HOME AFAR

Away, But in awe of my Divine abode

Yearning to yell, But a sweet howl

Lo! Loaded with love will I reech~~

To found my fond sight,

Wait with fountain of love

Delighting tidings I will bring from afar-

Of groovy toil I do.

As slog & Duh! They may inveigh us

Consecration afar will wad our abode with love:

Take heart, save some shalom

For under the same sun we breathe

I Repose as I memoir-love Mum, Dad, Dear(s).

                                                                                                                                                                                                                       

L. TIRANG R


(dedicated to all my friends working far away from home)

Ignorant School Master

Ignorant schoolmaster is a book Jacques Ranciere reminisce Joseph Jacotot.  Jacotot during his exile to Netherland build his argument based on the situation when he teaches French to a group of Flemish students who knew no French and he knew no Flemish. According to his experiment where student successfully learn French he concluded that one can teach what one do not know, we can learn anything that can be learned by virtue of our own abilities and without the direction of a knowing-mentor, and all intelligences are equal. His critics on providing a mentor to a child is that the mentor first create his inferiority over child as a capable over incapable, intelligent over stupid, knowing minds over ignorant ones. His role as an explicator is to develop the distant between the book and the child, the learning and the understanding. In doing so the explicator stultified the child ability, creativity, and imagination. To support Jacotot radical thought of self-schooling he pointed out that children learn best which cannot be taught to them. He propagates the concept of ‘Universal teaching’ like learning mother tongue through self-observation, methodology, efforts, and self-correction. Universal teaching also claims that one can learn whatever he/she wants to learn. Reasoning above passion he said is one unique principle of Universal teaching. He projected four act of learning combining various determinants, by an emancipator master or by dulling one, by a learned master or by an ignorant one. It’s the principle of inequality that numb student no matter what procedure, course manner used to emancipate but in Jacotot principle or the principle of equality absolute emancipation is done whatever the procedure, book or fact used.

Inequality of intelligences means only a kind of differences in intelligences. Superior minds/brains in order to establish their superiority/dominance over inferior minds create laws, assembly, government, and political order. They further claim their superiority as immaterial so cannot be measured but tag spiritual and immortal valued in it.  But the truth is the privilege and all these inequalities of intelligences are a social construct and difference in manifestation of intelligences.

In early childhood Instinct and needs drive equally and thus phenomenon of intelligences continuous.  But Inequality of attention, performing poorly as he/she work poorly (see less as she looks less) will start creating differences in achievement and thus labeled intelligences of different degree. As needs becomes more substantial and attention less constant, and circumstances divers so he/she learn according to the prevailing situation. A child observed and interact with the objects, nature and people around him/her through his/her senses and languages. Thus material affluent (rich exposure), interactive surrounding and rich languages will influences child intelligences more than the genetic make-up of the child. These claim is very relevant among the tribal and backward community of Sirohi (etc.) whose children under perform academically due to their lesser exposure and inadequate languages (or three languages system making them quite confused in early age). Thus, it suffices to conclude as ‘man is a will served by intelligences’.  This statement puts will at the center stage of all actions, understanding, speech, thoughts and intelligences. During Jacotot times his Understanding of truth was different from other thinkers. He says truth and languages thus not unite people but what brings them together is the non- aggregation and arbitrariness of languages that pulls them to communicate and thus builds community of intelligences. He propagated that truth exist independently in itself and is not dependent on man but is also not foreign to people.   He attacks the very idea hierarchy of languages and asserted that all languages are equally arbitrary, there are no languages of intelligences, and no languages are more universal over other. He also believes languages of sentiment precede analyses. During his time his claim was considered scandalous and sharply reacted from many corners. Thought are spoken, manifested in work, communicated to other thinking being. Thought according to Jacotot is not told in truth; it is express in veracity. Thought travels from one mind to another through the medium ‘words’ provided there is will to communicate, receive, and translate it. He extended to say painting as a language where thought can be communicated. Communication of man’s thoughts means translation of intelligences and so this flow of intelligences made possible the existences of society.

In the section the society of contempt the author talks about the unjust construct and maintenance of societal structure. He pointed out how Jeremy Bentham in his book ‘treaties on parliamentary sophistries’ denouncing how authoritarian set-up dismiss progressive reform, free-thinking and reasonable man from progressing for its own survival. The author is right in saying that in nature we are equal but we are forced to inequality by circumstances. Superiority is maintained by domination and subjugation on the basis of irrational reasoning which is totally against the law of nature. In true sense war are fought and glorified only to maintained distinction and domination of intellectuals of irrationality. Truth and reason he says is sovereign of anything and it is we who needs truth and reason and not vies-versa. The author thus conclude from universal teaching, will, truth, and reason that one can emancipate oneself and emancipate others and nullify the existences of exclusive class of emancipator.

