Fatima College: Education for the 21st Century 25Feb2020
“Inspirational Leadership for Higher Educational Institutions in India in the 21st Century”
Context: Need
Let us start with: Why we do, what we do? – And How we do?
An educational institution stands on three pillars, namely academic excellence, effective administration, and sound financial system. Going by the academic accolade and recognition awarded to our institutions and inferring from the rush of students coming to the portals of our institutions, we are fine. We need to look into administrative system especially when the institution is run by religious groups. Formerly the non-religious people worked under the religious and slowly we are beginning to working with them but the time is coming to work under them. Signs are there on the horizon of higher education institutions. With regard to our financial system: How much of the fees we collect from our students go as salary to the staff? Could we think of equity salary? The equity salary would depend on one’s i. excellence in teaching; ii. contribution to the social welfare (either in the campus or outside); and iii. quality of research and consultancy. We need to think of these pillars.
What have we done so far?:
We have educated efficient administrators such as IAS, IPS officers and we have also brought out excellent IT personnel. They are ethics-conscious, faithful and reliable employees to their companies, industries and institutions. Further, we have been instrumental in offering to the world effective academicians and scientists: 35 craters in the Moon are named after Jesuit astronomers and seismology is called the Jesuit science. Are we satisfied with our output?
What have we not yet done?:
We have not paid attention to reformers in religious, social, and political milieu. There are very few MPs and MLAs from Catholic Institutions. We have not formed religious leaders who could transcend religious barriers and reach out to all others, like Akbar (1542-1605) and Raja Ram Mohan Roy (1772-1833). How many political leaders have we given to the world, like Kejriwal (1968- ) and Mandela (1918-2013)? Of course, Voltaire (1694-1778), Hitchcock (1899-1980), Abdul Kalam (1931-2015) are from Jesuit Institutions. But they are just a handful compared to the immensity of our towering educational institutions.
Whom have we so far taught?:
We have so far catering to less number of Christians, much less the marginalized such as the Dalits, Tribals, migrants, refugees etc. Do we have statistics otherwise? It is a fact that we have taught and formed very few from the lower strata of the society, though some efforts are in place in the recent times. As you are aware, at present, Christian, especially Catholic education institutions are the target for the Govt and fundamental forces. Property taxes are soaring and income tax for the religious is coming up. There is a general accusation that Christian institutions are converting students. But how many of our alumni/ae have refuted this accusation in public?
Why is that?:
Our focus was elsewhere. Our institutions were not the epicenters of social transformation. We need to revisit our educational policies and goals. For example, what was our response to the New Education Policy 2018. Did we come together to make our protest known or did we lobby with the political and social leaders to propose right direction to the Govt? All these go to raise the question: Where is our leadership anchored in higher education?
Our Methodology:
We need to examine our system – whether it is teaching or coaching in our institutions? Much of the time and our efforts go to produce 100% results (especially in the schools). We have academic autonomy in practically all the institution: Are we result oriented or formation based? Have we created room for on-going formation for ourselves and for our faculty members? How many of us and our faculty members are invited as experts and as consultants elsewhere? Our leadership lies today in this, namely we lead others with integrated knowledge to enrich the society we live in and live for.
Vision and Mission:
The missionaries have been pioneers in two areas, namely medicine and education. Medicine has gone into private and profit making sectors under the garb of multi-specialty. We still have education with us. But we need to revisit our policy of higher education if we want to continue as pathfinders in educational endeavours for the 21st century. Our institutions should be the epicenters of social change. We need to play the prophet. As John the Baptist thundered in the wilderness (Lk 3:3-6), we need to proclaim through our education policy and our teaching-learning pedagogy: Every valley of need should be filled in and every mountain of riches and power should be leveled; winding ways need to be straightened and rough roads should be made smooth so that all humanity will be on the same boat sailing towards progress – from need to plenty; and from exploitation to liberation to empowerment of the vulnerable, unserved and underserved people who are at the bottom of the social pyramid. Those who are ignored and discriminated at the periphery of the society should be brought in to the center of decision making leadership for the future society.
