Topic 9

Learning Is More Effective When Students Travel to

Places Outside the Classroom
Education is often associated with classrooms, textbooks, and
structured lessons. However, the traditional model of
education has increasingly come under scrutiny in recent
years, with educators and researchers alike questioning
whether learning is truly optimized within the four walls of a
classroom. One compelling alternative is experiential learning
—learning that takes place outside the classroom, whether
through field trips, study tours, or cultural exchanges. The
notion that learning is more effective when students travel to
places outside the classroom is supported by a growing body
of research and real-world experiences. This essay explores
how learning outside the classroom enhances knowledge
acquisition, deepens engagement, and nurtures skills beyond
academic achievement, ultimately concluding that such
learning experiences should be an integral part of education.

Experiential learning, as theorized by educational

psychologists such as John Dewey and David Kolb, emphasizes
the idea that knowledge is constructed through experience.
According to Kolb's learning cycle, students progress through
four stages of learning: concrete experience, reflective
observation, abstract conceptualization, and active
experimentation. By traveling to new places, students engage
in "concrete experiences," which serve as a foundation for
reflection and deeper understanding.
For instance, a biology lesson on ecosystems becomes far
more impactful when students observe a forest or coral reef
firsthand. This real-world interaction allows students to reflect
on their experience in ways that are impossible in a classroom.
Consequently, the abstract concepts discussed in lessons
become grounded in tangible realities, promoting a deeper
grasp of the subject matter. This approach shifts the emphasis
from passive reception of information to active learning,
reinforcing the idea that students retain more when they are
actively engaged with the material.

Traveling to places outside the classroom also exposes

students to diverse cultures, viewpoints, and histories,
contributing to the development of cultural competency. In an
increasingly globalized world, understanding different cultures
is a critical skill. Field trips to museums, historical sites, or
international destinations provide students with insights into
the lives, traditions, and values of other people.
Take, for example, a study tour to the United Nations
headquarters in New York or historical landmarks like the
Auschwitz concentration camp in Poland. Such experiences can
offer powerful lessons on diplomacy, human rights, and the
consequences of intolerance. These encounters enable
students to see how history, politics, and international relations
shape the modern world. Cultural exchanges also promote
empathy, broadening students' perspectives and encouraging
them to think critically about their own cultural biases and
worldviews. This kind of exposure fosters intellectual growth
that goes beyond academic achievement, preparing students
to navigate a complex, multicultural world.

Research suggests that students who learn through direct

experience retain information better than those who rely solely
on textbooks. This phenomenon is partly due to the active
engagement of multiple senses. Traveling to a historical
battlefield, for instance, immerses students in the setting,
offering visual, auditory, and sometimes tactile experiences
that cannot be replicated in a classroom setting. When
students can see, hear, and even touch aspects of their
lessons, their learning is richer and more memorable.
A well-known study by the American Institute for Research in
2014 examined the impact of educational trips to cultural
institutions such as museums and found that students who
participated in these excursions demonstrated improved
critical thinking, historical empathy, and tolerance. Notably,
they also retained more information about the subjects than
their classroom-bound counterparts. The real-world application
of knowledge, whether through visiting a science lab or
participating in a government simulation, cements abstract
ideas and turns them into usable skills.

Learning outside the classroom promotes not only cognitive

development but also social and emotional growth. Students
who travel for educational purposes develop interpersonal
skills, adaptability, and independence. They learn to interact
with diverse groups, navigate unfamiliar environments, and
problem-solve in real time. These experiences foster resilience,
creativity, and confidence—skills that are difficult to nurture in
a traditional classroom setting.
A field trip that involves group work, such as collecting
samples in a forest or debating in a mock United Nations
session, also enhances collaboration and communication skills.
Students learn to work as a team, negotiate differing
viewpoints, and appreciate the importance of collective effort.
These skills are transferable to virtually every aspect of life,
including future careers, personal relationships, and civic
responsibilities.
Moreover, traveling allows students to break free from the rigid
structure of classrooms, encouraging them to take ownership
of their learning. Self-directed learning is a critical skill in
today's fast-changing world, and traveling offers opportunities
for students to engage in independent inquiry. Whether they
are navigating a foreign city or researching a historical
monument, students become active participants in their own
education.