Thus after building the pertinence of universal teaching Jacotot disciples is only left with the task of convincing the illiterate folks how to emancipate oneself. Under the good gesture and inspiration of the princes of Netherland Jacotot was pursued to implement his ideology of education (universal teaching) in military school in Louvain. The result was total negation as his ideology is not meant to be applied in military set up where power of instruction rules. Thus he concluded that universal teaching at best can be useful for families but not applicable to institutionalized.  From this lesson learn I wanted to make an interesting comparison. Indian education system like the one in Louvain military school is an instructional institute where decisions are flow from top to bottom, and the emancipator(teachers) are bind by many laws, policy, guidelines and regulations. So, in a milieu like ours it won’t be strange is universal teaching is tried. The illiteracy of parents, lack of motivation, lack of inspiration among the student, parents, and teachers will add flavor to this failure. On his departure back to Paris he state that education like liberty is not given but taken. He further instigates to decry the ethos that intellectuals subjugating the ignorant and enjoying the material benefit by manipulating the ignorant. One of his prominent was obviously of over simplifying learning. Many have tried implementing his approaches of education with diver’s outcome and encountering inconsistency and contradiction.  

The author when visualizing Jacotot’s philosophy of equality in present century found capacity (revealed through education) of a person determining the social order and progress(realization of human capacity) the current way of saying inequality in a more formidable way then yesteryear. Nevertheless, explication never vanish but well perfecting explication flourish and so justified its existences. Strong objection came from the elites who will want to ripe the ignorance of mass in the name of industrialization, republic and society. Jacotot breathe his last on 7^th August 1840 and inscription on his tomb “I BELIVE THAT GOD CREATED THE HUMAN SOUL CAPABLE OF TEACHING ITSELF BY ITSELF, AND WITHOUT A MASTER” was vandalized as per his prediction that universal teaching wouldn’t take but will not be perish.

 

What is Worth teaching?

Krishna Kumar has written an interesting facts about Indian education system. linking the present scenario to historic events and shaping the present situation by our future aspiration. It talks about poor curriculum structure in our institute, division of public and private schools, examination system, intensive focus on text book based learning, reading and story telling in class room, negative impact of absents of co-education, centralized system and revisiting Gandhi concept of basic education. he also come down heavily on Pakistan and Indian history text book as both tries to interpret same history in their own conveniences.
The book “What is worth teaching?” is written to express the check point on Indian education system. Krishna Kumar in the introductory passage coined out two critics on Indian education system. First the approached of education embedded in a form of ‘received’ knowledge and equating certain information as knowledge. Second, agreed dissociation between the curriculum and the child’s immediate socio-cultural and physical environment and the zeal (very disappointing) with which principles of curriculum designing, teacher training etc. are demanded and applied. He highlighted the problem of curriculum by raising three fundamental. They are: What is worth teaching? How it should be taught? How are the opportunities for education distributed? In trying to determine the meaning of ‘worth’ two routes were considered. First, deciding the worth of what we want to teach in view of learner’s needs and abilities. Second, determining worth in terms of the intrinsic value of what we want to teach.

 If we were to take the first approached, every child is unique with distinct personalities, test, capacity and likes but education has to deal thousands of children and thus have to compromise with the generalization of children’s personalities and uniqueness. Another hindrance in the first route is the inability of an adult to completely submerge as a child and express child view. Further this route become complex as children are often interested in all forms of knowledge, their likings keeps on changing with ages and their inability to connect the worth of knowledge. Thus, this complexity disqualified the question of what is worth teaching on children point of view. But, another modest approached is thinking on ‘behalf of children’ rather than finding out the way they think, doing this a better meaning of worth come as, ‘it is worth teaching something that can be learnt’. Psychology and pedagogy contribute in learning process but only after determining what is worth teaching.

The second route tries to identify (inquiry) the ‘intrinsic value’ of the knowledge we want to impart on the condition which are learnable (as concluded from first route). Knowledge’s are classified in to real and false knowledge and thus delineate false knowledge from teaching. Economy, politics, and culture influenced on the education system and thus damage intrinsic value of knowledge by selection of knowledge rather than qualifying knowledge as possessing intrinsic value. Inequality in the distribution of education opportunity has built a culture of ignorance among literate about illiterate and vies versa. Mitigating the divide between the influential and the neglected through deliberate social dialogue will broaden the already narrowed curriculum. Inquiring the knowledge structure is lacking as the curriculum designing and pedagogical research are strictly control buy quasi-bureaucracy and state control institution. He has mentioned the short coming in NCF 2000 but failed to inculcate NCF 2005 which has taken a giant leap from other approached in revised edition.

