Part-II Finding Purpose in Chaos: Is silence discipline?

Next, we need to address whether silence is discipline.

Is suppression of communication in our schooling system part of discipline? The enforced silence in classes—due to overwhelming numbers (50+ students in a class)—needs to be evaluated. Teachers, overburdened and underpaid, are only told that teaching is a noble profession. Teaching may be a noble profession, but I believe it is much more complicated and serious than a surgical procedure. Do we ever trust any doctor for surgery without detailed knowledge of their expertise?

So how can untrained graduates, with only basic educational know-how, be trusted with such a precious resource? What kind of training do we provide before they enter our education system? What support systems do we offer?

Are teachers capable enough to teach our next generation—who are tech-savvy and super sensitive to change? Do we need specialized training for teachers, making it a priority so they, too, make education their priority? Simply binding them with attendance apps is not enough. Are they motivated?

To me, the answer is No. Silence is not discipline; it is a temporary fix to get through the day peacefully.

But what does enforced silence do to a child’s psyche? Children take less interest in studies, are forced to attend school, do not eat properly, and exhibit behaviours like anger, violence, etc. They remain non-communicative and do not express themselves.

All this takes a psychological toll on their health, leading them to seek pleasure in videos, online games, and cartoons. Aggression and violence on the streets and involvement in crimes. The outbursts we used to see on roads in the form of stone pelting and other such violent activities. However, counselling and communication proved effective during those tough times too. Having first-hand experience of such incidents in volatile districts like Baramulla and Shopian, where involvement of youth in martial arts, singing and other such activities during such tough times channelled their emotions and saved them from anti national activates. Some of them have proudly represented India in National and International competitions and brought laurels in the form of Gold and Silver medals.

The same situations were witnessed during my tenure as ASP Traffic, again same sort of behavioural patterns in rash driving, stunt biking and other risk taking behaviours were observed in teens, which was effectively countered by counselling sessions in schools, on road activities with NGOs and using multimedia to visualize the damages caused by such rash acts. This too was effective as it was a two way communication and most of the students promised to give up such activities.

This also reminds me of my time at a reputed missionary institution and the comprehensive process and mind set of missionary educationists.

The education pattern followed was this: the school was divided into departments—LPD, Junior, Middle, and Senior up to 10+2. The most experienced female teachers taught the Lower Primary children, giving motherly care. The next set, junior boys, had both male and female teachers, with new recruits trained in this division. Middle and senior boys needed experienced and tough male teachers, with experienced females occasionally handling adolescents.

Teaching was a combination of classroom learning, sports, swimming, cycling, mountain climbing, and cross-country races. From a young age, children developed empathy through noble acts of sharing—a fund for the poor was collected and distributed to widows and the needy; clothes and blankets were donated to leper colonies. These visits developed compassion and empathy toward the marginalized, creating a wholesome worldview. Students from all communities and religions learned mutual respect, participated in each other’s festivals, and cultural activities were routine. No child would miss school—even when ill.

This was a system of wholesome education that taught both compassion and survival skills. I recall, as part of a mountain-climbing team, reaching 13,013 feet: worried, but students quickly erected tents and prepared food. I was surprised to see one of my own jam bottles being shared—we laughed and enjoyed every moment.

Teaching was never a burden, and students were friends, reciprocating everything teachers did. This friendship and love propelled them to great success. Today, I am proud to see those leading world-famous organizations like Microsoft, Google, Infosys, shining in politics, law, arts and crafts — achieving the highest in life.

What Ails Our Education System?

Let’s begin with Basic KYC—Know Your Child. How many teachers today know their students by name, let alone their family background and issues? Very few. With 50 students per class and five classes a day, a teacher only has a few minutes for each child. How is it possible to teach and simultaneously know your child?

Teachers are bound by attendance apps, but not by moral and ethical boundaries to teach. Treating teachers as factory workers has put immense pressure on them; devoid of independence and authority. In this scenario, many activities without purpose fill WhatsApp groups in the name of culture, but they are neither cultural nor truly activities—just fire fighting. Giving independence and authority to teachers can build a healthy education system in our valley.

In European countries, each child is made to believe that he is not just somebody, but “thumb-body”—he is unique in the universe; his thumbprint matches no one. Here, we do the opposite: we repeatedly reinforce in children that they are below average and incapable of success, measuring their progress only in numbers, neglecting every other aspect. We fail to harness each child’s uniqueness, stifling instinct and talent in the crowd.

The Way Forward

• Invest in smaller class sizes for personalized attention.
• Provide ongoing, specialized teacher training in adolescent psychology and modern pedagogies.
• Empower teachers with autonomy and respect, shifting from compliance-centered to child-centered education.
• Incorporate holistic development—arts, sports, emotional learning, life skills—into curricula.
• Facilitate environments where adolescent boys and girls can express themselves healthily, not through destructive behaviours.
• Reframe discipline: emphasize communication, empathy, and understanding rather than silence and suppression.

Our education system’s challenges are vast but not insurmountable. Although covered by NEP 2020 but by understanding adolescent development, valuing teachers, and respecting the uniqueness of every child, we can transform schools into nurturing spaces where students thrive both intellectually and emotionally.

The future of our society depends on the children we raise today. It is time to rethink education—not as a mechanical process of imparting information, but as a dynamic, compassionate journey toward shaping capable, confident, and compassionate human beings.

All views are personal with no intention to promote, demote, hurt of abuse any individual, or organisation.

 Tariq Ahmad wani (JKPS) 2008 batch officer is presently posted as Superintend of Police.