(chanting) (chanting)
a film by Carol Black a film by Carol Black Ladakh, India
Ladakh, India
(Ladakhi woman) My older daughter has gone away to the city
(Ladakhi woman) My older daughter has gone away to the city to send her children to to send her children to school. Myschool. My youngest daughter has also gone away to go to school in
youngest daughter has also gone away to go to school in Leh. I stay here alone to take care Leh. I stay here alone to take care of theof the farm, water
farm, water the fields, take the cows out to the fields, take the cows out to graze. It’s not like igraze. It’s not like it was before. They are all t was before. They are all educated now.educated now. So they don’t stay. It would
So they don’t stay. It would be happier if we were all be happier if we were all here together. But they say they have to sendhere together. But they say they have to send them to school.
them to school. (music: Look Back In) (music: Look Back In) An 1872 painting call
An 1872 painting called “American Progress” shows a white woman floating acrosed “American Progress” shows a white woman floating acros s the plains of thes the plains of the American West. White settlers follow her as Indians and wild animals flee. On her forehead she wears American West. White settlers follow her as Indians and wild animals flee. On her forehead she wears the star of empire. In her right hand she carries a school book. As America moves
the star of empire. In her right hand she carries a school book. As America moves west, thousands ofwest, thousands of Native American children are forcibly taken from their families and sent to government-run boarding Native American children are forcibly taken from their families and sent to government-run boarding schools. The overt goal is to destroy their way of life.
schools. The overt goal is to destroy their way of life.
“To civilize the Indians…immerse them in our civilization, and when we get t
“To civilize the Indians…immerse them in our civilization, and when we get them under hold themhem under hold them there until they are thoroughly soaked.”—
there until they are thoroughly soaked.”—General Richard Pratt, founder of the Carlisle Indian SchoolGeneral Richard Pratt, founder of the Carlisle Indian School “Let all that is Indian within you die.”—
“Let all that is Indian within you die.”—Carlisle Indian School commencement speechCarlisle Indian School commencement speech In India, the British are also schooling a nation.
In India, the British are also schooling a nation.
“We must at present do our best to form…a class or persons, Indian in blood and color but English in “We must at present do our best to form…a class or persons, Indian in blood and color but English in taste, in opinions, in morals,
taste, in opinions, in morals, in intellect.”—Lord Macaulay’s “Minute on Indian Education”in intellect.”—Lord Macaulay’s “Minute on Indian Education” Next to be educated are the Cubans and the Filipinos.
Next to be educated are the Cubans and the Filipinos.
The U.S. Army invades the Philippines. Over 500,000 civilians
The U.S. Army invades the Philippines. Over 500,000 civilians are killed. An army of schoolteachers isare killed. An army of schoolteachers is sent to educate the survivors. A cartoon from the period shows a white man carrying a dark-skinned sent to educate the survivors. A cartoon from the period shows a white man carrying a dark-skinned figure to a school house. It
figure to a school house. It is captioned, “The White Man’s Burden.”is captioned, “The White Man’s Burden.”
“THE AMERICAN FLAG HAS NOT BEEN PLANTED IN FOREIGN SOIL TO ACQUIRE MORE TERRITORY “THE AMERICAN FLAG HAS NOT BEEN PLANTED IN FOREIGN SOIL TO ACQUIRE MORE TERRITORY BUT FOR HUMANITY’S SAKE.”
BUT FOR HUMANITY’S SAKE.”
SCHOOLING THE WORLD: The White Man’s Last Burden SCHOOLING THE WORLD: The White Man’s Last Burden
(teacher
(teacher’s voice) One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve,’s voice) One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen,thirteen, fourteen, fifteen, sixteen. Okay!
fifteen, sixteen. Okay!
(school bell / children’s voices) (school bell / children’s voices)
(Dolma Tsering) Traditionally, we were taught kindness and compassion,
(Dolma Tsering) Traditionally, we were taught kindness and compassion, how to live by the teachingshow to live by the teachings of the Buddha. But now, with development, everyone sends their
of the Buddha. But now, with development, everyone sends their children to school. children to school. With modernWith modern schooling, the old values of cooperation and compassion are starting to
schooling, the old values of cooperation and compassion are starting to decline. Now people aredecline. Now people are thinking, I have to be a
thinking, I have to be a doctor or an engineer, and the traditional ways doctor or an engineer, and the traditional ways of helping one another, ofof helping one another, of kindness and compassion, are slowly dying out.
kindness and compassion, are slowly dying out. (Wade Davis) Through our cultural myopia, we
(Wade Davis) Through our cultural myopia, we think that we educate our kids, we think that we educate our kids, we send our kids tosend our kids to school, we have a form of
school, we have a form of enculturating kids into our society, which enculturating kids into our society, which is education, and peoples whois education, and peoples who don’t mimic those same patterns of education somehow don’t
(Ladakhi woman) Before modern schooling, our education focused on the spiritual
(Ladakhi woman) Before modern schooling, our education focused on the spiritual teachings. But nowteachings. But now the emphasis is on material
the emphasis is on material success. People go to school so they can success. People go to school so they can make a lot of money, have a make a lot of money, have a bigbig house, drive a nice car. The whole idea of learning
house, drive a nice car. The whole idea of learning has been turned around to mean, “has been turned around to mean, “ How can I makeHow can I make a lot of money?”
a lot of money?”
(Helena Norberg-Hodge) Today, western schooling is responsible for introducing a human (Helena Norberg-Hodge) Today, western schooling is responsible for introducing a human monoculture across the entire world. Essentially the
monoculture across the entire world. Essentially the same curriculum is being taught, and it’s trainingsame curriculum is being taught, and it’s training people for jobs
people for jobs——very scarce jobsvery scarce jobs——but for jobs in an urban consumer culture. The diversity of cultures,but for jobs in an urban consumer culture. The diversity of cultures, as well as the diversity of unique human individuals, is being destroyed in this way.
as well as the diversity of unique human individuals, is being destroyed in this way. the old missionaries (school bell)
the old missionaries (school bell) Moravian Mission School, Leh Moravian Mission School, Leh
(Reverend Elijah Gergen, Principal, Moravian Mission School) Now this particular school that was (Reverend Elijah Gergen, Principal, Moravian Mission School) Now this particular school that was established, called the Moravian Mission School,
established, called the Moravian Mission School, was secular in the swas secular in the sense that of course someense that of course some Christian teaching was given as a part of an evangelistic outreach by the Moravians.
Christian teaching was given as a part of an evangelistic outreach by the Moravians. (drums)
(drums)
The Moravian Mission School was founded by German
The Moravian Mission School was founded by German missionaries. It is considered missionaries. It is considered one of the bestone of the best schools in Ladakh.
schools in Ladakh.
