Category: Oct – Dec 2024

By Stanislaus Alla, SJ

Black Warrant: Confessions of a Tihar Jailor. By Sunil Gupta and Sunethra Choudhury. Delhi: Roli books, 2019. Pp.178, Rs 395.

Prisons or jails are plain words for most of us. Neither we nor our loved ones look forward to going there, although we would like to send some there. Most of us were sad and angry when we heard that Fr Stan Swamy was arrested on false charges. He died eventually  as an undertrial in a hospital in Mumbai. We may know of the other accounts of arrests or imprisonments but many of us live in places, in India or in other parts of the world, where the threat of being arrested is remote. We are able to go about in life as usual. That we can live without such fears or threats is an incredible privilege.

But what about Jesus and his cousin, John the Baptist and the other young men of first century Palestine? Did they not live under a constant fear that they may be detained? Or, that their relatives or neighbours or those across the road may be arrested anytime? It is not difficult to imagine answers to these questions. Obviously, those who indulged in wrongful activities would expect to be imprisoned. At the same time, the prophets and the revolutionaries who questioned or confronted the ‘powers and principalities’ of the times would be surprised if they were not arrested! The fear that ‘I may be arrested’ must have loomed large for many young men at the time of Jesus.

Through this book we will get to know more about how prisoners on the death row, the murderers and rapists and others, are treated, prepared for, and hanged.

If John the Baptist was imprisoned and beheaded, Jesus himself was arrested, hurriedly brought to trial and was later executed. On that very first ‘Good’ Friday, two more were crucified along with Jesus. Peter and Paul, several of the Apostles and disciples lived in jails and were executed. Even prior to Jesus, the Jews knew of the many stories of trials and executions. If Prophet Daniel did not intervene to expose the heinous crime of the two lecherous old men, imagine what would have happened to the innocent Susanna! Before, during, and after Jesus, and down the centuries, it was not uncommon to see people get arrested, imprisoned and killed.

Now, recall one of the first verses that Jesus read, for the first time, when the Holy Scroll was handed over to him: ‘He has sent me to proclaim liberty to captives.’ Living in captivity was very common then. As slaves, many were serving their terms and were waiting to be freed. There must have been real captives/slaves whom Jesus knew, as well as the others, who looked forward to being liberated. Did the people expect Messiah to free the captives, at least those who were unjustly and unfairly kept behind the bars?

From the Nazareth Manifesto we realize that prisoners were very close to Jesus, close to his heart. Among those in prisons, then and now, are those who live unrepentantly, those who realize their faults and are willing to mend their ways, and the many who are falsely implicated -for socio-political reasons. The notion of the Jubilee year echoes Jesus’ call not to forget the prisoners but to seek ways to help them secure dignity and rights and freedoms, so that they too blossom as God’s sons and daughters.

At any time, life in prison is hard and brutal. There are many accounts that describe ‘prison-life’ but one that caught my attention recently is a book titled, Black Warrant: Confessions of a Tihar Jailer. Sunil Gupta and Sunetra Choudhury are the authors. Starting in May 1981, Sunil Gupta worked for nearly 35 years at Delhi’s well-known Tihar Jail. Choudhury is a journalist who published Behind Bars: Prison Tales of India’s Most Famous. As a Jailer, Gupta saw what was going on inside the Tihar’s walls and had access to some of the stunning accounts and revelations of raw power and vulnerability, of cunningness and manipulation, of helplessness and resilience. While Gupta is the prime narrator in the book, in her own way Choudhury brings dynamism to the stories.

Besides the Prologue and the Epilogue, the book has ten chapters. As the stories of Charles Sobhraj, Billa & Ranga, the killers of Indira Gandhi, Ram Singh, Afzal guru and others are described in detail, the readers will get a glimpse of what goes on inside the Tihar Jail. Through this book we will get to know more about how prisoners on the death row, the murderers and rapists and others, are treated, prepared for, and hanged.