Culture of text book has its root during colonial rule. Introduction of text book during this period was mainly due to the objective of education English ruler has set. Educating Indian was seen as a consumer to their literature, innovation, language, product (books, material, and methods) and knowledge as well as a produce (class) by acculturating the children an youths in western attitude and perception and giving them skill to occupy middle and lower rung in colonial administration. The indigenous knowledge creation capacity was intimidated by various colonial policy and procedure. Bureaucratic design of curriculum, common examination, specific text book subscription and low paid, low status has bind teachers to unmotivated and lack luster profession. British Text book publication house has set up business in India and influence in text book schooling policy formulation. Introduction of English as a subject and as a medium to learn all other subject made it impossible to learn without books but learning as a process of memorizing by heart and reproducing in the common examination. After the colonial rule nothing drastic changes are made on curriculum, text book, examination, teachers training but, continue with bureaucratic and institutionalized control over education system. Here, the author position is not clear as he critics like an outsider instead of his long association with the education system at significant capacity.

 The suspicion that in trying to attained quantity, quality will be diminished cannot be just ignored anymore. The drastic division in the state provided education and private education has become so violent. Children from the former institute without any facilities or resources have to seat for the same common public exam whit children form latter institute where almost everything needed is supplied. The concept of meritocracy in education has created elitism and exclusivity in education thereby further narrowing the educable children and educated population. The critics on elite institute is the pattern they are disconnecting themselves from the milieu they function and diminishing the approached to unity of human kind and equality of all men and inability to produced Excellency and world standard achievement. To do away with common public examination thus not serves the problem and the author didn’t try to explore any alternatives either besides being inveighs on the divided structure of our education. 

Drop-out rate during primary education is very high in India and many studies point on economic factor. Highest drop-out occurs at an early age and most of the drop-outs are fitted as cheap labor. The reading culture of foreign language in the class and curriculum strange to the milieu of the child has act as an agent for high drop out. Thus, children faced both pull and push factor. Child centered learning process can be an innovative means to control drop-out rate provided the govt. provided free education in real sense and check the banya class benefiting from cheap child labor. In quest to control elimination (drop-out) Krishna has proposed for story telling as daily activities in class. The positive side of storytelling helps to develop good listening skill, gives training in prediction, meaning to words, and extend world of imagination.

In the section growing up male he pointed out the negative side of separate school for girls and boys. He has included his personal experience how distaining himself from girls further undermine the value of women and look upon women more as an object. He minutely express the effect of separate schools for boys and girls but is too benign in criticizing the institution, culture, believes, religion attitude promoting distant between girls and boys. He clearly pointed out dichotomic approached of Gandhiji and Nehru on education.  Former approaches of basic education as not applicable as it would end up promoting child labor and the latter approaches as too mechanical, elitist and not in sync with the economy condition of India. Pedagogy in our education has never made an attempt to include a secular ideology but used education as a means to propagate secularism. The author has made a brave moved by openly denouncing the political party trying to divert the true essence of history and also educated class practicing double standard approached of religion on public life and private performance misleading the ignorant mass.

In sarcasm but in right note the author empathized the educated class of India and Pakistan who has perceived the same history interpreted in two contradicting version. Both the nation denied the intrinsic influence of communalism during the freedom struggle. Indian claims its independent as the establishment of secular nation and Pakistan as country shape in cultural vision. But, the problem is both the nation fails to acknowledges the existence even after more than 50 years of separate existence and a giant leap in history of freedom struggle where differences arouse under two nation theory. These make history incomprehensive and leave a bitter experience to children in both the countries.  

The mass respond to Anna (Gandhian) movement against corruption suffice the relevance of Gandhi’s philosophy in this globalized world. Gandhian approaches on basic education has fundamental element  of making school self-reliance, participative action, active learning which are all outweighed and rejected in the sense that it will promote child labor. But the present scenario shows that lakhs of schools are completely paralyzed due to lack of funds (in some region over funded but no takers of the benefits) and teacher completely bind to rules and regulation where any innovation in not accepted. Rediscovering Gandhi’s concept of education and making it relevant in present society, reformation should be preceded by creation of receptive socio-political milieu and flexibility and diversity of approached. Saying so, the author did not ignore the challenges line up per se. Gandhi’s rejection of text book centered learning was once again confirmed by Yashpal committee findings. To continue his (Gandhi) legacy and rejuvenate the present trodden education system following points can claim healing strategies. Treating child immediate milieu as learning resources, activity based learning, group work, extension of learning at school, home and environment, specialization and independent learning.

