ಗುರು-ಶಿಷ್ಯರ ಸಂಬಂಧ

"ಗುರು ಪೂರ್ಣಿಮಾ" ಸಂದರ್ಭಗಳಲ್ಲಿ ಕಂಡುಬಂದ ಅನೇಕ ವಿಚಾರಗಳ ಹಿನ್ನೆಲೆಯಲ್ಲಿ ಆಸಕ್ತರು ಕೆಲವು ಪ್ರಶ್ನೆಗಳನ್ನು ಕೇಳಿದ್ದಾರೆ. "ಒಬ್ಬ ಗುರುವು ತನ್ನ ಶಿಷ್ಯನಾಗಲು ಯೋಗ್ಯನಾದವನನ್ನು ಹೇಗೆ ಗುರುತಿಸುತ್ತಾನೆ? ಅಥವಾ ತನ್ನ ಬಳಿ ಬಂದವರನ್ನು ಹೇಗೆ ಪರೀಕ್ಷಿಸಿ, ಶೊಧಿಸಿ, ನಂತರ ಶಿಷ್ಯರನ್ನಾಗಿ ಸ್ವೀಕರಿಸುತ್ತಾನೆ?" ಎನ್ನುವುದು ಇದರಲ್ಲಿ ಒಂದು. ಮತ್ತನೇಕ ಪ್ರಶ್ನೆಗಳು ಇದೊಂದು ದೊಡ್ಡ ಪ್ರಶ್ನೆಯಲ್ಲಿ ಅಡಕವಾಗಿವೆ. ಇಂತಹ ಪ್ರಶ್ನೆಗಳಿಗೆ ಚೆನ್ನಾಗಿ ತಿಳಿದವರು ಮಾತ್ರ ಉತ್ತರ ಕೊಡಲು ಶಕ್ತರು. ಆದರೂ, ನಮ್ಮಮಟ್ಟಿಗೆ ಮತ್ತು ನಮ್ಮ ಪರಿಧಿಯಲ್ಲಿ ಇದರ ಬಗ್ಗೆ ಸ್ವಲ್ಪ ವಿಚಾರ ಮಾಡುವುದು ತಪ್ಪೇನೂ ಅಲ್ಲ. ಆದುದರಿಂದ ಈ ಪ್ರಶ್ನೆಯ ಅನೇಕ ಮಜಲುಗಳಲ್ಲಿ  ಕೆಲವನ್ನು ಈಗ ನೋಡೋಣ. 

******

ಗುರು ಮತ್ತು ಶಿಷ್ಯ ಅನ್ನುವ ಪದಗಳ ಉಗಮ ಪ್ರಾಯಶ: ವೈದಿಕ ವಾಂಗ್ಮಯದ ಕೊಡುಗೆ. ಅಲ್ಲಿನ ಗುರು-ಶಿಷ್ಯರ ಸಂಬಂಧ ಇಂದಿನ ಶಿಕ್ಷಕ-ವಿದ್ಯಾರ್ಥಿ ಸಂಬಂಧಗಳಿಗಿಂತ ಬಹಳ ಆಳವಾದದ್ದು. ಶಿಕ್ಷಕ ಮಾಡುವುದು ಒಂದು ಉದ್ಯೋಗ. ಜೀವನ ನಿರ್ವಹಣೆಗೆ ಅದೊಂದು ದಾರಿ. ವಿದ್ಯಾರ್ಥಿಯೂ ಹೀಗೆಯೇ. ಕಲಿಯಲು ಒಂದು ವ್ಯವಸ್ಥೆ ಇದೆ. ಅಲ್ಲಿ ಹೋಗಿ ಸೇರಿಕೊಂಡರೆ ವ್ಯವಸ್ಥೆಯೇ ಮುಂದಿನ ಕಲಿಕೆ ನೀಡುತ್ತದೆ. ಈ ವ್ಯವಸ್ಥೆಯಲ್ಲಿ ಶಿಕ್ಷಕನೂ ವಿದ್ಯಾರ್ಥಿಗಳನ್ನು ಆರಿಸುವುದಿಲ್ಲ. ವಿದ್ಯಾರ್ಥಿಯೂ ಗುರುವನ್ನು ಹುಡುಕಿಕೊಂಡು ಹೋಗುವುದಿಲ್ಲ. ತನ್ನ ತರಗತಿಗಳಲ್ಲಿ ಯಾವ ವಿದ್ಯಾರ್ಥಿಗಳು ಬಂದು ಕೂಡುತ್ತಾರೆ ಎನ್ನುವುದು ಶಿಕ್ಷಕನ ಅಂಕೆಯಲಿಲ್ಲ. ಅಂತೆಯೇ, ಯಾವ ಶಿಕ್ಷಕನು ತನಗೆ ಪಾಠ ಹೇಳುತ್ತಾನೆ ಎನ್ನುವುದು ವಿದ್ಯಾರ್ಥಿಗೂ ಗೊತ್ತಿಲ್ಲ. 

