Inspiration
We Spoke to Former Monk Lobsang Phuntsok to Understand His Life as a Teacher at Jhamtse Gatsal
Here is an exclusive interview from the easternmost wilderness of India, narrating a simple and humble story of a former monk named Lobsang Phuntsok and his resolve to be a father to the orphaned children of his community.
JHAMTSE GATSAL, which means “garden of love and compassion” in Tibetan, is a children’s community in Tawang, Arunachal Pradesh, India. It was founded by a former monk, Lobsang Phuntsok, in 2006, with only 34 children, three teachers, two housemothers, and three support staff.
Lobsang La was trained to be a Monk at the Sera Je Monastery in South India. He attended the Millennium World Peace conference at the United Nations and taught Buddhist philosophy in the United States and Canada. In the past, he’s given talks and conducted workshops on education, peace, non-violence, leadership, and integrating the universal principles of love and compassion in diverse fields at Harvard University, Boston University and Clark University among other educational institutions.
But even after doing such substantial work, he did not feel at peace within, which is why he came back to India to do something for the children of his region. Those kids who are most at-risk of having a destructive path in their lives, of being lost, those kids in whom he saw himself.
Here is an exclusive interview from the easternmost wilderness of India, narrating a simple and humble story of a former monk and his resolve to be a father to the orphaned children of his community.
Excerpts:
Being trained as a monk, your life has been pretty unusual. Somehow it is expected that monks would stay on the same path, whereas you chose your own and started Jhamtse Gatsal. Would you please share what went on within you to believe in a new direction?
There are two kinds of people who go to the monastery: those, like His Holiness the Dalai Lama, who have the natural gift of wisdom and compassion. Then, there are struggling people like me for whom even society has no place. I was sent to the monastery by my grandparents so that I could have a place to belong. While the journey at the monastery is that of becoming; for me, and for others like me, it is a journey of unbecoming and shedding the baggage of my past, of evolving.
My years of growing up in a monastery certainly gave me a different preparation for life. The troubled start of my life was very similar to that of most of the children at Jhamtse Gatsal Children’s Community today. My grandparents sent me to the monastery because they were worried about the person I was becoming and that there would be no one to look after me after they passed away. They believed that monastic life could help me find my humanness. In their eyes, I did not even qualify as a human being because of my challenges. They were not wrong. I needed the discipline and structure that a monastery can offer to be able to heal myself. In my monastery, I also found some of the most skilled teachers who could support me in my journey of unbecoming to becoming.
When I was the most unlovable, they loved me dearly;
When I did not trust myself, they never stopped believing in me;
And when I saw no hope in myself or my life, they saw great potential in me.
This potent mix of love, trust and hope with discipline and structure revived my love for myself, which fueled my ability to trust myself and believe in my potential. So, in a nutshell, my grandparents gave me the gift of finding the human in me and my teachers helped me find my purpose in life.
While I deeply appreciate what monastic life had to offer me, somewhere I also began to wonder if it was the only way to help children like myself break free from their past to find meaning in their life and build a purposeful life. Thus, the dream of creating Jhamtse Gatsal was born. There were many children in my own native region who were struggling to survive. I felt a deep connection to them and wanted to give them space where they could experience childhood as well as learn the internal and external skills to build a happy and enriching life.
I feel that building the essential skills of love, compassion, trust and belief is lacking in our modern education today. With our resolute focus on academic excellence, we are preparing our young for market needs, but we are also making them fragile in life. Reading about the growing mental health challenges in our youth deeply saddens me. Our ancient educational models had this beautiful amalgamation of developing inner and outer skills, but we have lost them along the way. Jhamtse Gatsal is my small endeavour to revive that inclusive and holistic educational model which prepares our young to make the world a kinder, gentler and accepting space for all. 
What kinds of difficulties did you face during the inception of Jhamtse Gatsaland what was as easy as breathing?
