1. Context:

Robert Frost in his poem ‘At Woodward’s Gardens’ describes an interesting story: A boy has a lens (Frost calls it: burning glass). He enjoys focusing the sun-light onto two monkeys in a cage and they experience the burning sensation on the body – But suddenly the lens changes hands. The monkeys take possession of the lens and they explore the burning-glass. The poet describes:

And (they) instituted an investigation

On their part though without the needed insight

They bit the glass and listened for the flavour

They broke the handle and the binding off it

Then more the wiser, frankly gave it up…..

They might not understand a burning glass

They might not understand the sun itself

It’s knowing what to do with things that counts.

As teachers we are in the responsible position of bringing up the students ‘to know what to do with things that counts’ for them and for others. It is not what counts or what should count from our perspectives but it should make sense so to the students.

There is dichotomy between what to do and who to be. As teachers we have the dilemma between training the students to do (and to accomplish things in life) and to form them to be somebody with good character. The choice is between mental-how and spiritual-now – between action-oriented and inner mind-set. The inner-orientation is more important and effective than the outer-directedness.

The role of the teacher is not only professional but sacred. The teacher leads the student

from ignorance to wisdom;

from darkness to light; and

from death to life.

From the intellectual ignorance to the wisdom of distinguishing the good from the evil; from the social darkness to the light of service and leadership; and from the death of ‘giving up’ on the face of challenges and problems to the life of ‘enthusiasm and dedication and commitment’ amidst difficulties and obstacles to infuse new life into the society – We, the teachers, should strive for this day and night.

When the students leave the portals of the educational institutions they should be realistic and practical to the world outside. Robert Frost would say that some, under the label of realistic, would sell potatoes with the mud of the soil but he would suggest that it would be better if it is washed and presented in an acceptable form. The students come to us, often, rustic as raw products affected with the hard reality of the existing society but it is upto us, the teachers, to knead them and mould them and send them out as finish-products to change the face of the world and to make the world a better place to live in. They might come to us as individuals but we should send them as leaders who would be in communication and communion with all others in the society – They might come to us affected with social problems but we should send them back equipped with ability to solve the problems in the society. In short we should form them as the transforming elements of the society where they would shed light on the social needs; they would pave the way for their fellow human beings to walk in social and religious harmony; and they would lead others along the way of progress of science and technology. In short, they should seek the truth, not primarily their security in life.

They should be men and women for others – They would have the heart that sees and they should become the Good Samaritans who would be ready to extend their helping hands, as Pope Benedict XVI states in his encyclical Deus Caritas est, to the needy whom they encounter by chance. They should become the voice of the voiceless.

2. Students – Nucleons of the Society:

In training the intellectual and physical skills of the students and in forming the consciousness of the students along with their emotions and ambitions and ideals for the future we should be convinced that each student is unique and each should be handled with care as each one is capable of infinite capacity to build up or to create havoc in the society.

1. Understanding the background: We say like-charges repel and unlike-charges attract each other. But this is not so when it comes to the nucleus in an atom. Within the nucleus there are positively charged protons and neutrally charged neutrons – Both of them put together are called nucleons. But within the nucleus there is enormous force keeping them together and to bring them apart much energy is needed.

Each student comes to us carrying the remnants and replica of the society (Perhaps they could be called the DNA of the present society) – They carry within them many a contradiction in the society. They question a few; they are confused with some others; they have false notion about a few; they are fanatical about some; they are ready to negotiate with a few; they are open to compromise with some; they react violently to some; they reject a few – They have all these and much more in their mind and heart. These contradictions are embedded within them and they are confused. We need to handle them with care and we need to enlighten them and enliven them.

Hence we need to understand them, as much as possible, individually. It would be ideal and better if we could understand each student keeping his family, cultural, social influence as the matrix and his/her peer-group pressure as the back-drop. One day one of my students was roaming around in the lab aimlessly. He would place his observation notebook on one table and he would be looking at another experiment. When I asked him what was going on and why he did not settle down for his assigned experiment, he said: I have all the intention of doing well in the practical but I am not able to bring myself doing it. Another day, as I was going to the college, a student wished me on the way and asked me what day-order was followed that day. I reflected the question back: Are you coming to the college without knowing the day-order? He replied: The day-order has got stuck in my mind but I should bring it to my active memory. The student is good, though a bit spaced-out. He is intelligent but he needs a bit of orientation and accompanying.

