Reflections from Emerging Literacies Session - 18th July 2026

Quick recap: Chapter 2
Sandeep Dutt led a book discussion session on Yuval Noah Harari’s “21 Lessons for the 21st Century,” focusing on the future of work and automation. He explained how artificial intelligence and robotics are transforming jobs, noting that while some traditional roles will be automated, new human-AI collaboration opportunities will emerge, particularly in healthcare and creative fields. Sandeep Dutt emphasised the importance of developing character and citizenship skills rather than just the traditional 4Cs (critical thinking, creativity, collaboration, and communication), arguing that character is fundamental for success in the changing job market. The session included technical improvements to the meeting format, removing registration requirements and waiting rooms to make it easier for participants to join, and Sandeep Dutt announced that future sessions would continue this more open access approach. 

Dolly Chandoke - Jodhamal Public School, Jammu
"Work: When You Grow Up, You Might Not Have a Job," made me think deeply about how rapidly technology is changing our lives. Harari explains that artificial intelligence, automation, and robotics are no longer replacing only physical labour but are increasingly capable of performing cognitive and creative tasks as well. This could fundamentally reshape the job market in the coming decades. 

One of the most striking ideas in this chapter is that the future of work is uncertain. Unlike previous technological revolutions, AI may replace many jobs faster than new ones are created, making continuous learning and adaptability essential. This challenged my belief that education alone guarantees lifelong job security. Instead, Harari emphasises the importance of developing skills such as critical thinking, creativity, emotional intelligence, and the ability to learn new things throughout life.

Sahar Banu, Sunbeam School Ballia
Technology is changing the way we live and work. Some jobs may change or even disappear, but people are always more important than jobs. We should help people learn new skills and grow with changing times. Every person deserves care, respect, and equal opportunities. Machines can do many tasks, but they cannot replace kindness, creativity, or human values. Real progress is not just about better technology; it is about making life better for everyone.

My Reflection for the Emerging Literacies Session 18th July 2026

Emerging Literacies Masterclass is hosted every Saturday at 5:30 PM by Sandeep Dutt.

The world has moved from a set menu to a buffet menu. Today, there are countless options before us in all the spaces, be it education, careers, technology, and life itself. But the future does not belong to those who have the most options. It belongs to those who can evaluate, prioritise, and make wise choices. 

In a world of abundance, the ability to choose well is more valuable than the abundance of choices itself. Critical thinking, self-awareness, decision-making, discernment, and adaptability are no longer optional; these are essential life skills.

- Khushi Kumari, Lotus Petal Foundation 

Quick Recap:

The Saturday Emerging Literacy Masterclass, led by Sandeep, focused on a group reading and discussion of Yuval NoahHarari’ss book “21 Lessons for the 21st Century,” specifically the chapter on the crisis of liberalism. Sandeep recapped the previous session and shared updates on the Learning Forward Retreat. The discussion explored the challenges facing the liberal story, including the rise of nationalism, the role of technology, and the concept of a “liberal buffet” where countries pick and choose elements of liberalism. Panellists Gurdeep and Khushi shared their reflections, with Khushi asking about the phrase “people vote with their feet.” Sandeep emphasised the importance of critical thinking, communication, collaboration, and character in preparing students for the future. The session also highlighted the programs under the Good School Alliance, including the Teachers Academy and the Emerging Literacy Project. Dr Deep Khare praised the initiative, emphasising the value of comprehension and reading for understanding. The conversation ended with a reminder about the resources available on the My Good School YouTube channel.

Friendship and Relationships in Education

Masterclass

To explore Adlerian philosophy on trust, confidence, and interpersonal relationships. Reading from the book The Courage To Be Happy by Ichiro Kishimi and Fumitake Koga.

Key Takeaways

• Trust vs. Confidence: Work relationships are transactional (confidence-based), while friendships are unconditional (trust-based). Education’s goal is student self-reliance, which requires a trust-based “friend relationship” to foster courage.

• The Social Mask: We wear a “social mask” to prevent conflict and protect others’ feelings. A true close friend is someone with whom we can remove this mask and be fully ourselves.

