Unicelled creatures adapted to their environments and evolved into increasingly sophisticated beings over the millenia. Today however, time is a scarce commodity and we must quickly and constantly update, upgrade and add to our skillsets in order to continue to be a part of the new world order. Lifelong learning is perhaps even more strongly linked to survival today than ever before. And the instrument that will make it accessible, flexible, inclusive and accessible is the virtual university.
In an era of technology and digital divides what is the role of a virtual university and how can such schools be a driver of social and economic change? How are virtual universities set up? What are the costs and what are the technologies and infrastructure needed to establish a virtual university? How can these ethernet campuses be made accessible and affordable? What are the accreditation schemes available, and can and will these rally people into adopting this new model of learning on the scale and with the enthusiasm needed to justify the investments? Can such models of learning withstand economic storms and monetary market crunches? What are the pedagogies needed, and what will be the quality of teaching and learning and what calibre of learners will be developed as a result? These are some of the questions I'd like to explore.
To start with, some background.
In 2004, the International Institute for Educational Planning (IIEP) launched a project on the Virtual University and E-learning. This project provides insights and case studies, explores and shares the lessons learned in the setting up of virtual universities both in developed and developing countries. There is an overview of policy planning and management issues and a range of diverse case studies that cover the main institutional models.
Traditional universities must keep pace with these new modes of delivery and evolve suitable and appropriate approaches. They must explore ways to offer an education that is transnational, global, inclusive and accessible. Shall we join forces or go it alone?
Monday 22 December 2008
Monday 8 December 2008
Yakkity Yak - Don't talk back!
Picking up from where I left off -- I failed my driving test last month. Aargh! 'Twas the devlish roundabout that led to the rout! I was felled in thirty seconds by a faulty manoeuvre attempting a Second Exit Right. When we returned from the test for the debriefing, my instructor said to me, "You are a good driver. What happened?"
Not really sure what happened. For some inexplicable reason (fear of tests!) I was not able to communicate my expertise to the tester. Despite twenty years of driving in Mumbai.
Delving deeper, what really happened is what happens to many people when they're faced with having to prove their worth. They are unable to communicate their skills with the degree of sophistication that may required.
It is the ability to communicate that determines the survival and success of a species. History Channel's Evolve Series offers an indepth insight into how communication has played a critical role in evolution, providing different species with the ability to fend off predators, acquire a mate and find food.
Not surprisingly, one of the key skills identified for Employability is Communication, both verbal and non-verbal. Fostering employability is about cultivating skills and building the confidence and communication techniques needed to show and tell people about it.
That brings us to the role of Conversation and Dialogue. Many generations (and I!) have suffered school systems where talk in class was forbidden and punished. Today however, conversations and dialogue are recognised as essential to development and learning. Dialogic literacy is recognised as a critical necessity in a revolutionary new pedagogy.
New research into brain development and socio-economic status suggests a possible link between talking to children and their ability to process visual stimuli.
There is much in the literature about the role of conversation and dialogue in fostering exchange, collaboration and learning. Many educationists have highlighted the role of the role of dialogue and the community of inquiry in facilitating self-evaluation and feedback. Lipman (1991:19) writes that “…ideally the relationship between teacher and students has this character of face to face dialogue…”
But how exactly does it work? You'll find an excellent overview and references to the subject in Engaging in Conversation and Dialogue and Conversation.
For an indepth discussion, read Robin Alexander's 2005 paper, Culture, Dialogue and Learning: Notes on an Emerging Pedagogy. He suggests that classroom talk tends to become mere recitation or pseudo-enquiry and points out that though"...classrooms are places where a great deal of talking goes on...Teachers rather than learners control what is said, who says it and to whom. Teachers rather than learners do most of the talking."
Shall we let the learners do the talking for a change? To be continued.
Not really sure what happened. For some inexplicable reason (fear of tests!) I was not able to communicate my expertise to the tester. Despite twenty years of driving in Mumbai.
Delving deeper, what really happened is what happens to many people when they're faced with having to prove their worth. They are unable to communicate their skills with the degree of sophistication that may required.
It is the ability to communicate that determines the survival and success of a species. History Channel's Evolve Series offers an indepth insight into how communication has played a critical role in evolution, providing different species with the ability to fend off predators, acquire a mate and find food.
Not surprisingly, one of the key skills identified for Employability is Communication, both verbal and non-verbal. Fostering employability is about cultivating skills and building the confidence and communication techniques needed to show and tell people about it.