Some poor women deliberately get into fights, just to stay in prison during pregnancy and childbirth. They not only plead guilty but request that they be quickly sent to jail.

Gupta writes that corruption and extortion, vengeance and violence are as common in jail as they are outside. Routinely, the older inmates attack others as they fight for space or facilities or to prove that they are the bosses. In spite of the rules, reforms and strict supervision, several younger ones complain of being sexually abused. Those who are wealthy and influential have access to satellite and mobile phones and they get delicious food supplied from outside. Within the walls, there are occasional protests for prison reforms, for fairer treatment, and to press for investigations into custodial deaths.

The book does not lack the dramatic elements. Love blossoms even in the prisons: there have been some instances where inmates and jail officials ended up marrying. The most unbelievable is this: by all means Ms Surinder Kaur wanted to marry the twenty-five-year-old Satwant Singh, who sprayed bullets on Indira Gandhi and who was in jail, waiting to be hanged. Finally, and with great excitement, she married Satwant’s photo in the presence of her parents and those of Satwant’s.

Can you guess that some poor women, in order to stay in prison during pregnancy and childbirth, get into fights? They not only plead guilty but request that they be quickly sent to jail. Ironically, this is what happens when Tihar Jail provides better medical facilities than some remote villages and slums!

Another moving account is that of Afzal Guru, and of his final moments. For being involved in the attack on Parliament, he was sentenced to death. Sipping his last cup of tea, Afzal Guru confesses to Sunil Gupta that he was not a terrorist, not even the wanted one. Saying that he wanted to fight corruption, and as he prepares himself to be hanged, Guru sings a song from the film Badal. Translated, the song means, ‘What’s the point of a life lived for ourselves, my heart lives for others.’ We may never know if Afzal Guru was a terrorist or was falsely implicated, but this account enables us to know the state of his heart at the last hour, and of the song that echoed in it.

Reporting on the brighter side, Gupta shares the good behaviour of several inmates and how they are rewarded for it. Fascinatingly, some learn new languages, others acquire skills, some study and get degrees and certificates, and a few even crack competitive exams. When opportunities are provided, some work and earn and help their families or others.

What goes on in Tihar as narrated by Gupta (or in any jail for that matter), can be disturbing. At the same time, accounts of those who oppose dark forces are comforting. In this book we can get a glimpse of the imprisoned life of those convicted or those falsely accused.

We need to follow Jesus who felt close to the prisoners and deeply longed to free them.

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By S.M. John Kennedy, SJ

Time to wake up:

“Our planet’s alarm is going off, and it is time to wake up and take action,” said the famous Hollywood actor Leonardo DiCaprio. The month of February, 2024 was globally the warmest ever recorded, according to data from the EU’s Copernicus Programme, registering an average temperature of 1.8^oC higher than the pre-industrial average.

Life-supporting systems heavily damaged

Both the environment and our earth are precious, since our life depends on them. The earth gives us pure air, clean water, food, shelter, medicines and various other products.

Mother Earth is the only planet that accommodates life because it has the necessary heat, components of air in proper proportion and the life-sustaining water. Human interference has caused heavy damages to all these life supporting and sustaining systems. Air has been polluted, water contaminated and land degraded. All these have resulted in global warming and climate change.

Earth is getting hotter and hotter

Greenhouse gases are gases in the atmosphere that trap heat from the sun, causing the Earth’s surface to warm, a process known as the green house effect. The main green house gases are water vapor (H2O), carbon dioxide (CO2 ), released through natural processes like volcanic eruption, plant respiration, and human and animal breathing, methane (CH4), produced naturally through decomposition, nitrous oxide (N2O), produced through the use of commercial and organic fertilizers, ozone (O3) from air pollution. They are naturally present in the atmosphere, trapping sun’s heat to keep the earth warm. They keep the earth’s atmosphere warmer than it would otherwise be, supporting life on earth. But when they increase in proportion, it causes the green house effect and climate change.

The world is currently warming faster than at any other time in recorded history, causing changes in weather patterns and disrupting the balance of nature.

