Isha Vidhya – Three Unique Models Of Education

My wife Girija and I recently visited Isha Vidhya outside Coimbatore, on the recommendation of a friend, Deepak Satwalekar. His description was intriguing: the foundation is using three very different models of education to cater to different sections of society. What we saw turned out to be even more extraordinary than Deepak had described.

Isha Rural Schools:

There are 6 Isha Rural Schools in operation today, with plans for setting up at least 20 more across Tamil Nadu. These schools are set up with the intention of equipping rural children with the skills, knowledge and confidence to make it in life.

Given that speaking English and computer literacy are basic to life in the 21st century, the school uses English as the medium of education and supplements class work with video-based as well computer-based learning. Since English medium schools are not entitled to state funding, Isha depends primarily on donations in addition to modest fees from parents.

We have visited many government-run as well as private schools, but what struck us at the Isha schools was the atmosphere of fun, curiosity, energy and enthusiasm. The teachers were committed and well trained, supporting children to help them learn at their own pace. Undoubtedly, these schools will produce capable students with basic life skills as well as a love of life-long learning.

Isha Home School:

The Home School, at the Isha Yoga Centre, is comparable to a top-notch international school, with children paying full fees. Students are assigned to “houses” where house parents (typically a husband-wife couple) take care of them in all ways. Each house is a complete floor with dorms for boys and girls and a common area where children assemble for learning.

Up to 5th standard, the class follows the Montessori method – combining children of different ages and providing tools to kindle each child’s innate urge to learn rather than imposing information or knowledge in traditional lecture-dominated instruction.  

Afternoon sessions are focused on arts, crafts and sports. Beyond class 5, the students go to classes by subjects, with exposure to examinations only in time for the Board exams.

According to Sadhguru Jaggi Vasudev, the visionary behind Isha Vidhya, “We will make sure the child is exposed to every little thing in life. He should know how to fix a bicycle. He should know how to milk a cow - he should know everything”.

Interestingly, the Home School does not allow computers in classes, relying instead on traditional methods of library research. The house parent we met said that these kids all have access to their own computers and already know how to Google any subject; it’s more valuable to teach them alternative, more creative paths of research.

There is no doubt that Isha Home School will give its students the solid foundation they require to be the best they can in life – being productive, responsible and contributing members of the world.

Sanskriti:

Based on the traditional Indian model of ‘Gurukulas’, Sanskriti is a completely different model of intensive and extensive education aimed at promoting excellence in different fields. We couldn’t visit this school ourselves but were briefed by one of the Isha Home School house parents whose daughter is a Sanskriti student.

The kids here are subject to a rigorous schedule of early morning yoga and meditation, combined with traditional subjects like language, math, science and social studies. Hands-on experience in agriculture, dairy farming, along with intensive training in music, dance and arts, make this a unique and exclusive educational experience. All in all, Isha Vidhya is truly innovative in its choice of models and is making a mark in the field of education in India.

The New Constructs is an initiative to examine our beliefs and assumptions - about life and living - that we need to reinvent in order to create a more inclusive and sustainable world. It is an opportunity for each one of us to connect, collaborate and co-create the world that we will rebuild for posterity. We hope to leverage Connected Intelligence
in realizing the Connected Age.

Do you have any unique schooling models
to share? Please feel free to comment. We look forward to your active participation. Join the discussion on Facebook. Follow us on Twitter.


 

The Other Side of Globalization – Village Self Sufficiency

“My idea of Village Swaraj is that it is a complete republic, independent of its neighbors for its wants, and yet interdependent for many others in which dependence is a necessity”. - M K Gandhi.

It could be a movie, but it’s true. Born in Kuthambakkam in a well-to-do lower caste family, Rangasamy Elango describes himself as a rebellious youth who was committed helping his village escape the stranglehold of a caste-based society. Elango went on to graduate in chemical engineering and work in organizations like Madras Refineries and Oil India, but he was always drawn back to the village.

When the 73rd Amendment to the Indian Constitution revived Panchayati Raj – village government — Elango jumped into the fray. He campaigned for the post of Panchayat President at Kuthambakkam – a village of around 5,000 people less than 60km from Chennai.

Elango won the elections with a comfortable margin, thanks to overwhelming support from his own caste. But he wasted no time in winning over the higher castes. He gained credibility by cracking down on his own caste’s main source of livelihood, brewing illicit arrack (liquor). At the same time, he began searching for innovative ways to create new jobs, especially for the villages’ poor and landless.

