My dear family, students, friends and colleagues,
Learning how to edit, while working in great local newspapers like the ‘old’ Maharashtra Herald in Pune and while teaching students of print journalism for 23 years, has been a pleasure. And it is thrilling to discover books about writing and editing and re-writing, written by authors who are your soul-mates.
By now, most of my best students know how I admire and try to practise Strunk & White. The rules of ‘the little book’ have, for me, become the rules of the road on the journey called Life.
William Strunk (1869-1946) was the teacher of the famous writer E.B. White (1899-1985), associated with The New Yorker.
This is how E. B. White describes his encounter with ‘the little book’ ninety years ago: “At the close of the first World War, when I was a student at Cornell, I took a course called English 8. My professor was William Strunk, Jr. A textbook required for the course was a slim volume called The Elements of Style, whose author was the professor himself. The year was 1919. The book was known on the campus in those days as ‘the little book,’ with the stress on the word ‘little.’ It had been privately printed by the author.”
For the last 23 years since I began to teach editing in Pune, ‘the little book’ has been like a lighthouse, its declarative beacon guiding my waif of a ship among the ‘page 3’ wrecks and warning me of the celebrity icebergs, concealed in the treacherous waters of the free market.
Here I propose to take up Rule 17: “Omit needless words!”. These three words constitute my second rules of the road: travel simple on the journey of Life.
In the third edition, revised by E.B. White in 1979, Rule 17 goes across pages 23 to 25 in the section “Elementary Principles of Composition”. Allow me to quote from White again:
“ ‘Omit needless words!’ cries the author on page 23, and into that imperative Will Strunk really put his heart and soul. In the days when I was sitting in his class (1919), he omitted so many needless words, and omitted them so forcibly and with such eagerness and obvious relish, that he often seemed in the position of having short-changed himself – a man left with nothing more to say yet with time to fill, a radio prophet who had out-distanced the clock.
“Will Strunk got out of this predicament by a simple trick: he uttered every sentence three times. When he delivered his oration on brevity to the class, he leaned forward over his desk grasped his coat lapels in his hands, and, in a husky, conspiratorial voice, said, “Rule Seventeen. Omit needless words! Omit needless words! Omit needless words!’
“He was a memorable man, friendly and funny. Under the remembered sting of his kindly lash, I have been trying to omit needless words since 1919, and although there are still many words that cry for omission and the huge task will never be accomplished, it is exciting to me to reread the masterly Strunkian elaboration of this noble theme. It goes:
‘Vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts. This requires not that the writer make all his sentences short, or that he avoid all detail and treat his subject only in outline, but that every word tell.’
“There you have a short valuable essay on the nature and beauty of brevity – sixty-three words that could change the world …”
I may add, these 63 words on brevity could also slash the number of pages in our Indian newspapers by:
- trimming the number of paragraphs in our stories;
- reducing the number of sentences in the paragraphs;
- pruning the number of words from a sentence
- using words with fewer characters.
“Small is beautiful,” wrote E.F. Schumacher.
*****
I started to take lectures on editing at the Department of Journalism, University of Pune at the request of Kiran Thakur, then Bureau Chief at the United News of India (UNI) wire agency in Pune. Prof. P.N. Paranjpe, then Head of the Department (fondly called ‘Ranade Institute’) invited me teach the batch of 1987.
When the Symbiosis Institute of Journalism and Communication (SIJC) was set up in 1990, its Director Dr. Vishwas Mehendale asked me to take the classes in Editing. Anahita Rane, my student from Ranade was the deputy director then.
I had been searching for a suitable book to guide me. That is when I found ‘the little book’. Just as Strunk was White’s guru, ‘the little book’ became one of my gurus. You will find a photocopy of my personal copy of ‘the little book’ on the shelves of what became the Symbiosis Institute of Mass Communication (SIMC) in 1999.
I also came across “Basic Journalism” by Rangaswami Parthasarathy (Macmillan). Later, I added “Editing: a handbook for journalists” by T.J.S. George (Indian Institute of Mass Communication, 1989) to my ‘must’ list of three books for my students.
Hundreds of good teachers all over the world have recommended Strunk & White to their students. But only last week I discovered that another great teacher, William Zinsser, the author of On Writing Well, was in turn an admirer of White.
Looking up Zinsser on the Net, I found an article in the Spring 2009 issue of The American Scholar, entitled, “Visions and Revisions” in which he tells the story of how he updated his book On Writing Well over 35 years.
But it was this small paragraph towards the end that I wish to reproduce for it echoes Strunk and White and my second the rule of the road: travel simple. Zinsser recounts why his readers are grateful for the advice in his book and how it has changed their lives:
“(The hard part of writing isn’t the writing; it’s the thinking.) Now, they tell me, I’m at their side whenever they write, exhorting them to cut every word or phrase or sentence or paragraph that isn’t doing necessary work. That, finally, is the life-changing message of On Writing Well: simplify your language and thereby find your humanity.”
I hope each of you find this rule useful on the journey of life: “simplify your language and thereby find your humanity.” So you can see how Strunk’s Rule 17 (“Omit needless words!”) has been framed in special ways by different people.
Listen to how George Washington Carver (1864-1943) of the Tuskegee Institute, Alabama, USA, the great black scientist put it:
“It is not the style of clothes one wears,
Neither the kind of automobile one drives,
Nor the amount of money one has in the bank,
That counts. These mean nothing.
It is simply service that measures success.”
After "compassion for the poor", which I introduced in “Journey of life: rules of the road - Part 1”, here is my second rule for the road: “Omit needless words!” Keep it safe and take care.
Your support is my strength,
- Joe.
Pune, India, Sunday, 4th October 2009.
Showing posts with label students. Show all posts
Showing posts with label students. Show all posts
Sunday, October 4, 2009
Sunday, July 12, 2009
Our World is Connected. Why isn’t Education? – Part 2
My dear students, friends and colleagues,
“Few colleges today seem to know how learning will happen on campuses,” my dear friend and colleague, Shashidhar Nanjundaiah, had asserted last Sunday in Part 1 of his loud-thinking on the inter-disciplinary approach to education.
