If you wish to excel with average IQ or just above it, you are forced to use these 3 steps

Let us recap some of the constraints that an average student faces in excelling :

1. To excel, a student must choose his ' bankable ability' that he can grow to 500 feet depth

A student of 13 must chose an ability ( be it logical ability of physics, visual ability of drawing, or physical ability of sports) that he can probe to 500 feet depth. It is depth that matters in excelling.

To reach this depth, a student must keep on untangling the threads, find interconnections of different elements, understanding the real-life implications of his understanding. He progresses in discontinuous steps. If he untangles initial threads, it is easier to untangle the next; until he encounters another block. Again he has to untangle. If the student manages to unfold the layers one after another, he is on his path of excelling. In other words, this process of unfolding is not completely in his control. Sometimes he gives up if he fails to negotiate a block. Therefore probing requires time and attention. Because a student has limited time, he cannot grow all his abilities in his limited time (unless he is a genius). He has to trust his intelligence and bank on some ability that he think can grow to a reasonable depth. Let us call this bankable ability. How can the student  choose the 'right' bankable ability amongst his different abilities?

Every student faces this tough dilemma on which ability to bet. Until we use an ability and spend time on it, we do not know what are we good at. But, given our limited time, we cannot explore and engage in all possible abilities.  It is a Catch-22 for every student. Do all students face this tough question of choosing bankable ability? No. Some are lucky.

For instance, if a student has a musical ability ( used by musicians) or kinesthetic ability ( used by sportsman), he is lucky. Because both are senses-based ability, they grow quickly at an early age. Therefore, these students at the age of 11-13 can see their 'developed abilities' in music and sports, and take a conscious decision to chose them easily. If their parents also have similar background in music and sports, it is easy for the student to choose this ability. That is why it is easy for daughters of actors to become actress while sons of sportsman to become sportsman and so on.

For students with cognitive ability like logical ( physics, biology etc) and linguistic ability ( English, French), which grows slower than senses-based abilities, choosing this bankable ability is tougher. However, for students with high IQ like Einstein, because their cognitive ability grows quickly and that too on one dimension, choosing this bankable ability is easier for them as it has grown to a sufficient extent. ( In other words, talented students with abilities on single dimension find it easier to choose their bankable ability !)

However, for majority of the students, with average IQ( and remember that most of the Noble Prize winners are not of high IQ), this is a difficult choice. They are good in many subjects. As their cognitive ability grows slower than senses-based ability, none of their ability has grown enough by the age of 13. They are therefore forced to choose amongst the abilities that have poorly developed to the similar depth!

How can these average IQ students chose their bankable ability and also focus on it for a long enough time? If the student is asked to chose one ability without being told why, he may comply with the instructions for a moment. But no sooner he finds someone else developing another ability, he will waiver. No sooner he will face big roadblocks, he will give up.

In order to help student not just choose his ability, but also remain focused on it for a long enough time, the student must be confident of his choice. To be confident, 1> Student must know why is he choosing a bankable ability. He must understand all his abilities and how much he has developed them. All his doubts should be clarified. 2> He must understand what can he do with his chosen ability in the future, what jobs and industry he may be able to work in the future. 3> He must understand the different possibilities that cognitive performers like him have in combining their abilities, in complementing their ability, and so on. In other words, he must understand the principles of excellence that he can follow while excelling in his chosen ability.

Only when a student seriously engages in this journey of choosing his bankable ability, he can develop the requisite willpower and conviction to consciously stick with the 'bankable ability' over the next 4 years ( till his XIIth class) without getting distracted. For an average IQ student, this dedicated attention and effort is absolutely necessary for him to grow his bankable abilities and excel!

2. To excel, only choosing a bankable ability is not enough. Student must develop a learning plan to guide the growth of his bankable ability over the next 4 years till XIIth. 

As we have seen above, developing an ability ( be it in English, Physics or any other arena) to a reasonable depth not only requires time and attention, but also the right self-made plan to get assistance from around him, because every student will face constraints due to his school as well as location of his residence.

For instance, if  a student has to develop his bankable ability in physics, he must find the right self-made plan of using four different possibilities 1> Using local teachers and experts in physics who can help him negotiate the blocks of learning physics as and when they appear, 2> Identify and join with local friends who also wish to pursue the same growth in physics 3> Use online tools on internet to learn a difficult topic of physics, and 4> Find community of physics friends at a wider global level who can constantly help and challenge him. We have seen already seen how this learning plan should be made in an earlier blog.

