“Heart vs Mind” reading ahead teenage behaviour and relationships

Learning Forward Saturday focused on reflections from the book “Wanted Back-bencher Last-ranker Teacher” and on reading a chapter about Roma’s experience with teenage relationships. Brinda led the session by having participants share their reflections on the “Heart vs Mind” chapter, in which Rekha Sharma and Sneha shared insights into teachers’ responsibilities for understanding and supporting students’ emotional well-being. The group then read a chapter where Roma counselled two students, Arjun and Rakhi, about their romantic relationship, and later met with the students’ parents to discuss appropriate consequences. The discussion highlighted Roma’s mature approach to working with both teenagers and their parents, explaining the psychological and biological factors behind teenage behaviour and relationships. The session concluded with a brief discussion about Roma’s upcoming confrontation with a senior teacher, Simon Sir, regarding allegations about her behaviour with students.

Next steps: Brinda Conduct all future reading sessions on Saturday at 3:30pm. Collaboration All participants: Write and share reflections on the chapter read in the meeting, focusing on takeaways and personal insights as teachers, parents, or people who deal with teenagers. Summary Heart versus Mind Reflections The meeting focused on participants’ reflections on the chapter “Heart vs Mind.” Rekha Sharma shared that the chapter deepened her understanding of a teacher’s responsibilities, emphasising the importance of emotional security for students and balancing both heart and mind in teaching. Sangeeta Singh’s reflection highlighted the need for emotional support and understanding during adolescence, noting that students perform better when they feel valued and emotionally secure. Both reflections emphasised the importance of connecting with students’ emotions before addressing their behaviour and the role of both teachers and parents in nurturing emotionally strong individuals alongside academic excellence. Teen Relationship Counselling Discussion The meeting focused on reading and discussing a book called “Wanted Back-bencher Last Ranker Teacher” by Roma. The group read a chapter involving two teenagers, Arjun and Rakhi, who were caught by a teacher and discussed their relationship and the challenges it presented. Roma, the non-teacher protagonist, counselled the teenagers and later met with their parents to address the situation. The discussion highlighted the complexities of teenage relationships and the need for understanding and support from both parents and teachers during this developmental phase. Teenage Relationships and Behaviour Guidance The meeting focused on discussing teenage relationships and behaviour, with Roma providing insights on how to handle situations involving young students like Arjun and Rakhi. Roma explained that teenagers often seek emotional support through relationships and suggested that parents should communicate openly with their children rather than prohibit relationships. The discussion also covered how teenage brains are still developing, particularly in areas related to emotions and decision-making. The conversation ended with a brief discussion about a staff situation involving Roma and Simon Sir, regarding allegations that they took students to Club Paradise. Zoom notes AI can make mistakes. Review for accuracy.

Heart vs Mind Part 1 - Student discipline and teenage relationships

Quick recap

Learning Forward Saturday reading session for The Teachers Academy, focused on the book "Wanted Backbencher and Last Ranker Teacher,” in which participants discussed the chapter "Heart vs. Mind" and shared reflections from the previous session on overcoming fear and leadership. Sandeep Dutt provided updates about the program’s expansion, including a new 3:30 PM session time starting July 4 and a new simplified domain (diljeeto.com), while announcing that 350 people had registered for the evening program at 5:30 PM. The group read excerpts from the current chapter on Roma’s experiences with student discipline issues and teenage relationships, and participants discussed how to handle adolescent behaviour in the classroom. The session concluded with plans to contact Kavita regarding the final two chapters and a discussion of the importance of understanding teenage psychology in teaching.

Next steps

Brinda

• Contact Kavita (the author) to invite her to join the upcoming sessions (the last two chapters) via Zoom for 20-30 minutes each.

Sneha

• Prepare the next chapter, “Heart vs. Mind,” for the session on July 4.
• Create and share a poster announcing the new session time of 3:30 PM.

Collaboration

• All participants: Submit reflections focusing on the theme “every child must succeed”.