He looked for problems that could be turned into opportunities. The village needed a new storm drain – estimated cost Rs. 420,000, following state tendering and contracting procedures.  Instead, Elango found inexpensive leftover materials from a local factory, employed his own villagers to provide the labor and completed the job for just Rs. 220,000. Instead of applauding him, the state’s bean-counting bureaucrats accused Elango of not following rules, and he was suspended from his position

Elango was despondent. His wife suggested he read Gandhi. Those pages of wisdom and generosity brought Elango renewed energy and focus. He recognized the integrity in following his Dharma, his duty. “I saw that the right thing to do was to carry on my work and face the challenges,” he says. Meanwhile, villagers and the local newspaper let it be known that they wanted more good government and fewer bureaucratic rules; they wanted Elango back.

The Chief Minister of the State heard and read about the case and, in classic Tamil movie style, called a Gram Sabha meeting; 2,000 villagers showed up to support Elango. He was soon re-instated.

Elango promptly proposed a bold social experiment – a housing colony for poor families from different castes. The Chief Minister was so excited by this program that he sanctioned Rs. 10 million for the construction of a colony of 100 houses in Kuthambakkam.

Elango used innovative building materials – mud bricks – that were low cost and eco-friendly. He also used local labor, providing employment to 200 families for a year. The villagers chipped in 10% of their wages for the cost. The experiment has been such a success – yes, the different castes are living happily side by side – that the colony has become a model for other districts in Tamil Nadu.

Elango has gone on to provide other alternative jobs to illicit brewing, including village self-help groups that are involved in contract manufacturing and food processing. He recently launched an e-learning center, and is intent on helping prepare the village’s unemployed teenage boys for the working world.

Perhaps best of all, Elango is borrowing a page from Gandhi by sharing his ideas and methods. He has set up a Panchayat Academy, and so far more than 100 villages have sent their Presidents for training. What can we contribute to the goals of enlightened village governance in terms of our time, energy and ideas?

Do come forward and share your own examples of such remarkable human beings – people who give us hope that we can create a much brighter future for all of us.

The New Constructs is an initiative to examine our beliefs and assumptions - about life and living - that we need to reinvent in order to create a more inclusive and sustainable world. It is an opportunity for each one of us to connect, collaborate and co-create the world that we will rebuild for posterity. Please feel free to comment. We look forward to your active participation. Join the discussion on Facebook. Follow us on Twitter.


 

Lessons from an African Safari

“For the strength of the Pack is the Wolf, and the strength of the Wolf is the Pack”. - Rudyard Kipling

The old lion, a couple of lionesses and three playful cubs were just a few yards from our Jeep. The lion and the lionesses lazed in the sun, probably after a sumptuous meal of a zebra or wildebeest. The cubs strayed near a herd of wild buffalo, fifty yards away. Our guide told us that the buffalos had poor eyesight but if they caught the scent of the cubs they would kill them on the spot. We waited anxiously, hoping that the cubs would come to no harm.

A few tense moments later, we heard their mother calling out the cubs, ambling towards them. The cubs looked at her and made their way back – back to the strength of the pride.  All of us heaved a sigh of relief — realizing, however, that it was only a matter of time before one or more of the cubs would be killed, if not by a buffalo then probably by a rival lion. Barely one in ten cubs survives in the wild, our guide told us.

Our family had a wonderful safari in the national parks of East Africa over the holiday season. It was refreshing to go back to nature – almost unspoiled by human development and encroachment – and observe the natural order of life. The herbivores lived in complete harmony among themselves, disturbed once in a while by a hungry lion or cheetah.

Even among the carnivores, there was a generous sharing of the kill, not just among themselves but also scavengers like hyenas, jackals and vultures. It was amazing to see the zero-waste design of nature; scarcely a morsel of food was wasted. There was no greed, no hoarding and no wastage in the jungles. Is this not a great model for living in a connected age?

We had an opportunity to visit a Masai village – home to the native tribe of the region. The village had a headman, and the entire village was his family – his seven wives, their children and grandchildren. We were invited into their mud-walled huts, dark confined spaces that house each wife and her young children. The wealth of the Masais is their cattle, which they depend on for food – milk, blood and meat.