As you would observe in many cases, if a student does not have enough local help from his school or city, he has to shift his school. That is why, you will find that many students go to big cities for getting admission into IIT. If  a student has to excel in design, for instance, he has to do the same.

3. To excel, a student should chose appropriate graduation career path to convert his abilities into a skill   

Basically graduation career path is chosen not only to develop the chosen bankable ability to a further depth of 1000 feet and more after XIIth class, but also enable the student to grow other ancillary abilities which can be combined in a skill-package in which the student can excel.

However, career paths today are chosen today only with a limited objective of developing the core cognitive ability, say of engineering, drawing, or medicine. However, when a student ignores his other abilities, he remains ineffective to function in a job despite getting good marks in graduation. Nasscom-mckinsey survey of 2009, for instance, found that only 26% of the engineering graduates in India are employable, while 15% of other graduates are employable.

Chosen career path should also help you develop complementary abilities, let us say in music or nature, if you have them. For instance, if a student is good in music, choosing an engineering college that will offer opportunities to develop the ability of music is important for this student. Please remember that the objective is not to develop 'all round talent' in a student; instead the objective is to help him develop music ability sufficiently, so that he can combine music with his engineering. For instance, Sony offers jobs where  music+engineering skills can be combined very effectively in one job.

Other useful ancillary abilities are intrapersonal and interpersonal abilities, which as we have seen earlier, are crucial abilities for cognitive performers.

And more importantly, one should also chose the career path with wide open eyes. For instance, the student should explore all the optional routes of a career path, so that he is not surprised when he fails to grow his  bankable ability to the desired depth. For instance, most of the IIT students employ the exit route of  MBA when they discover that they cannot grow their engineering ability instead of using the 'combination' path because they are not aware of the other options.

Summary

In order to excel in his career, the student at the age of 13 must therefore take at least 3 steps: 

1. Choose and focus on the bankable abilities for a long enough time to grow them to sufficient depth. 
2. Find the right Self-made plan of using local and global support, and make a learning plan, to grow 'bankable abilities' to sufficient depth till 12th and 
3. Choose the most appropriate graduation career path (after knowing all its options) to combine all his abilities into a useful skill 

As you would appreciate, all three steps are necessary for a student, to ensure that the student is ready to excel. Without choosing bankable ability, there is no focus of effort. Without self-made learning plan, bankable ability does not grow to sufficient depth. And without an appropriate graduation career path, bankable ability cannot be converted into a useful skill in which one can excel. 

A high IQ student can afford to spend his time and attention on many abilities, use the available career path options poorly but still manage to find and grow one of his ability in which he could excel. However, when they do not use these 3-steps, they are more likely to waste their high talent. For an average IQ student, however, it is  mandatory to take all the 3-steps, because he will be able to produce results only if he 'focuses his limited energy on few abilities', develops his other complementary abilities simultaneously, and knows how to combine his 'abilities' innovatively. 

Do not rely on aptitude tests to decide your child's career path

Aptitude tests have become popular mechanisms of assessing child's abilities when the child is in Xth class. These tests consists of hundreds of questions with multiple but fixed choices. These tests typically measure 8 abilities. Although, some of them have started including other abilities, aptitude tests typically follow the framework of multiple intelligences of Howard Gardner. 

These 8 abilities are logical, linguistic, visual, natural, musical, kinesthetic,  intrapersonal and interpersonal. Now a days, some institutes have attempted to increase the breadth by redefining the scope of abilities. For instance, some institutes have attempted to understand the depth of an ability such as mechanical ability to identify the mechanical aptitude. To reduce the errors of measurement, some aptitude tests have also increased the number of questions, changed the nature of questions, and extended the test over a longer period . 

However, despite their increasing breadth and depth, these tests do not measure the abilities accurately, cannot help us predict the future course of ability, and therefore do not help in taking better career decisions. There are many technical reasons why static aptitude tests with multiple choices cannot increase their accuracy beyond a specific level. Here i am attempting to explain to you in simple English, some of the big reasons, why aptitude tests are not useful in helping you to evaluate your child's abilities:

1. Aptitude tests do not measure potential

Many parents and students believe that aptitude tests measure the 'hidden' potential of a student. This is a myth. In an earlier blog, we had discussed in quite details, why this is not technically possible. 

