Pallikkutam : August 2014 by james paul

FROM EDITOR’S DESK

Great teachers don’t teach MAGAZINE ON EDUCATION VOLUME 2 ISSUE 3 AUGUST 2014

Managing Editor Dr. Varghese Panthalookaran CMI Editor James Paul Associate Editor Dr. Prasanth Palackappilly CMI

Columns K L Mohanavarma Dr. K.N. Raghavan Sajit Malliyoor Dr. Jos Cletus Plackal Dr. Augustine Thottakara Marketing Manager Varghese Kachappilly CMI Art Sajo Joseph

They help students learn. Students teach themselves. Three of the all-time greats — Socrates, Jesus, and his Jewish contemporary the sage Hillel — share a dislike of heavyweight speeches. They spoke briefly, painting pictures and telling tales (‘parables’), and always raised more questions than they settled. Socrates was the greatest philosopher of all time, and all he did was walk around the streets and ask people irritating questions. Jesus was probably the most influential teacher in history, and his longest ‘lecture’ — for instance, the Sermon on the Mount — cannot have filled up an hour of classroom time or a page in a notebook. And Hillel’s greatest lesson, in answer to someone who told him to teach the entire Torah while standing on one foot — ‘What is hateful to yourself, don’t do to someone else. That’s the whole Torah, all the rest is commentary. Now go study’ — directed people to go off and learn on their own. A great teacher will keep the students wanting to come to school just to see what interesting things they will explore and discover each day. We call this inquiry. The philosophy that supports such a great teacher is simple. Students learn best when they are in control of their learning. Students must do the heavy lifting of learning and nothing the teacher can say or do will change that. Real learning requires doing, not listening, or observing only. Yet what do we find in every school and university? Teachers talking, talking and talking while students listen, daydream and doze. We call this lecture. A great teacher will devise a way to give the students an urgent reason to learn skills or knowledge and then let them show they have learned it by what they can do. This is called project-based learning. The word “teacher” implies the flow of knowledge and skills from one person to another.

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The great teacher makes a few simple points. The powerful teacher leaves one or two fundamental truths. And memorable teachers make the point, not by telling, but by helping the students discover on their own. Learning takes place through discovery, not when you’re told something but when you figure it out for yourself. All a really fine teacher does is make suggestions, point out problems, and above all, asks questions … and more questions … and more questions. We discuss about the qualities of a “Guru” in this issue. There are responses from parents, teachers and students also.

C ONTENTS CO VER ST OR Y COVER STOR ORY

The Good Teacher We discuss the concept of ‘good teacher’ in this cover story. Read what education experts, teachers, parents and students said about it.

The guru ideal of Hinduism and the guruship of Christ................................................................ 30

Dr. Augustine Thottakara

How an inspiring teacher has become an endangered species ?............................................ 37 Prof. Joy Joseph

An admirable breed of teachers........................... 43

Ankitha Cheerakathil

AXn-Po-h\w 11

EXPERT COUNSEL 18

GUEST COLUMN 61

kvt\l-Øns‚ Kpcp-Xzm¿∞-ßƒ

Karna’s curse

kmμo]\n F∂ Kpcp

Fs‚ Ipń-°mew Zpcn-X-ß-fn eqsSbp≈ bm{X-bm-bn-cp-s∂¶nepw Fs∂ kw_-‘n-®n-StØmfw [\ym-fl-Ihpw kuμcym-fl-I-hp-ambncp∂p B \nanj-ßƒ.

One of my favourite characters in Hindu mythology is the noble Prince Karna, the elder brother of Pandavas who chose to align himself with the Kauravas.

BcmWv A≤ym]I≥? Kpcp? `mcXob ]pcmWØn¬ kºq¿Æ\mb Kpcp IYm]m{Xw Ht∂bp≈p, kmμo]\n al¿jn.

tPm¿Pv tPmk^v sI.

Dr. K.N. Raghavan

sI F¬ taml\h¿Ω

Pallikkutam | August 2014

AUGUST 2014 STORIES OF LIFE 21

From suppression to expression NEWS..................................................................... 06 INSIGHTS.............................................................. 26

Dr. Jos Cletus Plackal TION......................................................... INNOV INNO VATION ......................................................... 50 INFO TECH............................................................ 58 CONFESSIONS ..................................................... 66

PERSONAL 23

Be realistic: brain has limitations

Sajit Malliyoor POLICY WATCH 47

STUDENTS’ CLUB 52

The mysterious Student inventor private university wins accolades regulatory system in India - 2

SUBSCRIBE NOW TURN TO P AGE 60 PA

Dr D.Dhanuraj Rahul V Kumar CREA TIVE LIVING 55 CREATIVE

EMVEE’S ARMCHAIR DREAMS 65

Who is the true Why should girls mother of invention? study? Dr. Varghese Panthalookaran CMI Pallikkutam | August 2014

NEWS

Universities Science taught in schools outdated: CNR Rao should work for a common S cause cience taught in schools and colleges in India is “outdated”, “most boring” and is no longer the one practiced in advanced laboratories, senior scientist and Bharat Ratna recipient CNR Rao said.

resident Pranab Mukherjee addressed the vice-chancellors, directors, faculty and students of all the central universities and institutes through video-conferencing hosted by national network of NIC at Allahabad University said that all universities should work for a common cause.

“Science we teach in schools and colleges is no longer the science we actually do in advanced laboratories. What we teach is most boring. The science which is taught is completely outdated. The chemistry we teach in school...Who wants to learn that chemistry?” “Most teachers are boring. We have to improve our teaching. Teachers and teaching have not been good in India. So the National Mission should be improving the teachers and teaching standards,” Rao said. He was speaking at the seventeenth JRD Tata Memorial Lecture organized by Assocham. When asked whether all the advice to the government given by experts was followed, Rao, who served the head of the Scientific Advisory Council to then prime minister Manmohan Singh, said if all

The address was then followed by a question-answer session in which the four vice-chancellors and directors asked the questions.

“We would have been much more advanced,” he said. He noted that education and science was not given due importance in the country.

“Education and science are not given importance. When P V Narsimha Rao was the HRD minister, even I was helping him in writing the national policy for education, Narsimha Rao said that 6 per cent of GDP must be spent on education, but when he became the prime minister, he never remembered...only 2 per cent (was allocated for education).” “How committed are we (in spending on education). That way Rajiv Gandhi was very committed, but his life was cut-short. UPA II was fairly successful (in understanding the problem) and Manmohan Singh was very receptive,” the senior scientist said.

Less than 1 % disabled Indian kids enrolled in schools

This is the second such address by the President. The last one was held in January 2014. The President in his lecture urged the universities to work for the common cause of good governance in a nation having a population of around 1.5 billion diverse race and multiple interests. “It is really a challenge before the stakeholders in the government to cater to the needs of the all concerned and save the democracy from turning into a nation of loud people”, said the President.

advices were accepted the country would not have been where it is now.

ess than one per cent of the disabled children in India are enrolled in the schools, parliament was informed.

up to enroll ‘Children With Special Needs’ (CWSN) in schools, which include early identification and assessment through camps, provision of aids and appliances “The report of the National Right to and teacher training on handling of CWSN.. Education (RTE) Forum Delhi and Society “It also includes appointment of resource for Promotion of Area Resource Centres teachers to support regular school (SPARC) India shows that enrollment of teachers, barrier free access to schools, disabled children in schools is less than one provision of Braille books and other percent,” Human Resource Development essential teaching learning equipment apart Minister Smriti Irani told the Rajya Sabha from active engagement with the in a written reply. community and parents to send CWSN to Irani said that under Sarva Shiksha Abhiyan schools,” she added. (SSA), a number of interventions are taken

Pallikkutam | August 2014

NEWS

One lakh engineering seats still vacant in Tamil Nadu

lmost half the number of engineering exam - could fill some seats. At the end of seats in the state under the single the counselling, only 20 of the 546 colleges window counselling found no takers. When had filled all the seats allocated under the the 28-day process came to an end, almost one lakh seats were vacant, up from last year’s 80,000. It is not yet known how many of the 70,000 seats under the management quota have been taken. While colleges have extended the admission period till August 20, experts warned the situation might not change. “You can’t expect more seats to be taken as most students have got admission by now, and some colleges have begun classes,” said educational advisor J P Gandhi. Some felt that students from other states might seek admission. The supplementary counselling on August 6 for students who passed the Class 12 board examination through supplementary

counselling quota, of which four are selffinancing colleges. Interestingly, among those which filled the seats is PSB Institute of Technology and

Applied Research, Coimbatore, which opened this year, with 195 seats allocated for counselling. It turned out to be one of the most sought after colleges during the first session of counselling, when three out of ten students on an average chose the institution. On the flip side, 22 colleges could not fill more than 10 seats at the end of the counselling that started on July 7. Another 10 colleges got just two students each. At least eight of the 12 courses listed had less than 50% of the allocated seats filled. Though experts said mechanical engineering continued to be a favourite among students, 135 colleges could not fill all their seats in the stream. About 128 colleges had seats across all branches to be filled even in the open category.

70% engineering students in US from India, China: Report

eventy per cent of international students studying engineering in the US are from China and India, according to a new report.

there were 2,70,596 international students from China studying in the US. The majority of these students studied in California, New York, Massachusetts, Pennsylvania and Illinois. The report “SEVIS by the Numbers,” a quarterly further said that nearly 3,50,000 report of international students studying in international students pursued STEM the US, was released recently by the (Science, Technology, Engineering and student and exchange visitor program Mathematics) coursework in July. Sixty(SEVP), part of the US immigration and nine per cent of international students customs enforcement’s (ICE) homeland studying STEM fields were male. Eightysecurity investigations (HSI). As of July five per cent of international students 8, 9,66,333 international students were studying STEM coursework are from Asia. enrolled in nearly 9,000 US schools using Seventy per cent of international students an F (academic) or M (vocational) visa. studying engineering are from China and This marks a nearly five per cent decrease India. More international students study from April, primarily due to graduation engineering than any other STEM field of rates, but an eight percent increase when study, it said. compared to July 2013. The July report South Korea and Vietnam had the greatest included a special section that focuses on percentage decrease in students studying in China. the US at eight per cent and seven per According to it, seventy-five percent of all cent, respectively, when compared to April international students were from Asia, figures. The top 10 countries of with 28 per cent from China. As of July 8, citizenship for international students

Pallikkutam | August 2014

included: China, India, South Korea, Saudi Arabia, Canada, Japan, Taiwan, Vietnam, Mexico and Brazil. The University of Southern California, Purdue University, the University of Illinois, New York University and Columbia University rank one through five among US schools with the most international students. The report is based on data from the Student and Exchange Visitor Information System (SEVIS), a web-based system that includes information on international students, exchange visitors and their dependents while they are in the US. A school must be SEVP-certified before it can enroll international students. SEVP monitors approximately one million international students pursuing academic or vocational studies (F and M visa holders) in the US and their dependents. It also certifies schools and programmes that enroll these students.

INTERVIEW

Use technology to improve the quality of education James Paul

T.P. Sreenivasan is the Vice-Chairman and Executive Head of the Kerala State Higher Education Council with the rank of Vice-Chancellor. The Council has the mandate to advise the Government of Kerala on all matters pertaining to the Universities and other institutions of higher learning in Kerala. A former Permanent Representative of India to the United Nations, Vienna and Governor for India of the International Atomic Energy Agency, Vienna and Ambassador to Austria and Slovenia, T.P. Sreenivasan has served in the Indian Foreign Service for 37 years. His previous postings were as Deputy Chief of Mission in the Embassy of India, Washington, High Commissioner of India to Kenya and Permanent Representative of India to the United Nations in Nairobi, Ambassador and Deputy Permanent Representative of India to the United Nations, New York and Ambassador to Fiji and 8 other South Pacific Island States. He explains the major objectives of Higher Education Council in an exclusive interview with Pallikkutam. Excerpts: 08

Pallikkutam | August 2014

INTERVIEW

Once the lecture is recorded, there is no need for teachers to repeat the same in the class rooms. Students can listen to that again and again at home. The teachers’ role is that of a mentor to guide the students. What are the major challenges in Kerala’s education sector? Basically it is quality. We have been able to achieve quantity, rather called access. I say this because nobody in Kerala has to go out of the state to study a subject of his choice. The first principle is access. Everybody should have access to education. Equity also we have succeeded, because of our positive discriminating system. What we are lacking is excellence and employability. This is the time we have to add quality to our education system. I don’t subscribe to the view that Kerala education is poor or in shambles. There are evidences to show that it is not true. Three out of the first four positions were taken by Kerala graduates in the last year’s civil service examination. Obviously there is something good happening. At the same time it is not uniform. All colleges are not uniform and all teachers are not uniform. That is where we need the biggest investment. Employability will come, if you have excellence. I consider employability as a very important aspect of education. It should be the part of it. The good news is that the central government has introduced Rashtriya Uchchatar Shiksha Abhiyan(RUSA). They have decided to invest one lakh crore rupees into higher education in India over the next eight years. This is a huge sum of money and is available to all the states in India, depending on the worth of proposals that can be submitted. The programme is competitive. The allocation of amounts to the states will depend on the quality of the project submitted. In other words, states are not allocated a certain sum of money. The better the project, the better will be the allocation. This has been entrusted to Higher Education Council and we have just submitted our annual plan for next year. What are your suggestions to improve the quality of higher education? I myself have given to the Government of Kerala a blueprint called “Higher Education 2.0”. This means a new generation of Higher Education and that is

Pallikkutam | August 2014

what we need. This is so because our needs are changing, India is changing, the world is changing. In the blue print we have outlined six areas which need attention. First is infrastructure. Unless you have good facilities and basic comforts you cannot expect teachers or children to deliver. Second is teachers’ training. It is a very significant requirement but currently there is no training for teachers in colleges. Teachers’ training is mandatory in schools, but there is no teachers’ training in colleges. This state of affairs has to change. So we have recommended a faculty training academy, at the level of a university, which will enable every teacher regardless of the

what you do at home today i.e. the home work; you do in the class with the help of the teachers, and at home you listen to the lectures on your mobile-this is called flip school. Once the lecture is recorded, there is no need for teachers to repeat the same lecture in class rooms. Students can listen to that again and again at home. The teachers’ role is that of a mentor to guide the students. So in Flip school, the home work will be at school and the school work will be at home. At their own convenience, they can listen to the lectures recorded on mobile phones and use the time in classrooms to ask questions and get their doubts cleared. These technologies are available. We have to make use of it. Examinations will not be there in the future in terms of writing essays. Writing essays does not really test the student in any manner. The real test is how you apply the acquired knowledge in real life. It will take the form of gaming. On a computer they will give you real situations. You are an engineer or a doctor and your answer to those questions is the real examination, and is totally different from say, writing an essay on anesthesia. So, technology is very important for which the council is working on an “ IT @ Colleges” program.

Fourth is research. The problem with our universities is that they do no research. What passes as research is gathering of information. Anyone can do a doctoral thesis and get a PhD by reading what background of the faculty, subject or others have written and copying the department. Teachers will have to undergo contents or by writing in one’s own pedagogy training in this academy. The language. That is not how real research is third is technology; we have to use done. You must have patents. You must technology to fill the gap between the create knowledge, you must have new knowledge of our teachers and the technology, new processes, new products knowledge available in the world. It is which can be tied up with the industry. inexpensive also. All kinds of modern Institutions -industry linkage is very technology are available in our State. But important, for which we have a done a our universities and colleges have not paper. We have recommended a research developed the culture of using these university in Trivandrum for linking up technologies. I am not saying that we several research institutions. We have should replace oral education with machine research institutions, but they are outside education. That is not possible. People the university. We have to bring them think that universities will disappear. But together. they will never disappear. The nature of universities will change. There is The fifth is autonomy. We have something called “Flip schools”- that is recommended 13 colleges for autonomy.

INTERVIEW

We have to use technology to fill the gap between the knowledge of our teachers and the knowledge available in the world. Some colleges have been recently granted autonomy, but that is not enough. Autonomy has to be absolute. It is not just academic autonomy; we must grow into administrative and financial autonomy, if possible. Academic autonomy gives freedom to teachers; what to teach, how to evaluate and how to give degrees. Autonomy has to be absolute. By granting autonomy to colleges we expect to improve academic areas such as curriculum development, organisation of courses of study, examination system reform, innovations in pedagogy, induction of modern tools of technology to make learning student centric, extending the academic calendar to maximise learning opportunities for students and designing of community outreach programmes to enrich the curriculum. The last is internationalization.

the US with their own money. Which means affordability is not the issue. Only 2000 American students come to India, because we have nothing to offer to them interactively.

system. Based on the report on Autonomous Colleges in Kerala, the government has identified 13 colleges that can be conferred autonomous status.

The report on Kerala State Faculty Academy on teacher training got approval and was sanctioned government funds. If the report on Kerala State Assessment and Accreditation Council is approved, Kerala will be the first state in India to have a State Accreditation Council other than the National Assessment and Accreditation Council, the nationally recognised accrediting agency funded by the government. The reports submitted are the Kerala State Higher Education Policy, which is “a menu card of reforms”, with recommendations that government can pick from at any time. A report on industrybrochures for courses that are attractive to academia linkages suggests strengthening of foreigners. If you offer Nano technology or links between industry and educational “Education to all” is still a motto. Do you something like that nobody will come, institutions. Another report on because they know that our level is not so administrative staff suggests giving better think that affordability is an issue? How high, but if you offer Kalaripayattu, can we assure quality education at facilities and service conditions to nonMohiniyattam, Bharthanattiyam, Kerala affordable cost? teaching staff in colleges. The Council has History, Ayurveda etc. which nobody else also prepared an interim report on Arabic Affordability is not an issue at all. Our fee can offer, then they will be interested. All Colleges that recommends formation of structure is comparatively low. The cost our universities must build foreign Arabic Universities. It has committees that won’t increase dramatically. We are not students hostels. undertake various studies like an exploring the technological developments International Relations Group to foster What are the objectives of the council? in education. international cooperation with foreign How far you achieved the goal? Universities, review of Universities Acts, MOOCS is there is for the last for years. use of information technology in colleges, All our colleges should have the capability The objective of the Council is to advise the government, universities and colleges foreign travel of teachers, Arabic colleges to have at least one smart class room on how to improve their quality and (aims at resource sharing between where you take students and enable them teaching methods. It does not leave the colleges), Rashtriya Ucchatar Shiksha to listen to classes. Even if there is only recommendations half way, but follows Abhiyan and on setting up a National one lecture a week, it will be good enough them up with the government from time to University for Internal Security and Police for the student for gaining very high time. The Council makes action-oriented Sciences. The committee also conducts knowledge of technology and latest reports chaired by experts that are monthly public lectures, offers information. That we should do. Use of submitted to the government, and put into scholarships for undergraduate and technology doesn’t increase the cost. practice after seeking approval. postgraduate students in arts and science What are your suggestions to promote our and has published a journal Higher Four reports have already been approved education system to other countries? Education for the Future and conducts by the government. The report on Choice district students’ seminars and principals’ We should have education tourism, Based Credit and Semester System is being conferences. enabling others to come here. There are implemented by the universities now. hundred thousand Indian students Focus now is on revamping the semester studying in the US every year. They go to

Foreign students will come to India for education if our quality is good. Here you can graduate for $2000. The council has asked our five universities to prepare

Pallikkutam | August 2014

AXn-Po-h\w

kvt\l-Øns‚ Kpcp-Xzm¿∞-ßƒ tPm¿Pv tPmk^v sI.

Fs‚ Ic-®n-ep-Iƒ°v ia\w hcp-Øm≥ knan-tØ-cn-bn¬ Dd-ßp∂ AΩbv°p ]Icw AΩmbn Fs‚ AΩ-bm-bn. Rm≥ AΩm-bnbpsS aI\pw. AΩmbn Fs‚ Kpcphpw hgn-Im-ń-bp-am-bn. AΩmbn ]d-™p-X∂ kmtcm-]-tZi IY-Iƒ tI´v Rm≥ Fs‚ PohnXw ]Tn®p apt∂-dn. s‚ Ipń-°mew Zpcn-X-ß-fneqsSbp≈ bm{X-bm-bn-cp-s∂¶nepw Fs∂ kw_-‘n-®n-S-tØmfw [\ym-fl-Ihpw kuμ-cym-fl-I-hpambncp∂p B PohnX \nan-j-ßƒ. AΩ-bpsS ape-°-Æp-Iƒ `qan aÆm°n am‰n. H∂c hb- p-htctb Rm≥ AΩn™ \pW-™p≈q. AΩ-bpsS ape-°-Æp-I-fm-bncp∂p F\nt°‰w CjvS-s∏´ Ifn-∏m-´w. B Ifn∏m´w knantØcn aÆns‚ AKm-[X-I-fnte°v B≠pt]m-bn. Ifn-∏m´w \jvS-s∏´ Rms\∂ Ipń°v Icbmt\ t\c-ap-≠mbp-≈q. Fs‚ Ic®n-ep-Iƒ°v ia\w hcpØm≥ knantØ-cn-bn¬ Ddßp∂ AΩbv°p ]Icw

Pallikkutam | August 2014

hnhmlw Ign-°mØ AΩmbn Fs‚ AΩ-bm-bn. Rm≥ AΩmbnbpsS aI\pw. AΩmbn Fs‚ Kpcphpw hgn-Im-´n-bp-am-bn. AΩmbn ]d-™p-X∂ kmtcm-]tZi IY-Iƒ tI´v Rm≥ Fs‚ PohnXw ]Tn®p apt∂-dn. Kpcp sX‰p-I-≠m¬ injysc in£n-°pw. ]s£ Fs‚ Kpcp Hcn-°epw Fs∂ in£n-®n√. ]Icw kvt\lw sIm≠v Fs∂ s]mXn-™p. £a-

tbmsS Fs‚ sX‰p-Iƒ kuay-`m-jbn¬ Xncp-Øn-Ø∂p. AΩm-bn-bpsS kz`m-h-KpWw F∂n-te°p ]I¿∂p. Rm≥ imTy-an-√mØ Ipń-bm-sW∂v F√m-hcpw ]n∂oSp ]d-™p. AXns‚ s{IUn‰v AΩm-bn°p am{Xw. A\p-k-c-W-Ønepw ]t∞ym-]-tZ-iØnepw AΩmbn Fs∂ hf¿Øn. F\n°p Imh¬am-em-J-bmbn Ft∏mgpw ap∂nepw ]n∂nepw \n∂p. Ft∏mgpw Fs∂ sIń-∏n-Sn®v s\‰nbnepw Ihn-fØpw DΩ-h®p sIm≠v AΩmbn ]dbpw: ""tam≥ ]Tn®p hteym-cm-fm-I-Ww. AXvI≠v kz¿§Øo Ccp∂v Fs‚ \mØq≥, tam‚Ω kt¥m-jn-°pw.'' Rm≥ kΩ-Xn-®p F∂ A¿∞-Øn¬ Xe-bmń. F\n°p \mep-\m-ec hb- p-≈t∏mƒ tN´-∑mcpw tN®n-amcpw kvIqfn¬ t]mIp-∂Xp I≠v F\n°pw kvIqfn¬ t]mIm≥ sImXn-bm-bn. Rm≥ AΩm-bntbmSv ]d™p: ""F\n°pw Dkv°qfo t]mWw.'' ""Hcp h¿jw IqSn Ign-bm≠v tam\ Dkv°qfo tN¿°q-√m....'' AΩmbn AXp-]-d™-

AXn-Po-h\w

A£cw ]Tn-∏n-®Xp apX¬ aq∂mw-¢m-kp-hsc Fs∂ ]Tn-∏n-°phm\pw hf¿Øm\pw AΩmbn Ipd-s®m-∂p-a√ ]mSp-s]-´n-´p-≈-Xv. AΩ acn-®-tijw F\n°p c≠-Ω-amcm D≠m-bn-cp-∂-Xv. H∂v Fs‚ A∏s‚ s]ßƒ shf-am-Ωm-bn. c≠m-a-tØXv kmhn{Xn So®¿. t∏mƒ F\n°p k¶Sw h∂p. Fs‚ k¶Sw I≠v AΩmbn FS-hI-∏-≈ose sk‚ v tPm°nwkv kvIqfn¬ Ft∂w sIm≠p sN∂p. A∂p Ahn-SsØ {]Y-am-[ym-]nI Hcp I\ymkv{XobmWv. F\n-°msW-¶n¬ A©p hb- mbn F∂v I≠m¬ tXm∂n-√. ]s£ AΩmbn Fs∂ tN¿°m-\p≈ Xøm-sd-Sp∏n¬ Xs∂ \n∂p. F\ns°{X hb- mbn F∂ AhcpsS tNmZy-Øn\v AΩmbn ]d-™Xv Pq¨ ]Øn\v A©p-I-gnbpw F∂m-bn-cp-∂p.

