DIVASWAPNA: A review

INTRODUCTION:

The book, Divaswapna has been written by a prominent Gujarati educationist and teacher Gijubhai Badheka (1885-1939). It was first published in Gujarati language in 1932 and was translated into different languages subsequently.

The book was broadly divided into four main parts viz, the experiment begins, the progress of the experiment, at the end of the term and the last gathering. These four chapters bring into light the concepts, the experiment, the challenges and the outcomes.

BACKGROUND:

The author, Mr Gijubhai Badheka, was a strong antagonist of the existing education system which he incidentally called in his book “the old servile system”.  He was strongly against the kind of school whose sole objective was to teach and guide students to overcome the ultimate test at the end of the year called the “examination”.

He has propounded a new and different perspective, concept and method of his own to counter the existing system. He propagated that school should be a place where children feel free to learn, enjoy and like. Teacher should be like a friend and not feared by children. Children should develop the zeal to learn and experience the joy of learning in the school.

With his enthusiasm to highlight the fault in the existing system through his own concept, he took the extra step in convincing the Education Officer to provide him the opportunity to experiment his concept in the school, which he succeeds with his perseverance.

He has experimented these concepts among the 4^th Standard children in a school in Gujarat. This book “Divaswapna” is where he put down into paper his experiences in the entire process.

THE CHALLENGES:

We all know changes are not easy to come by. More so is to try and make people accept and understand those changes. To put into practice the new concepts and methods of his into a school to challenge that system is an uphill task for Mr. Gijubhai. He had faced all kinds of challenges from different corners be it from the children themselves, the teacher as well as the authority, i.e the education officer.

To win over 4^th standard students, who have been groomed to a certain type of system and have imbibed strong perspectives on that system is one of the biggest challenges that Gijubhai has encountered in his experiment. For instance, “the game of silence” that he tried to put into practice on his very first day at school does not work out as he expected. Silence and orderly manner have never been a practice in that school.

Another tough challenge comes from the teacher of the school itself. For a teacher who has been teaching in that kind of system, it may not be a very welcomed moved that in a way is challenging their method and technique of teaching. This perception has been very evident from the sarcastic comments and often, outburst from the Head Teacher that Gijubhai have received from time to time. Gijubhai have always been in the receiving ends of the Teachers and Head Teachers resentment.

Besides, the fact that the ultimate evaluation of the children will be done not on his new concept, but in the existing system, i.e., the term end examination is a big challenged for Gijubhai.  This possesses one of the biggest risks for him as the performance/success of his students at the end of the day will determine whether his new concept conveys a desire message to the authority or will it be nullified.

THE NEW METHOD OF TEACHING:

Mr. Gijubhai introduces number of new technique in teaching, which, others teacher felt very threatening to. However, his new methods of teaching work out very successfully with the children. Through these methods, children developed the art of writing, speaking, orderly behavior, hygiene or cleanliness. In short, children attained the zeal of learning and experience the joy of it.

Storytelling:

Mr. Gijubhai introduces the concept of “story telling” method, which was skeptically viewed by fellow teachers in the school. However, he proved his skeptics wrong in using story as a method of teaching. Through story telling he taught students orderly manner, the art of listening attentively, discipline and the sense of silence at other’s speech.

Also, storytelling is a wonderful tool to build a good rapport between the teacher and pupils. Gijubhai was accepted by pupils as friend which is absent with every other teacher in the school.

Games and Sports:

Playing games in school never was considered an ideal situation of learning. It was a popular viewed that children should stay within the four corners of the classroom, read their textbooks and listen attentively to what was taught by the teacher. That was the idea/concept of what an ideal school should be like.

Despite that, Gijubhai introduces games as his teaching module in the school. Through games he taught children the art of decision making, teamwork etc.. For instance, there was a big disagreement between children on what kinds of games they should be playing. Some wanted ‘kabaddi’ while the others wanted ‘khokho’. In such case, children have to make decision and come to terms on the kind of game they should be playing.

