Destruction is Creation.

 

Destruction is Creation.

During the last 9 months or so we have listened all the negative things about Covid-19 pandemic. That is, how it is harmful, how badly it has affected economy, how it is the worst time to live in and so on. And further how the future will be challenging for humanity in general and for next generation in particular, so on and so forth. But natural disaster like- earlier Tsunami (and so many before that) and now Covid-19 pandemic does two important positive function for progress of human civilisation. They step in where society/ human being, due to its own inertia, does not take risk to discard old and experiment new one. Their First function is-they filter whole processes of (be it of economy, industry politics and so on) society. Thus, post pandemic only those organisations/systems etc will pass through filter, that has still some relevance or special quality. Hang on or outdated organisations/systems will be/ being blocked by the filter and they will not be there post disaster to slow down the system. It is akin to computer cleaning. Second function is, it destroys old one, gives society a clean slate or new slate to create new order. Assuming filtering too is a form of destruction, henceforth I will dwell on a unified idea of “Destruction is a form of creation.”  

Perhaps the most obvious - and most troubling - example of contradiction in our universe is the constant tension between creation and destruction. Just as effortlessly as nature witnesses the dawn of every new day, birthing new life and bearing fresh buds, it simultaneously wreaks havoc, destruction, and decay. We integrate this contradiction in our daily lives. Composted waste, or manure, provides the soil for our crops, (animals and plants die so that others may be nourished), and hearts break so that individuals may mature and grow and make room for new love. Creation and destruction have their roots in the very essence of human existence. After all, every day the average adult human body creates over 200 billion cells, and an even larger number of cells die. It almost seems as if human behaviour is coded for by our internal biology.

 

It (“Destruction is a form of creation.”) is a hard reality to face, but one that nonetheless provides the balance for our existence. And it is reflected in many religious and spiritual traditions around the world, as well. There's the God of the Bible, who creates all of heaven and earth, but also occasionally sanctions floods and plagues. In ancient Greek mythology, Apollo was the god of light, knowledge and healing, but he also had a vengeful heart and could just as quickly bring illness and hardship. In Hinduism, the God Shiva is at once the kind benefactor and the fierce destroyer. Other way too, in Indian mythology the universe was created by Lord Brahma, preserved by Lord Vishnu, and destroyed for the next creation by Lord Shiva. Perhaps "holy" doesn't mean perfect or pure but instead complex, full of mystery and contradiction.

Thus, the presence of destruction is at the core of the creative process itself. Our most serious difficulties with being creative as human beings are not a result of deficiencies in imagination nor are, they principally due to apathy or indifference. While these are often central factors, the ultimate problem lies elsewhere—we don’t want to destroy, we don’t want to participate in destruction. Because we will not destroy, we are unable to create. Because we are unwilling to become destroyers, we cannot become creators. One could in fact say that we don’t dare to imagine new possibilities and realities as doing so inherently destroys our cherished but limiting actualities and current modes of being. Apathy and indifference may just be an insidiously clever disguise to escape the call to create through destroying.

However, creative destruction was first coined by Austrian economist Joseph Schumpeter in 1942. Schumpeter describes creative destruction as innovations in the manufacturing process that increase productivity, but the term has been adopted for use in many other contexts. Every act of creation is also an act of destruction. The creation of something new and different, something that has not yet been, demands the destruction of the old and the typical, what is now and what has come before. Yet destruction becomes an act of creation only for individuals and societies young and innovative enough to move forward and build something new out of the rubble. To repeat destruction is a key element of all creativity and progress. Nothing is created out of thin air, it is an upgrade on its predecessor or its parts, which means something has to be at least partially destroyed, in order for something new to be created. Thus, by destroying the old balance or status quo, Covid-19 has given us an opportunity to move forward.  

It is a fact that the novel coronavirus pandemic has upended the world as we know it, taking an unprecedented toll on health, human life and economy. But destruction (by disasters like Covid19) is a force of / for creation in that, as said in introduction, it creates a blank slate (or new slate) upon which new things – whether parking lots or political movements – can grow. For example, under Covid19 threat the healthcare ecosystem has quickly mobilized to mitigate the crisis – modifying care access points and modalities while producing financing mechanisms to sustain patient care amidst dire circumstances. It has given to tele-therapy and tele-medicine. As the scale of the pandemic grows and downstream impacts persist, healthcare organizations are recognizing they must shift from a reactive stance to a more proactive “new normal.” Operating in this environment will require new capabilities, forcing many organizations to look externally for innovative solutions to guide this transformation.

 

Outside healthcare system best example of this transformation is seen in Indian Railways. Railways exist in India for almost more than 170 years and so it has long history of operation, system and procedure. It served British India’s interest as well Independent India’s need. It was there when Air Travel was miniscule, private travel almost unknown to masses. It served passenger traffic (below cost) restricting freight traffic. Time and economy changed but railway could not change due to its own INERTIA created by historical baggage. No one dared to change it. Then came the Covid19 destruction. Passenger train’s operation completely stopped. Taking this opportunity railway finished many long pending projects, gauge conversion, gauge upgradation and maintenance works. Ultimately, when passenger trains partially restored, all concession in fares have been withdrawn. Further with the help of IIT Mumbai, new Time Table based on “Zero Budget” concept has been created which has eliminated many unwanted trains, stoppages and routes. This new Time table has taken in to account preference for   Air Travel (long journey) and Road Travel (short journey). Based on enhanced paying capacity and comfort demanded by passenger, train composition too is being changed towards more AC coaches. Similarly based on new advances in food preservation eatables will be collected from base kitchen only and “Pantry Cars” will be replaced by a 3^rd AC Coach. All New trains are being sanctioned based only on demand. Freight traffic is being given due weightage and its average speed is already increased from 25 km per hour to 50-60 km per hour. List of innovation is long one and these innovations would not have been possible in absence of Covid19 due to human being’s Inertia.

