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By:

Anil D. Salve

21 March 2026 at 8:11:09 pm

A Drought of Wisdom in an Ocean of Information

We live in an age where information is everywhere. With a single click, we can access news from across the world, thousands of opinions, countless videos and endless claims. Knowledge has never been so accessible. Yet, in this overwhelming flow of information, something increasingly scarce is discernment-the ability to distinguish what deserves our belief from what deserves our doubt. Information and knowledge are not the same. Reading, watching or hearing something does not automatically...

A Drought of Wisdom in an Ocean of Information

We live in an age where information is everywhere. With a single click, we can access news from across the world, thousands of opinions, countless videos and endless claims. Knowledge has never been so accessible. Yet, in this overwhelming flow of information, something increasingly scarce is discernment-the ability to distinguish what deserves our belief from what deserves our doubt. Information and knowledge are not the same. Reading, watching or hearing something does not automatically make it true. We need the ability to verify information, understand its context, recognise its purpose and only then form an opinion. In the digital age, this ability has become one of the most important forms of wisdom. Social media has transformed the way information travels. WhatsApp, Instagram, Facebook and other platforms have made communication faster, wider and more accessible. But the same speed that connects society can also overwhelm it. Information often reaches us before facts do. A headline is read before the full story. A short video is watched without knowing what happened before or after it. A photograph is circulated without its original context. A message arrives with the familiar words, “Forwarded as received,” and within minutes it may reach thousands of people. By the time the truth catches up, the rumour may already have done its work. The problem becomes even more serious when misinformation is deliberately created and circulated. Rumours may be planted not merely to mislead individuals but to divert public attention from an important issue, create suspicion, damage someone's reputation or push society towards a particular narrative. A distraction does not always need to be completely false. Sometimes a small piece of truth is mixed with exaggeration, selective facts or emotional language. The result can be more powerful than an outright lie because it appears believable. This is how narratives are manufactured. Social media platforms can become powerful tools in this process. A repeated claim begins to look familiar, and familiarity is often mistaken for truth. A provocative post attracts attention. Thousands of reactions create the impression that “everyone” believes it. One emotional video triggers another, comments intensify the mood, and before facts have an opportunity to speak, public sentiment may have already shifted. This is where mob psychology enters the picture. A society can move from calm to anger, suspicion to trust, or optimism to fear with surprising speed. People who would ordinarily think carefully may react differently when they see thousands of others expressing outrage, fear or hostility. The individual begins to follow the crowd, and the crowd begins to reinforce the individual. The danger is not limited to negative emotions. The same mechanism can also be used positively-to mobilise people for social causes, humanitarian assistance, disaster relief, public awareness and community action. Technology itself is neither wise nor foolish. Its impact depends on how information is created, amplified and consumed. The greatest danger, therefore, is not that we have too much information. It is that we may lose the habit of thinking while consuming it. We are increasingly becoming consumers of information rather than creators of thought. Everyone has access to information today, but access does not necessarily mean understanding. The boundaries between a rumour and a report, an opinion and a fact, popularity and truth are becoming increasingly blurred. A post does not become true because thousands of people have liked it. A video does not become evidence merely because it has gone viral. An opinion does not become a fact because it is expressed confidently. An idea does not become correct simply because it confirms what we already believe. This last point deserves particular attention. We often accept information not because it is accurate, but because it is comfortable. We are naturally attracted to information that confirms our existing beliefs and suspicious of information that challenges them. In the digital world, this tendency can be amplified by algorithms that repeatedly expose us to content similar to what we have already watched, liked or shared. Gradually, we may find ourselves living inside an information bubble where we hear many voices-but mostly voices that agree with us. That is not diversity of information. It is an illusion of certainty. Discernment does not mean doubting everything. It means thinking before believing. It means asking simple but powerful questions: Who is saying this? What is the evidence? What is the context? What may be missing? Who benefits if I believe it? And have I heard the other side? These questions may take only a few seconds, but they can prevent hours, days or even years of misunderstanding. This responsibility is particularly important for the younger generation. Children today are growing up in an environment of unprecedented information exposure. They can encounter more information in a few hours than earlier generations might have encountered in weeks. Therefore, education cannot merely teach students how to collect, remember and reproduce information. It must teach them how to question, verify, analyse and interpret it. A student who can write the correct answer in an examination may be academically successful. But a student who knows how to ask the right question is better prepared for life. The classroom of the future must therefore produce not merely informed students, but thinking citizens. They must learn that forwarding a message is also a form of responsibility. Sharing a post is not an innocent act when it can affect someone's reputation, create public fear or influence social behaviour. The challenge becomes even greater in the age of Artificial Intelligence. AI can generate information, images, audio and video with extraordinary speed and sophistication. The distinction between what is real and what merely appears real may become increasingly difficult. In such a world, human judgment becomes more valuable, not less. Technology can produce an answer in seconds. It cannot automatically tell us whether that answer deserves our trust. Some answers require experience. Some require context. Many require the ability to think independently. We have more information, more technology and more connectivity than any previous generation. Yet our real challenge is to preserve something technology cannot manufacture for us: the capacity to think for ourselves. The ocean of information will only become larger. The question will no longer be, “How much information do we have?” The more important questions will be: What should we accept? What should we question? What should we verify? And what should we reject? No technology can completely answer these questions for us. No number of likes can substitute for evidence. No viral trend can replace judgment. No majority can turn misinformation into truth. That responsibility belongs to human beings. Information can tell us what happened. Discernment helps us understand what it means, why it happened, what may be missing from the story and how we should respond. Perhaps, therefore, the greatest educational challenge of our time is not to teach people how to find more information. They already know how to do that. The greater challenge is to teach them how to pause-to pause before believing, to pause before reacting, to pause before forwarding and to pause before joining the crowd. Because sometimes the most intelligent response to information is not an immediate reaction, but a moment of reflection. The ocean is already around us. It is growing deeper every day. What we need now is not more information to swim through it-but the wisdom to know which direction to take. (The writer is the Principal of Podar International School, Ausa, Latur. Views personal.)