On the flipside, Gijubhai also highlighted to others how the concept of division and instilling a competition among the children create adverse impact on them. The winner-loser mentality has created unnecessary discord between children.

Activity Based Learning:

Learning by doing is a new technique of teaching Mr. Gijubhai has introduce in the school. The technique as usual, does not go well with other teachers.  For example, to teach geography, he took his students to the river, mountains etc or took measurement of the school itself. In that way students better understand what was taught to them.

Library:

Gijubhai was definitely aware about the importance of a having a collection of books which children can read. He was of the view that the availability of such books at their disposal would instill in the children the zeal of learning. It can infuse in the children the habit of reading which is essential in education. Besides, his idea of seeking contribution from each child a book creates the sense of ownership in the class. Also, through this pooling together of resources each children end up reading a couple of books each month.

NEW PERSPECTIVES:

By experimenting such numbers of new tools/technique in teaching, Mr. Gijubhai attempted to infuse different perspective towards education among the authority, society, teachers and the children themselves. His main purpose of the experiment was to put forth a new perspective and concepts in education among the people.

In this book, “Divaswapna” many important concepts get highlighted. Those new concepts are essentially forming the basis of child’s education.  We will discuss in brief some of those new concepts.

Child Centered Teaching/Learning:

Education in the country was built around curriculum. Our education system was structured in such a way that children should qualify the test so designed according to their currulum (standard) to be able to get promoted in the next level. This rate of success of the students directly determines the performance of the teacher. As such, the primary objective of teacher in a school was to make sure the syllabus has been covered and learned by-heart by the students.

This concept of curriculum centered education was what Mr. Gijubhai wanted to do away in our system of education. He was propagating that the child should be the center of learning. As such, even in his class the primary focus was to instill in the children the enthusiasm to learn. He experimented different methods such as storytelling, games etc. to create that zeal in the children.

In short, he was propagated that paradigm shift in our education system, from “curriculum centered” learning to “child centered” learning.

Talent nurturing/Creativity:

Gijubhai strongly believe in promoting the creativity of a child. He was against promoting only the child who fare better than the other children and neglecting those weaker students. For instance, he flatly denied the participation of his class in the annual meet of the school as it provides opportunity to only those children who are better than others. He called it a “mere hypocrisy” as it was done to impress the commissioner who was to grace the event.

Instead, he nurtures the talents that is in the children and groomed them to the extent that the whole class of his performs in the event. The performance of the class eventually took to surprise all his skeptics, from the teacher till the commissioner.

 Holistic approach to education:

‘Education is all around development’. This is a phrase easier said than done. Never was it reflected in the education system that education means all round development. The popular perception of the teachers, parents and even students during those days was education means what is taught from the book. As such, children in the school were clump together within the four corners of the classroom, listening the lengthy lectures from the teachers throughout the school timings.

Gijubhai was propagating that education does not only mean what is taught inside the classroom, it encompasses all those activities which includes the physical, mental and emotional wellbeing of the child. He propounded that education should not be confined to the curriculum or the teaching inside the classroom alone. Education means beyond those boundaries.

Peer Learning:

Children learn not from teachers and books alone, but from each other as well. It was this concept that Gujibhai had introduced in the school. He organized different kinds of activities, games etc., through which children learn from one another.

No Punishment:

Punishment in schools has been so widely practiced that it was felt normal even by the students. Children are of the view that if a child fails to learn the lesson he deserves punishment. However, on cross questioning them, they themselves express how they dislike punishment.

Gijubhai strongly challenged this concept of punishment, where in children are forced to learn their lesson. Not understanding the lesson is not a crime and children should not be victimized on the pretext of not learning their lesson. Gijubhai strongly put up his viewed on the issue to the Education officer and even requested him to stop the used of punishment in school.

Parent-Teacher Co-operation:

The role of parents in children’s education was never thought before. It was a popular perception that the education of children lies in the hands of the teachers. The responsibility of the parents restricted to the enrollment of the child in the school.

