Moral Behaviour & Systemic Hipocracy

Brewing Knowledge Friday hosted by The English Book Depot

Discuss moral behaviour and the complexities of intelligence.

Key Takeaways

• Moral Action Gap: A gap exists between knowing what is right and doing it. People often choose conventional transgressions (e.g., stealing an eraser) over moral ones (e.g., wearing pyjamas to school) to avoid social disapproval.

• IQ vs. Success: The group debated the role of IQ in success, contrasting the book's view that IQ is a strong predictor with the argument that EQ (emotional intelligence) is equally vital for understanding people and the world's needs.

• Systemic Hypocrisy: School systems often undermine stated values. For example, sharing stationery is punished as a failure to be prepared, while competitive success is praised, creating a conflict between taught principles and enforced rules.

• IQ Test Limitations: IQ tests are not a fixed measure of intelligence. Scores reflect motivation, anxiety, and compliance, not just ability, and can be culturally biased, making them an unreliable sole metric for success.

Topics

Moral Behaviour & Systemic Hypocrisy

• The book defines responsible behaviour as the ability to make and act on decisions concerning others' welfare.

• Factors influencing moral action:

  • Awareness: Interpreting social cues and feeling empathy.

  • Reasoning: Knowing the right action to take.

  • Decision: Weighing personal costs/benefits against moral reasoning.

• The "High-Cost" Conflict: High-cost helping (e.g., anonymous donation) creates a conflict between personal desires and moral duty, which is resolved through reasoning.

• The "Should vs. Would" Gap: A study found children know what they should do but often choose a conventional transgression (e.g., wearing pyjamas) over a moral one (e.g., hitting a classmate) to avoid social disapproval.

• Systemic Hypocrisy in Schools: School environments often discourage the moral behaviour they claim to value.

  • Example (Maira): Sharing stationery is punished as a failure to be prepared, not praised as an act of generosity.

  • Example (Book): Helping a peer with homework is labelled "cheating," and competitive success is praised at the expense of others.

• Proposed Solution: Open dialogue between students and teachers in a trusting environment to discuss these complexities and allow students to develop their own moral sense.

The Intelligence Debate

• Measuring Intelligence: Creating a fair intelligence test is difficult because it must be culture-neutral, class-neutral, and literacy-independent. Most tests measure knowledge, not pure ability.

• The Bell Curve Controversy: A 1994 book claimed IQ is a stronger predictor of poverty than environmental factors.

  • Criticism: Correlation does not imply causation. Poverty can cause low IQ scores by creating deprived environments.

  • Moral Concern: Such claims fuel discriminatory movements like eugenics, which seeks to control reproduction to "improve" a population's average IQ.

• IQ vs. Success Debate:

  • Minakshi: Success requires both IQ and EQ (emotional intelligence) for understanding people and the world's needs.

  • Maira: An obsession with IQ limits creative fields (art, dance) and pressures students to conform to narrow academic standards.

  • Akansha (via chat): Some teachers equate IQ with being a top-ranker, leading them to neglect average students.

• IQ Test Limitations: An IQ score is not a fixed property. It reflects:

  • Ability to solve specific problem types.

  • Motivation and anxiety during the test.

  • Compliance and obedience.

  • Inherent measurement error.

• Defining Intelligence:

  • "G" Factor: The theory that intelligence is a single, general factor influencing all abilities.

  • Multidimensional View: Intelligence has multiple, distinct aspects (e.g., Howard Gardner's Multiple Intelligences).

Next Steps

• All: Reflect on personal experiences with the "should vs. would" gap in moral decisions.

• All: Consider how school systems can better align their practices with stated moral values.

• All: Continue the discussion on the definition and measurement of intelligence next Friday.

Moral Development And Reasoning

Brewing Knowledge Fridays

November 14, 2025  

To discuss moral development, socialisation, and effective teaching strategies.

Key Takeaways

• Kohlberg's theory is culturally limited. It fails to capture non-Western moral principles (e.g., ahimsa) and may measure verbal justification rather than actual moral development, explaining why few individuals reach its "post-conventional" stage.
• Empathy is innate, but guilt is a learned conflict. Research shows young children are born with empathy, but causing harm creates a conflict between helping and self-distress (the root of guilt), which is shaped by adult discipline.
• "Other-oriented reasoning" is the most effective teaching tool. It fosters empathy, works even when adults are absent, and promotes reconciliation. In contrast, "power assertion" (through threats and punishment) is counterproductive, fostering anger and dependency.
• Moral development is shaped by social context. Children in "toxic social environments" may learn that power, not fairness, dominates. However, strong community ties can provide a buffer, fostering moral strength even in poverty.

