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Community and consciousness


Varun Gupta

Last Saturday, after school got over for the day, I stepped into the Sri Aurobindo Ashram to spend time with myself for a while. There I saw a beautiful quote by the Mother, “Whenever you face any problem you are doing, look within. You will find the source and solution of the problem.”

I read these lines very carefully and tried to think deeply about them. Yes, they seemed true, and upon meditating on them for a while, I felt that I could relate to them. It became easy for me to link Mother’s thought to my own life’s context, to the tasks and interactions that I have.

Thinking on this, nevertheless, gave rise to a query in my mind. What about for people who are at a stage where looking within isn’t possible as yet? I feel that until such a stage comes – and even afterwards – when we are able to look within, observe and make connections, we require support.

That support can come from a community, from the love and trust that we are able to garner from it. I have a strong view that introspection and community support are parallel strands in the evolution of life.

If a person does not have the support of a community and is only looking within, then there is a chance that he or she will get tired or frustrated. Similarly, if a person with community support doesn’t look within or reflect, then that community does not prove to be sustainable. In a way, community and introspection are complementary forces.

When I speak of community support, I do not merely mean to limit it to worldly help. A community is in itself that great love, empathy and trust which nourishes each of its beings. It’s that ethereal, magical strength which is present in everyone’s hearts and minds. It’s the interdependence and interconnections that create a feeling of oneness.

No matter what the conditions, if an individual has that kind of a community, he or she will not feel alone or get disheartened. They will know that they do not need to justify themselves. Instead, they will know that they are being listened to, are trusted and respected, and are valued and loved for being themselves. This is what gives them hope and the strength to carry on.

A highly dynamic community is sustainable only when there is sincere effort in all its members to look within and reflect. Only when we observe our thoughts, emotions and actions, look into the source of much of our behaviour and habit patterns, are we able to give meaning to our community.

As a human being and educator, I am realising the importance of community more and more each day. I am very fortunate to have the experience of a beautiful and soulful community. I would like to express my heartiest gratitude to that community and my mentors. As an educator, it will be my sincere endeavour to build such communities at my work place and in life.


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A vision for the teacher in me


Meenakshi Gupta

The word ‘educator’ brings images of hundreds of thousands of children growing and learning with their teachers. An educator has huge social and moral responsibility. She is a mixture of various roles and personalities like of a mother, a guide, a visionary, a friend, and sometimes an elder brother or sister.

As I read and think about great teachers like Aurobindo, the Mother, Tagore, Gandhi and Krishnamurti, I try to imagine how much hard work, especially on the self, is needed for one to become a teacher. An educator first knows herself, seeks how she learns in different phases of life, dwells on what constitutes learning and teaching, what is knowledge, and the various ‘how’s and ‘why’s of education. It seems to require a lot to be a teacher. I can say that to be like an educator is almost like being a yogi.

My fears

On one hand, becoming an educator is my aspiration. It comes from an inner wish, an inner voice that tells me to do something for the joyful and true learning of children. I like to be surrounded by a lot of children and interact with them. But as I mentioned earlier, being a teacher is an enormous responsibility. I carry a fear whether I will be able to do justice to that responsibility. Since we are all products of our conditioning, we often behave in ways that we have learned in our childhood and what we see around us. Will I be able to undo the effect of such conditioning? Will I be able to unlearn old practices so I can open up to a more integrated approach to learning? Will I be able to carry with me a flexible mind?

There are many more fears. Being a teacher will require full alertness and persistent patience to listen to each child. I fear that some of my words or behaviour may damage the child’s feelings or self-esteem. I fear that I might not be able to give them sufficient freedom and opportunity to explore, make mistakes and learn thereafter. I fear whether I’ll be able to connect their previous learnings to their immediate environment, providing them with relevant contexts or prepare a conducive environment for learning with safety, love and care where they can construct their own knowledge.