AΩm-bn-bpsS PohnX-Øn¬ Rm≥ Hcp If-¶-Im-c-W-am-bn. Cß-s\sbm-s°-bm-sW-¶nepw AΩmbns°t∂mSv XocmØ kvt\l-am-bn-cp-∂p. Fs¥ms° Ipcp-Ø-t°Sm Rm≥ Fs‚ Ipń-°m-eØv Imń°qó-cn°-tW. I¿°-S-I-ag s]øp-tºmƒ XWp-Øp-hn-d®p AI-Øn-cn-°-e√

I\ym-kv{Xo°p kwi-bw. ""I≠m¬ tXm∂p-∂n-√t√m? ]≈o-t∏mbn amtam-Zokm No´v hmßn-bn´v hm tNS-Øo...'' ""amtam-Zokm No´p sIm≠p-h∂n´v \nß Fs‚ sIm®ns\ Dkv°qfo tN¿°-≠. thsd h√ Dkv°qfpw Cu \m´n-set≠m∂v t\m°-s´.''

]pXn-b-Xmbn XpS-ßp∂ Hcp kvIqfm-bn-cp∂p AXv.

AΩ acn-®-tijw F\n°p c≠-Ωamcm D≠m-bn-cp-∂-Xv. H∂v Fs‚ A∏s‚ s]ßƒ shf-am-Ωm-bn. c≠m-a-tØXv kmhn{Xn So®¿. Pq¨ H∂mw-Xo-bXn ¢mkp Xpd∂ Znhkw AΩmbn Fs∂ Ffn-bn-seSp-Øp-sIm≠v IpS-NqSn tImcn-s®mcn-bp∂ ag-bØv hn´-∏-°ΩØv kvIqfn sIm≠p-t]mbn B°n. A∂mWv Rm\pw AΩmbow H∂mw¢mknse Fs‚ ¢mkv So®sd ]cn-N-bs∏-´-Xv.kmhn{Xn So®¿ A∂p Xma-kn-°p-∂Xv tImºmd ap…nw-]-≈n-bv°-Sp-Øm-Wv. AΩmbn kmhn-{Xn-So-®-dn-t\mSv ]d-™p. ""H∂c hb- o X≈ acn-®pt]mb sIm®m-sW´m So®sd Ch≥. H∂p Imcy-ambn t\m°n-t°m-Ww. alm IpkrXn-bm. ag I≠m Ch≥ AIØn-cn-°n-√. h√ tatiS Imenepw sI´o-t´-°-Ww.'' So®¿ kvt\l-tØmsS Fs∂ tN¿Øp \n¿Øn tNmZn-®p. ""sI´o-Sm≥ \osb¥m Ip´m... h√ B´ptº at‰-tWm?'' AXp-tI´v Rm≥ AΩm-bntbmSv s]W-ßn.

AΩmbn AXpw-]-d™v XΩ-\Øn-\n-∏p-d-ap≈ Imc-Wt°mSw hn´-∏-°-ΩØv satΩmdnb¬ kvIqfn-te°v Fs∂bpw sIm≠v \S-∂p.

B kvIqfp-Im¿ henb tNmZyhpw sXfn-sh-Sp∏pw IqSmsX Fs∂ B kvIqfn¬ tN¿Øp. AΩm-bn°pw F\n°pw kt¥m-j-am-bn. ]s£ kvIqfn\v Zqcw IqSp-X-em-bn-cp-∂p. CS-h-I-]-≈n-bnse kvIqfn-em-bn-cps∂-¶n¬ aWn ASn-°p-∂Xv tI´v HmSn-sN-∂m¬ aXn-bm-bn-cp-∂p. hn´∏-°-ΩØv kvIqfn-te-°m-sW-¶n¬ Hcp Ac-ap-°m¬ aWn-°q-sd-¶nepw \S-°-Ww. AΩmbn thWw Fs∂bpw Iq´n AhnStØmfw sIm≠p-sN-∂m-°m≥. ]mhw AΩmbn. F\n°p th≠n I≈-Øcw ]d™v Fs∂ kvIqfo tN¿Øp.

Ipd-s®m-∂p-a√ ]mSp-s]-´n-´p-≈-Xv.

Fs‚ ]Wn. IpXn®p sIms≠mcp Hm´am ag-s]-øp∂ ap‰-tØ-°v. Fs∂ ]nSn-°m-\mbn AΩmbn HmSnh-cpw. ]nSn-sIm-Sp-°msX Rm≥ AΩm-bnsb ]pc-bv°p-Np-‰p-an´v HmSn°pw. ag-b-tØm-SW F\n°p ]\n ]nSn-®m¬ A∏s‚ Ip‰w-]-d-®nev apgp-h≥ AΩmbn°v t\scbmIpw. ]\n amdn-bm¬ Rm≥ ]nt∂w agbtØ-°nd-ßpw. Aßs\ agsIm≠v sIm≠v AΩm-bn°v hmX∏\n h∂p. ]mhw AΩm-bn. A£cw ]Tn-∏n-®Xp apX¬ aq∂mw¢m-kp-hsc Fs∂ ]Tn-∏n°phm\pw hf¿Øm\pw AΩmbn

Pq¨am-k-Ønse \ne-bv°mØ ag tXmcmsX s]bvXp-sIm-≠n-cp-∂p. kvIqƒ Xpd∂ H∂p-c≠p Znhkw ag-bp-≈-t∏mƒ AΩmbn kvIqfn¬ Fs∂ FSp-Øp-sIm-≠p-t]mbn B°n. Hcp cm{Xn AΩmbn h√msX hnd®p Xp≈m≥ XpS-ßn. hmXØns‚ Xp≈-∏\n h∂m¬ AΩmbn Aß-s\-bm-Wv. cm{Xnbpw cmhn-sebpw Ipcp-ap-fIpw Xpf-knbp-an´ Ijmbw Ign-®-t∏mƒ ]\n Aev]w Ipd-™p. ]nt‰∂v AΩmbn ]d-™p: ""tam\n∂v DkvIqfo t]mI-≠.'' Pallikkutam | August 2014

AXn-Po-h\w

H∂mw-¢m-knse A£-c-ß-fn-eq-sSbpw hm°p-I-fn-eq-sSbpw Nn{X-ß-fn-eq-sS-bpw ]dbpw Xdbpw ]\bpw hfbpw B\bpw AΩ-bp-sams° Rm≥ ]Tn-®p. kmhn{Xn So®-dpsS hnc-ep-Iƒ `qan-bnse ssZh-Øns‚ hnc-ep-Iƒ Bbn-cp-∂p. hnZy am{X-a√ kvt\lhpw F¥m-sW∂v Fs∂ ]Tn-∏n-®Xv So®-dm-bn-cp-∂p. ""F\n°p t]mWw.'' ""\ns∂ Bcv sIm≠p-t]m-Ipw?'' ""AΩmbn Fs∂ So®-dn‚-SpØv B°nbm aXn.''

Øp. AΩm-bn-bpsS ]\n HcmgvN \o≠p-\n-∂p. kmhn{Xn So®¿ HcmgvN-tbmfw Fs∂bpw Npa∂p kvIqƒh-sc. kvIqƒhn-´m¬ Xncn®pw.

kvIqfn-te°p amdn. So®¿ At∏mgpw H∂mw-¢m-knse Ip™pßsf ]Tn-∏n®v Ahn-Sp-≠m-bn-cp-∂p.

Imew Iogvta¬ adn-™p. Zmcn{Zyw Rß-fpsS hoń¬ IqSp-sI-ń. ]ńt\cw shfp-Ø-t∏mƒ ag-bn-√. B Hcm-gvN-bv°p-≈n¬ Fs‚ acn-®p- Wnbpw Zpcn-Xhpw B hoń¬ kart]mb AΩbv°p ]I-c-ambn So®¿. ≤n-bm-bn. Rm≥ ]Øn¬ tXm‰p. AΩmbn hnd-®p-hn-d®v blq-Zsc B Hcm-gvNbv°p≈n¬ Fs‚ AΩm- Syqt´m-dn-b-en¬ H∂pw tNcm-\p≈ Ipgn-®n-Sp∂ N°m-amSw hsc \nh¿Øn-bn-√m-bn-cp∂p AXpbn°p ]I-c-ambn So®¿. So®¿ Fs∂bpw sIm≠p-h∂p So®¿ sIm≠v ]ns∂ ]Tn-®n-√. ]nt‰∂p hoń¬ \n∂pw sIm≠ph ∂ \√ hcm-\mbn ImØp-\n¬∏p XpS¿∂p. apX¬ Iqen-∏-Wn-°mbn Cd-ßn. IdnI ƒ Iqń F\n°v D®bv ° v B hgn-bmWv kmhn-{Xn-So-®¿ tNmdph mc nØ ∂v Fs∂ Duń. kvIqfn-te°v t]mIp-∂-Xv. t\c-am-b16 hb- p-hsc AΩm-bn-bpsS t∏mƒ kmhn{Xn s\©nse NqtS-‰p-dSo®¿ h∂p. ßn. AΩmbn ]dAΩmbn So®-dn™p-X∂ IY-Iƒ t\mSv ]d-™p: Fs‚ IYm-tem-IØns‚ hnkvXr-Xn-I""F\n°p fmbn a\- n¬ ]\nbm So®-sd... hnØp-Iƒ ]mIn. Chs\ H∂p Ah ag-Øp-≈nDkv°qƒ hsc °mbn ImØn-cnsIm≠p-t]m°p∂ Irjn-\new Iptam?'' IWs° InS-∂p. ""AXn-s\-¥m... AΩmbn skdn-{_¬ Rm≥ sIm≠psla-tdPv h∂p acnt]m-Imw. Xncn®p ®-t∏mƒ Rm≥ H‰sIm≠p-h-cptIw bv°m-bn. Fs‚ sNømw.'' So®Bflo-I-˛-ù-XoI dpsS ssIhn-cPohnX Ø n¬ Rm≥ Kpcp-ÿm-\Øv en¬ ]nSn®p Rm≥ kvIqfn-te°p Fs∂ BZy-ambn A£-c-ame BZyw ImWp∂ Xv AΩmbn-sb-bm\S-∂p. IØr-°-Shv Ign-™-t∏mƒ hnc¬]n-Sn-∏n®v FgpXn ]Tn-∏n-®Xv Wv . AΩmb nb mWv PohnX sØ Rm≥ So®-tdmSv ]d™p: ""Imep kmhn{Xn So®-dm-Wv. H∂mw-¢m-knse t]mkn-‰ohv Bbn ImWm≥ Fs∂ thZ-\n-°pº AΩmbn Fs∂ FSp- A£-c-ß-fn-eq-sSbpw hm°p-I-fn-eq]Tn-∏n-®-Xv. Rm≥ ]Øn¬ tXm‰Øp-sIm≠m t]mW-Xv.....'' sSbpw Nn{X-ß-fn-eq-sS-bpw ]dbpw t∏mƒ AΩmbn ]d™ hm°p-Iƒ So®¿ Fs∂ t\m°n Nncn-®n´p ]d- Xdbpw ]\bpw hfbpw B\bpw CXmWv: AΩ-bp-sams° Rm≥ ]Tn-®p. ™p: kmhn{Xn So®-dpsS hnc-ep-Iƒ `qan- ""F¥p tPmenbpw al-Xz-ap-≈-Xm""C∏ Ime-th-Z-\sbmt≠m?'' Wv tamt\.... ]Øn¬ tXm‰-Xpbnse ssZh-Øns‚ hnc-ep-Iƒ sIm≠v C\n Iqen-∏-Wn-bpsS Bbn-cp-∂p. hnZy am{X-a√ ""Dw...'' alXzw \n\°v A\p-{K-l-am-Ipw.'' kvt\lhpw F¥m-sW∂v Fs∂ So®¿ Fs∂-sb-SpØp So®-dns‚ AΩm-bn°v henb hnZym-`ym-k-an-s√]Tn-∏n-®Xv So®-dm-bn-cp-∂p. Ffn-bn¬ CcpØn kvIqfn-te°p ¶nepw Fs‚ Xd-`m-j-bn¬ ]dGgmw-¢m-kp-h-sctb hn´-∏-I-ΩØv ™m¬ apSn™ Dƒ°m-gvN-bm-Wv. \S-∂p. Rm≥ Aßs\ So®¿ sNbvX \∑bv°v {]Xyp-]-Im-c-ambn kvIqfn¬ Rm≥ ]Tn-®p-≈q. Fń-em- km[m-c-W-°m-cmb sXmgn-em-fn-Ib-t∏mƒ Rm≥ sk‚ v AK-Ãn≥kv Fs∂ Npa-°p∂ in£ sImSpPallikkutam | August 2014

AXn-Po-h\w

km[m-c-W-°m-cmb sXmgn-em-fn-I-tfm-sSm∏w Rm≥ tPmen sNbvXp Pohn-®-t∏m-gmWv I]-S-X-bn-√mØ bYm¿∞ a\p-jysc Rm≥ I≠p-ap-´n-b-Xv. Fs‚ Fgp-Øn\v tdmsa-‰o-cn-b-embn Cu Pohn-X-ßƒ F√mw. A\p-`-h-Øns‚ Xo£vW-ap-J-ßƒ Rm≥ Ah-cn¬ t\cn-´p-I-≠p. tfm-sSm∏w Rm≥ tPmen sNbvXp Pohn-®-t∏m-gmWv I]-S-X-bn-√mØ bYm¿∞ a\p-jysc Rm≥ I≠pap-´n-b-Xv.

\-I¿Ωw \S-Øn-Ø-c-W-sa∂v hn\b-]q¿Δw At]-£n-®p.

s√-∂p-≈Xp sIm≠p am{X-amWv klm-bn-°m-Ø-Xv. Aßs\ \mw tN®n henb Fgp-Øp-Im-cn-bm-sW- Icp-Xn-bm¬ aXn. AXp-X-s∂-bm-bncp∂p tN®n-bp-sSbpw Ah-ÿ. ¶nepw A∂p-hsc Fs‚ H‰-°-YFs‚ Fgp-Øn\v tdmsa-‰o-cn-b-embn t]mepw hmbn-®n-ń-√. Ah-cXv kXy- {]talw ISpØv Imense c‡tbm´w \ne®v henb thZ-\-bm¿∂ k-‘-ambn Ft∂mSp ]d-™p. Cu Pohn-X-ßƒ F√mw. A\p-`-hAh-ÿ-bmbncp∂p tN®n°v B AXp-sIm≠v Fs∂ Ah¿ ImcyØns‚ Xo£vW-ap-J-ßƒ Rm≥ Ah-cn¬ t\cn-´p-I-≠p. Ah IS-em- ambn FSp-Øn-√. km[m-cW kmln- kabw. kn-te°p ]I¿Øm≥ Rm≥ Fgp- Xy-Pzcw aqØv Fgp-Øp-Im-c-\m]pkvX-I-{]-Im-i\w C\n BscIm≥ sImXn-°p∂ ÿncw sNdp-∏- s°m≠v \S-Øp-sa∂ Nn¥-bnØns‚ ITn\ {]k-h-th-Z-\sbm∂pw Imcy-ambn A\p-`-hn-®n-ń- °m-cpsS ]ń-I-bn¬ Fs∂bpw embncp∂p Fs‚ a\- v. √. AXv kzm`m-hn-I-amb kpJ-{]-k- Dƒs∏-Sp-Øn. BbnsS ^mIvSn¬ sh®v tIc-f-kmhw-t]mse Xs∂-bmbn amdn an°""F\n°p høm-≠m-bn-cn-°p∂p ln-Xy-A-°m-Zan \S-Ønb sNdpt∏mgpw Fs‚ Fgp-Øp-Po-hn-XIpó.... ]pd-tØ-s°m-cn-S-tØ°pw IYm Iymºn¬ efn-Xmw-_nI Øn¬. Un.-kn.-_pIvkv "Ah≥ acRm≥ t]mtW-bn-√. Ipń thsd-bm- A¥¿P-\-Øns‚ aI≥ IYmW-tbm-Ky≥' F∂ Fs‚ BZy-Isc-sb-¶nepw Gev]n-°v....'' IrØv F≥.-tam-l-\≥ ¢msk-SpYm-k-am-lmcw Cd-°n-b-t∏mƒ AXp °m≥ h∂p. B Iymºn¬ Rm\pw {]Im-i\w \S-Øm≥ Xocp-am-\n-®p. Rm≥ henb {]Xo-£-tbmsS sImSpØ ]pkvXIw H∂p Xpd-∂p- ]s¶-Sp-Øn-cp-∂p. Fs‚ FgpB ka-bØv am[-hn-°pń tN®n t]mepw t\m°msX tN®n ap∂nse Øns‚ ]n∂nse Xo£vW-amb Fd-Wm-Ip-fØv Xma-kn-°p-∂p-≠v. Pohn-Xm-\p-`hw tI´v A∂v At±-ltN®n Fs‚ ]pkvXIw {]Im-i\w Sot∏m-bn-bn-te-°n-´p. Øns‚ IÆp-Iƒ \nd-™n-cp-∂p. sNbvsX-¶n-se∂v Rm≥ Gsd B{K- F\n-s°m-Øncn k¶Sw h∂p. Iymºv ]ncn-™p-t]mcpw t\cØv ln-®p. tN®n-bpsS IrXn-Iƒ Rm≥ BsI \ncm-i-s∏-´p-t]m-bn. Ft∂mSv At±lw ]d™p: hmbn®v Atß-b-‰sØ Bcm-[-\thZ-\-tbmsS Rm≥ tN®n-bpsS ""\n\°v F¥m-h-iy-Øn\pw Fs∂ bm-bn-cp∂p F\n°v tN®n-tbm-Sv. ^vfm‰ns‚ ]Sn-I-fn-d-ßn. F¶nepw hnfn-°mw. ad-°-cp-Xv.'' ssZhw Fs‚ ]pkvX-I-{]-Im-i\ tN®n-tbmSv Hcp AXr-]vXnbpw B Hm¿Ω-h-®p-sIm≠v am[-hn-Ip-ńI¿Ωw tN®n-sb-s°m≠v \S-Øn-Ø- F\n°p tXm∂n-bn-√. AΩmbn tN-®n-bpsS AkuI-cy-Øm¬ \Scp-sa∂v Rm≥ hniz-kn-®p. Fs∂ ]Tn-∏n-®n-´p-≈Xv AXm-Wv. °mØ Fs‚ ]pkvX-I-{]-Im-i\ Bcpw a\:]q¿Δw \sΩ klm-bnHcp-\mƒ tN®n-bpsS apdn-bn-te°v I¿Ωw F≥.tam-l-\≥ kmdn-s\"Ah≥ ac-W-tbm-Ky's‚ tIm∏n-bp- °m-Xn-cn-°n-√. Ah¿°v Nne kmls°m≠v \n¿h-ln-∏n°mw F∂ ambn Rm≥ IS-∂p-sN-∂p. {]Im-i- N-cy-Øn¬ \sΩ klm-bn-°m-\m-In-

Pallikkutam | August 2014

AXn-Po-h\w

Imew Iogvta¬ adn-™p. Zmcn{Zyw Rß-fpsS hoń¬ IqSp-sI-ń. ]ń-Wnbpw Zpcn-Xhpw B hoń¬ kar-≤n-bm-bn. Rm≥ ]Øn¬ tXm‰p. Syqt´mdn-b-en¬ H∂pw tNcm-\p≈ \nh¿Øn-bn-√m-bn-cp∂p AXp-sIm≠v ]ns∂ ]Tn-®n-√. ]nt‰∂p apX¬ Iqen-∏-Wn-°mbn Cd-ßn. Xocp-am-\-tØmsS Rm≥ Xncp-h-\-¥]p-c-tØ°p h≠n-I-b-dn. taml≥ kmdns‚ hoń¬ Rm≥ FØn. AhnsS sN∂-t∏mƒ Fs‚ a\ v ho≠pw Ie-ßn. s{Sbn-\n¬ \n∂v hoWv ]cn-t°‰v bm{X sNøm≥ ]‰mØ hn[w Ccn-°p∂ taml≥km-dn-s\-bmWv Rm≥ I≠Xv. Rm≥ kmdn\v Fs‚ Hcp ]pkvXIw sImSp-Øp. Fs‚ Bhiyw a\- n-em-°nb At±lw DS-s\, ]pkvX-I-{]-Im-i-\-I¿Ωw \S-°p∂ Znhkw hmbn-°m≥ X°hn[w Hcp Biw-km-Ip-dns∏-gpXn Iøn¬ X∂psIm≠v ]d™p:""CXv thZn-bn¬ hmbn-°-Ww. Fs‚ Bflmhv AhnsS-bp-≠m-bn-cn°pw.'' kXyØn¬ Fs‚ IÆp-Iƒ \nd™p-t]mbn B \nan-jw. Rm≥ B Ipdn-∏p-ambn kt¥m-jtØmsS hońte°p Xncn-®ph-∂p. Rm\t∏mƒ Hcp ssZh-h-N\w Hm¿Øp. tdmam°m¿°v ]utemkv At∏m-kvX-e≥ Fgp-Xnb F´mw A≤ymbw 28˛mw Xncp-h-N-\w. ""F∂m¬ ssZhsØ kvt\ln-°p-∂-h¿°v \n¿Æ-b-{]Imcw hnfn-°-s∏-Sp-∂-h¿°v kIehpw \∑-bv°mbn hym]-cn-°p∂p.'' \mw F¥p {]h¿Øn-I-ƒ sNøptºmgpw t]mkn-‰o-hmbn Nn¥n-®m¬ \ΩpsS AS-bp∂ hmXn-ep-Iƒ°Pallikkutam | August 2014

∏p-dØv as‰mcp A\p-{K-l-Øns‚ hmXn¬ ssZhw Xpd-°pw. A∂p -cm{Xn Rm≥ ho´n¬ Xncn-s®Øn-b-t∏mƒ {]ikvX Fgp-Øp-Imc-\mb sI.-F¬.-tam-l-\-h¿Ω-km¿ Fs∂ t^mWn¬ hnfn-®n´v Hcp Imcyw ]d™p: ""Ah≥ ac-W-tbm-Ky≥ F∂ tPm¿Pns‚ ]pkvXIw am[-hn-°p-´nbmWv {]Im-i\w sNøp-∂-Xv. F{Xbpw thKw tN®nsb t]mbn ImW-Ww.''