• Active Confidence: Confidence is an active choice to believe in others, not a passive acceptance. It is the only way to build a connection, especially with those who resist.

• Self-Acceptance Precedes Other-Acceptance: The ability to trust others stems from self-acceptance. Self-centeredness is a symptom of self-dislike, not self-love, and prevents genuine connections from forming.

Topics

Trust vs. Confidence in Relationships

• Work Relationships: Transactional and conditional, based on confidence (e.g., a bank loan requires collateral).

• Friend Relationships: Unconditional, based on trust and valuing a person’s inherent worth.

• Education’s Goal: Student self-reliance.

• Educator’s Role: Provide assistance toward self-reliance, which requires a trust-based relationship to foster student courage.

The Social Mask & True Friendship

• We all wear a “social mask” to hide true feelings, preventing conflict and protecting others.

• A close friend is someone with whom we can remove this mask and be completely frank, knowing the relationship will endure.

• This certainty is rare, making such friends precious.

Active Confidence as a Choice

• Confidence is an active choice to believe in others, not a passive acceptance.

• It requires believing in the whole person, even when sceptical of their words.

• Rationale: To get someone to believe in you, you must believe in them first.

• Example: Parents who distrust their children find their arguments are met with resistance, as the children feel the underlying distrust.

Self-Acceptance as the Foundation for Trust

• The ability to trust others stems from self-acceptance.

• “Love thy neighbour as thyself” implies that self-love is a prerequisite for loving others.

• Self-centeredness is a symptom of self-dislike, not self-love.

  • Anxiety about oneself prevents genuine concern for others.

• Seeking worth through work recognition is a trap, as it’s based on competition and functional value rather than inherent worth.

Next Steps

• Sandeep Dutt: Continue the masterclass next week, exploring the circumstances that led Adler to develop the concept of “community feeling.”

FATHOM AI-generated summary,

A Future-Sensitive Schooling System

Wealthy people place their valuables in a bank locker for safekeeping. At the other end of the spectrum, individuals who’ve fallen on hard times often live out of public places and restrooms. Did you realise there’s a third category of inbetweeners who seek a slightly different type of refuge, in a different type of place altogether?

Children. Even and including those who belong to ‘decent’ families, reasonably well-to-do backgrounds. For many amongst them, what they earn, their personal currency, their spectrum of emotions, feelings and sentiments, owing to a set of unsavoury circumstances that doesn’t allow them to feel ‘whole’ at home; deposit their respective emotional-chests, at school!

While we as parents, teachers and caregivers wax lyrical about steps to make schools safer, more secure, less prejudiced places; the aforementioned group of children has already, being unaffected by the pervading school environment, invested all of themselves they can’t elsewhere, at school.

These are the children who secretly long to reach school, and given a choice, remain! 

Now let us add another layer of current reality to this situation. There is a desperate need for what we broadly understand and term – social emotional learning. This is irrespective of the type of child, and their circumstances. Especially from a future standpoint, the more deeply individuals are self-aware, have formed identities they are proud of, love, and are unique and differentiated, the better their chances at surviving and thriving in an uncharted upcoming global landscape that is almost impossible to estimate with any accuracy.

With these few different directions and reasons that are making a strong case for ‘education’ to be much more ‘emotionally inclusive & evolutionary’, perhaps it is time we questioned some core fundamentals & constructs, rather than trying our current approach of retrofitting & retrofitting?

Ironic. When  I teach Essay Writing as part of my communication skills classes, I suggest to students that as far as possible, and particularly when they raise a problem in their respective pieces, they should also try to provide potential solutions/suggestions. I find that having presented what I see to recognize as a very real reality, one that needs urgent and probably paradigm-altering solutions, I do not myself have any to offer!

Having realized, for myself at least, that retrofitting the existing mainstream schooling systems is not proving particularly effective, residential schools also falling into similar traps, not to mention their own existential crisis; I do have a certain thought. It is a radical thought. One that will require a leap of faith, and redefining several vital facets of mass-standardized education. But when has catering to a completely new/different set of needs ever been easy!

