Decline of Philosophy in Academic Discourses: A Problem with the Modern Trends in Knowledge

It is a regular feature in the academic designs of university and college education that the philosophy of various disciplines does not find required space for the meaningful discourses to grow for creative learning. Philosophy as a subject is attracting less attention and is weaning from the academia. Its declining worth in academic structure bears disastrous impact on the prospects of creative inter-disciplinary thinking. This article highlights certain observed facts based on shared experiences in the academic circles. Human Resource Development is indicative of lopsided focus on technology; consequently the social sciences and humanities are facing academic devaluation. Privatisation of education has encouraged the contractual system to occupy the centre stage in learning. Ground realities are being ignored and the exploitation of teaching community is a growing phenomenon. They are losing their creativity and varied alienation is becoming a persistent feature. Learning has grown mechanical and our approach to creativity is parochially defined and devoid of philosophy. It is necessary to defuse the clout created by the theologians to project philosophy as the maid of theology and also to dispel the confusion created by epistemologs to project their stand as the only truth under the blanket of terminology and method.