IDIOT

 IDIOT

If there are some domains which do not call for credentials, they are Idiocy and Lunacy. At least this is what I recognize of these two features which are held in low esteem and high ridicule. That these are being laughed at by ‘saner looking’ persons is itself proof my contention. With no provocation one easily turns near lunatic or a tentative idiot. Undoubtedly, there is nothing of a temptation in anyone‘s desire to be either an I or L. Yet effortlessly persons cross lines to enter the territory ridiculed by them. The contention that the line of segregation between sanity and lunacy is very faint stands clearly established from these happenings.

Substantiating the contention seems all too simple Yes; let us draw our inferences from a variety of observed facts.

Look at our National scenario. Come elections to country’s parliament, we notice how political opponents come together to fight a ‘common enemy’. The very idea of a common enemy is an item of ridicule because in daily life we do not speak of any common enemy. There may be enemies. How can someone be an enemy to most others? This is just an effort to ‘agenda setting’ by narratives to suit their contentions. Mind you—contentions are driven by scope for gains and seldom by conviction.

NOW MY SIMPLE QUESTION

What should we call people who toe the line of stupid campaigners? So, the stupid preaching generates fair following indicating that idiots are led by lunatics or vice-versa. Who is who is again another wafer-thin line in this dispensation.

We are a bunch of idiots on most occasions. Carefully consider the previous case. Individually, everyone nearly echoes sentiments that we need a set of good rulers. But, when and where it matters, voters stand divided on non-issues. If political outfits can cash in on ‘emotional’ or sentimental mindsets, are we sane?

If not, do we not qualify to be called ‘insane’? Right away the judgment can be that whoever follows idiots or insane preachers should be insane themselves no matter what avocation they pursue for living.

If you want additional instances of responding to emotive appeals, my kit is full. Sheepishly towing a political gimmick is the first step to irreparable idiocy. Lending lame excuses for our wrong execution of franchise is confirmation of our willing to be ‘IDIOTS’. Delightfully we are idiots succumbing to varied proclamations and promises and ‘bandwagon idiocy’ is not easy to eradicate. It can be raised to a full scale by fanning emotions or promises contrary to truth. Our looking forward to bigger promises is nothing short of moving from idiocy to lunacy.  Do you need additional evidence of minds slipping into ‘idiocy’? Once a retired judge remarked that an actor may be pardoned, for, he had donned the role of a social crusader in movies. [What is this to equate movie portrayals with personal disposition to law of the land by the accused?]

Mere delays in pronouncements are being turned into grounds for mercy for even heinous crimes /criminals. Is trying to defend the indefensible an act of sanity? Under such circumstances, the law abiding look ridiculously insane. So, a set of happenings can push any one from sanity to insanity by judicious play of emotions. Never be complacent; one day many would stand bracketed under ‘Idiots’

Prof. K. Raman

TEACHER –SOME MISCONCEPTIONS

 

TEACHER –SOME MISCONCEPTIONS

Quite a few notions pervade among people about teachers. Despite so much exposure to the process of education, still the name ‘TEACHER‘, is swiftly associated with feminine gender. If a male member tells the people that he is a teacher only 30% understand and the rest have mixed feelings about his gender. This is just a peripheral issue; there are far more important items to consider.

NOTION -2

The general faith is that ‘teacher knows everything’; [S]he need not learn anything now, having already mastered everything. How I wish it is true! Sadly, teachers are also caught in the labyrinth of personal problems including the items of health, children recalcitrant in learning and yet teachers  keep obeying several bosses at the same time. One clan of the bosses is the bunch of students in every class. Unlike what [s] he appears to be, a teacher is more a servant than a boss most of the time. 

NOTION-3

A teacher in public perception is the incarnation of Goddess Saraswathy so, parents believe that [s]he can readily correct the deficiencies in the mental skills of their children. Often they would say “if you help, this boy will be alright in just three days on all frontiers English, Algebra, Trigonometry and world history. [The parent does not know the child’s score in other subjects].

