THE ARREST CONTROVERSY
IT’S TIME WE CEASE TO BE EMOTIONAL ABOUT INCIDENTS THAT CHALLENGE OUR OBJECTIVITY AND VALUES, JUNAID AZIM MATTU COMMENTS ON THE ARREST OF A COLLEGE LECTURER AND THE CONTROVERSY THEREOF
I start this predictably controversial article with a disclaimer – not out of the fear or concern of a generic chauvinistic backlash but to ensure that my views are not conveniently and summarily discounted by the self-righteous guardians of Azadi. I’m a staunch Kashmiri nationalist. My views about the shape and structure of an achievable resolution might have evolved with my evolving understanding of realpolitik and conflict resolution but I’m a Kashmiri nationalist nonetheless. Unfortunately, at much annoyance to most of you, I also have an insuppressible conscience.
A bunch of people, including some seasonal political leaders, have come out of the woodwork to “defend” the apparently inherent right of a teacher to politicize academic curricula and exam papers in the guise of an alleged current affairs recap, ironically in an English language paper. Armchair revolutionarily expatriates have been forthcoming in their pontification and condemnation from the farthest corners of the western world. Liberal, leftist academics have elevated Noor Muhammad Bhat to the highest levels of audacious dissent. As always, the romanticism of anarchy has dissolved our sense of right and wrong.
The more specific debate on the politicization and sensationalization of academic curricula is neither new nor unique to Kashmir as a turmoil ridden conflict zone. The macro level debate about neutrality, as an undisputable academic ethic is older still, immortalized in the struggle of academic objectivity against political influences of the State. But as in most other cases, we hypocritically judge trespasses of the State and those of the anti-State entities through two completely different moral barometers – an almost generic trait that makes us incapable of speaking out against human rights violations, arbitrary diktats, self-imposed sanctions and political assassinations perpetrated by non-State actors and entities. But we have never done that and it would be safe to assume that we won’t change our state of selective morality anytime soon.
The counter-argument – sort of, the popular one of course, is that Mr. Bhat has done no wrong in talking about the current “atmosphere” in Kashmir. Another weird, creative rationale that was posted on my facebook page talks about Mr. Bhat’s gracious intention to account for five months of lost study-time and make things easier for the students, as apparently answering questions on turmoil and stone-pelting in an English paper is much easier for us medieval, academically challenged Kashmiris than writing about Dickens and Bronte. Through that rationale, I’m not sure if I as a Kashmiri should feel proud or insulted and stereotyped.
What Mr. Bhat, in my opinion is squarely guilty of doing in his paper is unreasonably and needlessly instigating young, impregnable minds by invoking the imagery of suppression and death – an imagery that unfortunately they need no revision on, one they have woken up to all their lives. The argument that, as a teacher, Mr. Bhat is not violating his professional obligation by “inspiring” his students to be opinionated is terribly flawed for two reasons. One, this was an English language exam, not a Political Science exam. Two, the timing of this little brave act is highly suspicious.
Mridu Rai, a great friend and venerated author, scholar and historian, wrote this on my facebook page in response to my post condemning the politicization of education and my subsequent comment/question that asked if our response would’ve been any different had an RSS-sympathetic academic done this in a Maharashtra college for instance – “You are pointing out very validly that one must rein in personal sympathies (and I secretly completely applaud Professor Noor) to think of the larger consequences, and there we all have to worry about keeping the gauge even -- you are absolutely right, in my view, to point out that unqualified approval of Prof Noor's actions (no matter how much I want to elevate him into a courageous dissenter -- and I really do believe he is) leaves us with no room to criticize a similar action by others like the Hindu right.”
Mridu, as always makes perhaps the most important point in this debate – the need to “keep the gauge even”. Personal opinions about either the valor or professional dereliction represented by Mr. Bhat’s actions are hardly relevant. Neither are our respective personal political ideologies. Speaking from a higher macrolevel vantage point, Mr. Bhat’s action raises an important question – are our classrooms open for academic liberalism, not in convenient bits and pieces but as a whole. I don’t have a prompt answer to that question but I would like to say this – I don’t think we have evolved enough to experiment with the minds of college going students. I’m also unsure if the creed of academics we have in Kashmir is trained, competent, emancipated and professional enough to know the difference between a liberal academy and a politicized academy, and like it or not – it’s a fine and fragile balance, with the future of our nation at stake.
Mridu goes on to add – “In the late 19th century there was an essay competition organized at Presidency College, Calcutta, in which its Indian students had to respond to the following proposition (I am paraphrasing because I cannot remember the exact words): Do you think the finding of the passage around the Cape of Good Hope to India was a good thing for India or not, especially in terms of bringing British influences to India?
You can well imagine what fawning essays any student who wanted to be successful would have to have written. All this to say that I do not believe the academy is a politically neutral space anywhere so that it occasions political resistance cannot be entirely a matter of surprise or indeed moral condemnation. But otherwise, in the domain of real politik and adopting effective strategy, I am in agreement with you, Junaid.”