(Rev. Gergen) In 1887, when
(Rev. Gergen) In 1887, when the school first started, there were the school first started, there were certain perceptions that were wrong.certain perceptions that were wrong. For example, a school started by the mi
For example, a school started by the missionaries…on a street corner…must have an ulterior ssionaries…on a street corner…must have an ulterior motive. Ofmotive. Of conversion. Of teachings that are in
conversion. Of teachings that are in conflict with the teachings of the traditional society. Of conflict with the teachings of the traditional society. Of thethe religion.
religion.
(students) Our Father, who art in
(students) Our Father, who art in heaven, hallowed by Thy name. Thy kingdom heaven, hallowed by Thy name. Thy kingdom come. Thy will be donecome. Thy will be done on earth as it is in heaven…
on earth as it is in heaven… (Rev. Gergen) And I have
(Rev. Gergen) And I have been told that children had to come by been told that children had to come by force to the school. They wouldn’tforce to the school. They wouldn’t like to. People just wouldn’t send
like to. People just wouldn’t send children to the school. children to the school. (students)
(students) And forgive us our trespasses, as we forgive them that trespass against us…And forgive us our trespasses, as we forgive them that trespass against us… (Rev. Gergen) I strongly believe
(Rev. Gergen) I strongly believe that a secular education system and a that a secular education system and a cosmopolitan school societycosmopolitan school society should not be at the expense of losing
should not be at the expense of losing “Ladakhiness.”“Ladakhiness.”
(students) And lead us not into temptation, but deliver us from evil, for Thine is the kingdom, and the (students) And lead us not into temptation, but deliver us from evil, for Thine is the kingdom, and the power, and the glory, forever and ever. Amen.
power, and the glory, forever and ever. Amen.
(Rev. Gergen) If you have lost your history, you have lost everything. (Rev. Gergen) If you have lost your history, you have lost everything. (Buddhist chanting)
(Buddhist chanting) A living culture is
A living culture is an ecosystem, a complex web of relationships between human beings and than ecosystem, a complex web of relationships between human beings and th e lande land they live on. As in any ecosystem, every element is intertwined with all the others. And, as in any they live on. As in any ecosystem, every element is intertwined with all the others. And, as in any ecosystem, sudden changes have unpredictable effects.
ecosystem, sudden changes have unpredictable effects. (music: Youth of the Nation)
(music: Youth of the Nation)
CASH ADVANCE ON CREDIT CARDS CASH ADVANCE ON CREDIT CARDS six thousand voices
(Wade Davis, National Geographic Explorer) You know, the great
(Wade Davis, National Geographic Explorer) You know, the great lesson of anthropology is the idealesson of anthropology is the idea that the world into which you were born
that the world into which you were born doesn’t exist in some absolute sense but doesn’t exist in some absolute sense but isis just one model of just one model of reality, the consequence of one particular set of adaptive choices
reality, the consequence of one particular set of adaptive choices that your lineage made, howeverthat your lineage made, however successfully, many generations ago. And the other peoples of the
successfully, many generations ago. And the other peoples of the world aren’t failed attempts at beingworld aren’t failed attempts at being you or, in our
you or, in our case, failed attempts at modernity. They are, case, failed attempts at modernity. They are, by definition, unique facets of the humanby definition, unique facets of the human imagination, and when asked the meaning of being human,
imagination, and when asked the meaning of being human, they respond with six thousand differentthey respond with six thousand different voices. And those voices collectively become the human repertoire for dealing with the challenges voices. And those voices collectively become the human repertoire for dealing with the challenges that will confront us in the ensuing millennia. We always have this idea of our society as not being that will confront us in the ensuing millennia. We always have this idea of our society as not being really a culture, but being the real world
really a culture, but being the real world——and these other cultures, outside, those are the culand these other cultures, outside, those are the cul tures. Buttures. But that kind of cultural myopia we really
that kind of cultural myopia we really cancan no longer afford. You know, we aren’t tno longer afford. You know, we aren’t the real inexorablehe real inexorable wave of history. We’re just
wave of history. We’re just another set of possibilities. We’re just another cultural another set of possibilities. We’re just another cultural reality with choicesreality with choices that we’ve made. And that’s why in the whole realm of child rearing and education I think
that we’ve made. And that’s why in the whole realm of child rearing and education I think it behoovesit behooves us to look at models of enculturation, of
us to look at models of enculturation, of initiation, of bringing children into the initiation, of bringing children into the realm of adulthoodrealm of adulthood that other societies have celebrated and developed over thousands of years of experience.
that other societies have celebrated and developed over thousands of years of experience. (Helena Norberg-Hodge, International Society for Ecology and Culture) There is n
(Helena Norberg-Hodge, International Society for Ecology and Culture) There is n o doubt that if weo doubt that if we look honestly at the traditional forms of education and compare them
look honestly at the traditional forms of education and compare them to today’s modern educationto today’s modern education system that the traditional forms of knowledge fostered sustainability. All t
system that the traditional forms of knowledge fostered sustainability. All t hese cultures were nothese cultures were not perfect. But they did know about their own specific
perfect. But they did know about their own specific climate, soil, water. Aclimate, soil, water. And they did manage tond they did manage to survive
survive——independently, in charge of their own livesindependently, in charge of their own lives——for generation after generation. In the for generation after generation. In the modernmodern economy, and with the modern educational system, the children l
economy, and with the modern educational system, the children l earn nothing about that, but insteadearn nothing about that, but instead they learn how to use essentially corporate products in
they learn how to use essentially corporate products in an urban consumer culture. So an urban consumer culture. So once they’veonce they’ve been educated in modern schools they literally don’t know
been educated in modern schools they literally don’t know how to survive in their how to survive in their own environment.own environment. (Ladakhi woman) The ones who go away to school just
(Ladakhi woman) The ones who go away to school just stand around with their hands in stand around with their hands in their pockets.their pockets. They don’t know how to take the animals up
They don’t know how to take the animals up to graze; they don’t know how to care to graze; they don’t know how to care for the crops. Theyfor the crops. They don’t know how to do anything.
don’t know how to do anything.
