Saturday, December 9, 2017

The Snake crucified

THE SNAKE CRUCIFIED, AND RESURRECTED.
A novel, in general sense, is assessed, appreciated and discussed on the basis of its socio- cultural attitude, aesthetic perception of storytelling, strength and appeal of its characters, but when the writer is a novice and less a celebrity criteria of assessment too have chances of discrimination. ‘The snake crucified’, the first published works from new writer raises, as usual, the first question if it is worthy of discussion especially when novel as a literary form has been metamorphosed a lot in the hands of many sophisticated writers worldwide in content and presentation. I too started reading it with the same psychic standpoint though I am a promoter of the writer, being one of my friends, but reading a few paragraphs has created a kind of torrential movement strong enough to pull me down to its core and to catch me till the epilogue.
The story unfolds through a couple Davis and Nisha, a noted journalist of a renowned national magazine and his sweetheart, a junior but multi-talented cardiologist, who are in search of their identity, existential apprehensions and cosmic derivation, of course, with non-identical reasons. There! They are in Karuvankode, a remote Kerala village and in the middle of a people whose genre is not fit for any of well-known societal formations of the modern day. Davis has been born and brought up in the same village till his adolescent life by his most loving parents, the exorcist father and god-fearing mother.
A saga of chronicles arrayed in nebulized order that is only known to the author. Though the narrator has many places and locations in India in his hand to deliver the episodes it seems to be Karuvankode the epic centre and the portal which he wants to watch India and world through. So Karuvankode is not only the measure, matter and soul of story but also mirror of socio-political attitude and philosophical source of the author. An oppressed people though christened but not Christians, not Pulayas, the untouchables and unseeable caste of Kerala, as they were converted and they are also, by the religious scriptures, said to be equals to their own tormenters. The reader can’t help admitting that the author is a veteran as his craftsmanship of words and events filled with emotional integrations, psalms of hatred and hymns of sorcery.
The narrator weaves the past and present as warp and waft mixing magical exorcism and plain reality of wretched and wrenched life of Pulayas. The carat of aesthetical altitude of the reader is under stress and most of the time tested for originality. The courage of the author to split open the plain but obscured life to the hypocrite modernity is really appreciable at many places. Propagative and politically motivated shininess of the Indian socio-political models are questioned several occasions humbly educating the countrymen with staid realities. Karuvankode, the land of blacksmith, is always casting and recasting to mould, shape and solidify its people’s life but miserably fails as India, the great nation does.
Narrator is impartial to Karuvankode people and its life related matters are concerned but sensitive to political thoughts, theological views, social values and religious righteousness. He depends mostly on legends to reveal his standpoint and remedial suggestions. Take the Pottan’s debate with Sankaracharya. The great guru is totally subjugated and became submissive to Pottan; an absolute surrender but wisdom and uprightness is overpowered by physical viciousness. The reader can substitute Buddhism and Brahmanism or Aryans and Dravidians or any recent conflict that our country faces for Pottan and Guru and answer is ready! The core of India’s unanswered and unaddressed and so unsolved social problem and the source for all evils in polity of this national state, the caste system, is discussed throughout by the exchanges of lives in Karuvankode. Call it Ambedkarism or communism; the author may not bother.  The narrator does not ascend any rooftops to preach but opens the eternal truth he found expressed just in a murmur as softly as a bamboo leaf responds to breeze.
Chacko says to Davis,’ all sins which women commit should be forgiven my son.’ Then he measures his son’s quest for knowledge and only when his son shows a keen interest he replies, ‘they give birth to children… the world is here because of her patience, tear and silence… life they lived and death they died…’See how natural simple and genuine!
The writer, like many great novelists, breaks many conventions and convictions of literacy world, meaning all the values are either devalued or revaluated. No a single character in the novel is embodiment of high spotless morale nor is seat of total ugliness but admixture of standard rightness and wrongness; a little more or less that’s all. Morale parameters are redefined to the truthfulness of reality. The one who searches for Indulekha and Madhavan will definitely be disappointed.
