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When fairness becomes foolishness…
The Indian educational system, one of the largest in the world, has evolved significantly over the years. Rooted in ancient traditions like the Gurukul system and influenced by colonial legacies, it today stands at a crossroads of tradition and modernity. The system is broadly divided into pre-primary, primary, secondary, and higher education, overseen primarily by bodies such as the CBSE, ICSE, and state boards. Recent reforms, including the National Education Policy (NEP) 2020, aim to make learning more holistic, flexible, and rooted in Indian values, while also aligned with global standards. The NEP introduces a 5+3+3+4 curriculum structure, focusing on foundational learning, critical thinking, and reducing rote learning. Despite progress, the system faces numerous challenges: outdated curricula, teacher shortages, exam-centric approaches, and disparities in access between urban and rural areas. While elite institutions thrive, many government schools struggle with infrastructure and quality education. The pressure of competitive exams and the lack of emphasis on creativity and vocational skills further hinder the development of well-rounded individuals.
However, there is hope. Digital learning initiatives, increased focus on skill development, and government schemes like Samagra Shiksha Abhiyan are pushing for inclusive and quality education. The integration of technology and the growing role of private and non-profit sectors are also reshaping the landscape.
While the Indian educational system has made significant strides, a concerted effort is needed to address its deep-rooted challenges and build a more equitable, future-ready system that nurtures curiosity, innovation, and character. This essay will explore the educational landscape using the lens of animal metaphors, revealing the cracks in a system that preaches equality but ignores equity. The flaws of a one-size-fits-all educational system by comparing it to a scenario where diverse animals are tested by the same standard: climbing a tree. Let’s explore how each “animal” represents diverse learners, how the system often sets them up to fail, and what a truly inclusive educational philosophy might look like.
The Paradox of Equality
Imagine a classroom in a vast jungle. Gathered are an eagle, a fish, a monkey, an elephant, a penguin, and a seal. The teacher, wise in appearance but rigid in method, announces, “For today’s exam, everyone must climb that tree.” The monkey grins and scampers up in seconds. The eagle flaps once and soars to the top. The elephant looks bewildered, the penguin sighs, and the fish gapes from its bowl. This allegory—originating from a quote often misattributed to Einstein—reveals the core issue of the modern education system: a standardised test that disregards the rich spectrum of individual strengths, abilities, and contexts.
The Monkey – The System’s Favourite
The monkey thrives. Agile, quick-witted, curious, and physically built for trees, the monkey embodies the student who aligns perfectly with the structure of traditional education. These are the kids who score high on standardised tests, follow instructions well, and are rewarded for their “performance.” They become the benchmarks. Others are told to “be more like the monkey.” But education isn’t meant to celebrate only those who fit the mould—it’s supposed to unlock the potential of all.
The Fish – Misjudged Genius
The fish is a swimmer. It moves with grace and brilliance in water. But if told to climb a tree, it is labelled “slow,” “lazy,” or “stupid.” It’s not the fish’s inability that’s the problem—it’s the test that fails to recognise its domain of excellence. The fish symbolises neuro-divergent learners, artists, and unconventional thinkers—those whose intelligence doesn’t conform to traditional standards. We’ve created a system where brilliance is missed simply because it doesn’t present in a narrow form.
The Elephant – The Gentle Giant Overlooked
The elephant is strong, wise, and deeply intelligent. But climbing trees is not its forte. Instead of celebrating its power, memory, and empathy, the system shames it for what it cannot do. These are the students who excel in emotional intelligence, leadership, and problem-solving—skills that are harder to quantify but essential to human progress. The elephant teaches us that not all intelligence is academic, and not all value is measurable by grades.
The Eagle – Soaring Above, But Alone
The eagle can reach the top of the tree with ease. Yet its gift is misunderstood. “You’re cheating,” said the others. “You didn’t climb, you flew.” The system penalises alternate paths to success, even when they require equal or greater effort. Gifted students, especially those who learn differently or ahead of their peers, often feel isolated. The system may push them aside, demanding conformity rather than nurturing their talent. The eagle doesn’t need a test—it needs a sky.
The Penguin – Adaptation Isn’t Enough
The penguin tries. It waddles toward the tree, flaps its stubby wings, and falls. Everyone laughs. “Why don’t you try harder?” they say. But no amount of effort will change the fact that the penguin was never meant to climb. Students from marginalised backgrounds, non-native language speakers, or those with disabilities often face similar ridicule. The system rarely adjusts for context—it demands adaptation from those least equipped to provide it. The penguin doesn’t need a tree. It needs an icy sea and encouragement.
The Seal – Creative, Fluid, Unheard
The seal, playful and intelligent, claps and bounces a ball instead of climbing. Its skills are delightful—but irrelevant to the test. The system watches with cold eyes and notes, “Poor focus. Needs discipline.” These are the creative souls, the performers, the dancers, and the dreamers. They live in a realm of rhythm and emotion, but the system rarely rewards imagination. In a world increasingly dependent on innovation, we still test conformity.
The Human Child – A Jungle of Mixed Selves
Each child is a complex jungle in themselves—a bit eagle, a bit fish, some monkey, some seal. Yet we funnel them all into the same curriculum, the same grades, and the same final exams, and expect uniform excellence. Where is the room for self-discovery? For exploration? For failure that leads to insight? We’re creating schools that churn out efficient test-takers but leave behind poets, philosophers, and potential Nobel winners who simply couldn’t “climb the tree.”
Nature vs. Nurture in the Classroom
In nature, diversity is strength. Ecosystems thrive on variety. So should classrooms. But the current system nurtures only one kind of success. Everyone is pushed toward STEM or “high-value” fields. Students who lean toward crafts, sports, storytelling, or caregiving are often discouraged. Imagine if a rainforest asked all its inhabitants to grow like bamboo. What would become of the orchids, the frogs, the creeping vines, the ants? Diversity would die.
Seeds of Change – Inclusive Education Models
There’s hope. Models like Montessori, Waldorf, and Finland’s education system show us what’s possible. They emphasise curiosity over rote learning, collaboration over competition, and personalisation over standardisation. In such systems, the fish swims, the monkey climbs, the elephant thinks, the eagle soars, and the seal plays. Each one grows, not despite, but because of who they are.
From Tree to Forest – Re-imagining the Test
The goal should not be to make everyone climb the same tree but to cultivate a forest where every learner finds their path. Education should not be about ranking but awakening; not about grading, but growing. Let us test not for obedience but for originality. Let us replace comparison with connection.
Every Animal a Genius
As the jungle classroom falls silent, the animals disperse—some proud, others broken. The tree remains the only standard. But in a wiser world, a new teacher would come along and say: “Climb if you wish. Swim, if that’s your gift. Fly, if you can. Dance, if you must. Just grow.”
Every animal is a genius—if judged by their nature.
And so is every child.
These pieces are being published as they have been received – they have not been edited/fact-checked by ThePrint.