One of the major challenges facing modern education is

student disengagement. The repetitive nature of classroom-
based learning often leads to monotony and decreased
motivation. Traveling introduces novelty and excitement,
reigniting students’ curiosity and passion for learning.
Educational trips provide a refreshing break from routine,
offering opportunities for hands-on learning that revitalizes
student engagement.
For instance, a geography lesson on volcanoes becomes
infinitely more exciting when students visit an active volcanic
site. Suddenly, abstract terms like "magma" and "tectonic
plates" take on new meaning. When students see the real-
world relevance of what they are learning, they are more
motivated to engage with the material, ask questions, and
seek deeper understanding.

In conclusion, learning outside the classroom is undeniably

more effective than traditional, classroom-based education
alone. The experiential nature of such learning fosters deeper
engagement with the subject matter, enhances retention, and
encourages the practical application of knowledge. Moreover,
it contributes to the holistic development of students,
nurturing critical life skills such as cultural understanding,
collaboration, adaptability, and independent inquiry. The real-
world exposure offered by travel enhances not only intellectual
growth but also social and emotional development, providing
students with the tools they need to thrive in a globalized
world.
While classroom learning will always have its place in
education, it is clear that experiential learning should be a vital
component of any well-rounded educational experience. By
offering students opportunities to travel and learn in real-world
contexts, we not only make education more engaging and
effective but also prepare them for the complex challenges of
the 21st century. Therefore, educational institutions should
prioritize learning beyond the classroom, integrating travel
experiences into their curricula to unlock students' full
potential.

Topic 4
To What Extent Should Humans Be Responsible for the
Welfare of Animals?
The relationship between humans and animals has been a
defining feature of civilization, from domestication to the use
of animals for agriculture, transportation, and companionship.
Yet, the question of human responsibility toward animals,
particularly concerning their welfare, remains a highly debated
issue. While some argue that humans owe animals the utmost
care due to their capacity to suffer, others contend that this
responsibility should be limited by human needs and priorities.
This essay explores the ethical, legal, and practical aspects of
human responsibility for animal welfare, with a focus on recent
developments in India, ultimately concluding that humans bear
a significant responsibility for ensuring the welfare of animals
but that this responsibility must be balanced with practical
considerations.

At the core of the argument for human responsibility toward

animals is the ethical principle of sentience—the idea that
animals, like humans, are capable of experiencing pain,
pleasure, fear, and joy. This recognition forms the basis of
various animal welfare philosophies, from utilitarianism to
rights-based approaches. According to utilitarian thinkers like
Peter Singer, the suffering of animals is morally significant, and
humans have an ethical obligation to minimize it, particularly
when such suffering is a direct result of human actions.
In India, this ethical obligation is reflected in the long-standing
cultural and religious traditions that promote compassion
toward animals. Hinduism, Buddhism, and Jainism all
emphasize non-violence (ahimsa) toward all living beings,
including animals. This cultural framework has historically
shaped attitudes toward animals, leading to widespread
vegetarianism and the protection of certain species, such as
cows, which are revered in Hindu society.
Despite this ethical foundation, however, the treatment of
animals in India, as elsewhere, is far from ideal. Cruelty toward
animals remains prevalent, particularly in industries like
farming, entertainment, and research. For instance, the use of
elephants in temple processions and tourism has come under
scrutiny due to the inhumane conditions in which these
animals are often kept, including being chained for long
periods and subjected to physical abuse. In these cases, the
ethical responsibility for animal welfare is clear: humans must
take steps to eliminate unnecessary suffering and improve the
living conditions of animals.