In this study of 120 highly talented individuals who were tracked from their childhood to adult age, for instance, only two of the 120  had won 'local competitions' while one of them had won a 'national competition' by the age of 10. But none of the 3 had shown skill that was comparable to the 'masters' in their respective field. Aptitude tests therefore cannot measure your potential. 

Aptitude tests can measure only your current abilities that you have 'demonstrated' and used in your life. For instance, only if you have used and played with 'mechanical' objects, the aptitude test will be able to measure your 'mechanical ability' with reasonable degree of accuracy.  This is very important caveat to remember. 

2. Aptitude tests are better at measuring 2 cognitive abilities ( like logical, linguistic) 

Out of the 8 distinct abilities , these aptitude tests are better in measuring two abilities: logical and linguistic. However, one has to be cautious in relying on them due to two reasons. 

First reason is language and culture-specific. Many of the tests are designed in English. Understanding of English language and its nuances is important to ensure that the child's response is accurate. Secondly, some responses are culture-specific. A response from a urban student and rural student varies because they come from different cultures. These variations are not captured in these 'general tests'.

Second reason is more critical. As these two cognitive abilities are measured at a very young age of 13-15, where they have just stared developing, one cannot predict the domain in which the student can develop these abilities in the future. Please remember that this cognitive ability can be used in multiple domains such as legal, chartered accountantany, medcine, engineering, software and basic research. So, even if the cognitive ability is found to be higher, aptitude tests cannot help you make any career choice ! Now a days, some institutes have attempted to bridge this gap, by covering 'domains' such as software, however as you would have realised, it is impractical to cover all of them till the age of 15. 

3. Aptitude tests cannot measure 3 senses-based abilities (kinesthetic, visual and musical ability ) better than real-life observations and assessments 

If you are good in drawing/painting, music, or sports, it is easily demonstrated by your proficiency in these activities. If you are good in one of these five senses ( sense of hearing, body-eye coordination, and visual sense), you naturally develop that ability better with practice. Any expert in that field ( be it animation, sport, or music) can evaluate your child's ability and his readiness with far more accuracy than any aptitude test.  

Aptitude tests , because they are measured on class-room questions and fixed choices, cannot measure these senses-based abilities better than real-life assessments and observations of an expert in that field. If your child has these abilities, it is far more safer to rely on experts in these fields. 

4. Aptitude tests measures intrapersonal abiliy very poorly. This ability spells a big difference between good and excellent performance. 

You must have heard about two young cricketers who showed extraordinary potential at a young age,Sachin Tendulkar and Vinod Kambli, who were studying in the same school. Vinod Kambli however could not achieve as much his classmate despite his acknowledged prodigous cricketing talent, because of his inadequate 'intrapersonal ability'. It is also called as mental growth in layman's language. With inadequate mental ability, even high amount of prodigious talent is not enough to ensure good performance in the future. 

For example,  one of the important component of intrapersonal ability is emotional intelligence. Emotional intelligence is measured by recognizing emotion in faces and asking you to respond to situations like 'what would you do if you find your friend crying'. The answers are multiple choice, and limited. They do not capture your 'real-time response'. The same is true about stress responses, or your ability to manage distractions - the two sub-components of your intrapersonal ability. When we respond to these questions in a test, we tend to be far more logical and smart, than what we actually are in real situations. As these tests cannot measure our real-time response on such issues, these tests are highly inaccurate in measuring intrapersonal ability. 

5.  Aptitude tests measures interpersonal ability very poorly. This ability is one of the key ability of entrepreneurs.  

You will find many entrepreneurs succeeding with very little academic qualification. Examples like Larry Ellison, Dhirubhai Ambani are some of the popular examples. One of the critical ability they possess is the interpersonal ability, an ability to relate with people and collaborate with them. 

Because aptitude tests cannot measure our 'real time response' to people, aptitude tests also cannot measure this ability. We tend to be far more different in answering these questions than when we are responding in real situations. And because of this deficiency, aptitude tests fail to measure this interpersonal ability well. 

Conclusion

Out of the 8 abilities that aptitude tests typically measure, 5 abilities ( visual, musical, kinesthetic,  intrapersonal and interpersonal) are either not measured at all, or are measured so poorly that you cannot rely on their scores. 

