Today, with academia on the cusp of change, it is this tradition that we must carry forward one that creates an equal and that encourages questions and engagement. Among the many things that distinguish a teacher, one is the red pen. Teachers wield it as a form of authority; sometimes, as an expression of affection, too. We have all experienced it in our school life, living under its sway, where a single tick or cross could make or unmake our day. Teachers, on their part, become so accustomed to this red pen that they are prone to approving or rejecting things even in their dreams. Language teachers like us tend to correct spellings and grammar anywhere and everywhere - whether in notebooks, writings on walls, or on billboards. They know the invisible power this pen carries. Perhaps, at the beginning of their careers, there is a tinge of nervousness while using it, but with experience, it becomes second nature. Typically, this red pen does not invite dialogue or dissent. It delivers a final verdict, drawing a sharp line between right and wrong. In this role, teachers almost turn into "soldiers of the pen" ("qalam ke sipahi", with apologies to the great Hindi writer Premchand). The authority of the red pen is deeply seductive, and many aspire to it. Gradually, the red pen in a teacher's hand expands into an invisible red pen in society's hand. Those with power or resources begin to use it, sometimes openly, sometimes silently, marking their approval or disapproval of people, ideas, and actions. Its ink never runs dry, and it gets handed down from one generation to the next. Sir Francis Bacon's famous assertion that "knowledge is power", later examined more rigorously by the French philosopher Michel Foucault, continues to hold true. Knowledge has been treated as a source of power. Large sections of society were denied access to it, deliberately or otherwise, creating rigid hierarchies. This uneven distribution ensured that knowledge did not merely enlighten but also governed. But alongside this, there has also always existed a smaller but stronger tradition of teachers who sought to replace power with values such as equality, curiosity, scientific thinking, social awareness, freedom, dignity, and confidence. They consciously chose to see themselves as facilitators rather than teachers in the conventional sense. Today, with academia on the cusp of change, it is this tradition that we must carry forward - one that creates an equal and respectful relationship between the learner and the teacher, that encourages questions and engagement. This approach does not diminish respect for teachers; in fact, it deepens it. After all, which teachers do we remember with love and gratitude? Teachers' role has always been important and will remain so. In fact, today it is more critical than ever. When entire generations are being trained to walk with their eyes closed, to not disrupt, teachers must take the responsibility of helping them see the light. The teacher's red pen should not shut doors or gatekeep. Instead, it should