The Top Ten Confusions in Education

Trying to improve the quality of education – be it in a school or a cluster or an entire system – can be full of \’land-mines\’ exploding unexpectedly, leaving you with confusion all around you. Here are the top ten \’confusion\’ land-mines:

  • It is only when I teach that children will learn, isn\’t it?
  • Don\’t we have to guide children and show them the way?
  • I\’m not biased, am I?
  • Can all children really learn?
  • We can\’t teach different children different things in the same classroom, can we?
  • If only the teachers started working, wouldn\’t all problems of school education be solved?
  • If I turned out OK, how can there be much wrong with the education system?
  • If children start thinking by themselves and \’constructing\’ their own knowledge, what is the role of (and the need for) the teacher?
  • If we don\’t discipline children and correct their \’errors\’, won\’t they turn out bad?
  • Isn\’t the curriculum the same as the textbook that has to be \’covered\’?
  • In-service teacher training workshops can transform teachers, isn\’t it?
  • Testing is the best and the only way to find out if children have learnt anything, isn\’t it?
  • If one\’s education doesn\’t help one get a job, what good is it?
  • Researchers and academics know best about classroom processes, don\’t they?

Actually the list is longer than ten – pick out your own top ten! (You can include ones that are not here)

Also, who\’s the one confused? You, or the others? And is there anything that can be done?

President of India Inaugurates Constitution Day Celebrations; Says Interpretation of the Constitution is a Work in Progress, and it will be up to the Youth of the Nation to Carry Forward the Task of Realizing its Ideals

The President of India, Shri Ram Nath Kovind, inaugurated the Constitution Day celebrations, organised by the Supreme Court, to mark the 70th anniversary of the adoption of our Constitution, today (November 26, 2019) in New Delhi.

Speaking on the occasion, the President said that the Constitution is the scripture of our nation that has to be read in a sensitive and delicate manner. The Constitution gave this onerous task to the judiciary. Keeping the role of the Supreme Court as final interpreter of the Constitution and the laws enacted under it, the judiciary assumes the role of its guardian. The authors of our Constitution took extra care in providing it the necessary powers and freedoms to function without any undue influence. Over these eventful seven decades, the judiciary has remained alive to the high responsibility placed on it.

The President noted that the Supreme Court has initiated several innovative measures to reach out to people. But for a large section of people, justice is still beyond reach.

Pointing the issue of making justice accessible to all, the President said that one way out of the high cost is the provision of free legal aid. Remembering, veteran lawyer Ashoke Sen, he said that in the multiple roles Shri Sen played in the field over a long career, his sole objective was the pursuit of justice, for one and all. He expressed hope that more and more law professionals will take inspiration from the example of Shri Sen and distribute freely the fruits of their knowledge among the needy. He said that the task of making justice more accessible to all has to be a collective effort of all the stakeholders in the bench and the bar.

The President said that the question of access is not limited to the cost factor alone. Language too has been a barrier for many, for a long time. He was happy to note that the Supreme Court has started making its judgments available in nine regional languages. He said that another hurdle in the way of justice is the delay and the resulting backlog. Clearing this bottleneck requires detailed deliberations and systemic efforts. Information and communication technology can bring about amazing results in this domain. He was happy to note that beginnings have been made to take help of technological innovations.

The President said that we should strive to spread the awareness about the making of the Constitution, its provisions and its fundamental principle of equality. We need to especially narrate to the young generation the grand vision of our founding fathers. After all, we stand as a mere link between two generations in the continuing saga of this nation. Interpretation of the Constitution is a work in progress, and it will be up to the youth of the nation to carry forward the task of realizing its ideals.

 

 

*****

The Tsunami We Don\’t Always See

Our hearts go out to the sufferings of people in Japan. The pictures of the tsunami rushing in and engulfing everything in sight, wreaking havoc – will stay with us. Our sympathies and support should – and will – be available to help our fellow human beings in whatever way we can.
Our horror – and the desire to do something – would obviously be even more if we saw something similar happening all around us. And in a way something similar is happening all around us, only it is not as dramatic as a physical tsunami, making it a little difficult to be noticed by most people. It is what I would call the tsunami of poor quality of education that is hitting a million schools and tens of millions of children, its impact likely to be visible over the years rather than right now, instantly, in front of our eyes.
The Tsunami Around Us
No this is not alarmist, but an effort to put across a real picture and the urgency with which it needs to be recognized and acted upon. Every day, in hundreds of thousands of locations across the country, children make their way to the school. Around a quarter of them may find their teacher not there. This number alone is staggering, ranging as it would between one and two million teachers. MILLION! And if each teacher has 30 children in his class, you can estimate the number but not really conceive how enormous it is. And it is huge not just in terms of numbers, but for each child who loses a day of learning, and does so for many days every month, it is incalculable.
Had the facilities or the teachers not been available we could have cried over our fate in terms of being an underdeveloped country. But having the infrastructure (over 98% children have a school within a kilometre, and most buildings are not bad) and teachers actually in place (though the number of vacancies is still very large) – it is horrifying to watch or at least it should be, for there doesn\’t seem to be a sense of horror, or as much of it as would shake the country into action.
However the story doesn\’t end there. It is when \’teaching\’ takes place that the impact on children is often at its greatest. Decades ago, the Yashpal Committee\’s report on The Burden of the School Bag had detailed the \’burden of incomprehension\’ a majority of children bear. And it is difficult to see if things have changed dramatically, despite changed curricula, textbooks, the use of TLM, evolving assessment patterns, new training programmes… The number of children attending school – and their diversity – too has grown in leaps and bounds, while the approach to handling their needs has remained fairly static. Hence, survey after survey shows that – despite a degree of improvement – we continue to be far from the levels of learning desired (and possible).
But it is when it comes to the process that the greatest deadening effect takes place. Rote memorization, \’explanation\’ ina language not necessarily understood by children, a disregard for the needs of children who are too poor to be able to attend regularly, (an often active) discrimination in the classroom, are the lot of a majority of our children. If you doubt this, all you have to do is visit any 10 government schools in different locations, especially those away from \’headquarters\’.
This is not to say that all government schools are bad and that the \’bad\’ is restricted to government schools. It is to point out that even if only a third of schools are like the ones described above (and the number is surely more than that), it adds up to literally hundreds of thousands of schools and tens of millions of children – a slow tsunami of poor quality education that is surely wreaking havoc on the potential of our children, our country.
Dealing With It
So after all this panic, what do we do?
As in any disaster, stay calm! First recognize that there is a problem and accept that something must be done about it.
Second, realize that you are the right person to do something about it. Anyone is, everyone is. Every small action counts. Even if you smile at a child, say an encouraging word to a teacher, raise this issue with friends, relatives and colleagues, you are doing something.
Third, if you are willing to be more proactive or are already active, please do look at the urgency of the situation. Children cannot wait for us to learn or get our act together slowly. We need to quickly:
  • Establish the minimum conditions that must obtain. These are well laid out in the RTE (Right to Education) and its rules. Raise this issue wherever you can, and directly with the school or education authorities.
  • Encourage and support the community and the school management committees (SMCs) drawn from among the community to become more active. You can help in setting them up, in record keeping, in setting the agenda, in follow up, in helping ensure that teachers take them seriously and that they in turn don\’t take an adversarial position vis-à-vis teachers. You can use your position to ensure that the educational agenda is not hijacked by the money-making or power-gaining agenda.

