Reputation on Trial: When Past Classroom Cruelty Comes Back to Roost –By Matthew Ma

In the quiet corridors of academia, where the exchange of ideas and the pursuit of knowledge should thrive, there exist deep, unaddressed wounds that persist painfully beneath the surface. The classroom, ideally envisioned as a sanctuary for inspiration, collaboration, and intellectual exploration, can sometimes devolve into a harsh arena of fear and intimidation. This disturbing transformation often occurs when a lecturer, instead of fostering an atmosphere of growth and encouragement, chooses to exercise their authority in ways that belittle and undermine the very students they are intended to guide. When a lecturer assigns a grade that does not accurately reflect a student’s academic achievements, the repercussions can be both profound and lasting. This disconnect between effort and evaluation can create enduring emotional scars in the student’s psyche. For many who dedicate significant time, effort, and passion to their studies, receiving an unjust grade can feel like a personal betrayal. The ensuing disappointment and frustration can linger long after the course concludes and a student who has faced such an injustice is likely to harbor feelings of resentment towards the lecturer, often wrestling with a profound sense of unfairness within the academic system.

The recent nomination of Associate Professor Timothy Yangien Ornguga as a commissioner by Governor Hyacinth Alia has sparked intense reactions from his former students. Dr. Ornguga, a respected lecturer and currently the Deputy Dean of the Faculty of Law at Benue State University (BSU), was one of the eight individuals nominated in the first batch forwarded to the Benue State House of Assembly for screening. His nomination has elicited mixed responses, particularly from those who studied under him. Karen Bitto, a lawyer and former student of Dr. Ornguga, took to social media to recount a troubling experience with him. Ms. Bitto characterized her academic journey as “traumatic,” alleging that Dr. Ornguga took pride in failing students and even celebrated this with some of his colleagues. She noted that her academic performance remained strong, starting with a first-class standing from her 100-level courses until the second semester of her 200-level studies, when she received a carryover from Ornguga. It was only through the intervention of her father, Professor Bitto, that other faculty members were persuaded to have her exam scripts evaluated by external examiners, resulting in an A grade. However, even at that, the official master sheet recorded a B.

As Ms. Bitto opened the floodgates for public discourse, numerous testimonies began to emerge from various sources. Among the earliest to voice his concerns was Peter Chekwube Abugu, who remarked that Dr. Yangien Ornguga’s level of impunity is well-known. He is fully aware of it and appears to take pride in his notoriety for wrongdoing. He frequently boasts to his students, declaring, “I will fail you, and nothing will happen.” Mr. Abugu recounted that in 2016, he had the honor of receiving an award for academic excellence at a LAWSAN dinner. He was one of three others recognized as the top student in each class within the faculty. Alongside him, Okechukwu (known as Busy Brain) was awarded for the 500 Level, Onda Loveth for the 400 Level, and Karen Bitto for the 200 Level. For reasons unknown, it was Dr. Ornguga whom the organizers called upon to present these awards. Interestingly, a few weeks after the Dinner, the faculty released its examination results, revealing that three out of the four awardees had encountered difficulties in Dr. Ornguga’s courses. Karen Bitto, then maintaining a first-class CGPA, received a carryover in his subject. Busy Brain, who was in his final year and had been described by Dr. Ornguga during the award night as “one of the brightest students he had ever encountered,” surprisingly earned a C in a 6-credit course. Meanwhile, he, who previously excelled in his studies, received a shocking E grade in a course taught by Dr. Ornguga. For Mr. Abugu, Dr. Ornguga’s nomination as commissioner signifies a positive step forward, especially if it helps to distance him from the University and protects students from the potential repercussions of his concerning presence. Mr. Abugu believes it is time for Dr. Ornguga to consider a transition into politics and forge connections with like-minded individuals. Thus, he fully supports and endorses this nomination.

However, other former students have a different opinion. Responding to the serious allegations raised by Ms. Bitto and the strong public outcry within the community, some of them have taken decisive steps to address the situation. They have initiated a petition directed at Aondona Dajoh, the Speaker of the Benue State House of Assembly, advocating for a thorough reconsideration and, ultimately, the withdrawal of Ornguga’s nomination. This petition not only aims to highlight the community’s concerns but also seeks to foster greater awareness regarding the implications of such appointments. The goal is to ensure that the selection process for public officials genuinely reflects the values, integrity, and trust that the community holds dear. By mobilizing support for their cause, the petitioners hope to engage a broader audience in dialogue about accountability and the importance of aligning leadership with the expectations of those it serves. This raises an important question: why would a lecturer take pride in failing students even when it is not obvious to do so?

