Inspiration
The Purpose of Education … Inspiring Stories!
This group of educators, though coming from varied backgrounds and influencing different audiences, all have one thing in common – they ask first what the purpose of education is and then set about changing their educational landscapes to fit that answer.
Published
5 years agoon
By
Sean Slade
Discussing my role models in the space of creativity in education and what it is about their endeavours that are inspiring, it is more important to focus on what makes these three individuals’ actions and behaviours inspiring. This group of educators, though coming from varied backgrounds and influencing different audiences, all have one thing in common – they ask first what the purpose of education is and then set about changing their educational landscapes to fit that answer. Rather than follow what was assumed or what has been done before they are seeking to make education relevant – currently and into the future. All of us have an audience whether it be students in our classrooms, schools in which we have input, or policies that we help craft.
Russ Quaglia is the founder and executive director of the Quaglia Institute for School Voice and Aspirations, and himself an inspiring speaker and author. However, he is probably better known and cited here because of his work in advocating for the role of student voice and empowerment in their education. Students – as a key (one could say core) stakeholder in education – must have input into not only what they are learning but also how they are learning it. Making students accept the responsibility of owning their education is often as difficult as having adults relinquish ownership and control. And rather than assuming that they know what they want, teachers must work with students to progressively develop their understanding of options, their preferred learning styles, and help them to become more comfortable and eventually fluent in advocating for their own education.
As long as our education system is grounded in testing and accountability, the effort to move the needle on student engagement will not increase until we move to a system of trust and accountability … Listen to student voices. … What do they have to say? Why are they telling us that? And then resist the urge to rush to create an action plan.” —Russell Quaglia
- Video: http://bcove.me/b3w417pv
- The Engagement Gap: Whole Child Symposium: http://www.ascd.org/wholechild/spring2016wcsreport.pdf
- Generic page: www.ascd.org/wcsymposium
Joe Fatheree is a teacher at Effingham High School, Illinois. He was also a top 10 Finalist for the 2016 Global Teacher Prize and the Illinois Teacher of the Year 2007. While Joe is a technically a science teacher, he has become adept at deciphering what needs to be taught – or rather what needs to be learnt by his students – and adapts his curriculum and classroom instruction to achieve those goals. He is constantly looking to adapt and improve his teaching to suit his students and their needs as opposed to being constrained by the mandates or requirements. It should also be noted that he plays out what Russ Quaglia preaches – that students must have a seat and a voice at the education table.
He works at engaging his students whether that be by bringing music, drama, arts, project-based learning, community service projects into his teaching. But really those are just the tools he brings in – these tools on their own don’t make education meaningful. These tools are used to complement the goals that he and his students have jointly determined are important. As that mentor and educational guide, he and his students grow and develop not just as academic students but as people. Joe is currently leading an effort across the US to make our schools safer places for learning via the National Coalition for Safe Schools.
One of the hardest things I ever had to do as a teacher was to take a look in the mirror and realise I was the reason my students were struggling. The lessons I learned in my second year of teaching have stuck with me my entire career. I am constantly searching for new ways to engage my students and make them vested partners in the learning process. Along the way, I have learned how important it is to create a culture that connects the curriculum to the real world in order to assist students in overcoming the fear of failure. Today, my classroom is an innovation ‘think tank’ where we challenge students daily to push the limits of creativity. – Joe Fatheree
Andreas Schleicher may not be a name that everyone knows but his work certainly is. As Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris, he leads the Programme for International Student Assessment or PISA, which every three years compares 15-year-old students from all over the world in reading, mathematics, science, and more recently in collaborative problem solving and global competence.
But it’s not Andreas’ work with PISA that inspires me but rather this leadership with another project called the Future of Education & Skills 2030. This project has changed the standard playbook at the OECD and also the standard policy recommendations we are used to seeing at a national or global level. Too often educational policy has been an anchor on systems change and improvement, yet this project, and the way it is building and garnering support, is a progressive change for the future.
The OECD 2030 project aims to help education systems determine the knowledge, skills, attitudes and values students need to thrive in and shape their future, and Andreas’ first call to action was to gather experts from around the world to determine a very basic question – what is the purpose of education and what should be the goal of our educational systems.
How can we prepare students for jobs that have not yet been created, to tackle societal challenges that we can’t yet imagine, and to use technologies that have not yet been invented? How can we equip them to thrive in an interconnected world where they need to understand and appreciate different perspectives and world views, interact respectfully with others, and take responsible action towards sustainability and collective well-being?
The answer, or north star, for this project became not academic attainment nor economic growth, but rather individual and collective wellbeing. Individual and collective wellbeing is not a term or a focus that is typically bandied around in education policy-speak, yet here we have a leading educational policy organisation declaring wellbeing as the goal of educational systems.
Education used to be about teaching people something. Now, it’s about helping students develop a reliable compass and the navigation skills to find their own way through an increasingly uncertain, volatile and ambiguous world… education is also increasingly about the social and emotional skills that help people live and work together. Think about courage, integrity, curiosity, leadership, resilience or empathy. – Andreas Schleicher
Andreas is forging ahead in making this influential global policy organisation target not the traditional measurements of success but rather plan out educational growth in an ambiguous, volatile and unpredictable world by focusing on the competencies and transformative competencies that make us human and help our communities thrive.