The students would like to spend time with the teachers – If you are approachable they come with their questions, queries and ambitions. One day a student stopped me on the way and asked me: How do I prepare for the exam? I was not teaching any course for him. Two of my third-year students came to me and asked me whether they could conduct some experiments, in the area of my specialization, in my lab. I sat with them for an hour and explained what I am doing and what they could do. They became very enthusiastic and they are designing a project for their experiment in the lab. They want to see and feel that teachers are available, approachable, and resourceful. Some of my students sent in emails asking for class notes and I oblige them. And by and by they would come up with their personal problems seeking guidance once they feel comfortable confiding in us.

1. Putting them in touch with their inner dynamic Force: There is a lion/giant in each individual. Often the lion is asleep or the lion has become a lamb. There is need to wake up the lion. It is very important to make the student understand his/her own inner potential. We should train them in systematic as well as systemic thinking. In systematic thinking we take them along the road of logical and coherent thinking process and in systemic thinking we make them visualize the outcome of their doing and being. Eventually we make each one think for oneself and become self-confident. The self-esteem among the youngsters is very low and this needs to be boosted up. They need us as catalyst to encourage them and to assure them to take up calculated risks and the assurance of us journeying with them. Many are not aware of their own capacities and capabilities – We should create an atmosphere to bring out their hidden talents. Some students are like volcanoes – Much of their discouragement, hurt-feelings, anger against people and society, etc are buried well within. They might explode unexpectedly with catastrophic effect – It is better that we bring them in touch with their own inner world and make them become aware of their own strength and weakness and canalize their inner power for the good of the society. It is necessary to unfold to them how infinite energy is lying dormant in our subconscious and how little of it is used.

The basic mission of the teacher is to make the student understand that his/her inner determines the outer. What the student feels about the society or about any issue plays an important role how he/she approaches the problem. It is not the events in day to day life that make the difference for us but it is how we react to it and how we perceive the event that makes the difference. We may be enthusiastic or indifferent or antagonistic about the event and accordingly our ‘addressing’ the issue would vary. The students struggle to understand this. They want to be objective but they need guidance and accompaniment to stand out of their subjective understanding. The students need to know who they are before they begin to plan on what they want to do. Once they know who they are, then it would be easier to plan who they should be and what they could do in life. This could be achieved through organizing courses and workshops on personality development, social analysis etc.

They need to be effective with regard to consciousness. In today’s world our students are very much distracted. In the media which is very influential nothing is long lasting. Any sensational news or any tragic event would last for a few days and then something else would happen. Any terrorist attack, any natural calamity, any socially- or religiously- controversial or interesting events or issues would be flashed in the media for a couple of days – Then something else happens. When you watch TV there is ever changing programme. Hence the concentration and consequently the consciousness of the students are very much diminished. Today reading of books is on the decline – They say the reason is watching the TV. In the TV every frame lasts only for a few seconds and hence one is physically and psychologically accustomed to constantly changing picture-frames. And when it comes to reading a book one has to hold the same page for a minute or two and that is psychologically too long a time and is very boring and is not colourful as in the TV. Each student should be able to know oneself and he/she should be helped to get in touch with his/her real and inner self. Only then any change for the individual could work out for himself/herself or for others.

