The major idea behind the Cultures and Civilisation of Mauritius project was the opinion expressed by French writer Georges Duhamel in the 1950s in London. He said that, if Mauritians should prove unable to live with one another, then humanity should despair. The aim of the project was to provide a basis for such hope.

We missed two major opportunities: in 1979, as a consequence of the Afro-German conference on educational research, which was held here, a German university was ready to finance to the tune of 2 million marks a 9-year longitudinal study on Creole as medium of instruction. When the project on cultures was presented in the 1980s, it was rejected for the wrong reasons and through a wrong process of decision-making.

The purpose of this note is to make several proposals. As we have a number of competent linguists (1), it would be wrong to ask UNESCO to assume responsibility for the Creole project. The scarce UNESCO resources could be used for the Cultures and Civilisation project as it would establish our country as a place where people, as a result of the impact of space and time, have learnt to live with one another. It is beyond the understanding of all of us how France, which has exported here and elsewhere its revolutionary principles of liberty and fraternity, could legislate in the face of the growing acceptance of pluralism in the world. It is true that all religions and social entities should show the same regard for and acceptance of pluralism and not remain closed and total societies.

The major incentive for learning a third language is not that India or China will become a major economic power. We have moved from the idea of ancestral culture to one where every citizen should learn about the cultures of others. The objective is multiculturalism, not an exclusive linguistic competence.

<B>European contribution </B>

I remember how amazed I was when a number of English students, when asked about the concept of nirvana, referred to the basic idea of extinguishing a flame. It would mean for example that the Indian way of life is not simply reduced to the festivals or ceremonies associated with birth, marriage or death but also the concepts of sacrifice and service (on which Gandhi and Gokhale built a whole philosophy) of general righteousness (dharma) of self-control, of yoga and meditation, of swadharma (the following of righteous principles in the line chosen).

The fact that it is politics that has guided our action in the field of education has meant that the European contribution has been completely forgotten. It is as if the community has been built only by slaves and indentured Indian immigrants. All the modern values (organisational, economic or political) and the major institutions seem to have come from lands and societies we have chosen to ignore.

Just as an illustration from the earlier Cultures and Civilisation project, the Robillard family was chosen because what is now the Mahebourg Museum was their family home; there is a small Robillard cemetery at the back. There has not been enough work done on the economic, political, professional and social contribution of the Leclézios. Surely through them, the Boullés (on whom N. Benoit has worked), the Blyths and the Taylors and the numerous personalities narrated by Rivaltz Quenette, there must be a lot of materials for such a programme, which must be planned and organised ? leading on to curriculum material.

I make a request to Steven Obeegadoo who has already made a solid contribution to the educational scene:

(1) Approach UNESCO for help with the Cultures and Civilisation of Mauritius project.

(2) Include in that programme formal elements of the Creole language and of Mauritian literature, and other aspects of Mauritian culture.

(3) Include elements of a third Mauritian language, which will be chosen by the students.

(4) It should not be difficult to work out a system of measuring excellence at the end of six years of primary education.

(5) The Cultures and Civilisation project could go up to Form III, which would give enough time to cover a complex curriculum.

(6) The development of the media and the schools, recognition of their contribution would facilitate the introduction of such a programme.

If Mauritians wish to acquire competency in a language for economic reasons, it should not be difficult to organize such programmes with the help of SOAS, INALCO, to name but a few.

In short, the project would:

(1) Have a multicultural objective.

(2) Give possibilities for the learning of a third language by all (naturally not Portuguese, Spanish or German).

(3) Give possibilities for the learning of Creole as a language and elements of Mauritian culture.

(4) Permit the identification of elements of Mauritian Civilisation.

By Uttama Bissoondoyal

Former director of Mahatma Gandhi Institute