Chacko the exorcist        
It is a universal fact that sorcery is known for taming the evil powers and using for selfish end most probably to ruin and eliminate or a total annihilation shall be the only outcome and the sorcerer would be the seat of all evilness. Chacko is an exception. He is basically a worshiper of nature. He not only sees divinity in all of its creations but also believes that when a creation is in synchronised with nature it too obtains divine powers of creator. There were no any floras or fauna that he could not communicate with him except a few human beings. One who could speak to a plant or butterfly could also share pain and pleasure with them. He believed in eternity of love and he loved all unconditionally and empathically. He was as content as any natural phenomenon and with his surroundings and with his family. An illiterate but wandered immensely  crisscrossing his country just like Vivekanda, Sankaracharya or any other hermit of his country had done only to satisfy his quench for pure wisdom and secret of the nature. What he understood, gained and learnt made him the sorcerer. To him, snake, comparing to a green scorpion, an owl or a spider could read nature better and so more dependable. The snake, in a nutshell, had superlative bliss. The most interesting subtleness of the author lies in the selection of snake as a medium, a symbol and the subject. Snake and cross are the most sensitive symbols that humanity has ever made and both are entwined right here in Karuvankode.
The Priest, exorbitantly pious          
 Fr. Sebastian Maliyekkal, the shepherd, is a blessed one, deific and healer. He was fulfilling his father’s last wish by becoming a priest what he could not have been even in a dream otherwise. To say he hadn’t had the call. So he had to act his act, his priesthood, a lot of rehearsal was a part of his life and he had to prompt, direct and to act. But others were not the part of his realm of his stage means all others who had to do away with him were out of his prompting and direction. So unexpectedness had prompted him quite often and no one can blame only the father for the developments in his life. The writer does here a great job. He points out how an established religion can never be religious. How cancerous a religion can be when it stands for devil on the name of God. Fr. Sebastian is the only one of the symptoms, neither reason nor outcome. Vulgarity is exposed, quite naturally, little vulgarly.
Black Cobra, the representative of God.          
The writer can mistakenly be alleged as a blasphemer for taming and naming the black cobra for solving small problems a people but the characterization of the lead in the novel is unmistakably a great artistic job. Manikyan will haunt the reader for ever. The original sinner, as per Christian mythology, all of a sudden becomes the heartthrob. No wonder if a genuine pious reader calls all the Gods to save him from all the dangers. It was the first time Chacko wanted the help of snake to solve his own sorrow and called him repeatedly waiting for his appearance. Came at last but died; unanswered. Quite heart-breaking a scene was it really! The writer does not testify the miraculous healing performed by Chacko, Manikyan as the mediator but the on behalf of experienced ones did so. Other few also testified Fr. Sebastian’s too for the same; leaving the judgement to the readers. Anyhow the question of real ministry is still remained ambiguous or else it is the only one thing unambiguous.
Life in Karuvankode
From generations to the present day life is a struggle in the terrains of Karuvankode. Chacko explains Davis how charayam, the sharp local beverage alcohol replaced milk as the best offering to the pulaya deities. It makes clear how reciprocally, milk replaced alcohol for the deities of elites. It’s the history of human kind. How cow becomes the sacred of the best cow eaters, owners of land became wretched landless drunkards, priests became murderers, cross became blood stained… one need not extensively search instead watch the life of this village, Karuvankode.
I am also critical to the exceeding number of characters and episodes related to many of them. A few of them make a little traffic blockage. Davis seems to be playing shadow of Langdon some times; to say, the author has created the evasive but flamboyant character using all the materials remained after all other players. Poetic beauty of the narration seems to be lost sometimes due to over-explanatory tendency or decorations of language. But one has to admit the author has really authenticated an own style. One can criticize dissent or appreciate writing but never dictate a writer to rewrite a works.   
It really seems to me a great works by all means.
          

