Independence Day Celebration
Birthday celebrations are always special for children. They look forward to their own birthday through the year. Similarly, they related to Independence Day as India’s birthday. The week was filled with experiences of making flags and listening to stories of India’s special things ‘Tiger, peacock, banyan tree etc’. During the celebration, it was a delight to see how children connected to the Flag hoisting. They sang the national anthem and songs like ‘India oh India’ with a lot of enthusiasm.
Pottery
‘Kala se Vidya’ was a project experience children of Class IV explored in continuation to their theme to connect with India and its history. The project was an endeavour to observe and understand the pottery tradition in the presence of the craftsman. National Award winners – Shilp Guru HarKrishan Prajapati and Ramrati Prajapati facilitated the workshop and it was coordinated by Ms. Megha Mukherji and Kamlesh Bhaiya. Children watched a film titled ‘Ghadai’, discussed the evolution of pottery, understood different kinds of soils and their properties and need to reinvent old traditions. These also helped them related with the diversity of India, appreciate various skills and respect every profession.
Spirit of Universality
One of the significant outcomes of learning is to attain the understanding of the self. We understand ourselves when we express ourselves. When we choose to celebrate Independence Day, Raksha Bandhan and Eid on the same day — the expression of Independence arises from an ability to discern, an ability to include varied points of views, an ability to create spaces for expressions that don’t necessarily emerge from a singular point.
In recent times and age we more often see narrow interpretations of freedom emerging. At such times, the inclusive energies of children at Shikshantar are a whiff of fresh air. Shikshantar witnessed the ‘spirit of universality’ in its pure form when the entire community came together to hoist the national flag and share the colourful bonds of rakhi that we cherish. At the same time, sounds of ‘La ilaha illa allah Muhammadur Rasulullah’ filled the school amphitheatre. The threads of warmth and the hugs of Eid coexisted, sans friction.
And then, there was more to unfold. A stupa installation ceremony on the same day deepened our relationship with familiar energies. Karmic connections could only be the explanation for the timing of the Stupa installation ceremony in the school space on the same day. How the Stupa mystically came to be a part of our lives is another story. While at retreat at Dharamshala, Minoti didi, cherished by all of us as our mentor at Shikshantar, had the immense good fortune to be blessed by Kyabje Lama Zopa Rinpoche in person. The distinctive, Lama Zopa Rinpoche is a tibetan Buddhist scholar and meditator. Lama Zopa is most noteworthy as the co-founder, with Lama Yeshe, of Kopan Monastery and the Foundation for the Preservation of the Mahayana Tradition (FPMT). Rinpoche has for thirty years overseen the spiritual activities of the extensive FPMT network of over 165 centres, projects and services in 40 countries worldwide.
He is also known as the heart child of His Holiness, The 14th Dalai Lama.
The Victory Stupa was given by Kyabje Zopa Rinpoche to Minoti Didi for the children of Shikshantar. The connection from there has reached all of us at Shikshantar and we feel the extended grace and energies.
In one of the Buddhist teachings at Shikshantar, we made an attempt to understand ‘interconnectedness’, and now when we join the dots; it seems so relevant, so simple and right there for us to feel. A Stupa symbolises the ‘Buddha’s mind – empathy, compassion and kindness. This resonates deeply with our school philosophy. The Buddhist way of being encourages us to further tune our consciousness and uncover these qualities so that they are expressed in our daily practices in a natural and spontaneous manner.
Shikshantar is ever grateful to Venerable Kabir ji who facilitated the installation ceremony. Creating a sacred energy that was palpable to all. He arrived amidst the chants of ‘Om Mani Padme Hum’ and sat silently through the lyrics of the multi faith prayer. There was a calm and tranquillity as children listened to Kabir ji and Minoti didi dialogue with the children on what is a Stupa, how it would integrate within the school surroundings and extend its grace. Intrigued by their narration, they came up with thoughtful responses and questions – “What are the eight kinds of Stupas? Why does this Victory Stupa have circular steps? How did the Buddha extend his life? Can we decide when we want to leave our bodies?”
Venerable Kabir further emphasised the benefits of the Stupa and that when we circumambulate the Stupa, we accumulate many known and unknown benefits. We can recite ‘Om Mani Padme Hum’ or any other sacred mantra. It creates mindfulness so we are mindful of our own self to be the finest versions of ourselves.
In the words of Kyabje Zopa Rinpoche:
“Each time you see it there is great, great purification and that brings you to enlightenment; this is just by looking at the stupa…….”
“This is a great thing. It purifies negative karma collected from beginningless rebirths that are obstacles to happiness—temporary and ultimate happiness—and especially to actualising all the realisations on the path to enlightenment. And it creates the cause to achieve the path to enlightenment—to actualise the teachings that you have heard and read in your heart…….”
Prayers offered and the Stupa installed, it now stands as a symbol of true and harmonious relationships. A day to be remembered, a day to be marked, for in Faith and Trust we have evolved as a school community.
Summer Work experiences presented by children in Primary School.
Reconnecting back
The spaces of Shikshantar await the arrival of children after summer break and it is always heartening to see happy and excited children looking forward to share every minute detail with their friends, didis and bhaiyas. It is then that you realize that they had a fulfilling summer vacation. Their summer work was an extension of the work they had done in the respective groups. Only that, this time they had to bring it alive through practical models and booklets. The given summer work brought out the individual beauty of each child and they were thrilled to be sharing their interpretations of the projects they explored.
From an Eiffel tower made out of waste materials to a bioscope showcasing animals; from creating a metro station displaying different 3D shapes in our environment to innovative puppets created to narrate stories in Hindi; from interaction with different people in society to experiments they had tried at home. Their creativity and innovation knew no bounds. What better way to showcase this amazing work of theirs than inviting their peers for this wonderful exhibit? Peers from different groups visited the groups and the children eagerly answered all their questions confidently. It was a true testimony to the thought and depth they had put into their work. This is how all children shared their knowledge amongst each other – to learn, to share and to grow at its best.
Session on ‘Compassion and Kindness in Teaching and Learning’ by Mr. Ravi Gulati
In continuum of our practices of reconnecting through a circle time post summer break, we as a school community were part of a session on ‘Compassion and Kindness in Teaching and Learning’.
This was facilitated by Ravi bhaiya (Mr. Ravi Gulati) of Manzil. The objective of this session was to support each other in the inclusion of SEE learning practices in our classrooms. SEE learning is described as an education of the heart and mind. It is an initiative of Emory University under the guidance of His Holiness Dalai Lama.
Ravi bhaiya is the co-founder of Manzil, a youth lead non-profit organisation. He also engages himself with youth initiatives through institutions such as Delhi University, Ashoka University and Pravah.
‘You teach who you are’ – SEE learning provides educators with a comprehensive framework for the cultivation of social, emotional and ethical competencies. Ravi bhaiya with his wife and partner Neha didi facilitated activities which were for both internal and external development of an individual. Through these activities they highlighted the importance of personal domain of each child, the need for empathy at a social level and understanding the larger world by interacting and creating a web of interdependence. These interactive experiences provided a platform for a participative environment.