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! 

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!!! 

Jesus' failure at Gethsemane

While commemorating the stations of the cross today, it struck me that Jesus for once failed as a teacher.  As an educator, I consider Jesus to be one of the best teachers in the world - for various reasons.  However, at the garden of Gethsemane, he fails in one particular aspect.  On Jesus' defence I could say that in the face of death, this is a very slight oversight. 

On reaching the garden Jesus tells his apostles to stay there while he goes a little further to pray.  Now this is night time and am sure after all the arrangements they made for the passover meal, and the meal itself, they are tired.  Naturally Jesus finds them asleep, all three times he comes to them.  But each time he wakes them up, he tells them to stay awake... but do what?  Now, any sensible and practical teacher should know this best. Merely telling the children in class to keep quiet, will not result in the children being silent for long.  Instead give them something to do, and one need not yell or tell them to be silent!  Jesus telling his apostles 'to be there' without actually telling them what to do, is like telling children in class, to keep quiet - which they immediately will, but soon out of boredom, invent their own ways of keeping busy! 

In defence of the apostles, one might say that they really did not know what is happening.  As Jews they knew the passover feast. But all this talk of Jesus during the meal, was way above their head!  Then this visit to the garden of Gethsemane, was an odd outing - in the night! Jesus had an inkling of his death, hence sleep eluded him.  The others actually had no clue of what was coming. The only one among the apostles who was actively up to something, was wide awake and busy - Judas.  

First day at School

Today was my first day at school... as a teacher.  When I told some of my colleagues and students, they all thought that I was referring to this day being the first day of the calendar year, and that too after the Christmas holidays.  Only a couple of them actually got the point that it was my first day ever at teaching in a school! 

All in all, it was great.  Though I did not teach any of the groups I'll be handling directly, I got to see them.  Of the four groups, all knew that their previous teacher had left the job, but only to one group was I introduced as the new full time RE teacher.  The other groups were told that there would be someone coming in shortly.  Not even the substitute teacher knew that I was the one, sitting at the back, who would be the one - at least not till the end of the class did they know. 

Met some students whom I'd met in November when I went in for two days. They recognised me and came over to talk.  They remembered that it was my first day - so they came around to give me company during the break. 

The best part of the day: As always, outside the classroom.  I joined one boy sitting alone and having his lunch.  I asked him if I could join him and initially he told me that he prefers to be alone.  But just as I was lingering around, he told me, he'd be happy if I sat with him.  And then began the conversation.  Honestly I hardly heard or understood anything he said - most of it due to the fact that it was in the playground and secondly because he himself was not very clear in his speech.  Nonetheless, I gathered that he is new to the school (since September) and that he is yet to really feel at home here.  The climax of our interaction was when he volunteered to show me around the school - since I told him that this was my first day at school.  He is one of the three people today who understood in my first mention that I was totally new.  And when I agreed, his face lit up and he did show me the whole campus.  Well, all that he was familiar with: lockers, toilets, classrooms, "some sort of playground"... and then the learning centre - where "no learning happens!" (those were his exact words!).  Couldn't have asked for a better start!

Look forward to the following days, especially next week, when I'll be flying solo!  

Amidst enthusiastic children

The interaction with Year 6 students of a local primary Catholic school to which I was invited along with a Priest, to share with them our vocation as priest and religious, was a very interesting experience.  These are just 10 or 11 year olds, grappling with huge words like commitment, consecration, ordination, vows, belief and most importantly seeking reasons and trying to explain these ideas to others.  These are concepts and values we discuss in our novitiate and novices fail to make head or tail of these things.  Here are 11-year olds, doing their best not just to make sense of them for themselves, but be able to explain it all to others!  That's a bold move. 

Loved every bit of it.  As we returned home, the other priest said, "Now I know why you love to teach!  You really were explaining to those kids, and not teaching philosophy!" Felt good being amidst young vibrant and enthusiastic children, quizzed about matters that take a lifetime to understand! 

Those without grandmothers...

Most academic philosophers never had grandmothers!  Nor did they ever have any good relationship with their own mothers!  Of this I'm sure!  If they did have grandmothers and lived with them even if for a little while in their grown up years, they'd never have become what most of them are: jargon monsters! 

It is said that comprehension of an idea, however complex it may be, is tested when you can explain it to your grandma and she'll understand.  Don Bosco had his mother.  And the first time he wrote a verbose sermon, she almost tore it up!  Then there is the Salesian tradition of goodnight thoughts.  Again, Mamma Margaret offering the boys some good piece of advice before they hit bed for the night.  I really prefer that. 

