Discussion Points with teachers
When a student first comes to class, his ability to differentiate is quite low. For example in a class on colour, initially the student is unable to differentiate between hues or tones. But hopefully by the end of the class he is able to understand the nuance of colour.
Where is this turning point?
Yes, one can say this hue is different from this. But the next step is so what? He may not articulate this so what, but shows evidence of the understanding that it is important.
Quick Conversations
Srivi Kalyanasundaram, Faculty, Srishti Institute of Art, Design and Technology
This is not an exact transcript of the conversation but a gist from the notes I took.
Do you plan for discernment?
Yes, I do. I first define what is discernment in a particular unit I will teach and then define how the student moves from ---- towards ----. I plan for an evolution in critical thinking/reasoning, empathy and ethics.
Where do you think is the turning point, when the student moves from --- towards---, can you see this?
I base my planning on an autobiographical process, where reflection and an indulgence to reflection is core. Articulating is very important and leads to an awareness of the self. Being mindful builds discernment.
Do you think working with material can build discernment?
I think mindful making can build discernment. I use Indian frameworks like meditation for mindfulness.
What about mindless making?
I think when one is making and engaging with material, there is an intuition of the moment, which must not be confused with discernment. Working for a long time with making, staying with a material, falling in love with it leads to a deeper seeing. But it is articulation and reflection that lead to discernment.
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