Late last year they released a summary of stage 1 of the project titled the Learning Compass 2030, and core to the model and framework is the role of students in navigating their own education, via ever expanding educational ecosystems, guided by educational professionals, towards the north start of wellbeing.
- Video: https://www.youtube.com/watch?v=M3u1AL_aZjI
- OECD Learning Compass 2030: https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/
- Generic page: www.oecd.org/education/2030
These three educators are inspiring but I’m sure they would also agree that it’s not them per se but rather what they are aiming to do which is inspiring and making a difference.
It is, asking the fundamental question about the purpose of education; focusing on their audiences and sphere of influences; and, promoting the role of youth in their own education.
About the author:
Sean Slade is Senior Director of Global Outreach at ASCD (www.ascd.org), a global mission-driven education association
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Education
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
Published
3 weeks agoon
December 3, 2024
The Central Board of Secondary Education (CBSE) is set to introduce a two-level structure for Science and Social Science subjects in Classes 9 and 10, starting from the 2026–2027 academic session. This move follows the successful implementation of two-level mathematics examinations—Standard and Basic—for Class 10 students in the 2019–2020 session.
The decision aligns with the National Education Policy (NEP) 2020, which advocates offering subjects at varying difficulty levels to reduce academic pressure and counter the coaching culture. The proposed structure aims to give students the option to study some subjects at a higher level while taking others at a standard level.
Key Details of the Plan
According to Hindustan Times, the CBSE curriculum council has already approved the proposal, and final approval from the Board’s governing body is awaited. The initiative seeks to empower students who demonstrate an aptitude for Science and Social Science to study these subjects in greater depth before transitioning to Class 11.
For Mathematics, which currently offers two levels, the syllabus remains the same for both Standard and Basic levels, but the difficulty and format of the question papers differ. A similar approach is likely for Science and Social Science, although details are yet to be finalised. Advanced-level students may be provided with supplementary learning resources, alternative textbooks, or the same textbooks with additional challenges and problems.
Implementation Framework
The implementation of this two-tier system depends on the development of updated textbooks by the National Council of Educational Research and Training (NCERT). As part of the ongoing curriculum reform under NEP 2020, the NCERT has already released new textbooks for Classes 1, 2, 3, and 6, with materials for Classes 4, 5, 7, and 8 expected in the 2025–2026 academic year. Education Minister Dharmendra Pradhan has indicated that all updated textbooks are likely to be available by January 2026.
Students will likely have a window to choose between the standard and advanced levels and may be allowed to switch within a stipulated timeframe. The advanced level could include longer study hours and distinct question papers for Board examinations.
By offering this flexibility, the CBSE aims to provide students with opportunities tailored to their abilities, enabling them to excel academically without undue stress.
Education
Jaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
Published
4 weeks agoon
November 24, 2024
The Jaipur History Festival (JHF), an annual event organised by the Maharaja Sawai Man Singh II Museum Trust, is set to host its 2024 edition from 3rd to 6th December at the iconic City Palace in Jaipur. Established in 2017, the JHF has become a flagship event in India’s cultural calendar, earning widespread recognition from educational institutions, policymakers, and media alike. This year’s theme, “Financial Literacy Through Folk Arts,” promises an engaging blend of tradition and modernity, offering innovative learning experiences for over 10,000 students and educators.
A Groundbreaking Theme: Financial Literacy Through Folk Tales
The 2024 festival theme uniquely integrates financial literacy into education through the rich tradition of Indian and global folk tales. Stories from the Panchatantra, Jataka tales, Akbar-Birbal, Sheikh Chilli, Mulla Nasruddin, Tenali Rama, and Munshi Premchand’s literary classics will serve as mediums to impart essential financial skills. Lessons on budgeting, saving, and understanding the distinction between needs and wants will be creatively woven into folk art performances, ensuring that students grasp these critical concepts in an engaging, memorable way.
Aligned with the National Education Policy (NEP) 2020, this initiative emphasises values-based education while nurturing practical skills like wealth management and fraud prevention. The programme targets primary and secondary school students, fostering early financial literacy to help shape a generation of financially savvy individuals.
Festival Highlights
The four-day festival will feature a diverse array of performances, workshops, and exhibitions, including:
- Plays based on Munshi Premchand’s works like Nirmala, Kafan, and Gaban.
- Traditional art forms such as Dastan-e-Goi, Kathak recitals, and Rajasthani folk dances.
- Live music performances in Hindi, Marwari, and English, focusing on financial literacy themes.
- Craft workshops and installations, including kites, puppets, Kalighat paintings, and paper mache models.
- Interactive exhibits, such as Rashmi Rath (E-Car), bioscopes, and Jantar Mantar sundial paper models.
- Workshops on modern educational tools like AI-powered graphic generation and business plan incubation.
Morning cultural programmes will be followed by exhibitions and craft workshops, creating a holistic learning environment for attendees.