Shashi went on to ask, “So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?”
“Simple,” said Shashi, “Teach our students how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.”
*****
Shashi is grateful for the informed response to his piece on my blog, “The comments were so pertinent that I was compelled to respond, each time. The response speaks volumes of the quality of your readers, and their ability to think along with their writers. Clearly, you have been building an important niche here.
“I view the whole corpus of responses to my piece as a sort of a synecdoche for the kind of participative education, I’ve been clamouring for. Participative education involves:
- thinking through the content,
- relating it to the reader’s own life experiences,
- sharing the response based on an amalgamation of those experiences,
- the knowledge earned from the piece and
- critical thinking that we are all endowed with.
This process of participative education invaluably adds to our overall body of knowledge."
To all those who commented on Part 1, thank you so much. To all those who read the piece and had an opinions but did not comment, I urge you to write a few lines, now that you have the entire article in front of you. Part 2 of his piece follows:
*****
Our World is Connected. Why isn’t Education? – Part 2
By Shashidhar Nanjundaiah *
Our world does not have walls.
For a change, let education mime life.
Why were some of us made to take a specific combination of subjects at college – Physics, Chemistry, Mathematics or Biology at pre-university; then Physics, Chemistry or Mathematics at the graduate level?
Why not a mix of Physics, English Literature and Geography? Is it because the makers of education policy wanted to make sure the degrees they were awarding were either a ‘B.Sc.’ or a ‘B.A.’ or a “B.Com”?
Why?
The easiest thing for students to understand would be linkages across disciplines in the professional world. “Interdisciplinary” indicates that our learning needs to be across disciplines, not just in one discipline, and linking disciplines along the way.
The Harvard Business School, in its review seminar in November 2008, felt that its MBAs were increasingly becoming irrelevant in a globalizing world. The solution? Their MBA programs will become increasingly interdisciplinary in approach.
If each level of higher education provided the following to our budding managers, communicators and, even, techies, each of us would feel far more educated than we do today:
- Provide input in a variety of general subjects – Geography, History, Statistics, Economics, Psychology, to name a few – but convert that input in an applied way; applied to the student’s major field of study. All it takes is a refresher course of what we already learnt at school. But this time around, the subjects are linked to the profession that we have chosen.
In a survey I conducted in late 2008, senior industry practitioners and hiring managers in India, USA and UK unanimously agreed that this approach would provide a more global world-view and make students more employable.
- Allow students to choose independent research projects. Then allow them to choose which subjects would be most useful to their project. They could then choose which classes to take. The successful completion of an interdisciplinary project is a sure way of making graduates think analytically and to break down academic walls.
- Take the interdisciplinary approach, whereby curriculum experts and teachers collaborate to carefully ‘map’ the content of a subject on to the desired learning outcome.
(For example, in a management institute, that goal could be to produce an effective manager, equipped with a well-rounded world-view and sound judgment. A question we could be asking ourselves in designing such a course is, “Which portions of, say, Psychology, would be most relevant to a manager?”)
*****
Why are we learning what we’re learning? This is the trickiest question, of them all.
Why was I doing all that burette-pipette color-change stuff in the school lab? Why did I need to know the laws of probability? Did I ever question why I needed to know that Akbar died in 1605, while I didn’t know what his contribution was to our modern society?
The answer is: we don’t know. Input (and output) among a majority of our educational institutions has been largely tools-oriented. If you asked professional graduates why they should or ought to know what they know, a large percentage would draw a blank.
The global marketplace is more demanding of broader skill-sets than before. The requirement set is solutions-driven: a combination of technological, professional, business, social and life skills – and much more that is intangible.
No longer is it enough to “super-specialize” – there is more demand for multi-skilled multi-specialists and generalists, who can adapt to specific environments. While some of these skills may evolve over time, many of them need a fundamental change in the way academic institutions think.
*****
Unesco’s four noble principles of learning
UNESCO’s International Commission on Education for the 21st Century states that education must be organized around four types of learning:
– learning to know, that is acquiring the instruments of understanding;
– learning to do, so as to be able to act creatively in one’s environment;
– learning to live together, so as to participate and cooperate with other people in all human activities; and
– learning to be, a progression toward sustainable existence.
The true integration of these four principles can only occur when learning is the acquisition of skills for employment and/or entrepreneurship.
*****
Right now, our system does not allow students to understand and use the interdisciplinary nature of their professional world. Some of us educators have pontificated on the application of subjects to the dreaded ‘real world’.
Some of the more daring ones among us have even attempted to point out what ought to have been the obvious: that the subjects we teach have a bearing on our life’s experiences.
But very few educators have attempted to show how. Further, few, if any, have attempted to draw linkages between subjects, or areas of study.
The integration and interaction of disciplines at once widens the boundaries, but expects an employee to quickly learn to specialize. It is important to recognize that education is only a trigger to learn, and often results in individuals understanding their own capabilities in a better way.
(Concluded.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC) in 2004. For the first time in India, ISC modestly attempted an interdisciplinary approach. He was also the Director of the Symbiosis Institute of Mass Communication, Pune, and the Managing Editor of The Indian Express (North American Editions), New York.
Shashi now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in “Higher Education Management”, founded by Keith Hampson, PhD. To read the full interview, click here.
You may also write directly to Shashi at: shashi.nanjundaiah@hotmail.com OR snanjundiah@hotmail.com
To all my dear readers who took the care and trouble to comment on Part 1: we thank you so much. To all who read the piece and had an opinion, but did not comment: we urge you to write this time, now that you have the entire article in front of you.
Please comment now, before you proceed to read the rest of my blog for this Sunday.
“Few colleges today seem to know how learning will happen on campuses,” my dear friend and colleague, Shashidhar Nanjundaiah, had asserted last Sunday in Part 1 of his loud-thinking on the inter-disciplinary approach to education.
Shashi went on to ask, “So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?”
“Simple,” said Shashi, “Teach our students how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.”