Most Masai have never eaten cereals. They rely on plants and herbs to treat their illnesses. The Masai men we met were all tall, lean and muscular. Nowadays many of the Masai children go to a nearby primary school, which is free, but few are able to afford higher education. The Masai men get married to women from nearby villages, paying a dowry of 10 heads of cattle for a good bride.

We got talking, separately, to two of the many sons of the headman. One of the sons had aspirations of following his dad as the headman. He was comfortable with the Masai way of living and was likely to follow the traditions. The other son sounded more militant. He felt that the Kenyan government was exploiting the Masai in order to take over and develop their traditional homelands. He felt the tribe was being forced to move off their longtime homelands within game parks and into settlements outside the parks. He felt that even this land eventually would be taken away by the government.

This second son, educated and fluent in English, said the Masai’s salvation would be to get more children educated so they can become professionals over the next couple of generations. With his secondary-school education, he knew he was handicapped in dealing with lawyers and government officials on his own. I thought he was probably more articulate and capable than many of the public officials – in Kenya, India, the US, anywhere in the world – but he was also probably correct that he would have a struggle against bureaucrats and bureaucracy.

This entire trip left me with a question. Here was a piece of the earth that was preserved in its pre-agrarian, pristine glory. Is there any way these people could gently transition to a new age without having to pass through the environment-wrecking industrial age? Does our current situation really represent progress over the natural beauty and simplicity of what’s there? Is human life on this planet strengthened and supported when a billion people are way ‘ahead’ of the pack and a billion people way ‘behind’?

What can we contribute to the goals of enlightened village governance? Please do share your own thoughts and ideas.

The New Constructs is an initiative to examine our beliefs and assumptions - about life and living - that we need to reinvent in order to create a more inclusive and sustainable world. It is an opportunity for each one of us to connect, collaborate and co-create the world that we will rebuild for posterity. Please feel free to comment. We look forward to your active participation. Join the discussion on Facebook. Follow us on Twitter


 

Enlightened Economics: Valuing the Truly Valuable

“3M earnings helped by swine flu mask sales”

“Bottled water global sales to cross $85 billion by 2011”

The entire family had been looking forward to the Disney World experience, and we were all excited on the plane trip from India to Florida. My daughter Samvitha, who was 8 at that time, was especially eager. But almost as soon as we landed, she took ill. This was a few years ago, at the height of the SARS epidemic, and my wife and I were very concerned.

Our daughter was bedridden our entire week in Orlando. She suffered no lasting problems – beyond the disappointment of not getting to meet Mickey and Goofy and go on the many rides – but I often think about her illness today when I exit a plane with breathing difficulties or read about the threat of the H1N1 swine flu epidemic.

From the beginning of time, we humans have taken clean air and water for granted. No more, especially in densely populated areas such as the cities in India where movie theatres, shopping malls and schools have been closed to stop the spread of the flu. Whether in the enclosed space of an airplane or in a crowded market, we are right to worry about air quality. And water quality, too: just look at the increase in demand for bottled water all over the world in recent years.

These concerns over air and water – the most basic necessities of life – are leading us to think in new ways about what is valuable in our lives. Adam Smith talked about the paradox of value, also called the diamond-water paradox. He made a distinction between “value in use” and “value in exchange.”  The things that have the highest value in everyday use, such as water, often have relatively little value in the commercial marketplace. Conversely, things that have the highest value in exchange - such as diamonds - have little practical value in terms of use.

Over the last two centuries, the Industrial Age, with its focus on scale and efficiency, has centralized agriculture and farming, bringing prices of food down quite significantly. But this is not without its costs. According to Bill McKibben in “Deep Economy,” concentrated agriculture makes us sick on a fairly regular basis.

Seventy-six million Americans fall ill annually from food-borne illnesses, 300,000 are hospitalized and 5,000 die. For instance, the cheapest way to raise hogs is all in the same place; one worker can take care of tens of thousands of animals. But this concentrates their waste in one place. Instead of being useful fertilizer to spread on crop fields, that concentrated waste becomes a toxic threat – and increases the chances of swine flu.

While it is fortunate that countries like India do not have this level of concentrated farming, globalization makes up for it. We are affected by the H1N1 threat in the same way we have been affected by the sub-prime crisis and the financial meltdown.

It is time to step back and take stock. As we look at reinventing our fundamental constructs, our idea of economic value needs close inspection. Should we start valuing what’s really valuable to our lives on this planet rather than what just makes us feel good or look good?