ಈಗಿನ ಶಿಕ್ಷಕ-ವಿದ್ಯಾರ್ಥಿ ಸಂಬಂಧಗಳಲ್ಲಿ ಗುರು-ಶಿಷ್ಯ ಸಂಬಂಧ ಇಲ್ಲ ಎಂದು ಹೇಳುವಹಾಗಿಲ್ಲ. ಈಗಲೂ ಇಂತಹ ವ್ಯಾವಹಾರಿಕ ಸಂಬಂಧಗಳ ಮಧ್ಯೆ ಅಲ್ಲೊಂದು-ಇಲ್ಲೊಂದು ಗುರು-ಶಿಷ್ಯ ಬಾಂಧವ್ಯ ಹುಟ್ಟಿಕೊಳ್ಳುವುದೂ ಉಂಟು. ಆದರೆ ಅದು ಮೊಸರು ಕಡೆದಾಗ ಬರುವ ಮಜ್ಜಿಗೆಯಂತೆಯೇ ಹೊರತು ಹೆಚ್ಚಿನ ಅಪೇಕ್ಷೆಯ ಬೆಣ್ಣೆಯಂತೆ ಎಂದು ಹೇಳುವಂತಿಲ್ಲ. 

ಗುರುಕುಲ ಪದ್ದತಿಯಲ್ಲಿ ಜಿಜ್ಞಾಸು ತಾನು ಕಲಿಯಬೇಕೆನ್ನುವ ವಿಷಯದಲ್ಲಿ ಪ್ರಾವೀಣ್ಯತೆ ಸಾಧಿಸಿದ ಗುರುವನ್ನು ಹುಡುಕಿಕೊಂಡು ಹೋಗುತ್ತಿದ್ದ. ಇಂದಿನ ದಿನಗಳಂತೆ ಒಂದು ನಿಯಮಿತ ಸಮಯದಲ್ಲಿ ಕಲಿಯುವಂತೆ ವ್ಯವಸ್ಥೆ ಇರಲಿಲ್ಲ. ಒಮ್ಮೆ ಶಿಷ್ಯನೆಂದು ಗುರುವು ಸ್ವೀಕರಿಸಿದ ಮೇಲೆ ಅವನ ಸಕಲ ಜವಾಬ್ದಾರಿಗಳೂ ಗುರುವಿನ ಮೇಲೆಯೇ. ಅಲ್ಲಿ ಸಂಬಳ-ಸಾರಿಗೆ ಅಥವಾ ಫೀಸು-ಭತ್ಯಗಳ ಲೆಕ್ಕವಿರಲಿಲ್ಲ. ಅಲ್ಲಿ ಪ್ರಾಯಶಃ ಪ್ರಾರಂಭದಲ್ಲಿ ಅನೇಕ ಮಂದಿ ಸಹಪಾಠಿಗಳು ಕೆಲಮಟ್ಟಿಗೆ ಒಟ್ಟಾಗಿ ಕಲಿಯುವಂತಿದ್ದರೂ, ದಿನ ಕಳೆದಂತೆ ಪ್ರತಿ ಶಿಷ್ಯನೂ ಗುರುಗಳಿಂದ ನೇರ ಕಲಿಯುವಂತಿತ್ತು. ಎಲ್ಲಾ ಕಲಿಕೆ ಮುಗಿದ ನಂತರ ಶಿಷ್ಯನು "ಗುರುದಕ್ಷಿಣೆ" ಕೊಡುತ್ತಿದ್ದ. ಅವರು ಏನು ಕೇಳಿದರು, ಇವನು ಏನು ಕೊಟ್ಟ ಎನ್ನುವುದು ಅವರಿಬ್ಬರಿಗೇ ಗೊತ್ತು. 

ಈಗಲೂ ಕೆಲವು ಸಂದರ್ಭಗಳಲ್ಲಿ ಒಂದು ವಿಷಯದಲ್ಲಿ ಪರಿಣತಿ ಪಡೆಯುವ ಆಸೆಯುಳ್ಳ ವಿದ್ಯಾರ್ಥಿಗಳು ಕೆಲವು ಶಿಕ್ಷಣ ಸಂಸ್ಥೆಗಳನ್ನು ವಿಶೇಷವಾಗಿ ಹುಡುಕಿಕೊಂಡು ಹೋಗುವುದು ಉಂಟು. ಅಲ್ಲಿ ಅವಕಾಶ ಸಿಗದಿದ್ದರೆ ಮತ್ತೆ ಅದಕ್ಕಿಂತ ಸ್ವಲ್ಪ ಕೆಳಗಿನ ಶ್ರೇಣಿಯ ಸಂಸ್ಥೆ. ಹೀಗೆ. ವೈಯುಕ್ತಿಕವಾಗಿ ಒಬ್ಬ ವಿದ್ಯಾರ್ಥಿ ಗುರುವನ್ನು ಹುಡುಕಿಕೊಂಡು ಹೋಗಿ ಕಲಿಯುವ ವ್ಯವಸ್ಥೆ ಲಲಿತಕಲೆಗಳ ಸಂದರ್ಭದಲ್ಲಿ ಈಗಲೂ ಉಂಟು.  ನಾಟ್ಯ, ಸಂಗೀತ, ಶಿಲ್ಪ, ಚಿತ್ರಕಲೆ, ಗಮಕ ಮುಂತಾದವುಗಳಲ್ಲಿ ಇದು ಈಗಲೂ ಮುಂದುವರೆದಿರುವುದನ್ನು ಕಾಣಾಬಹುದು.  

