27/10/2025

MONDAY | OCT 27, 2025

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COMMENT by K. Kunasekaran

R EFERRING to Prime Minister Datuk Seri Anwar Ibrahim’s recent statement supporting the reintroduction of caning in schools under “strict rules” and DAP leader Lim Guan Eng’s earlier proposal for the same, we are reminded of how easily some proposed solutions overlook the root of the problem. While the intention may be to restore discipline and order, bringing back corporal punishment is not only outdated but also fails to address the deeper moral and emotional crises faced by our students today. Take, for instance, the horrifying case of a Form Three student who was gang raped in Melaka or the brutal murder of a student at SMK Bandar Damansara. These incidents are not simply cases of misbehaving youths – they are warning signs of a broader collapse in the systems meant to guide, protect and shape our young people. Proposals like reintroducing the cane seek to control the surface behaviour but ignore the deeper rot – the erosion of values, empathy, critical thinking and emotional well-being. Today’s students often exhibit bold, defiant behaviour without fear of consequences. Teachers feel disempowered while some parents, instead of holding their children accountable, rush to defend them. In such an environment, caning becomes a symbolic act – one that may silence but never heal. It punishes but does not guide. It may create fear but not understanding. In his book Sekolah Bukan Penjara, Universiti Bukan Kilang , Zul Fikri Zamir critiques an education system built on obedience and examination results. He argues that schools have become spaces where conformity is rewarded and questioning is discouraged. Universities, meanwhile, often churn out graduates focused solely on earning degrees, not on developing civic responsibility or moral courage. This rigid system – obsessed with grades, rules and control – suppresses creativity and critical thought, leaving students ill-prepared for the ethical and emotional challenges of real life. Beyond the classroom, another silent threat is shaping our youths: the digital world. In The Anxious Generation , Prof Jonathan Haidt describes how constant exposure to smartphones and social

Caning won’t solve ’swipe’, and ‘click’ culture

media is “rewiring” the brains of children and adolescents, contributing to rising mental health issues. Every swipe, click and notification distracts from real-world connection and introspection, fostering impulsiveness, social comparison and even aggression. Haidt calls on governments and tech companies to take responsibility – not just to talk about morality but to regulate the environments in which our children grow up. He urges that social media platforms be restricted to those aged 16 and above and that schools be made “phone-free zones” to restore focus and face-to-face interaction. Governments, he argues, must ensure that digital content and algorithms – the systems that decide what young people see – do not deliberately exploit emotions or attention for profit. Such regulation is essential if we truly want to protect the next generation from the psychological harms of the online world. These recommendations align with the recent government proposal to ban smartphones for those under 16, aimed at curbing violence in schools. While such steps are commendable, they must be accompanied by moral education, emotional support and value-based parenting – not just mechanical bans. Schools, Haidt stresses, must return to their core mission: to foster social interaction, emotional growth and character development. Education must go beyond academics; it must teach empathy, respect, emotional regulation and civic responsibility. A child who learns to understand their own emotions and the perspectives of others is far less likely to engage in violent or harmful behaviour – no cane required. Schools should revive activities that build community – sports, debates, theatre and creative learning – to replace the isolation of digital culture. Parents, too, bear significant

Schools should revive activities that build community – sports, debates, theatre and creative learning – to replace the isolation of digital culture. – BERNAMAPIC

“Proposals like reintroducing the cane seek to control the surface behaviour but ignore the deeper rot – the erosion of values, empathy, critical thinking and emotional well-being.

change – a kind of social surgery. The first step to shaping morally responsible students is not punishment; it is understanding. We must identify the root causes of these crises and respond with education that emphasises values, character and empathy. Government, schools and parents must collaborate to create safe, meaningful activities – including sports, arts, reading, community libraries and accessible recreation spaces. True education liberates the mind, enriches the soul and builds a sense of civic duty. It is not about memorising facts or enforcing fear. Cases like those in Melaka and Damansara show that prevention is far more powerful than punishment. Caning may produce silence but not change. It may create compliance but never empathy. By teaching values, managing technology wisely and creating supportive environments, we can steer our children away from violence, arrogance and apathy – and towards becoming thoughtful, empathetic and responsible members of society.

responsibility. Decades ago, when babies could not sleep, parents would give them a spoonful of gentle herbal liquid to calm the infant and help them rest. Today, many parents proudly hand their toddlers a tablet or smartphone to keep them quiet or entertained. The modern device has become the new pacifier, soothing children instantly but slowly breeding dependence on screens. From a young age, technology becomes their comfort, distraction and eventually their addiction. Haidt urges parents to delay smartphone ownership until at least age 14 to 16, to clearly set limits on screen time and to rebuild family bonds through regular face-to face conversation. Discipline, he insists, must be rooted in love, not fear. Corporal punishment, including caning, may offer temporary compliance but often leaves lasting trauma. It does not teach right from wrong; it teaches avoidance and silence. Imagine a body with a single boil – a simple treatment will do. But if boils erupt across the entire body, then surgery is needed. Likewise, when moral decay and violence spread across the youths, superficial solutions like caning are not enough. What we need is deep, systemic

K. Kunasekaran is a practising lawyer. Comments: letters@thesundaily.com

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