The Indian government has recognized the need for legal

protections for animals, enshrining several laws that promote
their welfare. The Prevention of Cruelty to Animals Act, 1960,
is the primary piece of legislation governing animal welfare in
India. It prohibits unnecessary cruelty and suffering and
establishes penalties for those who mistreat animals. The act
also led to the creation of the Animal Welfare Board of India
(AWBI), which is responsible for promoting animal welfare
across the country.
More recently, India has made strides in updating its legal
framework to better protect animals. In 2017, the Supreme
Court of India banned the controversial bull-taming sport of
Jallikattu in Tamil Nadu, citing the cruel treatment of animals
involved in the event. The court's decision was grounded in the
recognition that animals, as sentient beings, deserve
protection from harm. However, this decision was later
overturned after widespread protests, reflecting the tension
between cultural traditions and animal welfare considerations.
In 2020, the Indian government proposed amendments to the
Prevention of Cruelty to Animals Act, increasing fines and
prison terms for those convicted of cruelty. These
developments signal a growing recognition of the need for
stronger legal protections for animals. Nevertheless,
enforcement remains a significant challenge, with many
instances of animal cruelty going unpunished due to lack of
awareness or resources. This raises the question of how far
human responsibility for animal welfare extends in practice
and whether the current legal framework is sufficient to
protect animals from harm.
While ethical and legal frameworks support the idea that
humans have a responsibility to care for animals, practical
considerations often complicate this responsibility. Human
survival and progress have historically depended on the use of
animals, whether for food, labor, or scientific research. This
utilitarian view suggests that while humans should minimize
unnecessary suffering, the use of animals in certain contexts is
justifiable.
For example, the dairy industry in India is a critical part of the
economy, providing livelihoods for millions of people. However,
it also raises significant animal welfare concerns, particularly
regarding the treatment of cows and buffaloes. Reports of
overcrowded living conditions, inadequate medical care, and
the forced impregnation of dairy cows have sparked calls for
reform. Yet, the economic and social importance of the dairy
industry makes it difficult to implement sweeping changes
without considering the potential impact on human livelihoods.
Similarly, scientific research often involves the use of animals
to test the safety and efficacy of new medicines and
treatments. While alternative methods such as computer
modeling and in-vitro testing are being developed, they are not
yet capable of fully replacing animal testing in many areas of
research. Here, the question arises: To what extent should
human health and well-being take precedence over animal
welfare? In such cases, it may be argued that while humans
have a responsibility to reduce suffering, this responsibility
must be balanced with the practical needs of society.

One of the most pressing animal welfare issues in India today

is the treatment of stray animals, particularly dogs and cattle.
With an estimated 35 million stray dogs and 5 million stray
cattle, the welfare of these animals has become a significant
challenge in urban areas. Stray animals often suffer from
malnutrition, disease, and injury, and their presence can also
pose public health risks, such as the spread of rabies.
Several initiatives have been launched in India to address the
issue of stray animals. The Municipal Corporation of Delhi, for
example, has implemented sterilization programs to control
the stray dog population, while NGOs like People for Animals
(PFA) work to rescue and rehabilitate injured and abandoned
animals. However, these efforts are often hampered by limited
funding and resources.
The challenge of stray animal welfare illustrates the complexity
of human responsibility for animals. On the one hand, humans
have contributed to the problem by allowing stray populations
to grow unchecked. On the other hand, addressing the issue
requires balancing animal welfare with public safety and urban
planning considerations. This underscores the need for
comprehensive, well-funded policies that address both human
and animal needs.

In conclusion, humans have a significant responsibility for the

welfare of animals, grounded in ethical, legal, and cultural
considerations. However, this responsibility must be balanced
with practical realities, such as economic needs and public
safety. In India, progress has been made in improving animal
welfare through stronger laws and awareness campaigns, but
challenges remain, particularly in industries like dairy farming
and the treatment of stray animals. Ultimately, a balanced
approach is necessary—one that recognizes the inherent value
of animals while addressing the needs of human society. By
promoting compassion, enforcing laws, and finding practical
solutions, humans can fulfill their responsibility to ensure the
welfare of animals without compromising human progress.

