Elbert Einstein once said, “The world becomes too dangerous a place to live in, not because of the people who create problems, but because of the people who sit and let it happen.” It is unfair to ignore the suffering of the principal at Mongar, who has become a scapegoat for the mistakes of the Ministry of Education and faced an unfounded penalty. It seems the law serves as a trap for principals.
In my view, strict punishment in Bhutanese schools can be seen as a form of loving firmness. If humans can't learn from each other, perhaps they can learn from animals. When a baby giraffe is born, its mother kicks it repeatedly until it stands on its own. This harsh action is an act of love, ensuring the baby's survival in the wild. Similarly, punishment in schools is not something done to students but for them, out of care. The principal acted with the same intent for a rowdy student’s betterment, yet faced severe consequences. This incident has left a deep and lasting impact.
Not all medicine is sweet, and not all surgery is painless, but they are necessary for life. Similarly, discipline is crucial for a student’s future. However, the father and son involved in this case could not accept this truth. One day, the father may regret his actions against his son’s teacher, who acts as a second parent.
In the poem "Village School Master" by Oliver Goldsmith, the speaker describes the teacher as "the man severe he was and stern to view...but the love he bore to learning was at fault." The principal here was driven by his love for student learning but was betrayed by his convictions. His punishment, intended to be unkind to be kind, aimed at the student’s development but resulted in his suffering. I hope he can find redemption through his current hardships.
I once believed that the Bhutan Penal Code protected teachers' right to implement harsher punishment including a use of force if their intentions were good, but this appears to have been a misleading rumor that misled well-meaning civil servants.
The saying "spare the rod and spoil the child" holds some truth. Consider this excerpt from a book: A judge, sentencing a student for robbery, asked if he had anything to say. The student replied, “Yes, your honor. Please sentence my parents and teachers to jail also.” The judge asked why, and the student explained that when he stole a pencil as a child, his teachers and parents did nothing. This pattern continued until he became obsessed with stealing. The student believed that his guardians were equally responsible for his behavior.
The student’s point about the shared responsibility of teachers and parents is valid. However, in the face of strict laws, can anyone afford to be responsible in such a way?
Today’s philosophy often seems to be "If it feels good, do it." Edgar Hoover J. noted, “If such discipline is practiced in every school and home, juvenile delinquency would be reduced by 95%.” His Majesty the Fourth King of Bhutan, Jigme Singye Wangchuk, also used force when necessary, such as when expelling militants from the country. Despite attempts at negotiation, the militants remained a threat, and force was required for the safety of the nation. Was the King wrong in using force? What would have happened if he had relied solely on negotiation?
Many believe harsh punishment disrupts the relationship between teachers, students, and parents, arguing that it is unnecessary in schools that teach virtues like patience and tolerance. Some say it creates fear rather than understanding. However, in Bhutan’s monastic education system, strict discipline is a given. Monks learn extensive scriptures and preach effectively, yet parents do not sue their teachers for strict discipline.
Is punishment truly an imposition and abuse, or is it an act of love, duty, and responsibility? Do teachers feel no remorse for using such measures? Can schools function with a zero-tolerance policy for indiscipline? Can teachers work without protective measures? These questions need to be considered deeply by skeptics and lawmakers alike.
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