Fs‚ kt¥m-j-Øn\v AXn-cn-√m-bncp-∂p. Rm≥ Fs‚ I¿Øm-hnt\mSv \μn ]d-™p. a\p-jy¿°v e`n-t°≠ \∑-sbm∂pw apS-°m-Øh-\mWv ssZhw.

Fgp-Xnb "ac-W-Øns‚ ioep-Iƒ' F∂ BapJw hmbn-®-tXmsS B ]pkvX-I-Ønse IY-Iƒ Rm≥ H‰bn-cp-∏n\v apgp-h≥ hmbn-®pXo¿Øp. F¥m B IY-I-fpsS A\p-`-h-Xo-{h-X. Fs∂ AXn-i-bn∏n-®p-I-f™p Ipó \o.... At∏mtg Xocp-am-\n®p F{X høm-sb-¶nepw tPm¿Pv tPmk-^ns‚ ]pkvX-IØns‚ {]Im-i-\-I¿Ωw Rm≥Xs∂ \n¿Δ-ln-°p-sa-∂v... AXv F\n°p e`n-°p∂ `mKy-am-bn´mWv tXm∂n-b-Xv. AXmWv taml-\h¿Ω-sbs°m≠v Rm≥ Ipńsb hnfn-∏n-®-Xv. Cu {]Im-i\-I¿Ωw \nkmc NSßmbn \S-°cp-Xv. F√m kuI-cytØmSpw IqSn thWw \S-Øm≥. en^v‰v D≈ GsX-¶nepw henb tlménse dq^v Km¿U-\n¬ h®v \S-ØWw. F√mh¿°pw Ccn°m≥ kuIcy-ap-≠m-bn-cn-°Ww.'' Rm≥ B Imep-I-fn¬ Kpcp-{]Wmaw sNbvXv sXm´-\p-{Klw hmßn Cd-ßp-tºmƒ Fs∂ tN®n Xncn®p hnfn-®n´p ]d™p:

Rm≥ am[-hn-°p-ń-tN-®nsb ]nt‰∂p Xs∂ t]mbn-°-≠p. tN®n ""t]mIm≥ hc-s´. ^Mvj\v ]d™p: Nmbbpw kv\mIvkp-sams° ""Imep-th-Z-\-sIm≠v Dd°w hcm-Xn- thWw. F√m FIvkv]≥kpw Rm≥ Xs∂-bmWv \n¿Δ-ln-°p-∂cp-∂-t∏mƒ Ipń X∂ "Ah≥ acXv. CsXms° Rm\mWv sNbvXW-tbm-Ky≥' adn-®p-t\m-°n. \o sX∂v Ipń BtcmSpw ]d-tb-≠.''

AXn-Po-h\w

Ip™p-∂m-fnse Fs‚ lrZ-b-Ønepw a\-knepw ico-c-Ønepw ]Xn™p ]‰n-t®¿∂ apJw. Bthiw \nb-{¥n-°m-\m-ImsX Rm≥ tNmZn-®pt]mbn: ""kmhn{Xn So®-dt√...?'' 18 h¿jw apºv 2000 cq]-bmWv A∂v am[-hn-°p´n tN®n AXn-\mbn F\n°p X∂-Xv. Km\w tlm´¬ sI.F¬.-tam-l-\-h¿Ω kmdns‚ \n¿t±-i{]-Imcw _p°v sNbvXp. taml-\h¿ΩkmdmWv F\n-°p-th≠n F√mw Atd©v sNbvXXv. a\p-jy-kvt\-lØns‚ Bƒcq-]-amWv taml-\-h¿Ωkm¿ F∂v F\n°p t_m[y-s∏-´Xv A∂m-Wv. Rm≥ AXn-\p-apºv kmdns\ ]cn-N-b-s∏-´n-t´-bn-√m-bn-cp∂p. F√mw ssZhw X∂ Zm\w.

B¬_¿´vkv tImtf-Pn\v AcnInse tdmtU hS-t°m´v Rm≥ \oßp-tºmƒ {]mb-ambn \c®n´pw apSn hnX¿Øn-bn´v Xpf-kn°-Xn¿ NqSn apt∂m´p \oßp∂ Ipeo-\-h-kv{X-[m-cn-bmb Hc-Ω®nsb I≠p. AΩ®n apt∂m´p \S-°p-∂-Xn-\m¬ ]n∂n-eqsS ssk°nƒ Nhn-ń-h-cp∂ F\n°v Ah-cpsS apJw ImWm≥ Ign-bpam-bn-cp-∂n-√. ]s£ Ft¥m Hcp Bfl-_‘w Fs∂ B AΩ-®nF¶nepw F∂pw Rms\mcp ktμ-ln- bpsS ASp-tØ-°-Sp-∏n-®p. Rm≥ bm-bn-cp-∂p. F\n°v B[n-bm-bn. am[- Aev]w thK-Øn¬ ssk°nƒ hn-°p-ń-tN®n {]Im-i-\-I¿Ωw \n¿Δ- Nhn-ń B AΩ-®n-bpsS apºnln-°p∂ Fs‚ ]pkvXIw Bcv G‰p- te°p Ib-dn. Adn-bmsX Fs‚ Xe ]n≥Xn-cn-™p. B apJw hmßpw? I¿Ømhv Xs∂ Bsf Rm≥ t\¿°p-t\¿ I≠-t∏mƒ sIm≠ph∂p Xcp-am-bn-cn°psa∂pw AdnbmsX ssZhsØ hnfn-®padn®v Rm≥ kam-[m-\n-®p. Rm≥ Fs‚ ]gb ]m´-Ø-I-c-ssk-°n-fn¬ t]m-bn. k©-cn®v Fs‚ At\z-jWw Bcw-`n- Ip™p-∂m-fnse Fs‚ lrZ-b®p. e£y-an-√mØ At\z-j-Ww. Ønepw a\-knepw ico-c-Ønepw ]Xn™p ]‰n-t®¿∂ apJw. Hcp sshIp-t∂-cw. sk‚ v

Bthiw \nb-{¥n-°m-\m-ImsX Rm≥ tNmZn-®p-t]mbn: ""kmhn{Xn So®-dt√...?'' ""AtX... Ipń Bcm....?'' ""Rm≥.... Rm≥.... ]≠v So®¿ ]Tn∏n® Ipń.'' AXv ]d-™-t∏mtg°pw kt¥m-jw-sIm≠v Fs‚ IÆv \nd-™p-t]m-bn. ""hb- m-bnt√ tamt\... F\n°v tams‚ t]cv Hm¿Ω-h-cp-∂n-√.'' ""So®¿ N°m-amSw hgn hcp-tºmƒ Ip™nse AΩ acn-®p-t]mb Hcp Ipń-sb, Imep Ig-bv°p-tºmƒ Ffn-bn-en-cpØn kvIqfn-te°v Npa∂p sIm≠p-t]mb Hcp Ipńsb Hm¿°p-∂pt≠m?'' So®¿ ]ns∂ h¿j-ßƒ°p apºnse Hm¿Ω-Iƒ NnI-™p. kwi-bn-®p sIm≠v tNmZn®p: ""AΩmbn \pÆ-∏-s\∂p hnfn-°p∂ tPm¿Pv...''

Pallikkutam | August 2014

AXn-Po-h\w

sIm®n≥ tIm¿∏-td-j-\nse sXcp-thm-c-ß-fn¬ `mc-h≠n hen®p \S-∂, tdmUp-h-°nse Im\ tImcn amen\yw \o°n-b, hm¿°-∏Wn sNbvX shdpw Hcp km[m-c-W-°m-c≥ Nm\-enepw ]{X-am-kn-I-I-fnepw AtXmsS hm¿Ø-h∂v {]i-kvX-\m-bn. ""AtX So®-td... B Ipńbm Rm≥...'' So®-dpsS IÆp-Iƒ \\-™p. A`nam\w sIm≠v H∏w B IÆp-Iƒ Xnf-ßn. ""AXn-cn-°s´ tam\n-t∏mƒ...?'' ""tPmen-bp-≠v. AXn-ep-]cn Hcp Fgp-Øp-Im-c\m Rm\n-t∏mƒ.'' ""Cuiz-cm... Fgp-Øp-Im-ct\m? Rms\m∂pw hmbn-°m-dn√ Ipó. A√m.... Fs∂ Fßs\ tam≥ I≠p-]n-Sn-®p. \osbs‚ hoń¬ H∂p h∂n-´p-Iq-Sn-bn-√t√m?'' ""Hcp \ntbmKw-t]mse So®sd Cuizc≥ ImWn-®pX-∂p. Fs‚ "Ah≥ ac-Wtbm-Ky≥' F∂ IYm-kam-lmcw {]ikvX FgpØp-Imcn am[hn-°p-ń-bmWv {]Im-i-\I¿Ωw \n¿Δln-°p-∂-Xv. BcXv G‰p-hm-ßpw F∂v Nn¥n®p \S-°p-tºm-gmWv Cuiz-c≥ So®sd h¿ßƒ°p-tijw ap∂n-se-Øn-®-Xv. So®¿ am[-hn-°p-ń-bn¬ \n∂pw Fs‚ ]pkvXIw G‰p-hm-ß-Ww.''

Fs‚ ]pkvXIw Cu temIØv Btc-°mfpw G‰phm-ßm≥ tbmKyX So®¿°p am{X-ta-bp-≈q. BZym-£cw ]Tn-∏n® Fs‚ Kpcp\m-Y... kvIqƒhsc Ffn-bn-seSpØp \S∂ Fs‚ AΩ... CsXs‚ Kpcp-Z-£n-W-Iq-Sn-bm-Wv So®¿.'' So®-sds∂ tImºm-d-bn-ep≈ So®dns‚ ho´n-te°v Iq´n-s°m-≠p-t]mbn. Rm≥ Fs‚ ]pkvXIw So®dpsS Iøn-e√ sImSp-ØXv. B Im¬°¬ BWv h®p ka¿∏n-®-Xv. So®-dpsS IÆp-Iƒ ho≠pw \\-

Km\w tlm´-ens‚ dq^v Km¿U-\n¬ ]pkvX-I-{]-Im-i\ I¿Ωw \S-∂p. thZn-bn¬ kmhn-{Xn-So-®¿, am[-hn°p-´n, sI.-F¬.-tam-l-\-h¿Ω, s{]m^.-Fw.-tXm-akv amXyp, Sn.-Fw.F-{_-lmw, bp.sI.-Ip-am-c≥, ]{X-{]h¿Ø-I≥ lk≥tIm-b, Nn{X-Imc≥ Kmb-{Xn, ]n.-F-^v.-am-Xyq-kv, tXmakv tPmk-^v, tPmk^v acnb≥, tkm{I-´okv hmeØv X¶-®≥ XpS-ßn-b-h¿.... sIm®n≥ tIm¿∏-td-j-\nse sXcpthm-c-ß-fn¬ `mc-h≠n hen®p \S∂, tdmUp-h-°nse Im\ tImcn amen\yw \o°n-b, hm¿°-∏Wn sNbvX shdpw Hcp km[m-c-W°m-c≥ Nm\enepw ]{X-am-knI-I-fnepw AtXmsS hm¿Øh∂v {]i-kvX-\mbn. "Ah≥ acW-tbm-Ky≥' F∂ IY ]n∂oSv Fw.-Pn.-bq-Wn-thgvkn-‰n-bnse _ncpZ-hn-Zym¿∞nIƒ°v ]mTy-hn-jb-am-bn.

™p. Ip\n™ Fs∂ Xe-bn¬ ssIh®v A\p-{K-ln-®n´v ]d™p:

Rm\n-t∏mƒ \yqtbm¿°n¬ \n∂pw {]kn-≤o-I-cn-°p∂ P\\n F∂ ""\osb-¶nepw Fs∂ Hm¿Øpht√m kmln-Xy-am-kn-I-bpsS Ipó...'' I¨k¬´‚ v FUn-‰-dmbn. tIc-f""Atøm Rmt\m... AXpw Fgp-Øp- A∂p sshIn´v am[-hn-°pń tN®n km-ln-Xy-A-°m-Z-an-bpsS AwK-XzImcn am[-hn-°p-ń-bn¬\n∂pw. F\n- Fs∂ t^mWnev hnfn®p tNmZn®p: hpw-˛-tI-{μ-kmw-kvIm-cnI hIp∏ns‚ s^t√m-jn∏pw Hs° t\Snb °-Xn-\p≈ kmln-Xy-]-cn-N-b-tam, ""C≥hn-t‰-j≥ ASnt®m? Bcm hy‡n-bmbn Pohn-°p-tºmƒ Ignthm H∂p-an√ Ipń. tam≥ ]pkvXIw Fs‚ ]°¬ \n∂pw temIsØ kIe Kpcp-\m-Y-∑mAXn\p ]‰nb tbmKy-\mb h√ G‰p-hm-ßp-∂Xv?'' cnepw Kpcp-hmb ssZhsØ Rm≥ kmln-Xy-Im-c-∑m-tcbpw I≠p-]n-SnBZyw Hm¿°p-∂p. ]ns∂ Ah≥ ""Fs∂ BZym-£cw ]Tn-∏n® °v. F\n°v tÃPn¬ Ib-dn-\n∂v Fs∂ ]cn-io-en-∏n-°m≥ Cu `qan{]kw-Kn-°m-\p≈ Ign-shm-∂p-an-√.'' Fs‚ Kpcp-\mY''. bn-em-°nb kIe Kpcp-°""\∂mbn Ipó... Kpcp-Xzhpw ""So®dv am[-hn-°p-ń-tN-®n∑mtcbpw. bn¬\n∂pw ]pkvXIw G‰p-hm-ßn- ]pWyhpw D≠v \n\-°v... shdp-sXb√ \obn{X \√ IY-I-sf-gp-Xn-bbm¬ am{Xw aXn. {]kw-Kn-°p-Iae-bm-f-Ønse {]ikvX sNdp-I-YmXv.'' sbm∂pw th≠. ]ns∂ tbmKy-X. Ir-ØmWv teJ-I≥ Pallikkutam | August 2014

EXPERT COUNSEL

Karnaâ&#x20AC;&#x2122;s curse Dr. K.N. Raghavan

I remembered this story while watching the match between Brazil and Germany in the semi finals of the recently concluded FIFA World Cup. Brazil had gone into the match without Neymar, their most popular player who was sidelined due to injury suffered in the previous match.

ne of my favourite characters in Hindu mythology is the noble Prince Karna, the elder brother of Pandavas who chose to align himself with the Kauravas. There are many legends about his life and character that makes him so endearingly tragic. One of them relates to a curse that landed on him while training in the arts of warfare under Parasurama. Karna had lied that he was a Brahmin while seeking

tutelage as Parasurama had taken a vow never to impart training to Kshathriyas. One afternoon when Parasurama was taking a nap while lying on Karnaâ&#x20AC;&#x2122;s lap, an insect bit him drawing blood. However Karna decided to bear the pain as he did not want to wake up his teacher. When Paraurama woke up and found that Karna had borne such pain he immediately concluded that his ward was a Kshathriya. He got so angry over this lie that he cursed that Karna would not remember the intricacies of warfare that he had been taught when he needed it the most. When Karna was leading Kauravas in the Kurukshetra war and taking on

his arch enemy Arjuna, he suddenly found that he could not remember any of the principles of warfare that he had been taught by Parasurama. Thus, at a critical stage in the battle when he needed them most, Karna forgot all the lessons that he had learnt from his great teacher and paid for this with his life. I remembered this story while watching the match between Brazil and Germany in the semi finals of the recently concluded FIFA World Cup. Brazil had gone into the match without Neymar, their most popular player who was sidelined due to injury suffered in the previous match. This had given Germany a small advantage but no one was prepared for the way Brazil capitulated without a fight. No one who had watched the match would forget the way the hosts conceded four goals within a span of ten minutes after allowing Germany to take the lead earlier. It appeared as though the team of champion players had been converted into a group of zombies merely going through the motions, without any purpose or sense of direction. Many a soccer fan heaved a sigh of relief when the referee blew the final whistle; it had become too painful to watch the slaughter of the most popular national side on the planet. The drubbing that Brazil received drew comparison

Pallikkutam | August 2014

EXPERT COUNSEL with an instance when similar misfortunes had visited an Indian side. Till the mid 1970â&#x20AC;&#x2122;s Indian hockey team was amongst the best in the world and the clash between India and Pakistan on the hockey field was one that fans of the game used to look forward to with great anticipation. When India hosted the Asian Games in 1982 and the national hockey team reached the finals to take on their arch rivals, hopes were aroused that a gold medal was around the corner. The hype surrounding the match was so high that even Indira Gandhi, Prime Minister of India, decided to watch the match. India took an early lead but lost the plot thereafter as Pakistan attacked with gusto and scored seven goals. The performance of the home side was so pathetic that Mrs Gandhi decided to leave the venue much before the final whistle. Years later, one of the members of the squad tried to analyse what went wrong for the side on that fateful day. The build up for the match had made the players tense and when they suddenly found that Pakistan had scored couple of goals in quick succession, the side decided to attack with all their might instead of sticking to their original game plan. This in turn led to gaps in the defence which were utilized by the Pakistanis to score more goals. Suddenly they found that crowd had started getting restive and was booing them something they had never experienced before in their career while playing for their country at home. This made them tenser, they started gripping their sticks harder and found that their feet were not moving. And it went on a downward spiral till they were longing to hear the final whistle that would put them out of further misery.The conclusion that one can draw from this analysis is that the heightened expectations about their performances had resulted in increased stress levels on the players

which prompted them to forget their original game plan when they found themselves down by a couple of quick goals. In the final analysis it was this decision to leave the tried and tested game plan that led to the heavy defeat; if they had stuck to it they stood a good chance of staging a comeback later in the game or at least minimising the margins of the defeat. The tensions involved in playing before a huge and vociferous home crowd (which included national leaders)

possible so that their despondency would know no limits. No words can bring solace to them as every sportsperson takes enormous pride in his performance and being made to look fallible and ordinary in front of a big audience is the proverbial mother of all humiliations. Further these defeats assumed the levels of a national shame as entire nations went into mourning, shell shocked by the pathetic display put up by members of the national squad who had been treated as icons by the sports loving public. The odium caused by the disgrace would take a long time to be erased from the collective memory of the nation.

Ultimately it was a case of the whole team having a bad day; a day when they looked like ordinary mortals, when nothing worked right for them and they forgot all the skills that they had learnt and practised to near perfection.

Pallikkutam | August 2014

also played its part in compounding the mistakes. Ultimately it was a case of the whole team having a bad day; a day when they looked like ordinary mortals, when nothing worked right for them and they forgot all the skills that they had learnt and practised to near perfection. The tragedy was that it had to happen on the biggest stage

In the final analysis, neither the Indian hockey side of 1982 nor the Brazil soccer team of 2014 were cursed by any of their teachers. They were merely victims of high expectations and human fallibility. The author is the Commissioner of Customs in Kochi.

STORIES OF LIFE

From suppression to expression,

Psyche and Soma

Dr. Jos Cletus Plackal

She was in tears when she said that she didn’t have the luck to look at the face of her father, to be lifted up or lovingly embraced or kissed by her father. It was in her childhood that she came to hear about her father.

eema, (not the real name) 25 year old woman, mother of two baby girls, feeble, depressed and sad, emaciated, underweight and desperate. She was brought in to the clinic by her uncles. Her husband who is very loving and concerned about her health, is abroad. Seema’s uncles presented her sorry plight in detail, with a sense of despair. According to their report Seema was having incessant vomiting bouts, at the end of which she would collapse, gasping for breath, writhing in acute pain on chest and back. For about one year she has been going through this unspeakable misery causing great suffering to herself and to her daughters and to the entire extended family. Seema was taken to

Pallikkutam | August 2014

a nearby hospital, did all the routine medical checkups and clinical investigations and consequent medications, without any results. She was then taken to a specialist hospital, repeated the medical routine, changed medicines, met expert doctors, but the suffering and misery continued unabated. One thing that they all agreed was that Seema’s heart, lungs and stomach were in good healthy condition. The doctors also suggested this might also be due to tension, but they could not identify the source of tension. Seema remembers that she was given a lot of ‘drowsy’ drugs which put her to sleep most of the day.