Why Was World Indigenous Peoples' Day Created?

Aug 5
3 min read

Part 1: To understand the debate surrounding World Indigenous Peoples' Day, it is essential to first understand why it was created.

The tradition of celebrating festivals in India is deeply rooted in its ancient history. In independent India, festivals, anniversaries, commemorative days, and historic milestones have been categorised as religious or social, with some officially designated for observance. Over time, some of these occasions have been celebrated with excessive zeal, often fuelled by misconceptions and collective enthusiasm.


From an entrepreneurial perspective, a number of special days—such as Rose Day, Friendship Day, Valentine’s Day, and Father-Mother's Day—were introduced with a global outlook, particularly to appeal to college students and the youth. Initially, these days were celebrated with creativity and genuine enthusiasm, turning ordinary moments into expressions of love and friendship. Over time, they descended into exaggerated, sometimes absurd displays, losing their original charm.


Whether one supports or opposes the commercialisation of such days—religious, social, or economic—is ultimately a matter of perspective. They have become part of the modern tapestry of human expression, woven with both genuine sentiment and commercial interests.


What is the true significance of this day? Is there any connection between India and World Tribals Day? Who initiated it, when, why, and for what purpose? To answer these questions, its origins and history must first be understood.


The World Human Rights Commission became active in 1990 to raise awareness of the living conditions, rights, and freedoms of people worldwide. Building on these concerns, the United Nations (UNO) initiated surveys and seminars. During the UNESCO meeting in Geneva in 1992, a significant resolution was passed in response to the plight of indigenous and tribal communities worldwide, highlighting the need to address their struggles and preserve their cultural identities.


The 45-point resolution was divided into eight sections. While drafting it, the issues under consideration had no relation to India. At the time of signing, the Indian government's delegation explicitly clarified:


"We are signing this in the interest of the world, but we want to make it clear that all the indigenous peoples living in India (excluding groups such as Christians, Muslims, Jews, Parsis, and other religious followers) are native."


The resolution primarily addressed countries where European invaders displaced and enslaved indigenous populations, branded them uncivilised and savage, and claimed ownership of their ancestral lands. In many regions, however, indigenous communities resisted fiercely and eventually regained their independence.


During the colonial era, European powers used various methods of domination, creating ideological narratives that continue to influence historical interpretations. The British made extensive efforts to falsely portray India by promoting the theory that Aryans came from outside India, invaded the non-Aryans, and destroyed their culture, religion, and land.


India nevertheless opposed the resolution in its existing form, arguing that it addressed countries where European powers—particularly Spain, Portugal, France, and Britain—had colonised indigenous populations, deprived them of independence and fundamental rights, and subjected them to centuries of oppression.


Although European invaders conquered many countries within a relatively short period, India resisted British rule throughout its 150 years of colonisation.


Alongside European armies, missionaries spread across the world, a phenomenon that continues today. Many indigenous peoples were killed or converted to Christianity. In India too, efforts were made to promote religious conversion, while those who refused continued to preserve their traditional beliefs despite growing Western influence.


After 1947, India and many other former British colonies gained independence, shattering Britain's long-held dream of global dominance. Britain feared that a united India would emerge as a major world power and therefore employed various strategies to divide the country, including the use of indigenous and tribal identities for political purposes.


Different indigenous communities around the world have interpreted these historical developments in different ways. Indigenous peoples such as Native Americans, Indigenous Australians, Papuans, Maori, and communities in Africa and Latin America occupied their lands long before European colonisation. Civilisations such as the Maya and the Inca were destroyed through conquest. India does not fall within this historical framework.


By the end of the 21st century, indigenous issues gained increasing global attention through the United Nations. The year 1993 was observed as the International Year of Indigenous Peoples, followed by the Decade of Indigenous Peoples (1994–2004) to support their development and promote awareness of their culture and way of life.


The initiative recognised the right of indigenous peoples to preserve their unique way of life, protect their cultural, spiritual, and linguistic heritage, safeguard their identity, and live free from genocide and violence. It also affirmed their rights to self-identification, education, traditional knowledge, ancestral lands, information, and the preservation of their history, language, traditions, and community identity.


(The writer is a social worker engaged in tribal welfare. Views personal.)

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