When NCERT recently announced that chapters on the Delhi Sultanate and the Mughal Empire would be removed from Class 7 textbooks, the reactions were loud and immediate. Some called it erasure. Others said it was long overdue.
But before we jump to take sides, maybe we need to pause and ask a more honest question.
Why does a change in how we teach medieval history feel so unsettling?
I don’t think it’s just about facts. It’s about how we’ve been taught to see ourselves. And how deeply those lessons have shaped the way we think.
What We Were Taught
If you grew up in India, chances are your history classes focused heavily on the glory of the Mughal courts. We learned about their architecture, their governance, their cultural influence.
These were real achievements. But that’s not the full story.
We barely heard about those who resisted Mughal rule. Maharana Pratap’s decades-long stand against Akbar? A brief mention. Shivaji’s rise and his challenge to the empire? Skimmed through. The Sikh Gurus’ resistance? Largely left out.
The message we got was subtle but clear: resistance was rare, and it didn’t matter much. Most people either adjusted or accepted what came.
Why It Makes Us Uncomfortable
Every time I bring this up with friends, there’s a kind of unease. Some respond quickly: “But what about our shared culture?” or “Aren’t we known for unity in diversity?”
It’s as if acknowledging that some parts of medieval history involved destruction, violence, or resistance somehow threatens our idea of India.
We’ve been taught that talking about these things is dangerous. That it’s better to focus on harmony and move on.
The result? A generation that knows more about European history than their own. Many Indians can explain the Crusades or the French Revolution but don’t know about the invasions of the Deccan or the temple desecrations mentioned in Persian records.
The Evidence Was Always There
None of this is new or hidden. Archaeological surveys and historical texts have long recorded the destruction of temples across cities like Varanasi, Mathura, Hampi, and Somnath. Persian chroniclers from the time wrote about it proudly.
This isn’t political spin. It’s part of the historical record.
And yet, when people hear about it today, many react with disbelief. Some think it’s a recent invention or a biased rewrite. That’s how effective our earlier conditioning has been. We simply weren’t shown this side of the story.
How Other Countries Handle Difficult History
Most countries that have been through dark times choose to face them.
Germany teaches every student about the Holocaust. The US is slowly—but increasingly—talking openly about slavery and racism. In South Africa, truth and reconciliation were key to rebuilding after apartheid.
Talking about painful history didn’t tear these countries apart. It helped them become more honest, and in many ways, stronger. Avoiding hard truths doesn’t heal societies. It just leaves people easier to mislead.
So, What Should We Be Asking?
Yes, removing entire chapters about the Mughals is a bold move. And yes, it might swing too far in the other direction.
But instead of arguing only about what’s been cut, maybe we should be asking a better question:
Can we finally start teaching history in full?
Can we tell our children that the same rulers who built beautiful monuments also ordered brutal acts? That the same era gave us art and poetry, but also oppression and violence? That resistance and cooperation both existed, and shaped our story?
If we want young Indians to think clearly, we need to stop editing the past to make it comfortable.
Why This Matters
This isn’t just about textbooks. It’s about how we learn to think.
Do we want a generation that can ask tough questions and think for themselves? Or one that avoids anything that feels controversial?
If we only teach the safe, simple parts of history, we risk raising citizens who fall for half-truths, because they never learned how to look deeper.
We Need to Grow Up
No country’s past is perfect. But hiding the hard parts doesn’t protect us. It only holds us back.
Mature societies don’t flinch from history. They face it. They teach it honestly. They trust their students to handle the truth, even when it’s not easy.
We should do the same. Not because it’s comfortable. But because it’s the only way forward.
