Teachers during a session at the lake Education plays a pivotal role in shaping the future of society, and at the heart of education lies the vital role of teachers. As we navigate the complex challenges of the 21st century, it becomes increasingly crucial to equip educators with the necessary skills and knowledge to prepare students for the rapidly changing world. Training teachers in line with the demands of the changing times is essential for ensuring that education remains relevant, engaging, and transformative. With an endeavor to unleash and self-discover the potential of teachers, Agastya’s Teacher Training Program team recently piloted an innovative program under the Acharya Initiative titled ‘Meta’ Teacher in Me. Intending to enhance the personality, perceptions, and pedagogical practices of teachers while instilling 21st-century skills and sensitizing teachers to the critical issue of climate change, this program centered on five major educational principles- Interdisciplinary approach Curriculum beyond textbook Reflection and action research Educational Technology Environmental Consciousness Many teachers participated in the workshop recently held at Agastya’s Kuppam Creativity Campus between 30th May and 3rd June 2023. They shared their experiences, saying, “The program was not exclusively pertaining to the academic alone; but the overall development of the teachers through the collaborative inputs from Academic, technical, theatre and arts.” Teachers gather for a picture during the workshop. The program was meticulously designed with field visits, interactive activities, experiments, tool-making for inquiry (rain gauges and foldscopes), and finally, analyzing results to discover innovative ways to integrate different disciplines. Teachers visited the waterbody near the campus and collected water samples to analyze its various physical and chemical parameters. The participants then assembled foldscopes they had made earlier to examine the biological parameters of the water samples. The session ended with a discussion on climate change. A teacher using a foldscope Through expert-led sessions like, immersive simulation games on different landscape formations and hands-on tasks, including jigsaw puzzles and screening documentaries like ‘A Life on our Planet’ by the famous naturalist David Attenborough, the facilitators deepened the understanding of climate change through anthropogenic activities. They explored ways to weave environmental consciousness into their curriculum. Teachers make a jigsaw puzzle together “Who is not my teacher? What are not my teachers? As everything in this world teaches me something.” – Olapamanna These are from a beautiful Malayalam poem, ‘ Thingalum Tharangalum, ’ which served as the workshop’s anthem to evoke teachers’ thinking. A teacher expressed their thoughts by saying, “We learned a song in a language which we don’t know. It’s a tongue twister, yet we are comfortable and liked the melody and essence of the song, and that’s why we were able to perform”. Teachers sing the anthem The program’s design made these lines real by venturing beyond the confines of traditional classrooms; teachers were exposed to the wonders of nature with Eco-walks and lake visits. They engaged with the real-world application of their teaching methodologies to create learning opportunities around them, which proved to be one of the defining features of the program. Teachers on a nature walk Acknowledging the influence of technology in modern classrooms, teachers were provided with tablets allowing them to experience how these tools could enhance their teaching and learning. From collecting visuals during Nature walks, making creative notes, and virtual simulations, to creating their own animated story using ‘ Scratch ’, teachers embraced the usage of gadgets and digital technology. Teachers use tabs during the training Theatre was designed as one of the program’s pillars to create an emotional connection to the subject. Teachers got the opportunity to show their theatrical skills by presenting the significance of the five elements of nature. The performing experience brought a sense of joy and excitement and proved to be a powerful tool for reflecting on their learning journey. The participants discovered an incredible potential to create memorable learning experiences for their students by integrating arts. Teachers during their theatre session Nurturing Reflections Recognizing the importance of self-reflection in the journey of professional growth, teachers were provided with tools and frameworks to evaluate and critically reflect on their learning through guided exercises, peer sharing, group discussions, and mind map sessions. Teachers expressed their learnings and reflections on their emotions through mind maps, a splendid outcome of the workshop. A mind-map made by one of the teachers Cultural Collaboration: “Knowledge can be gained from books; But the love of the knowledge is transmitted only by personal contact.” — Henry Van Dyke To kindle the love and passion for knowledge, the program brought together teachers from geographically and culturally diverse backgrounds and from across India, ranging from Government schools to International institutions, to foster a spirit of cultural collaboration. This unique convergence of experiences and perspectives gave them fresh insights, gained valuable cross-cultural knowledge, and cultivated a deeper appreciation for the power of diversity in education. A distinguishing feature of this program was working with eminent scientists from Gubbi Labs, educators from the Fig Tree Learning Centre, and theatre artists from Banjaras theatres. By working alongside eminent scientists, teachers bridged the gap between theory and practice, inspiring students to engage in scientific inquiry and critical thinking. Collaboration with experienced educators provided invaluable insights into effective teaching strategies and innovative pedagogical approaches. Moreover, the fusion of arts and education through the involvement of theatre artists unleashed creativity and encouraged imaginative thinking while demonstrating the transformative power of performing arts in education. With all these meaningful experiences and learnings, teachers came up with their own ‘Learning Experience Action Plan’, which they took back to their respective schools to implement in the future. The program’s diverse experiences and collaborations with experts catalyzed profound shifts in teachers’ perspectives and attitudes toward pedagogical practices. Along with the teachers’ transcendent learning journey, Acharya Initiative stood inspired by the program’s impact and remains dedicated to reflecting, learning, and refining the program to empower more teachers with similar transformative experiences!