I respect Mridu’s views as an academic of unquestionable integrity and principles. But I don’t accept the Presidency College example as a relevant point of reference, and here’s why – For starters, this was an English language exam paper, not an essay competition. Had it been an essay competition, I would perhaps have been the happiest person in the valley, encouraged by the conspicuous absence of fascism from such debates, which are seldom held publicly. As a debater at Bishop Cotton or a college student in Michigan, I remember writing papers and participating in debates on much more contentious issues and I see nothing wrong in that, but slyly slipping in political content in a language paper as text-for-translation is unbecoming of an academic. Second, the controversial content in the exam paper is subtle and subliminal, not forthright. Third, asking if stone-pelters are the “real heroes” in Kashmir is sort of a conjectural question at this stage for a big chunk of the jingoistic majority. Those who say no, as Mridu later talks about in the Presidency College context, would fear being ostracized, punished and unfairly assessed by their teachers.
Politicized curricula have brought undesirable consequences for nations striving for peace, resolution and growth. Yemen and Palestine are classic examples. As Mohamed Kaysh, Officer of Teachers’ Affairs at the Yemeni Teachers Syndicate says – “We are going to have a generation that deepens hate rather than adopting love, and the reasons behind that are the wrong actions being taken in politics and ethics.”
It’s time we cease to be emotional about incidents that challenge our objectivity and values. For a strong nation that could take on greater political responsibility in the near future, it’s imperative that our students study science in science classes and language in language classes. Let’s wait for the current happenings to enter the books of history before they enter our classrooms. At that point in the future, let the free mind be its guiding light. I implore the authorities to treat this as a civil law matter rather than a criminal law violation. A magnanimous and reconciliatory step would be to pardon the erring lecturer on the condition of reading Robert Simon’s “Neutrality and Academic Ethic” and presenting a comprehensive thesis on the book. I would also recommend the book be made mandatory for all lecturers and professors in Kashmir, but that would be too much to ask for since most of our academics rarely read outside the scope of their academic field.
A new generation of Kashmiris is coming to age, in a conflict zone where anarchy is ensconced in fascism. And the nerve center, the nucleus of their evolution lies in our schools, colleges and universities. In their freedom to think, lies our freedom to be. In the objectivity of their academic growth lie the prospects of Kashmir becoming a self-sustained, progressive and peaceful nation. And that sacrosanct code of objectivity and impartiality – in their growth, their classrooms and their curricula needs to be protected at all costs, lest we choose for them what our ancestors chose for us and what their ancestors chose for them – a self-destructive herd mentality that has put us in a chronic state of suspended socio-political evolution.
(Junaid Azim Mattu is the Founding President of the World Kashmiri Students Association and can be reached at www.facebook.com/junaidazimmattu)
A bunch of people, including some seasonal political leaders, have come out of the woodwork to “defend” the apparently inherent right of a teacher to politicize academic curricula and exam papers in the guise of an alleged current affairs recap, ironically in an English language paper. Armchair revolutionarily expatriates have been forthcoming in their pontification and condemnation from the farthest corners of the western world. Liberal, leftist academics have elevated Noor Muhammad Bhat to the highest levels of audacious dissent. As always, the romanticism of anarchy has dissolved our sense of right and wrong.
The more specific debate on the politicization and sensationalization of academic curricula is neither new nor unique to Kashmir as a turmoil ridden conflict zone. The macro level debate about neutrality, as an undisputable academic ethic is older still, immortalized in the struggle of academic objectivity against political influences of the State. But as in most other cases, we hypocritically judge trespasses of the State and those of the anti-State entities through two completely different moral barometers – an almost generic trait that makes us incapable of speaking out against human rights violations, arbitrary diktats, self-imposed sanctions and political assassinations perpetrated by non-State actors and entities. But we have never done that and it would be safe to assume that we won’t change our state of selective morality anytime soon.
The counter-argument – sort of, the popular one of course, is that Mr. Bhat has done no wrong in talking about the current “atmosphere” in Kashmir. Another weird, creative rationale that was posted on my facebook page talks about Mr. Bhat’s gracious intention to account for five months of lost study-time and make things easier for the students, as apparently answering questions on turmoil and stone-pelting in an English paper is much easier for us medieval, academically challenged Kashmiris than writing about Dickens and Bronte. Through that rationale, I’m not sure if I as a Kashmiri should feel proud or insulted and stereotyped.
What Mr. Bhat, in my opinion is squarely guilty of doing in his paper is unreasonably and needlessly instigating young, impregnable minds by invoking the imagery of suppression and death – an imagery that unfortunately they need no revision on, one they have woken up to all their lives. The argument that, as a teacher, Mr. Bhat is not violating his professional obligation by “inspiring” his students to be opinionated is terribly flawed for two reasons. One, this was an English language exam, not a Political Science exam. Two, the timing of this little brave act is highly suspicious.
