The suspension of Samajwadi Party MLA Abu Asim Azmi from the Maharashtra Assembly for the remainder of the ongoing session is a troubling development. His comments on Aurangzeb may have been controversial, but in a democracy, the way to counter a claim is through debate, not suppression.
If every historical figure is to be reduced to absolute categories of good or evil, we not only distort history but also rob ourselves of the ability to learn from it. History is not static; it evolves with new research, fresh evidence, and a deeper understanding of the past.
Aurangzeb remains a divisive figure, and there is ample room for argument about his legacy. Azmi’s assertions can be questioned, even refuted, based on historical records. Alternatively, he could have been ignored. However, branding him a traitor or demanding his expulsion from the Assembly goes against the very spirit of democracy.
Worse, Uttar Pradesh Chief Minister Yogi Adityanath’s remarks that Azmi should be sent to UP so that he can be “treated properly” reflect a dangerous mindset. Maharashtra and UP are both governed under the same Constitution, which guarantees freedom of speech and expression. To suggest otherwise is to endorse authoritarianism.
A day after the Maharashtra controversy, Rajasthan’s education minister, Madan Dilawar, called Emperor Akbar a “rapist.” Such remarks, meant to provoke rather than educate, show how history is increasingly being weaponised for political gains.
Ironically, in Pakistan, Akbar is largely ignored in history books because of his attempts to create a new religion that synthesised elements of different faiths. The point is simple: history is complex, and it cannot be straitjacketed into ideological narratives.
Democracy thrives on debate, not suppression. If contrarian views are silenced, we inch closer to an era where only a select few determine what is acceptable discourse. Sad to say, this is not the mark of a civilised society; it is the sign of a crumbling one.
What we truly need is a holistic approach to education, one that does not spoon-feed students pre-approved versions of history but equips them with the ability to analyse, question, and draw their own conclusions. Education is not just about information; it is about wisdom.
Once when Prime Minister Manmohan Singh spoke at Oxford, he laid out in detail how British economic policies devastated India. Interestingly, the figures he cited were from before colonial rule began. During that time, India was at its territorial peak.
Similarly, Islam flourished in Kashmir and Kerala, two regions that were under Hindu rule. These facts highlight the need for nuanced discussions, rather than simplistic narratives. After all, democracy is about dialogue, not diktats!
