 Summary of this article
- The dominance of MCQ-based exams has transformed learning into a race of memorisation and speed.
- Standardised testing undervalues deep research, creativity, and intellectual specialisation.
- True education must balance employability with critical thinking, reflection, and democratic engagement.
The landscape of education in India has undergone a fundamental transformation. Gone are the days when educators were primarily advised to cultivate critical thinking, nurture analytical capacities, and inspire intellectual curiosity among students. The dominant imperative today is no longer to understand but to qualify. The increasing prevalence of multiple-choice question (MCQ)-based examinations at almost every level, from undergraduate admissions to faculty recruitment, has redefined what it means to be educated in contemporary India.
As educators, we are compelled to acknowledge this shift. Students today inhabit an environment where learning is evaluated not through comprehension or interpretation but through memorisation and speed. This pedagogical reality demands that teachers rethink their methods: lectures must be designed not only to engage students intellectually but also to help them remember and apply information effectively during standardised tests. Regular MCQ-based assessments, mock tests, and question drills may, therefore, seem necessary to equip students with the tactical skills required to survive and succeed in this competitive order.
NCERT Clarifies Association Withdrawal From Textbooks Amid Controversy With Political Scientists Yadav And Palshikar
BY Outlook News Desk
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However, while such pragmatic adaptations might appear necessary, they raise a deeper set of concerns about the direction in which our education system is heading. The dominance of MCQ-based testing has reduced learning to a mechanical process of information retrieval. It privileges rote memorisation over reasoning, factual recall over reflective understanding, and standardisation over creativity. In this process, education risks losing its emancipatory essence—the ability to question, critique, and imagine beyond the given. |