1. Formation for the social Change: The three phases of our education should be information – formation – transformation. The individual student is well informed through the content of our syllabi – The syllabi might be updated periodically and it could be made relevant as well. Apart from intellectual learning there could be room for skill-based training both in the class-room as well as outside in the industry. This is imparting information to the student. This intellectually transmitting information has been going on for centuries – And we have termed it as building up IQ (intelligent quotient) of the individual. But for the past couple of decades we begin to realize that the student needs more than that, namely his/her emotional side needs to be addressed. It has been shown that very intelligent students find it difficult to cope with life-stresses. And many of those who commit suicide, in spite of holding on to successful careers, seem to be intellectually very bright. Hence one should have holistic formation. And what is further needed is the EQ (emotional quotient). If IQ increases one’s knowledge, EQ builds up one’s wisdom. There is need to accompany the student in his/her life-journey at least during the time of their studies in our campus. Knowledge and wisdom are individual oriented but each one is an integral part of the society at large – Hence one should be able to find amiability with his/her fellow human beings socially and religiously and culturally. Hence for the past decade or so another element has come in, namely SQ (spiritual quotient). Spiritual quotient should not be misunderstood with the rituals of any religious practices but it is the value system one should imbibe and then practice. This holistic formation would be essential for the social transformation. Hence education could play an important role to renew and rejuvenate the society – Through the formation of individuals the society at large could be transformed.

The students should have the freedom as well as the ability to ask questions, even difficult ones. Many would have seen the apple falling but only Newton asked ‘why’ and consequently formulated the law of gravitation. Sir C.V. Raman asked himself: Why does the sea look blue? He discovered why the sky looks blue and eventually he discovered the so called ‘Raman Effect’ and won the Nobel Prize. Einstein asked himself: Light travels at a tremendous speed (about 3 lakhs Km per sec). But what would be the speed of a person if he happens to sit on the particle of light-bearing photon? He discovered the Theory of Relativity which has its bearing in all spheres of life and reality. Bernard Shaw said: Some see things and ask ‘why?’ and some dream dreams and ask ‘why not?’ (to translate dreams into action). Asking questions to find a key to unravel the mysteries of reality should be encouraged. Very often relevant questions are more important than subsequent answers.

This would help the students see the world from others’ perspectives and then to evaluate the world objectively and do the needful. They should be able to pick up the life-principles such as the Golden Rule, namely: Do to others what you want others to do to you. They should be able to distinguish various strata of humankind’s needs – Hence they should be able to give unto Caesar what belongs to Caesar and to God what is His due. They should not be confused between the interests of the State and of the Religion. And they should be sensitive to the needs of the people – Irrespective of social or religious affiliation.

Ultimately every student becomes a person of vision – He/she evolves a programme not only for oneself but for the society. He/she sees the inequality, for example, in the society but he/she strives to eliminate or at least to reduce the inequality at all levels in the society. On the one hand the student should become a well trained professional in whatever vista of life he/she chooses to follow but at the same time he/she should be a Good Samaritan, with a heart that is sensitive to the needs of others, to serve the needy especially the marginalized, the downtrodden, and the broken in the society.

1. Each one – a potential Leader: We are today drawn into training the students for a corporate world – We want them to be placed well in the social ladder. The corporate world looks for executives but we should go beyond this. We should form the students as leaders of tomorrow. The basic assumption should be that all are potential leaders. Here we differ from the corporate world – In the corporate world the leadership is top-down and there would be about 1% on the top who decide for the entire company. But our formation of leadership should be bottom-up – In this approach more than 99% should be formed leaders. Once we form the leaders, they would meet any challenge and they would survive in any crisis. First we create an atmosphere for leadership formation and then we pay individual attention to realize our goal.

The basic principles of leadership formation are: Self-awareness, ingenuity, passion, and heroism. A leader should be aware of himself/herself with all his/her weakness and strength. He/she grows in one’s strength and is not afraid of addressing one’s weakness in order to overcome it. His/her ingenuity consists in overcoming one’s prejudices in order to do what is needed and not what one wants. And once set on a mission he/she should put one’s heart and soul in the work – He/she is able to love what he/she does, if he/she cannot do what he/she loves. With regard to commitment he/she acts heroically – to do ever better and ever more. He/she is not for the status quo and does not settle down with what he/se has even if he/she becomes the best, as he/she tries to do better than the best.

The leaders we envisage are not the leaders of opportunity where the elements of administration would be: first diplomacy, then bribery, and finally threatening and if need be elimination of people who are obstacles for one’s progress. Instead the leadership we want from the students would be based on: values, transparency, and commitment to the cause working for the good of all. We need leaders and not managers. We are to form leaders of service and not leaders of authority.

