Celebrating end of exams by tearing textbook pages suggests failure of education system to foster critical thinking
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On February 20, 2025, the Madhyamik (Secondary) Examination in West Bengal concluded without major incidents. However, an event on the final day drew widespread attention. Some students were seen tearing pages from their textbooks outside an examination center, celebrating the end of their exams. This act was perceived by some observers as a symbolic rejection of the current education system, suggesting a deeper dissatisfaction among students. Although it may be considered an isolated incident, it raises concerns about the broader state of education and its implications for society.
Rabindranath Tagore described the limitations of an education system that focuses solely on the accumulation of information without fostering personal growth or critical understanding. He noted that education should be an integral part of life rather than a detached, abstract pursuit. According to Tagore, "We are accumulating education in the same way that a storehouse stores food, not in the same way that the body consumes food." He emphasized that education should be directed first towards human development, and only then towards vocational and career advancement.
Despite such insights, the contemporary education system often prioritizes quantifiable outcomes, such as literacy rates and examination results. While government initiatives aim to increase literacy and expand access to education, they frequently focus on external metrics and employ incentives like scholarships and other rewards. Although these measures have contributed to higher enrollment rates, they have not necessarily addressed the quality of education or its role in human development.
There is growing concern about the psychological impact of this results-driven system on students. Examination pressures have been linked to increased stress levels, behavioral issues, and a rise in mental health challenges, including suicidal tendencies. In response, education experts and policymakers have advocated for "joyful learning" approaches. Policies such as the National Education Policy (NEP) 2020 were introduced with this aim; however, the emphasis remains largely on preparing students for the job market, with less focus on personal growth and critical thinking.
As a result, education has increasingly become career-oriented and investment-driven. Many parents and teachers view education as a means to secure better employment opportunities, often placing significant pressure on students to achieve high grades. This focus on outcomes can neglect students' mental well-being, their aspirations, and the intrinsic value of learning.
Tagore warned of this outcome, stating, "The greatest of educations for which we came prepared is neglected, and we are made to lose our world to find a bagful of information instead." Similarly, Sister Nivedita emphasized that true education must cultivate feelings, choices, and values, not just intellectual skills. Swami Vivekananda also argued that education should build character and life skills, rather than serve merely as a means of livelihood. He believed the essence of education lies in developing concentration and self-discipline, enabling individuals to engage with knowledge meaningfully.
Today’s competitive, consumption-driven society often prioritizes material success over human values. This shift has contributed to a more isolated and self-centered lifestyle, which may lead to a broader human crisis in the future. Without meaningful reforms focused on holistic education, the long-term health of the nation’s educational system and societal development remains at risk.
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