Adversity as a basis for education

Resourcefulness and self-drive against adversity are 2 key parameters for one to act as an innovator. Common examples could be mothers who are resource constrained in terms of energy, time, money, facilities, and so on, but the love and desire to take care of the family surmounts these challenges. The outcome is an innovative environment that is dynamic and evolving. A similar but rarer example is that of jugaad or bricolage or resourceful engineering, practiced by certain people who are desperate to attain a certain goal but don’t have the conventional resources to do so. The antithesis of this is the comfortable life, devoid of resource challenges and adversities, and hence devoid of opportunities to grow resourcefulness against adversity. Why is this peculiar character important? Does this have a role in the education of a young mind? How is this relevant to life in general?

The strive for a comfortable life is the norm in today’s India. Everyone wishes this for themselves and their loved ones. We want to get into good educational institutions, get good degrees, make good money, and eventually have a good settled comfortable life abundant in material resources and comfort. That is the dream. No one likes discomfort, we hold such innate disgust for discomfort that we wish to remove it from our lives altogether. A person experiencing discomfort is looked down upon someone who either needs help, or pity, or worse it is seen as a punishment for wrongdoings of the past or karma! Most of our culture is focused on helping people in discomfort to transform their environment into bodily and mental comfort, be it the role of technologists or psychiatrists. People who face discomfort on a regular basis are considered as losers, failures, intellectually challenged, less privileged, lower in social strata of all kinds, and so on. Our educational systems and culture focuses on intellectual growth without bodily or mental discomfort in the process. Kids are raised so that they don’t experience discomfort and could rather focus on ‘better’ things.

As we all grow in the overwhelming culture of anti-adversity, are we loosing something crucial here? In this culture, prevalent in the middle class and above, we train ourselves to run away from adversity, to demean it. And in this process we lose the skills needed to engage meaningfully with adversity. Why is this important? For one, life is not so comfy, ask anyone who has lived more than 20-30 years. Adversity is the big big elephant in the small room. Yes, technology helps in a great way cutting out nature’s adversity as well as people’s adversity from our cocooned lives, but nature, people and personal health issues sneak in anyways. Despite the medicines, despite the latest gadgets, we are faced with emotional, mental, physical degeneration and ultimately death. If adversity is the norm, then why aren’t we talking about healthy engagement with it? Why do we always have to bring in a technological, or cultural barrier in between, only to postpone the facing of adversity? Why are we fooling the kids in the name of education?

Our education institutions have become hotbeds of mollycoddling and spoon feeding sub-standard content to uninterested minds. Trust me, I realize I have also been doing that! It’s only when one steps outside and asks the simple fundamental question – what is the actual relevance of education to the life of a student placed in a very localized context? If the only answer is get jobs and do survival business with no relevance to the content of the years of education, then that is a pathetically shameful answer. Every teacher may consider this as a reflection of one’s work. Heck, I didn’t and now I am in considerable pain as to what is education if not helping a kid towards becoming an autonomous, self-driven, adversity tolerant and sensitive human being. And mind you, no amount of simulation of adversities can replace facing real adversity, real challenges. The good thing is life is full of it, only if you can remove comfort from education, a little bit.

Teaching – a tough personal experience

I have been a teacher on and off for over the past few years. I have taught about making devices/instruments, some maths and some physics to undergrads at a local elite college in Pune. I have had a mixed experience if I reflect back. The last year was particularly intense and tough on me, and so I have decided to quit formal teaching, at least for a year.

Being a normally driven person with some excitement in what I do, I tend to get carried away expecting the same from others. This was evident in some projects I had given and mentored with kids. Everything started nicely, and the kids responded well. These kids weren’t from the engineering or the sciences base, but studied a mix of various subjects from humanities and some science and mathematics. They loved the initial joy of making gadgets and were quite enthusiastic to make new things and imagine new things to be made. We learnt some electronics, soldering, 3d printing, design tools, etc. After learning some basic skills they were tasked to practice those skills in making projects, from a list of projects I needed help in. Although the projects started well, I realized the kids loosing steam half way through. Except a few, most failed to push enough and complete the individual targets set for their particular projects. They weren’t also coming back to me with their issues or discussing among themselves, I felt. As a teacher passionate about the projects and this whole act of making things by hand, I was disturbed. Even after repeated coaxing, the apathy of some of the teams was evident. And my annoyance in this lack of effort or sincerity probably became more and more evident. One of the students even complained that she could not communicate her challenges with me, or do the work assigned to her for her own exams, because I was “rude” apparently. By the end of the course, only a small group actually completed their projects, the rest completed the formalities of the course.

Another example was from teaching maths and physics. Most students showed interest and participated in the class with great amount of passion. I think I fared better in these classes as a teacher than in the maker classes. In another course where I was to co-teach research methods, I realized the similar trends – loss of interest by students as the work got harder. While these phenomena were on going, where students at one point may find traction in the course, while on the other side of the calendar loose interest, I realized I as a teacher also converted from a hopeful and compassionate human at the beginning of the calendar to a hard task master at the end of the course. While this is not black and white, it seemed so one of the perspectives shared by my colleagues. What was evident were the hard comments I was giving back on submissions by students, calling out callousness and shoddy work, calling out blatant plagiarism, abuse of technological privileges such as AI tools. My hard comments disturbed the kids, and the concerned authorities/teachers/admins. The sad part was that I was not so aware of this until it was brought to my notice by my colleagues.

When I re-read my own written comments, I realized that they were mean. I was shocked myself, and felt embarrassed. Some of my words could be interpreted as severe and not acknowledging the person’s struggle or the overall context. I have struggled to understand these reactions of mine, often finding all the fault with me on one hand and repenting it. Sometimes I feel that I was too passionate about the subject and expected very highly of the students, which may have led me to be so harsh on their performance. As a teacher this has been the toughest of all experiences. I also feel I was under much stress of teaching. Facing a class full of judging youngsters, my personal anxiety of ‘performing’ as a knowledgeable guide while i struggled with the nuances of the topic, my lack of experience in the teaching the subjects and other reasons may have led to a built up of emotions, which manifested in my uncalled for expressions. The critical feedback I received from about a year of passionate effort from my end, came as a shock. It was disheartening to say the least. I am still processing the experiences and interpretations, not completely sure what went wrong, what was right, etc. The moral burden of being on the ‘wrong’ or unkind to people, especially kids is crushing. But I learnt a lot I would say, and I am still discovering layers and layers within this rich experience. I loved many moments of the teaching experience, and especially the joy of connecting with kids via the topic on hand, mutually participating in the wonders of the subject, and so on. It gives me hope that I was not too bad a teacher or a human, most of the time.

On our belief in science!

Truth is a hard game. Its hard to get to do experiments which will be good enough to verify and test the existence of truth. Of the impossibly long list of things to be verified in our lives as human beings, material world questions sometimes could be relatively simple as compared to the remaining. How far does a ball fall when thrown at a certain direction, is a well known example. The thrown ball behaves very well as per our predictions. The more accurately one can set up the experiment, the more accurate the result gets with respect to our rather simplistic theories. In fact we have the uncommon benefit here that you can set up the experiment so very well (with simple precision tools and calibrated instruments) that the theory’s weaknesses are exposed (neglecting effects of air drag, for example). Yet, not all experiments in the material world are so easy to work with. Most of the science as we know it today, as practiced and taught, are not experiments which the students or teachers do for themselves, but as dogmatic beliefs.

