Educators say initiatives like Times Critical Thinking Championship can encourage inquiry-driven learning and help move schools beyond rote memorisationCan a competition change the way classrooms function? At a time when India’s education system is attempting to move beyond memorisation and exam-centric learning, the question is becoming increasingly significant. The National Education Policy (NEP) 2020 envisions classrooms that encourage inquiry, discussion, problemsolving and experiential learning. Yet, translating those ideals into everyday teaching remains one of the biggest challenges facing schools and educators across the country.It is in this context that initiatives like the Times Critical Thinking Championship (TCTC), an initiative by TOI and inspired by the Times Foundation, are positioning themselves as interventions designed to reshape classroom culture. By emphasising reasoning, questioning and analytical thinking, the championship aims to make critical thinking a regular part of learning rather than an abstract goal confined to policy documents.TCTC’s patron-in-chief Nripendra Misra, chairman of Pradhan Mantri Sangrahalaya and Shri Ram Janmabhoomi Teerth Kshetra and former principal secretary to the Prime Minister, described critical thinking as central to nation-building. “The strength of a nation lies not just in what its people know, but in how they think. India must nurture a generation that does not accept ideas at face value, but uses critical thinking to examine them with clarity, courage, and conviction,” he said.School heads believe such competitions can gradually influence the way both students and teachers approach learning. Pallavi Sharma, principal of Mamta Modern School, said critical thinking is essential because it enables students to analyse situations, understand multiple perspectives, and make well-thought-out decisions instead of simply memorising content. According to her, competitions like TCTC encourage students to think creatively, solve problems confidently, and move beyond textbook-centred learning.More importantly, she believes such initiatives can gradually alter teaching practices themselves. “They inspire educators to move beyond rote learning and adopt more discussionbased, activity-oriented and inquiry-driven teaching methods,” she said. Sharma added that over time, classrooms become more interactive and engaging, with greater emphasis on genuine understanding rather than examination performance alone.However, some education experts argue that despite repeated policy reforms, classroom practices in India still largely reward recall over reflection. Ashok Agarwal, education activist and lawyer, pointed out, “The development of scientific temper is already embedded within the Constitution as a fundamental duty, yet questioning and inquiry are not consistently encouraged in schools.”He said far greater efforts are needed to create classrooms where students are encouraged to challenge ideas, ask difficult questions and think independently rather than merely reproduce information during examinations. Educators say sustained institutional support, teacher training and assessment reforms will ultimately determine whether such classroom transformations endure across Indian schools.