Two cognitive abilities - logical and linguistic - are measured with some degree of accuracy but far higher accuracy can be achieved by relying on student's school marks in languages and logical subjects like physics, chemistry or mathematics. And more importantly, they lack the predictive capacity. This means, that even if a child find this cognitive ability as high, he cannot predict the domain ( Engineering, medicine, or accounancy) in which he can use it the best. So the aptitude test score, even though right, is not useful to take any decision. 

We have not discused the measurement of naturalistic ability, the eighth ability. This ability enables child to appreciate and engage with nature. Once again, this ability is not 'measurable' by aptitude tests accurately, as the scope of nature-oriented activity for a urban student is too narrow. It may be more accurate for a rural student !

In other words, aptitude tests do not measure your abilities with any degree of accuracy, and when it measures, it is not useful in making any career choice 

If aptitude tests is not a viable alternative in assessing your child's ability and choosing the career path, what is a better alternative? We shall discuss about a more robust, practical and technically correct alternative in the next blog. 

Even autism can be converted into a talent if ...

Watch this video to understand an absolutely fundamental principle of excellence.

Any trait is not good or bad. It is appropriate ( or not appropriate) based on its context 

This is a video that explains how the distinct ability of autistic people can be used to make them best software testers in the world. See the Video.

We tend to assume that a trait is good or bad. And try to change it. Especially, if the trait looks negative. Now we know that even inferiority complex can be converted into a useful trait.We also know that positive traits are also not always positive. For instance, we discussed how a trait like honesty is contextual. 

Given this principle of excellence, it is surprising why we try to 'fit' all the children in a particular 'mould', assuming that only one type of mould is 'right' for succeeding in life. This entire notion of having positive and negative attributes is a myth. An illusion. When we meet successful musician, we understand how even a negative trait like 'inability to listen to others' is helpful for him. Or a short attention span is good for creative people. Or 'arrogance' is good for salesman. Or inability to communicate is useful for a writer. And so on...

We have seen how the old first law of excellence claims that traits and virtues such as honesty, hard work, confidence, motivation are good and must be pursued irrespective of the context. The second law of excellence claims that no virtue is virtue, unless it has a proper context. And, alternatively, a negative virtue is not a liability if it is used in a proper context. 

I can infact give you a challenge. Tell me any 'negative quality' or 'trait', and  i will show you how it has been converted by someone into a 'powerful' ability that is helping him excel. Or tell me a positive quality and i will tell you how someone converted into a roadblock in his/her career. 

Our automatic sense making of mind directs us in the school age

We find direction by automatically making sense of situations   

By using our mind, we constantly make sense of the different situations which make or mar our journey of excellence:

We are constantly making sense of a situation, event, challenge or problem. When we can make 'adequate' sense, we feel empowered and take action or commit with a deliberate decision. When we cannot make sense, we feel paralysed in inaction and refuse to take any conscious decision. 

Based on our sense-making, when we take the action , if we produce 'desired' result, we feel that we made the right sense. Our Self belief increases. Self belief emerges from the knowledge that our mind (that is stock of beliefs plus facts) is capable to deal with reality. However, if our action does not produce 'desired' result, we learn and alter our stock of B+F. We try once again. But if it does not work even after repeated attempts, our mind is confused. It downgrades our Self belief. When it works, it upgrades our self belief. Once this self belief grows beyond threshold level, it changes everything for us. Our self belief continues to grow or wither based on this circular loop of action>desired result or not>sensemaking>self belief>action. 

Let us understand this process better through three anecdotal but common examples.

Stories of Sam, Sarika and Lalit

For instance, let us imagine three students, Ram, Radhika and Lalit in 6th class but in different schools. Till 6th class, Sam's and Lalit's self belief is " I am good in Geometry'. However, when Sam and Lalit cannot get good marks in the first chapter in geometry in his 7th class, they stop. They try to make sense of the new problem situation. Based on individual stock of B+F,  Ram and Lalit conclude that ' they have not understood Geometry chapter well'.With this sense, both try to understand Geometry by talking to their friends and teachers. Lalit solves his problem and moves ahead. His Self belief 'I am good in Geometry' consolidates further. On the other hand, Sam does not understand the Geometry chapter. His Self belief may be altered to "I may not be good in Geometry". If the same problem continues with the next few chapters of Geometry for Sam, he consolidates his self-belief into "I am not good in Geometry". Also remember that, in our education system, there is a 'missing-train effect'. If someone fails in understanding the first chapter, he cannot understand the next and so on. So once the train is missed, you cannot catch it. Now with this Self-belief, Sam is stuck up because that stops his learning in Geometry. On the other hand, Lalit's self belief is consolidating into "I am good in Geometry', because he jumps back into the train in time !