Should our decisions on centralization and decentralization be driven by considerations of what drives true value, rather than just efficiency? How global is too global – what global governance mechanisms do we need when we deal with systemic and globally interrelated issues like pandemics, recession etc.? These are but a few questions that we will dialog on this site.

The New Constructs is an initiative to examine our beliefs and assumptions - about life and living - that we need to reinvent in order to create a more inclusive and sustainable world. It is an opportunity for each one of us to connect, collaborate and co-create the world that we will rebuild for posterity. Please feel free to comment. We look forward to your active participation. Join the discussion on Facebook. Follow us on Twitter.


 

Reinventing Success in the Connected Age

“Success is a journey, not a destination.” - Ben Sweetland, author.

As humans, we have a need to be successful in our own eyes and in the eyes of society. Our definition of success – or more accurately, society’s definition of success – is what drives our behavior. If we need to change the way people think and act in the Connected Age, we need to redefine success.

Adam Smith, the father of modern economics, declared that if every individual operates out of his own self-interest, an ‘invisible hand’ will ensure the good of the society as a whole. This has been the fundamental premise of free markets and capitalism for over two centuries. The sheer simplicity of having one basic measure of success – money — has enticed mankind to focus on wealth creation and economic prosperity. Personal wealth, market capitalization and GDP have been the dominant measures of success driving individuals, corporations and governments.

On reflection, Adam Smith was only partially right. The persistent pursuit of self-interest has helped a billion people on this planet tremendously. However, it has also left a billion people in penury and the environment in distress. It has widened income disparities and left even the rich unfulfilled in many ways.

How many famous people are rich in money, but poor in terms of love, happiness and health? The disproportionate emphasis on material growth overshadows the basic human need for all-round development – physical, emotional, intellectual and spiritual. The focus on money makes people dull, unimaginative and boring.

We need to rethink financial wealth as the primary measure of success. How, then, do we measure success? In Emerson’s beautiful words “To laugh often and much; to win the respect of intelligent people and the affection of children; to earn the appreciation of honest critics and to endure the betrayal of false friends; to appreciate beauty; to find the best in others; to leave the world a bit better, whether by a healthy child, a garden patch, or a redeemed social condition; to know that even one life has breathed easier because you lived; this is to have succeeded“.

To me success is about living life fully – exploring, experiencing and enjoying the possibilities – including the challenges – that life throws at you. It is about life-long learning with the curiosity of a child. It is about loving and caring for as large an extended family as your heart can encompass. It is about connecting and collaborating with people across the globe, sometimes remotely, to make a valuable contribution by leveraging each others’ innate talents.

Corporations need to rethink, too.  Our current paradigm assumes that corporations exist primarily to enhance shareholder value. Indeed every board is exhorted to represent shareholders by maximizing their returns. Executives are granted stock options to make sure they share the goal. Without a larger purpose and/or adequate controls, small wonder that the business world has been dominated by unbridled corporate greed, blind pursuit of growth at great risk to the enterprise, and the ensuing financial meltdown leading to the overnight demise of bastions of the corporate world. Shareholders, employees and the entire economy has been left in shambles.

Perhaps it makes more sense to think of companies more like living organisms. In his book ‘The Living Company,’ Arie de Geus says: ”Like all organisms, the living company exists primarily for its own survival and improvement: to fulfill its potential and be as great as it can be”. De Geus and his team of corporate planners at Shell studied why the average Fortune 500 corporation survives for less than 50 years while some companies, like Nokia, have flourished over centuries.

In sharp contrast to a ‘soulless’ economic entity that exists for the sole purpose of enhancing shareholder value, the Shell researchers found that the ‘living’ company has a strong sense of identity and purpose and is able to learn, adapt and contribute in tune with changing times. Size and profitability were not major factors for the long-surviving companies. Neither was maximizing shareholder value.  

Companies, like people, need more than pure growth. They need well-rounded development. Corporations have the ability to survive, contribute and develop over hundreds of years given the right vision, leadership and direction. Like people, they need to have soul. They need to have character. And they need to have a conscience.

For companies to become immortal institutions, they need to have a clear purpose in terms of their relevance and contribution to the world at large. Gandhi said, “No deserving institution ever dies for lack of support”. The key, then, is for companies to become deserving in the context of the world.