He reluctantly used the term quality in education. He also raises the question, if education devoid of quality is at all education? The two meaning of the term quality are the attribute one possess to be identified and the second meaning refers to the rank or superiority of one thing over the other. In case of India like other developing country dichotomization of access and quality guide policy on education. He critics on the effect of long term goal of education by trying to achieved short term goal.  He upholds that quality of education should not be compromised. The debate of quality of education is often broken down to a limited view of learning and therefore failed to retain the idea of quality as the characteristic of education. The author reproach Neoliberal approached in education which intensify state withdrawal and create more space for private as it emphasis choice as the goal for economic and educational reformation. The author rebuke by saying that choice is only limited to the thing already invented so thus not served the real purposed of education but also subdue the child inborn learning quality. He disproved using competition for determining talent. If talent selection from divers’ pool of human diversity is replace by narrow pool of talent then the selection process of talent become more incomplete so, he concluded that equality is an aspect of quality, not contradict to it. Gender inequality in school, home and society if not removed totally quality education cannot be expected. He clarify that universality does not means uniformity as every child is unique in her/his own way. Quality means learners should control of her own growth but not succumb to the detection, demands and orders from any one. With long and immense association in education system at highest level authority Krishna Kumar ideals interest on equality in education, peace education, and cultural affirmation is a million worth contribution on new perspective of education.     

Clueless Stakeholder

         I would like to propagate that there is an Invisible hand in India’s education system like the one coined by Adam Smith in His books “The theory of moral sentiments” and “The wealth of the Nation”. It is just a metaphoric comparison between the two but has tempted me a lot to reach this point because of various reasons.  This comparison may lose its merits in many ways but I would like to use the term in my own perspective for rhetoric value.

         As per my exposure to schools in all the blocks of Sirohi district I will like to pursue the statement I made. India’s education system has structured from national level, state level, regional level, district level, block level, cluster/nodal level and school as a unit. Various norms for centralization (top-bottom) and decentralization (bottom-up) have been laid out. Head Teachers and teachers are in wonderland if they have to achieve targets given under SSA, RTE, and NCF-2005 etc. They often wonder in naive if they are doing what is ought to be done or not but still continues to do. They were highly demotivated by children and parents effort but they still push on consciously or unconsciously. Their accountability is under question but they overcome this sincerely or in witty ways. Many underperforming students still have a hope high never to be introspected if they are improving/learning in sync with their dreams. SMC has been instituted with an effort to decentralized schools but SMC members still wonder why they have to sign every document in the school.

        BO’s (block education officers) wonder if the system under them is under control but remain numb if ask what is contributing to the failure in learning teaching process. They attribute this to politics and lack of motivation and will for teachers to work where the service calls them. Every head teachers and teachers claim their wisdom and experience unless inquire why a child is unable to read or write?

       This entire galvanized situation lured me to conclude that financial sanction simply drag education institute as a show case institution and not a functioning institution. Like the invisible hand pulling almost all the children and comforting their parents on virtue on being in school building and not on basis of learning. Being in school as a child will not outcast from his/her peers, thus to overcome this fear/trauma whatever happens (except learning) in the school. My thoughts are extremely pessimistic in this page just because learning is not happening which should happen at any cost. I am highly uncomfortable with this scenario. But I am sure I will overcome from this pessimism to positive note very soon.        

A permanent tag “first generation learners”

Since the day I have been visiting schools in rural and remote villages of Sirohi district I often hear this introduction from the teachers about the children i.e. “First Generation Learners”.  But I come to realize some contrasting facts on this very statement. Let’s go back to the history of education policies and agencies in India.  National Policy on Education since 1968 and again promulgated in 1986 on elementary education has aspect of universal access and enrolment, universal retention of children up to 14 years of age, and a substantial improvement in the quality of education to enable all children to achieve elementary education, Articles in the constitution of India affirming primary education as state responsibility, India’s commitment on Millennium Development Goal (MDG), Right to education (RTE) a revival act in broken education system has been lunch at a massive scale. In addition to this entire acts and policy I was told that most of the schools in remote villages have been established past 15 to 20 years. Another interesting figure that supports my suspicion is that most of the Head Teacher had an experience of 20 to 25 years.
 

So my argument is, Are this children truly first generation learners? If so, why are their parents uneducated in spite of national policies and laws flouted way back in 1960’s? All the teachers tagging an experience of 20 to 25 years must have been in the service when the parents of these children are still at elementary level. According to the general trend a women get marriage in the age of 16 and above so a teachers who is currently teaching her son/daughter and has and experience of 20 to 25 years must have been a teacher in her childhood also. But, where thus this gap came from? Parents themselves pronounce that they are illiterate in spite of the school established years back. And comparing to the present scenario children are not able to read or write properly. They are not confident to stand before the fellow student and read. Their prospect of going to higher education is very low.  Teachers convenently credited their student weekness in studies to the tag First generation learners. Do they realy meant it or are they just making an excuss of their inability to teach the children inovatively in context of childrens socio-cultural life? Are they just passing on the buck to the being of children when all these children  spend more hours of the day with them and almost throught out the year then thier own parents? Elementary education and with the quality they receive will not make them confident enough to call themselves as literate so, once they get married and have children going to school the tag first generation learners will be still there and this will follow to the preceding generation like a permanent tag.