NOTION- 4

All is well with my child. Something is wrong in his/ her class. The teacher clearly knows that the very source of indiscipline is that boy in that class. By their very nature and training teachers do not demoralize students or their parents unless it is absolutely essential to alert the Principal or the parent. Several parents right away throw up a defending claim in a deafening voice “my child is next only to the most ideal; the school ambience is not helpful and I cannot believe of what is being said of him”. With none to rescue the teacher from the rut of ignominy from uneducated and unwilling to learn parents, teachers simply keep off. They stick to the norms of teaching and cannot stand harassment by learners and their parents who believe that their political connections would help them to tide over administrative restrictions. Pampered persons can NEVER PROSPER IN LIFE.

NOTION-5

Teacher is omnipotent so far as awarding of marks is concerned. As and when a student fails to score well, the common conclusion is “the teacher has not duly weighed the answers and has unilaterally stifled the prospect of good score. [I do not deny the occurrence of discriminate awarding of marks by some teachers; often some of them resort to awarding hefty scores to buy peace with students and to hide their inadequacy as a teacher].Such aberrant teachers render the system weak and the institution is prone to achieve the dubious distinction of partisan attitudes. No honest teacher deems it fit to settle scores with students by denying the marks ‘due’ for any answer. ALSO, I CHOOSE TO INFORM GENERAL PUBLIC that there are enough checks and balances in the evaluation methodology. If complaints are lodged, a thorough probe will be conducted. Please be informed that the system would not come to the rescue of the teachers and hush up things. You know from your life that honest people have more enemies than the dishonest ones and so the honest teacher would be always under the vigil of all others who are keen to destroy the person as they cannot compete with his/ her competence.

It is with the plethora of such wrong notions that honest teachers manage to survive not because they know nothing else but because they cherish teaching.   

Prof. K. Raman

 

 

 

TEACHER –THE IRREPLACEABLE

 TEACHER –THE IRREPLACEABLE

The present assertion of mine pertains to persons who by ‘heart and soul’ ensure that ideas reach the wards in quick time and are free of ambiguities. Everyone on the payrolls of Institutions for teaching IS NOT A TEACHER, even by the wildest of imaginations. At best they are Teachers by designation. We recognize two versions- Teacher by Choice and Teacher by Chance. The former are few and far between while the latter are numerically rich despite personal penury in the Art of the Game. Be that as it may. Let us figure out how certain persons carve out a niche for themselves in the arena of effective teaching.

The foremost requirement for a teacher worth the name is that [s]he ought to feel proud of self that “I am among the chosen few to shape the destiny of children who themselves would later be proud citizens of our Nation. When in later life they revisit their formative days mentally, I should be an unforgettable mentor, deeply etched in their memory whether or not I stand any reward or award for my work”. For anyone, to develop a commitment as a teacher, a few ‘conditioning parameters’ would prove vital in his /her life. Without ever being under the brilliance of some teacher or the other, it looks nearly impossible to have an abiding interest to the profession. We too often speak of ‘role models’. Perhaps the most vital role model for anyone to emulate is that of the teacher. This is because, a well-knit close interaction between the teacher and the taught is unique and has no parallel. When the teacher proves the most dependable support, students readily get drawn to the teacher’s mode of functioning. They willingly submit themselves to the dictates of the teacher and keep looking forward to him / her and do not ever trespass his/her guidance.  Invariably, such teachers of reckoning trigger the latent spirit of teaching within every one. Such is the indomitable spirit of teacher legacy. In my perception, a good teacher is a product of some other good teacher. Spontaneous emergence of brilliant teachers IS A DISTANT DREAM as a first-hand familiarity of the nuances of teaching are gathered from functional models rather than by any vivid imagination. If not anything, a good teacher can be a source of building Human resources for a fairly long time to come.

Knowing something for self is far different from making many others understand the same thing.  That in a nutshell clarifies what the role of a teacher is -all about.    

Having the training from authentic teachers / Professors gives the all-important impetus to do things the right way.  Even as they go about their daily schedules of teaching, students drawn by their skills of handling lessons and some crude boys, come to recognize their methods and in later life make the best use of the experience. So, class room learning confers on to students such advantages of reading from functional examples, use of language to take control of even volatile situations and pruning of skills for ready wit. Such life-situation trainings can never be acquired from ‘on-line’ training. Too often ‘on-line’ classes lack the solemn seriousness typical of live-teaching. This advantage is precisely the major benefit of class-room training. Also, students who have learnt their syllabi from full time lectures/ teaching stand in good stead to face examinations be it written or oral or any other format. After all, learning ought to dismantle fear for examinations. The best option to achieve fearless minds is to put them through classroom learning, where good faculty is available.