At the level of nations, using GDP / GNP as a measure of success has probably distracted governments from their real purpose: to secure the rights and freedoms of individual citizens. Governments do not create wealth. People do. The role of government is to provide good education, health care, infrastructure, security, and law and order to all its citizens, thereby giving them a platform to flourish as individuals. Governments have to focus more on the bottom 20% of their citizenry, providing a leg up in terms of development and growth.

As Confucius said, “In a country well governed, poverty is something to be ashamed of. In a country badly governed, wealth is something to be ashamed of”. Global consensus and widespread adoption of an appropriate alternative to GDP along the lines of the Index of Sustainable Economic Welfare, Gross Happiness Index or the Genuine Progress Indicator would go a long way in reorienting governments to their core purpose.

Interestingly, President Sarkozy has endorsed the recommendations of a committee of economists he had set up on going beyond GDP to an Index of National Achievement that includes environment, equality and contentment measures.

In a country like India, many of the intended beneficiaries of government support programs never receive their due because of ‘leaks’ in the system. It was appalling that, recently, 5 families died of starvation in Bihar, simply because the dealer – claiming shortage of food grains – refused to supply them grains against their BPL ration cards. This is but one example of a system, rife with corruption, that uneducated and downtrodden villagers are unable to confront.

The business of government is complex. It will be worthwhile for the Government to focus on benefit delivery to the common man, eliminating all bottlenecks in the process, rather than opening up several fronts to ‘stimulate growth’. Development, rather than growth, should be the mission of governments.

Mankind has paid scant attention to the well-being of the planet. We have not come up with any measure of success to preserving the planet for future generations. We need to develop new measures of success to protect our children and their children, to make the world a safe and healthy place for them to live.

Perhaps we – as a world – need to think about living off our income rather that our wealth. We need to think about how to maintain bio-diversity, and ensure ecological balance and sustainability. We need empowered institutions at the helm of affairs of this world, institutions that are chartered to conceptualize and implement programs that will ensure the longevity of life on this planet.

The New Constructs is an initiative to examine our beliefs and assumptions - about life and living - that we need to reinvent in order to create a more inclusive and sustainable world. It is an opportunity for each one of us to connect, collaborate and co-create the world that we will rebuild for posterity.

Please feel free to comment. We look forward to your active participation. Join the discussion on Facebook. Follow us on Twitter. Please share. Stay active, stay engaged.


 

Stories of Inspiration: Five Years, Twenty One Lives

“What is the meaning of life? To be happy and useful”. - Dalai Lama

My mother’s elderly cousin, Neelamani, sometimes came to family gatherings, but I knew little about him. We exchanged pleasantries, and that was about it. Recently, however, we found ourselves in conversation at a family get-together at my parents’ house.

Neelamani told me that he was informally mentoring some youngsters in his local community in Chennai. He told them about eminent people who had achieved something in life. He helped them improve their communication skills, especially in English. In the process, he helped them build self-confidence, and realize how far they could go in life.

I was impressed that Neelamani, at age 76, had taken it upon himself to make a difference in the lives of these young people. He was impressed with the New Constructs, and invited me to come and speak with his group.

A few days ago, Neelamani felt chest pains. He asked a neighbor to take him by scooter to a nearby lab. Peacefully, serenely, sitting there in the lab reception area, waiting his turn for an ECG, Neelamani passed away.  

Speaking to my mother and his brother, I learned that Neelamani had been a qualified company secretary, working in IPCL, Vadodara for most of his career. Having lost his wife to cancer more than two decades back, and with both his daughters married and settled, he decided to spend his retirement years in Chennai,  probably because he loved  Carnatic music.

His younger brother suggested that Neelamani work with youngsters and share his love for reading, music and communications. That lit a spark, and at age 70, Neelamani found his true calling. Working through his friends’ children, and their friends, he built a group of more than 20 youths in his neighborhood who attended his sessions for 2 hours a day, 5 days a week. On a typical day Neelamani might conduct three separate sessions – six hours a day, talking with young people, helping them learn history, culture, communication and self-esteem.

I asked Neelamani’s brother and daughters to organize a meeting with the youngsters. My wife Girija and I met a few days ago with 14 of them at Neelamani’s small but well-appointed apartment. We asked them to recount their own experiences with Neelu Uncle (as they called him) and how they had benefited from his classes.  