It was evident that Seema was having tension related problems, and surprisingly, no one referred her to a psychologist. Perhaps our medical systems’ overdependence on the chemical and mechanical equipments can miss out on the intricate connection between the soma and psyche. Now that Seema was brought to the psychologist, it was his duty to get to the bottom of the symptoms that were killing Seema and depleting her family’s funds as well as draining the family of its emotional resources. Since Seema came from a very disrupted family, all attempts to reconstruct the

STORIES OF LIFE

The absence of her loving husband, for the first time after their marriage, having two daughters to look after, created a vacuum in her emotional world.

family’s picture and its emotional subsystem was quite elusive. Painfully she recounted how miserable her childhood was. She was in tears when she said that she didn’t have the luck to look at the face of her father, to be lifted up or lovingly embraced or kissed by her father. It was in her childhood that she came to hear about her father. He abandoned her mother due to some un-reconcilable differences between them. He abandoned mom when Seema’s mother was seven months pregnant with her. Seema recalled how her mother struggled hard to feed and clothe her, how the family isolated her mother etc. At eleven years of age Seema was forcefully and abruptly removed from her mother by her uncles (mother’s own brothers, there were four of them). The little girl came to know later that her ‘abduction’ was caused by her mother’s misbehavior. (She had an affair with a man whom she loved, and later got married to). The uncles tried to convince her that it was in her own interest that they removed her from mother. The aunts were not very kind to her either. They would keep on asking the little girl,”Do a little more” of this and that. She had to do endless jobs to the detriment of her studies. From the background history and family dynamics it became evident that Seema was a potential emotional volcano which could erupt anytime. Besides, she was very quite, extremely sensitive, introverted, never engaged in argument nor liked anyone to

pick on her. She would suffer rather than fight and hurt anyone. Now it was time for the psychologist to ask the question “What is it that triggers this vomiting bouts”? It was like looking for a needle in the hay stack! In therapeutic practice psychologists, even psychiatrists, end up in such dead ends that there is no clarity as to what course of action to be taken. Fortunately,in this case, further painstaking and persistent

mother’s (“shameful”) affair causing immense pain and isolation, shame and loss. Seema’s introversion and suppressive character added fuel to the simmering fire inside. She would brood over this terribly toxic waste inside her body, unable to utter this to anyone, sad, mad and depressed. The body took over this dirty battle, wanting to spit it out but unable to do so.

Therpeutic intervention involved in reworking Seema’s shattered childhood memories and ruptured emotional world and broken relational network, especially her relation with father and mother. Specific, intense memories were selected and counseled and using Brain Wave Therapy they were brought to completion. The next stage of therapeutic intervention involved in strengthening Seema’s ego strength, especially investigations paid off good dividends. The through assertiveness. In one week Seema absence of her loving husband, for the first was symptom-free. Gradually she began to express her feelings gently but firmly. The time after their marriage, having two daughters to look after, created a vacuum extended family was not very cooperative, in her emotional world. Add to this, the yet they were relieved of the daughter-inlaw’s symptom-free life. Now a days hereditary disposition from her mother’s plight of not having her husband nearby at Seema’s Mother-in-law is quite deferent to the crucial time of pregnancy and child her daughter-in-law because the latter is so convincing and calm too! So no more blame birth. Seema recounted her very painful experience when her mother-in-law games… accused her of an affair with a man. That shattered her world, brought up her worst The author is licensed clinical psychologist childhood memories, especially her own (HRT), Jeevas Centre Aluva.

Pallikkutam | August 2014

PERSONAL

Be realistic: brain has limitations Sajit Malliyoor

His class teacher often complains that in the class room he is unable to sit in his chair but frequently moves around.His poor attention reflects in marks too, as he would make silly mistakes while writing exam because of his carelessness.

am a father of two school going children. My elder son studies inthe 7th standard and the younger one in third. The younger child has some symptoms of Attention Deficit Hyperactivity Disorder. He has difficulty in sitting in one place and concentrate in studies. His class teacher often complains that in the class room he is unable to sit in his chair but frequently moves around.His poor attention reflects

Pallikkutam | August 2014

in marks too, as he would make silly mistakes while writing exam because of his carelessness. When I took him to a child psychologist, she opined that he does not meet the diagnostic criteria for ADHD, yet showing certain traits of the disorder. She advised certain strategies to improve the attention and concentration but it didnâ&#x20AC;&#x2122;t have much of an impact so far. My older son is also showing similar symptoms, but

now he is much better than when he was in his younger ages. Recently I chanced upon an article on the computer based training package for the improvement of memory and intelligence in children. The article also says it is very useful in training children with ADHD. I would like to know how scientific these training programs are and whether they are available in India. Kindly enlighten me on this matter.

PERSONAL

Crystallized intelligence is the treasure trove of stored-up information and how-to knowledge; our ability to use skills, knowledge and experience. Fluid intelligence is the ability to think logically and solve problems in novel situations, independent of acquired knowledge. Nothing is settled forever in the world of science. There is much debate going on among the psychologists on the usefulness of computer based cognitive training modules that are in the offing. Whether it is scientific or not computer based cognitive training, or brain training as is often referred, is a multi-million dollar industry in the present world. It all began in the year 2002, when a Swedish researcher named Torkel Klingberg published a paper saying that children engaged in computer games designed to boost their memory showed improvements not only in memory, but in overall intellectual functioning. The game involved memorising strings of digits and patterns of circles on a four-by-four grid. The finding challenged two of the long held assumptions in psychology by suggesting that intelligence, which psychologists considered essentially fixed, might be actually more mutable and that training in one area (e.g., recalling numbers) could bring benefits in other, unrelated areas (e.g., reasoning). One method of classifying intelligence is by differentiating between crystalized intelligence and fluid intelligence. Crystallized intelligence is the treasure trove of stored-up information and how-to knowledge; our ability to use skills, knowledge and experience. Fluid intelligence is the ability to think logically and solve problems in novel situations, independent of acquired knowledge. Crystallized intelligence grows as you age;

whereas fluid intelligence peak in early adulthood, around your college years, and then decline gradually. It has always been considered impervious to training or change. One important component of fluid intelligence is called working memory. An analogy for working memory from the computer science would be that of the Random Access Memory or RAM in your computer. Working memory involves the capacity to maintain and manipulate the

information you are holding in your mind while ignoring irrelevant distractions and intruding thoughts. Adding or subtracting a set of numbers, sorting them from high to low, or understanding a story or metaphor are all tasks that involveworking memory.There is widely accepted evidence to show that working memory plays an important role in most of the brainâ&#x20AC;&#x2122;s activities like reasoning, problem solving,

reading ability or learning a new skill. And problems with working memory play a major role in Attention Deficit Hyperactivity Disorder too. The experiments by Klingberg and some other researchers in filed suggest that working memory could be markedly increased through training, just the same way as push-ups creating strongbiceps muscles. More importantly, another psychologist named Susanne Jaeggi reported that working memory training definitively increased general intelligence, with more training bringing larger gains. All the brain training programs are based on the works by these researchers. The training programs profess to strengthen your attention and working memory through a set of computer games like tasks. An example would be a task in which a pattern appear in your computer screen in various positions and you are required to recall in which location it appeared two times prior in the sequence. There are many companies, like Cogmed, Lumosity, Jungle Memory and CogniFit, who are offering their own version of neuroscienceyou-can-use, the so called brain training programs. Most of them can be accessed from India, online, and all of them are paid services. However, their science is not without controversy. A pair of scientists in Europe recently examined all of the published research in the field and employed a statistical technique known as meta-analysis to find out how effective

Pallikkutam | August 2014

PERSONAL

Like in any other physical exercise regimen, repeated practice and challenge is essential to maintaining improvements in any kind of cognitive training, or else they will very likely decline rapidly. these training programs are. They concluded that the games may produce improvements in the narrow task being trained, but this does not transfer to broader skills like the ability to read or do arithmetic, or to other measures of intelligence. Again, not all the psychologists and researchers agree with the conclusion. A prominent psychologist named Scott Kaufman says that working memory skills are essential for everyday intellectual functioning and studies have shown that the inability to control your train of thoughts results from a poor reading comprehension to a general unhappiness. Therefore, just because a working memory training programme doesn’t generalise to other cognitive functions doesn’t mean that the program doesn’t help you at all. Practice improves performance on almost every task humans engage in, and working memory training is most useful for those who need it the most. There is considerable evidence to suggest that it is useful in conditions like ADHD or Traumatic Brain Injury. However, I am not saying that the brain games are the best methods available to improve your working memory. The activities that show the strongest and most widespread effects on cognitive functioning are those that target the ‘whole person’ such as traditional martial arts training or enriched school curricula. There is another training program called Interactive Metronome, which is aiming to promote a synchronised timing in the brain through a game-like auditory-visual program. It is also shown to be effective in the management of ADHD symptoms, though rigorous research evidence is still lacking. Mindfulness meditation training is another programme with strong evidence showing improvement in working memory and reasoning while reducing mind wandering. Regardless of the method, however, it’s important to be realistic about the limitations of brain training. Like in any other physical exercise regimen, repeated practice and challenge is essential to maintaining improvements in any kind of cognitive training, or else they will very likely decline rapidly. To maintain improvements in focus and attention requires getting in the habit of concentrating and manipulating complex material in your mind. Also, working memory interventions may improve focus and attention to a large degree, but they shouldn’t be expected to magically alleviate all the symptoms of ADHD. For that you may need a comprehensive intervention program that specifically targets the entire spectrum of the symptoms. Please send your queries to malliyoor@outlook.com

Pallikkutam | August 2014

INSIGHTS

Naymer has brain on legs!

recent study reveals that the Brazilian footballers, a hobby footballer and a football star professional swimmer. Neymer has The result shows that unique brain during the game, activity pattern Neymer’s brain in contrast to operates, as if it is in other footballers. the auto-pilot mode of Investigation operation. The neuron into his brain resource of the region activity suggests of brain responsible for that Neymer movement of legs in the executes complex case of Neymer is ball tricks almost found to be sparse. automatically, as It was found that the if he has his brain of professional brain on his legs! footballer work less Japanese intensively than that of researcher, Eiichi an amateur footballer or Naito of Osaka a swimmer. The result University and is published in the coworkers expert magazine, compared the “Frontiers in Human brain activity of Neuroscience” Neymer against that of three other profi-

Background TV affects child’s study

attern of use of TV programs influences the learning and development of children according to a study of University of Iowa. Parents are advised better to turn off television when interacting with children. When they allow children to watch the TV programs, parents are to make sure that those programs stimulate their interest in learning. The researchers found that running television in the background television as the child is doing something other than watching, the attention of the child can be

diverted from play and learning. It also found that non-educational programs can negatively affect children’s cognitive development. The team found a relationship between the content children are exposed to and their executive function, which is an important facet in learning and development. This was especially true for children of poor or illiterate parents.. The result is published online in the Journal of Developmental & Behavioral Pediatrics.

Social media carries good news and telephones bad

ocial media and texting are modern way of sharing important events in our lives with others, what is called “social sharing”. Both good and bad news are shared this way. Journal Computers in Human Behavior reports a study on the effects of social sharing. Especially investigated are questions: What media do people choose for sharing their important personal events? How do they feel when they share these events in mediated environments that lack nonverbal cues like hugs or high-fives? Results show that nearly 70 percent of the social sharing takes place via some kind of media, whether it was texting, phone calls, Facebook or Twitter. Phones, texting and social media connect people with others in a “substantial way”. People also strategically chose the media that could meet their psychological needs. When experiencing positive events, people preferred to share via texting and Twitter, because both these media are easily accessible from smartphones and are nonintrusive in that communication partners don’t have to reply immediately. When experiencing negative events, people could justify interrupting their partners and preferred using the telephone, a more intrusive medium. Telephones often carry only bad news! It is also found that sharing a positive event increased its impact, an effect known as capitalization: telling others makes you happier. But sharing bad news, e.g. your lousy trip to the dentist or a fight with your spouse, social sharing affects you adversely. Regardless of the form of media people used to share bad news, they felt worse. Sharing of the bad news though telephone however, produced the smallest adverse effect!

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INSIGHTS

How to bring kids to eat healthier? Preschoolers have significant P cognitive abilities arents usually tell kids things like drinking milk helps make their bones strong or that fish is food for the brain, to bring them to eat healthier. Does it actually work? According to a new study in the Journal of Consumer Research, when children hear about the benefits of healthy food, they’re less likely to eat it. They often associate healthier food with that tasting bad. These results help brands marketing food items to parents and children to de-

emphasize the benefits of healthy food and focus more on the positive experience of eating the food. They also give insights to the policy makers and medical institutions looking to combat childhood obesity and juvenile diabetes. Parents and caregivers who are struggling to get children to eat healthier may be better off simply serving the food without saying anything about it. Or (if credible) they shall emphasize how yummy the food actually is!

ccording to a study published in Psychological Science, preschoolers are able to gauge the strength of their memories and make decisions based on their self-assessments. The researchers investigated whether kids could assess their confidence in their memories. The findings contribute to research on the reliability of children’s eyewitness testimony in a court of law. They also carry important implications for educational practices. The learning needs of the preschoolers have to be redefined according to the new findings. Since the development of the metacognition takes place already in the preschooler’s age, the educational practices aimed at strengthening children’s monitoring and control of their own learning has to be advanced earlier.

‘Experiential products’ make happy purchase

San Francisco State University research shows that purchasing items such as books, video games, the so called “experiential products”, psychologically compensates for the need for competence and thus makes happy purchase. The experiential products allow customers to utilize and develop new skills and knowledge, resulting in similar levels of happiness. The study sheds light on how consumers can best spend their discretionary income to improve their well-being. The research unravels the link between shopping and happiness Previous research have consistently shown that purchasing life experiences, such as tickets to a play or a vacation, will make shoppers happier than material products such as clothes, jewelry or accessories. The experiential products lie between these

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two extremes. In the current study the researchers discovered that the experiential products actually provided the same level of happiness as experiences themselves. The study found that the experiential

products satisfy the three key psychological needs: identity expression (the purchase reflects the consumer’s true values); competence (the purchase allows

the consumer to utilize skills and knowledge); and relatedness (the purchase brings the consumer closer to others). The results showed that, while experiential products and life experiences offered similar levels of identity expression, the former were best at providing competence and the latter best at providing relatedness. If the customers are not feeling very competent, the best way to alleviate that deprivation would be through the use of experiential products. On the other hand, if they are feeling lonely, they should buy life experiences and do things with others. The ideal products for happiness may be those that simultaneously satisfy both needs, such as a board game they play with others or going to the museum with friends, the study concludes.

The good teacher

â&#x20AC;&#x153;Scarcity of good teachers is one the biggest challenges India faces and it is the key reason why Indian universities are absent from the top 200 ranks in the world.â&#x20AC;? President Pranab Mukherjee (Said at the convocation ceremony of the Central University of Kerala at Periya in Kasargod.)

We discuss the concept of â&#x20AC;&#x2DC;good teacherâ&#x20AC;&#x2122; in this cover story. Read what education experts, teachers, parents and students said about it.

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The guru ideal of Hinduism and the guruship of Christ Dr. Augustine Thottakara

Guru lives and moves in the world, but should be able to stand above the world, should be able to transcend body, matter and world.

he concept of Guru, the ideology of guruship and the cult of guruism were for the first time powerfully proposed by Upanisadic seers, and they reverently enshrined these in written texts of the Upanisads. In the course time the Guruideal got firmly imprinted in the collective Indian psyche. The very word ‘Upanisad’ implies the vital role a Guru had to play in the communication of the saving knowledge to the disciple and thus to take him/her across to the other shore of the ocean of existence. ‘Upanisad’ means to sit near (the Guru); to sit near the teacher and imbibe the sacred and secret wisdom about Brahman-Atman from him. In fact, the entire Upanisadic texts contain the words of Gurus either by way of answering the queries of disciples on

metaphysical, spiritual and ethical questions, or by way of spontaneous instructions of the teachers according the needs of the disciples. The following Upaniºsadic sentences depict succinctly but clearly the nature and role of a Guru, and the character and duty of a disciple.

manner, let the wise teacher impart the science of Brahman in its very essence – the science by which one knows the true, imperishable Being.” (Muòdaka Up. I.2.12-13)

A Guru has to be a úrotîiya, that is, wellversed in the sacred scriptures and other allied subjects. This holy erudition may “After having carefully examined the belong to the lower level of knowledge as worlds gained by deeds, an intelligent the Upanisad sees it. But this knowledge seeker should become indifferent to them, because deeds, which are transient, cannot and enlightenment are the immediate means for the supreme knowledge (parâ vidyâ), win the supreme Being, who is which in turn is the immediate and definite unoriginated. Therefore, to know that Being, let him, with sacrificial fuel in hand, means to reach the goal. Through the approach a Guru, who is well-versed in the lower types of knowledge we gain correct spiritual perspective and select right scriptures and already established in options for life, which would in turn Brahman. To such a disciple, whose mind purify our mind and make us receptive of is tranquil and senses are controlled, and the higher form of experiential mystical who approaches the Guru in the proper

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Guru shows his ward the right path that would lead to the ultimate goal. knowledge. Needless to say that the Guru is steeped in the spirit of the sacred scriptures. Great sannyâsins and Gurus are sometimes designated as Hamsa or Paramahamsa (remember Ramakrishna Paramahamsa). Hamsa is a legendary divine bird. Two important characteristics are attributed to it, which the other ordinary birds do not possess. Firstly, it flies very high, above and over all mundane things. A sannyâsin/Guru should be like that. He lives and moves in the world, but should be able to stand above the world, should be able to transcend body, matter and world. The second characteristic of Hamsa is its power of discernment (viveka). Guru accompanies the candidate in this spiritual

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pilgrimage with his wise guidance. He shows his ward the right path that would lead to the ultimate goal. Chândogya Up. VI.14.1-2 narrates a story to show how a teacher removes the darkness of ignorance of his disciple and shows him the right path to liberation. A man from Gandhara country was led astray blindfolded by wicked men. He was then left in an isolated place. He said to the people there: ‘I am blindfolded and am far away from my home. I do not know the way to go home’. Hearing his pleas a man comes forward, removes his bandage from the eyes, takes him by hand and tells him, ‘the Gandhara country is in this direction; proceed in this way and you will reach your real home’. The Upanisad then says: “Even so, in this world a person who has a

preceptor knows (the way to liberation) (evam eveha âcâryavân puruºo veda)”. This is the business of a Guru: to remove the darkness of ignorance of his disciple and take him by hand and show him the right path that would eventually lead him to his real home. Benefactor of all Beings (Sarvabhûtahite ratâh) The sages of old are known for their measureless compassion and immense love for all sentient beings including plants are trees. The membership to their âúram was not restricted to humans alone. Animals, birds, and plants enjoyed the fellowship and protection of the inmates of the âúram. The animals too responded to this limitless love and compassion in the same

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Guru is like an avatâra, an incarnation. When the time is ripe he emerges; he happens. A Guru is not appointed by a higher authority. way. Even carnivorous and ferocious beasts of prey, when they enter the âúram domain (âúrama-bhoga), leave back their violent nature and instinct for killing, and learn to live with others peacefully and pleasantly. It is as if the powerful spirit of love and ahimsâ of the Guru of the âúram and of its holy milieu pervaded and enveloped the sanctuary, and it positively energized all the entrants. This spirit elevates the sattvic quality and consciousness and relegates their inferior nature to the background, making them assimilate this spirit of love and compassion. Guru and Âúram Guru is like an avatâra, an incarnation. When the time is ripe he emerges; he happens. A Guru is not appointed by a higher authority. He is a spontaneous source of grace and blessing, a centre of peace and bliss and an abode of harmony and integration that happens to a given locality, society and to seeking persons. A Guru is

often associated with an âúram. Âúram too is a spontaneous growth with the Guru, and often coeval with the life of a Guru. The simple abode of the Guru automatically becomes an âúram, which is open to all seekers of higher values. Âúram is a theme in itself, and a detailed study of it is beyond the scope of this essay. “The real foundations of any true ashram are to be found not so much in the soil where the huts are as in the heart of the Guru who lives there, and in his personal contact in the depth with the indweller”.2 Therefore, there cannot be a genuine âúram without a Guru, and Guru’s abode is always an âúram. Guru and Disciple: The second external requisite for a Guru is disciple(s). A Guru without a disciple is a contradiction in term. Guru means the dispeller of the ignorance of a disciple. Therefore, a Guru is born when a disciple approaches him for wisdom. Likewise a disciple emerges when he is accepted by a Guru for spiritual formation. Gurudisciple relationship is a vast theme, and a detailed treatment of this subject, as in the case of âúram, is beyond the scope of this essay. The ideal Guru-disciple relationship could be appreciated in the Gîtâ, where Arjuna is ideal disciple who needed advice and guidance, and Lord Krsna is the ideal teacher. Another brilliant example of Guru-disciple relationship is shown in Kaþha Up. where Yama is the

teacher and Naciketas the student. Referring to them the Upanisad says: “Wonderful is the teacher, and smart is the disciple. Brilliant indeed is he who comprehends it when taught by an able teacher” (Kaþha Up. II.7). The famous law book Manusmºti gives detailed description of the duties and obligations concerning the Guru and disciples. Listen to this: “It [divine wisdom] can be conveyed only in the living relationship of minds, one mind prepared to teach and other prepared to receive… The Gurusishya relationship in traditional Hinduism transcends any other relationship because so much is at stake. The selection of Guru is more significant than the selection of spouse.”3 Total dedication and submission to the teacher, total commitment to vidya, spirit of discernment, life of celibacy, radical detachment from world and life’s pleasures, control of mind, senses and body, simplicity in food and life-style, compassionate love for all creatures, etc. are basic qualities of a disciple. Perhaps the attitude and demeanour of Arjuna of the Gîtâ before his teacher Krsna depicts the correct approach of a disciple to his teacher. “I am your disciple, teach me who has taken refuge in you” (œiºyas te’ham œâdhi mâm tvâm prapannam) (II.7). The correct attitude of a teacher is also found in the Gîtâ where Krsna says: “Renouncing all your duties (karmas), take refuge in me alone. I shall save you from all sins. Do not grieve” (XVIII.66). It also seems to

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me that the great Guru Sankara studied the principal Upanisads carefully, singled out all the attributes and qualifications needed for an authentic and committed disciple, epitomized them into his famous sâdhanacatuºþaya, the four spiritual means, and advised that all brahma-jijñâsus (those who desire to know Brahman) should practise them scrupulously. They are: (i) discernment between eternal and noneternal things, (ii) renunciation of the enjoyment of the fruits of actions, (iii) practice of the six virtues, namely, control of mind, control of senses of knowledge and organs of activity, withdrawal of self from external objects, forbearance, faith and concentration of mind and intellect on Brahman, and (iv) an intense desire for final liberation from this cycle births, deaths and rebirths.4 The teacher rejoices if a disciple of this calibre takes refuge in him, and he would say with teacher Yama of Kaþha Up. to his disciple: “You are a disciple of true resolve indeed. May we get more seekers like you” (II.9). It should be noted here that a Guru’s relationship with the disciple consists not so much in terms of what he does, what he knows and what he teaches, it consists more in what he is. He shares primarily his being, and then what he has - his knowledge and experience. Guru and Mantra: Guru advises particular mantras to his disciples and insists that they should recite it orally and mentally for purification of mind and eventual liberation. This is particularly true in the Tantric tradition. Mantra should be understood here in the technical sense: it is a short pithy sacred formula or aphorism, composed by the guru and advised to the disciple in secret for his constant recitation. To find out

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such a sacred and sanctifying formula appropriate to the disciple, the teacher prepares himself. He does austerity and meditation, prayer and penance, and out of the purity of his heart the mantra specifically suited to the spiritual needs of the disciple emerges, like purified gold comes out the burning furnace. He infuses into this mantra his spiritual powers, and impregnates it with esoteric energy.

