In a country as fundamentally plural as India, where every classroom is a mini-representations of its multicultural nature, a recent incident in Panipat has once again brought to the forefront the thin line between pluralism and pedagogy.
A private institution, Saraswati Vidya Mandir in Panipat, Haryana, sacked a teacher recently after she had recited the Kalma, an Islamic creed, in a lesson on Class 8. The teacher, Mahjib Ansari, also known as "Mahi" by her students, was a teacher of Sanskrit. She has been accused of teaching religious content that, as per the school and concerned parents, lies beyond the purview of prescribed syllabi.
The uproar started when children were heard reciting the Kalma in their homes. The parents, in shock, lodged complaints to the school administration. This led to the teacher's immediate dismissal and by community groups, including the Hindu Mahasabha members.
As editors and journalists, we must tread warily here. Was the action an indoctrination ploy, or an impromptu outburst of cultural sharing as a response to student curiosity? The school principal subsequently clarified that the teacher had recited Kalma verses when asked by students about Islamic prayers. The teacher apologized, confessing that the action might have crossed professional etiquette, although perhaps not out of a malignant intent.
The secular philosophy, as enshrined in the Indian Constitution, does not entail the elimination of religion from public life—it entails instead equal regard and responsible neutrality. In keeping with that spirit, for instance, while it is proper that parents take special care about what is being taught, we also have to ask ourselves: are our classrooms ready to teach about multiple faiths with no fear?
This episode is not one religion against another—rather, it is about how education has to navigate the landscape of India's religious diversity sensitively, professionally, and responsibly. A well-intentioned debate on religious practice, unattached to curriculum and context, can be a tinderbox, particularly in today's hyper-sensitive environment.
The firing of the teacher may have closed the book, but it needs to open a larger one—how do we teach teachers how to handle pluralism in teaching? Can we provide schools with enough strength to encourage comparative study of religions, within the boundaries of constitutional values and pedagogic integrity?
It is our responsibility to familiarize our students with their own faiths and those of others—not to convert, but to coexist. By this, we are reinforcing the secular fabric that unites India. May this not become an episode of fragmentation, but a lesson in unity through understanding.