This popular perception was strongly criticized Gijubhai. He knows the importance of Parent-Teacher co-operation in the education of the child. He understands that without this desire co-operation success are hard to come by. For instance, to develop the sense of personal hygiene or cleanliness, he needs the co-operation of the parents. He had eventually called for a parents-teacher meeting, though not very successful to his expectation.

THE DILEMMA:

It is undeniable that the concepts that Gijubhai has propagated, if effectively implemented, would suit the kind of ideal school that we have dreamt of. However, even after a century has passed by since the conception of these ideas, we are yet to see these concepts getting translated into our education system i.e. our schools. As such, there are certain issues that need to be addressed in order to see these concepts being put into practice.

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•  Gijubhai’s concepts of education that he had experimented in a school are ideas that he has conceived, and experimented by himself. Therefore, the big challenged that we faced today is how do these concepts get translated to our teachers in the school? Is our teacher’s efficient enough to practice these concepts in their class? If not, how do we equip them to do so?

• Challenging and changing the existing system is not an easy task. We need a strong structural support. The issue with us today is how do we get this structural (say authority) support?

• Gijubhai’s proposed concept of “child-centered” learning is what we need in our schools today. However, equally (if not bigger) important to it is “teacher-centered” education. Is our teacher’s education designed is such a way that our teacher will be able to imbibe such concepts? Does our teachers’ education system highlight such “sensitivity” so that our teachers will be able to put those into practice?

4 DAYS UDHAM SINGH NAGAR DISTRICT TEAM WORKSHOP AT NAUKUCHIATAL 6TH-9TH AUGUST, 2012

INTRODUCTION:

Amidst the beautiful gorges and mountains, the whole District team of Udham Singh Nagar sets out for a four days outstation workshop to be held at Naukuchiatal from the 6^th-9^th of August, 2012. The primary objective of the workshop is to revisit the concepts, ideas and strategies of the District Institute projects and interventions. Another important objective is to orient the new members of the team about the District Institute and its functions and to acquaint each team members with one another. The workshop was graced by Mr. Anand Gangola and Mr. Anurag Behar.

ACTIVITIES:

Pic: 1 Ice-breaking session on the round

The workshop begins with an introduction session which is done through an activity. Each member are required to pick and chit and find the partner who holds the same chit and form a partnership. Each partner is supposed to cull out some interesting facts/characteristics about the partner which is not commonly known to others. This activity acts as an orientation for the new members with the other team members. It also inculcates the spirit of unity among all the members.

One of the most significant sessions on the first day was the brainstorming session on the “Values” of the foundation. The group was divided into five groups where each of the group is supposed to have a discussion on one of the values of the foundation. Our group was given the Values “intense commitment to quality”. The discussion was very fruitful as each member brought in new dimension to it. The contentious issue about it was at what point we can agree at “quality”, to what extent can we compromise in the quality etc. The feedbacks from the members are very significant, particularly, from Anurag when he talks about the Values prioritization based on the context.

Pic: 2 dissecting our values

The second day of the workshop begins with a feedback session of the previous day’s activities. The feedback session was very interactive and fruitful as members participate actively. This was followed by a presentation on the “Journey of the Foundation” in the context of the Udham Singh Nagar. The presented highlighted on how the foundation has shifted its approach from a ‘program’ mode to ‘institution’ mode. This shift in the approach signifies the foundation learning and understanding that a permanent/long-term strategy is necessary in order to bring the desirable change in the society.

The presentation also highlighted briefly the six broad areas of the District team’s present intervention viz, Direct Engagement (with Schools/community), Capacity Enhancement (Teacher’s Training), Research and Development, Library and Activity Centre, Communication and synergy and Consultative support services. Besides, the presentation also highlighted the four levers at which the team is intervening viz, Teacher’s Education, Education Leadership Management (ELM), Community Connect and Creating Conducive Environment.

The presentation was followed by a detail and critical discussion based on the four levers. The whole group was divided into four each one discussing on one lever. As for me, I was among the discussing on ELM. The group members put in their thoughts and their take on the concept and functions of the ELM. After a deep thoughts and critical discussion the group agree that “all those factors outside the classroom but have impact upon the classroom environment” comes under the domain of ELM. This discussion helps me in grasping the basic idea of ELM.