I have not had the opportunity to study in Benue State, nor do I know Dr. Ornguga personally. However, I find myself increasingly troubled by the disturbing testimonies that have emerged in recent days regarding his conduct, as reported by various individuals and sources. The sheer volume of accusations raises a critical question: Are these individuals fabricating stories in an attempt to tarnish his reputation? It is difficult to believe that such a large group of people would independently come forward with serious claims against one person, only to dismiss their assertions as the mere grievances of “lazy youth.” This skepticism seems unjust, particularly when there appears to be a recurring pattern of similar allegations. Additionally, one must wonder why Dr. Ornguga has not faced any investigation despite the significant weight of these testimonies. The inaction in this situation raises substantial concerns about the prevailing culture within the university. Are the authorities willfully ignoring the alleged misconduct, thereby permitting him to persist in his actions without any fear of consequence? This scenario presents serious ethical dilemmas and suggests a potential complicity among those in positions of authority within the institution. The lack of accountability not only impacts the individuals making the allegations but also jeopardizes the integrity of the academic environment as a whole.

In November 2023, I published an article titled: “Is Benue State University a Tertiary Institution or a Glorified High School?” In this piece, I explored the recent suspension of a group of medical students at Benue State University who participated in a peaceful protest. The primary goal of their demonstration was to raise awareness about several significant challenges that were detrimental to both their education and overall well-being. Following their peaceful appeal for change, the university responded with what many saw as a disproportionate measure—suspending the students involved. In the aftermath of this decision, a wave of scrutiny arose around the university itself. Many people began to question the legitimacy and status of Benue State University as a recognized tertiary institution. The discussion has turned to whether the institution genuinely fulfills its role as an advanced educational establishment or if it merely acts as a glorified high school, ultimately falling short of delivering the quality of education and support expected from a university. Today, we find ourselves in a similar situation, where the question remains: Is Moses Orshio Adasu University a true tertiary institution, or is it just a glorified high school? If it is not, then why has no action been taken against Dr. Ornguga’s behavior? Given these circumstances, I raise further questions: Were the students being dishonest about Dr. Ornguga, or were they merely negligent in their studies? How can we label students as lazy when so many have consistently reported negative experiences regarding a single individual? Furthermore, why do we, in Benue, often choose to remain silent when such issues arise concerning authority figures?

The report involving Dr. Ornguga and the students sheds light on a deeply troubling problem that has persisted at Moses Adasu University for an extended period. Over the years, numerous accounts from students have emerged, revealing a concerning pattern in which Dr. Ornguga has taken it upon himself to determine the academic outcomes for his students unilaterally. In several instances, students have reported being awarded failing grades or seeing their marks drastically lowered without any apparent justification. These decisions often appear to be made arbitrarily, with the affected students receiving little to no explanation for the drastic changes to their grades. This lack of transparency not only undermines the integrity of the grading process but also evokes a sense of fear among students, who may feel powerless to challenge such authority figures. The overarching theme is a disconcerting erosion of trust in the academic evaluation process, leaving students anxious about their performance and uncertain about their prospects in the course. This pattern of behavior has led to a growing discontent among the student body, as many feel they are subjected to arbitrary grading practices that do not reflect their actual performance or understanding of the material. Further investigation shows that these actions are not isolated incidents; instead, they appear to be part of a broader trend where students are penalized without clear justification. The lack of accountability and transparency has led to considerable frustration among former students, fostering a belief that Dr. Ornguga is not only unfit to serve as an educator but also unqualified for a position of authority, such as a commissioner. This perception raises concerns about Dr. Ornguga’s leadership ability, as students believe that effective leadership necessitates a strong commitment to accountability and a transparent governance approach.