Heart Vs Mind - Sunbeam School Mau

Reading the chapter “Heart Versus Mind” made me reflect deeply on the responsibilities of a teacher. The chapter beautifully shows that every child carries emotions, fears, dreams, and struggles that are not always visible. As a teacher, I believe that before correcting a student’s behaviour, I must first understand the reason behind it, as Brinda Ma’am said. Young children need emotional security more than strict discipline. If a child cries, becomes silent, or behaves differently, I would patiently listen, comfort them, and make them feel safe rather than scold them. A classroom should be a place where children feel accepted, respected, and confident to express themselves. 

A student’s emotional well-being is the foundation of meaningful learning. At the same time, senior students need guidance, trust, and motivation as they face academic pressure, peer influence, and personal challenges. Instead of judging them for their mistakes, as a Pastoral Guide, I would encourage open conversations, appreciate their efforts, help them set realistic goals, and remind them that failures are opportunities to learn. 

The title “Heart vs. Mind” reminds me that a good teacher should never choose one over the other. The heart teaches us to be kind, compassionate, and understanding, while the mind helps us remain fair, responsible, and thoughtful in our decisions. A balance of both qualities enables a teacher to create a positive learning environment where students not only achieve academic success but also grow into confident, responsible, and emotionally strong individuals. 

This chapter has strengthened my belief that the greatest achievement of a teacher is not producing high scorers but touching students’ lives with empathy, patience, and genuine care.

Rekha Sharma

As I read this part of Heart vs Mind, I was reminded that adolescence is one of the most sensitive phases of a student's life. As an Academic Head and an English teacher, I often observe that students need not only academic guidance but also emotional support, understanding and someone who listens to them without judgement.

What impressed me most was Roma Mathur's approach of understanding her students before correcting them. She looked beyond their behaviour and recognised their emotions, fears and hidden potential. This reflects the true essence of education—that every child deserves empathy, trust and an opportunity to grow.

In my experience, students perform their best when they feel valued and emotionally secure. Meaningful conversations, encouragement and a positive teacher-student relationship often create a greater impact than mere classroom instruction. This chapter also reminds us that when teachers and parents work together with patience and understanding, children develop the confidence to make responsible decisions.

For me, education is not only about academic excellence but also about nurturing emotionally strong, responsible and compassionate individuals. Heart vs Mind beautifully reinforces the belief that before shaping a student's mind, we must first connect with their heart.

Sangeeta Singh

Afterword ”The Courage to Be Disliked”.

Masterclass concluded the discussion on the book.

The Courage to be Disliked and introduce the sequel The Courage to Be Happy

Key Takeaways

• Book 1 Concluded: The group finished Courage to be Disliked, clarifying that Adlerian psychology is a philosophy, not a falsifiable science, and that happiness requires continuous action.

• Book 2 Announced: The sequel, The Courage to be Happy, will be the next book, with a one-week break for participants to acquire copies.

• GSA’s Mission: The Good Schools Alliance (GSA) was introduced, focusing on its “3 Rs” (Reading, Reflection, Relationships) and “6 Cs” (Critical Thinking, Creativity, Collaboration, Communication, Character, Citizenship).

• Scholarship Initiative: A new scholarship program was launched to bring more Youth into the masterclass, with the first 3,000 INR donation funding a student from PYDS Learning Academy.

Topics

Concluding Courage to be Disliked

• The session concluded with the afterword, resolving the Youth’s scepticism about Adler’s ideas.

• Core Question: Is Adlerian psychology a science?

  • Answer: No, not in the strict sense of being falsifiable. It is a philosophy for practical use.

• Philosophy vs. Religion:

  • Religion: Explains the world via stories (e.g., gods).

  • Philosophy: Explains the world via abstract concepts.

  • Analogy: Philosophy is an endless walk on a pole of inquiry; religion is jumping off, satisfied with a final answer.

