Books; People; Ideas : These are few of my favourite things. As I live between day-to-day compromises and change-the-world aspirations, this is the chronicle of my journey, full of moments of occasional despair and opportune discoveries, of connections and creations, and, most of all, my quest of knowledge as conversations.
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The Curious Case of Helen Goddard
Today, Helen Goddard, 26, a highly popular music teacher of a City School for Girls, has been sentenced to 15 months in prison.
Her crime was to carry out a year long lesbian affair with one of her pupils, who appeared in the court and admitted that the affair was consensual and it was she who pressured Helen into the affair.
For Helen, a bright musician and a devout Chistian, this is an extraordinary lapse of judgement. Also, she was teaching in the £13,000 private girls only school in London. She was surely aware what the consequences of her action will be. The fact that she still could not stop herself tells us that lovers do not always act rationally, something we always knew.
There is more in this affair than personal tragedies. For a start, this has all the dramatic elements: a bright, beautiful teacher more in Julia Roberts mould [as in Mona Lisa Smile], a stiff upper lip school [not unlike Wellesley] and a story like Notes On A Scandal with an added twist. Indeed, Helen was guilty of breach of trust, that of unsuspecting parents allowing their teenage daughter a night-out with her female music teacher, and of responsibility, towards her pupil given the likely unsustainability of the relationship.
But, then, there is something more. Let's talk about the same-sex angle here. Helen Goddard would have been put to death in Victorian times. In early 50s, the British Computer Science pioneer and war hero Alan Turing was humiliated because of a same sex relationship, which led to his suicide eventually [Gordon Brown recently issued an apology, about 55 years too late]. Same sex relationship was only legalised in Britain in 1967, but it indeed seems that our prejudices do not always go away with legislations, only that they take a different shape and form. I am not sure whether the ambivalence towards the Lesbian relationships played a part in Helen Goddard's case [as opposed to a heterosexual scenario], but I am sure the shock with which some commentators denounced the 'sexual abuse' has some elements of disapproval to the nature of it.
Besides, the age of consent is another issue. It took us 23 years to talk about equalising the age of consent for all forms of relationship after legalizing gay sex, and another 10 years before it could be passed into law. But indeed, by the time this is legalized, childhood has receded even further. Indeed, most children are well educated in all the lures and tragedies of life by age of 16, and as this case, as well as many others, will show, the age of consent is again coming under stress.
I am not necessarily in favour of lowering the age of consent, but I do not for sure whether Helen Goddard will look like a villain or a wronged lover in fifteen years time. In an ideal world, we should all protect the innocence of the children for a little while longer. But, this is not an ideal world, and there are far more powerful villains in this story of stolen innocence than one lovesick music teacher.
And, indeed, a society can not aim to protect childhood for some children while allowing others to live a miserable, exposed life. So, as long as we don't buy into the principle that all children, including the 15 year old in £13,000 a year exclusive girls' school and the toddler born to the illegal immigrant toiling away in East London [and, may I add the 8 year old who toils away her day in a garment factory in Asia], have the same right to childhood and innocence, these punishments will mean nothing.
So, for the moment, we shall feel safe by giving Helen Goddard an exemplary punishment. However, very little will change except the love being denied to two normal, lovesick, though immature and irresponsible, people.
A friend has recently forwarded me a quote from Lord Macaulay's speech in the British Parliament on 2nd February 1835. I reproduce the quote below: "I have traveled across the length and breadth of India and I have not seen one person who is a beggar, who is a thief. Such wealth I have seen in this country, such high moral values, people of such calibre, that I do not think we would ever conquer this country, unless we break the very backbone of this nation, which is her spiritual and cultural heritage, and, therefore, I propose that we replace her old and ancient education system, her culture, for if the Indians think that all that is foreign and English is good and greater than their own, they will lose their self-esteem, their native self-culture and they will become what we want them, a truly dominated nation."
The email requested me to forward me to every indian I know. I was tempted, but there were two oddities about this quote. First, the language, which appeared …
Business gift giving has always been common and contentious at the same time. Business gifts are usually seen as an ‘advertising, sales promotion and marketing communication medium’ (Cooper etal, 1991). Arunthanesetal (1994) points out that such gifting is practised usually for three reasons: (a) in appreciation for past client relationships, placing a new order, referrals to other clients, etc.; (b) in the hopes of creating a positive, first impression which might help to establish an initial business relationship; and (c) giving may be perceived as a quid Pro quo (i.e. returning a favour or expecting a favour in return for something).
The practitioners of gift-giving generally argue that doing business is often an aggregation of personal interactions and relationships, and gift-giving should be seen as a natural way of maintaining and enhancing these relationships. ‘Business gifts, especially one given in the course of the festive season, is …
In most societies today, making profits are accepted as moral, if not especially praiseworthy. This was not as obvious as it appears today – people used to be embarrassed about making a profit not so long ago.
Crazy as it seems today, it is worth thinking why it was so.
Profits, as economists will put it, is the reward for risk-taking, for putting a business enterprise together in the pursuit of an objective. In this definition, remember, profits are not what it is commonly understood to be – the gross middle-line towards the bottom – but a figure net of entrepreneur’s earning [wages for his labour], dividends and interests on borrowed capital, and provisions for building and other physical assets [a sort of rent, offsetting what these assets could have earned if leased out]. This pure profit – surplus – accrues to a business as a reward to its organisation, for the act of entrepreneurship itself.
