[This is the full text that I had prepared for a speech at IIT Chennai. The actual speech delivered there was shortened due to time constraints. I have broken the text into 3 parts: The first part has a bit of my personal experiences; the second part focuses on references to learning in early Tamil literature, and a look at the situation of education in India in the recent past; the third part deals with contemporary issues. One may choose to read the whole essay or only the parts that are of interest to you – they can be read together or independent of each other.]
“For the learned, every nation and every place is theirs;
why then, doesn’t one keep learning till death,”
– Thirukkural by Thiruvalluvar.
Educators have a pet peeve. They say only a lawyer advises on issues of law, a doctor on medicine, an engineer on his field, an artist on art and so on. But everybody has something to say about learning. That is because everybody learns. While educators may have a major role to play in learning, learning is not the preserve of educators or educational institutions. Learning may happen because of them, it may happen despite them, and it may well happen without them.
How we learn, why we learn and what me must learn are questions crucial to the human civilisation today.
What I intend to speak about learning has a lot to do with how I myself have learnt, and still learn. I have been to premier educational institutions, and have worked in large corporates. But I was continually plagued by the questions, what was I learning, and how was my learning relevant to the society that I lived in. I incidentally started translating Thirukkural, the ancient Tamil text by Thiruvalluvar. I also started to read deeply about Gandhi, and works by Gandhi. My questions didn’t go away – they got deepened. I saw a big mismatch between what we were learning and doing, and the impact of all that on my own inner self, and the society around me. I decided to quit my job, and corporate career. I started training students on leadership – righteous and compassionate leadership – using the tenets of Thirukkural and Gandhi. While my efforts may have helped inspire some students, I still felt a void. I began feeling that sitting inside a classroom, listening to a lecture, watching fancy multimedia slides, and doing pre-designed activities, however absorbing they may be, is not how children, or adults, learn. Learning, I began realising, emerges from and has to be rooted to the society, to its culture and Nature.
Despite rampant urbanisation, a large part of India still resides in its villages, and I too, decided to shift to a village. Along with my wife and daughter, we are now learning farming and various other aspects of life from the village. Yet to forego our vanities, we run a learning centre at our home, which we call ‘Payilagam’. It is a free, open space for the village children to come, read books from our library or play games or do homework or clear doubts, be themselves and do what they want to. It has been an excellent opportunity for me to learn about learning. Our nine year old daughter doesn’t attend formal school, and has been learning naturally from the rich experience she is gaining from her environment, and the people and books around her.
With this little personal background, let me proceed deeper into the subject of interest for us today: learning. Learning, I would like to emphasise again, has to be rooted to the culture, society and nature. The impact of learning is today measured by the exam scores, the entrances that one clears, employability, earning potential and depth of knowledge. But we have reached a point where not many of us really care about the impact of our learning on the society. Cultural continuity has been lost in our learning, which in turn, negatively impacts the societal relevance. ‘Let Nature be your Teacher,’ said William Wordsworth. But much of our modern learning has taken us too far away from nature. In the course of this speech, I shall devote some time to each of these aspects.
Firstly, culture. An understanding of one’s culture, and aligning our learning to our culture, will, one can understand intuitively, enhance learning. However, our education systems, on the one hand, think learning is universal and local culture has nothing to do with it. There has been a disdain towards our learning heritage, and many of us seem to think that our education started with Macaulay. There is no need for us to seek a false sense of superiority, but to have an understanding and rootedness is essential. Being rooted to one’s culture, will give the thrust to embrace all other cultures. Of course, there will be, and has to be points of departure from certain aspects of the cultural past. But an understanding is a must for making those departures too. As a first step, I first seek to understand our culture of learning.