*****
Shashi is grateful for the informed response to his piece on my blog, “The comments were so pertinent that I was compelled to respond, each time. The response speaks volumes of the quality of your readers, and their ability to think along with their writers. Clearly, you have been building an important niche here.
“I view the whole corpus of responses to my piece as a sort of a synecdoche for the kind of participative education, I’ve been clamouring for. Participative education involves:
- thinking through the content,
- relating it to the reader’s own life experiences,
- sharing the response based on an amalgamation of those experiences,
- the knowledge earned from the piece and
- critical thinking that we are all endowed with.
This process of participative education invaluably adds to our overall body of knowledge."
To all those who commented on Part 1, thank you so much. To all those who read the piece and had an opinions but did not comment, I urge you to write a few lines, now that you have the entire article in front of you. Part 2 of his piece follows:
*****
Our World is Connected. Why isn’t Education? – Part 2
By Shashidhar Nanjundaiah *
Our world does not have walls.
For a change, let education mime life.
Why were some of us made to take a specific combination of subjects at college – Physics, Chemistry, Mathematics or Biology at pre-university; then Physics, Chemistry or Mathematics at the graduate level?
Why not a mix of Physics, English Literature and Geography? Is it because the makers of education policy wanted to make sure the degrees they were awarding were either a ‘B.Sc.’ or a ‘B.A.’ or a “B.Com”?
Why?
The easiest thing for students to understand would be linkages across disciplines in the professional world. “Interdisciplinary” indicates that our learning needs to be across disciplines, not just in one discipline, and linking disciplines along the way.
The Harvard Business School, in its review seminar in November 2008, felt that its MBAs were increasingly becoming irrelevant in a globalizing world. The solution? Their MBA programs will become increasingly interdisciplinary in approach.
If each level of higher education provided the following to our budding managers, communicators and, even, techies, each of us would feel far more educated than we do today:
- Provide input in a variety of general subjects – Geography, History, Statistics, Economics, Psychology, to name a few – but convert that input in an applied way; applied to the student’s major field of study. All it takes is a refresher course of what we already learnt at school. But this time around, the subjects are linked to the profession that we have chosen.
In a survey I conducted in late 2008, senior industry practitioners and hiring managers in India, USA and UK unanimously agreed that this approach would provide a more global world-view and make students more employable.
- Allow students to choose independent research projects. Then allow them to choose which subjects would be most useful to their project. They could then choose which classes to take. The successful completion of an interdisciplinary project is a sure way of making graduates think analytically and to break down academic walls.
- Take the interdisciplinary approach, whereby curriculum experts and teachers collaborate to carefully ‘map’ the content of a subject on to the desired learning outcome.
(For example, in a management institute, that goal could be to produce an effective manager, equipped with a well-rounded world-view and sound judgment. A question we could be asking ourselves in designing such a course is, “Which portions of, say, Psychology, would be most relevant to a manager?”)
*****
Why are we learning what we’re learning? This is the trickiest question, of them all.
Why was I doing all that burette-pipette color-change stuff in the school lab? Why did I need to know the laws of probability? Did I ever question why I needed to know that Akbar died in 1605, while I didn’t know what his contribution was to our modern society?
The answer is: we don’t know. Input (and output) among a majority of our educational institutions has been largely tools-oriented. If you asked professional graduates why they should or ought to know what they know, a large percentage would draw a blank.
The global marketplace is more demanding of broader skill-sets than before. The requirement set is solutions-driven: a combination of technological, professional, business, social and life skills – and much more that is intangible.
No longer is it enough to “super-specialize” – there is more demand for multi-skilled multi-specialists and generalists, who can adapt to specific environments. While some of these skills may evolve over time, many of them need a fundamental change in the way academic institutions think.
*****
Unesco’s four noble principles of learning
UNESCO’s International Commission on Education for the 21st Century states that education must be organized around four types of learning:
– learning to know, that is acquiring the instruments of understanding;
– learning to do, so as to be able to act creatively in one’s environment;
– learning to live together, so as to participate and cooperate with other people in all human activities; and
– learning to be, a progression toward sustainable existence.
The true integration of these four principles can only occur when learning is the acquisition of skills for employment and/or entrepreneurship.
*****
Right now, our system does not allow students to understand and use the interdisciplinary nature of their professional world. Some of us educators have pontificated on the application of subjects to the dreaded ‘real world’.
Some of the more daring ones among us have even attempted to point out what ought to have been the obvious: that the subjects we teach have a bearing on our life’s experiences.
But very few educators have attempted to show how. Further, few, if any, have attempted to draw linkages between subjects, or areas of study.
The integration and interaction of disciplines at once widens the boundaries, but expects an employee to quickly learn to specialize. It is important to recognize that education is only a trigger to learn, and often results in individuals understanding their own capabilities in a better way.
(Concluded.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC) in 2004. For the first time in India, ISC modestly attempted an interdisciplinary approach. He was also the Director of the Symbiosis Institute of Mass Communication, Pune, and the Managing Editor of The Indian Express (North American Editions), New York.
Shashi now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in “Higher Education Management”, founded by Keith Hampson, PhD. To read the full interview, click here.
You may also write directly to Shashi at: shashi.nanjundaiah@hotmail.com OR snanjundiah@hotmail.com
To all my dear readers who took the care and trouble to comment on Part 1: we thank you so much. To all who read the piece and had an opinion, but did not comment: we urge you to write this time, now that you have the entire article in front of you.
Please comment now, before you proceed to read the rest of my blog for this Sunday.
Stand up and be counted ...
A judgement of the Delhi High Court thrilled me -- no end.
I remembered with love and affection my dear friend from the 1970s, Askok Row Kavi of Mumbai, a bold journalist and daring editor for his pioneering magazine, Bombay Dost. I have supported the struggle Bombay Dost put up "against the tide" for all humans with a different sexuality.
In my classes, since 1987 in Pune, my students have learned to respect, promote and support various "minority" issues: the beautiful, special and different peoples and causes of our world. One of the reasons why I gave my blog the title, "Against the Tide" is to highlight "minority" issues and the resistance put up by minority groups and peoples.
