Did we fail our classes, or did our classes fail us?

The author contends that a pervasive tendency in Nepal to confuse perseverance with complacency hinders societal progress. Instead of actively seeking change, many Nepalis accept difficult circumstances with a shrug, attributing it to the "way things are." This mindset, the author suggests, is deeply rooted in an educational system that prioritizes rote learning and discourages critical inquiry. "We were expected to believe the teacher always knew best. Asking too many questions would label you a problem and not a problem solver," the author recalls from personal experience. This suppression of questioning, the author argues, prevents individuals from developing the habit of asking 'why' and seeking reasoned answers – a cornerstone of democratic practice. The author contrasts this with experiences at the London School of Economics, where professors encouraged constructive disagreement, fostering analytical skills rather than mere description. This educational deficit, the author believes, extends beyond the classroom, impacting citizens' ability to hold the government accountable. By not building the 'muscle to question authority,' Nepalis tend to conform to imperfect systems rather than challenge them. The author laments that teaching is often viewed as a stopgap profession, attracting individuals who may lack passion, further contributing to a classroom environment that stifles rather than encourages intellectual curiosity and dissent.

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We were expected to believe the teacher always knew best. Asking too many questions would label you a problem and not a problem solver.