Deprecated (16384): The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead. - /home/brlfuser/public_html/src/Controller/ArtileDetailController.php, line: 73
 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php. [CORE/src/Core/functions.php, line 311]
Code Context


        trigger_error($message, E_USER_DEPRECATED);

    }
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 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php.'
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deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 73
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Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
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Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
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Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Error\Middleware\ErrorHandlerMiddleware::__invoke() - CORE/src/Error/Middleware/ErrorHandlerMiddleware.php, line 96
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Http\Runner::run() - CORE/src/Http/Runner.php, line 51
Cake\Http\Server::run() - CORE/src/Http/Server.php, line 98

Deprecated (16384): The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead. - /home/brlfuser/public_html/src/Controller/ArtileDetailController.php, line: 74
 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php. [CORE/src/Core/functions.php, line 311]
Code Context


        trigger_error($message, E_USER_DEPRECATED);

    }
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 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php.'
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deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 74
Cake\Controller\Controller::invokeAction() - CORE/src/Controller/Controller.php, line 610
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\RoutingMiddleware::__invoke() - CORE/src/Routing/Middleware/RoutingMiddleware.php, line 162
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\AssetMiddleware::__invoke() - CORE/src/Routing/Middleware/AssetMiddleware.php, line 88
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Error\Middleware\ErrorHandlerMiddleware::__invoke() - CORE/src/Error/Middleware/ErrorHandlerMiddleware.php, line 96
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Http\Runner::run() - CORE/src/Http/Runner.php, line 51
Cake\Http\Server::run() - CORE/src/Http/Server.php, line 98

Warning (512): Unable to emit headers. Headers sent in file=/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Error/Debugger.php line=853 [CORE/src/Http/ResponseEmitter.php, line 48]
Code Context
            if (Configure::read('debug')) {

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-TheWire.in&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system &amp;ndash; despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti &amp;ndash; is essentially exam-centric.&lt;br /&gt;
&lt;br /&gt;
The primary goal of education is not the arousal of the child&amp;rsquo;s innate potential but is instead a ruthless process of elimination and selection for future manpower allocation. Furthermore, in a society guided by the scarcity of resources as well as the neoliberal ethos of social Darwinism, competitiveness or hierarchisation of individuals on the basis of a measured scale, becomes the standard norm that a large section of parents and teachers tend to accept.&lt;br /&gt;
&lt;br /&gt;
No wonder then that exams are seen as meant for making one competitive and for adoring the values of &amp;lsquo;hard work&amp;rsquo; and &amp;lsquo;success.&amp;rsquo; Exams are seen as being &amp;lsquo;functional&amp;rsquo; because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere &amp;ndash; from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which &amp;ndash; to refer to Foucault again &amp;ndash; are &amp;lsquo;ceremonies of power.&amp;rsquo;&lt;br /&gt;
&lt;br /&gt;
Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &amp;ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &amp;ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&amp;rsquo;s learning experience.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/90026/cbse-examinations-education-india/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.

Once again we have returned to the tyranny of examinations. Although the...&#039;,
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&lt;em&gt;CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system &amp;ndash; despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti &amp;ndash; is essentially exam-centric.&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
No wonder then that exams are seen as meant for making one competitive and for adoring the values of &amp;lsquo;hard work&amp;rsquo; and &amp;lsquo;success.&amp;rsquo; Exams are seen as being &amp;lsquo;functional&amp;rsquo; because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere &amp;ndash; from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which &amp;ndash; to refer to Foucault again &amp;ndash; are &amp;lsquo;ceremonies of power.&amp;rsquo;&lt;br /&gt;
&lt;br /&gt;
Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &amp;ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &amp;ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&amp;rsquo;s learning experience.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/90026/cbse-examinations-education-india/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.

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CBSE&rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.

