science education

The Mitr

The Textbook League

I came across this site while reading an article, there are interesting reviews of textbooks used in schools. And some of these reviews are gory, splitting out the blood and guts of the textbooks and their inaneness. Hopefully, many people will find it useful, though the latest book that is reviewed is from about 2002. Perhaps one should do a similar thing for books in the Indian context, basically performing a post-mortem on the zombiesque textbooks that flood our schools.

The Web site of The Textbook League is a resource for middle-school and high-school educators. It provides commentaries on some 200 items, including textbooks, curriculum manuals, videos and reference books. Most of the commentaries appeared originally in the League’s bulletin, The Textbook Letter.
http://www.textbookleague.org/ttlindex.htm

The Mitr

Politics Science Education or Science Education Politics or Science Politics Education

I am rather not sure what should be the exact title of this
post. Apart from the two options above it could have been any other
combination of these three words. Because I would be talking about all
three of them in interdependent manner.
If someone tells you that education is or should be independent of politics they, I would say they are very naive in their view about society. Education in general and formalised education in particular, which is supported and implemented by state is about political ideology that we want our next generation to have. One of the Marxian critique of state formalised education is that it keeps the current hierarchical structures untouched in its approach and thus sustains them. Now when we come to science education we get a bit more involved about ideas.
Science by itself was at one point of time assumed to be value-neutral. This line of though can be seen in the essays that some of us wrote in the schools with titles like “Science: good or bad”. Typically the line of argument in such is that by itself science is neither good or bad, but how we put it to use is what determines whether it is good or bad. Examples to substantiate the arguments typically involve some horrific incidents like the atomic bomb on one hand and life saving drugs on the other hand. But by itself, science is not about good or bad values. It is assumed to be neutral in that sense (there are other notions of value-neutrality of science which we will consider later). Scientific thought and its products are considered above petty issues of society and indiduals, it seemed to be an quest for eternal truth. No one questioned the processes or products of science which were assumed to be the most noble, rational, logical and superior way of doing things. But this pretty picture about scientific enterprise was broken by Thomas Kuhn. What we were looking at so far is the “normative” idea of science. That is we create some ideals about science and work under the assumption that this is how actual science is or ought to be. What Kuhn in his seminal work titled The Structure of Scientific Revolution was to challenge such a normative view, instead he did a historical analysis of how science is actually done ans gave us a “descriptive” picture about science, which was based on historical facts. Keeping up the name of the book, it actually revolutionised the way we look at science.
Now keeping in mind this disctinction between “normative” and “descriptive” views is very important. This is not only true for science but also for all other forms of human endeavours. People often tend to confuse or combine the two or many times are not even aware of the difference.
After Kuhn’s groundbreaking work entire new view about science its processes and products emerged. Various aspects of the scientific enterprise which were initially thought about outside purview of science or not affecting science came in to spotlight. Science was dissected and deconstructed from various points of view. Over the next few decades these ideas emerged into full fledged disciplies on their own. Some very valid criticisms of the scientific enterprise were developed and agreed upon. For example, the idea that there exists “the scientific method” was serisously looked into and was found to be too naive. A modified view was adopted in this regard and most of philosophers of science agreed that this is too restrictive a view. Added to this the post-modernist views about science may seem strange and bizzare at times to the uninitiated. This led to what many call as the “science-wars” between scientific realists and postmodernists. The scientific realists who believe that the world described by science is the real world as it is, independent of what it might be. So in this view it implies that there is objective truth in science and the world it describes is real. This view also implies that there is something like “scientific method” and it role in creating true knowledge about the world is paramount. On the other hand postmodernist critics don’t necessarily agree with this view of the world. For example they question the very idea of objectivity of the scientific world-view. Deriving their own meaning into writings of Kuhn (which he didn’t agree to) they claimed that science itself is a social construct and has nothing to do with the real world. The apparent supremacy of “scientific-method” in creating knowledge or presenting us about the world-views is questioned. The entire scientific enterprise from processes to products was deciphered from dimensions of gender, sexual orientation, race and class. Now, when you are teaching about science to learners there should be an awareness about these issues. Some of the issues are usually overlooked or have a logical positivist nature in them. Many philosophers lament that though considerable change has happened in ideas regarding scientific enterprise especially in philosophy of science, it seems corresponding ideas in science education are not up to date. And this can be seen when you look at the science textbook with a critical focus.
With this background I will go into the reasons that made me write this post and the peculiar multi-title. It seems for post-modernists and some others that learning about politics of science is more important than learning science itself. And they feel this is the neutral view and there is nothing political about it. They look at science as an hierarchical enterprise where gender, class and race play the decisive role, hence everyone should know about it. I am not against sharing the fact with learners of science that there are other world-views, what I am against is to share only a peculiar world view which is shaped completely by one’s ideology and politcal stance rather than by actual contents. Many of the people don’t actually know science, yet they feel that they are fully justified to criticise it. And most of these people would fall on the left side of the political spectrum (at least that is what their self-image is). But the way I see it is that these same people are no different from the right-wingers who burn books without reading them. The pomos may think of themselves as intellectually superior to the tilak-sporting people but they are not. Such is the state of intellectuals that they feel threatened by exclusion of certain articles or inclusion of certain other ones in reading courses. They then use all their might to restore the “balance”. At the same time they also tell us only they have some esoteric knowledge about these issues which people like me cannot have. And no matter what I do I will never be able to do what they can. Perhaps they have super powers which I don’t know about, perhaps in their subjective world view the pigs can fly and this fact can be proven by using other methods than the scientific ones. Last point I want to make in this is inspite of all the criticims of science and its products it doesn’t stop these people from refraining use of these products and technologies! This is hypocrisy, they will curse the phone or the computer if it doesn’t work, what they perhaps don’t realise is that it might be working just that the pomos are not able to see it in their worldview.