"ಸಂಧ್ಯಾರಾಗ' ಕನ್ನಡ ಚಲನ ಚಿತ್ರದಲ್ಲಿ ಸಂಗೀತವೇ ಜೀವನವೆಂದು ನಂಬಿದ ಲಕ್ಷ್ಮಣ ಎನ್ನುವ ಯುವಕ (ರಾಜಕುಮಾರ್) ಮುಳುಬಾಗಿಲು ಚನ್ನಪ್ಪ ಎನ್ನುವ ಅಪರೂಪದ ಸಂಗೀತಗಾರರು ಎಲ್ಲಿದ್ದಾರೆ ಎನ್ನುವುದು ಪತ್ತೆಯಾಗದುದರಿಂದ ತಂಜಾವೂರು ಕೃಷ್ಣ ಅಯ್ಯರ್ ಅನ್ನುವವರ ಬಳಿ ಕಲಿಯಲು ಹೋಗುವ ಸುಂದರವಾದ ಚಿತ್ರಣವಿದೆ. "ದೀನ ನಾ ಬಂದಿರುವೆ, ಬಾಗಿಲಲಿ ನಿಂದಿರುವೆ" ಎನ್ನುವ ಹಾಡಿನ ಮೂಲಕ ಕಲಿಯುವ ತುಡಿತದ ಶಿಷ್ಯ ಮತ್ತು ಕಲಿಸಬೇಕೆಂಬ ಬಲವಾದ ಇಚ್ಛೆ ಇರುವ ಗುರುವಿನ ಪರಸ್ಪರ ಹುಡುಕಾಟದ ಕೊನೆ ಹೇಗಿರಬಹುದು ಎನ್ನುವ ಒಂದು ಉದಾಹರಣೆ ಇಲ್ಲಿ ಕಾಣಬಹುದು.  ಇದೇ ರೀತಿ "ಹಂಸಗೀತೆ" ಚಲನ ಚಿತ್ರದಲ್ಲಿ ಯುವಕ ವೆಂಕಟಸುಬ್ಬಯ್ಯ (ಅನಂತನಾಗ್) ಅವಧೂತನೊಬ್ಬನ (ಬಿ. ವಿ. ಕಾರಂತ್) ಹಿಂದೆ ಬಿದ್ದು ಸಂಗೀತ ಕಲಿತು ಮುಂದೆ ಚಿತ್ರದುರ್ಗದ ಮದಕರಿ ನಾಯಕನ ಆಡಳಿತದಲ್ಲಿ "ಆಸ್ಥಾನ ವಿದ್ವಾನ್ ಭೈರವಿ ವೆಂಕಟಸುಬ್ಬಯ್ಯ" ಎಂದು ಪ್ರಖ್ಯಾತನಾಗುವುದನ್ನು ಕಾಣಬಹುದು. 

***** 

ನಮ್ಮ ವೈದಿಕ ವಾಂಗ್ಮಯದಲ್ಲಿ, ಅದರಲ್ಲೂ ವಿಶೇಷವಾಗಿ ಉಪನಿಷತ್ತುಗಳಲ್ಲಿ ಗುರು-ಶಿಷ್ಯ ಸಂಬಂಧದ ಗಾಢವಾದ ವಿಶೇಷತೆಗಳನ್ನು ಕಾಣಬಹುದು. ಯಾಜ್ಞವಲ್ಕ್ಯ- ಉಶಸ್ಥ ಚಾಕರಾಯಣ ಸಂವಾದ, ಷಟ್ ಪ್ರಶ್ನೋಪನಿಷತ್ತಿನಲ್ಲಿ ಬರುವ ಆರು ಪ್ರಶ್ನೆಗಳನ್ನು ಕೇಳುವ ಜಿಜ್ಞಾಸುಗಳ ಹಿನ್ನೆಲೆ, ಇವು ಉದಾಹರಣೆಗಳಾಗಿ ನೋಡಬಹುದು. ತನ್ನ ಬಳಿ ಜ್ಞಾನ ದಾಹದಿಂದ ಬಂದ ಶಿಷ್ಯನನ್ನು ಗುರುವು ಸ್ವೀಕರಿಸುವ ದಾರಿ ಹೀಗೆ ಇತ್ತು ಎಂದು ತಿಳಿಯಬಹುದು:

• ಮೊದಲಿಗೆ ಬಂದವನನ್ನು ಈಗ ಸಾಧ್ಯವಿಲ್ಲ ಎಂದು ಹಿಂದೆ ಕಳಿಸುವುದಿತ್ತು. ಕಲಿಕೆಯ ದಾಹ ತೀವ್ರವಾಗಿಲ್ಲದಿದ್ದಲ್ಲಿ, ಅವನು ಸೋಮಾರಿಯಾಗಿದ್ದಲ್ಲಿ, ಹಾಗೆ ಹಿಂದೆ ಹೋದವನು ಮತ್ತೆ ಮರಳಿ ಬರುತ್ತಿರಲಿಲ್ಲ. ಕೆಲವೊಮ್ಮೆ ಅವನಿಗೆ ಮತ್ಯಾರೋ ಗುರುಗಳು ಸಿಕ್ಕಬಹುದು. ಹೀಗೆ ಒಂದು ರೀತಿಯ ಸೋಸುವ ಕೆಲಸ ನಡೆಯುತ್ತಿತ್ತು. 
• ಮತ್ತೆ ಮತ್ತೆ ಹಿಂದೆ ಕಳಿಸಿದರೂ ಎಡಬಿಡದೆ ಬರುವ ಜ್ಞಾನದಾಹಿ ಜಿಜ್ಞಾಸು ಈಗ ಶಿಷ್ಯನಾಗಲು ಸ್ವಲ್ಪಮಟ್ಟಿಗೆ ಯೋಗ್ಯನಾದ. ಇಂತಹವನನ್ನು ಗುರುವು ಗುರುಕುಲದಲ್ಲಿ ಇರಲು ಬಿಡುತ್ತಿದ್ದರು. ಅಂದಮಾತ್ರಕ್ಕೆ ಮಾರನೆಯ ದಿನದಿಂದ ಪಾಠ ಶುರುವಾಯಿತೆಂದಲ್ಲ. ಕೆಲವು ಕಾಲ, ಪ್ರಾಯಶಃ ಒಂದು ವರ್ಷ (ಇಷ್ಟೇ ಇರಬೇಕೆಂಬ ನಿಯಮವಿಲ್ಲ), ಗುರುಕುಲದ ಸಕಲ ಕೆಲಸಗಳನ್ನೂ ಮಾಡಿಕೊಂಡಿರಬೇಕಿತ್ತು. ಹೀಗೆ ಕೆಲಸ ಮಾಡಲು ಇಷ್ಟವಿಲ್ಲದವನು ಒಂದು ದಿನ ಹೋಗಬಹುದು. ಇವನು ಈಗ ಒಂದು ಹದಕ್ಕೆ ಬಂದಿದ್ದಾನೆ ಎನ್ನುವುದು ಗುರುವಿಗೆ ಮನವರಿಕೆ ಆಗಬೇಕು. ಅಲ್ಲಿಯವರೆಗೂ ಹೀಗೆ. 
• ಈ ರೀತಿ ಇರಲು ಮನಸ್ಸಿಲ್ಲದವನು ಒಂದು ದಿನ ಬಿಟ್ಟು ಹೋಗಬಹುದು. ಅಂತಹವರಿಗೆ ಬಂದ ಕೆಲಸ ಅಲ್ಲಿಗೇ ಮುಗಿಯಿತು. 
• ಹೀಗೆ ಒಂದು ಕಾಲದವರೆಗೆ ನಿರೀಕ್ಷೆಯಲ್ಲಿಯೇ ಕಾಲ ಕಳೆಯುವಾಗ, ವಿದ್ಯಾರ್ಥಿಗೆ ತಾನು ಕಲಿಯಲು ಬಂದ ವಿಷಯದ ಮೇಲೆ ಚಿಂತಿಸುತ್ತಾ ಇರುವಾಗ, ಬಂದ ಉದ್ದೇಶ್ಯ ಇನ್ನಷ್ಟು ಸ್ಪುಟ (ಕ್ಲಿಯರ್) ಆಗುವುದು. ಮನಸ್ಸಿನಲ್ಲಿ ಇದ್ದ ಕೆಲವು ಗೊಂದಲಗಳಿಗೆ ಅವನೇ ಉತ್ತರ ಕಂಡುಕೊಳ್ಳಬಹುದು. ಮೊದಲು ಬಂದಾಗ ಕೇಳಬೇಕು ಅಂದುಕೊಂಡಿದ್ದಕ್ಕಿಂತ ಹೆಚ್ಚಿನ ಮಟ್ಟದ ಪ್ರಶ್ನೆಗಳು ಈಗ ಹೊಳೆಯಬಹುದು. ಇದು ಒಂದು ಹಂತದ ಪೂರ್ವಭಾವಿ ಕಲಿಕೆಯೇ ಆಯಿತು!
• ಈಗ "ಏನನ್ನು ಕೇಳಬೇಕು? ಏನನ್ನು ಕಲಿಯಬೇಕು?" ಎನ್ನುವುದು ಅವನಿಗೆ ಖಚಿತವಾಯಿತು. ಕೇಳಬೇಕಾದ ಪ್ರಶ್ನೆ ಸರಿಯಾದ ಶಬ್ದಗಳಲ್ಲಿ, ಕ್ರಮವಾಗಿ, ಹಂತ-ಹಂತಗಳಲ್ಲಿ, ಕೇಳುವ ಕೌಶಲ್ಯ ಬಂದಿತು. 
• ಪ್ರಶ್ನೆ ಸರಿಯಾದ ರೂಪದಲ್ಲಿ ಬಂದರೆ ಅದಕ್ಕೆ ಉತ್ತರವೂ ಸರಿಯಾಗಿ ಸಿಗುವುದು! ಈಗ ನಿಜವಾದ ಆಳದ ಕಲಿಕೆ ಸಾಧ್ಯ. 
• ಗುರು-ಶಿಷ್ಯ ಸಂಬಂಧದ ಕಲಿಕೆ ಒಂದು ಕಬ್ಬಿಣದ ಚೌಕಟ್ಟಿನಲ್ಲಿ ಇರುವುದಿಲ್ಲ. ಅದು "ಗುರು ಹೇಳಿದ-ಶಿಷ್ಯ ಕೇಳಿದ" ಎನ್ನುವಂತೆ ಇರುವುದಿಲ್ಲ. ಅದು ಒಂದು ಸಂವಾದ. ವಾದದಲ್ಲಿ ಸೋಲು-ಗೆಲವು ಎನ್ನುವ ಫಲಿತಾಂಶದ ಮೇಲೆ ಗಮನ. ಸಂವಾದ-ವಿವಾದಗಳಲ್ಲಿ ಹೀಗಲ್ಲ. ಅದೊಂದು ಪರಸ್ಪರ ಕೊಡು-ಕೊಳ್ಳುವ, ಆದರೆ ವ್ಯವಹಾರದಂತಲ್ಲದ, ವಿನಿಮಯ. 
• ಇಲ್ಲಿ ಒಬ್ಬರು ಇನ್ನೊಬ್ಬರಿಂದ ಕಲಿಯುತ್ತಾರೆ. ದೊಡ್ಡವನು-ಚಿಕ್ಕವನು ಎನ್ನುವ ಭೇದವಿಲ್ಲ. ಪರಸ್ಪರ ಗೌರವ-ಆದರ ಉಂಟು. ಒಂದು ಕಡೆ ಗುರುಭಕ್ತಿ. ಇನ್ನೊಂದು ಕಡೆ ಶಿಷ್ಯ ವಾತ್ಸಲ್ಯ. ಹೀಗುಂಟು. 
• ಜ್ಞಾನದ ವಿಕಾಸ ಹೇಗೆ ಬಂದರೂ ಅದು ಸೋಲಲ್ಲ. ಆದ್ದರಿಂದ ಗುರು-ಶಿಷ್ಯ ಇಬ್ಬರೂ ಬೆಳೆಯಬಹುದು. ಇದು ಒಮ್ಮುಖದ ಕಲಿಕೆ ಅಲ್ಲ. 
• ತಿಳಿಸಿಕೊಡುವನು ಗುರು. ತಿಳಿಯುತ್ತಿರುವವನು ಶಿಷ್ಯ. ಶಿಷ್ಯ ಪೂರ್ತಿ ತಿಳಿದ ಮೇಲೆ ಇಬ್ಬರೂ ಶಿಷ್ಟರು. ಪ್ರಶ್ನೆ ಕೇಳುವುದು ಶಿಷ್ಯನ ಹಕ್ಕು. ಉತ್ತರ ಗೊತ್ತಿದರೆ ಕೊಡಬೇಕಾದದ್ದು ಗುರುವಿನ ಕರ್ತವ್ಯ. 
• ಶಿಷ್ಯನಿಗೆ ಉತ್ತರ ಗೊತ್ತಿಲ್ಲ. ಆದದ್ದರಿಂದ ಪ್ರಶ್ನೆ ಕೇಳುತ್ತಾನೆ. ಗುರುವಿಗೆ ಉತ್ತರ ಗೊತ್ತಿದ್ದರೆ ಹೇಳುತ್ತಾನೆ. ಅವನಿಗೂ ಗೊತ್ತಿಲ್ಲದಿದ್ದರೆ ಇಬ್ಬರೂ ಸೇರಿ ಉತ್ತರ ಹುಡುಕುತ್ತಾರೆ. ಇಲ್ಲಿ ಸೋಲು-ಗೆಲವುಗಳ ಜಂಜಾಟವಿಲ್ಲ. 