The reality is that the impact of cruelty in the classroom often extends far beyond the immediate academic environment, leaving profound and lasting effects that can shape an individual’s life trajectory. Many years later, former students often find that their memories are not solely filled with the academic content they received but are instead tinged with recollections of the harshness and unkindness exhibited by their instructors. A lecturer who resorts to humiliation as a teaching tactic may unwittingly cultivate an enduring impression that can tarnish their reputation in ways they never anticipated. Today’s students, who endure such negative experiences, will inevitably become the professionals, leaders, and decision-makers of tomorrow. This creates a complex dynamic when these individuals later find themselves in positions of authority, particularly in the realm of academia or professional development. For instance, consider a scenario where a former student, now the head of a department or an institution, is faced with the responsibility of evaluating a lecturer who had once failed them in a course. The emotional weight of that prior experience can cloud their judgment and influence their professional decisions. Such was the case with a student I know, who, after years of hard work and personal growth, had to confront this very situation. When the lecturer in question applied for a post-doctoral fellowship within the same institution, the student, now in a position of power, had to evaluate that lecturer’s application. Despite the lecturer’s qualifications, the memories of being belittled in the classroom hadn’t faded, and ultimately, the lecturer was denied the fellowship. This incident highlights how past cruelties can ripple through time, affecting not only individual lives but also the broader academic community.

It is not uncommon to encounter stories about former students who have risen to impressive professional positions, such as serving on interview panels or leading entire departments. In such instances, those lecturers who once belittled or mocked them may find themselves in a position where they must seek collaboration or even employment from those they previously dismissed. This dramatic shift illustrates a significant reversal of power dynamics; what was once a clear hierarchy in the classroom can evolve, resulting in a new reality where former students occupy influential roles. As a consequence, those who instilled fear and uncertainty in their students during their academic journeys may have to confront the unsettling repercussions of professional isolation or face public scrutiny, as they contend with the implications of their past behaviors in light of professional accountability. Dr. Ornguga currently finds himself in a similar situation, where the complexities of respect and collaboration within academic circles are strikingly apparent. This scenario underscores the nuances involved in cultivating meaningful partnerships and mutual understanding within the academic community, and it resonates in broader contexts as well. It serves as a timely reminder that the dynamics of respect and cooperation are not fixed; they evolve, shaped by individual interactions and the ever-changing landscape of knowledge exchange.

The circumstances surrounding Dr. Ornguga present us with a crucial opportunity to reflect deeply on the fundamental values that we uphold in the realm of education. It is vital to recognize that the very foundation of a successful educational environment is constructed upon the principles of mutual respect, empathy, and understanding, rather than the corrosive tendencies of mockery, disdain, or retaliation. In examining what it means to be a true educator, we must shift our focus from the outdated notion that authority is established through intimidation or fear. The real strength of an educator lies not in their capacity to instill apprehension within their students but instead in their profound ability to motivate, inspire, and ignite an enduring passion for learning. This intrinsic motivation fosters a sense of curiosity and engagement that is crucial for students’ academic and personal development. As academic institutions, whether in Nigeria or globally, strive to uphold the unwavering standards of ethics and integrity, we must collectively embrace the understanding that while acts of cruelty or intimidation may yield a momentary sense of power, it is the character demonstrated through compassion and commitment to creating a supportive and nurturing educational atmosphere that leaves a lasting impression on students. We should aspire to cultivate a legacy that is not marked by fleeting victories achieved through fear-based tactics but by the enduring influence of kindness, mentorship, and enlightenment in the academic sphere. In doing so, we empower not only our students but also ourselves, enriching the educational community and promoting a culture of respect, collaboration, and growth for future generations.

When considering the intricate and multifaceted nature of our society, it becomes increasingly important to approach the celebration of others’ misfortunes with a profound sense of caution and mindfulness. The temptation to derive pleasure from the setbacks and failures of those who have committed serious errors or inflicted harm on others can be enticing, yet it is essential that we actively resist this impulse. Engaging in schadenfreude—finding joy in the suffering of others—can lead us down a dangerous path. We must acknowledge that by reveling in the misfortunes of those who have erred, we may inadvertently be reinforcing a narrative that empowers individuals responsible for wrongful acts. This not only contributes to a cycle of injustice but also undermines our collective efforts to promote accountability and healing within our communities. In the context of Benue, we are confronted with a particularly pressing issue. There appears to be a disturbing trend where individuals who have caused significant harm are inadvertently elevated to positions of increased influence and authority. Instead of facing appropriate consequences for their misdeeds, these individuals often receive a form of validation that allows them to maintain or even enhance their power. This dynamic mirrors the psychological concept of Stockholm syndrome, wherein victims develop positive feelings or attachments toward their captors. In our case, it seems that we, as a community, may become emotionally tied to those who have wronged us, fostering a complex relationship that ultimately leads us to overlook their harmful actions. Consequently, we create an environment that paradoxically rewards negative behavior while sidelining principles of justice, equity, and rectitude. This troubling trend implores us to engage in deep self-reflection regarding our values and the broader implications of our actions. As we navigate the challenges of our society, it is paramount that we critically evaluate the criteria by which we judge behavior and the potential consequences of our choices on the future trajectory of our community.