17-year-old Seema Sheikh is currently pursuing a nursing degree and wants to work in anaesthesiology. 17-year-old Seema Sheikh, a former Young Instructor Leader (YIL), is currently in the first year of a bachelor’s degree in nursing from PES Medical College in Kuppam, Andhra Pradesh. She wants to work in the anaesthesia department of a hospital after completing her courses. “Anaesthesia means loss of sensation in the body. I want to work in that field, as it has a lot of growth and demand,” she explained excitedly. “People want to make every medical procedure free of pain.” Seema is the oldest of three children, and her mother runs a snacks and kebab shop from the veranda of their house in the village of Thumsi, Andhra Pradesh. Her exposure to Agastya began at a young age. Even though she was only in the third standard at Mandal Parishad Prathamik Pathshala in Thumsi when she first visited campus, she had already heard about it from her seniors. “We used to fight with our teachers to take us to the Agastya campus as well,” she explained. Her first visit to the campus was a memorable one. She first visited Guru Gruha — Agastya’s astronomy lab, which has a large free-hanging model of the solar system suspended from the ceiling — and watched several videos about the solar system. “I knew about the sun, moon and stars, but it was the first time I saw the entire solar system with its other planets,” she recalled. “We also saw the paths and speeds of different planets as they orbited the sun. I was so happy seeing it.” The Gurugruha Astronomy Center on Agastya’s Campus Creativity Lab near Kuppam, Andhra Pradesh. In the second half of the day, she and her classmates met several instructors in the auditorium. Each student had to stand on the stage and introduce themselves one by one. For the young Seema, it was nerve-racking. But over successive visits to the Campus Creativity Lab, her confidence soared. “At that time, we were all scared to stand in front of others and talk,” she said. Today, standing on the stage and talking to people is my favourite activity.” She enjoyed visiting the campus and interacting with the Agastya instructors, so much so that “if [she was] told that we are going to the Agastya campus, [she] would not get sleep due to [her] excitement.” Her enthusiasm and aptitude for science only grew with every passing visit to the campus. In the seventh standard, she learnt several science concepts like acids and bases, phases of the moon, natural colour extraction from flowers and turmeric, and many more, with the help of models and materials. Her love for Agastya was so strong that she began to miss the campus sessions while on lockdown due to the Covid-19 pandemic. “I used to ask [an Agastya instructor] when he would next call us to the campus,” she recalled. The unique YIL experience Seema’s limitless potential was identified early on and she became a Young Instructor Leader (YIL) when she was in the eighth standard at AP Model School in Santipuram, Andhra Pradesh, one of just nine YIL’s from her class of 80 students. “I did not know what a YIL was, other than what our seniors said, which was that it was like a badge for being a good student,” she recalled. “I was very happy but a few of my classmates and friends were upset. I told them not to feel bad, and that whatever we learnt, we would share with them.” Although Seema had been to most of the labs on the Agastya campus, there was a special lab only for YIL students, so it was a completely new experience for her. She and her fellow YILs began every session with meditation, followed by watching a motivational video. Then, they used to either study different topics in a practical way or engage in activities like group discussions or poster making. “We never memorised any formulae while learning math in the YIL lab but learnt using mathematic models,” Seema explained. “Later, each one of us would share our learning with the rest of the class. I loved the way the friendly Agastya instructors interacted with us. They taught us even difficult topics in a very easy way.” For Seema, peer-to-peer teaching was her favourite part of Agastya sessions. When she first entered the YIL programme, she was afraid of sharing her ideas, but she quickly became more confident and assertive. “Before, I was so scared to talk to people in case they laughed at me,” she said. “But after YIL sessions and practicing speaking in front of the class, my communication and confidence both improved.” The Ramanujan Math Park on Agastya’s campus in Kuppam. The park was named after Srinivasa Ramanujan, the legendary mathematician whose concept Seema had to explain during Agastya’s Math Day celebrations. Her newfound public speaking and teaching abilities came in handy when she partook in Agastya’s Math Day celebrations, which took place in the auditorium over the course of three days with several students from other schools and foreign visitors in attendance. “I was a group leader and explained the concept of Ramanujan’s number and how he arrived at it,” she said. “I felt like a fellow teacher and was very happy. I think peer-to-peer learning is my most valuable takeaway from Agastya, as I continue to use it even in college.” Her confidence and love for giving back have aided her at university so far. She is among the very few students in her class in college who do not hesitate to walk up to the blackboard and explain a topic. She credits this largely to her experience with Agastya. “As a YIL, I was trained to share my learnings with others,” she explained. “I would love to always keep this connection with Agastya.”