The Mitr

Time Lapse Film Using Scanner

In this post we will see how to make  a time-lapse animation of something which changes over time, with a scanner. Most probably you have seen some amazing time -lapse photography of different objects. Common examples include the ever changing skyscape, blooming flowers, metamorphosing insects etc. I wanted to do a similar stuff, but due to my lethargy and other reasons I did not. Though the cameras have intervelometer, and I have used it once to take photos of a lunar eclipse, (moon changing position which I was supposed to merge later, but never did), and wanted to do the same with a blooming of a flower. But as Ghalib has said, they were one of those हज़ारों ख्वाहिशें…
The roots of the idea what follows are germinated long back, when I had a scanner. It was a basic HP 3200 scanner. That time I did not have a digital camera, (c. 2002-2003), but then I used the scanner as a camera. I had this project lined up for making collages of different cereals. Though I got a few good images from botanical samples (a dried fern below) as well and also fractals from a sheet of rusting iron. Then, I sort of forget about it.
white-fern-00
Coming to now, I saw some amazing works of art done by scanning flowers. I remembered what had been done a few years back and combined this with the amazing time-lapse sequences that I had seen , the germ began can we combine the two?
http://vimeo.com/22439234
Can we make the scanner, make scans at regular intervals, and make a animation from the resulting images. Scanning images with a scanner would solve problem of uniform lighting, for which you may require an artificial light setup. So began the task to make this possible. One obvious and most easy way to do this is to scan the images manually, lets say every 15 minutes. In this case you setup the scanner, and just press the scan button. Though this is possible, but its not how the computers should be used. In this case we are working for the computer, let us think of making the computer do work for us. In comes shell scripting to our rescue. The support for scanners in GNU/Linux is due to the SANE (Scanner Access Now Easy) Project. the GUI for the SANE is the xsane, which we have talked about in a previous post on scanning books and scanimage is the terminal option for the sane project.
The rough idea for the project is this :
1. Use scanimage to acquire images
2. Use some script to make this done at regular time intervals.
3. Once the images are with use, combine them to make a time-lapse movie
For the script part, crontab is what is mostly used for scheduling tasks, which you want to be repeated at regular intervals. So the project then became of combining crontab and scanimage. Scanimage has a mode called --batch in which you can specify the number of images that you want to scan and also provides you with renaming options. Some people have already made bash scripts for ADF (Automatic Document Feeders), you can see the example here. But there seems to be no option for delay between the scans, which is precisely what we wanted. To approach it in another way is to introduce the the scanimage command in a shell script, which would be in a loop for the required number of images and you use the sleep command for the desired time intervals, this approach does not need the crontab for its operation. But with I decided to proceed with the crontab approach.
The first thing that was needed was to get a hang of the scanimage options. So if your scanner is already supported by SANE, then you are good to go.
$scanimage -L
This will list out the devices available for scanning. In my case the scanner is Canon Lide 110, which took some efforts to get detected. For knowing how to install this scanner, if it is not automatically supported on your GNU/Linux system, please see here.
In my case it lists out something like this:
device `genesys:libusb:002:007' is a Canon LiDE 110 flatbed scanner
If there are more than one devices attached to the system the -L option will show you that. Now coming to the scan, in the scanimage programme, we have many options which control various parameters of the scanned picture. For example we can set the size, dpi, colour mode, output type, contrast etc. For a complete set of options you can go here or just type man scanimage at the terminal. We will be using very limited options for this project, namely the x, y size, mode, format, and the resolution in dpi.
Lets see what the following command does:
$scanimage -d genesys:libusb:002:006 -x 216 -y 300 --resolution 600dpi --mode Color --format=tiff>output.tiff
-d option specifies the device to be used, if there is nothing specified, scanimage takes the first device in the list which you get with -L option.
-x 216 and -y 300 options specify the size of the final image. If for example you give 500 for both x and y, scanimage will tell us that maximum x and y are these and will use those values. Adjusting these two values you will be able to ‘select’ the area to be scanned. In the above example the entire scan area is used.
--resolution option is straight forward , it sets the resolution of the image, here we have set it to 600dpi.
--mode option specifies the colour space of the output, it can be Color, Gray or Lineart
--format option chooses the output of the format, here we have chosen tiff, by default it is .pnm .
The > character tells scanimage that the scan should be output to a file called “output.tiff”, by default this will in the directory from where the command is run. For example if your command is run from the /home/user/ directory, the output.tiff will be placed there.
With these commands we are almost done with the scanimage part of the project. With this much code, we can manually scan the images every 15 minutes. But in this case it will rewrite the existing image. So what we need to do is to make sure that the filename for each scan is different. In the --batch mode scanimage takes care of this by itself, but since we are not using the batch mode we need to do something about it.
What we basically need is a counter, which should be appended to the final line of the above code.
For example let us have a variable n, we start with n=1, and each time a scan happens this variable should increment by 1. And in the output, we use this variable in the file name.
For example, filename = out$n.tiff:
n =1 | filename = out1.tiff
n = n + 1
n = 2 | filename = out2.tiff
n = n + 1
n = 3 and so on…
We can have this variable within the script only, but since we are planning to use crontab, each time the script gets called, the variable will be initialized, and it will not do the function we intend it to do. For this we need to store variable outside the script, from where it will be called and will be written into. Some googling and landed on this site, which was very helpful to attain what I wanted to. Author says that he hasn’t found any use for the script, but I have 🙂 As explained in the site above this script is basically a counter, which creates a file nvalue. starting from n=0, values are written in this file, and each time the script is executed, this file with n=n+1 is updated.
So what I did is appended the above scanimage code to the ncounter script and the result looks something like this:
#!/bin/bash
nfilename="./nvalue"
n=0
touch $nfilename
. $nfilename
n=$(expr $n + 1)
echo "n=$n" > $nfilename
scanimage -x 80 -y 60 --resolution 600dpi --mode Color --format=tiff>out"$n".tiff
What this will attain is that every time this script is run, it will create a separate output file, depending on the value of n. We put these lines of code  in a file and call it time-lapse.sh
Now to run this file we need to make it executable, for this use:
$chmod +x time-lapse.sh
and to run the script:
$./time-lapse.sh
If  everything is right, you will get a file named out1.tiff as output, running the script again you will have out2.tiff as the output. Thus we have attained what we had wanted. Now everytime the script runs we get a new file, which was desired. With this the scanimage part is done, and now we come to the part where we are scheduling the scans. For this we use the crontab, which is a powerful tool for scheduling jobs. Some good and basic tutorials for crontab can be found here and here.
To edit your crontab use:
$crontab -e
If you are using crontab for the first time, it will ask for editor of choice which has nano, vi and emacs. For me emacs is the editor of choice.
So to run scans every 15 minutes my crontab looks like this:
# m h  dom mon dow   command
*/15 * * * * /home/yourusername/time-lapse.sh
And I had tough time when nothing was happenning with crontab. Though the script was running correctly in the terminal. So finally the tip of adding in the cronfile
SHELL=/bin/bash
solved the problem. But it took me some effort to land up on exact cause of the problem and in many places there were sermons on setting PATH and other things in the script but, I did not understand what they meant.
Okay, so far so good. Once you put this script in the crontab and keep the scanner connected, it will produce scans every 15 minutes. If you are scanning in colour at high resolution, make sure you have enough free disk space.
Once the scans have run for the time that you want them , lets say 3 days. You will have a bunch of files which are the time lapse images.  For this we use the ffmpeg and ImageMagick to help us out.