Check this out, do you really by Newton’s laws? Most of us will say yes, but how many of us have actually checked it by experimenting themselves? So aren’t we just like mere believers in ‘myths’ of the day? The rationalists among us would argue, we can verify the laws if we want to, that the procedures for such have been available and kind of practiced in science class rooms over hundreds of years, etc etc. But please tell me the ratio of people believing in the validity of netwon’s laws vs. people having the luxury of testing it for themselves? Add to it the challenge that while Newton’s laws can be tested affordably, the 100s of other laws of the material world built on these fundamental laws have been popularly tested even by lesser and lesser of the people. Do you get my confusion?

Resources for experiments could still be arranged. But what to do about motivation? As a mere human, if some 10s of people of high repute or relative power as compared to me tell me if something is true, I will tend to believe it. It is not hard to convince me or anyone else for that matter, of strange and fascinating stories. Of course over the years, thanks to a healthy skepticism developed within me due to the active practice of indulging in healthy self-doubt, some stories are not convincing, but most others are, I shall admit. Let’s say the ideas of relativity. How much do I know about it? Well, I know some equations and some concepts within it. Have I verified it for myself? I guess there are only a handful of people in the world who have actually done any real experimentation to verify some aspects of it. But many millions of people will claim to have understood it. It makes a great story, with many trained pundits agreeing to it that its a great believable story. One may argue to the world’s end that the basic principles that relativity is based on are well proven and thus with logical construction one can rest one’s trust in it. Relativity does explain a lot about the universe we live in, they would argue. I agree with this part, except that I am not convinced that we have been actually testing the fundamental principles for ourselves, enough. Rationalists would argue that not everyone needs to test all theories, in fact science as an institution is known to practice high merit and an almost sadistic degree of self-checking of science laws within the community. I get the rationalist’s point, but I also wonder what is that percentage of science checkers Vs the population of people like us who couldn’t experiment for themselves? Its a very tiny fraction of the population I bet. A lot of the thoughts we share are some form of beliefs that we think are truths. If I do come across someone who has herself/himself done the experiments and checked out the fundamentals of a theory, I shall be very trustful and happy to place my (blind) faith in that person’s work and conviction about the theory. Even with the best of intentions, my contention is that, most of scientific knowledge spread in the world today is no different from myths and beliefs in the minds of the people. We may even begin to doubt as to how then one could define what is a verifiable truth?

There is a beautiful Hindi movie called ‘Aakhon Dekhi’. It brilliantly portrays the challenges of truth which a man struggles with. “I will only believe in what I see with my own eyes”, he decides. The transformative immediateness of this realization is worth a view. If only testing by bodily senses were assumed to be the sole method of truth, just as the original practitioners of the sciences prescribed, how would our world look like? Certainly not like the current world. In our classrooms we talk about syllabuses and experiments and theories and so on. We learn for many years in institutions, practicing the arts of keeping articulate and detailed theories in our brains, linked together with best in world stories and logical sequences. Believing in our teachers, who believe in their teachers, who believe in scholars and so on. We are so convinced of the validity of the stories, that we do not think we need to check them out ourselves. Where does this immense ability of believe come from? And if we are so damn obsessive believers, then why does science claim to not be based on beliefs?

To me realizing this shallowness in my very own knowledge helps me let go of the many inferiority complexes I have with my peers in the sciences who definitely are are far too intelligent, accomplished, knowledgeable and insightful in its subjects. However, I feel great awe and intimidation in front of those people who have spent immense amounts of time working around their 5 bodily senses to learn and practice a subject, such as farmers, artisans, teachers in the arts of teaching, technicians, etc. The humble plumbers, electricians, repair guy, home makers, mothers, etc would be in that list. If experiential truth could be measured, some of the world would be immensely poor, while some would be immensely rich. We may wonder if our current social system places a similar value to these different classes of people.

I believe that we have evolved as a species deeply embedded in the practice and perpetuation of beautiful myths. I am just paraphrasing Youval Harari’s ideas to some extent. We could not have survived if we were not believers in our core thoughts. I say so because it is hard to think otherwise. Not everyone can experiment and be crazy enough to spend immense amounts of resources into verifying or testing out one’s numerous beliefs. Look at the kind of money being spent into universities and research labs to figure out what goes on inside an atom, while most of us are happy to believe in the first story that comes out of these hallowed institutions of knowledge. Just as we would respond to priests or to people in authority. Beliefs are probably the most efficient method for information to exist and survive in a dynamic mortal world. The oldest stories which have lasted to our age are powerful examples of beliefs and practices that have worked and held tribes, communities, and people together (at the cost of those who believed in contemporary counter stories). I imagine belief and trust as being core to the social glue that bonds and helps make our groups as super-organizations. Read ‘social organisms’, the idea that we are mere working slaves and carriers of truely living mega ideas, which reside in our minds, and control us in so many ways.

Rationality and science are modern words. The practice of such is intended to discover for ourselves, with our own 5 senses, or at least with our own realization of strong ideas and stories. But the practice of rationality and science is costly, and not the privilege of those with an empty stomach. Only some people can do the experiment, others can only follow the elite practioners of the elite arts of the sciences. This is the same reason that rationality does not sell well. The precautions needed to stem out COVID weren’t taken seriously and rationally till it became a scary thing. And even after the scare and the fears of COVID, rationality was not a common theme in the lives and practices of the billions of the earth with respect to COVID. We are ‘fashionable’ minds, and we follow what our peers do. We mimic like crazy, not even realizing we imitate so genuinely. We believe in blending in the crowd, via beliefs in shared common stories. Stories are our bonds. Rationally asks us to separate from the crowd of peers, a task that involves immense personal risks, unpleasantness and fear, and worse, the risk of painful social exclusion.

Is there a way to make more sense of this world, for those of us with lesser privileges? A basic sense of rationality is essential, but may not affordable. Can we yet value our myths loving brain, as not necessarily being a bad thing? Can we stop judging people who may not feel very rational? Can we accept irrationality as a very genuine expression of who we are?

Stuck – an ordinary innovator’s song

Days go by and nothing moves
you fumble, stumble and try (again)
ideas are stuck
projects are stuck
head bangs against a wall
of unknowns

no one knows
no one can help
there are no experts
no one’s around you but you 
and the unknown, uncharted.

No social life
nothing to talk about
they wont get it you say
nothing to show that is credible
understandable, comprehensible
or beautiful to the common eye
Except perhaps an old story
of a crazy innovator’s mess.

Why bother so much? they ask
move on, life can be predictable!
Ya, right! 
Why bother? Who cares?
One is tempted, every moment.
To let go. To chase the next greens
To play.
Escape seems possible and beautiful.

But something keeps alive
the silly bug of a stuck innovator.
The charm of unconnected pieces
materials and parts needing nurturing and attention
mysterious ideas needing form
dreams
stories materials wrote on the bruised hands
a nose smothered with solder smoke
and burnt metal in the taste
eyes sore with tiredness and despair 
a pocket full of holes
debts to others
sweat of many moments past
an identity looking for a home
freedom
credibility
self-esteem
all waiting in line
for the stars to align
and a universe
to fall in place.

