Bala's CASW session

Dealing with questions that touched upon the curriculum and the syllabus, bringing in the pedagogical issues of the real meaning of 'time' and 'space' and the logistics of handling them, Bala held forth in today's session a brilliant conundrum for the paticipants of how to deal with key questions that are highly relevant but totally out of the box in that they deal with student assessment rather than assessment of student work.
Art and Design coursework for AICE A level was the frame he set for us to discuss.
The key questions were:
1. How to schedule and plan sessions (practical work) when the locations are outside the school (eg; Lala Bhag Botanical Gardens or a view of the Hebbal lake) or outside the City ( eg; Mahabalipuram or Hampi )
2. how to facilitate learning in such a situation?
3. how to ensure completion of the painting as per the schedule, even when it is unmonitored.
Vijaya Rajeshwari facilitated the entire session ably.
The whole team had a lively session in which all felt comfortable and many good strategies were thrown up.
My responses to the key questions included the suggestions that the schedule should be made ready early and contact time making use of technology should be insisted on in the case of field trips ouside schoool where the students cannot be monitored by the teacher. Though I suggested self-assessment and peer-assesment as ways to keep them on target this idea - Bala rightly pointed out - is difficult to implement in the absence of the facilitator. About making sure they complete the work and don't drop out or produce shoddy work, the only solution I could think of was raising their level of motivation and interest and making them aware of the responsibilty they have towards art and life.
Strategies towards this end would include - meeting artists, discipline gained through earlier briefer field trips, showing films and works of art to them to raise their level of understanding of the intrinsic value of art and the consequent ethics and responsibilty expected of them in terms of integrity towards their work as artists which would include things like keeping deadlines etc...
In short i wanted them to think highly of their choice and calling so that it would automatically bring about in them a heightened awareness whereby they would turn in their best work.
The ideal time for field trips would be Christmas holidays, according to me.
Bala pointed out that while best work can be done only if they do go, if necessary, to far off places there were practical difficulties connected with that.....
The session ended with a serious appraisal of how Bala could handle coursework better next year - the best idea being by the "persistent" Vijaya Rajeshwari- a meticulous year plan- and debriefing where it was suggested that all of us should refresh our memory each time about the structure of the CASW meetings because at times we did forget and interrupted each other in sessions where we should have kept silent...
I feel that one thing that got forgooten was discussion on our take away from this enriching session. Mine was thoughts on how to mix school time and space constraints with the notion of how the world itself is a school and all time is meant for learning.....
Thanks to Bala for a thought provoking and tangentially illuminating session, typical of his aesthetic sensibility which always moves in a curve that is unexpected...
And to Rags and the others for harmonious participation. We missed the gregariousness of Anu who wasn't well.
The tea helped us in the fag end of the day to stay fresh.....
And to cap it all Tara's and Shuchi's feedback on my essay made a wonderful ending to a very pleasant day....

My continuing search for a satisfactory philosophy of education.

The Supertramp lyrics I quoted in the last post are, of course, interesting; but my training in theory, especially in the fields of literature and criticism, makes me read it against the grain.
When one is young is life really wonderful , a miracle, magical and beautiful?
The lyricist adds a qualifying "seems."
I remember: when I was small I actually wanted to go to school. This was because I have two elder brothers and a sister and watching two of them dress up everyday in their uniforms and take their schoolbags with books in it and go away made me feel they were more "grown up" than I...
When I did go to school, however, through sheer bad luck I got an awful teacher - a kind of bat out of hell- in the first standard and it ruined my schooling experience....
In those days , by the way, one could go to first standard directly... no K.G. ... no test...
When I reached college I 'felt' much happier . There was freedom there.
I came away from schooling pretty muddled.
The "confusion" of "learning" that Supertramp speaks of ..... I guess?! Partly inner confusion. Good teachers were rare....
I am writing this primarily from the point of view of a student....
In two of his poems T.S. Eliot speaks about how knowledge has been the bane of modern man's existence. I sought knowledge and that was perhaps the cause for my unhappiness with the system of education.....
He says that knowledge is different from wisdom...
We in India use the words gnana and vidya ....
I acquired vidya but found that what I needed was the gnana to apply the vidya...
It is clear that from the moment of birth man needs to learn....
But how does one learn? What? When? Where? From who? And last but not least, why and to what extent, i.e; how much? In other words how can I gain the gnana needed to move beyond the duality/maya of avidya and vidya...
A lot of it(learning) comes naturally and spontaneously. Some of it is "thrust", like "greatness" upon us. :).But of what we can consciously muster of learning, there we need to choose judiciously and wisely....
Samuel Beckett who was a brilliant academician discovered one day that he wanted to be an artist and threw up scholarship for consummate artistry. He eventually won a Nobel Prize for Literature but in the early years of struggle as a writer he wrote this revealing poem aptly titled
GNOME
Spent/d the years of learning squandering
Courage for the years of wandering
Through a world politely turning
From the loutishness of learning
My memory plays me tricks . I forget - but do not regret it - the exact tense of the first word of this gnomic utterance.
To sum up:
My children still learn in the same outdated system I grew up in, more or less, because I am (outwardly?) a conventional person.
But if I had a second conscious chance, what would I do?
What kind of schooling would I want?
Let me try and think it through......
(The photo is that of Samuel Beckett. I also wanted to post one of T.S. Eliot but I think I'll keep it for later. The photo is titled "Samuel Beckett's craggy stare" .....)