National Reach and Global Aspirations
The Jaipur History Festival 2024 will welcome participation from over 120 schools nationwide. Following the grand success of previous editions, this year’s festival aims to expand its footprint by hosting sessions in prominent educational hubs like Gurgaon, Delhi, Mumbai, and Jammu.
The Legacy of JHF
Since its inception, the Jaipur History Festival has aimed to revolutionise traditional education through experiential learning and cultural immersion. Themes from previous years have ranged from Gandhi’s Rivers of India to “Phad Se Padh,” focusing on Rajasthan’s Phad paintings. In 2023, the festival celebrated the “International Year of Millets,” showcasing the intersection of cultural heritage and global sustainability efforts.
With its steadfast commitment to innovation and inclusivity, JHF 2024 promises to be a transformative experience, inspiring educators, students, and parents to rethink the way history and life skills are taught in schools.
Looking Ahead
As India’s largest history festival, JHF exemplifies how education can be both meaningful and engaging. By merging traditional folk arts with contemporary financial literacy, the festival not only preserves cultural heritage but also equips students with life skills essential for the modern world.
This year’s edition is poised to set a new benchmark in interdisciplinary education, fostering creativity, critical thinking, and a deeper appreciation for India’s diverse cultural tapestry.
Education
ICAI and CBSE Join Hands to Promote Commerce-Based Skill Courses in Schools
Published
1 month agoon
November 22, 2024
In a significant step towards enhancing the skill development ecosystem in education, the Institute of Chartered Accountants of India (ICAI) and the Central Board of Secondary Education (CBSE) signed a Memorandum of Understanding (MoU) on 21 November 2024 in Bhubaneswar, Odisha. This collaboration aims to introduce and promote commerce-focused skill courses, particularly in the banking, financial services, and insurance (BFSI) sector, to boost students’ employability and career readiness.
The ICAI, through its Committee on Career Counselling, will contribute its expertise in curriculum design, syllabus development, study materials, and training modules. Additionally, the organisation will play an active role in career guidance initiatives, participating in workshops and training programmes organised by CBSE.
Addressing the importance of the partnership, ICAI President CA Ranjeet Kumar Agarwal stated, “The signing of this MoU with the CBSE is a significant step towards enhancing the skill development ecosystem for students across the country. Through this collaboration, ICAI aims to promote commerce-based skill courses and ensure that students are equipped with relevant, industry-aligned competencies. This partnership reflects our commitment to bridging the gap between academic learning and professional requirements, and we are confident that it will open new avenues for students to pursue rewarding careers in accountancy and finance.”
The collaboration will also focus on raising awareness about career opportunities in accountancy and related fields, aligning educational frameworks with the evolving demands of the job market. CBSE and ICAI plan to conduct awareness programmes for principals, teachers, and school management teams in CBSE-affiliated schools across India. These programmes will highlight the importance of BFSI-related skill courses and their potential to enhance students’ career trajectories.
As part of this initiative, CBSE will organise capacity-building initiatives to upskill teachers in commerce-related subjects, ensuring they are well-equipped to deliver specialised courses effectively.
ICAI has already established similar collaborations with 85 universities, colleges, and educational institutions to promote academic excellence, research, and knowledge exchange. According to The Indian Express, these initiatives aim to create a workforce equipped to meet the challenges of a modern, dynamic economy.
This partnership underscores a growing commitment to aligning education with industry needs, preparing students for thriving careers in commerce and finance.
Education
An Aristocracy Of Service: The 4S Approach to Quality Education
Published
3 months agoon
October 2, 2024By
Sandeep Dutt
Let’s focus on the importance of quality in education and the significance of learning to give.
The best way to deliver quality education and bring about the personal and social development of an individual is by empowering young people to follow their passions. The education process today is built on the 4S approach – Service, Skill, Sport, and Study. The CBSE, CISCE, and most of the national boards are now incorporating skills and activities beyond the classroom into their curriculum.
Each of these four dimensions of learning is equally essential for helping young people find themselves and become the leaders they aspire to be.
Service is the numero uno of the 4S
Mahatma Gandhi said, “The best way to find yourself is to lose yourself in the service of others.”
Service, also referred to as Community Service or Social Service, has been an integral part of The Doon School since its inception. The first Headmaster, Mr Arthur Foot, believed that “the boys should leave The Doon School as members of an aristocracy, but it must be an aristocracy of service inspired by ideas of unselfishness, not one of privilege, wealth or position.” This principle has remained a foundational aspect of the school for decades. Over the years, The Doon School has amassed an impressive record of service. The students have consistently extended a helping hand across India during major earthquakes, tsunamis, landslides, and floods. For instance, during the 1991 Uttarkashi earthquake, when all communication lines were down, the school’s HAM radio club collaborated with the state administration and aid providers to establish channels of communication with the base station.
All boys at The Doon School must complete mandatory hours of social service. The school runs a Panchayat Ghar where students teach underprivileged children. Over the years, the school has adopted villages, working with villagers to construct houses, community centres, school buildings, sanitation systems, energy efficiency systems, and self-employment projects, including small-scale irrigation systems. Apart from village development, the school is actively involved with the Raphael Ryder Cheshire International Centre and the Cheshire Home.
