Sunday Posts

Once you left home, my friend told me, you can never go back. I said I must, as I only wanted to travel to see the world. To learn, as I believed in Gu Yanwu's dictum - walk 10,000 miles, read 10,000 books. I went only as a student, as an adventurer who wanted to live in different places, speak different languages, learn different customs and make different friends. It was very different from wanting to migrate, escape from my roots: Far from it, I dearly loved my city, my house, everything that wrapped around my childhood. Indeed, my friend had a point, despite the copious amount of beer he would have drunk before he said that. That is the perennial question in a non-resident's life, the question of return. There is a constant weighing of opportunities, the choices being made at every step, the desire of self-renewal up against the desire of being yourself. Besides, home is only an idea frozen in time, not a house just, but the people and the voices and the habits that reside ...

I have been asked to keep a journal for one of the modules in my MA course. I am now trying to force myself into the habit, though I am never good at doing anything when I am forced. However, this is only required for a short while, with the final coursework due in early September, and I thought I can keep trying it for a month. I am expected to write about my Professional Practice and immediately the confusion starts. This is for an Education course and for the purpose of the course, I should possibly focus on the part of my role as an educator. Indeed, I teach Marketing Strategy to Post-graduate students one afternoon a week, and this is going to go up to one and half day a week starting September. However, this is only a small part of what I do. Teaching is my adventures in the chalk-face, an element in my exploration of models that I intend to employ, some day, in the Online College that I want to set up. So are other things - the administrative functions that I carry out as the He...

I don't remember who said this to me first, but it is something I deeply believed in and reorientated my career therefore. The premises are simple: In an uncertain world, in the context of post-industrial civilization, knowledge rules. Whoever thinks middle classes are gone, should think again: Despite the decline of middle class jobs in the Western countries, there is a huge increase in the numbers joining the Middle Class ranks all over the world, with similar aspirations, consumption habits and hunger for 'degrees'. Education is the 'app' that makes it happen: This is going to be the killer app for now and for future. I am fully aware that in America, there is this discussion about Education Bubble . One can see clear economic reasoning, save one. It is improper to compare higher ed to housing, as the former is a super-portable merit good and the other is the model of illiquidity . You can't take your house along if you move to a better job in another city, s...

I live with curious justifications. For example, I believe that since the leaps in medical technology in the last forty years added a good 20 years in average life expectancy of a person living a regular life, I am twenty years younger. Well, it works this way: I was expected to live 60 years when I was born, and can now safely expect to be around for 80, hence I am 22 years old. This makes some people jump, particularly those who have not been born by that logic, but they miss the point: This was a relative measure rather than an absolute one. They may accumulate as many years of extra lifetime by the time they may reach my age, but, for the moment, they are yet to earn it. So, that is one way of extending my life: There is another. I keep coming back to this theme of living two days life in one day. If I could manage to do this everyday, this will eventually mean I end up living about 160 years' (80 real years x 2) worth, a pretty decent time to make a difference. But, indeed, so...

The furore over the blog post of Panagiotis Ipeirotis , a NYU Stern Professor, who vowed not to pursue cheating again ( read the report here ), is understandable. Cheating is seen as possibly the worst offence possible in a class environment, which undermines the trust between the teacher and the student, and makes all academic effort irrelevant. In my own experience, when I was given the responsibility of running the MBA programme in the college I work for, cheating was common, often perversely common. The colleagues in the MBA team wanted to do something about it, but didn't know where to start. Though there were clear guidelines on what to do with cheating, they were so punitive - mostly leading to an exit from the course - that the administration team will often desist from taking the final step. What made matters worse was the immigration policy: The UK Borders Agency mandates drop-out rates to be kept within 11% of the class, which is an unattainably low number for an adult ...

Last evening, I attended a seminar at the British Academy under the title 'Humanities Under Threat?' which was immensely interesting. This was organized by the University of Cambridge and Arizona State University, and was attended by a great panel. Among the speakers was Jonathan Cole, whose Great American University I have read earlier. There was Stephan Collini too, whose history of intellectuals in Britain is an immensely interesting read, as well as Michael Crow, the President of Arizona State University, Robert Post, the Dean of Yale Law School, the famous British Cosmologist, Lord (Martin) Rees and Adam Roberts, the President of British Academy. Altogether, it was a greatly distinguished panel of depth and diversity, and the discussions adequately reflected that. My impression after the listening to the lectures is that there is indeed a great divide between science and humanities. Most speakers, with the possible exception of Adam Roberts and Stephan Collini , denied th...