Topic 1

History is Always Written from the Point of View of the

Powerful
The adage that "history is written by the victors" suggests that
the powerful, those who dominate in military, political, or social
terms, shape the narrative of history to suit their own
interests. This view holds that the stories of the marginalized,
the defeated, and the oppressed are often omitted or
distorted. While there is considerable truth in this argument, it
is important to recognize that modern historiography, with its
emphasis on multiple perspectives, has increasingly
challenged such one-sided narratives. This essay will argue
that while history has traditionally been written from the
perspective of the powerful, this is no longer exclusively the
case, as the voices of the oppressed and marginalized are
increasingly being recovered, examined, and given
prominence.

Throughout history, those in positions of power have often

controlled the production and dissemination of historical
narratives. Ancient rulers like the Egyptian Pharaohs, Roman
Emperors, and medieval kings commissioned chroniclers to
write accounts that glorified their reigns and achievements.
The focus of such histories was on the conquests,
achievements, and decisions of these figures, often
downplaying or ignoring the contributions and suffering of the
common people.
In Indian history, the Mughal Empire provides a clear example
of how the narrative was shaped by the rulers. Mughal
chronicles like the Akbarnama and Baburnama were written to
document the achievements of emperors and legitimize their
rule. These works celebrated the rulers' military victories,
cultural patronage, and administrative innovations but often
omitted or minimized the hardships faced by the peasantry,
the struggles of regional kings, or the resistance from local
communities.
Similarly, in world history, European colonial powers have
dominated the historical narrative. For instance, the British
Empire’s history was often portrayed as a civilizing mission
that brought progress, modernity, and development to its
colonies. The voices of those who suffered under colonial
oppression, such as the people of India, Africa, and the
Caribbean, were often absent from the mainstream historical
record. The colonial rulers controlled the narrative,
emphasizing their achievements while minimizing the
atrocities committed, such as the Bengal famine of 1943,
which was exacerbated by British policies but has been largely
downplayed in British historical accounts.

The subaltern—the term coined by Italian Marxist thinker

Antonio Gramsci and later expanded in postcolonial studies—
refers to groups that are outside the hegemonic power
structures, such as peasants, workers, and colonized people.
Historically, the voices of these groups have been excluded
from mainstream historical accounts, with the powerful
controlling what is documented and remembered.
In Indian history, this marginalization is evident in the neglect
of the experiences of the Dalits, Adivasis, and other oppressed
groups. Mainstream historical narratives focused on the lives of
kings, warriors, and religious leaders, while the voices of those
who lived under oppressive caste systems or faced brutal
exploitation remained largely ignored. For example, the
contributions of Dalit leaders like Dr. B.R. Ambedkar to India’s
independence and constitutional development have only
recently been given the recognition they deserve, while for
decades, the focus was largely on figures like Mahatma Gandhi
and Jawaharlal Nehru.
Similarly, in world history, the enslavement of millions of
Africans and the genocides committed against Indigenous
peoples in the Americas were often downplayed in official
accounts, which instead celebrated the “discovery” of the New
World and the spread of European civilization. The experiences
and sufferings of enslaved people, Native Americans, and
others were left out of the dominant historical narrative, their
stories preserved primarily through oral traditions,
marginalized writings, and later, revisionist historians.