 

Likewise, even though technology was available for Virtual Meetings, due to inertia and old habits, physical meetings in the organisations and consequent travelling continued. Covid19 has stopped it. There are call centres like businesses in India catering to needs of USA and Europe corporates, but they are concentrated only in metros causing excessive growth and congestion of these Mega Cities. The same was possible from small cities too but no one cared. Pandemic has forced such businesses shift to small cities and organisations are realising that that with enhanced power of technology location of business (or human power) is becoming irrelevant and establishing business in small town is far better economic proposition. There is change of perception in social and labour relation too. Earlier blue collar (migrant) worker from backward states used to be looked down by locals in metros as encroaching in to their right and spaces. But once migrant labour went back to home land(due to covid19), locals of these mega cities and industrial establishment located there in realised the importance of their contribution and now being reemployed at better terms.

 

It is not that only when natural disaster, where we feared doom has ultimately proved to be a boon for society or country. Man-made problem too ultimately has proved beneficial to us. In fact, creative destruction was first coined by Austrian economist Joseph Schumpeter in 1942. Schumpeter describes creative destruction as innovations in the manufacturing process that increase productivity, but the term has been adopted for use in many other contexts. Every act of creation is also an act of destruction. The creation of something new and different, something that has not yet been, demands the destruction of the old and the typical. That is what is now and what has come before. Yet destruction becomes an act of creation only for individuals and societies that are young and innovative enough to move forward and build something new out of the rubble. To repeat, destruction is a key element of all creativity and progress. Nothing is created out of thin air, it is an upgrade on its predecessor or its parts, which means something has to be at least partially destroyed, in order for something new to be created.

 

Thus, remember oil producing countries formed an organisation- OPEC in1970s- and jacked up oil prices. We feared it will deplete our foreign exchange reserve and we may not have sufficient foreign exchange to import crude oil. But their (country’s) new found wealth opened a new window for our man-power to serve in those countries’ development work. Ultimately by labour’s remittance, our foreign exchange reserve increased leaps and bounds. Next example is from our 1991 economic crisis, when we had to pledge sovereign gold to replenish foreign exchange reserve. Then, under crisis we completely dismantled 1956 industrial policy and ushered in new era of industrial liberalisation. Result is every one to see, post 1991, we moved away from Hindu rate of GDP growth of 3 % per annum to average 6-7 %   rate of GDP growth.

Coming back to fact that humans have willingness to be creator but not destroyer and so not able to be creator too. Surely it must extend beyond a merely academic or intellectual misunderstanding of the nature of the creative process or resistance to participating in the destructive dynamic. Indeed, it seems that these difficulties are most deeply rooted within our identities as human beings. In creating, I am doing more than merely performing a creative action. However, the identity of the destroyer terrifies and repulses us. We can’t bear to be and see ourselves as the destroyers of ideals and beliefs, values and dreams, structures and forms, complacencies, and false comforts. Even if we understand and acknowledge that such things need to be destroyed in order to create something higher or better, we often would rather someone else be responsible for their destruction because we do not want to be the destroyers. However, unconsciously we all do it all the time.   

Consider the creative movement of the will in the processes of choosing, deciding, valuing, and believing. Every choice for something is a choice against something else, and every decision for a particular direction or path in life is a decision not to explore other directions or take other paths. Actively identifying with certain values means not identifying with other values, and maintaining certain beliefs means that other beliefs must be sacrificed. The mere acts of willing and choosing, which are so essentially characteristic of our human existence, imply a simultaneous affirmation and negation. Therefore, every affirmation is a hidden negation, and every negation is a hidden affirmation. We want to affirm but find that to do so, we must also negate. We cannot affirm without negating, and at the core of affirmation lies the dynamic of negation. In simpler terms, we cannot say “yes” without also saying “no.” We cannot say “no” without also saying “yes.” As we affirm through negating, we create through destroying.

So, the nature of our existence as human beings demands that we accept and meaningfully integrate a dual, dynamic identity that is constituted by images of both the creator and the destroyer. “And, whoever must be a creator in good and evil, verily, he must first be an annihilator and break values. Thus, the highest evil belongs to the highest goodness: but this is creative.” Perhaps what we most need in helping us to embrace the dual identity of our nature is a deep and constant awareness of the critically vital “why” underlying the destructive dynamic within the creative process and the inseparable union of creator and destroyer. We don’t destroy for the mere sake of destruction itself and we must not remain destroyers only. Our responsibility is to participate in destruction that leads to productive creation. We will likely be better able to integrate the destroyer aspect of our identity if we can see ourselves as “creative destroyers,” those who destroy in the service of creation. In the end, this may be the secret key to unlocking and releasing the floodgates of our creative potential for growth and constructive transformation.

Now, to be clear, in speaking of “destruction” in this way, I of course do not mean destructive acts that result in harm toward self or others, emotionally/physically damaging behaviour, violence, etc. There is no argument here to justify such manifestations of destruction, which are certainly not creative, at least not in any positive or healthy sense. However, while there is tragically an excess of destructive incidents that are opposed and antithetical to the process of constructive creation, our experience of our existence as human beings provides a compelling argument for the dynamic of destruction at the heart of creation.

To conclude, as the Covid-19 pandemic rages on, it’s clear that the ramifications of the pandemic are likely to permanently reshape the humanity. But every disruption, (natural or otherwise) in human history has led to new ways of thinking. So, evolution around key areas of change will happen that will successfully navigate the world beyond Covid-19. As the industry and society begins this dynamic journey, I believe all early-stage companies have a once-in-a-generation opportunity to shape the future ahead. In health care we will see the most adaptation in value-based care payment models, digitally integrated and tailored care delivery and automation. In education too pandemic will enhance the quality of education by combining the best of online with offline. Online education will act as a force multiplier ( filling the gaps in physical infrastructure) for faster, deeper and more meaningful learning.

