It's a complex question whether formal education in India is so westernized that the discussion of death is entirely absent until the very end. While there's definitely a Western influence on the Indian education system, the cultural context and traditional values still play a significant role in how death is perceived and discussed, both within and outside formal education.

Here's a breakdown of the nuances:

Westernization of Formal Education:

• Structure and Curriculum: The formal education system in India, especially in urban areas, has adopted many aspects of Western models, including the structure of schooling, academic disciplines, and even some pedagogical approaches.
• Emphasis on Secularism and Science: The focus in modern education tends to be on scientific explanations and a secular worldview, which might lead to less direct engagement with religious or philosophical perspectives on death within the core curriculum.
• Taboo and Avoidance: Just as in many Western societies, there can be a societal discomfort and avoidance of the topic of death, particularly in younger age groups. This could be reflected in the formal curriculum.
• Lack of Thanatology: As research indicates, the formal study of death and dying (Thanatology) is largely absent from most Indian universities and schools. This means there's no structured academic engagement with the topic.

Counterarguments and Traditional Influences:

• Cultural Context: India has a rich tapestry of religious and philosophical traditions (Hinduism, Buddhism, Jainism, Sikhism, etc.) where death and the afterlife are significant concepts. These ideas are often discussed within families, religious institutions, and social circles, even if not formally in schools.
• Emphasis on Spirituality: Indian culture generally has a stronger emphasis on spirituality and philosophical inquiry, which often includes reflections on the nature of life and death.
• Rituals and Practices: Elaborate death rituals and mourning practices are deeply ingrained in Indian society, providing a framework for dealing with loss and discussing death within communities.
• Stories and Mythology: Traditional stories, epics, and mythological narratives often feature death and rebirth as central themes, implicitly shaping understanding from a young age.
• Palliative Care and End-of-Life Discussions: While perhaps not widespread in formal education, there's a growing recognition of the importance of palliative care and end-of-life discussions within the healthcare system and some NGOs, suggesting that the conversation isn't entirely absent.

Conclusion:

While the formal education system in India might not explicitly and comprehensively address death and dying due to Western influences and societal taboos, it's inaccurate to say that the topic is never discussed until the very end.

• Within families and communities: Traditional beliefs, rituals, and cultural narratives ensure that death is a topic of discussion and understanding, albeit often within a religious or spiritual framework rather than a secular academic one.
• Formal education's gap: There's likely a gap in the formal curriculum regarding a comprehensive and age-appropriate discussion of death from psychological, emotional, and philosophical perspectives. The introduction of Thanatology is being advocated to address this.
• Growing awareness: There's an increasing awareness of the need for open conversations about death, especially in the context of mental health, palliative care, and breaking social taboos.

Therefore, while Westernization has influenced the formal education system, leading to a potential avoidance of direct discussions about death within the curriculum, the rich cultural and religious heritage of India ensures that the topic is still engaged with in various ways throughout life, even if not always in a structured educational setting. The fear of death might exist on an individual level, but culturally and philosophically, death is often seen as a transition within a larger cycle.