Poems in Education

I have this little experiment of trying to use poems to explain some concepts and ideas. Poems require the readers to think for themselves, which may result in a better understanding. I have written one such poem on evolution, which aims to emphasize certain ideas. So here goes:

The Vagabond

I am a process, so old

Earth was my elder sister.

A home was her gift to me,

a unique face was mine to her.

My job is to create complexity,

robust complexity.

Yet I am simple,

and here I explain my simplicity.

My principle of operation is as follows,

Select what is good,

results will follow.

My first subjects were crystals

I found in my home

by the riverside.

As is my way

I made them compete.

I liked at that time:

resistance to streams,

and the ability to spread with accuracy.

On them I applied my principle

of aimless decisiveness,

and got results

which are now, so typical.

Soon I had life of crystals

strong and improving.

Crystals were the ideal starting point,

for they could replicate their disjoints

with accuracy, unmatched at that time.

Yet they were erranous too,

which are to me as vitamines are to you.

But I wanted more complexity.

And crystals cannot be puched too tar

beyond simplicity.

I asked my sister for help,

and she gave me another part

of her simple but massive self.

She gave me a hundered compunds

of carbon, hydrogen, nitrogen and oxygen.

It was then gobbledegoop

what you now call the primordeal soup.

I used them to help my crystal creations.

Holding them up and giving them striations.

They outcompeted crystals completely,

for they were more adept at creating complexity.

They made excellent shells, engines and replicators,

but being the weaker,

they were being beaten.

By the sun this time.

They tried all tricks,

but to no avail.

Yet with luck,

they did prevail.

It so happened that they were releasing oxygen,

which took all the blows,

and kept them safe.

Thus prevented,

the sun withdrew, a bit,

so creative processes (ie. I)

could continue.

I came up with my first creation.

A primitive unit equipped with wonders.

It could absorb, digest, stick together and replicate

with hardly any blunders.

Creating this I had a long sleep.

Not because I was tired,

I never am.

But becase no one woke me.

But once I woke up, I have never once looked back.

creating towering peices of delicate complexity.

Algae, large plants, parasites, viruses, jellyfish,

earthworms, jellyfish, insects, fishes, lizards,

birds, YOU, rats elephants...

Yes, I am EVOLUTION

The Creator of Complexity,

and this is what you know about me.

What now? You may ask.

But of the future I do not know,

and never have for that matter,

But yes, I can speculate.

Will I go on like this?

I do not know.

But you species does propose

an interesting possibility.

A possibility unique,

as for the first time

I may get eyes into the future.

I do remember the first transformation,

like yesterday.

Maybe it could happen again today.

What if you create for me,

with your minds,

a non uniform complexity.

Exiting isn't it?

That is my character,

for I am

The Blind Watchmaker.

The Continuous Comprehensive Evaluation

My exams have just finished, and I have a fresh experience of the new education system based on CCE (Continuous Comprehensive Evaluation). CCE is a new education system introduced by the CBSE for classes IX and X. Being the first batch to experience this system, me and many of my batch-mates were critical about the CCE. This criticism was mainly due to the fact that it did not do what it claimed it could. It did not reduce the pressure on the students, rather the pressure has actually increased.

I think that this is primarily because the ideologies of the old system still remain, while the new kinds of pressure of the CCE has been introduced. This has resulted in double pressure on the students. But I believe that this will soon fade out in the next few (2-3) years.

Now, after the exams, this view of mine has changed. The exam papers were designed in such a way that pure mugging up will not get anybody good results. Some understanding is required. Second, the 'continuous' aspect of this system develops a habit of working regularly. Third, the 'continuous' aspect of this system also encourages actual learning, rather than rote learning. I wouldn't however say that the need for rote learning has gone, only that actual learning is also required. Fourth, I noticed a lesser competition while results were being declared yesterday. One or two marks here and there did not matter any more, all that mattered was the grade which one got.

The system however, is far from being perfect. Personally I feel that too much attention is being given to artistic skills, and these skills are evaluated in the place of actual subject knowledge. This is disadvantageous to students like myself with a bad handwriting and 'artistic disability'. There are also implementation issues as as far as remote areas are concerned. A large scope for corruption also exists in this system, where schools can give spurious results. Thus strict monitoring of schools has to be done by the CBSE

A Poetic Expression

I

Young like a false-leaved sapling,

full of life, energy and crying

comes a baby; Born just now,

innocent and unsuspecting.

The first years are a merry enjoyment,

Like the calm before a Tsunament.

Still blissful, still ignorant,

waiting for the agony's commencement.

The tomb, the coffin, the pyre

of the child's thought;

Which is the community's lyre.

The alphabet is taught, the memory is trained,

to stand the yet to come strain.

So sensitised are they

to bring home a grade;

The happiness is lost,

intellect begins to fade.

The semi-annual hazard

needs to be mitigated;

all alone, it needs to be contested

The revelation comes;

The reasons are explained,

as to why this torture

needs to be entertained.

The means is forced,

rather than told.

the goal is set,

when they are oblivious

to the guillotine.

Determination is cultivated

so the slavery

is waived off as voluntary.

And the noose of the system

still remains satisfactory.

Still alone the student wades

this academic muck,

trusting his luck

for passage through this endless crave

for a yet better grade.

II

Then, from the horizon

comes floating, the real surreality

and the race begins,

to attain the delusive.

Success's only gate

it seems; And entrance to it

seems each one's fate.

But, too narrow it is, to accommodate

the volume of its applicants.

Each escapist is shaken

and brought back to senses.

And each finds, that all dreams are broken.

And back again they reel

with a fresh wave of zeal,

a new alacrity, a new ambition

does the wheel spin.

Ignorant in the bliss,

of yet another pin.

-Venkat Arun