Nothing came easily when we started Jhamtse Gatsal. Our remote wilderness in the least developed circle of our district made it challenging to meet even the most basic necessities of daily life like potable water, electricity, food, connectivity, etc. We used to send our truck – our only mode of transportation – with two large water tanks to the nearest water source to bring water to the Community. We got whatever food supplies were locally available to provide three square meals a day to the children. We had no phone, forget the cellphone, connectivity! We sent a person twice a week to go halfway to the nearest town (about 8 km away) and someone came from the other side to exchange news of what was happening around us. We did everything we could to keep our children safe and healthy because access to healthcare was inadequate. We had no power and survived on kerosene lamps.
To top it all, we faced scepticism and disbelief from everyone around us. The children at Jhamtse Gatsal found a home, but the Community became orphaned with little support from those around us. We lived a very Survivor-esque life! However, the ray of hope and sunshine in our lives was the Community itself. The people who were here believed that this was not just work; it was their life’s purpose. We had a thriving community spirit with a lot of laughter and time to spend with each other. I miss those days now. While life may have been hard in many ways, being surrounded by supportive and caring people, many of whom are still with us today, made it all worthwhile!
How many children does your community host? Is it difficult to gain the trust of these children as they have suffered so much in such young ages?
Today, the Community has 103 children in its care, ranging from preschoolers to young adults pursuing higher education in different parts of the country.
As parents, we don’t worry about trust when we are raising our children. The harshest consequence we can set for our children is that we would send them back to the villages. Hearing this is very difficult for them because it leaves them feeling that we may have exhausted all of our resources to reach out to them. However, it’s not the fear of this ultimate consequence which stops our children from misbehaving or making mistakes. It is our understanding and acceptance of them despite their behaviours which makes them transform themselves. Their misbehaviours and mistakes are not the real issues. The true reasons are their underlying and unresolved wounds from the past which make them ask for love and care through the most unloving behaviours and attitudes. Their struggle is not trusting, but not knowing how to ask for the help they need.
What positive changes do you see in the children and the community around, after all these years?
Most of the children at Jhamtse Gatsal would have been vulnerable or at high risk of falling into a life of addiction and/or crime had the Community not accepted them. They would have become a liability to society. However, at Jhamtse Gatsal, the children learn to heal themselves and transform their lives. They are able to alter the course of their life from barely surviving to becoming contributors to society. The most positive change that I see in the children today is that where they had nothing and no hope in their life; today, they are dreaming and thinking of doing something for the world at large; they are thinking of paying forward the kindness of their supporters and caregivers. This, to me, is the biggest achievement of all.
As for the positive change in the region, I think the grandfather of one of our children best described how he witnessed the growth of Jhamtse Gatsal. He told me that he was sceptical about sending his grandson here, but today he is happy that his grandson is a part of Jhamtse Gatsal. He said that our children are not handicapped by modern education, rather their education prepares them fully for every aspect of life irrespective of where they may choose to live. Often, modern education only prepares us with one tool or in one skill, but it handicaps us in all of the other aspects of life. The fact that children at Jhamtse Gatsal learn to take care of their surroundings, grow their own vegetables, live sustainably, participate in all community activities, be it cooking, cleaning, carpentry, masonry, day-to-day management, traditional practices, etc., they are prepared for life. He appreciates that the inclusive and holistic educational model of Jhamtse Gatsal has prepared children such that they can fit in just as comfortably in their remote villages as in the hub-bub of city life. He appreciates that the children are self-reliant and independent with a diverse toolkit of skills and infinite opportunities to explore.
Take us through an ordinary day at Jhamtse Gatsal, to what extent does your direct contact with the children remain possible on a regular basis?
At Jhamtse Gatsal, every day is much like it would be for a family. Children start their day with meditation, clean the campus, do their chores and go to school. A lot of life skills like cooking, cleaning, farming, etc. are integrated into their routines. I consider my role in Jhamtse Gatsal to be more of a father than a director. Just like any father, I try to spend as much time as possible with my children. Apart from the 1-2 months that I spend travelling to different countries to share our story, I spend all my time in the Community. We live together, eat together and work together. As a director, I do oversee the day-to-day operations of the Community, but I make it my priority to spend time with the children and hear about their life, their struggles and their joys.
How is the organisation kept afloat monetarily?
Our biggest contributors are individual donors, supporters and friends of Jhamtse Gatsal. We have also received a corpus fund from the State Government of Arunachal Pradesh, which gives us a steady source of yearly income. Finally, a recurring grant from Wipro Cares, the CSR-initiative of Wipro Ltd., helps us meet our financial needs.