(Wade Davis) Education is not simply the transmission
(Wade Davis) Education is not simply the transmission of information. It’s by definition theof information. It’s by definition the transmission
transmission——indeed the enculturationindeed the enculturation——or one could say, more harshly, or one could say, more harshly, the indoctrinationthe indoctrination——of aof a child into a certain way of
child into a certain way of knowing, a way of learning, a knowing, a way of learning, a way of being. And again, when we way of being. And again, when we project ourproject our notions of what edu
notions of what education is or what a way of cation is or what a way of being is overseas into other peoples’ being is overseas into other peoples’ lives we forgetlives we forget that we’re projecting just something that we m
that we’re projecting just something that we made up. And one of the things that ade up. And one of the things that I see in my I see in my work iswork is that different ways of knowing, different ways of being, different ways of
that different ways of knowing, different ways of being, different ways of learning really createlearning really create different human beings. If you’re raised i
different human beings. If you’re raised in Colorado to believe that a mountain is n Colorado to believe that a mountain is an inert pile of rockan inert pile of rock waiting to be mined, you’re going to
waiting to be mined, you’re going to have a very different relationship to that mountain from have a very different relationship to that mountain from a kida kid from southern Peru who believes in the fiber of his being that a mountain is an Apu spirit, a protective from southern Peru who believes in the fiber of his being that a mountain is an Apu spirit, a protective deity that will direct his
deity that will direct his destiny throughout life. Now, the interesting observation is destiny throughout life. Now, the interesting observation is not whether thatnot whether that mountain is in fact a spirit or whether it’s just a pile of dirt. The int
mountain is in fact a spirit or whether it’s just a pile of dirt. The int eresting observation is how theeresting observation is how the education system into what that mountain is creates a
education system into what that mountain is creates a different human being with a differentdifferent human being with a different relationship to the earth. I was r
relationship to the earth. I was raised in the forests of British aised in the forests of British Columbia to believe that those forestsColumbia to believe that those forests existed to be cut. That was
existed to be cut. That was the foundation of the ideology of scientific forestry that I was tthe foundation of the ideology of scientific forestry that I was t aught inaught in school and that I practiced as a
school and that I practiced as a logger in the woods. It logger in the woods. It was based on the idea that we had to was based on the idea that we had to eliminateeliminate all the old growth to get some
all the old growth to get some healthy plantations growing in their wake healthy plantations growing in their wake because, after all, thebecause, after all, the incremental addition of cellulose would be higher i
incremental addition of cellulose would be higher i nn ––but this was a construct! But, but this was a construct! But, critically, thatcritically, that belief system made me a ver
belief system made me a very different human being with a vy different human being with a very different relationship to that forestery different relationship to that forest than my friends from Native
than my friends from Native communities who believed that that forest was the communities who believed that that forest was the abode of Huxwhukwabode of Huxwhukw and the crooked beak of heaven. Because of my ideology, my
and the crooked beak of heaven. Because of my ideology, my education, those forests no longer exist.education, those forests no longer exist. “School forcibly snatches away children from a world
“School forcibly snatches away children from a world full of God’s own handiwork… It full of God’s own handiwork… It is a mereis a mere method of discipline which refuses to take
method of discipline which refuses to take into account the individual…a manufactory for grinding outinto account the individual…a manufactory for grinding out uniform results. I was
consulted when I took birth in the world.”—
consulted when I took birth in the world.”—Rabindranath Tagore, 1913 Nobel Prize Winner forRabindranath Tagore, 1913 Nobel Prize Winner for Literature
Literature macaulay
macaulay’’s childrens children (drums and music) (drums and music)
“A general State education is a mere contrivance
“A general State education is a mere contrivance for molding people to befor molding people to be exactly like one another: exactly like one another: and as the mold in whi
and as the mold in which it casts them is ch it casts them is that which pleases the predominant power in thethat which pleases the predominant power in the government it establishes a despotism over the
government it establishes a despotism over the mind, leading by a natural tendency to one over mind, leading by a natural tendency to one over thethe body.”—John Stuart Mill, “On Liberty”
body.”—John Stuart Mill, “On Liberty” (m
(man’s voice) One, two, three, four! Five, six, seven eight! One, two, three, four! Five, six, seven, eight!an’s voice) One, two, three, four! Five, six, seven eight! One, two, three, four! Five, six, seven, eight! Nine, ten, eleven, twelve! Thirteen, fourteen, fifteen, sixteen!
Nine, ten, eleven, twelve! Thirteen, fourteen, fifteen, sixteen!
(Vandana Shiva, Navdanya / Research Foundation for Science, Technology,
(Vandana Shiva, Navdanya / Research Foundation for Science, Technology, and Ecology) I think theand Ecology) I think the way western education has grown over the last
way western education has grown over the last few centuries, especially with the rifew centuries, especially with the rise ofse of industrialization, was basically not to create human beings
industrialization, was basically not to create human beings fully equipped to deal with life fully equipped to deal with life and all itsand all its problems, independent citizens able to exercise their decisions and live their responsibilities in problems, independent citizens able to exercise their decisions and live their responsibilities in community, but elements to feed into an i
community, but elements to feed into an industrial production system. They were products, withndustrial production system. They were products, with partial knowledge. We moved from wisdom to knowledge, and now w
partial knowledge. We moved from wisdom to knowledge, and now w e are moving from knowledgee are moving from knowledge to information
to information——and that information is so partial that we are creating incomplete human beings.and that information is so partial that we are creating incomplete human beings. (Helena Norberg-Hodge) If we look back at the beginning of so
(Helena Norberg-Hodge) If we look back at the beginning of so -- called “education,” the agenda wascalled “education,” the agenda was very clear. There was an
very clear. There was an elite that wanted to train people to serve their elite that wanted to train people to serve their needs, to essentially crneeds, to essentially create aneate an extractive economy that served the few at the expense of
extractive economy that served the few at the expense of the many. So there’s very the many. So there’s very explicit literature—explicit literature— very clearly education was there to train a class of people to serve the needs of the elite.
very clearly education was there to train a class of people to serve the needs of the elite. (Vandana Shiva) When Macaulay came to India
(Vandana Shiva) When Macaulay came to India —I don’t know how many of you know, —I don’t know how many of you know, but Macaulaybut Macaulay was the guy who created, in
was the guy who created, in the “Minutes of Macaulay,” it’s called, the “Minutes of Macaulay,” it’s called, “Macaulay’s children.” And“Macaulay’s children.” And “Macaulay’s children,” he said, would be brown on
“Macaulay’s children,” he said, would be brown on the outside, but white on the ithe outside, but white on the inside. They wouldnside. They would basically know only one thing, how to rule India as if they were Europeans themselves.
basically know only one thing, how to rule India as if they were Europeans themselves. (Manish Jain, Shikshantar: The People’s Institute for
(Manish Jain, Shikshantar: The People’s Institute for Rethinking Education and Development) If you goRethinking Education and Development) If you go back to the sixties and you l
back to the sixties and you look at a lot of the modernization literatureook at a lot of the modernization literature it’s very clearly written thatit’s very clearly written that local language, local tradition, local customs are
local language, local tradition, local customs are barriers to modernization. And for barriers to modernization. And for communities tocommunities to progress in the stages of development these things need to
progress in the stages of development these things need to be eliminated.be eliminated. (Helena Norberg-Hodge) 99 percent of all the activ
(Helena Norberg-Hodge) 99 percent of all the activ ities that go under the label ities that go under the label of “education” comeof “education” come from this very specific
from this very specific agenda that grew out of a colonial expansion across the world agenda that grew out of a colonial expansion across the world by Europeans.by Europeans. And now in different countries in the
so-And now in different countries in the so-called “Third World,” the basic, called “Third World,” the basic, fundamental agenda is thefundamental agenda is the same.
same. It’s to pull people into It’s to pull people into dependence on a modern, centralized economy. It’s to pull dependence on a modern, centralized economy. It’s to pull them awaythem away from their independence and from their own culture and self-respect.