Topics

• Kohlberg's Theory & Cultural Limitations
• Kohlberg's theory, based on the "Heinz dilemma," proposes a universal sequence of moral reasoning stages:
• Pre-conventional: Self-interest, fear of punishment.
• Conventional: Upholding laws, social order.
• Post-conventional: Abstract ethical principles.

Critiques:

Cultural Bias: Fails to capture non-Western principles.

Jyotsna Vasudev & Raymond Hummel found that Indians use principles like ahimsa (sacredness of life) and prioritise social issues over individual lives.

Methodological Flaw: May measure verbal justification, not actual moral development.

This explains why few people worldwide reach the "post-conventional" stage.

Innate Elements of Morality

Evolutionary arguments suggest humans have both aggressive (e.g., grabbing toys) and cooperative instincts.

Empathy: Present from birth; babies match emotional expressions and cry in response to others' distress.

Marion Radke-Yarrow's Study (1-year-olds):

Children increasingly responded to distress with pro-social acts (hugging, helping) and empathic concern.

When children caused the distress, they still helped but also showed more enjoyment, aggression, and self-distress (crying).

Conclusion: Early helping stems from empathy, not remorse. The conflict between empathy and causing harm is the root of guilt.

Socialization & Internalization

Internalisation: The process by which external rules become internal values.

Effective Discipline (Grusec & Goodnow):

Requires accurate perception and acceptance of the adult's viewpoint.

Must be flexible (contingent on situation/temperament) but not inconsistent.

"Other-oriented reasoning" is most effective. It builds empathy and encourages repair.

Ineffective Discipline ("Power Assertion"):

Threats, force, or withdrawing affection.

Negative Outcomes: Insecurity, anger, aggression, and dependency on the adult's presence for moral behaviour.

Social Context & Moral Development

William Arsenio's Research ("Toxic Social Environments"):

Children in disadvantaged Western contexts may learn that power, not fairness, dominates, leading to aggression.

Robert Coles's Research (Poverty):

Found moral strength (e.g., not wronging others, caring for the helpless) in children from Brazilian favelas.

Hypothesis: Strong family and community ties can provide a buffer against the negative effects of social injustice.

Next Steps

All Participants:

• Reflect on personal experiences with "other-oriented reasoning" in adult relationships.
• Consider the factors that prevent students from reporting a teacher's scoring error.

Neelashi M:

Continue reading the book, "What did you ask at school today?" in the next session.

AI-generated notes 

What Did You Ask At School Today? - Learning Style and Moral Development

Brewing Knowledge Friday, 8th of November 2025, hosted by Neelashi Mangal for The English Book Depot. Reading Kamala Mukunda's book, What Did You Ask At School Today? The group explored connections between learning styles and model development, including discussions about moral reasoning and the influence of education on children's behaviour. They examined cultural differences in teaching moral values and debated the effectiveness of different teaching methods, including positive reinforcement and punishment. The conversation concluded with insights about adapting teaching approaches to other cultural contexts and the development of moral reasoning through various theoretical frameworks.

Learning Styles and Moral Development

The group discussed connections between learning styles and model development, with Minakshi explaining that model development involves discriminating between right and wrong in subjective situations. They read a passage about a fictional tribe and explored how education influences moral development, with Neelashi and Minakshi agreeing that children's natural tendencies can be shaped by societal influences. The discussion concluded with a question to Maira about the moral lessons she had observed at her school, although she did not respond to it in the transcript.

Moral Development in Children

The discussion focused on moral development in children, with Minakshi explaining that while children are naturally demanding, they need to be moulded to develop caring behaviours. Neelashi and Minakshi debated the effectiveness of positive reinforcement and punishment in teaching moral values, with Minakshi cautioning that excessive praise could lead to the development of negative personality traits. The conversation also explored cultural differences in ethical and conventional rules, with Schweder's research highlighting how children in different societies perceive certain behaviours as moral rather than traditional.

Cultural Perspectives on Moral Development

The discussion focused on children's moral development and cultural differences in teaching values. Minakshi shared insights about Indian parents' reactions to questions about universal versus relative moral norms, particularly regarding clothing and physical interactions, noting that such questions would be controversial with parents but potentially more open-minded with students. The conversation underscored the importance of adapting teaching methods to cultural contexts while examining the progression of moral reasoning through various stages, as outlined by Freud, Piaget, and Kohlberg.

AI can make mistakes. Review for accuracy.