Last word- Instead of blaming Covid-19 for destruction, humanity must be grateful to it, in the sense that it has done essential half work of creation ie. destruction (as knowingly no one wants to do it) and we as human being is left with only second half of creation – Creation and take all the credit for it.

 

प्रबुद्ध जन का शिक्षा मे योगदान

 

                                                                     प्रबुद्ध जन का शिक्षा मे योगदान

समाज का स्वरूप शिक्षा का प्रारूप निश्चित करता है और प्राप्त शिक्षा या शिक्षण व्यवस्था से समाज व राष्ट्र का स्वरूप क्या होगा यह निश्चित होता है|  शिक्षा परिवर्तन का साधन है | भारत कि आज कि शिक्षा व्यवस्था में बहुत से दोष है, परंतु मैं  इसके केवल एक बिंदु पर ही विस्तार से विश्लेषण करुगां |हमारी  शिक्षा व्यवस्था ने देश में दो वर्ग बना दिये है | एक प्रबुद्ध और दुसरा सामान्य या कमजोर वर्ग | दुर्भाग्य यह भी है कि सामान्यता प्रबुद्ध जन का सामान्य से या उनकी परिस्थिति से कोई जुडाव नहीं रहा है| इस परिस्थिति ने समाज व राष्ट्र को कमजोर किया है क्योंकि, अंततः दोनों केवल समाज व राष्ट्र के घटक भर है, और एक कि कमजोरी पूरे समाज या राष्ट्र को कमजोर बना रही है| इस परिस्थिति को प्रबुद्ध जन  ही अपने व्यवहार से बदल सकते है. क्योंकि

यद्यदाचरति श्रेष्ठस्तत्तदेवेतरो जनः। स यत्प्रमाणं कुरुते लोकस्तदनुवर्तते।।3.21।। अर्थात,

श्रेष्ठ मनुष्य जो-जो आचरण करता है, दूसरे मनुष्य वैसा-वैसा ही आचरण करते हैं।

वह जो कुछ प्रमाण  देता है,  दूसरे मनुष्य उसी के अनुसार आचरण करते हैं। ।।3.21।।

That pronouncement was made in “Geeta” thousands of years ago. In modern times as recently as five years back Allahabad High Court had given a ruling on similar lines that was historic but never heard of it being implemented or followed up. The ruling had come while disposing a petition, which drew attention to poor conditions of govt schools in terms of infrastructure and lack of teachers in UP and asked courts direction to improve the same. The ruling was, all wards (son and daughters) of Government Servants, Judges and Elected Members must study only in government schools. Those who do not obey this order will have to deposit money with the govt. equivalent to fees paid in private school. Order was to be implemented by next session.  Court observed that previous directions have failed to improve the situation and felt that unless the wards of the authorities who are responsible for improvement go to these schools, situation will not improve.

 

Then I had agreed with diagnosis but begged to differ with solution provided. As under the present provision of liberty (fundamental right) available to every citizen under constitution, how, a state can direct an individual to send his wards to send to a particular school/ institute, just because he is govt servant or elected representative and so on. It was also discriminatory and violated equality before law. Another angel is, if this logic is applied, these people must compulsorily avail medical facility in govt Hospitals (Govt. Hospitals are also in poor condition and needs improvement). Same with public transport and many other services provided by state. This way we need to force these people to use wheat and rice of PDS only. Is it practical?

 

Unfortunately, India, in terms of services, has virtually been divided in 2 -3 parts. Affluent and people with influence have developed all the needed services (world class/ affordable) for themselves outside the government network. Slowly-slowly over the years, especially after liberalization of 1991, government services in any area be it in education, health, transport or any other area came to be identified as work and duty of welfare state directed towards poor  (Not towards all citizens). They were/ are provided below cost also, and so to reduce burden people who could afford were kept out. This has generated vicious circle. Govt services for poor and so of poor quality.      

 

Based on concept of Ruler and Ruled, seed of such problem was sown quite early after independence, when in every sector (in absence of private sector) and in neglect of need of poor govt. gave priority to Higher education (IIT etc), Best Health services (AIMS) and so on for Ruler class( for themselves) and overlooking primary education, primary health centre and so on for Ruled masses. Later on, under democratic setup when the same type of facilities extended to ruled masses, quality is missing. Result is every one to see, we are a nation having succeeded in sending Mangalyan in first attempt, but we are also a nation with highest number of hungry, illiterate and malnourished people in world and their rate of decrease is far less than in other nation.

 

Having discussed the problem and limitation of Government or Court directed reforms in education and its root cause, the mind set of division of Ruler and Ruled or use of word underprivileged for a group which by definition proves existence of another privileged group. We need to change it. And this is not a Problem of UP, nor restricted to education only. In case of Health also our weaknesses have been exposed by Covid19 pandemic. Once this is changed (division of citizens in two classes) and only through this, situation can improve and not by any HC directive.

 

So, burden of improvement befalls on elites of society. Can elites themselves do something positive for change in education system or to support education for weaker section? I feel elite can and should do something voluntarily as a duty towards fellow citizens and nation. The very least they can do is to work as opinion maker or lobbyist to end this system of two-way education system and support for unified public-school system where in all citizen’s wards get education. Further they should support the politicians and governments who genuinely believe in public education and are ready to increase budgetary provisions for it. Next move involves supporting government, community and NGO educational institutions through money and material help. They should provide support to bridge the infrastructure gaps observed there. Such trends are now visible in rural areas, wherein people have realised that supporting government school etc. is economical than sending wards to private school. Such support is very much required under Covid19, when schools are closed and online education is the norm and a section of schools and society is not having needed infrastructure. Support should come to augment institutional infrastructure as well as for purchase of laptop and or smartphone for needy students.

