ON March 1, following news of the assassination of Iran’s Supreme Leader, parts of Gilgit-Baltistan and Karachi witnessed protests that turned violent. The clashes resulted in the loss of several innocent lives. Multiple buildings were burned and curfew was imposed in Skardu and Gilgit City for several days. Unfortunately, Pakistan has a history of protests where information combined with emotions generate a tragic collective response. Many factors, including political and religious realities, shape such incidents; but such events also invite us to reflect deeply and ask: how can education equip humans with the ability to think, process information and respond responsibly, particularly in turbulent times? Some scholars argue that education should uphold peace by transforming people’s values and behaviour and building inter-group relationships, which are in line with the principles of non-violence.

While there is little debate about its role in shaping societies, education must harness critical thinking abilities rather than merely preparing students for exams. Sadly, Pakistan’s education system still prioritises rote learning at all levels of education, robbing students of the joy of active learning.

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