My fear of math

School Counselor and Math Anxiety: Definition of Math Anxiety
Credit: I don’t know where this image is from, but i found it online here: https://schoolcounselingandmathanxiety.blogspot.com/2013/01/definition-of-math-anxiety.html

I wasn’t great in maths during my institutional education period. I never connected with maths, until I started realizing it as a useful tool during my doctoral research work. But still the connection was weak, I did only that amount of work on math as much was absolutely necessary. I used numerical methods because it was a tool that helped me process my experimental test bench data during my PhD. I had no attachment to the tool. I experienced fear.

Fast forward to today. I am a part-time math teacher and hoping I am not too bad at it (fingers crossed). I am hoping I also improve my skills. But the pertaining challenge is – I am afraid of maths. In the introductory class on calculus which I am teaching to undergrads, we talked a bit about the experience of math with the students. And almost everyone expressed their fear of maths. And as i realize more and more, almost everyone around says they fear math. Many have expressed that they didn’t take up studying sciences because of the requirement of maths to be studied along with. In a course on ecology in which I am participating as a student, whenever the teacher throws in some mathematical formulations, I can sense my fellow participants taking a back step, or looking at each other with sad eyes and pathological fear. I would have done that too, had I not had some confidence built up in math over the years. Before every math class I go to teach, I experience many hours of anxiety and self-doubt. I prepare my lecture fighting the thought – “Oh shit, I don’t know if I know this shit myself, what will I even explain to my students?”. I fear my students might see through this fear and judge me, or feel similar, and actually suffer, partly due to their own fears of the subject and partly due to a teacher who himself fears the subject. Imagine a classroom full of fear and anxiety, and if this ever happens, how can learning exist in such a situation, ever? So my question is, why this fear of math? I wonder how many of our teachers of math are also suffering from this alleged fear? How many students would have dropped engaging with mathematics altogether over such a traumatic fear of numbers and functions and relationships?

If this fear were true across the world, I am sure it must have been addressed and studied before? Yes. There is a nice Wikipedia article titled ‘Mathematical anxiety‘. It talks about this distress and how it affects performance of children and how people have tried to tackle it, contain it by improving the pedagogy. It talks of how it was measured and found to be a significant problem. I am sure following the links and papers mentioned in this Wiki article and elsewhere, one can come up with a more thorough and through understanding of the issue. But let me take a step aside from all the academically sound and proven literature about it, and instead express some of my naive thoughts on this issues.

2 thoughts. The first one being the nature of math seems to be quite different from the natural working of our brains. and secondly, math anxiety may be related to our deeply ingrained lasting fear of exclusion from our social group.

Relationships – our core nature

To discuss the first point, imagine a subject which triggers emotions and sensations within us. Examples could be literature, films, music, dialogs between people or living beings or with inanimate things. Math is not such a subject, normally. To realize such levels of emotional or sensory upsurge while dealing with math is a gift of the very few, who are able to associate sensibilities to mathematical forms. It is at beast an acquired taste. Paul Dirac, if I remember from my physics courses, could and wished for such a deep connection. Checkout “Mathematical Beauty” – an article talking about the aesthetics of mathematical formulae and Dirac’s idea that a physical hypothesis is true if its mathematics is beautiful. However valid such associations may be, it may not be accessible to the most of us. The super abstract nature of mathematics requires significant amounts of dedication, focused and single minded mastery of the subject before aesthetic senses (may) kick in. Such is true for any subject, be it physics, carpentry, literature, or any other. However, it seems the ability to sustain the abstract quest, in order to secure some mastery, but without the aid of emotional or sensory feedback is the key difference in what separates math from other subjects. It is obvious that every subject requires some set of elementary skills so as to connect and engage with. And acquiring these skills takes much time and effort. For math, it seems it takes significantly more time and effort and a certain non-dependence on immediate emotional and sensory returns.

Coming back to our initial experience with mathematics, a lot of people seem to ask the question – why? Why learn surds, complex numbers, algebra, trigonometry and so on? How does this knowledge help me with my current problems and desires, which mostly deal with my abilities/challenges to connect with the world around me? How does math help in me relating to my needs? Answering such questions could probably help build trust and buy some time to help keep a student’s openness to the math. But if we may enquire further, why do we have such a significant desire of dealing with the world via connections in the first place? I know it sounds like a stupid question, but quite revealing for me! I think due to our evolution as physically weak creatures, our social structure and inclusion with our peers seems to be the most fundamental medium to survive. Groups survive better than an individual. We may be intrinsically programmed to have this fear, without conscious thought, so that our body/mind automatically seeks inclusion by approval and valuation from our peers. The deepest insecurity in ourselves is thus the chance that we might be rejected from a group on some mysterious grounds. We also project relationships with non-human beings as well as objects (Gollum’s “My Prescious” could be a reference). Thus, it seems the humanities could be the subjects which deal most directly with our very core human nature, or this obsession with rejection/devaluation of any sort. However, it is unfortunate why humanities is not the dominant popular subject in the modern human world. I wonder why?

Abstraction – the killer idea

When we began to find and develop tools, we also naturally associated relationships with those tools. We do it even now, I think, all the time! My car, my home, my keys, my computer, my cellphone, etc. However, when our ancestors began making more sophisticated tools from rocks and wood and fire, they probably realized, as we do now, emotional attachments are not helping in making better tools. The quest for a better tool essentially requires a letting go of formed relationships, even if they are powerful and deeply of value. Modern science has taken this ‘abstraction’ to a new high. We have realized our tools to be distant unnamed servants, not friends. Well, for most of the tools. But we still do have our cars and homes and gadgets with overriding ‘relational’ and emotional value to us, even if they don’t serve the utilitarian purposes they once did or promised. The abstraction abilities help us extract simpler utilitarian relationships between objects which have non-human tendencies. Like in physics, if an apple falls from the sky, its not my apple which fell from the sky as ‘gods’ would have wished for, it is a phenomenon that seems to occur millions and millions of times every day, irrespective of who observes it or triggers it. Such an act of removing the human being from the scene has helped blast out the powers of scientific thought from the confines of human emotional/relational chains. We now do a lot of science where a significant amount of time is invested to remove the artifacts of the experimenter or the biases of the theorist from the work. When we do a survey we try to remove the biases of the surveyor’s nature and character from the work, so that it may be replicated across the world. Even in the humanities this phenomenon can be observed, for example in the modern method of historiography where historians study multiple accounts of the same era/events to remove the biases of the individual history chroniclers, thus leading to a more ‘factual’ understanding of the world. Replication, yes that’s the amazing power of abstraction. Once a complex situation is simplified enough by abstraction, a simple model of the phenomenon is formed, which is called a pattern. The idea of this pattern is perfected, and now such patterns in nature could be observed, and predicted. We can also modify some key parameters to influence the very nature of the pattern and as a consequence form newer patterns!

The language of abstraction is math. Math has become the most powerful tool in the hands of scientists, economists, planners, industries, etc. Expressing things in mathematical form is the basis of our industrial world today, of human behavior today. Money is directly math, and it matters like blood would to a body. Math is just everywhere and directly linked to survival, even if most of us would not like to practice math. The outcomes of math are too utilitarian and loud than its intrinsic aesthetic value and beauty. The tool has become the tool of the masters, but it also has a heart and beauty which is drowned by the pressure to learn and use the tools in this practical world. What we teach in school about math seems to give out a confused message to the kids, are we teaching math as a tool of survival or are we teaching how to appreciate the beauty of abstraction? In fact what is education by itself, should be reconsidered deeply. Is it a tool to learn about and value life and relationships around us or is it so that we serve as mere pawns in the practical world of large organizations (including the idea of nations)?