from their independence and from their own culture and self-respect. “Modernization…procee
“Modernization…proceeds at a limited ds at a limited pace within a society still pace within a society still characterized by traditionalcharacterized by traditional low- low-productivity methods, by the old social structure
productivity methods, by the old social structure and values… The population at large must beand values… The population at large must be prepared to accept training for an economic system which
prepared to accept training for an economic system which increasingly confines the individual in increasingly confines the individual in large,large, disciplined organizations, allocating to him narrow, s
disciplined organizations, allocating to him narrow, s pecialized tasks.”—Walt Rostow, “The Stages ofpecialized tasks.”—Walt Rostow, “The Stages of Economic Growth,” 1960
Economic Growth,” 1960
“Our schools are, in a sense, factories, in which the raw materials—
“Our schools are, in a sense, factories, in which the raw materials— childrenchildren——are to be shaped andare to be shaped and fashioned into products. The specifications for manufacturing come from the
fashioned into products. The specifications for manufacturing come from the demands of 20thdemands of 20th century civilization and it is the business of the school to build its pupils according to the century civilization and it is the business of the school to build its pupils according to the specifications laid down.”—
“In our dreams, people yield themselves with perfect docility to our molding hands.”—
“In our dreams, people yield themselves with perfect docility to our molding hands.”—John D.John D. Rockefeller, General Education Board, 1906
Rockefeller, General Education Board, 1906 (school bell)
(school bell) education for all education for all
(Manish Jain) There’s actually a
(Manish Jain) There’s actually a very big global program that is going very big global program that is going on right now called “Educationon right now called “Education for All.” And every person I’ve met who is
for All.” And every person I’ve met who is associated with it has basically no questions associated with it has basically no questions around itsaround its agenda or intention, which is very disturbing. It’s a program which is sanctioned by every government agenda or intention, which is very disturbing. It’s a program which is sanctioned by every government in the world; it’s a program which the World Bank and the U.N. agencies support; it’s a program t in the world; it’s a program which the World Bank and the U.N. agencies support; it’s a program t hathat major corporations, McDonalds and many others, are also
major corporations, McDonalds and many others, are also behind. And the agenda of the program isbehind. And the agenda of the program is to get every child into school. The claim is that, by going to school, communities will be able to to get every child into school. The claim is that, by going to school, communities will be able to develop and they’ll be able to become part of the
develop and they’ll be able to become part of the mainstmainst ream society. Now I think ream society. Now I think we need towe need to question
question, “What does it mean , “What does it mean to become part of the mainstream today?” And that for me to become part of the mainstream today?” And that for me is very muchis very much tied to a very clear
tied to a very clear agenda of becoming part of the global economy and shifting one’s agenda of becoming part of the global economy and shifting one’s own localown local economy, one’s own local
economy, one’s own local culture, one’s own local resources, both personal as well as collective, intoculture, one’s own local resources, both personal as well as collective, into the service of the global economy.
the service of the global economy.
(Helena Norberg-Hodge) So you will find prime
(Helena Norberg-Hodge) So you will find prime ministers and presidents of countries regularly saying,ministers and presidents of countries regularly saying, “We have got to change our education system to
“We have got to change our education system to make us more competitive in the make us more competitive in the global economy.”global economy.” That means, “We have got to train our
That means, “We have got to train our young people so that they will suit the young people so that they will suit the needs of giant, mobileneeds of giant, mobile corporations.”
corporations.”
the new missionaries the new missionaries
(Julian Schweitzer, World Bank, Director of Human Development for the South Asia region) The (Julian Schweitzer, World Bank, Director of Human Development for the South Asia region) The “Education for All” initiative is
“Education for All” initiative is an attempt to redress what was seen as an attempt to redress what was seen as a serious imbalance in fundinga serious imbalance in funding for primary education. The intent really is to get every child into school.
for primary education. The intent really is to get every child into school. The stated mission of the World Bank is
The stated mission of the World Bank is “to reduce global poverty.”“to reduce global poverty.” (Julian Schweitzer) I think we
(Julian Schweitzer) I think we see education as crucial. It’s see education as crucial. It’s an absolutely necessary condition foran absolutely necessary condition for sustained poverty reduction.
sustained poverty reduction.
But many have come to question whose interests the Bank really serves. But many have come to question whose interests the Bank really serves. (Julian Schweitzer) The demand now for
(Julian Schweitzer) The demand now for education is not just coming from education is not just coming from people like the World Bankpeople like the World Bank and outsiders. It’s coming from
and outsiders. It’s coming from businessmen, who are discovering that they can’t businessmen, who are discovering that they can’t grow their factoriesgrow their factories because they can’t grow their businesses because there’s a
because they can’t grow their businesses because there’s a shortage of skilled workers.shortage of skilled workers. BUSINESS HEADLINE: “India’s New Teachers”
BUSINESS HEADLINE: “India’s New Teachers”
But who really benefits when every child on the planet is educated in the same way? But who really benefits when every child on the planet is educated in the same way? (Julian Schweitzer) We need to be v
(Julian Schweitzer) We need to be very careful about not being paternalistic to soery careful about not being paternalistic to so-called ancient-called ancient cultures. We can help them and certainly not ruin or try to wreck their own cultures. But on the other cultures. We can help them and certainly not ruin or try to wreck their own cultures. But on the other hand, I think we should be careful about trying to preserve their culture in a kind of cold storage. If hand, I think we should be careful about trying to preserve their culture in a kind of cold storage. If they don’t want that, we should be there to
they don’t want that, we should be there to help them.help them. “THE AMERICAN FLAG HAS NOT
“THE AMERICAN FLAG HAS NOT BEEN PLANTED ON FOREIGN SOIL TO ACQUIRE TERRITORY BUT FOR BEEN PLANTED ON FOREIGN SOIL TO ACQUIRE TERRITORY BUT FOR HUMANITY’S SAKE”
HUMANITY’S SAKE”
(Julian Schweitzer) If you tour a tribal area in India and you sit with a group of women, and you say to (Julian Schweitzer) If you tour a tribal area in India and you sit with a group of women, and you say to them, “Why is education important for your
stupid. I mean, of course it’s important for our children. So you say, “Well, why, tell me why?” “Because stupid. I mean, of course it’s important for our children. So you say, “Well, why, tell me why?” “Because we don’t want them to live like we live.”