ಗುರು-ಶಿಷ್ಯರ ಸಂಬಂಧ ಇನ್ನಷ್ಟು ಗಾಢವಾಯಿತು. ಅದು ಒಂದು ದೃಷ್ಟಿಯಲ್ಲಿ ತಂದೆ-ಮಕ್ಕಳ ಸಂಬಂಧಕ್ಕಿಂತ ಮಿಗಿಲಾಯಿತು. ಇದು ಈಗ "ಜ್ಞಾನ ಸಂತಾನ" ಎಂದಾಯಿತು. "ಯಾವ ಗುರುಗಳ ಶಿಷ್ಯ?" ಎನ್ನುವುದರಿಂದ ಶಿಷ್ಯನಿಗೆ ಗೌರವ. "ಇಂತಹವನ ಗುರು" ಎಂದು ಗುರುವಿಗೆ ಮಾನ್ಯತೆ. ಒಟ್ಟಿನಲ್ಲಿ ಜ್ಞಾನದ ವಿಕಾಸ ಎರಡೂ ಕಡೆಗಳಿಂದ ಸಾಧ್ಯವಾಯಿತು. 

*****

ಇಂಗ್ಲೀಷಿನಲ್ಲಿ "ಮೆಂಟರ್" ಅನ್ನುವ ಪದ ಇಂತಹ ಸಂದರ್ಭಗಳಲ್ಲಿ ಬಳಸುತ್ತಾರೆ. ಕನ್ನಡದಲ್ಲಿ "ಮಾರ್ಗದರ್ಶಕ" ಎನ್ನಬಹುದು. ಈ "ಮೆಂಟರ್-ಮೆಂಟೀ" ಸಂಬಂಧವೂ ಒಂದು ರೀತಿಯ "ಗುರು-ಶಿಷ್ಯ" ಸಂಬಂಧವೇ. ಈ ಮೆಂಟರ್ ಪದ ಹೇಗೆ ಹುಟ್ಟಿತು, ಮತ್ತು ಅದರ ಬಗ್ಗೆ ಕೆಲವು ವಿಚಾರಗಳನ್ನು ಇಂಗ್ಲೀಷಿನಲ್ಲಿರುವ ಬ್ಲಾಗ್ ಪೋಸ್ಟಿನಲ್ಲಿ ಇಲ್ಲಿ ಕ್ಲಿಕ್ ಮಾಡಿ ಓದಬಹುದು.  

ಗುರು-ಶಿಷ್ಯ ಸಂಬಂಧದ ಮತ್ತೆ ಕೆಲವು ಪದರಗಳನ್ನು ಮುಂದಿನ ಸಂಚಿಕೆಯಲ್ಲಿ ನೋಡೋಣ. 

Cumulative Comprehensive Education (CCE)?

A very interesting item of news is buried in the vast volumes of print and net news during the last two days. 66,00,000 (6.6 million) students took the Uttar Pradesh Board Examinations (UP Board) for standard 10 and 12 this year. The examinations started on February 6, 2018. There are some dropouts or absentees in every examination and the number is usually less than one to two percent. By third day of this examination, more than 6,00,000 students had dropped out, making it 10 percent of dropouts. On the fourth day, the number went up to more than 10,00,000 (one million), making it more than 15%. The highest absentee rate recorded in UP itself earlier was 6%. Thus the past records was far exceeded this year.