Between theory and practices

On the quotation “Practice what you preach” many says Preaching and practice are twins that often get separated and also If some of us practiced all we preach, we’d soon work our fool selves to death….

“Small family is a happy family” a catchy slogan to curb population explosion has its way to vanity. In reality which businessmen wants less customer, which doctor wants less patience in his/her clinic? Which educationist who passes on this massage wants less student in his/her school? Which politician wants less populace at his/her disposal? Bigger population size means power for politician, profit for businessmen, educationist, and doctor.

Citing these two debatable examples I would like to build my argument that there is ocean wide gap between theory and practice w.r.t educational institute and functionaries. This is purely my personal view based on little exposure so far.

RTE and NCF faced the most critics from the lower level school functionaries. RTE as a law and NCF as guidelines were laid out after intense research, consultation, dialogue and revision of existing law related to education. But, confusion still lies if an assumption, consideration, theories, philosophy and guide behind RTE and NCF are just phronesis or episteme. Phronesis refers to knowledge gained from an experiential, practical approach to practice and epistemic knowledge is that knowledge which is based on sets of propositions and has emerged from a theoretical base. The biggest question rises by teachers are that children should learn with fear of exam and punishment. Teachers are in the opinion that children are not natural learner. Teaching and learning cannot be done without all the required resources completely available. Thus many of the ground functionaries in education department directly contradict to the guidelines and law abiding them. Thus it is highly vulnerable that the aim and objective of education will not be achieved. If goals are to be achieved stakeholders should bind philosophically and emotionally to the guidelines abiding them or venture new and better strategies and recommendation for formalization, if not it is doom to failure as far as long term objective of education is concern. 

When though goes concern:

          If you think you can do it than obviously you gonna give a try on it. Never mind the adversity or the tide against you. You will never take a chance but give a shot. With high per-centum of uncertainty, we trod in fare but hope has its way in style. We try our best to articulate of what we wanted in life and what we are becoming of. Often we reflect and function to the action around us. Some stand their ground firm but at the cost of being mock to. But, for them “who cares” is the subtle holding them. Those like a waving flags on the comment of the wind are the one who fail to live life in sync with the value of life. Woo are all who glorify in contemporary not contemplating what lies in the future. In this Gen.Smart creating a name, fame, wealth and zeal has done much destruction to humanity than our lazy ancestors (?). Never like before we are feed with ideas, knowledge, wisdom, information, choice and flavor but ism, ignorance, arrogance, pollution and hunger has taken its tool but we conclude with the headlines “once again nature has played a cruel joke on us”. Have’s and have-not is your faith and your base line to start the journey of where you long for. Your joy is someone’s sorrow and your lost is a vantage to the citizens next to you. A child is design, defined and prefix with a profession tag but of parent choice. Too insured is the child that parents can finance their future to desk or road. Find underweight child in country side and will not missed to see obsessed child in urban.

          Kings are gone, Detectors/Authoritarian almost gone, but who can fixed these mess of democracy, the way of majority? “Let’s do business not war” is the giant MOU binding countries to artificial cease-fire. Be part of modern warfare or be the victim of cross-fire. How many have died with peace in battle ground? How many are prepared to be killed for no gain? But this we justify as “preparing for the worst”. Thinkers have more follower and critics than their thought(s). Physical connection of the world around has shrunk so as the tolerance has shrunk lately. Democracy also detects which cartoon has its place in our free society. We love the word freedom but hurt when see someone’s thoughts on free run. What can I do for someone with what I have is too odd as an approached rather fashionably replace as Hey Man what do you have for me?  If you demand the best, chances are you will be sideline as “idealistic”.

         Before we lay down in peace we got theories to learn, philosophy to believe, truth to reconcile, bitter pill to digest, fake hug to master and miles to conquer. But one day I hope to overcome this rough sketch of thought and smile wide before it’s too late. I have a small wish, a small role in this robust design for failure (?). I name myself as a “world citizen” rather than the small house I was born so, I pine for the better man of all as a citizen of this beautiful world.  

Review on Quality in education: competing concepts

       Paper by Krishna Kumar on “Quality in education: competing concepts” (review):

      He reluctantly used the term quality in education. He also raises the question, if education devoid of quality is at all education? The two meaning of the term quality are the attribute one possess to be identified and the second meaning refers to the rank or superiority of one thing over the other. In case of India like other developing country dichotomization of access and quality guide policy on education. He critics on the effect of long term goal of education by trying to achieved short term goal.  He upholds that quality of education should not be compromised for universalization of education. The debate of quality of education is often broken down to a limited view of learning and therefore failed to retain the idea of quality as the characteristic of education.

