Blog Post

Teaching is Out, Learning is IN!

Teaching is Out, Learning is IN!

Creating a learning eco-system that is compatible with the millennial generation simply requires moving away from belief(s) and addressing what is easily available with the use of technology.

While writing the book, I was asking.. What is the fundamental reason for over 16,000 suicides annually, almost 1 every 30 minutes, that take place in India, due to academic stress? I tried to dig deeper into the psyche of the sub-continent, the one that speaks over 1000 languages (we have 14 declared official languages) and found that it rests on the pillars of what people BELIEVE.

Almost every school will start the day with a prayer although it is the domain of the temple or mosque or whatever. What is the correlation of belief with thinking, and how can we reconcile the two?

Quantum physics will tell us that the universe looks more like a gigantic thought (in the mind of Who?) and yet we are uncomfortable making a simple choice to analyze our fingerprints, which more or less accurately reflect the patterns of our thinking. When I took the DMIT test recently, I was amazed at how accurate it was!

zafar

As we move away from exclusively text-based demonstration of knowledge and an increasingly shareable web-based medium where pictures, video and audio are equally important, answering the questions we have raised in the book would hopefully become easier!

Do you think MI/Dermatoglyphics will solve the problem of assessment and eventually replace standardised testing?

For more on Dermatoglyphics, see:

http://www.handresearch.com/news/fingerprints.htm

http://www.encycligent.com/history-of-dermatoglyphics/

 

100

1 comment

Hi Zafar,

 

I don't think further testing is a way to go forward with issues of suicide.  How will tests help with the multiple belongings demanded by American globalization and the rise of a neo-liberal, post nation-state? Check out Rosi Braidotti, Transpositions (2006), who asks of the post-nationalist European social imagninary, how to develop a vision of belonging that is attententive to the "pain of disidentification [and I would add dislocation] and loss? Given that identifications constitute an inner scaffolding that supports one's sense of identity [unitary and nostalgic], how do changes of this magnitute take place? Shifting an imaginary is not like casting away a used garment, but more like shedding an old skin.  It happens often enough at the molecular [and testing!] level, but at the social level, it is a painful experience" (85). 

 

Shifting beliefs, quantitatively, on paper will not help with building communities of meaning.  At the honors college of the City University of New York (CUNY), where I work, we tried to convince college presidents to do away with SAT and ACT admission exams in lieu of student portfolios, which would demonstrate personal interests and contributions to disciplines and communities.  "No way," was the universal reply.  Those test scores help individual CUNY campus create a campus profile, which then helps them to compete with other national colleges, for students, state, federal funding, Sameen 

94