That brings us to the role of Conversation and Dialogue. Many generations (and I!) have suffered school systems where talk in class was forbidden and punished. Today however, conversations and dialogue are recognised as essential to development and learning. Dialogic literacy is recognised as a critical necessity in a revolutionary new pedagogy.
New research into brain development and socio-economic status suggests a possible link between talking to children and their ability to process visual stimuli.
There is much in the literature about the role of conversation and dialogue in fostering exchange, collaboration and learning. Many educationists have highlighted the role of the role of dialogue and the community of inquiry in facilitating self-evaluation and feedback. Lipman (1991:19) writes that “…ideally the relationship between teacher and students has this character of face to face dialogue…”
But how exactly does it work? You'll find an excellent overview and references to the subject in Engaging in Conversation and Dialogue and Conversation.
For an indepth discussion, read Robin Alexander's 2005 paper, Culture, Dialogue and Learning: Notes on an Emerging Pedagogy. He suggests that classroom talk tends to become mere recitation or pseudo-enquiry and points out that though"...classrooms are places where a great deal of talking goes on...Teachers rather than learners control what is said, who says it and to whom. Teachers rather than learners do most of the talking."
Shall we let the learners do the talking for a change? To be continued.
Monday 10 November 2008
Learning vs Training
Last year, many of my friends (and I) turned forty (!) and at every party, we reminisced about the numerous gaffes and blunders we had survived as we made our way through schools and colleges into our first experiences of work and life. Most of us (but not all!) had recovered sufficiently from these misadventures to be able to laugh as we looked back. In hindsight we were unanimous in saying, “If we had known then what we know now….”
This is exactly what education for employability is about. You can read about it in a series of publications called the Learning and Employability Series produced among others, the by the Pedagogy for Employability Group, in consultation with the Enhancing Student Employability Co-ordination Team (ESECT) and the Higher Education Academy (Generic Centre). You can also access some of these and other related papers here.
This series of publications, (edited by Professor Mantz Yorke) offers an in-depth, balanced and thought provoking discussion of the key issues in providing an education that ensures that learners can “hit the ground running fast”.
So what exactly is employability?
Most definitions say it's "a set of skills, knowledge and personal attributes” that improve an individual's chances of success in whatever path they may opt for after their education. It's essentially about teaching individuals to reflect on what makes them tick and finding out what they really want to do in life.
“Employability derives from complex learning, and is a concept of wider range than those of ‘core’ and ‘key’ skills.”
“Employability is not merely an attribute of the new graduate. It needs to be continuously refreshed throughout a person’s working life.”
Source: Employability and Curriculum Design (Kenneth Aitchison and Melanie Giles).
Moving beyond content mastery
While different teaching approaches can lead to similar levels of content mastery in a subject, they can lead to significant differences in other outcomes.
Conventional passive delivery approaches are not renown for fostering independent thought, creative problem solving, critical thinking, experimentation, reflection and transfer of learning to other contexts. Problem based or scenario based learning approaches may be better suited for such outcomes.
The underlying ethos of this series of publications is that there is no conflict of interest between promoting good learning and in promoting employability and that it essentially involves a shift in perspective and approach, a fine-tuning of the curriculum to include the development of skills and attributes in addition to and not in lieu of content mastery.
The primary purpose for the introduction of personal development planning (PDP) in schools is to develop in learners the capacity for reflection and self-awareness. The exercise is meant to help them gain clarity about their attitudes, aptitudes, personal goals and explore how they can work toward these goals.
Making explicit connections
It is now univerally acknowledged that for real understanding, learners must be made to see the big picture. It's critical to make clear the rationale behind these PDP exercises by means of explicit connection building, because,
“provision without student awareness is a missed opportunity. Students need to know that PDP has these purposes and to see how it can link to job-getting and employability generally. They need to see the significance of PDP for their personal development, rather than treat it as an externally imposed requirement (which might be perceived merely as a bureaucratic chore with no apparent benefit).” (Pedagogy for Employability, p. 14)
More to come. Once I’ve passed my driving test (critical to employability)!
This is exactly what education for employability is about. You can read about it in a series of publications called the Learning and Employability Series produced among others, the by the Pedagogy for Employability Group, in consultation with the Enhancing Student Employability Co-ordination Team (ESECT) and the Higher Education Academy (Generic Centre). You can also access some of these and other related papers here.
This series of publications, (edited by Professor Mantz Yorke) offers an in-depth, balanced and thought provoking discussion of the key issues in providing an education that ensures that learners can “hit the ground running fast”.