Not being able to abstract well is now judged as not being intelligent, or versatile. The central theme of school and education and social life is – Are you intelligent enough that one must include you in the group? We fear this and everyone knows, but no one acknowledges. Isn’t it an irony that while we humans dominate the world in numbers and we have more peers around us than ever, and yet we feel so scared of rejection? And ‘intelligence’ has been narrowed down to the ability to live and talk and walk in this artificial disabled state of abstraction, unconnected to the people and places around us, unconnected to the self that is full of relationship seeking and sensory activities. It seems to me that abstraction, despite its value in increasing the scales of human collaboration and civilization, it kills the need for a heart and the need to form emotional connects. Therefore, I believe that such a habit of unchecked abstraction may also be responsible for deteriorating the planet, while allowing a fraction of the human population to experience the adrenaline rush which comes from technology driven change.

Conclusion

Given these challenges, naturally why should one participate in a subject that is so removed from reality, and within which so easy to be judged as inadequate? Why risk social connections and value when it is already too much to handle anyways? Some people don’t mind being a recluse or away from the mainstream, for various reasons. We are called ‘nerds’. We like to spend more time with non-human subjects than in the overwhelming world of relationships, which feels like an alien planet altogether. An interesting example is Sheldon from the Big Bang Theory. It wont be too wrong if I say the modern world of science and technology has been designed and built by nerds, and thus is the modern meaning of intelligence fashioned upon qualities that promote abstract thinking. The destruction and inhuman nature of the world is also in front of us, probably brought to us by the same disconnected thinking that we consider as intelligence today.

Given this realization, I wish to convey to myself and my students that its OK to not ‘get’ math. It’s a great subject, and one can love it and see through it a glimpse of the vast universe, and even dare to comprehend an infinitesimally small fraction of it. But to not get it in everyday of our lives is perfectly alright. Some people connect to the world better in abstract forms, whereas some need relational, emotional and sensory connect. The common truth is – we all hold the same desire of connecting, just the paths may be different. The math and physics and the sciences are just one of the many ways to connect to this mystery that we call the universe. If we are unburdened about paths in general, then maybe we will be kinder to those who travel different paths.

Is technology biased towards the rich?

I love making tools and devices. Technologies such as cars, engines, electronics, science instruments or even, I shall admit, attack/defense technologies like guns, fighter aircrafts, ships, etc entice me. There seems to be an innocent joy on seeing and relating to how these machines work, unrelated to the political and social contexts where these are used/misused. The movements of the parts, their relationship with each other, technicalities of design, materials used, challenges to be solved within given resources, the histories and stories of evolution and uses, etc., all these make me glue in to the subject. My own journey as a maker has similar acts of learning new tools, designing within constraints, troubleshooting, struggling with materials and their properties, thinking about the end-use situations, identifying right machining methods and so on. As a maker the world is full of very interesting toys, one could happily get lost in. Except perhaps when one opens one’s senses to the real wide world.

While I love being a hardcore technical maker, I am also a sensitive human being, with feelings and emotions, living and absorbing signals from a complicated and dynamic society around myself. Environmental crisis, class divide, hate, unfair distribution of resources and power, insult and oppression of the unfortunate by the fortunate, the examples just go on and on. I can’t stop noticing them, not being affected by them, not asking myself how am I, with my relatively immense privileges, adding to the tragedy. It makes me deeply divided in conflict. And to discover that so much of technology is directly involved in increasing the unfairness in the society and cause environmental destruction, is a real tragedy. For many years I have had this struggle, and it still continues. I am only beginning to ask deeper and better questions to myself. I have changed my profession a few times in an attempt to find a place where I could practice my love of making while also behaving as a conscientious designer. And I know that many fellow technologists do not have this privilege, or worse, do not wish to acknowledge and practice this privilege.

My main conflicts with modern industrial technology lies in the following observations:

  1. 90% of the population are poor, and can’t afford basic technologies for basic quality of life. Remaining 10% live a highly affluent life, causing immense social stress, environmental destruction, and inequality. Technological divide is significantly observable in these 2 broad classes.
  2. Much of the technology in use, is of exotic nature. It costs a lot to make (environmental costs + economic costs + social costs), creates a lot of byproduct pollution, after use it itself contributes to human waste pollution, perpetuates direct inequality in the society.
  3. Much of the technology disconnects us from our surroundings, be it escape via entertainment and social media, to escaping waste by dumping it elsewhere out of sight and senses. Often technology helps us work from a clean home while ordering environmental destruction elsewhere.
  4. Technology causes subduing of senses and their connection with the world. Each sense, especially audio, vision and tactile interacts increasingly with technology, rather than the real world. We have earbuds in our ears, and even when without them, we are drowned by industrial noises, traffic, firecrackers, speakers, etc. We see through glasses of windows and high rise buildings, and more so via the digital interface. Our vision field is full of selected and curated technical objects like in a home or office environment or viewing the outside world from the safe confines of a moving car. Our minds have been bombarded with advertisements.
  5. Each new technology adds another convenience and comfort and each convenience distances us from the raw nature. As we know in ecology, any species requires a natural check and context to survive and survive sustainably. With technology we remove ourselves from nature, thereby avoiding any natural checks and any co-existential dependence on other species. On those species on which we depend, like dairy industry or agriculture, we have converted them into non-natural forms, more resembling industrial production units than naturally occurring species.

But since all of these are lofty concerns, I would rather like to focus on the makers of technology, my tribe and my territory.

Technology is often portrayed as being unbiased and neutral. It is argued that technology is designed while not worrying about who uses it, how and to what end. An aloofness of the maker is imbibed as the dominant technological culture of our times. A similar argument is used by the proponents of personal guns in the US or the proponents of nuclear weapons or even the people working in a nation’s defense industry. The arguments put forward by corporations sell a similar story. They say we make technology to serve the interests of a market and if we don’t do so, how will we survive? They say the market buyers will have the moral duty of when, where and how to use the technology while the makers of technology need not be burdened with such lofty philosophical and political questions. In short, makers of the most powerful augmentation of the human experience conveniently insulate themselves of the consequences of what they make.

Many proponents of the “tech is neutral” school of thought may agree that the world of technology is costly, hence we need to make the economy better (trickle down school of thought), so that more market opens up and technology becomes accessible. When it comes to environmental crisis, the argument is that technology by itself didn’t cause it. It allowed for the greed of the human being to be expressed instead, which turned out the way it is now. If the environmental crisis has to be controlled, the people who use technology should learn better, take it on themselves to not pollute or abuse the ‘gifts’ of technology. One may also argue that tech is the only way we will get A) a good quality of life for all B) solution to the environmental crisis and C) all novelty that the future has a potential to hold. In all cases, the maker of the technology, the producer of it are conveniently let off on the responsibility of technology.

Makers of technology, like me, the ones who are nerdy enough to pick up engineering/science as a career, essentially work in a super-hierarchy, far removed from the end-user as well as the context of use of their technology. A big chain of administration, sales, marketing personnel, bankers, market researchers, market forces block the direct view between the maker and the user. This distance automatically makes it impossible to control how the tech will be used, thus implying a kind of systemic neutrality by default. The distance also has the consequence that the maker no longer can design with a relevant enough understanding of the end-user/context, thereby making it mandatory that the end-user/context has to adapt instead to the technology. Such an arrangement implies that most technologies are meant for a niche section of the population which meets an arbitrary but absolutely necessary criteria for access. Criteria could be listed as those having adequate economic surplus, education and training to use such technologies, capacity to adapt one’s ability towards a remotely designed often miss-fitting technology and an unmet need which the said technology promises to satisfy. These criteria are stringent and non-negotiable, and therefore by design, technology only reaches a small proportion of the population.

