A recent meeting of the Standing Committee on Academic Matters at Delhi University has ignited a debate over academic freedom after certain key topics were allegedly removed from the proposed psychology syllabus, as reported by TOI. Topics such as the Israel-Palestine conflict, the Kashmir issue, and the impact of dating apps on mental health were reportedly struck from the curriculum, sparking concern among faculty members about political interference.
According to faculty members present at the meeting, the Chair of the committee, Prof Shri Prakash Singh, voiced objections to the inclusion of what he described as an "overrepresentation" of Western thought. As a result, Unit 4 of the ‘Psychology of Peace’ paper, which covered conflict resolution and included case studies on both the Israel-Palestine and Kashmir conflicts, was reportedly removed.
“Kashmir is resolved,” Prof Singh allegedly remarked as per a TOI report, adding, “we don’t need to teach Israel-Palestine.”
Rejection of dating apps and diversity topics
In addition to the controversial removal of conflict topics, the committee also rejected proposals to include the psychology of dating apps under the digital media section. This topic had been added to the syllabus in light of increasing concerns over suicides linked to the misuse of such platforms.
Urmi Nanda Biswas, head of the psychology department, argued that understanding dating apps was vital for students, especially given their role in recent youth suicides. However, the committee chair dismissed the need to include this, stating that "our Indian family system is strong" and there was no need to adopt "Western ideas" in relation to dating culture.
Another significant proposal that was struck down concerned the inclusion of the Minority Stress Theory and topics on caste discrimination, misogyny, and prejudice in Indian society. Despite some committee members arguing for the importance of teaching about these contemporary issues, Prof Singh reportedly dismissed these topics as overly negative.
Concerns over academic autonomy and political interference
Dr Monami Sinha, a member of both the Academic Council and the Standing Committee, raised concerns about the chair’s influence on the syllabus.
“It is concerning that the autonomy of the department seems to be overlooked, as the chair’s actions appear to be politically motivated and represent unwarranted interference in academic decision-making,” Dr Sinha commented.
Her remarks underline broader concerns about academic freedom, with critics fearing that the syllabus is being shaped by external political pressures rather than academic merit.
A new panel to rework the syllabus
As a result of the controversy, a new panel has been formed to revisit the syllabus. The revised proposal will be presented again to the Standing Committee.
The rejected Unit 4, titled ‘Conflict and Conflict Resolution’, aimed to offer students a psychological perspective on the nature of international and ethnic conflict. This included the psychological impacts of aggression and structural violence, with case studies on the Israel-Palestine conflict, Kashmir, and the India-Pakistan dispute, as well as tensions in India’s Northeast, specifically Nagaland and Manipur.
In addition, the department had proposed an elective titled Relationship Science (DSE), which aimed to delve into the psychology of love, attraction, and online relationships, including the use of dating apps. The department argued that this topic was important to help students foster healthy relationships in a rapidly changing social landscape.
Another elective, Diversity and Inclusion at the Workplace (DSE 12), was also part of the proposal. This included frameworks like the Minority Stress Theory, widely used in understanding the mental health challenges faced by marginalised groups in professional environments. However, this too was rejected by the committee.
The evolving psychological needs of India’s youth
Dr Sinha argued that these topics are crucial for understanding modern Indian society, especially in the context of the evolving psychological challenges faced by youth in the digital age. She highlighted the importance of addressing issues like caste discrimination, prejudice, and the mental health impacts of online relationships.
“Understanding the psychology of oppression and prejudice, as well as the evolving mass psychology of youth in the age of AI and online relationships, is crucial for the development of a comprehensive psychological framework,” Dr Sinha said.
The controversy surrounding the syllabus proposal highlights a larger debate within India’s educational system about the balance between tradition and modernity, and the role of academic institutions in addressing pressing societal issues.
(With inputs from TOI)
According to faculty members present at the meeting, the Chair of the committee, Prof Shri Prakash Singh, voiced objections to the inclusion of what he described as an "overrepresentation" of Western thought. As a result, Unit 4 of the ‘Psychology of Peace’ paper, which covered conflict resolution and included case studies on both the Israel-Palestine and Kashmir conflicts, was reportedly removed.
“Kashmir is resolved,” Prof Singh allegedly remarked as per a TOI report, adding, “we don’t need to teach Israel-Palestine.”
Rejection of dating apps and diversity topics
In addition to the controversial removal of conflict topics, the committee also rejected proposals to include the psychology of dating apps under the digital media section. This topic had been added to the syllabus in light of increasing concerns over suicides linked to the misuse of such platforms.
Urmi Nanda Biswas, head of the psychology department, argued that understanding dating apps was vital for students, especially given their role in recent youth suicides. However, the committee chair dismissed the need to include this, stating that "our Indian family system is strong" and there was no need to adopt "Western ideas" in relation to dating culture.
Another significant proposal that was struck down concerned the inclusion of the Minority Stress Theory and topics on caste discrimination, misogyny, and prejudice in Indian society. Despite some committee members arguing for the importance of teaching about these contemporary issues, Prof Singh reportedly dismissed these topics as overly negative.
Concerns over academic autonomy and political interference
Dr Monami Sinha, a member of both the Academic Council and the Standing Committee, raised concerns about the chair’s influence on the syllabus.
“It is concerning that the autonomy of the department seems to be overlooked, as the chair’s actions appear to be politically motivated and represent unwarranted interference in academic decision-making,” Dr Sinha commented.
Her remarks underline broader concerns about academic freedom, with critics fearing that the syllabus is being shaped by external political pressures rather than academic merit.
A new panel to rework the syllabus
As a result of the controversy, a new panel has been formed to revisit the syllabus. The revised proposal will be presented again to the Standing Committee.
The rejected Unit 4, titled ‘Conflict and Conflict Resolution’, aimed to offer students a psychological perspective on the nature of international and ethnic conflict. This included the psychological impacts of aggression and structural violence, with case studies on the Israel-Palestine conflict, Kashmir, and the India-Pakistan dispute, as well as tensions in India’s Northeast, specifically Nagaland and Manipur.
In addition, the department had proposed an elective titled Relationship Science (DSE), which aimed to delve into the psychology of love, attraction, and online relationships, including the use of dating apps. The department argued that this topic was important to help students foster healthy relationships in a rapidly changing social landscape.
Another elective, Diversity and Inclusion at the Workplace (DSE 12), was also part of the proposal. This included frameworks like the Minority Stress Theory, widely used in understanding the mental health challenges faced by marginalised groups in professional environments. However, this too was rejected by the committee.
The evolving psychological needs of India’s youth
Dr Sinha argued that these topics are crucial for understanding modern Indian society, especially in the context of the evolving psychological challenges faced by youth in the digital age. She highlighted the importance of addressing issues like caste discrimination, prejudice, and the mental health impacts of online relationships.
“Understanding the psychology of oppression and prejudice, as well as the evolving mass psychology of youth in the age of AI and online relationships, is crucial for the development of a comprehensive psychological framework,” Dr Sinha said.
The controversy surrounding the syllabus proposal highlights a larger debate within India’s educational system about the balance between tradition and modernity, and the role of academic institutions in addressing pressing societal issues.
(With inputs from TOI)
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