1. Relationship building: A single tree cannot become a forest and no-person is an island. As human beings we should be able to build up meaningful and lasting relationship. Today’s world is more and more becoming consumeristic and there comes in the use-and-throw culture. We read, and we observe, and we experience how many relationships are either business-like or temporary. Someone who analyzed the songs in the world suggested two main themes of them: One is love and the other is loneliness. And how do you put these paradoxes together? People long for love and recognition and acceptance but for many it is eluding. Most of the time this is due to lack of relationship that gives assurance based on understanding and acceptance.

The relationship has to addressed at three levels: intra-, and inter-, and trans-relationship. One should feel comfortable with oneself, with others, and with the transcendent power (God). One should be able to accept oneself as one is with all his/her strength and weakness. Only then could anyone accept others as they are. Today the youngsters try to become someone (often film-induced and media-induced) which may not materialize. They also do not know how to build meaningful relationship with others – Often the teenagers become taken up with what they see and they become intoxicated by the external appearance of others and they begin to build up dreams. Love-at-first-sight, in many cases, either does not become a reality or even if it materializes may not last long. In this respect they need role models and people to guide them and accompany them. The world is becoming more and more materialistic – Science and technology seem to be the new religion. And there is diminishing of the need for the Transcendent, God. Even in the developed countries the need for yoga and prayer are recognized and they are incorporated into the work-plan. Our students need to be inspired by the need for the Almighty and to build up a trust in that Power. This building up of relationship should bring in harmony in concentric circles – starting within oneself, moving over to our fellow human beings, embracing the universe, and finally converging towards the Almighty – the Omega Point of the Universe.

1. Social Outlook: As one lives in the society one should be able to understand the society. One should not be simply carried away by the current in the society – But rather one should be able to absorb the good in the society and at the same time one should have the courage and strength to address the social evils. What is basically needed is the conviction that there should be a Just Social Order. This is possible only when there is justice and equality in the society – All human beings, socially and religiously and culturally, should be respected as equals. And the marginalized and the downtrodden should be given extra consideration so that they could come up to the level of others – They should be the focus and target of ‘affirmative action’. Those who have been suppressed and broken, socially and psychologically, over the centuries due to social and religious discrimination should be given special consideration and preference with regard to education and job-opportunities so that they could come up in life. Education is the power – Through education the marginalized should be empowered. This would in turn bring in economic freedom. Here the women should be given special consideration with regard to empowerment and opportunity to education and to employment with equal opportunity.

It is true that education should strive for excellence. But social equality is as important as academic excellence. Today the awareness of people is on the increase – People are aware of their rights and they know, especially the marginalized, what is their due. If one’s due is not given, it would be taken forcefully. If one is kept with his head immersed in water for a long time, a time comes when he would forcefully come out and he might even explode on the aggressor. Millennia of suppression needs affirmative action in order to establish a society of justice and equality. In this context there is need to make them look at the reality critically and then to be convinced of doing the needful so that when they get the chance they would act effectively.

They also should be able to critically look at the events of the globe. Today there is everywhere violence – Nations nurture violence against nations and fundamentalists breed violence against others. Very often it is the innocent people who are literally caught in the cross-fire. The students should be convinced, by critically analyzing the events and through meaningful dialogue, that violence is not going to solve any human problem. The philosophy of ‘eye-for-an-eye’, as Mahatma Gandhi said, would make the world blind soon. The need of the hour is social and religious harmony – And hence our students should develop the desire and the ability to keep up social and religious harmony. Understanding others from their perspective and to develop tolerance would be very much needed at present.

