Education or Customer service

 Teaching profession is considered and IS more a vocation than a career.  There are very many teachers who treat their work more as a service than a timed-duty which they fulfill merely for the remuneration. These are the teachers who go over and beyond the mere classrooms and exams and marks.  They see students more as children... at times, like their own!  

However, with the shift in market trends and culture in the society at large, education is more seen as a ladder to prosperity than a moulding of character. In such a context, it is often the teacher who ends up at the receiving end.  Parents demand that teachers 'teach' their children, convinced that having paid the fees, it is now the responsibility of  the school and teachers to 'educate' their children.  Their role as primary educators is easily forgotten and passed on to the teachers.  

I came across an article which aptly described today's education scenario as a 'customer service' enterprise, where parents and students are out to demand from the teacher.  The wrong notion that the parent or the child is a customer is at the root of it all.  The worst is to misunderstand education as a commodity; rather than a value based skill to improve one's character, personality and convictions.  

The teacher, like stated by Socrates and Aristotle, is only a facilitator who assists the student to become wise (not merely a basket of knowledge or information).  The teacher does not 'pour' or 'fill' the student with knowledge - that would be an insult to the child/student itself! 

Digital privilege

 I met one of my mentors after several months. He has been one of the few gentlemen I have esteemed much for years now, primarily for the integrity of character and critical thinking. 

The latest meeting however was a kind of reversal of roles: he needed my help to figure out something about the internet and email. He was never good at tasks involving technical content. So I have lent him a helping hand very many times in the past as well. 

Now as a 'tutor' it occurred to me, how is it that he does not know such simple and easy things. But as an educator I am also aware that what I today consider 'simple and easy' was not what the older generation was born with. The digital playground has been the given-privilege of my era - greater still of the younger guys. 

Salesian feminism vis-a-vis brothers and clerics

 The idea proposed by most people so far was that the Salesian Brothers should have something more specific and special, suitable to their distinctive vocational choice. I too was thinking, what is it that we can offer, specifically to the brothers. 

 Today’s discussion in the Brothers group, there was a point made by Bosco (INS) which really struck a deep cord in me. He asked, “Why should the brothers be given something special? And if at all we give them something special, it should be given to ALL, clerics included! So those aspects and matters that Brothers would need additional should be offered to everyone, including the clerics.” 

 The analogy that came to my mind is that of instructions and guidelines offered to the girl child in the family. Most often the girls are taught how to sit, how to move, what not to do in public, and a million other things! Why teach only girls this? Because they have to be careful of the boys! So why not teach the same matters to the girls, but not alone; let these instructions and guidelines be offered to her brothers as well! So that tomorrow, he will be conscious of what the girls are going through! Now, that’s a more sensible and right approach to gender equality and response to male chauvinism. 

 So too with the Brothers. If they are to be ‘shielded’ from clericalism, teach them along with the clerics, so that EVERYONE learns what’s right, good and true.

Getting out of poverty

 As part of the Poverty eradication plan of the Region, we had a discussion this morning.  I couldn't be part of it full time but for the first hour that I could be present, it was interesting to note what Palli brought our attention to.  Namely, that eradicating poverty is never a direct approach.  Tackling poverty headlong is going to take us nowhere except into desperation and discouragement. There is no magical formula to drive out poverty.  All we can do, and do so wisely, is to link processes that will eventually drive out poverty. 

Listening to him I was imagining the death pit where riders spiral and the only way they can get out of it is to spiral out, rather than attempt a steep climb.  That's exactly how needs to work out of the death trap of poverty. 

Very many confreres feel, the only sensible way to rid the society of poverty is to distribute money!  And they are convinced of it!  The former method is the only viable, but a long shot. For example, the governments scheme of scholarships to students.  Now that's one way of tackling poverty, indirectly.  By offering incentives to young people to study, they are offering a possibility to the young of gaining education, basing on which they can get a decent job and earn for themselves.  A dignified self-made person, living off his own livelihood, based on his hard work, with a bit of support from the government.  

