Student Rights in the Classroom

By Sadhika on

A friend of mine, who recently completed his masters at one of India's most prestigious universities, shared an interesting incident from his college experience. In one of his classes, a student arrived a bit late, and the professor, a learned and dignified woman in her 50s, reprimanded her (not too harshly) before allowing her to take her seat.

After the class ended, the same student stood up defiantly, pointed at the lecturer, and exclaimed loudly, “You shouldn't have criticised me. I might have had a valid reason for being late, but you assumed I was careless. I have rights, you know!”

One or two of the other students snickered, while the rest looked horrified. The professor sighed in exasperation, but did not say anything in response. One by one the students left the classroom.

I must admit, I found the incident rather amusing. It's not to say I'm being strait-laced, but I've never come across such behaviour from a student before. This kind of scenario would have been unimaginable just a few years ago. Not even my mother, who was a teacher, ever recounted anything similar happening. While I understand there could be a valid reason for the student's tardiness, I wonder about the constant need to assert oneself. Why not just apologise out of respect for the teacher, as we were taught?

Granted, not every teacher exhibits the integrity expected of their position, and teachers can be wrong too. However, the idea of students arguing for rights in a classroom still unnerves me.

In India, the relationship between a guru (teacher) and shishya (student) is considered to be sacred and plays a pivotal role in spiritual and intellectual development. The dynamic is characterised by reverence, humility, and a deep sense of trust. The guru is not merely an instructor but a spiritual guide and mentor, and the shishya, in turn, reciprocates with unwavering devotion and respect. This age-old tradition emphasises the importance of discipline, obedience, and a willingness to learn from the wisdom of the teacher. The term "guru" itself is derived from Sanskrit, and means one who dispels darkness. 

One of the most iconic examples of the guru-shishya relationship in Hinduism is that of Lord Krishna and Arjuna from the Bhagavad Gita. In the epic Mahabharata, Lord Krishna serves as the charioteer and spiritual guide to Arjuna, who is faced with moral dilemmas and existential questions on the battlefield. Krishna imparts profound spiritual wisdom and guidance, ultimately leading Arjuna to overcome his doubts and fulfil his dharma (duty).

The traditional values of respect and humility within the guru-shishya dynamic sometimes clash with contemporary ideas of individualism and assertiveness. In India, where this tradition holds deep cultural and spiritual significance, students often express their respect for their teachers by touching their feet, a gesture symbolising humility and acknowledging the teacher's wisdom. Here, the notion of desacralising the teacher-student bond through disrespect and a demand for individual rights within the classroom is met with shock and incredulity. This relationship is deeply woven into the cultural fabric, and any attempt to undermine its sanctity is considered inconceivable.

This humorous yet unsettling anecdote raises an important question for me: Can we foster a generation that not only embraces assertiveness and empowerment, but also understands the wisdom in humbling oneself when necessary? 

Image Source: Good Will Hunting (1997)

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