• Socratic Wisdom: The Philosopher’s stance aligns with Socrates’ “I know that I know nothing,” emphasising continuous learning over claiming absolute knowledge.

Introducing the Good Schools Alliance (GSA)

• Sandeep Dutt introduced GSA, the foundation running the masterclass.

• Mission: Focus on three Rs → Reading, Reflection, and Relationships.

• Framework: Develops “6 Cs” in participants:

  • Critical Thinking

  • Creativity

  • Collaboration

  • Communication

  • Character

  • Citizenship

• Programs:

  • Teachers Academy: Saturday sessions for educators.

  • MyGoodSchool: Sunday sessions for students.

• Resources:

  • Blog: HappyTeacher.in

  • YouTube: Session recordings and summaries.

New Participants & Scholarship Program

• New participants were introduced to diversify the group and bring fresh perspectives.

• Diana: Principal, PYDS Learning Academy (charitable school for underprivileged children in Uttarakhand).

• Rudra: Single father joining to learn about education.

• Khushie: 8th-grade student from Lotus Petal Foundation, attending on scholarship.

• Scholarship Program:

  • Goal: Bring more Youth into the masterclass.

  • Funding: The first 3,000 INR donation from Rudra will fund a scholarship for a student from Diana’s school (PYDS).

  • Rationale: Creates a “train-the-trainer” model, fostering dialogue between the student and principal to apply learnings in their school community.

Next Steps

• Group: Take a one-week break to acquire copies of The Courage to be Happy.

• Diana: Nominate a student from PYDS Learning Academy for the scholarship.

• Rudra: Connect with the scholarship recipient to foster dialogue.

• Sandeep Dutt: Begin The Courage to be Happy in the next session.
  
  FATHOM-AI supported the note-taking.

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

Exploring the Soul of Music: A Thoughtful Thursday Music Session🎶✨

We had the privilege of attending a captivating session led by the talented Jatin Soni, who took us on a journey into the world of Music. 

🎧🎤 He helped us understand how Music is categorized and explored how it can be integrated into various subjects. 📚🎶

We dove deep into why Music soothes the soul and mind and how it positively impacts our psychological well-being and general behaviour. 🧠💆‍♀️ The session was full of valuable insights and thought-provoking discussions. 🙌

Music comes in various styles, each with a unique sound and cultural significance. Some popular types include:

1. Classical Music 🎻 – Known for its intricate compositions and use of orchestral instruments, classical Music spans centuries, from Baroque to Romantic and modern orchestral pieces.

2. Jazz 🎷 – A genre characterized by improvisation, syncopation, and complex rhythms, jazz emerged in the early 20th century and blends African, European, and blues influences.

3. Rock🎸 Originating in the 1950s, rock music is defined by its strong rhythms, electric guitars, and energetic performances. It has subgenres like classic rock, alternative rock, and punk.

4. Pop🎤 Catchy, mainstream, and often upbeat, pop music incorporates a variety of musical influences and aims to appeal to a broad audience with memorable melodies and lyrics.

5. Electronic 🎧 – A genre driven by synthesizers, computers, and digital production, electronic Music includes subgenres like techno, house, and dubstep, known for their rhythmic beats and experimental soundscapes.

6. Folk 🎶 – Rooted in traditional Music, folk includes simple melodies and storytelling lyrics, often accompanied by acoustic instruments like guitars, banjos, and fiddles.

7. Hip-Hop 🎵 – Originating from African American communities, hip-hop blends rhythm, poetry, and DJ techniques, focusing strongly on lyricism and social commentary.

Each style carries its own emotional depth and connection to culture, uniquely shaping how we experience Music.

Thanks to Jatin Soni for thoughtfully designing and conducting such an engaging and insightful session! 👏👏 We can't wait for the next one! 🎉

Link to listen to The Swan, shared by Jatin in the session: https://youtu.be/4L-38TppAoY?si=pvchfClsEtduHzN8

For anyone who couldn't attend today, here's the recording of the session you won't want to miss!