Learning Styles

Brewing Knowledge Friday

The meeting focused on exploring the concept of learning styles and their importance in education, with participants discussing the debate among psychologists about the existence and practical use of different learning theories. The group examined various challenges in understanding and applying learning style theories, including language barriers, the complexity of existing theories, and the limitations of learning style assessments. The discussion concluded with talks about how teachers can accommodate different learning styles in classrooms and exam formats, while also considering whether students can be taught to adapt to multiple learning approaches.

Learning Styles: Debates and Reflections

Neelashi led a discussion on learning styles, drawing from the book "What Did You Ask at School Today?" She highlighted the debate among psychologists about the existence and significance of learning styles, noting that while some find the concept useful, others question its relevance to teaching and learning. Neelashi encouraged participants to reflect on their own learning processes and share their perspectives on the topic.

Challenges in Learning Style Theories

Neelashi and Maira discussed the variety of learning styles among students, with Maira sharing her experience of visual versus auditory learning. Neelashi pointed out the challenges in understanding and applying learning style theories due to the many existing theories, each claiming to categorize learners differently. She emphasized the need for clear guidelines for educators and the difficulty of integrating these theories, inviting feedback and discussion from the participants.

Understanding and Implementing Learning Styles

The group discussed the complexity of learning styles, with Minakshi expressing concern about teachers' ability to understand and implement different theories due to language barriers and confusion caused by multiple theories. Neelashi suggested that this challenge could be an opportunity for teachers to develop their English skills. The discussion also touched on the difficulties of measuring and categorizing learning styles, with various psychologists creating their own tests and questionnaires to assess preferences.

Understanding Learning Styles in Education

The discussion centered on learning styles and their impact on education. Minakshi shared her experience of following parental guidance in her learning approach, which became automatic over time. Neelashi and others discussed the difficulties in identifying and labeling children's learning styles, noting that such labels can sometimes be misleading or restrict teachers' approaches. The conversation also referenced psychologist Daniel Willingham’s perspective on the difference between abilities and learning styles. An unnamed participant from Lotus Petal Foundation introduced themselves and mentioned their preference for visual and reading-based learning methods.

Learning Styles and Education Impact

The discussion focused on learning styles and their influence on education. Minakshi and Neelashi shared experiences of teachers using projects to address students' learning challenges. Neelashi emphasized how labeling students early, such as calling a child a "visualizer," can create a self-fulfilling prophecy and shape their learning approach. The group discussed the limitations of learning style tests and the lack of evidence supporting the matching hypothesis, which suggests students learn best when taught in their preferred style. They also explored the difficulties teachers face in accommodating different learning styles in a single classroom.

Adapting Learning Styles in Classrooms

The discussion centered on implementing different learning styles in classrooms. Manisha explained that teachers can incorporate various learning styles into a single lesson by combining different teaching methods to meet diverse student needs. Neelashi asked whether different learning styles should also lead to different exam formats, to which Manisha responded that exam papers already include a mix of learning styles and multiple intelligences, though this may not always be obvious to students.

Enhancing Assessment and Learning Styles

The group discussed assessment methods and learning styles. Maira explained that current question papers lack balance in question types and could be improved with more varied formats. Manisha emphasized that, although the Indian education system mainly depends on pen-and-paper exams, it also uses activities and holistic development approaches. Neelashi concluded the discussion by asking whether students can be taught to learn in multiple ways, instead of being limited to their preferred learning styles.

Thinking of all the teachers - personal and professional

Brewing Knowledge Friday
This week, I am thinking of all the teachers who show up every Friday evening to read together. We were just a handful this week. Some of them joined us from a small village near Dehradun, and some from Delhi. Kamala Mukunda's book opens up a whole array of concepts, challenges your notions and draws you in. When some of these teachers ask and question, I like to think they care, not just about the child but themselves. Questioning is active thinking in comparison to going with the habitual form of thinking. 

Lunch outing!
At my lunch with Sandeep Sir this week, I felt inspired after our conversation about teacher agency and teacher identity. I was thinking of how this space of more teachers can be a space for all of us to find refuge in each other. In sharing our questions, we are committing the act of vulnerability in small form. It will take some time for the collegiality to build here, but the effort has started in that direction. Kamala Mukunda's book is a small gift to the community of teachers, offering a deeper understanding of the body and mind in human life. We can be informed in our pedagogies and reenact the curriculum, knowing how the child learns, instead of succumbing to old practices. 

We ended the reading session with some reflection writing and drawing. The above picture, hand-drawn by Reena (Principal at Arthur Foot Academy), captures her happiness around her students, seeing them smile and learning alongside them. Manisha, the teacher, wrote, "The smiles and nods of my students give me confidence while teaching. Their positive response motivates me to share knowledge with greater enthusiasm and dedication." 

