3S) Bharghava Shyam- Internship Final Proposal (24-10-2017)
Final Proposal for Internship
“Arts {Authentic/Aesthetic} Education”
In The Valley School (KFI), Bangalore
Bach
ground
Dictionary
meanings from Google:
1)
Internship:
-The position of a student who works in an organization in
order to gain work experience or satisfy requirements for a qualification
2)
Art:
-The expression or application of human creative skill and
imagination, producing works to be appreciated primarily for their beauty or
emotional power.
-The various branches of creative activity.
3)
Authentic:
-Undisputed origin and not a copy;
-Genuine.
4)
Aesthetic
-Concerned with beauty or the appreciation of beauty
5)
Education
-The process of receiving or giving systematic instruction,
especially at a school or university.
-An enlightening experience.
Aesthetic Education: Aesthetic Education is a way of regaining touch with the
process of learning something new introduced
to a medium never known in a particular way.
Authentic Education: Authentic Education is a process of learning and that
learning will come from our passion which helps us in exploring, constructing
meaningful concepts and relationships in life. And also implementing the
knowledge in our real life.
Introduction
Now arts means Aesthetic ideology (creative) based activity,
for their beauty or emotional power (Authentic) learning for enlightening
experiences. The components of aesthetics is our body, essence,
For me “Art means
the aesthetic ideological and authentic learning experiences which has lots of
imaginations, 3H (Head, Heart & Hand) coordination activities, Creative
expressions, Mental Representation, by self through the different means like
dramatizing activities (Adding experiences into the life).
Art education is
having aesthetic and authentic experiences. These authentic (genuine) learning
and aesthetic ideological experiences of self can give enlightening experiences
to individual. This process of enlightening experiences by authentic/aesthetic
manner can be called as self-faithful education.
Rationale for this
internship:
I
am very much interested in doing an internship with Art {Aesthetic/authentic}
Education. I studied (Learning) about different ideologies of "Rousseau,
Rabindranath Tagore, Aurbindo, Gandhi, John Dewy, Swami Vivekananda and Jiddu
Krishna Murthy” on education in my two courses “Curriculum Studies” &
Teacher and Curriculum. I am very much fascinated by these aesthetic ideologies
on education. When I experienced and understood (Anubhuti) the beauty of
that aesthetic knowledge through literature and lectures (Discourses) I felt
fascinated. Now I want to experience (Anubhavam) that art {aesthetic
ideology/authentic learning} education through this opportunity of internship.
By this internship I
want to feel aesthetic/authentic/artistic rendering of experience of this art
{authentic learning/aesthetic ideology} education.
Conceptual frame
work:
Social animals
(Humans) are more cunning than other animals, we are mostly changing according
to temporary profits and we are trying to make the children mostly to learn the
false things abstract (textbook/product) knowledge as good learning. Learning
and knowing abstract (product) knowledge is good, but it’s not only the good
thing to know and learn. Learning and knowing the self-activities (Arts) is
very important than abstract (product) knowledge.
Learning abstract
knowledge is probably not be empirical knowledge for child, because they might
learn this abstract knowledge for the guidance, not for substitute for their
experiences.
Ex. Making potato
curry, You have a book in which they wrote about how to make potato curry, that
only will not give potato curry, without that book it might be difficult to
make curry, so we need book for the guidance for making the curry. We should
use abstract (product) activities for our guidance not for substitute.
Knowledge by bodily
& mental experiences gives is real knowledge for children, we need to use
abstract as guidance for their experience. We can remember Empirical knowledge
for life time. E.g. If you learn cycle, swimming, etc. you will not forget
easily in life. If you by heart the knowledge. If you acquire this knowledge
then you not get frustration from society, but you may get frustrated, by
developing self you can overcome it. This education is completely in your hand,
you can mould in a better way.