How do the geographical location and lack of internet or phone signals affect the daily education of children?
While technology has an important role to play in our younger generation’s life today and there can be great purpose and value to it, I feel that it is mostly overused and ineffective in building the right kind of skills in our children. Personally, I see a great benefit in having access to these tools as young adults when children are more capable of building a healthy relationship with the use of technology. I see great opportunities in our remote location to create a distraction-free and relationship-rich environment to raise our children. Most significantly, our children are saved from being inundated by a conflicting plethora of choices from a young age, which are a daily struggle for children in urban settings. Furthermore, given the lack of access to technology, we have found that when children are compelled to find solutions to their problems instead of becoming dependent on the Internet to get their answers, it helps build their logical thinking and reasoning capabilities. Even with the fairly limited access to technology, many of us at the Community feel that our dependence to it has grown in the past few years. This has sparked an interesting debate among community members to consider creating tech-free days, weeks or months.
This being said, we understand the need of this generation and children at Jhamtse Gatsal are allowed the use of computers and technology for educational and research purposes as they grow older. When they go on to pursue their higher education, they get their first cell phones and laptops to facilitate communication and learning requirements. Emergency life and medical situations are the few times when our remote location and limited connectivity become an impediment. At all other times, we find them an asset to create meaningful relationships and life for our children and ourselves.
What does the future look like for the organisation, what would you want to focus on?
The three pillars of Jhamtse Gatsal are Awakening Mind, Kind Heart, Healthy and Skilled Body. Currently, one of our two long-term goals is to create a unique school and educational space, which has in its design the ability to stimulate and facilitate the learning and engagement of a child’s body, mind and heart. We seek out-of-the-box thinkers and designers who can help us turn this vision for our physical space into reality. We envision this space to be sustainable and geared towards right livelihood choices.
Our second long-term goal is to turn Jhamtse Gatsal into a model learning environment which embraces the full circle of life. We envision the creation of a Right Livelihood Village within Jhamtse Gatsal where those who serve the Community lifelong would be entitled to live even after they retire if they so choose. We believe that it takes a village to raise and educate a child. Thus, spending time with caring grandparents would help young children learn about life and supporting them would help the children learn through service. Most existing educational models are limited in their focus on some skills. However, if we believe that the function of education is to prepare children for life, then a learning approach which involves the knowledge and experience of three generations can truly enrich a child’s preparation for life.
Please talk about the documentary movie Tashi and The Monk. What are your thoughts on it, how surprised were you when you were approached for the documentary?
Today, Tashi and the Monk is far beyond what I imagined it would be. I had assumed that, like most films, it too would have a limited shelf life, but it’s timelessness and the universal connection that people from all over the world feel with the story never ceases to amaze me. I am in awe of the filmmakers, Andrew Hinton and Johnny Burke, for their skilful and artistic capture of the life and essence of Jhamtse Gatsal. Even after six years since its release, I continue to receive heartwarming messages from people around the world at how the film has touched them and how much they can relate to the story arc. The film and people’s response to it reaffirm my belief in the universal and transformative power of love and compassion.
The journey of the making of Tashi and the Monk started a few years prior to its real filming. Andrew Hinton came on a three-day assignment to Jhamtse Gatsal to film the experience of a Thiel Fellow from the US who was then volunteering at Jhamtse Gatsal. After finishing the assignment, Andrew came and asked me if he could stay back for a few more days. He tried to convince me about his idea of making a high-end documentary film on Jhamtse Gatsal, which could become something big. I told him jokingly that if that happened, I would quit my job here and move to Hollywood.
Many visitors come to Jhamtse Gatsal with a camera and want to capture their experiences here. I thought the same of Andrew. However, before leaving, Andrew asked me for an interview about my life and journey of creating Jhamtse Gatsal which brought him to tears. I was touched by his seriousness and genuineness and said Yes to him. I was moved by how much the desire to make the film came from his heart. While I had said Yes to him, I still didn’t harbour any expectations of the film coming through.