Minakshi Prasad sent this-

All of them are people who have homes, personal lives, fears, joy, desires, dreams, and they choose to teach. Teaching involves presenting the whole person in front of a classroom, who is constantly watched, imitated, and looked up to. More support is needed for the teaching community, and they must find their own voice because it matters. This community of readers and teachers is just a small way of showing our acknowledgment.

Nilashi Mangal
The Teachers Academy
Learning Forward India Foundation

How important is it to know about brain development and scientific theory as a teacher?

As I sit back and enjoy my morning cup of coffee, I realise there is always so much more to know. As a teacher, do I ever know enough? Well, this Friday was one such reading session at Brewing Knowledge. The topic we read from Ms. Kamala Mukunda's book 'What Did You Ask at School Today?' was Child Development. 

I have experience in Kindergarten, primary grades, middle school, and a bit of high school. To hear the words 'brain plasticity' is one thing, but how does that inform my classroom practice and my attitude towards learning in children? I felt the most important line from that chapter we read so far was- "But information does not consist of all connections being made—it is the selectivity of connections that codes meaningful information." This line stayed with me, and I was thinking of how necessary experience can be for a child growing up. The brain is making connections, pruning, shedding and reworking these synapses. New synapses are formed based on the experiences. The classroom can be such a fertile ground for both the teacher and this child in front. This is a fertile ground, since these synapses may have implications for very young children. 

We read many theorists, such as Jean Piaget, Rousseau, and Freud, and asked ourselves, whose theory seems closer to our own assumptions about children and learning? 

This kind of reading instils a more profound sense of responsibility in us as teachers. Almost all the visible and invisible factors are most likely contributing to the brain development in the child, both at school and at home. From our small group reading circle, Shalu, our contributor teacher, posted this post-reading session- 

A child's response is influenced not only by his abilities but also by how the teacher frames the question or task.

I mean....

* The way a teacher presents a question or activity matters as much as the child's actual ability.

* If the teacher adds an energiser (like a fun activity, quick game, or surprising element), it sparks curiosity.

* That curiosity makes students wonder "What's coming next?"

* As a result, they become more active and engaged, because the task feels enjoyable and motivating.

We all would agree with her. It reminds us that nurturing reading, reflection, and relationships in the classroom, as embodied in the motto at Learning Forward India, is achievable if we are all determined. 

- Neelashi Mangal
Brewing Knowledge Friday Host

Brain Development in Children - Brewing Knowledge Friday

September 05, 2025  

ACTION ITEMS ✨

Write a weekly blog column on Brewing Knowledge, incorporating teachers' reflections from the WhatsApp chat.

Neelashi

MEETING SUMMARY ✨

To continue the "Brewing Knowledge Fridays" book discussion series, we will focus on Chapter 4 of Kamala Mukunda's book on child development.

Key Takeaways

The brain undergoes significant growth and development from birth through adolescence, with synaptic connections forming and pruning based on experiences.

Child development occurs through a combination of stage-like qualitative changes and continuous quantitative improvements in cognitive ability.

Children are not "blank slates" at birth, but come with some innate capabilities that interact with environmental experiences.

Engaging students through active listening and allowing them to share their thoughts is crucial for addressing attention-seeking behaviours.

Highlights

Brain Development in Children.

• Brain weight increases rapidly in the first year from 400g to 850g, reaching 1450g by adulthood.
• The cerebral cortex is less mature at birth, with frontal/prefrontal cortices maturing in late adolescence.
• Brain plasticity involves the formation of synaptic connections and the myelination of neurons.
• Experience-expectant plasticity: overproduction and pruning of synapses based on experiences
• Experience-dependent plasticity: formation of new synapses in response to specific experiences

Theories of Cognitive Development

• Piaget described distinct developmental stages with qualitative differences in reasoning abilities.
• Alternative view: continuous quantitative changes in processing speed, knowledge, and strategies
• Debate on whether development occurs in discrete stages or as gradual, incremental improvements
• Educational implications around concept teachability, learning readiness, and environmental stimulation

Nature vs. Nurture in Child Development

• Children are not "blank slates" - born with some innate neural circuits and abilities.s
• Significant interaction between genetics and environment from birth
• Analogy of a child's brain having an innate "operating system" to which programs are added
• Mythological tales and research support the idea of some inherited knowledge/tendency

Addressing Attention-Seeking Behaviours

• Give students opportunities to be heard and express themselves
• Allocate time to listen to students' thoughts and observations
• Use creative activities like drawing to channel students' need for attention
• Recognise potential lack of attention at home, driving classroom behaviours

Fun in Learning & Learning is Fun

Brewing Knowledge Friday, April 25th 2025

Quick recap

Sandeep led a Friday evening session focused on book reading, introducing "My Good School" and discussing its content with various schools. The session covered topics such as the importance of incorporating fun elements in education, maintaining enthusiasm in teaching, parental involvement, and creative learning strategies. Sandeep also introduced resources, such as the "Brewing Knowledge" Google sheet and the Learning Forward India Foundation, encouraging participants to engage with these materials and share their thoughts on educational blogs.