The Guru is the only living flame of such truths and he only can charge the unlit wick of the disciple duly dipped in the oil of cult teaching with divine light.

common among them. They believe that the Guru is custodian and bearer of the esoteric doctrines and occult powers of the cult. He communicates them only to the initiated. The Guru is the only living flame of such truths and he only can charge the unlit wick of the disciple duly dipped in the oil of cult teaching with divine light. The secret of the cult is stored in the Guru, and the mere formality of teaching these truths or uttering the words of mantra will not convey enlightenment, unless done so by a Guru. Practical initiation is thus impossible without a Guru.5 The Progenitor par Excellence

Careful contemplative recitation of this sacred formula shall be the means, the Yoga or sâdhana for the liberation of the disciple from the embodied existence. This is Mantra-yoga. Mantra-yoga is mainly practised by Tantric cults. The Guru worship in these cults is sometimes exaggerated and curious. Their public acts of Guru-worship would seem to be ostentatious and unnatural. Practices like drinking the water with which the feet of the Guru is washed, eating the left-over food of the Guru, kissing the feet of the Guru, etc. are

The attribution of fatherhood to the Guru over the disciple is a strong tradition and understanding in India. One reason is that by destroying ignorance and imparting the enlightenment, the teacher gives a new life to the disciple. He generates him spiritually. The law giver Manu says: “Because a teacher offers him (disciple) the Vedas he is called the father”.6 Secondly, a disciple is normally a dvija, twice-born. This second birth happens at the initiation ceremony. Manu says that in this second birth the mother of the student is the Gayatri-mantra and the father is the

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The term ‘Guru’ is applied to astounding variety of people. It is applied to the humble country teacher who just knows to impart the letters of alphabet to the kids as well as to the great sages who are storehouses of wisdom and saintliness. acarya (Manu II.170). “The sacred thread given by the Guru to the boys of the three upper, or twice-born, varnas, at their initiation ceremony becomes a spiritual umbilical cord linking the student to his teacher”.7 This father-son relationship between the Guru and disciple is taken very seriously by the ancient teachers and spiritual masters. Therefore, marrying the daughter of the teacher by a student is very strictly forbidden by Manu and other lawgivers, because the teacher being his father, his daughter is legally the sister of the disciple. One of the five most heinous crimes that can be committed by a person, according to Manu, is having sexual relationship with the wife of one’s teacher (gurvanganagama), because she is mother to the student, and such an act is highly incestuous (Manu XI.54). Being the father of the student the Guru is bound to protect and nourish his student, and make the inheritor of his wealth, namely, the wealth of wisdom and sanctity. The noblest duty and highest service one can do is depositing the precious wisdom into a worthy vessel (satpâtre vidyâ-dânam), a worthy disciple.8 Guru and God The term ‘Guru’ is applied to astounding variety of people. It is applied to the humble country teacher who just knows to impart the letters of alphabet to the kids as well as to the great sages who are storehouses of wisdom and

saintliness, who live and move in an ethereal and unearthly world, who are tapodhanas (whose wealth is tapas), who are capable of blessing and cursing others effectively, - like sage Vasistha, the Guru of the kings of the solar race, or Kanva, the great ascetic, about whom mention has already been made earlier. The ordinary village temple priest, who knows to recite from memory a few Sanskrit verses, is a Guru, as also the great mystic-philosopher Sankara who has realized the Brahmanconsciousness in this life and who taught the world the highest form of Vedantic wisdom. Designations with different shades of meaning are used to qualify the Guru like Satguru, Paramaguru, Jagatguru, Adiguru, Acaryaguru, Purohitaguru, etc. It is evident that all these Gurus are not of the same quality, worth and functions. But all deserve reverence and esteem. Some identify God with Guru; Guru is God. Guru deserves veneration and worship due to God. “In the morning let him remember his Guru, utter his name and think of him as dwelling in the white lotus of his heart … next to the great God in his three-fold aspects. There is no higher object of veneration for a man than his Gurudeva”.9 “These truths, when instructed, shine forth only in that great person, who has supreme devotion to God, and an equal devotion to his Guru”.10

tasyaite kathitâ hy arthâh prakâúante mahâtmanah // (Úvetâúvatara Up. VI.23) A common saying declares, “Guru is Brahma, Guru is Visnu, Guru is Siva. Guru indeed is the supreme Brahman. Salutations to the revered Guru”.11 Here is another saying in this regard: “If God is angry with you, your Guru can save you. But if your Guru is angry with you nobody can protect you” (deve ruºþe gurus trâtâ, gurau ruºþe na kaœcana). It would, however, be safer to say that in general in the spiritual tradition of India Guru is regarded as an image of God, he is God-like. Vivekananda speaking of his Guru Ramakrishna Paramahamsa says: “We look upon the Master as a person who is like God. We offer him worship bordering on divine worship”.12 The famous words of Kabir (1440-1518) worth quoting: “Guru and God are both standing before me. Whose feet shall I touch first? I shall touch yours O Guru, for you revealed God to me”. Guru is the divinely authorized vehicle and qualified medium for the free flow of divine grace and wisdom into the disciple. He is a skilled helmsman who judiciously steers the journey of his disciple to the divine shore. The theistic Vedanta schools and the bhakti movement in general consider and

yasya deve parâ bhakti yathâ deve tathâ gurau /

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Christ is a Guru in the strictest and fullest sense of the term. We said earlier that the Upanisads contain basically and primarily the teachings and instructions of the great Gurus of that era. revere the Guru as God-like person. It is to be noted here that modern spiritual leaders of the country, like Gandhi, Tagore, Aurobindo, Ramana Maharshi, Radhakrishnan and J. Krishamurti did not promote exaggerated forms of worship of Guru. In wake recent Hindutva movement and efforts to recapture the traditional values and heritage, a resurgence of guruism might be in the offing. Guruship of Christ

the teachings of Jesus, the divine Guru. He conveyed his message by direct preaching, and by signs and symbolic actions. He taught people that God is the loving Father of all and that all humans are brothers and sisters, that faith in God the Father, in Christ and in the Spirit make us the children of God, that charity with its horizontal and vertical dimensions is the golden thread that binds all humans together and humanity with God, that the reconciliation and salvation brought about by him by his incarnation, death and resurrection are to be

Christ the EverEnlightened One and the Enlightener

Christ’s Mission Jesus Christ is God and man and is the only and unique incarnation of God. He took human flesh, lived like a human, and fulfilling the will of his eternal Father, suffered pain and death and resurrected again to life. He underwent this process of radical renunciation and total self-emptying, which eventually climaxed and culminated in his resurrection to fullness of life and divine glorification, as an act of mediation between God and humanity. By his willingly undertaken embodied existence and freely accepted life of suffering and death, he reconciled the estranged humanity with God, and opened the way for humans to the Divine. He realized this work of salvation not only by suffering and death but also by preaching and teaching, by doing signs and miracles, by healing and enlivening and by doing good to people. ‘Christ is a Guru in the strictest and fullest sense of the term. ‘ We said earlier that the Upanisads contain basically and primarily the teachings and instructions of the great Gurus of that era. With equal certainty and emphasis we can state that the Gospels contain basically and primarily

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and teach the way of God in accordance with truth, and show deference to no one” (Mt. 22:16; Mk. 12:14; Lk. 20:21). “A man ran up and knelt before him, and asked him, ‘good Teacher, what must I do to inherit eternal life?’” (Mk. 10:17). Mary Magdalene addresses the risen Lord, “in Hebrew, Rabbouni (which means Teacher)” (Jn. 20:16). Nicodemus tells Jesus, “Rabbi, we know that you are a Teacher who has come from God; for no one can do these signs that you do apart from the presence of God” (Jn. 3:2).

realized by each person through his/her commitment to Christ and to the Kingdom. Testimonies from the Gospels In no uncertain terms Jesus says, “But you are not to be called rabbi, for you have one teacher, and you are all students. And call no one your father on earth, for you have one Father – the one in heaven. Nor are you to be called instructors, for you have one instructor, the Messiah” (Mt. 23:8-10). “You call me Teacher and Lord – and you are right, for that is what I am” (Jn. 13:13). “He taught them as one having authority, and not as their scribes” (Mt. 7:29). His followers, and even his detractors, spontaneously addressed him as teacher. “Teacher, we know that you are sincere,

Gautama through his continued and rigorous meditation for several years became the enlightened one, the Buddha. It was an acquired buddhahood. The Gurus and sages through their constant and relentless practice of sadhanas, became knowers of Brahman (brahmavid) those established in Brahman (brahmanista) and those whose consciousness is established and steady (sthitaprajna), and also jivanmuktas. All these they became and acquired by bringing about a qualitative change in their inner being and innate nature. Christ in his essence, nature and attributes is ever enlightened and eternally effulgent. Being divine in nature, pure sattvic in character and an uncaused cause, he is never contaminated by the passions of senses and concupiscence of body, and other limiting adjuncts caused by mind, matter and body. Needless to say that Christ enlighten others with his divine knowledge. He removes the darkness of ignorance of his disciples with the collirium stick of his divine wisdom. He opens the third inner

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Christ is more than a teacher and master; he is the saviour and the only mediator of salvation and liberation. eye of knowledge of his dedicated followers so that they see things in the correct perspective, judge events, things and persons with discernment, accept correct options, empty the soul of ego and enslaving desires, and thus become receptive for the inflow of divine grace.

physically blind, but he opened his inner eye to see the Truth in all its details. Christ: Master, Mediator and Redeemer

Christ is more than a teacher and master; he is the saviour and the only mediator of salvation and liberation. “I am the gate. Gospels report the healings of blind Whoever enters by me will be saved and persons by Christ. As in the case of all the will come in and go out and find pasture” parables of Jesus, the healings he (Jn. 10:9). “Jesus said to him, ‘I am the dispensed to the sick and afflicted also are to be evaluated and commented on different levels. There is a literal meaning to these parables and signs; then there is a symbolic meaning, and a personal and a universal meaning and application. Jesus literally might have cured blind persons who came to him for help. He touched their eyes and gave light to them. But it has a symbolic meaning. Curing blindness means destroying the ignorance, the root cause of all evil and sin, of the persons and enlightening them to the divine way, and the truth, and the life. No one realities, giving them an inner eye of comes to the Father except through me’” wisdom that can discern, judge and accept (Jn.14:6). “If the Son makes you free, you what is conducive to the glory of God and will be free indeed” (Jn. 8:36). “I have what is good and salutary to oneself and to come to save the world” (Jn. 12:47). In the the society. It has a personal meaning in Bhakti tradition the concept of grace is so far as it is addressed to me personally. I very much there. God hears the cries of too stand in need of an inner enlightenment his devotees and comes to their help with and spiritual awakening. And it is his grace. In fact, God only helps those universally applicable to all places and to who take refuge in him to discover his/her all times. The experience of the disciples divine nature. God does not give anything on the way to Emmaus has to be explained additional. But the Christian concept of in this sense. When Christ spoke to them grace is that it is a free gift of God to “their eyes were opened” and “their hearts worthy and purified souls. The same is were burning” (Lk. 24:31-32). Christ valid in the same degree in the case of opened their inner eye; the veil of Gurus. They enlighten the disciples only ignorance fell away, and they could in so far as they make the disciples capable recognize Christ. The same thing of discovering their original, pure and happened to St. Paul on the way to pristine nature, which is not touched by Damascus. Christ’s special and drastic ignorance and the accompanying bondage intervention in his life made him and other maladies. Christ on the other

hand freely gives his grace and blessing to his devotees making them worthy of God’s kingdom. Mention has already been made to the two types of wisdom/knowledge, namely, the lower knowledge (aparâ vidyâ) and the higher or supreme knowledge (parâ vidyâ). Christ is the bestower and provider of both. By his preaching, teaching, actions and signs he leads his disciples to the lower knowledge. And by his grace and power he by his grace and mercy proffers the supreme wisdom and salvation. Christ’s words and teachings are not only words and wisdom of a Guru; they are God’s words, and therefore, words of the sacred scriptures. Conclusion All religions and philosophies of Hinduism, for that matter, all the religions of India, give paramount importance to the role of an enlightened Guru in the process of sanctification and liberation of spiritual seekers. To drive home this point emphatically, sometimes Guru is depicted as God or like God. For Christians Christ is the only and unique Guru; all the human Gurus are but weak images and pale shadows of that divine Master. Let me conclude this essay with a Sanskrit verse in praise of Guru: dhyânamûlam guror mûrti, pujâmûlam guror pâdam / mantramûlam guror vâkyam, mokºamûlam guror kºpâ // “The person of the Guru is object of meditation, the feet of the Guru are objects of worship, the words of the Guru provide the mantra and the grace of Guru leads to liberation”.

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How an inspiring teacher has become an endangered species ? Prof. Joy Joseph

Dispersal of knowledge is the noblest of human activities and in any kind of teaching there should be an interest in developing the skills of the student through value addition as a contribution from the teacher.

ho is an inspiring teacher? One who possesses the qualities of personal integrity, a sense of humour, high moral values, great respect for the personal dignity of his students, well read with a high contemporary quotient and capable of motivating students to seek knowledge (learning). How many of the present generation of teachers can be called inspiring if we take into consideration at least some of these qualities? Apart from those who have developed themselves with dedication and devotion for the noblest of the professions through years of their personal experience and from the inspiring legacy of great teachers like Dr. Sarvepalli Radhakrishnan, there are very few indeed. Why there are

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more mundane lecturers than inspiring teachers? Teaching is the noblest of all professions, whether you are teaching in a school or college or university or an ITI or a driving school or a cookery school. Dispersal of knowledge is the noblest of human activities and in any kind of teaching there should be an interest in developing the skills of the student through value addition as a contribution from the teacher. If the teacher is to consider this task as merely a livelihood and not as his/her vocation he/she will end up being a mundane lecturer. In the present system of education and the general social ambience prevailing in our so called â&#x20AC;&#x153;literateâ&#x20AC;? state of Kerala, the desire to make easy money and get a good pay

packet irrespective of whether one has talent or passion for oneâ&#x20AC;&#x2122;s profession has led to deterioration in the profession of teaching. Now it is common to find people who are not fit to be teachers working as lecturers in colleges and schools. The general trend of parental pressure is to push children into pursuing technical, medical and management courses without considering their aptitude and passion for the same. The contempt shown to those who pursue the pure sciences or humanities has led to a kind of repulsion in pursuing these important academic streams, resulting in a diminishing number of students considering education as their vocation.

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Those who are found unfit for the job should be discarded from the education system immediately, in order to ensure the long term benefits of the next generation, as well as the future of our society and the country. Unless a teacher is compassionate in seeking knowledge and improving his contemporary quotient, he cannot expect his students to do the same. My experience as a teacher proved that more often than not, my colleagues seemed to be contented with dictating prescribed text books or vintage notes as a kind of monologue inside their classrooms, without allowing even serious mistakes to be questioned or genuine doubts to be raised by the students. Even if the student was right in questioning the mistake uttered erroneously or out of ignorance by the lecturer, the arrogance of ignorance of the lecturer resulted in the student becoming a victim of vengeance. In government funded institutions in Kerala (where one’s job is secure after receiving a confirmation of appointment and approval from the authorities as a teacher), they prefer to remain in their highly trade unionised secure comfort zones rather than make any effort to be useful to their students. In such circumstances, no teacher has been denied a promotion or continuation in service till the age of retirement because of ineffectiveness or lack of interest in improving skills. This attitude will definitely create more mundane lecturers rather than inspiring teachers. They tend to resist all kinds of academic self or student appraisals. This is happening when these so called ‘college lecturers’ are being paid more than 10 lakh rupees per annum as per the new UGC pay scales implemented with retrospective effect from January 2006, with the purpose of attracting better talent to this profession. Last but not the least is the detrimental

change in the attitude of students and parents towards school and college education. They aspire only to score good grades in the exams or a good placement in a well paying job, instead of education per se. The inevitable result is a definite change for the worse in the attitude of students towards teachers and parents as. Education is viewed only as the means of achieving an end. This is a catastrophic disaster for the next generation.

Is there a way out of this vicious circle? There should be a fundamental change in the attitude of students and parents towards school and college education. They should realize that education is not just about scoring grades but rather about learning to be a great human being. The process should result in the transformation of students.

There should be a radical change for the better in the attitude of students and parents towards teachers. The latter ought to be revered and esteemed as they contribute greatly to the development of the child. Parents should stop pressurising their children to pursue technical, medical and management courses without considering their aptitude and passion. Students should be allowed to dream and pursue the streams of their choice after taking into consideration their passion, talent and vocation. If the teacher is a seeker of knowledge, he/she can expect students to be following suit. If the student is right in questioning an error or requires a genuine doubt to be clarified, the humility of the teacher should allow him to do so. In government funded institutions in Kerala, there should be regular academic self appraisal and/or student appraisals. Credit should be given for enthusiasm in developing innovative teaching methods, even if it meets with resistance from teacher’s organizations. Those who are found unfit for the job should be discarded from the education system immediately, in order to ensure the long term benefits of the next generation, as well as the future of our society and the country. In the self-financing institutions (where hiring and firing is not controlled by the government), efforts should be made to continuously evaluate employees. Those who demonstrate the qualities of an inspiring teacher should be boundlessly encouraged to develop innovative methods in teaching and in the comprehensive development of the students. The author is retired Associate Professor (Dept. of Commerce) Bharata Mata College, Kochi.

Pallikkutam | August 2014

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An ode to my teachers and ustads Brig. N. V. Nair

The school had ‘Fishing’ as a subject. We had two ‘vallams’ as well, to give the students a hands on experience in the art. Fishing teacher Karunakaran sir was a talented actor and he used to direct the dramas for the school anniversary celebrations with aplomb.

eachers and parents are the main stakeholders in developing the personality of an individual from early childhood till young adulthood apart from the child itself. Besides my teachers in schools and colleges of Kerala in which I studied, my ‘Ustads’ during my pre commission training at Indian Military Academy, Dehradun also played a major role in developing my personality. A deep sense of gratitude and nostalgia envelop me when I think of them.

All through its long existence of 125 years till today, it has remained a UP school! I was the 3rd generation of my family to join the institution. My grandfather and mother had both studied there as well. Arookutty, then being the northern most tip of the erstwhile Travancore state, resting on the picturesque Vembanadan kayal , was a ‘Chowka’ (a custom check post) with the erstwhile princely state of Kochi. The school came into being to cater for the children of Govt employees (a lot then, I am told) and locals of the area. I do Teachers at School not exactly recall incidents of my school First scene of my flash back opens at Govt life from classes 1 to 3, though I vividly remember my school bag while in class 1! UP School Arookutty in late 1950s.This school perhaps carries a unique distinction. I recollect that George sir, Mathew sir and

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Raghavan Pillai sir taught us in the lower classes. We had then, many teachers from Thiruvalla - Chengannur areas who used to stay in the school premises. While in class four, I remember having been selected to enact Pandit Nehru in the procession on Children’s Day. This school had yet another distinction to boast of; it had ‘Fishing’ as a subject. We had two ‘vallams’ as well, to give the students a hands on experience in the art. Fishing teacher Karunakaran sir was a talented actor and he used to direct the dramas for the school anniversary celebrations with aplomb. Our Head Master, Kuttymoosa sir was a gifted

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S H College has the most picturesque surroundings of all colleges in Kerala, I had an eventful period at the esteemed college and I am thankful to all my teachers there. orator. He gave us a good experience in electioneering in the school elections. Saraswathy Amma sir was the lone lady teacher in the school then (a far cry from the ratio now). All teachers were matter of fact & business like in conduct. It appeared that they were natural teachers, born to teach! When I joined NSS High School, Panavally , it had already celebrated its Silver Jubilee. It was a 4 Km walk to the school, one way. Most of us walked and it was fun. Bus ride was a rarity and fare was 6 Paise! It is a matter of nostalgia to recollect that our class teacher Balakrishna sir who was an excellent sportsman and a very good actor, also was promoted along with us from class 8 through class 10! He taught us English as well. In Maths and Sciences also we had the same teachers all through and that ensured continuity with all its advantages. School HM of our time, Arumukhan Pillai sir was a strict disciplinarian. There were no student agitations as yet then. We had a unit of ACC (junior avtar of

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NCC), looked after by Mani sir. Tuitions were not popular those days and were only for students considered weak! Special classes were organised when required to complete syllabus on time. All teachers of our school worked with clockwork precision. Last period on Wednesdays were allotted for ECA (Extra Curricular Activities), planned and executed by students. It was silently supervised by the class teacher. This gave students an

excellent stage to hone their literary and artistic skills. I remember that school Anniversary used to be the major event

with full participation of teachers and students. This had its many educational benefits as well. I thank all my teachers of the school for their total involvement in moulding us. Teachers in College I joined Sacred Heart College, Thevara for my Pre Degree. It was a quantum jump and a cultural shock in many ways. The medium of instruction in the college was English. But, English medium schools were few those days. Having studied in Malayalam medium, many students had problems initially in following teaching which was in English. SH college was only for men those days. Rev Dr James Aggavus was the Principal. Though he was not supposed to take classes, due to his love for teaching, he used to teach us English poetry. T Ramachandran Mash (later he was famous as ‘TR’ with his rich contributions to ‘Atyadhunika’ i.e. Most Modern, Malayalam short stories) also taught us English. Malayalam was taught by

A teacher has to be one who apart from imparting knowledge has to be an ideal personality to be emulated by the students. He / She has to be a person who should act as a friend and had to oversee the development of a child into a fine human being worthy for the society. A teacher has to be in him/her the qualities of a good parent, a friend, a well wisher ,a guide and also a spiritual leader. He/she should be able to instill in the minds of the pupil with courage and confidence to face life as it comes and to train them to love nature and all its beings, be it the flora or the fauna and to preserve it for the future.