The Mitr

Equity Over Excellence

There is an interesting piece in The Atlantic by Sergey Ivanov on the education system in Finland. Though the article is written from a viewpoint of an American, there are a lot of take home points for everyone and particularly for India. In this post I am trying to make sense of this article from an Indian standpoint. Through out the post if you just insert India for America (which I have done at places), it at once catches. For the problems Indians are facing are also the problems of the Americans, as we have more or less tried to follow their model of education. The basic theme that underlies the article
is this:

The Scandinavian country is an education superpower because
 it values equality more than excellence.

To many in the Indian context who believe that excellence must be given priority over equity this might be surprising. Surprising because it undermines a basic premise in their logic: that to excel in science and technology the only way is to promote excellence. In India there have been two distinct approaches to education, there is a clear stratification of the students based on standardized tests, and it is these tests which filter out students. But as the Finnish experience shows us that this need not be the case.
The newly found fame for Finland’s educational system comes after excellence of their students in the PISA scores since 2000. This seems paradoxical when we learn more about the educational system. The tried and trusted formulae of instructionism and rote-learning, which many people swear by, have almost no place there. The Finnish educational system seems like an educational philosophers utopian materialized in the real world.
To understand why it is working, the way it is, Indians will have to give away their long cherished beliefs about educational system. This would make the government more accountable towards education of the people. This is not just cosmetic school reform, but a revamping of the complete educational philosophy with which we are running the show.
One of the most intriguing (at least for me) things to notice is:

“Oh,” he mentioned at one point, “and there are no private schools in
Finland.”
This notion may seem difficult for an American (Indian?) to digest, but it’s true. Only a small number of independent schools exist in Finland, and even they are all publicly financed. None is allowed to charge tuition fees. There are no private universities, either. This means that practically every person in Finland attends public school, whether for pre-K or a Ph.D.
(emphasis added)

Now, this is interesting. What can we say about India? In fact over the years there has been general trend that we are seeing, that the number of private schools is increasing. And then there are branded schools which are spreading their networks across the country. Not to tell that they charge really hefty fees, and are meant for the elite. And so is the case with the colleges, each professional degree has a price tag, only people who can afford it, get those degrees. The haves not, the non-elites, who are mostly from the deprived classes, remain with almost no education. The government keeps on talking about reaching out to people, and by allowing the private schools colleges to exist, it is actually preventing people from joining in. Another aspect about this is that since there are alternatives to the government schools, the government schools themselves have no pressure to perform. And as any intelligent parents will tell you, it is better to put your child in a private school than a government one. Most of the parents who are in a financial position to put their children in private schools, do so.
How many parents do you know who have enrolled their children in government schools, even when they can afford private schools?
There was yet another interesting piece If You Send Your Kid to Private School, You Are a Bad Person in which the author makes a case that it is parents who are driving the change of declining government schools. If the educated parents make a sustained effort of challenging and helping government schools to improve, they will surely improve. The parents adopt the path of least effort, and send their children to private schools, which are supposed to be better. This automatically creates a class divide without asking.
Even among the private schools there is an hierarchy. There are international schools, convent schools etc. So the social stratification that exists, is just reflected in the school system. Seen from this perspective, one can understand why are the government schools neglected. They are neglected because the people who are influential and who are amongst the rich and powerful are never affected by the dismal state of the government schools. They have an alternate avenue for their children where these schools never come into picture.
There is another thing that is striking in the Indian system, that is of the coaching classes. I do not know if they are present in Finland or even anywhere in the world. But in India, the coaching classes have a complete parallel system of cracking the educational system. The amount money that the coaching classes do attract must be comparable to the amount Government of India spends on education. This is another avenue where the class divide comes in. Only people with enough finances can afford to send their children to the best coaching classes. But the more fundamental question to ask is:
Why do coaching classes exist in the first place?
The answer to this question is not easy and it related closely to the way in which Indians look at education and its practices. The coaching classes exist because there is a demand for them. And what do coaching classes achieve. Most of the coaching classes are aimed at helping students crack some standardized test or the other. But why do you need standardized tests? Some of the rhetorical questions that one might ask against this question are:

From his (Sasi’s) point of view, Americans (Indians) are consistently obsessed
with certain questions:
+ How can you keep track of students’ performance if you don’t test
them constantly?
+ How can you improve teaching if you have no accountability for bad
teachers or merit pay for good teachers?
+ How do you foster competition and engage the private sector?
+ How do you provide school choice?

The answers Finland provides seem to run counter to just about everything America’s (India’s) school reformers are trying to do. For example the introduction of CCE or Continuous and Comprehensive Examination introduced as part of NCF 2005 is one such reform. Similarly we have incentives in forms of awards for best teachers, and of course the best students get rewards like getting admission to the best colleges. Their parents are proud, schools are proud, and their coaching classes are also proud. This can be seen by the number of advertisements the coaching classes put up. But all the exams like IIT-JEE, AIEEE, Medical Exams, Olympiads, etc. are standardized tests. These are the parameters of excellence in the country. Similar tests are also found in the US, like GRE, TOEFL, SAT etc. One would assume the standardized tests in Finland would be of very great quality, but in reality they don’t exist there.

For starters, Finland has no standardized tests. The only exception is what’s called the National Matriculation Exam, which everyone takes at the end of a voluntary upper-secondary school, roughly the equivalent of American high school.

The very idea of standardized tests emerged in the shadow of the Second World War. The mass recruitment of troops required a mass approach, which resulted in production of tests. In his book The Tyranny of Testing physicist Banesh Hoffman, criticises the standardized tests that were prevalent in the US, and takes to task the leading makers of these tests on the fundamental premise of their objectivity. Similarly one can, question the fundamentals of the standardized tests in the country.

Can any standardized test be really objective?