When he left, Andrew said to me that he would raise funds and return to make the film, which he did a year and a half later with his friend and editor, Johnny Burke. Together Andrew and Johnny captured many hours of life at Jhamtse Gatsal on film, out of which came their labour of love, Tashi and the Monk.
ScooNews is honoured to be a part of Lobsang La’s life and Jhamtse Gatsal’s. People like him reaffirm faith in humanity and prove why monks are held in high regard all over the world. We wish to see many such children find a home and education in this community.
Tashi and the Monk is available on https://vimeo.com/242367699
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.
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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.
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
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
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.
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
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
In an unprecedented move to integrate Artificial Intelligence into the educational framework, Kerala is set to launch a comprehensive AI training programme for approximately 80,000 secondary school teachers. Scheduled to begin on May 2, this initiative, spearheaded by the Kerala Infrastructure and Technology for Education (KITE), aims to revolutionise teaching methodologies and learning outcomes across the state.
Empowering Teachers with AI Skills
The three-day training programme is designed to empower teachers from Classes 8 to 12 with essential AI skills, enhancing their pedagogical techniques and ensuring they are adept at utilising advanced technologies in their teaching practices. The focus is on summarisation techniques to simplify complex documents and generate concise summaries from PDFs, images, and videos, ensuring key information is retained and even creating new content using AI tools.
Innovative Training Modules
Further enriching the training curriculum, KITE has incorporated sessions on Prompt Engineering and Machine Learning, which will enable teachers to craft precise prompts that maximize the utility of AI tools. This hands-on approach not only enriches their understanding of AI mechanisms but also allows them to apply these skills practically in educational settings.
Additionally, the programme will introduce AI-driven assessment techniques, providing teachers with new methods for designing diverse question formats and optimizing the assessment process through customisable tables, graphs, and charts.
Master Trainers and Personalised Learning
Under the guidance of 180 Master Trainers who have undergone a comprehensive one-month AI training, the programme is set to deliver high-quality education and support to teachers. According to K Anvar Sadath, Chief Executive Officer of KITE, “This programme not only equips teachers with cutting-edge AI capabilities but also fosters a culture of responsible AI usage.”
The training also aims to personalize learning activities to cater to individual student needs and adapt resources to be inclusive for students with disabilities, ensuring a holistic and equitable educational environment.
Pioneering a Future-Ready Educator Workforce
This bold initiative by Kerala not only promises to transform the educational landscape within the state but also sets a stellar example for other states to follow. The integration of AI into teaching practices is not just a progressive step towards modernizing education but also essential in preparing a future-ready educator workforce.
By investing in such forward-thinking programmes, states can ensure that their educators are not left behind in the rapidly evolving technological world. The benefits of equipping teachers with AI skills extend beyond enhanced educational outcomes; they include fostering an environment of innovation and critical thinking, crucial in nurturing the next generation of thinkers and leaders.
Why Other States Should Follow Suit
The success of Kerala’s initiative could serve as a catalyst for national educational reform. Other states stand to benefit immensely from implementing similar training programmes, which would not only elevate the quality of education but also strengthen the infrastructure of learning by integrating technology and innovation.
As reported by India Today, Kerala’s AI training programme is a pioneering effort in the realm of educational technology in India, setting a benchmark for others to emulate. It underscores the state’s commitment to creating an educational system that is inclusive, innovative, and in tune with the needs of the digital age.
In conclusion, Kerala’s approach provides a scalable model of how technology and education can intersect to create impactful learning experiences. This initiative not only enhances the capabilities of current educators but also ensures that the educational sector can adapt and thrive in an increasingly digital future.
A little over a month ago papa passed away and as I sit down to reflect on the remarkable journey of my father, Dr. Jagdish Gandhi, I am overwhelmed with a sense of pride and admiration, and the need to share his extraordinary life.
Born in 1934 in the quaint village of Barsauli, nestled in the heart of Aligarh district, his story is a testament to the power of dedication, compassion, and unwavering determination to make a difference in the world.
I remember countless evenings spent with him, engrossed in discussions about education, peace-building, and the importance of serving others. His enthusiasm was infectious, and his dedication to his mission served as a constant source of motivation for me and my siblings. My father taught me the true meaning of leadership – as a responsibility to uplift and empower those around you, regardless of their background or circumstances.