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

HeArT vs MiNd

HEART VS MIND

       

# Navigating the Emotional Labyrinth: A Modern Guide to Adolescent Parenting

Modern parenting requires a shift from authoritative leadership to thoughtful facilitation. While parents naturally draw from their personal experiences, offering well-intentioned advice based on past situations, this approach needs careful consideration in our rapidly evolving society. What worked for one generation may not adequately address the challenges faced by the next, as social structures, technology, and cultural norms continue to transform.

However, amid these changes, emotions remain a constant thread connecting generations, though their expression varies across different life stages. Adolescence, in particular, emerges as a critical period characterized by intense emotional experiences. During this phase, young people navigate complex territories: peer competition intensifies, romantic feelings emerge, and questions of personal identity become paramount through exploration of appearance and style.

The digital age has amplified these challenges, with social media creating new dimensions of peer pressure and emotional complexity. Simple friendships can evolve into deeper emotional attachments through constant digital connection, while the desire for validation and acceptance takes on new forms.

In this landscape, parents and educators must adapt their approach. When confronted with teenage mistakes or unexpected behavior, responding with patience and empathy becomes crucial. Rather than immediate judgment or quick solutions, creating space for understanding and dialogue proves more effective.

The key lies in helping adolescents maintain their sense of self while navigating emotional turbulence. 

Parents can achieve this by:

- Maintaining open communication without judgment

- Validating feelings while helping maintain perspective

- Supporting identity exploration while reinforcing core values

- Teaching emotional regulation while allowing for authentic expression

Success in modern parenting comes from finding the balance between providing support and allowing independence. By understanding emotion as a bridge between generations while acknowledging its evolving expression, parents can better guide their children through the complexities of contemporary adolescence.

Ankit Khare

Sunbeam School Sarnath

The Heart vs The Mind- Sunbeam English School Bhagwanpur

Click and play

Today, we explore a timeless debate: the heart vs the mind.

At some point, each of us faces a dilemma where emotions pull us in one direction while logic guides us in another. This internal tug-of-war can feel overwhelming, but what if the answer lies not in choosing one over the other but in striking a balance between the two?

The heart, our emotional core, is where compassion, empathy, and passion reside. It makes us human and connects us to others on a deeply personal level. Please think of the times you've helped a friend in need, even when it was inconvenient. That was your heart guiding you to value relationships over rational calculations.

On the other hand, the mind represents logic, reason, and strategy. It helps us analyse situations, weigh pros and cons, and plan for the future. For example, when preparing for exams, the mind reminds us to focus on priorities and stay disciplined.

But should we always follow just one? Imagine a doctor who must decide how to treat a critically ill patient. The heart may urge them to take every possible measure to save a life while the mind evaluates the risks and outcomes. It’s when the heart and mind collaborate that the best decisions are made – decisions that are both empathetic and practical.

So, how do we achieve this balance?

Pause and Reflect: Before making a choice, take a moment to listen to both your emotions and your reasoning.

Seek Perspective: Talk to others. They can provide clarity and help you consider both sides.

Practice Harmony: Start small, like balancing kindness with boundaries in friendships or blending ambition with gratitude in personal goals.

In life, the heart brings meaning, while the mind provides direction. Together, they create a journey filled with purpose and wisdom.

Let us embrace this beautiful collaboration and strive to make decisions honouring our emotions and intellect.

Reeta Tiwari

Sanyogita Dubey

Sneha Singh

Sunbeam English School Bhagwanpur

Heart Vs Mind - Reading at The Teacher's Academy 14th Sept 2024

Summary of the reading session

Addressing Student Disciplinary Issues and Teacher's Role

We read about disciplinary issue involving students Arjun and Rakhi. Roma, their teacher, disagreed with the punishment and insisted on talking to the parents first before disciplining the students. Roma emphasised the need to understand the student's perspective and only jump to conclusions with giving them a fair chance. The discussion highlighted the importance of respecting teachers and allowing them to handle situations with their students. Roma firmly stood up for her students despite opposition from senior colleagues.