If Sam however is good in Drawing, his self-belief that 'i am good in Drawing' continues to grow. But when he talks with others, he discovers the popular belief that 'being good in drawing is not helpful if you have to achieve something in life'. He also slowly finds that his friends, elders and society also subscribe to this belief. Therefore, despite being good in Drawing, he starts worrying about his capabilities and starts wondering if 'he is good enough to achieve anything in life'. This sensemaking colors his responses to all the situations now, not just in Geometry. On the other hand, when Lalit learns about the belief that ' Geometry is helpful in achieving in career', his Self belief further consolidates.

Now imagine Sarika, studying in the same class, who also goes through the same path like Sam. But, instead of consolidating her belief that ' Being good in drawing is not helpful to achieve', she meets a painter in a shopping mall who is painting sketches. She likes the sketches and goes to ask him some questions. Some talk happens. It leads to further questions. For the first time, she finds that there is a different world of painting. Her belief " Being good in drawing is not helpful in achieving in life' is punctured. She becomes curious. Then she meets a friend of a distant relative who is working in Animation. When she meets this friend, her self-belief " I am good in drawing and i can achieve in life' germinates. With more such events, some happening due to chance and some happening because of Sarika's curiosity of drawing career, her self-belief consolidates further. She discovers that there are other careers that are based on drawing such as fashion designing, ceramic designing. Her Self-belief ' I am good in drawing and can achieve something in life' consolidates further.

Lalit, Sam and Sarika may start with the similar education environment, go through the same difficulties, but a small change here and there can lead to a very diametrically divergent consequences.  ( It is a popular myth that big results in life happen due to big moments negotiated successfully.) If you therefore meet Lalit, Sam and Sarika in 10th class, you will find them to be completely different. Sarika will look motivated because she is engaged with her strengths in drawing by finding enough support for her drawing path.While Sam is demotivated because, unable to focus on his strength, he is engaged with his weakness and therefore continues to struggle to perform. Lalit is motivated because he is engaged in his 'strength' of geometry for which he found ready 'support' from others.

In other words, due to some fortuituous changes, Sarika's Self belief has consolidated into 'i am good in drawing and can achieve something in life', while Lalit's Self belief that 'I am good in Geometry and can achieve something in life" has risen to a threshold level.Once this Self-belief reaches threshold level, everything changes. Now one takes the steering in one's hands. This is the first step towards achievement for a student.

Self belief beyond a threshold level is the first step of being Self-directed

Once a person has a self belief beyond threshold level, he or she becomes self-motivated (or self directed). After one becomes self-directed, one starts choosing directions instead of following others. One starts converting crisis into opportunity. One starts finding 'situations' to make things happen, instead of waiting for 'situations'. This step is therefore the prerequisite of achieving anything in life.

Once this level of self belief is reached, even poor performance or failure does not puncture the confidence of a person. If you have listened to the interviews of six speakers in Ved Program, you will observe that their self-belief had grown beyond a threshold level. Because of this high self belief, Abhishek Sen, despite failing 31 times, still continued to work on the problem of his diagnostic haemoglobin measuring instrument. Or Pradeep Lokhande, despite failing to get any response to his 20,000 letters from the villages two times, still mustered enough energy to send letter the third time. Or Sunil Khandbahale, despite performing poorly in software test in his company, still worked on learning software for six months to master the software despite being an Instrumentation Engineer.

If Self belief has grown beyond a threshold level, the person becomes self-motivated. Once this happens, you will see a different individual. This is why you will find lot of difference between Lalit, Sam and Sarika after they reach Xth class. While Sarika & Lalit will surmount any difficulty that comes along the way, Sam will not be able to muster enough energy even to overcome the slightest difficulty. Because Sam is unable to do anything, you will conclude that Sam does not willpower. While, because Lalit and Sarika are taking up challenges, you will assume that they have willpower and confidence.

As Sarika and Lalit are self directed, they can use all the rules of success like work hard, be persistent, have willpower and so on. On the other hand, Sam, whose Self-belief is below threshold level, is so much 'down' and 'demotivated' that he is unable to use any of these rules. If you tell him to work hard, he will tell you that he has done it many times. Advice of working hard does not work for him because he is working hard in his weak area ( like Geometry and physics). With no results forthcoming from his hard work in geometry, he is further demotivated. Working harder is just causing more demotivation for him. How can he work hard?