 Neoliberal approached in education intensify state withdrawal and more space for private as it emphasis choice as the goal for economic and educational reformation. Krishna Kumar rebuke by saying that choice is only limited to the thing already invented so thus not served the real purposed of education but also subdue the child inborn learning quality. He discussed the complexity of using competition for determining talent. If talent selection from divers’ pool of human diversity is replace by narrow pool of talent then the selection process of talent become more incomplete so, he concluded that equality is an aspect of quality, not contradict to it. Reservation in education will serve the desired goals in course of time. Gender inequality at school, home and society if not removed totally quality education cannot be expected. He clarify that universality does not means uniformity as every child is unique in her/his own way. Quality means learners should control of her own growth but not succumb to the detection, demands and orders from any one.

"Broken Republic" by Arundhati Roy (review):

1.    

     The author project the gap between the have’s and have’s not in Indian society. The mania of development that create havoc to forest dwellers who inherit the natural resources and have lived for century in a sustainable way. All out displacement without any alternative arrangement by corporate miners has left no other option to the effect community but to take up weapon for their survival.

The uprising in Naxalbari has seed the ideology of Maoist movement with objective to overthrow Indian state with arm struggle. But whatever their objective the picture in the ground reality is killed or be killed i.e. totally a struggle to survive in their own land and protect their natural right over the forest. She has strongly criticized the nexus between the corporate house, corrupted politician, media, NGO, and police in Indian society. 

The author expressed the dilemma if Gandhian philosophy of peace will work in the battle ground zero fought in the once peaceful land of forest dwellers. People who have taken up weapon have faced sufficient discrimination and exploitation from the businessmen, police, forest department, middle men and land owners. She is so skeptical about the way the state brand anyone interested in the issue as Maoist or Maoist sympathizer. She shared here first-hand experience with comrades walking deep into Dandakaranya forest to witness grand celebration in the middle of war zone.

 The author expresses her reservation on the functioning of “People’s court”. The author is clueless about other means to survive other than taking up weapon as her view on this war as deliberately design to make corporate entry in to the deep forest to suck out all the natural resources. She never admires the success of red revolution due to its violent nature. Increasing GDP as the sole objective of the state has hurt the democratic and republic nature of our country. There is an ideological hatred of Maoists by the right wing middle class, CPI and CPM. Space for sincere dialogue has been totally wiped out from both the party.

The author has written the book with an activist mode but will it not serve the purposed better if she approached in an intervenist mode. With all out clash preparation from both the parties i.e. state and Maoist, a mere campaign would not serve to control the conflict. Remodeling of development pattern, trust building, equal share holding of any profit, humanitarian and justice should prevail to bring lasting peace within this broken republic

Youth and way ahead: Linking community to quality and accessible education.

           Youth program held at Senior Secondary School Reodar, Sirohi on 24^th Sept. was first outreach of its kind. The program was organized with an effort to extend the intervention of the district institute to community. The important focus of the program was relationship building and based line understanding for future intervention. The team was welcome warmly and heartily. About two dozens of student took the trouble to stay back after the class in the school for the program under the initiation of one teachers, which is a good number for starting something a new.

           The question that struck my mind was what is the favorable condition for children to welcome intervention from outside? Just a teenage curiosity or has a logical reason behind it?   Our approached was purely informal and activity based of which they like the most. Is the school too rigid in formalities or over emphasis to text book and rote learning? In trying to inculcate community intervention for improving quality and accessibility of education, starting from the youth in the schools needs more logical and stronger justification. With all this question in my mind the exploration begins and will continue to reach a point where the result worth the effort.

           The major learning’s about the needs of the youth, his/her family and the society they belong to was explore. They have easily find terms to express the material needs for themselves, their family and society. The needs are mostly sustaining livelihood, supporting their studies and finding job. The youths have rather find it difficult or missed the psychological and emotional needs for them.

           

               The initiation taken so far has lead us to fixed another appointment totally under the initiation and convenience of the youth schedule. It is becoming a community in nature and youth in specific as the next program will be held in weekend (Sunday) i.e. 21th October. All the youths who attended are invited and also motivate them to invites their friends to joined them. 

* Detail description on the event can be access from Anand Kumar (english version) and Rajendra  kumar Raj Purohit (Hindi version).