Personally, I do not think so. None of the standardized tests, take into account multiple factors that a student has skills in. These tests make the process of filtering students easier for the administrators. But do they help students at all (except for getting admission to a desired institute)? Do they really test the understanding of the subject matter? Do they take into account various social factors that is part of the mileu of the students? As Banesh Hoffman says the only thing objective about these tests is that once, the students fills in the answer sheet, the grading is objective. But why is that the teachers who are actually teaching the students cannot test them? Why do we need standardized tests to test the students?
And here comes in the idea of academic flexibility in the schools. In India even most university department do not have academic flexibility. There is a central committee which decides, what is to be taught and a committee sets a test with which we grade the students. This creates a definite goal in form of “completing the syllabus” for the teachers. This is a malice which pervades the educational system of India from primary schools to university departments. The teachers are in a race to reach the finish line of the syllabus, because if they do not, the students might face questions which they were not taught.
Though the teacher is the representative of the entire educational system in the classroom, they are nothing more than, to use a term by Krishna Kumar, “meek dictators” in the classroom. The real dictators are adminitrators and decision makers sitting at the top of the educational system. This perhaps is a colonial mentality which has been deeply embodied in the Indian psyche. But in Finland what happens:

Instead, the public school system’s teachers are trained to assess children in classrooms using independent tests they create themselves. All children receive a report card at the end of each semester, but these reports are based on individualized grading by each teacher. Periodically, the Ministry of Education tracks national progress by testing a few sample groups across a range of different schools.

People say that then the teachers cannot be trusted that they will grade their students correctly. So how will they be held accountable?

As for accountability of teachers and administrators, Sahlberg shrugs. “There’s no word for accountability in Finnish,” he later told
an audience at the Teachers College of Columbia University. “Accountability is something that is left when responsibility has been subtracted.”
For Sahlberg what matters is that in Finland all teachers and administrators are given prestige, decent pay, and a lot of responsibility. A master’s degree is required to enter the profession, and teacher training programs are among the most selective professional schools in the country. If a teacher is bad, it is the principal’s responsibility to notice and deal with it.

This is where the responsibility of the Government comes in. Goverment slowly is trying to distance itself from its role in providing education to all its citizens. But if teachers are themselves left unsatisfied both monetarily and ideologically??, what results one can
expect. In this way the Government is indirectly encouraging the private schools and coaching classes, and thus making the class divide even more striking.

And while Americans (Indians) love to talk about competition, Sahlberg points out that nothing makes Finns more uncomfortable. In his book Sahlberg quotes a line from Finnish writer named Samuli Paronen: “Real winners do not compete.” It’s hard to think of a more un-American (Indian) idea, but when it comes to education, Finland’s success shows that the Finnish attitude might have merits. There are no lists of best schools or teachers in Finland. The main driver of education policy is not competition between teachers and between schools, but cooperation.

Compare this with the Indian attitude. Competition seems to be the key to everything and especially education. Where does collaboration of
cooperation enter in Indian educational scenario?

Finally, in Finland, school choice is noticeably not a priority, nor is engaging the private sector at all. Which brings us back to the silence after Sahlberg’s comment at the Dwight School that schools like Dwight don’t exist in Finland.
…
“Here in America (India), parents can choose to take their kids to private schools. It’s the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.”

And in India there are coaching classes which prepare students to get into better coaching classes. With both private schools and the coaching class industry around the education and related services have been commercialised to furthest extent possible. This just works in the favour of the already existing class divide. Parents do choose best for their children, and thus do perpetuate the divide as they have no other choices.

Decades ago, when the Finnish school system was badly in need of reform, the goal of the program that Finland instituted, resulting in so much success today, was never excellence. It was equity.

This is the state of the educational system in India now. And with the over emphasis on the excellence part which addresses a small set of mostly elite students, the goal should be creating equal opportunities for equity. The idea of equity in the academic circles is unfortunately equated with that of sub-standard or below average. There are people who will tell you, that “Look, there are bright students, and they need special coaching.” The government has to spend the money of bright students, so as to make the country excel in education. This is done at the expense of the average students. One may ask the question, how in the first place do you know a student is bright? The answer comes from scores of the standardized tests, which are the root cause of many problems that the educational system in India is facing now. If one is serious about changing the educational scenario in the country this has to be addressed. Though there are champions of the standardized tests, in India as in the US of Amerika, they are the ones whose existence is based on such tests. Without these tests their existence becomes meaningless. It will certainly increase the workload of lot many people a lot many times. But the problems of magnitude of changing educational system in India is no mean problem and will require solutions of these magnitudes.

Since the 1980s, the main driver of Finnish education policy has been the idea that every child should have exactly the same opportunity to
learn, regardless of family background, income, or geographic location.

In the Indian scenario this seems to have been forgotten. And one of the main reasons for this is the presence of private schools and coaching classes where parents can shop for education.

Education has been seen first and foremost not as a way to produce star performers, but as an instrument to even out social inequality.

This particular quote is exactly opposite of what the Indian
educational system does by promoting academic excellence over equity.
And this also relates to the qualities that Indians cherish. If good
education is equated with chances of making good money, then we know
where we are wrong. With private schools and coaching classes the
education of a student becomes a balance sheet, which will be brought
to green from red by the money that student will make after
completing education.