If you are a Head Teacher, supervisor, CRC-BRC / district level teacher educator or officer:
  • Model the kind of behaviour you want from teachers
  • Share practical steps they can take in their classes, especially in terms of activity-based teaching (see the many entries in this blog for support)
  • Encourage teachers to be innovative, support them. If they ask questions, don\’t be dismissive (pass on the questions here if you can answer them!)

If you are a planner / policy-maker / decision- maker, please start by not dismissing what you have just read here. It is real, and it is happening – and it\’s on a gargantuan scale. On any given day, the number of children who are in school and not learning is more than the population of many countries – and it is a shame. What kind of performance standards can you set in place? What kind of outcomes can you insist on? How can you prepare the institutions and the system to deliver this, monitor them effectively and enable an ongoing improvement? Once again, the many entries in this blog would be helpful – and you could always share issues you would like others to provide suggestions / inputs on.
As surely as Japan will recover from the huge earthquake and the devastating tsunami, we can deal with this too. But first we have to see it as an emergency and address it. With all our might.

The Tsunami We Don\’t Always See

Our hearts go out to the sufferings of people in Japan. The pictures of the tsunami rushing in and engulfing everything in sight, wreaking havoc – will stay with us. Our sympathies and support should – and will – be available to help our fellow human beings in whatever way we can.
Our horror – and the desire to do something – would obviously be even more if we saw something similar happening all around us. And in a way something similar is happening all around us, only it is not as dramatic as a physical tsunami, making it a little difficult to be noticed by most people. It is what I would call the tsunami of poor quality of education that is hitting a million schools and tens of millions of children, its impact likely to be visible over the years rather than right now, instantly, in front of our eyes.
The Tsunami Around Us
No this is not alarmist, but an effort to put across a real picture and the urgency with which it needs to be recognized and acted upon. Every day, in hundreds of thousands of locations across the country, children make their way to the school. Around a quarter of them may find their teacher not there. This number alone is staggering, ranging as it would between one and two million teachers. MILLION! And if each teacher has 30 children in his class, you can estimate the number but not really conceive how enormous it is. And it is huge not just in terms of numbers, but for each child who loses a day of learning, and does so for many days every month, it is incalculable.
Had the facilities or the teachers not been available we could have cried over our fate in terms of being an underdeveloped country. But having the infrastructure (over 98% children have a school within a kilometre, and most buildings are not bad) and teachers actually in place (though the number of vacancies is still very large) – it is horrifying to watch or at least it should be, for there doesn\’t seem to be a sense of horror, or as much of it as would shake the country into action.
However the story doesn\’t end there. It is when \’teaching\’ takes place that the impact on children is often at its greatest. Decades ago, the Yashpal Committee\’s report on The Burden of the School Bag had detailed the \’burden of incomprehension\’ a majority of children bear. And it is difficult to see if things have changed dramatically, despite changed curricula, textbooks, the use of TLM, evolving assessment patterns, new training programmes… The number of children attending school – and their diversity – too has grown in leaps and bounds, while the approach to handling their needs has remained fairly static. Hence, survey after survey shows that – despite a degree of improvement – we continue to be far from the levels of learning desired (and possible).
But it is when it comes to the process that the greatest deadening effect takes place. Rote memorization, \’explanation\’ ina language not necessarily understood by children, a disregard for the needs of children who are too poor to be able to attend regularly, (an often active) discrimination in the classroom, are the lot of a majority of our children. If you doubt this, all you have to do is visit any 10 government schools in different locations, especially those away from \’headquarters\’.
This is not to say that all government schools are bad and that the \’bad\’ is restricted to government schools. It is to point out that even if only a third of schools are like the ones described above (and the number is surely more than that), it adds up to literally hundreds of thousands of schools and tens of millions of children – a slow tsunami of poor quality education that is surely wreaking havoc on the potential of our children, our country.
Dealing With It
So after all this panic, what do we do?
As in any disaster, stay calm! First recognize that there is a problem and accept that something must be done about it.
Second, realize that you are the right person to do something about it. Anyone is, everyone is. Every small action counts. Even if you smile at a child, say an encouraging word to a teacher, raise this issue with friends, relatives and colleagues, you are doing something.
Third, if you are willing to be more proactive or are already active, please do look at the urgency of the situation. Children cannot wait for us to learn or get our act together slowly. We need to quickly:
  • Establish the minimum conditions that must obtain. These are well laid out in the RTE (Right to Education) and its rules. Raise this issue wherever you can, and directly with the school or education authorities.
  • Encourage and support the community and the school management committees (SMCs) drawn from among the community to become more active. You can help in setting them up, in record keeping, in setting the agenda, in follow up, in helping ensure that teachers take them seriously and that they in turn don\’t take an adversarial position vis-à-vis teachers. You can use your position to ensure that the educational agenda is not hijacked by the money-making or power-gaining agenda.

If you are a Head Teacher, supervisor, CRC-BRC / district level teacher educator or officer:
  • Model the kind of behaviour you want from teachers
  • Share practical steps they can take in their classes, especially in terms of activity-based teaching (see the many entries in this blog for support)
  • Encourage teachers to be innovative, support them. If they ask questions, don\’t be dismissive (pass on the questions here if you can answer them!)

If you are a planner / policy-maker / decision- maker, please start by not dismissing what you have just read here. It is real, and it is happening – and it\’s on a gargantuan scale. On any given day, the number of children who are in school and not learning is more than the population of many countries – and it is a shame. What kind of performance standards can you set in place? What kind of outcomes can you insist on? How can you prepare the institutions and the system to deliver this, monitor them effectively and enable an ongoing improvement? Once again, the many entries in this blog would be helpful – and you could always share issues you would like others to provide suggestions / inputs on.
As surely as Japan will recover from the huge earthquake and the devastating tsunami, we can deal with this too. But first we have to see it as an emergency and address it. With all our might.