 

More importantly if possible, elites should take part in imparting education to students of weaker sections on their own. For this they may not leave their profession. One or two hours a day and more on weekends by them will work wonder for under privileged students. If someone is not able to do it permanently, should do it at least at the time of emergencies, like this of Covid19, when schools are closed. Elites should gather 5-6 children of their tower, colony or society, teach them whatever they like. It need not be school syllabus, it can be music, it can be personality development and so on. This way not only they will feel belonging to society, children too will be benefited academically and mentally. People of a tower, colony or society can form groups (members having different aptitude and skills) to guide and teach variety of subjects and skills.

 

Many of elite persons like us are playing second inning of life. Having well progressed in profession and having discharged all the duties towards family and closed one, now we feel emptiness in life or a life without purpose. Getting involved in education for underprivileged will definitely give direction to life, enhance our physical and mental health.  Keeping one’s mind busy and working can be a sure way to keep Alzheimer (memory loss) type disease away.

So do not feel we are doing a favour to children, the reverse is true.      

 

अपनी बात कि पुष्टि के लिये मै पुनः गीता की और लौट कर विषय का उपसंहार करता हुँ

यज्ञार्थात्कर्मणोऽन्यत्र लोकोऽयं कर्मबन्धनः। तदर्थं कर्म कौन्तेय मुक्तसंगः समाचर।।3.9।। सहयज्ञाः प्रजाः सृष्ट्वा पुरोवाच प्रजापतिः।अनेन प्रसविष्यध्वमेष वोऽस्त्विष्टकामधुक्।।3.10।। देवान्भावयतानेन ते देवा भावयन्तु वः।परस्परं भावयन्तः श्रेयः परमवाप्स्यथ।।3.11।। इष्टान्भोगान्हि वो देवा दास्यन्ते यज्ञभाविताः। तैर्दत्तानप्रदायैभ्यो यो भुङ्क्ते स्तेन एव सः।।3.12।। एवं प्रवर्तितं चक्रं नानुवर्तयतीह यः। अघायुरिन्द्रियारामो मोघं पार्थ स जीवति।।3.16।।

अर्थात, यज्ञ (कर्तव्य पालन) के लिये किये जाने वाले कर्मों से अन्यत्र (अपने लिये किये जाने वाले) कर्मों में लगा हुआ यह मनुष्य-समुदाय कर्मों से बँधता है, इसलिये हे कुन्तीनन्दन ! तू आसक्ति-रहित होकर उस यज्ञ के लिये ही कर्तव्य-कर्म कर ।।3.9।।प्रजापति ब्रह्माजी ने सृष्टि के आदि काल में कर्तव्य-कर्मों के विधान सहित प्रजा-(मनुष्य आदि-) की रचना करके उनसे (प्रधान तया मनुष्यों से) कहा कि तुम लोग इस कर्तव्य के द्वारा सब की वृद्धि करो और वह कर्तव्य-कर्म-रूप यज्ञ तुम लोगों को कर्तव्य-पालन की आवश्यक सामग्री प्रदान करने वाला हो। अपने कर्तव्य-कर्म के द्वारा तुम लोग देवताओं को उन्नत करो और वे देवता लोग अपने कर्तव्य के द्वारा तुम लोगों को उन्नत करें। इस प्रकार एक-दूसरे को उन्नत करते हुए तुम लोग परम कल्याण को प्राप्त हो जाओगे। ।।3.10 -- 3.11।।यज्ञ से भावित (पुष्ट) हुए देवता भी तुम लोगों को (बिना माँगे ही) कर्तव्य-पालन की आवश्यक सामग्री देते रहेंगे। इस प्रकार उन देवताओं से प्राप्त हुई सामग्री को दूसरों की सेवा में लगाये बिना जो मनुष्य स्वयं ही उसका उपभोग करता है, वह चोर ही है। ।।3.12।। हे पार्थ! जो मनुष्य इस लोक में इस प्रकार परम्परा से प्रचलित सृष्टि चक्र के अनुसार नहीं चलता, वह इन्द्रियों के द्वारा भोगो में रमण करने वाला अघायु (पापमय जीवन बिताने वाला) मनुष्य संसार में व्यर्थ ही जीता है। ।।3.16।।

भावार्थ है, बिना किसी अपेक्षा के कर्तव्य कर्म करते रहे, कर्तव्य कर्म करने में सामग्री कि कभी कोई कमी नहीं होगी और परस्पर वृद्धि (Mutual Benefit) होगी. ईश्वर प्रदत्त इस सामग्री ( धन, बुद्धी आदि) को समाज सेवा में न लगाकर  जो केवल स्वयं उपभोग करता है वह चोर है और व्यर्थ ही जीता है ( उसका जीवन व्यर्थ है) |

At final stage when, through community efforts, elites are able to bridge the gap between two types of education system and institutions, they should “walk the talk” and send their own son-daughter, grandson-granddaughter to the school they have nurtured ( In fact based on own commitment, the same can be done at any stage) . Then only next generation will be united, they all be the citizen of a strong nation. Remember theory of Physics, the strength of a CHAIN is the strength of WEAKEST link, if they want to improve strength of chain (society), they must make weak link strong.

 

Covid19: Teacher’s Role.

