The phenomenon of learning: beyond reason and reasoning

Prakash Iyer
How can teachers develop reasoning skills in students? Reasoning is necessary in order to learn, but learning is more than being able to reason. Learning is the transformation of our being. Real learning happens at the level of consciousness, not thought or reasoning alone.

The limits of individual autonomy

Prakash Iyer
One of the aims of education is to nurture independent, critically thinking beings. But unless we teachers recognize the fact that the different means we employ to achieve this are all necessary but in the end also manipulative and therefore put in that much more effort to be true to our jobs, we won’t be able to do what we have set out to.

The anatomy of an “aha!” moment

Prakash Iyer
Are emotions involved in the learning process? Do children have to like, desire or express wonder while learning a concept? Does learning have a strong element of subjectivity? Is there an ‘aha’ moment when a child grasps a concept? This article unravels the process of learning.

Reflections of an intolerant teacher

Prakash Iyer
We are living in a pluralist society and if, unlike us, we want our children to live in harmony in such a society we need to train them. But will merely talking about unity and diversity in the classroom do the trick? What should a teacher do before embarking on contentious topics? Here’s what this teacher concluded after an intense reflective session.

Curriculum, and Forms of knowledge

Prakash Iyer
Is all knowledge of the same kind? Are there different forms of knowledge? And how can the school curriculum include the different forms of knowledge? What do we mean when we refer to multiple disciplines? Here are answers to all these questions and more.

Controversies in disciplines are useful!

Prakash Iyer
School curriculum is organized by subjects, and subject content is decided by subject area experts. In that sense, we teachers become dependent on experts. If experts change their mind or disagree with each other, it leaves us in a dilemma. Who do we agree with? This leads to even more vexatious important questions: What do we teach? Why? This is a fictional conversation between two teachers trying to answer these questions.

“I am like this only” vs “I would like to be like that”

Prakash Iyer
Is one born with a certain type of character? Are we stuck with what we believe is our character? Do we have any say in shaping our characters? As teachers we have to help our students, especially the struggling ones, believe that they can break free of a fixed mindset so as to be able to learn better.

Carrying meaning through language

Prakash Iyer
Is experience essential for children to learn concepts or trigger fresh ideas? Can teachers create appropriate experiences that can act as stimuli for children? How does language contribute to this process? This interesting article tackles this topic in the form of a fictional conversation between two teachers.

Freeing up the learning mind

Prakash Iyer

Student misconceptions should not be seen as hurdles but boons in the path of learning. Our tendency, as teachers, to correct our students when they are wrong causes more harm than help in their learning journey. It is time that we learnt to use their misconceptions to help our students unravel the concepts they are to learn themselves.

Language, consciousness and empathy

Prakash Iyer
The draft National Policy of Education 2019 was put to public scrutiny and suggestions were sought. What is the point of such an exercise? Will all the one lakh comments and more be incorporated in the final Policy? Such large scale public exercises often offer more than participation in a democratic process. They offer us a chance to reflect, empathize, and even learn to express ourselves—some things which we will do good to develop in our classrooms as well.