1. Counseling: The best way to understand, form, and accompany the students is counseling. They need understanding in the frame work of family situation, peer-pressure, media deception, and political influence. Many students, especially from cities, come from broken families and some of them have single-parents. They do not experience love of acceptance and understanding. Some students from socially lower rung experience non-acceptance by others, both in the society as well as in the class-rooms. They need self-assurance. When there is little acceptance in a family the youth seeks identity in a peer-group. Due to peer-pressure and at times as a result of bad-company they are drawn into drugs and even other undesired social evils – The media, especially alluring dances in the films, often misleads them in this regard. Recently it was discussed that some films and some of the serials cause violence and even belittles fidelity among the married partners. Such issues should be addressed from the students’ perspectives. Mainly the mind-set of the student should be paid attention – It is important to help the students grow with positive attitude and with a sense of optimism for the better. This would take them a long way in analyzing the reality from the illusion in the world and in real life. There are students who still believe in ‘Shaktiman’ and his heroic acts as real – And there are many who believe in science-fiction as real. There is need for demythologizing today in this respect. Much of this could be achieved by student-teacher effective relationship and personal guidance and accompanying.

3. Methodology:

A widely traveled person was on his way enjoying the nature. Suddenly he found another one walking along in the same direction – He was the embodiment of sadness.

The traveler asked him: Friend, you look sad! Could I help you?

The other one replied: I am disappointed to the core. I ran away from my village in desperation and ever since I have been roaming about for a few years. Nowhere could I find peace of mind. Now I am convinced that I should go back to my village where life would be peaceful.

The traveler said: Your intention is good but the direction is wrong. Your village is on the reverse direction. You have to walk back to reach your village.

We also often have the right intention for our students but we should be careful not to lead them in the wrong direction.

1. Student – different from computer: Today the students need, in addition and irrespective of their areas of studies, three areas of consideration: i. taking initiatives; ii. communication skills; and iii. knowledge of English. We have become dependent on the computers but we retain the capacity to take initiatives which the computer cannot do. Hence the students should be trained and formed to take initiatives, with calculated risks, so that they could do their best in any circumstance. This is enriched if they could develop innovative thinking. In addition to this if they could pick up communication skills it would be very effective. Today we have a number of gadgets of communications but we do not seem to grow in communication with others. Having right perspectives and vibrating with right wavelengths with society-oriented values would be very essential. The world is shrinking to be a global village and the one language, which is mostly used for business and interaction with others, is more and more English. Hence our students should have the atmosphere as well as ability to pick up English, at least a working knowledge of English. If the students could think, speak and write in English, even in simple English, that is great. Our students should be given effective training for doing well in interviews. Training for interviews helps them pick up techniques to face questions, to develop presence of mind, to be conscious of body-language.

1. Skill-based Training: They also need skill-based training. As part of the curriculum they should be able to develop some skills through hands-on experience. For example, a physics student should be able to deal with air-conditioning or refrigeration problems – He/she may know the theory but he/she could pick up the repairing skills. They could have, even in the final year of under-graduate (UG) studies, internship or industrial visit which would give them scope for future employment. The proposal of earn-while-you-learn could be encouraged – The students could work either on campus or outside. And many students are effectively making use of this opportunity.

They could be encouraged to develop their interest in scientific and technological advancement. Through science-clubs their thirst for knowledge could be cultivated and developed. Even at the UG level mini-projects could be encouraged and thus young scientists could be formed. Competitive exams on national as well as international levels could be encouraged.

Practically all their talents should be carefully developed. Whether it is writing, composing poems or music, acting, sports etc each one should be able to bring out their hidden talents and each one should be encouraged to grow holistically. Much could be brought out by insightfully identifying the talents of the students and creating an atmosphere where each one develops his/her talents. One should not feel any inhibition to exhibit or develop one’s talents.

Knowledge and training in soft-skills is very essential. A certain amount of computer-familiarity is expected of all students. Each department could introduce papers related to computer science incorporating working knowledge of computer.

iii. Neighbourhood Mission: Each student should be convinced that he/she learns not only for his/her own good but for the common good of the society. Each one should leave the society as a better place to live for others in the future. Hence the students should be able to keep in touch with the people – This can be done through the out-reach programmes. Each student should be able to spend 40 to 50 hours a semester interacting with the people in the neighbourhood especially in the nearby rural areas. This is very much recommended by our President, Dr Abdul Kalam. Thus, for example science could be taken to the village. Students could get involved in conducting evening study-centres for the children in the nearby villages. The students could instruct the target people in hygiene and building up basic facilities and they could in turn learn from the rural people such as worldly wisdom, herbal medicine etc. This interaction sharpens the purpose of one’s learning, that is, for the good of the people especially in need. The students could play a role in awareness building regarding HIV/AIDS, cancer etc among the rural populace.