Addressing Student Misbehavior and Consequences

Roma discussed the actions of two students, Arjun and Rakhi, who had been caught talking on the terrace, a prohibited area, and bunking the morning assembly. Learning emphasised the importance of understanding the consequences of their actions, which had given the school administration, teachers, and other students a wrong message. She also highlighted the need to adapt to new times and understand the younger generation's perspective. The students apologised for their actions, but Roma continued questioning them to ensure they understood the gravity of their mistakes.

Relationship Issues and Physical Intimacy Discussion

Arjun, Rakhi, and their friends discussed their relationship issues. Rakhi expressed her need for more time due to the impact of the relationship on her life at home and school, while Arjun argued that the relationship was not affecting his life. They also discussed the influence of their friends on their relationship, with Arjun mentioning that Anthony had advised him that Arjun liked Rakhi. The conversation ended with Rakhi expressing her desire to end the relationship due to the pressure it put on her and the fear of a breakup. Additionally, Rakhi explained the four phases related to physical intimacy, which led to an unintended revelation by Arjun and Rakhi in front of their teacher.

Discussing Friendship, Autonomy, and Consequences

Sandeep expressed concerns about friends' influence on personal decisions and the potential consequences of such decisions. Anubha mentioned the importance of individual autonomy and the possible impact of their actions on others. The conversation also touched on the theme of friendship and its potential challenges. The conversation ended with Learning promising to work on being just friends to facilitate a meeting with their parents.

Building Self-Confidence and Trust in Education

Roma shared her experience of receiving love letters at 16, which helped her cope with negative comments and build self-confidence. She connected this to Rakhi's situation and highlighted the importance of self-confidence and teacher-student trust. Roma welcomed Arjun's and Rakhi's parents to discuss punishing their children for their mistakes. The parents agreed with the school's decision and decided to remove their children's privileges.

Addressing Technical Difficulties and Punishments

Our meeting was marked by technical difficulties, with participants experiencing intermittent audio and video issues. Despite these disruptions, we managed to continue the session and the discussion on punishments. Sandeep emphasised the importance of understanding how these punishments can be handled and the need for better devices and connections to prevent future disruptions.

Navigating Teenage Years: Challenges and Support

The discussion revolved around the challenges of parenting teenagers, particularly those between the ages of 14 and 16. The participants acknowledged the significant changes during this period, including shifts in friendships' cognitive, emotional, physical, and personality growth. They emphasised the importance of understanding these changes to better support their children. The conversation also touched on the role of schools and parents in navigating these challenges, focusing on providing guidance and support during this confusing phase of life.

Teenagers' Behavior and Relationship Dynamics

The meeting revolved around the issues faced by Rakhi, a teenage girl, and Arjun, a teenage boy. The discussion centred on the reasons behind their behaviour, with Roma suggesting that Rakhi might seek self-assurance through a relationship due to her insecurities. On the other hand, Mr Rana argued that Arjun was a confident boy and didn't need to seek self-assurance through a relationship. The group also discussed the possibility of Arjun missing his mother or sister, which could explain his attachment to Rakhi. The conversation ended with the group agreeing that trust should be given to teenagers and that they should not be punished for their actions.

Teenage Relationships: Emotional Challenges and Communication

The discussion revolved around the emotional and psychological aspects of teenage relationships, particularly the challenges teenagers and their parents face. The participants acknowledged that teenagers often experience intense emotional connections, which can be overwhelming and all-consuming. They also recognised that teenagers are young and immature and usually try to deal with their emotions independently. The importance of open communication and understanding was emphasised, suggesting that parents should not react as anticipated but instead give their children a chance to talk about their experiences. The participants also discussed the potential dangers of physical intimacy in certain relationships and the need for teenagers to learn how to say no and leave situations when necessary.

