rof. Franson Manjali was an amazing professor whose profound impact on our lives will forever be etched in our memories. When we first embarked on his course, we were eager but naive, unaware of the depth hidden beneath his witty remarks and subtle sarcasm. He didn't adhere to rigid structures, breaking free from the confines of traditional teaching methods. His approach challenged us to think beyond the surface, question assumptions, and dive headfirst into the complexities of philosophy.
I had the fortune of studying courses like poststructuralism, language and culture studies, and research methodology under his tutelage. One thing was clear: he had
little interest in teaching superficial topics that lacked reRection and deep thinking, those that could be easily grasped by reading a single book. He believed in pushing our intellectual boundaries, encouraging us to engage in profound introspection.
His teachings opened our minds to broader perspectives, instilling in us the value of critical thinking. I vividly recall the extensive list of readings he assigned after our first class, featuring names like Derrida, Foucault, and Lacan. Among us students, there lingered a sense of trepidation when it came to writing term papers on Derrida's work because we thought that Derrida was his favorite philosopher. We warned each other: "Do not write about Derrida. Sir will grill you during the presentation". While we couldn't be certain if Derrida was indeed his favorite, it became an assumption that spurred us to approach the topic with both fear and fascination. There were moments when I yearned for a conversation with him, a chance to delve into his personal philosophy and discover his favorite philosopher. But unfortunately, that opportunity eluded me, leaving a tinge of regret. Nonetheless, his presence in the classroom left an indelible mark on our intellectual pursuits.
His approach to examinations mirrored his philosophy on education. Open-book exams and the five-hour exams were not mere exercises in evaluation. They were manifestations of his belief that education extended beyond the pages of a textbook. He aimed to cultivate reRective minds, encouraging us to think critically, ponder deeply, and challenge the boundaries of our understanding. He remarked that he could have given us even more time than five hours for writing exams, but only because of the basic human limitations and necessities such as the need for food and rest, necessitated a practical cap of five hours.
Passion for philosophy coursed through his veins, invigorating every lecture and transforming two-hour classes into three without the slightest hint of fatigue. He exuded a zest for knowledge that inspired us to embark on our own intellectual journeys. He defied unnecessary boundaries, encouraging us to explore and question, empowering us to expand our horizons.
As I reRect on his teachings, I am overwhelmed with gratitude. I consider myself immensely fortunate to have been one of his students, and to have learned so much under his unique style of teaching. In memory of our dear professor, may his spirit of inquiry, his dedication to critical thinking, and his unwavering love for philosophy endure in the hearts and minds of all those who had the privilege of learning from him. We will remain forever grateful and YOU will be deeply missed!