 This month on 5^th we will be celebrating Teachers Day in an unusual way. Due to strategies adopted to prevent COVID-19 disease transmission, (at least till 31^st August), schools are closed. So, it is possible that Teacher and Student may not be able to greet each other (in person). Such unprecedented situation is causing anxiety and distress among students, all of which are natural psychological responses to the randomly changing condition. But more important and worrisome is the adverse behavioral and psychological changes that are coming in children and students due to restricted social interaction. Neglecting this, however we have focused our effort and deciding policy direction only on protection of physical health and mitigating economic distress. We must understand adults can recoup economic damage by extra work but if young student’s temperament is damaged it will be a permanent loss. Adverse effects and loss due to it will be far reaching than physical and economic one and spill over economic progress in the long run. Rapidly expanding mass hysteria and panic regarding COVID-19 may beget enduring psychological problems in students which could potentially be even more detrimental in the long run than the virus itself. Like individual losses (smell and test) due to Covid19, if Entrepreneurship or Risk-taking capacity is also lost in students (future citizen), can we hope to grow economically any time near future? To put in short, so far debate is between present “Live and Livelihood “, but it is time to debate which is more dangerous Covid19  or Fear of Covid19 for country’s future.

 As said above, a very crucial, but apparently overlooked issue is the psychological impact of COVID-19 outbreak on toddlers and adolescents. Learned experiences through environmental factors during early childhood engender the fundamentals for lifetime behavior and success, as it is a crucial phase for cognitive, emotional and psychosocial skill development. During a severe pandemic like COVID-19, community-based mitigation programs, such as closing of schools, parks, and playgrounds has disrupted children’s usual lifestyle and promoting distress and confusion. Stressors, such as monotony, disappointment, lack of face-to-face contact with classmates, friends and teachers, lack of enough personal space at home,  all have potentially triggered troublesome and even prolonged adverse mental consequences in children. Further during the COVID-19 pandemic a huge number of parents have suffered financial losses or on the verge of unemployment, further intensifying the negative emotions and transmitting the same to their children. Having to cope up with these changes’ children are becoming more demanding, and exhibiting impatience, annoyance and hostility, which in turn causing them suffering from physical and mental violence by overly pressurized parents. While online classes and assignments have been the only effective way for continuing education at this situation, experts have already cautioned about being over-burdened. (All parents cannot afford or /and arrange for online education of wards, this itself is causing exclusion and discrimination and may increase dropout rate, and other social evils like child labor and child marriage, but that is the topic for a separate full article.). To avoid this, teachers should advice parents to appreciate home-confinement during COVID-19 as a mere opportunity to promote healthier parent-child relationships by correct parental strategies and strengthen family bonding by spending more quality times together. It should be emphasized that even in this time of physical distancing, it’s critical to seek and give social support and connection with/to others. The closure of all educational institutions may increase the number of mentally depressed young people. So parents should be trained to easily identify the signs of anxiety, panic attacks, depression and suicide (among children). In short, to the extent possible and to the maximum possible students, specific psychological needs, healthy lifestyles, and good parenting guidance must be addressed through the same online platform by teacher and or experts.

 

However on the other hand, under Covid19 mitigating strategies, social distancing is affecting how much parents wanting or allowing children to socialize with others, what they desire in children, and they are preferencing for more conventional thinking over openness to new experiences. Spending time with others is beneficial to mental and physical health but is restricted (even in people's closest, most established relationships) when there is a risk of infectious disease.  Now people evaluate strangers more negatively and have heightened tendencies to avoid them.  This tendency can be passed down to offspring. Living during a period with a high risk of infection is adversely shaping how children view themselves in relation to their friends and community and their risk-taking attitude. The longer the corona virus threat lingers, the more these changes may reflect not just changes in momentary behaviors, but changes to be more enduring aspects of children's personalities. The psychosocial risks (mental health impacts) for children in this situation are apparent, as they are out of touch with schools, classmates, and playmates, and deprived of physical activities and social activities.

 

Mass fear of COVID-19, rightly termed as “corona-phobia”, is generated due to perceived risk of acquiring the infection etc. and generating negative psychological responses and avoidance reaction among students and common people. But more so, psychological distress levels have been influenced by the huge amount of (mis)information at the fingertips coming and shared via social media. Distrust towards others in terms of disease spread and perceived inefficiency of the government and healthcare services to combat the disease is the focus of this media’s messages. The director-general of WHO has also referred this to “corona virus infodemic” which is breeding fright and panic by laying out unchecked mind-boggling rumors, flamboyant news propaganda and sensationalism. Since sensationally charged and appalling contents draw the most attention and garner the most developments in social media, several users pretend COVID-19 symptoms to gain easy popularity and sowed mass confusion and panic. Many bloggers, groups or personal users in YouTube, WhatsApp, etc. started the business of making a profit of COVID-19’s popularity in many impulsive and unpredictable courses of action. The deluge of conflicting information, misinformation and manipulated information on social media should be recognized as a global public-health threat” and to counter it honest transparent communication should be ensured so people/students do not seek information from unreliable alternative sources and thus spread rumors. A comprehensive “information diet”-based approach is urgently needed to be delivered through traditional/online media after receiving proper training by health information professionals. For students, teacher can and should take this role (while in online session too) on themselves to protect soft mind of students. Circumstances also demand that teacher teach students to navigate through all misinformation and fake news that infest the media landscape today. Like the legendary “Hamsa” our student must be able to assimilate and absorb and discard the lies. 

 

Apart from stress etc., the side effect of above (misinformation) is that, at a few places and in a few communities, the COVID-19 outbreak has given rise to stigmatizing the victim. Resulting in factors like fear of isolation, racism, discrimination, and marginalization with all its social and economic ramifications. A stigmatized community tends to seek medical care late (and sometime privately outside the glare of public scrutiny) and hide important medical and travel history, increasing the risk of community transmission. In order to prevent discrimination and stigma around COVID-19 among students’ teachers have to play an integral role during and after the pandemic. Religious misbelieve; disbelief and communal disharmony are major issues which may tarnish all the great efforts taken against the pandemic in India.  The teacher needs to be alert and make student alert about such misconceptions to develop themselves a healthy citizen. The fact is along with Covid19 immunization, we need to take “mind/thought immunization” program too.

