Ides of March - 2

When his friend met him after years, the friend observed with a smile, "You look sukhi". He was scandalised. Sukhi is a Bengali term that has no English equivalent, according to me. It is an adjective to define a settled-into-life state of mind and being. The comfort of having a pattern of life that one is well-accustomed to creates a sense of security and safety. When used to this state of being, a small attempt to step out of this zone of comfort (for instance, when the brand of shampoo that you use is no longer available in the market) appears to be very unsettling. There is nothing criminal in being sukhi; just that there is a little less opportunity to live vibrantly.

Ides of March - 1

At a once-upon-a-time family gathering, youngsters huddled up to discuss our latest fads - the recent Aamir/ Shahrukh blockbuster that hit the screens (Indian superstars they are, but to death-do-us-apart fans, they are heart-throbs over whom there could be unto-death-of-the-vocal-chords debates!); or, the most recent 'hobbies' ... Which brings us to the point where the blogger can finally begin this blog post- phew!

There was a kid who had gained an interest in palm-reading. The blogger put forward her palm to be inspected and the kid-astrologer said - 'You act like a spring. Sometimes you are bugged down so much that you can crumble to dust, and the next day you can be jumping out of the pandora's box'. The blogger remained unimpressed since the kid was a cousin who knew her well enough to make such observations.

The blogger continues to remain unimpressed about the expression of the kid-astrologer till date. However, she has been intrigued by this peculiar springy character of hers. Like the millions of people across the globe, like you, my dear friend, she wanted to know herself better. But there was no light at the end of the tunnel as such. The truth is, there was no tunnel as such either.

When memory ...

This was in the days when you didn't know what the picture would look like until the entire roll of 36 shots was used up and you sent it for development. Uncle joined a photography class, working out his homework of painting a glass, half filled with water, in the evenings, as the niece and the nephew and the daughter scrambled to see what was it that was being done. There would be some interesting words floating in that room - 'perspective' being one of them.

As the course advanced, the three kids followed him around, bewildered at all the machinery and the set up that was now being put up in that little room above the garage. The glass was being covered with black chart paper. There was something sinister in it, the kids thought. Uncle suddenly talked about what was it like when there was a war. To keep the houses drowned in darkness, for the sake of safety, the lights were put off in the evenings, the glass windows were covered with thick black clothes when a lamp was lit. It seemed to be a story to the kids, like the one they read in books.

Years later, the story of the war is suddenly re-lived. The numbers of the dead, of the injured, of the demolished , the heroes and the villains, the sounds of the guns and the bombs - are returning to the consciousness. This time around, there are no popular names, no popular faces, no history text books analysing the primary and the secondary causes of the war. This time around, there are only faces of people who could have been an acquaintance, a friend, a lover, a family.

*****

It all began with Kurosawa's Rhapsody in August. 

The musical name and its soft vowel sounds betray the unease that permeates this film. While their parents visit a newly found relative in America, the kids spend their summer holiday at their grandmother's country-side home. The long lost and the newly identified relative is supposedly one of the grandmother's brothers. The grandmother doesn't remember it however. The kids spend their time speculating how wonderful it would be to go to America.

They attempt to remind their grandmother of her past, so that she would accept the invitation of her 'brother' to visit America, along with her grandchildren. In the process, they unwittingly have a view of a war that is only a story to them. The ripples of the devastating atomic bomb attack on Hiroshima and Nagasaki in August 1945 touch their hearts for the first time in their lives.

In the sun and the rain of their summer holidays, they come to know their grandmother as they have never known before. Her silent ways perplex the kids at first. They do not understand why their grandmother sits, face-to-face with a woman, for a long time without uttering a single word. The silhouette of the two silent old women, with white light flooding in from the background creates an uneasy frame even for the viewer. Later on they come to know that, both the old women had lost their husbands to the atomic bomb.

A distant past, untouched by the children, returns as a newly realised emotion in the now.   

To be contd.

Weird connections: the method in madness

After Amy Chua and Darwin one must be thinking what next? The connections seem to get weirder than ever since the time the discussion on learning began. That is precisely what is aimed at: To look beyond what the system tells us to think. To search for new perspectives.

