#transformativeeducation

Alumni Speaks!

Mr. Ashutosh

(Batch 2018-21)

Designation - Area Sales Manager

Company - Wheelseye Logistics Pvt. Ltd.

We worked hard in silence & let our alumni make noise | SOIL

Embark on a journey of transformative education at Dayanand Sagar University, where a world of dynamic programs and abundant resources awaits eager minds. This distinguished institution is committed to redefining the educational landscape, offering a comprehensive range of programs designed to inspire and empower students.

Discover a curriculum that goes beyond traditional boundaries, fostering innovation, critical thinking, and practical skills. Dayanand Sagar University takes pride in its dynamic approach to education, constantly evolving to meet the demands of a rapidly changing world. Students are not just recipients of knowledge; they are active participants in their own learning, encouraged to explore, question, and create.

At the heart of this transformative experience are the diverse resources offered by the university. State-of-the-art facilities, cutting-edge laboratories, and a rich library provide students with the tools they need to excel in their chosen fields. The university's commitment to research and innovation ensures that students are at the forefront of emerging trends and technologies.

Whether you aspire to delve into the realms of engineering, business, sciences, or the arts, Dayanand Sagar University's dynamic programs cater to a spectrum of academic interests. The faculty, comprised of experienced professionals and industry experts, guide students through a learning journey that extends beyond textbooks to real-world applications.

Ang edukasyon ay ang susi upang buksan ang ginintuang pinto ng kalayaan.

Ipinapakita sa transformative education ni Antonio Tujan Jr. kung paano ba nagbabago ang sistema ng edukasyon. Ang edukasyon ay isang uri ng sandata na hinding hindi maiaalis sa iyo, sinasabi nga na ito ang susi sa magandang kinabukasan. Ngunit bakit nga ba tila nagiging isang komersyalismo ang edukasyon sa bansa. Binibigyang diin na kung ikaw ay may pera o burgis kung tawagin, ay makakapag-aral ka sa magandang eskwelahan – mga pasilidad na mayroong aircon, mga gusaling gawa sa salamin, mga bilihing isang elitista lamang ang may kakayahang bumili, ngunit kung ikaw naman ay katamtaman lang ang kakayahang makapag-aral ay sa simpleng eskwelahan ka makakapasok, dahil nga sa ikaw ay walang pambayad ng tuition fee. Hindi na bago sa bansang ito ang pagkaitan ng edukasyon ang masa, dahil kung sila ay papakainin ng impormasyon ay baka ang mga politikong elitista na kunwaring ayaw nahihirapan ang mga salat sa pera ay paunti-unti ng nasisibak sa kanilang mga pwesto.

Ang kamalayan sa lipunan ay binubura ng sistema dahil sa kinakatakutang malawakang pag-aaklas. Ang mga mamamayan ang siya mismong kayang makapagpabago ng bulok na sistema ng gobyerno, ngunit iilan lamang sa atin ang nakakaintindi nito, karamihan pa ay mga estudyante. Kung ang isang simpleng trabahador ng isang pabrika ay maraming alam tungkol sa mga naging pangulo ng Pilipinas, hindi mo ito matatawag na trabahador ‘lamang’ ng isang pabrika dahil mayroon siyang alam na hindi nalalaman ng karamihan. Paano pa kaya kung mamulat, maipaliwanag sa bawat mamamayan ng bansang ito na ang inaakala ng iilan na siyang gumagawa ng paraan para sa ikauunlad ng bayan at ng mga buhay na bumubuo sa lipunang ito ay siya pa lang sumisira at gumigiba para sa kanilang pansariling interes.

 Ngunit sa panahong ito, kung saan ang nakapagpapabagong eduksayon ay umuunlad dahil ang mga mamamayan ay patuloy pa ring nararanasan ang mga pighati na pinangako ng mga politiko noon na kanilang aayusin. Ang edukasyon ngayon ay dumaraan na sa praxis, at hindi malayong kung ito ay magpapatuloy, hindi na muling magbubulagbulagan ang mga Pilipino. At baka sa darating na panahon ay hindi na magpapakapipi ang mga tao dahil sabi nga nila, ang taong mapagtanong, daig ang marunong.