Shrivishnu S., now 25, has worked with Agastya for the last 12 years, despite his busy schedule as a soldier in the Indian Army. 25-year-old Shrivishnu, strongly believes that education and knowledge are different, and is greatly satisfied that he got both from Agastya International Foundation. “Education is what you learn from school, but knowledge is something you gain by understanding people, interacting with individuals, learning their language, culture, traditions, food habits, etc.,” he explained. He hails from the small town of Challakere, Karnataka, about 180 kilometers northwest of Bengaluru. Vishnu’s father is a farmer and TV technician, and his mother manages their home. Vishnu was introduced to Agastya in the eighth standard at Infant Jesus High School in Challakere, when a Mobile Science Lab, driven by a pair of Agastya instructors, arrived in his village. “Agastya’s programmes [cater primarily to government schools], so coming across Agastya was complete providence,” he recalled. “When I was 13 years old, a colourful van with vibrant pictures came to my village. Two instructors warmly greeted me and said I was most welcome to try and conduct science experiments by myself, and that they would support me.” Since young Vishnu was keenly interested in science, this idea interested him. He immediately bought into Agastya’s innovative methods, realising that to him, practical training was more effective than learning theory for remembering course material. “If you hear a story, you will forget it, but if you see and hear a movie, you remember much more,” he said. “Theory and visualisation are very different. If you practically do projects, they remain in your memory. Performing chemical experiments, seeing, and smelling the reactions with your senses makes learning a memorable and enjoyable activity. If you do it yourself, you will enjoy it. When you enjoy it, you understand, and it will be with you forever.” Children chase after a Mobile Science Lab. Vishnu’s first exposure to Agastya occurred when he was 13 years old, when a MSL arrived in his village. His memorable exposure to Agastya was just the first of many, as he would continue learning with the organization over the course of the past 12 years, allowing him to develop confidence, independence, and skills. His experience with Agastya was so effective that he was able to take up a part-time job in a lab and start earning money while in the eleventh and twelfth standards. “The first thing I got from Agastya is education, second is self confidence, and third, I learnt to overcome my fear, besides learning science in Agastya[‘s] method, which developed my analytical skills,” Vishnu explained. Years later, he still looks fondly upon his time with Agastya. “I used to travel in one of the mobile labs and would perform ‘Pavada Rahasya Bayalu’ or the tricks behind superstitions in front of people,” he recalled. “I used to demonstrate experiments, do projects and build models that would inspire students from other schools to come and visit Agastya centres.” But it wasn’t just students who Vishnu was able to inspire. In 2012, hundreds of visitors attended the Mega Science Fair at Palace Grounds in Bengaluru, where Vishnu led a group of students in a presentation. He, along with his team, built a working telecommunication model to demonstrate how communications systems transmit and receive data. They built a four-foot tower with bamboo sticks and created a circuit to showcase the system. “As a student who could not even speak in front of his class, I was able to present and demonstrate a model in front of hundreds of people,” Vishnu said with a hint of pride. “I truly owe this personal development to the education, knowledge, and exposure gained from Agastya.” Vishnu’s appreciation for Agastya extends to the faculty, who always provided opportunities for Vishnu and his friends to learn extra material and never said no when he asked for guidance. “The instructors would always put in 200% of their effort when it came to guiding and encouraging students,” he said. “I can tell with hindsight that every teacher who joins Agastya has a student mindset — they were constant learners themselves, and they would teach everything they learned.” Over the last dozen years, Vishnu has grown and changed, joining the Army six years ago. As he has matured from boy to man, he has recognized continual growth in the organization that has been so foundational in shaping him. “Today, I see Agastya has many knowledgeable and resourceful people,” he said. “It has developed in leaps and bounds. Students are getting even better exposure and opportunities. Now, they are even able to build their robots.” Children build their own robots at the Robotics Lab at Agastya’s Campus Creativity Lab in Kuppam, Andhra Pradesh. The lab is an example of how Vishnu perceives the organization has grown since he first was exposed to it 12 years ago. As Agastya continues to grow, Vishnu hopes that its programmes will become even more widely available. “Education should be free and available to all. Education is not for sale, it is for students to earn. Agastya never formally came to my school or taught my class. I went myself and they welcomed me, and this continues even today,” he said. “I am extremely grateful to Agastya International Foundation, which is like my second home, and I will be with Agastya forever. The major difference between school and Agastya was practically experiencing theoretical concepts, which completely transformed me. Students go for tuition, but I strongly suggest that they visit Agastya learning centres to improve in leaps and bounds.”

Jhansi Rani, a former Young Instructor Leader (YIL), is an Assistant Professor of Plant Pathology at Dr. Y.S.R. Horticultural University. Jhansi Rani N, a former Young Instructor Leader (YIL), is a 26-year-old who was recently named an Assistant Professor of Plant Pathology at Dr. Y.S.R. Horticultural University in Venkataramannagudem, Andhra Pradesh. Her incredible accomplishments came from humble beginnings; her father is a farmer, and her mother is an anganwadi teacher. She has a younger brother who is studying for his M. Sc. in Hotel Management. Her exposure to Agastya began when she was in the fifth standard, when a Mobile Science Lab (MSL) came to her school. As she had previously seen only pictures in books, the practical experiments and demonstrations attracted young Rani. This experience sparked her curiosity for science — especially botany and anatomy — and, in the long run, inspired her to pursue research in the subject. Throughout her academic career, Agastya scholarships have supported her higher studies, sustaining her interest and passion for research. Walking with Science Life changed for Rani in the sixth standard at ZPHS in Gutharlapalli, when she visited Agastya’s Campus Creativity Lab. In the labs, she was able to see life in all its colourful splendour. “Science is omnipresent,” she said, recalling her first impression of the campus. “My first visit to campus felt like walking alongside science. The campus flora and fauna enthralled me.” Some of the beautiful flora on Agastya’s Campus Creativity Lab near Kuppam, Andhra Pradesh. The 172 acres of campus were a barren wasteland when they were first purchased by founder Ramji Raghavan in 1999; today, they are an ecological paradise. Her first visit to campus marked the beginning