We already have the perspective of the glass half empty or half full. What will we see when we have a bird's eye view of the same glass? The question is impertinent. Irrelevant. Unnecessary in our world. Or, rather we are cajoled into thinking so. Let's just get out of the overcoat of rational thinking and look around the real world.

Mankind is looking forward to creating inhabitable spaces in the moon. And this is not  material for science fantasies only. The Indian Space Research Organization has discovered an underground chamber in the moon's surface where a human settlement could be erected.

The settlement would be protected from radiation, micro-meteor impacts, dust and extreme temperature changes by the lava structure that provides a natural environmental control with a nearly constant temperature of minus 20 degrees Celsius (-4 degrees Fahrenheit), unlike that of the lunar surface showing extreme variation, maximum of 130 degrees Celsius (266 degrees Fahrenheit) to a minimum of minus 180 degrees Celsius (-292 degrees Fahrenheit) in its diurnal (day-night) cycle. (From this article)

At such a juncture in the history of the human civilisation, when change is the only thing that is becoming constant, do you still want to believe that all that we should be doing has already been  apprehended and we just need to follow the blueprints?

These are the changing scenarios in this changing world. The more we accept the cosy couch of the factory mode of learning, the more we choose to look away from the reality of the existence in the now.

The argument that may peek out of your minds as you read this is: How can you plan to address these issues when faced with diversity and population? 

May be all that we can choose to do is affect change in our little lives. Choosing to encourage questioning. Choosing to walk the paths not only with the purpose of material achievements. Choosing to make ourselves and the next generation thoughtful beings, aware of the needs, the changes and the possibilities this world and its inhabitants hold in them. 

The question that occurs immediately in the mind is: Does this ensure any impact in the larger scenario? Well you never know what the n th number of generation from now will be thinking. But short-sightedness is not the natural vision; is it?

Weird connections : Necessity, Evolution and Learning

What did those ancestors of ours thought when they drew bisons on the cave walls, perhaps in the light of a burning wood. Perhaps there were others looking at awe at this unique phenomenon of capturing, in a completely new sense, what they see running and throbbing amidst the landscape. Perhaps they were dumbstruck that something like this can happen. Perhaps the first artists in the history of mankind were shunned from the group. Or, perhaps the artists were hailed as supernatural beings. Perhaps it was at this point of time in human history that the idea of creation most poignantly emerged separately from the history of necessities that made man. Necessity is said to be the father/mother of all inventions. Necessity is also the reason there are discoveries. Had there been no urge to find new sea-routes, the landmass we call America would have never been discovered. (But that is another story altogether). What if we go a step further and say, necessity is also the cause of evolution?

Evolution is cryptically defined as the Darwinian idea of the survival of the fittest. It is not the survival of the strongest. It is not the survival of the most ferocious. It is a poetic truth actually. What can be more poetic than the radical cocktail of the element of chance (not so radical in the post- Quantum era though) and the primal urge of survival? Had the human ancestors not felt the radical urge to continue existing in a world that is naturally more powerful than humans ever thought of being, the history of mankind could have been lost in the voids of time.

As mankind trekked through its own history, Darwin's adage was seen as a scientific truth, detached from the reality of our worlds. Power became the stronghold of survival. And humans believed it; they continue to do so. Histories and myths of once great and thriving, and, now extinct civilisations are not very hard to find: the Harappasn civilisation, the ancient Egyptian, Greek,  Roman civilisations, the native American civilisations. And yet, man believes that, that is different. Humans believe that they exist as a continuity of the past civilizations. In terms of genetics, it may be so. In terms of the basic science of Darwin, may be not. 

In  an Old- English poem, a refrain occurs : "That has passed and so shall this". It was a refrain in an elegy, a poem about loss, a poem of lamentation. In that context, this is a hopeful, stoical view of life. Darwin's theory of survival of the fittest seems to be a variation of this refrain. What has survived in pre-historic eras - the wide variety of dinosaurs, the mammoths, the Archaeopteryx (possibly the first bird)- is lost in this present time. What is in this time, may as well be lost in some future time. And yet, Darwin's theory is but a story in the history of science.  

