The Transformative Lecture

Ample has been professed about teaching, professing and lecturing at being ingenious and ground-breaking in one’s teaching style, however the conversion is insignificant. Transformation in education seems pretty much like landing a rocket in Jupiter and Mars. The mammoth question is what tools are accessible to those who really want to transform themselves and then to others. One cannot say let me change other then I will change myself. Much before we discourse about bringing change in education realm it is imperative that we pliably deliberate who are we going to change at first. And most importantly who are in need to change themselves. But it is stiff to figure out from where to start. Lecturer at one hand needs a concrete skill and students at the other might need an escalated curiosity level in order to challenge their own mind set. The humongous predicament is to set the right tone at first, as we delve into numerous detrimental factors to escalate quality education, one need to fathom core value of teaching from informative to transformative.

If we perceive the substantial change in technology that has transmute the way the core values of teaching in education has seen a pragmatic change, we also need to accredit to align with the right set of values produced by human effort in terms of ideas and innovation for change. The integration of practical education in teaching has indubitably given a new profile and magnitude in terms of how we teach and train our students but this was never suffice to create social reformer who can emanate up with disruptive ideas and inspire many others to break the code of mediocre value generator. New perspective of learning and professing needs the mind set of transformation to mitigate the academic challenge between professor and learners. There is no evidence that the use of PowerPoint presentation, field visit, assignment and project and video learning has solved huge problems. But the use of these practice is at the forefront in many institutions across the world. If we look at prestigious university across the planet the quality has been maintained with the use of real problem solving rather than discussion of the problem with handful amount of students and lecturer and professors. Making one presentable and intellect is dire important but what is needed to transform is to solve the real problem at the local level. When we stay on the globalization of economy and the proliferation of technology one must profess the basic tool to create values rather than finding ways and means to generate revenues.

The milestone for prolonging quality academic excellence has begun long ago but pursuing out novel comportment and means has challenged academia to perform improved and superior. With the promise to be at the forefront for whatever academic challenges appears in a day to come to comply with the vision to transform, Institution must try hard to make a difference together with transformative mind set and students at large. One must comprehend how transformative lecture fluctuates from informative one. The disparity between knowledge dissemination and real world issues cannot be afforded at any cost. It is essentially whispered that quality teacher yields quality learners, but evidence illustrates that those who had faced pain inside the society had come up with the real solution to reform at various level. Now does it signify that the professors need lot of pain to be a transformative lecture? The answer is pretty hard to riposte.

Writer: Mr. Rajesh Prasad Bhandari

President: PVP Nepal, Province no. 7

BBA Program Coordinator, Brixton College  

Phone: 9805422784           

Email: tfabodoc@gmail.com