Socially Useful Productive Work (SUPW) was introduced as a subject in Indian schools, where students could choose from various vocational education activities—embroidery and knitting, gardening, cooking, painting, carpentry, and other crafts and hobbies, as well as community service for senior students (Class IX onwards). This subject was introduced in 1978 by the Ministry of Education to promote Gandhian values and the educational ideas of Mahatma Gandhi. While many private schools have discontinued the subject, it remains an ancillary but mandatory part of the curriculum in schools affiliated with the Council for the Indian School Certificate Examinations (CISCE), which conducts the ICSE and ISC examinations. It is also taught in some Central Board of Secondary Education (CBSE) schools, including all Kendriya Vidyalaya and Jawahar Navodaya Vidyalaya schools.
Skill
Skill development aims to encourage the growth of personal interests and practical skills. Music, crafts, arts, nature, communication, hobbies, indoor games, vocational skills, and performance skills are examples of such activities. These interests are typically non-physically demanding and may be hobbies, vocational, or job-related.
“Skill is the learned ability to carry out a task with pre-determined results often within a given amount of time, energy, or both. In other words, the abilities that one possesses. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.” ~ Wikipedia
Various forms of skills that schools should help deliver include labour skills, life skills, people skills, social skills, soft skills, and hard skills.
Sport
Sport is not only important for children’s health but also enhances learning achievement, resilience, and psychosocial and motor development. Children who engage in sports from a young age are more likely to continue doing so as they grow older. School-based sports programmes can lead to noticeable positive changes in teens’ behaviour and outlook. When students participate in sports, they can benefit not only physically but also socially and mentally!
Sport should encourage young people to improve their personal physical performance through training and perseverance in activities they enjoy. Physical activity is vital to young people’s holistic development, fostering their physical, social, and emotional health. The benefits of sport extend beyond physical well-being, and the educational value of sport should not be underestimated.
Round Square and International Baccalaureate (IB)
Round Square is a worldwide association of schools across five continents sharing unique and ambitious goals. Students attending Round Square schools make a strong commitment to personal development and responsibility, beyond academic excellence. The Round Square approach promotes six ideals of learning: Internationalism, Democracy, Environment, Adventure, Leadership, and Service. These are incorporated into the curriculum across all member schools, providing opportunities for student and teacher exchanges, community service projects, and conferences.
The International Baccalaureate (IB) offers four programmes for students aged 3 to 19, helping develop the intellectual, personal, emotional, and social skills necessary for living, learning, and working in a rapidly globalising world. The IB aims to develop inquiring, knowledgeable, and caring young people who contribute to creating a more peaceful world through intercultural understanding and respect.
Study
Study is the process of applying the mind to learning and understanding a subject, especially through reading. According to the dictionary definition, study refers to ‘the application of the mind to the acquisition of knowledge, as by reading, investigation, or reflection.’ This is just one aspect of a young person’s growth at school.
A good school must provide the best ecosystem for the personal and social development of an individual. This can only be achieved when we focus beyond studies, giving equal emphasis to Study, Skill, Service, and Sport.
This article is also published in the Good Schools India Journal.
_______________________________________________________
Authored By- Sandeep Dutt, Founder, The Good School Alliance
Shomie Das, a renowned figure in Indian education, passed away at 10:30 pm last night in a Hyderabad hospital. Das had been in a coma following brain surgery and ultimately succumbed to his injuries.
Shomie Das, an eminent figure in Indian education, has a distinguished academic and professional background. He graduated from St. Xavier’s College at the University of Calcutta and subsequently from the University of Cambridge. Early in his career, Das taught at Gordonstoun School, where his students included Prince Charles. He served as the principal of Mayo College from 1969 to 1974, before taking on the role of headmaster at the Lawrence School, Sanawar, a position he held until 1988. He then became the headmaster of The Doon School, where he left a significant mark on the educational landscape. His tenure in education was marked by a commitment to fostering curiosity, self-discovery, and critical thinking. Notably, Mr. Das’s grandfather, SR Das, was the founder of The Doon School, linking him to a deep legacy in educational excellence.
Shomie Das’s association with Naga Prasad Tumalla of People Combine led to the establishment of Oakridge International School, which was eventually acquired by Nord Anglia Education. Just two weeks ago, Mr. Das attended the launch of a book titled ‘Shomie Das – The Man Who Saw Tomorrow.’ Authored by Naga Tumalla, the book delves into how their collaboration founded a school that encourages students to think beyond traditional educational boundaries.
As we mourn the loss of Mr. Das, we celebrate the legacy of a visionary who viewed education as a transformational journey rather than a transactional process. His profound impact on education will continue to influence countless lives, instilling a passion for genuine learning. We are profoundly grateful for his commitment and the indelible mark he has left on Indian education. His presence will be missed, but his legacy will continue to inspire future generations.
Thank you, Mr. Shomie Das, for your unwavering dedication to the transformative power of education.
