In the world of academia, a seismic shift is underway, and it’s causing many to raise their eyebrows in concern. The catalyst for this scrutiny? The fervent championing of a vision known as “New India.” But for those who never quite fathomed the profound sacrifices this transformation would entail, it’s turning into a nightmarish reality.
On this upheaval stands Professor Yogesh Singh, the esteemed Vice Chancellor of the University of Delhi who is prioritising an “Open” and “Flexible” academia, leading to significant alterations in the university’s syllabus. These changes iinclude replacing ‘brahminization’ with terms like ‘Vaishnava,’ ‘Shiva,’ and ‘Shakta,’ as well as revising semester curricula by adding figures like Savarkar and the removal of the paper on inequality, inequality, Ambedkar, caste, feminism, and Muhammad Iqbal, etc.
In the past, the university has been in the news for frequent challenges emerging within – from the suppression of free speech to DUSU’s saffronisation and more. Some of these transformations are often framed under the National Education Policy (NEP) umbrella, adding another layer of complexity to the debate. The distortion it initiates, however, is not merely burdensome—it’s potentially divisive and exclusionary.
Rewriting History
A quiet but profound transformation is underway – the rewriting of history textbooks. Its repercussions, far-reaching and deeply unsettling, extend well beyond the confines of the classrooms. For Rajnish, a student at Delhi University, history is not just a subject; it is the thread that connects individuals to their roots.
He says,“I find it puzzling why they are excluding Ambedkar from the syllabus. If they wish to include Savarkar or any other figure, they can certainly do so, but removing Ambedkar sends a different message altogether. It’s evident that it’s a political agenda being pushed by educational institutions, restricting students from thinking beyond a particular ideology. This, in my view, suppresses critical thinking and turns students into mere degree-holders. I worry that education’s purpose is shifting from imparting knowledge to spreading propaganda, which could lead to higher unemployment rates.”
The silent revision of syllabi isn’t just about redefining history; it’s about moulding the minds of future generations in one direction.
Kamal Tiwari, the CYSS President of DUSU (Delhi University Students’ Union), explains, pausing and choosing his words with care, “In my view, there are two primary reasons behind the changes in the DU syllabus. Firstly, it seems to be a deliberate attempt to reinforce the ruling party’s ideology by indoctrinating students with a single perspective. Secondly, it appears that the younger generation is being viewed as a potential vote bank for the future, driving these alterations.”
When truth becomes muddled, it erodes the foundation of a well-informed and functioning society.
Saif, a law student at Delhi University, says, “We’re witnessing psychological conditioning of students, focusing on concepts like the Constitution and democracy without philosophy. Education and politics are now intertwined, as seen in examples like the hijab controversy and syllabus changes, limiting student choices. Erasing history, like the Mughal period, hinders understanding. This alteration extends to education, narrowing our intellectual horizons.”
Psychological warfare can shape students’ beliefs, emotions, and actions through psychological tactics. Distorted knowledge, as seen in Nazi and contemporary extremist ideologies like RSS, is a deliberate manipulation of information to shape public opinion for political or ideological gain.
Using “soft power” for development, reforms, and cultural preservation while suppressing independent institutional growth can trigger significant change
“The aim should be to give a holistic perspective of the history so that the younger generations get to the historical facts and are able to perceive the present in an objective way. Any amateur effort of alteration of syllabi without a proper intellectual engagement, scientific outlook and utmost objectivity can lead to disastrous implications. Further, the cost of distorting the history, hiding facts or excluding prominent thinkers, philosophers or poets can even harm the very basics of the educational foundation of students by presenting half-truths and supporting pseudoscience,” a Faculty Member from Jamia Milia Islamia anonymous tells me.
What prevents students from encountering diverse viewpoints?
In the age of the “Gen Z generation,” where information flows freely on the internet, Saif’s words echo with a sobering truth: the constraints within our educational system, coupled with the algorithms that drive online content, are inadvertently preventing students from encountering diverse viewpoints. “It’s as if they’re giving you information you’re already familiar with,” he laments.
This phenomenon has profound implications for education. It means that students, despite their best intentions to engage intellectually, may find themselves trapped in a bubble of ideas that only confirm what they already know. The consequence is potentially narrowing perspectives, which can stifle intellectual growth and erode critical thinking skills.
Citizenship has become a daily responsibility for DU students.
When a citizen recognises the value of their contribution and views it not as merely shaping their own life but as a responsibility to uphold truth, significant voices emerge. Muqueem, a former student of DU, shared with me, “As an undergraduate student from 2016 to 2019, I noticed a rising call for syllabus changes, driven by two opposing political groups, ABVP supporting them and NSUI opposing. This pattern resembled BJP’s past strategies, creating an ideological clash for political dominance.”
On this, Professor Apoorvanand, in one of his recent articles, wrote how concerns have been raised regarding the influence of the Rashtriya Swayamsevak Sangh (RSS) and Hindutva ideology within the institution. When political groups seek to influence what is taught in universities, it can compromise the quality and objectivity of education.
“Education alone cannot instil these values,” Rajnish asserts, “content, curriculum, and teaching methods also play equally significant roles.” His sentiment resonates with many who see education as a beacon of hope in a society increasingly marred by divisions.
But as India marches forward, the line between education and politics appears to blur. The nation is caught in a tumultuous era, where history is being rewritten and the past reinvented. A Jamia Faculty Member, speaking anonymously, emphasises the importance of rethinking and re-engaging with the foundations of education to elevate the country’s educational standards. “Any ideological or radical shift,” they argue, “coming from a defined ideological state apparatus not only affects the classroom, the content of textbooks, and teaching methods but also disrupts the harmonious environment.”
Loyalty has long been regarded as an unspoken obligation in the hallowed halls of academia. A duty that educators owe not just to the institutions that employ them but, more profoundly, to the sacred pursuit of knowledge itself. Over the years, as higher education has evolved, questions have also arisen about the nature of loyalty in academia.
Saif observes this shift. “Unfortunately,” he laments, “teachers no longer have the autonomy they once did.” It’s a sentiment echoed by many educators around the world.
The intrusion of political agendas, the weight of financial constraints, the looming spectre of isolation, and the very real risks to personal and professional growth are the price one must pay for loyalty in the modern academic environment.
Clearly, the university is not the bastion of intellectual inquiry and free thought as it used to be. More and more are on their way to becoming puppets in a larger political theatre. What does all this mean? Does this overhaul inadvertently signal a shift towards an “India for Hindus only” narrative? Is it sidelining vital issues and perspectives in the process?
I will leave you with one final thought from Malcolm X: “And just because you have colleges and universities doesn’t mean you have education.”
This story has been written as part of the My City Writers’ Training Program.
Featured image is for representational purposes only.