I'm not against grand and complex ideas and thoughts.  I certainly deem them very essential for growth and progress.  However, that's what we do within ourselves or at the most with like minded people.  We don't experiment those thoughts in their epistemological and metaphysical laden jargon with everyone.  And if we can't or don't want to, break it down so that all benefit from the richness of the thought, without the burden of academic jargon, then there is something wrong with us!  

Reading sentence

Came across the following article this morning:  A judge 'sentencing' a bunch of kids with a 'reading list' rather than a normal custodial sentence.

Graffiti punished by reading

The sentence I gave was harsher than what they would normally have received. Normally it would just be probation which would mean checking in with a probation officer once a month and maybe a few hours of community service and writing a letter to say sorry. Here they had to write 12 assignments and a 3,500-word essay on racial hatred and symbols in the context of what they'd done… It was a lot of work. (Alejandra Rueda, the judge, who drew up the list of 35 books). 

Children learn fast.  And depending on what they are taught, they become that!  Teach them to share and care, to value life and respect everyone, they become exactly that.  And teaching does not mean a classroom mode of lecture.  It is about helping them learn and form convictions for life.

And here's a list of the 12 (of the 35) books the teenagers were told to read and write about, one per month:

1. Things Fall Apart - Chinua Achebe
2. I Know Why the Caged Bird Sings - Maya Angelou
3. The Tortilla Curtain - T C Boyle
4. The Kite Runner - Khaled Hosseini
5. To Kill a Mockingbird - Harper Lee
6. 12 Years a Slave - Solomon Northup
7. The Crucible - Arthur Miller
8. Cry the Beloved Country - Alan Paton
9. My Name is Asher Lev - Chaim Potok
10. Exodus - Leon Uris
11. The Color Purple - Alice Walker
12. Night - Elie Wiesel

Feel a bit guilty and ashamed to state that I've read only 2 of these!  

Diversifying syllabus

One of the presenters at the Symposium on Diversifying curriculum in the multi-cultural context of the UK, spoke of their department's attempt to understand that there are nuances in this endeavour.  She pointed out that to

• democritize - to go beyond the elite
• diversity - go beyond the white
• decentralize - go beyond the Western
• decolonize - involve local experience and have a multi-dimensional approach, or in the least be critical of prevailing popular sources

It was interesting to note that, in the context of teaching history, she stated that doing one does not automatically mean doing all the other too!

As I listened to the various points spoken about, I felt how greatly philosophy, a subject dealing with critical outlook, can help in this endeavour.  That philosophy content itself needs to be filtered through these biases, is a task not less important!

There were also proposals of how we can ask and get the students to suggest authors or ideas they wish to discuss form a small portion (perhaps the concluding part) of the lecture series.  Thus their preferences or likes of their own background or interest could resonate in the curriculum.  Another aspect was a thorough review of the sources, especially primary sources, cited as part of the reading for a particular course undertaken.

Besides the points I gathered from the symposium, I thought the aspect of a conscious and continuous process of self-awareness regarding the biases and perspectives from which I, the educator, carries out the task of teaching (and learning), forms a very fundamental aspect of this diversification.  It could be as simple as being conscious of the vocabulary that I use, the examples I quote, the authors or ideas I refer to... This personal awareness does go a long way in creating a sensitive and inclusive classroom ambiance, especially with regard to the syllabus.  

Teaching

George Bernard Shaw among his many quotes is also believed to have stated

The one who can, does; he who cannot teaches.  

On the face of it, this quote appears very damning for the teaching profession.  It basically degrades teaching to incapacity to actually do anything worthwhile.  However, one speaker at today's Teaching and learning symposium pointed out that if one is to really study this quote in its actual context, the meaning changes radically. 

The quote appears in the context of revolution and rebellion.  A few lines after this quote is where he explicitly states that activities are great source of learning.  The actual meaning can therefore mean, that one who has the capacity is directly involved in the work.  But one who cannot, for whatever reason be directly at the forefront of leading a revolution, can as a teacher, prepare others to become leaders!  A teacher, in that sense, is one who shapes and moulds leaders. 

Of course, none will ever dispute the fact that teaching is no business; when committed, teaching is a passionate service and a humble sacrifice, a noble one at that!  

Diversifying curriculum

I attended a teaching and learning symposium at the Uni today.  The theme was diversity and employability.  The first three talks on diversity were good: more questions than answers.  On the positive side a step further for the better.  But the actual fact: not much of a move away from a very colonial or racial mindset. 