In the school, a student must gain enough Self belief. With or without academic performance, he has to build this self-belief. For instance, Sunil Khandbahale and Abhishek Sen seemed to have good academic performance which helped them gain Self-belief. But Pradeep Lokhande must have found it very difficult to sustain his self belief due to his poor academic performance. Sometimes, I have noticed that, even with good academic performance, the student does not have enough self belief, because he is not sure of 'how being good in physics and chemistry will help him achieve anything in life'.

Self belief is a basic requisite to become self-directed. In addition to self-belief, a student must at least fulfill three conditions to become self-directed: identify one's potential strengths, find a career path that will exploit that strength in the future and create a  Unique Learning Plan (ULP) to use potential strengths into useful outputs. Without this ULP, his dream of achievement by using his potential strengths becomes a pipe dream.  Therefore all three conditions must be fulfilled to become self-directed 

Conclusion

It is important to remember that, in career-making, factors controlling achievement are endogenous. They are not exogenous.

This means that motivation does not come from outside; it is not an external input in Sam's or Sarika's life. In other words, Sarika's motivation does not come from her character. Likewise, Sam's demotivation does not result due to his lack of willpower. Sarika is motivated because she gets desired results from her sense-making. She finds enough data from the environment to alter her Beliefs in time. Similarly, Sam is demotivated because he could not find timely support for his strengths from his friends and family in time. One is result of sensemaking that has gone right; another is the result of sensemaking that has gone wrong. So the outcome of sensemaking has made Sarika different from Sam.

In the earlier blogs, we had seen how the factor like confidence is not inherent in a person; it depends on one's engagement with the system. We had also seen how our nice looking virtues ( like virtue of honesty) are also relevant in a context; outside the context, these virtues are irrelevant.

But we tend to ignore all this research when we are listening to achievers. Like, when we hear the story of Sam and Sarika, we prefer to assume that Sam will not achieve because he is not working hard or because he is not persistent enough. Similarly, we like to believe that Sarika (or Lalit) achieved because she was self driven, motivated, intelligent and ambitious. But, as you would have realised, these explanations are inaccurate and therefore misguide us. Motivation is both a cause and effect. First it is an effect, and then later it becomes a cause !

Can a student learn from listening to the interviews of successful achievers?

I had gone to attend a Ved program this Sunday at Nashik. It is a program where Dr Anand Nadkarni interviews professionals who have achieved something significant in their lives.

This time six successful achievers were invited : Pradeep Lokhande of Rural Relations who has used his MBA knowledge and experience to bridge the gap between rural and corporate world, Mukta Avchat-Puntambekar of Muktangan which helps alcholics to get rid of it, Abhishek Sen, a MBBS doctor who has done two years course in Bio-medical science to invent a product of testing haemoglobin of a person without pricking a needle, Vinaya Janjale who managed to convert her love of animals into a vocation, Sunil Khandbahale who converted his intense painful experience of not knowing English into making a web dictionary of 12 languages, Rohan Shetty who is doing oceanography in UK after getting 35 marks in chemistry in his HSC.

Are these interviews helpful for aspiring students ?

The interviews offered window into the lives of normal people who had achieved something unique and significant. The interviews also must have 'triggered' lot of positive energy for the student audience who would have gone home with a 'can-do' view of life, which is necessary to achieve something in one's life. But is this enough? 

If you consider the effort of igniting this energy for conducting this 1-day program of meeting successful professionals, one wonders if this huge effort is worth. The effort of bringing six individuals from around the country, efforts of municipal corporation and other individuals to inform about the program to the thousands of families in Nashik, efforts of about 100 odd volunteers to manage the day's program was indeed laudable and commendable. But, in the end, does this program help the students?

These definitely boost the morale of the six 'speakers' who spoke about their achievements. They also make the organisers feel 'good' about the efforts they put in to gather such a huge attendance of students. But, if the objective is to make difference in life of students, is this objective achieved? 

Getting inspired is a good feeling but is not enough to generate action beyond a week. Because without channelising the generated energy of students, the ignited spark generated by external motivation soon dies away. Huge population of students , at the end of program, feel 'good and positive' for a day or week, but do not know 'what to do next' after a week to direct their efforts. Without internal motivation, the students cannot use the 'positive feelings' generated by the kick of 'external motivation'.