The Tsunami We Don\’t Always See

Our hearts go out to the sufferings of people in Japan. The pictures of the tsunami rushing in and engulfing everything in sight, wreaking havoc – will stay with us. Our sympathies and support should – and will – be available to help our fellow human beings in whatever way we can.
Our horror – and the desire to do something – would obviously be even more if we saw something similar happening all around us. And in a way something similar is happening all around us, only it is not as dramatic as a physical tsunami, making it a little difficult to be noticed by most people. It is what I would call the tsunami of poor quality of education that is hitting a million schools and tens of millions of children, its impact likely to be visible over the years rather than right now, instantly, in front of our eyes.
The Tsunami Around Us
No this is not alarmist, but an effort to put across a real picture and the urgency with which it needs to be recognized and acted upon. Every day, in hundreds of thousands of locations across the country, children make their way to the school. Around a quarter of them may find their teacher not there. This number alone is staggering, ranging as it would between one and two million teachers. MILLION! And if each teacher has 30 children in his class, you can estimate the number but not really conceive how enormous it is. And it is huge not just in terms of numbers, but for each child who loses a day of learning, and does so for many days every month, it is incalculable.
Had the facilities or the teachers not been available we could have cried over our fate in terms of being an underdeveloped country. But having the infrastructure (over 98% children have a school within a kilometre, and most buildings are not bad) and teachers actually in place (though the number of vacancies is still very large) – it is horrifying to watch or at least it should be, for there doesn\’t seem to be a sense of horror, or as much of it as would shake the country into action.
However the story doesn\’t end there. It is when \’teaching\’ takes place that the impact on children is often at its greatest. Decades ago, the Yashpal Committee\’s report on The Burden of the School Bag had detailed the \’burden of incomprehension\’ a majority of children bear. And it is difficult to see if things have changed dramatically, despite changed curricula, textbooks, the use of TLM, evolving assessment patterns, new training programmes… The number of children attending school – and their diversity – too has grown in leaps and bounds, while the approach to handling their needs has remained fairly static. Hence, survey after survey shows that – despite a degree of improvement – we continue to be far from the levels of learning desired (and possible).
But it is when it comes to the process that the greatest deadening effect takes place. Rote memorization, \’explanation\’ ina language not necessarily understood by children, a disregard for the needs of children who are too poor to be able to attend regularly, (an often active) discrimination in the classroom, are the lot of a majority of our children. If you doubt this, all you have to do is visit any 10 government schools in different locations, especially those away from \’headquarters\’.
This is not to say that all government schools are bad and that the \’bad\’ is restricted to government schools. It is to point out that even if only a third of schools are like the ones described above (and the number is surely more than that), it adds up to literally hundreds of thousands of schools and tens of millions of children – a slow tsunami of poor quality education that is surely wreaking havoc on the potential of our children, our country.
Dealing With It
So after all this panic, what do we do?
As in any disaster, stay calm! First recognize that there is a problem and accept that something must be done about it.
Second, realize that you are the right person to do something about it. Anyone is, everyone is. Every small action counts. Even if you smile at a child, say an encouraging word to a teacher, raise this issue with friends, relatives and colleagues, you are doing something.
Third, if you are willing to be more proactive or are already active, please do look at the urgency of the situation. Children cannot wait for us to learn or get our act together slowly. We need to quickly:
  • Establish the minimum conditions that must obtain. These are well laid out in the RTE (Right to Education) and its rules. Raise this issue wherever you can, and directly with the school or education authorities.
  • Encourage and support the community and the school management committees (SMCs) drawn from among the community to become more active. You can help in setting them up, in record keeping, in setting the agenda, in follow up, in helping ensure that teachers take them seriously and that they in turn don\’t take an adversarial position vis-à-vis teachers. You can use your position to ensure that the educational agenda is not hijacked by the money-making or power-gaining agenda.

If you are a Head Teacher, supervisor, CRC-BRC / district level teacher educator or officer:
  • Model the kind of behaviour you want from teachers
  • Share practical steps they can take in their classes, especially in terms of activity-based teaching (see the many entries in this blog for support)
  • Encourage teachers to be innovative, support them. If they ask questions, don\’t be dismissive (pass on the questions here if you can answer them!)

If you are a planner / policy-maker / decision- maker, please start by not dismissing what you have just read here. It is real, and it is happening – and it\’s on a gargantuan scale. On any given day, the number of children who are in school and not learning is more than the population of many countries – and it is a shame. What kind of performance standards can you set in place? What kind of outcomes can you insist on? How can you prepare the institutions and the system to deliver this, monitor them effectively and enable an ongoing improvement? Once again, the many entries in this blog would be helpful – and you could always share issues you would like others to provide suggestions / inputs on.
As surely as Japan will recover from the huge earthquake and the devastating tsunami, we can deal with this too. But first we have to see it as an emergency and address it. With all our might.

The Tsunami We Don\’t Always See

Our hearts go out to the sufferings of people in Japan. The pictures of the tsunami rushing in and engulfing everything in sight, wreaking havoc – will stay with us. Our sympathies and support should – and will – be available to help our fellow human beings in whatever way we can.
Our horror – and the desire to do something – would obviously be even more if we saw something similar happening all around us. And in a way something similar is happening all around us, only it is not as dramatic as a physical tsunami, making it a little difficult to be noticed by most people. It is what I would call the tsunami of poor quality of education that is hitting a million schools and tens of millions of children, its impact likely to be visible over the years rather than right now, instantly, in front of our eyes.
The Tsunami Around Us
No this is not alarmist, but an effort to put across a real picture and the urgency with which it needs to be recognized and acted upon. Every day, in hundreds of thousands of locations across the country, children make their way to the school. Around a quarter of them may find their teacher not there. This number alone is staggering, ranging as it would between one and two million teachers. MILLION! And if each teacher has 30 children in his class, you can estimate the number but not really conceive how enormous it is. And it is huge not just in terms of numbers, but for each child who loses a day of learning, and does so for many days every month, it is incalculable.
Had the facilities or the teachers not been available we could have cried over our fate in terms of being an underdeveloped country. But having the infrastructure (over 98% children have a school within a kilometre, and most buildings are not bad) and teachers actually in place (though the number of vacancies is still very large) – it is horrifying to watch or at least it should be, for there doesn\’t seem to be a sense of horror, or as much of it as would shake the country into action.
However the story doesn\’t end there. It is when \’teaching\’ takes place that the impact on children is often at its greatest. Decades ago, the Yashpal Committee\’s report on The Burden of the School Bag had detailed the \’burden of incomprehension\’ a majority of children bear. And it is difficult to see if things have changed dramatically, despite changed curricula, textbooks, the use of TLM, evolving assessment patterns, new training programmes… The number of children attending school – and their diversity – too has grown in leaps and bounds, while the approach to handling their needs has remained fairly static. Hence, survey after survey shows that – despite a degree of improvement – we continue to be far from the levels of learning desired (and possible).
But it is when it comes to the process that the greatest deadening effect takes place. Rote memorization, \’explanation\’ ina language not necessarily understood by children, a disregard for the needs of children who are too poor to be able to attend regularly, (an often active) discrimination in the classroom, are the lot of a majority of our children. If you doubt this, all you have to do is visit any 10 government schools in different locations, especially those away from \’headquarters\’.
This is not to say that all government schools are bad and that the \’bad\’ is restricted to government schools. It is to point out that even if only a third of schools are like the ones described above (and the number is surely more than that), it adds up to literally hundreds of thousands of schools and tens of millions of children – a slow tsunami of poor quality education that is surely wreaking havoc on the potential of our children, our country.
Dealing With It
So after all this panic, what do we do?
As in any disaster, stay calm! First recognize that there is a problem and accept that something must be done about it.
Second, realize that you are the right person to do something about it. Anyone is, everyone is. Every small action counts. Even if you smile at a child, say an encouraging word to a teacher, raise this issue with friends, relatives and colleagues, you are doing something.
Third, if you are willing to be more proactive or are already active, please do look at the urgency of the situation. Children cannot wait for us to learn or get our act together slowly. We need to quickly:
  • Establish the minimum conditions that must obtain. These are well laid out in the RTE (Right to Education) and its rules. Raise this issue wherever you can, and directly with the school or education authorities.
  • Encourage and support the community and the school management committees (SMCs) drawn from among the community to become more active. You can help in setting them up, in record keeping, in setting the agenda, in follow up, in helping ensure that teachers take them seriously and that they in turn don\’t take an adversarial position vis-à-vis teachers. You can use your position to ensure that the educational agenda is not hijacked by the money-making or power-gaining agenda.