of Rani’s passion for nature and science. Over subsequent years, she returned several more times. She always enjoyed her visits to the Campus Creativity Lab and remembered them fondly and enthusiastically. Every visit, she recalled, she learned something new. “New knowledge about science and experiential learning is waiting to be added to my treasury of facts and figures,” she said. Eventually, she was chosen to be a Young Instructor Leader, entering a program in which talented, curious students with mentorship potential are selected for peer-to-peer teaching. During her two years as a YIL, she taught students who visited campus during the summer camps. Agastya instructors also encouraged her to participate in the Intel IRIS National Science Fair, representing Agastya on a national podium at Kolkata. Along with her friend Roja, she accepted the opportunity, demonstrating “The Cooling Effect of Leaves”. Throughout the process, Agastya instructors unwaveringly supported the pair, meeting with them to help them make their idea better and more meaningful. One of her school teachers also played a major role in making sure that they could attend the science fair without any glitches. The effort and dedication paid off, as they earned an honorable mention designation. “We did not win first prize, but the jury rewarded our efforts!” she said. “They selected our work out of five projects for a special award.” To Rani, the IRIS National Science Fair was a truly transformative experience. Her achievement made the local newspaper, and a few of the local leaders congratulated the pair as well. Plus, in addition to helping her make a name for herself, the fair increased her confidence. A photo from the 2016 IRIS National Science Fair in Kolkata, in which Rani and Roja competed, presenting their demonstration, “The Cooling Effect of Leaves”. Source: IRIS National Fair. “As a YIL, I learnt how to talk to others, and this built my confidence,” she said. “My experience in the National Science Fair motivated me to study more and be at par with students from urban backgrounds. During the Alumni meets, I met so many students and people from different backgrounds and heard their stories, which inspired me to continue my studies.” She also benefited from the peer-to-peer teaching aspect of the YIL program, which she claims made her life fruitful. “I was playing a part in making creators, thinkers, and innovators by sparking curiosity in each of my friends in my neighbourhood,” she recalled. She also applauded Agastya’s experiential learning methodology as a whole, emphasising the importance of pictorial representation and experimentation to improve understanding and retention, as well as enhancing academic performances. Even today, she remembers many of the experiments she performed in Agastya’s labs. Still, none of her achievements would have been possible without Agastya instructors’ care. Her instructors, she recalled, always encouraged her to ask questions freely and without hesitation, and they would not get impatient even if she repeated them many times. This experience instilled in her an urge to learn more, which inspired her to pursue a doctorate in Plant Pathology. Eventually, after completing her studies at the College of Horticulture in Bengaluru, this led to her impressive current position. “Without Agastya, I would have concluded my education with a bachelor’s degree in science and would not have learnt to communicate as I am doing now,” she said. “My experience in Agastya continues to give me the courage to do what I can do. It changed how I look at myself. Agastya taught me that I have talent and I can improve myself.” youtube link Rani observed that the opportunities and the motivation she gained from Agastya helped her pursue her dreams with confidence. They also created a desire to help build a better future for the vulnerable in society. “Even though I cannot measure my achievements, I feel like the richest amongst the rich,” she said. “The confidence and the unwavering backing helped me to be an achiever.”

In a year that brimmed with boundless aspirations and ignited curiosity, Agastya International Foundation embarked on a journey of innovation and impact. As the pages of time turned, our unwavering commitment to reimagining learning took shape through remarkable collaborations, transformative events, and pioneering initiatives. At the prestigious Clinton Global Initiative, we made a commitment to the Agastya 2.0 movement — to impact 37 million underserved children in 5 years, employing a fusion of physical and digital outreach. The ripples of this commitment echo even further as we aspire to impact 100 million young learners across India within the next decade. Solidifying partnerships We solidified groundbreaking agreements with the Bodoland Territorial Region and Government of Haryana, marking a significant stride towards bringing innovative learning experiences to these regions. Our programs, including Mobile Science Labs, Acharya Initiative — Teacher Training, and Lab-on-a-Bike, will empower students and teachers across these states. New Initiatives and Innovations We inaugurated the Chemagicaa Chemistry Discovery Lab at the Campus Creativity Lab in Gudivanka. This state-of-the-art laboratory promises to infuse the joy of chemistry into young learners, sparking a lifelong passion for scientific exploration. Media education at Agastya aims to foster creativity and create a platform to bring it to the fore. This year, we launched a mobile version of the program, Dhwani , which enabled us to take photography, filmmaking and storytelling to children across the country. In a world propelled by technology, Agastya embraced innovation by creating new digital content modules that transcend traditional boundaries of education. The launch of Agastya Virtual School marked a pivotal moment as we ventured into the realm of digital learning, reimagining education for the modern age. Our stride towards evolution continued with the introduction of over 70 phygital (physical+digital) programs that captivated young minds. Technology was also at the forefront of improved internal processes. Spreading the sprit of Agastya Our founder and chairperson, Ramji Raghavan, took the stage at the ASCENT Conclave by Marico Innovation Foundation, sharing insights that kindled discussions on innovation and learning. Our Chief of Operations, Sai Chandrasekhar, delivered a compelling TEDx talk at Navarachana University, Gujarat, emphasizing nurturing and sustaining curiosity among children. The echoes of inspiration resounded through our Sarga Samvad dialogue series, hosting esteemed guests like AS Kiran Kumar, Kris Gopalakrishnan, and Suma Sudhindra. Their narratives of triumph and perseverance continue to ignite hope and determination. We honored another great mind, the celebrated mathematician Srinivasa Ramanujan, with a bust at the Massachusetts Institute of Technology, Boston. As we look back, each achievement, partnership, and step taken by Agastya echoes with a resounding commitment to learning and empowerment. With these vibrant achievements as our fuel, we set our sights on the uncharted possibilities of tomorrow, eagerly embracing the challenges and triumphs that lie ahead. We extend our heartfelt gratitude to all who have been part of this journey, and together, we strive to continue illuminating the path of Aah! Aha! and Ha-ha!

