Blended learning in an energy crisis: Innovation or institutional amnesia?
11 April 2026, 08:00 AM
Opinion
Austerity and the crisis of fuel, confidence and coordination
4 April 2026, 09:00 AM
Blowin’ in the Wind
The surcharge of Eid-time tragedies
28 March 2026, 08:00 AM
Blowin’ in the Wind
The unfinished promise to Bangladesh’s women
14 March 2026, 02:15 AM
Blowin’ in the Wind
When our indifference breaks our children
7 March 2026, 01:16 AM
Blowin’ in the Wind
Depoliticise institutions, not ideas
28 February 2026, 01:06 AM
Blowin’ in the Wind
What the scheduling fiasco of Ekushey book fair tells us
21 February 2026, 02:05 AM
Blowin’ in the Wind
V for Victory, V for Valentine: A mandate is not a licence
14 February 2026, 01:32 AM
Blowin’ in the Wind
Truth, power, and the strained relations between students and teachers
7 February 2026, 01:08 AM
Blowin’ in the Wind
Education needs decisive actions, not empty promises
31 January 2026, 06:44 AM
Blowin’ in the Wind
Mirror, mirror on the wall, who is the best of all?
If a tree falls in a forest and no one is there to post about it on Facebook, has the tree really fallen? The moment an image is posted on Facebook (or any other social media),
28 November 2019, 18:00 PM
Miscarried justice and wrongful convictions
Why didn’t Hamlet kill Claudius soon after learning about his uncle’s involvement in the murder of his father? In Greek or Roman tragedy that would have been the accepted norm. Even the vengeful God of the Old Testament would have endorsed a similar action.
21 November 2019, 18:00 PM
Home of all lost causes
Matthew Arnold famously called Oxford University a “home of lost causes, and forsaken beliefs, and unpopular names, and impossible loyalties!”
14 November 2019, 18:00 PM
Are we fine with the fine?
Desperate times require desperate measures. The Road Transport Act 2018 was endorsed by the Cabinet Division on August 6, 2018 on the heels of the nationwide student protest that
7 November 2019, 18:00 PM
University Education: One Size Fits All
There is this image which pops up here and there in many pedagogical conferences or academic sessions: a teacher deciding on a standardised test for a bunch of animals involving a wolf, a seal, a fish, a penguin, an elephant, a monkey and a bird. For a fair selection, the teacher declares that everyone must take the same exam of climbing a tree. Ignoring the possible danger of comparing our students with animals, one doesn’t need to be a genius to see the absurdity of such a testing system.
31 October 2019, 18:00 PM