The world is currently warming faster than at any other time in recorded history, causing changes in weather patterns and disrupting the balance of nature. Natural greenhouse effect allows more heat to escape into the space. In human enhanced greenhouse effect, less heat escapes into space. Global temperature has been steadily rising since 1900 with a mean temperature increase of about 1^oC. In India, the temperature has increased between 0.2 and 1^oC in the last 100 years. Temperature has increased twice as fast during the last 50 years as it did in the last 100 years.

IPCC (Inter Governmental Panel of Climate Change) stated that almost 95% of human activities had warmed the planet during the past 50 years. These activities are mainly associated with burning fossil fuels, deforestation and tree clearing, agriculture and farming activities. The burning of fossil fuels, such as coal, oil, gas, etc for generating electricity is the leading cause of green house effect.

According to 2021 estimate, USA, European Union, China, Russia, Japan and India are the cause of 70% of such emissions. Richest 10% people are responsible for almost half of total lifestyle consumption emission. The poorest 50% people are responsible for only around 10% of total lifestyle consumption emissions.

Consequences

The consequences of climate change are the rising temperature, rising sea levels because of glaciers melting, unpredictable weather patterns, increase in extreme weather events, land degradation and loss of wildlife and biodiversity. Global sea level rose at an average of 1.8 mm per year over 1961 to 2003. The social impacts of climate change are displacement of people, poverty, hunger, malnutrition, increase risk of diseases, floods, water shortages, and loss of biodiversity.

Widespread increases in extreme temperature have been observed over the last 50 years. Cold days, cold nights, and frost have become less frequent, while hot days, hot nights and heat waves have become more frequent. The extent of Arctic Sea ice has declined by almost 8.5% per decade from 1979.

Pope Francis rightly pointed out that climate change raises vital moral and ethical issues. It is time that we heed his call to become ambassadors of environmental protection.

Disasters that await us:

Going by the present trends, global temperatures are likely to increase by 1.1 to 6.4^oC from 2020 to 2100. Sea levels are likely to rise in the range of 22 to 34 cm between 2020 and 2100. Tropical cyclones, typhoons, and hurricanes are likely to become more extreme, with larger peak wind speeds and more heavy precipitation.

Biodiversity underlies all ecological goods and services. It is estimated that 10 – 15% of the world’s species could become extinct over the next 30 years. People living in developing countries and underdeveloped countries are the most vulnerable.

Towards solutions

IPCC said, “Any further delay in concerted global action will mean that we will fail to shut the rapidly closing windows to secure a livable future.” Solutions to climate change start from our personal conversion towards eco friendly living. We need to adopt the principle of ‘reduce, reuse, recycle.’ We need to become conscious of the enormity and urgency of the problem and be the harbingers of energy efficient living, cutting our carbon footprint to zero.

By networking with civil society groups, we need to urge our policy makers to come up with policies and actions towards reduction of fossil fuels and ultimately their complete elimination. We should turn to natural sources of energy. The possible and less dangerous energy sources are nuclear, wind, geothermal, hydroelectric, solar and fusion. Waste management, promoting organic farming, practicing sustainable agriculture, using bio-pesticides and promotion of organic products, and reducing consumerism will go a long way in safeguarding our Mother Earth. Pope Francis has repeatedly called the people of the world to take ‘swift and unified global action.’ Laudato Si,’ Pope’s much-praised encyclical gave a boost to fossil fuel disinvestment movement. It called for reducing consumerist tendencies that lead to climate change. Pope Francis rightly pointed out that climate change raises vital moral and ethical issues. It is time that we heed his call to become ambassadors of environmental protection.

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By Xavier Savarimuthu, SJ

Balancing Tradition and Modernity:

In today’s fast-paced world, society is rapidly embracing technology, standing at the brink of significant change. This transformation, driven by an ever-advancing digital age, brings both opportunities and challenges, particularly within the realm of higher education.

