MAKING LEARNING GREAT AGAIN
“It's interesting how we use the same word for educational process as we do for horse racing- a course; a predetermined sequence of obstacles that will be negotiated by all participants; anyone falling will be eliminated; only the first three give return on bets.” ~Michael Rosen, Children’s novelist and poet.
This is the dominant narrative of the Indian education system today, but it’s important to call out the fact that the narrative is a borrowed one.
India’s foundational educational system was that of the Gurukuls. Quite contrary to perception, the Gurukuls were flexible and open to people of varied gender and ages; it was a system that encouraged students to be adept at sixty four different arts and forteen different scientific techniques by the age of 25. Having done so, they would complete brahmacharya, the first of the life-stages or ashramas as outlined by Vedic thought.
This holistic learning model lost out to a specialisation-oriented Western model in the colonial era. The “logical & linear” structure to education that we recognize and follow today, was brought in to streamline the age-old Gurukul-like traditions of ancient learning. This transition was made in large part to fulfill the business and recruitment requirements of the East India Company.
But the tried and tested linear learning model began to get questioned in a post-World War 2 era. Dale Carnegie was among the first mainstream icons to initiate this conversation in the 1940s, famously saying that “People rarely succeed unless they have fun in what they’re doing”. Alternative stories of success in the world, some even romanticising the “college drop-out” as an aspirational archetype, further fuelled this transformation; as did the culture-defining phenomena of the internet and the knowledge economy.
Whereas education once equipped people for livelihoods and not necessarily lives, today, the possibilities of what we can do with our educations are expanding. At least some of us now have the option to align our educational pursuits with the kind of lives we want to live (as opposed to just the kind of work we want to do).
India isn’t untouched by these changes and education here might just be coming full-circle.
As a degree-and-marks-obsessed country, we will always be drawn to rote learning and academic success. But we’re also asking more questions about the inherent value of our education. When did this begin? The plight of contemporary students started assuming centre-stage in mainstream cinema towards the end of the last decade. What Rang de Basanti did for political protests in India, 3 Idiots did for education – highlighting the limitations of the system and reframing what success could mean. A memorable line in the film urged students to get better at what they instead of blindly chasing a conventional notion of success – “Kaabil bano, kamyaabi jhak maarke tumhare peeche aayegi.” India even got its very own Totto Chan (a Japanese fictional character who was left behind by the formal educational system) in Ishaan Avasthi from Taare Zameen Par.
This change became increasingly palpable when brands that had been all about ‘succeeding at studies’ started doing things differently. Bournvita began talking about the overall brain development of young children, later shifting towards talking about resilience and failure. Complan said, “Galti karenge, tabhi toh badhenge” (They’ll learn better if they make mistakes).
In conjunction with this shift, we’re seeing a definite change and expansion in the learning techniques being offered to students today. Byju, India’s leading learning app, encourages prospective students to “Come fall in love with learning.” No more are drudgery or seriousness the only markers of hard work. Instead, communication tells us, learning can be something cheerful; almost celebratory.
Schools in India are gradually using active, engaged learning. Research shows that techniques that encourage students to build off their own experiences produce more enduring effects than rote learning. It helps when students use their existing knowledge to absorb new information.
The National Council of Educational Research and Training (NCERT) is cancelling exams, introducing compulsory experiential learning in classes; shifting from external activities which facilitate direct learning (think dance, drawing competitions, compulsory sports days and races) towards internally-focused processes such as pottery, workshops that awaken the subconscious, design thinking, meditation, mandala art. There’s an emergence of alternate schools like Riverside School in Ahmedabad or Head Start in Bangalore with a higher emphasis on diffused learning.
There is a small but growing community of ‘un-schoolers’ – outlier Indian parents trying to actively ‘unlearn’ the imposition of authority in the parent-child relationship. Instead, they are learning to how parent with negotiation, reason and vulnerability. Formal education is a decision left to their children. They swear by these methods and it shows in their children’s feats.
There are also less extreme shifts in the parental monolith, with parents giving children greater agency to learn. The hard line between learning and play in some Indian households seems to be blurring. From a non-negotiable lunch – homework – play routine (haven’t we all, at some point, hidden that dreaded school diary to get to the last step!) to integrating play into learning, it has been a long journey for Indian parents. And it’s a journey that’s nowhere near complete.
For every parent who appreciates alternative learning and teaching methodologies, are many more who question the legitimacy of such techniques in this high octane, always on, competitive world. Are these methodologies acceptable in the real world? Who can actually afford to subscribe to these ideologies? Won’t their children get “left behind?” Are Indians ready to let go of the “skilled worker” mindset?
Popular culture might have some answers to offer.
In 2018, Netflix caught the nation’s pulse thanks to its marvellous sense of timing with its latest show, Selection Day. By attracting an audience frustrated by centuries of generational expectations with a simple yet challenging line – “Choose who you become” – they urged children to face this struggle head on and take on the onus of truly being themselves. Parents braced for impact.
Popular reality show Sa re ga ma pa Lil Champs urged children to grow with music - “Music se badhenge hum (We’ll thrive on music)” rather than telling them to become the next child superstar. From Kindle saying “Because reading should never stop” to Ceat connecting the power of exploration to a child’s imagination and ability to excel, learning is being seen as an ongoing process. The successful student isn’t only the one with marks, but the one who never stops thinking and seeking answers.
It’s this positive change in archetypal portrayals of accomplishment, and in archetypal portrayals of themselves, that infuses students with the creative confidence to grow. It’s not just about over-powering parents or teachers but about embarking on a growth journey.
The “Sharma ji ka ladka” benchmark might not disappear, but it might assume newer forms. We would all be eager to see the results on this one.
Author Bio
Megha Kimothi is a strategist in our Mumbai office. A concept art hog who believes metaphors are her savior. An eleutheromaniac at heart, one of her most-unfathomable-wishes is to be a pigeon ready to fly off the edge of the horizon. Warning: Will break into a dance at the slightest opportunity. Her interest in design thinking is leading the way for her, professionally.
Editor’s Note
All our blog posts draw on and add back to DDB Signbank, a proprietary repository of thousands of signs collected over time from across the world. These signs, when looked at collectively, point us in the direction of significant shifts in culture and consumer behaviour. Follow @DDBSigns on Twitter, or drop us a line at [email protected] to learn more














