Teachers' day out: Further dialogues
17, 18, 19 September 2009. Bangalore, Vellore, Sreepuram, Bangalore. A journey to the Centre for Accelerated Learning and Competency Development
GS is driving. Sree and Dinesh are new to the dialogues. JM and Sree are in the back. The mood is one of excitement. We feel as if we are going back to school. All of us had some experience in the past as regular teachers. Sree has recently taken up a teaching assignment in one of the B- Schools in Bangalore. We are to meet forty Professors in one of the best seats of learning in the south. The University has around 14,000 students including a significant number of foreign students and 800 teachers on the faculty. We are to facilitate a dialogue on Accelerated Learning and Competency Development (ALCD) for eight hours.
Who said what is not very relevant. What is important is that the dialogue is on, once again
Welcome on board Sree and Dinesh
First things first, the journey of 440 KMs starts with a single step
Confucius was wrong. There is something which is even more basic to the first step.
What is that?
Where are we now? Without knowing our position we will not know where to point our first step to.
We are in Bangalore and we will be in Hosur soon and in another three hours we will be in Vellore, one of the earliest seats of learning, in the history of new India
What are you hinting at?
What is our position, I am talking about the invariant one? Are we teachers or students?
Students? Yes. Teachers, not. All of us gave up our teacher's hats long long ago. We take the common position that we are facilitators, not teachers. This is what brings us together. Senge is right, we are our positions. The paradigm has already shifted. Teaching is dead, only learning matters.
But for your teachers you wouldn't be here now. True. I hated most of my teachers and never wanted to be one.
But that is what you have become. Resistance creates resistance. You have become what you have hated most.
Yes, in a way. I was teaching for three years and I was burnt out. I walked away from the job.
That was because it was a job for you. What made the turnaround?
The bad teachers taught me the most, how not to teach and the best teachers did the least teaching. These were the ones who brought us to what we are doing now, accelerating learning and competency development. They facilitated. They did not teach
So teaching is not dead. Long live the teachers.
Hold on, there is a call from the University.
They are waiting for us. We are running late, stuck in the traffic. A garbage truck has had an accident, a multiple collision. The average effective speed of traffic on the road to Hosur is around 15 Kms when there are no accidents like this.
Very symbolic. GIGO, Garbage in Garbage out. In my hometown the municipal tractors are on the road even at ten in the morning reducing the speed of traffic to the speed of the tractors. Nobody seems to be bothered because things have'nt improved much in the last forty years of my flitting in between. The garbage inside is more serious than the garbage outside. The garbage is a toxic asset, we too need a toxic assets rehabilitation programme, TARP.
It could be a TRAP. You touch toxic assets and you too would turn toxic.
Well, that is what technology is for. We could handle it without getting toxic. If that is the case doctors would fall sick more than the patients
Who says doctors are healthier than the general population? There have been studies.
This is an occupational hazard. Once should know how to take care of themselves.
Hold on tight not to your hand rests, to your own positions, there will not be any risk. Risk follows when we are not sure footed in our invariant position. Doctors fall sick when they shift from their invariant position, that of healers. Catalysts are not burnt out in the process.
We will be late; the morale scale shows a low.
6.00 PM, we see the grand entrance and pass through the gates of learning.
A very lively campus, boys and girls crowding around the food courts ...float over the magic carpets ...walkways. There is an incredible feeling of lightness all around. We recollect the child in us.
The morale scale is up. We are transported back to our student days and memories of all the campuses we have been through, some of the best in the world. This one too is a beautiful one, one of the very best. We are in awe of the grand vision reflected all around the campus.
The CAL team is waiting, patiently. We have a wonderful dialogue. They have a great team and some veterans in the same domain. The morale scale registers VH, very high. We present our game plan, agree and move on the guest house, refresh our selves, impatient to move around and get a feel of the campus.
JM has a call from Shillong from Das whom he had met there during his last workshop on ALCD. Das wants him to meet his daughter, Madhu, a student here. He lights up at the possibility of some market research, first hand. He promises to meet her after the workshop, the next day evening.
The dialogue continues late into the night.
9.00 AM. The game is on
There is only one rule for the game. You are the prophet, I am not the one, and we are not the ones and the other way too.
Dialogue is possible between adults, in humility with the highest respect for the other. It implies that you respect your own self too.