For example, I have been asking some of my best students, who care deeply about stray dogs, to write about the persecution these street animals face from otherwise sane and respectable citizens.
Though we had pet dogs at home when we were children in Solapur and Manmad, my mother cared deeply about strays. In a quiet moment she would take me aside and warn me that, if I did not care deeply for and sustain my mother tongue, Konkani, this beautiful and ancient language could be annihilated like the stray dogs of this world.
Other issues are strictly not minority issues, but need to be taken up "as if" they affected a minority. For example in Pune, can you imagine that citizens have to campaign for pavements to walk upon? The rights of pedestrians are being neglected in Pune, while civic authorities are creating a city that is friendly for two-wheelers and cars.
Most citizens have to walk at some time or the other; so apparently pedestrian rights seem to concern the majority. But since the "right to walk safely" is being trampled upon, protecting pedestrian rights becomes a minority issue.
Lovers of trees, open spaces, gardens, the hill slopes, small water bodies, rivers, also have to be constantly vigilant. Trees, gardens and open spaces, that cannot protect themselves, are under threat.
My friend, Vinita Deshmukh, who edits the small but courageous weekly newspaper, Intelligent Pune, would say the Right to Information (RTI) law is also a key minority issue that needs to be stoutly defended, considering how even Prime Minister Manmohan Singh wants to scuttle this pro-people legislation by making “notings” by bureaucrats exempt from its purview.
We each can and ought to pick our own minority issue to campaign for. This is what makes us a democratic society, where citizens participate in governance and not merely vote in elections.
Your support is my strength,
- Joe.
Pune, India, Sunday, 12th July 2009.
I remembered with love and affection my dear friend from the 1970s, Askok Row Kavi of Mumbai, a bold journalist and daring editor for his pioneering magazine, Bombay Dost. I have supported the struggle Bombay Dost put up "against the tide" for all humans with a different sexuality.
In my classes, since 1987 in Pune, my students have learned to respect, promote and support various "minority" issues: the beautiful, special and different peoples and causes of our world. One of the reasons why I gave my blog the title, "Against the Tide" is to highlight "minority" issues and the resistance put up by minority groups and peoples.
For example, I have been asking some of my best students, who care deeply about stray dogs, to write about the persecution these street animals face from otherwise sane and respectable citizens.
Though we had pet dogs at home when we were children in Solapur and Manmad, my mother cared deeply about strays. In a quiet moment she would take me aside and warn me that, if I did not care deeply for and sustain my mother tongue, Konkani, this beautiful and ancient language could be annihilated like the stray dogs of this world.
Other issues are strictly not minority issues, but need to be taken up "as if" they affected a minority. For example in Pune, can you imagine that citizens have to campaign for pavements to walk upon? The rights of pedestrians are being neglected in Pune, while civic authorities are creating a city that is friendly for two-wheelers and cars.
Most citizens have to walk at some time or the other; so apparently pedestrian rights seem to concern the majority. But since the "right to walk safely" is being trampled upon, protecting pedestrian rights becomes a minority issue.
Lovers of trees, open spaces, gardens, the hill slopes, small water bodies, rivers, also have to be constantly vigilant. Trees, gardens and open spaces, that cannot protect themselves, are under threat.
My friend, Vinita Deshmukh, who edits the small but courageous weekly newspaper, Intelligent Pune, would say the Right to Information (RTI) law is also a key minority issue that needs to be stoutly defended, considering how even Prime Minister Manmohan Singh wants to scuttle this pro-people legislation by making “notings” by bureaucrats exempt from its purview.
We each can and ought to pick our own minority issue to campaign for. This is what makes us a democratic society, where citizens participate in governance and not merely vote in elections.
Your support is my strength,
- Joe.
Pune, India, Sunday, 12th July 2009.
Sunday, July 5, 2009
Our World is Connected. Why isn’t Education? – Part 1
My dear students, friends and colleagues,
Not just film-stars and cricketers, but journalists, editors and directors of educational institutions are greedy to become celebrities. Soon, there are no engrossing movies, no great cricket matches, no facts in our newspapers, no editorials inspiring us to thought and action and no "drawing forth" of young minds.
On the 9th of June, I met again with Shashi Nanjundaiah in Pune. Some of you are his students, when he was a director at SIMC and then a founding director of the Indira School of Communication in 2004 in Pune. Others may have taught at the places he gave direction to.
I admire him. Shashi is different. He is not a celebrity. Shashi is committed to excellence in the quality of education.
Like some of my editor friends who can still write and inspire their readers to action, but unlike some cricketers who spend less time on the field but more seconds on the TV screen endorsing brands, Shashi thinks deeply and acts.
We sat with coffee and idlis at Wadeshwar Restaurant on F.C. Road, catching up with the waters that passed under Lakdi Pul. Soon the minutes passed into hours. What was it that swallowed our time? When we finished our academic conversation, I asked Shashi to write, for my blog, a piece about the inter-disciplinary approach in education, that gripped his mind. Here it is:
*****
Our World is Connected. Why isn’t Education? – Part 1
By Shashidhar Nanjundaiah *
Can you imagine a switch that lights up each time there is mail in your outdoor postal mailbox, and another switch transfers the mail indoors through a pipe? Suitable for the elderly, especially in treacherous weather. Too American? Well, that’s because it is.
Recently, I had an opportunity to attend an "Invention Convention" for school children up to nine years, whose products were chosen from about 10 schools in rural Warren County in New Jersey, USA — certainly not known for scientific geniuses.
The children came up with products that were practical, and provided practical answers to some household and social problems of modern American life. What impressed me even more than the design elements was the preparation of the school children to explain, pitch, market and sell effectively.
The mail-switch product, fully functional, was one such on display there — designed by an 8-year-old, sparkling-eyed, shy young woman of Indian origin. (Would it surprise us, if this young woman went on to do something innovative in her career?) There were 20 such products on display.