The way I see this. A possible solution could be in the form of a hybrid model of education, that combines a Gurukul-style physical micro-school that will bring together a modest cohort and unite them with a mentor who will address holistic values, spirituality, self-exploration & awareness, and building identity, purpose and morality. And this will co-exist with a completely technology & AI based customised academic/scholastic learning solution that each learner will also attend on an everyday basis, from home itself, encompassing the bulk of what students today physically visit schools for. 

To my mind, this system could present numerous advantages. In addition to the obvious merits stated above, for instance, gurukul would return children to nature, s key suggestion being strongly put forth by many in the mental health & wellness space, for good reason. Furthermore. Why, for example, can we not embrace and compliment education with allied services from AI, instead of waiting for our fears of AI making human teachers redundant, to actually take place? Similarly, why not, rather than retrofitting the current schooling system with diluted elements of SEL, turn it on its head, and take a few systems from the current that are good, and bring those to a revivalist-gurukul. In my school for instance, aside from our headmaster and housemaster, we had tutors. In other schools, a similar role was performed by people called house-parents; only the nomenclature changed. Individuals who’d be quasi parents, emotional supports, pastoral carers. Bolster gurukul with these roles and evolve the rest of current schooling’s academic duties and obligations and make it AI led. 

Is it not in any case observed in as many sectors and realms of life; there comes a point on an evolutionary cycle, that we reference, draw from, reconstruct past/historic systems and values. The gurukul system, so deeply embedded in our culture and conditioning, could just present what we, rather what children at this point need.

Nobody has the elusive magic-mantra to educational success. Trial and error, just as good teachers advise their students, is a process that we as alleged education-leaders must also adopt. It is the only way. The right way. So the E in that word is equal Education & Emotion.

Kartik Bajoria – Founder Driveway Devi Life Guidance

Violence as an Immature Communication Strategy

 

Masterclass

To reframe violence as an immature communication strategy and advocate for student self-reliance. Reading from the book The Courage To Be Happy by Ichiro Kishimi and Fumitake Koga

Key Takeaways

• Violence is an immature communication strategy. It’s a low-cost, high-effort shortcut to force submission when verbal consensus fails. This includes non-physical acts, such as rebuking, which Adler called “anger that pulls people apart.”

• Shift from cause to goal. Instead of focusing on who is to blame (“bad person” vs. “poor me”), guide students to focus on “What should I do from now on?” to foster responsibility and self-reliance.

• Educators must foster self-reliance. The core task is to help students gain the awareness that they can accomplish things on their own. This requires a horizontal relationship, not a vertical one built on authority.

• The reward is the feeling of contribution. Expecting student gratitude hinders self-reliance. True happiness comes from contributing to their growth, not from being thanked.

Topics

Violence as an Immature Communication Strategy

• Violence is a shortcut to force submission when verbal communication fails to achieve consensus.

• This includes non-physical acts, such as rebuking, which is a low-cost attempt to force submission.

• Adler’s view: “Anger is an emotion that pulls people apart.” It invites contempt and reveals the adult’s immaturity, undermining respect.

The “Triangular Column” Framework

• This framework helps analyse conflict by identifying three perspectives:

  1. “That bad person”: The perceived aggressor.

  2. “Poor me”: The perceived victim.

  3. “What should I do from now on?”: The forward-looking, goal-oriented perspective.

• Focusing on the first two only yields excuses. The goal is to guide students to the third perspective.

Fostering Self-Reliance

• Problem: Adults often hinder self-reliance by creating dependence.

  • Reason 1: Fear of losing authority in a vertical relationship.

  • Reason 2: Self-protection—avoiding responsibility for student failures.

• Solution: Create a horizontal relationship where students can make their own decisions.

  • Separation of Tasks: Don’t intervene in tasks where the student bears the final responsibility.

  • Support, don’t control: Provide knowledge and experience, but let students choose their own paths.