Economists were divided on how this surplus comes about. The conventional wisdom was, as I …
In an earlier post, I pointed out that the application of 'platform thinking' in education misses the mark, as it fails to understand how value is created in education. Since this apparently contradicts my earlier enthusiasm for the university as a 'user network', this statement needs further explanation.
To start with, Clayton Christiansen's idea that the universities of the Twentieth Century needs to evolve from its current 'value chain' model - wherein its value lies in its processes - to a form of User Network, where its value emanates from its community, still resonates with me. The Value Chain model, with departments, examinations, textbooks and degrees, that we know the university for, is very much a late Nineteenth/ early Twentieth century formulation. And, indeed, one can claim that the universities were always communities, and its value came from being a member of that community rather than its end product - the degrees - for much of history. It …
Since October, as I walked out of my job, I have been looking to fine-tune my ideas about Education-to-Employment transition.
The first step of this was to look at the experiences of last six years, which I spent developing, first, an online competency-based education programme and then on building employer-engaged online project-based education. These were all good ideas, and the reason that I am not doing these any more are partially operational: The first business was underfunded, and the second one was poorly conceived and implemented. But those are discussions for a different day. I am focusing currently on understanding the key conceptual elements - what works and what doesn't work - of a successful education-to-employment transition.
Indeed, the claim that we can make a student employable with a few months of training is apparently pretentious. The years of schooling, family background and the students' dispensation, and luck, plays a much bigger role than any traini…
The inspiration behind this post comes from several conversations with my colleague Pratik Dattani, the former UK Director of FICCI, an Indian trade body. Pratik, in a regular column he writes for Dainik Bhaskar, pointed out India's meagre tally of 30,000 odd foreign students, against 450,000 in China (which is growing at 10% annually), is a huge missed opportunity, in terms of foreign currency earnings, 'soft power' and diffusion of foreign cultures and ideas. And, besides, number of foreign students in India may be going down rather than up, and several factors, not least anti-African sentiments in some Indian cities, are contributing to it.
Pratik and I have collaborated on a number of projects over the years and I have been closely involved in a Conference, now in its fifth edition, that he organises on Education Innovation in London and in India. We both agreed that India's continuing weaknesses in attracting foreign students is something we want to put on the a…
It is possible to see the recent history as an interplay between Politics and Economics, and 2016 as some kind of inflection point that made politics interesting again.
Allowing for a broad generalisation, my point is that the narrative of harmonised economic interest keeping the status quo, which effectively meant a professional political class indulging in risk-free politics, is no longer the only story in town after 2016. The broad consensus that kept emotions out and interests predominant in public affairs has taken a serious beating in Brexit, Trump and myriad other political changes around the world. This includes the failed bids too, as Marine Le Pen reaching second round or AfD entering Parliament make politics something that all intelligent people should be engaged into.
And, yet, if the 2016 was only the beginning, the events in Catalonia yesterday mark a political turn that all the preceding events pointed to. Whether or not this really leads to a Catalan secession, this …
Even when the limitations of an education system are quite obvious, innovations are hard to come by. This is a lesson many well-meaning investors and hard-charging entrepreneurs have learnt at great cost, yours truly included, but why this is so has evaded them completely.
Usually, one finds soul-comforting explanation in bureaucracy or in institutional politics. But this do not explain why there is so little demand for all these 'innovative' offerings and why, unlike other sectors, the customer preferences - employer demands and students' desires - do not overwhelm the traditional sectors and ease the path of innovation. And, even where swelling demography and broken education seem to be hurtling towards certain disaster - like in Asia and Africa - new ways of educating appears more, and not less, difficult.
For example, India, faced with the task of educating a huge workforce at a time when automation and reversal of globalisation threaten most jobs and industries, to…
Business Schools are a great success story in Higher Education. What may have started as a Correspondence training was transformed by the establishment of University department in Pennsylvania with Joseph Wharton's money, to train the captains of American industry, in 1881. A generation later, with the founding of Harvard Business School in 1908, the whole global phenomenon has got started, though it took until 1954 for Cambridge University to start Management studies (which became a separate business school in 1995, while Oxford started its Business School in 1996). By the turn of the millennium, Business has become the most popular undergraduate subject, and increasingly Engineers and other technically trained professionals were coming to Business Schools to get credentialed. By this time, Business Schools became the most successful sector in Higher Education, with unparallelled prestige, and had developed an entire ecosystem of ranking, funding and accreditation of their own. …
In an ironic twist, many large employers in India complain that the education Indian graduates receive are too narrow.
Surely, the same employers, riding high on growth of IT services, helped model a tertiary education system - second largest in the world in terms of student numbers - as one narrowly, vocationally, defined. The glamour of the IT services industry, with an urban cosmopolitan life and the chance of lottery-draw for offshore opportunities, completely transformed Indian middle class life over the last two decades: That the whole ecosystem of Middle Class education, from Senior School to Business School, aligned itself to these new opportunities, is no surprise at all.
But this expansion has now stalled, offshore is becoming off limits, and the industry is transforming rapidly. Rather than each corporation trying to develop their various enterprise-wide systems from scratch, and thereby, handing out huge multi-year development contracts to be executed by an army of low…