An example could be found in the domain of assistive technology where one person’s adaptability to technology is quite limited, in contrast to the mainstream neuro-typical and body-typical population. The scope of adaptability also varies between individuals, or even as the individual grows older. Such a diversity is therefore never catered to by the mass production philosophy of the industrial model, which solely functions on the assumption that any individual, however unique, will and can morph into a standard “average” stereotypical consumer. Those who need customization, well they either should have a lot of money, like the defense industry or just struggle with a low quality of life, example being the people with disabilities.

To my naive eyes, I see more than 90% of a population, be it in India or in the world, not having access to technology. Technology seems to be the reserve of the top few percents of the population, although the statistics and sophistication of technology certainly has many variations within this range.

My thoughts expressed here originate from a certain despair. I see most people who do not have the money to buy technology not have access to technology. I see technology producers only be concerned with the small niche of the human population. I see technology as the prime driver of bringing conveniences to people (who can afford it). These conveniences only increase the distance between the users and their environment. In ecology we study that the most sustainable species is one where there are multiple other spices which co-exist and balance each other. If the number of a species grows, then ecosystem balances itself by increase in predation. If a predator or food species is removed from the system, dependent species may either increase into too many and upset the balance or may just die off due to lack of food, respectively. In a similar way I think the human species needs the ecological counterparts to balance itself. But conveniences brought in by technology are the key reason for our unbalanced and unchecked existence. Each technology essentially takes us away from being vulnerable to the ecosystem in a good and healthy way. Our state of the world is nothing but a demonstration of what disconnection looks like in reality. Technology makes us the evil gods, we destroy each other, and we destroy the ecosystem.

Who makes technology? People like me, makers who are good in the making of machines, who are perpetually fascinated by them. Who pays us? As you may know, the making of technology, its design, its various prototyping stages is an intensely resource intensive process. It takes a lot of time, lot of materials, a lot of testing, and a lot of failures to make a new technological change which may or may not lead to an ‘innovation’. No wonder it is amazingly costly to do hardware engineering. Having produced and failed multiple times in many such projects, I now can vouch for what I say – that its not easy to make hardware. But we makers are not in this game to find ease, is it? We love the technical challenges and get kicks out of them. And to keep this bunch of hardware nerds (like myself) going as well as the flow of materials and prototypes, there have to be significant economic resources to fund such experiments. Who pays for innovation in the hardware world? The government to some extent and mostly the private companies who see some future profits. Common people can’t fund hardware R&D, in the way it is known. All the people involved in these powerful places, have higher ups who they wish to impress, so that they can “survive” and grow. These higher ups have more higher ups, and the chain continues. By the time this impression chain reaches the top of the mountain, its far from the people it wants to serve. The sea of the willing, imagined people, is all they can look from the top, people those who can easily be clubbed as an average consumer. In terms of the government, this chain ends into political leaderships who are always deeply concerned about their own ‘survival’ in terms of votes and popularity. Both the bulk mass market and mass votes visionaries are similar in 1 aspect. They consider a small but powerful and noisy faction of the population as the whole “world”, it becomes their ‘bubble’. They also think in averages, and in large numbers. “Scale-up” is the business buzz word! As one operates away and distant from the people for whom one designs, the language used changes. Needs of the people, expressed in a nuanced and subtle language get trumped by popular buzz words which could be sold to the niche world. This niche crowd are also those people who were born into privileged societies, having access to parental exposure to technology and fashion trends. They are also less affected by local factors such geographic locations, local cultures, local climate and environments. In effect they are a completely disconnected, a different sub-species of the human population, only remotely related to the people expressing grave unmet needs. Yet, it is exactly these elite classes who have the capacity to pay and popularize a tech, irrespective of who needs it. The neglect of small communities with diverse sub-cultures, diverse languages, diverse needs, lack of economic resources thus becomes profound. The subsection of the human population with most critical needs (therefore implying non-adaptability) who are obviously without money and without politically relevant and consistent voice are no more the target audience of tech makers and promoters. Diversity is bad for either the politicians or the corporations, thus the need to standardize the population. Our educational system is a prime example of the “averaging” process to produce close to stereotypical consumers and voters.

My realizations may not hold true for other keen observers of the society, yet this is my experience. In my own work I try to navigate through this jigsaw of moral dilemmas and the joys and turbulence of making technology. My current idea of ‘good’ tech is one where the developer is in close proximity to the end-user, where the development and consumption of tech co-exist within an environmentally vulnerable ecosystem. I stress vulnerability here! This essentially implies smallness. The opensource movements, the citizen science movements, ideas and thoughts of various scientists, engineers, teachers and fellow makers help me articulate this, help me dance in hope of finding this dynamic sweet spot within the tech spectrum. Being a small developer allows me to have small overheads, and thus a small development fee structure affordable to the common people or NGOs. It also forces me to not be disconnected from the local circumstances, local cultures, local dreams of my end-users. As a cautionary note, what I am expressing here is still a dream in progress and I flicker about this central theme. My comfort/conveniences are pricey as compared to the people I wish to serve (being so privileged and all), and so is my social status. Both are in a state of hand-to-mouth existence often, which is a struggle at times. But I feel immensely lucky to have come across some teachers and practitioners, who are themselves in search of the sweet-spot. And no, these few folks are definitely not to be found in the elite (read elite-loving) tech organizations of the country like the IITs or the various government labs and tech-hubs. However, its sad to be locally alone and not being able to find day-to-day collaborators in this space. I am often surprised why so many bright minds can be seen pursuing often silly, artificially generated and sterile problems of the rich (particularly the defense, space tech, IT, bio industries), while the real and interesting challenges lay open for exploration in the places where a diverse population lives.

There is an old story of relevance here. A police officer finds a man frantically searching for something under a streetlight in the middle of a dark night. Worried, he asks, “Hey! What have you lost?”. The man says, “I’v lost my keys”. Policeman “Where did you see them last?”. Man, “In the alley over there”, pointing a finger to a dark unlit building far off on the other side of the road. Baffled, the policeman asks ” Then why the hell are you searching for it here?”. The man: “Its bright in here, I can see”. One does what one finds easy, and not necessarily what is right or necessary, it seems. This is the dilemma of us technologists.

Who designs?

[ Some thoughts on the nature and context of designers of technology and how it influences the outcomes. It is based on personal experience/observations as well as readings of Mathew E. Crawford’s Shop Class as Soul Craft, Richard Sennett’s ‘The craftsman‘, Pankaj Sekhsaria‘s research and writings on this topic and more recently Manu Prakash‘s lectures, discussions and the idea of a frugal sciences community within his ‘Frugal Science‘ course. ]

The question is who are the designers of technological solutions? Are they the ones who are passionate about technology and would like to make new technology for the sake if it? Or are they the ones who face the problems and yearn for a solution to the problems through technology and ultimately build a stop-gap solution?

I wish i could ask every designer : Is tech an end in itself or just a means to an end?