 

Teacher must also emphasis that hard statistics reveal that approximately only 5 to 10 % of the tested people, report positive for Covid19. Further, about 80% of positive cases recover from the disease without any serious complications and only 2.8 % (in India) of closed cases are fatal (Half of these above 60 years of age). So far in India approximately 60000 people have died due to Covid19; many of them had co morbidity, but a nation of 140 cr. is held hostage to fear and anxiety. As said early, its impact will be particularly severe on infants and child who are not getting proper environment for growth and learning at crucial phase of their life. Thus, ( at the cost of repetition) if not managed properly, the effects of the corona virus pandemic will be “imprinted on the personality  of our children (and nation) for a very long time. How would COVID-19 shape young people's personalities – and into what? Young people's mind’s shape, and are shaped by, their life circumstances. Human being a Social Animal is born into this world ready to deal with basic problems – forming close relationships, maintaining status in groups, finding friends and many more activities based on group interaction. Situation of Covid19 is challenging all this and a few things (said above and below) need to be avoided and others need to be managed to minimize the social and psychological cost of pandemic.

Coming back to teacher’s role as educator, corona virus-related disruption has given time to rethink about the sector. Technology has stepped in and will continue to play a key role in educating future generations and the role of the educator is changing too. All of us must rethink how we educate, and question what we need to teach and what we are preparing our students for. Most students in educational institutions today are from Generation Z, a generation that has grown up in a truly globalized world. They are likely to be reflecting on their education as a result of a truly global pandemic, with many facing cancelled exams, sporting events and even graduation. This generation is defined by technology, where the terms FOBA (Fear of Being Alone) and FOMO (Fear of Missing Out) express their expectation of instant communication and feedback (that includes from parents and educators) done through apps like Instant Messenger, Snapchat and WhatsApp and being amplified with the current remote learning. Thus “Modern learning cannot be confined to the classroom, and it is more important than ever that teacher empower themselves to continuously guide and nurture students during this difficult time,”  We will see a shift where schools will create a foundation of inclusive, flexible spaces that will enable students to learn beyond walls.” Students can be empowered to learn for themselves in flexible, often collaborative ways, both inside and outside classrooms at their own pace. Nonetheless, bricks-and-mortar schools will play a valuable role in the future. For instance, a school is a safe place for children to learn social skills while their parents are at work.

As said above the COVID-19 crisis has changed student’s world and global outlook. So, it may also teach us about how education needs to change to be able to better prepare our young learners for what the future might hold. These changes may include: 1. Educating citizens in an interconnected world. COVID-19 is a pandemic that illustrated how globally interconnected we are – there is no longer such a thing as isolated issues and actions. 2. The notion of an educator as the knowledge-holder who imparts wisdom to their pupils is no longer fit for the purpose of a 21st-century education. This may mean that the role of educators will need to move towards facilitating young people’s development as contributing members of society. 3. Teaching life skills needed for the future. In this ever-changing global environment, young people require resilience and adaptability – skills that are proving to be essential to navigate effectively through this pandemic.

To conclude, the 21st century is already the era of emerging pandemic of mental illnesses. Thus, psychological and social preparedness of this pandemic carries global importance. Teachers must appreciate the psychosocial morbidities of this pandemic and assess the burden, fatalities and associated consequences on students. To deal with new challenges posed by the Covid19, student must be encouraged to develop a strong emotional quotient to cope with the unprecedented situation. Student must be taught to develop a strong emotional quotient and the ability to weather ups and downs in life. Students must be encouraged to practice Yoga to improve their physical, mental and spiritual health improves concentration levels and inculcates discipline. Stigma and blame targeted at communities affected by the outbreak may hinder relationships among students, instigating further unrest. Teachers must feel that it is their duty to create a responsible class of citizens- discerning and humane- by encouraging the young to develop empathy.  Students should be trained to use Social media in good sense, to educate students on transmission dynamics, symptoms of disease, and time when exact medical consultations are needed. Thus, this year when student meets or start attending class in near future, teacher will have to cover extra mile to remove all misconception, fear and to instill confidence in students. Remember great teachers are also model learners … and that can include learning about new technology, which they can learn with the kids. “A teacher should be an expert in learning and demonstrate the habits of mind that require great learning. They should be a model on these things for their students.”  “The best innovation that inspires most young people is the teacher.”

In this regard Gyan Vigyan Sarita’s effort (through on line class room and e bulletin), to transform Teacher-Student relationship, (which is drifting fast on a commercial track), to गुरु-शिष्य tradition, professional in approach yet spiritual in essence is praise worthy and worth emulation and spreading.

Ideally Social Distancing should have been named or understood as Physical Distancing. Instead of Fear people should have been advised to adopt caution. And Lastly instead of Stigma, the disease should have evoked Empathy. The COVID-19 pandemic has clearly shown us how a “virus” can negatively impact our lives even in the 21st century and simultaneously made us realize that the greatest assets of mankind are health, peace, love, solidarity, ingenuity, and knowledge. Most importantly, it is our hope that for Generation Z, Alpha and the generations to come, these experiences of isolation and remote learning away from their peers, teachers and classrooms will serve as a cautious reminder of the importance of our human need for face-to-face social interaction.

 दो बीजों को किसान ने बोया | एक बीज जब भी जमीन से उपर निकलने कि कोशिश करता, बाहर कि धूप, हवा (और पानी) से घबराकर वापस जमीन में चला जाता, अन्ततः बीज को मुर्गी, जमीन कुरेद कर, खा गयी | मगर दुसरा बीज धूप, हवा (और पानी) को जानने के लिये और जमीन के उपर आ जाता और कुछ दिन (और वर्ष) बाद वृक्ष बन गया | Choice is ours, what type of seeds we wish to cultivate out of young mind. Considering all the above and keeping in mind that the utility of physical school is beyond completion of syllabus, needs of students and future of country, opening of schools must be considered a top priority.  