The issue of lecturers bullying students has escalated into a profound national crisis. Over the years, we have reached an alarming stage where complaints from students have dwindled to almost nothing. This troubling reality suggests that we have become too comfortable with this unacceptable behavior, fundamentally normalizing a culture of intimidation and fear within our educational institutions. Sadly, this acceptance allows us to overlook the enduring negative impact that such bullying has on students’ mental health and academic performance. When lecturers with long-standing histories of misconduct reach the end of their tenure, we often paradoxically reward them with accolades, honors, and even promotions, solely based on their academic achievements and contributions to research. This pattern perpetuates a cycle where the inappropriate behavior is dismissed, and those responsible are celebrated, reinforcing the systemic issues within the academic environment. This observation has led me to an unsettling conclusion: even if the most notorious figure—perhaps even the devil himself—were to run for a leadership position in our country, he would likely find a base of defenders who prioritize achievements over ethical conduct. This reality raises critical questions about our values and the standards we uphold in both educational and leadership settings, highlighting an urgent need for change in how we address misconduct and accountability.

Nigeria is a country where a man, despite facing multiple serious allegations, continues to be presumed innocent in the eyes of the law. This situation is particularly evident with Dr. Ornguga, a figure at the center of numerous bullying accusations. Despite a growing number of victims coming forward to share their harrowing experiences and offer testimony against him, there remains a troubling tendency among many Nigerians to dismiss or overlook these concerns. The cultural response to such allegations often tends to favor the accused rather than support the brave victims who come forward. For instance, in Nigeria, a man beset by numerous accusations remains presumed innocent. Another individual, despite facing multiple rape allegations, is also considered not guilty. Likewise, a man involved in several corruption cases continues to be regarded as innocent. This mindset underscores a broader societal issue where the pleas for justice from those who have suffered are often met with skepticism or indifference. It prompts a critical examination of the values we uphold and the systemic challenges present in our country. As long as the community continues to normalize the dismissal of credible accusations and fails to enforce the experiences of victims, the prospects for significant change in Nigeria remain bleak. The reluctance to confront uncomfortable truths about individuals like Dr. Ornguga illuminates a cycle that perpetuates injustice and leaves countless voices unheard. This dynamic is the reason why Nigeria struggles with transformation and advancement in the areas of accountability and justice.

During my time studying in the United States, we had a unique practice where student evaluations of lecturers were an integral component of the educational experience. Just as students were assessed on their performance, lecturers were also subject to evaluation by their students. This system ensured accountability; those who did not meet the required standards were often relieved of their teaching positions. In stark contrast, I have not encountered a similar practice in Nigeria. The absence of student evaluations means that there is little to no formal mechanism for students to voice their concerns regarding the quality of teaching or the behavior of their lecturers. This lack of feedback can contribute to a culture where issues such as bullying and harassment go unchallenged. When lecturers are accused of such misconduct, it points to a much larger systemic failure—one that does not adequately protect students or faculty members alike. As we delve into the recent controversy surrounding Dr. Ornguga, we must not dismiss the voices of his former students. Their outcry should be recognized as a significant and pressing call for action, highlighting the urgent need for universities to reassess their existing practices and make necessary reforms critically. It should serve as a stark reminder of the systemic issues that may be present within academic institutions, pushing us to reconsider the structures that govern educational environments. We strongly urge universities to engage in a thorough evaluation of their policies and to commit to meaningful reforms that prioritize accountability and respect in their interactions with both students and faculty. This could involve implementing stricter oversight measures, enhancing support systems for students, and establishing clear channels for addressing grievances. By doing so, universities can create a more conducive environment for learning and personal growth. Such reforms could ultimately lead to a healthier, more respectful academic atmosphere that benefits everyone involved.

Rev. Ma, S. J., is a Jesuit Catholic priest of the North West Africa Province of the Society of Jesus. He currently writes from Abuja, Nigeria.