Tuition classes

I am for tuition classes... but for those who need additional assistance, because in the limited class hours or school time, the students are not able to comprehend everything.  And I think, the school itself should arrange these tuition classes - if at all they must.  Because as a thumb rule, tuition classes are an open self-proclamation (by the school, its teachers, its management...) that it is incapable of teaching within the allocated time (school hours).  

That said, I'm totally against tuition classes or extra classes for the brighter kids or those parents who wish to see that their children have the additional edge over their kids classmates or contemporaries.  And I'm all the more against, tuition for such a group or individuals, being offered by the school itself!!! 

Reasons: 

1. Such an arrangement is a declaration of discrimination, in favour of the already gifted and / those who can afford. As a person involved in deciding for such arrangements, I ask myself, why should only a section of students be given this extra help; why not all?  
2. It is also an acknowledgement that as a school, we are incompetent or unwilling to take the extra measure (which is very very minimal) to offer the students a little more than what is prescribed. In other words, we do not want to strain ourselves or give our very best to our wards. 
3. Every school is offering such additional classes or tutoring sessions is certainly no reason why we should follow the crowd. The same applies to the argument that even parents are asking for it.
4. Another minor, but still important reason... why coop the children inside the classroom all day long?  
   
   
   
   
   

Extra classes or tuition centres

The notion of extra classes or tuition centres during school days is something that has been in vogue for quite sometime now.  In earlier days, when I was still in school, only those who were really incapable of following the class room sessions and those who could afford would go for tuition. Or it was the notorious who wouldn't pay attention in class or those finding it really difficult to comprehend what was taught in a class, who would be told to attend the extra classes.  

Then came an era when only the brighter students started taking tuition classes.  Those who needed the basic push or additional help to understand the portion, still went to tuition, but to a different place or with a different teacher.  The latter and the former were not at the same place or in one tuition room.  The former went to tuition to increase their marks in the final exam.  The latter went to score passing marks.  Of course, the goal was and still remains, of scoring marks.  The aim never was, and still isn't, to become more educated!!! 

Whistle before the Hail Mary

Don Bosco's passion of working for the abandoned and vagabonds of Turin gets going in the sacristy of the church, on 8 December 1841. Don Bosco, while vesting for Mass, hears the sacristian chasing out a poor frightened boy who had sneaked into the sacristy to stay warm.  He calls the boy back and initiates a conversation, only to get single word terrified answers, until the question, "Do you know to whistle?"

I can imagine the joy on the face of this boy when he hears a question to which he has a joyful answer!!  I'm sure Don Bosco too would have whistled with him (although it is not recorded anywhere!).  But it is only after the whistle did they pray the Hail Mary (with Bartholomeo Garelli, reciting after Don Bosco). 

Wonder if Don Bosco had insisted on beginning everything with a prayer, where would we Salesians be - if at all, we did come to be! 

Dominic Savio, the odd one

Today we celebrate the feast of Dominic Savio, one of Don Bosco's renowned pupil.  However, it does not take us long to notice that Dominic Savio was certainly the odd one among the pupils of Don Bosco.  Most of the boys who were attracted by Don Bosco and those to whom Don Bosco felt drawn to were the ruffians, the hooligans, the juvenile delinquents... the underdogs, the unwanted.  But Don Bosco recognises in Dominic a boy of rare virtue, in their first encounter itself.

Most of the boys who joined the oratory were boys who had no where else to go.  They did not 'join' the oratory, they naturally found themselves there, primarily because of Don Bosco.  A few other lads were brought by their poor parents, or relatives who could not afford to look after them.  Some were sent by other priests knowing that Don Bosco was happy to look after boys in difficulty.  Dominic came in with his father.  And by the end of that first encounter with Don Bosco he makes a very strange request: "Make of me a good garment for the Lord!" Now most of the other boys, those of his age, would have asked for some food or list of things they are permitted to do while at the oratory.

This encounter also brings to light Don Bosco's ability to recognise a 'special child' when he meets one.  This is one of the virtues of Don Bosco, the educator, we Salesians ought to imbibe: to recognise and understand each child, each youngster as an individual.  Not see them all in a group, en masse.  Only when we come to know each child in his or her own particularity will we be able to bring out the best in them.  

