*Dialogue with Educators: **On the occasion of Teachers Day*

*Dialogue with Educators: *

*On the occasion of Teachers Day*

Warm greetings,

I recently came across an interesting story.

         One day, Padmanabha Guruji was conducting what he called an “aspiration test” in his class. He asked each student the same question: “What do you want to become?”

          The usual answers came first: “I will become a lawyer.”, “I will become an architect.”, “I will become a mathematician.” Some answers were more unusual and caught everyone’s attention: “I will become a locomotive driver.”, “I will build ships.”  Then came answers that made the whole class laugh: “I will become a magician.” “I will become a chicken merchant.”

       It was now little Vanchi’s turn. He was hoping that no one would guess the answer that he carried in his heart. When his turn came, he answered with a cheerful face, as though his deepest aspiration had already been fulfilled: “I will become a sādhu!”

       The moment he said this; the classroom burst into laughter. The teasing and ridicule continued for nearly five minutes. Some students began imagining Vanchi dressed as an ascetic, chanting “Jai Alakh Niranjan!”  Others pictured him as a little holy man sitting beside a sacred fire, his body smeared with ash.

        Padmanabha Guruji laughed too. Yet he took Vanchi’s answer seriously. He realised, however, that it did not quite answer the question he had asked. He asked, “What do you mean by a sādhu?”

      Vanchi did not have the courage to repeat the explanation he had heard a few days earlier in a kīrtana. The laughter and ridicule of his classmates had already unsettled him. He had become nervous and withdrawn. So, he gave a brief answer: “A satpuruṣa—a good and noble person.”

     “That is correct!” Guruji reassured him. “But I was asking what profession you would like to take up. Being a satpuruṣa or a sādhu is not a profession, is it?”

Vanchi realised what he had misunderstood. He replied, “I will study, and then I will choose the profession that I feel is right for me. I do not know yet what that will be.”

(Reference: This story is drawn from the account of the life and work of the revolutionary Vāñcīnātha Aiyar in Gopāl Godse’s book, Aparicitañcyā Krāntikathā.)

    I would make it slightly more reflective and teacher-oriented, with a smoother progression from career aspirations to the deeper question of the person the child wishes to become.

    In the classroom, we often ask students about their dreams. We try to understand their aspirations and learn about the goals they have set for themselves. But if a child in our classroom were to give an answer like Vanchi’s, how would we, as teachers, respond?

    Today, both parents and teachers are keen to understand children better. They want to know about their intelligence, aptitude, abilities, interests and aspirations. This concern is understandable, given the “social anxiety” surrounding children’s education, careers and future security. We want to ensure that every child chooses the right path and has a secure and successful future.

   Yet, beneath all these concerns, there seems to be a deeper and more fundamental expectation. Whenever we are asked about someone in an interview or conversation, we often respond spontaneously, “He is a good human being.” In the end, is this not what we all wish for our children—that they grow up to become just a good human being?

   But suppose, in our classroom, a student gives an answer like Vanchi’s: “I want to become a good human being,” or even, “I want to become a satpuruṣa.”

        How would we respond?

     Would we simply tell the student that being a good human being or a satpuruṣa is not a profession? Or would we pause and try to understand the aspiration behind those words?

          If a student expresses such a value-based aspiration, what more do we need to know about the child? What does the student understand by being a “good human being”? What qualities does the child wish to cultivate? What kind of person does the child aspire to become? What are the child’s inner strengths, interests, abilities and values? What gives direction and meaning to the child’s aspirations?

       Perhaps, therefore, a teacher needs to ask a question that goes beyond “What do you want to become?” The deeper question is:

        “Who do you want to become?”

     This shift—from a profession or achievement to the person one wishes to become—may open a much deeper understanding of a child’s aspirations and of the true purpose of education.

     What other kinds of aspirations might students with aspirations like Vanchi’s want to nurture within themselves? Such students may aspire to live a value-centred life. To understand the direction of their personality and aspirations, we need to look beyond intelligence, aptitude, interests and career choices, and explore the realm of human values. A meaningful assessment of such aspirations would therefore need to consider a person’s values, ethics, virtues and sense of social responsibility—in other words, the direction in which their human values are developing.

        The qualities considered in such an assessment might include: Truthfulness — standing by the truth in all circumstances and speaking honestly, Integrity — being transparent and consistent in one’s thoughts, work and conduct, Sense of duty — carrying out entrusted responsibilities with sincerity and commitment, Compassion — sharing in the suffering of others and extending a helping hand, Cooperation — working with others as a team and making an effort to take everyone along, Discipline — following rules, honouring commitments and being mindful of time, Humility — remaining simple and respectful without allowing success to give rise to arrogance, Altruism — going beyond self-interest and working for the welfare of others and society, Good character — behaving with civility, refinement and sound judgement, Courage — remaining steady in difficult situations and having the courage to make right and ethical decisions. Many other qualities could be added to such a list.

           But can such values really be measured through a test? More importantly, is there a need to measure them at all?

          And if such an assessment is undertaken, who should it be for? Should it be designed to tell others about the student? Or should it primarily be a self-assessment, enabling the student to look within, recognise their own strengths and limitations, and reflect on the values they wish to cultivate?

          As teachers, we need to ask ourselves an even deeper question. Beyond aspirations related to studies, examinations and careers, do we really want students like Vanchi in our classrooms today—students who aspire to become good human beings, or even satpuruṣas?

        If we do, are we providing them with the experiences that can help such aspirations take root and grow?  What kinds of educational experiences can we offer in our schools to nurture such life-centred and value-based aspirations in students?

         And, as ācāryas, what values are we ourselves revealing to our students through our everyday conduct, our actions and our way of thinking? Do our students see in us the very values that we hope they will develop in themselves?

         Perhaps this is something worth reflecting upon as we approach Teachers’ Day.

Warm regards,

Jnana Prabodhini, Pune

Prashant Divekar
September 5,  2026

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