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Ajith Kumar AJ, Section Officer, Kerala University.

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The training in the academy starts at 6.30 in the morning with PT. This training is done under PT Ustads who are from the specialised branch of PT Corps. Augustine Kommattam Mash & Rev Fr Domitian. Rev Fr (later Bishop) Gratian taught us Algebra. Rev Fr Barnabas was Vice Principal & warden in Don Bosco hostel. He expired only recently. Prof KV Thomas, ex Union Minister, had by then joined Chemistry department and used to supervise our practicals. It was turbulent days of campus politics. ‘Murali samaram’ which catapulted Mr Omman Chandi into lime light had its link with SH College since Murali was a student of the college. S H College has the most picturesque surroundings of all colleges in Kerala, I will say. I had an eventful period at the esteemed college and I am thankful to all my teachers there. On retirement from the Army, I have now reestablished my link with the college. I joined Maharajas for my graduation. It was a matter of prestige then, to get admission at this premier institution. Only students with high marks used to get admission in Maharajas those days. The Faculties were excellent. Many

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legendary teachers were in the college then. It was not a surprise that most of the University ranks were from Maharajas. I will mention only those teachers who taught us. Amongst others, we were privileged to be taught by Prof MK Sanoo & Prof M Leelavathy ( Malayalam), Prof Santharam (English), Prof KN Bharathan

experience. Profs KM Mathew, Antonoy Thomas and Kammat were our NCC officers. Prof S Sivaramakrishnan was the Principal during my time. He was known by a ‘pet name’ which the students of that time will recall with nostalgia! All teachers of Maharajas were thorough professionals and role models. They maintained good relations with students and served as guides for those who had a quest for excellence. I left the college for Indian Military Academy for pre commission training after an all India level selection process. The teachers andenvironment of Maharajas college contributed immensely in developing my personality. I will remain ever thankful to them. Ustads in Indian Military Academy ( IMA )

(Politics), Profs KJS Cleetus, KN Aravindakshan (Economics) . Each one of them was colossus in their subjects and it was a treat to attend their classes. Being a Senior Under Officer and a college Union Counsellor afforded me with rich

Apart a very few from Army background and Sainik Schools, the bulk who joined the Academy with me as officer cadets were from civil background. That is true for Direct Entry cadets. It takes a lot to transform them from civilians to soldiers. Major contribution towards this end comes from

Without truly loving what you do it is impossible to be really good at what you do. If you don’t adore your subject, then how can you expect your students to do the same? Never be afraid to show that you love what you are talking about. Students love a teacher who is able to make dull subjects more interesting by incorporating colorful and exciting printables into lessons or by making up games. Standardized tests and the constant offensive of new curriculums will be making this harder, but it is still extremely important. Simply teaching the given material to your students does make you a good teacher, but to be a great one, you have to be prepared to develop unique learning methods and custom lesson plans.

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Madhusoodanan Nair Professor and Academic Advisor, IMTECH, Sharjah. Pallikkutam | August 2014

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Army discipline is drilled into the trainees in the Drill Squares of various training establishments. So is the case with IMA as well. Drill at IMA is taught by Drill Ustads. instructors of the academy who are below officer rank. These instructors, who are Junior Commissioned Officers ( JCOs ) are saluted as ‘Sab’ and Non Commissioned Officer( NCO ) instructor is saluted as ‘Ustad’ as a mark of respect by all. They are entitled to wear special insignia. Officer instructors do overall planning and supervision of training and teach Tactics, Leadership, Fieldcraft, Military History/Geography and Man Management. The three main components of military training in the academy are Drill, Physical Training ( PT ) and Weapon Training ( WT ). These are basically taught by Ustads. Therefore they are the mainstay of instruction responsible for transforming the civilian boys to competent young officers. The training in the academy starts at 6.30 in the morning with PT. This training is done under PT Ustads who are from the specialised branch of PT Corps. The training is aimed at achieving agility, flexibility and endurance. They are

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uncompromising. They will keep you on your toes and make sure one is put through one’s paces in different games, boxing, obstacle course etc. Army discipline is drilled into the trainees in the Drill Squares of various training establishments. So is the case with IMA as

of your eye balls while on parade .Drill Ustads are Terror No 1 for GCs (Gentlemen Cadets, as trainees are known). The passing out parade of IMA is a magnificent display of military perfection and drill movements. These drill Ustads make it possible. Skills at small arms are imparted by WT Ustads from Infantry who are marksmen and have high instructional abilities. These WT Ustads teach you the basics and nuances of handling pistol, carbine, rifle and light machine gun. They make you proficient in handling of these weapons and firing with them. Discipline at firing ranges is legendary. A high salute to my teachers at school and college level who helped me become a capable young person and my Ustads at IMA for converting me from a civilian into an army officer capable of ensuring the security of my motherland. Jai Hind !!

well. Drill at IMA is taught by Drill Ustads. They are specially trained at IMA itself from a lot drawn from all Arms of the Army and they go through deep selection. Drill Ustads are Masters at their The author is a graduate of Defence Service art! They will not allow unwanted Staff College and served the Indian Army for 35 years. twitching of your muscles or even rolling

Teachers should be creative and should adopt non-conventional methods of teaching like the right brain learning, which would make learning a lot interesting. Being dedicated and passionate is another important factor. True teacher should inspire his students, this can happen only if he is dedicated and passionate. It really has a lot of importance and can influence the students especially the lazy lot and result in a more productive learning. The thing of utmost importance is understanding the learners. It is natural that glitches may arise in the teaching learning process, but for effective correction and improvement, proper understanding is essential.

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Jerin Shaji Mathew Mechanical Engineering student at Rajagiri School of engineering and Technology

Pallikkutam | August 2014

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An admirable breed of teachers Ankitha Cheerakathil

Our teachers wouldnâ&#x20AC;&#x2122;t think twice about conducting class in our perfectly manicured lawns rather than in our designated classroom, or buying each of us a samosa when we felt hungry during long hours of class.

ntil I left school at the age of 18 for an education in an arts college in Delhi, teachers had always been a source of grief. One could never expect a kind word or a bit of praise from any one of them. I had learned to live with the idea of teachers being the source of all terror, fear and reprimand. However, the professors in my college proved every belief I had ever harbored about members of the teaching profession completely wrong, and in the pleasantest way possible. Here were individuals who wouldnâ&#x20AC;&#x2122;t think twice about conducting class in our perfectly manicured lawns rather than in our designated classroom, or buying each of us a samosa when we felt hungry during long hours of class. Most of all, their insistence that we speak up in

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class in order to express our doubts or disagreements proved mind-boggling. It was amusing to note our terror-struck expressions at being forced to digest the idea that our opinions could possibly be equal to or superior to that of our professors. Unfortunately, my peers and I never really got past our inhibitions regarding the same; resulting in a silence that frustrated our open-minded professors for three long years. We discovered that the faculty was keen on providing students as much time as possible outside of the classroom. This meant that afternoons were kept free somehow after negotiating the prescribed class schedule left, right and centre for this purpose. After years of keeping our heads buried behind textbooks from dawn to

sunset in claustrophobic classrooms, we suddenly found ourselves completely free to tentatively explore the interests, hobbies and talents that we had mentioned in our admission interviews. For instance, I found myself practicing artificial wall climbing (a sport that had never even crossed my life till the college wall welcomed me), indulging in long discussions regarding the field of gender studies, working with NGOs for disarmament in India and wrapping up my second book. My classmates scattered off into different directions, pursuing theatre, sports, intellectual discussions, voluntary social work and so on â&#x20AC;&#x201C; depending on their interests and talent. We fluttered our wings fearfully in the first few days with all of this new-found freedom. The more we became accustomed to this freedom and its

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The only condition that our professors imposed was for us to use some of this time to explore our subject outside of the prescribed University syllabus. conditions, the more we devoured it hungrily. Indeed, the only condition that our professors imposed was for us to use some of this time to explore our subject outside of the prescribed University syllabus. As a consequence of the deep contempt that our teachers displayed if we proved not to have done so, we made sure that this condition was fulfilled at all points of time. When the time came around for our first semester examinations, we descended into panic mode. It seemed incomprehensible that any of us could score good marks when all we seemed to have done throughout the first semester was … well, whatever we felt like doing. Our professors acted even more nonchalant than before. So long as we submitted neatly typed assignments and essays according to the dictates and deadlines prescribed for the same as part of our

internal assessment, they didn’t seem to care a hoot about the University examinations. After the results arrived, we realized why this was so. All of us had scored well, after just flipping through our syllabus in the few weeks before the examinations. Our professors had been right in acting confident about our abilities to do well in examinations regarding our subject of interest, without having to mug up anything. Indeed, the fact that we couldn’t find anything to mug up was precisely the reason why we panicked. We were amazed that they didn’t even discuss our marks after classes started. After years of being compared with our peers on the basis of one or two marks lost here or there, this was almost too wonderfully liberal to believe. Three years ran in much the same pattern. We started growing used to the idea of not devoting our life to earning high pay

packages; finding satisfaction in our interests and talents instead. We grew to admire the senior professors in the faculty, many of whom had returned to the college where they had spent the best days of their life in order to pass on their knowledge. Mind you, these were individuals who had earned PhDs in top foreign universities before deciding firmly that growth and learning occupied greater priority than high pay packages. They considered teaching to be a profession that was serious and noble in nature, requiring a great deal of qualifications and experience. There was plenty of room for competition though, for those who could not completely break out of that cycle. There was nerve-wracking competition for scholarships in particular. Everyone seemed obsessed with the idea of funding their own education, no matter how rich they were. I became one among the few

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Many senior professors resided on campus and would invite us to their houses to continue our discussions, or even to dig around for old books from their personal libraries to gift us with. who discovered the exquisite joy of being sponsored to study what I did well at. Scholarships for higher education were marred by false financial statements from well-to-do students. Amidst all of this, our professors remained nonchalant and impartial. They hardly took any notice of the major scholarship winners, rankholders or University toppers. They took care either to encourage or dismiss us equally. My peers and I were all fond of interacting with faculty members outside of our own department. This provided students studying English Literature with opportunities to polish our knowledge of other subjects such as Philosophy and History, particularly since our subject was inter-disciplinary in nature. Since almost every member of the faculty were learned and qualified enough to generate immense respect, I started referring to those professors with whom I shared a personal

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relationship as my favorites. We would discuss topics ranging from books, politics, current affairs and long-lost traditions of our college. Many senior professors resided on campus and would invite us to their houses to continue our discussions, or even to dig around for old books from their personal libraries to gift us with. So long as we proved our intelligence and eagerness to learn, they were eager to assist us in any way. It was certainly the ones who were humble and nonchalant about their depth of knowledge who garnered my earnest admiration and respect. Some employed a great sense of humor to deride themselves and their subject in a manner that somehow created more interest. Philosophy in particular was a subject that, if taken seriously may lead to serious crises in the already existential minds of the young adults in the classroom. Therefore, the professors in the

Department of Philosophy always took care to break such concepts down into simple ideas, and also poke fun at the same in order to ensure that we wouldn’t be carried away to potentially dangerous territories. After being a witness to the selfappraising, self-deriding, humble, experienced and deeply broad-minded attitudes of teachers in an arts college in the University of Delhi, my opinion of the profession of teaching has changed dramatically. I have come to view it as a profession that can be followed only by the noblest and most respectable beings in a nation. The author is pursuing MA at the Paris School of International Affairs, France, and completed BA from St. Stephen’s College, Delhi. Published two books: “Musings of a Girl in Blue” and “VPR Revisited: The Life & Times of An Extraordinary Journalist”

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What makes a good teacher? Good teachers were the most creative and served as role models. They mentored their class on a journey of lifelong learning. There are some key skills that good quality teachers have in common.

o you have a good university lecturer? What makes them good? Is it because they make their classes relevant? Are their lectures interesting or challenging? Or maybe theyâ&#x20AC;&#x2122;re just fun to be around? Good quality teaching can be hard to define and there is no single way of measuring it. But all students, throughout

their education, experience the highs and lows of teaching ability. Love of some subjects was destroyed by incompetent, boring and, at times, uncaring teachers. But others helped us develop a passion for a subject that we never thought and would be interested in. Good teachers were the most creative and served as role models. They mentored their class on a journey of lifelong learning. There are

some key skills that good quality teachers have in common. You need to be creative, enthusiastic, be clear and keep the information relevant. Those tired lecturers, who never vary from the same worn lecture notes or PowerPoint slides year after year until they reach retirement, do a great disservice to themselves, the students and their profession.

Pallikkutam | August 2014

POLICY W ATCH

The mysterious private university regulatory system in India - 2 Dr. D.Dhanuraj Rahul V Kumar

Between the period 2003 and 2014, we see that the number of private universities in the country has risen to 184. As pointed out, these universities enjoyed legislative sanctions within their respective states.

n the previous article we started with understanding the inherent policy vacuums in some of the federal states in India. Our observation was that in some of these states at least for which we have the data, cronyism predominates in the sector. Politicians and business men have found undue presence in promoting and leading the private universities in these states. A starting point A convenient point from which our analysis begins is the challenge to Chattisgarh Private Sector Universities Act, 2002, in the Professor Yashpal versus Chhattisgarh State case. The Court observed that,

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â&#x20AC;&#x153;The consistent and settled view of this Court, therefore, is that in spite of incorporation of Universities as a legislative head being in the State List, the whole gamut of the University which will include teaching, quality of education being imparted, curriculum, standard of examination and evaluation and also research activity being carried on will not come within the purview of the State legislature on account of a specific Entry on co- ordination and determination of standards in institutions for higher education or research and scientific and technical education being in the Union List for which the Parliament alone is competent. It is the responsibility of the

Parliament to ensure that proper standards are maintained in institutions for higher education or research throughout the country and also uniformity in standards is maintained.â&#x20AC;?1 The case of private universities in Chhattisgarh opened up a gamut of issues on the operation of these universities. As a follow-up to regulating and monitoring the standards of these institutions, a series of steps were adopted by the UGC (under the UGC Act 1956). The guidelines were set primarily under the UGC (Establishment of and Maintenance of Standards in Private Universities) Regulation, 2003. Between the period

POLICY WATCH 2003 and 2014, we see that the number of private universities in the country has risen to 184. As pointed out, these universities enjoyed legislative sanctions within their respective states. Certain observations in the UGC legislation are important and worth analysis. The UGC regulation 2003 notes that 1. “Each private university shall be established by a separate State Act and shall conform to the relevant provisions of the UGC Act, 1956, as amended from time to time.” “A Private university shall fulfil the minimum criteria in terms of programmes, faculty, infrastructural facilities, financial viability, etc., as laid down from time to 2. time by the UGC and other concerned statutory bodies such as the All India Council for Technical Education (AICTE), the Bar Council of India (BCI), the Distance Education Council (DEC), the Dental Council of India (DCI),the Indian Nursing Council (INC), the Medical Council of India (MCI), the National Council for Teacher Education (NCTE), the Pharmacy Council of India (PCI), etc”

We see that across states in India, save a few, where private universities exist, there is no transparent and comprehensive legislation that exist. Instead each of these universities are formed through separate Acts or a general guideline that is enacted by the state. For instance, take the case of Uttar Pradesh. Uttar Pradesh has 21 private universities registered under separate acts. Samples of such Acts for selected universities are noted below. These are information collected from the respective sites of these universities. 1. “Mangalayatan University, Uttar Pradesh Act” and notified by the Government of Uttar Pradesh as Act No. 32 of 2006, by its Gazette No. 362/VII-V1-1(Ka)-12/2006 dated October 30, 2006, 2. Mohammad Ali Jauhar University Act 2005 (UP Act no 19 of 2006)

Government of Uttar Pradesh vide notification No. 1108/79-vi-1-10-1 (Ka) 23-10 Lucknow, dated October 12, 2010, Act No. 27 of 2010. 5. Monad University, Hapur has been established vide Act No.23 of 2010 of the Government of Uttar Pradesh. This has been published in its Official Gazette on October 12, 2010 The implications and significance of these acts are not easily available until possibly an RTI is filed for the same. Note for instance that some of these Acts are also confusing; as in the case of Invertis University. Such heterogeneity of legislations compel us question the implications of these legislation. Separate legislations for each university smacks transparency and breeds cronyism and dishonesty. Each state Government has to frame the rules for the sector and not for individual applicants. This endangers the basic tenants of equality before law. Since the intent is to promote private universities (again, the state has to clarify its position in the policy) the State has to ensure a level playing field for the competent parties. When the sector is opened up, the objective shall be to improve the quality of the education, up gradation of the courses on timely basis and availability and accessibility to the higher education avenues. These guidelines shall be incorporated in the legislation rather giving space for arbitrage.

Separate legislations for each university smacks transparency and breeds cronyism and dishonesty. Each state Government has to frame the rules for the sector and not for individual applicants.

3. And the most debated issue on opening offshore campuses or campuses outside the state limits where the university has been established.1 The third has been the most flouted clause which has time and again led to legal sanctions against several universities. However, the first is the most serious clause that could lead to corruption and cronyism. The second one noted above is to show that the sector is not want of regulations that one should be concerned with private universities. In fact, it is a clear case for over regulation and inconsistent with the state laws established as envisaged in the SC judgement. At the outset one could observe that the regulatory mechanisms are not different for the Government and private institutions. However, we highlight that the first and the third clause will find it hard to go together. Why do we need a separate Act for each university?

Notification No. 710/17-2005 VII – V -1 – 1 – (Ka) dated 19.6.2006 3. Invertis University, Uttar Pradesh has been established as a State Private University at Bareilly by Act No. 5 of 2009 State Legislature of Uttar Pradesh; With reference to State Government notification no 1105(2)/LXXIX-V-1-101(Ka)29-2009 Dated 1 Sep 2010,on the Above subject ,UGC is directed to say by reference no 8-23/2010(CPP-I/PU) Dated 7 Feb 2011 that Invertis University ,Bareilly has been established by an Act(No22 of 2010) of state legislature of Uttar Pradesh as a State Private University 4. The Noida International University is a UGC (University Grants Commission) recognised university and is sponsored by the Maruti Educational Trust. It was given the status of a university by the

The Case of Rajasthan The case of Rajasthan provides some clue on where the legislations of the UGC or the states could be lagging to ensure that suitable players are not entering into the field of higher education in the country. The federal state of Rajasthan has notified ‘Guidelines for the Establishment of Private Universities’ by Separate Act replacing the Rajasthan Private Universities Act, 2005. The guidelines cover three stages of entry of any player into private universities-an application stage, a stage where a government committee approves the sponsoring body, and a compliance stage where the government ensures that the conditions are met. While these umbrella guidelines exist

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POLICY W ATCH

The intend and objectives of the private universities need to be redefined. One should not forget that it was the failure of the existing systems and processes that demand the private universities. there are two factors which facilitate cronyism. There are no clear definitions on who would constitute the committee (to approve the sponsoring body’s proposal) and what the criteria would be for selecting them. In addition the power given to the committee to evaluate the sponsoring body’s proposalbased on”back ground of the sponsoring body that is to say its expertise and experience in the field of education, its general reputation etc. and its commitment to follow the norms of the regulating bodies; and potentiality of the courses proposed to be offered that is to say the courses are able to develop the human resources as per the requirements of contemporary demands, the courses have new features and include emerging branches of learning” are open to questions and challenges. All these conditions are subject to interpretation and thus promote nepotism.The second factor is with regards to the financial requirements of setting up these universities. For example: Application: 1 lakh Rupees Endowment Fund: between 75 lakhs and 2 Crore. Books: 10 lakhs worth and undertaking to invest 50 lakhs in the first three years (regulating body norms) Computers, furniture: worth 20 lakhs, and undertaking worth 1 crore within the first five years. When spending of stipulated amounts are made mandatory, it is also equally important to provide specifications on the kind of journals or the quality or kind of books to be brought. These are largely excluded from the guidelines. While it is accepted that a “university” has huge institutional criteria, which can be met only through a large capital flow, the necessary conditions that mandates entry

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of trusts, a society or a section 25c company as the sponsoring body raises questions on the possibility of crony capital finding space in this sector. The guideline mostly discusses the amount to be dispersed but not on the outcome part of such an institutional set up. Input costs mentioned in the guidelines are according to UGC norms but this again violates the reasons for state legislations to license private universities. Reflections from the above observations

UGC has to define its role, which is now stuck between a grant giver and a regulator. Continuous monitoring of the private sector in higher education would require the functioning of an independent regulatory authority. This would be the first step to ensure transparency in this sector. The intend and objectives of the private universities need to be redefined. One should not forget that it was the failure of the existing systems and processes that demand the private universities. If these private universities are also regulated by these failed rules and frameworks, it is not only a wastage of time and resources but also a national shame. References 1

Refer http://indiankanoon.org/ doc/564368/ Accessed on 2707-2014

The premise of our article emphasizes the importance of private participation in higher education. This has sufficient gains not only in innovating in curricula but also in challenging the norms set in our educational environment. However, a keen observation on the sector in its current form reflects the lack of proper regulations in private universities across the states. We have highlighted the case of Rajasthan and Uttar Pradesh because of the proliferation of private universities in these states. As we have observed there are serious challenges in the legislations in these states, not only when individual Acts legislate the existence of these universities but also when blanket guidelines are used to promote these institutions. The way forward for the private university environment in India, we believe, might not be thorough the existing regulatory provisions under the UGC. In fact the

Under this clause the 2003 regulation mentioned that “A private university established under a State Act shall operate ordinarily within the boundary of the State concerned. However, after the development of main campus, in exceptional circumstances, the university may be permitted to open offcampus centres, off-shore campuses and study centres after five years of its coming into existence”. This was subject to certain conditions that made monitoring and approval of the UGC mandatory in these campuses. However, this clause has been exploited by private franchisees (including coaching centres) offering courses in offcampus sites. : (Refer for instance: http:// timesofindia.indiatimes.com/city/pune/ UGC-warns-students-about-franchisee-tieup-with-private-institutions/articleshow/ 20826121.cms)

Dr. D. Dhanuraj is Chairman, Centre for Public Policy Research and Rahul V Kumar is Associate Research Consultant, Centre for Public Policy Research.