Supertramp › The Logical Song > Lyrics

When I was young, it seemed that life was so wonderful
A miracle, oh it was beautiful, magical.
And all the birds in the trees, well they’d be singing so happily
Joyfully, playfully watching me.
But then they send me away to teach me how to be sensible
Logical, responsible, practical.
And they showed me a world where I could be so dependable
Clinical, intellectual, cynical.
There are times when all the world’s asleep
The questions run too deep
For such a simple man.
Won’t you please, please tell me what we’ve learned
I know it sounds absurd
But please tell me who I am.
Now watch what you say or they’ll be calling you a radical
Liberal, fanatical, criminal.
Won’t you sign up your name, we’d like to feel you’re acceptable
Respectable, presentable, a vegetable!

At night, when all the world’s asleep
The questions run too deep
For such a simple man.
Won’t you please, please tell me what we’ve learned
I know it sounds absurd
But please tell me who I am.

I think of the lyrics of this song, along with those of many others, while evolving my philosophy of education. Is this kind of confusion at the end of the process of education a good thing or not? In the band's case they seem to have become a succes by making creative use of their confusion, crafting excellent songs out of it. The contradiction implied in that is what interests me. How much of their success was due to their education and how much in spite of it?

Third CASW session - Presenter: Joel Kribairaj

After the initial tech hiccups the session took off with Tara Kini facilitating and Satish Jayarajan as observer along with Arun from the P.E. Department.
Joel was able to put across his key questions with such conviction that we were convinced both of the necessity for the children to partcipate more actively and regularly in athletics and for there to be a democratization of such participation without bringing in the element of competition at all.
As Bala said Joel's philosophy of education shone through brightly throughout.
Joel's key questions were
Why do students in our school have immense interest in foorball and basketball?
How to create an equal interest in athletics?

During the productive discussion that followed rich strategies and perspectives emerged.
I was of the opinion that the interest in football and basketball had to do with the school's own culture, subculture and game- history and also something to with the prominence of these two games in Europe and in America, especially basketball's status as black American subculture's game. Bala opined that athletes were usually in " touch with the soil. "
Regarding equalization of interest several strategies were suggested including showing films like Iqbal and Chariots of Fire , bringing in selectors and role models , using the need for peer acceptance as a means to raise motivation through competitions, training for competitions, using an interdisciplinary method etc.
my suggestion was simulating a computer game which was like a quest for teams and weaving in things like javelin etc to make it exciting and colourful so that they would learn these sports without actually realising they were learning it first.
The question of what we took away from the session was a good one.
I personally took away the desire to motivate my students so they have equal interst in different things I teach and don't love only some of the things.
Though Joel had titled his presetation the losing battle we felt that the fight should go on and some things may have to be a choiceless entity....
The debriefing session -
I felt this session, more than the ones before , should have been video'd.....
It was the best of the three so far.
As usual, to write everything down would make it too long but there were tonnes of interesting things happening there....

Thanks to the team for another memorable experience which will feed into my teaching practice.

...and thanks to Tara for the snacks I and Anu went and had in her room at the end.