If you are a Head Teacher, supervisor, CRC-BRC / district level teacher educator or officer:
  • Model the kind of behaviour you want from teachers
  • Share practical steps they can take in their classes, especially in terms of activity-based teaching (see the many entries in this blog for support)
  • Encourage teachers to be innovative, support them. If they ask questions, don\’t be dismissive (pass on the questions here if you can answer them!)

If you are a planner / policy-maker / decision- maker, please start by not dismissing what you have just read here. It is real, and it is happening – and it\’s on a gargantuan scale. On any given day, the number of children who are in school and not learning is more than the population of many countries – and it is a shame. What kind of performance standards can you set in place? What kind of outcomes can you insist on? How can you prepare the institutions and the system to deliver this, monitor them effectively and enable an ongoing improvement? Once again, the many entries in this blog would be helpful – and you could always share issues you would like others to provide suggestions / inputs on.
As surely as Japan will recover from the huge earthquake and the devastating tsunami, we can deal with this too. But first we have to see it as an emergency and address it. With all our might.

The Tsunami We Don\’t Always See

Our hearts go out to the sufferings of people in Japan. The pictures of the tsunami rushing in and engulfing everything in sight, wreaking havoc – will stay with us. Our sympathies and support should – and will – be available to help our fellow human beings in whatever way we can.
Our horror – and the desire to do something – would obviously be even more if we saw something similar happening all around us. And in a way something similar is happening all around us, only it is not as dramatic as a physical tsunami, making it a little difficult to be noticed by most people. It is what I would call the tsunami of poor quality of education that is hitting a million schools and tens of millions of children, its impact likely to be visible over the years rather than right now, instantly, in front of our eyes.
The Tsunami Around Us
No this is not alarmist, but an effort to put across a real picture and the urgency with which it needs to be recognized and acted upon. Every day, in hundreds of thousands of locations across the country, children make their way to the school. Around a quarter of them may find their teacher not there. This number alone is staggering, ranging as it would between one and two million teachers. MILLION! And if each teacher has 30 children in his class, you can estimate the number but not really conceive how enormous it is. And it is huge not just in terms of numbers, but for each child who loses a day of learning, and does so for many days every month, it is incalculable.
Had the facilities or the teachers not been available we could have cried over our fate in terms of being an underdeveloped country. But having the infrastructure (over 98% children have a school within a kilometre, and most buildings are not bad) and teachers actually in place (though the number of vacancies is still very large) – it is horrifying to watch or at least it should be, for there doesn\’t seem to be a sense of horror, or as much of it as would shake the country into action.
However the story doesn\’t end there. It is when \’teaching\’ takes place that the impact on children is often at its greatest. Decades ago, the Yashpal Committee\’s report on The Burden of the School Bag had detailed the \’burden of incomprehension\’ a majority of children bear. And it is difficult to see if things have changed dramatically, despite changed curricula, textbooks, the use of TLM, evolving assessment patterns, new training programmes… The number of children attending school – and their diversity – too has grown in leaps and bounds, while the approach to handling their needs has remained fairly static. Hence, survey after survey shows that – despite a degree of improvement – we continue to be far from the levels of learning desired (and possible).
But it is when it comes to the process that the greatest deadening effect takes place. Rote memorization, \’explanation\’ ina language not necessarily understood by children, a disregard for the needs of children who are too poor to be able to attend regularly, (an often active) discrimination in the classroom, are the lot of a majority of our children. If you doubt this, all you have to do is visit any 10 government schools in different locations, especially those away from \’headquarters\’.
This is not to say that all government schools are bad and that the \’bad\’ is restricted to government schools. It is to point out that even if only a third of schools are like the ones described above (and the number is surely more than that), it adds up to literally hundreds of thousands of schools and tens of millions of children – a slow tsunami of poor quality education that is surely wreaking havoc on the potential of our children, our country.
Dealing With It
So after all this panic, what do we do?
As in any disaster, stay calm! First recognize that there is a problem and accept that something must be done about it.
Second, realize that you are the right person to do something about it. Anyone is, everyone is. Every small action counts. Even if you smile at a child, say an encouraging word to a teacher, raise this issue with friends, relatives and colleagues, you are doing something.
Third, if you are willing to be more proactive or are already active, please do look at the urgency of the situation. Children cannot wait for us to learn or get our act together slowly. We need to quickly:
  • Establish the minimum conditions that must obtain. These are well laid out in the RTE (Right to Education) and its rules. Raise this issue wherever you can, and directly with the school or education authorities.
  • Encourage and support the community and the school management committees (SMCs) drawn from among the community to become more active. You can help in setting them up, in record keeping, in setting the agenda, in follow up, in helping ensure that teachers take them seriously and that they in turn don\’t take an adversarial position vis-à-vis teachers. You can use your position to ensure that the educational agenda is not hijacked by the money-making or power-gaining agenda.

If you are a Head Teacher, supervisor, CRC-BRC / district level teacher educator or officer:
  • Model the kind of behaviour you want from teachers
  • Share practical steps they can take in their classes, especially in terms of activity-based teaching (see the many entries in this blog for support)
  • Encourage teachers to be innovative, support them. If they ask questions, don\’t be dismissive (pass on the questions here if you can answer them!)

If you are a planner / policy-maker / decision- maker, please start by not dismissing what you have just read here. It is real, and it is happening – and it\’s on a gargantuan scale. On any given day, the number of children who are in school and not learning is more than the population of many countries – and it is a shame. What kind of performance standards can you set in place? What kind of outcomes can you insist on? How can you prepare the institutions and the system to deliver this, monitor them effectively and enable an ongoing improvement? Once again, the many entries in this blog would be helpful – and you could always share issues you would like others to provide suggestions / inputs on.
As surely as Japan will recover from the huge earthquake and the devastating tsunami, we can deal with this too. But first we have to see it as an emergency and address it. With all our might.

