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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In The British Library
This is a part of the work I am doing on Learning environments. We looked at the British Library as a team, and I am tasked with writing about its service areas. I, as with other things I learn or think about, thought it appropriate to post the report here.
I looked at the Service Areas of the
British Library, the spaces that fill out the areas around the reading rooms.
They hold cafes and galleries, a shop that sells books and touristy trinkets,
as well as more functional areas, lockers, cloak rooms, and indeed, the reader
From the outside, the British Library
building seems to represent a purpose: That of reading. Hence, despite passing
it by many times, I would never dare enter it without the specific purpose of
reading. I have used the adjacent Novotel and paid for the expensive coffee
there for meeting people, but I would never cross the elaborate courtyard into
the Library for such a trivial purpose. This reverence, preserved by the
elaborate outside, seemed to contrast the more touristy feel of the reception,
for example, the shop that sells books and mementos, rather than the dusty
scholarly stuff I was almost expecting. The flashes of digital cameras, people
posing around an outsized desk-like statue chained with a mini-globe, sparse
seating arrangements and an all too recognizable hum give it a feel of
a railway station.
In a way, that may be appropriate, if the
function of this large open space is waiting. One can see an intricate
structure of stairs and balconies, and a very visible column of books, the
King’s Library, and a gallery, from the reception. It is as if one is looking
into a sacred area, shrouded by some complexity and privileged access. This
feeling is confirmed as one goes through the rituals of handing over the coats
in the cloakroom or store other possessions in the lockers, which, alongside
its strict instructions, have the feel of a secretive bank than a meeting
place. Finally, the Readers’ Registration Area, with customary queues,
confusing computer layouts, multiple layers of process and real interrogation
desks, completes the process of initiation: One is stripped off the
distractions of the outside and somewhat ready for heaviness of the inside.
The Open Cafes and galleries seem to
maintain this feeling. In its quietness, rows of people gazing into their
Macbooks, the severity of the reading rooms seemed to have overflowed outside.
There are reading spaces everywhere: Standing chairs and wide top railings
where we finally manage to keep our notebooks and write. This space, a floor
up, seems a world removed from the reception, as if the invisible walls of the
cloak room and the registration transformed everything.
Finally, an anomaly: As we walk into the
Friends Room for a final debrief, the order of the atmosphere breaks down.
Right inside the gut of the Library, here is a chaotic room, where people don’t
seem to mind laughing or raising voices, or rearranging chairs and tables to
convene talking groups. This was somewhat liberating from the very solitary
feeling of even the social spaces.
Looking at this, British Library seemed to
signify to me a slight confusion of what a Library meant to be: Inclusive or
exclusive, solitary or communal, a place to preserve knowledge or to create,
etc. May be, it is a continuum from the Kings Library to the Friends Room,
segmenting various kinds of learners automatically and representing the full
spectrum how people learn. Or, may be it is an unintended mix, a government
building purposed to become a place to learn, a somewhat middle point in knowledge’s
journey from British Museum to the Internet.
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 …
Erna Petri née Kürbs, a farmer’s daughter from Herressen in Thuringia, arrived in Ukraine with her three year old son to join her husband Horst in June 1942. Horst, an SS leader inspired by Nazi ideologue Dr Richard Walter Darré, settled in the plantation of Grzenda, just outside today’s Lviv, to become a German Gentleman-Farmer. Erna saw Horst beating and abusing the workers in the plantation within two days of arriving there, which was, as Horst explained, necessary for establishing authority. Erna joined in enthusiastically, settling into a combination of roles of ‘plantation mistress, prairie Madonna in apron-covered dress lording over slave labourers, infant-carrying, gun-wielding Hausfrau.’ However, there were clear rules in the plantation, and Erna was very much expected to play the woman’s role of being a Cake-and-Coffee hostess. When four Jews were caught in the estate while trying to escape from a transport to a death camp, Horst told Erna and her female guest…
Buzzwords have disadvantages. Right now, experiential learning is one, and that means we put the label on everything and it stops to mean anything. Also, this means reasonable conversation about experiential learning becomes difficult - at times such as this, either you preach experiential learning or you are traditional, antiquarian and hopelessly out of touch.
But, overlooking the limitations of experiential learning can cause big problems. Experiential Learning does many things - putting practice at the heart of learning is an important paradigm shift - but not everything, and it is important to be aware what it does not do.
Usually, we equate the terms Project-based Learning (the method) with Experiential Learning (the idea) and Learning from Experience (the ideal), treating them as one and the same and using the terms interchangeably. Any talk about distinctive meaning of these terms is usually seen as pedantic, but really represent very different ideas about education.