Pic: 3 on deep thought process          

Upon discussion, each group presents their own topic to the whole group which was consequently followed by a critical discussion. The discussion is quite insightful as each member put together their critical thought on the issue.  One interesting thing about the team that gets highlighted through the discussion was the united attitude of the team. Each member of the team knows the every program of the Institute.

The final day of the workshop begins with a discussion on ‘Kabir’ festival. There was a discussion on the Doha of Kabir. This discussion was a bit foreign to me as I am not aware of the concept of Kabir before. This discussion was followed by the presentation on “Informal Group of Teacher’s”. This presenatation received quite a good response because of the word “informal”. After a critical discussion on the issue the group decided that the word “informal” should be changed to “Voluntary” to make it more precise. 

The workshop was spiced up by the speech of Mr. Anurag Behar when he talks on “what the foundation will be like after 100 years from now”. The most significant issue being pointed out by him was that, by 20 years the domain in which the foundation work may change, but we will still be working with our vision “to ensure just, humane, equitable and sustainable society.” This sums up the challenges in which we have jumped into where we may not see even a little change after investing your all.

Pic: 4 Future perfect

One cannot ignore the exploration trip of the beauty of Naukuchaital. The team went out in groups to explore the scenario and topographical beauty of Naukuchiatal. Some went for boating, horse riding, trekking to feel the beauty that nature has endowed upon us.

Pic: 5 exploring the beauty of Naukuchiatal

CONCLUSION:

Finally, the spirit of oneness that has been displayed by the whole team throughout the workshop, and the sense of co-operation and enthusiasm that gets highlighted through the presentation and discussion signify that the foundation’s vision – ‘to create a just, humane, equitable and sustainable’ society and its five core values gets translated within the team. 

Prepared by:

Goukhanlam Hangsing

Email: goukhanlam.hangsing@azimpremjifoundation.org 

"The inquisitive mind of a child"

Why are they selling poppies, Mummy?
Selling poppies in town today.
The poppies, child, are flowers of love.
For the men who marched away.

But why have they chosen a poppy, Mummy?
Why not a beautiful rose?
Because my child, men fought and died
In the fields where the poppies grow.

But why are the poppies so red, Mummy?
Why are the poppies so red?
Red is the colour of blood, my child.
The blood that our soldiers shed.

The heart of the poppy is black, Mummy.
Why does it have to be black?
Black, my child, is the symbol of grief.
For the men who never came back.

But why, Mummy are you crying so?
Your tears are giving you pain.
My tears are my fears for you my child.
For the world is forgetting again.

Author Unknown

Image that represents me

Tu Tira Ma Nga Iwi

Befriending Technology!!

I am not a good writer nor am I too keen in writing as well. I had been introduced to the world of blogging way back in 2009. But it does not seem to work well for me as I have never made a post nor attempted to do so. Perhaps, I can justify myself by blaming the system of education through which I was molded and brought up. It sometimes feels good to have a justification anyway!

However, through the session of “Toying with technology” I was re-introduced to the world of blogging. Every one of us is encourage to maintain a blog through which we would put down our reflections on issues concerning us. I would stop short of saying I was ‘pushed/forced’ to do so as I have no doubt that it is for my benefit. Now here am I again trying my level best to do myself a big favor. Anyway, it is said ‘better late than never’.

Reflecting on the kind of life one lived in this “information age”, it is an undeniable fact that whether we like it or not, we accept it or not, technology has a lot more to do in our lives as compared to that of the previous generation. I may not be wrong in saying that technology becomes a part of human life. From the least educated to the most educated, the poorest to the richest, technology plays a part in our lives, though the level of our dependence and necessity on it, might differ. Such is the influence of technology in our lives.