Education
The Silent Conversations: How Teacher-Student Relationships Need a New Language
Published
4 months agoon
September 5, 2024
Let’s take a walk through a memory we all share. Picture a classroom from years ago—rows of desks filled with students, and at the front, a teacher, often feared, seldom questioned. The boundaries were clear, and so was the unspoken rule: the teacher was the ultimate authority. For many, respect wasn’t earned; it was demanded, and it was often respect cloaked in fear.
Now fast forward to today. Walk into a classroom and you might notice a shift, subtle yet profound. It’s not the same classroom anymore, and the role of the teacher has evolved. But here’s the catch: while education has progressed, our respect for the role of the teacher seems to have lagged behind. Today, on Teacher’s Day, it’s worth asking—why are the true nation-builders, the ones shaping our future, often undervalued and underpaid?
Perhaps the answer lies in how we’ve misunderstood what a teacher really is. For too long, society has viewed them merely as deliverers of information, bearers of authority. But teachers are so much more than that. They are the silent architects of our minds, the ones who help build the bridges between what we know and what we have yet to discover. Yet, somewhere along the way, we began to take this for granted.
The Shift from Fear to Friendship
There was a time when respect was born out of fear. Teachers ruled with a strict hand, their word was law, and questioning them was unthinkable. But was that true respect, or just submission disguised as respect? Today, we are seeing a new wave, where the teacher-student relationship needs to be redefined, not by fear but by mutual respect, communication, and, yes, even friendship.
But let’s be clear—friendship here doesn’t mean a blurring of boundaries. It doesn’t mean a loss of authority or a casualness that erases the lines of respect. Instead, it’s a different kind of connection. Teachers no longer stand on a pedestal looking down; they stand beside, guiding students through their own paths, understanding that each student’s journey is different.
Communication is key. It’s in the conversations where teachers take time to know their students, not just as learners but as individuals. It’s in the way they listen as much as they speak, creating an environment where students feel heard, valued, and respected. In turn, this earns the teacher a respect that is deeper and more lasting than the fear-based reverence of the past.
Why Do We Undervalue the Nation Builders?
Despite this evolution in the role of teachers, why does it feel like they are still fighting an uphill battle for recognition? In a world where education is hailed as the foundation of success, why are the people responsible for delivering that education often the ones most undervalued?
Part of the problem lies in how we measure success. Teachers don’t build skyscrapers, but they build the minds that will one day design them. They don’t operate on stock markets, but they shape the critical thinkers who will one day make important decisions. Their work is not tangible in the moment—it takes years, sometimes generations, to see the full impact of a teacher’s influence. And perhaps that’s why we forget.
We forget that every doctor, every scientist, every artist, and every leader was once a student sitting at a desk, shaped by a teacher’s encouragement or wisdom. And if we continue to undervalue teachers, we run the risk of weakening the very foundation upon which we build our future.
Redefining the Role, Rekindling Respect
So, how do we redefine this relationship? How do we remind ourselves, and society, of the immense value teachers bring? It starts with respect—respect that is not just expected, but earned through communication, understanding, and empathy.
Teachers need to be seen not just as authority figures but as mentors, guides, and facilitators of growth. This shift is already happening in many classrooms around the world, where teachers are creating spaces that are less about control and more about collaboration. They are empowering students to think for themselves, encouraging curiosity, and fostering a love for learning that will last long after the classroom doors have closed.
And in return, students are responding with a new kind of respect—one that comes from understanding that their teacher is not just there to lecture, but to guide, to support, and to inspire.
A Personal Yet Universal Connection
Whether you are 15 or 50, we’ve all had that one teacher. The one who went beyond the textbook, who saw something in us we didn’t see in ourselves. The one who stayed a little later after class to help, or who asked how we were doing when no one else did. That’s the power of a real teacher-student relationship, one that goes beyond authority and delves into mentorship.
On this Teacher’s Day, let’s redefine what it means to be a teacher. Let’s not just celebrate them, but value them in a way that goes beyond one day of appreciation. Let’s pay them what they’re worth, respect them for the role they play in our society, and recognise that the future of our world is, quite literally, in their hands.
Because the truth is, without teachers, there is no future. And that is something we can all understand, no matter our age.
Education
India at the 2024 Paris Olympics: A Call for Greater Sports Prowess and Better Sports Education
Published
5 months agoon
July 29, 2024
The 2024 Paris Olympics commenced two days ago, with India sending a contingent of 117 athletes across 16 sports. While this number represents a significant effort, it highlights a pressing need for a larger representation and enhanced prowess in global sports competitions. This aspiration can only be achieved through increased investment in sports, a shift in societal mindset, and a transformation in sports education within our schools.
Increasing the Sports Budget
To foster a robust sports culture, India needs to allocate more resources towards sports development. The current sports budget, though improved, is still insufficient to meet the demands of nurturing world-class athletes across various disciplines. Enhanced funding can ensure better training facilities, access to top-notch coaches, and international exposure for athletes from a young age. Countries excelling in the Olympics, like the USA and China, invest heavily in their sports infrastructure and athlete development programs, reaping the benefits in the form of medals and international acclaim. India must follow suit to compete on equal footing.