However, some critics argue that students get plenty of useful tips from these interviews of celebrities. Is this true?. 

What tips of career advice do the students get from such interviews? 

For instance, in the above program, i could summarise about five tips that were shared by the achievers: 1> If you work hard, you will succeed someday 2> If you keep on trying again and again despite failing, you will succeed 3> Doing what your heart says is more important to succeed than doing what others tell you 4>  Spiritual foundation is important for achievement and 5> Parental support is essential for achievement.

Now are these generalised tips useful to students to guide their career? These are motherhood statements which have always remained true. They are always right. We have heard about them umpteen number of times in books and newspapers. Infact, for any student, none of the tip would have been a surprise. But despite knowing these tips, most of the students cannot apply them in their lives.

When are these tips useful for student?

So the real question that we should ask to ourself  should be : why can successful achievers 'apply' these generic tips in life, while most of the other students 'cannot'? Do these successful achievers have some 'special ingredient' in them that helps them apply these tips? And you will find the answer.

You will find that achievers have a map and compass set in their lives: a map to tackle the expected hurdles to reach the destination, and compass to negotiate the unexpected surprises ( bottlenecks and opportunities) inherent in anyone's life.

So which students benefit ? If their map matches with the maps of the celebrities, then the tips of interviewed celebrities are useful. For instance, if a student has a map of becoming a entrepreneur, listening to the interview of Pradeep Lokhande who is an entrepreneur will help the student. Or if the student has a plan of using his 'love of animals' to find his work-path, he would have benefited from the tips of Vinaya Janjale. These tips are useful only for those students whose 'planned work-path' is matching with the map of the interviewed celebrities.

But if the student's chosen map is not matching with the work-path or domain of the interviewed celebrities, then does the generic career tips help the student? In this case, the tips are useful only if the 'right questions' are asked to the interviewer.

The questions in the interview should be asked, for instance, on the subject of 'compass values'. For instance, how did the celebrities worked 'hard' on subjects they did not like? Did they specifically pursue the value of 'mastery' or was it because they found a 'good teacher' for that subject? How did the celebrities chase his/her dream? Was it because of the value that 'Process is important than Result' ? Or was it because of some other reason?

Summary

In short, the tips of success offered by celebrities are useful only for few students who have similar map. Or they are useful only when 'right questions' are asked to them. If the questions are wrong, and the maps are not similar, the student does not benefit from listening to the interviews of successful professionals.  

Do we want our child to rejoice death?

Since Kasab was hanged last week, i have been hearing various interviews of the victims, police officers, and other social activist. One of the common response has been 'We are satisfied that he was hanged. Although there has been a delay in the court sentence, the justice has been done'. Some of the comments on the net, on the other hand, generously took a long term view of hanging, when they said " We should not be satisfied with Kasab's hanging. We should catch the other perpetrators of crime."

Therefore, i was pleasantly surprised when i read this response of Ashish Chowdhry, an actor, who lost his sister and brother-in-law in the 26/11 terror attack. He said

" I do not see any point in rejoicing any body's death. Justice is done to small part of the problem. I am a father, i don't want to set that as an example for my children"

Such incidents, which happen less frequently in our society, are the perfect instances that we can use to help our child learn about life. Because if we try to tell our child about death and life, he will ignore us because death is not a salient context for him at his age. If we try to share a universal principle that ' criminals are produced by the society', he may not agree with us. In short, if we do not help our child learn from these socially poignant and emotionally intense situations, how do we prepare our child to face the challenges of life? 

It is in these situations that we can help our child understand that Kasab may have been an innocent child like him, but because he was born around wrong people, imbibed wrong teachings and was taught to hate. Kasab did not plan his future, his future was created for him by the people around him. And more importantly, if one Kasab is hanged, there are more than hundreds of Kasabs being produced every month and year. In other words, we can help our child understand the difference of terrorists and terrorism, which he otherwise is not just interested in knowing.

We can help our child understand how educated people are pulled into terrorism. We can also teach our child, that though we may not be able to fight terrorists, we can fight terrorism. We can share with him the stories of heroic people who are fighting terrorism. For instance, how Greg Mortenson is fighting terrorism by opening schools in Afghanistan. Or how an Orissa Collector managed to bring together people to fight terrorism, not terrorists.  And why it it is better to fight terrorism, instead of fighting terrorists.