I think it is the chronic-designers who form the bulk of people behind new technology. I am also one of them, i love to make/think tech because it is fun and engrossing. But there are some pockets where the people who face the problems are the technology developers. These first-hand responders to crisis or problems are often found in resource-constrained environments such as rural areas where the professional designers don’t dare venture due to lack of incentives (salary, quality of work environment, glamour, etc). Often known as jugaad or bricolage in different parts of the world (there may be words for this in all languages), these technologies have a different character than those designed by professionals.

The professionals are characterized by ‘working for others in return for monetary and allied incentives’. People here are the engineers, the designers, the scientists and others housed in corporate organizations, universities and also NGOs.

Characteristics:

  1. These people’s lives are not as directly affected by the problems, and that is the distinguishing feature.
  2. Surrounded by high resources of money, knowledge, internet, machines, software tools (simulation, etc), etc.
  3. Living remote from the problem situations.
  4. Often working on multiple problems unrelated to each other.
  5. Working full time on technology design.
  6. Highly trained in the domains.
  7. Working in teams with varying expertise.

Pros

  1. Remote perspective helps in isolating the problem from distracting issues arising from the context or environment of the problem.
  2. High availability of resource allows for efficient problem solving, up to date with latest technologies and scientific understandings.
  3. Availability of peer community world wide, thanks to the internet, helps in shortening the learning curve, sharing of experiences and brainstorming.
  4. Working in a comfortable environment, with assured salaries and a mind free to give quality focus on the problem at hand – tremendously impacts the sustenance of the research interest and thus result in more chances of breakthrough.
  5. Sustained research practice over the years of funding and comfortable life makes the researcher well trained in handling a multitude of problems, a versatile hand.
  6. Availability of other’s expertise on hand allows for large teams to work together on isolated problems, thereby multiplying the chances of success and reducing the time required to achieve that.

However, there are problems. Often in India, politicians have a tendency to hover about problems and pick and choose those which will result in them getting voted to power. These are called in local terms – helicopter politicians. Also because they use helicopters to bypass the tough lanes and long laborious ground travels. In our discussion here, i use the same analogy. These helicopter engineers/scientists/designers and their helicopter ways of organizing and working, do bring along some problems of their own:

Cons

  1. First, members of this group are not directly impacted by the problem faced. This, while being beneficial for allowing cold rationality to rule within the minds of the researchers, often misses the lived experiences and the richness (or poverty) surrounding the problem.
  2. In real life, problems never exist in isolation. Multiple problems are at play at the same time – spanning social, technical, emotional, personal spaces and so on. Solving in one domain is often at the cost of the other domains. Could i share a joke here? Engineers can easily be the ones who effectively replace (solve?) 1 problem with many. Ha ha.
  3. When one is remote from the problem at hand, the quantity and quality of observations round the context of the problem is very limited. This often may result in a misinterpreted problem. And this could also lead to suggesting solutions far more complicated and adversely impacting the end-user environment.
  4. If one is trained in using specific tools, one tends to do all the thinking based on those tools only. This tools bias may lead to solutions ill suited or over-engineered. An example could be a part designed and made using sophisticated CNC machines, costly metal and so on, but then used in a dusty, humid, remote rural setting leading to rusting and damages. This leads to heavy maintenance and eventual dis-use of the part due to added costs and complications and breakdown times. Such is still a successful example. Another worse example could be the designer’s bias to use a certain workflow, CAD simulations for example, which hog immense time and resources while other frugal solutions remain unexplored.
  5. Due to the remote location of the designers, in geography as well as in the hearts and minds, a very narrow problem is attempted to being solved. The tools used are sophisticated and require trained manpower. All this leads to solutions which may not be easily customizable by the end user to meet the always existing diversity of local situations. Or even for maintenance sake. The end-user is relegated to the dumb role of a passive consumer.
  6. Problems in reality are never static and change with time and conditions and cultures. But can solutions, as designed by the helicopter designers/organizations adapt to such changes? Even if the end users have the money to fund new product development, this is an overall inefficient process.
  7. Just to reiterate #5, the rigid structure of an optimized resource hungry design chain, works against change. It is not agile. What kind of impact this lethargic system may be having on human society is a worthy issue to research into.
  8. When the designer/engineer/scientists are done, and the corporations move on to greener pastures, the usual maintenance requiring machinery or technology stops functioning. It lays waste. The end-user community is not as upgraded or embodied of the technology to make/modify it. The knowledgebase, being remote and inaccessible (due to different literacy, skills, funds, etc) is no longer an integral part of the local community. It is not their property.
  9. Most importantly, when the designer has a limited, distant and incentive driven concern about a problem, whether the problem gets solved in reality is of no consequence to her/him. It’s real solving is not critical to the daily life or future of the designer/engineer. Just a set back probably in terms of some incentives. Going beyond professional bounds is not mandatory. Even the professional targets are limited by the profit and survival of the organization that the designer is a part of. So in summary, one works only as long as one gets profitable returns form the work. Commitment is measured against profits. Un-profitable commitment is shunned in modern consumer culture as silly and stupid.

The first-hand responder

The jugaad designer, jugaadu, as often called in India is a different beast. It makes its way through a world very different from that of the professional helicopter designer.

Characteristics

  1. Lack of resources, often meaning lack of surplus capital, lack of tools, lack of workshop space, etc.
  2. Lack of training in design/engineering/science. This implies it is mostly an experientially learned knowledge space and less of from books and such.
  3. Sources of learning are often limited to observations of what works and frugal experimentation.
  4. Surrounded by a rich set of interconnected, complicated problems.

Pros

  1. Situatedness next to the problem educates the designer of the many complexities of the problem.
  2. It also helps to know and strive for frugal local solutions.
  3. Limited resources could also provide meaningful constraints and force generation of locally sustainable solutions.
  4. Since the designer is part of the local folk, her/his interventions also become part of the local culture. This has the advantage of being passed on to other practitioners. So, thanks to the local designer, the community upgrades itself with better tools/tricks to surmount a problem.
  5. Such work allows alternative modes of dignified and respected employment and entrepreneurship.
  6. If the same problem is occuring across a region, it may spawn various local solutions and thus provides a diverse and active repository of solutions to choose from. Often the most effective one would eventually be selected. This is akin to the linux development world.
  7. Because the designer is accessible and known through the community, customizations are possible – a great boon to the diversity of the land and its people.

Cons

  1. Being right in the hot zone often could be overwhelming. Problems may affect social conditions and emotional states. Such a problem environment could dissuade or drive away potential designers from attempting solutions.
  2. Lack of resources may hamper development and testing of ideas, thuse slowing down the process. A slow design process also takes its toll on motivation of the designers – a super important resource.
  3. Lack of a peer group or access to experts could limit any progress.
  4. Often such a work may be done by lone individuals or a small group of local friends. This size probably directly correlates to selection of simpler problems which are eventually successfully solved.
  5. Solutions created are highly customized to the local problem and thus not generally replicable.
  6. They require a mix of art, artisanship and engineering to get working. It could be difficult for the layman to operate the solutions, even if not make it. This mandates the need of a steep learning curve, without an instruction manual!
  7. Often the solutions are fidgety, and breakdowns are common. This is because lack of resources and robust engineering knowledge force weak engineering into the solutions.
  8. Solutions being hand made suffer from crudeness and lack of finish.
  9. If the designer is lost or migrates, and if the valuable skills have not been passed through, the whole solutions falls flat.
  10. Since the skills are based fundamentally on experience, experimentation, of the trial and error type and so on, they are hard to acquire. Sustained training is necessary for such work, equivalent to artisanal work. The embodied knowledge is almost difficult to transmit in softer forms such as through books or the internet.