The ability of the students to come up with complete solutions, suitable for their local community, reflected their ability to identify a need, engage with their local environment and think seamlessly between physics, the social sciences, economics, design, as well as theory and common sense. They did so, in their own way, independently, and with some simple but effective guidance from their teachers.
Are our professional graduates employable?
Higher education in India typically suffers from "little creation of knowledge". This was a conclusion reached at a 2006 seminar called Washington Symposium NAFSA: Association of International Educators. They probably stopped short of another obvious fact: the lack of knowledge creation in our campuses is a major reason that many of our professional graduates may not be "employable".
Less than 25 percent of our country’s professional graduates are employable, says a Government of India research. As Michael Spence said in the 1970s, and Infosys's Chief Mentor N. R. Narayanamurthy echoed more recently, educational institutes have merely become a captive space, from where employers pick up inherently bright students.
*****
We have heard the rhetoric from management gurus and industry experts about the category of Indian professional graduates, who are largely unemployable:
- Employees who lack the ability to apply classroom education to the professions. In particular, fresh graduates who lack the ability to analyze situations from an all-round or 360-degree approach.
- Students from institutions, typically restricted by lack of quality input and innovative teachers.
- Graduates who do not know the basic facts about their environment and their world and, in general, have neither developed a world-view nor can they independently analyze professional situations.
- Graduates who do not have the ability or attitude to learn — that supreme capability of problem-solving, to constantly ask fundamental (and original) questions and to seek out innovative answers.
*****
Unfortunately, the above list would include a majority of professional graduates and institutions in India. Individual talent will always continue to shine through, despite the system. But systemically, educational training in India does not prepare our graduates to solve problems in a practical world, where they must apply their field of study, as well as put their worldviews and life skills to test.
Surely, the education system in India and we cannot look the other way, while our industries (Infy itself, for example) are starting their own training institutes to transform professional graduates into employable professional graduates?
And it's not content that’s the problem, is it? Information is at our fingertips today — literally. It is the structure of learning, or pedagogy, that's dubious. Few colleges today seem to know how learning will happen on campuses.
So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?
Simple: teach them how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.
(To be continued. Part 2 will appear Sunday, 12 July.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC), which modestly attempted an interdisciplinary approach, for the first time in India. He was also the Director of the Symbiosis Institute of Media & Communication (SIMC), Pune, and the Managing Editor of The Indian Express (North American Editions), New York. He now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in "Higher Education Management" founded by Keith Hampson, PhD. To read the full interview, click here.
Email: shashi.nanjundaiah@hotmail.com. He is also on Facebook.
Before you proceed with the rest of my blog below, Shashi and I would be grateful for your comments on his paper.
Not just film-stars and cricketers, but journalists, editors and directors of educational institutions are greedy to become celebrities. Soon, there are no engrossing movies, no great cricket matches, no facts in our newspapers, no editorials inspiring us to thought and action and no "drawing forth" of young minds.
On the 9th of June, I met again with Shashi Nanjundaiah in Pune. Some of you are his students, when he was a director at SIMC and then a founding director of the Indira School of Communication in 2004 in Pune. Others may have taught at the places he gave direction to.
I admire him. Shashi is different. He is not a celebrity. Shashi is committed to excellence in the quality of education.
Like some of my editor friends who can still write and inspire their readers to action, but unlike some cricketers who spend less time on the field but more seconds on the TV screen endorsing brands, Shashi thinks deeply and acts.
We sat with coffee and idlis at Wadeshwar Restaurant on F.C. Road, catching up with the waters that passed under Lakdi Pul. Soon the minutes passed into hours. What was it that swallowed our time? When we finished our academic conversation, I asked Shashi to write, for my blog, a piece about the inter-disciplinary approach in education, that gripped his mind. Here it is:
*****
Our World is Connected. Why isn’t Education? – Part 1
By Shashidhar Nanjundaiah *
Can you imagine a switch that lights up each time there is mail in your outdoor postal mailbox, and another switch transfers the mail indoors through a pipe? Suitable for the elderly, especially in treacherous weather. Too American? Well, that’s because it is.
Recently, I had an opportunity to attend an "Invention Convention" for school children up to nine years, whose products were chosen from about 10 schools in rural Warren County in New Jersey, USA — certainly not known for scientific geniuses.
The children came up with products that were practical, and provided practical answers to some household and social problems of modern American life. What impressed me even more than the design elements was the preparation of the school children to explain, pitch, market and sell effectively.
The mail-switch product, fully functional, was one such on display there — designed by an 8-year-old, sparkling-eyed, shy young woman of Indian origin. (Would it surprise us, if this young woman went on to do something innovative in her career?) There were 20 such products on display.
The ability of the students to come up with complete solutions, suitable for their local community, reflected their ability to identify a need, engage with their local environment and think seamlessly between physics, the social sciences, economics, design, as well as theory and common sense. They did so, in their own way, independently, and with some simple but effective guidance from their teachers.
Are our professional graduates employable?
Higher education in India typically suffers from "little creation of knowledge". This was a conclusion reached at a 2006 seminar called Washington Symposium NAFSA: Association of International Educators. They probably stopped short of another obvious fact: the lack of knowledge creation in our campuses is a major reason that many of our professional graduates may not be "employable".
Less than 25 percent of our country’s professional graduates are employable, says a Government of India research. As Michael Spence said in the 1970s, and Infosys's Chief Mentor N. R. Narayanamurthy echoed more recently, educational institutes have merely become a captive space, from where employers pick up inherently bright students.
*****
We have heard the rhetoric from management gurus and industry experts about the category of Indian professional graduates, who are largely unemployable:
- Employees who lack the ability to apply classroom education to the professions. In particular, fresh graduates who lack the ability to analyze situations from an all-round or 360-degree approach.
- Students from institutions, typically restricted by lack of quality input and innovative teachers.
- Graduates who do not know the basic facts about their environment and their world and, in general, have neither developed a world-view nor can they independently analyze professional situations.
