and World Bank
(World Development Indicators). These
reports are being published every year. It
may be interesting to look up these reports
if they are available in your school library.
If not, you may log on to the websites of
these institutions (www.budgetindia.nic.in,
www.undp.org, www.worldbank.org).
Data is also available from the Reserve
Bank’s Handbook of Statistics on Indian
Economy, available at www.rbi.org).
2 2 2 2 2 U U U U UNDERST NDERST NDERST NDERST NDERSTANDING ANDING ANDING ANDING ANDING E E E E ECONOMIC CONOMIC CONOMIC CONOMIC CONOMIC D D D D DEVEL EVEL EVEL EVEL EVELOPMENT OPMENT OPMENT OPMENT OPMENT
2015-2016
D D D D DEVELOPMENT EVELOPMENT EVELOPMENT EVELOPMENT EVELOPMENT 3 3 3 3 3
The idea of development or progress
has always been with us. We have
aspirations or desires about what we
would like to do and how we would
like to live. Similarly, we have ideas
about what a country should be like.
What are the essential things that we
require? Can life be better for all? How
should people live together? Can there
be more equality? Development
involves thinking about these
questions and about the ways in
which we can work towards achieving
these goals. This is a complex
task and in this chapter we shall
make a beginning at understanding
development. You will learn more
about these issues in greater depth
in higher classes. Also, you will find
answers to many of these questions
not just in economics but also in your
course in history and political science.
This is because the way we live today
is influenced by the past. We can’t
desire for change without being aware
of this. In the same way, it is only
through a democratic political
process that these hopes and
possibilities can be achieved in
real life.
DEVELOPMENT DEVELOPMENT
DEVELOPMENT DEVELOPMENT DEVELOPMENT
CHAPTER I
“Without me they cannot develop...
in this system I cannot develop!”
2015-2016
4 4 4 4 4 U U U U UNDERST NDERST NDERST NDERST NDERSTANDING ANDING ANDING ANDING ANDING E E E E ECONOMIC CONOMIC CONOMIC CONOMIC CONOMIC D D D D DEVEL EVEL EVEL EVEL EVELOPMENT OPMENT OPMENT OPMENT OPMENT
Let us try to imagine what
development or progress is likely to
mean to different persons listed in
Table 1.1. What are their aspirations?
You will find that some columns are
partially filled. Try to complete the
table. You can also add any other
category of persons.
Category of Person
Landless rural labourers
Prosperous farmers from Punjab
Farmers who depend only on
rain for growing crops
A rural woman from a land
owning family
Urban unemployed youth
A boy from a rich urban family
A girl from a rich urban family
An adivasi from Narmada valley
WHAT DEVELOPMENT PROMISES —
DIFFERENT PEOPLE, DIFFERENT GOALS
Having filled Table 1.1, let us now
examine it. Do all of these persons
have the same notion of development
or progress? Most likely not.  Each
one of them seeks different things.
They seek things that are most
important for them, i.e., that which
can fulfil their aspirations or desires.
In fact, at times, two persons or
groups of persons may seek things
TABLE 1.1 DEVELOPMENTAL GOALS OF DIFFERENT
CATEGORIES OF PERSONS
Developmental Goals / Aspirations
More days of work and better wages; local school is able to
provide quality education for their children; there is no social
discrimination and they too can become leaders in the village.
Assured a high family income through higher support prices for
their crops and through hardworking and cheap labourers; they
should be able to settle their children abroad.
She gets as much freedom as her brother and is able to
decide what she wants to do in life. She is able to pursue her
studies abroad.
YOU WANT A CAR CAR CAR CAR CAR? THE WAY OUR COUNTRY IS
SET UP ALL YOU CAN HOPE FOR IS MAY BE TO
ONE DAY OWN THE RICKSHAW YOU PULL!
2015-2016
which are conflicting.  A girl expects
as much freedom and opportunity as
her brother, and that he also shares
in the household work. Her brother
may not like this.  Similarly, to get
more electricity, industrialists may
want more dams.  But this may
submerge the land and disrupt the
lives of people who are displaced – such
as tribals. They might resent this and
may prefer small check dams or tanks
to irrigate their land.
So, two things are quite clear: one,
different persons can have
different developmental goals and
two, what may be development for
one may not be development for
the other. It may even be
destructive for the other.
A demonstration
meeting against
raising the height
of Sardar
Sarovar Dam on
Narmada River
INCOME AND OTHER GOALS
If you go over Table 1.1 again, you
will notice one common thing: what
people desire are regular work, better
wages, and decent price for their crops
or other products that they produce.
In other words, they want more
income.
Besides seeking more income, one-
way or the other, people also seek
things like equal treatment, freedom,
security, and respect of others. They
resent discrimination. All these are
important goals. In fact, in some cases,
these may be more important than
more income or more consumption
because material goods are not all
that you need to live.