History is the result of human actions, but not of human design, wrote Friedrich Von Hayek.
‘Brexit’ bears that out. Globalisation was not supposed to go backward. The Lisbon Treaty of 2007 included Article 50, the option to exit. But that was never meant to be invoked. The British politicians demanded it to sell the treaty at home, but it was always assumed that once done, the British public would always stop at ‘we can go but why should we’ thought.
But 2015 was not 2007. A lot changed, and three things, in particular, wrecked that cosy assumption.
The First and the most obvious one is immigration. The expansive Blair-Bush foreign policy encouraged the EU to expand East and Southwards, adding 10 new countries in 2004. Free movement rights into Britain for the citizens of the new member states sent in, against the plan for a few thousand, a million new migrants.
The second – and the most painful – factor was the 2008 recession. Yet it’s the aftermath that mattered more. As the gove…
The Creativity ImperativeBusinesses today consider creativity of their staff as a critical, possibly the most critical, factor for their ongoing survival. This is because the environment, political, social and commercial, has become so fluid; as Yogi Berra put it, “the future isn’t what it used to be”. Constant change, demanding and more aware customers and citizens, rapid information dissemination through new technologies of information and communication, and intense competitive and regulatory pressures, are pushing companies and people who work for them to innovate and adapt continuously.Set in this context, employee creativity has a whole new meaning. It is traditionally understood as people thinking about products and services, which did not exist before, or tweaking and improving the existing ones. Competitive pressures add to this creativity imperative. Information is fast and cheap, and communication technology is driving the costs of production and distribution constantly. Bes…
The story of British influence on Indian Education, to which Macaulay's Minutes of 1835 belong, has been told in six distinct phases. Syed Nurullah and J P Naik's very popular and influential History of Indian Education calls these 'six acts' of the drama: From the beginning of Eighteenth Century to 1813
The British East India Company received its charter in 1600 but its activities did not include any Educational engagement till the Charter Act of 1698, which required the Company to maintain priests and schools, for its own staff and their children. And, so it was until the renewal of its charter in 1813, when the evangelical influence led to insistence of expansion of educational activities and allowing priests back into company territory. From 1813 to Wood's Education Despatch of 1854
The renewal of Charter in 1813 re-opened the debate, which seemed to have been settled in the early years of the company administration, between the Orientalists, who believed the E…
India's unemployment rate has reached a historical high and the government is panicking. It has rejected and suppressed the report and committed itself to inventing a new set of numbers. Members of the national statistical body have resigned, and the bad job numbers have become one of the worst kept secrets in its modern history.
As the government went down the road of obfuscation, it had also fooled itself believing that everything was fine. Once the statistical reports were questioned, the best explanation that the Head of the apex economic policy-making body could come up with was that Uber and other taxi-hailing companies have created millions of jobs in India. But then, the crisis is anything but hidden - walk on any street in any neighbourhood in any Indian city, and it is likely that you will see a few working-age people loitering, waiting or playing cards or carom in the middle of the day. IMF has recently warned that youth inactivity in India is highest among all develo…
Smart presentations don't mean valuable insights. So it is with the current fad of presenting the vision of an all-new 21st-century education - through presentations, conferences and infographics - style trumps substance all the way through.
For, despite the claims of revolutionary changes in society and the workplace, the neat charts that lay down 21st-century skills next to the 20th-century one's show do not how different they would be, but rather how similar these are projected to be.
We are told that we have arrived at a fundamentally disruptive moment in history and we need new skills. So, we need, for example, communication and critical thinking, learning to learn and a host of other cool things. Indeed, many of those terms are very familiar to the educator: Many of those were around for more than two centuries, ever since the dreams of liberal education were spelt out.
When these slides were presented, I often wondered whether the point about critical thinking meant …
I wrote a note on Kolkata, the city I come from and would always belong to, in July 2010. Since then, the post attracted many visitors and comments, mostly critical, as most people, including those from Kolkata, couldn't see any future for the city. My current effort, some 18 months down the line, is also prompted by a recent article in The Economist, The City That Got Left Behind, which echo the pessimism somewhat.
I, at least emotionally, disagree to all the pessimism: After all Kolkata is home and I live in the hope of an eventual return. Indeed, some change has happened since I wrote my earlier post: The geriatric Leftist government that ruled the state for more than 30 years was summarily dispatched, and was replaced by a lumpen-capitalist populist government. Kolkata looked without a future with the clueless leftists at the helm; it now looks without hope.
However, apart from bad governance, there is no reason why Kolkata had to be poor and hopeless. It sits right inside …