Bagay nga sa mga elitistang politiko ang tawaging silang ‘intellectual idiot’ o kung sa wikang Filipino – ‘matalinong bobo’. Dahil sa sila ay nakapagtapos ng pag-aaral sa mga kilalang unibersidad at sila ay may mga titulong pinanghahawakan na nanggaling pa sa ibang bansa ay syempre, sila ay matatawag na matalino, ngunit hindi man lang nila masolusyonan ang problemang matagal ng kinahaharap ng Pilipinas o kahit na tuparin man lang nila ang kanilang mga pangako noong panahon na sila ay nanganagmpanya pa lamang. Ngunit hindi, bulsa muna nila bago ang Bayan.

SANGGUNIAN:

Transformative Education ni Antonio Tujan Jr.

We, educators, enter education in most instances with the expectation to be able to “change the World” through the “education” we provide the next generation. We dream that we could be the teacher/s that influenced us to be the educators. Through our education programs we are given the theory, tools, and resources to be able to engage the politics of education but it does not prepare us for it. We cannot be prepared for the politics of education until we experience it. We all want to be RIDAS, as Jeff Duncan-Andrade once wrote, yet we are dealt with the question of how are we going to reach that personal expectation of being the legit teacher we once dreamed of being when we entered the politics of education. 

Now, this enters a discourse of recognizing the politics of the school that you are in. Are you in a charter, public or private school? What is the education model and its: mission, objective, message, motto, targets? What is the administration all about? What are other teachers all about? What are you all about? We are taught to be critical of ourselves as educators and question what our ideals are but when we enter our schools we find the question turn to a question of how are we going to fit the politics of the school. There are a number of options to this but ultimately we are searching for ourselves within the politics of the school in that first year. We shift our position within the politics of the school as we begin to transform.  As we experience the school and its politics, we begin to transform into teachers that are antagonized, marginalized, befriended, or accepted. These are not the only options but the idea is that we become transformed by the experienced. 

We earn a better sense of ourselves as we relate to the school. The young people, they become our source of energy; we become their source of energy as well. We reciprocate our relationship with our school upon our young people whether it is intentional or not. We reciprocate our alienation, our frustration, our hopelessness, as well as our dreams and expectations. We are authentic with our young people even without us knowing it because they feel us. They sense us and we sense them but in most of our schools we choose to negate this feeling and try to push through it without reflecting upon what is going on. For those who have felt this pain before, we suddenly have a flashback to those days of endless struggle as we tried to navigate the politics of education as young people. For those who have never had this feeling, we try to rationalize what is going on as a phase but the reality is that you are slowly (or quickly) burning out, set ablaze, giving up, or trying to find a way out of this maze of emotions. Even those who have experienced this in their childhood, are caught up in the trauma of the past and question whether they are creating the conditions of the past in the present that might effect the future of their pupils. 

We have been institutionalized to perceive that education is a right that is granted to us but we negate the long struggle to be able to provide a sort of egalitarian education. Education is a revolutionary act. Based on the politics of your school, of education, and your positionality this enters another discourse of the value of education and what are its means to our society. Education has long been a limited practice in most societies that only those given the privilege have been granted the opportunity. We are living in an age where we have the opportunity to empower all of our population through education yet the education we are providing has become standardized and limited of its authenticity. Transformative education is not standardized nor does it have a formula, it is an ideal that requires engagement in action.

I laugh when people talk or write about transformative education because the ways it is written about it seems so step by step. They make it seem that you can accomplish these possibilities in any academic space no matter the politics of the school or of education. They negate the process that requires critical praxis and a constant internal and external reflection of one’s positionality not only with the aforementioned but also our students. We must include them in this process as we seek to grow and cultivate this transformative education practice at our schools and within our academic spaces. We must be willing to engage our students critically in creating the capacity to transform the World we live in. The teachers who made an impact on us when we were younger were ones who navigate the politics’ and did everything in their power to empower us to create the change they wanted to see in the World. Their teachings made an impact on us and it is that same impact we seek to provide our students. We find our position within the politics’ and work to create the change we want to see in the World. 

Education is a revolutionary act. It is a practice that requires the skills of an organizer, counselor, actor, dancer, writer, reader, narrator, CEO, CFO, lawyer, secretary, entrepreneur, assistant, director, producer etc. It is practice that requires plenty to do and accomplish and when we find our way through the politics’, we can finally provide the RIDA education we once dreamed of providing....