The numbers themselves may not tell the real tale. The Board introduced many new measures this year to curb unfair practices during conduct of examination. Eduction mafia found that mass copying was tough going indeed, this year. Installation of CCTV cameras, rounds by special squads, and even inspections by the state's Deputy Chief Minister who holds the Education portfolio were among the measures to prevent mass copying and impersonation. These measures made the task of complicity by invigilators impossible. Reports indicate that the absentees were mostly those from other states who would enrol at schools in UP not for study but for having been assured of a pass in the examination! Many of them never attended classes in the school. Impersonation was one of the methods adopted for ensuring a pass in the examination. This became impossible due to installation of CCTV cameras. Sure success was no longer that sure now.

*****

Those in the touch with education field lament about the drop in the level of education over the last several decades. A BA (Honours) degree from Madras University was considered as something special six or seven decades ago. A B.Tech or ME degree was a pride possession three decades ago. Mushrooming of educational institutions, colleges providing assured degrees, drop in invigilation and evaluation standards and introduction of multi-choice questions have all contributed their mite to drag down the standards of education. Questions that have answers in them (MCQs) were a novelty when introduced, but diluted the necessity of hard work for securing marks in the examinations. Their introduction was with the arguments that examinations were memory tests rather than testing knowledge and skills earlier. The joke today is that a student cannot answer a question asking his name unless he is given four options!

Cumulative Comprehensive Education (CCE) or sometimes referred as Continuous Comprehensive Education is now used by organisations like CBSE and State Education Boards all over the country. CCE aims at helping improve a student's performance by identifying his/her learning difficulties at regular intervals of time right from the beginning of the academic period and thereby employ suitable remedial measures for enhancing learning performance. The scheme of CCE has continuous inbuilt flexibility for schools to plans as per guidelines provided in the scheme. Formative and Summative Assessment methods are used for awarding marks and grades to students. Generally two tests before mid-term examination and two tests between mid-term and final examination are held and marks obtained in them with prescribed weightage are added to mid-term and end-term examinations.

At the outset, this method of Formative Assessment (FA) and Summative Assessment (SA) looks a good combination indeed. This method provides for continuous evaluation of a student and does justice to a student who has a bad day on the final examination day. One of the elements of CCE is recognising and encouraging specific abilities of students who do not do well in academics but do well in other co-curricular activities. Thus a student will get marks for attending classes regularly, behaving well with other students and taking part in non-academic activities even though he may lag behind in academic work. Though the objective is laudable, its impact on academic standards cannot be underestimated. A child getting more interested in music and dance than academic work will also get due weightage in the overall education evaluation. This also calls for maintenance of exhaustive records by the teachers, thereby increasing their desk work. This is one of the complaints of teachers in this system.

Cumulative assessment has another interesting feature. The system of formative assessment and weightage given to extra-curricular activities ensures that students accumulate the required marks for passing even before the final examination, thus reducing the final act as a mere formality for many of them. If memory test was the weakling in the earlier system, this methodology is a major deficiency in the cumulative assessment system. Lack of requisite skills in preparation of quality question papers and their regular leakage add to the problem of conducting worthy examinations.  

The effect of such evaluation is now returning to haunt the system in the form of difficulties in selection of teachers for the next generation. Someone who passed out of the system by getting the benefit of such evaluation has now the responsibility of teaching his students in academics while he himself did not excel in academics when he was a student. The teacher training system also suffers from teacher trainers, who are products of such evaluation standards. Persons sitting on interview boards for selection of teachers struggle to select one out of those appearing in the selection process since they are unable to find a candidate meeting the required standards. They are often confronted with candidates who are unable to demonstrate handling of a class suggested by the interviewing committee. The committee has to perforce judge them on the basis of a demonstration suggested by the candidates themselves!  

Educational institutions are also under pressure to show higher result levels to enable them to compete in the market for intake of students in the next academic year. Strict evaluation means lower pass percentages and lower popularity among the community. Easier way out is rehearsing "important questions" repeatedly before examinations. Excessive and unnecessary reliance on "student feedback" on evaluation of teachers tends to further complicate issues. Provision of grace marks lowers the bar and brings down the overall academic standards even more.

*****

The academic standards are fast dipping. It is generally said that each generation blames the next one for lowering standards of life in various disciplines. Even after providing for this criticism, the standards of academics is indeed dipping. We are producing graduates in various disciplines who are falling short of the expected levels. Many of them are unemployable in their respective areas of academic degrees. A lot of effort is put at the top level for opening more educational institutions of excellence. Various shades of politics in academic institutions is gathering more and more strength. Administrators are under severe pressure from various quarters. There are many challenging issues confronting those assigned with the task of strengthening academic standards. The tendency of those in authority not recognising these challenges has confounded the problem.

In this background, it is time now to make a comprehensive review of the CCE, both in its content and implementation.

Tools, Teacher, Process and Practice

As defined by on-line dictionary, a scholar is a learned or erudite person, especially one who has profound knowledge of a particular subject. It also refers to a student or pupil who is still learning and is expected to complete his pursuits. However, the generally accepted meaning of the word scholar refers to someone who has attained a high level of mastery over a particular subject. Of course, there are a few personalities who have mastery over many subjects. They are a class by themselves and deserve highest respect from the communities.

