Responsibility of a Teacher and Kashmir Issues

By Dr. Arup Mitra, Professor, Institute of Economic Growth (IEG), Delhi, India

Cover Image Attribute: Students in Srinagar / Source: kashmirdigits.com

What is a teacher supposed to do, particularly when we envisage the role in the context of nation-building? Providing guidance on routine matters or being intensely informative is a general characteristic that will be beneficial for the students. Aristotle believed that human nature, habit, and reason were important elements that needed to be cultivated in the educational process. The Indic tradition believes that teachers can ignite perfection in the students: this concept of perfection is not confined to the syllabus of a teaching program; rather it encompasses aspects that contribute to the enlightenment of a student and more importantly, helps the student contribute to the growth and development of the society. Hence, what a teacher speaks and does beyond classroom teaching is also of great importance for the nation as a whole.

 

Half-baked knowledge, views formed based on partially understood issues and the ambition of creating space for oneself can be more dangerous than the most devastating missiles that technology has given to the world because the latter will have to be applied by the human mind which a teacher can control and regulate fully. The objective of personal gains and the ambition of securing prominence in the world based on something which one has not assimilated can ruin a civilization. It is completely unforgivable when there is a deliberate attempt being made to offer a distorted picture and provoke the young mind for action. After all, an educational institution is the center of learning: this space is instrumental to creativity and growth. Wrongdoings and misguidance from the teachers give rise to a set of ideas that can prevail over reality and will continue to spread in the future as the young mind learns fast and propagates with great rapidity. That is how new history is created, surviving generations and wiping out the truth.

          

After watching the movie The Kashmir Files, one is convinced about the power that a teacher possesses. And when that power is systematically used to direct the young mind in a specific way, it is devastating; it is intellectual terrorism. Intellect is a double-edged knife: every wrongdoing can be justified meticulously and a teacher with the power of articulation can build a completely false notion in the mind of the students. Especially when such efforts are made knowingly and with a purpose, the benefit of the doubt certainly cannot be discounted.

The movie has resulted in a huge political blame game. Television channels are constantly engaged in political debates. But why there is no discussion on the teacher who provoked the students with incorrect narratives, as shown in the movie? If the allegation is not baseless, then there should be an inquiry committee against the person, and strong action must be undertaken. After all, the educational institute which employs the person is a premier university in the country and the government must not let it pass. In the name of democracy, the academicians have no right to set up their own beliefs and pursue activities that are more heinous than organized crimes. After all, social science research in the country has invited strong criticisms over the years precisely because of the lack of scientific research. In the name of qualitative research personal biases, preconceived notions and distorted facts have been presented systematically with great articulation. But we must remember that a set of well-selected words cannot be a substitute for a well-defined research methodology. After all, why does the entire gamut of social science research in the country must have to suffer the funding cuts and undue criticisms because of a few storytellers who think themselves be the authorities in research and teaching. It is high time that action must be initiated if The Kashmir Files contains any truth regarding the irresponsible behavior of a teacher.

About the Author

Dr. Arup Mitra is a Professor of Economics at the Institute of Economic Growth (IEG), Delhi. He was Professor and Dean at South Asian University and the Director-General of the National Institute of Labour Economics Research and Development (NILERD). His research interests include development economics, urban issues, labor and welfare, corruption, industrial growth and productivity, the services sector, and gender inequality. He was awarded by the Indian Econometric Society with the Mahalanobis Memorial Gold Medal for his outstanding contribution to quantitative economics. His book on Inclusive Growth, Employment, and Wellbeing published by Springer received the Professor S. R. Sen ‘Best Book Award’, 2019. His recent book Urban Headway and Upward Mobility (2020) has been published by Cambridge University Press.  

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