“He was so affectionate and friendly that I could confide in him more than my own parents”.

“I had no ability to even read English, let alone speak fluently. Over the last two years I have developed the ability to read and speak confidently”.

“Before I met Neelu Uncle, my reading was restricted only to my text books. He encouraged us to read a wider range of books and now I do that for at least 15 minutes every day”.

“He shared with us the life stories of great men like George Washington Carver, Madame Curie, Abdul Kalam, Gandhi. We were truly inspired by these stories”.

“He would open every class with a newspaper cutting and ask us to read and discuss the implications of that news item. We have never had such exposure in the past. He taught us how to think”.

“He always said that my effort is to develop you so that there is one more youngster who can take India forward”.

“I am so inspired by Neelu Uncle that once I pay off my educational loans and get settled, I want to help other youngsters just like he did. I don’t think he is dead. He lives on in our hearts”.

These were a few of the voices I heard. I was truly moved by the experience – the impact that single, lone person managed to create over the last 5 years of his life.

The New Constructs is an attempt to identify, showcase and celebrate people like Neelu Uncle. People who manage to find meaning at any stage of their life and dedicate themselves to being happy and useful. Do come forward and share your own examples such remarkable human beings – people who give us hope that we can create a much brighter future for all of us.

The New Constructs is an initiative to leverage Connected Intelligence in realizing the Connected Age. Please feel free to comment. We look forward to your active participation. Join the discussion on Facebook. Follow us on Twitter.


 

The Purpose of Education: Creating Responsible, Productive Citizens

“The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards”. - Anatole France

The purpose of education is to create responsible, productive and socially contributing citizens – people who can provide for their own families as well as contribute to their communities. As Toffler says, education in the 21st century should allow people to learn, unlearn and relearn. But I am not sure our schools and colleges are committed to this.

Education is one of the most unscientific human endeavors. You do well in school to get into a good college and earn a good degree. A good degree is supposed to be a passport to a good job. Based on your educational qualifications, you can climb to a reasonably high position without having to demonstrate any exceptional ability.

Beyond that, however, you may have problems. There is no established link between your performance in school and your performance in a job. Even more importantly, there is no link between your performance on the job and your performance in life.

To be true to purpose, education should support a child develop three fundamental capabilities:

1. Discover, develop and continually evolve a vision to become a useful member of society:

Many of us have an advantage – our parents envision our future for us, driving us to work towards achieving this vision. However, this is not as common among the poor. The education system has to step in to help everyone create this vision, and to build even the poor child’s confidence to pursue the vision.

Balaji Sampath, who runs Eureka Child – an NGO committed to improving literacy and math ability in government schools, told us a touching story in this context. Coming back from the US to do something meaningful in education, he immersed himself in local issues by spending a few months in a village. He was in a village classroom when a child asked the teacher whether it was possible to travel to the moon. “You and I cannot fly to the moon,” the teacher answered. “But scientists in the U.S. can…” We must stop robbing our children of goals and dreams.

2. Understand that questions are more important than answers:

Our education system places undue emphasis on providing answers – often to questions that children do not have. In other words, too often we teach children concepts without context; we need to show them why learning is important. We need to focus on awakening kids’ natural curiosity and teaching them to love learning. A good way to do this is to place children in natural experiences or in games where they can ask questions. In these settings, learning is immediate and strong. Learning can be a structured discovery process, offering students varied learning outcomes – just as our situations and decisions later in life offering different outcomes.

For example, an NGO in Mumbai went to schools with an experiment to teach students about water conservation. The pupils measured the amount of water consumed while brushing their teeth with the tap open, and then again with the tap off. Imagine, if we all learn this type of lesson in school, how we can apply the principles to so many other aspects of our home and work later in life.

3. Learning to Learn:

The world is evolving too fast for schools and colleges to keep up. What is being taught is inadequate and outdated, or will be soon. It is important that children are encouraged to discover answers on their own – through the Internet, through experimenting and by having access to experts on the cutting edge of every field.

It is important that students learn the scientific method –

(a) creating  a hypothesis based on observations,
(b) designing and conducting experiments to prove or disprove these hypotheses and
(c) arriving at conclusions while recognizing that the conclusions could change with additional information.

With the level of knowledge available in the world today, it is also important to exercise judgment what to learn, and how and when you need to learn it. We need to teach kids when to rely on their own judgments,, and when to rely on the expertise of others.  Our children must learn that even when you outsource the effort, you retain responsibility over the result.