Teenage Self-Esteem and Brain Development Discussion

Roma and Mrs. Vishwanathan discussed the importance of self-esteem in teenagers and advised Rocky's mother to work on his low self-esteem by encouraging self-love. Roma also explained the development of the teenage brain, emphasising emotional sensitivity and the ongoing development of the prefrontal cortex. She shared her experience of a tense day at school filled with drama and tension and received a warning from Simon about her actions, particularly her involvement in taking four girls to a club.

Chapter Completion and Assignment Discussion

Learning discussed the completion of the current chapter and the assignment planned for it. The assignment was shared in the Joy of Learning Library and Dehradun. Learning encouraged everyone to work on it in groups, creating videos as suggested or coming up with reflections. The next session was set to focus on reflections from teachers across schools. Learning also emphasised the importance of reading and leading, urging everyone to try to read the assigned book. The conversation ended with a reminder to refer to the blog post and start working on the assignment.

AI-generated content may be inaccurate or misleading. Always check for accuracy.

Freedom and Peace - Welham Boys' School

When you were a student, what were the three most critical instances wherein you felt that more Freedom at your disposal would have allowed you to realise your goals/ potential in a better way? Do you think any of those circumstances exist even today?

If we think about Freedom, the simple and short answer is, Freedom is from within. Being a student has many advantages. One learns to prepare for life for the greater good of oneself and the nation. The question remains are we really free? Do we have the liberty to act and do as we want?

In my days, we had many restrictions; we never had access to the world; to be precise, we didn't benefit from the Internet. The Internet has set us free to seek knowledge from places we never imagined.

Many places in India needed more infrastructure to have Freedom of movement. Now we can move from one place to another without much hassle.

The explosion of sports in present-day India is phenomenal. Now we have many avenues in sports which have given us limitless Freedom to explore our talent in many ways other than conventional means.

All the above circumstances do not exist in today's world. There is so much Freedom and exposure that we need help understanding where to start.

And finally, let me add one of my favourite quotes by our father of the nation, Mahatma Gandhi "Freedom is not worth having if it does not include the freedom to make mistakes."

According to you, what about human behaviour causes people to give up peace and adopt violence? How do you think classrooms can be used to shape peace-loving individuals?

Peace begins with a smile." —Mother Teresa once famously said, and these words describe the goal of humanity as a whole.

Peace is the purpose of life. To attain it, we have to strive to great lengths. Humans, as per se, are animals, so the animal instinct remains within us, within our subconscious. Humans have fought great wars, and millions have succumbed to these wars when in fact, if we look through history, these were senseless acts without any cause or reason; one of the main reasons for violence is hidden within the unconscious, the insatiable desire for the conflict. So, humans are not fighting humans so much as humans are fighting the human condition to wage war for profit.

Education is our only weapon to fight our desire to wage wars. Children must be taught peace is the purpose of our existence. A peaceful classroom is invaluable to both educators and students. It makes it possible for teachers to teach and students to learn.

To create a space and dynamic environment that will have a universal impact. To introduce languages to describe abstract concepts as the greater good. To tell positive stories about students, teachers and the school. These stories are symbolic and influence what students use to define social status. Convey clear rules, expectations and responsibilities for students.

Explicitly teach positive communication strategies to build a repertoire of easily accessible skills. Positive self-talk and learning techniques.

Engage the students in activities that integrate strategies and develop peaceful habits of mind. Deep breathing is an easily accessible but often overlooked strategy for anxiety prevention, conflict resolution and self-regulation. Use role plays to practice peace-making skills. Hold regular class meetings, circles and other opportunities for students to participate and provide input.

As our father of the nation, Mahatma Gandhi, the true warrior of peace, "A man is but a product of his thoughts. What he thinks he becomes." Keeping in mind his teaching, students must be taught how to work for peace and thus work towards the purpose of life.

