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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On A Naked Fakir in the Parliament Square
The unveiling of the statue of Mahatma Gandhi in the Parliament Square in London is a moment of triumph for the British Asian community. The statue of the man, who, like no other, represented an unique resistance to British commercial imperialism, being put at the very heart of such institution indicates the prominence and influence of the British Asians in the public life of the UK. The representatives of the community turned up in large numbers, along with a number of students from Hindu faith schools in London. It was a great moment of asserting a community identity and of celebrating integration in the life of their adopted country.
This is a triumph without a corresponding defeat though, fittingly for the man being celebrated. This is not one identity getting better of another - which is the usual zero-sum meaning we associate with the word 'triumph' - but the realisation of a much subtler message Gandhi embodied in his work. Vijay Merchant, the ex-Indian Cricketer who dropped out of the Indian Test Cricket Team in 1932 in protest against the treatment of Indian Nationalist leaders including Gandhi, told a story about Gandhi, which might be appropriate for the occasion. Mr Merchant described the moment when he had the opportunity to meet Gandhi in person first time and presented him with an autograph book, belonging to his sister. Gandhi took the autograph book and chose to sign on the page containing the autographs of all the members of the 1933 MCC Cricket Team (captained by Douglas Jardine) - and he appended his name at the bottom of the list, signing as "17. M K Gandhi". [A slightly different version of this story appears in Judson K Cornelius' Political Humour, which put Laxmi Merchant, Vijays sister, as the main protagonist] The message was indeed unequivocal - Gandhi saw no quarrels with the English Cricket Team, and by extension, the common people of England! Indeed, for a long period of time, he also served as a loyal member of the empire, serving as a Nurse in the Boer War and recruiting Indian servicemen for the Allies in the First World War. He, as a man who believed in the goodness of English people and the British sense of fairness and justice (not unlike many of the Founders of America, including Benjamin Franklin), does indeed have a rightful place in the Parliament Square in London.
However, an observer may also note the omnipresent irony, again quite fittingly for a man who was a master of sarcasm. It would not be amiss that the statue presents Gandhi in his trademark loincloth, which he adopted after dismissing his gentlemanly attire, and which earned him the epithet from a dismissive Churchill - "A Naked Fakir!" The presence of David Cameron, the Conservative British Prime Minister so keen on resurrecting some of Britains past glories, also highlight the irony - Churchill, the last Conservative Prime Minister during Gandhi's lifetime famously demanded to know "Why Gandhi is not dead yet?" when he was told about dying millions during the Bengal famine. The statue was unveiled by Shri Arun Jaitley, the current Indian Finance Minister, who built his political career as a leader of the student wing of Rashtriya Sayamsevak Sangh (RSS), a Hindu supremacist organisation which plotted for and carried out the assassination of Gandhi. To heighten the irony, the presence of a left-wing economist, Lord Meghnad Desai, and a famous Indian actor who made his name as a drunken violent young Indian, Amitabh Bachchan, should also be noted.
The timing of the unveiling of the statue also represents many a contradiction that marked Gandhi's life and career. He abstained from sex in his later life as he blamed himself for indulging in his lust for his wife during the moment his father, who he was supposed to be attending, died unattended. He spent 15th August 1947 without celebration and in fasting, in a decrepit house in Calcutta, as he saw India's independence, which came with partition, as defeat, not a victory. The unveiling of his statue, fittingly, comes as India intends to embark on an undefined quest of 'Development', visualised as an unrestrained opportunity to evict the farmers from their lands to create roads, bridges and factories, in a direct opposition of whatever Gandhi stood for.
To conclude, Gandhi's statue in the Parliament Square sums up his legacy in more ways than one. And, we may as well return to the theme of patricide, a powerful obsession throughout Gandhis own life, to understand what Gandhi means to Indians. The Swiss Philosopher, Bernard Imhasly, observed the deification of Gandhi - in his statues and numerous Mahatma Gandhi Roads that mark the Indian urban landscape - but the desertation of his message in modern India. Somewhat like a modern day Moses, who, in Freud's incisive portrayal, was killed by the Jews, the same people he helped liberate, Gandhi stands as a symbol, as our feeble minds crave for one and can not go beyond a statue to grasp the complex, higher order principles he really stood for. In that sense, the statue of Gandhi is both an illusion and a hope : An illusion, as this visible celebration undermines the abstractness of his vision which we proved ourselves incapable of carrying; And a hope, because it is a reminder of our patricide, a guilt that we may collectively carry, and a redemption that we may eventually seek.
1. Vijay Merchant In Memorium - Published 1988 by Marcus Cuoto, Bombay.
2. Moses the Man and Monotheistic Religion (1938) - Sigmund Freud
3. Why I Assassinated Gandhi (2015) - Nathuram Godse, Surya Bharati Prakashan, New Delhi
4. Gandhi and Churchill (2009) - Arthur Harman, Arrow
5. Churchill's Secret War (2011) - Madhusree Mukherjee, Basic Books.
6. The Death and Afterlife of Mahatma Gandhi (2015) - Makarand R Paranjape, Random House India.
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 …
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…
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…
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 …
For those who want to change the world through Powerpoint, there are some fundamental beliefs about Education.
Like, education is about 'human capital', making the individuals receiving education economically productive.
And, that, education is important for national competitiveness, the better educated its people are, the more competitive a nation will be.
That education is really about skills - being able to do things - rather than learning: Knowledge can be acquired on-demand and at leisure.
That educators should build close connections with employers and look to align themselves with their future talent needs.
These are ideas everyone - at least everyone who count - agree on. And, such agreement means that all the attention, along with all the money, gets diverted to certain specific things. And, with money and attention, a certain kind of education - a specific idea of education - becomes pre-eminent. It crowds out other ideas, drives out all the alternatives.
Ten years ago, I wrote a post on this blog about Lord Macaulay, or, more specifically, about a statement which he allegedly had made about India. I meant to debunk one of those Internet memes that seek to revise the history with a specific agenda: Now we call these things 'fake news'. Sent to me by a well-meaning and unsuspecting friend, it was a crude hoax, giving itself away in modern language and openly conspiratorial motive, apparently at odds with Reform Era English Intellectual manners and ideas. It took me a few minutes on Google to figure out that the quote came not from Macaulay, but a Hinduvta journal published in the United States in the 70s, which invented the statement.
At that time, almost exactly 10 years ago, this blog was a hobby, my scrapbook of ideas, something I did with no other purpose than keeping the habit of writing. The post about Macaulay changed all that. Little did I suspect how popular and widespread the usage of that quote was, and how many peo…