Next Steps

• Gurdeep Kaur: Write a reflection on the quote “Anger is an emotion that pulls people apart.”

• All Participants:

  • Join the “My Good School” session tomorrow.

  • Continue the discussion in the WhatsApp group.

• Sandeep Dutt: Resume the masterclass on Saturday, April 4, from the current bookmark.

FATHOM AI-generated notes, read with care.

Harnessing Productive Failure: Fostering Deep Learning in Class 3 English – Nishika Pathak

Abstract

This assignment explores Manu Kapur’s theory of Productive Failure, particularly its transformative role in primary education. Drawing from selected pages of Productive Failure, the paper analyses how allowing students to struggle with problems before instruction can foster long-term understanding and resilience. Classroom implications and practical strategies are discussed, with a focus on promoting deep learning among young learners.

Introduction

Traditional education often frames failure as a setback to be avoided—especially in primary classrooms. However, Kapur’s Productive Failure redefines these experiences as crucial opportunities for growth. In the context of Class 3 English, allowing children to attempt challenging tasks independently before formal teaching can strengthen their reasoning and emotional responses to difficulty. This research-rooted approach enables teachers to nurture both performance and learning.

Literature Review

Kapur’s framework advocates for deliberate learning designs where students attempt to solve complex problems first, often generating diverse and incomplete solutions. These struggles activate prior knowledge and highlight conceptual gaps. Guided reflection and subsequent instruction then help consolidate understanding.

Research shows that Productive Failure, followed by timely instructional intervention, leads to better long-term retention and transfer of knowledge.

Key Concepts from Productive Failure

Activation of Prior Knowledge: Students start by using what they already know, even if their solutions are flawed.

Exploration before Instruction: Mistakes and confusion prompt curiosity and deeper inquiry.

Guided Assembly: Teacher-guided consolidation turns diverse student ideas into accurate methods.

Emotional Engagement: Encountering difficulty and feedback can motivate and engage learners.

In classroom examples from the book, children like Dev are observed counting and struggling before suddenly mastering skills as the process “clicks.” The teacher’s role involves providing strategic feedback and creating a safe space for failure.

Classroom Application for Class 3

Implementing Productive Failure in a Class 3 English lesson involves giving students open-ended problems (e.g., story writing with limited guidance or vocabulary puzzles). Allowing initial struggle, followed by group discussion and teacher explanation, enhances not only performance but also conceptual mastery. Such approaches recognise failure as vital for growth and encourage resilience.

Conclusion

Productive Failure offers an innovative framework for fostering deep learning among young children. For Class 3 students, structured opportunities for independent problem-solving followed by reflective discussion can produce higher levels of understanding. Embracing failure as a part of learning enables students to develop persistence, creativity, and a longer-lasting grasp of concepts.

Works Cited

Kapur, Manu. Productive Failure. 2024.

“Fostering Deep Learning in Class 3 through Productive Failure.” Happy Teacher, 4 Oct. 2025.

Nishika Pathak, Sunbeam Bhagwanpur

Transforming Schools: Smart Teachers vs. Technology

 

Meeting Summary

Purpose:

To explore the significance of smart teachers over smart classrooms in enhancing learning outcomes, and to introduce new reading materials for upcoming sessions.

Key Highlights

• Smart teachers play a more pivotal role than smart classrooms in practical education.

• The group will begin reading "What Did You Ask at School Today?" by Kamala Mukunda.

• Future sessions will open with reflective stories from Rumi, setting a thoughtful tone.

• Participants are encouraged to invite fellow educators, students, and community members to join the initiative.

Discussion Points

Smart Teachers vs. Smart Classrooms

• Technology enhances learning, but it cannot replace the impact of skilled, passionate educators.

• Effective teaching thrives on creativity, even in modest environments with minimal tech.

• Investment in human resources—allocating over 60% of school operational budgets to teacher salaries—is essential.

• Empowering teachers leads to better student engagement and deeper learning.

Traits of Exceptional Teachers

• Deep humility and a lifelong learning mindset.

• Strong desire to inspire and support student growth.

