Technopoiesis teacher training by Dr. Coomi Vevaina at Patuk Technical High School & Junior College in Santacruz, Mumbai

The 17th of June, marked the beginning of a 3-day intensive teacher’s training program for LSF teachers alongside teachers from various colleges in Mumbai. The program was held at Patuck Technical High School & Junior College in Santacruz (East), Mumbai. It began with an introductory speech by Dr. Coomi S. Vevaina, (Ph.D. Literature & Ph.D. Education), who is the creator of a new learning method called Technopoiesis. As a gesture of goodwill, she presented Mr. Nitin Orayan, LSF founder, with a gift to signify the commencement of the program. The purpose of the workshop is to move to change rigid education systems into dynamic joyful systems and was aptly titled, Redesigning Education.

In her introduction, Dr. Coomi contended that teachers cannot instil education but can only help the unfolding of the student’s learning. Today, knowledge and information can be imparted to a student but that is available at the touch of a button. At the same time, she emphasised the challenges faced by schools - including difficulty retaining passionate teachers, ensuring good performance of students in board exams, problems in establishing effective student-student and student-teacher bonds, attendance and drop-out rates and creating an inclusive education institution. Moreover, it is the duty of the teacher to create tangible change in our education systems not policymakers and management, whom are only concerned with profits and are least bothered.

Further, Dr. Coomi made abundantly clear that in this time of great change, we are observing the rampant use of technology amongst all age-groups. However, we need not fear it as a medium which may engulf our employment opportunities as humans. At present, we are witnessing numerous professions being created whilst several others are being made obsolete. As a result, many of today’s youth entering the workforce or currently working, will likely change profession every decade. The need to adapt to the ever-changing nature of the workforce makes it even more important to provide our students with a wholesome education.

The question then arose amongst the participants, how exactly will they as teachers implement this new pedagogy? Dr. Coomi soon cleared their doubts by introducing sample lesson plans but before doing so, she coined another term, Source-full intelligence. Source-full intelligence is the dual capacity we humans have of understanding and experiencing our uniqueness and oneness simultaneously. She then demonstrated examples of technopoietic lesson plans whilst referring to the different types of intelligences, supported by scientific research. Spiritual intelligence was ascertained to be the overarching intelligence and if developed, all other intelligences were also cultivated. It is very important, she mentioned, to create technopoietic lesson plans in groups. This is to allow for a broad-minded approach which incorporates dissimilar expertise in subject matter. For instance, a physics teacher will possess a contrasting perspective to the same problem as compared to an English teacher. By synthesising these approaches, a comprehensive lesson plan can be produced which addresses the multiple intelligences. Finally, Dr. Coomi underlined the supreme requirement in all lesson plans - to stimulate the student’s curiosity. If the student was not captivated, the lesson plan is unsuccessful by default.

Before the practical session, where teachers were engaged in hands-on activity by creating/implementing technopoietic lesson plans, Dr. Coomi culminated her discourse by accentuating the mandate for art-based learning. The arts in general, are seen as distinct to STEM study and by in large, not a prime focus of our education system. However, research suggests that all children prior to being subject to our rigorous education systems, are, by nature, artists. By creating an amalgamation between the subject matter and the arts, we can target an entire spectrum of aptitudes innate within our students from their pre-school years. She mentioned that there are three models of art-based learning including; teaching with the arts, teaching about and in the arts and teaching through the arts. The latter of these caters for the most effective approach.

The practical session ensued after lunch where teachers were given ample opportunity to engage and interact with one another to create technopoietic lesson plans. Thus, concluding the first day of the program. Whilst a great deal remains to be digested, being presented with a ground-breaking approach to education rarely seen prior, was not easy for teachers ingrained with a rigid pedagogy through their own education. However, teacher participation was seen to be predominantly high, which suggests that they are receptive to a change in approach yet more remains to be seen over the course of the program. As a gesture of appreciation, teachers who complete the program will be provided with certificates to denote their participation.