21-year-old C Sushmita is currently working in Infosys as Systems Engineer. She completed her integrate course of Intermediate and a bachelor’s degree in technology in Electronics and Communication from Indian the Institute of Information Technology (IT) - Rajiv Gandhi University of Knowledge Technologies, Basar: Telangana in 2023. Sushmitha believes she was a lucky child as she got the opportunity to explore Agastya’s Campus Creativity Lab from the young age of nine. She took part in campus activities with her cousin brother informally, until her seventh standard. Her zeal was so strong that whenever possible, after school, she would jump into Agastya’s vans, meant for other students for government school. She confessed, “ Agastya people do not stop me or anyone from coming to the Campus as they encourage students who are curious to visit Agastya Campus and learn.” Recalling her first visit, she felt some aspects of the Campus were a bit peculiar but in a good way. It was the first time she saw buildings that were different from those in her town. She kept thinking, “Why are the designs on the entrance like this? And why are there so many labs here?” After touring the extensive centres and grounds, the models in the biology lab attracted her the most. Sushmitha found the Agastya environment to be calming and relaxing. The advantages of a government school Sushmitha was ecstatic when she joined the nearby government run Andhra Pradesh Model School in Gudipalli, following which she formally joined Agastya. She recollected, “My school teachers were a bit rigid, and we were scared of them. The kind hearted and co operative instructors at Agastya would invite us to come forward and ask questions and also explain topics we know to others. Thus, our curiosity was satisfied an more importantly, our confidence built!” Sushmitha revealed, “Since, I was not getting any practical teaching in our school I utilised this opportunity well.” She remembered once she was given a model of the internal organs of the human body in pieces numbered from 1 to 15. After matching the numbers on the pieces with the numbers on the body frame, she was able to make a model of the human body. She went home and explained the functioning of the internal organs to her brother and sister, and in the process, felt like she had learnt something huge at a very young age. Sushmitha became a Young Instructor Leader (YIL) when she started her ninth standard. “I have always liked sessions at Agastya, so becoming a YIL made me literally fly with joy!” she says. Her YIL journey at Agastya was full of opportunities and initiatives like cleaning the surroundings of their school and planting trees. Sushmitha once observed that the bus stop near her school did not have the bus schedules mentioned properly. The Agastya instructor, Mahesh, duly considered her observations and spoke to the government faculty in charge of the bus depot. After noting down the timings, Sushmitha and her fellow YILs painted the bus schedule on the wall. When Agastya organised a session for parents, Sushmitha’s mother who is a homemaker and her father a sanitary department inspector in the Dravidian University along with siblings also too part. Sushmitha with her other YILs, showed them how to distinguish between real and fake condiments. For instance, they displayed brick powder along with fake chilli powder and real red chilli powder. By then, Susmitha became very bold in taking initiatives. The confidence to approach the Chief Minister Among other challenges, APM School did not have proper basic facilities like running water. Opportunity knocked when the Chief Minister, Chandra Babu Naidu visited Kuppam and was scheduled to pass by her school. Sushmitha prepared a list of problems that the students faced in discussion with her principal and gave the grievance list to the Chief Minister after boldly talking to him when his entourage stopped. The bold and fearless Sushmitha, credits Agastya for building confidence in her. The regional newspaper even published this particular event. The Governor of Uttar Pradesh, Anandiben Patel gave Sushmitha and her classmate a silver medal for a project they submitted for IRIS (Initiative for Research and Innovation in STEM), a national level science competition. With the guidance of Mahadev sir from Agastya, they actually prepared dishwashing soap with Naaru Akku, a Telugu word for plain palm. Sushmitha’s college gave her a study laptop but she did not know how to operate it. As she struggled to get instruction from others, she did not want her juniors to face the same. So, she along with five of her classmates, approached the principal for permission to teach juniors the basics of computer operations, which would solve the problem. She credits Agastya International Foundation for nurturing in her the ability to take initiative, thoughtfulness, to lead with confidence and to speak in public. She said, “After going through the YIL programme and doing activities with teachers, anyone can get confidence and vision to take the initiative.”

It’s amazing how a simple question can light up a moment and leave a lasting impression. One quiet evening, in a village tucked away in South India, I found myself surrounded by a group of curious children. Hoping to spark a conversation, I asked them: “Who, or what, do you admire the most?” I expected answers that pointed to familiar figures—politicians, business leaders, teachers, or perhaps a family member. Before the children could respond, my colleague, an elderly education consultant from the city, cautioned me, suggesting the question might be too advanced for these young minds. Undeterred, I waited for their answers. After a brief pause, a girl confidently raised her hand. Her response? “The sun.” Her answer caught me off guard. Intrigued, I asked, “Why the sun?” Her reply was simple yet profound: “Because the sun is so awesome and powerful that no human or animal can look straight at it for long.” In that moment, I saw something extraordinary—a young mind seeing beyond the ordinary to admire a force that sustains life itself. It left me in awe, and I recounted her words to friends and colleagues in the days that followed. Months later, at a lunch meeting with a former Maharaja, the memory resurfaced. As he handed me his card, I noticed the emblem of the sun on it. Curious, I asked him, “Why the sun?” With pride, he explained that his royal lineage traced back to Surya, the Sun God. When I shared the story of the village girl’s admiration for the sun, his face lit up with approval. This wasn’t the only time a child’s answer had left me speechless. On another occasion, I posed the same question to a 13-year-old girl in a school for orphans. Her answer was equally unexpected: “Potti Sriramulu.” For those unfamiliar, Potti Sriramulu was an Indian freedom fighter whose relentless hunger strike led to the creation of Andhra Pradesh. When I asked her why she chose him, her reply was filled with emotion: “Because he died for his cause.” The conviction in her voice, the way her body seemed to tremble as she spoke, moved me deeply. Her words made me wonder: What kind of courage and conviction must Sriramulu have had to give his life for what he believed in?  And perhaps more strikingly, how did a young girl, removed from that era, connect so deeply with his sacrifice? These moments left an indelible mark on me. They were a testament to the boundless curiosity, depth, and wisdom of young minds. Their answers were not just reflections of admiration—they were windows into how children see the world, often with a clarity and insight that we, as adults, overlook. Sometimes, all it takes is a simple question to kindle a fire of inspiration. And sometimes, the most unexpected answers can spark a light that stays with you forever.

