Contrasting Educational Models: The Influence of Militarized vs. Private Schools in Pakistan
- Mishaal Pasha
- Oct 25, 2024
- 3 min read
In Pakistan, educational institutions are categorized into streams, private or military, attached to the forces, mainly the army. The differences between these two types are evident, be it from their curriculum or the students they produce. While at Bahria College, a Pakistan Navy-run institution in Karachi, I experienced the distinct features of military-run education. This system encouraged obedience and discipline instead of the more liberal teaching styles of private schools, emphasizing independence and thinking.
We were majorly strict with the daily routines at Bahria College. Punctuality and obedience are two virtues Bahria College inculcated in the immeasurably earnestly followed rules and regulations, which were strictly enforced each day. This regime instilled in us obedience but simultaneously stifled our creativity, independent thought, and personal reflection. On the other hand, such a philosophy advocated for private schools that encouraged independent thinkers, where students would make personal judgments after considering two different aspects of an issue. Students at military academies, including my school, were encouraged to conform at all costs to suppress the pursuit of questioning.
The exaltation of the military stands as a defining feature of militarised schooling. From a tender age, we were instilled with a deep respect for the sacrifices made by the armed forces, consistently reminded of their crucial role within the nation. This reverence was woven throughout the curriculum, particularly evident in history classes where wars, such as the conflict with India in 1965, were often depicted as skewed victories, casting Pakistan in a triumphant light. Incidents were not scrutinized critically, and students were subtly criticized for questioning the military’s role.
This is consistent with the broader trend in militarized education, where obedience and conformity are prized over creativity and critical thinking. The curriculum not explicitly produced for instruction in such environments instructs learners to obey without a fight and educates them towards silent submission (Apple, 2004). According to Henry A. Giroux, militarized systems reproduce dominating discourses, whereby students frequently cannot pose critical questions about prevailing norms or exercise independent thinking (Giroux, 2001). This corresponds to my experience within Bahria, where questioning authority figures and military narratives was prohibited, and loyalty to the institution was vital.
Private schools show, on the other hand, greater academic freedom. Critical thinking, discussion, and even opposition to the existing norms have many more fantastic opportunities to appear. Indeed, as I sat in class with students from private schools, I noticed this difference more keenly. They could challenge the perceptions made over the years and think out of the box, which did not happen in my military-based education.
The contrast is more pronounced in cases like the Pakistan Military Academy, where students undergo arduous training sessions to prepare themselves for taking military positions. At PMA, students are strictly trained to be submissive to authority. The mental setup ensures the students toe the line without hesitation. Although military tasks require such a mindset, qualities like creativity and independent leadership, which prove very important in the civil world, are far from developing.
Paulo Freire’s concept of education as a praxis of freedom directly opposes the military model. For Freire, education should have a critical thinking and social transformation role for people to face, examine, and transform reality (Freire, 1970). This model of education seeks to train all-rounded individuals capable of critical thinking, a phenomenon killed by militaristic institutions.
I have learned such precious principles of respect and discipline at Bahria College, but these ideals were bought at the price of a student’s freedom to think critically. While military-affiliated schools perfect the creation of obedient and disciplined citizens, the intellectual acuity of questioning norms or authority is tortured to death. On the other hand, private schools give birth to a much more diverse society by creating thinking and creative and expressive individuals.
To conclude, Pakistani military schools like Bahria College instil discipline and order but often suppress creativity and independent thinking. The rigid systems of these schools and their emphasis on the military create cultures that place obedience above free thinking. A balanced approach to schooling, integrating the discipline of the military schools with the openness of the private schools, should adequately prepare students for disciplined and civilian environments.
Apple, M. W. (2004). Ideology and Curriculum. Routledge.
Giroux, H. A. (2001). Theory and Resistance in Education: Towards a Pedagogy for the Opposition. Greenwood Publishing Group.
Freire, P. (1970). Pedagogy of the Oppressed. Continuum.