                 

Sunday, May 14, 2017

SCIENCE OF PEACE



                           We have a branch of 'science of war' so do all countries. what we do not have is a branch of ' science of peace' but we repeatedly say peace is desirable not war. When we need peace what we need is not laboratories for sophisticated weapons but weapons of peace. war is violence, destruction and invasion. Peace? we don't have even definition or description; we will say when there is no war remains peace. when there is no peace that doesn't war but how does no-war becomes peace? no chance.Peace is something different ; no comparison with war. It is an independent entity.
                        Building up a laboratory of peace is not as costly as that of war. 1% of the total expenditure that world countries will do. Still all are interested in war technology and science. Seems to be strange? Yes you are right; none is interested to think or act. Many even do not know there exist laboratories of peace. Oh! what a strange world!

Saturday, April 15, 2017

MONTESSORI CIRCLE



Dr.Maria Montessori


Introduction to Montessori 


                               This book is an earnest attempt to understand the Montessori way of education and help others who want to do so. It also discusses the relevance of the methodology to the current scenario and how it could be a solution to a number of education-related issues. I am open enough to say in advance that my approach to Montessori is not critical, except with respect to how some people treat it. Four decades ago, I started my career as a tutor for a group of young people who had dropped out of school and then continued their education in private. It was an opening for me to materialize my passionate dream of becoming a teacher. As time went by, I started my school organization. However, instead of being a satisfied teacher to many outstanding students, several unresolved issues that I had to face as a teacher or as the school manager haunted me. I knew that this was not my only concern, but every educator involved must face it although the intensity varies. The general conclusion that something is wrong with the system was unacceptable to me. And so, I continued my search for a solution for the set of issues that I thought most important. If I sum them up, they are 1. Generally, pupils are not interested in school, although school is an inseparable part of their life. They look happy when they're not in school. 2. School activities are not student-centred, and so a variety of other concerns conflict and collide in school-events to spoil the real purpose. 3. The life of a student seems unbearable when you look at the teaching-learning process from the perspective of the students. 5 4. A slow learner remains a backbencher throughout his education, although his teachers have identified him in his kindergarten level. 5. The lessons they learn in schools and universities are not meant to solve real-life problems. I read as many books as possible, attended seminars and had discussions with like-minded people, but I did not find a satisfactory solution. I thought I was looking for something unattainable. The reading of ‘The discovery of the child’ and ‘The Absorbent mind’, both written by Dr Maria Montessori was an eye-opener to me. Eventually, I felt I could reach the pedagogical philosophy that I was searching for. The philosophy suggested a fairly simple relief for all the issues that I took to be extremely complicated. How simple was that? I was sceptical for a while to the idea of whether it would work. I saw that it was supported and promoted by renowned scientists such as Thomas Edison and Alexander Graham Bell, psychologists such as Sigmund Freud and Jean Piaget, the Nobel laureate as Rabindranath Tagore. The critic was also one of the leading figures of the time, William H Kilpatrick, a renowned student of Professor John Dewey, Dr Montessori's contemporary educational philosopher. Anyway, I decided to see it myself, took an online course, got a diploma, brought Montessori materials, and started the 'Montessori House of Children'. All that is mentioned in this book is based on my learning, understanding and experience on the subject, Montessori. I tried to express the things I wanted to say in a coherent way, but the breadth of the subject prevented me from cataloguing them in perfect order. I apologize if that breaks legibility. But it is useful in a way that a reader may take little by little, which he or she thinks convenient. As such, it would require no sophistication from the reader's side. Take the topic as the title 6 indicates and you can continue without responsibility or burden. I split my opening comment into two questions. Why is this book? Who is this book aimed at? First, the Montessori method is scientific, just and student-centred, but not the government-sponsored due to a myriad of reasons. Therefore, brief handbooks are not available. It took me two years and long reading sessions to develop a sense of Montessori as a teaching methodology. Books weren't available either, thanks to online platforms, but now it's handy. Then I thought a book as a gateway that describes the philosophy and practice of the method would be useful for one who wants to get a synoptic awareness. The Montessori method really deserves promotion. Many people think the same, but do not have the know-how to begin or run a 'Montessori House of Children'. The limited number of training-facility in this country prevents the teachers from getting trained. This book may work as a guide for them too. Second, I think that a debate about the relevance of the subject is the need for time, especially when a sort of stagnation has crept into the system. You may think of this book as an initiative in this regard. For a beginner, it may be useful to know certain uses or phrases related to the Montessori method. Among them, the first is the House of Children. This is a well-planned and prepared environment where a child's education begins within the Montessori system. Children from three to six years are admitted for primary education. There will be no grading or division of rank between them. Then comes "Montessori equipment". These are educational materials designed to educate children (most of which are designed by Dr Maria Montessori). ‘Montessori teacher' is a qualified teacher of the Montessori method. The general use of the term “teacher” in this book