I distinctively remember my agitated mood when I finished my interview at the Philosophy department in Madras University in 2016, where I went to explore if I could initiate my PhD there.  The panel of professors were very clear and adamant that I should do/study Indian philosophy alone.  They were so fixated on it that, at the end of the meeting, I was greatly tempted to ask, "Where is the department of Western philosophy?"  It was with a great amount of self-control that I restrained myself. 

I guess it is the same mentality here in the West.  That philosophy stemming from the Greek tradition is the only 'philosophy'.  What about the equally ancient and profound thoughts around the world, especially of the two great Indian and Chinese traditions?  Does that not count as philosophy?  I understand no university can cover all the philosophical traditions of the world, certainly not giving equal importance to all, but to go about as if thoughts of the Greek heritage are the only worthy philosophical topics and authors, is certainly impoverishing oneself. 

One of the philosophy professors who spoke, mentioned of him designing a new course for philosophy undergraduates including prominent Islamic thinkers from the middle-east.  So far so good.  But why did he choose those thinkers and what thought of theirs? That which actually stemmed from Western thought or later fed into the European thinking.  What of the remainder of their thoughts or contribution?  That did not feature at all!  Such cosmetic changes, while at least being credited as an attempt, are still not claims of diversifying curriculum to be inclusive. 

I went to this symposium with a definite purpose of getting some ideas of how to diversify curriculum in our post-novitiates back in India.  I returned home convinced that we, back in India, (at least in our Salesian circles) are way ahead (in ages) by way of inclusion and diversity and sensitivity, with regard to our philosophical curriculum than here in the West.  

First day class

Some lessons (inspiration) for the first day of class...
Good first day class

1. Build curiosity 
2. Help build a community
3. Learning: begin with what they already know; learn what helps them best as individuals; begin the content (without actually making them feel the burden)
4. Clarify expectations (theirs and yours): assessments, policies, deadlines, materials... Give space for their aspirations, prejudices, fears and anxieties... ("What's the one thing that helps you learn better and that I can help with?"

Engaged teaching

A good resource about classroom engagement and learning, especially from a teacher's perspective...
How to make your teaching more engaging...

• Use emotions 
• Students learn better when the DO things.
• Mix up activities and teaching styles
• Engagement is different from entertainment
• Plan chunks of the duration, rather than the whole lot
• Make learning relevant to their daily lives
• Your persona matters
• Help students fall in love with the subject... you need to love it first of all! 
• Take risk, freshen up your material
• Know your students, help them build a rapport with one another
• Tell your own stories, use humour...

Kindergarten Philosophy!

Philosophy is no child's play! Says who?

To drive home the argument of Soren Kierkegaard who speaks of the inadequacy of Hegel's ethical framework to explain religion, particularly faith, I used a kindergarten tool-kit. Basing on the Biblical event of the binding of Isaac (Genesis 22: 1-19), Kierkegaard claims that the notion of ethics and the universal (as postulated by Kant or Hegel) is insufficient to grasp the faith of Abraham, the protagonist of the Biblical episode.

To show that an ethical framework, even though complete in itself and useful to understand human life and interactions, could still be inadequate in making sense of some other aspect of the varied human living, I brought a set of alphabet blocks to the seminar. I asked two of students to verify that the set is complete, another two to spell out the word 'Thursday', another couple to verify the spelling, the next pair to spell out 'February' using the same alphabet set. While the first group had no difficulty completing the task of spelling 'Thursday', the latter were left a bit perplexed for they didn't have a second 'r' to complete 'February'. All of this took no more than 4 - 5 minutes. Not only was the point clear, the exercise facilitated our discussion on how religion can or cannot be discussed from within an established philosophical outlook.

Not sure if philosophy can be taught to tiny-tots in the kindergarten, but that the latter's learning aids are still useful to a graduate class studying philosophy is certain! (Posted on inSTIL TandLspace)

The Unforgettables

Those of us in the teaching profession always remember a couple of our students, not matter the years passed or the number of students we have taught.  These few will never be forgotten.  As for me, they are not always the brightest or the most obedient ones.  They are the most mischievous ones!  I still distinctively remember some of them from my early years of practical training - way back in the early 2000s.  Of those I taught in the formation houses, most of them are not Salesians or priests anymore, and I know not where they are and what they're now up to, but everytime I remember them or something happens that reminds me of them, I smile!  The same with a couple of those I remember during my short stay at Punganur and Ramanthapur too.