Money, or material things that one
can buy with it, is one factor on which
our life depends. But the quality of our
life also depends on non-material
things mentioned above.  If it is not
obvious to you, then just think of the
role of your friends in your life. You
may desire their friendship.  Similarly,
there are many things that are not
easily measured but they mean a lot
to our lives. These are often ignored.
THOSE PEOPLE THOSE PEOPLE THOSE PEOPLE THOSE PEOPLE THOSE PEOPLE
DON’T WANT TO
DEVELOP!
2015-2016
Page 5


NOTES FOR TEACHERS
NOTES FOR THE TEACHER
CHAPTER I : DEVELOPMENT
Development has many aspects. The
purpose of this chapter is to enable
students to understand this idea. They
have to understand that people have
different perspectives on development and
there are ways by which we can arrive at
common indicators for development. To
do this, we have used situations that they
can respond to in an intuitive manner; we
have also presented analysis that is more
complex and macro in nature.
How can countries or states be
compared using some selected
development indicators is another
question that students would read about
in this chapter. Economic development
can be measured and income is the most
common method for measuring
development. However, the income
method, though useful, has several
weaknesses. Hence, we need newer ways
of looking at development using indicators
of quality of life and environmental
sustainability.
It is necessary for you to expect the
students to respond actively in the
classroom and on a topic such as the
above, there would be wide variation in
opinion and possibility of debate. Allow
students to argue their point of view. At
the end of each section there are a few
questions and activities. These serve two
purposes: first, they recap the ideas
discussed in the section and second, they
enable better understanding of the themes
discussed by bringing the learners closer
to their real-life situations.
There are certain terms used in this
chapter that would require clarification —
Per Capita Income, Literacy Rate, Infant
Mortality Rate, Attendance Ratio, Life
Expectancy, Gross Enrolment Ratio, and
Human Development Index. Though data
pertaining to these terms are provided,
these would need further explanation. You
may also need to clarify the concept of
purchasing power parity that is used to
calculate per capita income in Table 1.6.
It is necessary to keep in mind that these
terms are used as an aid to the discussion
and not something to be memorised.
Sources for Information
The data for this chapter is taken from
reports published by the Government of
India (Economic Survey), United Nations
Development Programme (Human
Development Report) and World Bank
(World Development Indicators). These
reports are being published every year. It
may be interesting to look up these reports
if they are available in your school library.
If not, you may log on to the websites of
these institutions (www.budgetindia.nic.in,
www.undp.org, www.worldbank.org).
Data is also available from the Reserve
Bank’s Handbook of Statistics on Indian
Economy, available at www.rbi.org).
2 2 2 2 2 U U U U UNDERST NDERST NDERST NDERST NDERSTANDING ANDING ANDING ANDING ANDING E E E E ECONOMIC CONOMIC CONOMIC CONOMIC CONOMIC D D D D DEVEL EVEL EVEL EVEL EVELOPMENT OPMENT OPMENT OPMENT OPMENT
2015-2016
D D D D DEVELOPMENT EVELOPMENT EVELOPMENT EVELOPMENT EVELOPMENT 3 3 3 3 3
The idea of development or progress
has always been with us. We have
aspirations or desires about what we
would like to do and how we would
like to live. Similarly, we have ideas
about what a country should be like.
What are the essential things that we
require? Can life be better for all? How
should people live together? Can there
be more equality? Development
involves thinking about these
questions and about the ways in
which we can work towards achieving
these goals. This is a complex
task and in this chapter we shall
make a beginning at understanding
development. You will learn more
about these issues in greater depth
in higher classes. Also, you will find
answers to many of these questions
not just in economics but also in your
course in history and political science.
This is because the way we live today
is influenced by the past. We can’t
desire for change without being aware
of this. In the same way, it is only
through a democratic political
process that these hopes and
possibilities can be achieved in
real life.
DEVELOPMENT DEVELOPMENT
DEVELOPMENT DEVELOPMENT DEVELOPMENT
CHAPTER I
“Without me they cannot develop...
in this system I cannot develop!”
2015-2016
4 4 4 4 4 U U U U UNDERST NDERST NDERST NDERST NDERSTANDING ANDING ANDING ANDING ANDING E E E E ECONOMIC CONOMIC CONOMIC CONOMIC CONOMIC D D D D DEVEL EVEL EVEL EVEL EVELOPMENT OPMENT OPMENT OPMENT OPMENT
Let us try to imagine what
development or progress is likely to
mean to different persons listed in
Table 1.1. What are their aspirations?
You will find that some columns are
partially filled. Try to complete the
table. You can also add any other
category of persons.
Category of Person
Landless rural labourers
Prosperous farmers from Punjab
Farmers who depend only on
rain for growing crops
A rural woman from a land
owning family
Urban unemployed youth
A boy from a rich urban family
A girl from a rich urban family
An adivasi from Narmada valley
WHAT DEVELOPMENT PROMISES —
DIFFERENT PEOPLE, DIFFERENT GOALS
Having filled Table 1.1, let us now
examine it. Do all of these persons
have the same notion of development
or progress? Most likely not.  Each
one of them seeks different things.
