THIS is with reference to the article ‘Myths and stereotypes’ (March 14). It is sad to see our society lack understanding of fellow people with regards to their respective norms, values and roles. Considered by many to be an easy subject, sociology is barely given any importance in the academic sphere.

So, how can we be expected to socialise ourselves the right way when we have never bothered to dive deep into the subject matter of sociology? Concepts, like nature versus nurture, equality, conjugal roles, and terms, like peer pressure, ostracism and labelling, go unchecked and unabsorbed by the young minds, leading to stagnation of critical or out-of-the-box thinking.

Though primary socialisation plays a vital role on the nurture side of the debate, attainment of secondary socialisation in educational institutions cannot be neglected at all when it comes to evolving human nature to balance, or at times counter societal myths and misinterpretations.

Effective pedagogy at schools is foundational to the structuring of an individual’s perspective and beneficial to his or her ability to distinguish between the right and the wrong. The exclusion of this ability initiates the phase of normalisation, or in other words ‘toleration’.

Talking of myths and stereotypes, it is expected of boys to be naturally tough or ‘emotionless’. From where did such a ‘nature’ come? Is it a man-made assumption or has it really got something to do with genetics? Do boys, who too are human beings, not feel? They do even though they try to pretend otherwise.

Teachers have a perception regarding boys that convinces them to physically punish the latter simply because they are ‘tough’ and that they can ‘take the beating’. Not to say, physical punishment is justified in any case, but why is it more inclined towards the boys?

The purpose of highlighting this is to demonstrate the gendered division in a student’s phase of learning. This is just one form of division, let alone numerous others; from ethnicity to complexion to even one’s faith. Expectations restrain the mobility with which one’s aptitude flourishes. Simply put, failure of not being able to meet an expectation gives birth to blistering sense of intrinsic discontent and eventual destruction.

Instead of normalising acts of sarcasm, mockery and ridicule by stereotyping and labelling people, we should normalise respecting personal opinion of people, especially young students, who at an early age and phase of socialisation, need such support to put their brains into gear.

Imtiaz Ali Mirani
Shikarpur

Published in Dawn, April 22nd, 2022