Catholic Education Today:
Education today is not what you teach; but how you share information based on your expertise and experience. Education is not accumulating information; but searching for formative experience. Education, again, is not what you receive; but what you become. In a nutshell, our education is the informative input and the added values that we impart as education, which should result in the holistic formation of the individual, eventually evolving into social transformation. Hence, the education we impart to our students is not for individuals but to the society at large. So as the name, ‘Catholic’ implies ‘Universal’, our education is not individual-oriented but society-centered. It is our and their social responsibility.
In other words, our education, at the outset or initially, might be accumulation of information, woven into integrated knowledge, but it is empowering the individuals. Our students are not to be trained to become job seekers but they should be formed to be job creators – to be entrepreneurs. Hence, our ultimate goal of Catholic education is enriching the society through social leadership. The integrated knowledge that our students get from us is for the enrichment of society.
Integrated Knowledge for the Enrichment of Society:
We could learn of integration from a growing tree: roots, trunk, branches, and fruits – one emerging from the other but all form one tree and all to be integrated as the ‘treeness’. Our knowledge could be the root, our attitude might be the trunk, our service to the society should be the branches, and the subsequent transformation in the society is the fruit of this knowledge tree. Hence, integration of our sources of learning, our personal, overall or holistic growth, fullness of life – all are not for ourselves but for the society. We are the cumulative product of the society and we live in a society to enrich it.
Knowledge is an accumulation process – absorbing, synthesizing and merging information from all sources, especially from new, creative, complex, and innovative sources and finally putting the richness of knowledge thus acquired to practice for the good of the society is the integration of knowledge – Individuals are at the service of the society and the society is there to adopt him/her. Learning process could be varied but use of knowledge is always for the better.
The Catholic education advocates critical thinking, entrepreneurial efforts, and innovative action. The undercurrent is: We are not born in a just society but we should not leave the society as we find them – We should make it a better place to live in for others to come after us. In order to realize this, our education or source of acquiring knowledge should comprise of 5Cs, namely creativity, commitment, competency, compassion, and consciousness with insight, foresight, and far-sight. One could develop competency and creativity, but one should grow in commitment and compassion. This is what St Paul also insists as his core teaching when he writes: “If I have the gift of prophecy and can fathom all mysteries and all knowledge, and if I have a faith that can move mountains, but do not have love, I am nothing” (I Cor 13:2). If our knowledge does not integrate the compassion for the needy in the society, then it is of no use except perhaps to amass wealth and power. And one should be consciousness of the needs of others in the society.
At this juncture, between the multi source of information and the need of the society to be addressed, we need effective integration. This integration is a two way process, namely person to society and society to person. A young lawyer of Indian origin, Mohandas Gandhi, was thrown out of the train in South Africa in 1893 though he possessed a valid train ticket for first class. This emotional jolt became social intelligence resulting in the nation wide Satyagrapha, winning Independence for India. Conversely, we could learn from the society as Helen Keller, the first deaf-blind person to earn a Bachelor of Arts degree from Harvard University. She said: ‘I cried because I had no shoes, until I met a man who had no feet’. Our integrated knowledge should inspire us how to give him/her artificial leg and then the shoe to walk comfortably.
Ultimately society enrichment has two phases: i. knowledge acquiring; and ii. knowledge management – both have the society in focus. This is made possible through collaboration between the researchers and decision makers for the society, which would in turn enhance the relevance and use as well as challenges of research.
Change has to start with me and you. It is a ripple or a social butterfly effect. The change in one corner of the world could affect the rest of the globe. The disastrous climatic condition today is an ideal example of butterfly effect. We affect others and our knowledge, thinking and action affect others as we are the co-builders of the society. Life is about not creating yourself but flying with others on social horizon. It is simply to live out the Ubuntu principle. Its philosophy is: I am because we are!
Inspirational Leadership:
We are doing well, no doubt. It is good to have inspiring models to imitate in our mission. Let us always look around to learn from the best practices of others.