So what exactly is employability?
Most definitions say it's "a set of skills, knowledge and personal attributes” that improve an individual's chances of success in whatever path they may opt for after their education. It's essentially about teaching individuals to reflect on what makes them tick and finding out what they really want to do in life.
“Employability derives from complex learning, and is a concept of wider range than those of ‘core’ and ‘key’ skills.”
“Employability is not merely an attribute of the new graduate. It needs to be continuously refreshed throughout a person’s working life.”
Source: Employability and Curriculum Design (Kenneth Aitchison and Melanie Giles).
Moving beyond content mastery
While different teaching approaches can lead to similar levels of content mastery in a subject, they can lead to significant differences in other outcomes.
Conventional passive delivery approaches are not renown for fostering independent thought, creative problem solving, critical thinking, experimentation, reflection and transfer of learning to other contexts. Problem based or scenario based learning approaches may be better suited for such outcomes.
The underlying ethos of this series of publications is that there is no conflict of interest between promoting good learning and in promoting employability and that it essentially involves a shift in perspective and approach, a fine-tuning of the curriculum to include the development of skills and attributes in addition to and not in lieu of content mastery.
The primary purpose for the introduction of personal development planning (PDP) in schools is to develop in learners the capacity for reflection and self-awareness. The exercise is meant to help them gain clarity about their attitudes, aptitudes, personal goals and explore how they can work toward these goals.
Making explicit connections
It is now univerally acknowledged that for real understanding, learners must be made to see the big picture. It's critical to make clear the rationale behind these PDP exercises by means of explicit connection building, because,
“provision without student awareness is a missed opportunity. Students need to know that PDP has these purposes and to see how it can link to job-getting and employability generally. They need to see the significance of PDP for their personal development, rather than treat it as an externally imposed requirement (which might be perceived merely as a bureaucratic chore with no apparent benefit).” (Pedagogy for Employability, p. 14)
More to come. Once I’ve passed my driving test (critical to employability)!
Friday 24 October 2008
Essential Learnings - Building Character
One of the key goals of education that often does not find place in school curriculums and assessment is the development of character and fundamental moral values of truth and justice.
This goal is defined as an essential learning in the handbook for teachers produced by Saskatchewan Education - Understanding the Common Essential Learnings . It is articulated as the "development of compassionate and fair-minded persons who can make positive contributions to society as individuals and as members of groups"
This handbook delves into the framework necessary for the development of personal and social values and skills. In Chapter VI, it is stated that:
"the most basic moral value underlying development of this Common Essential Learning is that of respect for persons."
"When we respect other people we acknowledge their language, their history and their culture as important aspects of their personal identity. While respect implies causing no harm and supporting the rights of individuals and groups to make decisions about what is in their best interest, it also involves active attempts to do well by others. "
"....While the abilities and understandings of this C.E.L. develop gradually and are shaped both by negative and by positive experiences with others, a single compassionate and fair-minded teacher has a powerful and long-lasting positive affect. "
So will you be that one?
This goal is defined as an essential learning in the handbook for teachers produced by Saskatchewan Education - Understanding the Common Essential Learnings . It is articulated as the "development of compassionate and fair-minded persons who can make positive contributions to society as individuals and as members of groups"
This handbook delves into the framework necessary for the development of personal and social values and skills. In Chapter VI, it is stated that:
"the most basic moral value underlying development of this Common Essential Learning is that of respect for persons."
"When we respect other people we acknowledge their language, their history and their culture as important aspects of their personal identity. While respect implies causing no harm and supporting the rights of individuals and groups to make decisions about what is in their best interest, it also involves active attempts to do well by others. "
"....While the abilities and understandings of this C.E.L. develop gradually and are shaped both by negative and by positive experiences with others, a single compassionate and fair-minded teacher has a powerful and long-lasting positive affect. "
So will you be that one?
Wednesday 15 October 2008
Uranium, plutonium, critical mass and the atom bomb
If you're a physics buff and even if you're not really, you'll be enthralled by these lectures by Richard Muller, who teaches physics at the University of California. These podcasts cover nuclear terrorism, cold fusion, climate change and something called "physics for future presidents" (he's also published a book by the same name if you're interested). You'll learn how the atom bomb was made and what nuclear fission can do.
Brilliant, lucid, and targeted as much to the layperson as to future presidents - a definite must hear.
Check out these podcasts now. Or go direct to the main UC Berkeley webcast page.
Brilliant, lucid, and targeted as much to the layperson as to future presidents - a definite must hear.