Once again we have returned to the tyranny of examinations. Although the..."/>
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                <strong>The Perils of an Exam-Centric Education System -Avijit Pathak</strong></h1>
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                <div align="justify">-TheWire.in<br /><br /><em>CBSE&rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.<br /></em><br />Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system &ndash; despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti &ndash; is essentially exam-centric.<br /><br />The primary goal of education is not the arousal of the child&rsquo;s innate potential but is instead a ruthless process of elimination and selection for future manpower allocation. Furthermore, in a society guided by the scarcity of resources as well as the neoliberal ethos of social Darwinism, competitiveness or hierarchisation of individuals on the basis of a measured scale, becomes the standard norm that a large section of parents and teachers tend to accept.<br /><br />No wonder then that exams are seen as meant for making one competitive and for adoring the values of &lsquo;hard work&rsquo; and &lsquo;success.&rsquo; Exams are seen as being &lsquo;functional&rsquo; because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere &ndash; from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which &ndash; to refer to Foucault again &ndash; are &lsquo;ceremonies of power.&rsquo;<br /><br />Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&rsquo;s learning experience.<br /><br />Please <a href="https://thewire.in/90026/cbse-examinations-education-india/" title="https://thewire.in/90026/cbse-examinations-education-india/">click here</a> to read more. <br /></div>               </font>
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-TheWire.in&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system &amp;ndash; despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti &amp;ndash; is essentially exam-centric.&lt;br /&gt;
&lt;br /&gt;
The primary goal of education is not the arousal of the child&amp;rsquo;s innate potential but is instead a ruthless process of elimination and selection for future manpower allocation. Furthermore, in a society guided by the scarcity of resources as well as the neoliberal ethos of social Darwinism, competitiveness or hierarchisation of individuals on the basis of a measured scale, becomes the standard norm that a large section of parents and teachers tend to accept.&lt;br /&gt;
&lt;br /&gt;
No wonder then that exams are seen as meant for making one competitive and for adoring the values of &amp;lsquo;hard work&amp;rsquo; and &amp;lsquo;success.&amp;rsquo; Exams are seen as being &amp;lsquo;functional&amp;rsquo; because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere &amp;ndash; from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which &amp;ndash; to refer to Foucault again &amp;ndash; are &amp;lsquo;ceremonies of power.&amp;rsquo;&lt;br /&gt;
&lt;br /&gt;
Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &amp;ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &amp;ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&amp;rsquo;s learning experience.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/90026/cbse-examinations-education-india/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.

Once again we have returned to the tyranny of examinations. Although the...&#039;,
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&lt;br /&gt;
&lt;em&gt;CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system &amp;ndash; despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti &amp;ndash; is essentially exam-centric.&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
No wonder then that exams are seen as meant for making one competitive and for adoring the values of &amp;lsquo;hard work&amp;rsquo; and &amp;lsquo;success.&amp;rsquo; Exams are seen as being &amp;lsquo;functional&amp;rsquo; because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere &amp;ndash; from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which &amp;ndash; to refer to Foucault again &amp;ndash; are &amp;lsquo;ceremonies of power.&amp;rsquo;&lt;br /&gt;
&lt;br /&gt;
Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &amp;ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &amp;ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&amp;rsquo;s learning experience.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/90026/cbse-examinations-education-india/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.

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CBSE&rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.

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                <strong>The Perils of an Exam-Centric Education System -Avijit Pathak</strong></h1>
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                <div align="justify">-TheWire.in<br /><br /><em>CBSE&rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.<br /></em><br />Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system &ndash; despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti &ndash; is essentially exam-centric.<br /><br />The primary goal of education is not the arousal of the child&rsquo;s innate potential but is instead a ruthless process of elimination and selection for future manpower allocation. Furthermore, in a society guided by the scarcity of resources as well as the neoliberal ethos of social Darwinism, competitiveness or hierarchisation of individuals on the basis of a measured scale, becomes the standard norm that a large section of parents and teachers tend to accept.<br /><br />No wonder then that exams are seen as meant for making one competitive and for adoring the values of &lsquo;hard work&rsquo; and &lsquo;success.&rsquo; Exams are seen as being &lsquo;functional&rsquo; because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere &ndash; from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which &ndash; to refer to Foucault again &ndash; are &lsquo;ceremonies of power.&rsquo;<br /><br />Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&rsquo;s learning experience.<br /><br />Please <a href="https://thewire.in/90026/cbse-examinations-education-india/" title="https://thewire.in/90026/cbse-examinations-education-india/">click here</a> to read more. <br /></div>               </font>
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-TheWire.in&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system &amp;ndash; despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti &amp;ndash; is essentially exam-centric.&lt;br /&gt;
&lt;br /&gt;
The primary goal of education is not the arousal of the child&amp;rsquo;s innate potential but is instead a ruthless process of elimination and selection for future manpower allocation. Furthermore, in a society guided by the scarcity of resources as well as the neoliberal ethos of social Darwinism, competitiveness or hierarchisation of individuals on the basis of a measured scale, becomes the standard norm that a large section of parents and teachers tend to accept.&lt;br /&gt;
&lt;br /&gt;
No wonder then that exams are seen as meant for making one competitive and for adoring the values of &amp;lsquo;hard work&amp;rsquo; and &amp;lsquo;success.&amp;rsquo; Exams are seen as being &amp;lsquo;functional&amp;rsquo; because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere &amp;ndash; from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which &amp;ndash; to refer to Foucault again &amp;ndash; are &amp;lsquo;ceremonies of power.&amp;rsquo;&lt;br /&gt;
&lt;br /&gt;
Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &amp;ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &amp;ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&amp;rsquo;s learning experience.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/90026/cbse-examinations-education-india/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.