While history has traditionally been written from the

perspective of the powerful, this trend is not inevitable or
unchanging. Over the past century, revisionist historians have
increasingly sought to recover and amplify the voices of the
marginalized. Postcolonial, feminist, and subaltern studies
have all contributed to a more nuanced and inclusive
understanding of history.
In Indian history, the rise of subaltern studies in the 1980s
sought to give voice to the peasantry, women, and other
marginalized groups whose experiences had been ignored in
mainstream narratives. This school of thought, led by
historians such as Ranajit Guha, sought to challenge the elitist
perspectives that had dominated Indian historiography,
particularly during the colonial and postcolonial periods.
Subaltern studies emphasized the agency of ordinary people in
shaping history, from local resistance to colonial rule to
participation in independence movements.
Globally, the Civil Rights Movement in the United States
spurred the inclusion of African American history into
mainstream discourse. Historians began to focus on the
experiences of enslaved people, laborers, and civil rights
activists, challenging the earlier narrative that focused almost
exclusively on white political leaders. Books like Howard Zinn’s
A People’s History of the United States highlight the
experiences of workers, Native Americans, and African
Americans, arguing that history should be told from the
perspective of those who struggled for justice, not just those
who held power.

An important counter-argument is that the powerless have also

written history, often through alternative means. Oral
traditions, folk songs, and local narratives have kept alive the
experiences of marginalized groups, even when they were not
part of the written record. For instance, the Bhakti and Sufi
movements in India provided a platform for voices outside the
power structures of kings and emperors. The songs and poetry
of Kabir, Meera Bai, and Guru Nanak articulated dissent
against both religious orthodoxy and the caste system,
challenging the dominant narratives of their time.
Likewise, Indigenous peoples in North America and Australia
have long used oral traditions and storytelling to preserve their
histories, even as colonial powers suppressed their written
documentation. These alternative histories have been vital in
preserving cultural identity and challenging the dominance of
colonial narratives.

Despite the existence of alternative histories, the fact remains

that power continues to influence what is recorded and
remembered in mainstream narratives. The global popularity
of films, textbooks, and media produced in powerful nations
ensures that their version of history often remains dominant.
For instance, despite the wealth of material on the horrors of
slavery and colonialism, many textbooks in the West still
emphasize the achievements of colonial powers, leaving out
the full extent of their atrocities.
In Indian history, caste oppression and the atrocities
committed against marginalized communities are still
underrepresented in mainstream narratives, both in education
and popular culture. While progress has been made,
particularly with the rise of Dalit literature and political
movements, the dominant narrative is still largely controlled
by those in power.

In conclusion, while history has traditionally been written from

the perspective of the powerful, this is not an absolute truth.
The voices of the powerless have increasingly been recovered
and integrated into historical discourse, challenging dominant
narratives and offering a more nuanced understanding of the
past. However, power continues to shape what is recorded,
remembered, and taught in the mainstream. It is crucial that
historians continue to seek out and amplify marginalized
voices, ensuring that history is not just the story of victors, but
of all humanity.

Topic 10

Free Speech Should Mean That News Media is

Censored: To What Extent Do You Agree?
Free speech is one of the cornerstones of a democratic society,
allowing for open dialogue, dissent, and the free flow of ideas.
However, when applied to the news media, the concept of
unrestricted free speech raises complex questions about the
balance between the need to protect public order and the
imperative to maintain journalistic independence. Some argue
that censorship is necessary to curb misinformation, prevent
hate speech, and protect society from harm. Others contend
that censorship undermines democracy and leads to the
suppression of dissent and control over the narrative by those
in power. This essay argues that while certain regulations may
be necessary, outright censorship of news media contradicts
the core principles of free speech, and a balanced approach of
responsible regulation is more appropriate.

The principle of free speech is crucial in the context of news

media. In democratic societies, the press acts as a watchdog,
holding the government accountable and ensuring that the
public is informed about issues that affect their lives. Without
the freedom to report openly, the media would be unable to
fulfill its role of scrutinizing those in power. In India, for
example, Article 19 of the Constitution guarantees the right to
freedom of speech and expression, which includes the right to
publish and disseminate news. This freedom is essential for the
functioning of a democracy because it allows for the open
discussion of policies, decisions, and societal issues, which in
turn fosters transparency.

Historically, free speech in the media has led to the exposure

of corruption, human rights abuses, and government failures.
The Watergate scandal in the United States is a classic
example of how investigative journalism, bolstered by the right
to free speech, brought down a corrupt presidency. Similarly,
in India, the role of the media in exposing corruption in the 2G
spectrum scam demonstrated how a free press is essential to
democracy. Without the ability to freely report, the press
would become complicit in the misdeeds of those in power.