Google translation gives "Pandita" (पण्डित) as the Sanskrit/Hindi equivalent of the english word "Scholar". Who is a Pandita? What are his characteristics? When can a person be called a Pandita? Is there any definition of Pandita in Indian texts? What should be the vital components of learning to make a person a scholar or pandita? What are the important stages of learning? Can we get a clear-cut definition of the word Pandita somewhere? Is there any modren learning method that corresponds to ancient definition of this type? These questions are indeed worth pondering over.

*****

The definition of a Pandita is available in many ancient Indian texts in different places. Saint Jagannatha Dasa (1728-1809) who lived in Maanvi town of Raichur district of Karnataka is an acknowledged scholar in Sanskrit as well as Kannada languages. He is an important member of the "Dasa saahitya" that propagates Vaishnavism. His "Harikathamrutasaara" is a scholarly work that deals with various aspects of life and teachings of the "Dwaita School of Philosophy". It is spread over 32 sandhis (chapters) containing 988 verses in Kannada language. There are many sanskrit works that have commentaries in sanskrit and other languages. This is a rare Kannada work that has many commentaries in Kannada as well as a commentary in Sanskrit. In the sixth verse of the third chapter of this work, titled "Vyaapti Sandhi", he gives a clear definition of "Pandita" (scholar) and the stages that one has to pass to reach that level. He defines four stages that a person has to pass through before becoming eligible to be called a scholar or pandita.

*****

What are these four stages for a person to cross before being called a scholar? They are defined as Vidyaa, Buddhi, Siddhi and Prasiddhi (विद्या, बुद्धि, सिद्धि, प्रसिद्धि). Translated to English, they correspond to Tools, Teacher, Process and Practice. What are their characteristics?

1. Vidyaa or Tools is the first stage for a scholar that comprise of collecting all the necessary tools to start his pursuit. What are the tools for a scholar? They comprise of necessary books and allied study material. There is no use in collecting all the tools unless the pupil makes some effort to get familiar with the tools so collected. He should necessarily do some amount of work with these tools so that he can use them when required in the next part of the studies. It is not proper to search for the tools when he sits before the teacher to learn. Preliminary work done before attending classes helps the student scholar to quickly pick up the thread when a reference is made by the teacher. This is the same as pre-class study or pre-read practiced in the present system of learning and training.
2. Buddhi or Teacher is the second component of scholarly pursuits. Mere amassing of learning tools and pre-class study would not be sufficient to open up deeper thoughts and inner meaning of learning. In order to have a clear understanding of the tools and their usage, a proper guide who is well-versed in the subject and its multiple dimensions is required. A teacher or trainer does this job. It may be noted that a teacher is even today referred as "ಬುದ್ದ್ಯೋರು" (Buddhyooru) in rural Karnataka. The combination of Vidyaa and Buddhi can now lead to the next two stages.
3. Siddhi or Process refers to the completion of learning efforts before the teacher. This involves the joint efforts of the student/trainee and the teacher/trainer. There is an element of face-to-face learning here. The word siddhi is commonly used to denote completion and culmination of something. (Some medicines are called "Siddhoushadas" and another common usage is "Mantra siddhi). This Siddhi or Process is the same as In-class study as practiced in the present day teaching/training.
4. Prasiddhi or Practice is the fourth and final stage in a student transforming into a scholar or a pandita. The word "Prasiddhi" is commonly used to indicate "Fame". In fact this is actually the second meaning of the word Prasiddhi. The first meaning of this word is "Attainment or Accomplishment". This is the ultimate test of a scholar or pandita. At this stage he will be able to quote, explain, answer, perform, demonstrate and show the real learning or training he has received. This is akin to the post-class activity or repetitive exercises used in modren teaching/training.

We have all experienced ourselves as well as we know from the experiences of our youngsters that many students study very hard when the examinations approach and leave no stone unturned in their preparations. Yet, when answering the question for which they have prepared so hard, in the examination hall, they forget the answer and suffer emotionally. They many times remember the answer as soon as papers are handed over to the invigilator and come out of the examination hall. Why does it happen? At the same time we know many who can quote and bring in the learning precisely when the need arises without even preparing for such situations. The secret for both these situations is in Siddhi and Prasiddhi, meaning the learning process and practice thereafter. This underlines the need for giving due importance to learning process followed by repetitive practice of the application of knowledge and skills. In essence, Siddhi and Prasiddhi explains these quite well. 

*****

There is an interesting background to the verse 6 in chapter 3 of Harikathamrutasaara referred above. As the verse covers the vital stages of learning and transforming a student to a scholar or pandita, there is a practice of starting "Aksharaabhyaasa" (starting learning process of a child) on the first day by reciting this verse before actual starting of learning in some families, especially in North Karnataka. It is further believed that the four forms Lord Mahavishnu presides over the four stages; Aniruddha for Vidyaa, Pradyumna for Buddhi, Sankarshana for Siddhi and Vasudeva for Prasiddhi. These forms are worshipped on the first day of learning with the fond hope that the child would evolve into a scholar or pandita in due course.

Coach, Teacher and Mentor

The word "Mentor" is often used in present day situations. The words "Coach" and "Teacher" are also used in similar contexts. Are they synonyms or is there any difference between these three words?