Check out these podcasts now. Or go direct to the main UC Berkeley webcast page.
Tuesday 26 August 2008
Self-directed Learning and Learning Dispositions
We need to develop independent, self-directed learners who are able to adapt to the demands of this new world that is constantly in flux. Self-directed learning requires both capabilities (skills, strategies and abilities required for learning), as well as the disposition to learn.
Carr and Claxton (2002) recognised that learners must not just be able; they must be ready and willing to learn. It could be generalised that the relationship between capability and disposition is bidirectional and linear – ability in a particular arena generates success, which leads to a greater inclination toward the activity. Conversely, an inclination to persevere in an activity leads to greater engagement and the development of ability. The caveat to this is that,
“…the relationship is an uncertain one. Capability does not always produce disposition, nor vice versa. Education for lifelong learning has, therefore, to attend to the cultivation of positive learning dispositions, as well as of effective learning skills.”
While numerous writers have offered different opinions about the dispositions relevant for learning, Carr and Claxton (2002: 109) consider the three prime learning dispositions to be:
1. Resilience: the desire to persist with learning despite setbacks.
2. Playfulness: the ability to experiment and consider unlikely possibilities, a vital ingredient in creativity.
3. Reciprocity: seeking a variety of channels to express and exchange ideas.
Carr and Claxton (2002: 127) further suggest that the learning dispositions are “important building blocks for life-long learning” and that there is a need for educational settings that “exemplify and encourage their development”.
In the design of learning and learning environments, territories are often defined by learning objectives. It's critical to look beyond immediate objectives and offer avenues for the development of learning dispositions. This includes providing activities that build confidence and self-esteem, encourage search, exploration, enquiry, experimentation and play, rather than providing readymade answers. It's also important to ask why and how questions, to develop skills for justification of answers, and facilitate dialogue and discussion.
Reference:
Carr, M., & Claxton, G. (2002).Tracking the Development of Learning Dispositions, in Assessment in Education, Vol. 9, No.1, 2002. In Daniels H., & Edwards A., eds. (2004) The Routledge Farmer Reader in Psychology of Education (pp. 106 -131). RoutledgeFalmer.
Carr and Claxton (2002) recognised that learners must not just be able; they must be ready and willing to learn. It could be generalised that the relationship between capability and disposition is bidirectional and linear – ability in a particular arena generates success, which leads to a greater inclination toward the activity. Conversely, an inclination to persevere in an activity leads to greater engagement and the development of ability. The caveat to this is that,
“…the relationship is an uncertain one. Capability does not always produce disposition, nor vice versa. Education for lifelong learning has, therefore, to attend to the cultivation of positive learning dispositions, as well as of effective learning skills.”
While numerous writers have offered different opinions about the dispositions relevant for learning, Carr and Claxton (2002: 109) consider the three prime learning dispositions to be:
1. Resilience: the desire to persist with learning despite setbacks.
2. Playfulness: the ability to experiment and consider unlikely possibilities, a vital ingredient in creativity.
3. Reciprocity: seeking a variety of channels to express and exchange ideas.
Carr and Claxton (2002: 127) further suggest that the learning dispositions are “important building blocks for life-long learning” and that there is a need for educational settings that “exemplify and encourage their development”.
In the design of learning and learning environments, territories are often defined by learning objectives. It's critical to look beyond immediate objectives and offer avenues for the development of learning dispositions. This includes providing activities that build confidence and self-esteem, encourage search, exploration, enquiry, experimentation and play, rather than providing readymade answers. It's also important to ask why and how questions, to develop skills for justification of answers, and facilitate dialogue and discussion.
Reference:
Carr, M., & Claxton, G. (2002).Tracking the Development of Learning Dispositions, in Assessment in Education, Vol. 9, No.1, 2002. In Daniels H., & Edwards A., eds. (2004) The Routledge Farmer Reader in Psychology of Education (pp. 106 -131). RoutledgeFalmer.
Thursday 3 July 2008
Breaking patterns of learned helplessness
A few years ago I'd reached a serious low after a major upheaval and disruption in my life. I had to make a choice, between a rock and a very hard place. With little to guide me but instinct, I opted for change. It was a tough decision. The consequences were far reaching, for me, my family and my infant son, as it took me without preparation into unanticipated single parenthood.
The early years were hard. I was struggling to stay afloat and cope with the physical, financial and emotional strain of raising a child in India on my own. One day, a well meaning aunt in her well meaning way said these words to me:
"Your life is finished -- you took a bad decision and you ruined your life. Why not just admit it and give up? Not everyone finds happiness - stop trying to fight your fate."