- Graduates who do not have the ability or attitude to learn — that supreme capability of problem-solving, to constantly ask fundamental (and original) questions and to seek out innovative answers.
*****
Unfortunately, the above list would include a majority of professional graduates and institutions in India. Individual talent will always continue to shine through, despite the system. But systemically, educational training in India does not prepare our graduates to solve problems in a practical world, where they must apply their field of study, as well as put their worldviews and life skills to test.
Surely, the education system in India and we cannot look the other way, while our industries (Infy itself, for example) are starting their own training institutes to transform professional graduates into employable professional graduates?
And it's not content that’s the problem, is it? Information is at our fingertips today — literally. It is the structure of learning, or pedagogy, that's dubious. Few colleges today seem to know how learning will happen on campuses.
So how can educational institutions in India change their educational methodology to make our students think independently and constantly ask themselves questions?
Simple: teach them how to ask questions and how to seek out answers. To achieve this aim, independent and proactive learning is imperative. One way is to allow interdisciplinary research projects that will help students apply those linkages.
(To be continued. Part 2 will appear Sunday, 12 July.)
* Shashidhar Nanjundaiah was the Founding Director of the Pune-based Indira School of Communication (ISC), which modestly attempted an interdisciplinary approach, for the first time in India. He was also the Director of the Symbiosis Institute of Media & Communication (SIMC), Pune, and the Managing Editor of The Indian Express (North American Editions), New York. He now consults for educational institutions and is building an international college of interdisciplinary studies in India.
For more insight on the interdisciplinary approach, visit an interview dated 21 October 2008 with the author in "Higher Education Management" founded by Keith Hampson, PhD. To read the full interview, click here.
Email: shashi.nanjundaiah@hotmail.com. He is also on Facebook.
Before you proceed with the rest of my blog below, Shashi and I would be grateful for your comments on his paper.
Sunday, June 7, 2009
Ways of seeing ... with compassion
My dear students, friends and colleagues,
When the news first broke in India about racism in Australia, frankly I thought it was a recent phenomenon. So in response, I wrote a mild piece about how I had suffered at the hands of the racists when I was in Leeds, West Yorkshire, England, during 1990-93. And how I could stand up, resist and ... survive, with a little help from my friends.
My intention was to encourage the sharing of experiences -- ugly or bad or good -- from other parts of India and the world, since we have our own perceptions; ways of viewing the world and responding to the behaviour of other peoples.
Deliberately, I did NOT describe the attacks I had heard of or read about in England, merely hinting that I had carefully collected clippings and documents about racist attacks. But when hundreds of students turned up for the protest march in Melbourne and in Sydney, and as I watched the Australian police beating up -- six-cops-to-a-protestor -- nay, curry bashing our fellow Indians, the blood of Shahid Bhagat Singh boiled in my body.
Ninety years ago, a white man "in Defence of the Realm" and the British Monarchy (and aided by our brown sipahis), had massacred hundreds of un-armed innocent peaceful protestors at Jallianwala Bagh. Despite that genocide, across the 20th century in India and into the 21st century in Australia, a former British colony, the so-called "civilised" White Man had not changed his racist colours.
I tried getting in touch with the few I knew in Australia, who could be counted upon to provide authentic information. Also scrounging the world wide web -- like the rag-picker Maharashtra Herald, Pune, had trained me to be -- I discovered the website of the Federation of Indian Students of Australia (FISA).
The FISA website is plain and unadorned like the hundreds of simple Indians you see all over the world: my own saviours, the Ekbote and Banhatti families in England; my indomitable mass comm students from Pune, I salute you; the Indian diaspora; like the memorable R.K. Narayan characters roaming the Malgudi landscape and Jhumpa Lahiri's Namesake.
So I plunged deep into the FISA website. And what did I find? I will cite only one gem by Ms. Alice Pung. Sad to say, it seems few of our journalists in India have bothered to mine the FISA website.
"Shunned in a strange land ..."
Ms. Alice Pung, a Melbourne-based writer and teacher, "worked for half a decade as a pastoral care adviser and residential tutor at the residential colleges of Melbourne University, in some of the most privileged academic environments". She has written a deeply compassionate piece entitled, "Shunned in a strange land, we should offer them more" on 17 August 2008. The piece has been taken courtesy The Age and the FISA website.
Ms. Pung wrote ten months ago, "I have seen my students through the beginning of their degrees when they are finding their feet in a foreign country, to their graduations and the quest for permanent residency. During this time, I have come to respect and admire their stoicism. They do not live in their own little worlds: they have opened up my world."
We know who these "stoic" Indian students are; students who have left their homes to study far away from the comfort of their families; the love of their fathers and mothers, brothers and sisters. I too know who these students are. I see them every semester when I start my classes in editing. Their homesick faces yearn for love and compassion; a kind word, a warm smile, a pat on the back. Across the years and my tears, I see some of you: on the front benches; at the back, asking questions, wanting to learn, to get it right.
As a teacher and visiting faculty of print journalism in Pune since 1987, I am known for the fierce discipline, forgive me, I maintain and shall expect in my classes. That is because, I think, the world outside is collapsing into chaos and anarchy. But once the ground rules have been understood and followed; the dialogue of our hearts and minds begins; soon my students and I find ourselves in our place where we can learn safely, make mistakes fearlessly.
Who are these "stoic" students from overseas?
Ms. Pung also knows who the overseas students are. She tells her Australian readers in Melbourne, "They are the students who serve our meals in Chinatown, the people who drive our taxis. They are the lowest-paid and often most-exploited workers, un-protected by Australian work-place relations legislation. We refuse to see their toils because it does not accord with our image of how our overseas cash-calves should be."
You can see how compassionate Ms. Pung is, how she is able to put herself into the chappals of the Indian student. "Eventually, most find company and comfort in the presence of each other," Ms. Pung concedes.
And then, from Ms. Pung, come the lines that should be engraved with golden letters in every classic of anthropology or sociology: "No one seems to begrudge Western students latching on to other Westerners when studying in Asia and forming insular little expatriate communities, to observe the locals as if they were sociological studies instead of people who are only separated by a different culture."