In the Finnish view, as Sahlberg describes it, this means that schools should be healthy, safe environments for children. This starts with
the basics. Finland offers all pupils free school meals, easy access to health care, psychological counseling, and individualized student
guidance.

In case of India we have seen implementation of the mid-day meal scheme. But does it extend to the other domains?

In fact, since academic excellence wasn’t a particular priority on the Finnish to-do list, when Finland’s students scored so high on the
first PISA survey in 2001, many Finns thought the results must be a mistake. But subsequent PISA tests confirmed that Finland — unlike,
say, very similar countries such as Norway — was producing academic excellence through its particular policy focus on equity.

And with so much emphasis on coming on top of the class in India, we are getting what we are sowing. Surveys will tell you that students,
including even those from the best private schools in the country do fail in simple evaluation. But is this unexpected? If the entire
focus of the educational system is to pass standardized tests, why should we expect our students to be better in something else?

That this point is almost always ignored or brushed aside in the U.S. (India) seems especially poignant at the moment, after the financial crisis and Occupy Wall Street movement have brought the problems of inequality in America into such sharp focus. The chasm between those who can afford $35,000 in tuition per child per year — or even just the price of a house in a good public school district — and the other “99 percent” is painfully plain to see.

Though India is yet to undergo Occupy BSE protests, it is not long before this happens.
Some people may point out that Finland is a developed nation. It is much more homogeneous as compared to India. Here it might become more complicated than in the US, but the central argument should hold through.

Yet Sahlberg doesn’t think that questions of size or homogeneity should give Americans (Indians) reason to dismiss the Finnish example. Finland is a relatively homogeneous country — as of 2010, just 4.6 percent of Finnish residents had been born in another country, compared with 12.7 percent in the United States. But the number of foreign-born residents in Finland doubled during the decade leading up to 2010, and the country didn’t lose its edge in education. Immigrants tended to concentrate in certain areas, causing some schools to become much more mixed than others, yet there has not been much change in the remarkable lack of variation between Finnish schools in the PISA surveys across the same period.

The social conditions in India do not match those in Finland. We have many factors like, caste and religion, which do strongly affect our educational policies in practice, if not in theory. So is this comparison valid? But comparing Finland with an country whose demographics are similar, namely Norway, we find different results. Which shows it is the educational policy which determines the outcome, and not the demographics.

Like Finland, Norway is small and not especially diverse overall, but unlike Finland it has taken an approach to education that is more American than Finnish. The result? Mediocre performance in the PISA survey. Educational policy, Abrams suggests, is probably more important to the success of a country’s school system than the nation’s size or ethnic makeup.

And time and again it is said that India does not have enough money to spend on its enormous population. Looking at the amount of GDP that is spent on education India ranks spends 3.1% of GDP on education (2006), while the US spends 5.5% (2007) and Finland 5.9% (2007). A more updated list shows this hasn’t changed much in the intervening years. A look at the graph below from the World Bank Data on these matters makes the picture clear. Though Norway spends more than Finland on education, the results are poor. So if we assume that this is the control then it clearly shows it is not the amount of money you spend or your socio-economic status of the people that matter. What matters most is the way in which you have planned for education and its spending.
gdp-educationPeople tell you that most problems in Indian education system will go away if we have enough teachers! But why are not there enough teachers one may ask? Isn’t it funny that in a country which has second largest population in the world, we do not have enough government teachers? It is surely not a problem of human resources, but of will, both political and social. We do not want to spend more on education, and yet we expect the things to be better. And somehow government is willing to spend on private partners for education, a sort of outsourcing if you want. And with more and more Public Private Partnerships for education, government is just abdicating its responsibility, in the field of education as in other fields.

Finland’s experience suggests that to win at that game, a country has to prepare not just some of its population well, but all of its population well, for the new economy. To possess some of the best schools in the world might still not be good enough if there are children being left behind.

Problem in India is manifold.

“Finland’s dream was that we want to have a good public education for every child regardless of where they go to school or what kind of families they come from, and many even in Finland said it couldn’t be done.”
Clearly, many were wrong. It is possible to create equality. And perhaps even more important — as a challenge to the American (Indian) way of thinking about education reform — Finland’s experience shows that it is possible to achieve excellence by focusing not on competition, but on cooperation, and not on choice, but on equity.
(emphasis added)

The problem facing education in America (India) isn’t the ethnic diversity of the population but the economic inequality of society, and this is precisely the problem that Finnish education reform addressed. More equity at home might just be what America (India) needs to be more competitive abroad.

Most of us think that utopian ideas are not practicable. The talk about equity in education is essentially seen with that attitude. But the Finland example has just shown us that this is possible. Though it is definitely not to say that we blindly follow that model. But it seems that utopian things are possible, just that we will have to give up on long cherished notions of what we consider excellence as.

The Mitr

Can Stars Be Seen in Daylight?