1. iv. Environmental Awareness: The human beings were created as the crown of the universe. Instead of being the steward taking care of and protecting the environment, mankind has subjugated and exploited, as the master, the ecology and devastated the biodiversity. Today we have become the prisoners of our own destructive forces – Due to depletion of ozone layer and as an effect of green-house effect there is global warming. The threat of another deluge is ever threatening us and already we have begun experiencing the erratic changes in weather patterns. This is another area where the students should have love, respect, and reverence for the environment and each one should take efforts to create an eco-friendly atmosphere. Forestation is one example which could be easily put in practice. The students should be encouraged, even in the campus or in the neighbourhood or in their home-surrounding, to plant trees. They could take active part in enviro-clubs. They could enhance the awareness of the people regarding the industrial pollution.

4. Teacher – the role Model:

Each teacher is a role model for the students. The students acquire from the teacher not only what he/she teaches in the classroom but the students also imbibe what each teacher is. We not only educate the students, we should also inspire them. Each teacher could be a mentor for a few students – By periodic meeting with the mentoring-students there is provided personal care.

And the teacher, in addition, prepares the students for challenging situations in life. Once a guru was going away for a few days – He gave his disciples a sieve and asked them to fill it with water before he could come back. The disciples tried their best to pour water, faster and then slower, onto the sieve but no water could remain within the sieve. They, however, kept trying till the Guru came back. When the Guru arrived they expressed their inability – And the Guru threw the sieve into a water-pond and the disciples could see how the sieve was filled with water.

1. Teaching = enlightening: Clarity in understanding the subject precedes efficiency in teaching. The lecture is not expected to be a monologue but there should be dialogue – The more there is students’ participation, the more the classes would be effective. Students should not be discouraged to ask questions and they could be encouraged, with effective accompaniment, to find answers to their own questions.

Teaching the elite and enlightened students and turn them out, at the end of the academic year, as academically excellent students is no credit to the effective teacher. Teaching a slow-learner and then turning him/her as an excellent student would be a credit to the effective teacher. Thoreau once said: When the soldiers are marching to the beating of drums, if one hears a different drum, let him follow his drum-beat. Slow learners need more time and there should be remedial classes for them. The teacher should be able to decipher the dream of the student and should be able to work on his/her premises and slowly motivate him/her to do the best. Each one is capable of doing a lot, as the subconscious has practically infinite potential, but it has to be brought out through inner dynamic force called motivation. The high achievers in the society are those who have been well motivated. Hence the teacher should have a prophetic vision for the student and could make him/her get in touch with the source of infinite energy in the subconscious.

There is no such person as ‘problem-student’. There is nothing called problem which does not contain within it the solution. The difference between the problem and the solution is, as Guy Finley would put it (The Secret of Letting Go), that people understand the solution, since the solution might have all along – right there within the problem. The teacher understands the student and helps the student understand and accept himself/herself.

1. Teacher and ongoing Learning: An effective teacher is an efficient learner having insatiable thirst for knowledge. Only when the teacher has the spirit of learning more and more, then the teacher could be effective in teaching. Each teacher should keep up on-going learning and each one should keep abreast in his/her area of teaching – not only content-wise but also teaching methodology as well. It is today mandatory, in order to keep up the quality of teaching, that each teacher in the college should be engaged in research. We are marching into the arena of publish or perish and we are influenced by the work-ethic of substantiate or suffocate. Each teacher should keep up research, theoretical or experimental, and should be able to publish their findings in national and international journals. Publishing sharpens one’s thinking; whets one’s thirst to know more; enables one to communicate effectively; and thereby makes it possible to create a new world of academic excellence.

Today one is expected to do consultancy to industries and companies and to become engaged in collaborative research with other similar institutes of research. In science one’s merit is measured by the number of patents one has applied for and obtained and by the number and amount of research project – accomplished and ongoing. The multi-disciplinary research is the order of the day. This type of research, further, should have social relevance. Research should not be for the sake of research but it should be for advancement of humankind in someway or other.