Phules:
I would like to cite the example of Mahatma Jyotiba Phule (1827-1890). He was a social reformer and a writer from Maharashtra. He tirelessly toiled for the eradication of untouchability and abolition of caste system. He was committed especially to women’s emancipation. He realized all these through education. Savitribai Phule was a pioneer in women education. The first school for girls was founded in 1848 in Pune, her focus was on the upliftment of widows, especially remarriages of them (Cf. https://en.wikipedia.org/wiki/Jyotirao_Phule)
(https://learn.culturalindia.net/savitribai-phule.html)
Maharishi Mahesh Yogi:
Another example could be Maharishi Vidya Mandir – There are over 200 vidya mandirs in 17 states in India. Maharishi Mahesh Yogi sought new direction in education, known as education for enlightenment. His method was a natural way to develop consciousness and thereby unfolding one’s full creative potential, through transcendental meditation, just 15 minutes before and end of each day (Cf. https://www. indianweekender.co.nz/Pages/ArticleDetails/32/2280/Courses/Education-pioneers-of-India).
I remember meeting an industrialist in Dindigul, about 27 years ago. He owned about 22 ginning mills, which were running on three shifts a day. At the beginning of each shift, the employees would spend an hour in a tent relaxing, meditating, listening to music or discourses. He said that it was not a loss but a gain. In that one hour the employees could put all their present problems aside and gather concentration and consciousness. The result was the production went up.
We need to read the signs of our times, indicated through the social needs, and we have to explore new vistas for the betterment of society. It is our challenge as well as privilege today. If we cannot do it, who else could do it?
Our Mission: Leadership Formation
Our mission today is leadership formation. It is upto us to opt for maximalist or minimalist leadership. We need to form them, in the words of Fr Pedro Arrupe, ‘men and women for/with others’. They are to be men and women of magis, to be propelled with the dynamic spirit of ‘ever to excel’ and never to settle down with mediocrity. Our formation of them should be relevant, effective, and meaningful. Our educational system should not be seeking yesterday’s solution for today’s problem. It should be getting enlightened to find solution for today’s and tomorrow’s challenges. Are we prepared for this mission? If not, we need to redefine or fine-tune our goal, both theoretical as well as practical. We could here look at two propositions. We need to do thinking as well as doing.
- Aspirations, Affinities, Assumptions, and Attributes
- Aspirations: We need to familiarize ourselves with the original goal of our founders/foundresses – We need to synchronize with the initial objectives (charism). Of course, we might need to fine-tune them.
- Affinities: We should be aware where we stand and what are our priorities and preferences. The Jesuits after their 36th General Congregation held in 2016 came up with Universal Apostolic Priorities (2019-2029). And it has been translated into Province and then into Community priorities. They are rooted in Ignatian spirituality, accompanying the poor/marginalized and the youth, and safeguarding our Common Home.
- Assumption: We need to know what are our strength and limitations and what do we propose to do in the light of the cry of the people and the need of hour. We simply seek our roots in order to branch out into new horizon of service.
- Attributes: We should now and then ask ourselves the question: Why should someone seek our institution? Is it better job opportunities, or elevated/respectful social status, or effective leadership, or lower fees etc?
Using these four elements of possibility of thinking, namely, Aspirations, Affinities, Assumptions, and Attributes, can help us find the ‘edges’ of our challenges and help us avoid barriers to progress. We can utilize them at the beginning of a project to help us generate a series of questions and we can use them frequently throughout the project to keep us from getting stuck (Die Empty, p.78).
- Mapping – Making – Meshing
Todd Henry in his book Die Empty gives the formula for any development or empowerment. It is a three-step formula: Mapping – Making – Meshing. Our strategic planning, with regard to selection of suitable mission or reworking on the existing mission, is the mapping. Our actual steps, taken through experience bases strategy and action plan especially on the basis of collaboration, are the making, where our concept becomes concrete action. And networking with like-minded groups/institutions is the meshing. If all the three could converge, the desired development resulting in the better life of people would emerge visibly and strongly (T. Henry, Die Empty, Penguin, New York, 2015).
Model: Ignatian Pedagogy
The teacher is known as a ‘pedagogue’. The word ‘pedestrian’ comes from this word. The Greek philosophers used to walk up and down in public places and along the beaches teaching their students. Today we are invited to accompany our students, especially the less motivated students, the slow learners, the economically/socially marginalized students etc.
