The primary motive behind this addiction to teaching can be traced back to my personal history of learning. As far back as I can remember, knowledge had been the 'wonderland'. I studied everything - from the art of writing alphabets to the art of studying geometry - with a passion. I desired passion in everything, in everyone. Teachers who mirrored my passion egged me on to delve deeper into the subjects they taught. These passionate teachers seeded, nurtured and blossomed the love of learning in me.
The initiation of passion in school gained steady support from all the books that I found myself surrounded with at home. I was blessed to have a conducive surrounding to grow my ideas. Even ideas that kind of questioned the legitimacy of beliefs in the household were not really suppressed. I remember asking the logic behind the notion of এঁটো (pronounced enTo, meaning primarily 'that which has come in contact with cooked food' 1 ) which wasn't really answered but neither was I squashed for asking that question. To my thinking self, how can you limit that which is এঁটো from that which isn't. If I accepted the ruling of the table on which the cooked food is kept for a meal to be এঁটো, then, the question arises, how is my body not এঁটো since the cooked food is in my digestive system till it is processed by the chemical elements? As a I child, I thought the lack of an answer as a dismissal. Now, I feel, it was an event of knowing, unknowing and not-knowing. It was an instance of learning. A learning, possibly, for both me and the person who faced this question. A learning that all questions will/can/may not answered in words, that individuals have only a select number of questions answered to themselves.
I remember another incident. I was in my tenth standard and needed to learn the definitions of different scientific terminology. My teacher failed to convince me about the need to memorise and write the exact definition given in the textbooks. I asked him, how does it matter, as long as the concept is effectively spoken of? His answer was one of authority. What is, is unquestionable. As a teenager, I felt angry. As an adult, I remember Mr. Gradgrind, the "man of fact" (Hard Times by Charles Dickens. Chapter 2) whenever I think of that teacher of mine. 2
The pedagogic learning continued in school, while the social and intellectual learning continued at home. That knowledge is an art of questioning, was learnt in the process.
I now know why I envisioned myself as a teacher since the fifth grade. It is not merely the joy of helping someone learn, it is the challenge of making someone question that which is not understood clearly. The urge not to dictate, but to nurture; not to teach, but to show the way to learning; not to create the habit of studying, but to help find the joy of learning - that is the ambition I nurture. The past two years with budding learners at The Little Garden has gifted me this revelation. Dear parents of these awesome new learners,
May you not mistake the idea of success to be the beanstalk of life. The beanstalk of life, in reality, is the affirmation of the talents inherent in every child. Believe in your child, even when you don't quite understand what you are believing in. Nurture your child. He/she not only needs plenty of love, affection and sunlight. Your child needs pruning too. Prune with love and respect. Prune to love and to respect the light in the child.
Till we meet again, here's to learning:
Climb every mountain from the movie The Sound of Music.
Happy listening. Happy learning!
Pssst. It could be fun to watch the movies 3 Idiots and Taare Zameen Par (Like Stars on Earth) too.
