In an age of artificial intelligence, the one thing machines can’t replace is original human thought — so why aren’t we teaching it?
Syed Mustafa Ahmad
It is a universally acknowledged truth that the ultimate goal of education is the holistic development of an individual’s personality. From Pestalozzi to Dewey, and including Mahatma Gandhi, all have believed in the harmonious development of the individual. It is a reality that education is both a means and an end in itself, providing students with opportunities to become self-actualised individuals.
To achieve self-actualisation, both memory and observation are essential. The former (memory) unlocks the latent capacities of the mind, while the latter (observation) acquaints the individual with the realities of life. However, the tragedy occurs when mere rote memorisation is mistaken for education itself. Committing notes and facts to memory has never been, and can never be, true education. In the long run, this practice undermines the fundamental purpose of learning.
In developed countries, education adopts a practical and critical orientation. They believe in an education system that is comprehensive and sustainable in nature. In our context, as mentioned above, the situation is entirely the reverse. This raises the critical question: what are the causative factors responsible for the failings of our country’s education system?
The first reason is an obsolete curriculum. For a considerable time, thinkers and the general public have been emphasising the need for a child-centric curriculum rather than an exam-centric one. Furthermore, they disagree with those who advocate for rigid discipline, believing it hinders the cognitive development of a child’s mind. However, their advice has been largely ignored, and the consequence is that students, in the name of so-called learning, resort to rote memorisation without genuine comprehension. Moreover, the notes they use are often prepared by others, reducing the learner to a mere passive recipient.
The second reason is intellectual lethargy. Students have been conditioned to be lazy, opting for pre-digested material rather than engaging in original inquiry. They are unprepared to observe, experiment with, or critically analyse any subject. Instead, they seek information that is socially sanctioned and presented in a highly condensed format. Their minds are saturated with the belief that rote learning is superior because it yields high marks. Conversely, critical thinking is perceived as a potential source of difficulty and confusion. Consequently, they squander their valuable time on other activities instead of investing it in independent intellectual effort.
The third reason is the nature of competition. In the contemporary era, surviving in a competitive landscape often means that one must pass and qualify through any means, legal or otherwise. Critical thinking and empirical work are seen as factors that could disadvantage a student in this race. The perceived sole pathway to success is to memorise information, pass examinations with excellent grades, and secure credentials. Ultimately, no one inquires about the depth of their understanding or their capacity for original thought. The superficial demonstration of learning, measured by grades, is deemed far more attractive than navigating the profound depths of knowledge.
The fourth and final reason is the prevalence of a miseducated society. If literacy is mistaken for education itself, then such education is of an extremely limited kind. True education is a lifelong process; it is the pursuit of equity within an unequal society; it is the ability to discern beauty amidst ugliness. However, this expansive conception of education remains alien to many. Our society tends to judge individuals based on employment status, verbal fluency, and memory recall, with little regard for their ability to confront the real challenges of life. Society requires problem-solvers, not problem-creators.
Therefore, the urgent need of the hour is to dismantle the prevalent culture of rote memorisation and to forge new, beneficial pathways for both students and society. We cannot afford to witness the wastage of our precious intellectual capital in the name of education. The entire society must awaken to this reality. In this context, the National Education Policy (NEP) 2020 represents a positive step forward. Implemented by Prime Minister Narendra Modi in 2020, this policy aims to reform the educational system and align it with modern technological advancements.
In the current era of artificial intelligence (AI), where machine learning is becoming increasingly dominant, the emphasis on fostering critical thinking becomes ever more crucial. The responsibility to make education sustainable, productive, and relevant to societal needs now rests squarely on our collective shoulders.
In addition, fostering critical thinking equips learners with the adaptability required to navigate an unpredictable future job market. An academic culture that rewards inquiry over memorisation inherently cultivates a spirit of innovation and lifelong learning. Furthermore, when students are encouraged to question and analyse, they develop stronger metacognitive abilities, allowing them to understand their own learning processes more deeply. This pedagogical shift also promotes intellectual humility, as students learn to appreciate the complexity of knowledge and the limits of their own understanding. From a societal perspective, citizens educated in this manner are better prepared to engage with complex civic issues and make informed democratic decisions.
The integration of creative pedagogies can also help bridge the gap between theoretical knowledge acquired in classrooms and its practical, real-world application. Moreover, by reducing the excessive emphasis on high-stakes summative assessments, we can alleviate the immense psychological pressure currently placed on young learners. This approach ultimately leads to the production of higher-quality research and scholarship, as original thinking is prioritised over the mere reproduction of existing ideas. It also fosters greater equity in education by valuing diverse forms of intelligence and expression beyond what is captured by standardised testing.
Finally, aligning our educational outcomes with the demands of the 21st century ensures that our future generations are not just consumers of global knowledge but active and respected contributors to it.
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