School education system

We had dining with us for the last week a couple of French teachers from France.  They were here with a group of French students on an exchange programme.  Tonight at table, they were sharing the experience of their students at our Salesian school here in Chertsey.  They (the students) always exited the classroom at the end of the day, eyes wide open and jaws hitting the floor!

That they attributed the ambiance and the whole attitude of the English school education system.  The French school education system is highly teacher-centric and regimented.  The system expects every student to fit in.  In contrast the English school education helps each child seeks and build on his or her own unique difference.  The pressure is not to blend in but bloom out!  So the emphasis is always on the child discovering his or her own potential and seeking ways to enhance it.

They made a very interesting observation regarding the school uniform. In France, school children mostly do not have a school uniform - but the education system is too formal and rigid.  In England, most schools insist on a precise school uniform - and that they found, furthers their growth in differentiating one another on the basis of their individuality. 

That confirms why most children here love going to school.  I've hardly seen any child cry or drag his or her feet on the way to school.  The only other place I've seen such joy on the faces of children going to school is in Shillong.  All the other places, the joy is only while returning from school!  

Quotas and education

The whole debate about reservation in educational institutions is again cropping up.  None would, in their true conscience, claim that this is for the good of all.  The timing and tone of it sounds more like a political move rather than an effort at societal well being.

In this whole debate about who should be granted concession and who shouldn't, what is conveniently left out is the true purpose of education.  The very meaning of education is distorted.  This whole ball game being played out makes education merely a stepping stone for economic prosperity and status.  While education does entail that, financial well being is not the sole or the highest purpose of education.  It is building up of character.  Unfortunately, the type of education being discussed and fought over is not something that forms character, it is one that distorts!  People get qualified but deformed!  Young people have a certificate but lack basic human values.

While a healthy debate is always beneficial and needed, it should also raise relevant questions; not remain narrow minded and fickle.  The ongoing debate about quotas in education for the 'economically weak in society' (even that category, though defined, is something that cannot be really figured out in a multi-dimensional Indian context) should also raise pertinent questions about the purpose and type of education we envisage for the next generation.  

For the future...

Reading an article on BBC, what struck me most was the concluding comment of a simple shepherd.  Here's the complete article...

Typical of a parent, he did not aspire anything for himself.  All he really wished for was a better future for his children. 

Teachers and guns: a nauseating combo

Recently Donald Trump, the US president strongly advocated arming the teachers to combat shootouts in schools!  At first I thought it was a joke!  But he was serious and sure about it producing better results: preventing any further shoot outs. His logic: any intruder will not dare step into a place where he knows he is going to be shot at.  However I realised I needed to put down my thoughts as to why this idea is not only bizarre, absurd but nauseating.  Apart from the evident political gain of upsetting the pro-gun lobby, why is this proposal wrong...

Education is meant to equip students with a sense of meaning and purpose for their life.  It is meant to help them form not just their heads but their hearts and hands as well.  If one overseeing such an endeavour is carrying a firearm what message does it carry for the students?? 

• That violence is normal.  Rather than advocate and work towards peace, the teacher becomes a living symbol of violence and fear.  In an era when physical punishment is seen as detrimental to the growth of the child, how can carrying a gun be seen as helpful?  
• Imagine the trauma of a child watch a teacher kill a student, a fellow classmate - however wrong the latter may be!  
• A teacher is not a soldier.  He or she is not moulded to take lives but build lives. Those teachers who laid down their lives saving their students from bullets are hailed as heroes.  That's what teachers do - save and help grow.  Not shoot and kill! 
• What if a disgruntled teacher decides to open fire in his or her classroom?  
• How does having more guns prevent shootouts?  The only thing it would lead to is an increase in the possibility of a shootout.  
• Rather than see how troubled children and youngsters can be helped to grow up healthy, the proposal suggests to eliminate them! 
  