The Tsunami We Don\’t Always See

Our hearts go out to the sufferings of people in Japan. The pictures of the tsunami rushing in and engulfing everything in sight, wreaking havoc – will stay with us. Our sympathies and support should – and will – be available to help our fellow human beings in whatever way we can.
Our horror – and the desire to do something – would obviously be even more if we saw something similar happening all around us. And in a way something similar is happening all around us, only it is not as dramatic as a physical tsunami, making it a little difficult to be noticed by most people. It is what I would call the tsunami of poor quality of education that is hitting a million schools and tens of millions of children, its impact likely to be visible over the years rather than right now, instantly, in front of our eyes.
The Tsunami Around Us
No this is not alarmist, but an effort to put across a real picture and the urgency with which it needs to be recognized and acted upon. Every day, in hundreds of thousands of locations across the country, children make their way to the school. Around a quarter of them may find their teacher not there. This number alone is staggering, ranging as it would between one and two million teachers. MILLION! And if each teacher has 30 children in his class, you can estimate the number but not really conceive how enormous it is. And it is huge not just in terms of numbers, but for each child who loses a day of learning, and does so for many days every month, it is incalculable.
Had the facilities or the teachers not been available we could have cried over our fate in terms of being an underdeveloped country. But having the infrastructure (over 98% children have a school within a kilometre, and most buildings are not bad) and teachers actually in place (though the number of vacancies is still very large) – it is horrifying to watch or at least it should be, for there doesn\’t seem to be a sense of horror, or as much of it as would shake the country into action.
However the story doesn\’t end there. It is when \’teaching\’ takes place that the impact on children is often at its greatest. Decades ago, the Yashpal Committee\’s report on The Burden of the School Bag had detailed the \’burden of incomprehension\’ a majority of children bear. And it is difficult to see if things have changed dramatically, despite changed curricula, textbooks, the use of TLM, evolving assessment patterns, new training programmes… The number of children attending school – and their diversity – too has grown in leaps and bounds, while the approach to handling their needs has remained fairly static. Hence, survey after survey shows that – despite a degree of improvement – we continue to be far from the levels of learning desired (and possible).
But it is when it comes to the process that the greatest deadening effect takes place. Rote memorization, \’explanation\’ ina language not necessarily understood by children, a disregard for the needs of children who are too poor to be able to attend regularly, (an often active) discrimination in the classroom, are the lot of a majority of our children. If you doubt this, all you have to do is visit any 10 government schools in different locations, especially those away from \’headquarters\’.
This is not to say that all government schools are bad and that the \’bad\’ is restricted to government schools. It is to point out that even if only a third of schools are like the ones described above (and the number is surely more than that), it adds up to literally hundreds of thousands of schools and tens of millions of children – a slow tsunami of poor quality education that is surely wreaking havoc on the potential of our children, our country.
Dealing With It
So after all this panic, what do we do?
As in any disaster, stay calm! First recognize that there is a problem and accept that something must be done about it.
Second, realize that you are the right person to do something about it. Anyone is, everyone is. Every small action counts. Even if you smile at a child, say an encouraging word to a teacher, raise this issue with friends, relatives and colleagues, you are doing something.
Third, if you are willing to be more proactive or are already active, please do look at the urgency of the situation. Children cannot wait for us to learn or get our act together slowly. We need to quickly:
  • Establish the minimum conditions that must obtain. These are well laid out in the RTE (Right to Education) and its rules. Raise this issue wherever you can, and directly with the school or education authorities.
  • Encourage and support the community and the school management committees (SMCs) drawn from among the community to become more active. You can help in setting them up, in record keeping, in setting the agenda, in follow up, in helping ensure that teachers take them seriously and that they in turn don\’t take an adversarial position vis-à-vis teachers. You can use your position to ensure that the educational agenda is not hijacked by the money-making or power-gaining agenda.

If you are a Head Teacher, supervisor, CRC-BRC / district level teacher educator or officer:
  • Model the kind of behaviour you want from teachers
  • Share practical steps they can take in their classes, especially in terms of activity-based teaching (see the many entries in this blog for support)
  • Encourage teachers to be innovative, support them. If they ask questions, don\’t be dismissive (pass on the questions here if you can answer them!)

If you are a planner / policy-maker / decision- maker, please start by not dismissing what you have just read here. It is real, and it is happening – and it\’s on a gargantuan scale. On any given day, the number of children who are in school and not learning is more than the population of many countries – and it is a shame. What kind of performance standards can you set in place? What kind of outcomes can you insist on? How can you prepare the institutions and the system to deliver this, monitor them effectively and enable an ongoing improvement? Once again, the many entries in this blog would be helpful – and you could always share issues you would like others to provide suggestions / inputs on.
As surely as Japan will recover from the huge earthquake and the devastating tsunami, we can deal with this too. But first we have to see it as an emergency and address it. With all our might.

A review of David Horowitz’ “Unholy Alliance: Radical Islam and the American Left”

