How do you create an education system that does not just give people theory/ technical know-how but develops them into potential contributors for society?
How do you help widen the notion of education from merely academic excellence to include the entirety of the human being?
What should be our techniques of education so that we don’t just transfer knowledge but help people transform?
As a teacher, how do you train students to become enlightened citizens of our country?
What kind of people will society need in the coming future? And therefore, what kind of capacity-building should our education system focus on?
The challenge in preparing our students for the world of work today is not so much building capabilities, but building a contributive orientation to work and society. This is our role as educators.
On fulfillment & personal evolution
Can ‘fulfillment’ be converted from a fuzzy & vague idea into a set of precise constructs & tools, using which people can make specific & measurable changes in themselves?
How can we take a vague notion like strength and specify it into concrete definable things to help people develop themselves in a concrete way (e.g. as able to do’s)?
Our identities – tacit or explicit descriptions of self – can sometimes limit our growth, experimentation & fulfillment with life. What can we do to ensure that we are not ‘stuck’ or frozen in our identities? This Little Book offers an approach.
Our measures of success – often well-defined external achievements – can lead us to sub-optimal choices and decisions. This Little Book suggests that maybe it is time we re-examine our measures of success.
On bringing change in people at scale
Cultures are not good or bad — they are merely enabling or disabling. To operationalize this, we must recognize the importance of ‘Collective Mind’ of an organization.
What is collective aspiration and why is it such a fundamental driver in change?
How do you scale vision in an organizational collective? For example, how do you keep the torch of customer-service burning bright in every employee’s mind?
How can large-scale shifts in thinking be architected? One of the ways is by specifying the shift in the “knowledge-state” of the collective.
How do you invoke excellence in people? One of the ways is through role modeling excellence.
On Cognitive Empowerment
Cognition gives us the ability to make choices, decisions, to recognize, to build new axioms and conclusions about ourselves, about the way the world works. Cognition is therefore a powerful tool for our evolution. What then are the possibilities that empowerment at a ‘cognitive level’ offers us?
How can we keep the mind ever-fresh? This Little Book looks at three approaches, each deeper than the earlier, that could help us experience cognitive freshness in all parts of our life.
What stops us from accepting change and new ways of doing and thinking? What creates so much resistance to anything new? One simple answer to this question may lie in our stance of life. This Little Book proposes a shift from ‘Why’ to ‘Why Not’ in our stance to life.
On career design & contribution in the workplace
How can we go beyond giving-in to circumstances and following others blindly? How can we find freedom to choose what we want to become?
Often we find ourselves driven by a mix of several motives leading us to multiple and often contradictory criteria in decision making. This Little Book offers a framework to organize and categorize our motives.
Can we become change-makers and contributors within the narrow boundaries in which we live? Is there a way to expand our contribution without changing our workplace or our roles? This Little Book offers a new way to think about this question.
Published in the Vedanta Kesari, 2014, this article outlines a journey from selfishness to Karma Yoga – the highest ideal for work in the Indian tradition, with Contributorship as the achievable middle step; and provides a 4-step roadmap to becoming a contributor
On knowledge for enablement
A new challenge is beginning to awaken in society – the question of digestion and assimilation of knowledge.
How do we build the bridges that help society as a whole, cross over from ‘abstract knowledge’ to ‘realized knowledge’?
It is a widely known fact that more information does not lead to better understanding and more ‘informed’ action. We now face the new challenge of making sense of all the knowledge available to us at the press of a button.
How has society’s relationship with knowledge evolved and transformed over time? What is the nature of the new emerging relationship in the 21st century?
How can the information explosion lead to improved human capacities? How can people be enabled to respond to increasing change with the knowledge now available? How can we secure the evolution of human systems in the age of knowledge?