Is there a mid-way?

The spectrum of designers seems so crucial to an understanding of how technology is created and disseminated. I guess all kinds of designers are necessary and have been operating since a long time. Maybe, before the industrial revolution and mass consumerism era (about 200 years), much of the world would run on artisan developed technology, where almost everyone was a maker/innovator. And maybe in the modern times we humans have segregated ourselves too much, outsourcing our basic functions of making and improving tools (as per Mathew Crawford – the human agency ) to focused subsections of humanity. All, in return for convenience and the idea of mechanistic and organizational efficiency (a great critical analysis of this aspect of us can be found in Jacques Ellul’s fantastic book – ‘The technological Society ).

I came across documented evidence of the ‘mid-way’ through Pankaj Sekhsaria’s research, published as a book titled: ‘Instrumental Lives – an intimate biography of an Indian Laboratory‘. Here he discusses some cases of fund-starves Indian scientists pioneering unique frugal designs of advanced high-tech and super accuracy scientific instruments such as the Scanning Tunnelling Microscope (STM) and so on. And they did good. More recently, a beautiful article was shared on the Frugal Sciences community which elaborated many of the issues and hopes discussed above, where scientists working in low-resource environments kind of bridge the spectrum between the professional helicopter designers and the first-responder kind of designers.

So, yes, there is the mid way! One can use the knowledge and skills and pros of both the worlds and make do for the cons. We could make wonderful technology which could make or break the critical unsolved issues found in the un-glamorous low-resource reality of our world (99% of our world?).

What to tell to kids?

Pre-session blues

I have been asked to talk to kids from 8th ,9th and 10th standard of a school (SNBP School, Morwadi, Pune). My friend Mrs. Sharmila Balan, who came up with this bright idea of making a bewildered engineer talk to young direction seeking kids, mentioned 1 objective for the talk :- Encourage and Inspire the kids. With those heavy targets and reflecting back at the clueless-ness of my own adventures in life, i am obviously much in a fix.

The problem is, i don’t know what the kids want to know. It is a class of 100 young minds, each with a sure shot uniqueness about them (unlike adults who are averaged out in life as years pass by). I wish i could have a discussion than a monologue in an actual class where i could see the faces of the kids! That would have been ideal.

Yet there must be common questions that a majority of these kids may be subscribing to in their own heads. Had i been in this similar situation as part of the sorry group of kids forced into a online webinar, here’s the kind of questions that would run through my mind:

  • Why am i supposed to sit and watch this stranger talk about strange and weird stuff that i have no clue about?
  • What are my friends thinking, lets check on whatsapp
  • Oooo ‘interesting’ people from the other class are also here!!
  • What should i eat?
  • How can i fool the world that i am actually fully aware and attending with utmost sincerity?
  • Hey look, bird fight on the window!!
  • How is this webinar relevant to:
    • What i like to do?
    • What excites me in my world?
    • If i am tech savvy, how does this talk relate to my interests in the fashions of my time – AI, big data, machine learning, robots, 3d printers, drones, space age, NASA, ISRO, military stuff, etc?
    • If i am not tech savvy, then how does it relate to the arts, philosophy, sciences and the curiosity of nature?
    • How about human mind?
    • How about social relationships, world politics, society as a whole?
    • Will this talk help me in finding my dream job?
    • What could be my dream job, that is a big question no one helps in answering!!
    • I know engineers, doctors, scientists and cooks (thanks Master Chef series), but i don’t know what they really mean, what they do (except in Master Chef).
    • I can’t decide what i will become? What will i be able to do?
    • How does this talk help me with my marks?
    • Everywhere i see, it is too hard. Too many people to compete against. I’m scared. I wish i knew a silent space with simple work that i can do and earn with with dignity and comfort.
    • i don’t understand why we study, what we study. Its not connecting with what i know i love, arts, sciences, technology, society and so on. I don’t know why? Or is it that i am too dumb and can’t make the obvious connections?
  • I have had enough, too many these digital things and classes! I want to get out, out there like i used to. I want to meet my friends and play and chill out. I want none of this adults telling kids what to or what not to do shit. I am out.
  • Oh this is going to be boring, like everything else. Lets see if this speaker makes a joke or something to excite me. Else i’ll just sleep over the talk or do other important things.
  • How is this relevant to COVID19 worries and tragedies?
  • How can i show off and impress my peers about my obvious smartness?

On the contrary, here’s what the adult real me worries about this talk:

  • Shit, what have i got into!
  • I have so many things to talk about, but i fear where to begin?
  • I fear about boring the shit out of young minds, and making another fool of myself (my specialty).
  • Should i talk about the love of making things by hand? Why we must do it? and so on?
  • Or should i talk about the perils of technology and how it is shaping the modern world towards ‘smartism’?
  • Should i discuss my favorite – how humans are coming to rely on, fast track evolve and enjoy techno-human systems, dangerously more than building trust between themselves? What is the changing nature of community thanks to the social technologies of the internet?
  • Or should i discuss what it closer to them rather than bother them with my interests?
  • Sharmila asked me to bring in the aspect of sustainability in the domain of technology and its development and consumption. That is a super interesting topic, but i am too naive and philosophical about it to begin with. How should i touch upon that?
  • I have only 1 hour, too many questions, too many unknowns and too less time. I wont also have any feedback from the kids, how will i know if i am speaking to closed minds (thanks to me) or getting along with them (being tolerated)?
  • What if the gods of the internet decide enough is enough? I should send in a backup presentation to them so if not the full wrath of the gods, i should at least be able to conduct an audio session from my end while others can present the slides.
  • I can tell them about my journey, but its hotch-potch. I can tell them why i do what i do, and so on. But is that what they wish to know?

Shweta, my friend, gave a good suggestion responding to my above distress – “You tell them what drives you, you don’t have to worry about whether the same thing will drive them or not”

So here’s what i made – in the shortest while.

makers-25July-2020

Post session reflections

It went OK i guess, but i had no real feedback. Sharmila called in to say it was great and the teachers found it interesting. But i wish i had more feedback. Here are some of my own criticisms:

  • Counter to expectations of an attractive and attention catching talk, this was dull. My slides were dull, without animation, images or videos.
  • I rushed through the content, but i guess in that short while i had to.
  • My examples were not rehearsed, and the flow was wavering a lot. That must have confused many people. Not a good sign of a potential teacher.
  • I stammered. That’s not interesting to any listener, unless its a discussion.
  • I made some sweeping generalizations, while missing out on practical stuff. For example, it would have been nice to have a good slide on projects they could make at home, etc.
  • I should have put captions on the images i showed of my work. Some explanation on the sides could have helped.
  • More videos of my work could have helped.
  • I could have concluded with some contact information on the ending slide.
  • Overall, my approach was too vague, a bit confused.
  • Technicalities were plenty, i didn’t know how to manage the presentation on one hand and see the viewer’s screen on the other. People kept joining in and i could not approve all of them as that would interrupt my flow (whatever it was).

Overall it went OK. But i am always skeptical. The teachers were very kind and seemed to be interested to work with students on vocational out-of syllabus learning. Lets see where this goes!

Special thanks to Sharmila Balan for giving me this opportunity to interact with her school and kids!

Globalization and social mass programming?