Why Teacher is irreplaceable

So long as teachers are available, it is wise to join institutions. This is because learning is much simpler by listening to teachers. Kindly consider as to how after a miss of couple of classes, our attempt to gather ideas direct from text books demands more time and repeated visits to the chapter. Besides, we cannot, quickly grasp details by reading books. A mere learning from listening makes the process simpler than by referring to videos or other such facility. A live teaching session makes the teacher to recognize the need to explain more clearly. [S]he realizes that the some more effort is required and accordingly     re-orients ideas to suit wider audience. Face-reading is an act integral to teaching. All successful teachers have the habit of assessing receptivity and retuning the approach to make lessons clear. Such instant interventions are truly the strategy behind success of teachers. Pre-recorded video lessons cannot come to the rescue of students, who need clarification. Whatever be the infrastructural facilities, the ultimate care taker is the teacher who can never be replaced even at the zenith of any technology. Teaching is a mind game and avid teachers mind the game to its ultimate clarity in portrayal. Live sessions by vibrant teachers have no parallel, as teaching is an art of exchange between minds.

There would no blog post on -07-07-2022.

Prof. K.Raman

 

LECTURE and LECTURERS

 LECTURE and LECTURERS 

While the ITEM is Lecture, the performer –Lecturer, the position is LECTURESHIP; TOO OFTEN MIS-SPELT and so, MIS-PRONOUNCED – LECTURERSHIP.       LECTURESHIP IS THE RIGHT WORD.

Well, these two terms –the title of the present write-up were indeed mesmerizing to many and intoxicating to some and awe-inspiring to a few in 1950s and was very much so, till late after 1970s, whereupon, a neo-trend was set in motion more by political will than by any professional skill. The years referred to above were actually Golden times in College education.

Yes, I am just not exaggerating; it was honestly so, for a variety of reasons.  An abrupt shift in medium of instruction from vernacular to that in English was by itself a source of awe. Suddenly, the fledglings in the entry level at the college had to ‘grasp’ ideas delivered through English terms. Just weeks before this phase all instructions were through respective regional languages. Right from day One, teachers used to deliver ideas through English.  Interestingly, the students were not disturbed by the language; rather they faced the problem of ‘pace’ in lectures. Rapid-fire deliveries through English were strange territories for entry level students in colleges. This baffle was rather ephemeral in the sense that just after three months under such a dispensation, students settled well with the English medium and got themselves tuned  to ‘follow’ instructions through English with the same felicity that they had had in their school education.

In plain terms, there was no fear element among the then learners as they were not deficient in basic grammar or parts of speech prescribed for transaction In English. Lectures were orderly, properly sequenced, information laid out in correct module to satisfy prescriptions in syllabi for different subjects. Present day lectures suffer from  penury of the parameters laid above.

FACTORS CONDITIONING THE LEARNERS

Teachers made it a point to stick to modalities OF USING English ; They refrained from succumbing to the temptation of sympathy to learners, for they were too sure that sympathy in imparting instructions [fearing language difficulties for learners] was the surest mechanism of ‘spoiling’ the element of effort by learners.  In fact, in the final months in school, the school teachers used to threaten us that “You are not attentive even if we try to teach you like what we would do to parrots. You would later realize, when you join college that there teachers would rush through their lectures and would show no mercy to you. You fellows will realize our [school teachers’] worth only after joining college”. There was enough justification to the modalities adopted by the two segments- the school and the college. The volume of matter to be taught in a session was far higher in college and the student ought to be familiar with all terms prescribed for study. Any translation of terms into vernacular would certainly have robbed us of the urgency and significance of familiarizing ourselves with the right jargon.

Several Colleges then used to insist on liberal use of English in classes as well as during general interactions.  I  NOW REALIZE THAT THE RIGIDITY STUCK TO THEN has significantly enhanced our functional skills for using appropriate terms –the most authentic way to ‘convey ideas as conceived by us’ leaving no room for lax interpretations.

In my understanding, collegiate learning then was more an inculcation than any imparting of instructions. What do I mean by this is- teachers used to make listening a comfortable exercise by very precise articulation. All my teachers were just on the dot in precision and quite adept in paraphrasing if needed.

