📷 Image Credits: The Times of India
Delhi University’s proposal to introduce the ancient Sanskrit text Manusmriti in its undergraduate law program has sparked controversy within the academic community. The Faculty of Law had sought approval to revise the syllabus for LLB students, including readings on Manusmriti in the jurisprudence paper.
The move to teach Manusmriti to Delhi University students was met with strong opposition from a section of teachers, particularly the Left-backed Social Democratic Teachers Front (SDTF). The SDTF criticized the manuscript for its regressive views on women’s rights and education, stating that it goes against the progressive values of India’s education system.
In response to the backlash, Vice-Chancellor Yogesh Singh announced that the papers on Manusmriti would be removed from the proposal before presenting it to the Academic Council. The decision to exclude Manusmriti readings from the syllabus follows objections raised by various stakeholders, including members of the academic community and political figures.
The revised syllabus document, which included Manusmriti with commentaries, was slated to be discussed at the Academic Council meeting for approval. However, the decision to eliminate these readings signifies a shift in approach by the university in response to the concerns raised.
Furthermore, the Faculty of Law is moving forward with the addition of new courses on recent criminal laws, replacing existing courses on the Indian Penal Code, Code of Criminal Procedure, and Indian Evidence Act. These changes reflect the evolving landscape of legal education in India, as institutions strive to align their curricula with contemporary legal developments.
The controversy surrounding the proposed inclusion of Manusmriti in the syllabus highlights the complex intersections of tradition, education, and social progress in India’s academic institutions. While the debate on incorporating diverse perspectives in learning continues, the decision to withdraw Manusmriti readings demonstrates a willingness to engage with diverse viewpoints and address concerns regarding curriculum content.