Through the arts
{Aesthetic ideology/Authentic learning} education also we can teach science,
history, language, arts, etc. We can teach history through narratives, language
through expressing the talking & thoughts, science can teach by
observation. The science subject is primarily based on observation, so we need
to provide an environment to child to observe the things to acquire science
subject
Ex.
explaining the photosynthesis as theory (it is the 1st hand
experience of some scholar, not to child, so they can easily forget that
theory) learning the theory is important, after experience (after their
observation of photosynthesis from own experience) if we introduce theory then
they can learn about that. Here in most of the schools they are focusing on
abstract knowledge than empirical knowledge.
Review of
literature/discourses:
John Dewey says that
now a day’s symbols/map (abstract/theory knowledge) are acting as a substitute
for the direct experiences (E.g. Showing Bangalore map to child as a substitute
for Bangalore visit). Through sugar coating, familiarity (Repeating effects)
& contrast (Reward & Punishment) effect. We are making the child to
believe that, this symbols are powerful/respectful things than experiences. He
also says how we can history, science, art in authentic/aesthetic manner.
History can be taught in the form of narratives, science can be taught through
the empirical observation of nature and human, etc. and children are natural
artists arts can be taught by developing his/her own innate abilities. After
all this experiences if you introduce map/symbols, then the map/symbols will
guide child in learning more effectively.
Aurobindo
is saying about aesthetic education in “Human mind” perspective. In Human mind
there is natural tendency to learn, there is no need to impose the knowledge
for knowledge sake on children. Eyes will see, ears will hear, heart will beat
without any permission from you and others, like that brain also seeks
knowledge naturally without any permission from you/others. There is no need to
force knowledge on mind. Mind has his/her own consolidated growth and
responsibilities. Human Mind has four ultimate powers, which are traditionally
calling as “Antahah Karana”. “This Antahah Karana (Power of Mind)
has four thing
1)
Manas – Sensory data- Translating of collected data/actions to mind
2)
Bhuddi- Memory- To record everything in the mind
3)
Chitta- Intellect- Real instrument to think.
4)
Aham- Ego- Process of I Making in the mind (We make universal self-
I)
If
we develop these child innate things, then there is “Nothing can be taught”
Jean
Jacques Rousseau says that the source of child (Humans) learning is from
nature, man (Human) and things (Experiences). But these 3 things contradict
with other for the most of the time became of man’s hypocrisy (Dualities).
Children are naturally good, adults are meddle and destroying their innate
goodness. We need to protect the child innate goodness from this hypocrisy and
unnecessary knowledge. Children are naturally good learners, observers,
investigators, artists, etc. we (adults) need to develop their innate
characters instead of destroying it. They need to know their personal
capacities. They can learn naturally nature promotes them don’t act as a meddle
for their development. Rousseau explained how children from nature by making an
imaginary role Emile. He complete his education through experiences.
Mahatma
Gandhi in his Nai-thalim says that, this westernisation made us helpless
(Helpless- made us to depend on literacy training itself) & godless (Godless-
characterless). This westernisation is made of discontent (Discontent-
Civilization), without any remedy for that civilization. Now civilization
became a disease. Civilization made us to depend on resources, instead of self
and humans. Later resources production might be less, but self and humans have
unlimited, creative knowledge about self (Bio-graphics), This Nai-thalim help
us to discover the self-realization through “Swaraj”. Swaraj means
literally self-rule. This Swaraj rest in 3 principles that are Swadesh,
Sarvodaya & Satyagraha.
1)
Swadesh: It is spirit in us which restrict us (our psyche) to immediate
surroundings for service. It is a near and far helping process to ultimate
human kind.
2)
Sarvodaya: It means welfare/upliftment of all, through Ahimsa
(Non-Violence). Ahimsa means looking for the truth of others (whole universe).
We need voluntary suffering for attaining the Sarvodaya.
3)
Satyagraha: It means grasping/asking the truth of the situation and being.
For grasping the truth with self-suffering.