My infant understanding on education for peace

Education for Peace: My infant understanding on education for peace

Scope

“Peace education” is not a new domain “in a way” in education system as education since century is directed towards producing more responsible individuals. Using the term “peace education” as a specific domain means trying to strengthen the existing effort of creating more responsible individual, sustainable practices, peaceful co-existence, appreciate values of diversity and equitable society. The    “absence of overt violence (sometimes referred to as ‘negative peace’) or conflict is not peace”. The mutual co-existence cannot be defined by just mere absence of visible conflicting action. Social justices, Freedom of thought and peaceful existences need a core respect and regard for one another. Introducing the concept of peace education among the shining stars of tomorrow will help them to prepare for the worst scenario of life. Reacting and responding like the “way a responsible citizen” to the norms, regulations and beliefs of the society can be contributed through peace education. It would help to inculcate new perspective of understanding problems in lives. Tagore said “The highest education is that which does not merely give us information but makes our life in harmony with all existence”.  

Adolescent stress related disease, teenager suicide cases; children immoral behavior is not new in our society. Building trusting relationship between teacher and student can be open up through peace education.  Through the domain of peace education children can cultivate peaceful behaviors and inculcate non-violent attitude. Capacity building for nonviolent conflict resolution among students, teachers and others are viable through the principles of peace education. Through the perspective of peace education we can introduce the fact “that we belong to each other”. Constructive critical thinking can be made possible. It covers the area of advocacy to law reform and social justice. Peace education questions if our human activities are in peace with the ecosystem around us. It reminds someone to look at others through the eyes of another. Empowerment of the weaker section with common consensus building can be maximized through the concept of peace. Tolerance to the multi culture, languages, practices, religion, gender, caste, race and regards for all this differences can be achieved with peace education concept in-depth in the heart of every child. Peace education can create quality education, quality transformation and accepting challenges and cautiously reacting to it. The issue which peace education covers is immense and has huge potential in bringing the foundation goal of Just, Equitable, Humane, and Sustainable Society.

As Gandhji said:

"Your beliefs become your thoughts
Your thoughts become your words
Your words become your actions
Your actions become your habits
Your habits become your values
Your values become your destiny”

So we should designed our destiny by creating a favorable beliefs system, words, action, habits not just let the untamed nature of human flow in free will.

Justification

I would like to justify why I like to work on “Peace Education” but this expression will be limited and very vague. The term used may not necessarily be the appropriate one. The issue of “peace” is personally related to the principles of my lives. Every child in India is a victim of abuse in one way or the other. So, one day or the other they will react accordingly to the way they are treated consciously or unconsciously. I want to give a professional touch to the passion I have. I consider myself at the right place to start this venture as the foundation has all the required resources and potential people to guide me. After clear understanding of the issue I will like to make contribution in making the teachers approaches more humane, text book less gender biased and contribute in building responsible citizens through research, dialogue, building consensus, convincing and strategic action. At global level peace education has created its place and in India it’s an emerging domain in education. Gandhi’s value of satyagraha and ahimsa is the need of the hour to heal our society today. In trying to inculcate the value of equality the high rate drop out of girl’s student, SC/STs student and low retention of student in Sirohi district can be addressed. Make school more children friendly and place of harmony and peace.

There is a long way ahead to convert my passion in to authentic application in primary education. Conceptualization of Peace education w.r.t primary education (theoretical) and Contextualization of peace education w.r.t the cultural aspect of the location (practical) will be the immediate moved that can be made through various ways. 

To Reflect or To Probe?

                        

Report on Field Visit in five blocks of Sirohi district (21st Aug. – 1st Sept., 2012)

Introduction:

This is my first field visit since I landed Sirohi district institute, on 8^th of August, 2012. The visit was organized after an intensive interaction with the Institute Supervisor. The Aim and Objective of the visit was discuss and deliberately decided to go to the field with an open mind, to see and observed whatever we can as a professional social worker. The notion of observing analytically on specific issue was done away as most of the field visit participants are new to the cultural, social and geographical context of the field we are visiting. So, my reflection about the visit will be purely observatory note, related information collected and my personal view.

Brief description of Field Visits till date:-

Date	Block	Village	Nature of work
21.08.12	Pindwada	Gharat	Govt. Primary School visit, observed village setting, interaction with Headmaster and ex Sarpanch of the village.
22.08.12	Pindwada	Gharat	Interaction with community people and Panchayat secretary.
23.08.12	Abu Road	Mahikhera	Govt. Primary School visit, observed village setting, interaction with school teacher and interaction with village elders.
24.08.12	Abu Road	Uplagarh	interaction with Headmaster, observed village setting ,  and interaction with  PRI official of the village.
27.08.12	Reodar	Hathal	Govt. Primary School visit, observed village setting, interaction with Headmaster, interaction with village elders, and ward member General category.
28.08.12	Reodar	Hathal	Observed village community setting and interaction with villagers and Ward Member from ST community.
29.08.12	Sheoganj	Bargaon	Observed village setting, interaction with Sarpanch, interaction with village folks.
30.08.12	Sheoganj	Bargaon	Govt. secondary school visit and interaction with Head master of the school, visit KGVB and interaction with the wardens.
31.08.12	Sirohi	Sildar	*pospond due to heavy rain
1.09.12	Sirohi	Deldar	Visit govt. school and private school, had interaction with the staff and head teachers of both the schools.