Krishnamurti has said that comparing a dull student to a cleverer one is cruelty. In my own school experiences, comparison was rampant. But according to Krishnamurti, this only causes fear in students. It is the barrier to a clear understanding of oneself and life.

My hopes

I have started on this journey with a lot of hopes, with courage and determination. Fears exist but I am ready to face them and turn the shortcomings into opportunities of learning. With an attitude of a lifelong learner, I hope and strongly believe that I will be able to put effort and succeed.

With the help of this programme and my mentors, I hope to learn all the things which will help me to become a good teacher. I hope that I learn to see learning in its wholesomeness. I feel that integrated learning is required for the complete growth and development of a child, not its division in fragments and individual subjects. I hope that, as a teacher, I can create and maintain the curiosity of children to enquire and learn joyfully.

All in all, I hope I can become an educator who can touch the lives of my children in positive, constructive way.

Meenakshi is a student of PGDLT at IAAT


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SDMC Diaries: To dream or not to dream


by Varun Gupta

During a class on the theme of ‘Me and My Family’, I had a discussion with the children about their life’s aspirations, their wishes and dreams. Almost half of the children gave the following responses.

“मैं अपने परिवार को खुश रखना चाहता हूँ”

“मैं अपने भाई को रिमोट कण्ट्रोल कार देना चाहता हूँ पर मेरे पास पैसे नहीं है”

“मैं अपनी मम्मी से कभी दूर नहीं जाना चाहता”

“मुझे मम्मी को, पापा को खुश रखना है”

“बहन को खुश रखना है, पूरे परिवार को खुश रखना है”

“मुझे एक बड़ा सा घर चाहिए, ताकि मैं और मम्मी-पापा और बहन उस घर में रह सकें”

“अपने बहन-भाइयों, मम्मी के लिए घर खरीदना है ǀ उनको खुश रखना है”

I am quite perplexed by these answers. It makes me feel both happy and sad. Happy because it shows how much love and concern they have for their parents and siblings. But it makes me sadder because they didn’t speak of any aspirations or dreams for themselves. They talked of the happiness and wellbeing of their families. But they wouldn’t say what they want from life, what they aspire to be. Maybe it just so happened that they were not able to articulate their dreams and wishes clearly. Or maybe they do see their happiness in terms of their family’s happiness.

I understand that at this young age, their aspirations might not have taken any concrete shape and so they didn’t have much to say about it. But even when I asked them what they wanted to have, what they wanted to purchase or to play with, there was no reply. I was baffled by this silence. Why don’t they want to have anything? Children usually do. Does it have something to do with the condition at home which inhibits their growth, development, dreams? Is it the harsh daily reality they are exposed to which does not accommodate or allow dreams to flourish?

I can understand that life can sometimes be too harsh or unfair. But can life ever be so discouraging that we stop dreaming? I am thinking of that magical thing which makes people believe in dreams, encourages them to pursue their aspirations, and makes them believe in the power of sincere hard work and determination that helps us achieve anything. Is it that there aren’t enough success stories or role models in society which can keep alive these dreams? Or do we get entangled in the question of ‘how’ so as to forget to dream about the ‘what’?

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I have come to realise that aspirations, dreams and hope make up the oil which keeps the light burning in our lives. In this context, as parents, we have a huge responsibility to encourage our children to keep dreaming, to care for their dreams and aspirations, and to provide strength and support to them so these can be fulfilled. Parents’ love, affection and trust work like tonic for children. Their words can either make or break the child’s confidence and ability to dream. Sometimes, we become so habitual in catching them doing something bad that we forget to see their goodness, we forget to take note of the special things they are able to do.

The same may be the case of teachers and adults in society. As a teacher, I need to look more into this, make space for their dreams, and take the required steps to see their aspirations accomplished. We need to nurture and sustain these dreams, we need to help everyone believe that they can fly, can do anything, can become as they wish.

Varun is an IAAT PGDLT Fellow currently working at the South Delhi Municipal Corporation, Hauz Khas Police Colony School

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New beginnings


It wasn’t merely the Resident Teachers who had an experience of a lifetime during the retreat that started off the PGDLT programme. A new member of the IAAT team shares of the profound inner journey that the retreat initiated.