What do you think? Do you agree with these ideas about the critical capabilities that our children need? Is our educational system addressing this? Do share your thoughts and experiences with all of us.

The New Constructs is an initiative to leverage Connected Intelligence in realizing the Connected Age. Please feel free to comment. We look forward to your active participation. Join the discussion on Facebook. Follow us on Twitter.


 

This Funny Thing Called Money

Imagine that the official length of a meter changed day to day – 80 centimeters today, for example, and 115 centimeters tomorrow. And that every country had its own measure of length – say the meter in India and the yard in the US – and the conversion rate between the yard and the meter again varied from day to day. This confusing jumble is what we have been living with for the past 38 years with one of the most important facets of our lives – money.

Being in a global business where more than 90% of our revenues come from outside India, the company that I run bore the brunt of these vagaries last year. We were suddenly poorer by more than $25 million dollars (almost 10% of our revenues), just because the pound sterling eroded in value against the US dollar. While our revenue in the UK grew in pound sterling (something our UK teams were proud of), it declined significantly in dollar terms (which made our CFO quite unhappy).

Our modern currency and exchange rate system was agreed upon by 44 countries in 1944. All currencies pegged their values against the US dollar, and the US government agreed to exchange dollars for gold at a standard rate of US $35 per ounce. In 1971, President Nixon took the US off the gold standard, leaving every currency literally floating – with no inherent value.

Money, our measure of value, was left with neither constancy nor consistency. Instead of being worth something real – a certain amount of gold – the world’s dollars, pounds, pesos, rupees and other national currencies were worth only was someone was willing to pay for them in another currency.  

That all happens today on the international foreign currency exchange, a vast market that operates around the clock around the world and produces trillions in profits for banks and their traders. Under the guise of providing liquidity and price discovery, banks and other financial institutions set arbitrary values on the different currencies – and then profit by buying and selling currencies as the prices shift up or down.  

Why should a loaf of bread or a textbook cost more in one country that another? The International Monetary Fund uses an index indicating Purchasing Power Parity, which compares the value of world currencies in the real world. The PPP shows how some currencies are undervalued against others – not because they are really worth less, but because bankers and traders say they are.  

A key premise we want to debate is whether we, as humanity, are valuing the truly valuable. The question now is whether the way we measure value has any basis? What would the world be like if currencies were actually valued according to their Purchasing Power Parity?  
Will the world be a better place if we had a single global currency – similar to the gold standard of the past or the Euro of recent times? These are but a few questions that we will dialog on this site.


The New Constructs is an initiative to leverage Connected Intelligence in realizing the Connected Age. Please feel free to comment. We look forward to your active participation. Join the discussion on Facebook. Follow us on Twitter.


 

The 3 Idiots Of The Education System: “Izz Aal Vell”?

“I am beginning to suspect all elaborate and special systems of education. They seem to me to be built up on the supposition that every child is a kind of idiot who must be taught to think”. ~ Anne Sullivan.

I whttp://datastore.rediff.com/h5000-w5000/thumb/64595761596C5966666C6E6D71607272/xqtzvvy8hb9ac4e4.D.0.Bollywood-Hindi-Movie-Review-3-Idiots.jpgas conducting a Discover Your True Calling workshop at IIM, Indore last week. I had the afternoon free and decided to see the much acclaimed, high-grossing Bollywood movie – “3 Idiots”.

I thoroughly enjoyed the movie, largely because it is a complete indictment of our education system. The message was strikingly similar to the theme of my workshop.

The film is about three students who do not really fit into the prestigious engineering college and are considered idiots by their professor. However, the movie clearly shows who the three real idiots are – the educational system, the teachers and the parents.

Reflecting on the movie on the flight back to Mumbai, I realized that any real change in education is possible only by transforming these three constituencies.

Idiot #1 - The Education System:

Our current system is performance-oriented rather than mastery-oriented. The emphasis on examinations forces students to learn by rote. They focus on scoring high marks rather than investing the time and energy to understand the subject in depth. A system where true geniuses like Einstein and Ramanujan are considered poor students really needs its head examined. In the movie, this is brilliantly brought out by Aamir Khan playing Rancho – the truly outstanding engineer who goes beyond the book to gain mastery.