By Avani Anil Gudi Education, at its core, is meant to be the nurturing of a human being—the mind, the heart, and the soul. With the evolution of its meaning in today’s time, education seems to have been reduced to a formula for earning a livelihood. It’s more or less basically a linear progression—grades, college, job, salary—one after the other, with no time to pause or sigh. And it is t his perspective that has stripped education of off its deeper purpose. Of course, the obvious fear of survival is natural, and while it is valid, there is also a certain fear that modern society has cultivated and wrapped around itself, that masks any sort of creativity and self-reflection.   What education should really be about is going beyond acquiring skills or knowledge; It should open doors to understanding, curiosity, connection, and help us engage substantially with the world. It is not about preparation for an exam or a career – that’s called mugging up. It is in fact a preparation for life itself, and it begins with understanding ourselves. As kids, in schools, all we did was attend classes from 9 to 3, teachers read out of prescribed textbooks, made us copy notes and answers, appear for exams with a need for good grades, while what we really needed was a holistic environment. Luckily enough, I had the opportunity to experience such type of schooling and receive that kind of education where I grew as a person, and not just as a student. When I was in the 6th grade in Rishi Valley School (KFI), we had an unusual homework in the module of ‘living organisms’ given to us by our science teacher: to choose a tree anywhere around the valley, sit with it every day for an hour or longer if we wished to, and become friends with it. In the vast green campus that we had, I decided to choose the Krishnamurti Banyan Tree, in short, the KBT. Each day, I would sit under its shade, noticing its rough bark, the ants crawling up its trunk, and seeing it sway with the wind. At first, it seemed a bit silly- how does one even become friends with a TREE. Puzzler. But eventually I think I came around to understand it. I gave it a shot by starting to talk to the tree. I would tell it about my day, share my thoughts that I would never share with anyone, and sometimes just sit quietly, listening to it rustle. Overtime, what started as a homework, began feeling like a friendship – a quiet grounded friendship. I felt a connection and an attachment that was as comforting as a warm hug.   It’s been 10 years now, and I still somewhat grapple with the purpose of this assignment. To get some clarity, I called up my teacher to ask what the purpose was. She said that it was to understand that learning does not have to be something technical, academic, and something that merely books can give. It is this spiritual learning that is also required, which helps us connect with nature, and be with another being. It wasn’t just about observing the physical aspects of the tree, rather also about having a relationship with it. A friend of mine had her own profound experience with her tree. Struggling with homesickness at a boarding school, she sought solace beneath her tree. There, she wept for an hour, and in the quiet embrace of the tree, she found a strange kind of comfort—a soothing presence that seemed to heal her in ways words cannot describe. We always see the world very materialistically, as members so used to this urban society. A PhD in Agriculture might be one of the highest degrees, but it’s the farmer who is far more knowledgeable, because he is the one who has lived-connected with the earth.   And this is what I would call holistic growth. This exercise taught me patience, empathy, and how to pay attention. Education like this goes beyond academics. It teaches us how to live fully, to question with curiosity, to care for the world deeply, and it took me nine schools to understand this.   This connection with nature is one of the fundamentals of right education. We are all aware of the ways of the world and the way life becomes so frenetic, that you have no time to pause and think. For this, I think nature has a remarkable ability to clear the mind, allowing us to see things more clearly, and to be more in contact with yourself. Moolikavana, conceptual garden at Agastya Agastya here, has made that possible by building a sustainable space for learning rooted in local biodiversity of Kuppam. Its conceptual garden like the Moolikavana is thoughtfully designed to establish an “umbilical connection with human anatomy” as observed by Dr. Yelappa Reddy. The unique design of Moolikavana intertwines science and spirituality. By aligning each medicinal plant with the corresponding part of the human body it heals, the garden serves the fact of our interdependence with the natural world. It reinforces how the body and nature are intrinsically linked. So, if you ever find yourself disconnected and frenetic, take a walk and talk to a tree.

