The real object of education is to give children resources that will endure as long as life endures, habits that time will not destroy, occupation that will render sickness tolerable, solitude pleasant, age venerable life more dignified and death less terrible.
So ,get going, going up with stride without strife, be adamant “India is utopia” Oh! God! give art, techniques to be educated…
Being a bibliophile, frolicsome, gregarious guy, often mesmerized by books and its looks, no sooner had it been a Hobson’s choice than I begun reading it out from a heap of books without permission of R. Desmukh, as i feel a celestial sober when ideas fulminated as well as flourished on sisyphous education what must be pragmatic time to time otherwise it is considered to be imposition, repulsion, renunciation while all proclamations either symbiosis to politics or somnambulism as per Dr. Pillai’s phenominal book, named “India empowerment to edunation”. This kind of reading is only such an everlasting entertainment, nothing specious, spurious but to be tasted some selected, a few to be chewed, a little to be digested. Yes! it is my benevolent bliss what provides mellifluous harmonious relishment thinking much, enjoying simply, feeling deeply.
A developing third–world-country tag being symbolised on its unique cover page filled up with all ultra-modern facilities, amenities inside an Indian student’s head and body carrying a red flag symbolizing revolution with scripts “India Empowerment” that is led by his 50–points reformation programme, initiated as an international teacher, mentor with a huge experience of top countries education-systems and its implementation as well as its Indianised acclimatisation.
The book has as many as 16 chapters with phenomenal quotations on education felt by teachers, mentors parents administrators’ all professional (esp. Management), schools entrepreneurs who can metamorphise India by their in-born genius, dexterous, trained–talents, acquired in our country for us by us.
As per Dr.Pillai 60 millions (6-14 )out of school, 40 millions adult unemployed, due to irrelevant and obsolate system, one million school (90% govt. Sector), teacher–pupil ratio 1:20/1:30 ;1: 42 /1:79; now fees ought to be liable to charge according to their expenses, no political interference, role playing dramatisation, building up confidence, project based on learning activities to make them think of, problem solving workshop on Indian culture, spirituality heritage, community service, national integration, sports, athletics otherwise ostencious martyrdom of megalomaniac education. Here is pertinent in contingent to Obama’s crucial lecture on teachers, mentor, academicians, to educate means, to empower that is Heaven of Freedom.
Chapter 1: All eulogized, experimented, optimized pragmatic educated nations-analysis with carpness, how to drive out the tag, from “developing” to be “developed” one India -impersonated. Confucious quote is a crux at the end, appropriate.
Chapter 3: Education, value and conscience keeper of a nation, mass public prolific preponderated education, a semblance between science and arts just not to be jeopardised to get practical skilled ones as in USA, but no dissimulation.
Chapter 4-9: Literacy vision, mission, ambition, achievement remain arduous, obfuscated, mostly politics vitiates elsewhere vehemently, urbon-rural education discrepancy; Kerol and its basic education rules, compulsions, consideration under compulsions, a bit futilities, a lot fruitful, he faced pros and cons for new ideas with heralding schools – scintillating, professing a combination of public and private partnership mostly inspiring.
Chapter 10: Management; material, financial; personal growth with reference to IIT, IIMS purpose not to allow our parliament like pandemonium.
Chapter 11-12: Institute – a national asset, industry of wishes, creativity, chiseled acumen and wisdom students friendly — Goa case study with all natural milieu, appropos of culmination between materialism and pantheism;
Chapter 13: Analysed the ICT aided services as availed of everywhere must be without frippery.
Chapter 14: Rural indigenous products, manufactured by educated expert pupils to practise, applying science and technique, to maintain regional rituals culture and harmony, need to be conventional, merchandised as well as globalised.
Chapter 15: Teacher vs mentor; why mentor is unique mentor wants to develop pupils from all angles viz. personal psychological, emotional, mental, physical, aesthetic, spiritual and for each to advise support, prescribe, inspire, improve, probe, listen, relate, classify, affirm.
Role model working with empathy to create citizens of country (page-179 ) for teaching, value based approach, ideal, effective, useful, making them interested and curious to subjects.
As Time is subordinate to none, education unique-mother of all professions, set visions, missions, civilisation salubrious and I feel elated with gratitude after travelling through it, some ideas released and rectified, some electrified and energised, some mitigated and magnified, some perished and petrified. Be glad, it becomes elementary in B–ED to have metamorphosis as if India were perfect Edunation with each one’s cordial, co–operative contributions —for JAI HIND ,BANDEMATARAM.
Mr.madhusudan chowdhury
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