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“So, you think that the first step is to be fully committed to developing these qualities in ourselves. What other steps would you recommend to take?” I asked, a little sarcastically.

“I think one of the most important qualities that inspire students and children to learn is to see their teachers and parents as learners and to witness them going through the difficult, iterative, and complex process of learning themselves.” He said. I remained silent anticipating him to continue. After a few moments of silence, he added, “You see, witnessing our teachers and parents going through this tough and complex learning process, transforms our relationship with them – from teachers and parents, whom we are made to believe to be infallible and ‘perfect,’ we become peers and partners in learning. It develops a kind of a collegial relationship with them…”

As soon as he stopped to take a breath, I said, “But why do you think it is even desirable to develop a collegial relationship between parents and their children, and between teachers and their students? Don’t you think that developing such a relationship will reduce the control that the elders can exercise over the young ones?” I asked.

“So, before I continue talking about any subsequent steps that I recommend, let me very briefly say that learning flourishes in an environment of freedom. Control is a hindrance, rather than a support to the learning process.” He said, and then added, “Memorization of facts, regurgitation of these memorized facts, giving quick, un-deliberated answers to such questions that have a single correct answer, which is already known to the elder, and getting high grades in standardized tests should not be confused with learning. Learning requires a safe and supportive environment in which the learner can take time to deliberate, can take risks, can make mistakes and learn from them, can form theories and test them, can revise and refine them, and can remain relaxed, comfortable, and confident in this whole process. As you can imagine, an environment of strict and unrelenting control will miserably fail in providing such a safe and supportive atmosphere.”

January 21, 2020
Sargodha, Pakistan

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“I have been thinking about what you have said regarding altruism. I find it very strange that with so much diversity in our cultural, economic, educational, religious and socio-political backgrounds; so much difference in our nurturing; so many variations in our concerns, desires, and aspirations, we all feel good inside when we act in altruistic ways. If this is really so, what is the source of this common trait?” I asked.

He quietly looked away. His eyes were staring blankly into the open space outside the window. It seemed an extraordinarily long time before he looked back at me and said, “Those who search for a cause for every effect would say that it is a gene that survived in humans in their evolutionary process. Societies that were more altruistic survived and flourished and dominated those which were not. Thus, the altruistic gene dominated and got transmitted to later generations.” He stopped and once again looked out of the window into the open space, before continuing, “those who believe that we are all a creation of God – a moral Creator – would say that this universality of feeling elated at performing altruistic acts is because of the goodness that the Creator made inherent in every human being.”

“I see,” I said and then with a mischievous smile added, “but which one of these two explanations do you prefer?”

This time, he immediately replied, “I believe that we are a creation of God – a moral Creator.”

 

January 3, 2020
(Dubai, UAE)

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