1. Learning – Yearning or Yawning!: On the one hand the teacher is engaged in research and on the other hand the teacher relativises his/her knowledge to the level of the students. The learning process, for the students, should be easy and at the same time effective. The teacher is to make the subject simple and is to present it to the students in a way they could comprehend it. Apart from the chalk-and-talk method Over Head Projectors and even Power Point Presentations could be used. Whenever needed media could be made use of. The lecture should not be boring or stale but it should be interesting and innovative. In the beginning of the semester a bird’s eye-view of the syllabus could be explained and in every class review of the previous class and at the end of the class one or two minutes of preview of the next class could help the students to keep up the trends of the progress in the class. The class as such should not make the students yawn in the class but instead it should make them yearn for more knowledge – Much depends on what is taught and how it is taught.

1. Curriculum: The curriculum itself should be relevant and practical in the present context and interesting for the students. Interdisciplinary approach could be very much appreciated. For example, Mathematical Physics for the physics students could be treated by a Professor from the Maths Department and similarly the course on Quantum Mechanics for the Maths students could be dealt with a Professor from the Physics Department. And there could be common electives offered from each department which could be offered for the students from other departments. For example, Energy Physics could be a paper that deals with conventional and non-conventional as well as renewable energies that could be offered by the Physics department for the students of other science departments. Also in order to give an overall picture of education the arts students could take one or two courses in science (for example, history of science or physics) and science students could take a course in humanities (for example, Human Rights or Social Conflicts). Interdisciplinary courses could also be offered – For example, Loyola College at Chennai offers a course called American Studies and this paper deals with historical, literary, and scientific developments in the United States and the course is treated by professors from History, English, and Physics departments. And all should be required to take Foundation Courses which deal with Personality Development, Social and Religious Harmony etc. There could be not only choice-based-credit system but also possibility of vocational training (eg. Tourism, archeology etc). This would not only make the curriculum interesting but also the students would have meaningful formation and they become employable. After the class hours there could be IAS, IPS etc coaching classes and also coaching for other important competitive exams such as TOEFL, GRE etc which could help them continue with education abroad. The problem in India is not unemployment but more unemployability. Hence the curriculum should also have an element of job-orientedness.

1. Evaluation by the Students: The students are the stakeholders with regard to education and hence they should play a role in evaluating the quality of education. As, in our system, the teachers are the main source of learning, students-evaluation of the teachers would be very helpful for the teachers to improve upon their imparting education. This should be done periodically with regard to the content as well as delivery of each subject and also the methodology of teaching as well as the availability of the teachers should be evaluated. Similarly exit-interview of the outgoing students would be a wealth of information and inspiration for the college academic authorities to improve upon the facilities as well as the quality of education in the college.

5. Institution – Home away from Home: The educational institution should create a conducive atmosphere for the students to learn and to be trained and formed for the future. The educational institutions should bring home, later, fond memories and the campus should be a home away from home where not only the students become enlightened about their future life but also they imbibe the spirit to make positive and lasting contribution to the society they live.

1. Facilities: All the facilities needed for the students for their learning should be, as much as possible, available on campus: Library (including digital library) that ever keeps itself updated, Gymnasium etc should be given much attention. Co-curricular as well as extra-curricular activities should be encouraged – Participation in NCC, Rotaract Club, Enviro-Club, AICUF etc would instill in the students organizational as well as leadership qualities. Students should be given opportunities to take part in the administration – Not only the Students Union should be given responsible freedom to function but also the management could occasionally sit with the students’ representatives and discuss their aspirations as well as their grievances. Career guidance centre would be essential to provide with information regarding job opportunities and to organize campus interviews in order to select students for suitable jobs.