I have personally known and seen students and working people from Europe and USA behave in the most insular and insolent fashion, during their stays in our metro cities. So what of it? No! We Indians, who belong to an ancient civilisation that has assimilated invaders of all colours, we do not "begrudge" Westerners huddling around tables, downing their beers and chatting away. Indians try to tolerate others.
But Ms. Pung goes on, "But somehow, we in Australia seem to demand assimilation from our temporary visitors, instead of offering acceptance and understanding. Many international students are acutely aware that their parents back home are breaking their backs and bank accounts to send them here."
Then comes the punch; Ms. Pung is nearing the end of her piece, "It is not their duty to assimilate: many of them come here, under no uncertain terms, for an education. It is our duty to deliver that education. But perhaps it is also our obligation to show to our young overseas visitors that we are also a tolerant society —- and that we see them."
Thank you, Ms. Pung, for "seeing" our Indian and other overseas students. I hope to meet you in person some day, and thank you for your kindness to the young peoples of the world studying in a foreign place, no matter where.
"Never under-estimate the power of perception"
Besides the links, which I have mentioned in my post last Sunday, 31 May 2009, here is another perceptive analysis by Sarina Singh, senior author of the best-selling Lonely Planet guides to India and Pakistan: "Fear of Indian success led to curry bashing" (Times of India, Sunday, 7 June 2009).
Ms. Sarina Singh says her father, "Dr Bhagat Singh - whose father had migrated to Fiji after World War I - came to Australia in 1955 to study medicine at the University of Melbourne. He entered a country ruled by White Australia Policy, a racist legislation limiting non-white immigration from 1901 to 1973, which was spawned by fear that the non-white work ethic - as demonstrated by the industrious Chinese, who came in large numbers during Australia's mid-1800s Gold Rush - could subvert white interests.
Ms. Singh quotes one of the principal architects of the White Australia Policy: "It is not the bad qualities, but the good qualities of these alien races that make them so dangerous to us. It is their inexhaustible energy, their power of applying themselves to new tasks, their endurance and low standard of living that make them such competitors".
She continues, "Under the White Australia Policy, non-white students could enter Australia on temporary visas. My father had some financial support from his family but had to work during the holidays to make ends meet. He took on odd jobs that included manual labour in a tin factory and bar-tender at a working-class pub. He remembers that Indians were "few-and-far-between back then" and were often viewed as a "curious novelty" by white Australians.
"When asked why he thought Indian students in 21st century Australia were at the centre of what has been dubbed 'curry-bashing', he says it could be because of the relatively sudden influx and the perceived potential threat of an increasingly prosperous Indian community. "Never underestimate the power of perception," he says.
On 3 July, I came across this piece, "Lifting the veil on our ingrained racism", by Sandy Gifford, Professor in the School of Social Sciences, La Trobe University, and director of the La Trobe Refugee Research Centre in Australia.
Writing in The Age on 13 June 2009, Sandy Gifford says, "Australia is a racist society. There, I've said it. I've wanted to say this for the past 24 years — from the time I arrived here... Racism in Australia is pervasive, part of the fabric of everyday life and normalised in ways that render it invisible and make it one of the strongest forms of structural violence. Confronting our racism is painful, but denying it is wrong and making up excuses for specific acts of violence makes us complicit. It also makes us racist...
"It is shameful that we are pussyfooting around the current violence with responses directed at the victims — Indian students are soft targets, and that the damage is the potential loss of millions of dollars of overseas student income.
The real damage is about the loss of the kind of society we could be now and in the future. Yes, racism runs deep in my country — Australia. This is what I feel, what I believe and I, for one, have been silent far too long.
Thank you, Sandy Gifford, for your honesty - free, frank, fearless and fair.
*****
Resist the racists ... of all colours. Please, resist racism ... of any kind, anywhere, by anyone, to anyone.
Your support is my strength,
- Joe.
Pune, India, Sunday, 7th June 2009.
When the news first broke in India about racism in Australia, frankly I thought it was a recent phenomenon. So in response, I wrote a mild piece about how I had suffered at the hands of the racists when I was in Leeds, West Yorkshire, England, during 1990-93. And how I could stand up, resist and ... survive, with a little help from my friends.
My intention was to encourage the sharing of experiences -- ugly or bad or good -- from other parts of India and the world, since we have our own perceptions; ways of viewing the world and responding to the behaviour of other peoples.
Deliberately, I did NOT describe the attacks I had heard of or read about in England, merely hinting that I had carefully collected clippings and documents about racist attacks. But when hundreds of students turned up for the protest march in Melbourne and in Sydney, and as I watched the Australian police beating up -- six-cops-to-a-protestor -- nay, curry bashing our fellow Indians, the blood of Shahid Bhagat Singh boiled in my body.
Ninety years ago, a white man "in Defence of the Realm" and the British Monarchy (and aided by our brown sipahis), had massacred hundreds of un-armed innocent peaceful protestors at Jallianwala Bagh. Despite that genocide, across the 20th century in India and into the 21st century in Australia, a former British colony, the so-called "civilised" White Man had not changed his racist colours.
I tried getting in touch with the few I knew in Australia, who could be counted upon to provide authentic information. Also scrounging the world wide web -- like the rag-picker Maharashtra Herald, Pune, had trained me to be -- I discovered the website of the Federation of Indian Students of Australia (FISA).
The FISA website is plain and unadorned like the hundreds of simple Indians you see all over the world: my own saviours, the Ekbote and Banhatti families in England; my indomitable mass comm students from Pune, I salute you; the Indian diaspora; like the memorable R.K. Narayan characters roaming the Malgudi landscape and Jhumpa Lahiri's Namesake.
So I plunged deep into the FISA website. And what did I find? I will cite only one gem by Ms. Alice Pung. Sad to say, it seems few of our journalists in India have bothered to mine the FISA website.
"Shunned in a strange land ..."