Mridu Rai, a great friend and venerated author, scholar and historian, wrote this on my facebook page in response to my post condemning the politicization of education and my subsequent comment/question that asked if our response would’ve been any different had an RSS-sympathetic academic done this in a Maharashtra college for instance – “You are pointing out very validly that one must rein in personal sympathies (and I secretly completely applaud Professor Noor) to think of the larger consequences, and there we all have to worry about keeping the gauge even -- you are absolutely right, in my view, to point out that unqualified approval of Prof Noor's actions (no matter how much I want to elevate him into a courageous dissenter -- and I really do believe he is) leaves us with no room to criticize a similar action by others like the Hindu right.”
Mridu, as always makes perhaps the most important point in this debate – the need to “keep the gauge even”. Personal opinions about either the valor or professional dereliction represented by Mr. Bhat’s actions are hardly relevant. Neither are our respective personal political ideologies. Speaking from a higher macrolevel vantage point, Mr. Bhat’s action raises an important question – are our classrooms open for academic liberalism, not in convenient bits and pieces but as a whole. I don’t have a prompt answer to that question but I would like to say this – I don’t think we have evolved enough to experiment with the minds of college going students. I’m also unsure if the creed of academics we have in Kashmir is trained, competent, emancipated and professional enough to know the difference between a liberal academy and a politicized academy, and like it or not – it’s a fine and fragile balance, with the future of our nation at stake.
Mridu goes on to add – “In the late 19th century there was an essay competition organized at Presidency College, Calcutta, in which its Indian students had to respond to the following proposition (I am paraphrasing because I cannot remember the exact words): Do you think the finding of the passage around the Cape of Good Hope to India was a good thing for India or not, especially in terms of bringing British influences to India?
You can well imagine what fawning essays any student who wanted to be successful would have to have written. All this to say that I do not believe the academy is a politically neutral space anywhere so that it occasions political resistance cannot be entirely a matter of surprise or indeed moral condemnation. But otherwise, in the domain of real politik and adopting effective strategy, I am in agreement with you, Junaid.”
I respect Mridu’s views as an academic of unquestionable integrity and principles. But I don’t accept the Presidency College example as a relevant point of reference, and here’s why – For starters, this was an English language exam paper, not an essay competition. Had it been an essay competition, I would perhaps have been the happiest person in the valley, encouraged by the conspicuous absence of fascism from such debates, which are seldom held publicly. As a debater at Bishop Cotton or a college student in Michigan, I remember writing papers and participating in debates on much more contentious issues and I see nothing wrong in that, but slyly slipping in political content in a language paper as text-for-translation is unbecoming of an academic. Second, the controversial content in the exam paper is subtle and subliminal, not forthright. Third, asking if stone-pelters are the “real heroes” in Kashmir is sort of a conjectural question at this stage for a big chunk of the jingoistic majority. Those who say no, as Mridu later talks about in the Presidency College context, would fear being ostracized, punished and unfairly assessed by their teachers.
Politicized curricula have brought undesirable consequences for nations striving for peace, resolution and growth. Yemen and Palestine are classic examples. As Mohamed Kaysh, Officer of Teachers’ Affairs at the Yemeni Teachers Syndicate says – “We are going to have a generation that deepens hate rather than adopting love, and the reasons behind that are the wrong actions being taken in politics and ethics.”
It’s time we cease to be emotional about incidents that challenge our objectivity and values. For a strong nation that could take on greater political responsibility in the near future, it’s imperative that our students study science in science classes and language in language classes. Let’s wait for the current happenings to enter the books of history before they enter our classrooms. At that point in the future, let the free mind be its guiding light. I implore the authorities to treat this as a civil law matter rather than a criminal law violation. A magnanimous and reconciliatory step would be to pardon the erring lecturer on the condition of reading Robert Simon’s “Neutrality and Academic Ethic” and presenting a comprehensive thesis on the book. I would also recommend the book be made mandatory for all lecturers and professors in Kashmir, but that would be too much to ask for since most of our academics rarely read outside the scope of their academic field.
A new generation of Kashmiris is coming to age, in a conflict zone where anarchy is ensconced in fascism. And the nerve center, the nucleus of their evolution lies in our schools, colleges and universities. In their freedom to think, lies our freedom to be. In the objectivity of their academic growth lie the prospects of Kashmir becoming a self-sustained, progressive and peaceful nation. And that sacrosanct code of objectivity and impartiality – in their growth, their classrooms and their curricula needs to be protected at all costs, lest we choose for them what our ancestors chose for us and what their ancestors chose for them – a self-destructive herd mentality that has put us in a chronic state of suspended socio-political evolution.
(Junaid Azim Mattu is the Founding President of the World Kashmiri Students Association and can be reached at www.facebook.com/junaidazimmattu)
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