Thank you dear aunt. Your words words created in me the sort of reaction physicists are trying to create in the Large Hadron Collider. The Big Bang. It accelerated the atoms of my being out of the terrible black hole of apathy and helplessness. It was time to give my fate a good kick in the butt. That day, I broke free. No more thought was wasted on wondering whether I did right or I did wrong. I decided to trust myself and believe I did what needed to be done.
Learned Helplessness is a self-perpetuating and self-defeating plague that fosters in people the belief that they are helpless victims of circumstance and that they have no control over the things that happen in their lives. It is a conditioning mechanism that engenders passivity and subjugation. It disempowers us and destroys our connections with hope and joy.
Ken McLeod explains it beautifully in his article, Learned Helplessness
Learned helplessness is often rooted in the home. As parents and teachers, we unwittingly subscribe to the system that fosters learned helplessness. We often pass on our own learned helplessness as an inheritance to our young. Recognising this first will lead us to a way out.
And yes, there is a way out. It involves recognising obstacles and learning skills to overcome them.
In McLeod's words,
"The cost, however, is high. We can only undo learned helplessness by severing our internal connection with the system that gave rise to it. "
Where else do we see learned helplessness? In schools, in educational institutions, and societies where differences and questioning minds are not tolerated. Wherever patterns of belief and thought have become calcified and brittle. Wherever hunger and poverty prevail. Wherever there is exploitation and corruption, violence and abuse.
To sever connections with such systems is to leave behind and let go of everything you may have ever known. It's lonely journey. And the only person you will please is you. But don't give up. And don't teach anyone else to either.
Go out there and fight your fate. The truth is no one else can fight this fight for you. Break free and discover a whole new world!
The early years were hard. I was struggling to stay afloat and cope with the physical, financial and emotional strain of raising a child in India on my own. One day, a well meaning aunt in her well meaning way said these words to me:
"Your life is finished -- you took a bad decision and you ruined your life. Why not just admit it and give up? Not everyone finds happiness - stop trying to fight your fate."
Thank you dear aunt. Your words words created in me the sort of reaction physicists are trying to create in the Large Hadron Collider. The Big Bang. It accelerated the atoms of my being out of the terrible black hole of apathy and helplessness. It was time to give my fate a good kick in the butt. That day, I broke free. No more thought was wasted on wondering whether I did right or I did wrong. I decided to trust myself and believe I did what needed to be done.
Learned Helplessness is a self-perpetuating and self-defeating plague that fosters in people the belief that they are helpless victims of circumstance and that they have no control over the things that happen in their lives. It is a conditioning mechanism that engenders passivity and subjugation. It disempowers us and destroys our connections with hope and joy.
Ken McLeod explains it beautifully in his article, Learned Helplessness
Learned helplessness is often rooted in the home. As parents and teachers, we unwittingly subscribe to the system that fosters learned helplessness. We often pass on our own learned helplessness as an inheritance to our young. Recognising this first will lead us to a way out.
And yes, there is a way out. It involves recognising obstacles and learning skills to overcome them.
In McLeod's words,
"The cost, however, is high. We can only undo learned helplessness by severing our internal connection with the system that gave rise to it. "
Where else do we see learned helplessness? In schools, in educational institutions, and societies where differences and questioning minds are not tolerated. Wherever patterns of belief and thought have become calcified and brittle. Wherever hunger and poverty prevail. Wherever there is exploitation and corruption, violence and abuse.
To sever connections with such systems is to leave behind and let go of everything you may have ever known. It's lonely journey. And the only person you will please is you. But don't give up. And don't teach anyone else to either.
Go out there and fight your fate. The truth is no one else can fight this fight for you. Break free and discover a whole new world!
Thursday 15 May 2008
Explore the Universe
I'm an unashamed Dr Who fan.
For those of you who may not know, this is a science fiction TV series about the last of the Time Lords (Dr Who of course) travelling through time and space in his amazing Tardis which looks like a small blue box on the outside but hosts unbelievably delicious technologies on the inside. Apart from the multitude of extra-terrestrial beings he introduces us to, I like the series because its underlying ethos is about looking beyond our beliefs and accepting the different worlds "out there" and that it's not very different from "in here". A little mind-bending is always good for the soul.
Now, the Tardis has come to us.
The WorldWide Telescope will give many of us a glimpse of the universe as we sit at our computers. Check out the Web site and free downloadable software at:
Explore and remember to look beyond your beliefs!