we don’t want them to live like we live.” so live like we live
so live like we live
(music: Living in America) (music: Living in America) ATTENTION DEFICIT DISORDER ATTENTION DEFICIT DISORDER
16,000,000 U.S. children suffer from depression and other emotional problems 16,000,000 U.S. children suffer from depression and other emotional problems 1,600,000 are currently on 2 or more psychiatric drugs
1,600,000 are currently on 2 or more psychiatric drugs 69,000 girls between 13 and 19 regularly cut themselves 69,000 girls between 13 and 19 regularly cut themselves
78 U.S. children have been killed or wounded in school shootings in the past 8 years 78 U.S. children have been killed or wounded in school shootings in the past 8 years 120,000 have tried to kill themselves in the past 12 months
120,000 have tried to kill themselves in the past 12 months
55.5% of U.S. high school students believe the government should not be able to censor newspapers 55.5% of U.S. high school students believe the government should not be able to censor newspapers 32.5% believe the government should censor newspapers
32.5% believe the government should censor newspapers 12% don’t know
12% don’t know
Percentage of American public school students who FAIL TO GRADUATE FROM HIGH SCHOOL Percentage of American public school students who FAIL TO GRADUATE FROM HIGH SCHOOL New Orleans 46.6% New Orleans 46.6% Detroit 78.3% Detroit 78.3% Dallas 53.7% Dallas 53.7% Pittsburgh 35.9% Pittsburgh 35.9% New York City 61.1% New York City 61.1% Kansas City 54.3% Kansas City 54.3% Atlanta 54.0% Atlanta 54.0% Chicago 47.8% Chicago 47.8% Los Angeles 55.8% Los Angeles 55.8%
13,247,845 U.S. children live in poverty 13,247,845 U.S. children live in poverty (chanting)
(chanting)
“As the mass of population are uneducated, illiterate, they…will r
“As the mass of population are uneducated, illiterate, they…will r emain backward and follow old andemain backward and follow old and religious superstitions.”—
religious superstitions.”—Ladakhi economic textbookLadakhi economic textbook backward and primitive
backward and primitive
““As majority of people are illitrate [sic] and backward, their standard of living is low as compared toAs majority of people are illitrate [sic] and backward, their standard of living is low as compared to their counterparts who are well educated and advanced.”—
their counterparts who are well educated and advanced.”— Ladakhi economics textbookLadakhi economics textbook
(Helena Norberg-Hodge) When modern western education is introduced into traditional cultures (Helena Norberg-Hodge) When modern western education is introduced into traditional cultures around the world, it creates a
consumer culture as progress
consumer culture as progress——as the only way to beas the only way to be ——and the end result is that children end upand the end result is that children end up feeling that their own culture, their
feeling that their own culture, their language, their way of doing things is language, their way of doing things is backward, primitive, andbackward, primitive, and shameful.
shameful.
(young girl) I heard from m
(young girl) I heard from my grandmothery grandmother that before the development, they don’t used to go tothat before the development, they don’t used to go to school, they just stayed in the
school, they just stayed in the house, and they went to… like they… they went with house, and they went to… like they… they went with the cows in thethe cows in the mountains. And they come back in
mountains. And they come back in the evening and they make food and other thinthe evening and they make food and other thin gs.gs. (Manish Jain) One of the things
(Manish Jain) One of the things I’ve seen that education has really created is I’ve seen that education has really created is a sense of inferiority ata sense of inferiority at many levels, one at the level of elders. I’ve visited many villages wanting to learn from elders all kinds many levels, one at the level of elders. I’ve visited many villages wanting to learn from elders all kinds of traditional pr
of traditional practices, and the first response is actices, and the first response is always: “I don’t know anything, go and talk to always: “I don’t know anything, go and talk to my son;my son; he’s a tenth class pass,
he’s a tenth class pass, or he’s a twelfth grade pass. or he’s a twelfth grade pass. And I don’t know anything. I dAnd I don’t know anything. I don’t understandon’t understand anything.” And so that has always, in my life, that has been one of the most painful things I’ve heard anything.” And so that has always, in my life, that has been one of the most painful things I’ve heard over and over in villages.
over and over in villages.
(Dolma Tsering, Women’s Alliance of Ladakh) In
(Dolma Tsering, Women’s Alliance of Ladakh) In the past, the women used to enjoy and respect theirthe past, the women used to enjoy and respect their work on the land. Now, with
work on the land. Now, with development, they think that education is only reading and writidevelopment, they think that education is only reading and writi ng. Theyng. They say, “I’m not educated. I don’t
say, “I’m not educated. I don’t know anything.” But they had so much knowledge, more than know anything.” But they had so much knowledge, more than thosethose who went to school. They knew how to run
who went to school. They knew how to run a house, how to grow food, how a house, how to grow food, how to spin wool. They knewto spin wool. They knew how to manage everything.
how to manage everything.
(Ladakhi woman) My elder son is in Leh. One grandchild is in Jammu. The other one is in
(Ladakhi woman) My elder son is in Leh. One grandchild is in Jammu. The other one is in Delhi. MyDelhi. My youngest son is in Delhi. What can I do? I have to stay here to guard the house, look after the land. youngest son is in Delhi. What can I do? I have to stay here to guard the house, look after the land. Once the children go away to school, th
Once the children go away to school, they can’t stay here. They have to ey can’t stay here. They have to make money. Tmake money. T hey have to gohey have to go away to make money.
away to make money. (heavy traffic noise) (heavy traffic noise) poverty
poverty
(Helena
Norberg-(Helena Norberg-Hodge) There’s a widely held belief Hodge) There’s a widely held belief today that it is through modern education thattoday that it is through modern education that we’re going to raise people out of poverty. But
we’re going to raise people out of poverty. But if we look honestly at what’s been if we look honestly at what’s been happening, we’ll seehappening, we’ll see that it’s the advent of colonialism,
that it’s the advent of colonialism, development, and aid that have created poverty. In development, and aid that have created poverty. In the prethe pre -modern,-modern, or pre-development, systems and economies you will
or pre-development, systems and economies you will not find the kind of poverty that you do not find the kind of poverty that you do in thein the modern slums of Calcutta, Mexico City, Beijing. Today, in most traditional villages, whether it be in modern slums of Calcutta, Mexico City, Beijing. Today, in most traditional villages, whether it be in China, India, or Africa, people are led to believe that the future is this modern, urban, consumer China, India, or Africa, people are led to believe that the future is this modern, urban, consumer culture. And they are going into debt; they are selling their houses, to give their child an education. culture. And they are going into debt; they are selling their houses, to give their child an education. The great hope is that they’re going to get
The great hope is that they’re going to get a good job as an engineer, as a good job as an engineer, as a doctor, in the a doctor, in the modernmodern economy. Less than ten percent are succeeding. Ninety percent end
economy. Less than ten percent are succeeding. Ninety percent end up failures. They might get a up failures. They might get a jobjob as a servant, or as a car mechanic. But it is not the glorious life that people had hoped for.
as a servant, or as a car mechanic. But it is not the glorious life that people had hoped for. (young boy) Most of the students of Ladakh, they don’t do very
(young boy) Most of the students of Ladakh, they don’t do very well. Amongst ten, two will well. Amongst ten, two will be good,be good, more than good. But about the eight, they won’t be better.
more than good. But about the eight, they won’t be better. (Dolma Tsering) A lot of the
(Dolma Tsering) A lot of the students aren’t gettingstudents aren’t getting work after they graduate, and they get v work after they graduate, and they get veryery depressed, frustrated, and angry.
depressed, frustrated, and angry.