My personal reflection:

The visit to five villages in five blocks of Sirohi district was an eye opening to the reality. The biggest challenge faced was languages barrier. There is clearly a contrasting picture between “what should be and what it is”. The law (RTE) and guidelines (e.g. NCF 2005) which guide the education system of the land is a total failure at least in all the schools visited. Saying this I don’t mean to say that we should do away with the laws and the guidelines but to strengthen it. Now the question is how to strengthen it. On the part of schools teachers RTE is adding burden to their already tight schedule. Most of them have clearly spelled against RTE as “not relevant” in ground reality. Age based admission, no detention policy till class 8, no use of any form of punishment, mid-day meal, and unavailability of sufficient teachers are major problem almost all the teachers have. In trying to reason out issue behind these there are some factors directing that teachers not well qualified or not well-motivated or well equipped to accomplish the task assigned and children not able to adapt to the change. These further leads to deeper questions of why are teachers in schools not well qualified, not well motivated, or well-equipped and what went wrong to the natural ability of children to learn and adapt. Thus this exploration leads me to the behavior, attitude, social, cultural, economic and political contexts of the society.

We are dealing with first generation learners. A society who cannot related a long term returns of education in to their daily lives, or doubtful if concept of quality education exist   teachers who had experience of many years and not in sync with the present scenario, teachers well qualified who cannot (or ignore to) translate their knowledge  into innovation in the school. Real sense of responsibility towards the school is lacking from both teachers and communities. Who owns the school? Who has ever benefited from the school and what type of, if any? Possible beneficiaries (direct or indirect beneficiaries) are the children, community, teachers or the construction contractor? After this entire negative environment in the school, out of the number of children enrolled 45% to 50% student make it to the school. So, what interest me are these positive factors which drive the children to school. After understanding the factor it can be strengthen and can be extended among the children who are not regular and who are drop out. In trying to reason out why these percentages of children come to school various question crop up. What attract them to school? Is it any govt. incentive that pulled them to school? What is their expectation from the school, if they have any? Is their presence in the school an objective presence or just another place of social gathering? Is there any type inter-personal bonding established between the children and the teachers? Lack of monitoring the duties of the teachers is on one side express as a common view point contributing to failure of education system. When on the other side teachers are grumbling of overloaded task and teachers recruit on contract basis are paid too low and irregularly. Thus the question flows, if educational structure is deliberately design to fail (definitely Yes, for a pessimist). But as a social development interventionist to be optimistic is a must.

As we go on from one village to another in all the blocks, one important observation is that generally children from SC/STs, OBC are majority in govt. schools. There is a popular trend where family who are economically well off tend to send their ward in private school. Does this further marginalized and demotivate (psychological effect) the children and degrade the status of govt. school? The children knowing that they belong to a lower and under privilege strata in the society may affect their motivation and the determination to move ahead in this competitive world of education. Building interrelationship between what they learn in school and their daily lives can be one of the biggest challenges and dilemma children and teachers faced. Indigenous knowledge is considered as one of the most important tool in making education relevant to the context of the people. So, more emphasis if given on inclusion of indigenous knowledge may improve learning and retention rate of student.

Conclusion:

            The visit to 5 villages in just 10 days was too brief for deeper understanding of the village but worth if looking back to the objective of the visit. Languages barrier was one issue that hinder in culminating the information. The distribution of the village among the teams was excellent but most of the village visited by our team was dominated by Garacia tribe. It would have been a more diverse exposure had we been exposed to village of different social combination. The reflection made above may have some personal biased and post visit discussion with the team members but have taken outmost care to avoid this influence. The field visit was to concluded with a reflection on all the observation, information collected, and relationship build but the issue and the situation really pulls me for further deeper understanding. So the dilemma if I was “to reflect or to probe” still hangs on my mind unanswered. The visit has of course drawn as clearer picture of society in Sirohi District. This visit nevertheless is like a window shopping for further serious business of education. 

(Note: The brief description of the villages geography, people, culture and institution is not included)

Technology: DNA of modern society

Let’s just imagine ourselves without any technology that we used from early morning till we go back to sleep. What will be the first obstacle? Will our day be as normal as it used to be?

Let’s imagine ourselves back to the generation where technology has no place in anyone life and ponder if our present life is more meaningful or valuable than that of those generations? After this question, I decided to contextualize my argument that we were born with technology all around us.

The society is so connected; it is structured in such a way that everyone needs each other. Certain happening in one corner of this world is of concern to another person somewhere else in the world. Oh! I have to stop here because I realized that technology is the DNA of modern society and the rest is an argument just for the sack of argument.