Changing the Mindset
In India, sports other than cricket often receive little attention until an athlete wins a medal. This reactive celebration highlights a fundamental issue in our sports culture. Athletes who dedicate their lives to disciplines like athletics, boxing, and badminton deserve recognition and support from the beginning of their journeys, not just when they achieve success. A proactive approach, where the efforts and struggles of athletes are acknowledged and supported continuously, will foster a more encouraging environment for aspiring sportspersons.
India’s obsession with cricket is well-known, often overshadowing other sports. While cricket’s popularity is a cultural phenomenon, it is essential to distribute this enthusiasm more evenly across various sports. Promoting diverse sports will not only provide opportunities for athletes in less-publicised disciplines but also help in discovering and nurturing talents that might otherwise go unnoticed. A more balanced sports culture can significantly enhance India’s performance in multi-sport events like the Olympics.
Reforming Sports Education in Schools
A critical area that requires urgent attention is sports education in schools. Currently, physical education (PE) periods are often viewed as leisure time or used by other teachers to complete their academic syllabi. This undervaluation of sports in the educational system hampers the development of potential athletes. Schools must recognise the importance of sports as an integral part of education, crucial for the holistic development of students.
Infrastructure and Opportunities
Many schools lack the necessary infrastructure to support various sports. Facilities for athletics, swimming, gymnastics, and team sports are either inadequate or non-existent. This lack of infrastructure prevents talented students from exploring and honing their skills. Investing in sports facilities at the school level is essential for identifying and nurturing talent early on. Additionally, schools should employ qualified PE teachers who can provide proper training and mentorship to young athletes.
Building a Supportive Environment
To create a thriving sports culture, it is imperative to build a supportive environment that values and encourages sports participation. Schools should organise inter-school competitions, sports days, and workshops with professional athletes to inspire students. Moreover, collaborations with sports academies can provide advanced training opportunities for talented students. Recognition of achievements in sports, both small and large, can motivate students to pursue sports passionately.
Therefore, the participation of 117 Indian athletes in the 2024 Paris Olympics is commendable but also a reminder of the potential yet to be unlocked. By increasing the sports budget, changing societal mindsets, diversifying our sports enthusiasm, and reforming sports education in schools, India can nurture a generation of athletes capable of excelling on the global stage. Embracing sports as a vital part of education will not only improve our Olympic performance but also contribute to the overall well-being and development of our youth.
Inspiration
Remembering Kargil Vijay Diwas: A Lesson in History, Sacrifice, and Peace for Our Children
Published
5 months agoon
July 26, 2024
Today is the Kargil Vijay Diwas, a day of victory for the Indian armed forces celebrating 25 years of victory in the Kargil War of 1999. This day represents pride and strength of the nation, as well as a reminder of the price that is paid in any armed conflict. While appreciating the courage and the efforts of our soldiers on this day, it is equally important to explain its importance to our children.
Understanding the wars of the past is essential for the younger generation. The Kargil War was a high-altitude conflict between India and Pakistan, fought in the treacherous terrain of the Kargil district in Jammu and Kashmir. Despite the harsh conditions and the strategic disadvantage, the Indian Army emerged victorious, reclaiming the occupied territories. This victory, achieved through immense bravery and sacrifice, is a testament to the indomitable spirit of our armed forces.
It is always good to celebrate victories in war as a sign of prowess, but it is equally important to pass this message to the young: War should always be the last solution. These depictions of bravery during the Kargil War should evoke feelings of respect and gratitude for those who sacrifice their lives to secure our freedom and security. However, it should also highlight the importance of peace and non-violence. India’s history is rich with examples of resolving conflicts through diplomacy and non-violence, a legacy of ahimsa championed by leaders like Mahatma Gandhi.
Schools play a pivotal role in shaping the perspectives of young minds. By incorporating lessons on the Kargil War and other significant historical conflicts, educators can instil a deeper appreciation for the freedom and security that we often take for granted. These lessons should not only be of triumphs in battle; they should also include the destruction and suffering that war entails. This way, students will be able to appreciate the efforts of the soldiers and have a deeper respect for the armed forces and their principles.
However, it is also important to complement these stories with the ones of peace and diplomatic victories. Explaining India’s policy of non-violence and the use of diplomacy in the conflict can help children learn about the benefits of living in harmony with others and the effectiveness of negotiations over fighting. This dual approach makes sure that while we are rejoicing and acknowledging our champions, we are also promoting peace and proper utilization of authority.
Therefore, Kargil Vijay Diwas is not only a day of victory and celebration but also a day when our children should be made aware of the bitter truth of war and the need for peace. In this way, we can raise a generation that appreciates freedom, honors the soldiers’ sacrifices, and aims at a society where people solve their problems with understanding and not violence.
Education
Celebrating Nikola Tesla: A Beacon for Transforming Education
Published
6 months agoon
July 10, 2024
Every year on July 10, people all over the world celebrate Nikola Tesla Day and think not only about the inventions of this great scientist but the core value of innovation and knowledge-seeking that Tesla embodies. His journey holds numerous lessons for modern education curriculum today.