We are 49 in all, professors, CAL facilitators and the four of us
GS presents the game plan. JM presents the framework. We do a simple metrics of where we are. Activities and the process begin. Time shifts to timelessness. It is 4.30, time for the post metrics. The game is up at 5.00 PM. A good number of them would be interested in further dialogues. We sit together with the CAL team for stock taking.
We certainly learnt quite a lot and decide to meet again. The morale scale goes beyond VH
Madhu calls. She is coming over. JM has a long walk with her. His intuitions are validated. This indeed is the seat of learning in the south. He returns to the guest house.
The four of us take stock once again. We look at the times when we slipped from our invariant positions, a few, and retire for the night, pleased at a good day's work.
Sreepuram is 6 Kms from Vellore. The temple is a very large magnificent structure, built at a cost of over Rs. 400 crores, a physical representation of the self on the ground, in the shape of a Sri chakra. Sri Chakra and the Star of David are very similar. Sri is prosperity, goddess Lakshmi. There is a wait of 3 hours for the free darshan. We take the short cut option paying Rs 100 which still takes an hour. The sanctum sanctorum and the structure at the centre of a pond are plated in gold. We attempt to connect our SELF to the structure and our own centres to the physical representation of it, the lotus flower on which the female principle of Lakshmi dwells. The soft music is pushed away by the silence at the centre. We return, more silent than when we went in
We drive back to Bangalore. The silence gives way. The dialogue picks up
So who is the driver of the car?
Are you referring to our car or the learning engine?
Even the car is not driven by GS because the CAL team were driving us to Vellore and now Giri is driven by his family because he steps on the accelerator to reach home by his regular dinner time with his kids before they go to bed.
If the car were a learning engine, which is defined as a system which continually improve on its past performance, I would say that the matrix or the Meta framework is driving it
Why are you stuck up with frames and framework?
A movie is a designed collection of frames to evoke a deeply moving experience. This can work only if the design connects with embedded frames in the mind of the viewer. The success of the movie will depend on how many are touched in this manner. When one encounters a new situation, or makes a substantial change in one's view of the present problem, one selects from memory a structure called a Frame. This is a remembered framework to be adapted to fit reality by changing details as necessary. (A Framework for Representing Knowledge, Marvin Minsky, MIT-AI Laboratory Memo 306, June, 1974. He adds. A Frame is a collection of questions to be asked about a hypothetical situation; it specifies issues to be raised and methods to be used in dealing with them.
The FD framework is an attempt to reach the common ground of such remembered frameworks. That would accelerate learning and competency development so that we could achieve in three days much more than what may or not happen in the best MBA program in two years. Remember that some of us went through more than one.
Minsky further clarifies the distinction between the magician and the audience. For there exists a great chasm between those, on the one side, who relate everything to a single central vision, one system more or less coherent or articulate, in terms of which they understand, think and feel-a single, universal, organizing principle in terms of which alone all that they are and say has significance-and, on the other side, those who pursue many ends, often unrelated and even contradictory, connected, if at all, only in some de facto way, for some psychological or physiological cause, related by no moral or aesthetic principle."-Isaiah Berlin {the Hedgehog and the Fox}
The difference between the magician and the audience is in their positions. The positions lead to a point of view.
Minsky goes on.
Questions arise from a point of view-from something that helps to structure what is problematical, what is worth asking, and what constitutes an answer (or progress). It is not that the view determines reality, only what we accept from reality and how we structure it. I am realist enough to believe that in the long run reality gets its own chance to accept or reject our various views. -A. Newell {Artificial Intelligence and the Concept of Mind}
What we are attempting through the framework is a Meta theory of problem solving to show the problem space which reduces the extent of the search effort, accelerating the pace of real learning.
The matrix, meta-framework points to the blue ocean space. Every achiever, manager, leader seek to grab a slice of this space.
Are you suggesting that the teaching paradigm has shifted to the learning paradigm?
It is just semantics. Chris says, the Welsh have only one word for teaching and learning, Hwyl!
Let us not forget Kuhn. Major changes result from new "paradigms," new ways of describing things that lead to new methods and techniques. Eventually there is a redefining of "normal."
We are in Bangalore. We have completed the circle. We are entering the dragon, back to the well.
We are not coming back to the same well. It is a different well. The ends will not meet since we are on a path of progress. It is not a recurrence to call it a circle.
Dinesh and JM get down, heading to the bar. GS and Sree head homeward. Both will make it to their dinner in time.