As education tumbles into a vortex of digital facades, AI-driven shortcuts, and fractured values, we must ask: Is this the progress we envisioned? Don’t we need to explore fading virtues and the descent from holistic development to mere certification in the field of higher education?

As an educator and administrator with years of experience in higher education, I’ve come to view the current educational landscape as one marked by turbulence and transition. Engaging with youth is as inspiring as it is challenging. The rewards of nurturing young minds are immense, but they come with trials that continually demand adaptive strategies, empathy and compassion.

For centuries, the Jesuit tradition has been synonymous with quality education, rooted in values and ethics. As a part of this legacy, we focus on Cura Personalis, or ‘caring for the whole person.’ The goal of Jesuit education has always been holistic development, aimed at nurturing minds and encouraging students to contribute positively to society. This core philosophy becomes particularly critical in a technology-driven era, where students are as susceptible to confusion as they are to curiosity.

COVID 19: A watershed moment

The COVID-19 pandemic was a transformative period for education, ushering in what could be considered a watershed moment. With lockdowns in place, the world struggled to adapt to living confined to a room or your home. Education, however, rose to the occasion, pivoting to online platforms like Zoom, Microsoft Teams, and Google Meet. This swift digital adaptation allowed students to continue learning despite the constraints of isolation. Yet, the transition wasn’t without issues. Educators transformed their homes into virtual classrooms, working harder than ever to deliver lessons through screens.

On the other end, students faced challenges of their own- being isolated in their rooms, glued to screens for hours on end, often resulting in burnout, mental health issues, and a decline in social skills. Once the immediate threat of the pandemic receded, the impact lingered. Enticing students to return to in-person classes became a formidable task.

Comfortable with the convenience of virtual learning, students now resisted the structure and discipline required in a physical academic environment. The very nature of education had changed, and so had students’ expectations.

Today’s students are tech-savvy and more inclined to find answers with a quick online search or the assistance of AI than to dive into books or seek guidance from teachers.

Artificial Intelligence (AI): The Digital Dilemma of Modern Learning

Technology has certainly opened doors for convenience, accessibility, and innovation in education. But it has also introduced new challenges. Today’s students are tech-savvy and more inclined to find answers with a quick online search or the assistance of AI than to dive into books or seek guidance from teachers. While artificial intelligence (AI) presents exciting possibilities, it also fosters a dependency that stifles curiosity and undermines learning. With AI tools at their disposal, students are more likely to rely on technology for assignments, reducing originality and paving the way for rising issues like plagiarism.

At the same time, educators struggle to keep pace with their digitally savvy students, often feeling outmatched by the rapid advances in technology. Engaging students meaningfully in the class room has become a complex task, as educators balance digital engagement with traditional learning methods, striving to maintain student interest amidst constant digital distractions.

Challenges introduced by NEP 2020

The implementation of India’s National Education Policy (NEP) 2020 has also brought significant changes to higher education. While NEP 2020 has commendable goals –like promoting experiential learning, enhancing soft skills, and encouraging skill-based courses – it also brings challenges. The shift to a four-year undergraduate program from the traditional three-year model has dampened enthusiasm among some students. Requirements for internships, research, and skill enhancement courses are valuable but demand commitment and engagement, which is not always easy to cultivate in students accustomed to remote, passive learning environments.

NEP’s call for holistic education pushes students out of their comfort zones and encourages them to confront real-world challenges. However, this transformation also reveals an unexpected downside: a lack of commitment is becoming more noticeable as students struggle to adjust to the demands of rigorous, experiential learning.

Compassion to Competition:

Today, accreditation systems push Higher Education Institutions to focus heavily on grades and performance metrics. This focus, while intended to maintain standards, risks stripping institutions of compassion and the humane aspects that make education meaningful. In many cases, this pressure affects faculty members as well, who feel compelled to publish research frequently in order to to meet Career Advancement Scheme (CAS) requirements. The drive to publish for career progression sometimes comes at the cost of genuine intellectual curiosity and societal relevance. Research, ideally aimed at solving societal issues, too often becomes just another metric in a checklist, diminishing the focus on societal impact and innovation.