The constellations that we saw at night half a year ago are now overhead in the daytime. Six months later they will again adorn the night sky. The sunlit atmosphere of the Earth screens them from the eye because the air particles-disperse the sun-rays more than the rays emitted by the stars. (The observer located on the top of a high mountain, with the densest and dustiest layers of- the atmosphere below, would see the brighter stars even in daytime. For instance, from the top of Mt. Ararat (5 km. high), first-magnitude stars are clearly distinguished at 2 o’clock in the afternoon; the sky is seen as having a dark blue colour.)
The following simple experiment will help explain why the stars disappear in daylight. Punch a few holes in one of the sides of a cardboard box, taking care, however, to make them resemble a familiar constellation. Having done so, glue a sheet of white paper on the outside. Place a light inside the box and take it into a dark room; lit from the inside; the holes, representing stars in the   night sky, are clearly seen. But, switch on a light in the room without extinguishing the light in the box and, lo, the artificial stars on our sheet of paper vanish without trace: “daylight” has extinguished them.
One often reads of stars being seen even in daylight from the bottom of deep mines and wells, of tall chimney-stacks and so on. Recently, however, this viewpoint, which had the backing of eminent names, was put to test and found wanting.  As a matter of   fact, none of the men who wrote on this subject, whether the Aristotle of antiquity or 19th-century Herschel, had ever bothered to observe the stars in these conditions. They quoted the testimony of a third person. But the unwisdom of relying on the testimony of
“eye-witnesses,” say in this particular field, is emphasized by the; following example. An article in an American magazine described daylight visibility of stars from the. bottom of a well as a fable. This was hotly contested by a farmer who claimed that he had seen Capella: and Algol in daytime from the floor of a  20-metre high silo. But when his claim was checked it was found that on the latitude of his farm neither of the stars was at zenith at the given date and, consequently could not have been seen from
the bottom of the silo.
Theoretically, there is no reason why a mine or a well should help in daylight observation of stars. We have already mentioned that the stars are not seen in daytime because sunlight extinguishes them. This holds also for the eye of the observer at the bottom of a mine. All that is subtracted in this case- is the light from the sides. All the particles in the layer of air above the surface of the mine continue to give off light and, consequently, bar the stars to vision.
What is of importance here is that the walls of the well protect the; eye from the bright sunlight; this, however, merely facilitates observation of the bright planets, but not the stars. The reason why stars are seen through the telescope in daylight is not because they are seen from “the bottom of a tube,” as many think, but because the refraction of light, by the lens or its reflection in the mirrors detracts from the brilliancy of the part of the sky under observation, and at the same time enhances the brilliancy of the stars (seen as points of light). We can see first-magnitude and even second-magnitude stars in daytime through a 7 cm. telescope. What has been said, however, does not hold true for either wells, mines, or chimneys.
The bright planets, say, Venus, Jupiter or Mars, in opposition, present a totally different picture. They shine far more brilliantly than the stars, and for this reason, given favourable conditions, can be seen in daylight.
From Astronomy for Entertainment – Yakov Perelman Pg: 135-137
Available here.

The Mitr

Does Tulsi has environmental benefits too?


Recently there was a news item in Times of India which had the same heading as that of this particular post. The news claimed
(Around two decades back Dada Dham, a socio-spiritual organization brought together a team of botanists, ayurvedic scholars and environmental enthusiasts to study the environmental benefits of tulsi.)

NAGPUR: Ayurvedic medicinal values of Tulsi are well known. Our ancient scriptures have enumerated the medicinal benefits of tulsi. Its extracts are used widely for curing common ailments like common cold, headache, stomach disorder etc.
But the environmental benefits have been comparatively unknown. Around two decades back Dada Dham, a socio-spiritual organization brought together a team of botanists, ayurvedic scholars and environmental enthusiasts to study the environmental benefits of tulsi.

Now the next claim from an “eminent botanist” that the report does is startling indeed.
“Tulsi gives out oxygen for 20 hours and ozone for four hours a day along with the formation of nascent oxygen which absorbs harmful gases like carbon monoxide, carbon dioxide and sulphur dioxide from the environment,” said Shyamkant Padoley, an eminent botanist.
How would the tulsi plant (Ocimum tenuiflorum) do this? Is it anatomically so different that it is capable to do this? How does the plant regulate this 20 and 4 hour cycle?  I would really like to know. How is that no other plants have this cycle? How did they detect presence of ozone, what detectors they used? What mechanisms in presently known cycle of photosynthesis account for this cycle? And if this is part of the standard photosynthesis process, then all plants should have it. This seems fishy, and a most preliminary search did not yield any positive result. All of them talk about production of oxygen and not ozone, as reported by Padoley. And if this is indeed true, it might lead to change in our conception of the photosynthetic cycle.
And if the ozone report is to be believed at all then this is what ozone does to you quote from Wikipedia article on ozone:
Ozone is a powerful oxidant (far more so than dioxygen) and has many industrial and consumer applications related to oxidation. This same high oxidizing potential, however, causes ozone to damage mucus and respiratory tissues in animals, and also tissues in plants, above concentrations of about 100 parts per billion. This makes ozone a potent respiratory hazard and pollutant near ground level.
…
There is evidence of significant reduction in agricultural yields because of increased ground-level ozone and pollution which interferes with photosynthesis and stunts overall growth of some plant species. The United States Environmental Protection Agency is proposing a secondary regulation to reduce crop damage, in addition to the primary regulation designed for the protection of human health.
…
There is a great deal of evidence to show that ground level ozone can harm lung function and irritate the respiratory system.Exposure to ozone and the pollutants that produce it is linked to premature death, asthma, bronchitis, heart attack, and other cardiopulmonary problems.
…
Ozone is air pollutant, green house gas.
To summarize this is that ozone is NOT GOOD for us at ground level! It may do us good in upper atmosphere to block UV Rays, but down here on ground it is bad. And if this claim of ozone production by Tulsi is true why is the campaign of “Tulsi lagao pradushan hatoa (Plant tulsi, remove pollution)” which follows in the article is being implemented?