Does this mean we have a meaningless existence? Existence is the meaning we give to this present moment; what meaning it will have in future times we can only speculate. The most profound quality thatthis rather young species in this world needs is perspective.

Herein, interjects the history of the human civilisation and our ongoing discussion of learning. There are differences between what was done, what can be done and what can't be undone. The human learning process does not initiate the mind in seeing the difference between each of these. Education in this modern world is still largely something like the factory production system. There is no  one better to explain this than Ken Robinson in his admirable light-hearted and yet forceful way. 

(to be contd.)

and suddenly more of it!

IS it mere coincidence that this talk appeared in my mail from TED subscription account just a day after we were discussing on changing the definitions of 'success' ?

In fact, more dimension is added as i realised, that, what i was wishing to direct my previous posts to, is more aptly called 'balance'. a simple 10 minutes would do, if you can spare .

Learning in the Regime of Success 2

The problem is the way we define success. 

In our minds, an equation of success is somehow defined. Success, we believe, is the same as  achieving fame and material well-being. Neither of the pre-requisites of being successful are evil by any chance. The question that follows is: what will make you a success? The answer, however, is indefinite. 

Could following the life path of the successful people, doing exactly the things they did, lead us to success? It's doubtful when cooking the same recipe usually yields different results. 

However, there is one thing that we can try to inculcate from the lives of truly big-shots. To be hard-working, to concentrate on a chosen area, to be dedicated to it in spite of experiencing repeated road blocks. Sounds simple, doesn't it?

Well, this simple potion can be administered to aim towards excellence. This 'success' is of a different kind however. It involves achieving the highest potential in the self . But, isn't that what the 'tiger' mother wants too? Yes, it is. But here we have a major shift in perspective . 

While  in the regime of the 'tiger' parent, discipline is imposed, in the regime of excellence, discipline is a way of living advocated by the self. 

In the regime of success, envisioned by the 'tiger' parent, the child is an object of the demands from the outside, and disciplining imposed by an other. In the regime of success directed at achieving excellence, the child is a subject in the vision s/he dreams for her/imself. 

Learning the art of disciplining the self is a necessary quality of living a worthwhile life. Learning to face the responsibility of a decision taken by the self is a pre-requisite of a meaningful life. Learning to encounter incompleteness and moving on after accepting it is the rare quality that you can bestow on someone in this battlefield called life. Instead of encouraging being a thinking individual, why are we then hell-bent on creating a batch of Agent Smith-s in the matrix of our lives?

Or, do we think like Mimi and Eunice ?

Are we ready for the unlearning needed to successfully achieve excellence?

 Mimi and Eunice cartoon by Nina Paley

Leading to learning: unlearning

This strange word - unlearning - is confusing.

To be educated is, we suppose, to learn. We learn different ideas, numbers, facts and details. We learn that they must be applied and re-applied. This mumbo-jumbo of information fed into our brains appear to be pretty much the foundation of our future lives.

It is only when we leave the backpacks filled with textbooks, and, carry the trendy sling bag of regular life, that we realise the uncanny need to unlearn. We somehow feel that the learning of the yester-years is not enough. And then, we are in for a shock. We haven't learned to unlearn at any earlier point of time in our education! We didn't realise earlier that getting the highest grade in school is but one chapter in our lives!

Unlearning is nothing but beginning a new cycle of learning. This doesn't seem a tough task, does it?

It is elementary. But the problem is that we are trained in a school of thought that establishes repetition as the necessary idea. Unlearning is all about forgetting, or rather, letting go, of this habit of repeating. That sounds simple, but it's terribly difficult.

To be always a soft pile of clay is a challenge. To be a soft pile of clay once more, after it has been moulded and it has gained a form, appears impossible.

CAN A MIND THAT HAS BEEN MOULDED IN A PARTICULAR MANNER UNDO THE FORMER METHOD TO LEARN AGAIN?

Calvin and Hobbes comic strip © Bill Watterson and Universal Press Syndicate.