Growing up under the influence of his uncle, a Gandhian freedom fighter, my father was instilled with values of simplicity, service, and social justice from a young age. His longing to meet Mahatma Gandhi was shattered when he fell to an assassin’s bullet in 1948, leaving behind a nation mourning and a young Jagdish grappling with the loss of his idol.
It was this loss that motivated him to become an agent of change in his own right. Inspired by Gandhi’s teachings on service and selflessness, he embarked on a journey of grassroots activism, mobilizing his peers to engage in community service projects aimed at uplifting the lives of those around them. His unwavering commitment earned him the endearing moniker of ‘Jagdish Gandhi’, a name that would become synonymous with his lifelong mission of service to humanity.
Despite the hardships he faced living in a temple and wearing humble attire, he pursued higher education and his tenure as the President of Lucknow University’s Students Union was a testament to his popularity and leadership qualities.
In 1959, he embarked on a new chapter of his life, founding City Montessori School in Lucknow alongside my mother, Bharti Agarwal. What began with just five students blossomed into an educational institution that today serves over 62,000 pupils, with the motto of ‘Jai Jagat’ echoing the principles of peace and unity that defined my father’s vision.
Driven by a fervent belief in the need for a world government to ensure global peace and prosperity, he ventured into politics, winning a seat as an Independent MLA in 1969. However, it was a journey fraught with disillusionment, as he realized that true change could not be achieved through partisan politics alone.
In 1974, during a conference on World Peace Through Education in London, my parents were introduced to the teachings of the Baha’i Faith, which emphasized the importance of unity, spirituality, and global governance. This encounter marked a turning point in my father’s life, leading him to renounce politics in favor of a more holistic approach to peace-building through education and interfaith dialogue.
Freed from the constraints of political ambition, my father devoted himself to the cause of peace education, pioneering initiatives such as international exchange programs and annual International Conferences of Chief Justices of the World to promote the rule of law on a global scale. His efforts were recognized with numerous awards and honorary doctorates, including the prestigious UNESCO Prize for Peace Education. But beyond the accolades and achievements lies a man of remarkable humility and integrity, whose life serves as a beacon of hope and inspiration for all who aspire to make a difference in the world.
My father was so many things to so many people. To his children and grandchildren, he was a doting, loving and sacrificing father and grandfather; to his devoted wife, he was a considerate and protective husband; to his employees, he was a generous, just and empowering boss, instilling in them a sense of their own capacities, believing in them, giving them autonomy and agency and trusting them. To his critics, he was forgiving, charitable and munificent. He rarely disappointed anyone and never turned away any soul. He went to every wedding and family celebration he was invited to, from the humblest employee to the highest.
As his daughter, I am proud to carry forward his life’s work, knowing that his spirit lives on in the countless lives he touched and transformed. His example continues to inspire me to stand up for what is right, and to never lose sight of the power of love and compassion to create positive change in the world.
Let us all remember the profound impact that one individual can have on the world, and strive to emulate my father’s unwavering dedication to service, justice, and peace. May we be guided by his example, and may his legacy inspire generations to come.
Authored By:
Professor Geeta Gandhi Kingdon,
Chair of ‘Education Economics and International Development’,
University College London
Geeta Gandhi Kingdon, Chair of ‘Education Economics and International Development’ at UCL Institute of Education, excels in the economics of education. Prior to this, she served as faculty at the Department of Economics, University of Oxford for 10 years. She advises global organizations like the World Bank and the EU, focusing on education aid in developing nations. Recognized for her impactful contributions, she received an Honorary Doctorate from Kingston University London. Notably, she manages the City Montessori School, Lucknow, the world’s largest school, recognized by UNESCO for peace education.
The scene opens in a cozy study, where a mother Nishi, sits on a couch reading the newspaper. Her son, Neil approaches with a questioning look on his face.
Neil: Ma, what does it mean to be a woman?
Nishi: [Sits up with a start and puts the newspaper aside] Well, that’s quite a question for a 6-year-old, Neil, but let me try to explain it in a way that you will understand.
Neil: Okay ma! Please tell me.
Nishi: Imagine you are a superhero and have this special power.