What has happened to the left? Why are they so comfortable with a picture of America as the evil force in today’s world when religious fanatics, motivated by Islam, are viciously killing peaceful civilized people in the West and establishing oppressive theocratic states in the East? Why do some on the far left have an instinctive kinship with the jihadists that fight against our country and our allies? Why is there such an instinctual hatred for America on the left that only grows year after year? These are the questions that David Horowitz addresses in his latest book: “Unholy Alliance”3
Immediately after the 9/11 atrocity – with the World Trade Center smoldering and America still in shock – the far left “launched a campaign to protest, in advance, any military response.” 4 Echoing enemy propaganda, the left insinuated that we brought it on ourselves. They saw this not as an aggressive attack but a retaliatory act whose “root causes” were understandable. Susan Sontag, Barbara Kinsolver, Kate Pollitt, and Eric Foner – the usual suspects – wasted no time launching a parallel front here at home. They denigrated our patriotism, scoffed at our moral righteousness, called our country the true terrorist, condemned our future actions as heinous war crimes, and blamed Bush for starting a Holy War. Teach-ins, demonstrations, and other forms of mobilization, as virulent of the 60s, propounded the party line that the threat was not our theocratic fanatical Islamo-fascist enemy but the government of the United States. And this was before the battle of Iraq.
Under the banner of “United We Stand” both sides of the isle supported the battle of Afghanistan. Of the various options, the President chose Iraq as the next battle in the war due to a number of factors. In actuality, the policy of regime change originated in the previous administration. Indeed, in Clinton’s Operation Desert Fox, “the United States and Britain flew 650 bombing sorties and fired 415 cruise missiles into Iraq, a greater quantity than during the entire Gulf War.” 5 Thus, there was “a reasonable expectation” for continued “broad and unified support.” 6 Horowitz documents the growth of the “anti-war” movement leading up to the invasion of Iraq, chronicling the transformation of the Democratic Party into a rallying point for the opposition. Once again the odious nature of Saddam’s fascist regime made little difference to the left. The concern and wrath was directed toward that which was, oddly enough, considered a significantly greater problem and threat: America. Colombia professor, Nicholas De Genova expressed outright what others only implied: “U.S. patriotism is inseparable from imperial warfare and white supremacy. … The only true heroes are those who find ways that help defeat the U.S. military.” 7 He called for “a million Mogadishus.” 8
In Part Two of the book, Horowitz does what he alone can do best: he paints a well-balanced portrait of the American left’s political endurance amidst its intellectual disintegration. Its ideals scattered by the harsh reality of failure after failure, its dream of “social justice” is now only a vague sentiment. With no concrete political philosophy, system, or program, the dream becomes a dim apparition fading into a future that recedes beyond sight.9 The only thing real that binds the left is its nihilist hatred.10 It’s all that is left. Todd Gitlin explains the transformation of the anti-war movement of the 60s. “It inflamed our hearts. You can hate your country in such a way that the hatred becomes fundamental. A hatred so clear and intense came to feel like a cleansing flame. By the late 60s, this is what became of much of the New Left.” 11
This nihilism is the remnants of irrational religious-like utopianism created in defiance of reality.12 Subsequent rationalizations, by exaggeration of our historical faults compared to the unknowable utopian dream, enable the lie of America being guilty of genocide,13 sustaining an unusually horrendous slave industry, being an imperialist leader, and being responsible for nearly every ill that befell mankind.14 To some, like Chomsky and Blum, America is worse than or even responsible for Nazi Germany! 15 Obviously, these charges are not the result of an empirical study. They stem from fundamental metaphysical assumptions that precede any consideration of the evidence and, in their world-view, make all explanation possible. “Three assumptions underlie the arguments of the anti-American cult. (1) America can do no right; (2) even the rights America appears to do are wrong; (3) these wrongs are monstrous.” 16 In the end, it boils down to a simplistic formula: we’re powerful, they are pathetic; it must all be our fault.
Horowitz sums up the exceptional position of America: “A crucial element in the worldview of American radicals is the belief in American omnipotence – the ability of America’s leaders to control the circumstances of their international policies without regard to the interests of allies or the threats of adversary powers or the constraints imposed by domestic political forces. Radicals never see America as reacting to a threat …” 17 He continues to back that up with example after example of how the left, like today’s Muslims, blames the world’s problems on American action or inaction.18 He could have easily written a book on this topic alone. If he did he might have exposed the hypocrisy of the left, which implies that the prevalence of dictatorships in impoverished countries worldwide is the result of a handful of American covert operatives, but at the same time, it is apparently “hubris” to imagine that a 200,000 man intervention in Iraq can bring substantial change. We’re damned if we do and damned if we don’t – it’s all somehow our fault!
The left has long embodied an asymmetric determinism. It comes in many guises. For example, an individual’s behavior is said to be determined by society but apparently not to the extent that they can’t initiate action to change society by becoming part of the collective will – as exemplified by the left or other designated “authentic” group. In the current context one of the most common myths holds that the powerless are subject to economic and structural forces beyond their control thus absolving them of any actions – all actions are reactions – as if they lack any volitional capacity. The successful, however, are automatically to blame for the state of the universe, regardless of their actions, so long as there are inequities. This structural analysis holds that ideas are secondary to status; indeed, ideas are the result of structure rather than its cause. Thus, for the left, ideas are an epiphenomenon – a superstructure – with little causal relevance. Religion in particular, quoting Marx, “is at one and the same time the expression of real suffering and a protest against real suffering. Religion is the sigh of the oppressed creature, the heart of a heartless world, and the soul of a soulless condition. It is the opium of the oppressed.” 19 Thus, Islam is not taken too seriously; the Islamic Revival is our fault.
Part Three is a brief introduction to the malady infecting contemporary Islamic mass-movements. After reviewing the influence of 20th century totalitarianism on Islamist and Baathist movements,20 Horowitz describes the common mindset shared by leftists and the jihadists, at present.21 Much of the Islamist hate comes from reading and regurgitating self-loathing Western critics. And the critics are delighted to find “confirmation” from the “spontaneous” response against American “imperialism.” Paul Berman reports on the left’s embrace of Islamist violence in his book “Terror and Liberalism” At a Socialist Scholars Conference, “an Egyptian novelist defend[ed] a young Palestinian woman who had just committed suicide and murder – and having heard the defense, the crowd broke into applause.” 22 As usual, the “root cause” of the rise of Islamism is seen not as the power of belief – this is dismissed by the left as a by-product – but as the result of material factors controlled by the powerful: American and Israel. Thus, leftists and jihadists are, deep-down, soul-mates united by a common hatred.
For those unfamiliar with the standard faire of anti-Americanism on the far left, Horowitz reviews their treacherous attempts to undermine our response to the jihadist movement and allied regimes – covered in part Four and Five of his book. Here he is on solid ground as one of our foremost critics of this cultural swamp. If you are unfamiliar with this shabby corner of contemporary politics, you can find no better guide than Mr. Horowitz. The influence of the extreme left on the whole of the Democratic Party and mainstream media is achieved not by the doctrinal conversion of sizeable number of the honest and sincere loyal opposition; but the influence has gripped our friends on the left more than they had realized – and realized by the average citizen.
Horowitz masterfully shows how far left ideas captured the Democratic Presidential campaign of 2004. What was bipartisan support for our war against terror, turned into a fierce opposition that viciously vilified a wartime President. On a day to day basis we heard that the war is immoral and unnecessary, that it is based on a lie, and actually caused by ulterior mercenary motives. This constant pounding over and over again is the kind of propaganda one would expect of an enemy intent on demoralizing our fighting men and women. Horowitz documents the events exactly as they unfolded as a fitting climax to the book and a record for future generations.
David Horowitz achieves what may at first seem impossible; he shows how the modern American left and the medieval Islamic revivalists are natural allies. Two sides of the same coin of nihilism, a synthesis of superficial opposites, and united by a common hatred, they move in parallel, attacking and chipping away at the greatest achievement millenniums in the making: Western Civilization. Our Islamic enemy could find no greater ally than the American left.

Buy American and Hire American

When this blogger started blogging in 2009, his very first post was titled \”What is American goods, anyway ? \” Eight years later, when returning back from a two year hiatus in blogging,  the same theme resurfaces as the second innings of blogging is started.

The trigger for this post is of course Trump\’s executive order titled the same as this post, which he signed with much fanfare three days ago.  The order , of course, is pure bombast and is only meant to show that the President is doing \”something\”. It simply orders the Secretary of Commerce to tell the world what the hell this means in 60 days and orders sundry other Ramamrithams to specify how it will be implemented  in 150 days. I was not aware that you need an Executive Order to tell people to do their jobs, but apparently in the world of alternative reality, that is required.

Precious little, other than nuisance value, will come of it. For you see, in today\’s globalised world of supply chains it is almost impossible to determine what is \”American\” as my first ever post argued.  If \”value added\” is the yardstick for measuring national origin, then your iPhones are as American as mom and apple pie even though they are entirely manufactured outside the US. If the physical act of manufacturing (read final assembly)  is the yardstick, then the iPhone is Chinese while BMW is American.  If the entire supply chain has to be in the US, most products will simply disappear off the shelves as some of the raw materials and components are simply not available in the US and have to be imported.