• Continual effort to innovate and improve classroom experiences.

My Good School Curriculum

• Prioritises personal and social development alongside academics.

• Emphasises 10 core attributes, including:

  • Identity formation

  • Decision-making

  • Communication and employability skills

  • Citizenship and environmental responsibility

• Encourages balanced focus on service, skill, sport, and study.

Upcoming Reading Plan

• Main Book: "What Did You Ask at School Today?" by Kamala Mukunda

  • Topics include brain function, learning, memory, motivation, child and moral development, and more.

• Reflection Pieces: Stories from "The Book of Rumi" to be shared at the beginning of each session.

Next Steps

• Begin reading "What Did You Ask at School Today?" in preparation for the next session.

• Begin each meeting with a story from The Book Of Rumi 105 Stories And Fables, for reflection and discussion.

• Encourage broader participation by inviting teachers, students, parents, and community members to join.

• Join the upcoming Sunday session on communication skills featuring guest speaker Mr. Kartik.

We'd love to hear your reflections and key takeaways from today's session! Please share them with us at mk@learningforward.org.in.

Heart Vs Mind - Sunbeam School Sarnath

The video HEART VS MIND highlights the contrast between emotion and reason. The heart drives decisions through feelings and passion, while the mind relies on logic and analysis. A balance between both is crucial—too much emotion can lead to turmoil, while excessive logic may make life rigid. Adolescents often follow their hearts due to their developing brains, causing communication gaps and anger issues. Instead of being rigid, adults should practice soft power—being assertive yet patient—to guide them effectively.

Roza khan
Ankit khare
Gautam Verma

Sunbeam School Sarnath

And the Sky is Grey: A Journey Through the 10 Cs

Reflection

Webinar 1 of 51 #2025

Chapter 9:Ten on Ten from Shomie Das: A Man Who Saw Tomorrow by Naga Tummala 

One bright day, I was substituting for a junior class and enjoying the playful chatter of curious minds. To spark a conversation, I asked them a simple question:

“What is the colour of the sky?”

Without hesitation, the students replied, “The sky is blue.”

But one student, sitting quietly at the corner of the classroom and looking outside the window, said, “Ma’am, the sky is grey. Look outside, it’s grey, not blue.”

His answer surprised me. Most children would confidently say “blue,” but this child saw the world differently. Intrigued, I asked, “Why do you think the sky is grey?”

His curiosity sparked the moment when our journey through the Ten Cs began. His willingness to question his observations is a powerful reminder of how curiosity drives learning.

I explained, “The sky is grey because of dust and pollution.”

At that moment, the child was learning science, processing observations, and critically analysing the world around him. Critical thinking was in action.

Our conversation was a two-way exchange, during which we listened and understood each other. Communication is more than just speaking—it’s about listening with empathy and responding thoughtfully.

His honest response showed real courage. Despite knowing most people say the sky is blue, he wasn’t afraid to share what he saw. Encouraging such honesty and bravery helps create a safe learning environment.

I used an analogy to make the idea more relatable: “Think of the sky as a mirror reflecting sunlight, but dust and pollution change its appearance.” Creativity helps simplify complex ideas and makes learning more memorable.

That student chose to share his observation, and I decided to explore it further with him. This is the power of choice in learning—when students feel empowered, they take ownership of their curiosity.

The exchange was also a collaborative effort. He asked. I explained, and together we discovered something new. 

While there wasn’t direct competition in this story, there was an inherent drive to learn and grow, which reflects healthy competition in its true sense.

During our discussion, I tied the grey sky to the topic of pollution—an opportunity to talk about responsible citizenship and how our actions impact the environment.

His perspective was respected throughout the conversation, and no one laughed at his observation. Instead, he was guided with care and compassion, fostering a supportive and trusting learning environment.

A Journey of Learning

So, what is the colour of the sky? A child's simple observation of a grey sky became a powerful lesson in the Ten Cs. The sky may have been grey that day, but the lessons we learnt were bright and clear.

Gurdeep Kaur

The Teacher’s Academy

GK@LearningForward.org.in