A Motif of Agastya. Located in Campus Creativity Lab Gudivanka, Andhra Pradesh There is a mountain. The mountain is an adventure. But if you remove the spirit of adventure from the mountain, you are left with just a mountain.“ An insurmountable mountain.” The mountain here, dear reader, is a metaphor for education. Education is an adventure. It’s a journey full of exploration, curiosity, and observation. But when we remove the spirit of adventure from education, we are left with something dry and rigid—a set of facts to memorize, tests to pass (with not very pleasant grades, whoops), and a bunch of rules to follow. Without the adventure, education becomes an obstacle, much like an “insurmountable mountain,” as expressed by Manu Prakash, an Indian scientist who is also a professor of Bioengineering at Stanford University. An insurmountable mountain is a mountain with steep sides, no trees, and no life. Something that’s impossible to beat. It is a challenge that no longer excites us, rather overwhelms us, and takes away the joy of learning. Likewise, in education. Education isn’t about sitting in closed classrooms, memorizing formulas, or appearing for exams. It’s about the journey of figuring out what excites you, what interests you, who YOU are, and how you see the world. It’s about stepping beyond blindly copying blackboard notes and embracing the creative side in you. Unfortunately, as children grow older in their journey from being pre-adolescents to teenagers, they start to lose their spirit for life and sense of adventure. They stop being curious. Confidence is gone for a toss, and they start adhering to prescribed textbooks. Perhaps because of the evolved meaning of education. Education is now simply viewed with a series of tasks—grades, college, job, salary, at a relatively large scale in higher classes, each leading to the next with no break to breathe. And thus, many take it to becoming what the world demands of them rather than being themselves. Mulikavana, Campus Creativity Lab, Agastya When done right, education is like climbing a mountain—reaching new heights, feeling energized and exhilarated. It’s hard work, yes, but also deeply rewarding. This is something difficult to attain after years of being told, “It’s a (insurmountable) mountain, climb it!” yet hundreds of kids from Agastya have proven otherwise! How, you ask. It is simply with their potential, their sharp minds that have not once let loose of their curiosity in their learning curve. And Agastya makes sure of that and maintains the spark by making the process of learning more fun and less ponderous. Because it’s the process that’s important, not the fruit, as Mallika Sarabhai expresses, who is an Indian classical dancer and an actor from Gujarat. It instills in them the courage to ask questions—why certain things happen; how they happen—when the sky rains, it’s not just a fact to accept—it’s an opportunity to ask: why does it rain? Additionally, at Agastya, students also embrace failure and mistakes, because they are just proof that they’re trying. This spirit of adventure is what separates real learning from the conventional way of learning. When education turns into a checklist of tasks, it loses its spark. The joy of discovery fades. But with a zest for life, the mountain doesn’t seem so impossible. It feels alive, exciting, and worth climbing. Of course, learning is'nt straight away jumping to exploration, it’s also about having a perspective. A willingness to learn. To want the fruit at the top of the mountain. That’s where it starts. With this, the mountain stops being something to fear. It becomes something you want to climb—no matter how high. At the end of the day, education isn’t a race to the summit or a battle to overcome—it’s a relationship you build with the mountain itself. It’s the way the climb shapes you, the strength it gives you, and the stories you gather along the way. Perhaps it’s not even about reaching the top, but about finding meaning in the journey. Every step becomes a part of who you are. And maybe, just maybe, the true purpose of education isn’t to conquer the mountain, but just to see the world differently from where you stand.

Agastya’s children, along with the art and science instructors, recently constructed a colourful and artistic mural depicting the various layers of the earth’s soil. It adorns the steps built into the small hillock that lies between the astronomy center, the art center and the discovery center that houses life-size science exhibits. The hillock itself is dotted with trees, plants, herbs and flowers. Today, when any child or teacher walks up the steps, they find that the mural has rendered the earth beneath the hillock almost transparent – they’re able to see the many layers of the soil. They see clearly, perhaps for the first time, the earth beneath our feet, around us, and an earth that is most certainly a part of us. At a time when these children are not even “in-class” and therefore not “forced-to-learn”, the experience catches them unawares. And that deeply felt, almost involuntary and unconscious learning borders on the magical.  That mural is quintessentially Agastya. So is the caricaturized depiction of the water cycle that the children will see when they walk between the Center for Creative Teaching and the Model-Making workshop. The 170 acre campus houses over a dozen science learning hubs in addition to open-air classrooms, a teacher training center and art and media labs where over 500 children and their teachers visit from surrounding government rural schools. These hubs serve as a place where human knowledge is deconstructed and taught to children in lively, interactive parcels. But the learning is special because of the fluidity with which learning continues between and across labs without boundaries. With the learning of knowledge and the unlearning of boundaries are born new and exciting modes of creative expression - like the small gazebos made of waste plastic bottles; or the mural in front of the kitchen – made of waste kitchen utensils.  In effecting a synergy between various labs, Agastya has taken inspiration from its own conservation efforts to restore the once-barren land to its natural, green state. The appreciation for the interrelatedness and dependence of all species that continues to drive its regeneration efforts in ecology is now feeding into Agastya’s innovative efforts in learning. Just as the birds, animals, trees and insects exist in harmony with each other, the learning labs and people exist as a balanced community of innovation centers. It is this sensibility that inspires the Center for Creative Teaching – where teachers learn and practice new methods not in isolation of their students but in the presence of their eager and hungry minds. And the harmony enables a spark of curiosity from anyone’s mind – a child, teacher or staff can instantly spread and ignite the entire system. For e.g. at the model-making-workshop where life can be breathed into anyone’s idea for a teaching aid by fabricating it in the shop on the bottom floor and testing it out with the class of children on the upper floor.   A healthy ecosystem, it is said must be capable of expanding and reproducing. With over 70 mobile labs spread across 10 states, Agastya’s innovations are part of a thriving knowledge ecosystem. And Agastya’s Young Instructor Leaders, a group of innately curious 12 – 15 year olds that being nurtured for leadership, confidence and creativity are already taking root like a banyan tree. Tucked away in rural hinterland, the campus is right in between the cultures of 3 southern states. In the center of the campus stands the statue of the great Sage Agastya who is said to have crossed the Vindhyas from North India to Southern India, unified the two lands, created the Siddha school of herbal medicine and authored a grammar for Tamil Language (an ancient language that flourishes till date). Perhaps as an ode to the Sage, Agastya is creating a new grammar for innovations in learning.