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&lt;em&gt;CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
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&lt;br /&gt;
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&lt;br /&gt;
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&lt;br /&gt;
Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &amp;ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &amp;ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&amp;rsquo;s learning experience.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://thewire.in/90026/cbse-examinations-education-india/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.

Once again we have returned to the tyranny of examinations. Although the...&#039;
$disp = &#039;&lt;div align=&quot;justify&quot;&gt;-TheWire.in&lt;br /&gt;&lt;br /&gt;&lt;em&gt;CBSE&amp;rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.&lt;br /&gt;&lt;/em&gt;&lt;br /&gt;Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system &amp;ndash; despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti &amp;ndash; is essentially exam-centric.&lt;br /&gt;&lt;br /&gt;The primary goal of education is not the arousal of the child&amp;rsquo;s innate potential but is instead a ruthless process of elimination and selection for future manpower allocation. Furthermore, in a society guided by the scarcity of resources as well as the neoliberal ethos of social Darwinism, competitiveness or hierarchisation of individuals on the basis of a measured scale, becomes the standard norm that a large section of parents and teachers tend to accept.&lt;br /&gt;&lt;br /&gt;No wonder then that exams are seen as meant for making one competitive and for adoring the values of &amp;lsquo;hard work&amp;rsquo; and &amp;lsquo;success.&amp;rsquo; Exams are seen as being &amp;lsquo;functional&amp;rsquo; because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere &amp;ndash; from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which &amp;ndash; to refer to Foucault again &amp;ndash; are &amp;lsquo;ceremonies of power.&amp;rsquo;&lt;br /&gt;&lt;br /&gt;Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &amp;ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &amp;ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&amp;rsquo;s learning experience.&lt;br /&gt;&lt;br /&gt;Please &lt;a href=&quot;https://thewire.in/90026/cbse-examinations-education-india/&quot; title=&quot;https://thewire.in/90026/cbse-examinations-education-india/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;&lt;/div&gt;&#039;
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                <strong>The Perils of an Exam-Centric Education System -Avijit Pathak</strong></h1>
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                <div align="justify">-TheWire.in<br /><br /><em>CBSE&rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.<br /></em><br />Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system &ndash; despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti &ndash; is essentially exam-centric.<br /><br />The primary goal of education is not the arousal of the child&rsquo;s innate potential but is instead a ruthless process of elimination and selection for future manpower allocation. Furthermore, in a society guided by the scarcity of resources as well as the neoliberal ethos of social Darwinism, competitiveness or hierarchisation of individuals on the basis of a measured scale, becomes the standard norm that a large section of parents and teachers tend to accept.<br /><br />No wonder then that exams are seen as meant for making one competitive and for adoring the values of &lsquo;hard work&rsquo; and &lsquo;success.&rsquo; Exams are seen as being &lsquo;functional&rsquo; because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere &ndash; from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which &ndash; to refer to Foucault again &ndash; are &lsquo;ceremonies of power.&rsquo;<br /><br />Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&rsquo;s learning experience.<br /><br />Please <a href="https://thewire.in/90026/cbse-examinations-education-india/" title="https://thewire.in/90026/cbse-examinations-education-india/">click here</a> to read more. <br /></div>               </font>
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-TheWire.in<br />
<br />
<em>CBSE&rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.<br />
</em><br />
Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system &ndash; despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti &ndash; is essentially exam-centric.<br />
<br />
The primary goal of education is not the arousal of the child&rsquo;s innate potential but is instead a ruthless process of elimination and selection for future manpower allocation. Furthermore, in a society guided by the scarcity of resources as well as the neoliberal ethos of social Darwinism, competitiveness or hierarchisation of individuals on the basis of a measured scale, becomes the standard norm that a large section of parents and teachers tend to accept.<br />
<br />
No wonder then that exams are seen as meant for making one competitive and for adoring the values of &lsquo;hard work&rsquo; and &lsquo;success.&rsquo; Exams are seen as being &lsquo;functional&rsquo; because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere &ndash; from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which &ndash; to refer to Foucault again &ndash; are &lsquo;ceremonies of power.&rsquo;<br />
<br />
Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&rsquo;s learning experience.<br />
<br />
Please <a href="https://thewire.in/90026/cbse-examinations-education-india/">click here</a> to read more. <br />
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CBSE&rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.