The Executive Order gives some clues to the warped thinking – apparently they would like  that \”for iron and steel products,  all manufacturing processes, from the initial melting stage through the application of coatings, occurred in the United States .\”  US iron and steel has been on decline for decades. Only an idiot will set up steel capacity in the US – after all the next President can sign another Executive Order to the opposite. Not a single new job will be created. What will only happen if this pig headed policy is even half tried is that the existing US steel plants will jack up their prices. The American consumer shall pay.

The problem of disappearing jobs is a real and serious one, but there are no easy fixes. It cannot be tackled by trumpeting economic nationalism. It certainly cannot be solved by sitting on the toilet seat and tweeting whatever comes to your mind.

By the way, the GOP was meant to stand for free markets and trade. It would have been appropriate if a President Sanders were to try something like this. But a Republican President ?

Indra Nooyi is not an idiot !

No No. PepsiCo is not foolish enough to launch Doritos for women. For Gods sake, PepsiCo is one of the greatest consumer marketing companies on earth. Sure, even the finest companies can lay a goose egg once in a while. But  not such an obvious bloomer like Doritos for women.
The brouhaha started with an interview Indra Nooyi, the Chairperson of Pepsico gave to Freakonomics. As reported in the New York Times –
 Ms. Nooyi told the interviewer that women did not eat Doritos the same way men did.“They don’t like to crunch too loudly in public,” she said. “And they don’t lick their fingers generously, and they don’t like to pour the little broken pieces and the flavor into their mouth.”She was asked whether PepsiCo — which owns Frito-Lay, the manufacturer of Doritos — was planning “a male and female version of chips.”
Ms. Nooyi responded: “It’s not a male and female as much as, ‘Are there snacks for women that can be designed and packaged differently?’ And yes, we are looking at it, and we’re getting ready to launch a bunch of them soon. For women, low-crunch, the full taste profile, not have so much of the flavor stick on the fingers, and how can you put it in a purse? Because women love to carry a snack in their purse.”
The Sun (of the  notorious British tabloid fame) took this and reported that Doritos for women was being launched. Social media picked it up and hyped it with juicy headlines.

Feminists responded by lashing out and saying this simply reinforced gender stereotypes. Men  lashed out saying this was PC going too far. Sending a tweet is easy – you don\’t have to think and you can spew whatever banality you wish to without any consequence;  just ask a certain old man occupying a seat of power. And then before you could say Doritos, a full blown controversy had erupted. The company had to issue a statement that No, they were not launching Doritos for women !
Indra Nooyi must be scratching her head in bewilderment. All she was outlining in her podcast was how Frito Lay really tried to understand consumers, tried to get insights and tailor products accordingly. Very likely they may have launched a variant that was less crunchy, if that\’s what women preferred. But they wouldn\’t do something as dumb as launching a \”Doritos for women\”.
Just goes to show how careful anybody has to be when making a public appearance. It seems altogether appealing not to appear in public at all – after all no human is infallible enough not to utter an inanity. It also shows how lots of people have nothing else to do but to respond to every nonsense and tweet some rubbish. A certain distinguished reader of mine is a prodigious tweeter. He may want to pause 🙂

    Why Measuring Learning Outcomes Does Not Improve Accountability in Education – Or Outcomes

    In the last few years, the clamour for measuring learning outcomes and using that as a means to ensure accountability has grown louder. In fact the current Five Year Plan insists that learning outcomes be measurable and be measured. Corporate houses funding various foundations and NGOs are big on learning assessment and look to it as a means of bringing about improvement. Many sensible people are voicing views to the effect that if a teacher is unable to generate learning outcomes, he should be shoved aside and replaced by someone better. And, of course, the feeling persists that we are not measuring the quality of learning enough.
    This is unfortunate. Not because measuring outcomes is not important or somehow wrong but because the present formulations of the issue are simplistic to the extent that they prevent underlying issues to be addressed. Here is how.
    First, it is not as if the quality of learning is not being measured, or has not been measured in the last 20 years. The first all-India survey of learning levels was conducted by the NCERT in 1995, and there have been many since. Several large-scale independent studies of students’ learning levels have been run, including ASER and surveys of Education Initiatives. Small-scale learning assessments have been conducted for innumerable research studies (e.g. of 1 lakh children in Tamil Nadu to assess the state’s Activity Based Learning Programme) or pilot projects (for instance, several states have piloted their textbooks and used learning achievement as a benchmark). And of course at least hundreds (if not thousands) of NGOs/NGO-run programmes (often in government schools) have incorporated assessment as an effectiveness measure.
    There are thus any number of assessments available – and they\’ve been telling us for the last twenty years that our children are not learning. Only, this doesn’t seem to have resulted in improved learning, thus questioning the assumption behind the clamour for measurement.
    This is a little like weighing a child to assess the level of nutrition – unfortunately, merely weighing the child will not lead to better nutrition… Something else is clearly required, and that doesn’t seem to be happening.
    Second, insisting on having \’measurable\’ outcomes is hugely misleading – just because you can measure something doesn\’t make it more worthwhile (e.g. we do want students to be creative or considerate or civic though there are no easy measures for these). Several of the assessments mentioned suffer from this. Thus an Adivasi child who displays great resourcefulness, knowledge of the environment and concern for others would be called poorly educated since the ‘tests’ measure only basic literacy and numeracy.
    Measuring outcomes would be useful only when we measure what matters most to us. Not whether a child can read something aloud but whether he can form an opinion on it and give the reasons behind them. Not whether a child can do calculations but whether she can apply it in real world contexts to solve problems or take a decision. Some of these may be hard to measure, but it would be useful to remember that it is not the purpose of education to be assessable, but the purpose of assessment to measure what is considered most worth learning.
    Third, measuring outcomes does not account for contexts and tends to disadvantage (and label) those facing adverse conditions. Which then makes it even more difficult for them to improve. There are many teachers who work very hard in difficult conditions – but don\’t attain the kind of outcomes expected because the curriculum assumes children will be able to attend daily or speak the school language at home (and several other such notions), which don\’t apply to the children they work with (some 60-70% in India). We\’ll end up shoving these teachers out if we take the advice to replace them – instead of overhauling the system which has designed itself in such a way that marginalized children WILL fail.
    Fourth, there is a danger that the present focus on outcomes is actually obfuscating – instead of increasing – accountability. India\’s challenges now arise from its success in rapidly expanding the school system to bring in so many children. The consequence is that we now have students (at all levels) who traditionally never attended schools – working children, migrant groups, girls from various communities, children with disabilities, socially excluded communities…. the list is endless. What this means is that while the nature of our students has changed, the curriculum, pedagogy and assessment remain as they used to be and so, the DESIGN ITSELF leaves these learners out.
    At a second level, when it comes to implementation, there is a tendency in those responsible to ignore laxity on the assumed ground that it is only happening to those who do not matter. (Just as it is easier to ask a poor person to push a stalled car rather than a well-dressed one, similar prejudices operation in all facets of our society, including government officials.) Even now, therefore, it is mainly those from better-resourced families who continue to succeed, and we continue to have poor education for the poor. So the accountability really needs to be demanded at the level of the system (NCERT, MHRD, Departments of Education) and state / district / block officials.
    As long as people keep pointing fingers at teachers as the main villains, the really responsible will continue to escape accountability. For instance, when the NCERT\’s own national survey shows low levels of learning, why does nothing happen to anyone at any level, including the NCERT itself (whose curriculum has been taken by many states now performing poorly)? How come officials at various levels continue exactly as they have been for decades with impunity when every measure  brings out dismal levels of learning in their watch? Recently, when our group, IgnusERG assessed class 9 students in a district we found 68% of them to be at class 4-6 levels, 7% below class 3 level, and only 4% at the class 9 level where they were expected to be. When this finding is shared, everyone finds a way to blame some one else!
    Finally, let me leave you with this – in the current form, knowledge of outcomes attained does not help bring about improvement. Most states will be implementing SLAS (State Learning Assessment Survey) in the coming months. But once a state finds out it is performing poorly, say, in mathematics, that will not inform it of the reasons why this is so. It could be the poor curriculum (e.g. overambitious expectations) or weak syllabus (less time allocated than required), or inappropriate pedagogy (no use of concrete materials at an early age) or bad textbooks (poorly sequenced or giving discrete rather than contextual examples) or demotivated teachers or insufficient teaching time (because the state continues using teachers for non-teaching tasks even after RTE and court orders to this effect) or home vs school language issues or at least 10 other problems that can be named, each of which can seriously lead to poor outcomes. So where will the improvement begin?
    The point, as mentioned earlier, is: do ask for outcomes, but don\’t keep it simplistic, or we\’ll continue to get the poor outcomes we\’ve been documenting over the last 20 years.