INNO VATION INNOV

Google Smart lens for diabetic patients

he biotechnology company Novartis has purchased the license for the digital contact lens technology developed for diabetic patients, paving way for its market introduction. Alcon, the daughter company specializing on opthalmic medicine, will develop own product to be

marketed. The technology known as ”Smart Lens” has been developed originally by the Google. The Google contact lens could measure the blood sugar and on its fluctuation warn the patient. The glucose content of the tear also will be measured by the smart lens. The intelligent lens will bring the diagnostic data cordless over mobile phones or high-tech watches. The technology is a good news for 382 million diabetic patients world-wide.

Artificial intelligence identifies epochs of the Beatles music

he music of the Beatles has been developing over years. The computer scientists at Lawrence Technological University have developed an artificial intelligence algorithm to measure the progression of the Beattles. The analysis technology originally developed to study the vocal communication of whales has been expanded to analyze the albums of the Beatles and other well-known bands such as Queen, U2, ABBA and Tears for Fears. The results are published in the August issue of the journal Pattern Recognition Letters. The algorithm first converts each song to a spectrogram, producing a visual representation of the audio content, thus reducing an audio analysis task into an

image analysis problem. The image analysis is then conducted through a comprehensive algorithms that converts each music spectrogram into a set of almost 3,000 numeric descriptors reflecting visual aspects such as textures, shapes and the statistical distribution of the pixels. The pattern recognition and statistical methods are then used to detect and quantify the similarities between different pieces of music. The algorithm could place the albums in exact chronological order, starting with the Beatles’ first album, “Please, Please Me,” and followed by the subsequent early albums, “With the Beatles,” “Beatles for Sale” and “A Hard Day’s Night.”

Spinach throws light on artificial photosynthesis

hotosynthesis converts the solar energy into chemical energy with an unrivaled 60 percent efficiency. Plants use this process to convert the solar energy into carbohydrates used to power cellular processes. Purdue University has studied spinach to study the proteins involved in the process in order to get an idea how to use the process to produce alternative via artificial photosynthesis. During photosynthesis plants use solar energy to convert carbon dioxide and water into hydrogen-storing carbohydrates and oxygen. Artificial photosynthesis could allow for the conversion of solar energy into renewable,

environmentally friendly hydrogen-based fuels.

Spinach bought at the supermarket is used in the experiemnt, which is kept for two

days in a specially built room that keeps the spinach samples cold and shielded from light. After extracting protein, Photosystem II from spinach, they are excited using a laser and records changes in the electron configuration of their molecules. The electronic configurations are then used to confirm what stage of the process Photosystem II is in at a given time, which like a time stamp helps the researchers to to put the structural changes in context. Photosystem II is involved in the photosynthetic mechanism that splits water molecules into oxygen, protons and electrons. The results was published in Nature and is available online.

Pallikkutam | August 2014

INNO V ATION INNOV

Herbs made to fight against diabetes

ab tests show that Rosemary contains compounds that could be used in antidiabetic medication. In a study published in ACS’ Journal of Agricultural and Food Chemistry, scientists identified the compounds that contribute the most to this promising trait. That herbs could provide a natural way to help lower glucose in blood is well-known. The researchers tested rosemary and three other herbs, either greenhouse-grown or dried commercial versions, for their ability to

interfere with a diabetes-related enzyme, which is also a target of a prescription drug for the disease. They found that greenhouse herbs contained more polyphenols and flavonoids compared to the equivalent commercial herbs. But this didn’t affect the concentration required to inhibit the enzyme.

The findings highlight the vulnerability of India’s wheat production system to temperature rise as a consequence of climate change. The researchers used satellite images taken at weekly intervals

Pallikkutam | August 2014

ow could Tibetans adapt to low oxygen at high altitudes? According to the new results by scientists of University of California, Berkeley, Tibetens owe it to the gene they have inherited from the Denisovans. The Denisovans are a mysterious human relative that went

Commercial extracts of Greek oregano, Mexican oregano and rosemary were better inhibitors of the enzyme, required to reduce risk of type-2 diabetes, than greenhouse-grown herbs.

Rising temperatures affects wheat production in India eographers at the University of Southampton have discovered a link between increasing average temperatures in India and a reduction in wheat production. They have shown that recent warmer temperatures in the country’s major wheat belt are having a negative effect on crop yield. More specifically, they found a rise in nighttime temperatures is having the most impact.

That lies in the Tibetans genes

from 2002 to 2007 of the wheat growing seasons to measure ‘vegetation greenness’ of the crop – acting as an indicator of crop yield. The satellite imagery, of the north west Indo-Gangetic plains, was taken at a resolution of 500m squared to capture variations in local agricultural practices. The data was then compared with climate and temperature information for the area to examine the effect on growth and development of the crop. The study also points at the need to go for more heat tolerant wheat varieties in order to prevent temperature-induced yield losses

extinct 40,000-50,000 years ago under pressure from modern humans. Most people develop thick blood at high altitudes, leading to cardiovascular problems. However, with an unusual variant of a gene involved in regulating the body’s production of hemoglobin – the molecule that carries oxygen in the blood – Tibetans could survive despite low oxygen levels at elevations of 15,000 feet or more. The gene, called EPAS1, is activated when oxygen levels in the blood drop, triggering production of more hemoglobin. The gene has been referred to as the superathlete gene because at low elevations, some variants of it help athletes quickly boost hemoglobin and thus the oxygen-carrying capacity of their blood, improving endurance. This is the first time a gene from another species of human has been shown unequivocally to have helped modern humans adapt to their environment.

STUDENTS’ CLUB

Student inventor wins accolades Xerobot’ can be taught to replicate a particular activity by employing process automation. Paul received the award from former President Dr APJ Abdul Kalam at a function in New Delhi. Paul informed the robot was undergoing further modification for application in industry with commercial potential.

student entrepreneur from the Kochi Startup Village has won accolades for developing a unique robot, ‘Xerobot’, at a national-level competition organised by Brahmos Aerospace. Jijo Paul, founder of Startup Villageincubated Resnova Technologies and an M Tech student at Rajagiri School of Engineering and Technology, walked away with the ‘Best student Award for Innovative Idea in Science and Technology’ at the Science and Tech Quest 2014 competition, held at the all-India level. ‘Xerobot’ can be taught to replicate a particular activity by employing process automation. Paul received the award from former President Dr APJ Abdul Kalam at a

function in New Delhi. Paul informed the robot was undergoing further modification for application in industry with commercial potential. Xerobot can be taught to perform any activity within its degrees of freedom using a controller arm and could then be embedded on to a standalone system. The currently developed model of the robotic palm has the potential to replicate the motions of human fingers. Paul started this project during his second year B Tech course at Amal Jyothi Engineering College, Kanjirapally. It is undergoing further development at the innovation club at Rajagiri School of Engineering and Technology, where he is pursuing his M Tech.

The project was shortlisted for technology validation at DST Lockheed Martin International Summit. It was also evaluated by the University of Texas at Austin as ‘a valid and novel concept with potential application in industry. “ During my first year B Tech I used to participate in various college fest’s . This was my first introduction to the field of robotics. We were able to win a number of prizes at various national and state level events. This had another merit, we were able to make some revenue out of it, which later became an income source to the team to carry out other developments and projects”, said Jijo Paul. Through a three year long project which involved the development of three prototypes and 12

Pallikkutam | August 2014

STUDENTS’ CLUB

The initial aim of the project was to develop a Motion Replicator Robot that could be used for replicating motion with high level of precision and accuracy. Thus we developed a robotic palm that could replicate the motions of fingers of the human palm. variants. The robotics event organized by DRDO sparked the concept of a motion replication system. The team thought of developing a system that could replace humans in risky and hazardous environments

of engg, the project was shortlisted for Technology validation during DST Lockheed Martin International Summit,” he said. The project was evaluated by University of Texas at Austin as a valid and novel

The project was supported by Innovation and Entrepreneurship development cell (iedc) at Amal Jyothi College of Engg (AJC).Prof Stephen George was by Project Mentor in both the projects.

Evolution of the project This system was evolved from the works that started five years back. The initial aim of the project was to develop a Motion Replicator Robot that could be used for replicating motion with high level of precision and accuracy. Thus we developed a robotic palm that could replicate the motions of fingers of the human palm. “We also developed a simple robotic arm with four degrees of freedom to show the operation of the system. The initial versions were developed for applications like handling hazardous objects without direct human intervention, virtual presence, motion analysis etc. The project received recognitions at various national and state level competitions and was supported and funded by IEDC (Innovation and Entrepreneurship Development Club) at amal Jyothi college

Pallikkutam | August 2014

concept with potential application in industry. Based on the interactions and discussions with experts our evaluator suggested us to modify this technology for an application in industry with commercial potential, with this intention we transformed this system for process automation. The basic principle operation

was “process learning from motion replication”. In the system we developed, during the learning period the system functions as a motion replicator, during this period the embedded system monitors the instantaneous position coordinates of the robotic arm and samples them on to a time base and thus it remembers the motion trajectory; once the code is prepared the system could operate based on these coordinates. The teaching process can be done using a control arm and could be embedded on to a standalone system. The system has the provision to apply minor modification to the prepared codes if required and also have provisions to insert external interrupts such as sensor feedbacks or even time delays. The presently developed system is highly versatile and could be employed for programming automation robots. This project won prizes and recognitions at various national and state level events. The project is undergoing further development at Rajagiri school of Engg & Technology with the support of Rajagiri innovation club, under Fr Joel George. The robot is being optimized for high speed applications

Necessity/Demand of the technology The technology is developed to overcome the challenges such as requirement of rigorous coding and high expertise in

STUDENTS’ CLUB

The motion replication robots find great application in handling hazardous objects in the fields of nuclear technologies, chemical industries. It also have significant application in the field of defense technologies such as soldier assistance, bomb disarming etc. industries to automate a process. This system makes robots user friendly and easy to operate, it also helps in reducing the cost and complexity of the system. The system is a viable choice for automation in small scale industries, this helps to improve the output and quality of the product. By reducing the labor costs and time consumed the system could promote the growth of industries and can also contribute to the development of economy. The process learning technology can be used to assist handicapped and disabled people. In this system they can define

predefined motion trajectories and can operate the system using gestures or VRS (Voice Response System).

With an intention to pursue in the carrier we liked most we registered our team as a company Resnova Technologies Pvt Ltd. we develop customized solutions for The motion replication robots find great various clients, the most unique feature of application in handling hazardous objects resnova is the unique blend of in the fields of nuclear technologies, multidisciplinary talents that enables us to chemical industries. It also have significant undertake multidisciplinary and challenging application in the field of defense projects and executing them within technologies such as “soldier assistance”, minimum possible time, meeting the clients bomb disarming etc. While at rajagiri by expectations and beyond. We have also mid of 2013 we were able to form a team of developed a few products which are enthusiasts with similar ambition and undergoing testing and optimization. vision. we worked together on various Resnova is currently incubated at Startup projects and won recognition at various Village and Technopark TBI”, he said. competitions.

Pallikkutam | August 2014

CREA TIVE LIVING CREATIVE

Who is the true mother of invention? Dr. Varghese Panthalookaran CMI

“Necessity is the mother of futile dodges, The basis of invention is science, and science is almost wholly the outgrowth of pleasurable intellectual curiosity.”

ecessity: The mother of invention or of futile dodges?

“… a true creator is necessity, which is the mother of our invention”, asserts Plato (The Republic, Book II, 369c). Necessity mothers invention as evidenced by the history of innovations. We quote, for example, the story of the Mesopotamians. They invented the wheel and the chariot to improve transportation of people and goods; Cuneiform writing to keep record of accounts; seeder plow to help farmers to efficiently till and sow their fields. They invented the sailboat, the arch, irrigation and sanitation systems and what else! Necessity is the true mother of inventions!

Pallikkutam | August 2014

In 1917 Alfred North Whitehead dropped a bombshell concept. He concluded that “Necessity is the mother of futile dodges”. “The basis of invention is science, and science is almost wholly the outgrowth of pleasurable intellectual curiosity,” he asserted. Necessity may lead to some silly innovations, to makeshift concepts and to retrofit solutions. However, true invention is a product of serious scientific enterprise guided solely by the pleasure of doing it! Are all inventions mothered by necessity? Or are they born out of intellectual curiosity and scientific fervor? Or are there still unknown mothers for invention and innovation?

Does greed mother inventions? The concept of capitalism hints at another probable mother for invention: Selfinterest and greed! Adam Smith, the father of modern capitalism writes: “It is not from the benevolence of the butcher, the brewer, or the baker, that we expect our dinner, but from their regard to their own interest” (Smith, Modern Library Edition, 1937, p. 14). Nobody expects a butcher, brewer, or a baker to prepare food and drink for us out of their benevolence. They prepare good food and drink, in anticipation of reward. They make sure that their interests are taken care of through the money we pay for their products. They improve their products

CREA TIVE LIVING CREATIVE

Artha is a resourceful Sanskrit word with two distinct meanings. The first meaning is “meaning” and the second meaning is “money”. The word also throws light into the true sense of money in relation to the meaning of life. and services triggered by self-interest and greed. Self-interest is the core value of market economy. Promotion of self-interest takes the products from the butcher, brewer and baker to the market. The market is the controlling factor. It controls the quality and price of products. The market forces trigger inventions, leading to enhancement of quality of products and services and at the end of the day the quality of life, predicted Adam Smith. He demanded that markets should not be just free but also fair. The merchants should practice both prudence and fair play. Unethical enhancement of self-interest in market is compared to the rust in a machine. If not paired with selfrestraint, self-interest could end up breaking the market.

capitalized on a host of regulatory prescriptions. It radically restricted human freedom. The system soon turned totalitarian. The power got concentrated on a handful of leaders, who were looked upon as greedless, unselfish and untouched by corruption. However, power corrupted; absolute power corrupted absolutely! Denying private property and adopting aggressive wealth redistribution and hyperregulation, the socialist system discouraged productive pursuit of self-interest. It systematically blocked creativity and innovation. The unproductive ways of pursuing one’s self-interest won currency. Hoarding, lobbying, and rationing got

In the interest of instantaneous gain, greedy business people often make foolish decisions. They are not far-sighted and sustainability is not in their agenda. Business is akin to an ecosystem. When the ecosystem is in harmony, prosperity reigns. Greed only brings massive destruction and degradation.

popular. The system collapsed mostly under its own gravity!

Creativity melts away in the face of greed. Greed may incite you to harvest instantaneous profit by outsourcing to cheaper production facilities or just by manipulating prices. You may not feel the need to continuously improve your product, rather to make maximum profit out of the existing product, by hook or by crook. However, while you rest on your laurels and profits, other hungry competitors will come up and edge you out of race. Successful businesses do not progress through greed alone; they do it through creation and innovation. Businesses need creative thinking in order to thrive, and greed could be a stopper.

Self-interest breeds creativity

In search of Artha

Self-interest motivates investors: the pursuit of high returns compensates for the high risks they take. Investors are greedy in this sense. However, without such investors creativity will wilt and the dynamism of the system will evaporate. Great inventors might never have produced their great products or services had they been not ambitious. Self-interest triggered their creativity and innovation. However, distinction must be drawn between ambition and greed. Ambition drives business success. Greed, on the other hand, could drag them down into the dirt.

Artha is a resourceful Sanskrit word with two distinct meanings. The first meaning is “meaning” and the second meaning is “money”. The word also throws light into the true sense of money in relation to the meaning of life. Money, the modern measure of success shall also generate the intrinsic meaning of life! It is a dialectical process of life itself, which reconciles these two senses in one word, artha.

Adam Smith did not present capitalism as a means to create a just society. Market was for him a practical tool to control and moderate self-interest and greed. It provides a socially useful vent for an antisocial impulse, called greed. And it seems to work!? He also knew that by its very nature, greed leads to the neglect of the other and the environment. Exploitation could overwhelm. The poor will become poorer. People like Mr. Gordon Gekko, the charismatic villain of the film “Wall Street”, will emerge. Gekko appears in the film banking on the slogan: “greed is good”. He is the representative of the “turbocapitalism” (Edward Lattwak, “TurboCapitalism: Winners and Losers in the Global Economy”, New York, 1999). Gekkoen attitudes create only rust on capitalistic model. An accelerated capitalism without the brakes and the counterweights and based purely on insatiable and unregulated greed will break under its own turbulences. The bell is tolling for turbo-capitalism! The so called socialist nanny-states, on the other hand,

Ambition spurred the Industrial Revolution; greed caused the stock market crash and the Great Depression. The selfinterest expressed through ambition is a triggering force, while that expressed as greed is self-destructive.

Greed for money is the greatest spiritual hindrance for realization of the true meaning of life, according to major spiritual and religious traditions. A seeker

Pallikkutam | August 2014

CREA TIVE LIVING CREATIVE

Let the whole world be whole! Creativity and innovation are genuine blossoms of authentic enterprise, which is the true mother of invention. should be prepared to renounce money to tread the spiritual path. Jesus was categorical to say: “No one can serve two masters. Either you will hate the one and love the other or you will be devoted to the one and despise the other. You cannot serve both God and money (Mt.6:24). Avarice was seen by Christian tradition as cardinal sin. It overestimates the mundane over the spiritual realities of life! Guatama Buddha despised greed as trsna (desire): an entanglement to the material world and to its pleasures. Desire is but the root cause of all human sufferings. Greed compares to an insatiable thirst for drugs, sex, gambling, food, pornography, internet, television, fame, power or money, etc. Greed in fact grows out of ignorance of one’s true self. Lack of self-awareness breeds it. Improving the awareness of the self is the antidote against greed and gluttony. The search for artha-the meaning of life need accompany you in your search for artha-money! Humans are born benevolent! Humans are born selfish, it is said. It is also said: Altruism is an illusion. Greed is the norm. Cooperation only sucks. Competition is natural. War is inevitable.

Pallikkutam | August 2014

Human nature is corrupt. Plato compared the human soul to a chariot: the intellect is the driver and the emotions are the horses. Gita also gave a similar picture of self: Krishna in the driver’s seat and senses as stray horses yoked to it. Modern research however, suggests that humans are also born benevolent! Compassion is instinctual for parents. Compassion for own child and for a stranger, both illuminate similar brain regions observed Joshua Greene and Jonathan Cohen of Princeton University. The hormone Oxytocin promotes long-term bonds and commitments, as well as the kind of nurturing behavior. Benevolence and compassion are not fickle emotions, as suggested by Immanuel Kant. They are innate human responses embedded into the folds of our brains! Not only self-interest and greed, but also benevolence and compassion are breeding ground for creativity and innovation. They also mother invention. Enterprise: the true mother of invention In the Parable of Talents, Jesus calls for greater enterprise from his disciples. Those who received five talents are expected to double it through their enterprise. So is expected of those who have received two

talents. The same was expected of the single-talented person! Nobody shall hide their talents, irrespective of their quantity. The principle of life states: “For whoever has will be given more, and they will have an abundance. Whoever does not have, even what they have will be taken from them (Mt. 25:29). Enterprise is what meant here. Enterprise is not equivalent to greed or ambition. It is not constrained to pleasurable intellectual pursuits. It is not just hard work. It is beyond benevolence and compassion. It encompasses all these parameters and others that trigger creativity and innovation, enabling one to improve his/her talents. Enterprise is rooted in the human nature. It combines the individualistic and personal goals in life. It welds the personal and common good together. It encompasses self-interest and the welfare of the world. What one practices for one’s own benefit in turn becomes good for others. A person with enterprise recites the same prayer recited by thousands of seers of ancient India: “Loka samasta sukhino bhavantu”Let the whole world be whole! Creativity and innovation are genuine blossoms of authentic enterprise, which is the true mother of invention.

INFO TECH

Computer games may ease elderly depression: study

rain-boosting computer games may be as effective as drugs in treating severe depression in some elderly people perhaps even better, according to trial results published.

leave many older adults depressed and suffering,” said the study.

A group of 60-to-89-yearolds, for whom antidepressants had not worked, perked up after four weeks of playing computer games that had been developed to improve brain fitness, scientists wrote in the journal Nature Communications. The programmes were developed to test a theory that the ageing brain can be regenerated through intense practice regaining lost learning and memory function and improving decision-making, which can in turn alleviate depression. Previous research had shown that impairment in certain intellectual functions also led to a poor response to anti-depressants. “Despite significant developments, conventional anti-depressant treatments

They compared the results to those of a group of 33 elderly people in a separate study who had been given the anti-depressant escitalopram, branded as Lexapro or Cipralex, instead of computer therapy. The results suggested the brainflexing computer exercises were just as effective at reducing symptoms of depression as escitalopram “but (do) so in four weeks instead of 12”, the study authors wrote. “In fact, 72 percent of them had a full remission of depression,” coauthor Sarah Morimoto of the Institute of Geriatric Psychiatry in New York said.

Drugs were often slow to work, and the results were unstable, with remission occurring in only about a third of people. A team of specialists from the United States and China put 11 people through a four-week computer training programme, and tested them for improvements in depression levels and in brain function.

The computer training, in addition, “improves measures of executive (brain) function more than the escitalopram,” according to the study.

Study limitations included a small sample size and the absence of a concurrentlystudied comparison group, according to the scientists, who said their work required follow-up research.

Sony, Samsung, Canon ban stores from selling online

ony, Samsung, Panasonic and other top electronics brands are trying to crack down on brick-and-mortar stores selling their products online, threatening to cut off supplies or penalise them financially as they look to curb the practice of ‘predatory’ discounts. Lenovo and Canon, along with the three named above, have issued trade advisories banning stores from selling cellphones and other items made by them online directly or indirectly via e-commerce companies. The yawning gap between prices quoted by popular online shopping sites such as Flipkart, Amazon and Snapdeal and their offline counterparts has added to woes of electronic goods makers in India, some of which are grappling with slipping sales at

their brick-and-mortar stores. Manufacturers of electronic goods allege that while some offline traders and distributors list products on online marketplaces and sell them at lower margins, others list products at the manufacturer recommended price, but the host website ends up offering deep discounts by way of coupons and cashback schemes, creating a wide gap in pricing between products available online and offline. “We are trying to weed out unhygienic practices to create a healthy environment between online and offline markets,” said Amar Babu, managing director at Lenovo India. The company has asked retailers to comply with the trade agreement, which maps out a certain geographical territory

where the retailer can sell, he said, adding that Lenovo is also engaging with popular online marketplaces to see how best the impact on offline retailers can be minimised. Panasonic India managing director Manish Sharma said while the online channel is important, the current situation demands a well considered set of terms and conditions. Panasonic is trying to maintain price levels to eliminate the confusion among consumers. Email queries sent to Samsung, Sony, Flipkart and Snapdeal remained unanswered till as of press time. A spokesperson for Amazon India said sellers determine the price of products they list and sell on its platform.