Born on the tenth of July in the 1856 in Smiljan, Croatia, Nikola Tesla had an incredible curiosity from his early years. From a village boy to being among the most prominent inventors of all time, his story is an inspiring indication of the impact of creativity and hard work. Some of these include work done in alternating current systems, the invention of wireless communication, and early X-ray imaging to mention but a few. But what can we, as educators and stakeholders in the education sector, learn from the story of such an extraordinary person as Tesla?
Cultivating Curiosity and Imagination
Tesla’s success was driven by his boundless curiosity and vivid imagination. He often emphasized the importance of nurturing these traits, stating, “The gift of mental power comes from God, divine being, and if we concentrate our minds on that truth, we become in tune with this great power.” Encouraging students to question the world around them and imagine the possibilities beyond the obvious can foster a generation of innovative thinkers. Incorporating more open-ended projects and inquiry-based learning can help in this regard.
Embracing Failure as a Learning Tool
Tesla also had many failures and downfalls throughout his life, but he never let them stop him. He said “The present is theirs; the future, for which I really worked, is mine.” Such an attitude towards failure is something that every student needs to grasp as it is the key to success. The implementation of a curriculum that embraces the process rather than the product, and encourages learning, experimenting, and perceiving failure as a part of overcoming a challenge is effective.
Hands-On Learning and Experimentation
Tesla’s approach to learning was hands-on. He believed in experimenting and learning from practical experiences. Modern education systems can draw from this by integrating more laboratory work, maker spaces, and real-world problem-solving activities into the curriculum. Students should be encouraged to tinker, build, and experiment, thus applying theoretical knowledge to practical situations.
Tesla was involved in a variety of professions including electrical engineering, physics, and several others. This is evident in his method of integrating different fields of discipline to show the need for a balanced curriculum. The modern school curriculum should discourage compartmentalization of knowledge and encourage students to work across disciplines, with the ability to draw on different knowledge bases to create and solve multidisciplinary problems.
Learning as an Ongoing Process
Tesla never stopped learning. Being an inventive man, he was always learning and implementing new concepts and ventures till his last days. This shows that we need a philosophy of lifelong learning that is crucial in today’s ever-changing society. Challenge students to look at their education not as a quest that has an end goal, but a process that goes on for as long as one is alive. This can be supported by education through encouraging learners to pursue education on their own and offering them resources where they can continue learning beyond formal education.
Nikola Tesla is an inspiring example of the fact that it is possible to change the world by making education based on curiosity, perseverance, practice, and feedback. On the day dedicated to the great inventor Tesla, it is important to reflect on his life, work, and ideas, and, as educators, try to develop young people not only knowledge but dreams and ambitions that can change the world.
Inspiration
The Liberal Gift: The Key Lessons from “College – Pathways of Possibilities” by Saikat Majumdar
Published
6 months agoon
June 20, 2024
Children up to grade VI who secured a rank within the top 15 were exempted from sitting for the annual exam at the school I attended. My academic performance was below average, so I never missed writing the annual exam. During classes, I struggled to learn the notes by rote; instead, I found myself drawn to discussions and debates on the topics at hand. Unfortunately, the classroom environment rarely encouraged such interactions, with teachers predominantly delivering monologues rather than fostering open dialogue. I neither listened to the teacher’s dictation of the book nor dictated the book in my answer scripts. As a result, my academic performance suffered, and I became accustomed to being identified solely by my exam marks.
Reflecting on this, I realized I was a curious mind asking questions, but since I was not meritorious, I often felt overlooked and misunderstood by both peers and parents. However, these challenges ultimately sparked a curiosity within me that transcended boundaries of traditional education. I discovered my passion for human interaction, leading me to pursue social work and later psychology. I specialize in the intersection of psychology and social work. Along the way, I realized that economics partly determines people’s behaviour in social contexts, which expanded my interest to include economics and a bit of history to understand the origins of human societies. This varied perspective was a burden to me until I read “College – Pathways of Possibilities” by Saikat Majumdar. The author’s discourse on education liberated my mind and soul, changing the course of my life. Through reading, I have come to realize that from the very start of my educational journey, I have been fervently seeking knowledge. However, when the expectation was to solely acquire information and reproduce it for marks, I struggled.
The book acknowledges my distinctiveness and is likely to do so for any reader. It is only fair if children who are natural learners are seen as individual persons functioning collectively for knowledge, with knowledge made available collectively. The author poses a radical question to the colonial system of education that is worshiped: Can fundamental arts and science education, or fundamental education per se, be imagined accommodating every individual? This is a magical question to me! I met some students today with whom I closely work on a Psychology student magazine. I asked them, in twelve long years of their school education and one year into undergrad, were they seeking knowledge or information. Their time paused for seconds, their pupils dilated, they looked at each other and collectively said, “Information!” Isn’t this true for most of us? When school and college students are confined within this rigid system that is not eclectically inherited and approached but rather coaches them to consume volumes of information, the nation buries thinkers, engineers mediocrity, instils low self-worth, and compromises their mental health. For a populous nation like ours, the scene is tragic!