 

 

 

Privatizing Profits and Socializing Losses.

Disclaimer: This article is product of an academic exercise and is author’s perception based on information available in public domain. It does not have any aim to favor, oppose or discredit any other view held by any other person, group or economic class.

From point of view of health, now Covid-19’s effect and line of action to deal with it are more or less well decided. But what is uncertain is its economic effect and there is more than one debatable way to deal with it. Economy being a subject of zero sum of Money; that is to support someone, someone else has to forgo or sacrifice. Every economic unit be it government, bank, industry ordinary citizen and so on is ultimately an intermediary, taking from someone and giving to someone else. Thus, under this unprecedented situation, this role and behavior of intermediaries has raised many ethical, political, legal etc. questions and issues to deal with it which can be clubbed under domain of political economy. For example, one view is, as government has prohibited economic activity it should foot the whole bill. Counter view is, as government has saved citizen from more adverse effect of disease and has also spent money to mange it and has suffered loss of own income by way of  lower tax collection etc, government is entitled to increase its income by way of tax rate or otherwise. Another question is, when enterprises earn profit under normal or favorable condition, why they themselves should not bear losses now? Or do losses of many should be compensated by the select enterprises (telecom, pharmacy, hygiene) that have enriched themselves under abnormal situation? When wages/ salary are based on work done, are workers entitled for payment for no work under lockdown. Should support to citizen or enterprise be based on its essentiality of activity to society (food items etc) or long term effect of situation on activity (tourism, hospitality). Though all type of question or issues cannot be dealt in short space, a few cases are being dealt in detail below.

Before we discuss the type of help or sacrifice that will be required due to Covid-19 crises, it is important to understand the factors that determine the shape of recovery and effect of type of the 

recovery on different sectors/ citizens. Factors include the overall duration of the pandemic, the effect on jobs and household incomes, the extent of fiscal stimulus (Govt. support) provided by government etc. For instance, if the economic disruption was just for a small period wherein more than people’s incomes, it was their ability to spend that was restricted, then when the lockdown opened, it is possible to imagine a “Z”-shaped recovery ( figure A). In this, the GDP — and here we are talking about absolute GDP, not GDP’s growth rate — actually overshoots the trend path because of the pent-up demand. Imagine, deferred parties, salon visits, movies, purchase of new cars, houses and appliances etc. — all of them get bunched up together. The way Covid-19 has extended in India such recovery seems out of question. But what if the economic disruption lasts longer resulting in several activities being forgone instead of being deferred? For instance, all the summer vacations in Europe that won’t happen this year. Or, even the monthly haircut — when you go to the salon after 3 months, you have already lost 2 haircuts-worth of economic activity forever! In such a scenario, and assuming incomes and jobs are not permanently lost, the economic growth recovers sharply and returns to the path it was following before the disruption. This is called a “V”-shaped recovery (figure B). But what will happen if this recovery is slower and takes more time because the economic disruption resulted in several jobs being lost and people losing incomes, drawing down on their savings etc.? Then the economy will follow a “U”-shaped path. In such a scenario, after the initial fall, the recovery is gradual before regaining its momentum. If this process is more-long drawn than it throws up the “elongated U” shape. (Figure C). Since we are talking about a Covid-19 induced disruption, it makes sense to also look at a “W”-shaped recovery as well. This shape allows for the possibility of a V-shaped recovery, which is pegged back by a second wave of infections until of course, the economy recovers for the second time (Figure D). The last scenario is the one policymakers most dread. It is called the “L”-shape recovery. Here, simply put, the economy fails to regain the level of GDP even after years go by. As the shape shows, there is a permanent loss to the economy’s ability to produce (Figure E). Given the weakness of the economy going into the Covid-19 crisis as well as the less than adequate fiscal stimulus, India is likely to end up with an “elongated U-shape” recovery. However, more than expected GST collection for month of June-20 gives hope that we may get V shaped recovery. Now, let us take a few cases to scrutinize, sacrifice and support based on above factors.

First question arises from concept of the government’s duty towards its people. From the onset and growth of infection, it was understood that the severe dislocation of the economy it would cause could not be compared to an economic recession or a natural disaster. The first results from vagaries of the domestic and international market and could be mitigated by countervailing policy measures. The second could be as catastrophic as a lockdown but the government could not be blamed for it. But the decision of lockdown, consequent to Covid-19, is a conscious act of any government. It therefore imposed a specifically moral obligation upon the government to make sure that the victims – employers and employees – suffered as little from it as possible. Thus recognizing that the lockdown would cause a crash in sales and drying up of revenues and would make it difficult for employers to meet their fixed costs and wage bills, and destroy income and demand ( of employee). This had to be prevented at any cost. A view is that the government, therefore, should spend whatever is needed to meet the production and minimum wage and salary costs that would have to be paid to keep factories in working condition and workers in place to resume work when the lockdown was lifted. This is more important from technical point of view also, because Government is the only organization which can spend more that income.

But Government did not went by this line and in an order stated “employers shall make payment of wages of their workers at their work places, on the due date, without any deduction, for the period their establishments are under closure during the lockdown." The question is when there is generally well established practice of “No Work No Pay”, and employers are not earning anything why should they pay ?. Matter went to SC. The petition by MSMEs said they should be allowed to pay the employees 70% less (pay only 30 %) and argued that the government should take care of the rest, utilizing the funds collected by the Employees’ State Insurance Corporation or the PM Cares Fund or through any other government fund. The petitioners argued that they have not been able to conduct business because of the nationwide lockdown and that being forced to pay workers in full in these compelling circumstances has put extreme financial and mental stress on them. The top court expressing its reservations about order said, “So the question is, do you (government) have the power to get them (industry) to pay 100%, and on their failure to do so, prosecute them?"The bench observed that some discussions should be held to find solutions, after negotiations with industries, and government should play the role of facilitator. There are many more such orders which are being challenged or being circumvented.