(Manish Jain) One of the things that is most disturbing to me at a level of justice and morality is that (Manish Jain) One of the things that is most disturbing to me at a level of justice and morality is that you have an institution that is in place globally that is branding millions and millions and millions you have an institution that is in place globally that is branding millions and millions and millions ofof innocent people as failures. Very brilliant,
innocent people as failures. Very brilliant, wonderful, talented kinds of people are always introducingwonderful, talented kinds of people are always introducing themselves in India to me, “Oh, I’m an eighth class fail, or
themselves in India to me, “Oh, I’m an eighth class fail, or I’m a tenth class fail.” And that’s theirI’m a tenth class fail.” And that’s their introduction. Wh
introduction. What’s amazing is that people who are at’s amazing is that people who are claiming to be concerned with social jclaiming to be concerned with social justiceustice cannot see the huge kind of social h
cannot see the huge kind of social hierarchy and inequity that is created through education, modernierarchy and inequity that is created through education, modern education. It’s mind
the kind of richness of i
the kind of richness of imagination and cultural resources that people could bring because I magination and cultural resources that people could bring because I thinkthink those who are branded as failures actually have
those who are branded as failures actually have a wide variety of capacities to think a wide variety of capacities to think in different ways.in different ways. And that is all being
And that is all being suppressed and lost, and so people who can suppressed and lost, and so people who can only think in a vonly think in a very fragmented,ery fragmented, one-dimensional kind of way, those people are getting rewarded.
one-dimensional kind of way, those people are getting rewarded. (shouting orders)
(shouting orders)
(Manish Jain) Anybody who claims to be
(Manish Jain) Anybody who claims to be concerned with social justice, we need concerned with social justice, we need to have a seriousto have a serious conversation around that.
conversation around that.
(Vandana Shiva) I come from the central Himalayan region, which is called Garhwal. And the women of (Vandana Shiva) I come from the central Himalayan region, which is called Garhwal. And the women of Garhwal worked very hard to make sure
Garhwal worked very hard to make sure their kids would have schooling, but their kids would have schooling, but of course the schoolingof course the schooling was the institutionalized schooling
was the institutionalized schooling of the kind that doesn’t teach you anything about your localof the kind that doesn’t teach you anything about your local ecology, your local culture, your local
ecology, your local culture, your local economy, or your ability to be productive. It economy, or your ability to be productive. It basically teachesbasically teaches you to be a
semi-you to be a semi-literate for another system to which semi-you literate for another system to which you have no entry because you don’t bhave no entry because you don’t b elong toelong to the right class, you don’t belong
the right class, you don’t belong to the right privilege, etc. I to the right privilege, etc. I now go back to those same villnow go back to those same villages, andages, and the women say the worst mistake they made was
the women say the worst mistake they made was to think that that kind of education would help. to think that that kind of education would help. WeWe have a saying in Hindi [speaking in Hindi] t
have a saying in Hindi [speaking in Hindi] that, you know, it’s the hat, you know, it’s the washerman’s dog who belongswasherman’s dog who belongs neither to the place where the washing i
neither to the place where the washing is done, nor to the home. s done, nor to the home. They’re inThey’re in -between people. And-between people. And they’re falling through the cracks of an
they’re falling through the cracks of an inin-between world.-between world. (music: Tumbi)
(music: Tumbi)
Creating a new India. Creating a new India. See what life can be. See what life can be. STOP
STOP
BE ELIGIBLE FOR 8,50,000 [sic] I.T. JOBS. Change the way the world sees you! BE ELIGIBLE FOR 8,50,000 [sic] I.T. JOBS. Change the way the world sees you! India’s first lifestyle channel.
India’s first lifestyle channel. What are you searching for? What are you searching for? mental aid
mental aid (jet landing) (jet landing)
(traditional Ladakhi drums/music) (traditional Ladakhi drums/music) (Helena
Norberg-(Helena Norberg-Hodge) It’s just so sad tHodge) It’s just so sad to see how many westerners come out to o see how many westerners come out to remote, relativelyremote, relatively sustainable, relatively intact economies and cultures and fall in love with the place. They want to stay. sustainable, relatively intact economies and cultures and fall in love with the place. They want to stay. They want to come back. They love the people.
They want to come back. They love the people. They find the people incredibly happy, incredibly They find the people incredibly happy, incredibly kind,kind, incredibly helpful. And then they want to “help,”
incredibly helpful. And then they want to “help,” “develop,” bring in western schooling to “improve”“develop,” bring in western schooling to “improve” the lives of these people.
the lives of these people.
(Western missionary) Well, my name is Heidi. I come from Germany, from the southern part. That’s (Western missionary) Well, my name is Heidi. I come from Germany, from the southern part. That’s Bavaria. And as I live in Bavaria, I am keen on mountaineering. And that was the reason why of course I Bavaria. And as I live in Bavaria, I am keen on mountaineering. And that was the reason why of course I wanted to go to the Himalayas. And as
wanted to go to the Himalayas. And as I was a teacherI was a teacher ——I was teaching English, German, ethicsI was teaching English, German, ethics—that’s—that’s a kind of religion
a kind of religion——I was interested in schools. And so I happened to meet Lamdon School here.I was interested in schools. And so I happened to meet Lamdon School here. (Instructor) One, two, three, up! One, two, three, up!
(Instructor) One, two, three, up! One, two, three, up!
The Lamdon Model School is considered one of the best secular private schools in Ladakh. The Lamdon Model School is considered one of the best secular private schools in Ladakh.
(Western missionary) And of course I got so much from the people here, from their religious belief, (Western missionary) And of course I got so much from the people here, from their religious belief, from their mentality, the way of
from their mentality, the way of compassion, tolerance, that I thought, “Well, I compassion, tolerance, that I thought, “Well, I must do something formust do something for this school.” Step by step, I tried to find sponsors. I tried to collect money. For instance, I’m proud. this school.” Step by step, I tried to find sponsors. I tried to collect money. For instance, I’m proud. Over there there is a hostel, a girls’ h
Over there there is a hostel, a girls’ hostel, for a hundred pupils. And this mainly done, built, by theostel, for a hundred pupils. And this mainly done, built, by the money I could collect.
money I could collect.