    Have You Been Un-Hindu Today?

    Once in a while I recall that I am born a Hindu. This is usually around times when a whole lot of people are suddenly finding the need to defend Hinduism.
    1. This is a little ironic. Why do you need to protect that which cannot be destroyed? Can the words or images of another person kill or harm your religion? To those who believe in God/s: even if all the people who believe in God should cease to exist will God/s cease to exist? Similarly, does Hinduism need the acceptance and support of all those being fought against in order to exist and flourish? It seems very reductionist and belittles Hinduism for anyone to say that the religion needs protection.
    2. This business of religious sentiments being hurt is even more ridiculous. Why are Hindu religious sentiments hurt only by words and images but not by un-Hindu actions such as rape, murder and the racism being practiced against people from the NE in Delhi, or the displacement of Muslims in Muzaffarnagar or a thousand such atrocious acts? We are a religion that believes in the whole universe being a family, isn’t it? Why are we not religiously wounded by such major offences that hurt millions of the universal family but hugely traumatized by minor pinpricks such as a book that will be read by a few thousand people?
    3. Being the transcendent religion that believes animals and trees and various forms, animate and inanimate, have the element of the Divine running through them and are therefore nothing but mere manifestations of the Unified One, how can we even distinguish between ‘ourselves’ and ‘others’? Surely the distinction is impossible and the very idea of ‘not tolerating’ someone or some view would be inadmissible – for even the so-called offender is nothing but another manifestation of the same ONE divine. So the idea of ‘getting upset’ so militantly at someone’s view is, in my view, very un-Hindu.
    4. In an ecological worldview that goes well beyond the physical world, the notion is that every component have a just and fair place, the justness and fairness of which is determined by the degree to which it links with others and desists from eating into others’ space and resources. Which is the idea behind being ‘content’ – to occupy that which fulfills your need without competing with another’s, thus maintaining the ecosystem.  Wanting more than this justifiable space and resource takes you into the realm of that which does not (because it should not) exist – maya. And we are taught not to want more than our remit for this reason. This is a key principle by which the universe maintains its balance, and disturbances take place when this balance is upset. Every time we seek to dominate or attribute to ourselves the right to determine others’ activities in their spheres (such as what they may think or write), we are guilty of going beyond that which is justly ours – and again, being very un-Hindu!
    5. And finally, like all great religions, Hinduism too believes that real victory is one that is over oneself. No matter how much you ‘defeat’ your enemies, if you are unable to overcome yourself, that is, your own limitations and the un-divine aspects of yourself, you cannot be considered a victor. So if anyone is claiming victory at having ‘vanquished’ something offensive, do desist, for you have not won.

    What does ‘Education For Freedom’ mean to You?

    Usually, it seems to mean: to become free from want. In the sense of being able to stand on one’s own feet, by being able to earn a livelihood or having a job (much more the last, in our case). But what education seems to be doing, in our context at least, is to create wants.
    Just because a person has crossed, say, secondary education, ‘traditional’ work no longer seems to be enough for him, whether he has been prepared for any other career or not. And of course if a person does get a job, the desire to be more and more like the ‘educated’ and upwardly mobile – leads to more and more and more wants…
    At the other end of the spectrum of views on this, freedom from want is seen as getting rid of the wants! When education is more religious and ‘environmental’, it helps a person realize that his wants are really few and that he is at his most free when helping others, and reducing from the earth the burden of bearing him. A nation of ascetics is an interesting idea but probably not a very desirable one!

    So that leaves us the vast space in between the two extreme views (of ‘want more’ and ‘want nothing) on ‘education for freedom’. Where do you find yourself on this? Is this the lens from which to look at ‘education for freedom’? Is this even a worthwhile question in our times? What do you think?

    Immigration and Agriculture

    There are some basic facts about agriculture. One ; you cannot do away with agriculture; you have to eat after all. Two; However much you mechanise agriculture, there are large portions of it that have to be done by hand and you need manual labour. Three; agricultural labour is hard hard work. You and I cannot do it. Four; everywhere in the world, the natives do not want to do agricultural labour. Five; You therefore have to “import” labour – poor people from places other than where the farms are and usually from another country. Six; the natives do not want these “immigrants” to come.
    This is a real problem, which as stated, does not have a solution. Witness what’s happening in the UK.
    The Brits don’t want to work in the fields. Therefore most of the agricultural labour comes from Eastern Europe (white Christians, mind you; the problem is compounded in the US because the labour is Hispanic). The Brits have voted to leave the EU and don’t want anybody coming into their country. End result – fruit is rotting in the fields as reported in the article linked. 
    This was not even about illegal immigration – these workers all came perfectly legally from Eastern Europe and since it was seasonal work, actually often went back to their countries after the picking was over. And yet the Brits have spat on their face and told them they are not welcome.
    The same rural folk in the UK are the ones who voted for Brexit. London overwhelmingly voted for staying. And the main reason for voting exit ? Immigration. We don’t want foreigners; period.
    The UK farming lobby wants to reinstate the seasonal workers scheme. The deal is , please come and do the dirty work we don’t want to do, stay in some ghetto so that we don’t see you, give us all the fruit and then bugger off to where you came from. Couching it in polite language does not detract from what it really is meant to be.
    Agricultural labourers should simply organise themselves and show the middle finger to the UK. If you want us to work, treat us as decent human beings and give us the respect we deserve. Or else, you can do your own dirty work.
    To paraphrase the Duke of Norfolk – you cannot have your fruit and eat it too !