The Conundrum of Indian Knowledge Systems: 

In recent years, we have seen an increased focus on “Indian Knowledge Systems,” which aims to incorporate traditional practices like Sanskrit, Vedic Mathematics, and even astrology into the curriculum. While there is value in cultural and historical awareness, the imposition of such subjects as a compulsory part of education can feel restrictive. The risk is polarizing an already diverse educational community. Education, at its best, should foster inclusivity, critical thinking, and unity. When implemented with needless rigidity, this emphasis of Indian Knowledge Systems can alienate students and distract from the broader goals of universal education.

Guiding Tomorrow’s Minds: The Road Ahead

The journey of education, especially in a technology-driven world, is one that requires continuous adaptation. As we look to the future, it’s essential to balance the positive and negative aspects of this transformation. Holistic education, grounded in ethics and values, remains a vital goal. This means creating an environment where students are encouraged to step out of their comfort zones, develop critical thinking skills, and engage in a learning process that goes beyond mere academics.

Reclaiming Education’s True Purpose

We must also remember that education is not only about imparting knowledge but about shaping future leaders, thinkers, and change-makers. In the Jesuit tradition, we strive for “Magis” or “the more” and do everything for the “Greater Glory of God.” Our aim is not just to educate but to transform, to instill a sense of purpose and commitment in each student that goes beyond personal gain.

When implemented with needless rigidity, this emphasis of Indian Knowledge Systems can alienate students and distract from the broader goals of universal education.

As educators, administrators, and mentors, we have a responsibility to offer students a learning experience that is as enriching as it is challenging. We strive to keep the human touch alive, recognizing the classroom as a sacred space where students can grow, explore, and evolve. Despite the allure of technology, the role of personal interaction, compassion, and ethical guidance remains irreplaceable. In this way, we can ensure that our students not only excel academically but are equipped to “Set the World on Fire,” armed with knowledge, values, and the desire to make a positive impact on society.

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By Fio Mascarenhas , SJ

Science tells us reliably that our cosmos began to exist from the time of the Big Bang 13.7 billion years ago.  In the words of the Bible, God said, “Let there be light!” (Gen 1:3) and our cosmos began to exist. Human life (homo sapiens) appeared on earth about 4.5 billion years ago, when God said, “Let us make man in our image…” – (Gen 1:26). The scientific findings of modern times were, of course, unknown to the writers of the books of the Old Testament, whose earliest chapters were written down on scrolls only about 1700 BC, during the reign of King Solomon.

Therefore, Dei Verbum, a very important 1965 document of the Second Vatican Council, teaches that the earliest Jewish accounts in Genesis 1 and 2 are not “historical” but are to be labeled as “pre-history.” They are a theological and symbolic account of faith, based on the common understanding of the times.

Therefore today (2024 CE/AD), we must re-think and also teach our “modern” children what the Faith really is. This, of course, also calls for an updating of our Catechism. But already in 1988, Pope St John Paul II had declared, “Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world in which both can flourish.” (Letter to the Director of the Vatican Observatory, 1 June 1988).

Whatever we may think about the popular Nativity Gospels of Mathew and Luke, the fact of Jesus being born a human being is not in doubt.

John Paul II had also insisted in his famous Encyclical, ‘Faith and Science’ that Christian faith must be open to genuine findings of modern science: “I must also address a word to scientists, whose research offers an ever greater knowledge of the universe as a whole, and of the incredibly rich array of its component parts, animate and inanimate, with their complex atomic and molecular structures. So far as has science come, especially in this 20^th century, that its achievements never cease to amaze us! In expressing my admiration and in offering encouragement to these brave pioneers of scientific research, to whom humanity owes so much of its current development, I would urge them to continue their efforts, without ever abandoning the horizon within which scientific and technological achievements are wedded to the philosophical and ethical values which are the distinctive and indelible mark of the human person.” (n.106)

What then, does this do to the traditional teaching about Adam and Eve, their ‘fall from grace’, etc., etc? John Paul II, in his integrated vision of the human person which he taught during the 129 Wednesday audiences (delivered between 1979 and 1984), and now popularly known as the “Theology of the Body,” indicates that Adam and Eve are not proper names of two individual first parents but symbolic common nouns, etc.