While I sympathize with the parents, relatives and friends of those children and staff killed in the recent Florida school shootout, my heart also goes out to the youngster who carried out the brutal attack and his family.  The larger question that needs to be addressed is how does one ensure that young people do not end up so depressed that they have no other means than the gun to resort to? 

God saw their efforts

The reading from the book of Jonah wherein he preaches God's wrath to the people of Nineveh and they repent, ends with this particular phrase.

God saw their efforts and relented. He did not destroy the city as he had threatened. 

In our Christian teaching and preaching not much is said about efforts.  Most often, as in the competitive society, we focus on results.  Only a result which is a successful or profitable is considered good and worthy.  The efforts alone do not count for anything much.  But for one on a journey, the effort itself is valuable.  The experience and the learning from the journey is as important, if not more, than reaching the destination.

God certainly counts our genuine efforts, irrespective of the outcome.  Like in all matters of education and evangelisation, to do our best is what we are called to.  Whether someone does actually become a scholar or gets converted to the faith is the job of the Holy Spirit. 

Building on the existing good

The Parish celebrated the feast of Don Bosco today. During the Mass the parish priest spoke of the life of Don Bosco. When he spoke of Don Bosco first meeting with Barthalomeo Garelli, it struck me that Don Bosco started with what was good in the boys.  The only thing Garelli could do was whistle - Don Bosco is happy with that for the first meeting!  He slowly builds on that rather than straight away infuse in them some of those virtues or qualities that he thinks they ought to have.  The starting point is not the intention of the educator or the formator but the existing good or virtue in the beneficiary.

Seeing this from my perspective as a formator, I was wondering how justified am I in demanding a level of intellectual calibre in the formees.  Whatever and however great and noble my intentions and motivations, if I do not start from what the students are already good at, then I will be riding against the tide all the time.  The student will see himself facing an insurmountable task without seeing the qualities he already has as an investment.  Now that's a challenge for the formator, especially if the number is large and the pupil of diverse backgrounds.  To understand each individual, find out his or her strength and then help them use them as a launching pad, is indeed a tall order.  But if I have a personal rapport with each of them, then helping them in their intellectual struggle will be easy.  On the other hand, judging them on the basis of their intellectual standard alone will be my short coming as a formator.  

Prevention vs cure

Two days preceding the first day of the new year, the newspapers were abuzz predicting a sharp rise in medical emergencies arising due to heavy drinking.  The NHS rolled out the 'drunk tanks' to cater those engaging in the new year revelry rather than burden the A & E services.  There were some suggesting that such party goers who booze too much, to then be a burden to themselves and others, should be made to pay at such drunk tanks.  The whole focus was on cleaning up, but nowhere did I read anything about prevention.  No one really questioned the very act of getting drunk beyond one's capacity!  It's new year! So what??  So is it for those who are then forced to take care of the dazed.  So is it for the families and friends of such 'zombies' who have to then spend the days to come helping the person recover, besides doing their own tasks... leave alone celebrate the new year themselves!  While rolling out 'drunk tanks' is a measure of 'taking the hospital to the sick', preventing people from falling sick is also necessary.  When one is very well capable of addressing the cause of an illness, and thereby preventing it altogether, one should not take pride merely in doling out the balm which can be applied after falling ill.

This morning was greatly amused by the following group of Kiwis who 'built' an island off the shore to defy the ban on drinking in public places - claiming that they were drinking in international waters.  I'm sure none of them went beyond the limit or else they'd have been carried off by the waves to Australia!  But a very creative idea indeed!

On high! Read the news here

Education

I came across the following poster today while reading something on education... It honestly has some truth about it.  Has real implications also for our formation, or more specifically, what we is taught, the attitude with which education is perceived (both by the students and teachers) and the whole purpose of education.

One stark difference I notice between students back in India and here is the perspective on education.  While most graduates in India study - if at all, one can still use the term - merely for the marks or in obedience to their parents, students in the UK do so out of their own accord and for experience and knowledge.  Hence their investment level is very high.  Not that they are all saints and bookworms.  Far from it.  But they do study and take education seriously - students and teachers alike.