The Jesuits have taken up the Ignatian Pedagogical Paradigm (also known as Integrated Pedagogical Paradigm, IPP to be short). In a given context of the students, we reflect on action plan based on our experience. What makes it formidable is the periodic evaluation of where we wanted to be and where we are actually now, effecting course correction whenever needed. This enriched experience paves the way for renewed reflection, leading to clearer action plan. This cyclic paradigm is a proven path to realize our desired mission.
This process would also at times pose the questions: Do we have the humility to wind up units/institutions that are not serving the purpose? Do we have the courage to venture into the unknown with calculated risk? We need to reflect and answer these questions in concrete action with a practical timeline.
Outcome of our Mission:
The outcome of our mission is inspiring leaders. We have leaders whom we admire but we may not be able to imitate them. But inspirational ones could motivate us and lead us on.
The requisite of an inspiring leader is ability to build meaningful and lasting relationships. This would be based on i. critical thinking (who could think for oneself and one who could think out of box); and ii. decision making capacity based on continuous discernment.
For us religious, leadership building should be, for the people, resurrection and ascension experience. When we help them get liberated from slavery and bondage of any kind, it is passing from their crucifixion to resurrection. And when we accompany them to move up the ladder of leadership, it is uplift from resurrection to ascension. So our target people should be liberated from the bottom of the social pyramid and then they should be helped to ascend the pinnacle of the same pyramid of glory.
This goal could be achieved, among others, through two primary factors: i. Feedback system; and ii. Research in our institutions.
Feedback System: We might have in place students evaluating the teachers online. We might even have the practice of exit-interviews from the outgoing students. What we need is feedback from the faculty, staff, and officials who are our coworkers. As religious, who are constantly on the move, we are not the owners of our institutions but stewards. We need to work with our collaborators. Some of them work in our institutions for 20 and 30+ years. Have we ever thought of asking them for feedback based on their experience? It is a must as per Ignatian pedagogy is considered. As the Rector of Loyola Institutions I meet the officials (Lay Principals, Deputy Principal, Vice Principals, Deans, Physical Directors, Administrators, Counselors) once a year one-on-one basis and every semester I have an input session for them on Jesuit history, Ignatian pedagogy and administration. This exercise brings out a sense of belonging among the coworkers.
Research:
In his talk to the International Federation of Catholic Universities (04 Nov 2017), Pope Francis underlined the responsibilities of Catholic Universities towards the refugees and the migrants in a globalized world. He indicated three areas of focus, namely “research, teaching, and social promotion in order to bring about the construction of a more just and humane world”. We need “to do further studies into the root causes of forced migration with the aim of identifying viable solutions”, he said. The outcome of such education should be “political leaders of the future, entrepreneurs, and artists of culture” (Cf Task Force on Education for the Refugees and the Migrants: Statement presented to Association of Jesuit Colleges and Universities in Bilbao Meeting, July 2018).
Way Forward:
Where do we go from here? We need to strengthen our Passover from exam based academic inputs to value-based formation of our students. We need to think of our neighbourhood and begin skill training for school dropouts and rural and illiterate population (as done in Barefoot College). Ultimately we need to excel in leadership formation. Once St Francis Xavier wrote to St Ignatius that most of the Indians would not be fit to become priests. St Ignatius wrote to him back instructing him to take in ordinary people and form them as extraordinary ministers. The entry point in our institutions might be varied but we do not compromise with the exit point, namely the outgoing students are to be excellent leaders. Between the entry and exit points, it is our creativity, passion, and ingenuity that need to be put to proper use to bear the desired fruits.
One final thought: G. Keller and J. Papasan in their best selling book ‘The One Thing’ would like each one of us to ask ourselves this question: “What’s the ONE Thing I can do / such that by doing it / everything else will be easier or unnecessary”. For me it is preparing the second rank leaders both from among the religious and our coworkers.
We could just become informed of the best practices in our institutions in order to adopt some of them for our milieu and needs. Then networking to form social reformers, religious thinkers, political unifiers could be realized. Let us keep working – working together and with hope.
Francis P Xavier SJ