For those of you who may not know, this is a science fiction TV series about the last of the Time Lords (Dr Who of course) travelling through time and space in his amazing Tardis which looks like a small blue box on the outside but hosts unbelievably delicious technologies on the inside. Apart from the multitude of extra-terrestrial beings he introduces us to, I like the series because its underlying ethos is about looking beyond our beliefs and accepting the different worlds "out there" and that it's not very different from "in here". A little mind-bending is always good for the soul.
Now, the Tardis has come to us.
The WorldWide Telescope will give many of us a glimpse of the universe as we sit at our computers. Check out the Web site and free downloadable software at:
Explore and remember to look beyond your beliefs!
Saturday 5 April 2008
A Revolution in E-learning
We are witnessing a revolution in E-learning, thanks to Oprah Winfrey and Eckhart Tolle. Nearly a million people are able to come together via Skype every Monday and take part in their amazing sessions discussing Tolle's A New Earth. Those who can't make it at the right time can always watch it on demand.
Oprah has actually created the collaborative, coooperative learning community that has been written about in educational literature for years. She has made it happen. Where e-learning is often perceived to be a lonely, isolating experience, she has shown how it can be an exhilarating, exciting, inspiring and social experience. She has broken barriers and crossed borders.
She has shown us how a whole country and a whole world can be brought together to learn and talk. Think of the possibilities! Is India listening?
Watch it now!
Enjoy!
Oprah has actually created the collaborative, coooperative learning community that has been written about in educational literature for years. She has made it happen. Where e-learning is often perceived to be a lonely, isolating experience, she has shown how it can be an exhilarating, exciting, inspiring and social experience. She has broken barriers and crossed borders.
She has shown us how a whole country and a whole world can be brought together to learn and talk. Think of the possibilities! Is India listening?
Watch it now!
Enjoy!
Monday 18 February 2008
Self Worth: The Antidote for the Dowry Plague
Dowry cases still continue to make headlines. There is however, little discussion about the underlying malaise that the dowry phenomena is really a symptom of: The inherent lack of self-worth in women.
This is belief that is planted and instilled in women from the moment of their birth. And we as mothers and fathers do much to strengthen and further entrench this false and damaging self-perception.
To many today, the lesser evolved of our species, the worth of a woman is measured by her (or her father's) bank balance and the assets she brings to the kitty. Is it not amazing how the fragile relationship between a man and woman who choose to make a life together and to raise a family, can be sustained by the payment of this toll tax?
It is not a new thing that for many, both men and women, marriage is a stepping stone to economic benefits. Call it dowry or call it marrying well. Money has always a part of the equation. So when do these expectations cross the limit and become criminal? Where is the line to be drawn? How is a girl to know and when is she to put her foot down?
It all boils down to being given a choice. Even today, how many women really have a choice? By offering women avenues to build their lives on their own, without having to resort to marriages based on dowry we will be striking at the root of it. And such evil must be removed from its roots. By offering women education and skills, we give them choices.
Women must be shown and made to appreciate their own self-worth and their limitless capabilities. Both men and women must recognise and realise this. Let us teach our children these values and eliminate this evil for good.
Read about an initiative that helped women set up their own businesses and gave them the confidence to make their own choices.
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2008/02/17/MNUFV3EO3.DTL
This is belief that is planted and instilled in women from the moment of their birth. And we as mothers and fathers do much to strengthen and further entrench this false and damaging self-perception.
To many today, the lesser evolved of our species, the worth of a woman is measured by her (or her father's) bank balance and the assets she brings to the kitty. Is it not amazing how the fragile relationship between a man and woman who choose to make a life together and to raise a family, can be sustained by the payment of this toll tax?
It is not a new thing that for many, both men and women, marriage is a stepping stone to economic benefits. Call it dowry or call it marrying well. Money has always a part of the equation. So when do these expectations cross the limit and become criminal? Where is the line to be drawn? How is a girl to know and when is she to put her foot down?
It all boils down to being given a choice. Even today, how many women really have a choice? By offering women avenues to build their lives on their own, without having to resort to marriages based on dowry we will be striking at the root of it. And such evil must be removed from its roots. By offering women education and skills, we give them choices.
Women must be shown and made to appreciate their own self-worth and their limitless capabilities. Both men and women must recognise and realise this. Let us teach our children these values and eliminate this evil for good.
Read about an initiative that helped women set up their own businesses and gave them the confidence to make their own choices.
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2008/02/17/MNUFV3EO3.DTL
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