So in a letter to the Director of the Vatican Observatory (1 June 1988), Pope St John Paul II asked theologians to study how “an evolutionary perspective can throw light on theological anthropology.”  Sadly, theologians have not responded till today. We continue to wait with hope. Maybe we may have to wait till Vatican III!

Christmas is still very relevant, notwithstanding all the new evidence posed by biological evolution. Let us celebrate the great feast with new fervor and thanksgiving!

But what has all this to do with Christmas? Whatever we may think about the popular Nativity Gospels of Mathew and Luke, the fact of Jesus being born a human being is not in doubt, even if we now have to revise the time of his birth. We now know that he was born about 6 Before Christ! Herod died in 4 BC, and he ordered the soldiers to kill all male babies up to the age of 2, hence the new date 6 BC.

Moreover, whatever be our conclusion about “original sin” (explained by some as ‘original selfishness of our species’) and about Jesus being sent to ‘redeem/ransom’ us, we can confidently conclude that Jesus did come to “bring us abundant life” (John 10:10) through his death and resurrection. This means not only “new life” on earth, but even after our passing from this world; and most importantly, Jesus came to teach us “to love each other” (Jn 13:34) with an altruistic, self-sacrificing love, in the power of God’s Holy Spirit, just as he did by his terrible death and glorious resurrection. So Christmas is still very relevant, and to be celebrated, notwithstanding all the new evidence posed by biological evolution. Science and Faith are not only compatible, they are necessary for us to “broaden the horizons of our minds.” Let us all, then, join in with a loud ‘Amen’ and celebrate the great feast with new fervor and thanksgiving! And may the Jubilee Year of 2025 bring us new blessings of grace, through advances in science and theology!

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My dear friends,

We are happy to release this issue of INI, dated Oct-Dec ’24, on the feast of St. Andrew, the ‘first-called’ apostle.

This issue carries excellent articles written by five Jesuit writers, whose earlier articles in INI and Jivan have been much appreciated.

Fio Mascarenhas asks if the facts revealed to us by biblical and historical research and theology should affect the traditional beliefs that we recall and celebrate in Christmas.

Joseph Lobo reminds us of the original intention of St. Ignatius when he launched the Society’s well-known educational apostolate and asks if the saint’s intention is served by what our educational institutions are actually able to do today.

Xavier Savarimuthu poses a crucial question to all Jesuits in higher education:  “As education tumbles into a vortex of digital facades, AI-driven shortcuts, and fractured values, we must ask: Is this the progress we envisioned?” But he also talks about the opportunities offered by the amazing technological progress.   

S.M. John Kennedy reminds us of the urgency of the climate problem. He warns us of the dangers that await us if our leaders do not act now to address the serious ecological challenges.

Stanislaus Alla shares with us what is revealed in an interesting book he read recently. Written by a Jailor who worked in the (in)famous Tihar Jail, the book lets us know about what happens to the prisoners, some of whom are innocent. The sufferings of these prisoners remind Stan of John the Baptist and Jesus who too were jailed before being executed. 

We will have to celebrate Christmas this year with foreboding anxieties about what will happen to the people of war-weary Ukraine, the innocent Israeli civilians still held hostage by Hamas, and the hapless victims of the retaliatory attacks by Israel in Gaza and Lebanon. With Donald Trump as the President-elect of the U.S. and Vladimir Putin as the unchallenged ruler of Russia and the alarming rise in temperatures and the number of right-wing dictators, we don’t know what will happen to our world. But in celebrating the arrival of the God-Child into our world we are celebrating hope for our world too. A hope-filled Christmas, therefore, and a peace-filled 2025! 

– M.A. Joe Antony, SJ