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-TheWire.in<br />
<br />
<em>CBSE&rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.<br />
</em><br />
Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system &ndash; despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti &ndash; is essentially exam-centric.<br />
<br />
The primary goal of education is not the arousal of the child&rsquo;s innate potential but is instead a ruthless process of elimination and selection for future manpower allocation. Furthermore, in a society guided by the scarcity of resources as well as the neoliberal ethos of social Darwinism, competitiveness or hierarchisation of individuals on the basis of a measured scale, becomes the standard norm that a large section of parents and teachers tend to accept.<br />
<br />
No wonder then that exams are seen as meant for making one competitive and for adoring the values of &lsquo;hard work&rsquo; and &lsquo;success.&rsquo; Exams are seen as being &lsquo;functional&rsquo; because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere &ndash; from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which &ndash; to refer to Foucault again &ndash; are &lsquo;ceremonies of power.&rsquo;<br />
<br />
Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal &ndash; how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails &ndash; tutorial homes, coaching centres and all sorts of guide books become an integral part of a child&rsquo;s learning experience.<br />
<br />
Please <a href="https://thewire.in/90026/cbse-examinations-education-india/">click here</a> to read more. <br />
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CBSE&rsquo;s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation.

Once again we have returned to the tyranny of examinations. Although the...'
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The Perils of an Exam-Centric Education System -Avijit Pathak

-TheWire.in CBSE’s prevalent culture of examinations, which is indifferent to the uniqueness of a learner, negates creative articulation and critical thinking and kills the spirit of teaching as a vocation. Once again we have returned to the tyranny of examinations. Although the class ten board exams were made optional in 2011, as the new Central Board of Secondary Education (CBSE) guideline suggests, from 2018 onwards, it would be compulsory for students to take the exams. In a way, it is not surprising since our education system – despite the illuminating ideas of creative, stress free and child-centric learning that is propagated by the likes of Rabindranath Tagore and Jiddu Krishnamurti – is essentially exam-centric. The primary goal of education is not the arousal of the child’s innate potential but is instead a ruthless process of elimination and selection for future manpower allocation. Furthermore, in a society guided by the scarcity of resources as well as the neoliberal ethos of social Darwinism, competitiveness or hierarchisation of individuals on the basis of a measured scale, becomes the standard norm that a large section of parents and teachers tend to accept. No wonder then that exams are seen as meant for making one competitive and for adoring the values of ‘hard work’ and ‘success.’ Exams are seen as being ‘functional’ because they process and filter people, and this normalisation of examinations, as Michel Foucault said in the context of a disciplinary society, establishes constant visibility over individuals and produces docile bodies and minds. When examinations are everywhere – from television reality shows to diagnostic clinics, it is difficult to imagine schooling without examinations which – to refer to Foucault again – are ‘ceremonies of power.’ Yet, it is about time we realise the significance of three truths. First, with the prevalent culture of examinations, meaningful learning cannot take place. Anyone familiar with the rituals of schooling knows how the entire experience of learning is centered on just one goal – how to get good marks in examinations. This instrumental approach denies the students the joy of learning, restrains them and makes it almost impossible for them to go deeper into any issue. No wonder then that like black money, a parallel education system prevails – tutorial homes, coaching centres and all sorts of guide books become an integral part of a child’s learning experience. Please click here to read more.