Delhi University Syllabus Revamp Sparks Controversy: 5 Shocking Changes That Could Erase Reality

Delhi University’s proposed syllabus overhaul has ignited debate over replacing contemporary topics like the Israel-Palestine conflict, Kashmir, dating apps, and minority stress with teachings from the Mahabharata and Bhagavad Gita to emphasize the “psychology of peace.” Critics argue the move reflects political “saffronisation,” erasing vital discussions on caste, gender, and geopolitical tensions, while supporters call it a revival of India’s cultural heritage. The committee claims Kashmir is “resolved” and dismisses Western influences like dating apps, praising India’s family values.

Academics counter that omitting minority stress theory and modern conflicts risks silencing marginalized voices and ignoring youth mental health crises linked to social media. The clash highlights tensions between tradition and academic relevance, with opponents warning against whitewashing complex realities. As the university revises syllabi under national education reforms, stakeholders demand a balanced approach: integrating ancient wisdom without stifling critical engagement with pressing societal issues. The outcome could shape how Indian education navigates identity, inclusivity, and global interconnectedness.  

Delhi University Syllabus Revamp Sparks Controversy: 5 Shocking Changes That Could Erase Reality

Delhi University’s proposed overhaul of its psychology curriculum has ignited a fiery debate over academic priorities, cultural identity, and the role of education in addressing contemporary social issues. A standing committee led by Shri Prakash Singh, Director of the university’s South Campus, has recommended removing topics such as the Israel-Palestine conflict, Kashmir, dating apps, and minority stress from the syllabus. In their place, the committee advocates for a focus on India’s ancient epics, the Mahabharata and Bhagavad Gita, to teach the “psychology of peace.”  

The Proposed Changes: Tradition Over Modernity? 

The committee argues that chapters on the Kashmir issue are redundant since the matter is “resolved,” while the Israel-Palestine conflict is deemed irrelevant to Indian students. Dating apps, described as “Western practices,” face criticism for allegedly undermining India’s “superior” family and arranged marriage systems. Meanwhile, the Minority Stress Theory—a framework critical to understanding systemic discrimination—has been flagged for removal, with critics calling it “divisive.”  

In contrast, the Mahabharata and Bhagavad Gita are positioned as tools to impart ethical reasoning and conflict resolution. Supporters claim these texts offer timeless insights into human behavior, with Singh stating, “Our epics teach duty, morality, and inner peace—values that modern psychology often overlooks.”  

Pushback from Academics: “Education Cannot Erase Reality” 

Faculty members and student groups have condemned the move as politically motivated. Dr. Monami Sinha, a member of the Academic Council, defended the existing syllabus: “Studying minority stress or Kashmir isn’t about stirring controversy—it’s about equipping students to address real-world caste discrimination, gender violence, and geopolitical tensions.”  

The Head of Psychology Department echoed concerns, emphasizing that omitting topics like dating apps ignores their psychological impact on youth. “After a 40% rise in student suicides linked to social media pressure in 2024, understanding digital behavior isn’t optional—it’s urgent,” they argued.  

Broader Implications: Saffronisation or Cultural Revival? 

Critics accuse the committee of “saffronisation”—a term describing policies promoting Hindu nationalist ideology. This isn’t Delhi University’s first contentious syllabus change; past revisions under the National Education Policy (NEP) 2022 sparked similar debates about erasing pluralism.  

Proponents, however, frame the shift as a decolonization effort. “Why should Indian students learn about Palestine before understanding their own heritage?” asked a committee member. “The Gita’s lessons on dharma [duty] and karma [action] are universal.”  

The Way Forward: Balancing Heritage and Global Relevance 

The controversy raises critical questions: Can ancient texts alone address modern mental health crises? Should universities avoid “sensitive” topics to promote harmony, or does that risk whitewashing complex realities?  

As the syllabus awaits ratification by the Academic Council, students and scholars alike are calling for a middle ground. “Include the Gita, but don’t silence Kashmir or minority voices,” suggested a third-year psychology student. “Education should empower us to think critically—not selectively.”  

The Takeaway 

While integrating indigenous knowledge into curricula is laudable, erasing contemporary issues risks leaving students unprepared for a globalized world. The challenge lies in crafting a syllabus that honors tradition without shrinking from reality—a balance Delhi University has yet to strike.