But life is life. The mantra is to cope with life without causing others pain as little as possible and to be good to others as much as possible. Contentment comes not from other ways.
Niraj Kumar Jha
Of the two, ease of living is more fundamental and critical than ease of doing business. The safety of person, possession, and dignity; the prevalence of fairness in public life; and the assurance of world-class civic amenities would retain domestic talent and attract gifted individuals from abroad. Only talented people can drive genuine development.
India is immense: in geography, population, resources, and in the wisdom of its ancients. It holds the potential to lead the world, and that for the benefit of the world. The real hindrance lies in our thinking, and we can overcome this mental blockage only by thinking deeply, originally, and courageously.
Niraj Kumar Jha
A common person generally does not know what they come to know, or what they are made to know. Knowledge, as we typically understand it, appears benign—or even highly useful. Yet what passes as knowledge is often a multipurpose instrument to mould people’s minds to ends that may not serve the common good, or even the good of the individual concerned. For instance, the colonial regime used knowledge itself to legitimise its rule. It can make something good appear bad, and something bad seem good. Pharmaceutical companies have done the same. Those who invented the cigarette marketed it as beneficial to health, concealing the fact that it was a serious health hazard. The same pattern can be seen in every walk of life.
We must understand knowledge in a way that serves humanity. Knowledge is not a thing, though it is abstract, yet it is often treated as if it were. Real knowledge is lived knowledge. It is being aware of oneself and one’s surroundings, and seeing things objectively, to remove what hinders the good life and promote what enables it. Knowledge should not take one away from lived reality. It is not for mindless consumption but for mindful engagement. People know, decide, reflect, and practise—and thus become truly knowledgeable.The concept and institutionalisation of teacher training took root during colonial rule. I still wonder what exactly was on the minds of the colonial ringmasters when they promoted it. One obvious possibility is that it served to mould teachers’ minds into servitude and to acculturate society into that same tendency. To me, the idea in its original form does not seem purposeful.
If a person is to become a teacher, they should already be educated to a level where others cannot simply “teach” them in the conventional sense. The more fitting model would be for an aspiring teacher to earn further qualifications in pedagogy, exactly as is done today, but through a university’s school of pedagogy. A prospective teacher must be firmly anchored in the universe of knowledge.
The takeaway is clear: the very nomenclature of “training” and its colonial import should be discarded. Pedagogy learning ought to be fully integrated into the functional university system. The functionality of a university is another issue altogether, though.
Niraj Kumar Jha
Capital is not like a mineral deposit; it is a construct of the mind and a devised mechanism. The state of being developed is this understanding and such a drive.
Niraj Kumar Jha