refers to “Montessori teacher”. The didactic aids are 7 categorized into some sections according to the type of work. They are known as 1. Sensorial materials 2. Practical life materials 3. Mathematical materials 4. Language materials 5. Geography and Biology materials 6. Art and music materials... Throughout this book, the pronoun 'he' is used for a child. It's not because of any gender bias, but 'it' seems to be a little inanimate for a child and 'she' is reserved for mother nature and teacher. One more thing, there is a confusion of the usage of ‘Montessori’ as the same is used for the method and its inventor. Here, in this book, simple notation of Montessori refers the method and Dr Montessori denotes the founder Dr Maria Montessori. I, broadly and for convenience, assimilated twelve principles of Montessori philosophy to pen this book. Follow the child. Nature has encrypted the laws of development and programmed the child, and the child intrinsically knows how to decode it and use it for his growth. And only the child possesses the key to open it. Therefore, the primary duty of adults and educators, particularly is to follow the child. Any sort of domination, persuasion or imposition will harm the child’s growth both mentally and physically. Cognition through movement. The capacity for voluntary movement is the very quality of the human being as a species has played a crucial role in its development. And this is the secret of his being supreme among other creatures. This acted as the core agent for the development of his cognitive powers. Movements under infinite forms therefore continue to be the basis of child development. Freedom to select. Contrary to what we think, a child does not have to be under the command of someone. That means that 8 the choice of action should be reserved for the child rather than his or her guardian. Freedom of choice is nothing else but his birthright. So, a child can have his choice to do or not do something. Peer learning and teaching. Clustering of children, if necessary, should be based on developmental stages, not age or size. This enables them to maintain social relations that are essential to their development. This way of working together also provides many opportunities for learning and teaching among peers. In a learning environment, such as Montessori, this is inevitable for better and natural learning. Development from within. A child is not an excellent piece of stone to be chiselled out a beautiful statue by an eminent sculptor, but an animate integrated being to develop fully. Thus, the most minute development that takes place in a child should be an intrinsic affair. Exclusion of awards and punishment. A reward, as well as a punishment, is restricted, as both are harmful to child development. All sorts of impositions, regardless of the objectives, do more damage than help. Refusing to do something does not mean that he completely rejected it, just that he does not want to do it at that time. Likewise, his initiative is an indication of his interest. Subverting the plan by offering a reward or punishment has only negative consequences. Self-education. Every child can explore this world, understand it, and find his or her place and cosmic duty. Besides, his spontaneity and intuition should be his credible source of education. Thus, 'let him learn' is the best attitude of guardians and teachers towards a child. It does not mean leaving the child to his fate, but to provide him with the appropriate environment that meets his needs. Learn context from material to abstraction. Education is not a matter of lecturing, listening, reading, and writing, but understanding one’s world and oneself. Abstraction of ideas 9 becomes the core objective. Verbal discourse does not lead much to this, but experiential activities are the only educational process. In Montessori, we always go from concreteness to abstraction as a learning process. Fairy-tale free. A child of young age is not capable to imagine something as he engages with only real things, interacts with only reality. So, unreal, like fairy tale characters, epic heroes and even the Gods of religions, will harm his rational thinking process. Orderliness, physical and psychical. Nature is so because it's in perfect order. So, the order is the foremost thing to be achieved in a place of education. It doesn't mean discipline imposed by any other agencies, but keeping natural orderliness. Sensitive periods. A sensitive period is a period that causes a significant change within the life cycle of a living being. Nature makes its subjects able to achieve something very important in that particular time frame. For example, a child acquires and speaks a language before he is three years old. Each of his accomplishments is easy for him as he is influenced by a sensitive period. If the language acquisition does not take place in the period, the child may not speak, as this development is supposed to happen in the sensitive period. Child psychology. Child psychology was a set of theories based on speculations and assumptions of adults' conveniences and conventions before Dr Montessori. However, she came across something new and unprecedented about a child and his mind. Her educational system is also built on the psychology of the child, the absorbing mind. To those who may read this book, unlike other topics, you cannot read if you position yourself firmly in relation to your convictions especially when you are new to Montessori. In case you are a stringent Montessorian too, you may disagree with some of the ideas that I put forward. My point: here, we 10 need a transition from the philosophical mode to the scientific approach that can lead us to reality prevails. When we depend philosophy alone, I think, we are sometimes moving away from reality. For example, educational philosophies are concerned, they are aimed at teachers and schools but they are not decision-makers, that the State really determines curricula and not educators and institutions. Then how do we move then ignoring that factor? Epistemology may be amalgams of philosophies but, in my view, should not stand for eternal subtlety. Subtlety does not exist in ideas, but the distant quality of matter is the one true being. I think any debate on education should aim for social change, not just a philosophical exercise. So, let's get into this book without prejudice, without ideological commitment and without big expectations.