Thanks to Heidi, hundreds of children from villages all over Ladakh are able to leave their families and Thanks to Heidi, hundreds of children from villages all over Ladakh are able to leave their families and homes to board at Lamdon School.
homes to board at Lamdon School. (Teacher) Here is a list of po
(Teacher) Here is a list of possible reasons why one uses a mirror. First, to check one’s appearance. Tossible reasons why one uses a mirror. First, to check one’s appearance. To check one’s appearance. Do you do that? Mirror for
check one’s appearance. Do you do that? Mirror for checking? And to look beautiful. To checkchecking? And to look beautiful. To check appearance, yes? You check appearance? You check appearance not only to see how you look, appearance, yes? You check appearance? You check appearance not only to see how you look, butbut also how you are dressed up,
also how you are dressed up, okay? Right? How you are dressed up. And tokay? Right? How you are dressed up. And thenhen ——to look beautiful. Howto look beautiful. How much important is it? Vanity. Beauty, Everybody cares for their looks, okay? Everybody cares for their much important is it? Vanity. Beauty, Everybody cares for their looks, okay? Everybody cares for their looks. How you look, right? How you look is very important.
looks. How you look, right? How you look is very important. (Western missionary) Even if they s
(Western missionary) Even if they stay here for one or two years and sotay here for one or two years and sometimes they have to go back,metimes they have to go back, forced by their parents to work in
forced by their parents to work in the fields, to look after younger the fields, to look after younger children, they gain something forchildren, they gain something for their life. Some go to
their life. Some go to military forces. Then they are good military forces. Then they are good tradesmen. They open shops and sell alltradesmen. They open shops and sell all those necklaces and sweaters and these things. Or
those necklaces and sweaters and these things. Or they learn special jobs. And now they learn special jobs. And now mainly as I knowmainly as I know and as I hope in computer
and as I hope in computer techniques. So they go to India techniques. So they go to India and have a good chance. So I and have a good chance. So I think theythink they have overcome real poverty here. And some
have overcome real poverty here. And some people say, “Well, why don’t you go to people say, “Well, why don’t you go to Congo, or so?”Congo, or so?” but I think they still
but I think they still need help. It’s not only need help. It’s not only to throw them into the water and theto throw them into the water and the n let them swim. Theyn let them swim. They need, they need everything from clothing to mental aid.
need, they need everything from clothing to mental aid. (from
(from Rabbit-Proof Fence Rabbit-Proof Fence ) For if we are to fit and train such children for the future, they cannot be left) For if we are to fit and train such children for the future, they cannot be left as they are. And, in spite of himself, the native must be helped.
as they are. And, in spite of himself, the native must be helped. “You
“You are in the process of are in the process of being indoctrinated. We have not yet evolved a system being indoctrinated. We have not yet evolved a system of education that isof education that is not a system of indoctrination. What you are being
not a system of indoctrination. What you are being taught here is an amalgam of ctaught here is an amalgam of current prejudiceurrent prejudice and the choices of this particular culture. The slightest look at history will show how impermanent and the choices of this particular culture. The slightest look at history will show how impermanent these must be.”—
these must be.”—Doris Lessing, 2007 Nobel Prize Winner for LiteratureDoris Lessing, 2007 Nobel Prize Winner for Literature connecting the dots
connecting the dots
(Helena Norberg-Hodge) When I look at the number of really well
(Helena Norberg-Hodge) When I look at the number of really well -intentioned people who are trying-intentioned people who are trying to “help” other people with this package of schooling and
to “help” other people with this package of schooling and aid, I really don’t think aid, I really don’t think there is any badthere is any bad intention behind that. I think it’s
intention behind that. I think it’s purely out of goodpurely out of good --heartedness and a will to help heartedness and a will to help other people. It’sother people. It’s just that they don’t co
just that they don’t connect the dots; they nnect the dots; they don’t often stay long enodon’t often stay long enough to reaugh to rea lly look at the overalllly look at the overall impact. And they simply don’t
impact. And they simply don’t look broadly enough.look broadly enough.
(young girl) I did my schooling from Moravian Mission School, which is in Leh, which I
(young girl) I did my schooling from Moravian Mission School, which is in Leh, which I think is the bestthink is the best school of Ladakh.
school of Ladakh.
(young boy) Starting, I was in Lamdon Model School, Leh, until 6th class. (young boy) Starting, I was in Lamdon Model School, Leh, until 6th class.
(young boy) I did my higher secondary school in Delhi itself. I’ve been in Delhi for the past eight, nine (young boy) I did my higher secondary school in Delhi itself. I’ve been in Delhi for the past eight, nine years.
years.
(young boy) When I was at the age when I did my first class, then I was shifted out here. I shifted out (young boy) When I was at the age when I did my first class, then I was shifted out here. I shifted out here in Mussoorie, then Dehradun, and then in Delhi.
here in Mussoorie, then Dehradun, and then in Delhi. (young boy) I don’t know about my culture very
(young boy) I don’t know about my culture very much. We are not very much. We are not very much aware about ourmuch aware about our tradition and all.
(young boy) Basically, when students come to Delhi to
(young boy) Basically, when students come to Delhi to study, they’re exposed to an environmentstudy, they’re exposed to an environment which is very different from
which is very different from Ladakh. And they tend to forget their own culture. They Ladakh. And they tend to forget their own culture. They even sometimeseven sometimes they don’t even know how to speak their own l
they don’t even know how to speak their own l anguage. They forget their traditions. And I think that ianguage. They forget their traditions. And I think that i ss not a good sign for Ladakh.
not a good sign for Ladakh.
(young boy) Nobody speaks the fluent Ladakhi, which was origin
(young boy) Nobody speaks the fluent Ladakhi, which was origin before.before. (young boy) But we are here and follow the global
(young boy) But we are here and follow the global tradition. We are trying to betradition. We are trying to be ——we are trying towe are trying to compete with them.
compete with them.
(young girl) We’re just after
(young girl) We’re just after money, money, money.money, money, money. (Buddhist nuns chanting)
(Buddhist nuns chanting) english commands the world english commands the world
(Wade Davis) You know, the year that you
(Wade Davis) You know, the year that you were born, there were six thousand lwere born, there were six thousand languages spoken onanguages spoken on Earth. Now, a language isn’t just grammar or vocabulary. A language is a flash of the human spirit. It’s Earth. Now, a language isn’t just grammar or vocabulary. A language is a flash of the human spirit. It’s a vehicle through which the
a vehicle through which the soul of every culture comes intosoul of every culture comes into the world. Every language, I’ve alwaysthe world. Every language, I’ve always said, is like an
said, is like an old growth forest of the mind, an old growth forest of the mind, an ecosystem of thought, a watershed of social andecosystem of thought, a watershed of social and spiritual possibilities. As we sit here, half those languages are not being taught to children.
spiritual possibilities. As we sit here, half those languages are not being taught to children. (Rev. Gergen) In some areas we are very strict. For example, speaking in English.
(Rev. Gergen) In some areas we are very strict. For example, speaking in English.
(young girl) My school is English medium school, and every children are speaking in English. And (young girl) My school is English medium school, and every children are speaking in English. And when they are in the playground also they speak in English. In class also, everywhere in the school, we when they are in the playground also they speak in English. In class also, everywhere in the school, we have to speak in English.
have to speak in English.
(Rev. Gergen) We are strict that the children speak in English with the teachers in the class and with (Rev. Gergen) We are strict that the children speak in English with the teachers in the class and with each other.
each other.