Students go to college, to study!  This statement may seem odd, but is very true in the UK context.  All the more true in the case of those attending university for their post-graduation or higher courses.  

Sean Devereux, Farnborough and Chertsey

This morning Fr Pat Sherlock showed me around the school here at Farnborough and while visiting the dining hall of the students did I come to know that Sean Devereux, was indeed a pupil of this school from 1975-1982.  The following painting done by one of the teachers and presently displayed in the dining hall triggered the discussion and my enlightenment.

Not only that he later was a PET at the Salesian school in Chertsey for two years!!  That was before he went as a volunteer to Africa and later was killed while in Somalia, while working for UNICEF.

Br Michael Delmer has authored a book on him... most probably he was a student while Br Michael was the head teacher here.

Surprisingly did not come up with anything related to Sean Devereux on the international Salesian website.  The digital library sdl.sdb.org of course has some interesting matter. Check it out here. 

Education

This morning Fr Pat Sherlock was very kind and gracious to show me around the school here at Farnborough. Though the exams were on, he showed me most of the places and possible activities the children are involved with.

As before, it amazes me the numerous possibilities and opportunities the children here in UK, have in school.  The variety of options, courses, labs, extra-curricular activities, and the great support system especially for those not so gifted or even challenged.  If only those of us in India had even half of these opportunities, we'd be the best in the world in no time!  Besides our education system too needs to be more life-oriented than marks-oriented.  Education is mostly reduced to study and results.  Here in UK, marks and result do matter, but they certainly are not the focus.

For one, the class strength is 25 and that too is quite high according to local standards!  Then the syllabus is framed according to their interests so that by the time they reach the sixth form (the last two years in school, which would be equivalent to our intermediate studies) they already choose which particular stream of studies they wish to pursue.  Besides this 'main course', there are the numerous clubs, groups, sodalities, for enhancement of personalities.  There's music (singing, musical instruments), languages, games (indoor and outdoor), art (in so many forms), and of course, prayer and worship too.

Well stacked and used libraries, computer labs, maintenance staff, informative and colourful display boards everywhere, a separate department and a building for each subject, highly organised and well-thought out schedule ... make it look like an educational paradise.  

Creative vs getting over with

While at Karunapuram or Kondabada, I rarely gave the students questions or themes to write assignments or papers about.  Mostly it is they who would approach me with topics they wanted to write about.

However, here I find my classmates (at least some of them) rather diffident to come up with a question or theme to write about.  Most often the professors set out a few questions from which we are to choose. Those who wish to write on topics other than those listed, need to get it approved by the professor before hand.

The reason for this 'difficulty' is because we are unable to (as of now) have a comprehensive view of the topic or issue under discussion.  Within that to pin-point one minor topic and come up with a question is therefore challenging.  My former students would come with topics because they have the papers of the past years!! The very notion of copying someone else's work just doesn't arise for my present classmates! They have tasted the thrill of thinking for oneself and thereby enjoy 'creating' stuff, rather than 'getting over' with the academic challenge. The ambiance further assists this 'creative' enterprise.

I suppose this is one of the major differences between the education system between the West and in India. Here education is geared towards helping one reflect for oneself.  In India, education is more about 'getting through'.  

Those who run across the sea...

A quote from a very refreshing new perspective of Nietzsche's philosophy... as that inspired and founded on the philosophy of Herodotus.  Honestly I've never even heard the name of the latter Greek philosopher of the 5th century BC.  But much of what was spoken today by Prof Raymond Geuss  looked sensible and logical.

Those who run across the sea change the sky above them, but not their own internal dispositions (Seneca, Ep. Mor. 17, 12).

It was proposed as a critique of what Herodotus and Nietzsche in a way wish philosophy would actually do: help one view one's own home as a travelling stranger.  For this, the example is Herodotus who travelled far and wide and with prejudice to none!

The idea was that introspection is actually not the ideal for self-knowledge - a direct contrast to the dominant thought, right since the time of Plato.  The alternative proposed: viewing oneself through the eyes of a travelling foreigner.  (There are other implications and conditions involved).