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Source
toi
Date
2005-06-16
Information
You have been a part of the National Childrens Science Congress. What kind of questions do you face from the students?
The National Childrens Science Congress held at Guwahati early this year was a wonderful experience. Questions based on childrens observation and perceptions are quite interesting. There is a curiosity, thirst to know more. When you discuss questions like let us find out what is the difference between remembering and passing an exam and understanding and passing an exam, they start discussing what is understanding. It is a marvellous exercise of children beginning to think what is understanding. This is how ecology of knowledge emerges.
The science movement in India seems to be heading towards nowhere.
What to do? You can sometimes get very disappointed that nothing seems to be happening and the problems keep multiplying.
During our discussion on the NCERTs curriculum review, many experts said that we should have something like the National Childrens Science Congress as a part of the education system, which means children should be engaged in exploring the environment, their neighbourhood. They can collect intimate and useful data, which could be used for other purposes. We should consider it as a part of education where people at the grassroots level come closer to the problems, engage with problems, empathise with problems and then we can do something about it.
Your experience and experiment with the teaching-learning process started in the mid-60s. Can you give us insight into that phase?
Things do not happen merely at government orders. They happen because its being done and experienced. Some of these things we can try, which will make a difference.
For instance, Anil Satgopal from Tata Institute of Fundamental Research (TIFR) picked up his bedroll and went to a village in Madhya Pradesh to start a school for the rural children in 1965-1966. The learning process introduced by Anil was much different from the conventional one and was full of joyful learning. At TIFR, many of us were enamoured by Anils ideas.
I started working with a public school, then with municipal schools in Mumbai. After we assessed our work at municipal schools, we said what about rural areas? We found that everywhere we have to change the syllabus a little bit. Anil did many other things and it grew into Ekalavya, a major movement where thousands of schools were working on new ways of learning. But the trouble starts when you start comparing their learning with the examination yardstick. This innovative learning continues till class VIII before again exposing them to the regimental system. You may say nothing can be done in this country, but it is not true.
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