Padoley, member of technical committee, ministry of environment and forest, NewDelhi, and forest tech committee, also read a paper at the International Conference on Occupational Respiratory Diseases at Kyoto in 1997 where cyclo oxygenate, an enzyme only found in tulsi was labelled for the first time. This enzyme regulates the entire mechanism of oxygen evolution. (emphasis added)

This again I am unable to understand. It says this enzyme is “only found in Tulsi”, and it also “regulates entire mechanism of oxygen evolution”. One can agree that a particular enzyme is found in a particular plant, but if this enzyme controls “entire mechanism of oxygen evolution”, how do other plants regulate their mechanisms of oxygen evolution.

Dada Dham initiated a campaign ‘Tulsi Lagao Pradushan Hatao’ in 1987 under the guidance of Narendra Dada, the institution’s head. It was under this campaign that the above mentioned panel of experts was formed. After finding out the environmental benefits of the plant, Dada Dham organized a number of programmes like street plays, nukkad sabhas and lectures to propagate the use of the plant.

Dr Dattatraya Saraf, an ayurvedic doctor and expert said, “The plant enriches the environment with oxygen almost 24X7 and also absorbs other pollutants.” He further added that if the size of the plant can be increased, the environmental benefits can be increased.

This statement that “plant enriches the environment with oxygen almost 24X7” is in contradiction to statement by above Padoley regarding 20 and 4 hour cycles. Which one is to be believed? And mind you this is just appearing a few lines later, this is either very poor editing and reporting, or hogwash to the public.

“That is why we want to urge scientists and concerned authorities to make research on the issue of increasing the height of tulsi plant. If big trees can be converted to bonsai plants then big tulsi trees can be possible too,” said Kishor Verma, PRO of Dada Dham.

This is another statement that I would like to contest. Did they compare the rate of oxygen production vis-a-vis to other plants. That is to say simply did they have any control sample? And does making “tulsi tree” make any sense (can one really do it is another question), will it really increase oxygen making capabilities, is it a linear relationship between these two variables? The water is completely muddy in this !

He also citied the research and work by other organization in support of tulsi’s environmental benefits.
“The forest department of Uttar Pradesh, with the help of an organization called Organic India Limited, Lucknow planted lakhs of tulsi saplings around Taj Mahal to protect its surface from industrial emissions. This step has yielded positive results,” Verma said.
“We are just asking the administration to take notice of these extra ordinary benefits of tulsi and take steps for utilizing them. Even simple steps like planting tulsi plants on road dividers, parks etc can bring a difference,” said Verma.

The reporter and also the editor make no effort to correct these glaring inconsistencies in the report itself, forget about doing nay research on the topic, or verifying the claims made by these people. Maybe this was like the paid news that is talked about a lot these days.
What I find here i that the agenda of what is to be done was already set, the conclusions were already drawn, by our ancestors, written in black and white in ancient texts. The point was only to justify what they were doing, and trying to provide a “scientific basis” of what they already believed to be true (for whatever reasons, mostly religious, and presence of a religious organization in this sort of confirms this).
A good example of  pseudo-science and bad science reporting.

The Mitr

Science, a humanistic approach

Science is an adventure of the whole human race to learn to live in and perhaps to love the universe in which they are. To be a part of it is to understand, to understand oneself, to begin to feel that there is a capacity within man far beyond what he felt he had, of an infinite extension of human possibilities . . .
I propose that science be taught at whatever level, from the lowest to the highest, in the humanistic way. It should be taught with a certain historical understanding , with a certain philosophical understanding , with a social understanding and a human understanding in the sense of the biography, the nature of the people who made this construction, the triumphs, the trials, the tribulations.
I. I. RABI
Nobel Laureate in Physics

via Project Physics Course, Unit 4 Light and Electromagnetism Preface
Do see the Project Physics Course which has come in Public Domain hosted at the Internet Archive, thanks to F.  James Rutherford.