They seek things that are most
important for them, i.e., that which
can fulfil their aspirations or desires.
In fact, at times, two persons or
groups of persons may seek things
TABLE 1.1 DEVELOPMENTAL GOALS OF DIFFERENT
CATEGORIES OF PERSONS
Developmental Goals / Aspirations
More days of work and better wages; local school is able to
provide quality education for their children; there is no social
discrimination and they too can become leaders in the village.
Assured a high family income through higher support prices for
their crops and through hardworking and cheap labourers; they
should be able to settle their children abroad.
She gets as much freedom as her brother and is able to
decide what she wants to do in life. She is able to pursue her
studies abroad.
YOU WANT A CAR CAR CAR CAR CAR? THE WAY OUR COUNTRY IS
SET UP ALL YOU CAN HOPE FOR IS MAY BE TO
ONE DAY OWN THE RICKSHAW YOU PULL!
2015-2016
which are conflicting.  A girl expects
as much freedom and opportunity as
her brother, and that he also shares
in the household work. Her brother
may not like this.  Similarly, to get
more electricity, industrialists may
want more dams.  But this may
submerge the land and disrupt the
lives of people who are displaced – such
as tribals. They might resent this and
may prefer small check dams or tanks
to irrigate their land.
So, two things are quite clear: one,
different persons can have
different developmental goals and
two, what may be development for
one may not be development for
the other. It may even be
destructive for the other.
A demonstration
meeting against
raising the height
of Sardar
Sarovar Dam on
Narmada River
INCOME AND OTHER GOALS
If you go over Table 1.1 again, you
will notice one common thing: what
people desire are regular work, better
wages, and decent price for their crops
or other products that they produce.
In other words, they want more
income.
Besides seeking more income, one-
way or the other, people also seek
things like equal treatment, freedom,
security, and respect of others. They
resent discrimination. All these are
important goals. In fact, in some cases,
these may be more important than
more income or more consumption
because material goods are not all
that you need to live.
Money, or material things that one
can buy with it, is one factor on which
our life depends. But the quality of our
life also depends on non-material
things mentioned above.  If it is not
obvious to you, then just think of the
role of your friends in your life. You
may desire their friendship.  Similarly,
there are many things that are not
easily measured but they mean a lot
to our lives. These are often ignored.
THOSE PEOPLE THOSE PEOPLE THOSE PEOPLE THOSE PEOPLE THOSE PEOPLE
DON’T WANT TO
DEVELOP!
2015-2016
6 6 6 6 6 U U U U UNDERST NDERST NDERST NDERST NDERSTANDING ANDING ANDING ANDING ANDING E E E E ECONOMIC CONOMIC CONOMIC CONOMIC CONOMIC D D D D DEVEL EVEL EVEL EVEL EVELOPMENT OPMENT OPMENT OPMENT OPMENT
1. Why do different persons have different notions of development? Which of the following
explanations is more important and why?
(a) Because people are different.
(b) Because life situations of persons are different.
2. Do the following two statements mean the same? Justify your answer.
(a) People have different developmental goals.
(b) People have conflicting developmental goals.
3. Give some examples where factors other than income are important aspects of our lives.
4. Explain some of the important ideas of the above section in your own words.
LET’S WORK THESE OUT
However, it will be wrong to conclude
that what cannot be measured is not
important.
Consider another example. If you
get a job in a far off place, before
accepting it you would try to consider
many factors, apart from income,
such as facilities for your family,
working atmosphere, or opportunity
to learn. In another case, a job may
give you less pay but may offer regular
employment that enhances your
sense of security. Another job,
however, may offer high pay but no
job security and also leave no time for
your family. This will reduce your
sense of security and freedom.
Similarly, for development,
people look at a mix of goals. It is
true that if women are engaged in paid
work, their dignity in the household
and society increases. However, it is
also the case that if there is respect
for women there would be more
sharing of housework and a
greater acceptance of women
working outside. A safe and secure
environment may allow more women
to take up a variety of jobs or run
a business.
Hence, the developmental goals
that people have are not only about
better income but also about other
important things in life.
If, as we have seen above, individuals
seek different goals, then their notion
of national development is also likely
to be different. Discuss among
yourselves on what India should do
for development.
Most likely, you would find that
different students in the class have given
different answers to the above question.
In fact, you might yourself think of
many different answers and not be too
sure of any of these. It is very
important to keep in mind that
different persons could have
different as well as conflicting
notions of a country’s development.
However, can all the ideas be
considered equally important? Or, if
there are conflicts how does one
decide? What would be a fair and just
path for all?  We also have to think
whether there is a better way of doing
things. Would the idea benefit a large
number of people or only a small
group?  National development means
thinking about these questions.
NATIONAL DEVELOPMENT
2015-2016