SUMMARY: Delhi University’s academic council has approved the removal of a chapter on Muhammad Iqbal, Pakistan’s national poet, from the political science syllabus. The decision has sparked controversy, raising concerns of bias. The final verdict is pending, and the move has ignited debates on academic freedom and diverse perspectives.
Delhi University’s academic council recently stirred controversy with its decision to remove a chapter on Muhammad Iqbal, Pakistan’s national poet, from the political science syllabus. This move has raised concerns about potential prejudice and bias in the academic curriculum. The council voted in favor of excluding the chapter titled ‘Modern Indian Political Thought’ from a book that is widely used in the university’s BA program.
The decision regarding the removal of the chapter is currently pending final approval from the university’s executive council (EC), which is scheduled to convene on May 9. This decision will have far-reaching implications on the academic landscape and the scope of political discourse within the university.
Confirming this development, a spokesperson from the university’s academic council acknowledged the removal of the unit on Iqbal titled ‘Iqbal: Community’. This unit, previously taught in the sixth semester of the BA program, aimed to delve into Iqbal’s notable contributions to literature and his pivotal role in shaping the idea of Pakistan. Iqbal’s famous patriotic composition ‘Sare jahan se acha’ continues to resonate with people on both sides of the border, making him a significant figure in South Asian literary history.
The decision to eliminate the chapter has sparked debates on the role of historical figures in the curriculum and the potential erasure of diverse perspectives. Supporters of retaining the chapter argue that studying Iqbal’s ideology and his influence on political thought is crucial for a comprehensive understanding of the region’s history and sociopolitical dynamics.
Opponents, however, contend that the removal of the chapter reflects an agenda-driven approach and undermines academic freedom. They emphasize the need to provide students with a well-rounded education that encompasses multiple viewpoints and encourages critical thinking.
As the academic community awaits the final decision of the executive council, the implications of this motion extend beyond the university. It raises questions about the balance between nationalistic sentiments and the pursuit of objective academic knowledge. The outcome will undoubtedly shape the future direction of the university’s curriculum and the intellectual growth of its students.