At a gathering of school leaders at the Agastya campus, a participant remarked on the exceptional architecture of the campus buildings “I am curious,” he said, “Why are the buildings curved?” An interesting question, I thought, and explained that many buildings on campus were inspired by nature, for example, the art and innovation lab was built in the shape of a lizard, the auditorium was made in the shape of a dung beetle, and the biodiscovery center was inspired by the termite hill. The gentleman responded with a smile indicating his satisfaction, perhaps even unexpected pleasure, with my answer. I was about to move on to the next question from the audience when I was hit by a thought. “The curves might represent the fact that life is not a straight line,” I said. The gentleman beamed, and there was general applause. I went on to say that I have learned one important thing in my experience of leading and building the Agastya Foundation - that life is oblique and rarely straight. This is an important lesson for anyone who feels frustrated that things might not be happening as fast or as predictably as they would like in their personal or professional life: While we have goals and desires, and hope to reach them in as short a time as possible, reality intervenes in unexpected ways, presenting curves, bends and dead ends that one must constantly and tirelessly navigate. What might seem to be an unnecessary or frustrating detour, a maddening delay, problem or failure can sometimes turn out to be a blessing, one that preempts a greater obstacle, or throws up an unexpected opportunity. And so back to my key learning: learn to be fluid and flexible, embrace life’s twists, turns, and bends and, like water, find ways around them, see them as opportunities to build critical abilities like adaptability, anticipation, and patience. View twists turns, and bends as an inevitable part of your journey that, in time, will reveal unexplored, exciting, and surprisingly more fulfilling paths to achieve your goals.

On a sunlit afternoon in Jodhpur in February, 2017 on the road from the airport to my hotel, I asked the driver rather whimsically if there was a government school on the way that I might see. Ten minutes later he pulled over at a handsome building made of Jodhpur stone. Quite impressive, for a government school, I thought (I learned later that the building had been funded by a Dubai based NRI). I walked into the principal’s office and introduced myself. Taken aback by my uninvited presence, the principal warmed up to me after hearing about Agastya’s work and suggested that I should meet the children. Most of them, he said, were children of laborers, stonecutters and security guards. I was introduced to a boy, Himanshu, thirteen years old and the son of a laborer, who the principal proudly announced as “the smartest kid in the class.” Himanshu was writing notes on a page on English grammar. Never one to be impressed by a traditional school principal’s definition of “a smart kid” I asked Himanshu, “Where do you see science?” “Science is here,” he said pointing to a creaking ceiling fan, “and here,” he pointed to a small piece of chalk and “here” he said pointing to his body. He turned his head toward the trees and plants outside in the yard and beyond and said, “There is science there.” Startled by his insightful response, I asked him what he wanted to be. “Army officer,” he replied. “Great. I am sure you will become a general,” I said to spontaneous giggles and laughter. I told the children about a study in the US that had measured the performance of children who had learned to play a musical instrument. Neither innate talent, nor hours of practice seemed to explain the marked difference in performance between children in the A group who performed the best from those in the B and C groups. “What was the missing factor?” I asked the class. Silence. And then, Himanshu spoke. “It’s inner confidence.” "Aah!” I exclaimed, “Almost right. It was confidence that came from an ignited personal vision leading to a long-term commitment to be a musician.” The children in the A group aspired to be musicians. The children in the B group said they would play the instrument through secondary school, while those in the C group said they would play it through primary school. Quite a remarkable boy, Himanshu,I thought to myself; a perfect candidate for Agastya’s Young Instructor Leader program, where Agastya teaches children to teach children to grow their curiosity, confidence and leadership skills. If only Agastya had a program in Jodhpur, hundreds of kids like Himanshu might find expression for their precocity. Ten months later, on a refreshingly cool morning on December 5, 2017 His Highness the Maharaja of Jodhpur Gaj Singh ji inaugurated Agastya’s mobile science lab at the Government Girls School in BJS Colony, Jodhpur. The children and staff were visibly excited to have their esteemed “Baapji” visit their school. Under a white  pandal  in the schoolyard Baapji looked curiously at the dynamic and colorful hands-on models and experiments on display. Young girls freely asked him questions before they confidently explained the science behind the experiments. Baapji bent his head and peered down the infinity well. A girl in pigtails asked him, “How many images can you see?” “Quite a few,” Baapji replied to smiles and laughter. In my speech to the children, teachers and government officials who had gathered I recalled my inspirational meeting with Himanshu and Mr. Vyas, his principal. I said that Himanshu truly had fired up Agastya to come to Jodhpur. Sporting a tuft on a full head of coal black hair, Himanshu – a special guest and the only boy present at the BJS School - walked up to the dais and shyly acknowledged the cheers of the girls and teachers. I announced Agastya’s readiness to sponsor up to one hundred children from Jodhpur to visit Agastya’s campus creativity lab in Kuppam, AP. “Raise your hands if you would like to visit the Agastya campus,” I said. A sea of hands went up, followed by cheering. As he graciously welcomed Agastya to Jodhpur Baapji lauded Himanshu and remarked that there were many more Himanshus assuredly in Jodhpur. The deputy principal of the school said that she hoped more Himanshus and Himanshis would have an opportunity to express their precocity through their exposure to and engagement with the hands-on experiments of the Agastya mobile lab. A village leader in a striking turban requested that the mobile science lab visit his village. The newspapers mentioned Himanshu’s catalytic role in bringing the mobile science lab to Jodhpur. The mobile science lab will reach 3500 children every year. It was a magical day; a day, that I trust is only the beginning of something big and wonderful, as wonderful as Jodhpur one day becoming a hub for creative learning in India.