This
Swaraj is a process of willing ness to suffer our self, giving profit to
others. Nai-thalim consists bodily activities which consists of 3H (Heart, head
& hand) coordination. Swaraj helps in character building, than literacy
training. Learning through authentic experiences
Rabindranath
Tagore talks mainly about “Freedom” in education through Freedom of will,
freedom of heart & freedom of mind. Tagore is saying that modern
institutions are like cages/prisons to trap on the net of westernization. The
institutions are treating children as mini-adults and forcedly implementing the
abstract knowledge when though they are ready. In his institutions are like nests,
openness, they make an environment by that the children will study based on
their interest.
Children
are like flowers they want openness, surprises. But adult mind is a ripen fruit
it is closed, flower will surely will become fruit gradually, when you force
flower to become fruit, the flower will die. Here child innate characteristics
observance, questioning are flowers are dying because of this closed
institutions.
His
freedom principles (Freedom of Mind/Heart/Will) are developing the child for
emancipation.
1)
Freedom of mind: It is the ability to arrive at independent
decision
2)
Freedom of will: It helps in making authentic goals and
aspirations
3)
Freedom of Heart: It helps in becoming creative in your
relations than world.
For
this we need to make an environment with openness, it makes children very
active. It makes children’s learning minimum from textbooks and maximum from
nature. For this adults need to be constant conscious while doing their works.
He
says western enlightenment was focusing on the material things, and our
indigenous enlightenment is focusing on emancipation.
J.
Krishnamurti discourages the education which changes the children’s mindset
which is conditioned by society to pass the examinations, to get degrees, to
get jobs etc. He wants education to transformation of humans. He says the
purpose of education is to create a new mind in which they can learn everything
about themselves by observing nature.
All
literature is saying that all knowledge (Education) is in Nature and Self
(Inter Experiential Space). Inter Experiential Space between nature
(outside/product) and Inner-self (inside/source). By experience {which is
experiential (Anubhavam) and inner experiential (Anubhuti)} we can learn
education with the guidance of abstract (product) knowledge, this art
{aesthetic ideological/authentic learning} education gives experiences
(Anubhavam) and inner experiences (Anubhuti). Then the children can learn more
effectively with hope in life.
Objectives of this
arts {aesthetic/authentic} education internship:
1)
To observe the institution how it’s helping the child in knowing
about their self, how its helping in self-realization process with hope.
2)
To know how institutions
are managing the social plane with phenomenal plane. (I am interested in
managing both planes) and also to know how art {Aesthetic ideology/authentic
learning} education helping child in getting education.
3)
To support them in which way they feel comfortable.
4)
To expose and experience myself into the new kind of educational
system (I was frustrated with my old education system)
Operationalizing
the objectives:
By
observations & by teaching
Internship
Methodology:
Design of
internship:
My
internship is mostly based to do observation, feel and reflect the different
experiences this kind of educational system. I want to help them in an
appropriate way which they and me are comfortable.
Internship site:
The valley school Bangalore. The reason behind this my objectives & this school structure are slightly similar.
The
valley schools are mostly focusing on the source of knowledge (Inner self
experiences) than the product of knowledge. This is very much similar to me
which I am learning for my course.
Tools and
techniques of arts education internship:
Tools
& techniques for this internship is observations, reflections, helping the
student by becoming the student.
Limitations of
arts {Aesthetic/authentic} education internship:
Being
completely in aesthetic, authentic, artistic education is not possible in any
school right now, so I can’t experience (Anubuthi) completely in the
school.
References:
Aurobindo. (2003). Early Cultural
Writings (Journals).
Dewey, J. (1902). The Child and the
curriculum. In J. Dewey, The Child and the curriculum.
Doane University. (n.d.). Retrieved from
http://www.doane.edu: http://www.doane.edu/facstaff/resources/cetl-home/arts-are-basic/32485
Gandhi, M. (1937). Towards New Education.
In B. Kumarapa, Towards New Education .
Krishnamurti, J. (1974). On Education. In
J. Krishnamurti, On Education (p. 158). Chennai: Krishnamurti Foundation
India.
Rousseau, J. J. (1911). Emile or
Education.
Tagore. (n.d.). Thoughts of Education. In
Tagore.
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