Growing Above All.

What we conveniently forget is what I just parenthesized as “Ethereal Relativism”. Before Einstein’s work, the ether was taken to be something that gives motion a sense of absoluteness. Ether was the absolute measure or reference of motion, therefore all motion seemed to be known as absolute. But its widely silent that Galileo and Newton worked in a frame-work of Physics or laws of nature where a frame of reference keeps motion relative, and not absolute: a concept known as Galilean Relativity.

In other words, if there is an object falling under gravity, in telling our story, we almost forgot that, there can also be a situation where, the relative motion of the falling object, can be studied; with or without the gravity acting on the object. In other words, still, the central question is to ask; did this single object fall faster or slower w.r.t. a situation when there is no gravity? Was it known or not, to Galileo, that, this object can be tested; to be falling faster in presence of the gravity causing object.

As we know today: Gravity causes objects to fall faster, it does not cause them to fall in the first place, between heavier and lighter objects it does not make any one of them to fall faster than the other and this is a force of central attraction to the proportion of; strength being as higher as the square of separation is, less.

House is to brick what society is to family and …

Apply this to the education system, we can't criticize the students, the teachers or the admin for ever, once a reasonable bits and pieces of them (and only that no less) is in place we can't go on around criticizing the same. WE can't blame the teacher for ever nor can we blame the students for ever. Then we talk about education system. But whats a education system? Do we define it? WE have to first define it from its bits and pieces and see the links and processes in its most effective info-graphic, if thats possible. That would be like a carbon-cycle. We do understand that (carbon-cycle) perfectly, why else we would understand our physiology so well? (we may not be applying such in a given situation, thats another dimension and thats criticism-awaiting) . We need to therefore see exactly how our education system is defined: here is higher education department and it consists of so and so with such and such qualification assigned to execute such and such. That follows regional level officers who are assigned with such and such power and privilege and RESPONSIBILITY. Then comes the tertiary level and the ground workers. And here is the process. We need to thoroughly understand the principle and the process behind each component in this info-graphic, and how effective they are. Then we need to objectify the big-picture goal and see what gets carried out and what NOT.

My Teaching Philosophy.

Teaching is therefore while creative, satisfying and attractive in many respects and suitably rewarding one must be devoted in as many angles as it requires to be successful and responsible keeping the motto of teaching in glaring memory: teaching produces tomorrow’s citizens, the spearheads and pioneers of tomorrow’s world is the just product of today’s education and a teacher is the most relevant architect for that purpose.

I also look at teaching and learning process from another angle of paramount importance. Research. Teaching devoid of the latest knowledge of a body of epistemology, a creative dint of heuristics never discovered before or a suave deviation from a canonical pedagogy cannot be effective or attractive. One therefore in almost all academic branches be inclined to persevere to invent or share such gained insights by others towards the student-body. An ideally inspired student with an appetite to grow and cultivate the action of learning is not only the need of academia but also a cornerstone of a progressive society.

The 1 ppm mentality of India in education.

This article talks about some educational paradigms of India but gives the following anecdote to the end.

Belated Happy Feynman Birthday. 11/may/2013. He was born this day in the year 1918. 8 years younger to my maternal grand father. Which is why I am always amazed by Feynman. My grand pa was a farmer in a village of India and a teacher, a renowned teacher at that in his locality. He was paralyzed in his last years and died in 1996. Thats again exactly 8 years after 1988 demise of Feynman. Hence they both lived exactly 70 years of age. They were both outstanding teachers and artists {my grand pa was a fabulous artist, a fact I had forgotten over the years, he drew many things for me when I was about 7/8 years old, including say Shiva or Ramayana, at an instant’s notice by me}, Feynman was a bright star in the Glove, my grand pa only in his locality which perhaps extended say 100 villages if not more. Feynman was a farmer in some sense because of his hard work. But my point is Feynman’s vigor. A fact of amazement, perhaps since Feynman didn’t grow in a village of India but the communities of advanced localities. Perhaps Feynman was simply the highest standard of exuberance. My grand pa was lively and funny and loving but Feynman was a womanizer. I don’t know about this secret of my grand pa. My grand mother always crushed my interest in knowing such matters.