Though it is very true to say that technology can be a threat as much as it is beneficial, it is also equally true that the pace at which technological advancement is progressing and its impact on the people is irresistible. As a matter of fact, it will be foolish of us to fight against technological advancement and shunning ourselves from utilizing it. Therefore, it is wiser to explore more on how to effectively use technology at our benefit.

Taking on that positive note, I often question myself, had it not been for this techno kit and its products, will a person like me who is not so keen on writing would ever put down my thoughts and reflections? The kind of space and opportunity that Mobile phones, Social Networking sites, Blogs etc. had provided is immense. Technology is kind enough to absorb my tasteless thoughts and reflections being put down. Ultimately, it will transform me from being a beginner to a provider.

Technology not only provides a space to put down my reflections, it also preserves those thoughts. It also delivers to the world those precious thoughts of mine for view; review and feedback so that it can be refined and add more meanings to it. Further, it also brought me other’s perspective so as to broaden my domain. In a nutshell, it facilitates exchange of thoughts and ideas between me and others.

To conclude, it is my hope that the exchange of ideas and thoughts through technology resulted in imbibing more knowledge and better understanding. 

My reflection on the article: Does Education Pay Off? Subjective Expectations on Education in Rural India by Annemie Maertens

The article “Does Education Pay off? Subjective Expectations on Education in Rural India” by Annemie Maertens, published in the February 26, 2011 vol xlvi no 9, Economic & Political Weekly is very insightful. The paper presents the first results of a study conducted on subjective expectations that parents have about the costs and returns to education.

The study is done by using a detailed child-level dataset from the three villages of Dokur (Mahbubnagar district, Andhra Pradesh), Kalman and Shirapur (Sholapur district, Maharashtra).

 The data for the article were gathered in India during 2007-08, in collaboration with the International Crop Research Institute of the Semi-Arid Tropics.

Every parent, irrespective of their psycho-socio and economic background wanted a safe and secure future for their children. Education is perceived, across the social demarcations as the means of securing long term welfare of the children. This study attempted to understand the perception of rural parents in the light of the ‘costs and returns’ on education.

In order to achieve its objective, the researcher conceptualized a framework through which the analysis has to be carried out. The interesting derivation the study have brought up is that the decision maker regarding the education of an individual who is below 26 years is mainly the father (in some cases mother/uncle) which is commonly practice in the three villages. The study also highlighted that the level of knowledge of the decision makers are considerably low. The level of ignorance of the decision maker increases with the increase of the level of the educational attained. This ignorance also carried along some social attributes as the level ignorance among the lower caste, the STs etc. are found to be more severe. Besides, one of the most significant findings the study have made is that the ideal age of marriage for a girl is 18 and for a man is 23 which is common in all the three villages encompassing the socio-religious barriers.

What can we learned from the study:

The findings of the study bring into the limelight several significant issues which the practitioner should be aware of.

Ø  Social custom had a significant influence on the educational investment in the rural sector. As the study has pointed out, the ideal age of marriage for a girl is 18 years. This is the social perception which has been inculcated in the minds of the people. This ideal age implies that the possibility of a girl pursuing higher studies is relatively low as compare to that of the men counterpart. This also resulted in reluctance from the parents to invest more on girls’ education.

Ø  The social custom has a directly influenced the perception (psychological aspect) of a person and vice-versa. In this case, due the social custom of ideal age of marriage, parents are reluctant to invest in girls’ education because their fruits of their investment will be reaped by people other than themselves. Besides, the custom had put undue pressure on the parents to the extent that there will be stereotypes by not marrying their daughter off in the ideal age. Also there has been a fear that dowry increases with the increase in the age of the women.

Ø  The psycho-socio interplay needs to be effectively dealt with to improve the condition of the education.

Ø  The reason behind the high rate of drop out in the country may be determine by some phenomena which cannot be solved at the school boundary. For instance, the concept of ideal age for marriage which hinders the educational attainment of the individual needs to be dealt with at the societal level.

The study has put forward insightful findings which can broaden the domain of our approach. It has open up different dimensions for a practitioner to explore more on the psycho-social interplay which directly or indirectly influences the outcome of one’s education.