I am not an avid watcher of films or TV or social media. Partly thanks to a nice internet connection and partly due to my self-restraint on spending money (sophisticated way to say i am cheap). I have very limited ‘entertainment’ escapades often focusing on news, standups, etc. I never noticed this social rife between me and the remaining mainstream society, until these COVID19 lockdown days.

2 observations:

  • I now realize why i don’t understand the society around me and why in return they don’t understand me. There is obviously a severe lack of common relatable content, as infotainment and entertainment forms a huge part of every ‘normal’ being.
  • When i began to give into the escapades of entertainment by binge watching “Friends” (in broken parts as i only have access to Youtube at 144p), i realized i was imitating the characters or using these characters as prototypes for people i know and interact with.

The latter is concerning. This is in no way new. I have often found myself mimicking people that i observe closely either with fascination or if working closely with. When i worked with my supervisor (Hervé Jeanmart) during the PhD days, i often found myself laughing in his style or inquiring about others in his style, with no intent of mockery. There could be many such habits i may have picked up from many people whom i admire or observe for one reason or the other. Isn’t it fascinating to extend this phenomenon? Is this how society learns a cultural language? Is this why people from a certain region speak and work and think similar? They are all imitating their peers!

Since i have remained so isolated from the society for so long, i probably have developed very unique weird habits that others can easily identify in me as different and unique, un-relatable and possibly even uncomfortable to have around! This difference is evident to me when i go into ‘civilized’ zones of someone’s home, or hang-out (try to, if allowed) among non-nerd friends. I am sure my peers could point out the rough edges in my social outline. I am a mis-fit.

So we see a spectrum here – the more people you are connected with, the more common you and your views are with subtle differences. And the same on the opposite end of the spectrum, the less you are connected with the more unique and weird your perspectives are. The two ends have a hard time meeting. The highly connected ‘mainstream’ folks must feel very comfortable, as everything around them is agreeable and according to dominant socio-cultural views. They have the crowd on their side! However they may also miss the basic human desire to be unique? Is this the basis of hierarchy – a scheme of differentiation within the commons? Poor and rich? Is it the ground for the idea of fashion – the agency for distinguishing from the crowded ‘other’ ?

What has social networking technology done to this mimicking nature of the human being? When i watch and laugh and react to the stories of 6 friends of a remote country, of a remote unconnected culture, i also learn to be like them. Or to use those characters as templates and stereotypes to understand my being here in my own locality and within my peers. Why we need to do this templating and stereotyping? Big question, i dont know. However, the point is, by participating (in a consumerist passive fashion) in a non-local culture thanks to technology, i become a local cultural outlier. When i meet someone with local cultural ethos, we are unable to relate to an extent we could have, had we been both fed on the same cultural food. No wonder when i write in english here, the many ideas and worries and concepts are alien to my local language medium and hence the local culture. So, network technology has been the force behind global culture, a culture that has lesser and lesser geographical relevance. At the most left with a local geographical flavor.

A similar investigation could be made into our education system, that caters to global cultural needs than local, often overpowering and neglecting local requirements. Imagine the kid of a farmer learning and knowing more about geopolitcal situations of the world rather than the potential rice disease threatening his family’s survival. Architectural designs aping ‘successful’ ideas in far distant regions and missing the point, like glass clad buildings in hot sunny India?

Also imagine what soap operas are doing to the masses? For example the ones found on Indian TV networks, like Tarek Mehta ka ulta chashma or Saas bhi kabhi ghar ki bahu thi. How are these popular programs shaping the constantly evolving culture? How do characters portrayed affect the daily lives of common people? I am sure, just like i am influenced by ‘Friends’, each one of us is influenced from TV series or movies. Acting out in imitation, at the cost of one’s own brain and its unique perspective, resulting in a significantly low cognitive load.

All these bind people to a great extent, creating a safe zone for commonality earlier created by religious texts, local specific practices and traditions. Common mass culture creates a safe zone, but now a days significantly displaced from the context of our physical lives. So many migrations are taking place at any moment within our minds, the gullible one.

Stereotyping Vs Prototyping

We are in the information era. Everything and anything we see around triggers in us an association of vast proportions often linked with the memory of having seen its latest bits on a screen of some sort. A leaf for example, chances are that the image you recollect will be an image seen last on a computer/mobile screen than an actual living/dead leaf. Interesting when i did recollect it just now i recollected a vastly stereotyped image of a very ‘common’ leaf and in doing so skipped over the 1000s of leaves i have seen over in life, even neglecting the dead ones. If i slow down i may recollect how many varieties of leaves i have seen with my own eyes and even then i will be confused if the recollections were of real ones or virtual ones. Why is it that i recollected a certain image and not the others i wonder, more so why not the fact that i have seen so many i should have recollected all of them rather than just one. What is going on here?

Stereotyping is this wonderful thing we do – essentially strip off information that makes things unique and thus help classification. We do so probably to reduce our cognitive loads, because thinking is such a huge drain on our valuable lives on this earth. Probably if we didn’t have this classification skill set/ability, wonder what would have become of us? Imagine an ancient tribe on a hunting party, and it sees an animal in front. Now if this animal is new, no one would know anything about its behavior, whether its approachable and docile for hunting, if its meat is worthwhile the chase, are there chances we will loose one of us in chasing/hunting this animal and so on. There needs to be learning here through experimentation, through attempting to chase/hunt the animal, no other way to answer the questions. There are no precursors or precedents to follow – its new territory and full of risks, full of uncertainty. But once all the exploration is started and concluded to some extent, successfully or otherwise, the tribe would have gained a set of new knowledge. The next time the tribe encounters this ‘kind’ of animal, it wont be asking the very first set of questions again, the questions now will change according to the Q&A of the first experience. Soon enough this ‘kind’ of animal will get a name so that it’s easy to refer to in-between talks rather than describe each and every aspect of its behavior, meat quality, risk in hunting etc, every time this discussion comes up. As the tribes mature and get to interact more and more with the animal and its surroundings, more and more of the various properties of the animal are registered in the tribe’s collective idea of the world, more granularity in knowledge terms to say. The animal will be ‘classified’ by its name and all the new findings will be packaged under it. Its behaviors will be noted as being distinct to other animals which previously followed a similar classification procedure. A new library is created.

For some people concerned only as to how this animal is relevant to tribe’s or self’s survival the exploration will end there. This kind of animal if you encounter, do this and run the hell away or pray, whichever practical. Or go ahead and get it home for food (as a food, not to give it food as that may not go down well with the wife), or let it be and move on. The argument being, why further explore this costly avenue (cognitive workload) if there are other things to worry about. On the other hand there will be some who would desire to go beyond the immediate practical concerns. These visionaries would explore more, put more things under an ever evolving body of knowledge under the title of this animal. The more they explore, the more they realize they know so little. They discover that each animal is different in someways although similar in most ways, that the male and female behave differently, that there is something called a pack and some are in it and some prefer to stay out of it and so on. Serious lunatics, this sect of the tribe will be called by the practical minded, for obvious reasons (this sect got dignity now, called scientists/scholars). If the tribe encounters more and more of such animal, the practical section will get away with ‘stereotypical’ dealings about them, while the ‘scholars’ will keep a notebook and scribble as if each of the animal is unique. What is happening here is that the animal in question has created a divide within the tribe, a tension, while one section wants to move on after stereotyping the animal with simple characteristics, another section wants to setup tent and stay staring in the act of making further detailed prototypes of the animal. Isn’t this absolutely fascinating!