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Course details are as follows:
Time investment: 6-8 hours (40 minutes of audio-visual presentations, around 3 hours of reading material and around 3 hours of contemplative writing exercises)
When: The course has NO facilitator interaction and you can go through it at your own pace.
Chapter 1: The problem with modern education Chapter 2: Historical background Chapter 3: Introduction to Asli Shiksha Chapter 4: Drawing the attention or dhyaanakarshan vidhi Chapter 5: Principles of Asli Shiksha Chapter 6: Modernity and tradition Chapter 7: What modernity does to us Chapter 8: Sthiti and Gati Chapter 9: Stepping-out
Each chapter has 6 segments:
Segment 1: Introspect (Self-reflective questions to set the context) Segment 2: Listen (3-5 minute audio-visual presentation. Some samples of the listen segment are available on our YouTube channel here) Segment 3: Contemplate on ‘Listen’ (Writing down takeaways) Segment 4: Read (Reading material to deepen understanding) Segment 5: Contemplate on ‘Read’ (Writing down takeaways) Segment 6: Know (Some points to read and ponder)
If you go through the course and like it, please share it in your circles.
Last week I shared an extract from our soon-to-be-launched online course on understanding modern education. Today I thought of sharing some more information on how it works. The course is meant for parents, teachers and other interested adults. It will take some 6-9 hours to go through (depending on whether you follow or don’t follow the links for extra study) and is divided into 9 chapters:
The problem with modern education
Introduction to Asli Shiksha
Drawing the attention or dhyaanakarshan vidhi
Principles of Asli Shiksha
Modernity and tradition
What modernity does to us
Sthiti and Gati
Each chapter has 6 segments:
Introspect (Self-reflective questions to set the context)
Listen (3-5 minute audio-visual presentation)
Contemplate on ‘Listen’ (Writing down takeaways)
Read (Reading material to deepen understanding)
Contemplate on ‘Read’ (Writing down takeaways)
Know (Some points to read and ponder)
Here is a sample, work-in-progress audio-visual to give you a glimpse of what the course looks and feels like…
This week’s blog post is extracted from an online course that we will be launching soon. The course is designed to make a participant contemplate on his/ her educational experience and connect the dots to better understand modern Indian education. The course is made up of short audio-visual presentations, reading material and self-reflective writing exercises. A relevant screen-grab from the audio-visual part of the course is shown below.
And, here is the extract from the online course…
Pawan Gupta, the co-founder of SIDH, has a favourite story about the fundamental problem with our education system. When they moved to Mussoorie, some village women seeing that Pawanji and his wife Anuradhaji seemed to have a lot of free time and seemed to be educated, asked them to start a village school. When some time had passed and the village women got comfortable with him, they told Pawanji that this system of education was destroying their children. “What is your education system doing to our children?” they asked. They felt the education seemed to be alienating the children from their families, villages, culture and their ways of doing things. The children started developing a sense of shame towards whatever was their own. An old woman seeing the effect of education on young boys, who now preferred to move around with their hands in their pockets, told Pawanji that he should teach children to ‘Be’ rather than focus only on the appearance. “Hona sikhao,” she said, “dikhna dikhaana nahin.” Pawanji considers this his mantra in education and he says that this was the turning point where he became aware of his hidden assumptions and his real education started. Pawanji says that another lady had asked him about the objective of the modern education system. “Was it,” she asked, “designed to take the village boys to Delhi and the Delhi boys to America?”
Ananda Coomaraswamy, the great philosopher and scholar, criticizing the British education system in an essay written in 1909, titled ‘Education in India’, gives us indications about this problem when he says:
“The system of education set up by the British creates anti-national tendencies by ignoring or despising almost every ideal of the Indian national culture. Most students lose all capacity for the appreciation of Indian culture and become strangers in their own land. The education is really based on the general assumption- nearly universal in England- that India is a savage country, which it is England’s divine mission to civilize.”
The problem started much earlier. This can be seen in what William Bentinck the governer general of India wrote in a letter to the secretary of state in 1827. This was 3 years after the rebellion by the Indian soldiers at the Barrackpore cantonment rattled the British empire. In the letter he said:
“There is nothing to worry now as the educated Indian has started leaving his ways and stopped giving alms to mendicants and sadhus and, with the money thus saved, is busy entertaining the British and imitating their ways.”
Mahatma Gandhi has spoken eloquently about the alienation that this type of education brings to us. In an article titled ‘The present system of education’, written in 1916, he says:
“An impartial English writer has said that as long as there is no continuity between schools and homes in India, the pupils will not have the benefit of either. Our youths learn one thing from parents at home and from the general environment, and another at school. The pattern at school is often found incompatible with that in the home. The lessons in our textbooks are regarded as of little relevance to conduct. We cannot put the knowledge so acquired to any practical use in our daily life. The parents are indifferent to what is taught at school. The labour spent on studies is considered useless drudgery which has to be gone through that one might take the final examination, and once this is over we manage to forget as quickly as possible what we had studied. The charge levelled against us by some Englishmen that we are mere imitators is not entirely baseless.”
The problems in modern Indian education, which began 200 years ago under the British rule, have not been addressed till date, as fundamentally nothing much has changed from those times. And the problems seem to afflict all types of people whatever be their linguistic, social or economic background. So, the first generation learners begin to look down upon their illiterate parents and their local culture. And the children of affluent educated parents despise the very idea of India without knowing anything very much about it.
We go through an elaborate, time-and-life-consuming, expensive process of national education that finally results in us becoming mindless imitators, self-conscious about who we are, losing our real confidence and becoming asahaj. Do you not think that it is time that we did something about it?