Another conditioning factor that worked on us was their voice by clarity and modulation, so as to sustain listeners’ attention. This was done to perfection by not DIGRESSING FROM AN IDEA. Every now and then, they used to quickly review [summarize] the idea so far presented. It cultivated in us the habit of frequent review for personal understanding of the subject matter and also to consider the prospect of any additional explanation for clarity. Such intricate components of teaching presented to us while we were learners , later helped us a lot in formulating the right nuances of presenting data/ details and ‘feed the message’ to our wards with consummate ease. Needless to say -such niceties have evaporated into thin air and I find a number of lecturers groping for words and quickly reverting to vernacular more to save personal skin than to make it genuinely clear to the wards. Horrible is the right word to summarize the present day quality [In large segments of Tamil Nadu] of the items of the day’s topic.

Prof. K. Raman

SOME MORE ‘NOT SO FAMILIAR’ TERMS

 SOME MORE ‘NOT SO FAMILIAR’ TERMS

LOLLYGAG [VERB]

The term refers to the habit of spending time aimlessly or with no defined purpose. For instance, we may visit a distant place where two successive functions are to be held on two different days in a week with a gap of just two days. [Assume the dates to be 8^th and 11^th]. Soon after the event on 8^th, we need to spend 48 hours+ with nothing to do. Just a few relatives choose to hang around the place. The place does not hold any tourist interest either. So, on 9^th and 10^th, those staying back keep LOLLYGAGGING. Such persons are Lollygaggers.  Both LOLLYGAG and LALLYGAG are used.

SNOLLYGOSTER [Noun]

The term is applicable to shrewd but unprincipled person. Too often, the term eminently suits politicians who read grand opportunities even in routine functions or simple projects. The first usage of the term is suggested to have been in 1845, describing unprincipled act of some politicians in USA. Practically, the term had been nearly forgotten till 2009 , when it resurfaced in British parliament over the expenses on MPs.

SIALOQUENT [Adjective]

It is an interesting word. It refers to the tendency of spraying saliva while speaking. The students  who eagerly occupy frontline with fond hopes of receiving clear instructions from proximity, also experience and suffer from the saliva spray of the teacher however innocent the teacher is. SIALOQUENCE is the Noun form.

MALARKEY [Noun]

Malarkey refers to indecent or silly behaviour and generally disliked by many. It also suggests insincere or foolish behaviour. Quite often the term ‘malarkey’ is used to describe ‘politicians’ gimmicks to win over public opinion by using ‘decorated’ words. Malarkey is used as a compact expression of summarizing a political speech as full of malarkey.

WABBIT [adjective]

The term refers to the state of being tired or exhausted. In computer application, any self replicating programme within the same computer [but does not spread like a virus]  is referred to as Wabbit; appears to be a suggestion of ‘rapid multiplication like ‘rabbit’.If someone feels slightly tired [s]he tells, I feel  a bit of wabbit. Most Dictionaries are conveniently'Silent' about the noun form. Do we take that they feel a lot 'wabbit' trying to figure out the noun?

FLIBBERTIGIBBET [Noun]

The term refers to a person who is highly talkative or silly [or both]. A devil in KING LEAR –a Shakespearean play was named Flibbertigibbet. Possibly Shakespeare associated silly endless talk to the act of Devils if his choice for naming a devil had been any indication.

Prof. K. Raman

Ideal circle of friends

 Ideal circle of friends

As long as we settle for a good circle of friends, nagging problems of social nature may not confront us. People may not feel shy of transcending limits especially when they are in need of help. Depending on the extent to which we can lend support, we should review the prospect of sustaining the relationship. This is so because, seekers of help try to expand their dependence when they locate sympathy. This behaviour may not be deliberate, but generally has a history of repeats. Instead of getting committed too deep, it is ideal to keep off. After a couple of unproductive trials, people recognize the futility of looking to us for help. I do not suggest severing the relationship. It should be made clear that we can help to some extent without disturbing self priorities. It is a simple way of infusing some orderly approaches for interaction. People tune themselves properly for mutual interaction.