Next steps

• Nidhi requested us to read the chapter "Why teachers are averse to change" for the next session on May 2nd. We have read the chapter, and details are there in the Friday Book Reading sheet; you will find a video and reference point.

• All participants are to access and review the Google Sheet containing the reading schedule and covered chapters.

• Suman to continue encouraging teachers at her school to discuss the book and participate in the reading sessions.

• All participants to explore the Learning Forward India Foundation blog (learningforward.in) and the Happy Teacher blog (happyteacher.in) for additional resources and discussions.

• Participants are asked to leave comments on the blog posts related to the reading sessions they attend.

• Reena and other Hindi-speaking participants to attempt reading "My Good School" in English, focusing on understanding the key concepts chapter by chapter.

• All participants are to reflect on the three core elements discussed —reading, reflection, and relationships —in their teaching practice.

Summary

Fostering Love for Reading Through Stories

Sandeep led a Friday evening session focused on book reading, introducing the book "My Good School" and emphasising the importance of stories in our lives. The session was attended by various schools, including Ashwani's from Varanasi. The group discussed the book's content, with Manisha and Sandeep guiding the discussion. The session aimed to foster a love for books and reading, to cherish the art of reading.

Incorporating Fun Elements in Education

Sandeep discussed the importance of incorporating fun elements in education to make learning effective. He highlighted the need for teachers to go beyond the five senses and use colour, sound, touch, smell, and taste to engage students. Sandeep also emphasised the significance of creativity and innovation in teaching, particularly at the kindergarten level, where the teacher's role is crucial in introducing students to the learning process. He suggested that teachers should strive to make learning fun and exciting, as this can have a lasting impact on students' educational journey.

Maintaining Enthusiasm in Teaching and Parenting

In the meeting, Sandeep discussed the importance of maintaining enthusiasm throughout one's teaching career, emphasising the need for continuous zeal and passion. He also highlighted the significance of parental involvement in a child's upbringing, stating that what parents do at home has a greater impact than what happens at school. Sandeep stressed the importance of routines and consistency in parenting, as well as the need for parents to be actively involved in their children's lives. He also mentioned the role of teachers as caring adults in children's lives. The conversation ended with Sandeep reading another chapter from the book and inviting questions.

Encouraging Enthusiasm in Teaching

Sandeep discussed the importance of enthusiasm and passion in teaching, emphasising that a teacher's enjoyment of their work can create a positive classroom environment. He suggested that teachers should be patient and encouraging, building relationships with students and using activities to motivate them. Sandeep also highlighted the need for creative learning and the role of fun in education, suggesting that teachers should engage with students and not rely solely on traditional methods. He concluded by encouraging teachers to be eager and industrious, which leads to a great learning experience for students.

Tracking Chapters in "Brewing Knowledge

Sandeep discusses using a shared Google sheet called "Brewing Knowledge" to track the chapters read during their sessions. He updates the sheet with the chapters covered in the current session and mentions that the link to this sheet is available in the WhatsApp group. Sandeep encourages participants to read the chapters at their own comfort, either with teachers, students, or by themselves. Suman confirms that teachers are engaged with the book, discussing it and asking about reading sessions in advance.

Implementing Change in Educational Practices

Sandeep discussed the challenges of implementing changes in educational practices and policies, particularly among teachers. He suggested that resistance to change could stem from a lack of skills, fear of failure, or a need for more support. Sandeep also introduced the Learning Forward India Foundation, which aims to improve schools through governance, training, and learning. He encouraged participants to read more about these topics and to engage with the foundation's resources.

Brewing Knowledge Sessions and Blogs

Sandeep concludes the session by discussing the blog that inspired the book they've been reading, highlighting its reach and practical content. He explains the concept of "brewing knowledge" sessions, which combine books and participants' knowledge to build a collective knowledge system. Sandeep encourages participants to share their thoughts about the session on the Happy Teacher blog (happyteacher.in) and mentions Learning Forward (learningforward.in) as a valuable resource for educators.

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