Epiphany. A unique moment. Climactic moments, flashes of special significance. Moments difficult to describe. Sudden and unexpected, opening up a wide world in a trillionth of a second. No one knows when or why, if ever.
Does everyone experience epiphanic moments? I don't know. I certainly do. Regularly so. And yet, every time, I have found them equally unexpected, equally revealing. Not earth shattering. Never so far. Not a mind blowing nirvana experience. Nor a peek into the world of spirits. Just an opening of the mind. A moment that makes a simmering undercurrent visible and self-evident, draws a connection or association, establishes a link and points to a solution. A moment that is a sort of a clincher. A tremendous energizer that not only shows me the truth and the way forward, but also gives me the strength and confidence to believe in myself and follow it.
Again, I must confess these epiphanic moments have never been earth shattering. They have happened during mundane conversations, desultory discussions with the most unlikely people, when a sentence, a phrase, even a word, or a subtle pause suddenly threw open a world of meaning. When the whole situation or the personality and character of the person suddenly assumed new significance. Moments of intuitive understanding that are compelling and believable. Moments that show linkages with other experiences or moments or people from another age and place, linkages that are seemingly impossible.
And when such moments 'flash upon the inward eye' they not only bring bliss, but also energize the self and illuminate the way.
And yet, in spite of many such experiences, every time they occur, they have caught me by surprise and left me marvelling. And looking forward to the next surprise round the next corner. Only I know, when it happens next time, I will still be surprised, and again overwhelmed.
And I live in the hope that some day sometime, there will be an epiphany that will throw new light, light of greater significance than any so far, an experience to surpass all experiences, which words cannot describe....
Friday, February 12, 2010
Saturday, February 6, 2010
Differentiation versus standardization
Differentiated learning is about differentiating and individualizing learning for every student in order to enable him to grow at his own pace. But learn what? Learn the same things. The things considered suitable and necessary for everyone. How differentiated is differentiated learning that is based on a standard curriculum?
Originally, differentiated learning meant allowing a student to learn what suited him, to pursue studies according to his aptitude, propensities, temperament and skills. So some could study to be scholars, others to be craftsmen, traders and professionals of different kinds. Sounds good, democratic, fair and square? Wait a minute. Many millennia back, it was this differentiation that led to the old much dreaded caste system, an obnoxious system that began by differentiating and ended up discriminating, a system which we haven’t been able to completely shrug off many millennia and much heartburn and hurt later. It all began with harmless and well-intended differentiated learning.
So what’s the alternative? Standardization. A western concept. Everyone moves together, learns what is universally thought and recommended to be good for everyone, whatever their background, skills and temperament and interests. Equity in education to promote equity in society and equality of opportunities. Again democratic, well-intentioned. But what has it led to?
The leveling of the different intelligences and skills latent in every individual has led to repression or atrophy from which the victims never recover. The stuffing of knowledge and information deemed suitable and necessary, the emphasis on verbal and logical intelligence almost to the exclusion of many others, the insistence that everyone know the same, think alike, follow the same principles, and recognize and conform to the same standards of behaviour – though these originated from a seeming democratic philosophy are almost Machiavellian in their frightening implications for the freedom of the individual. Ironical.
Where do we go from here? What is right for our students? How can we ensure equity in education while still encouraging our students to follow their talents and skills, and find fruitful livelihood and joyful self fulfillment blend and fuse seamlessly?
Originally, differentiated learning meant allowing a student to learn what suited him, to pursue studies according to his aptitude, propensities, temperament and skills. So some could study to be scholars, others to be craftsmen, traders and professionals of different kinds. Sounds good, democratic, fair and square? Wait a minute. Many millennia back, it was this differentiation that led to the old much dreaded caste system, an obnoxious system that began by differentiating and ended up discriminating, a system which we haven’t been able to completely shrug off many millennia and much heartburn and hurt later. It all began with harmless and well-intended differentiated learning.
So what’s the alternative? Standardization. A western concept. Everyone moves together, learns what is universally thought and recommended to be good for everyone, whatever their background, skills and temperament and interests. Equity in education to promote equity in society and equality of opportunities. Again democratic, well-intentioned. But what has it led to?
The leveling of the different intelligences and skills latent in every individual has led to repression or atrophy from which the victims never recover. The stuffing of knowledge and information deemed suitable and necessary, the emphasis on verbal and logical intelligence almost to the exclusion of many others, the insistence that everyone know the same, think alike, follow the same principles, and recognize and conform to the same standards of behaviour – though these originated from a seeming democratic philosophy are almost Machiavellian in their frightening implications for the freedom of the individual. Ironical.
Where do we go from here? What is right for our students? How can we ensure equity in education while still encouraging our students to follow their talents and skills, and find fruitful livelihood and joyful self fulfillment blend and fuse seamlessly?
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