Neil: Like Spiderman and flying making webs all around?
Nishi: Well, something like that. Being a woman is like having the superpower of feeling. It means to be able to connect with people with the heart, without even touching.
Neil: Hmm, like when you know exactly what I want to eat when I return from school even though I do not ask you for it?
Nishi: Exactly so, my son. Together with that superpower, there is another added one. Do you want to know what that is?
Neil: What’s that?
Nishi: It is the infinite power of love. No matter what you do, a mother’s love for her child is always there, strong and 100 bags full.
Neil: Even when I went and pinched my little sister’s cheeks thinking it would make her happy?
Nishi: Yes, even then. Though it was a little difficult then for I had to show you the difference between what makes you happy and what makes the little one sad. You did take some time to understand that, and that my son is also a super power that we have. Keeping a balance when there are so many little things to be looked after.
Neil: [Grinning sheepishly] So, being my Ma is really like being a superhero twice over?
Nishi: [Laughs] You could say that. What do you see I do not wear a cape, like spiderman does. I wear my heart on my sleeves?
Neil: Where is your heart? Which sleeve? Please can you show me that?
Nishi: [Pulling her son close to her in a tight hug] Can you hear the heart beat? Remember it beats for you and your sister and your father and all those whom you love.
Neil: That’s cool Ma. I can hear it loud and clear. Is Dad a superhero too?
Nishi: Absolutely! When he comes come ask him to hold you tight in his arms and you can hear his heart beat on his sleeves. Remember his heart too beats for you and all of us.
Neil: You have taught me something very important today, Ma.
Nishi: [With a smile] What would that be, my son?
Neil: We learn from whatever we do, wherever we are and whoever we are with.
Nishi: Why did you ever doubt that?
Neil: I am seeing it through my Spiderman lenses now and let me tell you what happened today in school, superhero.
Nishi: I am all ears.
Neil: I wore my costume and went on a rollercoaster ride. First, we went up and down with numbers, then I helped Rishi to take a wild turn with spellings and finally we all looped around with learning about earthworms and caterpillars!
Nishi: Sounds like a fantastic ride, spiderman. Did you overthrow any enemies today?
Neil: Oh yes Ma! I climbed the ‘Mount Fraction’ and spun the largest web around the ‘Spelling Summit’.
Nishi: That was amazing. Did you discover any treasures along the way, son?
Neil: Oh, yes! As I was looping around the library, I discovered the hidden gems of knowledge there and collected quite a few in my big, red sack.
Nishi: What did you learn from this exploration, my superhero?
Neil: Learning is such an adventure, ma! Perhaps it is the greatest adventure of all. Now that we are all superheroes with our hearts on our sleeves, we can be fearless inquirers, brave thinkers and open-minded travellers.
Nishi: I have no doubt you will, my little Spiderman, be ready for every new challenge that life throws at you.
Neil: [hugging his mother] With my superhero ma with me, learning is going to be one great adventure.
Nishi: Light out time! Off to bed, son.
When Nishi goes to her room a little later, she finds a little envelope tucked under her pillow. She opens it and finds some lines penned in a familiar handwriting, her husband’s. She looks around and finds him fast asleep, and does not disturb him. So quietly under the moonlit night she sits by herself and as the tears come welling up, she reads these heartfelt lines.
TO OUR SUPERHERO: MA
In the rich tapestry of time, she weaves her grace,
A woman, in every hue, a divine presence.
Her worth, not measured in gild or gleam,
But in the strength of her being, God’s beautiful dream.
In her lap, the universe finds its peace,
A reservoir of love for families.
With each role she pens and embraces,
A new story, a new character emerges.
A child is nurtured with utmost care,
With hope and joy, beyond compare.
A mother, a wife, a sister, her roles unending,
She paints a new picture, a melody, unrelenting.
Her wisdom, a treasure trove, ageless and wise,
A harbour for stormy seas, a rainbow in the skies.
She is the creator of dreams, a beacon of light,
Warm food for all, and a bedtime song for the night.
A woman transcends the bounds of time and space,
For she is a marvel of creation, in God’s own image.
This story and poem is Authored By:
Sudeshna Sengupta
Director- Academics,
Vedanya International School, Gurugram
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