Our disposition:

It is an elementary requirement that we adopt such restrictions which we prescribe for others. An automatic reaction is - general reciprocity. Other than “keeping” the ideal distance, people should interact normally providing for a free flow of ideas. This is a natural advantage for recognizing the merits in one another. Caution should prevail during a group interaction, to avoid ‘cutting short’ any one. Cutting short hurts any one and implies that the person is unwelcome. Such minor interruptions do not help building a good rapport with people. On many issues including those of official nature, a lot hinges on rapport and it helps to soften situations even in adversity. Life, being a game of interactions, requires careful treading all through, since situations may witness rapid changes.  Expecting the unexpected is a vital element to help adjusting to variations. 

In the ultimate analysis, utterances make the road to success or succour. Building the rapport is vital for any one intending progress. But, the individual’s efforts in life do matter to the extent of making him / her competent enough. A blend of so many things comes together in determining the profile of a person. Since, the attitude of reciprocity is common, we need to have an open-minded approach to others. Practising what we preach is both simple and effective to achieve cordiality.

To Conclude:

Success in our day-to-day functions depends on how far people are inclined to co-operate with us. Indirectly, our attitudes towards them determine their disposition to us. So long as we adhere to healthy approaches in interaction with others, we may find the going smooth and useful. In simple terms, one can shape the kind of reciprocity desirable to self. To steer clear of avoidable controversies is a method of sustaining good relationship. Good interpersonal relation is an ideal tool to achieve rapport and support from our people around. At hours of need we may also draw upon their counseling. When confronted by intricate situation, patience runs out; some sensible analysis can be had from trusted friends. Exigencies can never be predicted. So, it is better to consider all prospects while building the circle of friends. Obviously, getting the right circle of friends is an act of Divine grace. It is for us to sustain the gift by adopting right approaches.                                                   .                                          Prof. K. Raman

 

SAMBAR

 SAMBAR

Your mind may be driven to a variety of imaginations pertaining to the South Indian delicacy referred to as “Sambar”.  Though the name looks ‘generic’ it may mean several things –unless precisely defined. Why should it all the time be a food-stuff alone?  It could mean something else as well.    Instead of driving the reader mad, let me land on the item I intend presenting as the priority information.

SAMBAR

‘Sambar’ also refers to a large sized DEER, native to Indian subcontinent.  Perhaps Sambar  deer is among the big herbivores, measuring to about 5 ft in height, at shoulder and weighing about 300 Kg . Zoologically named Cervus unicolor; males of the species have Antlers [horns] measuring about a meter in length. Together, the animal has an imposing appearance and is always –children’s delight.  The grace of the animal has done its undoing by poachers/ hunters who have compelled the wildlife authorities to bring the animal under Red list [2008] meant for endangered species. Also, shrinking of habitat due to deforestation has further ruined the chances of survival for the Sambar deer. The fur of sambar deer shows variation of hue and shade. Normally single calves are born, though occasionally twins are reported too. Samber deers seem to obey norms in that the males do not have a harem though individual male takes hold of a territory in a breeding season.   

SAMBAR –A SOUGHT AFTER STUFF

For some strange reason the item called “Sambar”   has a Pan-Indian presence from its earlier confines of South India. A genuine ‘sambar’ stands to represent a nearly balanced food by virtue of its ingredients. Chief ingredients in Sambar are tamarind [acid source], dhal [Protein], pieces of green chillies, vegetables –Onion/ Drumstick/ Brinjal/ Tomato/ Carrot/ or any other vegetable like gourd/ pumpkin etc., Fat by way of ghee or oil, salt for taste.  Any combination of vegetables goes well with sambar. There are two versions of Sambar- the lunch type and the Tiffin type. But, sambar meant to accompany items like Idli/ Dosa would lose high palatability if studded with vegetables. So, they are made to a watery consistency [unlike the fluid for lunch version],

with onion [specifically sambar onion+ suggestion of a few pieces of carrot or tomato.  The trick of making the item of both types, calls for a careful handling that rests on ‘boiling’ the stuff until, the raw smell of ‘sambar powder’ [containing, turmeric, coriander seeds, pepper, black gram powder+ Asafoetida] is driven off the vessel. The success of the broth rests on precise seasoning, using fried mustard and freshly sliced coriander leaves, added just prior to serving. There seems to be an all round patronage for sambar, by all consumers from India and abroad alike. If Idli/ Dosa have hit the national market, certainly they owe a lot to the captivating Sambar-chutney ensemble made of nutritive components including fresh coconut shavings.

Prof. K. Raman