One more example of differing perception about who should bear losses or sacrifice under present condition is from education sector (school, college and or coaching center). Parents have paid fees (or institutes are demanding) for which personalized attention to each student in class room was expected. But now institutes are offering an online program that consisted of pre-recorded lectures. Parents are questioning why they should pay hefty fees for vastly diminished services. Online learning also came with significant costs to parents, they have to buy separate laptops and mobile phones for student and also bear the cost of additional stationery items like printer, paper and cartridges to download hundreds of pages of pdfs of the course books. All cannot afford it. (This is another angel of exclusion etc).  If students decides to drop out fees is not refunded. Institute’s version is not having class room lecture etc is not there failure and fixed expenses (like rent and salary) are not lowered for them. Instead, for benefit of student they have heavily invested (extra cost) and trained their teachers and staff to deliver online education and asking for the same (not higher) fees as earlier. Who is right, definite answer is difficult.

Ideally, support and sacrifice in above illustrative cases should be decided based on points stated earlier, but more or less what trend is visible at this point of time is, can be called as Privatizing Profits And Socializing Losses. Privatizing profit and socializing losses refers to the practice of treating company/ enterprise earnings as the rightful property of shareholders/owners, while losses are treated as a responsibility that society (or government) must shoulder. In other words, the profitability of corporations is strictly for the benefit of their shareholders. But when the companies fail, the fallout—the losses and recovery—are the responsibility of the general public. The basis of this concept is that profits and losses are treated differently. The idea of privatizing profits and socializing losses generally comes in the form of some type of intervention from governments or and support from lending Banks (which hold the money of public). This may be through bailouts or any number of subsidies or write off of loans. Large corporations, their executives, and their shareholders are able to benefit from government subsidies and rescues in large part because of their ability to cultivate or buy influence through lobbyists. At the same time, defenders of controversial subsidies and bailouts contend that some firms are too big to fail. This rationale is based in the assumption that allowing them to collapse would cause economic downturns and have much more dire effects on the working and middle class population than rescues do. This was the basis for the bailouts given to the big banks and automakers following the economic crisis of 2008 and presently being done world over to minimize economic effect of Covid-19. Let me explain by an example, industry A takes a loan of certain amount X at certain rate of interest Y from bank B. It means irrespective of amount of profit, Bank is entitled of Principal Amount X and fixed interest Y there on.  But if loss occurs, Bank does not get agreed amount and interest. There is heavy hair cut (discount) in settling the loan account. In profit Loan is treated as Loan but in loss it is treated Equity? Loss of Bank is compensated by Govt. (public money), or if ultimately Bank fails, saver’s whole deposit goes in flame. Otherwise also generally to incentivize entrepreneurs to take loan, rate of interest is reduced and then depositor suffers in the form of lower interest on deposit (Present scenario).

What is side effect of this theory or practice? While the pandemic ravaging economies and destroying livelihoods across the world and have pushed the world economy into a tailspin, the super rich, at least a select group, are getting richer. In the US, billionaires have become richer to the tune of $565 billion since March 18.The total wealth for billionaires stood at $3.5 trillion, up 19 per cent from the low point near the beginning of the pandemic. This is when nearly 43 million Americans filed for initial unemployment benefits. The surge in wealth of the richest Americans is being driven by the sharp bounce back of the stock market in US, primarily driven by the unprecedented action from the US Federal Reserve (US Central Bank). In India too, story in the form of company owners (on one extreme) and migrant labor (on the other extreme) is not different. With the new business opportunity many a company and their promoters have become rich. Contrast this with situation of general public in India. The lockdown has destroyed the livelihood and economic security of millions of people and resulting in the mass movement of nearly 10 million migrant workers. Further economic compulsions make it impossible for people to sustain physical-distancing measures that might otherwise have been manageable (if there economic security is assured and no need for them to venture out of home). This not only points to an economic and humanitarian crisis, it has direct epidemiological implications in growth of infection.

What are the implications of these trends? The rising divide between haves and have-nots is already listed as a contributor to the unrest being fuelled across the world. Wealth inequality is likely to get even worse because of this crisis. “The surge in billionaire wealth during a global pandemic underscores the grotesque nature of unequal sacrifice”. All must Change. Further situation brings into sharp focus the urgent need to shift to a new paradigm of economic development and urbanization in which (at least) migration under economic distress or due to the lack of amenities is brought down. This can be done if we can convert the Covid-19 crisis into an opportunity to rethink and reimaging our development model. One model is of Gandhi. His model of self-reliant villages was the basis of a free democracy. His was not a model of a closed economy and a village economy perpetuating itself at the lower levels of income, but one in which local populations could be employed locally but with rising incomes and higher productivity. In order to make 650,000-plus villages and 800 million citizens self-reliant, technology will have to play a critical role. We need to create a rural knowledge platform through active collaboration between the public and private sector. This will provide the expertise to take cutting edge technology deeper into villages and generate employment.

Resulting strong social security could create a society that enables the country to withstand economic shocks. Presently the pandemic has sharpened discrimination, intensified exclusion, and amplified the bad in us. Insufficient though, it has also magnified selflessness and generated heroism in the face of our systemic ineptitude and structural moral failings. But if we care to look, it has clarified that the morally worthy choices on the organizing principles of our society are also the most economically wise. Sound social security, strong labor laws, and universal access to good-quality public healthcare and education will create an economy that could absorb almost any shock, because it will build resilience at the level of the individual and the collective around her. People won’t have to flee to imagined sanctuaries. Wherever they are, will be their sanctuary. It will also be a just, humane, and good society.

WE HAVE TO CHANGE PARADIGM: IF PRIVATE GAINS FROM PROFIT IT MUST ABSORB LOSSES TOO.

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