Pallikkutam | August 2014

INFO TECH

Apple App store achieves Milagrow record-setting revenues M2Pro 3G calling tablets A launched

fter three months since the launch of its M8 Pro 3G tablet, Milagrow expanded its tablet portfolio by introducing the M2Pro 3G Call range of tablets. The tablets come in three different variants, the Milagrow M2Pro 3G Call 8GB, Milagrow M2Pro 3G Call 16GB, and Milagrow M2Pro 3G Call 32GB, though the differences between the tablets are more than just their respective built-in storage amounts. All three tablets come with dual-SIM support and voice calling. Besides running Android 4.2 Jelly Bean out-ofthe-box, all three tablets feature 3G,

pple CEO Tim Cook stated that the App Store achieved record-setting revenue numbers in July. This positive trend was outlined in last month’s earnings report where Cook stated that iTunes is the company’s fastest growing business thanks to strong results from the App Store (tags- App Store). Cook also tweeted about the recordsetting numbers with a link to the CNBC article. He said, “Thanks to our amazing developer community! Apple says July was record-setting month for app store revenue.” In July, Apple saw “a record number of customers making transactions” on the App Store. In the company’s third quarter earnings report, Cook mentioned that iTunes saw a 12 percent increase every year, and that the business achieved $4.5

billion in revenue during the quarter. At the earnings report, Cook also stated that the App Store has hit 75 billion downloads till date, and around $20 billion has already been paid to developers. Almost half of that amount was paid in the last 12 months. Expressing his happiness at the record numbers, Cook said, “I couldn’t be happier. This is the best execution of any quarter since I’ve been at Apple.” Recently, the company also completed the acquisition of Beats Music. It closed its $3 billion deal for Beats on August 1. However, it is not a complete bed of roses for the App Store and Apple since the European Commission had earlier stated that Apple should do more to tackle the in-app purchases problem.

Snapdeal launches Smartphone, Sports Cam

nline marketplace Snapdeal said it will showcase its first set of consumer-centric products, including a smartphone and a sports cam, created under its ‘Launchpad’ programme. In April, Snapdeal had unveiled ‘Launchpad’ offering a platform for innovators and inventors across the country.

Bluetooth 4.0, Wi-Fi 802.11 b/g/n and GPS connectivity features. Priced at Rs. 8,990, the Milagrow M2Pro 3G Call 8GB (Seen Above) sports a 6.5-inch (800x480 pixels) display. The tablet is powered by a 1.2GHz dual-core MediaTek (MT6572) (Cortex A7) processor and 533MHz Mali 400 GPU with 1GB of RAM. Apart from 8GB of built-in storage, the tablet supports storage expansion via microSD card (up to 32GB). It sports a 2-megapixel rear camera, while there is a secondary 0.3-megapixel front-facing camera also onboard. The tablet packs a 3800mAh battery and weighs 230 grams.

Pallikkutam | August 2014

13-megapixel rear camera, 8-megapixel front camera and built-in storage of 4GB (expandable up to 32GB via microSD card). “The team at Snapdeal has supported us seamlessly, they have helped us from the initial stages, reaching out to the consumers, marketing our product and distribution and logistics services. Also the partnership makes it easy for us to solely “Innovation and technology is the DNA of focus on innovation,” Alpha Tech coSnapdeal.com. The other existing sellers founder Kunj an Chauhan said. on the website are selling existing brands. We launched this platform to support The ‘Click Pro Oculus’ Wi-Fi Sports Cam creativity and innovation amongst new age helps one capture high-action videos and entrepreneurs,” Snapdeal Senior Vice pictures seamlessly for activities like President (Electronics & Home) Tony snowboarding, sky diving, para-gliding, Navin said in a statement. The Click Pro bungee jumping and river rafting. With a (sports cam) and Alpha Feather 12-megapixel CMOS Sensor, the device (smartphone) are two products which has a 1.5-inch LCD screen and offers an Snapdeal is introducing with this edition image resolution of 12-megapixel, 10of Launchpad as they address unanswered megapixel, 8-megapixel, 5-megapixel and 3consumer needs, he added. Priced at Rs. megapixel. 12,999, the Alpha Feather claims to be the “Snapdeal has the largest user-base among world’s lightest 5-inch smartphone at 125 all e-commerce companies in India, which grams. will give us pan-India coverage. It gives us Powered by the latest Android 4.4 Kitkat tremendous visibility at a minimal cost,” operating system, the device sports 2GB Click Pro designer Sumit Kumar said. of RAM, 1.3GHz quad core processor,

GUEST COLUMN

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kmμo]\nbpsS KpcpIpew tU kvt°mfsd A\phZn®ncp∂n√. F√m hnZym¿∞nIfpw Kpcphns\m∏w Xmakn°Ww. Kpcp]Xv\nsb ASp°fbnepw ]cnkcØpw klmbn°Ww. Imń¬ t]mbn hndIp shń sIm≠-p hcWw. ]dºnse Iyjnbn¬ klmbn°Ww. ]T\w shdpw ¢mkp am{Xambncp∂n√. cmWv A≤ym]I≥? Kpcp? `mcXob ]pcmWØn¬ kºq¿Æ\mb Kpcp IYm]m{Xw Ht∂bp≈p, kmμo]\n al¿jn. alm`mcXImeØv BcyhwiØnse am{Xa√, hnZy A`ykn°m\mbn FØp∂ F√m IpńIsfbpw Xs‚ KpcpIpeØn¬ IpSpw_mwKßfm°n Ahsc AhcpsS Ignhpw kn≤nbpw A\pkcn®p≈ taJeIfn¬ ]Tn∏n®v {]K¤cm°n hnSp∂ Kpcp. ]pcmWw Hcn°epw ]q¿Æ kXya√. ]pcmWw cN\mImesØ ]cnÿnXnIsf a\\w sNbvXv kyjvSn°p∂ Ncn{Xhpw KpW]mThpw Iqń°e¿Ønb

Pallikkutam | August 2014

IYIfmWv. ]s£ Ah \sΩ kw_‘n®nStØmfw hgnIm´nIfmWv. am¿§Zo]ßfmWv.

AhnsS ]qPn°mw.

hnizmknIf√mØh¿°pw hnizkn°mhp∂ H´\h[n tijn∏pIƒ B A¥co£w kmμo]\n B{iaw C∂pw D≠-v. Aa¿Øn h®ncn°p∂ a≤y{]tZinse D÷bn\n XpSn∏pIfnep≠-v, AXv C∂pw \KcØn\v Hc-p Intemao‰dIse {]k‡amWv. B[p\nI Hcp B{iacoXnbnep≈ thZ hnZym`ymkcoXnbn¬ ]T\tI{μambn AXv \ne Kpcpk¶¬∏w ImeØns\mØv \n¬°p∂Wp≠-v. AhnsS amdm≥ kmμo]\nbpsS ssien IYbpsS hnizmkyX \ap°p am¿§Z¿inbmIpw. h¿≤n∏n°p∂ Hcp Ipfap-≠v. kmμo]\n al¿jn Ip´nIsf hnizmknIƒ°v AXv kºq¿Æ thZßfpw Nn{XIebpw {ioIyjvW`Khm≥ Ipfn® IpfamWv. `Khm≥ t…‰p IgpIm≥ KWnXhpw Km‘¿hthZhpw sshZyhpw KPin£bpw Ccn°mdp-≠mbncp∂ I¬∏Shpw H∂p apX¬ \qdp hsc A°ßƒ Aizin£bpw [\p¿thZhpw ]Tn∏n°pw. thZ]T\w t_kn°v FgpXnb Icn¶√pw ImWmw.

GUEST COLUMN

KWnXw C√msX PohnXØn\v IyXyX hcn√. GXp cwKØpw πm\nwKn\pw Ask vsa‚n\pw IW°v BhiyamWv. AXv ]cºmcKX ]qPyw apX¬ HºXp hscbp≈ A°ßfntem, ]qPyhpw H∂pw am{Xw tN¿∂ ss_\dn amØvkntem BImw. ]s£ IW°v hnZybpsS ASnÿm\inebn¬ s]´XmWv. AXdnbmsX hnZym`ymkw A]q¿ÆamWv. t\mfPv BWv. icnsX‰pIƒ a\ nem°n kmaqly PohnXØn¬ Xocpam\ßsfSp°m≥ {]m]vXcm°p∂ Adnhv. Nn{XIe B¿´v BWv. \ΩpsS kz]v\ßsf bmYm¿∞yam°p∂Xn\v \ΩpsS D≈n¬ kz¥w ssienbn¬ hcIfpw \ndßfpw ImØncp∏p-≠v. Ãohv tPm_vkns\t∏mse A]q¿hw t{Um∏u´v ss_ tNmbvkv {]Xn`Iƒt° AXn\v ]q¿Æamb hf¿® \¬Im≥ C∂v Ignbp∂p≈p. KWnXw C√msX PohnXØn\v IyXyX hcn√. GXp cwKØpw πm\nwKn\pw Ask vsa‚n\pw

IW°v BhiyamWv. AXv ]cºmcKX ]qPyw apX¬ HºXp hscbp≈ A°ßfntem, ]qPyhpw H∂pw am{Xw tN¿∂ ss_\dn amØvkntem BImw. ]s£ IW°v hnZybpsS ASnÿm\inebn¬ s]´XmWv. AXdnbmsX hnZym`ymkw A]q¿ÆamWv. Km‘¿hthZw kwKoX imkv{XamWv. kwKoXw a\pjys‚ hnImcØns‚ `mKamWv. F√mhcnepw kwKoXap-≠v. kwKoXmkzmZ\hpw IebmWv. ]Sp]ms´m∂p ]mSmØ IgpXbn√ F∂pw, _mØv dqw ]m´n\v AXnt‚Xmb kwXy]vXn

]m´pImc\v e`n°p∂p F∂pw a‰pap≈ ]d®nepIfpw \Ωsf√mhcpsSbpw kzImcy A\p`hamWt√m. sshZyw. _p≤nbpsSbpw a\ ns‚bpw IgnhpIfpsS hnImktØmsSm∏w ka{]m[m\yap≈XmWv icocØns‚ kpKaamb tijn. AXn\v sshZysØ°pdn®v Adnhp thWw. sshZyØn¬ Blmchpw \olmchpw hcpw. {]IyXn kwc£Whpw PohPmeßtfmSp≈ kao]\hpw ]cnkcamen\y \n¿Ωm¿÷\ {]{InbIfpw s]Spw. KPin£bpw Aizin£bpw Pallikkutam | August 2014

GUEST COLUMN

Kpcp Cu kabØv kam¥cambn AhcdnbmsX Xs‚ injysc ]q¿Æambn At\zjn°pIbmWv. Sme‚ v l≠-v \SØpIbmWv. {ioIyjvWs\ kmμo]\n Akmam\y {]Xn`bp≈ eoU¿ sa‰ocnbemsW∂p I≠-p. F√mhscbpw H∂n®p sIm≠-pt]mIm≥ tijnbp≈h≥. F√mh¿°pw AØmWnbmIm≥ Ignhp≈h≥. [\p¿thZhpw Zzm]cbpKØn¬ a\pjy\v kz¥w a\ n\pw icocØn\pw _mlyambn Hcp kaqlPohn F∂ \nebn¬ {]mK¤yw t\tS≠ GcnbIfmbncp∂p. B\Ifpw IpXncIfpw ]ns∂ Aºpw hn√pw. Ahbnep≈ ⁄m\w kaqlØns‚ \ne\n¬∏n\v Bhiyambncp∂p. C∂sØ hml\ßfpw t_mw_pw ansskepw \mw AXymhiyamsW∂v IcpXp∂Xpt]mse. kmμo]\nbpsS KpcpIpew tU kvt°mfsd A\phZn®ncp∂n√. F√m hnZym¿∞nIfpw Kpcphns\m∏w Xmakn°Ww. Kpcp]Xv\nsb ASp°fbnepw

Pallikkutam | August 2014

]cnkcØpw klmbn°Ww. Imń¬ t]mbn hndIp shń sIm≠-p hcWw. ]dºnse Iyjnbn¬ klmbn°Ww. ]T\w shdpw ¢mkp am{Xambncp∂n√. h¿jØnsemcn°¬ aq∂p amkw \o-≠p \n¬°p∂ bm{Xbpw D≠mIpw. ]pWyÿeßfpw Ncn{X kvamcIßfpw aeIfpw acpànbpw Imbepw ISepw ImWpw. ]cnNbs∏Spw. \S∂pw IpXnc∏pdØpw B\∏pdØpw h≈Ønepw bm{X. sshhn≤yam¿∂ Blmcw, Imemhÿ, BNmcßƒ F√mw t\cn´v A\p`hn°pw. Kpcp Cu kabØv kam¥cambn AhcdnbmsX Xs‚ injysc ]q¿Æambn At\zjn°pIbmWv.

Sme‚ v l≠-v \SØpIbmWv. {ioIyjvWs\ kmμo]\n Akmam\y {]Xn`bp≈ eoU¿ sa‰ocnbemsW∂p I-≠p. F√mhscbpw H∂n®p sIm≠pt]mIm≥ tijnbp≈h≥. F√mh¿°pw AØmWnbmIm≥ Ignhp≈h≥. {ioIyjvWs‚ tPyjvT≥ _ecma≥ teiw £n{] tIm]nbmWv. AXp ImcWw SmIvSv Ipdbpw. kz`mhw am‰m≥ ]‰n√. tZjyw Ipdbv°m≥ hndIpsh´v \√XmWv. _ecma\mbncp∂p KpcpIpeØnse ASp°fbnte°mhiyap≈ hndIp tiJcWØns‚ NpaXe. ]mWvUhcnse aqØh\mb [¿Ω]p{X¿ `mhnbn¬ N{Ih¿Øn BtI-≠h\mWv. [¿Ωimkv{XØnepw

GUEST COLUMN

kmμo]\n F∂ hm°ns‚ A¿∞w F√mbvt∏mgpw shfn®w Im´p∂h≥ F∂mWv. \ap°v kmμo]\nbpsS sehente°v Db¿∂v Ft∏mgpw shfn®w Im´p∂ Kpcp°∑msc kyjvSn°m≥ {ian°mw. cmjv{Saoamwkbnepw Abmsf kvs]jyssekv sNøn®p. c-ma≥ XSnb\mb `oa\v KZ D]tbmKn°p∂Xnepw a√ bp≤Ønepw {]mhoWyw \¬In. A¿÷p\\mbncp∂p \√ IÆpIfpw GIm{KXbpw hndbv°mØ hncepIfpw P∑\m kn≤n®h≥. Abmsf Aºpw hn√pw D]tbmKn°p∂Xn¬ anSp°\m°n. Cfb ktlmZc∑m¿ \Ipe≥ IpXnc°º°mc\mbncp∂p. Abmsf Aizc£bn¬ {]mhnWy\m°n. hmb\{]nb\pw Nn¥I\pamb kltZhs\

thZ]T\Øn¬ apº\m°n. IuchcmPIpamc∑m¿°pw AXpt]mse AhcpsS hmk\ A\pkcn®p≈ kvs]jyssetkj≥ \¬In. Zptcym[\≥ KZmbp≤Ønepw Zp»mk\≥ hmƒ∏b‰nepw anSp°cmbn.C°q´cn¬ Hcp ]mhw {_m“W°p´n D-≠mbncp∂p. t]m¿_μdn¬ \n∂ph∂ kpZma≥. Ah\v icoctijnbn√. [\an√. cmPIob ]mcºcyan√. `mhnbn¬ HcnSØpw t\Xyÿm\w t\Sm≥ ]‰p∂ kmlNcyan√. ]s£, Kpcp \ncmi\mbn√. At±lw I≠-p ]nSn®p. Cu ]øs‚ H®bv°v Hcp

am[pcyap≠.-v a‰m¿°pw C√mØ Hcp CuWw. Hcp Xmfw. kwKoXw. At±lw Ahs\ thZßfpsS hcnIƒ°v ]pXnb CuWw \¬Im≥ ]Tn∏n®p. C∂pw \mw tIƒ°p∂ thZmem]\coXn B kpZmam F∂ IptNe{_m“W°p´n tImdntbm{K^n sNbvXXmWv. kmμo]\n F∂ hm°ns‚ A¿∞w F√mbvt∏mgpw shfn®w Im´p∂h≥ F∂mWv. \ap°v kmμo]\nbpsS ehente°v Db¿∂v Ft∏mgpw shfn®w Im´p∂ Kpcp°∑msc kyjvSn°m≥ {ian°mw.

Pallikkutam | August 2014

EMVEE’S ARMCHAIR DREAMS

Why should girls study? I wish to marry a guy with annual income of 50 crores or above. My dear rich bachelors, how do you decide who can be your wife and who can only be your girlfriend? My target now is to get married only. No girl friend business.

hy should girls study?

requirement. But I am a business person, and hence in my perspective, it is a bad decision to marry you. Sorry. But I will explain the reasons to you.

After all in 90% cases, finally she will marry and end with cores her mother and grandmother did. So think over dear girls, it Put the details aside, what you’re trying to is better to find out a rich fellow who will do is an exchange of “beauty” and toil for you and make you rich. “money”: Great idea! So an intelligent girl, Person A frustrated by gender inequalities and occupational hazards faced in the first few years of her fairly tolerable competitive jobs, posted on a dating forum seeking a rich husband: I’m 25 this year. I’m very pretty, have style and good taste. I wish to marry a guy with annual income of 50 crores or above. Among those I’ve met in my circle of bachelors, the richest is in 20 lakhs range and it seems that this is my upper limit. I want to know where do most rich bachelors hang out? Which age group should I target? Most wives of the rich are only average-looking. I’ve met a few girls who don’t have looks and are not interesting, but they are able to marry rich guys. My dear rich bachelors, how do you decide who can be your wife and who can only be your girlfriend? My target now is to get married only. No girl friend business.

I am a bachelor with an annual income of around 100 crores and it meets your

Pallikkutam | August 2014

Hence from the viewpoint of economics, I am an appreciation asset, and you are a depreciation asset. It’s not just normal depreciation, but exponential depreciation. If that is your only asset, your value will be much worse 10 years later. By the terms we use in business world, every trading has a position, dating with you is also a “trading position”. If the trade value dropped we will sell it and it is not a good idea to keep it for long term – same goes with the marriage that you wanted. It might be cruel to say this, but in order to make a wiser decision any assets with great depreciation value will be sold or “leased”. Anyone with over 50 crores annual income is not a fool; we would only date you, but will not marry you. I would advice that you forget looking for any clues to marry a rich guy. And by the way, you could make yourself to become a rich person with 50 crores annual income as an entrepreneur in any new field in of your talent and choice leaving out your idea of cashing on your feminity and our foolishness. This has better chance than finding a rich fool.

The best reply was from an investor. I have read your post with great interest. Guess there are lots of girls out there who have similar questions like yours. Please allow me to analyse your situation as a professional investor.

fact is, my income might increase from year to year, but you can’t be prettier year after year.

provides beauty, and Person B pays for it, fair and square. However, there’s a deadly problem here, your beauty will fade, but my money will not be gone without any good reason. The

She, now 35, is running her own advertising firm and her annual turnover, though not profit has crossed 50 crores. She has forgotten to marry.

CONFESSIONS R Madhavan

What is your idea of happiness?

Frankly, I really don’t have one.

The peace of mind I get when I know I’ve done the best, pushed myself to the best extent possible.

What do you consider the most overrated virtue?

What is your greatest fear? That I will become dependent in my old age. I value my independence a lot and the thought of having to lose that due to age or any other reason terrifies me.

Niceness. I think everybody wears a veil of niceness to get things done the way they want to. It cannot be attributed completely to a person’s personality.

“Oh God!” “Ada poda!” I use these to describe anything from disappointment to disgust. What or who is the greatest love of your life? My wife. What I feel for her is allencompassing.

Which living person do you most admire?

When and where were you happiest?

My dad, my mom. They have managed to transcend from being straightforward, great parents to great parents-in-law and grandparents. I still look to them for all advice. They are noble. I admire that.

I can’t name one single occasion. There have been lots. But when I saw my son Vedant for the first time, it was an incredible feeling. What is your present state of mind?

What is the trait you most deplore in yourself?

I am at peace. There are times when I am full of anger. But, for me, every emotion is very temporary.

Oh, I have very limited will power. I wish I could change that. I am working on it though. I am too easygoing.

How would you like to die?

What is the trait you most deplore in others?

After having finished all my duties and not leaving anyone hanging because of my demise.

I don’t look at any trait as such. I usually tend to not like a person’s nature. Let me think. I dislike the trait of ungratefulness.

What is your favourite motto? Live and let live.

What is your greatest extravagance?

Heading back home after a hard day at work. I love the term “pack-up”. Who is your favourite painter?

Which living person do you most despise?

Which words or phrases do you most overuse?

I might sound audacious, but the Mahatma has been a great inspiration. He had the conviction to live with his beliefs in the face of total disbelief. He found a unique solution and persisted, though the world thought it was impossible. I try to stick to my beliefs too.

What is your favourite journey?

Oh! I wish I had bigger calf muscles. Actually, I’ve never been happy with the way I look.

I am too egoistic to go out and find someone like that. Or to give anybody that credit.

Which historical figure do you most identify with?

My indulgence in gizmos. They arouse immense curiosity and involvement. They give me an insight into the future. My most expensive buys are my bikes. I have two of the world’s top-end bikes — Yamaha VMAX and Ducati Diavel. Luckily, my wife shares my passion for bikes, and so I happily indulge.

What do you dislike most about your appearance?

What is your greatest regret? Not having a physique like Keanu Reeves. Mainly because it is within my means, and I am not working towards it.

On what occasion do you lie? When it can save someone from getting hurt. The most recent lie was when I was late for shooting. I attributed it to a traffic jam.

R Madhavan began his acting career in serials such as ”Banegi Apni Baat” and “Sea Hawks”. Mani Ratnam’s “Alaipaayuthey” catapulted him into the limelight. He is one of the few southern stars who has managed to carve a niche in Bollywood, in supporting parts (“3 Idiots”) as well as lead roles (“Tanu Weds Manu”).

Printed and Published by Fr.Varghese Panthalookaran CMI on behalf of Rajagiri Media, Rajagiri Valley PO, Kakkanad, Kochi-39 Ph: 0484-2428249. Printed at Five Star Offset Printers, Kochi. Editor: James Paul