1. Collaboration in Research: Research should accompany teaching. There should be research facilities; especially multi-disciplinary research activities should be encouraged. For example, Loyola Institute of Frontier Energy (LIFE) at Loyola College, Chennai, founded in 1995, is a multi-disciplinary research common to Physics, Chemistry, and Biology with the focus on energy and environment. Signing Memorandum of Understanding with industries and neighbourhood research facilities would be another phase that would enhance the research in an educational institution. The faculty members, apart from engaging in research activities leading to patents and publishing research papers, should be encouraged to do consultancy to Government and to industries. Twinning programmes with other universities, both in India and abroad, would enhance the number of possible courses. And such courses would enhance the future opportunities of the students – to get employed and eventually to make solid contribution to the society.

iii. Alumni/ae: The alumni/ae should be the backbone of the progress for an institution. The institution was for them when they needed and now they should be there for the institution and for the present students. Cordial relationship with the alumni/ae and effective interaction with them through periodic meetings would bring the alumni/ae back to the campus and they could be of much help to the present students – to be motivated and to be inspired. Alumni/ae should be able to guide the present students with regard to placement – Some of the industrialists could absorb them and some others could even prepare the students, through offering part-time coaching, for interviews. They could be at present source of financial assistance to the needy among the students and later source of employment for the students.

1. Parents-Teachers Association: There should be close collaboration between the parents and teachers of the students – Parents should be able to monitor, perhaps through website, the attendance as well as grades/marks obtained in tests and exams. Information sharing as well as periodic meetings between the teachers and the management could be mutually beneficial. Students as well as parents should be able to approach the officials in the campus. The grievance cell should be empowered to deal with issues and matters brought in by the students.

1. Team work: For any effective mission team work is very important – If one could communicate with others and if one could build up meaningful relationship with others, then one should be able to do team-work. They should be able to understand the phases, viz. forming, storming, norming, and performing, in building up effective team. Team work is ultimately the success of any mission or institution. And the principle of synergy should be experienced by the students. Hence the students might have ample chances to work in teams – They should be encouraged to organize events, academic and even cultural, where they would be able to plan out with others and work with others. Then they would learn, by experience, how to deal with others – the futility of aggressiveness, the foolishness of submissiveness, and the fruitfulness of assertiveness. They should learn that in a society if we stand together we gain but if we are divided we lose everything. Building up unity transcending social, religious, cultural, and ethnic barriers is desirable and essential.

1. Admission and appointment Policy: Of course, all of us agree with excellence in education. But social equality is as essential as academic excellence. Hence special attention should be given to the socially disadvantaged and marginalized students. The same could be followed for the appointment of the faculty members. The portals of our educational institutions should be open to the economically poor students – There should be adequate financial help extended to such students. And the socially marginalized students, often apart from their need for economic help, are sensitive regarding how they are accepted. They also need recognition and understanding and assurance that they also would be needed in building up a just social order. New recruits need training, motivation, and formation to carry out their mission efficiently as well as effectively.

6. Conclusion:

The students coming to the educational institution of higher learning may be physically grown up; but they may be toddlers with regard to academic excellence as well as to emotional maturity. It is the educational institution that creates an atmosphere for the growth of the students holistically. By accepting each one as unique and a gift to the society each student is made to feel happy to be part of the society. As competent, committed, and compassionate faculty members take care of the individuals the students grow as men and women for others, especially for the needy, and in particular who are discriminated and marginalized in the society. Each one becomes a Good Samaritan who would be ready to reach out a helping hand to the needy encountered by chance. The institution takes every effort, in collaboration with the teachers, to mould each one a leader of the society with clear vision of the future for oneself and for the society. This vision is achieved by activating the inner dynamic of motivation and preparing oneself to work in a team.

The quality of the output or achievement of a student depends on the quality of each one’s inner self since the inner determines the outer – The inner enables the outer. It is not any event that makes the difference but it is how one perceives it that makes the difference. Thus the inner empowers the outer. While the inner is activated, the student is focused with the outer directed for action. Each student is an atom of enormous energy and it is our curriculum and the facilities in our educational institutions that would enhance their growth and effectiveness in the future – If properly done it would be energy of constructive power otherwise it would be destructive.  It is a challenge but we can do it because we are teachers. The choice is ours.

Francis P. Xavier, SJ

Loyola College

Chennai-600 034

(2040041006)