Despite the importance of free speech, there are strong

arguments for the need for some form of censorship or
regulation of the news media. One of the primary reasons for
this is the rise of misinformation and the potential harm it can
cause. The rapid spread of "fake news" and misinformation
through both traditional media and digital platforms can have
severe consequences for society. For example, during the
COVID-19 pandemic, the dissemination of false information
about vaccines and treatments led to widespread confusion
and vaccine hesitancy, directly impacting public health.
In India, there have been several incidents where
misinformation spread via the media or social media led to
violence. In 2018, rumors spread through WhatsApp about
child kidnappers in rural India led to mob lynchings. In such
instances, proponents of censorship argue that the state has a
responsibility to intervene and prevent the media from
spreading harmful or false information that can incite violence
or disrupt public order.
Furthermore, censorship may also be justified to curb hate
speech and content that could exacerbate communal tensions.
India, being a diverse and multi-religious country, has
experienced numerous instances where biased or
inflammatory reporting has led to communal violence. For
instance, during the 2020 Delhi riots, the role of some media
outlets in stoking communal tensions was widely criticized. In
such cases, censorship could be seen as a necessary tool to
prevent further violence and protect social harmony.

While there are valid arguments in favor of limited censorship,

the dangers associated with censoring the media are
significant. One of the key risks is the suppression of free
speech and dissent. Once censorship is allowed, it can be
easily abused by governments to stifle criticism, control the
narrative, and silence opposition voices. This is particularly
concerning in countries where the media is under pressure to
align with government positions.
In India, for instance, the use of sedition laws and defamation
suits against journalists has raised concerns about the
increasing restrictions on free speech in the media. Journalists
who report on government failures or challenge official
narratives often face harassment, legal action, or
imprisonment. The case of journalist Siddique Kappan, who
was arrested under anti-terrorism laws while reporting on the
Hathras gang rape case in 2020, exemplifies how censorship
can be misused to suppress critical journalism.
Globally, censorship has been used by authoritarian regimes to
maintain control over the media. In countries like China and
Russia, strict media censorship ensures that only state-
approved narratives are published, and any form of dissent is
swiftly suppressed. This results in the loss of journalistic
independence, the spread of government propaganda, and the
erosion of democratic freedoms. Such examples demonstrate
that while censorship may start with the intention of protecting
public order, it can quickly become a tool for authoritarian
control.

Rather than resorting to outright censorship, a more balanced

approach involves regulating the media to ensure that it
operates ethically and responsibly. Regulation can be seen as
a way to protect public interests without infringing on the right
to free speech. In India, regulatory bodies such as the Press
Council of India and the News Broadcasting Standards
Authority (NBSA) oversee media ethics, address complaints,
and ensure that journalistic standards are upheld. These
organizations provide a middle ground between total media
freedom and complete censorship by promoting accountability
while still allowing for open discourse.
In addition to self-regulation by media bodies, the role of
digital platforms in spreading misinformation has prompted
discussions about regulating social media companies. In India,
the 2021 IT Rules introduced provisions for regulating digital
news platforms and social media intermediaries, requiring
them to take down harmful content and ensure transparency
in their operations. While this has sparked debates about free
speech and censorship, it represents an effort to strike a
balance between preventing harm and preserving free
expression.

In conclusion, while there are legitimate concerns about the

spread of misinformation and harmful content in the news
media, outright censorship contradicts the principles of free
speech and can lead to the suppression of dissent and
journalistic independence. A more nuanced approach that
involves regulation rather than censorship is essential for
protecting both public interests and democratic freedoms.
Regulation can help ensure that the media operates ethically
while still allowing for a free and open exchange of ideas.
Therefore, while some degree of oversight is necessary,
censorship should be limited, transparent, and applied in a
manner that respects the core values of free speech.