While casually scrolling through social media, I stumbled upon a live program that immediately captured my attention. It was a debate streaming from a modest but intellectually vibrant setting Government Higher Secondary School (GHSS) Malanoo, nestled in the mountainous terrain of Bhalessa, where the Jammu and Kashmir Teachers Forum (JKTF) Unit Bhalessa was hosting a thought provoking session. The theme was powerful and evocative: “Legacy of Learning.” It didn’t take long before I was completely absorbed by the discourse that unfolded on screen a debate that not only engaged its physical audience but also stirred a virtual one into contemplation. The atmosphere in the gathering was charged with both anticipation and reflection. It was not merely a formal event but a collective intellectual exercise. Teachers, students, and educationists sat side by side, not as hierarchical entities but as contributors to a shared dialogue on the state of learning, its erosion, and the possibility of its revival. From the very outset, it was evident that this wasn’t going to be a routine event but a bold attempt to confront the uncomfortable truths of the education system while celebrating its timeless ideals. The debate commenced with lively participation, as organizers and teachers presented their views with commendable clarity and courage. There was a noticeable hunger in the voices of the participants, a hunger for meaningful learning, for accountability, and for a system that values them as teachers. A particularly articulate teacher Mohd Anis Wani opened the discussion by challenging the audience to think about whether education today still holds the power to liberate minds or has become a mechanical ladder for climbing socioeconomic status. This triggered an engaging chain of arguments, drawing applause and thoughtful silence in equal measure. The very first panelists with great emotions spoke of how in the past schools were not just centers of learning but of enlightenment, where students came not only to memorize but to seek wisdom. He lamented the dilution of this sacred teacher-student relationship, pointing to how the spirit of teaching has shifted from a noble vocation to a job market commodity. Another panelist, added that in today’s fast-paced and hypercompetitive world, education has been reduced to a race for grades and degrees, often at the cost of true understanding, moral grounding, and human values. His words found resonance into rote learning with little time or encouragement for creativity. Amidst these discussions, a voice from the another panelist brought attention to an often-overlooked truth where he passionately explained the difficulties faced by those who genuinely want to impart quality education but are suffocated by overburdened work, lack of infrastructure, and little to no parental cooperation. He argued that not all failures in the education system stem from within the classroom; society too must share the blame for neglecting the importance of foundational learning years. However, the turning point of the event came when a brave young student stood up and posed a piercing question to the panel. “What is our fault,” he asked, “if our base at the primary level is weak? Who will take responsibility for that?” His words hung in the air for a moment, creating a silence that spoke louder than any speech. It was in this silence that the core of the debate truly emerged—not as an abstract discussion, but as a lived reality. The issue of accountability, often brushed under the carpet, was now unavoidable. Here the prominent educationist of the area Mr. Mohd. Ayoub Zargar began to respond, some with humility, others with deflection. But what stood out were the voices that chose honesty over comfort, where he boldly admitted that part of the deterioration in the system is due to internal rot. He acknowledged that while many teachers are working with integrity, a considerable number at the elementary and primary levels are not performing their duties sincerely. As the debate deepened and ever sharper questions surfaced, as an academician I found myself torn between voicing an uncomfortable truth and remaining a silent spectator behind my screen.
“For a cultural revival, we urgently need a movement to restore respect for learning. Society, educational institutions, teacher organizations, and policymakers must address the crisis directly by taking action in schools and teaching practices. Success lies in our daily ethical choices and in accepting uncomfortable truths to leave a positive legacy for future generations.”
Distance spared me the challenge of speaking on the spot, yet when the livestream faded to black I was left in pensive stillness, aware that I had just witnessed far more than a routine discussion. What unfolded at GHSS Mulanoo felt like a collective act of moral self examination, a reminder that education is forged not only in classrooms and curricula but in the hearts and habits of those who teach and those who learn. Here one thing which pinched my heart most was the question of that budding mind, what is his fault? if the foundation is weak, the structure will collapse, no matter how tall or well-painted the walls be. This conviction compelled me to set down the words I could not utter online “whether you accept it or not but it is fact, believe me a large part of the derailment in our education system begins at the elementary and primary level due to a considerable number of inefficient teachers. The reality is that many of them do not take their job seriously, teaching has become more of a profession for income than a mission for nation-building. The crisis deepens further when some teachers themselves are found encouraging unfair means in examinations, especially to benefit their relatives. This not only corrupts the system but shatters the very sanctity of education. Under such circumstances, one can well imagine the fate of our so-called ‘Legacy of Learning’.” Remember here, my purpose or my words are not to provoke but to awaken. How some teachers themselves encourage malpractice during exams to favour their own relatives or acquaintances is not a hidden fact. This unethical behaviour not only undermines the credibility of the entire system but also sends a dangerous message to students: that success is negotiable, and integrity dispensable. The panel should openly debate this crisis if they are fair in their opinion, and should immediately call for introspection within the teaching fraternity and stronger institutional mechanisms to curb such practices.I didn’t stop here, as diagnosis is only the first step and diagnosis offer a clear and compelling prescription for change. Thus, there should be stringent accountability mechanisms to ensure that underperforming and insincere educators do not continue to harm the system. There is an urgent need for rigorous teacher training programs that focus not only on academic content but also on ethics, commitment, and pedagogical innovation. More importantly, for a cultural revival there is an urgent need of a movement to restore respect for learning, teaching, and intellectual pursuit. So my appeal to society, educational institutions, Teacher organizations and policy-makers alike to stop sugar-coating the crisis and start addressing it head-on. Remember that unless we clean our own house first, no amount of reforms, workshops, or policies will bear fruit. In short, the legacy we leave for future generations will depend not on what we say in debates, seminars, workshops or policy documents, but on what we do in our schools, in our teaching practices, and in our ethical choices every single day. And perhaps, the first step in reclaiming that legacy is the willingness to accept the truth, however uncomfortable it may be.
(The authhor is Associate Professor Chemistry at Govt Gandhi Memorial (GGM) Science College, Jammu . The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
Dr. Ashaq Hussain