To understand the origin of the word "Mentor", we have to turn to Greek mythology. "Epics of Gilgamesh", "Iliad and Odyssey" and our own "Ramayana" and "Mahabharata" are reckoned among the oldest epics in the history of mankind. Homer's "Iliad and Odyssey" has the evergreen story of Helen and the Trojan War. Helen of Troy is considered as the most beautiful woman ever born in reality or fiction.  "Was this the face that launched a thousand ships? And burnt the topless towers of Ilium? Sweet Helen, make me immortal with a sweet kiss.....", says Christopher Marlowe in his poem titled "The face that launch'd a thousand ships". Odysseus, King of Ithaca was one of the men who wanted to marry this beautiful girl. When Helen's mother Queen Leda's husband (not father because Greek God Zeus is considered as her father)  and King of Sparta, Tyndareus decides that it is time for Helen to marry, Odysseus convinces him to make all the innumerable suitors to take a oath to accept the choice of Helen and support her husband when the need arises in future. Helen chose the prince of Mycenae, Menelaus. They lived happily for sometime and Menelaus even became King of Sparta. On the advice of the Greek Goddess Aphrodite, Prince of Troy Paris comes to Sparta and sees Helen. On a day when Menelaus is away in Crete, Paris takes Helen to Troy. Some versions say she was kidnapped and some others say she was seduced by the charms of Paris and went willingly. When Menelaus returned and found that his wife was gone, he sought the assistance of the former suitors of Helen to wage a war on Troy, as per their previous agreement. Having been the one to suggest such an arrangement, Odysseus was in the forefront of those who went to Troy to bring back Helen.

When Odysseus left for the Trojan war, his son Telemachus was an infant.  Odysseus did not return for twenty years and Telemachus grew up into a young man in the meantime. Telemachus went in search of his father and met his father's friend by name "Mentor". It is said that Greek Goddess Athena took the appearance of Mentor and guided young Telemachus at different times to search his father. Father and son duo return to Ithaca and ensure the defeat of the many suitors who had camped in their house seeking the hand of Penelope, Odysseus's wife and Telemachus's mother. Since Mentor encouraged Telemachus to stand up to all the suitors of his mother and find his father, the word "Mentor" has come to stay to denote a "wise and trusted counselor who imparts wisdom and share knowledge to solve personal problems".

The origin of the word "Coach" is said to come from Hungary. Hungarian city of Kocs is credited with being the first place to make carriages which are used to carry people from one place to another. In those days coaches were drawn by horses and were used as one of the earliest means of transport. The word coach is used even today in railway and other transports. "Sleeper coach" and "Luxury coach" are examples of such usage. In air transport also "Coach Class" is used by many airlines to denote "Economy class". This aspect of carrying people from place to place was later used to identify a person who could carry a less able student to pass an examination or a course, and was called a "Coach". In our childhood, coaching classes were a popular name for according special training to students who have failed in an examination to appear and get through a supplementary examination later on. This term is now used extensively in the field of sports. The word now denotes anyone who acts as a person to guide the youngsters in his charge to achieve excellence in their chosen fields or disciplines. Nowadays there are even teams of coaches and assistants to attend to the various requirements of the activity called coaching.  As defined by Cummings and Worley, "Coaching is a development process whereby an individual meets his wards on a regular basis to clarify goals, deal with potential stumbling blocks and improve their performance".

The word "Teacher" has its origin in the word "Teach".  "Teach" takes its form from "Index finger" and indicates to "show or point out" or "give instruction". On-line dictionary defines a teacher as one who teaches or instructs, as a profession. A teacher usually teaches in a public place where a number of students come to learn. If the teaching is done privately or at home, a person imparting education thus is called as a "Tutor" (man) or "Governess" (woman). A teacher of a higher rank doing the same job in a place of advanced learning like a University is called a "Professor". He is a person who professes (lays a claim to) as an expert in a particular field.

In the background of the above, the three words can be said to have the following characteristics and differences:

• Coaching is an intervention that is highly personal and usually involves a one-to-one relationship between the coach and those coached. Teaching is a general activity of instructing or imparting education in a public place where a number of students enroll themselves. Teachers follow structured learning and process is based on a course curriculum. Mentoring is a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a lesser experienced or lesser knowledgeable person.

• The relationships are called Coach and Coachee or more commonly client, Teacher and Student and Mentor and Protege or Mentee respectively.

• A coach often has the freedom to choose his clients whereas a teacher instructs a class entrusted to him and does not enjoy this freedom. In mentoring, the relationship between mentor and mentee is more sensitive and is usually between two persons in the same organization or profession.

• Coaching and Teaching can be at elementary levels whereas Mentoring generally happens at a higher plane.

• Coaching and Teaching are formal processes whereas Mentoring is more of an informal process.

• Coaching and Teaching can be professional activities whereas Mentoring is more voluntary in nature. Coach and Teacher are paid a remuneration for their efforts whereas there may not be such payment in Mentoring.

• Coaches have technical expertise while teachers have professional qualifications. Mentors are chosen on the basis of their experience and skills and are paired with a less experienced colleague in the organization or profession. Peer mentoring is often an informal activity and revolves around hand-holding in crucial phases of development.

The above characteristics are general in nature and cover the broad contours of the three activities. There can be many instances wherein a coach or a teacher may emerge as a mentor for a few of their wards or students. One such example is of the famous combination of Ramakant Achrekar and Sachin Tendulkar. Achrekar has been a coach for many but Tendulkar considers him as more than a coach, a mentor.

In Mahabharata, Krishna was a mentor for Arjuna. Shakuni was Duryodhana's mentor. Results are there for all to see. Among the famous Mentors and Mentees are Chanakya and Chandragupta, Aristotle and Alexander the great, Bobby Charlton and David Beckham, and more recently Rahul Dravid and Ajinkya Rahane.

To be a Mentor is not a matter of pride; it is a rare privilege and distinction. It is far-removed from arrogance; humbleness is its hallmark. To act as a Mentor is a wonderful opportunity to repay a small part of the investment made by the society in one's own development over the years.