Impact of Westernisation on Different Groups in India

M.N. Srinivas pointed out that the influence of Westernisation varied among different segments of the Indian population. Some embraced Westernisation in their attire, diet, behavior, language, recreational activities, and in their use of modern gadgets. Meanwhile, others absorbed Western science, knowledge, and literature, while maintaining a relative distance from external Western influences.

Prof. Srinivas categorized the areas of Westernisation into three key aspects:

Behavioral Aspects: This encompasses practices like eating, drinking, dressing, dancing, etc.
Knowledge Aspects: This pertains to literature, science, arts, and related domains.
Value Aspects: This includes concepts like humanitarianism, equalitarianism, secularism, etc.

The process of Westernisation start with a small group of Indians who are initially expose to Western culture. This group played a crucial role in the progression of Westernisation by:

Acting as a bridge between Indians and the Britishers.
Adopting various cultural elements, values, and lifestyle patterns of British culture.
Facilitating the rapid dissemination of these elements.

This group of individuals can be further categorise into two categories:

(i) The Commercial Mediator Class:

The social composition of this class varied by region. For instance, in Kolkata, they were predominantly ‘Baniyas’ or ‘Vaishyas’ by caste, while in Madras, they were largely Brahmins. In Bombay, they were primarily Parsis. This class played a pivotal role in initiating cultural change, establishing a sub-cultural pattern of Westernisation in India.

(ii) The English Educated Mediator Class or Professional Class:

This emerging sub-culture of Westernisation began to take shape in the early nineteenth century. It was represented by two groups:

The new generation of educated middle professionals.
A cohort of social reformers.

The growth of this class was facilitated by localized Western educational institutions in Kolkata, Madras, and Mumbai. Both the British government and missionaries contributed to the development of these educational centers. Members of this group were profoundly influenced by British cultural values.

Noteworthy characteristics of this group included:

A resolute advocacy for the assimilation of various Western cultural elements.
Strong moral character.
A robust foundation in Hindu traditions.
Development of a scientific outlook.
Rational, humanitarian, and positivist inclinations.

English-educated Indians sought to understand the keys to British progress, embracing Western humanistic values. The impact wasn’t confined to ethics and philosophy; it extended to customs and habits, particularly among the upper-middle-class.

This process expanded through organized reform movements. Raja Ram Mohan Roy led one such movement by establishing the Brahmo Samaj. He advocated for the introduction of Western-style educational institutions in India, deeming the traditional system outdated for contemporary societal needs.

Other reform movements, mirrored in centers like Mumbai and Madras, were also initiated by educated Indians. They collectively aimed to reform Hindu religion and socio-cultural practices in alignment with Western cultural values, such as rationalism, humanism, and scientific outlook.

The English-educated middle class championed the introduction of a modern education system, distinct from the traditional approach. This system featured a professional structure, accessible to individuals of any class or group based on merit.

In conclusion, the impact of Westernisation on different segments of Indian society was nuanced and multifaceted, encompassing behavioral, knowledge-based, and value-driven transformations. These changes were spurred by key groups, ranging from the commercial mediator class to the English-educated professional class, who played pivotal roles in shaping the trajectory of Westernisation in India.

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