- Neelima Parmar, Monika Gupta and Vandana Sahay

Welham Boys’ School

Art and it's importance - Subrata Sarkar

Nowadays, Art is taught in every school to develop students’ strength to explore their emotions, opinions, and ideas through a required medium. Paintings and sculptures are popular forms of Art. Art is an expression of the reality of your core. If you can see the unique side of a situation which can’t be seen by the majority, you are an Artist. Art should be taught to every student to know another side of life.

Art is not only doing sketches and paintings but also managing our lives and making our surroundings beautiful by documenting that particular moment. Knowing Art is about creating a separate room in your mind. For example, ancient people used to live outside without homes; even now, only four walls and a ceiling are enough to protect themselves. Still, your mind will not be satisfied only by that, and you will need more unnecessary things to make the room beautiful because it’s a matter of your feeling.

Instead of four walls, you desire a beautiful architectural form and arranged environments around you. Documenting the moments through Art reminds us about our human revolutions so far. When studying Art or observing an object, you are trying to connect that particular object, feeling and knowing better about something or someone else. At that right moment, you may find a different meaning or perspective. That perspective is your contribution. So, Art helps build a relationship with everything around them, even with a single insect, and an artist can respect all their existence. That’s why an Art guru always seems to suggest observing things. Here Drawing is the best form of keeping something in detail.

Art is a practice of seeing life uniquely, and students may explore the bright side of negative things in life in terms of their career, visuals, feelings, opinion and many more. That’s why the mother of Art is combined with expression like singing, painting, dancing, writing, performance etc. At this moment, if the page of Art is wiped out from your life, your life will go blank because whatever you are wearing, how you are behaving, whatever you are talking about or making your life very simple & intelligent are the fundamental fragments of Art. Think once why only a particular thing is extraordinary for you, although plenty of similar items are available. If you can understand Art, that means you’re a devotee, or if you create Art, you are unique. As like we can feel a song profoundly but can’t sing. So, for the students, Art makes them realise how important their feelings are in the present time.

I have a task for you if you accept. Have you ever wondered why only something that you like in the universe without reason? Everyone loves flowers, even you also. If I ask you why do you love that? Why is it beautiful? Tell me the exact reason for the beauty of that flower? “I just like it” is not the answer. Go near a beautiful flower, observe it carefully along with your copy, and start writing about its beauty–it’s not a simple task. I’m sure your mind will go blank. You may feel but hard to express. It will be a unique achievement if you try and can write a few lines. That’s the supreme achievement in Art, as you deeply feel something and can make someone feel the same in the same density is a big challenge for an artist. This is how your mind is getting to be mastered.

Sometimes I am amazed by how ancient people struggled to document Art forms in caves in 40,000 BC. Today’s yield of success is derived from them. They were unique. If you start a journey of Art History towards prehistoric, you will be mesmerised at every turn. “Without our past, there is no future”.

ART: Art is an expression of values or emotions and the connection between qualities of a relationship (it could be anything), creating a form of whatever you think of. 

Subrata Sarkar
The Fabindia School

Freedom and Peace - Laxmi Kant Bhatt

Freedom is a state of independence where you can do what you like without restrictions. Moreover, it can be called a state of mind where you have the right and freedom to do what you think.

Here are the three instances where I felt that more freedom at my disposal would have allowed me to realise my potential better:

Instance 1 – When I was in grade 9th. or 10th. I was in my school volleyball team. Volleyball was my passion. In addition to Volleyball, I also liked playing cricket. Once there was an actual interschool event, cricket. I wanted to participate in that competition as I loved playing cricket and wanted my skills to be enhanced. But the team was already selected without any selection. I went to the coach to give me a chance and prove that I was worthy of playing for the team, but the coach trusted the captain and did not give me a chance to prove myself. Hence, I was ignored and not allowed to enhance my skills.

Instance 2 – I wished to learn to drive a car as a teenager. Those days it was rare for people to drive cars. Only trained people could do it. I could not learn how to navigate the car as I could not find anyone who could have taught me. My parents were also very possessive in matters like these and never allowed me to go and learn how to drive from a stranger. Therefore, I could not learn how to drive a car which created a phobia in my head, and I had trouble learning how to drive in my thirties.