Idiot #2 – The Teachers:

Our current system of pedagogy is faculty-led and follows a fixed curriculum. The average teacher assumes that there is one right answer and that (s)he knows the answer. It is the rare teacher who has the ability to facilitate rather than teach, to nurture rather than preach and to support students who stray from the well-trodden path in search of creative ways to learn. Boman Irani as Viru Sahastrabuddhe does a superb job of bringing to life a dogmatic, highly competitive, over-confident college professor – the antithesis of an ideal teacher in every way.

Idiot #3 – The Parents:

When India’s HRD Minister Kapil Sibal suggested scrapping of the 10th grade exams, parents were the first to stand up against the proposal. Parents want their children to be at the top of their classes, get admitted to the best colleges and follow traditional career options – engineering, medicine, management and the like.

Parents rarely encourage their children to discover their true passions and pursue mastery rather than mediocrity. The movie’s middle class Quereshis, who want their son to be an engineer, and the poorer Rastogis, who see education as a way out of poverty, are typical of today’s Indian parents. They would probably be the toughest nut to crack.

The 21st century calls for talented people who are masters in their chosen fields of work. It calls for collaboration among passionate individuals, from different disciplines, to address the truly challenging issues and opportunities that the world presents. The current assembly-line approach to education falls severely short. We are not equipping our children to succeed in their world. The appeal of the movie is universal and obvious.

But what will it take for all three of the constituencies above, as well as the student community to rally around to a new educational order? Please share your perspectives. We need to work together to bring about transformation in this vital area of our society.

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THE MYSTERY OF WEALTH CREATION

“Wealth is the tool of freedom, but the pursuit of wealth is the way to slavery”. - Frank Herbert

A friend, a successful entrepreneur and long-range thinker, laments that in recent years the best brains have been gravitating toward the financial sector. How, he and I were wondering the other day, had these bright minds become so obsessed with wealth creation?

Too many people now concentrate on investments – in real estate, equities and bonds and derivative assets – rather than earning a good living by delivering innovative products and services that improve quality of life in the world. The distinction, in our minds, is between generating income based on one’s own creativity and labor rather than creating wealth off other people’s labor and Dame Luck.

In the good old days, people earned a living doing something useful. They saved up some of their earnings to invest in productive assets – facilities and equipment – that would enhance their income. They would invest in real estate or financial assets, expecting to collect rent or interest. They would then use that supplemental income to secure their future. The value of these investments was in line with the returns.

Over time, real estate and financial assets took on a life of their own. Bright people started entering this arena, instead of becoming doctors or musicians or engineers or managers. They invented logic to convince themselves and others that these assets were worth more than what the yield would justify.

For instance, agricultural land in Kuthmangalam village (that I talked about last week) is Rs. 10 million per acre. The value of the crop produced would be about Rs. 60,000 per annum, leading to a rental value (after deducting input and labor costs) of just Rs. 10,000 per acre – a return of 0.1% p.a. The high prices are justified purely on future capital appreciation – a bubble. Stocks, similarly, are valued on capital appreciation rather than dividend yield. This spiral goes on until the bust.

Instead of deploying capital assets to generate income, in recent decades the focus has shifted to making money purely on speculation. If I make a killing on real estate or my friend’s driver makes a killing on stock options, these are pure windfalls – they cannot be construed as sustainable wealth creation.

We know a great algebra teacher who is into day trading; he is talking about quitting teaching to trade full-time. If he does, his students and his school and the community will suffer. When that happens on a larger scale, when the best brains in the world are diverted to unproductive but remunerative professions, the whole world suffers and we get a global financial meltdown.  

Britain’s top regulator, Adair Turner, regards a lot of what is done in Wall Street or the City as ‘socially useless.’ He suggests a turnover tax on all speculative activities – a move that, according to Nobel economics laureate Paul Krugman, is gathering widespread support from many people outside the financial industry.

I see better sense prevailing in the New Age. Youngsters of today are wary of the stresses of unbridled speculation and waiting for blue birds or black swans to happen. Nor do they want to sell their souls to ensure success. They will gravitate towards more meaningful and productive activities in the real world.

Asset pricing and valuations will trend more toward intrinsic worth based on cash flows rather than self-fulfilling and self-defeating prophecies. People will pursue overall well-being for themselves, their families and the society at large, rather than just personal wealth. Let us use this opportunity to dialog and debate how to make this shift happen – for ourselves and for the generations to come.

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