This tragic outcome can be contained by opening our minds to the philosophy of liberal education, a luminescence elucidated by the author. The framework of liberal education, as described in the book, is a distribution model where inter-related related and contra-related disciplines speak to one another, offering new perspectives. Essentially, it is a framework that is less framework. This model of education provides the foundational work that allows for choosing a well-thought-out specialization. Specialization here is not about mastering a discipline but achieving a disciplinary depth that enables critical thinking and problem-solving. After all, problems in real life do not come to us specialization-centric. Do they? Even if they seem so, the solutions are seldom specialization-centric.
To cite an example I recently came across, a renowned architect mentioned in an interview the gap between architectural academia and practice. He said that architectural engineers fail to consider the impact of climate change in their designs, thus missing out on addressing architectural dangers. The gap the architect mentions is indeed alarming, and this gap can begin to close right in the classroom by cultivating a contra-disciplinary understanding.
Liberal education can assert the emergence of true well-being, ending the rat race of firsts and seconds in educational institutions. I take this determinative stance for many reasons, coming from the perspective shift the book has driven me to acknowledge.
Knowledge! Do we acquire it, experience it, or create it? I believe knowledge is a culmination of all these. The author says there are two sides to knowledge: one is the consumption of knowledge, and the other is the production of new knowledge. We are trapped in a colonial system of education that attempts to train us to consume information, and the quantity of consumption is scored, possibly creating an uninspiring relationship with the subjects, as it did for me. Information in education is crucial, but information alone is not education; it is merely a component. Knowledge, which is education, is crucial for a life of sustenance and progress. Sadly, the colonial-influenced Indian education system is producing aspirants of information, facts, and data alone.
In a conversation with the author, he highlighted how even aspirants cracking the Indian competitive exams such as CAT, JEE, etc., focus on facts and figures but fall short on knowledge that connects them to the real world. They reach only a certain point in their careers and life overall, then lose themselves. These aspirants are supposedly the intelligent bunch, so what is the lacuna? This applies to anyone who is an active part of this education system. This broadens the vision to something primal. While information learned within a syllabus is vital, it alone does not suffice to thrive. After a certain stage, there is no syllabus handed over. It is knowledge seeking that drives the human race towards individual and collective development and well-being. How is knowledge seeking cultivated and nurtured from a young age?
The focus here shifts from the consumption of information to the consumption of knowledge. But how is this achieved? The author emphasizes the power of big-think questions in classrooms. When students studying any discipline are guided to ask and are asked big-think questions, they engage in the fundamental spirit and methodology of the discipline, as mentioned in the chapter “The Souls of Disciplines.” To quote an example from the book, history, at its heart, is a narrative of people, groups, communities, and places in time, beyond mere information about specific historical periods. Unfortunately, this spirit is often silenced under the maze of facts and information that constitute the body of the discipline, the author contends.
When education drives a student to understand the epistemic form of the discipline, she will navigate her life well with her knowledge alone, with stealth and sensitivity, without needing to rely on a syllabus for support. Life with education begins with understanding the epistemic form of one’s primary discipline of interest and extends to drawing attraction to other disciplines, either interdisciplinary or contra-disciplinary. Reading about contra-disciplinarity can leave anyone amused! Can one imagine literature and computer science communicating? The friendship between the abstraction of literature and the concreteness of computer science is disruptive, and the author calls for it for a deeper sense of knowledge. Consumed in this way, knowledge transitions into the production of new knowledge at all stages of consumption. This makes education increasingly interesting, sustaining, evolving, and useful.
What resonated with me most was the author’s perspective on teaching questions and research questions. According to the author, no question is directionless. A question that lacks a definitive answer but stimulates the mind, ignites curiosity, and encourages deeper exploration into a paradigm is a teaching question. Such questions foster openness to various perspectives, acceptance of experiences, assimilation, and the consumption of knowledge. On the other hand, the counterpart of consumption is the production of new knowledge rooted in research questions studied empirically, theoretically, conceptually, and empathetically. Research allows for a deep relationship with knowledge and the process of scientific inquiry to produce new knowledge grants one a real agency. This process of questioning, learning, and constructing knowledge cultivates critical thinking grounded in knowledge. In essence, both the consumption and production of knowledge occur through questioning. When knowledge naturally flows between consumption and production, who better than students and teachers can move in and out and back and forth? This affirms the truth that education involves lifelong consumption and production of knowledge.
The book also reflects the reality, empathizes with the plight, and identifies the aspirations of a teacher-researcher trapped in a college constrained by the Indian university system of college operations. As a professor caught between the desire to lead oneself and counterparts with knowledge and piles of files, reading the book broke the silence. Bringing change to this system requires individuals, institutions, and policies to unlearn and relearn, marking the onset of a liberal mindset for liberal education. However, it only takes openness to begin this change in my classroom.
To conclude and commence, I borrow the author’s words, “Whatever the how, here’s the now.”
Authored By-
Swathi Priya D,
Assistant Professor (Psychology),
Kumaraguru College of Liberal Arts and Science
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