Instance 3 - I wanted to take my career to a higher level by going abroad. I received a call from a good and well-known school from abroad. My mother used to live alone then, so I had to compromise the opportunity for my mother. As she was an old woman and needed constant support and someone to look after her, and being the only child, I had to stay.

Peace cannot be kept by force. It can only be achieved by understanding – Albert Einstein.

Peace may have different meanings for everyone, but to me, it means learning how to deal with a conflict in a way that doesn't put anyone's rights over others. It is learning how to resolve a dispute without destroying an individual's respect and reputation. We should encourage students to work peacefully and respectfully. If you have an annual event like a poetry recitation, musical or an act, then you should appoint the theme of 'Peace' and challenge students to find stories, poems and songs about peace. They can also make posters and paint pictures of peace and what it means to them. It can be beneficial and teach students how to maintain peace and live equally and supportively.

L.K.BHATT
THE DOON GIRLS' SCHOOL

The School System Is Doomed For Failure - 2: Soham Anand

Originally posted on Facebook, some edits were done by our team.

It is incredible how young mature today physically and emotionally may be mentally too, but intellectually and spiritually, they remain starved.

We hardly had any exposure to the type of current generation in our times. We barely knew about sex in school. It was only in university we got to know some details about it. There wasn't any question about drinking or smoking. The word drug was restricted to drug and chemist stores.

Today's kids have sexual exposure even before they step out of teen. They are at ease with drinking, smoking and drugs. By sixteen or seventeen, they are grown up men and women. And if one goes to have physical relations, drug consumption and tobacco at the same time while in school, of course, the schools are bound to be doomed. 

Pressure from society, the school environment, the amusement industry, and social and digital media are instrumental factors for physical maturity. They help one grow physically at an astonishing speed. By the time they are 35, they are burnt out and spent force. The body starts showing signs of decay and deterioration, and they hit the pills. 

They neither have a childhood or a girlhood, continually at bay, in an exceedingly cooking pressure state of affairs. 

The human mind has to grow gradually and mature quietly to carry on and live a wholesome life. The process starts at school. Alas! It is just the other way around today.

There is something very sublime, rather an innocence, associated with schools. One learns only when one is vulnerable and innocence intact. We've lost that innocence today.

Our schools sound senseless and hollow, fated to be doomed without that innocence and sublimity.

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https://www.brewingknowledge.com/2022/04/the-schooling-system-is-doomed-for.html

- Soham Anand, Dehra Dun, India. Originally posted on Facebook for friends and teachers.

Freedom and Peace - Reena Gusain

"Peace is the result of retraining your mind to process life as it is, rather than as you think it should be," by Wayne W. Dyer, which means accepting the situation as it is rather than conflicting, disagreeing or revolting against it. So we can embrace it and find peace in it.  As we all know, humans are destined for hard work, accept challenges, remain competitive and enthusiastic for the future. But in this process of moving ahead, some people find peace in achieving the goals, but some may not. It may differ from person to person. Peace gives the utmost pleasure, which we humans have to find out in all situations. No matter how successful, how rich you may become but peace cannot be compromised, and if one does so, then both body and mind have to pay the consequences. Nobody can bring peace, but we ourselves should take the initiative to build peace. 

                               

'May we think of freedom, not as the right to do as we please, but as the opportunity to do what is right' well said, Peter Marshall.  The concept of freedom may also differ according to their mindset and situation faced by people. But the perfect freedom can be said that making best to the opportunity given in a situation. With power, there comes responsibility; therefore, with freedom, there comes the ability to explore new boundaries, but to an extent, it does not hamper other’s freedom. For example, cutting down forests may be freedom for mankind, but it is just hampering their natural habitat for other creatures. 

So with this, we may conclude by saying what peace is to the mind. Freedom is to the soul.

Reena Gusain
The Doon Girls School