(young girl) Yeah, if somebody speak the other, Ladakhi
(young girl) Yeah, if somebody speak the other, Ladakhi or Hindi, then teacher give or Hindi, then teacher give him or herhim or her punished.
punished.
(Carol Black, Filmmaker) What happens when somebody gets punished? (Carol Black, Filmmaker) What happens when somebody gets punished? (laughter)
(laughter)
(young girl) Umm… Yeah, it’s… money. Yeah, it’s a fine. Money. Five rupees. (young girl) Umm… Yeah, it’s… money. Yeah, it’s a fine. Money. Five rupees. (Rev. Gergen) But that discipline incul
(Rev. Gergen) But that discipline inculcates a habit of English. And cates a habit of English. And English is one language thatEnglish is one language that commands the world today
commands the world today——be it the cyber world, Ibe it the cyber world, Internet, anything, businessnternet, anything, business——you have got toyou have got to learn English in India.
learn English in India.
(young girl) When we go to other countries, it’s—we have to speak in English. We don’t have English (young girl) When we go to other countries, it’s—we have to speak in English. We don’t have English speaking, we can’t go to other country and speaking,
speaking, we can’t go to other country and speaking, yeah. It’s—yeah. It’s—English speaking is very good. When IEnglish speaking is very good. When I graduate I will go to other countries.
graduate I will go to other countries. (Carol Black) Where do you think you’ll
(Carol Black) Where do you think you’ll go to study?go to study? (young girl) In Delhi.
(young girl) In Delhi.
(Carol Black) Will your mom miss you when you move to Delhi? (Carol Black) Will your mom miss you when you move to Delhi? (young girl) Yeah, I will miss her. Miss
(young boy) I miss my home town, really. And my parents. Because I have been here
(young boy) I miss my home town, really. And my parents. Because I have been here ——not herenot here properly but out of my town
properly but out of my town ——about 10 or 12 years. And about 10 or 12 years. And about a place called Ladakhabout a place called Ladakh ——you have seen-you have seen-it’s a
it’s a heavenlyheavenly——really it is heaven. I miss it. really it is heaven. I miss it. I miss Ladakh too much. Because home is home, right?I miss Ladakh too much. Because home is home, right? (singing, laughter)
(singing, laughter) human + nature human + nature
“The great purpose of school can be realized better in
“The great purpose of school can be realized better in dark, airless, ugly places. Idark, airless, ugly places. It is to master t is to master thethe physical self, to transcend the beauty of nature. School
physical self, to transcend the beauty of nature. School should develop the power to withdraw fromshould develop the power to withdraw from the external world.”—
the external world.”—William Torrey Harris, U.S. Commissioner of Education, 1889-William Torrey Harris, U.S. Commissioner of Education, 1889- 19061906 (bus engine)
(bus engine)
(door slamming shut) (door slamming shut) (Manish Jain) One of the gr
(Manish Jain) One of the great tragedies of schooling is how it has eat tragedies of schooling is how it has ripped people out from nature anripped people out from nature andd locked them up into rooms for
locked them up into rooms for eight hours a day. And I eight hours a day. And I think the profound kind of damage that it’sthink the profound kind of damage that it’s doing to us, only we’ll
doing to us, only we’ll recognize generations from now and then we’ll look back recognize generations from now and then we’ll look back and say, “How couldand say, “How could we have done this kind of thing
we have done this kind of thing to people?” Thinking thto people?” Thinking th at, you know, creating concrete jails andat, you know, creating concrete jails and locking people up into that and giving them
locking people up into that and giving them books that tell them about nature is a books that tell them about nature is a better way to thinkbetter way to think about life than actually spending time in nature.
about life than actually spending time in nature. (teacher) Why is it called
(teacher) Why is it called——why it is given this name? Can you tell me? Do you have any idea why wewhy it is given this name? Can you tell me? Do you have any idea why we call it this name? The spelling is “xerophytic.” It’s xerophytic. Why do we call this name? Xerophytic call it this name? The spelling is “xerophytic.” It’s xerophytic. Why do we call this name? Xerophytic vegetation. The type of vegetation that we have here in Ladakh is
vegetation. The type of vegetation that we have here in Ladakh is xerophytic. Now, can you xerophytic. Now, can you cite mecite me the reasons why we call this
the reasons why we call this type of vegetation as xerophytic vegetation? Anyone in the class?type of vegetation as xerophytic vegetation? Anyone in the class? (from
(from Ferris Bueller's Day Off Ferris Bueller's Day Off ) Anyone? Anyone?) Anyone? Anyone? (teacher) Do we have heavy rainfall here?
(teacher) Do we have heavy rainfall here? No. We have scanty rainfall hNo. We have scanty rainfall here. So for that reason, we, ere. So for that reason, we, asas we have discussed that we
we have discussed that we don’t have good type of vegetation here. We can’t expect to have, youdon’t have good type of vegetation here. We can’t expect to have, you know, forests, good forests. We can’t expect to have gr
know, forests, good forests. We can’t expect to have gr eat vegetation here. And we are, here I eat vegetation here. And we are, here I justjust wanted to add that with the distinct type of plants,
wanted to add that with the distinct type of plants, animals, and the environment, humanimals, and the environment, hum an is alsoan is also included in the ecosystem. Understand? Now how is
included in the ecosystem. Understand? Now how is human included? Why do we say that human included? Why do we say that human ishuman is an integral part in the ecosystem?
an integral part in the ecosystem? (students turning pages)
(students turning pages)
(teacher) How do you think that human are involved in the ecosystem? Anyone in the class? (teacher) How do you think that human are involved in the ecosystem? Anyone in the class? (from
(from Ferris Bueller's Day Off Ferris Bueller's Day Off ) Anyone? Anyone?) Anyone? Anyone? “It is, in fact,
“It is, in fact, nothing short of a miracle that nothing short of a miracle that the modern methods of instruction have not yet entirelythe modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry;
strangled the holy curiosity of inquiry; for this delicate little plant, asidfor this delicate little plant, aside from stimulation, standse from stimulation, stands mainly in need of freedom.”—
mainly in need of freedom.”—Albert EinsteinAlbert Einstein
“What does education often do? It makes a straight
“What does education often do? It makes a straight --cut ditch of a free, meandering brook.”—cut ditch of a free, meandering brook.”—HenryHenry David Thoreau
David Thoreau
(Dolma Tsering) Traditionally, parents taught their children to
(Dolma Tsering) Traditionally, parents taught their children to keep the water clean. We learned nevekeep the water clean. We learned neve rr to dirty the springs or s
to dirty the springs or streams since people downstream need clean water for drinking, or treams since people downstream need clean water for drinking, or for offeringfor offering to deities. Having learned this when we were very young, it remained in our minds forever. Now, to deities. Having learned this when we were very young, it remained in our minds forever. Now, maybe it is development, or progress, or parents are not telling children about these things, or the maybe it is development, or progress, or parents are not telling children about these things, or the children are not listening to