Teasing the mind

Assisting in teaching philosophy of religion at the University has indeed been a very special experience, so far.  I've taught the same course, albeit with a different content, but more or less the same themes, earlier as well.  That's in a seminary. But this experience here at the University has been very enriching. 

Comparatively I can say that back in the seminary we teach a group of students who are all believers.  So there is not a huge deal to convey proofs or arguments in favour of God or religion.  Convincing them of arguments for theism is pretty much a cake's walk. Unfortunately even the arguments against God and religion that are used and cited are mostly like paper tigers - appearing strong but somehow easily thrashed.  We do not really offer hardcore anti-theistic rational arguments for a robust philosophical study.  We merely tease or tickle the mind rather than crank it up to its maximum capacity. 

Perhaps we're afraid that the rational arguments may really challenge their faith.  Perhaps we, the educators ourselves, have not really been challenged.  Whatever it be the case, this opportunity to teach philosophy of religion has indeed been a great challenge for me.  Look forward to it, from further perspectives, in the next term as well.  

Five ways

One insight that flashed across my mind today is that Aquinas was clever to postulate the 'Five ways' together and not as individual proofs, or elaborate them in different places (I hope he did not!). Why?  None of the proofs, in themselves, are water-tight perfect evidences.  Individually they merely uphold one aspect of the divine.  But to move from mere existence to something more about the divine one ought to view the proofs collectively.

And how did I arrive at this insight?  Reading the critique of Hume.  But I may be wrong about Aquinas, in as much as he may not have seen the unity between them and may have as well proposed those 'five ways' each independent of the other.

Whatever be the case, teaching philosophy of religion in a totally different context, a context where the prevalent thought is anti-religious or at best agnostic and viewing arguments for the existence of God from various angles is quite adventurous. 

Teaching to think

I was very happy to read the following quote on Fr Ivo's blog the other day.  For me it has been a sort of guiding principle in my teaching endeavour.

It's never enough just to tell people about some new insight. Rather, you have to get them to experience it in a way that evokes its power and possibility. Instead of pouring knowledge into people's heads, you need to help them grind a new set of eyeglasses so they can see the world in a new way. (John Seeley Brown) 

I've always felt that it is a greater challenge for a teacher to nurture and guide a mind towards raising relevant and demanding questions than merely finding answers to someone else's questions.  Moreover making philosophy something you can 'do' in a classroom has always excited me.  The students too find it very engaging and helpful.  Even now, when teaching here at the University, some of my companions find it strange that I find games and activities to get the students to discuss philosophy!  On the other hand, I feel sad for the students of such courses as politics and history and psychology who have people lecturing them about topics so down to earth and practical.  And then some of them moan that students don't participate in discussion!  In that sense I feel truly blessed to have had the teaching (learning for me) experience!  

Back to teaching

Today was my first teaching experience as a visiting tutor at Royal Holloway.  It was great to be back to doing what I did most of my Salesian life - teaching.  I really did not have any difficulty putting on those shoes, in spite of the three year break from teaching.  Once in the class and in the flow of getting the students involved and animated, it was great.  Being my first interaction with the groups, I did not really delve too deep in the text.  Furthermore consciously avoided making those who did not come prepared, by way of reading the prescribed text, guilty or bad by stating it.  Rather, focused on helping them realize that in order to 'enjoy' the proceedings of the class activities, they'd have to come prepared.  Hopefully they feel comfortable and excited, not just to return to the seminar group next week but also come prepared.

The biggest compliment I received, given totally obliviously, was that prior to the seminar some of the students thought I was one among them!  I also realized that I actually know more than what I think I know - I always feel that I don't know things well, but when I see that I do know something more than others, then I realize that all that reading and reflection has indeed made some impression and not gone waste!

However, I always remind myself: aim for learning, not for teaching!

On being a teacher

In India we commemorate Teachers' day today.  In a way it is a beautiful tradition of acknowledging the role of teachers.  Guru devo bhava! Mostly it is children in school and may be some colleges where they felicitate the teachers.  But it is also a day when everyone remembers atleast some of their beloved teachers.  Some make it a point to visit or call them, even though the student-teacher term is long over!  Just goes on to show that one can never really measure the impact a teacher can make in the lives of the students - for good or for worse. 

A teacher affects eternity; he can never tell where his influence stops.
[Henry Brooks Adams, historian in The Education of Henry Adams (1907)]

On such an occasion, am ending the day laughing away at a forward I received...

Teacher: John is climbing a tree to pick some mangoes (Rewrite the sentence and begin  with 'Mangoes')
Student: Mangoes, John is coming to pick you.

Truly it is not easy to be a teacher!