Ms. Alice Pung, a Melbourne-based writer and teacher, "worked for half a decade as a pastoral care adviser and residential tutor at the residential colleges of Melbourne University, in some of the most privileged academic environments". She has written a deeply compassionate piece entitled, "Shunned in a strange land, we should offer them more" on 17 August 2008. The piece has been taken courtesy The Age and the FISA website.
Ms. Pung wrote ten months ago, "I have seen my students through the beginning of their degrees when they are finding their feet in a foreign country, to their graduations and the quest for permanent residency. During this time, I have come to respect and admire their stoicism. They do not live in their own little worlds: they have opened up my world."
We know who these "stoic" Indian students are; students who have left their homes to study far away from the comfort of their families; the love of their fathers and mothers, brothers and sisters. I too know who these students are. I see them every semester when I start my classes in editing. Their homesick faces yearn for love and compassion; a kind word, a warm smile, a pat on the back. Across the years and my tears, I see some of you: on the front benches; at the back, asking questions, wanting to learn, to get it right.
As a teacher and visiting faculty of print journalism in Pune since 1987, I am known for the fierce discipline, forgive me, I maintain and shall expect in my classes. That is because, I think, the world outside is collapsing into chaos and anarchy. But once the ground rules have been understood and followed; the dialogue of our hearts and minds begins; soon my students and I find ourselves in our place where we can learn safely, make mistakes fearlessly.
Who are these "stoic" students from overseas?
Ms. Pung also knows who the overseas students are. She tells her Australian readers in Melbourne, "They are the students who serve our meals in Chinatown, the people who drive our taxis. They are the lowest-paid and often most-exploited workers, un-protected by Australian work-place relations legislation. We refuse to see their toils because it does not accord with our image of how our overseas cash-calves should be."
You can see how compassionate Ms. Pung is, how she is able to put herself into the chappals of the Indian student. "Eventually, most find company and comfort in the presence of each other," Ms. Pung concedes.
And then, from Ms. Pung, come the lines that should be engraved with golden letters in every classic of anthropology or sociology: "No one seems to begrudge Western students latching on to other Westerners when studying in Asia and forming insular little expatriate communities, to observe the locals as if they were sociological studies instead of people who are only separated by a different culture."
I have personally known and seen students and working people from Europe and USA behave in the most insular and insolent fashion, during their stays in our metro cities. So what of it? No! We Indians, who belong to an ancient civilisation that has assimilated invaders of all colours, we do not "begrudge" Westerners huddling around tables, downing their beers and chatting away. Indians try to tolerate others.
But Ms. Pung goes on, "But somehow, we in Australia seem to demand assimilation from our temporary visitors, instead of offering acceptance and understanding. Many international students are acutely aware that their parents back home are breaking their backs and bank accounts to send them here."
Then comes the punch; Ms. Pung is nearing the end of her piece, "It is not their duty to assimilate: many of them come here, under no uncertain terms, for an education. It is our duty to deliver that education. But perhaps it is also our obligation to show to our young overseas visitors that we are also a tolerant society —- and that we see them."
Thank you, Ms. Pung, for "seeing" our Indian and other overseas students. I hope to meet you in person some day, and thank you for your kindness to the young peoples of the world studying in a foreign place, no matter where.
"Never under-estimate the power of perception"
Besides the links, which I have mentioned in my post last Sunday, 31 May 2009, here is another perceptive analysis by Sarina Singh, senior author of the best-selling Lonely Planet guides to India and Pakistan: "Fear of Indian success led to curry bashing" (Times of India, Sunday, 7 June 2009).
Ms. Sarina Singh says her father, "Dr Bhagat Singh - whose father had migrated to Fiji after World War I - came to Australia in 1955 to study medicine at the University of Melbourne. He entered a country ruled by White Australia Policy, a racist legislation limiting non-white immigration from 1901 to 1973, which was spawned by fear that the non-white work ethic - as demonstrated by the industrious Chinese, who came in large numbers during Australia's mid-1800s Gold Rush - could subvert white interests.
Ms. Singh quotes one of the principal architects of the White Australia Policy: "It is not the bad qualities, but the good qualities of these alien races that make them so dangerous to us. It is their inexhaustible energy, their power of applying themselves to new tasks, their endurance and low standard of living that make them such competitors".
She continues, "Under the White Australia Policy, non-white students could enter Australia on temporary visas. My father had some financial support from his family but had to work during the holidays to make ends meet. He took on odd jobs that included manual labour in a tin factory and bar-tender at a working-class pub. He remembers that Indians were "few-and-far-between back then" and were often viewed as a "curious novelty" by white Australians.
"When asked why he thought Indian students in 21st century Australia were at the centre of what has been dubbed 'curry-bashing', he says it could be because of the relatively sudden influx and the perceived potential threat of an increasingly prosperous Indian community. "Never underestimate the power of perception," he says.
On 3 July, I came across this piece, "Lifting the veil on our ingrained racism", by Sandy Gifford, Professor in the School of Social Sciences, La Trobe University, and director of the La Trobe Refugee Research Centre in Australia.
Writing in The Age on 13 June 2009, Sandy Gifford says, "Australia is a racist society. There, I've said it. I've wanted to say this for the past 24 years — from the time I arrived here... Racism in Australia is pervasive, part of the fabric of everyday life and normalised in ways that render it invisible and make it one of the strongest forms of structural violence. Confronting our racism is painful, but denying it is wrong and making up excuses for specific acts of violence makes us complicit. It also makes us racist...
"It is shameful that we are pussyfooting around the current violence with responses directed at the victims — Indian students are soft targets, and that the damage is the potential loss of millions of dollars of overseas student income.
The real damage is about the loss of the kind of society we could be now and in the future. Yes, racism runs deep in my country — Australia. This is what I feel, what I believe and I, for one, have been silent far too long.
Thank you, Sandy Gifford, for your honesty - free, frank, fearless and fair.
*****
Resist the racists ... of all colours. Please, resist racism ... of any kind, anywhere, by anyone, to anyone.
Your support is my strength,
- Joe.
Pune, India, Sunday, 7th June 2009.
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