Wednesday, March 29, 2017

DEER HUNT AND MORE

The deer (chital) hunt episode in Mahadevpur is only a tip of the iceberg, better say it's come out only because of the loot sharing dispute and political group rivalry. A well-organised nexus of political leaders, police and forest dept., government officials and media is plundering the serenity and wealth of this area for a long time. Erstwhile Mahadevpur Mandal is famous for religious harmony, agriculture. fine teak wood and other forest products, good quality sand and pilgrimage. What one has to do is very simple, fix the share of the Nexus and the gains are unlimited. a few examples are
1. one can have government land of any quantity readily registered on one"s or suggested name.
2. Home delivery of the quantity of teak wood.
3.Hunting facility ( porcupine, deer, wild pig etc)
4. Sand mining of unlimited quantity ( daily 1500 to 3000 tippers are already running; incredible! here it is common.
5.one can even have a private temple in forest land.
6. One can run generator operated saw mill in deep forest.
7. If one likes to cultivate Ganja in huge way ; possible!  

Private Temple in Reserve Forest


The deer (chital) hunt episode in Mahadevpur is only a tip of the iceberg, better say it's come out only because of the loot sharing dispute and political group rivalry. A well-organised nexus of political leaders, police and forest dept., government officials and media is plundering the serenity and wealth of this area for a long time. Erstwhile Mahadevpur Mandal is famous for religious harmony, agriculture. fine teak wood and other forest products, good quality sand and pilgrimage. What one has to do is very simple, fix the share of the Nexus and the gains are unlimited. a few examples are
1. one can have government land of any quantity readily registered on one"s or suggested name.
2. Home delivery of the quantity of teak wood.
3.Hunting facility ( porcupine, deer, wild pig etc)
4. Sand mining of unlimited quantity ( daily 1500 to 3000 tippers are already running; incredible! here it is common.
5.one can even have a private temple in forest land.
Here is the private temple built in reserved forest just a stone throw away from DFO office