Instead of letting child rejoice in a death of terrorist, it will help him if he understands how to prevent the emergence of terrorism, because his future lies in stopping terrorism. In tomorrow's society, we will not be able to stop terrorists because they will be amongst us, not around us. Our children therefore have to learn to stop terrorism. As Ashish Chowdhury said it succintly 'I will rejoice when killing in the name of God will stop". We should also rejoice at the death of terrorism, not for the death of terrorist. 

Are you really learning a subject?

If you see the Learning plan ( LP) of a student, one important component of planning is 'learning' the core and complementary subjects. Unfortunately, the concept of learning is not fully understood. We confuse learning with many other similar words. We think that learning is being able to recite the 'learnt answers' in the same sequential manner. Or we think that learning is applying the algorithmic solution of moving from x to y on a predetermined path such as in Geometry or Algebra to another similar problem. Because marks in a test only captures 'rote' recitation, marks also do not capture the learning that has happened in a student. So what is learning? 

Stage I of learning

When we listen to someone for the first time, we hear the 'data' that is being given to us. For instance,when a student hears the history of the Jallianwalla Bagh's tragedy of 1919 in a history class, he absorbs it as a data. However, when he absorbs this data in the context of freedom struggle, his understanding of Jallianwalla Bag becomes deeper. Now, the student understands 'fuller' meaning and significance of Jallianwalla Bagh incident. The student has converted 'data' (raw bits of data structured by the 'instructor') into 'information' ( same bits of data restructured by the 'student').  In other words, Learning "does not take place in the act of listening to (or viewing) information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas." When, the student's  learning remains at the the level of 'data', he is stuck up and his understanding is shallow. This data may be useful in answering the question on Jallianwalla bagh in the exam, but it does not halp him deepen his understanding of subject he is trying to understand.

Stage II of learning

But learning can also happen at a even more deeper level. Deepening may happen in various forms.  For instance, when the student compares 'Salt march of 1930'  with 'Jallianwala bag' incident , he or she understands that not 'all incidents' have similar impact on freedom struggle movement. He starts 'building relationship of data with outcomes' newly. He starts gaining 'better picture' of the overall freedom struggle movement by connecting individual pieces of historical events. This is descriptive knowledge. At this stage, he is using anamolies, inconsistencies in the 'data' to get better knowledge of the events ( such as Jallianwalla bag ) and how they are correlated with the outcome ( freedom struggle). 

Stage III of learning

Learning can deepen further. A student may start understanding 'causes' of different events. For instance, why and how different elements of Jallianwalla bagh incident exactly 'caused or helped' freedom movement.  This is called converting 'correlation' into 'causation'. Not just understanding how x is related to y, but understanding why x causes y. (Not just understanding how flu is related to fever, but why flu causes fever.) This deepening enables the student to understand the conditions when x can cause y. At this stage, the student starts developing the 'predictive knowledge'. Here learning is "to apply, synthesize and use what we have learned to create something.” This kind of learning is facilitated when a student learns to develop 'experiements and prototypes' that 'mimic' the cause-effect loop of thinking in real life. 

Conclusion

Typically, a student will deepen the learning of a subject or chapter for which the teacher is good, or deepen the learning of the subject he or she likes. Learning becomes automatic and unconscious.

However, in order to excel in his life, a student has to guide his learning consciously. He cannot spend time on learning non-important subjects. If, in his Academic-excellence plan, he decides to learn 'physics' or 'english', he has to consciously deepen the understanding of those subjects. Irrespective of the poor teacher of physics, or the difficulties of the school, he has to find options to deepen the understanding of physics. He has to use multiple methods to deepen the understanding of a given subject that he has planned in his AEP. For instance, he may have to e-learning tools on internet to deepen his understanding of physics. Or he may find expert teachers in physics who are in different schools. Or he has may use Physics Olympiad to gain deeper understanding. Or he may find friends who are equally interested in 'physics '. Excellence is not possible without a deliberate plan. 

Excellence also happens when one uses the limited time effectively. An LP enables student to prioritise his time judiciously. Deeper the learning, the longer it takes. And because there is limited time in a day, a student has to 'prioritise' the subjects he has to learn. He cannot learn all the subjects to the same depth of learning. With LP, a student learns to prioritise his time carefully, so that he can achieve excellence in given subject.