Put a group of aspiring educators together in the middle of wilderness, throw them into extraordinary adventures, make them reflect on their experiences collectively – and can you hope to create some kind of magic? The third batch of IAAT might have anticipated less as they set off on the first leg of their yearlong journey as learners of learning with a five-day retreat this June, but for many, it proved to be a powerful journey into the self, a chance for self-exploration and self-transformation unlike anything they’d experienced before. They may have entered the program as aspiring educators, but found themselves confronted with the enormous challenge of knowing oneself and changing from within.

What place does this kind of inner work have for people looking into teaching as a career? The biggest takeaway for many student teachers, as well as for new members of the IAAT team like myself, was that if we want to truly make a difference in the lives of children as educators, we must first know and understand ourselves better. The self has long been neglected in educational and professional spaces to the extent that we have started to believe that it is dispensable. And while this may allow for greater efficiency and practicality, it has also stolen from us some of our greatest gifts – joy, love, clarity, purpose – which make life beautiful and meaningful.

Somewhere along the way, it became evident for us that our own lives cannot be shrouded in darkness, unhappiness and confusion if we hope to provide an environment where children can access life’s gifts and flourish as human beings. And similarly, we cannot hope to make good teachers if we do not want to be learners ourselves. But is it too late for us as adults to take that initiative, to change our way of engaging with life, to become learners again? These were some of the concerns and anxieties that played themselves out over the course of the retreat. But our thought hurdles were put to rest as we immersed ourselves in experience after experience that showed us that it is actually never too late to begin learning.


The program of the retreat began by pushing us beyond the limits we’ve grown to set on ourselves. It was tantalising to see how different fear felt now that we were getting closer to it, exploring it and challenging it. We breathed fear as we looked over the edge into the precipice before hurtling down rocks, we nestled fear to sleep in the cold, all alone, as the emptiness of the sky engulfed our bodies and beings, and we hung fear on baited breaths as our feet glided over glowing embers. We touched fear with our hands and feet, tasted it with our mouths, and as we embraced it, it became clear that fear is a generous friend rather than a hostile enemy. It got some of us contemplating on how, as adults, we are protective of the children in our care, depriving them of experiences in the fear that they might be harmed.

I think it helped us all to be part of a group facing our fears together. The physical challenges we went through unleashed our emotional baggage as well. Before we’d set off on the retreat, we’d taken a pledge to be non-judgemental and although it was an incredibly hard thing to follow through, it also provided an atmosphere of safety that allowed us to take risks, be open, vulnerable and honest. Set free of that old and festering fear of being judged by others, we spoke freely with one another. Many of us felt cleansed by the end of the retreat, ready to own up to the emotions inside us, and also better able to connect with those around us at an emotional level. In less than a week, the group became a supportive and nurturing community that shared love and compassion, encouraged and inspired, aided and healed.

We moved from a state of doubt about our own abilities to a willingness to take initiative and plunge into action. Like others around me, I was surprised by just how proactive I could become. During a reflection session around leadership, it became clear to me the importance of taking leadership of one’s own life. We were learning that each one of us could be leaders, taking charge of our lives and heading in a purposeful direction of our choice.

Now back in our classroom, and in the more ordinary rut of everyday life, the self that we encountered in that week of retreat becomes a guiding light that tells us to give more to life and seek more from life. It becomes more important than ever to relate that deeply personal and introspective experience of the retreat to our experience in the classroom and to our aspiration as educators. This may come in the form of pushing ourselves into “I can” when the mind says “I can’t”, of questioning our assumptions and widening our perspective, of supporting others and seeking help from them, and of being open to learn from the richness of the experiences that life offers us. As long as we are learning, moving, constantly growing, we can be assured that we will make good educators.

Ayushma Regmi, Teaching Associate, I Am A Teacher