Teaching with Models

Teaching with Models

22/12/14

Recently I had an opportunity to witness a function in a local high school. There is a general perception that these schools are very good in comparison to the other schools in the present system because of the discipline, the teacher involvement and student performance. What was apparent from the outset was that the adult (teacher) is a domineering figure and the children (students) are submissive and take orders, but perform all actions with a curious mix of involvement and trepidation. In this function there was also a school administrator who was visiting specially to witness the program being conducted. It was interesting to see the interaction between the teachers with the administrator. The roles had dramatically changed, the teachers now behaved in a style and manner like that of their students towards the administrator, although the administrator himself appeared to interact with the teachers as an adult. Is this mentality of submissiveness ingrained in our psych that we see ourselves as perennial slaves whenever a situation presents itself, perhaps due to the long history of the administrative / governance system we have had? On a day to day level this behavior is perhaps confined to the principal’s chamber or staff room corner, but on festive days this is wide out in the open where the large student body could witness this interaction. Thus, although this aspect of human relation is not formally taught, it is exhibited and learnt by many children (students) as the prescribed behavior, which they are expected to follow when they grow up to adults. Many a learning happens passively, and this includes desirable as well as undesirable behavior. What is the problem with this approach? It makes the adults to forgo their need to think, analyze and take control of the situation, their ability to question dubious processes, looking at the administrative superiors to solve their problems and essentially take responsibility for their jobs. This is not confined only to schools and teachers but is widespread in many organizations, more so in the government. You could say that we are not yet truly liberated from the colonial thinking.

Limits of Knowledge

Limits of Knowledge

23/6/14

Is the ability to learn finite in an individual? In a society? In a territory / region / country? In a species? Learning is contextual, and hence appears to be progressive. As one becomes aware of experiences in a certain body of knowledge, then it becomes possible to scale beyond, grow deeper, appreciate the nuances which were not possible at the very early level of learning and knowing. This is the idea and concept of progress, where one builds on an existing platform, and create a new platform which others might be able to use. But this is from an individual’s perspective. We also have learning which is collective, where the progress is due to collaborative involvement, as a team or group. This aspect of learning we call culture and tradition which show as a manifestation of the collective learning. From a historical perspective we recognize this as the different competencies and capabilities of different cultures or regions, and we identify some as superior because of the evidence of their contribution, as in philosophical contributions of the Greek, technological innovations of the Chinese, administrative capabilities of the Romans, etc. The question is why there are islands of excellence in knowledge and wisdom among communities and groups? Yes, the physical distances could have contributed at a time when the communication technologies were primitive. Since collective learning required learning from others, one had access to the wisdom of his neighbors and not of distant expertise. But, even after communication technologies have made access to distant knowledge we still see pools of knowledge localized to small areas. Is this because of some inherent limitation to learn?